NCETM_Mathematics_Department_Workshops_Inequalities

Mathematics Department Workshops Topic: Inequalities Overview This module explores the teaching and learning of inequalities. Objectives related to this topic are: • Use symbols correctly including less than (<), greater than (>) and equal sign (=) (Year 2) • State inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1) (Year 4) • Solve inequalities in one variable; represent the solution set on a number line (Year 10) • Solve linear inequalities in one and two variables; find and represent the solution set (Year 11) Materials required Resource sheets HT1.INE.1, HT1.INE.2 and HT1.INE.3 Dynamic graphing software (e.g. Autograph) Suggested activities Activity 1: Getting Started Take resource sheet HT1.INE.1 – prepared and cut into strips. Ask the members of your team to work in pairs, discussing and deciding on how to place the statements into an order of progression through ' inequalities'. There is some flexibility in the answers; the overview lists the objectives as they appear in the renewed secondary framework, with year headings in brackets. Progression in inequalities (and other areas of mathematics) can be explored further at: http://www.standards.dfes.gov.uk/progressionmaps/maths/algebra/sec_ma_prgrsn_a_efi.htm Activity 2: As a team, use resource sheet HT1.INE.2 to explore the following learning activities (instructions for each one are on the sheet): Learning Activity 1: ‘Spot the Inequality’ Learning Activity 2: ‘Stick on the Maths’ Learning Activity 3: ‘Multiple representations’ Learning Activity 4: ‘Matching Activities’ Learning Activity 5: ‘Classic Mistakes’ Note that all learning activities are most effective if used with groups of learners. Work through the learning activities in pairs. Activity 3: Challenge members of your team to write some probing questions using the question stems on resource sheet HT1.INE.3. Share ideas and consider how such questioning techniques could be used in their teaching. www.ncetm.org.uk A Department for Children, Schools and Families initiative to enhance professional development across mathematics teaching

Activity 4: Explore these weblinks • http://www.waldomaths.com/Ineq1NL.jsp • http://www.waldomaths.com/Regions1NL.jsp • http://www.kangaroomaths.com/samples/index.htm - inequalities activity in ‘Higher Algebra’ • http://www.standards.dfes.gov.uk/primaryframework/library/Mathematics/ICTResources/itps/ (number line) Activity 5: Reflection What’s good about the learning activities and weblinks? How you would use the resources and weblinks from activities 2 and 3 with your learners? Embedding in practice Hooks for Learning • Linear Programming problems – Resource sheets HT1.INE.4 and HT1.INE.5 and other ideas can be found at http://mathforum.org/library/drmath/view/52852.html Action points At the end of the session, spend time recording some actions. What do you need to do: • Next day? • Next week? • Next year? Further reading MA/ATM Article ’Inequalties and Clown Hats’ (Prestage and Perks) Improving learning in mathematics – Standards Unit. In particular, the ‘Professional Development Guide’ and ‘Challenges and Strengths’ booklet to expand further on Activities 2 and 3 Thinkers, ATM www.ncetm.org.uk A Department for Children, Schools and Families initiative to enhance professional development across mathematics teaching