Summative Assessment for Criterion B:

MYP: Year 2 - Algebra Codes

Question: How can you use a table to solve an inequality?
STEP 1: Use a table to solve the inequality x + 4 3x Complete the table.

x -1 0 1 2 3 4 -2 -3

x+4 3 4 5 6 7 8 2 1

3x -3 0 3 6 9 12 0 -9

Is x + 4 > 3x Yes yes yes yes no no yes yes

Excellent Ella and I really like the inclusion of the other values. This really shows that youre trying to justify your findings. Very well done! STEP 2: Find values of x Find the values of x that make the inequality in Step 1 true. What do you think is the solution of the inequality? Explain your reasoning. (Try to make the explanation detailed and clear. This worked with -3, -1, 0, 1 and 2

Good Ella, can you come up with a general conclusion here? I concluded that all numbers less than the original number, when i say original number i mean.. for example in this equation x + 4 > 3x the original numbers would be 4 and 3. and to make this inequality true x would have to be less than 4 and 3 as an inequality this would look like... x<4 This is a good start, but are you sure that this is the correct inequality? What about 3 or 2.5? Try again and if you feel that this is correct, I need more proof.

STEP 3 Use a table to solve the inequality 4x + 3 > 9x 7 Complete the table.

x -1 0 1 2 3 4 5 -2

4x + 3 -1 3 7 11 15 19 23 -8

9x - 7 -16 -7 2 11 27 29 38 -25

Is 4x + 3 > 9x - 7 Yes yes yes no no no no yes

Very good Ella, and once again you have included other values. Maybe show how you got these solutions in future please too.

STEP 4: Find values of x Find the values of x that make the inequality in Step 3 true. What do you think is the solution of the inequality? Explain your reasoning. How is this solution different from the solution in Step 2?

This worked with, -1, 0, 1 I concluded that all numbers less than 2 have worked with the equation 4x + 3 > 9x - 7 i concluded this by trying it with a few other number that show it doesn't work with a number greater than 2 but works with numbers less than 2. The difference is that they have to be less than the regular number not the value of x This is excellent Ella, I just now need to see an inequality heer describing this. Perfect answer other than this.

STEP 5 Substitute a number less than 1 Determine if the inequalities in Steps 1 and 3 are true when you substitute a number less than 1 for x. Explain. I have checked in both steps 1 and 3 and i have tried -2 with both and they both work (shown in the graphs). Good, so if they both work, can you come up with a general answer?

Please consider these questions when you are concluding your findings: Name 5 values that are true in both x + 4 > 3x and 4x + 3 > 9x - 7 At first glance, how can you tell that the solutions of x + 4 > 3x and x + 4 > 3x will be different? How do you test a given variable of an inequality? How do solutions of multi-step inequalities differ from solutions of multi-step equations?

You will be assessed summatively on Criterion B for this task. The rubric is detailed below.

Criterion B: Investigating patterns

0 12

The student does not reach a standard described by any of the descriptors below. The student applies, with some guidance,

mathematical problem-solving techniques to recognize simple patterns. 34 The student applies mathematical problemsolving techniques to recognize patterns, and suggests relationships or general rules. The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings. The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws the correct conclusions consistent with the correct findings, and provides justifications or a proof.

56

78

Please aim to identify patterns and offer correct conclusions whihc provide justifications or a proof. A justification gives valid reasons or evidence to support the conclusion and explain why the rule is valid. A proof is a mathematical demonstration of the truth of the relationship or general rule.