Solving One-Step Inequalities

Seventh Grade Math

This lesson will help students understand how to solve one-step addition, subtraction, multiplication, and
division inequalities using inverse operations, as well as how to graph inequalities on a number line.

Learning Objectives

Students will be able to solve one-step inequalities that involve addition, subtraction, multiplication, and
division.
Students will also be able to graph solution sets for one-step inequalities and interpret solutions within
the context of a problem.

Materials and preparation Key terms

Class set of the Solving One-Step Inequalities inverse operations

worksheet one-step inequality
GAME: Treasure Diving: One-Step Addition and
Subtraction Inequalities
GAME: Treasure Diving: One-Step Multiplication
and Division Inequalities
Whiteboard (and/or projector/document
camera)
Whiteboard markers
One sheet of paper per student
Class set of computers/tablets
One-Step Inequality Word Problems worksheet
(optional)

Attachments

Solving One-Step Inequalities (PDF)

One-Step Inequality Word Problems (PDF)

Introduction (5 minutes)

Prior to teaching this lesson, make sure that students have practiced solving one-step equations,
graphing inequalities on number lines, and operating with positive and negative rational numbers.
Write the following one-step equations on the whiteboard:
x + 12 = −4
y−8=9
−6m = 72
b ÷ 4 = −5
Ask students to solve the one-step equations using inverse operations.
Ask four students to come up to the board and show how they solved the one-step equations. Make sure
students show how to use inverse operations to solve.

Explicit Instruction/Teacher modeling (15 minutes)

Write this one-step inequality on the whiteboard: x + 3 ≥ 11. Ask students to point out what
distinguishes inequalities from equations (students should note that equations use equal signs and
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 inequalities use symbols like ≥ , ≤, >, and <).
State that solving one-step inequalities is similar to solving one-step equations since you can use inverse
operations to isolate the variable in both. Note that there are some key differences when solving one-step
inequalities, and you will point these out using a few examples.
Return to the one-step addition inequality you wrote on the whiteboard (x + 3 ≥ 11). Ask students how
they would solve this using inverse operations (students should say that they would subtract 3 from both
sides of the inequality). Show this step on the whiteboard to get the solution to the inequality (x ≥ 8).
Remind students that you can graph the solution set to this inequality on a number line. On the
whiteboard, write a number line with 8 at the center. Remind students to look at the inequality symbol to
determine how to graph the inequality (for x ≥ 8, you should add a closed circle on 8 and shade
everything to the right of 8 on the number line).
Write this one-step subtraction inequality on the board: y − 5 < −1. Have students discuss how to solve
this inequality with a partner. Actively monitor student discussions. Then call one student up to the
whiteboard to correctly solve this inequality. With the class, talk through how you would graph the
solution (y < 4) on a number line (add an open circle on 4 and shade everything to the left of 4).
Write this one-step multiplication inequality on the board: −3n ≤ 18. Ask students how they would solve
this inequality using inverse operations (divide both sides of the inequality by −3). Tell students that any
time you divide a multiplication or division inequality by a negative number, you need to flip the
inequality sign. So, for this example, the solution is n ≥ −6.
Provide a brief explanation for why you flip the inequality sign when multiplying or dividing by a negative
number. Have students consider the example x > 3. Ask students for one solution to this inequality (e.g.,
4 > 3). Tell students that if you multiply both sides of the inequality by −1, the inequality would no longer
be true (−4 is not greater than −3). So, you would need to flip the inequality sign to make the inequality
true. More generally, any large number will make both x > 3 and −x < −3 true.
Write this one-step division inequality on the board: g ÷ 2 > −10. Ask students how they would solve
this inequality using inverse operations (multiply both sides of the inequality by 2). Point out that since
you’re not dividing by a negative number in this example, you don’t need to flip the inequality sign. So,
the solution is g > −20.

Guided Practice (15 minutes)

Hand out the Solving One-Step Inequalities worksheet to students.

Instruct students to read through the examples on the worksheet as a refresher before they begin
working on the practice problems.
Have each student work with a partner to complete the practice problems. Encourage students to talk
through their steps with their partners as they solve and graph the inequalities.

Independent working time (10 minutes)

Have students play the Treasure Diving: One-Step Addition and Subtraction Inequalities game and the
Treasure Diving: One-Step Multiplication and Division Inequalities game. Students should complete these
games independently using a computer (or tablet).

Differentiation

Support:

If students did not achieve mastery on the one-step inequality games, have them play them again to
achieve mastery.
Instruct students to write down the problems from the games on a piece of paper so they can show all
their steps to solve. Ask students to circle any problems that they missed so they can try them again.

Enrichment:

If students complete the games early, have them work on the One-Step Inequality Word Problems
worksheet.

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Technology Integration

Students will use computers during independent working time to play the solving one-step inequality
games.

Assessment (10 minutes)

Ask students to solve the following one-step inequalities on a sheet of paper. Remind students to show
their work as they solve.
p − 4 < 15
5w ≤ −20
x ÷ (−7) < −3
j + 9 ≥ −8
Collect this assessment to gauge student understanding from this lesson.

Review and closing (5 minutes)

After you’ve collected the assessment, ask students to turn to a partner and explain how to know if you
should flip the inequality sign when solving an inequality. If needed, encourage students to come up with
an example problem to explain this.

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Name __________________________________________ Date _______________________________

Solving One-Step Inequalities

You can solve an inequality by using inverse operations to isolate the variable. Take a closer look at the
examples below.

n+3 ≤ 9 To get n by itself, subtract – 2m < 8 To get m by itself, divide

3 from both sides of the both sides by −2.
–3 –3 inequality.
–2 –2
n ≤ 6 Be careful: If you multiply
m > –4 or divide by a negative
number, you must flip the
inequality sign!

When you graph this solution set, any value less When you graph this solution set, any value
than or equal to 6 makes the inequality true. greater than −4 makes the inequality true.

0 1 2 3 4 5 6 7 8 9 10 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1

Solve each inequality. Then graph the solution set on the number line.

k
x – 6 ≥ –14 –4 > –5

–16 –15 –14 –13 –12 –11 –10 –9 –8 –7 –6 16 17 18 19 20 21 22 23 24 25 26

3p ≤ –21 –8j < 16

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 –6 –5 –4 –3 –2 –1 0 1 2 3 4

1 1
y – 3.25 > 6.75 z+2 ≥–2

6 7 8 9 10 11 12 13 14 15 16 –6 –5 –4 –3 –2 –1 0 1 2 3 4

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Name ___________________________________________ Date _______________________ Page 1

One-Step Inequality Word Problems

Write and solve an inequality for each problem. Then fill in the blank to answer the question.

Lara wants to make room on her bookshelf for some new books. After she donates 14 books to her local
1 library, she still has over 50 books left on her bookshelf. How many books did Lara originally have on her
bookshelf?

Lara had more than ___________ books on her bookshelf.

Colin has 45 minutes until he needs to leave for his piano lesson. He spends 27 minutes watching an
2 episode of his favorite TV show. Then he wants to play a game on his tablet. At most, how long can Colin
spend playing the game before he needs to leave?

Colin can play the game for at most ___________ minutes.

The owner of Charlotte’s Chocolates moves a display of boxes of truffles to the front of the store. Each
3 box costs $20. The owner hopes to make at least $100 selling the boxes of truffles this month. What is the
minimum number of boxes she needs to sell this month?

The owner needs to sell at least ___________ boxes of truffles.

Eleanor sets a budget for each day. On Tuesday morning, she spends $3.25 on a smoothie from Healthy
4 Smoothie Hub. She needs to spend less than $12.75 on lunch to stay within her budget. How much does
Eleanor want to spend on Tuesday?

Eleanor wants to spend less than ___________ on Tuesday.

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Name ___________________________________________ Date _______________________ Page 2

One-Step Inequality Word Problems

Write and solve an inequality for each problem. Then fill in the blank to answer the question.

Beth works at a pottery studio, and she has some leftover clay from her last class. She splits the clay evenly
5 into 2 separate containers so that each container has at least 5 pounds of clay in it. What is the minimum
amount of leftover clay Beth has?

Beth has at least ___________ pounds of leftover clay.

1
Gabe is practicing for his upcoming track meet. One lap around the track is 4 of a mile. Gabe sets a goal to
6 run more than 2 miles today. How many laps should Gabe run to meet his goal?

Gabe should run more than ___________ laps to meet his goal.

Leo’s soccer team went out to eat after their game. Leo’s coach got a large platter of wings for the team.
7 They split the wings equally between all 15 team members, and each team member got at least 5 wings.
What was the minimum number of wings on the platter?

There were at least ___________ wings on the platter.

Kelly runs the Dragonfly Kids Camp every summer. When planning cabin arrangements, she decides to
8 put 16 campers in each cabin. Unfortunately, there won’t be as many full cabins as Kelly planned since
fewer than 240 campers signed up. At most, how many full cabins will there be?

There will be at most ___________ full cabins.

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