"The student was introduced to inequalities on Monday. Their main goal in this unit of the chapter is to be able to solve for variables in inequalities and then graph them on a number line. She has absolutely no trouble with her algebra and due to the fact that variable inequalities are solved using the same algebraic methods as variable equations, she has had no trouble with any algebra in solving for variables in inequalities. She was assigned the first 14 problems of the chapter section; all of these problems asked the same thing: solve the variable inequality and graph it on a number line. She moved through these very quickly although she was tripped up a few times by the same issue. Sometimes inequalities are given so that when solved, the number is read before the variable (e.g. 15 < x instead of x > 15). The difference is that the first example is read, "fifteen is less than x" and the second, "x is greater than 15." This difference gave her problems when she attempted to graph them on a number line. I strongly suggest that if she continues to encounter this problem, to simply rewrite the inequality so that the variable is read first. In addition to this, we also encountered the issue of dividing both sides of the inequality by a negative number in order to isolate the variable. When this is done, the inequality must be flipped in direction (e.g. -3x > 15 simplifies to x < -5). Once she did this for the first time, she had no issues at all afterwards. We also discussed the graphical difference between an open point and a closed point; and open point is used to exclude a given point, while a closed point is used inclusively. This is a very important concept that will appear in future graphical applications of mathematics and the student understands it well. After completing the initial 14 problems she continued into some additional questions for practice and also to get a head-start on homework on the weekend."