UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION

Candidate: Date developed:

Morgan Owensby 08/20/2017

Lesson Title: Date of lesson:

Graphing Inequalities 08/35/2017

Grade Level: 6th grade Knowledge domain/subject: Expressions & Equations

Number of students: 24 (EE): Mathematics

Unit/theme: Period/time/estimated duration:

Graphing inequalities 60 Minutes

Where in the unit does this lesson occur? Structure(s) or grouping for the lesson (all that apply):
Day five Whole Group; Cooperative

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN

ELEMENTS**

INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with
IEPs/504 plans, specific language needs, other learning needs, etc.). What supports, accommodations,
modifications will be provided?

There will be support provided around the classroom with peer guidance and teacher help. Each project and
assignment is expected to be complete to the best of the individuals ability. The rubric can be modified for
children who have IEPs and 504s and will not receive and failing, or non-satisfaction grade for not reaching
expectations. One student will have a paraprofessional helping him with the language barrier.

There are: 13 boys and 2 girls

IEPs/504: 2 students
Language: 1 student

RESOURCES, materials, technology, equipment for the lesson (Simply list all materials you will use)
Tape
Worksheets
PowerPoint

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific
criteria in YOUR handbook!)

The central focus is to understand and solve inequalities by determining if the values and solutions are true
or false. Students will learn how to interpret inequalities by using mental math and substitution.
JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these
learners? How does yesterdays lesson connect to todays experiences?)

I will be teaching this lesson connecting the information for the Gallery Walk. They will need to know how to
solve and graph inequalities in order to do the final activity. After learning the lesson today, they will have all
of the information they need to work through the future assignment.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do
they already know about the subject?)

Students know how to solve and make inequalities from a given expression. They also know how to solve
one-step equations and are aware of appropriate symbols to use on the graph.

LEARNING OBJECTIVE (S)

Students recognize that inequalities of the form < and > , where is a variable and is a fixed
number, have infinitely many solutions when the values of come from a set of rational numbers.
Students will learn how to represent inequalities on a number line.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

6.EE.B.5 Understand solving equation or inequality is carried out by determining if any of the values from
given set make the equation or inequality true. Use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
6.EE.B.8 Interpret and write an inequality of the form x > c or x < c which represents a condition or constraint
in a real world or mathematical problem. Recognize that inequalities have infinitely many solutions;
represent solutions of inequalities on a number line diagram.

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)

LANGUAGE FUNCTION: Interpret, graph, and write inequalities.

Language Demand Students will need to write and explain inequalities using correct language and
symbols.
DISCOURSE: Solve and graph inequalities by talking to peers and the teacher using appropriate language.
SYNTAX: First solve and then graph inequalities.
LANGUAGE SUPPORT
There will be a PowerPoint with appropriate language and symbols to be referred to for the students. I will
also be circulating the room to make sure students are using correct diction while solving and graphing
inequalities.
Vocabulary:
No new vocabulary

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students
progress toward the objectives?)

Diagnostic/pre-assessment:
Students will be doing an open exercise connecting their prior knowledge to the new content. We will
discuss their answers and I will ask questions to see what they understand. I will also be able see where
they are struggling the most and I can start the rest of the instruction from there.

Formative assessment/feedback to learners:

The formative assessment will be the graphing activity that the students work on together. They will be
completing a worksheet along with the activity to turn in as they leave. I will know where students are with
the material by how well they do in the activity and explain their reasoning.

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you
SHOW/TELL students what exceptional work looks like? What will meet your expectations? Fall below your
expectations? Attach any rubrics you will use.):

Exceed expectations:
The students take the lead in the graphing activity. They know all of the material and can explain their
learning in detail each time.

Meets expectations:
The students participate, have new ideas, and help during the graphing activity.

Below expectations:
The students do not participate in the final activity. The students do not interact with peers or teach during
lecture.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that
another teacher could replicate your plan exactly!):

Student will begin class by doing a ten-minute warm up. They will work on problems writing equations from
sentences and solving one-step equalities. They will have 5 minutes to think-pair-share with a partner. (10
minutes) After students come up with their answers, we will then go over each answer placing them on the
graph. Here students will learn how to graph inequalities and the correct symbol to use on the number line.
We will do other examples as well. (25 minutes) The last 20 minutes of class the students will be split up into
3 different groups. Each group will be given a different worksheet. They will set up a number line on the floor
with tape and each student will represent something on the graph expect one student. Each number on the
worksheet will be done at the same time. They will have thirty seconds to solve the problem and represent
the solution of the graph by lining up the bodies. The student who does not line up will explain the graph to
the class. (25 minutes) I will hand the students their homework reviewing the recent material.

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

How are inequalities different from equations?

How would I show inequalities on a graph?
Does the graph help make inequalities easier to understand? Why or why not?

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary
information in order to successfully accomplish the objective? Will you read a text together? View a
video? Go on a field trip? Listen to a guest speaker? Ask questions? Model? Engage in a
discussion?)

The students will be doing a warm up exercise to connect their prior knowledge to what they are about to
learn. The warm up will consist of work that they learned the day before. We will then connect this
information on graphs and talk about the importance and how to read the graph. The students will talk with
the peers to check their answers before covering it in class.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop

their understandings? How will you promote discussion? How will you engage students in critical
thinking/learning (individuals, small, whole groups)? Use technology? Promote academic language?
I will guide students through the lesson doing examples and talking about their work. We will be working in
whole group and cooperative learning groups to gain the information. I will use questions to promote student
learning and interaction. We will check and represent numbers on a number line in order to make all
answers true.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How
are the children sharing/ modeling the lesson objective for that learning experience?)

The last 20 minutes of class the students will be split up into 3 different groups. Each group will be given a
different worksheet. They will set up a number line on the floor with tape and each student will represent
something on the graph expect one student. Each number on the worksheet will be done at the same time.
They will have thirty seconds to solve the problem and represent the solution of the graph by lining up the
bodies. The student who does not line up will explain the graph to the class.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the
students at their ability levels?) Supporting students with special needs (accommodations/modifications
required by the IEPs/504 plans and other ways youll address diverse needs):

Challenging experienced learners:

The experienced learners will be the team leaders and explain the graph to the class. They do not have to
be but they will naturally be the voice of each team. I will strategically place students in groups.

Facilitating a classroom environment that supports student learning:

I will differentiate and create a classroom environment where students will be paired with high-low students.
The high students will get more exposure to the topic because they will get the opportunity to check the
other students work. They will also be able to teach the other students easier ways or a way they better
understood the lesson. The lower child will also benefit from getting peer help and hearing a different
perspective of inequalities.

Extension:
I will be circulating the room as students do their graphing activity as well as asking questions in throughout
the lesson.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about
it?)
What if students . . .
If students can already graph inequalities they will be places in groups with the lower students. This will help
both learners improve in the subject by discussing, teaching, and learning other ways to solve and represent
inequalities.

What if students cannot . . .

First, we will be doing many examples in a whole group setting before students are asked to perform on their
own. If students still cannot graph inequalities, I will be walking around the room helping them and showing
them different techniques.

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)

TN State Standards: https://www.tn.gov/assets/entities/education/attachments/std_math_gr_6.pdf

Unbounded.org