Georgia 6.PAR.7.4
The Standard
Recognize and generate inequalities of the form x > c, x ≥ c, x ≤ c, or x < c to explain situations that have infinitely many solutions; represent solutions of such inequalities on a number line.
Georgia's K-12 Mathematics Standards · Write and solve one-step equations and inequalities as mathematical models to explain authentic, realistic situations.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students turn phrases such as “more than,” “at least,” and “no more than” into inequalities. They show every possible solution on a number line using the correct endpoint and arrow.
What Mastery Looks Like
- Students choose the correct inequality symbol from a situation and graph the full solution set. They use an open or closed circle correctly, point the arrow in the correct direction, and test values.
Common Misconceptions
- Students often confuse “greater than” with “at least,” or reverse the inequality symbol. They may use a closed circle for a strict limit or point the number-line arrow in the wrong direction. Some think only whole numbers are solutions.
How to Assess It
- Give this exit ticket: “A rider must be at least 48 inches tall. Write an inequality, graph it, and name two solutions and one nonsolution.”
Lesson moves
Ways to Teach It
Tape a number line on the floor, read limit cards, and have students place an open or closed circle and point the arrow direction.
Ask, “Why does ‘at least 12’ include 12?” Students write an inequality and explain the filled endpoint to a partner.
Play a three-card match game using situation, inequality, and number-line cards, then require a test value to confirm each match.
Show age, height, and weight rules from signs or policies, then have students model each rule with an inequality and number line.
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Printable 6.PAR.7.4 Worksheet
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