Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Ms. Laforest

Subject:
6th grade Math Small group in Learning
Center

Common Core State Standards:

6.EE.B.8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real world or
mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent
solutions of such inequalities on number line diagrams.
Objective (Explicit):

Students will be able to write inequalities for a real world written scenarios, then represent the solutions on
number line diagram.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Writing
inequalities

Fall Far Below

Approaches

Meets

Exceeds

Student does not

write an inequality
or tries writing the
inequality with
incorrect
information (e.g.,
9).

Student writes
the inequality
with opposite
sign, but has the
correct value.

Student has correct value

and their sign is facing the
correct direction, but might
have wrote the inequality <
because student does not
realize the value of the point
is included.

Student writes all

inequalities with
correct values and
signs for all problems.

2-3 out of 4 correct

4 out of 4
0 out of 4 correct
Graphing
inequalities

Student does not

graph the
inequality or tries
graphing the
inequality with
incorrect
information (e.g.,
9).

0-1 out of 4
correct
Student graphs
the inequality
facing the
opposite way, but
has the correct
value.

Student has correct value

and their graph is facing the
correct direction, but might
have an open circle
because student does not
realize the value of the point
is included or a closed
circle when the value is not
included.

Student graphs all

inequalities with a
correct value and their
graphs are facing the
correct direction, with
a correct closed or
open circle.

5-6 out of 7 correct

7 out of 7 correct

0 out of 7 correct

0-1 out of 7
correct

Exemplar Response:

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT:
plotting on number lines correctly
testing solutions for inequalities (checking work)
solving inequalities for values that are true
Key vocabulary:

Materials:

inequality

Engage Ny Module 4 lesson 34 student

version

greater than or equal to

greater than
less than or equal to
less than
open circles
solid circles

construction paper for foldable

mini poster with goal (objective)
white board and markers
pencils

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

In class we were finding which values made inequalities true. Inequalities are important because
sometimes finding a range of possible values for a situation is more appropriate than finding a
single value.

You are confronted with mathematical inequalities almost every day, but you may not notice them
because they are so familiar. Think about the following situations:
All of these can be represented as mathematical inequalities. And, in fact, you use mathematical
thinking as you consider these situations on a day-to-day basis.

Situation

Mathematical Inequality

Speed limit

Legal speed on the highway 65 miles per hour

Credit card

Monthly payment 10% of your balance in that billing

cycle

Text messaging

Allowable number of text messages per month 250

Travel time

Time needed to walk from home to school 18 minutes

When we talk about these situations, we often refer to limits, such as the speed limit is 65 miles
per hour or I have a limit of 250 text messages per month. However, we dont have to travel at
exactly 65 miles per hour on the highway, or send and receive precisely 250 test messages per
monththe limit only establishes a boundary for what is allowable. Thinking about these situations
as inequalities provides a fuller picture of what is possible.

Goal:write inequalities for a real world written scenarios, then represent the solutions on number
line diagram.

Agenda:
intro 2min
Example 1 (5 min)
Foldable (3 min)
Example 2- Think Aloud (5 min)

Example 3- together (3 min)

Practice homework problem # 3 (2 min)
Independent Practice- Exercises # 1, 2, & 3 (10 min) Turn in :)

(2 min.)

Instructional
nput

Teacher Will:

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?

Student Will:
What will students be doing to actively capture and
process the new material?
How will students be engaged?

Example 1 (5 min)

Review:
> greater than or equal to
< less than (looks like a pushed down L)

Students follow along, and take

notes.

< less than or equal to

a. Caleb has at least $5

If I give you at least $5, then can I give you
just $5? $4? 6? 20?

> greater than or equal to

Inequality: c > 5
Show graph

b. Tarek has more than $5

Students respect the learning

environment, through limiting
possible distractions.

Students respond to questions by

raising their hand or answer if the
question is directed at them.

If I give you more than $5, then can I give

you just $5? $4? 6? 20?

> greater than

Inequality: T>5
show graph

c. Vanessa has at most $5

If I give you at most $5, then can I give you
just $5? $4? 6? 20?

< less than or equal to

Inequality: V < 5
Show graph

d. Li Chen has less than $5

If I give you at most $5, then can I give you
just $5? $4? 6? 20?

< less than

Inequality: L < 5

Agenda check

Foldable (3 min):
The outside flaps are pre-labeled
The students complete the inside following
the pre-made model.
This is a tool to help you break-down
the word problems.

Students fill in the inside of their

foldable.

Agenda check

Model Think Aloud (5 min):

I am going to model this problem just
like I expect you to do them. Keep in
mind that our goal is to write
inequalities for a real world written
scenarios, then represent the solutions on
number line diagram.

I am going to talk about my thought

process as I do the problem, so I want
you to pay attention to the questions I
ask myself. Please do not interrupt me
by asking questions or talking.

My expectations are for you to follow

along and take notes. If I write it, then
you should be too.

Kelly works for Quick Oil Change. If

customers have to wait longer than 20
minutes for the oil change, the company

does not charge for the service. The

fastest oil change that Kelly has ever
done took 6 minutes. Show the possible
customer wait times in which the
company charges the customer.

Key points:
longer than 20 minutes -means the
arrow should be going bigger
wait longer than twenty minutes they
dont pay and Im looking for amount of
time that paying customers wait.

Students will pay attention to the

questions the teacher asks herself
during the think aloud, while taking
notes.

The oil change must take 20 minutes or less.

How can I show this on a number line?

Because 20 minutes is included in the time limit, I will use a
solid circle and shade to the left.

Now,Im looking at the other piece of information.

The fastest Kelly has ever completed the oil change is 6
minutes.

Hum, What does this mean about the amount of time it will
take?
it means that it will take 6 minutes or more to complete an
oil change.

How can I show this on a number line?

Because 6 minutes is a possible amount of time, I will use a
solid circle. Then, I will draw the line to the right.

Hum...How could I show both of these on one number line?

Instead of an arrow, I would have two circles, and connect
them.

Should the circles be open or solid?

Students will not interrupt with

questions or talking.

Because he has to change the oil in 20 minutes or less, the

20 is part of the solution, and the circle will be closed.
The 6 minutes is also part of the solution because it is an
actual time that Kelly has completed the work. The circle at
6 should also be closed.

What questions did I ask myself while

working out the problem?
-open or solid circles?
-how to show it on a number line?

6 < x < 20

Agenda check
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One teach one observe, My mentor will take notes and offer me positive and
critical feedback for self-reflection.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Since this is a small group of students that all tend to struggle with math the lesson is an accommodation of what is
happening in the classroom. The quantity of problems has been reduced to help the students focus on the goal, while
providing them with extra modeling. They all will be creating a foldable to help support them. The foldable helps them take
the extra time necessary to find the key words and translate them into symbols.
There are a few of the student who struggle either with poor handwriting or difficulty with written or oral expression, so the
foldable is completed on the outside and they fill in the titles and images inside.
Do you anticipate any students who will need an additional challenge?
No, this lesson is on a Monday and they are going over a lesson right before this, so they have a lot of
information to work through.

Guided
Practice

Teacher Will:

How will you ensure that all students have multiple

opportunities to practice new content and skills?
What types of questions can you ask students as you
are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they

Student Will:

How will students practice all knowledge/skills

required of the objective, with your support,
such that they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student

practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

interaction?
How are students practicing in ways that align
to independent practice?

Example 3 (3 min)
Gurnaz has been mowing lawns to save
money for a concert. Gurnaz will need to
work for at least six hours to save enough
money, but he must work fewer than 16
hours this week. Write an inequality to
represent this situation, and then graph
the solution.

How would we represent Gurnaz

working at least six hours?
At least tells us that Gurnaz must work 6
hours or more.
6

What inequality would we use to show

that he must work fewer than 16 hours?
Fewer than means that Gurnaz cannot
actually work 16 hours.
So, we will use < 16.

6 < x < 16

Students follow along, and take

notes.

Students respect the learning

environment, through limiting
possible distractions.

Students respond to questions by

raising their hand or answer if the
question is directed at them.

(2 mins) Try # 3 from your

homework, work with a partner
for help.
Read question aloud to make
sure everyone is on the correct
problem and on task.

3. Chad will need at least 24

minutes to complete the 5k
race. However, he wants to
finish in under 30 minutes.

Go over the answer.

< 30

24 < m

Student try # 3 and correct mistakes.

Agenda check
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One teach one observe, My mentor will take notes and offer me positive and
critical feedback for self-reflection.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Modeling note taking on the board with reminders of what needs to be in their notes. Reminding them to utilize their
foldable.

Depending on the day some students need many redirections to get back on task or to begin.

Do you anticipate any students who will need an additional challenge?

No, this lesson is on a Monday and they are going over a lesson right before this, so they have a lot of information
to work through.

How can you utilize grouping strategies?

There ranges between 4 to 8 students and they all work together well. The only group that can get crazy and off task is Cole
and Gordon, but with a time limit and some redirection they benefit from working together.

Independe
nt Practice

Teacher Will:

How will you plan to coach and correct

during this practice?

How will you provide opportunities for

remediation and extension?

How will you clearly state and model

academic and behavioral expectations?

Did you provide enough detail so that

another person could facilitate the practice?

Independently complete Exercises 1

through 3

Student Will:
How will students independently practice the knowledge
and skills required by the objective?
How will students be engaged?
How are students are practicing in ways that align to
assessment?
How are students using self-assessment to guide their
own learning?
How are you supporting students giving feedback to one
another?

Students work independently work on

exercises 1 through 3.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One teach one observe, My mentor will take notes and offer me positive and
critical feedback for self-reflection.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Students may use their foldable. Many of my student rush through and do not follow the directions, so I will either remind
them or write- inequality _________ on their paper as a reminder that they are expected to write an inequality for each
problem.

Do you anticipate any students who will need an additional challenge?

No, this lesson is on a Monday and they are going over a lesson right before this, so they have a lot of information
to work through.
If students complete the problems early then they can begin on their homework (problem set).
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Goal check
Did we meet our goal: write inequalities for a real world written scenarios, then represent the
solutions on number line diagram.
If not what do we still need to practice or what are we confused about?

You have up to 3 minutes of passing time to get to your next class, you could use every last second

of those minutes to talk to friends or you could get in class early and not take the whole time. What
is the inequality?
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