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This study accordingly brought the analysis of the error into focus to instruct the liner inequality efficiently. Students, in result, committed errors: misused data(14.6%), misinterpreted problem(15.0%), logically invalid inference(2.7%), misunderstood theorem or definition(22.1%), unmatched solution(22.4%), technical error(17.5%), omission of solving process(5.7%). Through the analysis of preceding errors, I try to emphasize the following in instructing students: First, you must emphasize studying of concept of the liner inequality and instruct students in the use of that Second, you must minimize the error by searching for the error that students are apt to commit and showing the anti-example when you instruct them in the liner inequality. Third, after evaluation, you must tell the result to students, and show many forms of the liner inequality with various means lest they should commit the same error. Therefore, if an instructor gives lessons to the students studying the instructive methods in order not to make errors about the contents mentioned above, it will help students understand much faster and arouse their curiosities and interests in lessons, and so they will take lessons willingly,