Lesson Title: ____Hershey Park Inequalities______

Course: ___________________________
Date: _____________ Teacher(s): ____________________
Start/end times: _________________________
Lesson Objective(s): What mathematical skill(s) and understanding(s) will be developed?
6.EE.8 Write an inequality of the form x < c or x > c to represent a constraint or condition in a real-world or
mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on number line diagrams.
Which Mathematical Practices do you expect students to engage in during the lesson?
MP4: Model with mathematics.
MP7: Look for and make use of structure.
Lesson Launch Notes: Exactly how will you use the
Lesson Closure Notes: Exactly what summary activity,
first five minutes of the lesson?
questions, and discussion will close the lesson and provide
a foreshadowing of tomorrow? List the questions.
Students have spent time focusing on equations and
situations where the variable has only one solution.
How do you know when to use an inequality symbol
and when to use an equal sign?
Ask, If you were told you had to spend at least 10
When graphing an inequality, when should a closed
minutes studying for your math test, how many minutes
circle be used?
could you spend? Allow five or six responses. Then
If someone has to be at least 42 inches tall to ride a
ask if we wanted to use x to represent the number of
ride, what inequality symbol would you use to define
hours you could spend studying, would we be able to
x?
use an equal sign? Ask students to justify their
answers.
Consider discussing the limits these inequalities have.
Mathematically, x > 60 means x can be any number
greater than 60, but in terms of the problem x does have
limits. For example, a person is not going to be 1,000
inches tall. It would not be necessary to use the proper
vocabulary (i.e. domain/range) for this, but this
conversation would begin to help students understand that
concept.
Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations,
problems, questions, or tasks will students be working on during the lesson? Be sure to indicate strategic
connections to appropriate mathematical practices.
1. Whole Group: Show students the four inequality symbols and, together, determine examples of when each
could be used. Begin by asking which symbol they think would be appropriate for the scenario in the warm up.
Using this situation, determine when situations would require the other three symbols. Also provide an example
of when an equal sign would be appropriate so students can differentiate between the uses of an inequality
symbol and an equal sign.
2. Small Group: Ask each group to generate a set of scenarios when each of the inequality symbols could be used.
Consider having the groups either share out or trade papers with other groups and have them match the symbol
to the scenario. (Look for evidence of MP7)
3. Individual/Partner Activity: Each student or pair of students will need a computer with Internet access for the
following activity. http://www.hersheypark.com is filled with numerous real-world examples of inequalities
being used. For example, if you are in the Jolly Rancher category, you must be greater than 60 inches. Ask
students how this could be translated using an inequality symbol. To ride the roller coaster The Comet, your
minimum height is 42 48 inches. Ask how tall could you be to ride this ride? If you are not allowed to ride
this ride, how tall might you be? Using questions like this will help students to understand the possible values
for x so they are able to translate an inequality. Consider either allowing students to explore the site by clicking
on the Rides tab at the top of the page and translating inequalities of their choice or using the provided
worksheet as a guided practice.
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.

Lesson Title: ____Hershey Park Inequalities______

Course: ___________________________
Date: _____________ Teacher(s): ____________________
Start/end times: _________________________
4. Whole Group: (Note: This section of the lesson could be completed after students have had more practice with
translations and are ready to begin graphing or immediately following the online activity to help students make
the immediate connection between their answers and the number lines.) Refer back to the original question
about studying for a math test. Ask If a student studied for exactly 10 minutes for the test and x represents the
number of minutes studied, how could you show this? At this point, students should answer with x = 10. Ask if
we wanted to show this using a number line (show a number line) instead of an equation, what could we do?
To represent this answer, most would probably say to place a point at 10. Repeat the same line of questioning
using the example from the Hershey Park problem. Say, we said we would represent the height you could be if
you were in the Jolly Rancher category as x 60. How would you represent this on the number line? After
accepting student responses, instruct students that when graphing inequalities, an open-circle is placed on the
number line if the inequality involves a greater than or less than symbol because the number in the inequality is
not included. An arrow should point in the direction of the numbers that are involved in the inequality. For
be open because 40 is not included but all numbers less than 40 are included.
example, x < 40 the circle would
This means the arrow should point in the direction of the numbers that are less than 40. Follow the same
explanation for x 60 except remind students the circle should be filled in because the person could be 60
inches or more than 60 inches. Since 60 is included, the circle should be filled in. Note: When creating the
numbers lines, consider having students only use three numbers. For the above example, 60 would be in the
middle, 59 would be to the left, and 61 would be to the right. (Look for evidence of MP4)

5. Individual/Partner
Activity: Using the Hershey Park inequality answers that students generated, have them
graph a selection of the problems.
Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I
measure student mastery? That is, deliberate consideration of what performances will convince you (and any outside
observer) that your students have developed a deepened (and conceptual) understanding.
Students should be able to identify the appropriate time to use an inequality versus an equal sign.
Students should be able to correctly translate an inequality from a given situation.
Students should be able to represent inequalities on number line using correct graphing rules.
The teacher will measure mastery through group/partner activities and class discussions.
Notes and Nuances: Vocabulary, connections, anticipated misconceptions (and how they will be addressed), etc
Vocabulary: Inequality, Variable
Connections: This activity connects to 6.EE.2 and 6.EE.6. Students should have an understanding of translation
and purpose of a variable.
Common Mistakes: A student may interpret a minimum height as something that would require a less than sign.
This mistake is often made when using the phrase at least as well.
Resources: What materials or resources are essential
for students to successfully complete the lesson tasks or
activities?

Homework: Exactly what follow-up homework tasks,

problems, and/or exercises will be assigned upon the
completion of the lesson?

Computers with internet access. At least 1 for every 2

students.
Access to this website: http://www.hersheypark.com

If students have internet access at home, consider having

them visit www.sixflags.com/america, choose 5 rides,
write the height requirement, translate it to an inequality,
and then graph it. For students who do not have internet
access, create a resource sheet with the information for 7-9
rides and have students choose 5 to translate and graph.

Lesson Reflections: How do you know that you were effective? What questions, connected to the lesson objectives
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.

Lesson Title: ____Hershey Park Inequalities______

Course: ___________________________
Date: _____________ Teacher(s): ____________________
Start/end times: _________________________
and evidence of success, will you use to reflect on the effectiveness of this lesson?
Are students comfortable with defining a variable using an inequality symbol?
Do students understand when x > 20 that there are infinite solutions?
Are students able to correctly graph an inequality on a number line and understand the meaning behind the
representation?

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.