Student Teacher:__Marinda McDonald__

Date:__10/21/15____

Subject: Math

Lesson Topic: Two Step Inequalities

Grade: 7

Length of class: 40 minutes

Learning Objective (performance, conditions, criterion):

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

Context for Learning:

Organization of the
students (e.g., small
groups, whole group,
partners)
Pre-Lesson Assessment
Data
IEP Goal Links
(Also describe individual
student modifications &
accommodations)

Student Materials: Pencils, erasers, calculator

Whole group instruction (20 min)

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.

Pre-Instructional Set: (Approximately 3 minutes)

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)

Today we will be going over how to solve 2-step

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)

2-step inequalities are important to know, because we use

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?

Preparing students for instructional content: (Approximately 6 - 15 minutes)

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

Lets review our steps needed to solve a problem using a

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

Vocabulary to preteach, if applicable

Review a few key words of Mathematical terminology

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

Instruction: (Approximately 20 to 40 minutes depending on length of class)

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)

So the first thing I am going to do to make it easier to

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)

Lets try one together. 4p 1 17

What do we need to know about this inequality?

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)

to do that? What is our first step? Please raise your hand

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)

To check for understanding, ask the students for what do

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

reviewing the steps without the math problem. For

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

Students will have completed 15 math problems with 100%

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)