Lesson Plan for Elementary Education and Special Education (1-6)

(No more than 4 pages for each lesson)

Teacher Candidate: (All phases) : Megan Riemann

Lesson Title: (All phases ) Inequality project workshop

Grade Level: (All phases): 7th grade

Primary Subject Area: (All phases) Mathematics

Interdisciplinary Connections: (Phase 2 and 3): Comparison

Lesson Duration: (All phases): 42 minutes

Language Function: (Bloom’s Taxonomy) (Phase 2 and 3) Apply

Syntax and Discourse Students will write their own inequality word problem. Students will write their
inequality in simplest form. Students will write sentences about their inequality. Students will write the
vocabulary they used in their word problem as a vocabulary list.

KNOWLEDGE OF STUDENTS

Relevance/Rationale This lesson allows student to apply their understanding of inequality

relationships to their own lives. Students are encouraged to create a word problem scenario that
relates to them. Therefore, students are able to connect their understanding of inequality
relationships to real world applications as well as their own lives.

Class Information: Students in this class need information displayed in a slow and consistent manner.
Specifically, students need vocabulary emphasized frequently throughout the lesson. Many of the
students in the class learn best from auditory instruction, therefore their IEP states that they must
have instructions read to them. Since this class is co-taught, students with disabilities will be able to
receive individualized instruction. In addition, many of the students with IEPs in the class require a
study guide for tests, a calculator and to take the test in a separate room. The class also consists of
students with behavioral issues, therefore some students may need to be frequently redirected and
have preferential seating. Students in this class have a wide variety of ability, therefore the lesson
needs to be presented in a way that meets basic needs as well as challenges some students.

Connect and Build This lesson connects with previous lessons because students will apply the skills
they have developed throughout the unit. For example, students will apply their knowledge of
inequalities and inequality word problems. Students will use the skills they developed in this lesson to
create a word problem for their unit project.

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Central Focus/Purpose Statement: (Phase 2 and 3) The central focus of this lesson is for students to
begin developing their unit project.
NYS Next Generation Learning Standards: (All phases) NY-6.EE.8 → NY-7.EE.4b Solve word problems
leading to inequalities of the form px + q > r, px + q ≥ r, px + q ≤ r, or
px + q < r, where p, q, and r are rational numbers. Graph the solution set of the inequality on
the number line and interpret it in the context of the problem.
Objective(s): (All phases) Students will be able to create their own word problem.
Academic Language: (exposed in phase 1) (Included in phase 2 and 3) two step word problem, two
step inequality, inequality value table, inequality symbol, less than, greater than, less than or equal to,
greater than or equal to, given value, changing value, total, addition property of inequalities,
subtraction property of inequalities, multiplication property of inequalities, division property of
inequalities.

MATERIALS/RESOURCES

Technologies and Other Materials/Resources: (All phases) Interactive white board, computer, worksheets,
smart phones.

CONTENT AND PEDAGOGY

Anticipatory Set/Hook: Elicit Prior Knowledge (exposed in stage 1) (Included in stage 2 and 3) Students will
enter the class and complete the do now. The do now will state, “List real life scenarios in which we would use
a two-step inequality”. The teacher will select student volunteers to express their ideas and the teacher will
write them on the board. Students will be encouraged to copy the list into their notebooks

Procedures (Overview of lesson): (All stages)

Time Instructional Strategies/Learning Tasks

# minutes 1. Students will enter the class and complete the do now. The do now will state, “List
3 minutes real life scenarios in which we would use a two-step inequality”.
2 minutes 2. The teacher will select student volunteers to express their ideas and the teacher will
write them on the board. Students will be encouraged to copy the list into their
notebooks
2 minutes 3. Students will receive the instruction sheet for the inequality project. The teacher will
read the instructions out loud for all students and explain each component in further
detail. The teacher will display an example of a completed project. Students will
have the opportunity to ask questions.
1 minutes 4. The teacher will provide students with steps to create a word problem. The teacher
will read all the steps out loud and explain what they mean.
1 minutes 5. The teacher will provide students with an example of using the previously mentioned
steps to create a word problem. The teacher will use these steps to create the
following word problem, “Megan has a target gift card worth $80. She wants to buy
several movies that cost $12 each plus an $8 video game. Write and solve an
inequality that represents the number of movies she can buy without overspending”.
6. The teacher will demonstrate how the word problem can be converted to an
3 minutes inequality. The teacher will use questioning to encourage student participation. For
example, the teacher will ask “The word problem says Megan does not want to
overspend, what inequality symbol does that imply?”.
7. Students will have the opportunity to use the steps previously provided to create
12 their own word problem. The teacher will walk around the room to monitor student
minutes progress. The teacher will ask students higher order thinking questions such as, “Can
you think of an alternative way to say less than?”.
8. The teacher will assign students small groups of 3 or 4 students. Students will rotate
1 minute between 3 different stations. However, students will only complete 2 stations today.
 In order for students to work in small groups, the room will be divided in half and
their will be two separate station rotations. Therefore, one side of the room will
follow one rotation and the other side of the room will follow another rotation. Both
rotations will have the same stations and the same resources.
9. Students will complete their first station. The teacher will walk around the room to
8 minutes monitor student progress and answer questions. The teacher will also ask higher
order thinking questions such as, “Can you think of an alternate way to describe the
inequality symbol?” and “Based on what you know about graphing inequalities, what
kind of graph do you think this scenario will create?”. Each station has a QR code
that directs students to an information sheet that helps them complete that station.
As students are working, they will complete a graphic organizer that encourages
them to write one thing they knew before the station and one thing they learned at
the station.
10. Students will complete their second station. The teacher will walk around the room
8 minutes to monitor student progress and answer questions. The teacher will also ask higher
order thinking questions such as, “Can you identify the different properties of
inequalities you utilized?” and “Can you identify where each vocabulary word is
applied in your project so far?”. Each station has a QR code that directs students to
an information sheet that helps them complete that station. As students are
working, they will complete a graphic organizer that encourages them to write one
thing they knew before the station and one thing they learned at the station.
11. Students will complete a google form. The google form asks students to choose their
1 minute goal for workshop 2. Students have the option of picking, “visit the inequality
station, visit the writing sentences station, visit the vocabulary list station, edit my
word problem, edit my inequality and finish my project”.

Include higher order questions throughout your lesson

Etc.

Differentiation: (Stage 2 and 3): This lesson can be differentiated to meet the needs of various learners. Since
many of the students require all instructions to be read out loud to them, the teacher will read the project
instructions out loud to the entire class. The instruction sheet can be altered to have larger font or be
translated to another language. In addition, the teacher can provide students with a digital version of the
PowerPoint or instruction sheet. Students that do not have access to a smart device can receive print outs of
the information sheets.
Closure: (All phases) Students will complete a google form. The google form asks students to choose their goal
for workshop. Students have the option of picking, “visit the inequality station, visit the writing sentences
station, visit the vocabulary list station, edit my word problem, edit my inequality and finish my project”.

STUDENT ASSESSMENT

Before the lesson: (Phase 2 and 3) Students prior understanding of inequality relationships in real life
will be assessed during the do now. The teacher will walk around as students are independently
working to assess the scenarios they have written down. Specifically, the teacher will assess if the
scenarios students have written down are applicable to inequalities.
During the lesson: (Phase 2 and 3)
Informal Formative Assessment: The teacher will informally assess students throughout the lesson.
Students will be informally assessed as they are creating their own word problems. The teacher will
walk around the room and monitor student’s progress. Specifically, the teacher will assess student’s
ability to use the prompts provided to create a word problem. Students will also be informally
assessed as they are working in stations. As the teacher walks around the room, she will monitor their
ability to successfully complete that component of the project.
Formal Formative Assessment: As students are completing each station, they will record one thing
they knew before the station and one thing they learned from the station. The teacher will collect
these papers at the end of the period to evaluate students understanding of the material presented
at the station. Specifically, the teacher will be assessing students ability to understand how these
concepts relate to real life word problems. The teacher will return these papers to the students the
next day.
At the end of the lesson (All phases) Students will complete a google form at the end of the lesson
that will provide the teacher with information about their goals for the second part of the workshop.
The information provided in the google form will allow the teacher to assess student progress as well
as students if students are struggling to create their word problem or inequality.