
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
When working with onestep and twostep inequalities students will be able to solve the inequalities, graph onestep inequalities and formulate and solve problems which would generate onestep inequalities.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should already have been introduced to inequalities. In this lesson students have already learned the inequality symbols and used them to compare fractions, decimals, percents, integers, etc. They also have finished a unit on equations. The next natural step is to link the two ideas together in this lesson.
Prior knowledge in 6th grade would be standards: MAFS.6.EE.1.1, MAFS.6.EE.1.2, and MAFS.6.EE.3.9

Guiding Questions: What are the guiding questions for this lesson?
What are inequalities?
Where do we see inequalities?
How do we benefit from solving inequalities in the real world?
What does the graph/inequality tell us?
How can we develop a story from this inequality?

Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will introduce the lesson first by displaying Formative Assessment activity and have students work on it independently. After students have had enough time to work, discuss the problem with the students.
 What's the problem asking?
 What do we know?
 Did we need to know Tom's weight?
 What do we do first?
 What happens if we get too many boxes? Not enough boxes?
 How do we set up the problem? How did you solve it?
 So, how many trips did you come up with? Can you explain that? Do you agree or disagree?
 Did anyone come up with an equation?
 Is this a problem you might would see in your day to day life?
Point out that this type of problem is an inequality problem, very much like the equations you've been working on. Can someone tell me the difference in the two though?(hopefully someone will bring up that equations have one answer as opposed to inequalities having more than one answer)
Ask students what solutions could work for the inequality in the problemlots of solutions could work as long as he didn't exceed 1500 lbs. This reminds them that inequalities have more than one solution. Inform the students that today we will learn methods to use to find all possible solutions.
The following activity will use Algebra Tiles, if your students are unfamiliar with Algebra Tiles, show this instructional video: http://www.youtube.com/watch?v=vM4RlW_xHIg

Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students will work in groups to solve/display problems with Algebra tiles.
The students will work on an Independent Practice worksheet
You will hand out the modeling and solving inequalities handout to students along with Algebra tiles to each student. Tell them they will first look at how to model inequalities by using Algebra tiles. This helps them gain a better understanding of why we do the steps we do when solving an inequality. You can demonstrate how to use the Algebra tiles at the overhead or board. Give students problems to model using their Algebra tiles. Circulate around the room to assure understanding on the concepts of using the Algebra tiles. Students will turn and work with a shoulder partner while using the Algebra tiles.
At this point bring them back together and review over their work with the Algebra tiles. Ask students to demonstrate their solutions to the class.
The students will then return to their seat to work independently on the worksheet (Part 1 and Part 2). The teacher will circulate around the room to check for understanding and accuracy.
To close the students will have a ticket out the door problem to check understanding as well as a entry slip the next morning which requires the students to formulate a problem, solve and graph it, and present it to the class.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The students will work in groups to solve/display problems with Algebra tiles.
The students will work on a two part worksheet independently.
The students will do an exit problem (Summative Assessment) as well as complete an entry slip before returning to class the next session.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will assist in organizing knowledge gained through feedback, formative and summative assessment and observation of completed student mastery.

Summative Assessment
Summative Assessment
Students will complete the attached worksheet independently.
Expectation for mastery:
Students will be able to model the steps to solve a onestep inequality using Algebra tiles.
Students will be able to solve a onestep and twostep inequalities with one variable using paper and pencil.
Students will demonstrate knowledge of inequalities with their written problems, solutions and explanations of their inequality problems.

Formative Assessment
The teacher will observe as students work with a partner modeling inequalities with Algebra tiles. The teacher will observe as students complete practice problems on their own. A checklist can be used to monitor students who may need more help with this skill as the unit progresses. The teacher will also observe and check off students responses to creating real world inequality problems, solving their problems and explaining their problems to the classroom.
Formative Assessment

Feedback to Students
Students will receive feedback from peers and their instructor during the modeling (algebra tile) section of the lesson. They will also receive feedback from their instructor as they circulate while the students work independently. Lastly, the students will receive feedback from peers and instructor from their problems, solution and explanation of their solution to the classroom.