Math lesson plan · 7th grade (Year 8 in England) · 30 minutes
Solve linear inequalities
Algebra
CCSS 7.EE.B.4.BEngland: GCSE Foundation AlgebraEngland: GCSE Higher Algebra
Objective and success criteria
Students will: Solve linear inequalities.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Two-step equations; Inequalities: meaning and solutions
Leads to: Compound inequalities and integer solutions; Quadratic inequalities; Solve multi-step inequalities, including reversing the sign
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Two-step equations; Inequalities: meaning and solutions). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Solve: 5x + 19 = −1 → x = -4Prompt: Subtract 19 from both sides.
- Solve: 8x − 11 = −27 → x = -2Prompt: Add 11 to both sides.
- Solve: 8x − 13 = 43 → x = 7Prompt: Add 13 to both sides.
Hook · 3 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Solve linear inequalities. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Solve: 7x + 10 < 80
- Step 1: 7x < 70
- Step 2: x < 10
- Answer: x < 10
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Solve: 5x − 3 ≥ 42 (x ≤ 9 / x ≥ 10 / x ≥ 45 / x ≥ 9) → x ≥ 9Prompt: Solve it like an equation, keeping the inequality sign.
- Solve: −6x − 6 ≤ −36 (x ≤ −5 / x ≥ 5 / x ≤ 5 / x ≥ −5) → x ≥ 5Prompt: Isolate the x term first.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Solve: −6x − 8 > 22 (x > 5 / x < −5 / x > −5 / x < 5) → x < −5Prompt: Isolate the x term first.
- Solve: 6x + 2 < −4 (x > −1 / x < 0 / x < −6 / x < −1) → x < −1Prompt: Solve it like an equation, keeping the inequality sign.
Watch out for
- Doing an operation to one side of an equation but not the other.
- Reading 3x as 3 + x, or thinking x always stands for one particular number.
Support and stretch
Support
- Review first: Two-step equations.
- Use concrete materials: balance scales or a balance drawing.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Compound inequalities and integer solutions; Quadratic inequalities; Solve multi-step inequalities, including reversing the sign.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-7.
Free lesson plan from eurekami.com/lesson-plan-builder