Solving problems with inequalities

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Solving problems with inequalities

  1. 1. Inequalities The red type represents commentary of the lesson Chris Hordern
  2. 2. Plan <ul><li>Homework </li></ul><ul><li>Starter </li></ul><ul><li>Modelling </li></ul><ul><li>Group/Paired Work </li></ul><ul><li>Independent Learning (rich tasks) </li></ul><ul><li>Review and Reflection </li></ul>
  3. 3. Progression within the lesson <ul><li>Homework (grade C-B) </li></ul><ul><li>Starter (E) </li></ul><ul><li>Modelling </li></ul><ul><li>Paired tasks (D-B, differentiated by outcome) </li></ul><ul><li>Independent learning (E-A, differentiated by outcome) </li></ul><ul><li>Review and Reflection </li></ul>
  4. 4. Homework <ul><li>By the end of this lesson you will be able to solve questions of this type for homework: </li></ul><ul><li>Your homework is to… </li></ul><ul><li>Complete a set of questions in a text or do an online activity on Mymaths.co.uk by… </li></ul>
  5. 5. Starter <ul><li>True or false? </li></ul><ul><li>Mini-whiteboards used by students, they decide if each inequality is either true or false. </li></ul><ul><li>The more able can be asked to explain why. </li></ul>
  6. 6. Modelling <ul><li>Taking an example from the starter they should all understand. </li></ul>
  7. 7. Modelling <ul><li>What other values of x make this inequality true? </li></ul><ul><li>Different students can be stretched by going beyond Integers. </li></ul><ul><li>What other numbers can be used? </li></ul><ul><li>Find 3 interesting numbers that make this true… </li></ul>
  8. 8. Modelling <ul><li>What about this one? </li></ul><ul><li>Can you see a method for ‘solving’ this inequality? </li></ul><ul><li>The concept is developed, as is the language. </li></ul>
  9. 9. Modelling <ul><li>What about this one? </li></ul><ul><li>Can you see a method for solving this inequality? </li></ul><ul><li>Questions using how and why can extend some students and to assess the level of understanding. </li></ul>
  10. 10. Modelling <ul><li>What about this one? </li></ul><ul><li>Can you see a method for solving all inequalities? </li></ul><ul><li>How could you check your answer is correct? </li></ul>
  11. 11. Paired work <ul><li>Make an inequality for your partner (and solve theirs) </li></ul><ul><li>Create 3 inequalities with the solution x>3. Check your partners’ is correct. </li></ul><ul><li>Teacher and any support staff circulate and help the students as required. </li></ul>
  12. 12. Independent learning (rich tasks) <ul><li>A variety of rich tasks would then be used. These are problem solving tasks that differentiate by allowing the students to carry out an open ended task. </li></ul><ul><li>They are student (as opposed to teacher) led. </li></ul><ul><li>They link areas of maths together (number, shape, algebra, using and applying maths). </li></ul>
  13. 13. Task 1: Number <ul><li>An abundant number is a number where all the </li></ul><ul><li>factors add up to more than the number itself… </li></ul><ul><li>Can you find any abundant numbers? </li></ul><ul><li>What do you notice about them? </li></ul><ul><li>Extension: Deficient and perfect numbers… </li></ul>
  14. 14. Task 2: Shape and space <ul><li>Find rectangles with area less than, equal to and </li></ul><ul><li>greater than the perimeter … </li></ul><ul><li>… what do you notice? </li></ul><ul><li>Extension: try some other shapes? </li></ul><ul><li>Extension: Can you find all the cuboids with </li></ul><ul><li>surface area = volume? </li></ul>
  15. 15. Task 3: Extension
  16. 16. Review and Reflection <ul><li>What have we been doing? </li></ul><ul><li>Solve this inequality on your whiteboard… </li></ul><ul><li>A review of the learning using directed questioning to assess understanding. This will be linked back to the success criteria and empower them to complete the B grade homework! </li></ul>

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