• Tell students that when “less than” is used, the number the variable is compared with is not a solution. This is why the circle is empty in the graphing symbol. When “less than or equal to” is used, however, the number the variable is compared with is a solution. This is why the circle is filled in the graphing symbol. • Then read through the introduction and the example. • Highlight the clue words in the example. • Then refer to the chart and discuss why each symbol was chosen. • Last, divide the class into pairs and have them complete one or more of the “Your Turn” problems, using the steps and chart to write and graph as inequalities the ranges related to operating drones. When students have finished, have them share their answers as a group. 4 Reflect: Ask students to respond in writing to the following questions: In what ways do you think drone technology will become even more important in the future? What other tasks might drones be used to accomplish? After students have finished writing, call on volunteers to read their responses. Then engage in a structured group discussion with the class. 5 Group Activity: Go to “Flying Ranges” on page 70 of the student handbook. Divide the class into teams and assign each team one or more problems to solve. When students have finished, ask each team to talk through their answers. 6 Quick Check: Have students complete one of the Exit Slips on page 72 of the student handbook. A: On Level; B: Advanced. 7 Additional Practice • “Solving Inequalities,” page 71 of the student handbook. Students solve problems with inequalities that include other operations. • You may encourage students to take a break and read the Bonus! feature that follows this lesson. You may also wish to ask students to summarize the article after reading.
For answers, go to the Answer Key that begins on page 48 of this book.
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