Lesson Plan #3

Teacher Candidate Brittany Queen

School Greenwood High School

Date and Time of Lesson 11/17/14, 10:40-11:40

Subject/Grade Level Math Enrichment, 9th

Description of Lesson:
The students will be given examples of simple inequalities that they will graph on a number
line. They will also be given a set of graphs, which they should use to write the inequality
expression.
Curriculum Standards Addressed:
Common Core:
6.EE Reason about and solve one-variable equations and inequalities.
A-CED Create equations that describe numbers or relationships
1. Create equations and inequalities in one variable and use them to
solve problems.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.
A-REI Represent and solve equations and inequalities graphically
EEDA:
The students will participate in hands-on activities.
Instructional Objective(s) Criteria:
When given simple inequalities, the students should be able to graph the example with 80%
accuracy. They should be able to correctly write the inequality expression represented by a
graph. They will need to know what the symbols of the inequality mean and how they relate to
the graphing process.
Materials/Resources:
ActiView Projector
Worksheet
Matching Sheet
Promethean Board
Pencils
Prerequisites (Prior Knowledge):
The students should have a basic understanding of the properties of inequalities.
The students should know how to read a number line, and how to plot points on one.
The students should be able to solve a one-step inequality.
References:
Cooperating Teacher
http://www.teacherspayteachers.com/Product/Inequalities-MatchingMania-120587
http://instillnessthedancing.files.wordpress.com/2012/09/inequality-match-ups.pdf

Procedures:
The students will be given a warm-up sheet, where they will be asked to graph
inequalities.
The answers to each problem will be given, and the teacher will answer any questions
the students may have.
The students will be given a set of match-ups, a sheet of paper, and a worksheet. They
will be asked to match the inequality with the appropriate graph and attach them, side
by side, on the blank sheet. They should write the inequality and the graph on the
worksheet, as well as create a sentence for the inequality expression.
When they have finished, there will be a larger copy of the worksheet displayed on the
board. Volunteers will come up and fill in the rows.
As each answer is displayed, the students should check their answers and identify any
questions they may need help with.
At the end of the lesson, the students will be asked to turn in their worksheet and mathup sheet for review.
If there is still time after the activity is finished, the students will be given more
examples to work through.
Accommodations:
There are no students in the class in need of accommodations. To accommodate for different
learning styles, the information will be presented in multiple ways. There will be
demonstrations done by the teacher with verbal explanations, and the students will engage in
independent work to practice the problems.
Assessment(s) of the Objectives:
Lesson Objective(s)
When given simple
inequalities, the students
should be able to graph the
example with 80%
accuracy. They should be
able to correctly write the
inequality expression
represented by a graph.
They will need to know
what the symbols of the
inequality mean and how
they relate to the graphing
process.

Assessment(s) of the
Objective(s)
Pre: The students will be
asked to complete five given
examples. These problems
will then be discussed as a
class.
During: The teacher will
observe the students as they
complete the activity.
Post: The students will be
asked to present their
answers to the worksheet
problems. They will be able
to ask questions about any
of the problems they did not
understand.

Use of Formative
Assessment
The pre-assessment will
allow me to see where
the students knowledge
is before beginning the
lesson, which will allow
me to know what type of
problems they need to
practice. The
assessment during the
activity will be used to
view the progress the
students are making. It
will also allow me to see
if any problems need to
be explained. The postassessment will allow me
to see how much the
students have improved
from the beginning of
the lesson.