Reflection: Connection to Prior Knowledge Compound Inequalities - Section 2: Independent Practice


Students did well with this practice portion of the lesson.  I found it interesting that students actually had more difficulty with the inequalities of the form 4<x+1<6 (case 1).  The inequalities of the form x<3 or x>7 (case 2) seemed to make more intuitive sense.  This was because students could use their prior knowledge of how to solve inequalities more immediately in the second case.  Then, the only thing left to do was to understand how to represent the solution.  Because case 1 looked different from what students had seen they weren't as sure how to handle these types of problems.  After some practice, students saw that the compound inequality could actually be read as two separate inequalities (for example 4<x+1 and x+1<6).  Then they could rely on what they knew to solve and ultimately interpret how to represent the solution both graphically and in interval notation.  

*Also note, some students found question number 6 difficult to represent graphically (an open circle at 6 shaded in both directions)

  Connection to Prior Knowledge: Practice-Reflection
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Compound Inequalities

Unit 9: Understanding Equations
Lesson 15 of 15

Objective: SWBAT solve a compound inequality and write their solution in interval notation.

Big Idea: Students will make connections between a solution graphed on a number line and written in interval notation.

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Math, Algebra, graphing inequalities, Number lines , inequality, compound inequalities, equation
  40 minutes
solving compound inequality image revised
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