EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Solving and Graphing Inequalities (25-30 minutes)
Lesson Day
April 6th, 2018
Students will be able to solve and graph inequalities of the form of x + a = b and x + a > b to
Goal Statement
represent real-world situations in which a value is unknown. Students will understand that
A description of the enduring understanding or big ideas that
the solution to an equation or inequality is the value for the variable which makes the
students will possess at the end of the Learning plan based on
equation true.
grade level content standards and curriculum.
- How do I solve an inequality?
How will this lesson support the learning goal?
- How do I graph an inequality?
(1c: Setting Instructional Outcomes)
- What is a boundary point?
- When do I use an open or closed circle when graphing?
- If it is less than, do I make an arrow to the right or left?
- If it is greater than, do I make an arrow to the right or left?
1. Standard - CC.2.2.6.B.2: Understand the process of solving a one-variable equation
PA Standards
or inequality and apply to real-world and mathematical problems.
List the Pennsylvania Standard(s) relevant for this lesson.
While doing the vocabulary matching game (Anticipatory Set), students will become more
Academic Language
familiar with the following key terms.
What language will students be expected to utilize by the end of the
Key Terms:
lesson? Consider Language function and language demands (see
- Boundary point
Lesson Plan User Guide).
- Greater than
What key terms are essential?
- Greater than or equal to
What key terms are essential to develop and extend students‟
- Less than
academic language?
- Less than or equal to
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?
1. Students will be able to solve and graph one-step inequalities.
Objective(s)
2. Students will be able to match the symbols used when solving and graphing
(1c: Setting Instructional Outcomes)
inequalities with their correct definition.
Taking into consideration the learning goal what is the objective(s)
of this lesson that will support the progress toward the learning
goal?

The statement should be directly observable (use verbs that can be

measured).
Technology:
EDR 317/318 LESSON PLAN (40 points)
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
10 minutes
How will you set the purpose and help students learn why today‟s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students‟ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps.
- Smart Board
Materials:
- Whiteboard
- Mini whiteboards
- Dry erase markers
- Dry erase erasers
- Index cards
Teacher Resources:
- Vocabulary Terms Smart Board Notebook
- Vocabulary Terms Answer Key worksheet
- Solving & Graphing Inequalities Problems and Answers worksheet
- Printable Math Worksheets (www.mathworksheets 4kids.com): Solving & Graphing
Inequalities Answer Key worksheet
Student Resources:
- Vocabulary Terms Smart Board Notebook
- Printable Math Worksheets (www.mathworksheets 4kids.com): Solving & Graphing
Inequalities worksheet
- Teacher will state the following, “Today, we are going to work on solving and
graphing one-step inequalities. To start things off, we are going to do a matching
game with some vocabulary on the Smart Board.”
- Teacher will be standing next to the Smart Board.
- Teacher will use the Vocabulary Terms Smart Board Notebook and Vocabulary
Terms Answer Key worksheet at this time.
- Teacher will state the following, “On one side, there are symbols and on the other
side, there are definitions that go along with these symbols. We are going to match
them with one another by dragging the definition to its correct symbol. May I have a
volunteer to come up to the Smart Board and do the first one?”
- Teacher will choose a student who raises their hand to come up to the Smart Board
and match the first symbol with its correct definition.
- If no students raise their hand, the teacher will pick a student.
- Student will match the first symbol with its definition.
- Teacher will state the following, “Do we agree or disagree? Thumbs up or thumbs
down?”
- Teacher will wait a few seconds for students to show a “thumbs up” or “thumbs
down.”
- Teacher will state the following, “Alright, great! Would you like to pick a classmate
to do the next one?”
- Teacher will allow the student to pick a classmate to match the second symbol with
its correct definition.
- Student will match the second symbol with its definition.
EDR 317/318 LESSON PLAN (40 points)
Direct Instruction:
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you
monitor and provide feedback?
Provide detailed steps.
- Teacher will state the following, “Do we agree or disagree? Thumbs up or thumbs
down?”
- Teacher will wait a few seconds for students to show a “thumbs up” or “thumbs
down.”
- Teacher will state the following, “Good job! Would you like to pick a classmate to
do the next one?”
- Teacher will allow the student to pick a classmate to match the third symbol with its
correct definition.
- Student will match the third symbol with its definition.
- Teacher will state the following, “Thumbs up or thumbs down?”
- Teacher will wait a few seconds for students to show a “thumbs up” or “thumbs
down.”
- Teacher will state the following, “Looks good! Would you like to pick a classmate to
do the next one?”
- Teacher will allow the student to pick the next classmate to match the fourth symbol
with its correct definition.
- Student will match the fourth symbol with its definition.
- Teacher will state the following, “Thumbs up or thumbs down?”
- Teacher will wait a few seconds for students to show a “thumbs up” or “thumbs
down.”
- This will only occur for the first four vocabulary terms (<, <, >, >).
- Once the first four vocabulary terms have been done, the teacher will do the
remaining (fifth) vocabulary term (boundary point).
- Teacher will state the following, “The last symbol left, which is an open or a closed
circle, goes with boundary point. A boundary point is the value of x.”
- Teacher will state the following, “If I could please have the resource manager from
each group grab everyone a whiteboard, marker, and eraser so we can move onto
the next activity.”
- Teacher will use the Solving & Graphing Inequalities Problems and Answers
worksheet at this time.
- While students are grabbing the materials needed, the teacher will write the
following problem on the whiteboard: x – 6 < 8.
- Once students are seated, the teacher will state the following, “Please put your
materials to the side and have your eyes up here.”
- Teacher will use the Think Aloud strategy to work through the problem written on
the whiteboard (x – 6 < 8).
- Teacher will state the following, “I have x minus six is less than or equal to eight. I
see that we are using the operation of subtraction in this inequality so I have to do
the opposite, which is addition, in order to get x by itself. I am going to add six and
EDR 317/318 LESSON PLAN (40 points)

whatever I do on one side, I must do to the other. So, I am going to add six to eight
as well. When I add six to the negative six, these cancel out. When I add six to the
eight, I am left with fourteen. I, now, have x is less than or equal to fourteen. I will
graph my inequality now. I am going to draw a line to represent my graph. I am
going to place the fourteen in the middle, which is also our boundary point. Then, I
go one number above and one number below so that would be fifteen and thirteen. I
am going to place a closed circle above the fourteen because it is included and an
arrow going to the left because it is less than or equal to.”
Guided Practice:
- Teacher will state the following, “Now that I have done a problem with you, let‟s
see if you can work through some inequalities on your own. You can pick up your
whiteboards and markers now. Please solve and graph the following problem on
your whiteboard and hold up your whiteboard towards me once you have your
answer.”
- Teacher will use the Solving & Graphing Inequalities Problems and Answers
worksheet at this time.
- Teacher will write the following problem on the whiteboard: x + 7 > 12.
- As students hold up their whiteboards, the teacher will gesture to each student and
say “Yes” for students who did the problem correctly or “Almost there” for students
who did the problem incorrectly.
- Once about half of the students have held up their whiteboards towards the teacher,
the teacher will solve the problem on the whiteboard.
- When most or all of the students are finished solving and graphing the inequality,
the teacher will state the following, “This is what this problem should look like.”
- Teacher will point to the work on the whiteboard for the problem: x + 7 > 12.
- Teacher will state the following, “Let‟s try another one.”
- Teacher will write the following problem on the whiteboard: 8 + x > 23.
- As students hold up their whiteboards, the teacher will gesture to each student and
say “Yes” for students who did the problem correctly or “Almost there” for students
who did the problem incorrectly.
- Once about half of the students have held up their whiteboards towards the teacher,
the teacher will solve the problem on the whiteboard.
- When most or all of the students are finished solving and graphing the inequality,
the teacher will state the following, “This is what this problem should look like.”
- Teacher will point to the work on the whiteboard for the problem: 8 + x > 23.
- Teacher will state the following, “Let‟s do one more.”
- Teacher will write the following problem on the whiteboard: -1 + x < 4.
- As students hold up their whiteboards, the teacher will gesture to each student and
say “Yes” for students who did the problem correctly or “Almost there” for students
who did the problem incorrectly.
EDR 317/318 LESSON PLAN (40 points)

- Once about half of the students have held up their whiteboards towards the teacher,
the teacher will solve the problem on the whiteboard.
- When most or all of the students are finished solving and graphing the inequality,
the teacher will state the following, “This is what this problem should look like.”
- Teacher will point to the work on the whiteboard for the problem: -1 + x < 4.
- Teacher will state the following, “Great work! May I have the resource manager in
each group put back the whiteboards, markers, and erasers, please?”
- Resource manager will put back the whiteboards, markers, and erasers.
Independent Practice:
- Teacher will use the Printable Math Worksheets (www.mathworksheets 4kids.com):
Solving & Graphing Inequalities worksheet at this time.
- While the resource manager is putting back the materials, the teacher will hand out
the Solving & Graphing Inequalities worksheet to each student.
- Once the resource managers have returned to their seats, the teacher will state the
following, “Now that we have solved and graphed a couple of inequalities together,
we are going to do a „Ladder.‟ You will be Aces, you will be Kings, you will be
Queens, and you will be Jacks. On the worksheet that I have given to you, please
circle problems two and five. We are going to leave these problems for later, if
needed. In your groups, you will work through problems one, three, four, six, seven,
and eight.”
- As the teacher is explaining directions, the teacher will be drawing the “Ladder of
Knowledge” on the whiteboard.
- The teacher will continue, “Once you have completed problems one and three,
please call me over so I can check your work and then you will be able to move up
the „ladder.‟ You will do the same once you complete problems four and six. Lastly,
you will do seven and eight. Once you have done these two problems correctly, you
have gained knowledge. Before you get started, make sure your name is on the
worksheet because I will be collecting it for completion. You are now able to begin.
I will be walking around if you need help.”
- Students are to work in their groups through problems one, three, four, six, seven,
and eight.
- Students are expected to call the teacher over to check their work as they move up
each level.
- If some groups finish earlier than others, the teacher will have students solve and
graph problem two. Problem two is a more challenging question.
- Once students finish problem two, they are expected to check their work with the
teacher.
- If students finish problem two, the teacher will have students solve and graph
problem five. Problem five is a more challenging question.
- Once students finish problem five, they are expected to check their work with the
EDR 317/318 LESSON PLAN (40 points)

teacher.
- Once all groups are finished with the worksheet, the teacher will come around and
collect them.
Closure - Teacher will state the following, “We are going to move onto the last thing for
(1e: Designing Coherent Instruction) today. I am going to give an index card to everyone. Once you get an index card, the
first thing I want you to do is put your name on it on one of the corners.”
5-7 minutes
- Teacher will pass out an index card to every student.
How will students share or show what they have learned in this
- Teacher will state the following, “On your index card, I would like for you to solve
lesson?
and graph the inequality that I am going to write on the board on one side of the
How will you restate the teaching point and clarify key concepts?
index card. On the other side of the index card, I would like for you to write any
How will you provide opportunities to extend ideas and check for
questions you may still have on solving and graphing inequalities. If you do not
understanding?
have any questions, that is okay.”
How will this lesson lead to the next lesson?
- Teacher will use the Solving & Graphing Inequalities Problems and Answers
worksheet at this time.
- Teacher will write the following problem on the board: x + 6 > 14.
- Teacher will state the following, “Once you have solved and graphed this inequality
and written any questions you may have, please hand in your index card.”
- Students are to solve and graph the inequality and ask any questions (if needed) on
their index card.
- Students are to hand in their index card to be graded for accuracy and completion.
- For students who are at a higher-level, there are two extra problems on the Solving
Differentiation
& Graphing Inequalities worksheet to complete if they work up the “Ladder of
(1e: Designing Coherent Instruction)
Knowledge” quicker. These two problems are not extra work; instead, they are more
What differentiated support will you provide for students whose challenging problems to promote thinking.
academic development is below or above the current grade level? - For students who are at a lower-level, they are placed in groups with higher-level
What specific differentiation of content, process, products, and/or students in order to receive help from their classmates.
learning environment do you plan to employ to meet the needs - There are scaffolding opportunities for movement and choice.
of all of your students?
How does your lesson support student differences with regard to
linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
- For the student who has an IEP (Autism), they are placed with higher-level students
EDR 317/318 LESSON PLAN (40 points)

Accommodations in order to get help from peers.

(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
- For the student who has an IEP (Autism), there are no guidelines to follow since the
Modifications
IEP does not apply for mathematics.
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Formative Assessment:
Assessment (Formal or Informal).
1. Thumbs Up, Thumbs Down: Throughout the time the students are playing the
(1f: Assessing Student Learning)
vocabulary matching game, the teacher will ask the students to show a “thumbs up”
How will you and the students assess where the learning objectives, or “thumbs down” to demonstrate whether they believe their classmate is correct
listed above, were met? when they match a symbol to its definition. The teacher will be able to see whether
Each formal or informal assessment should describe how it is students know which symbol goes with its correct definition during this time. This
aligned to the above objective(s). assessment is aligned with the second objective for this lesson.
2. Mini Whiteboards: While guided practice is taking place, the teacher will ask
students to solve and graph three different inequalities on their mini whiteboards.
Once students have solved and graphed the inequality, they are to hold up their mini
whiteboards to the teacher. The teacher will be able to observe which students know
how to solve and graph one-step inequalities and which students still need more
practice. This assessment is aligned with the first objective for this lesson.
Summative Assessment:
1. Solving & Graphing Inequalities worksheet: During independent practice, students
are expected to complete this worksheet with their groups. Since students are using
this worksheet to do a “Ladder of Knowledge,” all students must work through each
level in order to gain knowledge. Students will only be allowed to move up a level
once every student in the group understands the concept. After completing this
worksheet, students will hand it in so it can be graded for completion. The teacher
will be able to observe groups working through each level and view students’ work
on their worksheet. Teacher will use the Printable Math Worksheets
(www.mathworksheets 4kids.com): Solving & Graphing Inequalities Answer Key
worksheet. This assessment is aligned with the first objective for this lesson.
2. Exit Ticket: While the closure is taking place, students are to solve and graph an
EDR 317/318 LESSON PLAN (40 points)
Reflection on Instruction
What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson
(justify those changes) to ensure students make adequate progress
in meeting the learning objective?
What changes will have to be made to the next lesson in order for
students to be on pace in meeting the overall goal of the Lesson or
Unit?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
inequality on their index card. This exit ticket is to be completed independently. The
teacher will be able to specifically see which students know how to solve and graph
one-step inequalities and which students need extra practice on this topic. Students
will hand in their index card so it can be graded for accuracy and completion. This
assessment is aligned with the first objective for this lesson.
Overall, I am pleased with how my lesson went. I taught a class of fourteen students. All of
the students were very engaged throughout the entire lesson. When my anticipatory set took
place, there was a “teachable” moment that was not planned. Since my anticipatory set was a
vocabulary matching activity, I had the students show a “thumbs up” or “thumbs down” to
demonstrate whether they agreed or disagreed with their classmates’ choices on which
symbol matched with which definition. During this time, a student showed a “thumbs
down.” I had to think on my feet on how to adjust my lesson (I had planned on the students
matching all of the symbols with their correct definition). So, I decided to have the student
(who showed a “thumbs down”) explain why they were not in agreement with their
classmates’ answers. I believe I handled this situation well. During direct instruction, I
definitely could have slowed down when solving and graphing the inequality. That is one
thing I know I need to work on. Guided practice went well. Another thing I noticed/could
work on is navigating around the groups that are a bit further from the board. Finally,
independent practice went differently than planned. One particular group went through all of
the problems on the worksheet very quickly. This was another time that I had to think
quickly about what I could have them do while the other groups were finishing the
worksheet. I decided to write a two-step inequality on the whiteboard for them to solve and
graph. They were definitely challenged and this gave me enough time to work with the other
groups who were still completing the worksheet. For the closure, I was able to gather data by
collecting the students’ exit cards. After my lesson, I went through all of the exit cards
because I wanted to see how effective this review of solving and graphing one-step
inequalities was. Twelve out of fourteen students solved and graphed the inequality
correctly. The two students who did not get the correct answer knew exactly what to do. The
reason why they got the wrong answer was because they subtracted incorrectly. So, this
meant that they knew what to do, they just got the wrong number as the boundary point. In
other words, I can say that all of the students met the learning outcome. With this in mind, I
am happy with how my lesson went. I feel like I hit every target that I wanted to. In addition,
I gave the students an opportunity to come up to the Smart Board (they never get the chance
to do so) and had them work with mini whiteboards (this is something new to them). Lastly,
I was able to follow the school’s curriculum while integrating some new activities.