Lesson Plan

Name: Kevin Ng
Type of setting: Computer Lab
Number of Students: 18
Special Needs: One student with a visual impairment and one student with an orthopedic
impairment, specifically an amputated, non-dominant arm
Grade Level: 7
Subject: Pre-Algebra
Topic: Writing Word Problems as Algebraic Equations and Inequalities

I. Purpose(s):
Students will learn how to represent everyday problems using algebraic equations and
inequalities. Students will enhance their understanding of the subject by teaching each other
subsections of the topic.

II. Student Objectives:
1. Given a word problem with one variable, students will be able to represent the problem
using an equation.
2. Given a word problem with one variable, students will be able to represent the problem
using an inequality, graph the inequality on a number line, and explain the meaning of the
graph.
3. Students will teach their peers how to solve one-variable word problems.

III. Common Core Standards
1. CCSS.MATH.CONTENT.7.EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals), using tools
strategically. Apply properties of operations to calculate with numbers in any form;
convert between forms as appropriate; and assess the reasonableness of answers using
mental computation and estimation strategies.
2. CCSS.MATH.CONTENT.7.EE.B.4.A
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where
p, q, and r are specific rational numbers. Solve equations of these forms fluently.
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the
operations used in each approach.
3. CCSS.MATH.CONTENT.7.EE.B.4.B
Solve word problems leading to inequalities of the form px + q > r or px + q < r,
where p, q, and r are specific rational numbers. Graph the solution set of the inequality
and interpret it in the context of the problem.
IV. Procedures
1. I will start the lesson by stating, In the previous lesson, we learned how to write
algebraic expressions from word problems. For example, if books cost $2 we can write
the expression 2b to determine the price in dollars of purchasing b books. Today, we will
create and solve algebraic equations and inequalities from word problems using these
techniques. To engage the students interests, I will open the lesson with the following
question: What was the last thing toy or game that you bought with your allowance and
how much did it cost? I will then ask, If you needed to save $10 of your $50 allowance
for a birthday gift, how many units of the toy or game can you purchase with the
remaining portion of the allowance? This question will make the upcoming lesson
applicable to everyday life, especially to students who are living within a budget. In
addition, the question will appeal to auditory learners, as it is a verbal inquiry.
2. I will proceed to split the class up into six groups of three students. The groups will be
named 1A, 2A, 3A, 1B, 2B, and 3B. Groups 1A, 2A, and 3A will receive Instruction
Sheet A, while groups 1B, 2B, and 3B will receive Instruction Sheet B. Each
instruction sheet has a link to Kahn Academy, which teaches the assigned portion of the
lesson. The first two steps should take about 12 minutes.
3. As explained on each instruction sheet, one student in each group will log on to a
computer. The student will then open his or her web browser and go to
http://www.weebly.com. Next, the student will sign up for an account with his or her
name and school email address. Afterwards, the group as a whole will select the focus of
the website to be Sites and select a theme. They will name the domain
Ng_Group_(group number and letter) and proceed to create a webpage with five word
problems using either equations (A Groups) or inequalities (B Groups), as well as a
solutions page with all of their work shown. As the students work on the project, I will
spend 8 minutes with each group to ensure that they understand their topics. This project
will be due the next day, so the students will have 48 minutes during this period and any
extra time at home that night to create their websites. This assignment will appeal to
visual and kinesthetic learners, as students read the word problems and create them using
Weebly. In addition, this exercise reaches the synthesis level of Blooms Taxonomy.
4. On the following day, each A Group will present their website to the B Group with
the same number for 15 minutes. For example, Group 1A will present to Group 1B.
Then, each B Group will present their website to the A Group with the same number
for 15 minutes.
5. After the presentations, the following key questions will be asked for 15 minutes to
assess the students understandings of the topics.
1. What does the shaded region of an algebraic inequality represent?
(Comprehension in Blooms Taxonomy)
a. Answer: It represents all of the possible solutions to the inequality. Every
number in the shaded region satisfies the inequality.
2. The perimeter of a rectangle is 30 inches and its length is 5 inches. What is its
width? (Application in Blooms Taxonomy)
i. Answer: 10 inches
2*5 + 2x = 30
10 + 2x = 30
2x = 20
x = 10
3. Emily is making deliveries from gas stations on a circular route. Each gas station
is 2 miles apart and she has enough gas in her car to travel 15 miles. She has to
travel 4 miles from her current location to pick up all of the packages and then
two more miles to the first gas station. What is the maximum number of deliveries
that Emily can make before she has to refill her gas tank? (Application in
Blooms Taxonomy)
i. Answer: 5 deliveries
4 + 2x < 15
2x < 11
x < 5.5
Since Emily cannot make 0.5 of a delivery, she can only make 5 deliveries
at most before she has to refill her gas tank.
4. After creating your website, what would you have done differently? (Analysis in
Blooms Taxonomy)
a. Answers: Differ depending on students
6. If the students answer the key questions correctly and demonstrate a strong
understanding of the content, then the Algebraic Equations and Inequalities Quiz will
be distributed during this class period. If many students fail to answer the key questions
and, therefore, do not yet understand the material, we will move into a review session and
I will not distribute the Algebraic Equations and Inequalities Quiz until the next class.
In this review session, Groups 1A and 2B, Groups 1B and 2C, and Groups 1C and 2A
will pair together. Each group will reteach their new partner groups using the websites.
As students review these concepts, I will move between groups to answer any lingering
questions. The students will then be given all of the other groups websites, so they can
review at home prior to the quiz the next day. This review or quiz will tie together all of
the key concepts from the lesson and take 15 minutes.

V. Materials:
1. Computers from the computer lab
2. Instruction Sheet A
3. Instruction Sheet B
4. Algebraic Equations and Inequalities Quiz
5. Websites
a. http://www.weebly.com
VI. Assessment:
1. Formative Assessment:
a. The key questions will serve as formative assessments. Key question 2 aligns
with Student Objective 1, while key questions 1 and 3 correspond to Student
Objective 2. In addition, key question 4 aligns with Student Objective 3.
Through these questions, the teacher can assess student learning and adjust future
lessons. For example, if students understand the topic, then the Algebraic
Equations and Inequalities Quiz will be distributed during the second class
period; however, if they do not grasp the concepts, the class will move into a
review session and the quiz will be distributed during the third class period.
b. The optional review session also serves as a formative assessment, as I will
survey the room as the groups teach each other. During this session, students may
ask me questions about the topic. Their questioning will allow me to assess each
students understanding of the topic.
2. Summative Assessment
a. The Algebraic Equations and Inequalities Quiz at the end of the class will serve
as a summative assessment for the class. The quiz will be graded using the
following scale: 25% for the correct answer and 75% for the correct process. If
the students make a computational error, they will still earn 75% credit for the
question, as long as they follow the correct procedure. In contrast, if the student
shows no work and luckily guesses the correct answer they will only earn 25% of
the credit.
i. Questions 1 and 3 on the Algebraic Equations and Inequalities Quiz
correspond to Student Objective 1, while question 2 corresponds to
Student Objective 2.
b. Each students website will also serve as a summative assessment for the class.
The website will be graded on the following scale: 5% for each question (up to
five questions) and 15% for each correct solution with complete work. This
assessment corresponds to Student Objective 3.

VIII. Accommodation:
1. The student with the visual impairment will receive her instruction sheet on the day
before the assignment, so she can read the assignment without time constraints. In
addition, I will ensure that all lights are turned on in the computer lab to assist the
student. Also, the student will be provided a braille keyboard cover to help with typing.
Moreover, the student will be in a group of students without visual impairments who can
read the assignment aloud to her. For the Algebraic Equations and Inequalities Quiz, I
will privately ask the student if she needs me to read the questions aloud to accommodate
for the visual impairment.
2. The student with the orthopedic impairment will receive a clipboard to secure the
Algebraic Equations and Inequalities Quiz and felt tip pens to help with writing. These
accommodations will help the student to write, since he does not have a second arm to
hold his papers down. He will not need accommodations for the computers, since his
disability would not be an impediment to using them

Instruction Sheet A
First, watch the following video: https://www.khanacademy.org/math/arithmetic/applying-math-
reasoning-topic/multistep-word-problems-tut/v/multistep-word-problems-example-1. Next, one
student in the group will open his or her web browser and go to http://www.weebly.com. Please
sign up for an account with one students name and school email address. Make the focus of
your website a Site and select a theme. Create the domain as Ng_Group_1A, Ng_Group_2A,
or Ng_Group_3A, depending on your group number. Please create a webpage with five
problems using algebraic word equations. Also, create a solutions page with all of your work
shown. Please see below for an example that would earn full credit.

Problem: The perimeter of a rectangle is 20 inches and its length is 4 inches. What is its
width?
Solution:
4*2 + x*2 = 20
8 + 2x = 20
2x = 12
x = 6
The rectangle is 6 inches wide.
For more information, you may watch:
1. https://www.khanacademy.org/math/arithmetic/applying-math-reasoning-topic/multistep-
word-problems-tut/v/multistep-word-problems-example-2
2. https://www.khanacademy.org/math/arithmetic/applying-math-reasoning-topic/multistep-
word-problems-tut/v/multistep-word-problems-example-3

Instruction Sheet B
First watch the video: https://www.khanacademy.org/math/arithmetic/applying-math-reasoning-
topic/greater-than-less-than/v/inequalities-in-one-variable-1-exercise. Next, one student in the
group will open his or her web browser and go to http://www.weebly.com. Please sign up for an
account with one students name and school email address. Make the focus of your website a
Site and select a theme. Create the domain as Ng_Group_1B, Ng_Group_2B, or
Ng_Group_3B, depending on your group number. Please create a webpage with five problems
using algebraic word inequalities. Also, create a solutions page with all of your work shown, as
well as graphs of the inequalities on a number line. See below for an example that would earn
full credit.

Problem: John is going on a camping trip and bringing 50 pounds of supplies without water.
He can bring up to 60 pounds of supplies and each quart of water weighs 2 pounds. What is the
maximum number of quarts of water that John can bring on the camping trip?
Solution: 50 + 2x < 60
2x < 10
x < 5
John can bring up to 5 quarts of water on the camping trip.
For more information, you may watch:
1. https://www.khanacademy.org/math/arithmetic/applying-math-reasoning-topic/greater-
than-less-than/v/inequalities-on-a-number-line
2. https://www.khanacademy.org/math/arithmetic/applying-math-reasoning-topic/greater-
than-less-than/v/writing-numerical-inequalities-exercise
Algebraic Equations and Inequalities Quiz
Name:_________________
Date:__________________

Answer the following:
1) George has $10 to spend at a store. He must buy two books that
cost $1.50 each. He also wants to buy pencils, which cost 10
cents each. What is the maximum number of pencils that he can
afford?





2) As a waiter, you are paid $100 per week plus $2 per table that
you wait. This week you want to earn at least $145. Write an
inequality for the number of sales you need to make, and graph
the result on a number line.





3) Home plate on a baseball diamond is a pentagon with two pairs
of equal length sides. One pair of sides is 8.5 inches each and
the lone side is 17 inches. How long are the other two sides if
the perimeter of the plate is 58 inches?




Algebraic Equations and Inequalities Quiz Solutions
Name:_________________
Date:__________________

Answer the following:
1) George has $10 to spend at a store. He must buy two books that
cost $1.50 each. He also needs to buy pencils, which cost 10
cents each. How many pencils did he buy if he spends all of his
remaining money on pencils?
(1.50)*2+0.10x=10
3+0.10x=10
0.10x=7
x=70 pencils

2) As a waiter, you are paid $100 per week plus $2 per table that
you wait. This week you want to earn at least $145. Write an
inequality for the number of sales you need to make, and graph
the result on a number line.
100+2x>145
2x>45
x>22.5
You must wait at least 23 tables to earn at least $145.

3) The home plate of a baseball diamond is a pentagon with two
pairs of equal length sides. One pair of sides is 8.5 inches each
and the lone side is 17 inches. How long are the other two sides
if the perimeter of the plate is 58 inches?
8.5*2+17+2x=58
17+17+2x=58
34+2x=58
2x=24
x=12 inches