If students understand how to solve inequalities by multiplication, then challenge students to explain how they might already know how to solve inequalities by division.

Concept Development or Attainment

If students have trouble understanding some of the phrases used to indicate inequalities, such as

*at most*or

*no less than*, then have them work in pairs or groups to write word problems using the phrases. Have students write inequalities to represent the problem situations.

Inquiry

If there are students that are interested in science, then point out that there are many natural settings that can be connected to linear inequalities. Have students write observations about possible connections in their notebooks and then share their observations with the class.

Cooperative Learning

As an extension, challenge students to write an inequality for the graph whose boundary passes through (4,-2) and (-3,-2) and whose solution set contains the boundary and all the points above the boundary. Answer: y ³ -2

Choice : Integrative Model

If some students are overwhelmed trying to discern whether word problems represent compound inequalities that contain

*and*or

*or*and whether the inequalities are inclusive or exclusive, then pair these students with more advanced students to discuss and solve some problems. Encourage both students to take an active role in solving the problems.