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### Transcript of Solving problems with inequalities

• 1. Inequalities The red type represents commentary of the lesson Chris Hordern
• 2. Plan
• Homework
• Starter
• Modelling
• Group/Paired Work
• Review and Reflection
• 3. Progression within the lesson
• Starter (E)
• Modelling
• Paired tasks (D-B, differentiated by outcome)
• Independent learning (E-A, differentiated by outcome)
• Review and Reflection
• 4. Homework
• By the end of this lesson you will be able to solve questions of this type for homework:
• Complete a set of questions in a text or do an online activity on Mymaths.co.uk by
• 5. Starter
• True or false?
• Mini-whiteboards used by students, they decide if each inequality is either true or false.
• The more able can be asked to explain why.
• 6. Modelling
• Taking an example from the starter they should all understand.
• 7. Modelling
• What other values of x make this inequality true?
• Different students can be stretched by going beyond Integers.
• What other numbers can be used?
• Find 3 interesting numbers that make this true
• 8. Modelling
• Can you see a method for solving this inequality?
• The concept is developed, as is the language.
• 9. Modelling
• Can you see a method for solving this inequality?
• Questions using how and why can extend some students and to assess the level of understanding.
• 10. Modelling
• Can you see a method for solving all inequalities?
• 11. Paired work
• Make an inequality for your partner (and solve theirs)
• Create 3 inequalities with the solution x>3. Check your partners is correct.
• Teacher and any support staff circulate and help the students as required.
• 12. Independent learning (rich tasks)
• A variety of rich tasks would then be used. These are problem solving tasks that differentiate by allowing the students to carry out an open ended task.
• They are student (as opposed to teacher) led.
• They link areas of maths together (number, shape, algebra, using and applying maths).
• An abundant number is a number where all the
• factors add up to more than the number itself
• Can you find any abundant numbers?
• What do you notice about them?
• Extension: Deficient and perfect numbers
• 14. Task 2: Shape and space
• Find rectangles with area less than, equal to and
• greater than the perimeter
• what do you notice?
• Extension: try some other shapes?
• Extension: Can you find all the cuboids with
• surface area = volume?