*(c) George Gadanidis, 2021*

*Designed to serve as a base lesson plan for diverse learning settings (f2f, hybrid, online, parents/children)*.

*Although designed with the Ontario 5-6 math curriculum in mind, this workshop would be of value to all educators interested in learning how to integrate math + coding. *

*Based on Understanding Math + Coding , 1-9.*

## WORKSHOP OVERVIEW

#### MENU

#### 5-6 EXPECTATIONS

## A. WHAT IS INEQUALITY?

## B. WHAT IS AN “INEQUALITY” IN MATH?

**PUZZLE** #1

I am thinking of a number on the number line.

- The number I am thinking of is greater than 3.
- What are the possible values of my number?

**INEQUALIT**Y

**x > 3** is an inequality.

**x > 3** is read as “**x is greater than 3**“.

**If x > 3**, then **x** could be one of the numbers in the set **{4, 5, 6, 7 …}**.

We can show this on a number line:

Notice the arrow after the number 7, indicating that the dot pattern continues.

#### PUZZLE #2

Which of the following are equivalent to one another?

a)

**x + 2 > 5**

b)

**x > 3**

c)

2**x > 6**

d)

-2**x > **-6

## C. WHAT IS A CONDITIONAL STATEMENT?

**DO I NEED AN UMBRELLA OR SNOW BOOTS?**

You know how to dress to match the weather outside because you use conditional thinking.

**If**it is raining,**then**:- take an umbrella

**If**it is snowing,**then**:- wear boots

**MAKING COMPUTERS “THINK”**

If you wanted a computer to print numbers that are greater than 3, you could say:

**print**(4)**print**(5)**print**(6)**print**(7)- … and so on

Or you can use a * conditional statement*, to create more efficient code, and to get the computer to do more thinking:

What this looks like as a Python computer code, for numbers 1-10:

You can enter and run this code at https://cscircles.cemc.uwaterloo.ca/console.

## D. INEQUALITIES in 1D, 2D and 3D

How do we represent a solution to an inequality like x > 3?

- We can list the numbers that make the inequality true as a set: {4, 5, 6, 7, 8, 9 …}
- We can plot the numbers that make on a number line:

These solutions assume a one-dimensional (1D) setting.

What if we assume a two-dimensional (2D) setting, like the flat surface of a floor?

Or in our 3-dimensional (3D) setting, like a classroom?

#### ON A NUMBER LINE (1D)

If you live in one dimension (1D), you live on a line.

Use masking tape for the line, and sticky notes for the numbers, to create a number line on the floor.

Hop on the numbers that match each inequality:

- number > 5
- number < 2
- x > 0
- x <= 6

Here is what x > 100 may look like using Scratch code. Try this at scratch.mit.edu/projects/417492043/editor

#### ON A FLOOR (2D)

If you live in two dimensions (2D), you live on a flat surface, like a floor. You live on “flatland”.

Let’s add axes in two directions, to create a coordinate system for the flat surface.

Here is what x > 100 may look like using Scratch code. Try this at scratch.mit.edu/projects/665007043/editor

How would you represent these inequalities?

- x > 200
- x < 0

#### IN A ROOM (3D)

If you live in three dimensions (3D), you live in the real world.

To add the third dimension, tape one end of a string to where the 2 axes on the floor meet, and tape the other end vertically above on the ceiling.

Here is what x > 0 looks like in 3D.

What would each inequality below look like in 3D?

- x > 100
- x < 0

## E. NUMBERS ON THE HUNDRED CHART

Go to https://learnx.ca/sets/?id=53ecb560631267fe8de955940d297efb.

Run the code to see its output.

Edit the code to create new patterns.

## F. REFERENCE VIDEOS

#### ABOUT INEQUALITIES

**About inequalities** by George Gadanidis (4.5 min.)