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The mathematical purpose of this activity is to introduce a specific strategy that students can use to write inequalities that describe a given situation, using their skill at finding specific values that satisfy a real-life situation.
Using a mix of structuring students’ thinking using tables, and teacher demonstration, students encounter a strategy for recording their thinking in a way that facilitates spotting patterns in the calculations and using patterns to generalize an inequality. Students look for and express regularity in repeated reasoning when they try different combinations of numbers to then generalize an inequality to represent the situation (MP8).
This strategy will be useful if students are struggling to write equations based on situations in the associated Algebra 1 lesson.
Monitor for students who record their work in a way that makes it easy to spot patterns.
Display Jada’s bank account situation for all to see: “Jada received $100 on her birthday. She has a savings account and a checking account that she can deposit the money in.” Ask students, “What are some amounts of money Jada could deposit into each account?” ($50 in each account, $20 in one account and $60 in the other and keep $20 in cash, $100 into one account and $0 in the other, or other valid distributions.)
Ask students:
Create a table with 4 rows and 4 columns as shown here for all to see. Label the columns in the table based on students’ names for the quantities. Begin to complete the table with some students’ suggestions. Ask students what calculations they are doing with their guesses in order to make sure they work. Then ask students what they are doing to check that their guess works in the story. If needed, check in with students about whether “less than” or “greater than” makes sense, and whether strictly “less than” or “less than or equal to” makes more sense in the story. Finally, ask students if Jada deposited
| amount deposited in checking | amount deposited in savings | calculation | check |
|---|---|---|---|
| $50 | $50 | $50 + $50 |
|
| $20 | $60 | $20 + $60 | |
Ask students, “What are some ways we could check that
Han’s uncle is an insurance agent. He sells customers two types of car insurance policies: one with minimum coverage and one with full coverage. The minimum coverage insurance costs $1,000 each year and the full coverage one costs $4,000 each year. His goal for the year is to sell policies costing over $100,000 total.
| number of minimum coverage policies sold | number of full coverage policies sold | calculation | check |
|---|---|---|---|
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The purpose of this discussion is to clarify the strategy used to see patterns and develop an inequality. Ask previously identified students to share their tables.
Here are some questions for discussion:
Explain that this strategy of trying some specific values and looking for patterns is a strategy used by mathematicians all the time.
to see where instructional routines fit in your journey.
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In this activity, students get a chance to practice applying their skills in representing situations symbolically and finding and interpreting solutions.
The structure of a row game supports students as they check their thinking because their partners should get the same answer to different questions. When student answers don't match, they must make sense of each other’s questions and reasoning to figure out a correct solution (MP2).
The practice will pay off when they model situations with inequalities in their Algebra 1 lessons.
Students will work independently to complete their designated rows, and will work with their partners in the event that an answer is wrong or different from their partner’s answer.
Remind students that partner A completes only set A, and partner B completes only set B. Your answers to each question should match. Work on one question at a time, and check whether your answer matches your partner’s before moving on. If you don’t get the same answer, work together to find your mistake.
Your teacher will assign you a set. Work only on the problems in your set. Work on one question at a time, and check whether your answer matches your partner’s before moving on.
Set A
Set B
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The purpose of the discussion is to determine how students write inequalities from situations and find ordered pairs that work in the situations.
Here are some questions for discussion:
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