EDIT 610 FINAL PROJECT 1

Part I: Original Lesson Plan

This lesson plan was shared to Share My Lesson by Pesterline in 2020. I edited the original

format to look more presentable in this paper, but the content is the same as the original.

Title: Inequalities
Summary: Modeling Equations and solving them to review the concrete vision of an equation
and review the steps to solve equations. Vocabulary to introduce inequalities. Practice to
convert number sentences to inequalities and solve plus graph solution. Real world situations as
inequalities practice. Recognize the scenario that matches the inequality.
Standards:
TEKS: 8.8 A & B
Common Core: 8.EE (8 b & c)
Time: Three to four days in twenty-minute sections to review/practice inequalities
Objectives: The student will convert word sentences to number sentences with an inequality.
The student will solve inequalities and graph them on a number line correctly.
Materials:
Modeling Equations Worksheet
Inequalities Introduction Worksheet
Converting Number Sentences to Inequalities Worksheet
Real World Situations  Inequalities Worksheet
Writing, Modeling, Solving Inequalities Worksheet
Matching Inequalities to Real World Situations Worksheet
Vocabulary: Variable, expression, equation, inequality
Lesson One: Review Modeling Equations and Solving them with class. Use 5 problem
worksheet. Convert Word Sentences to Number Sentences Worksheet.
Lesson Two: Review the Vocabulary of Variable, Expression, and Equation. Introduce
Inequality, giving characteristics, examples, and non-examples. Review greater than, less than,
greater than or equal to, and less than and equal to symbols. Include Real World Situations 
Inequality Worksheet. Exit slip: I think the word inequality means ………… because …………
Lesson Three: Review graphing solutions for inequalities. Review in solving the step if
student is multiplying or dividing by a negative number that the sign is FLIPPED. Use Writing,
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Modeling, and Solving Inequalities Practice Worksheet. What isn’t finished in class can be
homework to be turned in the next day.
Lesson Four: Matching Inequalities to Real World Situations
Assessment: The students will fill-in-the-blanks with the correct answer as the teacher is
leading this guided practice. Could give a one inequality to solve and graph as an exit slip after
the second lesson.
Teacher will be monitoring progress through the use of Exit Slips at the end of each class.
The Unit Test will also confirm the students’ understanding.

Copy of worksheets:
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Part II: Revised Lesson Plan

This lesson plan is a revised version of a lesson plan that was shared to Share My Lesson by

Pesterline in 2020.

Title: Inequalities
SCCCR Standard: 7.EEI.4 Apply the concepts of linear equations and inequalities in one
variable to real-world and mathematical situations.
Time: Two 60-minute class periods to review/practice inequalities
Objectives:
The students will apply learning from equations to inequalities.
The students will show understanding of what an inequality is.
The students will convert word sentences to number sentences with an inequality.
The students will solve inequalities and graph them on a number line correctly.
Materials:
Student Chromebooks
Review Equations EdPuzzle
Inequalities Introduction Pear Deck
Inequalities Introduction Worksheet
Matching Inequalities Google Document
What Are Inequalities Padlet
Solve and Graph Inequalities Pear Deck
Solve and Graph Inequalities Quizizz
Equations vs Inequalities Padlet
Vocabulary: Variable, expression, equation, inequality
Day One:
Introduction:
1. Tell students that we will review our learning of writing and solving equations, and
then apply that to learn about writing, solving, and graphic inequalities.
2. Have students open and complete the Equations Review EdPuzzle to review solving
equations to activate prior knowledge.
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Direct Instruction:
3. Have students log into Chromebook. They may share with their shoulder partner if they
want to.
4. Explain to students that they will be participating in an online interactive lesson, and go
over the expectations for engagement in the interactive lesson- that they should only be
logged into the lesson and not playing on their Chromebooks.
5. Use the Inequalities Introduction Pear Deck to introduce and teach inequalities to
students.
6. While going through the interactive lesson, students complete the Inequalities
Introduction Worksheet as guided notes to use during the following activities.

Guided Practice:
7. Arrange students into groups of three and explain the expectations of group work to
them.
8. Explain to students that they will be using the lesson that we just went through together
to complete this activity.
9. Explain expectations on digital citizenship to students.
10. Have each student on their own Chromebook log into Google Classroom and locate the
Matching Inequalities Google Document and complete in their groups.
11. Students should submit their own assignment in Google Classroom for grading when
finished.
12. While students are working, monitor and assist as needed.
Closure:
13. Facilitate a class-wide discussion about what the students have learned that inequalities
are and what the different symbols mean.
14. Have students use their own Chromebooks to complete the What Are Inequalities
Padlet.
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Day Two:
Introduction:
1. Review the completed Matching Inequalities Google Document with students and
discuss common misconceptions throughout the assignment.
Direct Instruction:
15. Have students log into Chromebook. They may share with their shoulder partner if they
want to.
16. Explain to students that they will be participating in an online interactive lesson, and go
over the expectations for engagement in the interactive lesson- that they should only be
logged into the lesson and not playing on their Chromebooks.
17. Use the Solve and Graph Inequalities Pear Deck to introduce and teach inequalities to
students.
18. Complete all activities in the interactive lesson, have students keep the lesson open
when finished to use as a reference during the following activity.

Application:
19. Have every student log into their own Chromebook.
20. Explain digital citizenship expectations to students.
21. Explain to students that they will complete a Quizizz activity about soling and graphic
inequalities and that they can refer to the pear deck used in the lesson.
22. Have students begin and complete the Solve and Graph Inequalities Quizizz
independently.
23. While students are working, monitor and assist as needed.
24. Review commonly missed questions and misconceptions at the end.
Closure:
1. Facilitate a class-wide discussion about what the students have learned that inequalities
are and what the different symbols mean.
2. Have students use their own Chromebooks to complete the Equations vs Inequalities
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Padlet.
Assessment: See Part III: Assessment Plan

Copy of worksheet

Before and After

Technology Decisions

Technology decisions about this lesson were made based on the most effective methods of

delivering instruction and having students practice new skills. When choosing technology and

media, I made decisions with the age group of students and what would engage them. I used the

ADDIE model to help with this selection process, specifically the analysis and design stages. The

analysis stage helped me in analyzing the age and approximate age-appropriate strategies for the

students. This lesson was designed for a seventh grade math class in South Carolina. The design

stage helped me to look closely at the content and objectives and match best practices and
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programs in technology to achieving the objectives. The ADDIE process did not help me modify

technology in this lesson. It helped me implement technology into this lesson, because it

previously had none. The specific technology I chose to integrate are Ed Puzzle, Pear Deck, an

interactive worksheet in Google Doc, Quizizz, and student Chromebooks to facilitate navigate

the programs. The strategy I used to tackle these modifications was to analyze the worksheet that

the original lesson included and decide how to enhance them with technology with them

accomplishing the same goal. I did also make the change to write this lesson in two 60-minute

sessions to reflect realistic class periods instead of three to four 20-minute sessions.

The design of this lesson begins with reviewing how to solve equations since inequalities are

so similar. Students have already learned this, and the connection is a great way to activate their

prior knowledge. The first technology decision I made was implementing an EdPuzzle for

equations review in the beginning of the lesson. The original lesson had the students completing

the Modeling Equations worksheet, possibly with teacher guidance, to review equations. I felt

that this was not effective or engaging. The EdPuzzle guides students through a Youtube video

called Solving Two Step Equations from Math with Mr. J. The EdPuzzle highlights some

important notes for the students and includes multiple choice and short answer questions to

check for student understanding. This interactive review video achieves the same goal of

activating prior knowledge as the worksheet does, but perhaps is more valuable to engagement.

There was originally no plan laid out to give any direct instruction according to the lesson

plan. The second technology decision I made was using Pear Decks to introduce equations and

teach solving and graphing equations. The Inequalities Introduction Pear Deck is intended for

Day 1 of the lesson as the direct instruction piece to the introduction. This interactive

presentation introduces students to the different inequality symbols and how they can be written.
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There are interactive components in this Pear Deck like dragging images and an integrated

Youtube video as an extra resource. The Solve and Graph Inequalities Pear Deck is intended for

Day 2 of the lesson as the direct instruction piece to solving and graphing inequalities. This

presentation guides students through how solving inequalities are similar to and different from

equations. It provides examples for the students to follow. There are interactive components in

this Pear Deck like students drawing on their screen to provide response and input to questions.

Both of these interactive Pear Decks were designed to be conducted as either instructor-paced

with the interactive white board as the focus or completely student-paced. I kept the Inequalities

Introduction worksheet from the original lesson plan because the key word table is a great

instructional resource for students to have to refer back to. Instead of students completing this

worksheet in isolation like the original lesson plans I chose to pair the worksheet with the

Inequalities Introduction Pear Deck as a guided notes activity. Guided notes along with a

presentation is a very effective way to deepen student understanding.

The third technology decision I made was implementing a Google Doc as an interactive

worksheet for practicing writing inequalities. The original lesson included the Converting

Number Sentences to Inequalities worksheet. This worksheet allowed students to practice turning

words into numbers, but again, pen and paper isn’t as engaging now that we have technology.

For this modification, I wanted to keep the content of the original worksheet, so I just uploaded it

into a Google Doc and created a matching worksheet. This Inequalities Matching interactive

worksheet could be assigned to students through a learning management system like Google

Classroom, and all students have to do to complete it is drag and drop the correct inequality to its

matching word sentence.

The fourth technology decision I made was implementing a Quizizz to practice solving
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and graphing inequalities in the place of the Writing, Modeling, Solving Inequalities worksheets.

The Quizizz gives students inequalities in a variety of forms and asks them to solve or graph. I

chose Quizizz as this the replacement for this original worksheet for a couple of reasons. First,

this Quizizz achieves the same goal of the worksheet but is more effective and engaging. Second,

Quizizz has different modes that teachers can use to assign the quiz including a competitive

mode. I find value in this competitive delivery because students can engage with each other on

their new learning and work in teams or against the classmates to push themselves. Competitive

game-based practice sparks more interest in learners (Plass, et al, 2013).

This original lesson did not include clear instructions for an exit ticket, so the fifth

technology decision I made was to implement a Padlet at the end of each day of instruction. Both

of these Padlets allow students to confer about the learning and type their understanding on a

virtual board for them to see. This activity will allow me, as the teacher, to see at a glance if

students met the goals for the day and inform future instruction.

Diverse Needs of Learners

There are many diverse learners in classrooms, and it is so important for teachers to

realize, acknowledge, and plan for this in their instruction. It is important that educators use

technology the classroom to optimize learning opportunities for diverse learners (Awang-

Hashim, et al, 2019). This was my goal in integrating technology into this lesson, to make it

more suitable for diversity in learning styles and interests.

The worksheets in the original lesson did not provide effective learning experiences for

the different learning styles. These worksheets may lend effectiveness for learners who prefer

reading and writing, but it puts visual, auditory, and kinesthetic learners at a disadvantage.

Integrating appropriate technology is how I combatted this. All learning styles have positive
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experiences in the newly designed lesson. Visual learners can benefit from the interactive

EdPuzzle and Pear Decks that include examples. They can also benefit from the visual feedback

that Quizizz provides. Auditory learners can benefit from the EdPuzzle and also the Inequalities

Introduction Pear Deck that I included an auditory note in. Learners that prefer reading and

writing can benefit from the Inequalities Introduction worksheet and being expected to write

notes along with Pear Deck. Kinesthetic learners can benefit from the Inequalities Matching

Google Doc by dragging correct answers to the correct spot and the Pear Decks that require

screen movement and activity.

All of these technologies also encourage collaboration between classmates. This will help

foster a sense of community within the lesson. This is key at maximizing student success because

students learn from each other and can help each other understand the content.

Targeted Digital Citizenship

Seventh graders should not be new to digital citizenship. During this modified lesson, I

alluded to explaining procedures and expectations to students before beginning a new technology

task. These expectations include how to be positive, constructive, and helpful to classmates when

collaborating online or using technology. Digital citizenship is addressed on both days of this

lesson before students are turned lose for their practice assignments. With the exception of

Padlet, these activities do not require any texting or online posting. Before beginning each

Padlet, I will remind students about being kind and supportive with their classmates when

posting to an online board, and that what they post will remain on the internet forever.

Part III: Assessment Plan

Activity Assessmen ISTE standard SCCCR standard Objectives

t type
Equations Formative 1.3.c Students 7.EEI.4 Apply the The students
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Review curate information concepts of linear will apply

EdPuzzle from digital equations and learning from
resources using a inequalities in one equations to
variety of tools and variable to real- inequalities.
methods to create world and
collections of mathematical
artifacts that situations.
demonstrate
meaningful
connections or
conclusions.
Inequalities Formative 1.3.c Students 7.EEI.4 Apply the The students
Introduction Pear curate information concepts of linear will convert
Deck from digital equations and word
resources using a inequalities in one sentences to
variety of tools and variable to real- number
methods to create world and sentences with
collections of mathematical an inequality.
artifacts that situations.
demonstrate
meaningful
connections or
conclusions.
Matching Formative 1.1.c Students use 7.EEI.4 Apply the The students
Inequalities technology to seek concepts of linear will convert
Google Doc feedback that equations and word
informs and inequalities in one sentences to
improves their variable to real- number
practice and to world and sentences with
demonstrate their mathematical an inequality.
learning in a variety situations.
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of ways.
What are Formative 1.2.b Students 7.EEI.4 Apply the The students
Inequalities engage in positive, concepts of linear will show
Padlet safe, legal and equations and understanding
ethical behavior inequalities in one of what an
when using variable to real- inequality is.
technology, world and
including social mathematical
interactions online situations.
or when using
networked devices.
Solve and Graph Formative 1.3.c Students 7.EEI.4 Apply the The students
Inequalities Pear curate information concepts of linear will solve
Deck from digital equations and inequalities
resources using a inequalities in one and graph
variety of tools and variable to real- them on a
methods to create world and number line
collections of mathematical correctly.
artifacts that situations.
demonstrate
meaningful
connections or
conclusions.
Solve and Graph Formative 1.1.c Students use 7.EEI.4 Apply the The students
Inequalities technology to seek concepts of linear will solve
Quizizz feedback that equations and inequalities
informs and inequalities in one and graph
improves their variable to real- them on a
practice and to world and number line
demonstrate their mathematical correctly.
learning in a variety situations.
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of ways.

Equations vs Formative 1.2.b Students 7.EEI.4 Apply the The students

Inequalities engage in positive, concepts of linear will apply
Padlet safe, legal and equations and learning from
ethical behavior inequalities in one equations to
when using variable to real- inequalities.
technology, world and
including social mathematical
interactions online situations.
or when using
networked devices.

Equations Review EdPuzzle

Students will complete the EdPuzzle at the beginning of Day 1. It is intended to assess

student understanding of solving equations that was previously learned. Students will be assessed

based on their answer to three questions (one multiple choice and two short answer). The teacher

will quickly glance at this in real time to determine if students understand enough about

equations to move onto inequalities.

Inequalities Introduction Pear Deck and Solve and Graph Inequalities Pear Deck

Students will complete both of the Pear Decks in a whole class design on each day of the

lesson. Both Pear Decks are more informative for students, teaching them the new information.

However, they do have formative assessments integrated within. There are questions for students

to respond to in various ways. These questions are not graded, but are more for teachers to gather

quick data to have meaningful conversations or clear up any misconceptions before moving on.

Matching Inequalities Google Doc

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Students will complete the Google Doc as group practice on Day 1. It is intended to allow

students to practice their understanding of writing equations and converting from words to

numbers. Students will be assessed by how accurately they match five number sentences to five

inequalities. The teacher will analyze these submissions at the end of the day and make decisions

about how to begin Day 2 of inequalities.

What are Inequalities Padlet and Equations vs Inequalities Padlet

Both of the Padlets will be completed at the end of each day of the lesson. The Padlets

are very informal assessments. Students will answer a prompt each day and post their response to

a public online wall. This assessment will allow students to understand how the students are

thinking and how well they learned the content.

Solve and Graph Inequalities Quizizz

Students will complete the Quizizz as the application activity on Day 2. It is intended to

be a quiz for students but masked as a fun game. By this time, students have learned how to

write, solve, and graph inequalities, and this Quizizz assess that.
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References

Awang-Hashim, R., Kaur, A., & Valdez, N. P. (2019). Strategizing Inclusivity in Teaching

Diverse Learners in Higher Education. Malaysian Journal of Learning and Instruction,

16(1), 105–128.

Pesterline. Inequalities. Share My Lesson. (n.d.). Retrieved July 8, 2022, from

https://sharemylesson.com/teaching-resource/inequalities-270693

Plass, J., O'Keefe, P., Homer, B., Case, J., Hayward, E., Stein, M., Perlin, K. (2013). The Impact 

of Individual, Competitive, and Collaborative Mathematics Game Play on Learning,

Performance, and Motivation. Journal of Educational Psychology. 105(4). 1050-1066.