Jessica Fatina

PPE 310
Vance Miller
10-4-14

Lesson Plan (Direct Instruction)

Teachers: Ms. Jessica Fatina

Subject: Math/ Pre- Algebra

Standard: 8.EE.C.7. Solve linear equations in one variable. a. Give examples of linear equations
in one variable with one solution, infinitely many solutions, or no solutions. Show which of these
possibilities is the case by successively transforming the given equation into simpler forms, until
an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different
numbers). b. Solve linear equations with rational number coefficients, including equations
whose solutions require expanding expressions using the distributive property and collecting
like terms.
Objective (Explicit):
SWBAT understand how to solve inequalities.
Evidence of Mastery (Measurable):
SWBAT correctly solve 10 to 20 problems with adding integers out of their math books and/or
answer 5 questions in a row on Khan Academy and get 80% mastery on their exit tickets
(eclicker).
Sub-objectives, SWBAT (Sequenced from basic to complex):
Solving Inequalities
Key vocabulary:
Inequalities-

Materials:

Paper
Journals
White boards
Book

Eclicker

Instructional Input

Opening (state objectives, connect to previous learning, and make relevant to real life: Lets get
started with your bell work. Everyone go ahead and do the problems on the board or on
eclicker. We are starting a new chapter this week and based on your pre-assessment, you guys
seem to do well on this chapter.
Teacher Will:
Student Will:
Instruction Part 1
During this time the students will
listen to instruction
At this time I will be going over how to
solve inequalities. I will go over a few
The students will be given time to
examples.
write down the vocabulary words
1. -3y<6
The students will listen to the first
example and when it is done being
2. Y+3>5
explained the students can then
y/5<25
copy the first example in their
When we have finished with this we
journals
will do a couple problems together
Then we will work on the next
then begin our activity.
example together.

Co-Teaching Strategy/Differentiation
If a student is having trouble with the first two examples they can go back to the
intervention table and get extra help.
Modifications will be made based on students need on a lesson by lesson basis. Students
have shoulder partners and team leaders to assist in helping them with their work as
needed. Additional instruction will be given to students who need more practice in small
groups at the intervention table.
For visual impaired students, the problem was read to them or I reread te problem. To
those students that are no able to get up were able to stay in their seats and touch their
toes or put their hands on their head.

Guided Practice

Teacher Will:
Now that we have walked
through a few of the problems
we will begin the activity.
At this time I will explain to the
students that they will need to
all participate and be aware of
the safety rules. Be aware of
the area around you and of
each other make sure to not
run and walk fast when you are
racing up to the board..
I will explain to the students
that when I say lets get started
that each member has to
participate by writing on the
board and the first member will
speed walk up and do ten toe
touches, then show me the
work and tell me how they got
the answer. Then that student
will tap the next student to
come up and do the ten toe
touches and show me the
problem. At this time the other
members of the groups will be
standing with their hands on
their head. The first three
groups that finish correctly will
get stickers. If a significant
amount of students to do get
the problem I/we will go over it

Student Will:
Team leaders will be making sure that
each member understands each step and
that each step is written in their journals
or white boards along with the correct
answer.
To make sure that each student is
participating, each student will have
a job. Job 1, understand and write
what the problem is asking, Job 2,
solve the problem, and job 3, give
answer and explain why you agree
or disagree this is the student that
will be doing the ten toe touches
and racing to the board to show and
explain their problem. The jobs will
change each time there is a new
problem.

together. Then move onto the

next problem.

Independent Practice

Co-Teaching Strategy/Differentiation
If students need more help they will be able to go to the intervention table to get it.
Teacher Will:
Explain to students that they will
independently work through some of the
problems pg. 80 13-45 odd independently
from their book when they finish their group
work. With 5 minutes left in class the
students will start their exit ticket.
Do the rest of the problems independently.

Student Will:
Students will independently work
through the problems in the book and
then they will do their exit ticket with the
last few minutes of the class.

Co-Teaching Strategy/Differentiation
If there are students that cannot stand they can participate from their seat. Also I will
work out the problem if some of the students are not getting it.
Closing/Student Reflection/Real-life connections:
Ticket out the Door: Today you learned about solving inequalities.

Reflection
I want to start off by saying that I taught this lesson to all four classes. My mentor teacher only
recorded one and I thought he recorded all of them. So, gradually through the day I made
changes to my lesson to ensure that the students were participating and on task. Unfortunately
he did not record them and only recorded one of the classes, also this was the first time having a
physical activity done in class so trying to make sure all students were participating was hard. I
feel that I explained my expectations well and this was the second time this class heard them,
along with the safety rules of running and being aware of their area. This was my split class they
came to my class for thirty minutes then went to specials and lunch, then back to my class. I was
a little upset that this was the class I have to turn in. This is one of the more difficult classes to
teach because of the spit hour. I do feel even though it is a split class, they did fairly well for
having their first physical activity and being split. This activity did not last my whole class
period, the first section was instruction and the last section was independent work.
I do feel that when it came to the content area all the students were passing their boards and
participating. I think this was a great way to teach and practice the content and keeping the
students engaged. They were learning and working in their teams to earn points. Having the
students actually do their ten toe touches and race up to the board went like I expected it to. It

was difficult to monitor and make sure that all the students were standing when they should have
been. There was one girl in the class that you can see in the video that does not get up, she was
not feeling well that day and I told her as long as she helped her group with the content and
solving the problem, which she did, she did not need to stand up or race to the board. For the
students with visual impairments I read the problem or made sure that a teammate read the
problem to them. There were students that did not participate and I did not notice until I watched
the video. I had to also remind the student to switch who came to the board to tell me their
answer. In some of the other classes I did notice more self-monitoring of teammates. The
teammates were making sure that they were participating, so that it did not fall back on me. This
class had trouble with self-monitoring.
My mentor said that I need to make sure that all the students are following directions and are
participating. It was difficult to do so, when you have a class of thirty students and they are all
huddled around me. He also said that he liked that I kept saying what team member should be
coming up.
The student behavior was really good; mostly all students were on task and participating. I would
say about 95 percent of the students were on task and participating. There was a few times where
I redirected the students. For example I said please make sure that your teammates are standing
and following directions." When I needed to get the students to start the activity I explained the
activity and directions and the safety rules to them and them told them we will get started. To get
the students back to their seats and get ready for the next part of the class I count down from 5.
By 1 the students know that they need to be in their seats and eyes must be on me and mouths
must be shut. The students did a great job at being ready for the next set of directions. I did not
have to wait or repeat myself. We cleaned off our boards and put them away.

I moved around the class to make sure that the students were passing their boards, it was hard for
me to move around and pay attention to who got to the board first. I moved around as much as I
felt I needed to. If I saw that students were struggling and not understanding the problem, I
would go over it with the class. I felt like most of the students were participating in one way or
another, I did not see a student completely off task.
The students began the activity right away; they wanted to make sure that they were able to earn
as many points as possible. I began the point based system with stickers in order to ensure that
students put effort in their groups and participated. I named a few students and stated that they
did good when they got the question answered correctly. Also, by giving the students stickers
was a motivation to do better. A way that I would have incorporated more names in my lesson
was by having a group member come up and explain what their group did to solve the problem. I
also could have praised specific groups that were putting fourth really strong efforts to
participate. I did not give this class as much positive praises as I should have. I was doing most
of the day and must have got side tracked with the split class. I told the class a few times that
they did a great job and we would do the activity again if they liked it.
Overall, I feel that the lesson went well and the students enjoyed being able to get out of their
seats and do something interactive. I need to work on my monitoring of the students and make
sure that all the students are doing the activity. For the first time doing a physical activity in
class with content, the students and I did a really good job.