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Lesson Plan Design

Subject:

Mathematics Math 1 (Algebra 1)

Lesson Topic:

9-10

Creating and Solving Inequalities

Candidates Name:
Site Supervisor:
Date:

Grade:

Ashley Baclaan
Larry Soderling

ID #:
NU Supervisor:

xxxxxxxxx

Don Wise

10/29/14

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create
bridges from past learning, behavior expectations)
.
Content Standards:
California Standard 9-12.A-CED: Creating Equations
Create equations that describe numbers or relationships.

9-12.A-CED.1: Create equations and inequalities in

one variable including ones with absolute value and
use them to solve problems. Include equations
arising from linear and quadratic functions, and
simple rational and exponential functions.
9-12.A-CED.3: Represent constraints by equations
or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example,
represent inequalities describing nutritional and
cost constraints on combinations of different foods.

California Standard 9-12.A-REI: Reasoning with

Equations and Inequalities Solve equations and
inequalities in one variable.

9-12.A-REI.3: Solve linear equations and

inequalities in one variable, including equations
with coefficients represented by letters.

Focus Learner:
The focus learner is an RSP (Resource Specialist Program)
student. She has learning disabilities that cause her to have a
bit more difficulty with auditory and perception than other
students. She does not have a high reading level. She is very
shy and timid, but is more productive when working in
pairs/groups.
Learning Bridges:
Students will first understand what each inequality symbol
stands for, and will be given related examples of terminology

Rationale:
This section content will take the students
through the process of developing inequality
equations and solving it. The students will learn
to:
1. How turn specific wording (within the
word problems) into corresponding
mathematical expressions.
2. Create and solve the inequality.
A learning technique that will be used help in
developing and understanding one-variable
equations with fractions is:
Think/Pair/Share Students will
discuss with their desk partner, about
what they see as the key points
within the word problem. To help guide
them into creating the inequality
expressions.
The learning technique is used to help the
students in helping them understand the concept
of working with others and being collaborative.
Hopefully students will be able to become more
comfortable with one-another/other classmates.
The focus student will get the same
learning techniques. She is able to
listen and understand a lecturestructured lesson. What she will need is
extra guidance in making sure she is
applying herself as best as possible
(provided by myself, class teacher, and
her RSP teacher), and assignment
adjustment if needed.

used in describing inequalities.

Behavior Expectations:
The students are expected to:
Listen attentively
Take thorough notes
Maintain a high level of respect for their work and others
around
2. Learner Outcome(s) i.e. Objectives: (What will students learn from this lesson? How will you measure
mastery of the outcome?)
Learner Outcome(s)/Objective(s):
The students learning outcomes/objectives for this unit of
study is
Create mathematical expressions into an inequality
equation.

Rationale:
The students have already learned how to
apply basic steps of properties of equality
with whole numbers and solving one
variable equations.

Mastery of Outcome:
Students will be assessed through the completion of their
Explore section, as they will also document their reflection
of the content.

In determining the students level of

understanding, the chosen assessment will
help display each individual students
work, the thought process, points of error,
etc. This will help in knowing what other
adjustments may be needed to help each
student better understand the content.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and prescribe
instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge,
cultural and health considerations, interests and aspirations, physical development, social development,
emotional development. )
Pre-Assessment Activity:
The students will be given a couple warm-up problems that
pertain to solving a one variable equation and a one variable
inequality.

Rationale:
This warm-up activity will be a great way
to refresh the students prior knowledge of
properties of equality (i.e. addition,
subtraction, multiplication, and/or division
property). Also, it will help show them that
inequality equations are solved by using
the same properties.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs students,
highly achieving students and low achieving students)
Differentiation, Adaptation & Accommodation Strategies:
All students will have the same learning expectations; to all
gain knowledge at their highest ability. Depending on each
students background/situations, there will be specific
adjustments made, that way the student can have a better and
more understanding learning experience.

Rationale:
Learning expectations will not be lowered
due to a students learning ability. Every
student will be challenged and expected to
learn at his/her highest ability. However,
there is always room for adjustments when
necessary. Adjustments are what are used

to help each student have a succeeding

learning experience.
ELL students are able to go to
their RSP teachers, discuss with
their class aides, and/or attain
proper assistance from
designated/qualified personnel.
Within the classroom, ELL
students will be placed near
students who can help with
translation, that way they can be
given clear instruction and ask
questions with a peer that they
will be comfortable with.
Special needs students will be
able to go to their RSP teachers,
discuss with their class aides,
and/or attain proper assistance
from designated/qualified
personnel.
o For example, the focus
student, might need,
extra time for completion
of assignments, so
assignments will be
adjusted to a more
accommodating
workload.
Highly achieving students can
always be given higher level rated
questions to challenge their
critical thinking skills and
learning content.
Low achieving students will be offered
extra assistance (i.e. tutoring, assignments,
etc.) that can help them learn and
understand the content more. Also, sitting
them near those who do understand will
help them in having someone nearby to
help clarify any misunderstandings.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Resources:
Proper resources that is needed are:
Textbook
Notebook/Paper and Pencil
Calculator (if necessary)
Rulers/Protractors (if necessary)

Rationale:
Students will need the basic of school
supplies for this learning content. Paper
and something to write with is always a
must-need tool; the students are expected
to take thorough notes of the lecture,

section readings, etc., and so they can

complete their assignments properly.
Textbooks/Notes are great references for
the students to look back to for solving
techniques/process; also, there are a lot of
good examples that show step for step
solving and reasoning that can help each
students understanding. Calculators can be
used if instructed due to level of difficulty
with numbers used.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)

Explicit Teacher Instruction:

Lecture Method A traditional lecture presentation will
be used. Thorough explanation of the content will be
given. Proper examples will be used to reinforce the
concepts for better understanding.
Check for Understanding:

Occasionally ask the students if there are any questions

and/or concerns about what is being presented. Maybe
asking for a signal of understanding from the whole
class; such as a thumbs-up.

Rationale:
Useful symbol notations and color
coordination will be used to help the
students learn, visually. This helps them
recognize the process of what is being
used, especially when there are multiple
congruencies. Also, taking the time to
break down the word problem into a list of
relevant information; that way it will be
clearer to create the inequality expressions.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide
feedback and re-teaching)
Guided Practice/Collaborative Practice:
Classwork Students will work in pairs/small groups to help
one another determine proper process of solving. Specified
problems will be assigned to the class. The students will be
able to work in pairs or small groups to help one another in
using the new learning content.
Check for Understanding:
Observation of the class as the students work together will be
used to help determine if the students understand the lesson.

Rationale:
When students are given the opportunity to
work together, it helps them learn from the
perspectives of their peers. Sometimes,
students learn better when someone else,
other than the instructor, is explaining their
thought process. Also, group work is a
great way for students to practice their
communication and team skills.
Through observation when there is
collaborative work, it is easy to see, the
students who have thorough understanding
because they are the ones that are
teaching/explaining the concept to their
peers. The ones who do not fully
understand yet, are the ones that either
have the blank/puzzled look, raise their
hand to ask clarification questions, and/or
the ones that are having the assignment
explained to them by their group mates.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities
are assigned assuming that students understand the concept well enough to work on their own.)
Independent Practice:
Homework The students will be able to take home their
unfinished classwork problems to finish as homework.
Check for Understanding:
The next class day, students will be asked if there are any
questions from their homework assignment that needs
clarification on how to solve.

Rationale:
Classwork problems and homework
assignments are good for repetition of the
newly learned content. When learning a
new math skill, repetition is an important
learning tool. Notes taken in class are a
great way for students to construct
concepts physically. This is good for the
students to reference to, as well as their
notes and textbook.
As a class, we can all go over
misunderstood questions that were
assigned. This will help all the students see
how it should have been solved. Either,
students who have solved it, can guide the
explanation, or I can guide the explanation
and the students can fill in their homework
gaps as well as add it to their notes.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving
students and low achieving students.)
Assessment and Evaluation:
Observation will be an occurring evaluation for each student
throughout the class day. On classwork, homework, quizzes,
and tests, I will grade each students work individually that
way I can see what each students thinking process is going
towards.

Rationale:
All students will be graded and evaluated
on the same scale (unless certain
accommodations are necessary). All
students can be given an opportunity to
make up points, by turning in late work
and possibly given opportunity of extra
credit work. When grading their work,
necessary comments will be noted on their
homework pages. The comments and
corrections will be aimed towards their
solving errors, and guidance for better
understanding of what they did and what
they should/could do.
Special needs students will be
able to go to their class aides and
RSP teachers when needed.
Grading adjustments can be used
if necessary.
For example, the focus student, because of
her comprehension level in reading,
assignments can be made smaller if
needed, extended time can be given, and/or

her grading curve may be adjusted

accordingly.
10. Closure: (Describe how students will reflect on what they have learned.)
Closure:
Students will reflect on the process they have learned about
breaking down a word problem and creating and solving an
inequality equation. The reflection will also have the students
briefly summarize what the inequality and its solutions
mean.

Rationale:
A reflection is a great way for students to
summarize and put in their own words of
what they are learning. In math, it is
sometimes hard to express in words, what
is being done/learned. However, if the
students can achieve clear, thorough
summary/journal explanations, it shows
that the students understand what they are
learning. Class discussions are great
opportunities for the students to be able to
express what they are thinking. Sometimes
students that ask/express out loud, are the
same questions/ideas that students who do
not speak as much in class; so it helps
those quiet students get the
clarification/reinforcement that they need.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well? What needs
to be changed? Were learning outcomes met? What activities will you add, change, modify in the future?
What can be done to follow up on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)
TBD