Getting Started 
Misconception/Error The student is not able to correctly use algebraic properties to solve the inequality. 
Examples of Student Work at this Level The student does not understand how to solve the inequality. For example, the student:
 Does not attempt to distribute.Â
 Attempts to apply algebraic properties but does not follow the order of operations.Â
 Distributes to terms that are outside the parentheses.
 Attempts to combine unlike terms.Â

Questions Eliciting Thinking What is the Distributive Property? How is it used?
What does it mean to combine like terms?
What are the properties of equality? How are they used to solve inequalities?
What are you being asked to find? What does it mean to solve an inequality? 
Instructional Implications Be sure the student understands what it means to solve an inequality. Review the order of operations conventions, the Distributive Property and combining like terms. Provide instruction on solving inequalities using the Addition, Subtraction, Multiplication and Division Properties of Equality. Model for the student the order in which the properties should be used to solve inequalities.
Provide the student with numerous practice problems. Require the student to show all work completely and justify each step. 
Moving Forward 
Misconception/Error The student applies some algebraic properties correctly but makes major errors. 
Examples of Student Work at this Level The student:
 Attempts to combine terms that are not like.
 Does not distribute correctly.
 Incorrectly applies the Addition or Subtraction Properties of Equality.
 Correctly uses the Distributive Property and combines like terms but is unable to complete the solution process.

Questions Eliciting Thinking What makes terms like? Show me where you combined like terms.
Show me where you used the Distributive Property. Can you explain what you did?
Why did you subtract 2y from 5y? Are these terms on opposite sides of the inequality? Did you subtract 2y from both sides of the equation? What should you have done?
Did you solve this inequality? What does it mean to solve an inequality or an equation? How do you isolate the variable? 
Instructional Implications Encourage the student to simplify each side of the inequality before applying properties of equality. This will minimize the number of terms in the equation and reduce the opportunities to make errors. If the student still struggles simplifying each side, encourage him or her to use a piece of paper to cover up one side of the inequality and simplify the expression that remains. Repeat for the other side of the inequality.
Review the order of operations conventions, the Distributive Property and combining like terms. Provide instruction on solving inequalities using the Addition, Subtraction, Multiplication and Division Properties of Equality. Model for the student the order in which the properties should be used to solve inequalities.
Provide the student with numerous practice problems. Require the student to show all work completely and justify each step. 
Almost There 
Misconception/Error The student uses correctly algebraic properties to solve the inequality but makes a minor error. 
Examples of Student Work at this Level The student:
 Mistakenly changes the inequality symbol after dividing or does not change it when it should have been changed.
 Makes a computation error when combining like terms.

Questions Eliciting Thinking When should you change the inequality symbol?
There is a slight error in your work. Can you find it? 
Instructional Implications Review any error(s) with the student and provide feedback. Provide additional inequalities to solve and pair the student with another Almost There student to compare solution methods and reconcile any differences.
Review with the student when the inequality symbol should be changed in the process of solving an inequality.
Provide the student with a completed problem that contains errors. Have the student identify and correct the errors. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The students correctly solves the inequality and determines that y < 9.

Questions Eliciting Thinking Can you give me an example of a number that is a solution of this inequality? Can you give me an example of a number that is not a solution of this inequality? Is 9 a solution?
Can you graph the solution set? 
Instructional Implications Challenge the student with more difficult equations and inequalities to solve.
Consider implementing MFAS tasks Solve for X(AREI.2.3), Solve for N (AREI.2.3) and Solve for M(AREI.2.3), Solving a Literal Linear Equation (AREI.2.3) and Solving a Multistep Inequality (AREI.2.3). 