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Date:__10/21/15____

Subject: Math

Grade: 7

Students will be able to solve 2-step inequalities with 100% accuracy.

Student Friendly Objective:

Understand which is more and which is less is important for many things. i.e. money matters,

knowing medicine doses, how to build , how to plant , how to cook.

State Core Standard Alignment:

7th grade

Domain: Ratios & Proportional Relationships

Analyze proportional relationships and use them to solve real world and mathematical

problems.

Objective:7 EE 4. b. Solve word problems leading to inequalities of the form px + q > r or px +

q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and

interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per

week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for

the number of sales you need to make, and describe the solutions.

Core and Supplemental Materials:

Teacher Materials: overhead, dry erase

markers, cloth or eraser, dry erase board, white

board. Handouts and assignments

Organization of the

students (e.g., small

groups, whole group,

partners)

Pre-Lesson Assessment

Data

IEP Goal Links

(Also describe individual

student modifications &

accommodations)

Group activity practice (10 min)

Individual work-go over answers (10)

Student worksheets completed with 100%

N/A

John Doe will solve 5 2-step inequalities with 95% accuracy over 3

consecutive trials, as measured on teacher-developed worksheets.

Gain students attention Whole Group: I hope all of you are well rested and ready

(Activity and Script)

to start. Before we start, we need to go over class rules

and expectations quickly so we can be on the same page

in regards to be being respectful to each other.

Tell class a little about myself.

Inform students of

learning objective(s)

inequalities and go over some key words to help us solve

the problems, and how to use a number line to help us

understand inequalities better.

#/minutes

(30 seconds

to 1 minute)

#/minutes

(30 seconds

to 1 minute)

This is important to

know because

(Informed instruction)

them every day. (Give one example yourself to get them

started) Who can think of how and/or where knowing

about inequalities would be beneficial to us?

Pre-requisite skills to

review, if applicable

N/A

#/minutes

(30 seconds

to 1 minute)

#/minutes

(2 to 5

minutes)

Review of prior

knowledge, if

applicable

variable. 2x+5=13

Step 1 Ask yourself What is the problem asking me to

solve?

Step 2 The problem wants us to solve for X.

Step 3 What do I do first with my math problem?

Step 4 I subtract 5 from both sides, because what I do to

one side I need to do to the other.

Step 5 > 5-5=0 > 13-5=8. Now that I have 2x on one side

and 8 on the other I can rewrite my math problem like so

> 2X=8. What do I do next for step 6?

Step 6 I divide both sides by what number? Remember

we want X. I divide by 2. What I do to one side I do to

the other 2x/2=x > 8/2= 4

Step 7 is our answer. X=4

Then we can check to see if our answer is correct by

placing 4 in where x is so our problem looks like

2(4)+5=13

#/minutes

used in basic math operations. A few words I will use

while we are discussing our math today will be:

1.more than,

2.less than,

3. more than or equal to

4. less than or equal to

4. equal to

5. Variable

Write vocabulary on the board with the sign next to the

word. While going through the vocabulary ask with each

word, What do I want more of? What do I want less

of? Is this more than or equal to? Is this less than or

equal to? Is this equal?

What do I want the same of ?What is my variable?

#/minutes

Explicit Modeling of

At anytime while I am explaining and you have a question

Skill (what cognitive

please ask me.

steps should the

Lets look at this problem here and see what it is asking us

students be using to

to solve.

successfully perform

(2 to 5

minutes)

(2 to 5

minutes)

#/minutes

the skill?)

(I DO IT)

1. 8 4m + 4

The problem wants us to figure out two things. First what

is the variable, and second is the variable in this equation

less than or equal to negative 8.

(10 to 15

minutes)

solve, I am going to change my less than/equal to sign to

an equal sign.

So now, the problem looks like this - -8 = 4m + 4. I can

now solve for m.

Step 1 Subtract 4 from 4 and since we need to do the

same on the other side of the equal sign, I will subtract

four from negative eight. The math problem now looks

like this > -12 = 4m.

Step 2 Now to find out what m is we need to divide -12

by 4 which equals 3, but since we are dividing a negative

and a positive we take the negative so the 3 becomes a

negative 3. Now all we have left is m, so m = -3.

Now that we know that m = -3 lets look back at the

second question of our math problem. It wants to know if

Negative 8 is less than or equal to negative three. Lets

look at the number line. Remember the farther left we go

on the line the numbers get smaller.

So our answer is yes -8 is less than -3.

Guided Practice

(WE DO IT)

First we need to know what p is right? Then we need to

see if our variable which is p, is greater than -17.

What do we need to do to make our math problem easier

to solve?

With your partner take a minute to discuss the first step. I

want you to repeat what we just went over. Partner one

will say first I add -1 then partner two will say then I

divide by 4. Then have partners repeat only have students

say what the other said.

Call on one student to come up and share their answer that

they and their partner came up with, and have them write

on the white board. ( Provide praise and feedback)

Does everyone understand what they did to make the

problem easier to read? If not have student share what

they did.

What is our next step? Please raise your hand if you know.

( Ask another student)

Thats right, now we can solve for p. How are we going

#/minutes

(5 to 25

minutes)

if you know.

Right, you guys catch on quick. We are going to add 1 to

both sides of the equation. But since we have a negative

17 and we are adding 1 to it what do we do? Take a

minute to discuss it with your partner.

What did you come up with? ( have a student share their

answer) Will _____ come up and show us what you and

your partner came up with. Right and since the negative

number is bigger we take that sign which gives us -16.

What do we do next now that we have 16? ( re-write

problem to 4p = -16)

Right re-write the problem to look like 4p = -16. Now

that we have done that, what is our next step?

Students should raise to reply divide.

What are dividing by? We divide by 4 on both sides.

And we are dividing 4 into what? ( student reply -16)

Right so -16 divided by 4 equals what? ( student reply -4)

So p = -4. Great job! Now lets look to see what the

answer is for the second question in our equation.

Is -4 greater than or equal to -17? Look at your number

line. Yes it is greater than -17.

Repeat the process with 5 examples and if takes more do

more examples. ( As you are doing the examples try to

see where the students are getting caught up, then you can

scaffold appropriately and give even more explicit

instruction for better understanding)Some may catch on

quicker than others may, but we want to scaffold as much

as we can for those that do not catch on so quickly.

Now you will do some problems on your own.

Strategies to check for

understanding

Independent Practice

(YOU DO IT)

we do next with our math problem. Let the students

provide the answers for you ( guide you ). This will let

you know if you need to discuss further a portion of the

math problem the student or students are having difficulty

with.

Teacher will circulate around the room looking for

strugglers and to see if further explanation is needed.

As teacher circulates him/her will provide feedback, and

scaffold if necessary.

To scaffold the students knowledge of content that was

just taught look at where the student is stuck. Have the

student walk you through the steps to the point where they

became stuck. Jog their memory to the lesson by

example the student knows steps 1-3 and is stuck on 4.

Refer to your example on the board and see if they can

recall what that step is, if not have them walk you through

the problem while comparing to your examples on the

screen. If there are many students who are becoming

frustrated and stuck go back to the we do it stage and

work the problems again.

If needed, how will you address re-teaching of specific skills.

Redirect students back to board, and go through steps again and provide more scaffolding. Think

of every possible scenario for scaffolding. If a student does not understand that you need to

divide by four on both sides, go back to one step before division and work the problem again. If a

student does not know what a variable is start the problem over and show them what the variable

is and explain that a variable can be any letter in a math problem. That letter is a number that we

do not know, so we need to find the number to replace the letter, and then continue to work the

whole problem. If a student needs scaffolding on either adding or subtracting on both sides

(what you do on one side you need to do on the other side) go one-step before adding or

subtracting and scaffold the problem from there.

Assessment:

Concrete and tangible

assessment to know

whether students have

met learning objective

Closure: (1 5 minutes)

Organization/transition

routines (e.g., put

assignments in folders,

prepare for bell,

transition to next

lesson/activity

accuracy.

#/minutes

Great job, thanks for working with me. Place your

papers in the basket and enjoy your break.

For Teacher Closure:

After correcting papers, think of what went well.

Are there any changes you need/want to make?

Are there any activities you could add for more

participation?

Is there anything you felt needed even more explicit

instruction? (Think of what students needed additional

scaffolding on after moving on to we do and I do)

Did you cover the math vocabulary clearly enough or any

other terms in the lesson?

Did students seem engaged, if not what could you do to

further engagement in the lesson.

(1 5

minutes)

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