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Students learn how to solve inequations and represent their solutions on a number line using the correct notation and symbols. As learning progress they move on plotting inequalities on a grid and solving inequations involving quadratics.

This unit takes place in Year 10 Term 2 and follows on from solving equations.

- Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation)
- Plot graphs of equations that correspond to straight-line graphs in the coordinate plane;
- Identify and interpret gradients and intercepts of linear functions graphically and algebraically

- Solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable;
- Represent a solution set on a number line, using set notation and on a graph

- When representing inequalities on a grid it is easier to plot the straight line first and then decide which side to shade.
- Students need to have a secure understanding of the <, >, ≥, and ≤ notation for defining inequalities.
- When multiplying or dividing an inequality by -1 the sign changes.
- Solid boundary lines do include the value on the line. Dashed boundary lines do not.

- Students tend to not interpret the “≤” and “<” signs correctly
- Confusion often lies in understanding the notation using empty and full circles on a number line.
- Inequations are solved as individual values rather than sets.
- Students often find it difficult to identify the correct region for linear and quadratic inequalities on a grid.

January 1, 2021

Problem solving lesson on two-way tables and frequency trees.

December 20, 2020

Three typical exam questions to revise on plotting quadratic, cubic and reciprocal graphs.

December 2, 2020

Linking cumulative frequency graphs to ratio, percentages and financial mathematics.