## Instructional Strategy - Table Discussion - Section 3: Summary

*Instructional Strategy - Table Discussion*

*Instructional Strategy - Table Discussion*

# Inequalities Review

Lesson 20 of 22

## Objective: Students will be able to set up and solve inequalities.

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – **Instructional Strategy - Process for openers**. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. For today's lesson, the intended target is “I can set up and solve inequalities.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

*expand content*

#### Explore

*45 min*

**Review: **Inequalities Review Explore Narrative Since today's lesson is a competition - precision is so important (**mathematical practice 6**) - one misstep and the problem will go to the other team! Included in the problems are short videos where students will analyze the work of someone else (me) and will have to determine if the work is correct or not, and if not, where the mistake first took place (**mathematical practice 3**). These questions require higher order thinking and depth of knowledge. In addition to fluency type questions, students will also complete application problems **(mathematical practice 2 and 4**).

*expand content*

#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion considering the question – When do you flip the sign? How can you tell from the beginning of a problem if you will reverse the sign? As we are moving towards the test, I want students to continually be reminded of the case of the negative coefficient. Students will discuss the question at their table, and then we will share out as a group.

*expand content*

On the smart board presentation, the slides that say "What's wrong?" don't have any inequality problem.

| one year ago | Reply##### Similar Lessons

Environment: Urban

Environment: Urban

###### Solving Compound Inequalities

*Favorites(2)*

*Resources(13)*

Environment: Rural

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: One Step Equations
- LESSON 2: One Step Practice - If you are allowed to use tools....USE THEM!
- LESSON 3: MORE One-Step Equations - All Scrambled Up!
- LESSON 4: One Step Equations Review - Relay Race!
- LESSON 5: One Step Equations with Rational Numbers - TEST
- LESSON 6: Two Step Equations
- LESSON 7: More Two Step Equations Practice
- LESSON 8: Equations with Distributive Property
- LESSON 9: One and Two Step Equations Review
- LESSON 10: One and Two Step Equations Test
- LESSON 11: Applications of One Step Equations
- LESSON 12: Word Problems with Equations
- LESSON 13: More Real World Equations - Fluency Practice
- LESSON 14: Applications of Equations Review
- LESSON 15: Real World Applications Test
- LESSON 16: Inequalities
- LESSON 17: Inequalities - Negative Rule
- LESSON 18: Inequalities - Fluency Practice
- LESSON 19: Inequality Applications
- LESSON 20: Inequalities Review
- LESSON 21: Inequalities Test
- LESSON 22: Equations and Inequalities - 5 Days of Centers