Single Variable Linear Inequalities
Strand: Patterns and Relations (Variables and Equations)
Outcome: 4
Step 3: Plan for Instruction
Guiding Questions
- What learning opportunities and experiences should I provide to promote learning of the outcomes and permit students to demonstrate their learning?
- What teaching strategies and resources should I use?
- How will I meet the diverse learning needs of my students?
A. Assessing Prior Knowledge and Skills
Before introducing new material, consider ways
to assess and build on students' knowledge and
skills related to representing operations with
integers, writing and modelling algebraic expressions
and substitution for a variable in an algebraic
expression outlined in earlier grades.
Ways to Assess and Build on Prior Knowledge and Skills 
B. Choosing Instructional Strategies
Consider the following instructional strategies for teaching patterns:
- Students should be provided with regular opportunities to engage in conversations and discuss open-ended questions to build confidence and competence with mathematics.
- When students are given opportunities to communicate their thinking (either orally or in writing), explain their reasoning and listen to the strategies used by other students, there are more opportunities to deepen their understanding.
- Have students model inequalities using balances (actual or pictorial) or algebra tiles. The concrete materials will help reinforce understanding of the abstract concepts, even if the student is already a capable abstract thinker.
- Provide opportunities for students to represent inequalities in multiple ways, including manipulative, pictorial and numerical. The more flexible they are in moving between these representations, the better their understanding will be.
C. Choosing Learning Activities
Learning Activities are examples of activities that could be used to develop student understanding of the concepts identified in Step 1.
Grade 9
