Reflection: Continuous Assessment More Solving One-Step Inequalities Using Reasoning (all operations) - Section 4: Independent Practice


While students are working, I am looking for this common error that lets me know students don't quite understand the test that we're doing, and how it relates to the solution set of the inequalities.

In the sample above, the work space is correct.  The student has solved for y, and has correctly tested one number less than 4 and one number greater than 4.  The student also correctly identified that numbers greater than 4 create a true inequality.

The mistake I'm looking for comes with the writing of the solution set.  If a student writes y < 4, then I know that (s)he doesn't have a conceptual understanding of what we're doing.  A student who makes this mistake is using the inequality symbol from the test (in this case, the 10 < 25) to write the solution set, rather than using the word 'greater.'

When I see this mistake, I talk to the student about it.  I ask the student to test another number that would fall in the solution set.  For example, here, I'd ask for the student to test another number that is less than 4, since (s)he has written y<4.  The number won't create a true statement.  We'll create a quick number line together, and put in the information we know (here, than 4 is the decision making point, 1 creates a false statement, and 10 creates a true statement). Together, we'll revise the solution set, and connect it to the original test.

  Continuous Assessment: Common Error
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More Solving One-Step Inequalities Using Reasoning (all operations)

Unit 9: Inequalities
Lesson 6 of 7

Objective: SWBAT solve a simple one-step inequality using reasoning to find the solution set that makes the inequality true.

Big Idea: Inequalities can be solved using reasoning and substitution. We know that a solution set is correct if you choose values that satisfy the solution set, substitute them into the original inequality, and see if the inequality is satisfied.

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