Date: Teacher Name: Ms.

Kettenbrink Class: 1st period High

4/10/2024 Cooperating Teacher: Ms. Gitskin Ability (ZWest)

Grade Level: Unit Name/Topic: Lesson Number: 1o (within Length: 45 min

6 (5th graders) Graphing Inequalities Unit 7)

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

Common Core:
6.EE.B.8: Write an inequality of the form x > c or c > x or to represent a constraint or condition in a
real world or mathematical problem. Recognize that inequalities of the form x > c or c > x have
infinitely many solutions; represent solutions of such inequalities on number line diagrams.
6.NS.C.7.B: Write, interpret, and explain statements of order for rational numbers in real-world
contexts.
Mathematics Process Standard(s):
PS.1: Make sense of problems and persevere in solving them.
PS.2: Reason abstractly and quantitatively
PS.4: Model with mathematics
Academic Content Language (content vocabulary, discourse, syntax): quantities, variables,
inequalities, number line, nonstrict, strict, open/closed circles, graph, less than, greater than, equal to,

Enduring Understandings / Goals Essential Questions:

(Why):
Students will understand. . .using models to represent
real world problems; which aspects of the number line
are useful in telling us what to notice in a word
problem or otherwise; how their number sense
directly correlates to these inequality problems
(basically sophisticating problems they already can
solve); using models to help the students understand
conversions from solutions to the number line and
vice versa
Students will keep considering . . . How do you determine if a
boundary value is included and what does this look like? What words
in real world scenarios are key to telling us what the answer should
be? What are the multiple representations of an inequality and how
can this help to solve problems?
Questions to elicit deeper thinking or build upon the topic…Do you
think an inequality could be graphed on a normal x/y plane and what
would these variables represent? What can different scenarios tell us
about number lines that we examine?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
● Students will be able to write inequalities in the correct written form and transfer that
knowledge to a number line.
● Students will be able to connect inequality problems to real world problems.
● Students will be able to merge their knowledge of written mathematics with visual mathematics
to make sense of inequalities.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to:
Students will show their learning by . . .
actively participating in the activities and
offering ideas as they have them throughout
class; having growth throughout the class if
the student comes in with confusion,
hopefully questions are answered to be able
Other Evidence-
Formative: all of this lesson is a formative assessment !!
the card matching activity is really good to be able to
assess and regroup if there are some large gaps in
learning, but the exit ticket is obviously the best idea of
what the students know and learned from the day to
help to give the teacher advice for what should be
to perform well on the exit ticket focused on the next couple lessons
Evaluative Criteria:
Students success would look like. . .correctly Summative: within this lesson there are no summative
matching all of the cards within the activity, assessments, but parts of these questions would be really
working together with their partner to good ones to ask on the unit ending lesson
generate ideas and when needed be able to
problem solve instead of jumping straight to
asking questions from the teacher

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:
(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Writing Lab Learning Stations Problem Trail Inquiry Learning Independent
Learning Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Procedural Conceptual Conducting Research Other:

Knowledge Knowledge Knowledge

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Ruler/Protractor/ Colors

Technology Compass

Formulas/Identities Proofs Data Students' Work Other: Matching

Cards

Targeted Support(s) for Diverse Learners Technology Integration (purpose): This class is
meant to be done largely without technology. Within the
Specific Who will and Why? What’s next lessons, there could be a use of technologies to
support where will the the emphasize the point of inequalities (online games, etc.),
needed (an support be intention?
accommodatio given?
but again this really does have the most impact for
n) students to do this with just paper and pencil!

Extension These exist For those

scenario in the bags that finish
cards that the early, it
students are helps to get
given at the students
beginning of thinking
 the lesson & deeper
told to hold about the
off until topic
done with
everything
else

Highlight The It’s mostly

words students’ geared
within the work books towards
pages & have some MLLs but
label the resources, also for
number but a lower level
lines teacher math
could students
provide or struggling
change to
resources on reproduce
a case by concepts
case basis as independe
well ntly

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Students Will Be (Learning Rationale: (Based on

Supports tied to objectives & build in Tasks connect to prior knowledge & Research/theory)
checks for understanding) assets):

“5 minutes” During passing period,
standing in the classroom
welcoming students for the
day and chatting with them
about how their days are
going
Grabbing all of their materials
for the day and either chatting
amongst themselves, going to
the bathroom and/or
whatever else they need to do
to get the day off on the right
foot
The class starts on time
and you are able to
build rapport while
students carry out a
routine. It doesn’t ask a
lot of them and it’s not
too strict to count
students tardy.

5 minutes Take attendance, take care Warm up in their work books Low key warm ups are
of any business from the and collaborate with always a good idea
previous class period, and peers/ask questions as especially when the
offer up helpful probing needed students have just
questions if students need gotten back from a very
it, but go over answers large spring break!
when ready
2 minutes Announce the transition
into the day’s activities and
facilitating popcorn
reading of the direction or
ensuring no one has their
pencils moving during this
time
4 minutes Walking around the room
while students work in
pairs and pushing students
to try to come up with a
way to represent their
inequalities accurately
4 minutes Reviewing the activity
answers and introducing
the new concept of strict or
non-strict by further asking
questions about why
students kept certain
values in their graphs and
others not included
3 minutes Giving directions to the
next activity and
distributing the task cards
to students in their pairs
17 minutes Walking around the room
helping to answer
questions and keep an eye
out for students who finish
early so that they can have
the extension task
5 minutes Reviewing what students
noticed or learned or
re-remembered now that
they spent a whole day on
Volunteering to read the
directions if the class decides
they want to read those
together, if not reading them
silently
Working with their elbow
partner to do the graphs and
coming up with answers that
work for both the graph and
for their notation & equation
Offering suggestions, ideas, or
what they got as an answer to
try to class formulate what
was going on in this activity
and what new information it
is that the students need to
gain before being able to do
anything else
Listening attentively to the
directions while also getting
the task cards out of the
Ziploc to prepare for working
with their partner
Working with their elbow
partners to complete the task
cards while sharing them
amongst their table groups,
asking questions as needed
Reading the conclusion
paragraphs if there was
confusion, but mostly sit and
add to the conversation if
This advanced group
skips right over the
directions and I end up
having to repeat the
same advice over and
over again, so ensuring
they read it is important
This is a student-led
discovery of strict vs
non-strict inequality
graphs and how these
can be represented,
which is powerful
during these types of
lessons
This group especially
needs the chance to talk
it out with more than
just those at their table,
but whole group
discussions to move
information around the
room is really good!
Having a definitive
transition between tasks
is important for this age
group and this class to
make sure they are
staying on the same
pace as everyone else
even when they want to
move ahead
Giving students time to
work on these new
concepts when they are
pretty easy to pick up
just need some practice
allows the students to
get more repetition
while doing most of the
work for themselves
This is an important
step when a lot of the
learning was done by
the students to recap
 working on these types of
problems in context
there is something that isn’t
said by others
and put mathematical
terms to it if the
students had been using
super academic
language throughout
the period

1 minute Regrouping the students
and getting them to be
quiet while passing out the
exit tickets
Calming down after the
exciting tasks and putting
away materials not necessary
for the rest of the class
Transition time is super
key and especially when
the voice level has to get
significantly less in that
time as well

4 minutes Telling students to fill out
their exit tickets and once
they are done turn that in
and then
Doing the exit tickets, turning
the exit tickets in, and
packing up for the day ready
to move on to the next class
Ending on an exit ticket,
the students are able to
condense everything
they learned in the
block without it being
too intense of an
assignment

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was
the result? How well did the class do collectively on meeting the objective at the level you expected? Was there
any patterns, collective misconceptions/gaps? Who needs specific support/reteach? Now, justify your next
step in planning. What will you do next? Why (research-based)? What do you anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP
goals, amount of Special Education support, accommodations and modifications.

Observation Notes
This group was really rowdy this morning, but they kind of always are, but they were coming from a 5th
grade all-grade meeting. This meant we had 10 less minutes than we were anticipating for this lesson,
so we didn’t get time to get to the exit ticket, but this group picked up the information really quickly (as
they always do). This also meant that the students didn’t quite take as long as I was anticipating for
certain tasks and since all of them were ready to move in with pretty much all correct answers, it was
difficult getting the confusion out when the students didn’t really have any.

1st block is really comfortable with the certain table mates that they have and they aren’t fantastic at
working with others, so if I was to do this I would have randomly assigned groups, but as a guest it’s a
little harder to get the students in these types of formations. Overall, though, I was really happy with
how this lesson went and I left today knowing that the students have a really good grasp on the content.