Thomas Bawden

Unit Plan
Student Teaching: Fall 2014
Eastern Michigan University
Belleville High School

Context Analysis
Belleville High School is located in Belleville, Michigan, in the Van Buren Public
School District. Belleville is a diverse community with 77% Caucasian residents,
16% African American, 2% Asian, 2% mixed races, and less than 1% of other
races. The per capita income (in 1999) was 24,380. Compared to the national
average at that time, 33,332, Belleville is below average. 30% of the men in
Belleville graduated high school, with 33% of women, and only 12% and 13% for
men and women, respectively, obtained their bachelors degree.
Classroom Factors
Students are seated at groups of 3-4 individual groups arranged in triangles or
squares around the room. The room is set up this way to promote cooperative
learning. The students all have their own workbook, which is torn out of a
textbook and placed in a binder that they bring to class each day. Objectives for
the day are written on the front board and the weekly schedule is written on the
back board. Daily schedules are projected on a PowerPoint on the screen on a
daily basis, and these include directions for what to do when entering the room.
These directions include warm-ups, materials, etc. Two days each week,
students work on the Carnegie Online Tutor, a computer program that aligns with
the text. On such days, the room is arranged in rows facing the back wall, and
students are placed according to their progression in the software.
Student Characteristics
Almost all the students I teach are freshmen. These students are new to the
school, and are new to being in high school. Many students are classified as
Special Ed. Some are diagnosed with ADD/ADHD, and many are having a hard
time adjusting to the behavior requirements of the high school. Many students
come from single parent homes, and many arent proficient in math and lack
basic skills necessary to perform well in a high school algebra class
Implications for Instruction
Taking into consideration the fact that my students have a hard time just being in
school, and that many of them lack basic math skills, I need to pay special
attention to how I plan and deliver my lessons. To deal with the freshman issue,
I will make sure that I dont expect my students to pay attention to direct
instruction for an extended period of time. I will give them ample time to work in
their groups to learn the material. To deal with the lack of math skills, I must be
sure to tie in basic skills practice before moving into more complex material.

Common Core State Standards

A.CED.1: Create equations and inequalities in one variable and use them to
solve problems.
A.CED.2: Create equations in two or more variables to represent relationships
between quantities; graph equations on coordinate axes with labels and scales.
A.CED.3: Represent constraints by equations or inequalities, and by systems of
equations and/or inequalities, and interpret solutions as viable or nonviable
options in a modeling context.
A.REI.3: Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.

Generalizations:
Inequalities are a way to represent a range of numbers.
Focus Question: How are inequalities different than equations?
Compound inequalities combine two inequalities and refine the range of numbers
that apply to the problem.
Focus Question: How do and compound inequalities and or inequalities
differ?
Absolute value functions measure the distance from zero on a number line,
rather than the positive or negative change.
Does it matter if a number is positive or negative when measuring its
absolute value?

Concepts:

Writing inequalities
Graphing inequalities
Answering questions about inequalities using a graph or number line
Writing and solving inequalities from a problem situation
Writing compound inequalities
Graphing compound inequalities
Solving compound inequalities
Absolute Values
Solving absolute value equations
Graphing absolute value equations

Facts
Multiple representations such as tables, graphs, and inequalities are used to
model linear situations.
Solutions to linear inequalities are determined both graphically and algebraically.
A compound inequality is an inequality that is formed by the union or, or the
intersection, and of two simple inequalities.
Compound inequalities are written in compact form.
The solution of a compound inequality written in the form a<x<b, where a and b
are real numbers, is the part or parts of the solutions that satisfy both of the
inequalities.
The solution of a compound inequality written in the form x<a or x>b, where a
and b are any real numbers, is the part or parts of the solutions that satisfy either
of the inequalities.
A linear absolute value equation can be rewritten as a positive and a negative
equation
Linear absolute value inequalities can be used to represent situations
Linear absolute value inequalities can be rewritten as equivalent compound
inequalities
Opposite numbers are two numbers that are equal distance from zero on the
number line.
The absolute value of a number is the distance the number is from zero on a
number line.

Objectives:

Write equations and inequalities using a graph

Answer questions using a graph and graph solutions on a number line
Write and solve inequalities to answer questions from a problem situation
Represent solutions on a graph by drawing an oval and then write
corresponding inequality statements*
Write compound inequalities in compact form
Write inequalities from number lines
Graph inequalities on number lines
Write compound inequalities representing situations
Represent solutions of compound inequalities on number lines then write
final solution represented by the number line
Solve and graph compound inequalities on number lines
Evaluate absolute values
Determine the number of solutions and calculate solutions of equations
Solve linear absolute value equations
Solve linear absolute value inequalities and graph solutions on number
lines
Graph functions that represent problem situations and draw and oval to
represent solutions*

Content Map

Pre-Test

Description of Pre-Test Scoring:

The pre-test that I gave my students came from the textbook. It was aligned to
the standards of the unit, but to make it more useful, I aligned it to my objectives.
It was a multiple-choice quiz, so there was only right or wrong, rather than
multiple levels of understanding. Several of the questions appeared in the final
test. The answer key is below:
1:A
2:B
3:A
4:D
5:C
6:C
7:B
8:B
9:D
10:D
11:B
12:C
13:C
Results:
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%

Write equations Write compound Solve linear

Solve linear Solve and graph
Represent
Graph
Evaluate absolute
and inequalities inequalities
absolute value absolute value
compound
solutions on a inequalities on
values
using a graph
equations
representing inequalities and
inequalities on graph by drawing number lines
graph solutions
situations
number lines an oval and then
on number lines
write
corresponding
inequality
statements

Students of Special Concern

I have three students of special concern. They are the three students who
received the lowest scores on the pre-test. All three received 1/13 on their pretests. One student is bright but easily distracted. He plays basketball and the
season is starting at the same time as my unit. The other is very quiet and
prefers not to participate in class discussions. He often has questions but doesnt
ask them. The third student is being considered for an IEP. She is unwilling to do
her work, and requires constant reminding to be on task.
Student for Learning Analysis
I will study student A. He is the first student mentioned in the Students of Special
Concern section. Student A has a very hard time focusing in class. He has
several friends in the class, and although they are scattered around the room
(intentionally), he tries to communicate with them across the room, with hand
gestures or with by calling out. When focused, Student A is very bright, and is a
student whom can be counted on for good mathematical discourse, but is often
too wrapped up in socializing to have such conversations. Also, he is has a very
busy basketball schedule, so I am concerned that he wont be able to complete
homework.

Outcome

Pre-assessment
Strategy

Write compound
inequalities
representing
situations

Outcome

Solve
linear
absolute
value
equations

In pre test, the

students will given
a scenario and
must choose
which compound
inequality
represents the
situation.

Summary
Results for
overall class
35% of students
chose the correct
compound
inequality.

Implications for
instruction
If all students
chose completely
at random, 25% of
them would
answer this
question correctly.
Therefore, were
only 10% above
trained monkeys.
This means that
students have a
limited
understanding of
this content.

Pre-assessment
Strategy

Summary Results for

overall class

Implications
for instruction

In pre test, the

students will given
3 problems where
they must solve
linear absolute
value equations.
One of these will
have the entire
equation inside the
inequality bars.
The other two
have intermediate
steps, such as
coefficients and
integers added
outside the
absolute value
bars.

When the three questions

are averaged, 16% of
students answered these
questions correct. This is
well below the probability of
choosing an answer correct
with a random guess.
For problem 9, the problem
with the entire left side of the
equation in absolute value
bars, only 6% of students
answered correctly. The
remainder of the responses
were distributed fairly evenly
across the other three
choices, with each receiving
approximately 30% of
responses.
This trend is similar, though
less profound in the other
two problems.

This shows me
that there are
deep-rooted
misconceptions
that lead to
such poor
performance
on this
outcome. I will
need to very
carefully plan
my instruction
knowing that
these students
not only dont
know how to
do this skill, but
are somehow
doing it wrong.

Outcome

Represent
solutions on a
graph by drawing
an oval and then
write a
corresponding
inequality
statement

Pre-assessment
Strategy

Summary
Results for
overall class
In pre test, the
35% of students
students will given chose the correct
a scenario and
graph. The correct
must choose
response received
which graph
the plurality of the
correctly shows
student choices.
both the function
The other
and the solution.
parabola received
Their choices will
the secondinclude two
highest number of
parabolas, a linear selections, and
function, and an
the linear function
absolute value
and the absolute
function. The
value function
problem scenario
were chosen least
will be
frequently.
represented by a
parabola, so the
students must
choose between
the top section of
the graph being
circled or the
bottom.

Implications for
instruction
The rationale for
this question
wasnt to test if a
student knew
whether a ball
thrown straight up
would follow a
parabolic path or
not, it was to test
whether the
students could
synthesize
greater than and
apply it to a
graphical
scenario. The
inclusion of other
function families
did little but fill the
other four answer
choices and give
the students a
chance to use
intuition to
eliminate possible
choices. This
shows me that
they not only lack
an understanding
of inequalities, but
also lack intuition
in function
recognition.

Day-to-day framework

10/27

10/28

10/29

10/30

10/31

2.3 Day 1

Self-Guided
Lab Work

Self-Guided
Lab Work

11/3

11/4

11/5

11/6

11/7

2.3 Day 2

Professional
Development

Day: SelfGuided Lab

Work

Day: SelfGuided Lab

Work

Day: SelfGuided Lab

Work

*Conferences

*Conferences

*Work Day

11/10

11/11

11/12

11/13

11/14

2.3 Day 3

2.4 Day 1

2.4 Day 2

No School
Bus yard Fire

Self-Guided
Lab Work

11/17

11/18

11/19

11/20

11/21

2.5 Day 1

2.5 Day 2

2.3-2.5
Review

Self-Guided
Lab Work

Self-Guided
Lab Work

11/24

11/25

11/26

11/27

11/28

2.3-2.5
Review

2.3-2.5 Test

Self-Guided
Lab Work

No School
Thanksgiving

No School
Thanksgiving

Lesson Plans
Lesson Plan 1: Inductive
Lesson Preparation
A.) From textbook: Understand and solve absolute values
B.) This lesson is important because absolute values have many practical
uses. This includes simple topics such as distance or differences in
weight. It doesnt matter if youre traveling in a positive or negative
direction, just how far it is. It doesnt matter if a difference is positive or
negative, what matters is the magnitude of it.
C.) Students will be able to understand and solve absolute values.
D.) a.) Inductive b.) Visual/spatial learners will appreciate using number lines
to see the distance from zero to a point representing an absolute value.
Bodily/kinesthetic learners will appreciate the analogy of stepping out the
distance to a point as the absolute value of the number. Interpersonal
learners will like working in a group.
E.) Students will need their textbook and a writing utensil
The Lesson Plan
1. Classroom Management Plan
- Classroom Layout:
Groups of three - Random groups to begin the year, after the first
week and once per quarter seats change so that students are seating
with different learning styles, ability levels, backgrounds, and social
groups.
- Entering the classroom:
Check the board: is there a warm up? What materials do you need?
What should you be working on when the bell rings? Is any homework
due? Where should you put it?
Be seated and discussing/working on warm-up with group when bell
rings
If youre late, put pass on desk and start working with group on whats
assigned.
- In the classroom:
Dont ask me to go to the bathroom. Go when its appropriate and only
if its an emergency. This privilege will be taken away if it is overused.
No gadgets! Put your cell phones in your bag or your pocket, I dont
want to see it.
Food and drink are okay, as long as theyre not messy or distracting.
Be respectful - to everyone in the room. This means no talking when
someone else is talking. Dont criticize other peoples answers. Be
tactful in your disagreement. Dont interrupt or blurt out answers. Raise
your hand.
- Behavior problems:

4 steps- 1. verbal warning 2. conference with student after class 3.

parent
contact 4. discipline referral
- Exiting the classroom:
Teacher dismisses class. Stay seated until dismissed, follow any exit
slip directions and return any materials to where they belong.

2. Common Core Standards

a. A-CED 1 Create equations and inequalities in one variable and use
to solve a problem
b. A-CED 3 Represent constraints by equations or inequalities, and by
systems of equations or inequalities and interpret solutions as
viable or nonviable in a modeling context
c. A-REI 3 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters
3. Opening/Anticipatory Set: To open the lesson, the class will discuss the
learning goals and key terms given by the book. I will ask what words they
see repeated, and when they see that absolute value is in each bullet, we
will highlight that and discuss what prior knowledge the students have.
This will be from the first chapter, so they will know that the equation
includes the absolute value bars and that the graph looks like a V. (p.
123 Learning Goals and Key Terms)
4. Objective(s) and Purpose: The purpose of this lesson is to learn more
about how absolute values are used in equations and with numbers, and
how that compares to what we already know about their graphs.
5. Constructing and Applying Meaning/Procedures: Once Ive set the
stage for what were doing today, the students will be given 3 sets of
points. These points will all be opposites, but wont be labeled as such.
They will have to come up with the relationship between the numbers,
then they will generalize what they notice about the sets of points and the
distance from zero on a number line. (P. 124 #1-3)
Following this, we will have a brief discussion about the definition of an
absolute value, where I will show the students that when I walk to a
point, it doesnt matter if its a positive number or negative number, I still
take the same number of steps. (Discuss 1-3)
Following this discussion, the students will evaluate a series of opposite
absolute values (ie |2| and |-2|) and generalize what they notice about the
pairs. Then, they will apply what they learned with single number absolute

values, and apply that to expressions with more than one number and
more than one absolute value (i.e. |3-8| and |3|-|8|) (p. 125 #4-5)
Next, they will plot solutions to various absolute values on a number line.
They will finish by generalizing the number of solutions that different
absolute values have, which will be as follows:
|x|=positive number, gives us two solutions
|x|=negative number, gives us no solution
|x|=0 gives us one solution (0)
(p. 125 #6-7)
To wrap up class and to preview tomorrows lesson, the class will discuss
the guess your weight game at theme parks/fairs. We will discuss how
the game works (the person has to guess your weight within a few
pounds, or you get a prize) and then how that can relate to absolute
values: i.e. it doesnt matter if theyre above your weight or below, just how
many pounds off the guesser is.
Use of Questioning Strategies to Get All Students Thinking:
My questions will be based around the basic definition of an absolute
value equation- that its not where you walk; its how far you walk. I will
demonstrate this by walking from 0 to 5 on an imaginary number line, then
from 0 to -5. I will talk about a pedometer, and if it cares if youre walking
forwards or backwards. Then, when a student gets stuck, my questions
will revolve around that analogy. For example, when trying to plot solutions
to |x|=-5: I will ask, how many steps did I take, theyll respond negative 5,
so I ask, can you take -5 steps? They will respond (hopefully) no, but if
they dont, I can ask them if the number on my pedometer ever gets
negative or goes down. Theyll say no, and I will apply that to the absolute
value.

6. Assessment: This lesson revolves around students figuring out how

absolute value functions work on their own, and is driven heavily by
discussion. Therefore, the assessment will be purely formative, and will
take place on an as we go basis. I will check for understanding by
looking at students answers while they are working with their groups. With
this, I will sometimes intervene and fix mistakes then, or I will record the
mistakes so that we can discuss it as a group. Understanding will also be
checked during class discussion. I will bring up any common problems
that I saw while the groups were working, and will deal with any that come
up during the discussion.

7. Inclusion of Diverse Learners: Beyond the inclusion practices for

multiple intelligences mentioned at the head of this lesson, this lesson is
written so that students of all ability levels and backgrounds can succeed.
For students with limited understanding of absolute values, the
introduction will be very helpful, as it begins with something very concrete.
We talk about walking on a number line. I use my pedometer to show
them that it doesnt matter if I walk to 5 or -5, it still only registers 5 steps.
Then, we can take this to a more abstract level, by saying that an absolute
value works like my pedometer, and only cares how many steps from zero
the value is, not whether it is positive or negative. I will also pull in
students real-world knowledge to the content by discussing a game that
everyone knows, the weight guessing game. This puts everyone on a level
field because they all know what the game is, and how it works.

Lesson Plan 2: Cooperative (2 days)

Lesson Preparation
A.) Outcomes from textbook: Solve linear absolute value equations, solve and
graph absolute value inequalities, graph linear absolute value and use the
graph to determine solutions
B.) This lesson is important because absolute value equations and
inequalities have actual, real-life implications. For example, the tolerances
in quality control in manufacturing. They have strict rules for what range a
value can fall in, but its often not a single, isolated variable, but its a
variable that is buried in an equation.
C.) Students will be able to write solve linear absolute value equations, and
solve absolute value inequalities and graph the solution on a number line.
D.) a.) Cooperative b.) Visual/spatial learners will appreciate seeing the rays
of a disjunction point away from each other with an absolute value
inequality. Interpersonal learners will like working in a group. Auditory
learners will learn from the class discussion about the material.
E.) Students will need their textbook and a writing utensil
The Lesson Plan
1. Classroom Management Plan
- Classroom Layout:
Groups of three - Random groups to begin the year, after the first
week and once per quarter seats change so that students are seating
with different learning styles, ability levels, backgrounds, and social
groups.
- Entering the classroom:
Check the board: is there a warm up? What materials do you need?
What should you be working on when the bell rings? Is any homework
due? Where should you put it?
Be seated and discussing/working on warm-up with group when bell
rings
If youre late, put pass on desk and start working with group on whats
assigned.
- In the classroom:
Dont ask me to go to the bathroom. Go when its appropriate and only
if its an emergency. This privilege will be taken away if it is overused.
No gadgets! Put your cell phones in your bag or your pocket, I dont
want to see it.
Food and drink are okay, as long as theyre not messy or distracting.
Be respectful - to everyone in the room. This means no talking when
someone else is talking. Dont criticize other peoples answers. Be
tactful in your disagreement. Dont interrupt or blurt out answers. Raise
your hand.

- Behavior problems:
4 steps- 1. verbal warning 2. conference with student after class 3.
parent
contact 4. discipline referral
- Exiting the classroom:
Teacher dismisses class. Stay seated until dismissed, follow any exit
slip directions and return any materials to where they belong.

2. Common Core Standards

a. A-CED 1 Create equations and inequalities in one variable and use
to solve a problem
b. A-CED 3 Represent constraints by equations or inequalities, and by
systems of equations or inequalities and interpret solutions as
viable or nonviable in a modeling context
c. A-REI 3 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters
3. Opening/Anticipatory Set: To open the lesson, the class will discuss
what we concluded the previous lesson with. Previously, we discussed the
weigh guessing game at various amusement parks and fairs. Today, we
are going to deal more with the math behind this concept. Then, we will
read a story about baseball production for the MLB. They will only allow a
difference of 3.295 grams from their target weight of 145.045 grams. Piece
by piece, we are going to come up with a way to check if a ball passes the
quality control process.
4. Objective(s) and Purpose: The purpose of this lesson is to learn about
how we can use absolute values in equations and inequalities
5. Constructing and Applying Meaning/Procedures:
I will dive into the content by representing this information on a number
line. We will put the goal weight in the middle, 145.045g. Then, we will go
3.295 grams above the weight. I will ask is this the only range of
acceptable weights, and we will arrive at the conclusion that it can also be
3.295g below the target, so we will move to the left as such from the goal
weight.
Following this, we will write an equation for how to find the difference in
weights. It is important that the students understand difference, and that
its not just the weight of the ball, but how far it is from the target weight.
Once we have come up with an equation for the difference, the studetns
will complete #2 in their groups. We will then discuss as a whole class.
#2-3 3 minutes

DAY 2
Day 2 begins by reviewing what was covered in the previous day. This
includes the problem scenario (acceptable baseball weights), as well as
the math involved (at this point, its just maximum and minimum
differences. Following this brief review, I will ask the class how I can use
absolute value to turn our maximum weight equation and our minimum
weight equation into one using absolute values. The groups will discuss
this and respond to the question. If no group comes up with the correct
answer, I will direct them to look on the top of the next page, where the
absolute value equation is written out in the textbook (but hopefully they
get there themselves)
Next, we will move on to actually solving absolute value equations. I will
tell them that the way the textbook teaches this concept is more difficult
than how I learned to do it, so we will learn it my way, but they can do it
the books way if theyd like. That method is outlined on p. 127. I will teach
them to split the equation into two, where both have whats inside the
absolute value bars one the left side of the equation, but the answer
changes- one is positive, and the other is negative.
After an example, the students will have time to complete a few exercises
in their groups.
#6 4 min
We will go over #6, then discuss #7 as a class. Next, we will look at
problem 8. I will ask the class what is different between #6 and #8, and
they will come up with the fact that only part of the left side of the equation
is inside the absolute value bars. Then, I will show them that we must get
the absolute value function alone on one side of the function before we
may solve. After working through an example problem, the groups will
have time to practice several exercise problems.
#8 5 min
Class will end by going over #8 and assigning a skills practice selection for
homework.

6. Use of Questioning Strategies to Get All Students Thinking:

These questions will often come back to the pedometer/steps example
from when absolute values were first introduced, and how that relates to
these problems. When we look at a function, I will direct students attention
to whats inside the absolute value bars and ask them if it matters whether

whats inside the bars is positive? Then, I will ask how that affects the
answer- it can have two possibilities- a positive answer and a negative
one.

7. Assessment: To assess students understanding, I will gauge their

comprehension during class discussion and by checking their answers
while they are working in groups. Also, the next day, as a more concrete
assessment, I will collect and grade their assignment, which is a summary
of what we learned and a set of problems similar to what is on the test.

8. Inclusion of Diverse Learners: Because I know that some students like

to see different ways of completing a mathematical task, many students
will like that there are two entirely different, but totally correct, ways to
solve absolute value equations. They will enjoy having the choice of
splitting the equation into two with opposite answers, or by applying a
negative to one function to represent the negative side of an absolute
value.

Lesson Plan 3: Direct

Lesson Preparation
A.) Outcomes from textbook: Write simple and Compound Inequalities,
Understand and, conjunction, and intersection, verses or, disjunction and
union
B.) This lesson is important because inequalities are used more in the world
than equations. When shopping for a car, do you care if its exactly what
you budgeted? No, as long as it costs you less than what you can afford,
youre okay with it. As long as your plumber arrives between the hours of
2:00 and 6:00, youre okay. You cant expect him to arrive exactly on time.
C.) Students will be able to write simple and compound inequalities, and
understand the difference between or and and inequalities, as well as
the difference between intersection and union, and conjunction and
disjunction, as well as how they apply to and and or compound
inequalities
D.) a.) Direct b.) Visual/spatial learners will appreciate seeing the rays of a
disjunction point away from each other, while a conjunction connects two
points. Interpersonal learners will like working in a group.
E.) Students will need their textbook and a writing utensil
The Lesson Plan
1. Classroom Management Plan
- Classroom Layout:
Groups of three - Random groups to begin the year, after the first
week and once per quarter seats change so that students are seating
with different learning styles, ability levels, backgrounds, and social
groups.
- Entering the classroom:
Check the board: is there a warm up? What materials do you need?
What should you be working on when the bell rings? Is any homework
due? Where should you put it?
Be seated and discussing/working on warm-up with group when bell
rings
If youre late, put pass on desk and start working with group on whats
assigned.
- In the classroom:
Dont ask me to go to the bathroom. Go when its appropriate and only
if its an emergency. This privilege will be taken away if it is overused.
No gadgets! Put your cell phones in your bag or your pocket, I dont
want to see it.
Food and drink are okay, as long as theyre not messy or distracting.
Be respectful - to everyone in the room. This means no talking when
someone else is talking. Dont criticize other peoples answers. Be

tactful in your disagreement. Dont interrupt or blurt out answers. Raise

your hand.
- Behavior problems:
4 steps- 1. verbal warning 2. conference with student after class 3.
parent
contact 4. discipline referral
- Exiting the classroom:
Teacher dismisses class. Stay seated until dismissed, follow any exit
slip directions and return any materials to where they belong.

2. Common Core Standards

a. A-CED 1 Create equations and inequalities in one variable and use
to solve a problem
b. A-CED 3 Represent constraints by equations or inequalities, and by
systems of equations or inequalities and interpret solutions as
viable or nonviable in a modeling context
c. A-REI 3 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters
3. Opening/Anticipatory Set: To open the lesson, the class will discuss the
learning goals and key terms given by the book. We will discuss what the
goals are, and try to reason what the key terms mean based on our prior
knowledge. A student will read the scenario at the bottom of p. 111 about
temperature changing the state of water, and how between certain
temperatures, water is a specific state. We will then read the problem
scenario for this section (shipping cost based on amount spent) and relate
that to the temperature of water and its state of matter.
4. Objective(s) and Purpose: The purpose of this lesson is to learn about
how we can combine two simple inequalities to form a compound
inequality, and how these are used in the real world.
5. Constructing and Applying Meaning/Procedures:
Begin by studying the table on p. 112. I will ask about a certain priced
package to see what it would cost to ship. After a few examples, the
students will complete questions 1-5 in their groups. In problem 5, they will
write compound inequalities using words, before using the symbols for
greater than and less than.
After 7 minutes, we will discuss the answers to the previous questions.
Then, students will complete questions 6 and 7 in their groups, where they

will fill in the boxes with appropriate inequality symbols. After 3 minutes,
we will discuss these questions as a whole group.
Finally we will have a whole-class discussion about how to rewrite
compound inequalities without the words and or or.
The students will finish by completing problem 8, where they rewrite the
inequalities from problem 6 without and/or. This will be their ticket out the
door.
6. Use of Questioning Strategies to Get All Students Thinking:
The questions that I ask will be based largely on the vocabulary. I will ask
what a union means, what an intersection is, etc. I will also ask questions
about if a number is between the two given numbers or if it is outside that
range. Then, when rewriting the compound inequalities, the questions will
help guide the students to write them in the correct order. I will ask which
number is smaller, and if you were picking a fight, would you pick on the
big guy or the little guy? This guides the students to have the smaller
number first, and have the inequality signs point at that number.

7. Assessment: To assess students understanding, I will gauge their

comprehension during class discussion and by checking their answers
while they are working in groups. Also, at the end of the lesson, as a more
concrete assessment, I will collect and grade their assignment, which is a
summary of what we learned and a set of problems similar to what is on
the test.

8. Inclusion of Diverse Learners: For my students who struggle with

understanding why we write compound inequalities in the order that we
do, I will simplify the process down to simply what they must do. This way,
rather than needing to understand a complex abstract concept, such as
union, intersection or conjunction, they just need to know that to link an
and inequality, they write the small number first, then the alligator, then x,
then the bigger number. We can cover why that happens and what it
means at a later date. For the purposes of this lesson and this class,
however, having them understand the process is satisfactory (although not
necessarily ideal)


Lesson Plan 4: Direct
Lesson Preparation
A.) Outcomes from textbook: Write simple and Compound Inequalities
B.) This lesson is important because inequalities are used more in the world
than equations. When shopping for a car, do you care if its exactly what
you budgeted? No, as long as it costs you less than what you can afford,
youre okay with it. Does it matter if the butcher gives you exactly 1.00
pounds of ground beef? No, as long as its greater than or equal to a
pound.
C.) Students will be able to write simple inequalities, and analyze a graph on a
plane to solve problems.
D.) a.) Direct b.) Visual/spatial learners will appreciate seeing how a graph of
a linear function with part circled to represent the solution transition into a
number line with the independent variable solution circled. Interpersonal
learners will like working in a group.
E.) Students will need their textbook and a writing utensil
The Lesson Plan
1. Classroom Management Plan
- Classroom Layout:
Groups of three - Random groups to begin the year, after the first
week and once per quarter seats change so that students are seating
with different learning styles, ability levels, backgrounds, and social
groups.
- Entering the classroom:
Check the board: is there a warm up? What materials do you need?
What should you be working on when the bell rings? Is any homework
due? Where should you put it?
Be seated and discussing/working on warm-up with group when bell
rings
If youre late, put pass on desk and start working with group on whats
assigned.
- In the classroom:
Dont ask me to go to the bathroom. Go when its appropriate and only
if its an emergency. This privilege will be taken away if it is overused.
No gadgets! Put your cell phones in your bag or your pocket, I dont
want to see it.
Food and drink are okay, as long as theyre not messy or distracting.
Be respectful - to everyone in the room. This means no talking when
someone else is talking. Dont criticize other peoples answers. Be
tactful in your disagreement. Dont interrupt or blurt out answers. Raise
your hand.

- Behavior problems:
4 steps- 1. verbal warning 2. conference with student after class 3.
parent
contact 4. discipline referral
- Exiting the classroom:
Teacher dismisses class. Stay seated until dismissed, follow any exit
slip directions and return any materials to where they belong.

2. Common Core Standards

a. A-CED 1 Create equations and inequalities in one variable and use
to solve a problem
b. A-CED 3 Represent constraints by equations or inequalities, and by
systems of equations or inequalities and interpret solutions as
viable or nonviable in a modeling context
c. A-REI 3 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters
3. Opening/Anticipatory Set: I will begin the lesson by asking students
about their experience with school fundraisers, such as jump rope for
heart, or the fundraiser that the band does every year where they sell
summer sausage to their extended family and earn prizes if they sell a
certain amount. I will ask the students to tell me how the prize system
works. Well get to the point where they realize that were focusing on the
more than portion of this fundraising tactic. From there, we will dive into
what an inequality is.
4. Objective(s) and Purpose: The purpose of this lesson is to learn about
inequalities, how to graph them, and how these are used in the real world.
5. Constructing and Applying Meaning/Procedures:
Begin by having a student read the top of p. 102, then discuss the table on
p. 102. Give some examples, i.e. what prize do you get if you sell $600
worth of popcorn? How much popcorn must you sell to get a scholarship?
What happens if you sell more than what you need for a prize?
Students will have 3 minutes to complete p. 103. This is a review from the
previous test, and should be very familiar to them. I will remind them of
this. After the 3 minutes, we will review their answers.
The majority of the lesson focuses around p. 104 and the information
contained therein. We will discuss where the graph comes from (the
function that they wrote for the previous problem) as well as what the line
at 1600 means. Then we will discuss how many boxes they sold, how
much money they made, and how we got those.

Then, we will discuss the part of the graph that has an oval around it. I will
ask what that represents, is it the amount above or below 1600, then is
that greater than or less than? We will look at what y-values apply to the
circled part, and what x-values.
Then, we will look at how the three number lines are made. The point
comes from the x-axis. I will draw a line from the graph through each
number line, so that the students see exactly where the points are coming
from.
We will examine the differences between the two number lines at the
bottom- one is less than, the other is greater than. Also, one has a filled-in
circle, where the other is open. We will discuss when to use open circles
(> and <) and when to use closed circles ( and or =) I will give 3 clicker
questions from a PowerPoint to test their understanding of this.
After this discussion of p. 104, we will start filling in answers on p. 105.
The students will summarize the rules for open/closed circles, and I will
write that on the screen for #3. Then, we will talk about what at least
means. I will ask for some examples of things that you must be at least to
do. These may include at least 18 to vote, 16 to drive, 21 to drink, this tall
to ride this, etc. Then, students will complete #4. We will discuss their
responses.
I will end class by assigning skills practice, to be due the next day.
6. Use of Questioning Strategies to Get All Students Thinking:
See Procedures for examples of questions
The questions are primarily to pull students from concrete to abstract (i.e.
above/below to </>) or from personal experiences to mathematical
concepts (i.e. at least 16 to drive to x 16)

7. Assessment: To assess students understanding, I will gauge their

comprehension during class discussion and by checking their answers
while they are working in groups. Also, as a more concrete assessment, I
will collect and grade their assignment, which is a summary of what we
learned and a set of problems similar to what is on the test.
8. Inclusion of Diverse Learners: This lesson has a lot of new information
in it. Therefore, it is important for me to keep my students from getting
overwhelmed. I will do this by constantly tying the material to things they
already know, including topic from the previous unit, as well as ideas from

their everyday lives. It is important that they feel that, even if they may not
have a firm grasp on the mathematical topics, they understand what is
going on in the lesson.

Lesson Plan 5: Direct

Lesson Preparation
A.) Outcomes from textbook: Write and solve inequalities, analyze a graph on
a coordinate plane to solve problems involving inequalities, interpret how a
negative rate affects how to solve an inequality
B.) This lesson is important because inequalities are useful in the real world,
and are rarely simply in terms of one variable. The world is very
interconnected, so you cant count on everything being simply more than
or less than. One must consider all the pieces that affect whats going on.
For example, when a waitress is calculating her wages for her budget, she
knows that she must add tips plus her hourly rate times her hours worked.
If she needs a certain amount of money for rent and bills, shes going to
be working with an inequality.
C.) Students will be able to write simple inequalities, analyze a graph on a
plane to solve problems, and interpret the effects of a negative rate on an
inequality.
D.) a.) Direct b.) Visual/spatial learners will learn from seeing the inequalities
solve graphically. Cooperative learners will work well in their groups, and
auditory learners will take information from the whole-group instruction.
E.) Students will need their textbook and a writing utensil
The Lesson Plan
1. Classroom Management Plan
- Classroom Layout:
Groups of three - Random groups to begin the year, after the first
week and once per quarter seats change so that students are seating
with different learning styles, ability levels, backgrounds, and social
groups.
- Entering the classroom:
Check the board: is there a warm up? What materials do you need?
What should you be working on when the bell rings? Is any homework
due? Where should you put it?
Be seated and discussing/working on warm-up with group when bell
rings
If youre late, put pass on desk and start working with group on whats
assigned.
- In the classroom:
Dont ask me to go to the bathroom. Go when its appropriate and only
if its an emergency. This privilege will be taken away if it is overused.
No gadgets! Put your cell phones in your bag or your pocket, I dont
want to see it.
Food and drink are okay, as long as theyre not messy or distracting.
Be respectful - to everyone in the room. This means no talking when
someone else is talking. Dont criticize other peoples answers. Be

tactful in your disagreement. Dont interrupt or blurt out answers. Raise

your hand.
- Behavior problems:
4 steps- 1. verbal warning 2. conference with student after class 3.
parent
contact 4. discipline referral
- Exiting the classroom:
Teacher dismisses class. Stay seated until dismissed, follow any exit
slip directions and return any materials to where they belong.

2. Common Core Standards

a. A-CED 1 Create equations and inequalities in one variable and use
to solve a problem
b. A-CED 3 Represent constraints by equations or inequalities, and by
systems of equations or inequalities and interpret solutions as
viable or nonviable in a modeling context
c. A-REI 3 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters
3. Opening/Anticipatory Set: Class will begin by discussing what we did in
the day previous. We will talk about what an inequality is, and how we
used a graph to solve for a variable. I will inform the class that todays goal
is to solve equations algebraically.
4. Objective(s) and Purpose: The purpose of this lesson is to solve realworld inequalities using algebra.
5. Constructing and Applying Meaning/Procedures:
I will begin the lesson by having a student read the paragraph on top of p.
106. Then we will discuss the box where an inequality is solved
completely. We will compare and contrast solving inequalities and solving
equations.
I will revisit the table on p. 102, where the fundraising goals are shown,
and the students will work on #2. After 5 minutes of group work, we will
discuss. Important discussion questions will revolve around rounding: Did
your round up or down? Why?
After completing problem 2, we will move on to problem 3, Reversing the
Sign. We will discuss the new problem scenario: The camping troop
hiking down a mountain. I will ask the class what it looks like when youre
hiking down a mountain. We will arrive at a sketch of a graph with a
negative slope. Next, they will complete #1,2a-c. They will work on that in
their groups for 5 minutes. Then, we will discuss #2d, which asks about x-

intercepts. As we havent discussed these since the beginning of the

semester, it will be important to review this concept. I will have the
students put x-int: y=0, y-in: x=0 in their notebooks.
Groups will then have 5 minutes to work through #3-5, then we will
discuss. Finally, we will discuss #6 and 7 as a whole class.
6. Use of Questioning Strategies to Get All Students Thinking:
My questions will revolve mostly around comparing this content to
previous lessons. For example, comparing solving inequalities to solving
equations, solving inequalities with a negative slope to solving them with a
positive slope. Comparing x-intercepts to y-intercepts, etc. This is to
connect new material to old material, so that students dont feel
overwhelmed with new content.

7. Assessment: To assess students understanding, I will gauge their

comprehension during class discussion and by checking their answers
while they are working in groups.
8. Inclusion of Diverse Learners: Because this material is largely just an
addition to previous content, a problem will arise when students dont have
proper prior knowledge. Therefore, if a student cant solve a 2-step
equation, they certainly wont be able to solve a 2-step inequality. To
combat this, I will give a review on how to solve a 2-step equation while
introducing the days material.

Post-Assessment

Description of post-assessment:
My post-test is a pen-and-paper test that combines some constructed response
and some multiple-choice questions. It is a common assessment provided by the
school. If any part of a question was missed, although most required many steps
and had several opportunities for partial credit, the skill was not considered
mastered, so the percentages are for students who answered a question
completely correct.
Question
1a
1b
1c
1d
2
3
4
5a
5b
6a
6b
7
8
9
10
12
13

%
Objective
Mastered
79% Write equations and inequalities using a graph
25% Write equations and inequalities using a graph
Answer questions using a graph and graph solutions on a
21% number line
Answer questions using a graph and graph solutions on a
36% number line
50% Write compound inequalities representing situations
Represent solutions on a graph by drawing an oval and then
75% write corresponding inequality statements
Represent solutions of compound inequalities on number
lines then write final solution represented by the number
39% line
61% Graph inequalities on number lines
32% Graph inequalities on number lines
43% Evaluate absolute values
46% Evaluate absolute values
14% Solve linear absolute value equations
Solve linear absolute value inequalities and graph solutions
18% on number lines
Represent solutions on a graph by drawing an oval and then
57% write corresponding inequality statements
68% Solve and graph compound inequalities on number lines
64% Solve and graph compound inequalities on number lines
39% Solve linear absolute value equations

Outcome
Write compound
inequalities representing
situations

Assessment Strategy
Students were given a
scenario and were asked
to write a compound
inequality to represent it
(problem #3)

Summary of Results
50% of students
mastered this outcome
completely. Many more
had partial mastery.

Outcome
Solve linear absolute
value equations

Assessment Strategy
Two questions assessed
this outcome. One was
multiple choice, where
the students were given
the equation and had to
choose the correct
response, and the other
they were given the
equation and had to
solve it and write their
own answer.

Summary of Results
14% of students
mastered the constructed
response question, 39%
mastered the multiplechoice question. Few
students received partial
mastery.

Outcome
Represent solutions on a
graph by drawing an oval
and then writing
corresponding inequality
statements

Assessment Strategy
In one problem, students
were given a scenario
and a graph, and they
had to circle the correct
part of the graph and
write the corresponding
inequality statement. For
the other, they were
given four choices with
various graphs and had
to select which one was
properly identified.

Summary of Results
75% of students
mastered the first
problem, where they had
to circle the graph and
write the inequality. 57%
mastered the multiple
choice question.

70%
60%
50%
40%
30%
20%
10%
0%
Write compound inequalities
representing situations

Solve linear absolute value

equations

Represent solutions on a graph

by drawing an oval and then write
corresponding inequality
statements

PRE TEST
Problems

POST TEST

Percent Correct

Outcome

Percent Correct

Problems

23%

Write equations and inequalities using a graph

52%

1a,1b

35%

50%

13

35%

Write compound inequalities representing situations

Solve linear absolute value inequalities and graph
solutions on number lines

18%

9,10,12

16%

Solve linear absolute value equations

27%

7,13

2,4,8

30%

66%

10,12

35%

Solve and graph compound inequalities on number lines

Represent solutions on a graph by drawing an oval and
then write corresponding inequality statements

66%

3,9

11

26%

Graph inequalities on number lines

46%

5a,5b

5,7

41%

Evaluate absolute values

45%

6a,6b

Summary statement for student learning:

Overall, Im happy to see that my students improved from pre-test to post-test. In
my first objective, writing compound inequalities to represent situations, students
improved from 35% mastery to 50% mastery. I believe that this number could be
slightly below the actual mastery level for my students. Many students lost points
for silly math mistakes such as forgetting a negative, or mixing up the rate and
starting point.
For my second objective, solving linear absolute value functions, my students
improved, but remained well below where I would like to see them. The mastery
level increased from 16% to 27%. While this is an 11% gain, still only about of
my students could fully prove to me that they understood how to solve an
absolute value equation. This number is also inflated by the multiple-choice
question. The constructed response question was only mastered by 14% of
students. I believe that this was my least successful outcome because the first
time I taught it, I did so based on the textbook. After teaching it, my cooperating
teacher (who wasnt present the day I taught the lesson) showed me how she
usually teaches it, so I showed them this new method the next day. I believe that
showing them two ways to do the same thing threw them off, as some tried a
combination of the two, and others became frustrated because they didnt
understand that both methods worked.
For the third objective, represent solutions on a graph by drawing an oval and
then write corresponding inequality statements, students showed substantial
improvement. From pre-test to post-test, mastery almost doubled from 35% to
66%. I believe that although this is a fairly simple objective, it shows a deep
understanding of an important topic. Without a strong foundation of inequalities,
future chapters would be very difficult. Therefore, seeing that they have a strong
understanding of this outcome is very promising.
Individual Analysis
Student A, who Ill now refer to pseudonymously as Allen, showed some
improvement, but I hoped that he would improve more. Looking solely at the
three objectives focused on for this analysis, he improved remarkably. He
showed mastery at all three objectives, where in the pre-test, he showed no
mastery. Im not certain that the pre-test is a valid measurement of his prior
knowledge, however, as he only answered correctly for 1 of the 13 questions,
and showed almost no work. Therefore, Im lead to believe that he didnt take it
seriously, so it isnt a true indication of the knowledge that he came in with.
Allen, being my focus student for this unit, received some special
accommodations for this unit. First, I had a conversation with him about priorities

in high school. We talked about how school comes first, then he can choose
between his social life and sports. I asked him if there was a group that he
thought he would work well with and would be able to spend less time socializing,
and he chose a new group. I also found that he quickly understood solving
absolute value equations, so I had him solve a problem for his group, and then
again in front of the class. Allen shined as a teacher, and I believe that this
spurred his mastery of that topic.

Reflection and Self-Evaluation

I took the tests that went with my unit home with me to grade over Thanksgiving
break. After spending the majority of my time off with food and family, I sat down
Saturday afternoon and began grading my tests. After grading one class, I was
terrified to see the rest, as the scores were significantly lower than what I had
hoped. Unfortunately, they didnt get any better as I continued to grade.
As I graded the tests, I noticed that the students had a minor grasp of the
material, but only a few students seemed to genuinely show mastery of the
outcomes. Most showed surface-level understanding, or no understanding at all.
This was shocking to me, as I had lead a very promising review the day before
the test, a Jeopardy game that I made in PowerPoint, which had students
engaged and showing solid mastery of the content. I was truly shocked to see the
low grades that I was putting atop the papers of my best students.
Looking at my data, I feel better about my accomplishments. I see a significant
improvement from where my students started, but I had much higher hopes for
where they finished. While I still had only 3 outcomes where more than 50% of
my students showed mastery, there was only one outcome where students didnt
improve. This shows that they truly did learn something.
The school that I completed my unit uses a set curriculum and does not stray
from it. In fact, when I shared some of my ideas for my unit with my cooperating
teacher, she said that while they were great ideas, I couldnt use them because
the district requires teachers to teach out of the textbooks provided. This put a
damper on the activities that I could use with my students, and I believe that I
could have reached them better with different activities. However, it is a good
lesson for me to learn, as it is a realistic restriction that I may face when I enter
the job pool.
I believe that my two biggest areas for improvement are time management and
recognition of understanding. I was blindsided by low test scores, and that was
because I didnt effectively gauge student understanding throughout the unit. I
found myself rushing at the end of the hour for several of my lessons, and I think
that this could have lead to some of the gaps in understanding for my students.
In summary, my students improved across all but one standard, and that
accomplishment speaks for itself. I learned how to make this unit better the next
time I teach it so that the improvement is larger and the final scores are higher,
but for my first time at it, I am happy with my unit and myself as an educator.

Resources:
Teaching Resources:

General school supplies:

o Pencils/pens
o Notebook paper
o Binders
o Rulers
o Markers
o Highlighters
Instructional Supplies
o Video projector
o Online textbook (resources.carnegielearning.com)
o Mobee note taking pad
o eInstruction clickers

Text: Carnegie Learning Algebra 1 Common Core Volume 1 2012

- All instruction comes from this text. Text selections for lessons
provided in the following pages.