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Lesson Plan #5: Showcase

Teacher Candidate Brittany Queen

School Greenwood High School

Date and Time of Lesson 11/20/14, 10:40-11:40

Description of Lesson:
The students will be given examples of multi-step inequalities to solve and graph on a number line.
They will need to identify what information the inequality provides about the graph.
Common Core:
6.EE Reason about and solve one-variable equations and inequalities.
A-CED Create equations that describe numbers or relationships
1. Create equations and inequalities in one variable and use them to solve
problems.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable, including equations
with coefficients represented by letters.
A-REI Represent and solve equations and inequalities graphically
Instructional Objective(s) Criteria:
When given multi-step inequalities, the students should be able to solve and graph the example with
80% accuracy. They will need to know what the symbols of the inequality mean and how they relate to
the graphing process; they also need to know the steps to solving multi-step inequalities.
Materials/Resources:
ActiView Projector
Worksheet
Promethean Board
Hang-Man Activity
Pencils
Paper
Calculator
Prerequisites (Prior Knowledge):
The students should have a basic understanding of the properties of inequalities.
The students should know how to read a number line, and how to plot points on one.
The students should be able to solve a multi-step inequality.
The students should know how to use the distributive property.
References:
Cooperating Teacher
http://www.baschools.org/vimages/shared/vnews/stories/52673faf5148b/Inequalities%20Hangman.pd
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Procedures:
Class will begin with a worksheet of simple, one-step, and multi-step inequalities.
The students will be expected to complete these sheets individually. These worksheets will be
used as a review of what they need to know.
The students will hand in their worksheet and take out some clean paper.
The teacher will then explain the rules to the hang-man activity.
o There will be a list of inequalities; each will have a letter paired with it.
o The teacher will draw a name, at random, from a cup and ask that student to pick a
letter.
o The students should all solve the inequality, on their clean paper. It will be explained
that these papers will be taken up, so the students should write clearly.
o Once the students have had enough time to solve the inequality, the student who chose
the inequality will tell the class their answer.
o The class will then check if the answer matches any of the missing letter slots.
o If the answer matches, the appropriate letter will be written into the blank. If the
answer does not match, a body part will be drawn on the hang-man stand.
o The activity will continue like this until the word is found. There is no possibility to end
the game before the word is found; the class will just continue to add body parts
(fingers, rings, etc.) until the students have found all inequalities that reveal the word.
The students will turn in the paper where they worked out their inequalities for the teacher to
review.
Accommodations:
There are no students in the class in need of accommodations. To accommodate for different learning
styles, the information will be presented in multiple ways. There will be demonstrations done by the
teacher with verbal explanations, and the students will engage in independent work to practice the
problems.
Assessment(s) of the Objectives:
Lesson Objective(s)
When given multi-step
inequalities, the students
should be able to solve and
graph the example with 80%
accuracy. They will need to
know what the symbols of the
inequality mean and how they
relate to the graphing
process; they also need to
know the steps to solving
multi-step inequalities.

Assessment(s) of the
Objective(s)
Pre: The previous lessons (on
11/17 and 11/18) were used as
the pre-assessment. The
students were given
inequalities to solve and graph.
Each day the problems were
more difficult than the previous
day.
During: The teacher will
observe the students as they
complete the activity.
Post: The students will be
worksheet and paper with the
solved inequalities. They will
any of the problems they had
trouble with.

Use of Formative
Assessment
The pre-assessment will
allow me to see where the
students knowledge is
before beginning the
lesson, which will allow me
to know what type of
problems should be
included in the lesson. The
assessment during the
activity will be used to view
the progress the students
are making. It will also
allow me to see if any
problems need to be
explained. The postassessment will allow me
to see how much the
students have improved
from the beginning of the
lesson.