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Students learn how to represent inequalities on a number line and solve an inequation using the balance method.

This unit takes place in Term 6 of Year 10 and follows on from solving equations.

- order positive and negative integers
- apply the four operations, including formal written methods, to integers, both positive and negative;
- solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation)

- solve linear inequalities in one variable;
- represent the solution set on a number line;
- understand and use the concepts and vocabulary of expressions, equations, formulae, identities and inequalities

- Knowledge of <,>, ≤ & ≥ notation is critical to this topic. Numbers which are less or greater than but not equal to are represented on a number line with a hollow circle. Full circles are used when an inequality can be equal to a number.
- Inequations have a set of solutions whereas equations have distinct solutions.
- Inequations can be solved using the balance method.
- When dividing or multiplying both sides of an inequality by a negative number the sign is reversed.

- Students are often confused with the direction of the inequality sign. Use the number line to show < represents less than and > means greater than.
- Inequalities such as 5 < x ≤ 10 represents x as any value greater than 5 and less than or equal to 10. Encourage students to read such inequalities in two directions i.e., 5 < x and x ≤ 10.

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 […]