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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.

June 5, 2019

Students should be able to represent the solutions to an inequality on a number line, using set notation or as a list of integer values. Here’s how I teach using the balance method for solving inequalities using a number line. Matching inequalities, Number sets and Number Lines At the start of the lesson students recap […]

May 1, 2019

In this blog I will share some practical tips for using mini-whiteboards in a mathematics lesson. I use mini-whiteboards nearly every lesson because they help the students show me the progress they are making. When I understand what the misconceptions are I am able to address them in subsequent examples as part of my feedback. […]

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]