Classroom Interactions 5E Lesson Plan Template

Author: Title of Lesson: Solving and Graphing Inequalities on a Number Line

Mason Seitz
Lesson Source/Resources: Mason Seitz and Student Workbook
Lesson #: 2 Subject/Grade Level: 9th-10th grade Algebra 1
Date the lesson will be taught: Tuesday, Nov. 14th,
and Friday, Nov. 17th

Concepts/Main Idea – explain the concept(s) that will be the focus of this lesson in detail.

The students will be learning how to solve inequalities by using the steps of solving an equation, with a few added rules
(flip the sign when multiplying/dividing by a negative number) and represent them graphically on a number line (open
circle/closed circle). The focus is to have students show the relationship between an inequality and its solution set.

Instructional model and strategies – The strategies from the learning center that will be used during the lesson
Differentiated instruction
Objective/s- Write objectives in SWBAT form… Accommodations: Include a general statement and any specific student needs. Be sure
The Students Will Be Able To: to include struggling readers.

Students will be able to solve inequalities of one variable

Students can get in a group and work through the workbook with me
Students will be able to construct a number line given an
(Struggling Student)
inequality
Students will be able to show the difference between equal to and Instructions and definitions will be translated into Spanish
greater/less than
Slow down for students as they need it
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable

For math lessons:

Common Core Math Content: A.REI.2. Apply and extend previous understanding to solve equations, inequalities, and compound inequalities
in one variable, including literal equations and inequalities.

Common Core Math Practice: M1: Make sense of problems and persevere in solving them

NGSS Science and Engineering Practice: S5: Use mathematics & computational thinking

Common Core ELA Practice: E6: Use technology & digital media strategically & capably

NGSS Science Content (if applicable):

Materials list (BE SPECIFIC about quantities) Safety: Include a general statement that indicates how
for Whole Class: you will establish a learning environment where safety
for all is assured. Include physical safety concerns
30 Pre-Tests specific to this lesson. Identify when you will address
30 Post-Tests these specific concerns with the students

1 matching activity sheet Class supplies will be used for their purpose, IE:
pencils for writing, etc.
per Group:

1 matching card

per Student:

1 of each test
Advance preparation:
Print Out Handouts

Include handouts at the end of this lesson plan document (blank page provided to paste a
copy of your document). List handouts in your materials list.

Extension Activities: Backup Plans:

Slow down as needed
Do more examples
Describe what the student and the teacher will do during each stage of the lesson. Be sure to describe the learning experiences and the
assessments. You also need to discuss any management considerations (e.g., picking up materials, movement of students, etc.)

Engagement: Estimated Time:15 minutes each day

What the teacher does AND how will the teacher direct Probing Questions: Critical questions Expected Student Responses AND
students: (Directions) that will connect prior knowledge and Misconceptions - think like a student to consider
create a “Need to know” student responses INCLUDING misconceptions:
Day 1 ● What do these symbols mean? I don’t know
● Write an inequality on the board and ask the ● How are they the same? Que?
students what it is and what it means ● How are they different? They mean less than
- n＜4 ● What would happen if I flipped They mean less than or equal to.
- n≤4 the sign?
● Ask students how they think they can represent it ● Is there a way to represent They aren’t any different
and what they think the difference between the these? One includes the number
two is.
They would be greater than
Nothing would happen

By graphing
You can’t
Exploration: Estimated Time: 20 minutes
What the teacher does AND what the teacher will direct
students to do: (Directions)
Day 1
● Have the students split into groups of two
(shoulder partners)
● Tell the directions for the Matching activity
● Have students get up and find the group that has
the matching graph/inequality
● Give students 10 minutes to discuss and prove why
they think their “cards” match
● Matching Activity Cards
Probing Questions: Critical questions
that will guide students to a
“Common set of Experiences”
● Why do you think your
equation matches their graph?
- Vice Versa
● What is the importance of the
circles on the number lines?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
The circle is closed so I think it matches the graph
without the equal to sign
I don’t know
The circles mean nothing
The open circle means that it doesn’t include the
number
Explanation: Estimated Time: 30 minutes
What the teacher does AND what the teacher will direct
students to do: (Directions)
Day 1
● Have the students explain their reasoning for their
groups from matching activity
● After the discussion is over, rearrange the groups
that are incorrect to have a matching group, the
hint on the card is a shape on the back. The
matching shapes are correct.
● Have the students sit down with their new group
of four, then have them discuss why they think
those are the correct answers
● Give students the option to watch the lecture video
on Canvas or go through the workbook book with
the teacher.
Clarifying Questions: Critical questions
that will help students “clarify their
understanding” and introduce
information related to the lesson
concepts & vocabulary
● If you were incorrect, why is
that so?
● If correct, What is the reason
they match?
● How do we solve an inequality?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
We were correct because our graph has a closed
circle and their inequality has an equal to bar
We were correct because the shape on the back
of our papers match
We were incorrect because their graph has an
open circle and their inequality has an equal to
bar
I don’t know
Like an equation
Elaboration: Estimated Time: 50 minutes

What the teacher does AND what the teacher will direct Probing Questions: Critical questions Expected Student Responses AND
students to do: (Directions) that will help students “extend or Misconceptions - think like a student to consider
apply” their newly acquired student responses INCLUDING misconceptions:
concepts/skills in new situations
Day 2 ● What do we have to do when I don’t know
● Have students do two bell work questions multiplying or dividing by a Flip the sign
- 2y ≤ - 2 negative? Nothing
- Write the inequality that matches this ● What is the importance of
number line (insert number line) graphing? It shows the solutions
● Go over the questions with the students. There isn’t any importance
● In groups of two or three have students work I don’t know
together to complete pages 48 and 49 in the
workbooks
● After students have shown the completed the
workbook pages, have them get their laptops out
and go to IXL to complete their progression on
inequalities.
● Help students as they need
● Do a Team Kahoot for more practice and
collaboration
https://create.kahoot.it/details/c57a4ed1-5e88-4104-b015
-f60b33db0e12n
Evaluation: Estimated Time: 15 minutes
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Pre-test assessment – This should line up with the learning targets and provide the teachers with the information needed to make instructional decisions
before the lesson begins. Be sure the assessment will make the students’ thinking visible.

Inequalities Pre-Test

Formative assessment(s) – This should line up with the learning targets and provide teachers with the information needed to make instructional decisions
during the lesson. Be sure to describe the format of the assessment and what it is designed to assess. How will you determine students’ learning within
this lesson: (observations, student responses/elaborations, whiteboards, student questions, etc.)?

Fist to five after explain

Exit Ticket on Day 1
Day 2 bell-work
Observation

Post-test assessment - This should line up with the learning targets and provide teachers with the information needed to be confident that students
understand the content. Be sure to describe the format of the assessment and what it is designed to assess.

Inequalities Post-Test

Summative Assessment: Provide a copy of the key to the post-test in the interview paper.

Matching Activity Cards