Every time students find the representation, there is a new situation on the other end of the strip. See "Summative Assessment" for details.

This is a CRISS strategy that activates background knowledge, focuses students on the specific skills you want them to grasp in the lesson and will help you identify misconceptions before beginning the lesson.

See numbers 2 through 3 in the "Teaching Phase. By coming up with specific numbers, students are more likely to be able to determine the correct representation. Jayla has an "A" in her mathematics class.

Have several students share their answer and explain the reasoning for their choice. Have students explain the differences between x equals five, x is less than or equal to five and x is greater than five. See number 5 in the "Teaching Phase.

As a whole group, have students share possible percentages and write them down on the board or a paper under the document camera.

Show a thumbs up for Agree or b. Post four statements under the document camera such as: What prior knowledge should students have for this lesson? How do I represent situations with more than one solution? Students should be able to write an inequality to represent a given situation.

Eventually all strips should be used the strips should end up in one long horizontal line. Students should raise their hand when they are finished. How will the teacher present the concept or skill to students?

What activities or exercises will the students complete with teacher guidance? Discuss as a whole class with students sharing their findings. Be sure to acknowledge the correct answer.

Each set can be placed in its own envelope. Have a basic understanding of percent. The Pattern Puzzle Writing Inequalities activity needs to be copied and cut prior to the lesson.

Students with a strong grasp of the concept can make their own pattern puzzles which can be used as review and reinforcement in future lessons.

How will the teacher assist students in organizing the knowledge gained in the lesson? What should students know and be able to do as a result of this lesson?

Have students write down a possible percent on the back of the paper with their Anticipation Guide answers.

Pose the following situation to students you may want to post it under the document camera: It is important at this point not to indicate which is correct. Ask students to number a paper 1 through 4. Display the anticipation guide using the document camera LCD, overhead transparency or copy on whiteboard.

During the Pattern Puzzle Writing Inequalities activity, the teacher should walk around observing the pairs. Students who grasp this concept quickly can write their own situations that could be represented with inequalities.It contains the symbols, ≤, or ≥.

To write an inequality, look for the following phrases to determine where to place the inequality symbol.

Key Vocabulary inequality, p. solution of an inequality, p. solution set, p. graph of an inequality, p. EXAMPLE 1 Writing Inequalities Write the word sentence as an inequality. a. Similar Questions. Math write an inequality to represent the situation the temperature stayed above ° PLEASE HELP ; Math write an inequality to represent the situation: The temperature stayed above Write an inequality to represent the situation: The temperature stayed above –15°.

Best answer will be marked as brainliest.5/5(2). IDK HOW TO SOLVE THIS WRITTEN ANSWER PROBLEM, PLEASE HELP! write an inequality to represent a situation the temperature stayed above degrees Math write an inequality to represent the situation the temperature stayed above.

· Develop inequalities to represent real world situations and use them to solve problems. Introduction Inequalities are used all the time in the world around us—we just have to know where to look. A produce box can hold no more than 25 pounds of potatoes.

a. Write and graph an inequality to represent this situation.

b. Is a solution of the inequality?

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Write an inequality to represent the situation

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