Sign in to view assessments and invite other educators
Sign in using your existing Kendall Hunt account. If you don’t have one, create an educator account.
Tell us about a typo, a broken link, or an improvement you’d like to see. We read every submission but can’t reply.
Have a question or need support instead? Visit our Contact Us page to reach our team.
None
Estas son cuatro desigualdades. Con su grupo, para cada desigualdad que se les asignó:
None
In the preceding activity, students looked at the regions that represent solutions and non-solutions to inequalities. They recognized that the boundary between the two regions is the graph of an equation that is related to the inequality. Students did not, however, look closely at whether the boundary line itself is a part of the solution. That investigation is the focus of this activity.
Students reason with algebraic and graphical representations of inequalities in two directions. They first graph the solutions to given inequalities, and later write inequalities whose solutions could be represented by given graphs.
If many students get stuck on graphing or writing inequalities, consider moving fairly quickly through the activity and using the discussion questions in the Lesson Synthesis to help students gain clarity and focus.
Display the inequalities
Make sure that students understand why all three coordinate pairs are solutions to
Ask students to predict which graph represents which inequality. Consider polling the class on their predictions.
Explain that the solid line is a way to say that all the points on that line (
Because the solutions to
Tell students that they will now sketch the solutions of some other inequalities and think about whether or not the boundary line is included in the solutions.
Esta gráfica representa las soluciones de la ecuación
Dibuja 4 gráficas sencillas que representen las soluciones de cada una de estas desigualdades:
A
B
C
D
Loading...
Some students may struggle with the second set of questions because they do not recall how to write an equation for a vertical line or a horizontal line. Suggest that they write the coordinates of several points on the line and look for a pattern. For example, some points on the vertical line are
Select students to share their sketched graphs for the first set of questions and the inequalities they wrote for the second set of questions. Use their work and explanations to help the class synthesize the new ideas in this lesson.
See the Lesson Synthesis for discussion questions.
to access Student Response.
to access Cool-down.