Lesson Plan for Elementary Education and Special Education (1-6)

(No more than 4 pages for each lesson)

Teacher Candidate: (All phases) : Megan Riemann

Lesson Title: (All phases ) Solving two step inequalities

Grade Level: (All phases): 7th grade

Primary Subject Area: (All phases) Mathematics

Interdisciplinary Connections: (Phase 2 and 3): Comparison

Lesson Duration: (All phases) : 42 minutes

Language Function: (Bloom’s Taxonomy) (Phase 2 and 3) Apply

Syntax and Discourse Students will write inequalities in simplified form after solving them by using
addition/subtraction and multiplication/division. Students will write inequalities in the form of a graph.

KNOWLEDGE OF STUDENTS

Relevance/Rationale This lesson will benefit students in the real world because they will be able to
use the skills, they developed to figure out real life 2 step inequalities. Additionally, they will be able
to use their graphing skills to see the different values of x that make the inequality true.

Class Information: Students in this class need information displayed in a slow and consistent manner.
Specifically, students need vocabulary emphasized frequently throughout the lesson. Many of the
students in the class learn best from auditory instruction, therefore their IEP states that they must
have instructions read to them. Since this class is co-taught, students with disabilities will be able to
receive individualized instruction. In addition, many of the students with IEPs in the class require a
study guide for tests, a calculator and to take the test in a separate room. The class also consists of
students with behavioral issues, therefore some students may need to be frequently redirected and
have preferential seating. Students in this class have a wide variety of ability, therefore the lesson
needs to be presented in a way that meets basic needs as well as challenges some students.

Connect and Build This lesson builds upon prior lessons because students will apply their
understanding of solving inequalities with various operations. In addition, they will apply their
understanding of graphing inequalities to this lesson. Students will use the skills they develop in this
lesson when creating their final unit project.

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Central Focus/Purpose Statement: (Phase 2 and 3) The central focus of this lesson is for students to
apply their understanding of solving inequalities by using two different operations.
NYS Next Generation Learning Standards: (All phases) NY-6.EE.8 → NY-7.EE.4b Solve word problems
leading to inequalities of the form px + q > r, px + q ≥ r, px + q ≤ r, or
px + q < r, where p, q, and r are rational numbers. Graph the solution set of the inequality on
the number line and interpret it in the context of the problem.
Objective(s): (All phases) Students will be able to apply their understanding of solving inequalities to
solve inequalities with more than one operation. Students will apply their understanding of graphing
inequalities to represent the inequality on a number line.
Academic Language: (exposed in phase 1) (Included in phase 2 and 3) inequality, addition property of
inequalities, subtraction property of inequalities, multiplication property of inequalities, division
property of inequalities, solve, greater than, less than, greater than or equal to, less than or equal to,
closed circle, open circle, graph

MATERIALS/RESOURCES

Technologies and Other Materials/Resources: (All phases) Interactive white board, computer, worksheets

CONTENT AND PEDAGOGY

Anticipatory Set/Hook: Elicit Prior Knowledge (exposed in stage 1) (Included in stage 2 and 3) The
students will complete the following do now. The do now states, “What is the order of operations? Why do
we have the order of operations? Write the order of operations on your paper. ”The teacher will select various
student volunteers to write their answers on the board. The teacher will use these answers to conduct a class
discussion. The teacher will ask higher order thinking questions such as, “Based on what you know, how do
you think we can apply the order of operations to inequalities?”.
Procedures (Overview of lesson): (All stages)

Time # Instructional Strategies/Learning Tasks

minutes 1. The students will complete the following do now. The do now states, “What is the
2 minutes order of operations? Why do we have the order of operations? Write the order of
operations on your paper.”
1 minute 2. The teacher will select various student volunteers to write their answers on the
board. The teacher will use these answers to conduct a class discussion.
2 minutes 3. The teacher will display a set of steps to solve 2 step inequalities. A student
volunteer will read the steps out loud to the class. For example, the student will read
“1) write the inequality 2) use the addition or subtraction property of inequalities 3)
simplify 4) use the division or multiplication property of inequalities 5) simplify.”
Once the student finishes, the teacher will explain the steps in further detail.
3 minutes 4. The teacher will model examples 1 and 2. These examples will include “1) x/4 + 4 < 6
2) -2x + 5 > 15”. Since the previously mentioned steps are on the same slide, the
teacher will frequently reference them as she completes the example. For example,
the teacher will state “Now I will do step 2 by using the subtraction property of
inequalities”.
4 minutes 5. The teacher will conduct a class discussion in which students are encouraged to
contribute to solving examples 3 and 4. These examples include, “3) x/3 + 4 < 10
4) – 9x – 3 < 24”. As students contribute the teacher will use questioning to deepen
students understanding. For example, the teacher will ask “What should I do to x/3
to get x by itself and “How do I get -9x to be just x?”.
6 minutes 6. Students will individually complete examples 5 and 6. These examples will include
“5) -7x + 5 ≥ 33 6) x/8 + 6 < 7”. The teacher will walk around the room to monitor
progress, prompt struggling students and answer questions. The teacher will use
higher order thinking questions such as “Can you explain what you did?” and “Why
did you do that operation first?”.
3 minutes 7. The teacher will ask student volunteers to display their answers on the board.
Students in the class will display a thumbs up or thumbs down to indicate if they
 agree or disagree.
15 8. Students will work with their elbow partners to complete examples 7, 8, 9, 10, 11
minutes and 12. In these examples, the students will apply their prior understanding of
graphing inequalities. The teacher will walk around the class to answer questions,
prompt struggling students and monitor student progress. As the teacher walks
around the room, she will ask higher order thinking questions such as, “How would
you compare these graphs to graphs we saw in previous sections?” and “Can you
explain how a negative number impacts the graph?”
9. The teacher will select student volunteers to write their answers on the board.
3 minutes Students will display a thumbs up or thumbs down to indicate if they agree or
disagree with the answer on the board. The teacher will answer any student
questions about the solution.
10. Students will a submit a short exit ticket. The exit ticket states, “Why is it important
3 minutes to keep the order of operations in mind when solving 2 step inequalities? Write 1-2
sentences to support your answer.”
Include higher order questions throughout your lesson
Etc.

Differentiation : (Stage 2 and 3): This lesson can be differentiated by reading all instructions out loud for
students in the class with IEPs. The guided notes sheet can be altered to have enlarged font or be translated
to another language. For example the guided do now can be translated to Spanish to say, “Qual è l'ordine
delle operazioni? Perché abbiamo l'ordine delle operazioni? Scrivi l'ordine delle operazioni sul tuo foglio”In
addition, the teacher can provide students with a digital version of the worksheet. Students can use
manipulative such as a number line slider and algebra tiles.
Closure: (All phases) Students will complete an exit ticket. The exit ticket states, “Why is it important to keep
the order of operations in mind when solving 2 step inequalities? Write 1-2 sentences to support your
answer”. In addition, the teacher will ask the students to answer the essential question, “What are the various
ways mathematicians can represent values that are bigger/smaller?”.

STUDENT ASSESSMENT

Before the lesson: (Phase 2 and 3) Students prior understanding will be assessed during the do now
as the teacher walks around the room. Specifically, the teacher will be looking to see if students know
what the order of operations is and why they are important.
During the lesson: (Phase 2 and 3)
Informal Formative Assessment: Students will be informally assessed throughout the lesson. The
teacher will monitor student understanding when they display a thumbs up or thumbs down to agree
or disagree with the answer on the board. In addition, student ability to contribute to class
discussions and higher order thinking questions will help the teacher assess their ability. The teacher
will also monitor student understanding as she walks around the room. Throughout these
assessments the teacher will be specifically checking for student understanding of which operation is
used first and how they are applying the operation.
Formal Formative Assessment: Students will submit an exit ticket at the end of the lesson that reflects
understanding of the relationship between the order of operations and two step inequalities.
Specifically, the exit ticket will state “Why is it important to keep the order of operations in mind
when solving 2 step inequalities? Write 1-2 sentences to support your answer”. This assessment will
provide evidence for student understanding related to the essential question. The essential question
asks, ““What are the various ways mathematicians can represent values that are bigger or smaller
than each other?”.
At the end of the lesson (All phases)
The exit tickets will allow the teacher to assess overall student understanding of the relationship
between the order of operations and two step inequalities.