5-E Lesson Plan Template
Standards addressed:
6.EE.8 Write an inequality of the form x < c or x > c to represent a constraint or condition in a
real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have
infinitely many solutions; represent solutions of such inequalities on number line diagrams.
Which Mathematical Practices do you expect students to engage in during the lesson?
MP4: Model with mathematics.
MP7: Look for and make use of structure.
Learning Targets:
I can identify the appropriate time to use an inequality versus an equal sign.
I can correctly translate an inequality from a given situation.
I can represent inequalities on number line using correct graphing rules.
List of Material:
Copies of Task
Computer access for each group of 2
INSTRUCTIONAL SEQUENCE
Do Now- Review of 6.EE.A.3 and one step equations
1. Write an expression that is equivalent to 4(p + 3) + (p + 3)?
2. Sean withdrew $55 from his bank account. The balance after the withdrawal was $123.
Write and solve an equation to find the balance of the bank account before the withdrawal.
Engage
Students have spent time focusing on equations and situations where the variable has only one
solution.
Ask, ‘If you were told you had to spend at least 10 minutes studying for your math test, how many
minutes could you spend?’ Allow five or six responses. Then ask ‘if we wanted to use x to
represent the number of hours you could spend studying, would we be able to use an equal sign?”
Ask students to justify their answers.
Show students the four inequality symbols and, together, determine examples of when each could
be used. Begin by asking which symbol they think would be appropriate for the scenario in the
warm up. Using this situation, determine when situations would require the other three symbols.
Also provide an example of when an equal sign would be appropriate so students can differentiate
between the uses of an inequality symbol and an equal sign.
Explore
1. Individual/Partner Activity: Each student or pair of students will need a computer with
Internet access for the following activity. http://www.hersheypark.com is filled with numerous
real-world examples of inequalities being used. For example, if you are in the ‘Jolly Rancher’
category, you must be greater than 60 inches. Ask students how this could be translated using
an inequality symbol. To ride the roller coaster ‘The Comet’, your minimum height is 42 – 48
inches. Ask ‘how tall could you be to ride this ride? If you are not allowed to ride this ride,
how tall might you be?’ Using questions like this will help students to understand the possible
values for x so they are able to translate an inequality. Consider either allowing students to
explore the site by clicking on the ‘Rides’ tab at the top of the page and translating inequalities
of their choice or using the provided worksheet as a guided practice.
2. Whole Group: (Note: This section of the lesson could be completed after students have had
more practice with translations and are ready to begin graphing or immediately following the
online activity to help students make the immediate connection between their answers and the
number lines.) Refer back to the original question about studying for a math test. Ask ‘If a
student studied for exactly 10 minutes for the test and x represents the number of minutes
studied, how could you show this?’ At this point, students should answer with x = 10. Ask ‘if
we wanted to show this using a number line (show a number line) instead of an equation, what
could we do?’ To represent this answer, most would probably say to place a point at 10.
Repeat the same line of questioning using the example from the Hershey Park problem. Say,
‘we said we would represent the height you could be if you were in the Jolly Rancher category
as x  60. How would you represent this on the number line?’ After accepting student
responses, instruct students that when graphing inequalities, an open-circle is placed on the
number line if the inequality involves a greater than or less than symbol because the number in
the inequality is not included. An arrow should point in the direction of the numbers that are

involved in the inequality. For example, x < 40 the circle would be open because 40 is not
included but all numbers less than 40 are included. This means the arrow should point in the
direction of the numbers that are less than 40. Follow the same explanation for x  60 except
remind students the circle should be filled in because the person could be 60 inches or more
than 60 inches. Since 60 is included, the circle should be filled in. Note: When creating the
numbers lines, consider having students only use three numbers. For the above example, 60
right. (Look for
would be in the middle, 59 would be to the left, and 61 would be to the
evidence of MP4)
3. Individual/Partner Activity: Using the Hershey Park inequality answers that students
generated, have them graph a selection of the problems.
Explain



How do you know when to use an inequality symbol and when to use an equal sign?
When graphing an inequality, when should a closed circle be used?
If someone has to be at least 42 inches tall to ride a ride, what inequality symbol would you
use to define x?
Use talk move during discussion to promote mathematical discourse:
Math Talk Moves:
revoicing: the teacher tries to repeat what a student has said, then asks the student to respond
and verify whether or not the teacher's revoicing is correct. "So you're saying..."
asking students to restate someone else's reasoning: the teacher asks one student to
repeat or rephrase what another student has said, then follows up with the first student. "Can you
repeat what he just said in your own words?"
asking students to apply their reasoning to someone else's reasoning: students make
their own reasoning explicit by applying thinking to someone else's contribution. "Do you agree or
disagree and why?"
prompting students for further participation: the teacher asks for further commentary.
"Would someone like to add on?"
using wait time: the teacher waits at least ten seconds for students to think before calling on
someone for an answer. "Take your time...we'll wait."
Elaborate
If students have internet access at home, consider having them visit www.sixflags.com/america,
choose 5 rides, write the height requirement, translate it to an inequality, and then graph it. For
students who do not have internet access, create a resource sheet with the information for 7-9 rides
and have students choose 5 to translate and graph.
Evaluate
Ticket out the door:
Fishing Adventures rents small fishing boats to tourists for day-long fishing trips. Each boat can
hold at most eight people. Additionally, each boat can only carry 900 pounds of weight for safety
reasons.
1. Let p represent the total number of people. Write an inequality to describe the number of
people that a boat can hold. Draw a number line diagram that shows all possible solutions.
2. Let w represent the total weight of a group of people wishing to rent a boat. Write an
inequality that describes all total weights allowed in a boat. Draw a number line diagram
that shows all possible solutions.