Topic 3 Year 8 Mathematics
| Mathematics | |||
| Topic | Forming and solving inequalities | ||
| No of lessons | 8 | ||
| When is it happening | Term 1 Year 8 | ||
| What will students learn | In this unit inequalities are derived from the same contexts that were met in the previous unit. Solutions are built up by substituting numbers that satisfy the inequality. This develops an understanding that the solution to an inequality has a range of values. The unit continues with more formal strategies for solving inequalities. The same strategies for solving equations are developed in the context of inequalities. Students are required to reason why traditional “tricks” for solving inequalities work. For example, flipping the inequality sign when dividing or multiplying by a negative | ||
| Key Knowledge that students should know at the end of 'Topic' | This is the knowledge that students will meet for the first time in this topic | Interpreting relationships expressed as inequalities (revise from year 7) • Deriving inequalities from contexts • Forming and solving inequalities with unknown on one side • Forming and solving inequalities with an unknown on both sides • Representing a solution on a number line | |
| This is knowledge that students may have met before but will need to deepen their understanding | Understanding of inequalities and the notation by expressing relationships between known and unknown values. | ||
| Key Skills that students should be able to demonstrate at the end of 'Topic' | This is the skills that students will meet for the first time in this topic | Four Operations | |
| This is skills that students may have met before but will need to develop | > and < or equal to signs | ||
| Key vocabulary that students should know and understand | Inequality, satisfy | ||
| The Big Question | Are you able to form and solve inequalities successfully? | ||
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Key questions that students should be able to answer at the end of the 'Topic' |
Can you use a number line to describe a set of numbers using inequalities? | ||
| Can you use your knowledge of substitution to decide whether a inequality is 'satisfied' or 'not satisfied'? | |||
| Are you able to compare inequalities using a number line? | |||
| Can you use your knowledge of solving equations to start to solve inequalities? | |||
| Are you able to form inequalities to express the relationships in perimeter of shapes? | |||
| Can you form and solve inequalities from a context (shape and angles)? | |||
| Are you able to use bar models to solve inequalities? | |||
| Are you able to manipulate inequalities successfully; including those with negative values | |||