SOL 6.20- Inequalities |
Possible Misconceptions and Errors tp Avoid: |
- I can graph a simple inequality with integers on a number line.
Given the graph of an inequality with integers, I can represent the inequality two different ways using the symbols <, >, ≤ and ≥. |
- Students may be uncertain of integer placement on an unmarked number line when graphing inequalities.
- Students may correctly describe the graphical representation of an inequality but has difficulty interpreting the algebraic representation. - Although the inequalities are written with integers, students may not understand that rational numbers are included in the solution set. ** EX: x > -3. -2.99, -0.5, 1.2, and are all included in the solution set.** - Students may think the inequality symbol indicates the direction of the shading of the number line. - Students may over generalize and assume the direction the inequality symbol is pointing is the direction to shade. - Given an inequality such as x < 4, students may identify 4 as a possible solution without understanding that there are multiple solutions that are all less than 4. - Given an inequality such as x < 4, students may not identify 4 as a possible solution without understanding that there multiple solutions that are less than or equal to 4. - Given the variable is on the right side of the inequality, the student may over generalize equivalence and assume it is appropriate to just switch the left and right side of the inequality without reversing the inequality symbol. |
Examples & the Proper Use of the Symbols:
Plotting Inequalities on a Number-line: |
Very Basics of Graphing Inequalities (stop at minute 5:00): |
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