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Emily Fowler March 29, 2018

Poca High School Algebra I, Ninth Grade


Solving Linear Inequalities

I. Instructional Objectives / Student Outcomes


1) Students will be able to transcribe two variable equations that represent
quantities and graph the created equations properly, with labels included.
2) Students will be able to identify constraints on inequalities by graphing the
solutions and explaining why solutions are viable or nonviable.
3) Students will be able to demonstrate their knowledge of inequalities by
graphing them as half-planes and explaining any constraints and why they
exist.
II. WV CCRs

Cluster Category Standard

Create equations in two or more


Create equations that describe variables to represent relationships
M.1HS.6
number or relationships between quantities; graph equations on
coordinate axes with labels and scales.

Represent constraints by equations or


inequalities, and by systems of
equations and/or inequalities, and
Create equations that describe interpret solutions as viable or
M.1HS.7
number or relationships nonviable options in a modeling context
(e.g. Represent inequalities describing
nutritional and cost constraints on
combinations of different foods).

Graph the solutions to a linear


inequality in two variables as a half-
plane (excluding the boundary in the
Represent and solve equations and case of a strict inequality) and graph the
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inequalities graphically solution set to a system of linear
inequalities in two variables as the
intersection of the corresponding half-
planes.
III. National Standards
1) Grades 9-12 Expectations: Every student should interpret representations of
functions of two variables. ( https://www.nctm.org/Standards-and-
Positions/Principles-and-Standards/Algebra/ )
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IV. Assessment
A) Diagnostic / Pre-Assessment:
My diagnostic for this lesson will be my bell ringer the students complete at the very
beginning of class. Because of the placement of the diagnostic, it will take place during
the anticipatory set. This lesson flows from not only the previous ones of the chapter, but
also correlates with chapter three, that they covered earlier this year. During the bell
ringer, I will be walking around the classroom to check for understanding. If it appears
that they are struggling, we will readdress the issues. (Objectives 1-2)
B) Formative Assessment:
Formative assessments will take place during all times that students are working
individually.
o During the lesson, I will be going around when the students have examples to
solve on their own to assess how well they are taking in the knowledge I am
conveying to them. This assessment will let me know if I need to go over more
examples or reteach parts of the lesson. (Objectives 1-3)
o During the worksheet activity I will be walking around the room to make sure
students are still understanding and to help when I am needed. (Objectives 1-3)
C) Summative Assessment:
The summative assessment for this lesson will be an exit slip. The exit slip includes three
problems, in which they will demonstrate the skills they have learned. The summative
assessment will address each objective by giving a variety of problems for students to
display their skills. (Objectives 1-3)
V. Management Framework
Overall Time: 90 minute lesson
Time Frame: 15 min. – Bell Ringer and discussion of answers
10 min. – Creation of foldable and discussion of lesson
40 min. – Notes in foldable with examples and discussion of problems
(formative assessment when students give work on their own)
20 min. – In-class assignment with students (walking around asking
questions and addressing student knowledge)
5 min. – Debrief about today’s lesson with exit slip
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VI. Differentiated Instruction / Adaptations / Interventions


In order to address every students’ way of learning, we will be creating a foldable, taking
notes, completing examples individually, completing a worksheet, and completing an exit
slip. The foldable allows students who are more “hands-on” learners to use their skills to
make their foldable for math. Once the foldable is made, they will be able to use it which
will help with their hands-on need. Students who are auditory learners can watch, listen,
and write as we create the foldable and take our notes. They will hear my examples and
how to solve problems verbally, as well as seeing it being done. This is the same in
reverse effect for visual learns. They will see, along with hear, me do everything and
explain everything. Because there are no “included” students in this class, I do not need a
differentiated assessment of any kind. The worksheet and exit slip address all three
objectives for this lesson and provide students different ways to display their learned
skills. (Objectives 1-3, Chart 1)
VII. Procedures
1) Anticipatory Set
The bell ringer will be the anticipatory set. The bell ringer is a refresher from
previous chapters. The knowledge students acquired from chapter three will
help them understand the lesson I teach.
Questions:
1) What do you remember from Chapter 3?
2) How do you think Chapter 3 will relate to what we’re are about to talk
about?
2) Introduction
The introduction to my lesson will spin off of my anticipatory set / diagnostic.
The question I have listed for the anticipatory set will allow for a smooth
transition into the introduction of the lesson. I will pose real world situations
and ask questions.
Situation:
Angelica needs to buy plates and napkins for her party but can only spend
$15.00. If plates cost $2.99 per package and napkins cost $1.89 per package.
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Questions:
1) Can you write an inequality for this situation? If so, what does it look
like??
2) How many different solutions can Angelica have? Why??
3) Are negatives or decimals a reasonable solution for this problem? Why or
why not??
3) Body & Transitions
o Place bell ringers (See Attachments) on students’ desks before
students enter class (Use seating chart at desk to know where students
sit)
o Bell ringer (See Attachments)
o Discussion on bell ringer
• What did the students get for their answers?
• Are they ready to move forward with the planned lesson?
• What do students remember from Chapter 3?
• How do students think Chapter 3 will relate to what we’re are
about to talk about? (i.e. bell ringer)
o Introduce objectives and explain them on a level students better
understand
• Objective 1: Write two-variable equations that represent word
problems and then graph them properly.
• Objective 2: Represent domain by inequalities and tell whether
a solution is realistic or not, based on real-world problems.
• Objective 3: Graph the solution of an inequality as a half-plane
(The second half of this objective is for the next section of this
chapter, so I will not be covering it).
o Create Foldable
• Students will get three pieces of paper each and return to desk
to make foldable
• Once most students are finishing up, begin passing around the
stapler so they can finish up making the foldable
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• Make the foldable with the students, so they’re following you


along, and they don’t feel like you’re just waiting on them
o Take notes on first tab (Solving an inequality STEP 1) of foldable
o Student examples
o Take notes on second tab (Solving an inequality STEP 2) of foldable
o Student examples
o Take notes on third tab (Solving an inequality STEP 3) of foldable
o Student examples
o Take notes on fourth tab (Word Problems) of foldable
o Student examples
o Take notes on fifth tab (Writing an Inequality) of foldable
o Student examples
o Take notes on sixth tab (Extra Examples) of foldable
o Student examples
o Pass out and discuss inequalities worksheet (See Attachments)
• This is what we just did in the foldable
• Use the foldable if you need help, and if you still can’t get it,
raise your hand and I will help you
o Use Elmo to complete 1-2 problems on the worksheet with students
o Individual student work (see attachments)
• Walk through the class and make sure students are on track and
if they need help, help them
o Wrap up the lesson by discussing important facts from day, review
objectives
• Questions:
▪ What did you learn?
▪ Do you understand?
▪ Does anyone need me to go over more examples?
o Pass out exit slip for student completion (see attachments, objectives
1-3)
o Collect exit slip at door after class is over
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4) Closure
Closure would include a discussion of the day’s topic, what we learned, and if
we need more time to go over it. Homework would be to complete the
worksheet (see attachments). After addressing those issues, students will
complete an exit slip (see attachments) and this will give me a better idea
where they are with the lesson.
5) Assessment
Assessments include a diagnostic of a bell ringer (see attachments), formative
assessments of walking through students and checking progress, and a
summative assessment of an exit slip (see attachments).
VIII. Strategies
o Teacher / student led discussion
o Independent / group practice
o Guided instruction
o Teacher modeling / demonstration
o Scaffolding
IX. Materials
o Writing utensil
o Three blank printer pages per student (15 students)
o Stapler
o Bell Ringer paper
o Inequalities worksheet
o Exit slip paper
o Extra notebook paper
X. Extended Activities
a. If student finishes early
If a student finishes early their first task will be to double-check their answers on
their inequalities worksheet. After that, they will be given the X-TRAS worksheet
(see attachments) which will address all three objectives in each problem.
b. If lesson finishes early
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If the lesson ends early, students will disperse into groups of 3 or 5 per group
(depending on time). Once in groups, each group will write a word problem about
inequalities. Once the problems are written, groups will pass around their
questions, and the other groups will try to solve the inequality. This activity
addresses all three student objectives.
c. If technology fails
The only technology used in this lesson is the Elmo, to take notes along with the
class. If this technology fails, I will use the dry erase board in the front of the
classroom to complete the notes with the students.
XI. Post-Teaching
a. Reflections
Today didn’t go as planned. I added some graphs to the student foldables, and
they ended up being more of a hassle than anything. The students took entirely
too long to cut things out, which caused my lesson to not be finished at the end of
class. Also, I was working on formative assessment during student examples, but
it was too much down time for students. When they had this down time, they
became talkative and distracted. Time management is something I need to work
on.
b. Data based decision making
With the exit slip and the worksheets I received back from students, my data tells
me that most students are starting to grasp the concept of the lesson, some even
fully understanding. One student, Andrew, who has gone to the bathroom every
time I have been in Mr. Rule’s classroom, is one of the students on the lower
spectrum of understanding. I believe his lack of understanding is partly because of
his missing of class time. I also think that the split of the lesson between two days
was a bit too long before learning the complete concept. For my next lesson, I
need to plan my time more adequately, taking more into consideration student
time to complete assignments. I also need to figure out a better way to complete a
formative assessment that keeps the students more engaged, so there is no loss of
academic learning time.
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Differentiating Instruction for Students with Special Needs (Chart 1)

Learning Differences: Sensory Differences:

Attention Differences: Behavioral Differences:


Student 1, student 2, and student 3 have
trouble staying awake during class, therefore
struggle to participate
Motivational Differences: Ability Differences:
Several of the fifteen students struggle with
their motivation skills. Mr. Rule tries his best
to encourage them, but they say discouraging
things such as “I hate math”
Physical Differences: Cultural Differences:

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