options: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Use complex numbers in polynomial identities and equations.

Perform arithmetic operations with complex numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Perform operations on vectors.

Represent complex numbers and their operations on the complex plane.

Perform operations on matrices and use matrices in applications.

Reason quantitatively and use units to solve problems.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Use properties of rational and irrational numbers.

Extend the properties of exponents to rational exponents.

Represent and model with vector quantities.

Apply and extend previous understandings of numbers to the system of rational numbers.
problem_activity: Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for solving inequalities. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to solve inequalities in order to match them with the appropriate graph and situation.
Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Student Facing
Mentally solve for
\(x\)
.
\(5x<10\)
\(10>6x-2\)
\(9x<5-23\)
\(11(x-3)<46-2\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate
\(\underline{\hspace{.5in}}\)
’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to
\(\underline{\hspace{.5in}}\)
’s strategy?”
“Do you agree or disagree? Why?”


correct_option_index: 13