Maryland Math 8.AT.B.4.b
The Standard
- 8.AT.B.4
- Solve linear inequalities in one variable.
Represent the solution set on a number line and describe the set of possible values in the context of the problem.
Maryland College and Career Ready Standards for Mathematics (2025) · MAKE SENSE OF AND SOLVE EQUATIONS, INEQUALITIES, AND SYSTEMS OF EQUATIONS.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students show all values that satisfy an inequality on a number line. They decide whether the boundary counts and which values make sense in the situation, such as whole-number ticket counts.
What Mastery Looks Like
- A student marks the boundary correctly and shows the solutions on the right part of the number line. They can name values that work and explain why other values do not.
Common Misconceptions
- Students may use a filled dot when the boundary is not included or show values on the wrong side of it. They may include negative or fractional ticket counts because those numbers fit the inequality.
How to Assess It
- Exit ticket: A ticket costs $8, and you have at most $40. Draw the possible numbers of tickets on a number line and explain why you left out any numbers.
Lesson moves
Ways to Teach It
Give students counters and paper number lines to show how many $3 notebooks they can buy with $12.
Ask, "Why does a graph for at most five tickets show separate dots instead of a shaded line?"
Have pairs match cards showing ticket budgets, inequalities, and number-line graphs, then explain each match.
Show a ride sign that says "48 inches or taller" and have students graph the allowed heights.
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Related Standards
- 7.AT.C.9.b
Solve inequalities of these forms and graph the solution set on a number line.
- 6.AT.C.8.c
Represent solutions of such equations on a number line.
- 6.AT.C.10.c
Represent solutions of such inequalities on a number line.
- 7.AT.C.9.c
Interpret the solution set in terms of the context by describing what values are possible or reasonable in the given situation.
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