Description
The Activity includes 40 cards, each one showing an inequality with two variables (Side A). On the other side (Side B), the card shows a graph representing the inequality.
How this resource works (here some ideas):
ACTIVITY 1:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side A.
- Distribute the worksheet for Activity (included) and ask the students to write down the inequality.
- The students can observe Side A and graph the inequality in the worksheet. Set a time limit for the Activity.
- When times up, ask the students to turn around the cards, now facing up the side B. Now, the student can check his/her work and make corrections.
ACTIVITY 2:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side B.
- Distribute the worksheet for the Activity (included) and ask the students to sketch the graph using the worksheet.
- The students observe side B and find the equation for the graph. Set a time limit for the Activity.
- When times up, ask students to turn over the cards and check their work for accuracy.
ACTIVITY 3:
Steps for trading cards activity: (script for instructions in Spanish is included)
- Each student receives one card.
- Create a space for students to stand up and be able to walk around the classroom. Ask students to mingle and find a partner.
- Ask students to number themselves #1 and #2. Student #1 starts by showing side B to his/her partner (showing the graph)—student #2 answers by finding the inequality equation. If necessary, student #1 offers clues or hints and positive feedback.
- Student #2 repeats the exercise by showing his/her card (showing the inequality). Now, student #1 answers providing information such as dotted or solid line, shaded above or below the line, etc.
- The two students trade cards and go in search of new partners.
This process continues until the time is up (teacher discretion).
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Grades
9th - 12th
Subjects
Standards
CCSSHSA-CED.A.2
CCSSHSA-REI.D.12
CCSSMP7
Tags
Answer Key
Included
Teaching Duration
1 hour
Description
The Activity includes 40 cards, each one showing an inequality with two variables (Side A). On the other side (Side B), the card shows a graph representing the inequality.
How this resource works (here some ideas):
ACTIVITY 1:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side A.
- Distribute the worksheet for Activity (included) and ask the students to write down the inequality.
- The students can observe Side A and graph the inequality in the worksheet. Set a time limit for the Activity.
- When times up, ask the students to turn around the cards, now facing up the side B. Now, the student can check his/her work and make corrections.
ACTIVITY 2:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side B.
- Distribute the worksheet for the Activity (included) and ask the students to sketch the graph using the worksheet.
- The students observe side B and find the equation for the graph. Set a time limit for the Activity.
- When times up, ask students to turn over the cards and check their work for accuracy.
ACTIVITY 3:
Steps for trading cards activity: (script for instructions in Spanish is included)
- Each student receives one card.
- Create a space for students to stand up and be able to walk around the classroom. Ask students to mingle and find a partner.
- Ask students to number themselves #1 and #2. Student #1 starts by showing side B to his/her partner (showing the graph)—student #2 answers by finding the inequality equation. If necessary, student #1 offers clues or hints and positive feedback.
- Student #2 repeats the exercise by showing his/her card (showing the inequality). Now, student #1 answers providing information such as dotted or solid line, shaded above or below the line, etc.
- The two students trade cards and go in search of new partners.
This process continues until the time is up (teacher discretion).
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSHSA-CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
CCSSHSA-REI.D.12
Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
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