Tag Archives: jamboard

Introduction to 2 Variable Inequalities

Previously, I shared how I use a Google Jamboard to introduce 1 variable linear equalities with a focus on conceptual understanding. I use the same approach for the 2 variable version (example problem below).

A conceptual gap that typically arises is the students do not understand what the shading represents. This is what I am addressing from the start using a Jamboard. First, the focus is on understanding the inequality and identifying a single point that works (below).

The next step is for students to determine more points that are solutions for the inequality, with no equal to part. (below).

The equal to part is addressed separately (below).

The equal to and the greater parts previously addressed are combined together.

The inequality is will be expanded to include an operation (+ 2) with a focus on the equal to part first.

The greater than with no equal to is addressed.

Then the equal to and greater than are addressed sequential. The equal to results in dots in a straight line and in lieu of plotting all the points, a line is drawn (building on the intro to 1 variable inequalities). This is followed by the greater than part and shading in lieu of plotting all of the dots above. THIS is where they gain an understanding of what the aforementioned shading is.

Finally, the dashed line is addressed by showing, as was done with the 1 variable inequalities, that there is a cutoff point that is not part of the solution set so in lieu of plotting a bunch of open circles, a dashed line is drawn.

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Life Skills Math – Not So Easy

As I wrote previously, shopping is dense with math tasks as are grocery stores. Here are some division situations that are sneaky challenging and require a student to know when and why to divide before even reaching for the calculator. I will use these to help illustrate the fact that life skills math is not simply counting money or using a calculator to add up prices. There is a great deal of problem solving and thinking skills that need to be developed.

For example, if a student has $60 to spend on gifts for her 3 teachers the student needs to understand that she can spend up to $20 per teacher (before even talking about taxes).

An entry point for division can involve a dividing situation the students intuitively understand, e.g., sharing food. Start with 2 friends sharing 8 Buffalo wings evenly (below).

This can lead into the 3 teachers sharing the $60 evenly (below). In turn, this can be followed by the online shopping shown above.

This approach can be used to develop an understanding of unit cost (cited in the shopping is dense post). Start with a pack of items to allow the students to see the cost for a single item before getting into unit cost by ounces, for example.

I have had success with teaching these division related concepts using sheer repetition as much of our learning is experiential learning. Using a Google Jamboard as shown in the photos allows for the repetition.

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Introduction to Inequalities

For students with special needs, the teacher speaking “math” to students sounds like the teacher from the Peanuts cartoons.

This is apparently the case when students are learning about inequalities such as x < 4 because I have seen many high school and college students struggle with this topic. The challenge is that teachers are often focused on the math symbols and steps as opposed to the math concepts. In contrast, below are Google Jamboard slides I use (you can make a copy and edit) to introduce the concept of inequalities.

First, I start with a topic of interest and possibly prior knowledge for the students (age to get a drivers license – below). I present the idea of an inequality in context before I show any symbols. In this case, students identify ages that “work”.

Then I introduce the symbol (below). In this case, I include equal to for the inequality (x > 16 vs x > 16). The students plot the same points then we discuss that there are many other ages that work. These ages are called solutions. We put a closed circle on all of the solutions. Then discuss that ages are not exactly whole numbers so we can plot points on all the decimals. Then we discuss that the solutions keep going to the right so we keep drawing dots to the right. There are so many dots we draw a “line” instead of all the dots.

Then we do the same steps for a situation in which the number listed (52 in the case below) is NOT a solution. The students put dots closer and closer to the number but cannot put a closed circle on 52 as a solution (top photo below). Then we present the symbols and talk about the number as a cutoff point that we get really close to but cannot touch. Therefore we use an open circle to show the number is NOT a solution.

This introduction can be followed by problems on a handout, ideally with context then without.

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