Compound Inequalities - Describing More than One Thing at a Time

Some thoughts:

Four days back from the extended winter break and I, as the math teacher, have not yet solved a single math problem in class. Not once did I go to the board and show students how to solve a problem or what series of steps or procedures to follow in order to find a solution. AND YET...

Students have LEARNED how to:

• solve inequalities using addition, subtraction, multiplication and division
• why the inequality sign is reversed under certain conditions
• how to graph these solutions
• how to 'check' solutions
• what it means to have an empty set solution or solution that includes all real numbers in its set
• use terminology like set-builder notation to better communicate their ideas
• translate verbal sentences into algebraic ones and vice-versa

and more...

How did all this happen without my prescribing steps and procedures and my infinite wisdom? Students stepped up, took risks and devised their own strategies for problem-solving and understanding. Math class is about the teacher guiding students in doing math, not the teacher doing math and the students watching. And the results are spectacular.

Don't let these gains slip away by ignoring your task to work on your class notes in order to remember your discoveries and advances.


Students are reminded that they are to work on their class notes NIGHTLY, in particular on the key terms/ideas and reflection sections.

Home Nugget #4 of the 3rd term
Assigned on Thursday January 8, 2009
Due on Monday January 12, 2009

Page 318 #18 - 31, 36

Page 319 #37 - 41

Page 321 # 1 - 30 odd problems only on this page

FCAs
2 points: all problems completed in their entirety . Your effort at the end of the lesson is as evident as at the start.
2 points: evidence/explanations for your thought/solution process is provided for ALL pertinent problems

Combining Operations to Solve Inequalities and Uncovering the Empty Set and All Real Number Solutions

Students are reminded that they are to work on their class notes NIGHTLY, in particular on the key terms/ideas and reflection sections.

Home Nugget #3 of the 3rd term
Assigned on Wednesday January 7, 2009
Due on Thursday January 8, 2009

PLEASE REMEMBER THAT JOURNAL ENTRY #1 OF THE 3rd TERM IS DUE TOMORROW AS WELL! "THE TOP TEN LIST"

Page 311 # 1 - 29

Check all odd-numbered answers in the back of the book for your own sense of certainty.

FCAs
2 points: all problems completed in their entirety . Your effort at the end of the lesson is as evident as at the start.
2 points: evidence/explanations for your thought/solution process is provided for ALL pertinent problems

SImilarity of Solving Linear Inequalities with Solving Equations

Students are reminded that they are to work on their class notes NIGHTLY, in particular on the key terms/ideas and reflection sections.

Home Nugget #2 of the 3rd term
Assigned on Tuesday January 6, 2009
Due on Wednesday January 7, 2009

Page 305 # 1 - 34

Check all odd-numbered answers in the back of the book for your own sense of certainty.

FCAs
2 points: all problems completed in their entirety . Your effort at the end of the lesson is as evident as at the start.
2 points: evidence/explanations for your thought/solution process is provided for ALL pertinent problems

The Practicality of Inequalities

Students were provided a re-entry letter today to welcome them to the 3rd marking term and provide them a sense of what to expect in the two months that lie ahead.

We dedicated a significant amount of time to discussing the use of inequalities to describe phenomena around us, ranging from sports examples to those in nature and agriculture.

Students are reminded that they are to work on their class notes NIGHTLY, in particular on the key terms/ideas and reflection sections.

Home Nugget #1 of the 3rd term
Assigned on Monday January 5, 2009
Due on Tuesday January 6, 2009

Page 297 # 24 - 33
Page 298 #37 - 45

Check all odd-numbered answers in the back of the book for your own sense of certainty.

FCAs
2 points: all problems completed in their entirety . Your effort at the end of the lesson is as evident as at the start.
2 points: evidence/explanations for your thought/solution process is provided for ALL pertinent problems