The allowable heights for Tide Pool Climb are shaded purple on the number line below:Īlthough it is not possible for a child to be close to 0 inches tall, these numbers are shaded because they fit the inequality $h \leq 39$. No negative numbers are included on the number line as this does not make sense for the context of height. The allowable heights in inches for Air Bounce are shaded blue on the number line below (note that they include 37 inches and 61 inches). Using $h$ for the child's height, this is represented by $h \leq 39.$ We should also write this as $0 \lt h $ since a height cannot be zero or negative. (This can be written as a compound inequality, but that is not expected at grade 6)įor the Tide Pool Climb, children are not allowed to be over 39 inches. They are also not allowed to be more than 61 inches tall so $h \leq 61$. If we let $h$ denote the child's height in inches, this means $h \geq 37$. The number line model should help with this confusion, however, as the teacher can ask students if someone who is, for example, 42$\frac$ inches tall could go on the Air Bounce which disagrees with the statement on the sign.įor the Air Bounce, children must be at least 37 inches tall. So for the Air Bounce ride, students might provide a list of possible heights: on the number line, this would correspond to marking just whole numbers from 37 up to 61. Heights are often recorded to the nearest inch. The context for the problem creates some subtle issues which the teacher may need to address. Given the sign for the Tide Pool Climb, this is likely how 'between' is being used for the Air Bounce. In the solution we included the end points, 37 inches and 61 inches. The language 'between' 37 and 61 inches' can correctly be interpreted this way. Students could represent the height, h, in inches of a passenger on the Air Bounce with the inequalities $h \gt 37$ and $h \lt 61$ (or with the compound inequality 37 $\lt h \lt$ 61, though this compound notation is not required in grade 6). In addition to writing inequalities, students also display the numbers (heights) satisfying the inequalities on a number line. The goal of this task is to express constraints from a real world context using one or more inequalities.
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