Cut along the lines — one slip per learner
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step
LearnerDate
- Draw the boundary of a linear or quadratic inequality in two variables — a line, an upward parabola or a downward one — and make it solid for ≤ and ≥ and broken for < and >, without being told which
- Mark a test point that is not on the boundary, substitute it in full, and shade the side the substitution points to rather than the side the inequality sign suggests — including on a boundary such as y > −x, where the origin cannot be used
- Say whether a named point is a solution of a given inequality without drawing anything, and give the right answer for a point that lies on the boundary
- Show that two differently written inequalities — y > x² − 4 and x² − y < 4 — describe the same region, by testing a point in both rather than by comparing their signs
The learner’s exact words Write what they said, not what you took it to mean
Next step