Solving problems with inequalities
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Solving problems with inequalities






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Solving problems with inequalities Solving problems with inequalities Presentation Transcript

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