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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

NC.M1.A-REI.3-Solve linear equations and inequalities in one variable.
NC.M1.A-CED.1 Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
W.6.1-Write arguments to support claims with clear reasons and relevant evidence.

Students Will Be Able To… (Do)

Skills from standards including thinking (cognitive verbs).
This is not activities.
One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
Sequence these goals in the order in which they should be learned.

Explain the difference between equations & inequalities
Solve equations & inequalities in one variable
Compare equations and inequalities
Justify correct steps and solutions for equations and inequalities
MP3-Construct viable arguments and critique the reasoning of others.
Create equations and inequalities to model situations and solve problems

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

equation
inequality

Lesson Essential Question

A question that communicates the Learning Goals.
Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do equations and inequalities model real life situations?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
How will you draw attention to important vocabulary in the Lesson Essential Question?
How will you build/link background knowledge?
What prerequisite content might students need to know before the lesson?
>Which key vocabulary from the Learning Goals needs to be explicitly taught?
Are there other vocabulary words that you think need to be taught?
Which vocabulary strategy will you use?
Previewing:

Advance Organizer
Prerequisite Content
Vocabulary

We must read and evaluate statements all the time. Take a look at these statements and determine if they are always, never or sometimes true.

Triangles always have a point at the top.
Teachers are always shorter than their students.
You can only make the number 5, two ways.
Six is one more than five.
The person with the most bills has the most money.
Seven is greater than eight.

Using your numbered head partner what would you add/subtract from the statements to change their classification. Have pairs share out.

We can solve eqns/ineqns from real world situations but we must determine when and under what conditions, they are true.
Key Vocabulary (for explicit instruction):

inequality, opposite operations

Vocabulary Strategy:

Frayer model

Previewing (what, who, when):
Frayer model – Equations

Graphic Organizer

How will students store and organize information as they learn during this lesson?
Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
Determine how the organizer will be previewed for struggling students.
Determine how the organizer will be scaffolded for struggling students.

Student will store and organize information on one variable equations and inequalities.

Previewing-Use Batman and Superman to complete the G/O. Focus on the differences in heros to bring out the in regards to. (outfit, temperament, villains, etc.)

Scaffolding- Complete part of the G/O with regards to (2 examples) already completed. (graphing, solving

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Use pair checking to complete the problems. Highlight the problems that are equations. Circle the words/phrases that indicated to you that it was an equation. Halfway through walk and change partners with hands up until music stops.

Circle the problems that are inequalities. Highlight the words/phrases that indicated to you that is was an inequality.

Previewing (what, who, when):

Using one step equations/inequalities have students match word problems with equations/inequalities. Model and think aloud for students.
Discuss and identify the differences between eqns/ineqns

Scaffolding (what, who, when):
Have two options for equations/inequalities for each problem. Students will need to choose between which is correct and then solve. Use the graphic organizer to assist. (Add on steps for solving and key words if necessary-goal (get variable by itself, is equal to is the equals sign, at least means greater than or equal to)

Assessment Prompt for Learning Activity 1

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Using the following word problem that can be solved with an equation and a word problem that can be solved with an inequality. Identify the (words) in your problem to ensure that it was an equation/inequality and solve.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Complete an eqn/ineqn sort with a partner. Solve the eqn/ineqn then determine which eqns/ineqn are sometimes true, never true or always true.
Discuss and justify every third sort with your partner.

Previewing (what, who, when):

Using one step/simple eqns and ineqns have one solution for the variable. For example x=3. Model with eqns would always be true, never be true or sometimes with x=3.

Scaffolding (what, who, when):

Students that have difficulty would focus on one attribute at a time. Using the graphic organizer and numbered heads, first they would identify equations that are always true. Explain why. Then never true and explain why.
What is the difference between eqns/ineqns that always true and that are never true. Then they would identify eqns/ineqns that are sometimes true.

Assessment Prompt for Learning Activity 2

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Sort Equations and Inequalities into one of the following categories Always true, never true and sometimes true.

Students will complete a Connect 3 for equations/inequalities that are sometimes true, always true and never true. What are the connections between the three?

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Students will solve a series problems using think-pair-share. The problems are mixed eqns & ineqns. Sometimes they have to write and solve the eqns/ineqn from a word problem. Sometimes they have to create a word problem from a given eqn/ineqn. Sometimes they are completing an error analysis on problems that are already worked out. Sometimes they are determining if eqns/ineqn are always/never and sometimes true. Often they are doing a combination of all the above.

Previewing (what, who, when):

Scaffolding (what, who, when):
Using the graphic organizers students will complete the same activity using only one and two step eqns/ineqns.

Assessment Prompt for Learning Activity 3

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Create a word problem for the provided equation and inequality. Solve the problem and determine if the eqn/inequality is always/sometimes or never true.

Read the word problem provided. Explain what Samantha did incorrectly as she wrote an equation then solved the problem. Give Samantha hints/feedback to help her correct her mistakes.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

Plan this before planning Lesson Instruction.
How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
How will the Assignment be differentiated for support and challenge?
Which students receive differentiation?
For students who struggle with the Assignment, how will you remediate this lesson?

Write an equation with one variable that is sometimes true, an equation that is never true and an equation that is always true. Write a word problem that models each equation then solve the equation and explain why it is always/never/or sometimes true.

Write an inequality with one variable that is sometimes true, an inequality that is never true and an inequality that is always true. Write a word problem that models each inequality and then solve the inequality and explain why it is sometimes/never or always true.

Differentiated Assignment for Struggling Students:
Write a one or two step equation with one variable that is sometimes true, an equation that is never true and an equation that is always true. Write a word problem that models each equation then solve the equation and explain why it is always/never/or sometimes true.

Write a one or two step inequality with one variable that is sometimes true, an inequality that is never true and an inequality that is always true. Write a word problem that models each inequality and then solve the inequality and explain why it is sometimes/never or always true.

3 or More steps(challenge) and must include fractions, radicals or negative numbers

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