NY Next Generation Math NY-6.EE.8
The Standard
Write an inequality of the form x > c, x ≥ c, x ≤ c, or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of these forms have infinitely many solutions; represent solutions of such inequalities on a number line.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students write inequalities in the forms x > c, x at least c, x at most c, or x < c to represent constraints. They recognize infinitely many solutions and graph them on number lines.
What Mastery Looks Like
- A student represents a ride height requirement as h at least 48 and graphs a closed point at 48 with an arrow to the right. The student names several valid values and explains that the solutions continue.
Common Misconceptions
- Students may reverse the inequality direction or use an open endpoint when the boundary is included. They may list a few solutions and assume the list is complete.
How to Assess It
- Give the condition that a package may weigh at most 6 kilograms. Ask students to write the inequality, graph it, and identify three solutions plus one non-solution.
Lesson moves
Ways to Teach It
Place boundary and solution cards on a floor number line, then mark open or closed endpoints and direction arrows.
Ask students how the words at most determine both the symbol and the endpoint on a graph.
Play inequality sort with contexts, symbolic statements, number-line graphs, solutions, and non-solutions.
Represent limits for height, capacity, spending, or time with inequalities and number-line graphs.
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Printable NY-6.EE.8 Worksheet
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Related Standards
- NY-7.EE.4.b
Solve word problems leading to inequalities of the form px + q > r, px + q ≥ r, px + q ≤ r, or px + q < r, where p, q, and r are rational numbers. Graph the sol...
- NY-6.EE.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality tr...
- NY-6.NS.7.a
Interpret statements of inequality as statements about the relative position of two numbers on a number line.
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