Dates: Student Teacher:

2/22 - 2/26 Tomianne Anderson

Subject/Time MONDAY
Standard:
Math 6 Standard M06.B-E.2.1- Create, solve, and interpret one-variable equations or inequalities in
(7:43-8:23) real-world and mathematical problems.
(12:31-1:12)
(1:15-1:55) Eligible Content M06.B-E.2.1.3- Solve-real world and mathematical problems by writing
and solving equations of the form x+p=q and px=q for cases in which p, q, and x are all
non-negative rational numbers.
Warrior
Wednesday Rational: Being able to solve and graph inequalities is important because inequalities help
you find the unknown in a real-world situation. For example, the minimum or maximum
(7:41-8:17) hours you need to work to earn a specific amount of money. (At the very beginning of class,
(12:44-1:20) I will ask the students why they think it is important to be able to solve and graph
(1:23-1:59) inequalities. I will then explain to them why it is important.)

& Objective:
After taking teacher lead notes, the students will be able to graph compound inequalities
with at least 85% accuracy.
Pre-Algebra
(8:26-9:06) Materials:
Teacher
-iPad (Google Meet for students at home)
Warrior -Graphing Compound Inequalities notes
Wednesday Students
(8:20-8:56) -iPads (notes will be shared to Showbie)
-Completed “Graphing Inequalities HW1” homework

Lesson Development:
To begin class, I will go over the homework that the students got at the end of class on
Friday (“Graphing Inequalities HW1”). I will call on volunteers to tell me and the class
how they completed the problem (this will benefit the auditory learners). I will also write
down what they tell me on my iPad and have my screen shared for everyone to see (this
will help the visual learners). I will jump in and assist where needed. When we are finished
going over the homework, I will ask the students to pull up the Graphing Compound
Inequalities notes that were shared to Showbie. I will work through the notes with the
students and model for them how to complete the problems step-by-step as well as how to
properly show all of their work. If the students seem to be doing well when we are going
through the practice problems at the end of the notes, I will give them the option to
complete the remainder of the practice problems on their own (this will meet the needs of
the kinesthetic learners). I will walk around the room as they are doing this and assist
students where needed. I will also check in with the students who are at home. I will then
go over the problems that the students worked on independently. I will call on volunteers to
walk me and the class through how they solved the problem. I will also write down what
they say on my iPad for the rest of the class to see. I will jump in and assist where needed.

Assessment:
To assess if the students can graph compound inequalities with at least 85% accuracy after
taking teacher lead notes, I will ask them to brainstorm a top-five list. The students will
discuss with a peer or small group their top-five takeaways from the lesson. The students
online will also be able to be involved in the conversations via Google Meet. I will walk
around the room at this time and listen in on the conversations. I will interject at times as
well. For example, I will say, “that is a great takeaway!” I may also have to correct a
misunderstanding at this time.
Modifications/Accommodations:
Period 1: Makenzie, Carmine, Wyatt, Michael, and Camren will be allowed to use a
multiplication chart and/or calculator during class. These students may also choose to go
with the special education teacher at the beginning of class for individualized instruction.
Makenzie may work with a partner when individual practice is initiated.

(Differentiation)
Period 2 and 8: If the students finish early, I will present them with a “Quizizz” to work
on. The “Quizizz” will be on graphing compound inequalities so that they can continue to
get practice with this.

Period 7: Krista, Jahzmier, Anthony, Donnie, and Tyler will be allowed to use a
multiplication chart and/or calculator during class. These students may also choose to go
with the special education teacher at the beginning of class for individualized instruction.