Math lesson plan · 9th grade (Year 10 in England) · 60 minutes
Solve double inequalities like a < bx + c < d
Algebra
CCSS HSA.REI.B.3England: GCSE Higher Algebra
Objective and success criteria
Students will: Solve double inequalities like a < bx + c < d.
- 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: Compound inequalities and integer solutions; Solve multi-step inequalities, including reversing the sign
Leads to: the next skill in this area.
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Compound inequalities and integer solutions; Solve multi-step inequalities, including reversing the sign). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Solve: 4x > 24 (x > 6 / x > 7 / x < 6 / x > 5) → x > 6Prompt: Solve it like an equation, step by step.
- Solve: -4(x + 4) ≥ −2x − 8 (x ≤ −2 / x ≥ −4 / x ≤ 4 / x ≤ −4) → x ≤ −4Prompt: Expand the bracket, then collect x terms on one side.
- Solve: x − 1 ≥ 7 (x ≥ 7 / x ≤ 8 / x ≥ 8 / x ≥ 9) → x ≥ 8Prompt: Solve it like an equation, step by step.
Hook · 6 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Solve double inequalities like a < bx + c < d. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Solve: −13 < 4x − 1 < 7
- Step 1: −12 < 4x < 8
- Step 2: −3 < x < 2
- Answer: −3 < x < 2
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 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: −11 < 2x − 5 < −7 (−6 < x < −2 / −4 < x < 0 / −8 < x < −6 / −3 < x < −1) → −3 < x < −1Prompt: Whatever you do, do it to all three parts.
- Solve: −5 < −4x − 5 < 3 (−2 < x < 0 / 0 < x < −2 / 0 < x < 2 / 0 < x < 8) → −2 < x < 0Prompt: Subtract the constant from all three parts.
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Solve: −5 < −2x − 5 < 5 (−5 < x < 0 / 0 < x < −5 / 0 < x < 10 / 0 < x < 5) → −5 < x < 0Prompt: Subtract the constant from all three parts.
- Solve: −20 < 4x < 0 (−5 > x > 0 / −20 < x < 0 / −5 < x < 0 / −6 < x < 1) → −5 < x < 0Prompt: Whatever you do, do it to all three parts.
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: Compound inequalities and integer solutions.
- 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
- 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-9.
Free lesson plan from eurekami.com/lesson-plan-builder