DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION

LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate _Rebecca Stevens________________________________________

Grade Level ___7___ Subject/Content:____Math______Title : Inequalities____________

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment.

None

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:Students gain an intuitive understanding of solving inequalities involving multiplication or division.

Reading/Language Walk-Away:Students should know how to solve equations using multiplication and division. Students should be able to evaluate expressions and decide whether a number is a solution of an inequality

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL, IEP, GATE, etc.)

For formative assessment I will have students grouped together and ask verbal questions as I work the room. I will be checking for their understanding as I do this.

For summative assessment I will give a pre and post test.

For ELL’s I will double the formative assessments and give them more verbal instructions. For the summative assessment I will give them more time to complete the test.

For SPED with an IEP I will comply with the IEP and give them the accommodations that have been set in them because they vary from one learner to the other.

ACTIVE LEARNING PLAN Modifications/Accommodations(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/ExperiencesStudents will be reminded how to multiply and divide expressions with variables.

Focus Lesson (“I do it”)I will solve 2 different types of inequalities using think alouds to explain and remind of the rules for multiplying and dividing inequalities.

Guided Instruction (“We do it”)Together we will solve 4 more types using fractions and positive and negative integers to demonstrate the correct way to solve inequalities.

Collaborative/Cooperative (“You do it together”)In groups of four, students complete 1 world problem using inequalities to solve.

Independent (“You do it alone”)Students will be given a post test and 8 homework problems to complete on their own.

Summarization/ClosureWe will have a closing discussion during the last five minutes to answer any lingering questions.

I will make sure I review the IEP for my Sped learners to accommodate accordingly

For high ability learners I will have an additional activity similar but of a greater difficulty.

For ELL learners I will work with the ELL teacher in advance and give them the vocabulary necessary to help those learners. ELL’s will need visuals and small group instruction also.

NOTES TO TEACHERWhat do I need to remember to do? To explain in detail that when dividing or multiplying an inequality by a negative number, the inequalities sign reverses. Materials to have ready? Problems to solve, pre-test, and post-test.

Approximate time needed for lesson? 45-50 minutes

Reflection

I felt the data that I collected showed the students to be average but I am not sure that I would call it proficient. After the pretest the average was 2.8 out of a total of 5 and after the posttest the overall average increased to 3.5 out of 5. This put the class average at 70% after the walk away and posttest which is barely passing. I would have liked to see better scores from the students. I felt my instruction was good but I now wonder how I could have better reached those students wh0 were not understanding the content. Many students scored lower on the posttest than the pretest which was disconcerting also. I have wondered why so many students second guessed themselves and switched their answers. Overall this project gave me good insight into how students think and how I can better instruct and engage the overall class.