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 2 step inequalities matching game

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) Analyze

Syntax and Discourse Students will organize various representations of inequalities into similar groups by
talking with their peers.

KNOWLEDGE OF STUDENTS

Relevance/Rationale This lesson will benefit student in the real world because it will demonstrate
how real-life applications correlate with inequalities and inequality graphs. This lesson is relevant to
students in the class because it incorporates their interests. For example, the word problems in the
matching game incorporate different sports scenarios such as beating a homerun record in baseball.
Therefore, students will understand how the material they are learning in class applies to their
everyday lives.

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 connects to previous lessons because students are applying their
understanding of solving two step inequalities and graphing inequalities. Students will use their prior
understanding of these concepts to discover the relationship between inequalities, inequality word
problems and graphing inequalities. Students will build upon this skill in future lessons when they
create and solve their own word problem.

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Central Focus/Purpose Statement: (Phase 2 and 3) The central focus of this lesson is for students to
understand the relationship between inequalities, inequality word problems, values for x and inequality
number lines.
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 inequalities, inequality
word problems and solving two step inequalities to discover their relationship.
Academic Language: (exposed in phase 1) (Included in phase 2 and 3) greater than or equal to,
addition property of inequalities, subtraction property of inequalities, multiplication property of
inequalities, division property of inequalities, less than, less than or equal to, greater than, open circle,
closed circle

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) Students will
independently complete the do now on the board. The do now will say “A killer whale has eaten 75 pounds of
fish today. It needs to eat at least 150 pounds of fish each day. Each fish weighs 15 pounds. Write and solve an
inequality that represents how many more fish the whale needs to eat. Graph the solution.” The teacher will
conduct a class discussion in which the class contributes ideas to solve the inequality. As each student
contributes, the teacher will ask them to explain the reasoning behind their idea. The teacher will emphasize
coding throughout the class discussion. In addition, the teacher will ask higher order thinking questions such
as, “Can you describe the different components of the inequality and how they correlate to the word
problem?”.

Procedures (Overview of lesson): (All stages)

Time Instructional Strategies/Learning Tasks

# minutes 1. Students will independently complete the do now on the board. The do now will say
5 minutes “A killer whale has eaten 75 pounds of fish today. It needs to eat at least 150 pounds
of fish each day. Each fish weighs 15 pounds. Write and solve an inequality that
represents how many more fish the whale needs to eat. Graph the solution.”
5 minutes 2. The teacher will conduct a class discussion in which the class contributes ideas to
solve the inequality. As each student contributes, the teacher will ask them to
explain the reasoning behind their idea. The teacher will encourage the students to
use the annotation strategy from the previous day. In addition, the teacher will ask
higher order thinking questions such as, “Can you describe the different components
of the inequality and how they correlate to the word problem?”.
30 3. Students will be divided into small groups of 3-4 students to complete a matching
minutes game. Each group will be given 24 squares that either have an inequality, inequality
sentence, value for x or graph on it. Students will work together to match all the
inequalities, inequality sentences, values of x and graphs that correlate with each
other. The teacher will walk around the room monitor student progress and answer
questions. Additionally, the teacher will ask higher order thinking questions such as
“do you think this graph could be related to another inequality?” and “What is the
relationship between this graph and the inequality sentence?”
2 minutes 4. Students will submit a piece of paper in which they describe how they determined
 which pieces of the matching game went together. In addition, they will write the
relationship they discovered between each group of pieces.
Include higher order questions throughout your lesson
Etc.

Differentiation: (Stage 2 and 3): This lesson can be differentiated to meet the needs of all students. The
matching game cards can be provided to students in larger font or in in another language. For example, the
word problems can be translated to Spanish to say, “Jane compró un paquete de Oreos que tiene 36 galletas.
Ella ya comió 20 galletas. Ella quiere que el paquete dure durante los próximos 4 días. ¿Cuál es la cantidad
máxima de galletas que puede comer al día para que las galletas duren?”. In addition, students can use
manipulatives such as a number line slider or algebra tiles.
Closure: (All phases) 1Students will submit a piece of paper in which they describe how they determined
which pieces of the matching game went together. In addition, they will write the relationship they discovered
between each group of pieces. This activity will relate to 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 understanding of previously learned concepts will be
demonstrated in the do now. As students are working, the teacher will walk around the room to
monitor student progress, answer questions and prompt struggling students. Specifically, the teacher
will analyze student’s ability to set up an appropriate inequality, solve the inequality and graph the
inequality. In addition, the teacher will ask higher order thinking questions such as, ““Can you
describe the different components of the inequality and how they correlate to the word problem?”.
During the lesson: (Phase 2 and 3)
Informal Formative Assessment: As students are working the teacher will assess student’s ability. The
teacher will walk around the room and monitor students progress as they play the matching game.
Specifically, the teacher will assess student’s ability to set up an appropriate inequality, solve the
inequality and graph the inequality. In addition, the teacher will monitor student’s ability understand
the relationship between values of x, inequality word problems, two step inequalities and inequality
graphs. The teacher will also assess student understanding by asking higher order thinking questions
such as, “do you think this graph could be related to another inequality?” and “What is the
relationship between this graph and the inequality sentence?”.
Formal Formative Assessment: Students understanding of the relationship between values of x,
inequality word problems, two step inequalities and inequality graphs will be assessed as they
complete the matching game. After students have completed all the puzzles the teacher will check
their answers for correctness. Groups that do not correctly match all the components will not be told
which ones are incorrect. Therefore, students will assess their answers and work to resolve their
incorrect answers.
At the end of the lesson (All phases) Students will submit a piece of paper in which they describe how
they determined which pieces of the matching game went together. In addition, they will write the
relationship they discovered between each group of pieces. This activity will relate to the essential
question, “What are the various ways mathematicians can represent values that are bigger/smaller?”.
This assessment will allow the teacher to understand if students discovered and understood the
relationship between values of x, inequality word problems, two step inequalities and inequality
graphs.