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Manhattan College
Education Department
Lesson Plan Template for Student Teaching

Teacher’s Name: Andrea Liotta

Date: 10/12/2022
Subject: Algebra I
Grade Level: 9th Grade (8th Grade Students)
Length of Lesson: 40 Minutes
Class Setting: 8 groups of tables. 4 desks in a semi circle in each group
Number of Students in Class: 32

Central Focus: If applicable, the core concepts of the unit/learning segment

● Inequalities Involving Absolute Value: In lesson 1-7, students relate inequalities that use
absolute value to compound inequalities and write the solution to an absolute value
inequality as a compound inequality that useless or or and

Lesson Title: Absolute Value Inequalities

For Unit Plan/Learning Segment: Unit 1: Solving Equations and Inequalities, Section 7:
Absolute Value Inequalities (7 total sections in unit 1)

2. Essential Question(s):
● How do you solve absolute value inequalities and how are the solutions of absolute value
inequalities represented on a graph?

3. Standards:
Content Standards:
● HSA.CED.A.1
○ Create equations and inequalities in one variable and use them to solve
problems
Mathematical Practice Standards:
● MP.1 Make Sense of Problems and Persevere in Solving Them
○ Students analyze constraints when they determine how the use of absolute
value within an equation or inequality affects the solution
● MP.4 Model With Mathematics
○ Students identify when a situation can be represented using an equation or
inequality involving absolute value and interpret the solutions in the
context of the given situation

4. Pre-assessment: Determines prerequisite skills and knowledge students have about the lesson
Previously in this topic, students
● Wrote and solved equations and inequalities in one variable
● Wrote and solve compound inequalities and interpreted the solutions in context

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5. Learning Objectives: Describes 6. Assessments: Ways of evaluating each

appropriate learning outcomes to be attained
by the end of the class that are clear and
measurable (use action verbs).
Students will:
● Solve absolute value inequalities and
graph the solution.
learning objective. If needed, include
evaluation criteria as an appendix.
● The students will be assigned an exit
ticket question to complete at the end
of the class period.
○ I will be walking around the
classroom and checking for
understanding, by asking
questions for clarification.

7. Differentiation:

Explain (in a sentence or two) how this lesson plan connects to your students’ prior knowledge,
previous lessons, and future learning.
● Students just finished working with absolute value equations. They will take what they
know from that lesson, along with what they know from compound inequalities and
solving equations, and put it all together to solve the absolute value inequalities.

Explain how your instruction is organized to ensure content is comprehensible and relevant for
learners.
● The powerpoint and lesson is organized in a way to build up to what the students need to
know when solving the inequalities. It will start with what they know from equations,
then introduce the inequalities, and then show them how to solve the inequalities, and
then they will be solving them on their own.

Adapt or modify instruction, materials, and/or environment to meet specific characteristics and
special needs of students (e.g. ELL, gifted learners, students with disabilities).
● For students who are struggling with the learning, they can be given a reference sheet.
This reference sheet will include different notes and then the steps to help students solve
the absolute value inequalities.
● In addition, there will be questions for clarification for students to check on their learning
● I will also be walking around with the table that I will use to mark off and write notes
about where the students are at. This will help me visualize which students are struggling
and how I can provide them with more practice and resources to help better their
understanding.
● The groups they will be working in are made up of students at different levels. The
students who are better at understanding the concepts can work to help the students who
need more help.

8. Academic Language: Provide components of language that students need to learn and use in
specific content areas. Teachers need to consider:
Vocabulary:
● Review Vocabulary
○ Absolute value
○ compound inequality

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○ solution of an equation
○ solution of an inequality
○ greater than, less than, greater than or equal to, less than or equal to
Language functions (analyze, interpret, argue, compare, identify):
● Students will learn about absolute value inequalities. They will use what they
know from their prior knowledge of absolute values, inequalities, and solving to
compute the absolute value inequality, and find the solution.
● Students will need to interpret the solution and then graph it.
Syntax (e.g. sentences, graphs, and tables):
● Create a visual representation using a number line graph of the solution of a
absolute value inequality

Anticipatory Set / Sponge / Activating Prior Knowledge

Once the lesson starts, students will first start by completing the two do now questions.
● Directions: Solve each absolute value problem. Be sure to show your
work.

Initial Phase (instruction – direct/indirect)

● Explain absolute value inequalities
○ if an inequality uses < or < and these symbols point to the variable, the solution
uses ‘and’
■ students will think of ‘less thAND’
○ if an inequality uses > or > and these symbols point away from the variable in the
solution, the solution uses ‘or’
■ students will think of ‘greatOR’
○ students will be given two examples
● Steps
○ students will be walked through the steps on how to solve absolute value
inequalities
1. Isolate the absolute value
2. Rewrite the inequality as a conjunction or disjunction statement
3. Remove the absolute value and split up your inequality
4. Solve each inequality and get your solution
5. Rewrite the solution as a compound inequality
● No real solution / all real solutions
○ students will look at when the absolute value inequality shows all real solutions,
and when the absolute value inequality shows no real solutions
Middle Phase (practice-guided/independent)
Guided Practice

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*Questions to ask the students → what do I do next?

● What do you notice about less than or greater than inequality
graphs?
● What do you notice about greater than or equal to or less than or
equal to graphs?
Independent Practice
● Students will be working on a practice worksheet
○ There are 8 problems on the sheet, they will be directed to work in their
group of 4, and each complete two problems. Once they are all done with
their problems, they will be taking turns using the white boards to explain
their work and their answer to the other students.
■ Students must pay attention and write down the work, because the
sheet will be collected at the end of the class period.
■ I will be sure to remind the students of the workstation
expectations and what to do when they get stuck.
○ Questions to ask students
■ #16. Using what we learned in the powerpoint, was it necessary to
solve that problem?
■ #11. Why is it important that you subtracted the 1 from both sides
before splitting the inequality
■ #15. Why is the graph facing different directions?

Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap up lesson)

● Before the students are given an exit ticket we will walk through a summary slide.
● Before the students leave the class they will be given an exit ticket to complete. They will
be asked to solve the absolute value inequality and graph their solution.
○ On their way out of class, I will be standing by the door collecting the exit tickets.

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Explain (in a sentence or two) how this procedure fosters problem solving
● students will work to solve the problems on their own using what they learned during the
direct instruction and then they will explain their work to the other members of their
group using their vocabulary and mathematical language

10. Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
● Students will be given a homework assignment. They will be told to solve the
absolute value inequalities and graph the solutions.
○ The homework will be graded out of 5 points. Students will be awarded
one point for having the correct answer and displaying the correct graph.
■ Partial credit will be given if the student has part of the graph
correct

11. Materials: (items, technology, etc.)

Powerpoint, Notebooks, Pencils, Calculators, Worksheets, SmartBoard, Mini White
Boards, Dry Erase Marker, Mini Erasers, group bins

12. References and Resources Used for Planning: Cite (APA style) sources, texts, lesson plans
used
Kennedy, D., Milou, E., Thomas, C. D., Zbiek, R. M., & Cuoco, A. (2018). Envision
algebra 1. Pearson.

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Answer Key - Homework Assignment

Answer Key - Exit Ticket

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Answer Key - Group Work

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ST Lesson Plan Template and Rubric for the Learning Segment Assignment, Fall 2022