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Linear Inequalities and Systems of Linear Inequalities

This document provides a multi-level activity on writing and graphing linear inequalities and systems of linear inequalities. It includes word problems to write individual inequalities or systems of inequalities, and asks students to solve or graph the inequalities. The levels increase in difficulty from single inequalities to systems of inequalities. It aims to help students practice key skills around linear inequalities and systems of inequalities.

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Gilbert
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© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
510 views

Linear Inequalities and Systems of Linear Inequalities

This document provides a multi-level activity on writing and graphing linear inequalities and systems of linear inequalities. It includes word problems to write individual inequalities or systems of inequalities, and asks students to solve or graph the inequalities. The levels increase in difficulty from single inequalities to systems of inequalities. It aims to help students practice key skills around linear inequalities and systems of inequalities.

Uploaded by

Gilbert
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Linear Inequalities and Systems of Linear

Inequalities
Common Core Standards:
MCC9-12.A.CED.1 Create equations and inequalities in
one variable and use them to solve problems. Include
equations arising from linear and exponential functions.

MCC9-12.A.CED.3 Represent constraints by equations or


inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable in a modeling context.

MCC9-12.A.REI.12 Graph the solution to a linear


inequality in two variables as half-plane (excluding the
boundary in the case of a strict inequality), and graph the
solution set to a system of linear inequalities in two
variables as the intersection of the corresponding halfplanes.

Objective:

Students will write linear inequalities and


systems of linear inequalities in two variables and graph

the solutions given different information such as


inequalities, systems of inequalities and word problems.

Procedure:
This activity could be used as a whole group activity, in
stations or centers, in small groups, or as a formative
assessment. This can be used as separate worksheets or
placed on cards. The teacher may want to provide graph
paper.

Differentiation Options:
This activity is designed for differentiation. Each set of
problems is designed at specific levels of difficulty. You
can build your own sets based on students ability levels.

Extension:

He Shoots! He Scores! Worksheet

Level 1 Problems:
Solve the inequality. (Differentiation Strategy:

You could
only use inequalities that are in slope-intercept form or use all
inequalities that are not in slope-intercept form.)

1. y x + 2

2. y 3

3. y > 5

4. x + 2y 6

5. -2x + 3y < -6

6. 2x + 5y -20

Level 2 Problems:
Write an inequality based on each given
scenario. Then solve the inequality.
(Differentiation Strategy: Students could just write the inequality.)

1. You receive an $80 gift card to the


bookstore. Hardback books cost $8 and
paperback books cost $4. How many books of
each type can you buy?

2. A catering company has small tables and


large tables. Small tables seat 4 people and
large tables seat 6. They are planning a party
for 100 guests. How many of each size table
can they use?

3. You and your friend have $14 among you


to spend on snacks at the basketball game. If
drinks are $2 and popcorn is $1, how many of
each can you purchase?

4. Sam wants to purchase birthday gifts for


his two sisters that share the same birthday.
One sister likes daisies which cost $2 per

stem and the other likes tulips which cost $3


per stem. If he has $12 to spend, how many
of each could he buy?

5. The fair is in town and you have earned


$50 from math tutoring and want to go. If
each ride is $2.50 and each game is $2, how
many of each can you participate in during
your visit?

Level 3 Problems:
Solve the system of inequalities. (Differentiation
Strategy: You could only use inequalities that are in slopeintercept form or use all inequalities that are not in slopeintercept form.)

1. y -5x + 4
3
y > -2

2. y x y -x 1

3. y > 4x 5
y -2x + 3

4. y < -2
x+y

5. x + y -3
-2
x+y3

6. 3x + y
x4

2y

Level 4 Problems:

Write a system of inequalities based on each


given scenario. Then solve the system of
inequalities. (Differentiation Strategy: Students could just
write the system of inequalities or the teacher could have part of
the inequalities written leaving only some of the pieces for the
students to complete.)

1. You can work at most 25 hours next week.


You need to earn at least $85 to cover your
gas and food expenses. Your babysitting job
pays $7.50 per hour and your math tutoring
job pays $6 per hour. Write a system of linear
inequalities to model the situation and then
solve.

2. Mandy is buying plants and soil for a


flowerbed for her mom. The soil costs $5 per
bag and the plants cost $12 each. She wants
to buy at least 6 plants and can spend no
more than $100. Write a system of linear
inequalities to model the situation and then
solve.

3. Josh is going to the store to buy candy.


Bags of candy corn cost $3 and bags of
chocolate cost $5. He needs to buy at least
20 bags of candy and he cannot spend more
than $60. Write a system of linear
inequalities to model the situation and then
solve.

4. Jenny is packing dishes into boxes. Each


box can hold either 15 small plates or 8 large
plates. She needs to pack at least 9 boxes
and at least 150 plates. Write a system of
linear inequalities to model the situation and
then solve.

5. The band is selling boxes of fruit to raise


money for new uniforms. Boxes of oranges
cost $12 per box and boxes of grapefruits cost
$15 per box. To get free shipping on all of the
fruit each band member must sell at least 25
boxes of fruit. In order to meet your goal, you
want to sell at least $500 worth of fruit. Write

a system of linear inequalities to model the


situation and then solve.

He Shoots! He Scores!

When Bo got home from his basketball game last night, looking pretty pleased with himself, his
roommates asked how it went. He said that he had 10 rebounds, 2 blocks, 3 assists, and
equaled or bettered his season high in points. Naturally they wanted to know exactly how many
points he scored. Since he never likes to give them a straight answer, he told them the
following:

I didnt shoot any free throws.


The number of 2-point baskets I made is more than twice the number of 3-point
baskets I made.
The number of 2-pointers I made is less than or equal to 8.
My previous season high was 18 points.

Now the roommates had to do some thinking! Lets see if you can figure it out.
1. Using t to represent the number of 3-pointers he made, g to represent the number of 2pointers, and f to represent the number of free throws, write equations or inequalities to
represent all of the information given above. (Hint: You should have 4 statements.)
2. Graph each of the inequalities or equations.
3. What are all of the possible points for Bo?

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