Single Variable Linear Inequalities

Strand: Patterns and Relations (Variables and Equations)
Outcome: 4

Step 5: Follow-up on Assessment

Guiding Questions

What conclusions can be made from assessment information?
How effective have instructional approaches been?
What are the next steps in instruction?

A. Addressing Gaps in Learning

Students who have difficulty solving the basic facts using strategies will enjoy more success if one-on-one time is provided in which there is open communication to diagnose where the learning difficulties lie. Assessment by observing a student solving problems will provide valuable data to further instruction. Success in problem solving depends on a positive climate in which students are confident in taking risks. By building on the existing understandings of each student and accommodating the individual learning styles, success will follow.

If the difficulty lies in solving the basic facts using strategies, use the following strategies:

Encourage students who are having difficulty using a balance or algebra tile model. Work one-on-one with a student as he or she completes the problem. Ask the student to share his or her thinking while working to solve the inequality. Listen carefully to the language the student uses in order to determine where his or her misunderstanding is.
If a student has difficulty following an algebraic solution, work first to have the student verbally and/or visually represent the solution process. Then move to translating the process into the algebraic representation.

B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning. These activities should support students in developing a deeper understanding of the concept and should not progress to the outcomes in subsequent grades.

Consider strategies such as the following.

Have students investigate the differences between an integral and a rational solution in terms of the solution set and the representation on a number line.
Have students create problems that can be represented by inequalities.
Have students create trivia games or other types of review games. If the district has a license for whiteboard technology, students can share their review with the rest of the class electronically.