UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION

Candidate: Date developed:

Morgan Owensby 08/20/2017

Lesson Title: Date of lesson:

Inequalities 08/34/2017

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

Number of students: 24 (EE): Mathematics

Unit/theme: Period/time/estimated duration:

Solving inequalities 60 Minutes

Where in the unit does this lesson occur? Structure(s) or grouping for the lesson (all that apply):
Day four 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)
White Board
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 to transition students from solving equations to solving inequalities. Solving
inequalities is very similar to solving equations with the difference of the symbols instead of an equal sign.

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

Students have already been exposed to the inequality symbols. Students have also had experience with
using substitution to check and make sure the solutions of values are true. Students can also solve one-step
equations.

LEARNING OBJECTIVE (S)

Students will identify values for the variables in equations and inequalities that result in true number
sentences.
Students will identify values for the variables in equations and inequalities that result in false number
sentences.

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: Solve and use substitution to write correct proofs about inequalities.
Language Demand Students will need to understand, read, and record correct vocabulary.
DISCOURSE: Solve inequalities by talking to peers and the teacher using appropriate language.
SYNTAX: First solve and then explain 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 equations and
inequalities.
Vocabulary:
Inequalities
Greater than
Less than
Equal to

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. I will ask
questions and circulate the room checking for understanding. We will also go over the information as a class
to clarify questions or discuss the material thus far.
Formative assessment/feedback to learners:
The worksheet that the students complete at the end of class will be their assessment. We will go over the
answers and take notes on another way they can solve the problem to the get the answer. I will have
students turn the sheet in as they leave so I know where to begin the next days lesson.

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 interact with each other and the teacher. The student turns in final work that shows deep
understanding and detailed notes.

Meets expectations:
The students interact with each other and the teacher. The student turns in final work that shows
understanding and notes that prove they were trying to learn material.

Below expectations:
The student barely participated in the lesson and they hardly answered questions or took notes.

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

Students will do an open exercise where they state whether or not the statement provided is true or false.
Students will then share their answers with an elbow partner and defend their reasoning. (10 minutes)
Students will stay with an elbow partner to solve a chart of numbers and inequalities. Teacher will lead
discussion about the chart and the values to test their knowledge on substitution. (10 minutes) We will then
go into other examples using mental math. Some of the substation made will be represented on a number
line to show how to check for the correct answers. (15 minutes) Students will then work together on a
worksheet making each answer true. (15 minutes) The last ten minutes of class will be showing students
how to solve inequalities to get the answer they have already got on their paper. (10 minutes) This will
introduce them to the next days material as well.

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

What do you notice that is similar to equations and inequalities?

What direction on the number line would make this inequality true?
What makes an inequality true?
Is there more than one possible solution? 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 is transitioning students to from solving equations to solving and making inequalities
true. The students will have prior knowledge to working with inequality symbols but it will be a review and
learning experience because it will be looked at in a new way.

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 students will complete a worksheet about the material discussed in class. We will go over the content
together and then I will be showing them how to get the answers by solving the inequality like they solve
equations. They will take notes on their worksheet as we go over it on the board. They will benefit from
seeing it both ways because the information for the next day will be covering that topic. Students will turn the
worksheet in after 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:

I will challenge learners by asking questions and pairing them with lower learners.

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 are answering questions on the board and doing independent work.

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 are not having any trouble with inequalities, they will be asked to peer tutor with a student
partner who is not understanding. The student will not know they are being strategically matched with lower
students. However, they will have plenty of opportunity be exposed to inequalities and proving wether or not
they are true.

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 interpret 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