TeacherName

BryceHead
Subject:
AlgebraI

Date:
11March2016
Time:
8:45amto10:30am
LessonFocus:
Twovariableinequalities
Lesson(Student/Teacher)Activities Strengths
Foodfor
Thought/Recommenda
tions

Studentsweregiventhe

Youidentifiedwhy

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exemplarsandaskedtocorrect
theproblemson
studentsto
theirhomework.Theyhad6
thewarmupwere
chooseapointon
minutes,whilethe
selected
theshadedsideof
announcementswerebeingread.

Thestudentshad
thelineto
Thehomeworkandnew,signed
anopportunity
demonstratethat
homeworkpolicyarecollected.
topracticethe
everythingonthe

Studentsdothewarmupand
newinformation.
shadedside
beforeitisreviewed,youtold

Youformalizedthe
worked.What
themwhyyouchosethose
informationand
abouttheother
particularproblems.Students
madesurethat
side,
giveanswersasyouwritethem
whatthe
demonstrating
ontheboard.
studentsputin
thatnoneofthose

Youstartedthenewmaterial
theirtoolboxwas
pointswork?
witharelationshiptoone
correct.

Youkeepaskingthe
variableinequality.Thenyou

Midnotes,you
studentsifthis
reviewedgraphingalinewith2
askedthe
makessenseor
variables.Nextyouaddedthe
studentwhat
arewegood.
newpartwiththeinequalitysign,
aboutlessthans
Whataboutthe
drawinglinesinthedirectionof
andgreater
kidwhoisnt?
theinequality.Afterthisfirst
thans.

YoualsosayIlike
problem,youcheckwithstudents
Connectedthe
that.Whydo
forunderstandingusing05
dashedlineto
youlikeit?
scale.
theopencircle
Howabout

Thenyouhadthestudentsdo
usedonthe
somethinglike,I
anotherexampleandputit
numberline.
likewhatIam
togetherpiecebypieceonelmo.
hearing/seeing,
Oncethegraphwasdone,you
becauseitis
askedastudenttochooseapoint
correct.
ontheshadedsideoftheline.

Shadingaboveor
belowtheline
onlyworksifthe


Afterthetwoexamples,you
formalizedthenotesthestudents
neededtowriteintheirtoolbox

problemisin
properslope
interceptform.

Waittime,waittime,
waittime.

Whenthestudents
arewritingnotes,
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remembertostop
talkingsothey
canwrite.