Day 80 of Algebra š Graphing Inequalities in Two Variables! Today was pretty good- I introduced this lesson today by first reminding the students about what it looked like to graph inequalities in one variable- how we had specific circles to use to represent values in the solution set and how we used shading to represent the entire solution. I then made the comparison to the dashed and solid lines, and how we still acknowledge the area of the graph to shade the same way we would on a number line! We found points within the solution set in the shaded region and confirmed by substitution that they were in fact part of the solution. We also used our graphing calculators to check our work as we did each problem. This foldable will be updated from my current inequalities foldable in my TPT very soon! #iteachalgebradays

I have had this book since 1995. I know because the dedication on the front page says so! My 3rd grade teacher wrote this book the year I was in his class and gave a copy to each of his students.
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I thought it was such a cool book when I was in 3rd grade because I thought it was filled with math ātricksā. There were methods for figuring out what I thought of as complicated math problems mentally.
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All of these years later, I look at the contents of this book and realize that they really arenāt tricks at all. Itās filled with activities that build number sense and understanding. āTricksā are ideas that help you to remember something. They may or may not be presented in a way that adds any value to math understanding. ā¢
An example from the book. He wrote that a āshort cutā to multiplying 7 x 395 is to think about multiplying 7 by 400 and then taking away the 7 extra groups of 5 that we created to make the numbers friendlier. He then went on to present other problems that seem tricky but can be solved by thinking about friendlier numbers. Love it! ā¢
I guess āCommon Core Mathā isnāt so new after all!
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