General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson?
Students should be able to write an inequality to represent a given situation. Students should be able to describe the similarities and differences between conditions such x equals five, x is greater than or equal to five and x is less than five.
What prior knowledge should students have for this lesson? Have experience working with equations. Have a basic understanding of percent. What are the guiding questions for this lesson?
How do I represent situations with more than one solution? How will the teacher present the concept or skill to students? Pose the following situation to students you may want to post it under the document camera: Jayla has an "A" in her mathematics class.
Have students write down a possible percent on the back of the paper with their Anticipation Guide answers. Ask them to write three other possible percentages on the same paper.
As a whole group, have students share possible percentages and write them down on the board or a paper under the document camera. With their table partner, student will discuss what percent they need to have an "A. Discuss as a whole class with students sharing their findings.
You are likely to get statements like "90 or above. Ask students if this is sufficient to describe all the percentages that represent an "A.
Post four statements under the document camera such as: Have students discuss each situation with their table partner. Guide students through writing an inequality for each situation.
Have students write an inequality to represent her percent.
Have several students share their answer and explain the reasoning for their choice. Be sure to acknowledge the correct answer. Instruct students to start with "Start here. Every time students find the representation, there is a new situation on the other end of the strip.
|Follow Us:||The constraint inequality for the numbers of boxes of cards is The constraint inequality for the cost of the boxes of cards is Here is a graph of the constraint boundary lines: The intersection point of the two boundary lines is 6,|
|write an inequality to represent the situation: The temperature stayed above||Fluency with multidigit whole and decimal numbers as well as calculations with fractions and the relationships between them carry the most weight at this level. This extends to working with the concept of ratio and rates, addition and subtraction of fractions, and understanding why the procedures for multiplying and dividing fractions make sense.|
|Resources:||Roberto and Jacob in Weekends are so great.|
|Multi-Step Equations and Inequalities - Glencoe||I have sabout 11 questions for you: Write an inequality to represent the situation|
|What happens if we multiply both numbers by the same value c? The exercise below will let us find out.|
Eventually all strips should be used the strips should end up in one long horizontal line. If you do not have tables, have students complete on the floor. Students should raise their hand when they are finished.
If there is an error, give students have the opportunity to find and correct themselves. If time allows in the class period: Have students explain the differences between x equals five, x is less than or equal to five and x is greater than five.
Then students should write a situation that could be represented by each. If you are getting close to the end of class period, assign this independent practice as homework or use as bell work the following day to allow time to revisit the AnticipationGuideInequalities.
See "Summative Assessment" for details. What activities or exercises will the students complete with teacher guidance? See numbers 2 through 3 in the "Teaching Phase. What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
See number 5 in the "Teaching Phase.Write an inequality to represent the situation: The temperature stayed above –15°. Best answer will be marked Get the answers you need, now!5/5(2). Write a compound inequality that represents the situation: /5(3).
STUDY. PLAY. If they represent an inequality, the direction of the inequality will change if you multiply or divide by a negative number. By finding just one situation in which A is not greater than B, we've eliminated choice A.
Hence, the answer is D. Improve your math knowledge with free questions in "Write inequalities from graphs" and thousands of other math skills. write an inequality to represent the situation: The temperature stayed above ; Math Write an inequality to represent this situation.
algebra A roast chicken is done with the temperature of the thigh meat is between and Write a compound inequality to represent the temperature at which a roast chicken is done. a) write three equations modeling the cost of their lunches using b, f, and d to represent the cost of a burger, fries, and a drink.
b)solve the system of equations to determine the cost of each food item.