Jeremy Brown 7-20-20

Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

7.10A Write one-variable, two-step equations and At the end of the lesson students will write out 5
inequalities to represent constraints or conditions within two-step equation from open sentences in 15
problems. minutes.
Specific Measureable Attainable Relevant _Time
Grade: 7 Subject: Math

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Summarizing & Notetaking using Math Problem Tools 4 Students
Solving Graphic
Using Cues to remember inequalities and variables
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)
Using a self and peer review to assess that they Inequalities,
not only understand the terms,
Textbook,
variable collegebut what
ruled and number
paper, why thetwo
two-step
pencil, and
Visual –
process entails. I can then determine what we need to further chrome
work on.bookUsing the Frayer Model I would provide the
Auditory – definition and multiple examples. Prior to a
Identify whatTalking
inequalities
about and
newvariables are
procedures discussion of what they think the terms are.
Kinesethic –
 Jeremy Brown 7-20-20

Higher Order Questions to ask: (C6)

1. Can you distinguish the difference in an inequality and a variable?

2. Do you know how to evaluate where the variable goes?

3.
Can you easily formulate an equation from this open sentence?

Hook: (C7) Closure: (C7)

Dividing the class in heterogeneous groups, provide an
equation and have each group form a story using the Students write a 1-2  minute commercial to use at
equation. home when asked, “What happened in math class
today?”
Jeremy Brown 7-20-20
 Jeremy Brown 7-20-20

1. Teacher Input / Direct Instruction / Modeling: (C6)

An inequality is anything that isn't equal or to put it more simply anything that doesn't have this symbol =. Which
makes an inequality any of these <, >, <, or >.
A variable is a number that we don't have, but we’re looking for it which in equation is usually represented by a
letter such as X.

2. Student Activities / Guided Practice: (C6)

We will do several problems on the board together letting students work together to solve for the variable step-by-
step. If a student begins to do it incorrectly, I will prompt them with questions to steer them towards to correction.

3. Independent Practice: (C6)

Students will do an interactive worksheet on their own to demonstrate their problem solving abilities and
understanding.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
 Jeremy Brown 7-20-20

Name:
DELIVERY PLAN (C8)
OBJECTIVE: Today you will learn what an inequalities and variables are, as well as how to use them. We will be using
Rigor these in a two-step process and be able to solve for the missing variable. By the end of the lesson you will
be able to write out 5 two-step equation from open sentences within 15 minutes.

OPENING:
Retrieval What do you think an inequality is? (Allow students to respond) Break down the word inequality.
What do you think a variable is?

TEACHER INPUT:
Relevance You're going to need to remember this. (Give students definitions) write these down on your Math
Problem Solving Graphic
MODEL:
Routing Demonstrate several different examples of inequalities and variables in a formula, and explain how it works in
each different example.

GUIDED PRACTICE:
Retaining / Rehearsing
Work to several more examples together with the students volunteering to solve the equation one step at a time until
every student has assisted and demonstrated an understanding.

INDEPENDENT PRACTICE:
Students work independently on an interactive worksheet while I go around the room checking their work as they go.

CHECK FOR UNDERSTANDING:

Recognizing
Work with the students who don't have a clear understanding beginning with the definitions and progressing one step at a
time to see where they’re not understanding.
ASSESSMENT:
Have students pair up with one another while they complete a few more questions together while discussing what makes it
an inequality and working the steps.

RESOURCES / MATERIALS:
Textbook, college ruled paper, number two pencil

CLOSURE:
Re-exposure
Now I'll have students write a 1 to 2 minute commercial of the lesson to demonstrate to their guardian(s) when they get