ALEX Classroom Resource

  

Grade 6 Mathematics Module 3, Topic B, Lesson 10

  Classroom Resource Information  

Title:

 Grade 6 Mathematics Module 3, Topic B, Lesson 10

URL:

 https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-b-lesson-10

Content Source:

 EngageNY
Type: Lesson/Unit Plan

Overview:

In this lesson, students will

  • write and explain inequality statements involving rational numbers.
  • justify inequality statements involving rational numbers.
  • use a number line to represent the solutions to inequalities.
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 6
20. Write and solve inequalities in the form of x>c, x<c, x≥c, or x≤c to represent a constraint or condition in a real-world or mathematical problem.

a. Interpret the solution of an inequality in the context of a problem.

b. Represent the solutions of inequalities on a number line and explain that the solution set may contain infinitely many solutions.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given contextual or mathematical situations which may be modeled by x > c or x < c,
  • Write inequalities modeling the situation.
  • Identify the set of values making the resulting inequalities true.
  • Represent the solutions on a number line.
Teacher Vocabulary:
  • Inequalities
  • Constraint
  • Infinitely many solutions
Knowledge:
Students know:
  • Correct translation between verbally stated situations and mathematical symbols and notation,
  • Many real-world situations are represented by inequalities,
  • The number line represents inequalities from various contextual and mathematical situations.
Skills:
Students are able to:
  • Translate fluently among verbally stated inequality situations, algebraic models of the situation ( x > c or x < c), and visual models on a number line.
Understanding:
Students understand that:
  • Inequalities have infinitely many solutions.
  • A symbolic or visual representation of relevant features of a real-world problem can provide for resolution of the problem and interpretation of the situation.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.6.20.1: Define inequality and solution set of an inequality.
M.6.20.2: Set up an inequality to represent the given situation, using correct mathematical operations and variable.
M.6.20.3: Identify solution set for the inequality used to represent the situation.
M.6.20.4: Recognize the inequality symbols; <, >, < , > , =, >, <, ?, and ?.
M.6.20.5: Construct and label a number line.
M.6.20.6: Graph the solution set on a number line for the inequality used to represent the situation.

Prior Knowledge Skills:
  • Use comparison symbols.
    Examples: >, =, or <.
  • Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
  • Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons.
  • Comparison symbols.
    Examples: >, =, and < .
  • Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits.
  • Compare using >, =, and < symbols to record the results of comparisons.
  • Compare two fractions with the same numerator or the same denominator by reasoning about their size.
  • Recognize that comparisons are valid only when the two fractions refer to the same whole.
  • Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
  • Convert fractions to decimals.
  • Compare two decimals to tenths.
  • Compare whole numbers.
  • Identify comparison symbols.
    Examples: >, <, and = .
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.6.19 Match equations and inequalities to real-world situations.

Tags: explain, inequality, justify, number line, rational number, realworld, write
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Comments

This resource is free for teachers to access and use. All resources required for the lessons are available to print from the site.

  This resource provided by:  
Author: Hannah Bradley
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