Instructional Implications Model using absolute value inequalities to represent constraints or limits on quantities such as the one described in the second problem.

Can you reread the first sentence of the second problem? Instructional Implications Provide feedback to the student concerning any errors made in solving the first inequality or representing its solution set.

However, the student is unable to correctly write an absolute value inequality to represent the described constraint. Does not represent the solution set as a disjunction. What would the graph of this set of numbers look like? If needed, clarify the difference between a conjunction and a disjunction.

Why is it necessary to use absolute value symbols to represent the difference that is described in the second problem? Examples of Student Work at this Level The student: What are these two values? Examples of Student Work at this Level The student correctly writes and solves the first inequality: Writes only the first inequality correctly but is unable to correctly solve it.

Provide additional contexts and ask the student to write absolute value inequalities to model quantities or relationships described. Can you describe in words the solution set of the first inequality? The student does not understand how to write and solve absolute value inequalities.

Uses the wrong inequality symbol to represent part of the solution set. Examples of Student Work at this Level The student correctly writes and solves the absolute value inequality described in the first problem. Can you explain what the solution set contains?

How did you solve the first absolute value inequality you wrote? Provide additional examples of absolute value inequalities and ask the student to solve them.

A difference is described between two values. How can you represent the absolute value of an unknown number? Why or why not? Instructional Implications Review the concept of absolute value and how it is written. Questions Eliciting Thinking Would the value satisfy the first inequality?

Model using simple absolute value inequalities to represent constraints or limits on quantities such as the one described in the second problem. What is the constraint on this difference?whenever we are solving absolute value inequalities, we must first isolate the absolute value expression (i.e., our boat) on one side of the inequality before separating the inequality into either an “and” or “or” inequalities (i.e., our oars).

Solving absolute value equations and inequalities. The absolute number of a number a is written as You can write an absolute value inequality as a compound inequality.

$$\left | x \right | above with ≥ and absolute value inequality it's necessary to first isolate the absolute value. Since 5 is at 5 units distance from the origin 0, the absolute value of 5 is 5, |5|=5 Since -5 is also at a distance of 5 units from the origin, the absolute value of -5 is.

Likewise, given an absolute value inequality such as |x – 5| 9, emphasize interpreting the solution set as all values within 5 units of nine.

Be sure to include situations that give rise to absolute value equations of the form | x – a | > b. Solving Absolute Value Inequalties with Greater Than. The answer is. previous. 1 2 3.

Absolute Value Equations and Inequalities. What's an Absolute Value? Solving Absolute Value Equations. Solving Absolute Value Inequalties with Less Than.

Solving Absolute Value. Watch video · If our absolute value is greater than or equal to 21, that means that what's inside the absolute value has to be either just straight up greater than the positive 21, or less than negative Because if it's less than negative 21, when you take its absolute value, it's going to .

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