Session 6 - Equality and Inequality

1. Gallery Walk! See these resources for more information: Explained & Video
2. It is important to review the resources in #1 before having students start this activity.  Students engaging in a gallery walk appropriately will make it highly successful! 
3. Students will walk around to visit each student's set of answers to the Inequalities Matching Cards activity. 
4. They can ask clarifying questions, pose ideas, or simply look. 
5. Lead an informal discussion with the students as they gallery walk around. Ask them to share if they see any work they agree with, disagree with, or find very interesting. 
6. Then, as a class, they need to agree on the final answers. 
7. If a student is working on their own, instead of a Gallery Walk,  the facilitator should check the student’s answers and lead a similar discussion around the student’s thoughts, ideas, and process.

Directions for Giving the Task:

1. Students will be given the pricing assessment activity.
2. Detailed directions are included in the activity.
3. The students must answer the following question:  “A season ski pass at the local mountain is $649. The daily rate is $89 per day. 
4. Students will show their work to explain how many days you need to ski for the season pass to be a better deal.

Focus: MP2: Reason abstractly and quantitatively, MP6: Attend to precision

1. Answer: If you ski for more than 7 days then the season pass is a better deal.
2. After students have done the post-knowledge lesson check, you will want to check for correct solutions.
3. When they feel ready to share, look at their answers/responses. Use the suggestions below to help decide if they “got it” or are still struggling with this skill.

• If a student demonstrates a guess-and-check method with incorrect solutions,  that may indicate that they are still struggling or not completely secure in this skill yet.  We recommend that you re-teach this lesson by starting with solving equations slowly before moving on to solving inequalities.
• If a student demonstrates the correct answer, but not necessarily by writing the inequality equation, that may indicate that they strongly understood this skill and they can move on to the next math skill of writing equations and inequalities from scenarios. 
• If a student does not have work shown, ask them to explain verbally to you how they solved the problem. If they are unable to explain or use language about “I just guessed” or “I just know”, we recommend that you redirect them to the directions that specifically ask for their work to be shown.  Support them through how to start that written process.  

• If a student can quickly explain to you the steps they took to get the correct answer, they have mastered the lesson and are ready for a more challenging skill such as the real-world application suggestions included in this toolkit. 
• If a student demonstrates complete mastery by way of writing an inequality equation and solving it by writing an inequality or graphing it on a number line, that may demonstrate that they very strongly mastered this skill quickly (so they can tell you exactly what it means and how it works or they can teach it to someone else).  This means they are ready for a more challenging skill - such as the “Real-World Applications and Project Ideas” suggestions included in this toolkit.