Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
Learning Targets (I can)
Explain what an inequality is.
Represent an inequality with a number line.
Write inequalities.
Use inequalities to represent real-world situations.
Recognize that inequalities can have infinite solutions.
About the Math
Many real-world situations are represented by inequalities. Students write inequalities to represent real world and mathematical situations. Students use the number line to represent inequalities from various contextual and mathematical situations. A number line diagram is drawn with an open circle when an inequality contains a < or > symbol to show solutions that are less than or greater than the number but not equal to the number. The circle is shaded when the number is to be included. Students recognize that possible values can include fractions and decimals, which are represented on the number line by shading. Shading is extended through the arrow on a number line to show that an inequality has an infinite number of solutions. Essential vocabulary for this standard includes: greater than, >, less than, <, greater than or equal to, ≥, less than or equal to, ≤, and inequality. Visit the online dictionaryLinks to an external site. or visual math dictionaryLinks to an external site. for vocabulary support.
Progression of Standard in Grade 6 (5 AGL)
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Progression Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Explain what an inequality is.
Represent an inequality with a number line.
Write inequalities.
Use inequalities to represent real-world situations.
Recognize that inequalities can have infinite solutions.
These tasks can be used with small group or whole group instruction.
Michael has 20 toy cars. Caitlin gave Michael t cars. Michael now has less than 47 toy cars. Write an inequality to represent this problem and then give five possible values for t.
What value for x makes 10x < 6 true? What is another possibility?
Make both inequalities true by using the same value for c. 67 + c < 92 and 100 – c > 52 Explain your thinking.
Mary has less than 45 minutes to take a shower and make her breakfast. She knows it will take 20 minutes for her to take a shower. Write and solve an inequality to show m, the maximum number of minutes Mary has to make her breakfast.
Write the inequality that matches the number line (pictured above) then create a story problem to go along with this inequality.
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides.These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
This publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Print Resources
Book Thumbnail
Book Title
Grade
Pages
Teaching Student-Centered Mathematics
6-8
What Do You Know About The Shapes?, Activity 12.2, Page 227 Title Or Balance, Activity 12.3, Page 228 True or False, Activity 12.4, Page 239
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.