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Connection to prior lesson: In the previous lesson, students worked on solving inequalities using addition and
subtraction, and graphing their solutions. Today students will be solving inequalities using multiplication or
division, and they will be graphing their solutions. Students will see the connections between solving
inequalities using multiplication and division and solving equations using these same processes, and they
will be able to identify the differences.
Skills/Procedures: Students will use the skills developed from solving equations using multiplication and division in
order to solve the inequalities using the same procedures. Students will use their critical thinking skills to
come up with a rule for multiplying and dividing inequalities by negative numbers. Students will learn the
procedure of flipping the inequality symbol when multiplying or dividing by a negative number.
Conceptual: Students will think conceptually about which processes to perform using multiplication or division
when solving an inequality. Students will also think conceptually about why an inequality is false after being
multiplied or divided by a negative number, and what they need to do to the inequality in order to make it
true.
Lesson Tasks
What tasks will be used to help students learn the skills and
understandings?
- Students will check their homework and ask questions about the
previous lesson in order to clear up misconceptions and deepen their
understanding of solving inequalities.
- Students will be doing an exploration involving multiplying and
dividing an inequality by both positive and negative numbers, in order
to see how the inequality sign needs to be flipped when multiplying or
dividing by a negative number.
- Students will write a rule for multiplying and dividing inequalities by
a negative number.
- Students will work on practice problems in order to practice their
skills in solving inequalities.
- Students will begin working on the homework assignment and will
be given the opportunity to ask questions in class to clear up their
misconceptions.
Materials
- SMART board
- Calculators
Summary: What are the big take-away ideas of the lesson? How do these connect to what you will do in the next lesson?
The major take-away idea of the lesson is that students can solve inequalities using multiplication and division the same way they solved equations, only they
need to keep in mind the rule they wrote and flip the sign when multiplying and dividing inequalities by a negative number. Students need to recognize that this
creates an equivalent inequality, and therefore they can continue on in finding and graphing their solution. Students will need to keep this in mind during the next
lesson because they will be solving multi-step inequalities, which means they will need to use what they have learned about the properties of inequality to find their
solutions, keeping in mind their new rule.
Exploration
[For the following steps be sure to go back to your original inequality before performing operations]