The goal of this discussion is to help students make sense of the inequality statements given in the problem. Begin by asking students which gear they matched to each inequality.

Display the three inequalities for all to see, labeled with which piece of gear they go with:

1. Down jacket:   and 
2. Down sleeping bag: 
3. Synthetic sleeping bag: 

Call on different students to read each inequality out loud. If students read the inequalities as: “Negative twenty is less than or equal to , and is less than or equal to 20,” confirm the correctness of their reading. Then ask them to translate that into a statement that is easier for customers to make sense of, such as, “The down jacket is suitable for temperatures between -20 and 20.”

Discuss how students matched the inequalities with graphs. Here are some questions for discussion:

• "How did you decide which graph matches the down jacket?" (It is the only description that has two constraints, and its graph is the only graph to show stopping points at two different values.)
• "On the graph of an inequality, what is the difference between an open circle and a closed circle?" (An open circle means the value is not included in the solution, and a closed circle means that the number is included in the solution.)
• "What is the difference between the meanings of Graph B and Graph E?" (Graph E has a closed circle, meaning the sleeping bag is comfortable at or above . Graph B has an open circle, meaning the sleeping bag is comfortable at any temperature that is above .)

The goal of this discussion is to connect verbal descriptions with symbolic representations of inequalities. Display these inequalities for all to see. Select several students to read each of these inequalities. Encourage them to read what the statement means, not just decode each symbol—for example, reading “ is between 3 and 7” rather than “3 is less than or equal to " and " is less than or equal to 7.”

•  and 

After students read the second and third inequalities, ask, “What is another way to say the same relationship?” If not brought up in students’ explanations, discuss how “-5 is greater than ” is equivalent to “ is less than -5.”

Give students 1 minute of quiet think time to think about answers to these questions before discussing their answers as a class:

• “What do you remember learning about inequalities before today?” (I remembered the meaning of the symbols, and that inequalities can also include  and .)

• “What did you get reminded about as a result of today's lesson?” (I was reminded that it can be confusing to think about values in relation to a negative number.)