Juan Infante
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May 6, 2019
DANIELSON MODEL LESSON TEMPLATE
Class: 6th Grade Math
Date: 5/6/19
Unit: Expressions, Equations, & Inequalities
Lesson Title: Write and Graph Inequalities
Content Standard Alignment: 6.EE.B.8 Write an inequality of the form x > c or x < c, to represent a constraint or
condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have
infinitely many solutions; represent solutions of such inequalities on a number line diagram.
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be
the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives
may be stated in the form of critical questions students should be able to answer.
SWBAT write an inequality to represent a real situation. SWBAT graph the solution set to an inequality on a
number line.
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Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous
lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
This lesson supports the pervious lesson because it is furthering their understanding of the content. The first lesson
was the introduction to inequalities. This lesson is writing and graphing inequalities. It will support the next lesson
because the next one is solving inequalities. In order to solve the inequalities, you need to understand them and how
to write and graph them. This lesson supports the unit goal because its teaching the students on how to figure out
ways to write and how they can graph the inequalities. This is important to the unit because we build on this
throughout the unit. Struggling students will need a refresher or one on one instruction.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)
List all materials and resources required by teacher and/or students, include preparation or other special
instructions; e.g. paper-based materials such as text books, technology equipment, science equipment or supplies,
art materials or equipment.
Students will receive a copy of the PowerPoint to refer to after the lesson. In the power point they’ll be given a
reference sheet with the inequality symbols. This will guide them while they are working in their classwork.
Instruction are students will work independently for the first five minutes. The next fifteen minutes students will
work in groups. The groups are created by having the students will work with their elbow partners. After this we
will cold call on students to share out their answers. The final thing students will work on is their exit quiz so I can
asses them.
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
-Students use the incorrect symbol // Students don’t match their statement and graph (what are some values that
make this statement true? Does your inequality show that? Does your graph show that?)
- Students incorrectly represent the circle (Is ____ a value that makes the statement true?)
- Students do not (correctly) define the variables (What does ___ represent?)
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the
standards, goals and objectives of the lesson.
The previous lesson was a prerequisite to this lesson. The previous was about inequality symbols. These symbols
are greater, less than, greater than or equal to, less than or equal to.
IntroductionAnticipatory Set:
The lesson begins with a word problem similar to an equation problem. I will ask
students the same questions that were asked during the equation problems. The first
question is what do we know from reading this word problem? Second, will be, what
don’t we know? Third, what is our variable? Last, what key word allows to figure
out the inequality will use? After this we will have a check for understanding and
then they will begin their classwork.
5min:
Instructional Activities:
Includes questioning
techniques, grouping
strategies, and pedagogical
approaches.
5min: Students will begin working independently for the first 5 min.
15min: With their partner, students will complete the Writing and Graphing
Inequalities worksheet. Students will be asked to write an inequality for the given
situation and then graph all possible solutions for that inequality on a number line.
Circulate to groups and pose questions when needed:
Question to ask
*Which symbol do we need to use? Why?
*Which way will our tail go? Why?
*Is ____ a solution here? How do you know? Can you list 3 more values that make
this statement true?
*Will the circle be shaded or not?
Wrap UpSynthesis/Closure:
Share out: Cold call on students to share out answers and explain their work to the
class.
Exit Quiz: Write & graph 2 inequalities
Handout HW, Pack and clean up
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.
For my IEP students I give them a copy of the lesson and have them seated next to a higher-level student. This way
they can use their notes for help. If this does not work they can get help from the higher-level student. I constantly
monitor them and check for understanding. If they are not understanding the content I will model it for them several
times and then allow them to work on it on their own. I will come back after 2 mins and check their work.
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests,
portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments.
Exit Cards: These are the daily assessments used to check if students have grasp what was taught. It also gives us
an idea if we have to recap what was taught and what we should focus on when creating a review for a unit exam.
In this lesson, students are going to use their prior knowledge on writing equations. The
previous lesson was introduction to inequalities. In this lesson, I will teach the students to use their
knowledge on writing equations because its similar we are just using inequality symbols now.
Inequality symbols deals with greater than, less than, greater than or equal to, or less than or equal to.
After they write the inequality they will graph it on the number line. If its equal the dot will be shaded
if not it will be left blank. The skills the students will be using are number sense, problem solving
skills, representation, etc. Number sentence is the ability to count accurately first forward. Then, later
in school, children will learn to count backwards. A more complex skill related to number sense is the
ability to see relationships between numbers like adding and subtracting. Problem solving is the
ability to think through a problem, to recognize there is more than one path to the answer. It means
using past knowledge and logical thinking skills to find an answer. Students will use these skills and
work independently for the first five minutes. After, Students will take all the knowledge gained and
use their communication skills with their classmates to write and graph inequalities.
The formative assessment I choose was exit card are a great way to assess my students. These
are the daily assessments used to check if students have grasp what was taught. It also gives us an idea
if we have to recap what was taught and what we should focus on when creating a review for a unit
exam. This will also help me on what content to cover on the do now on the day of the exam.
DANIELSON MODEL LESSON TEMPLATE
Class: 6th Grade Math
Date: 5/7/19
Unit: Expressions, Equations, & Inequalities
Lesson Title: Write and Solve Inequalities
Content Standard Alignment: 6.EE.B.5: Understand solving an equation or inequality as a process of answering
a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to
determine whether a given number in a specified set makes an equation or inequality true.
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be
the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives
may be stated in the form of critical questions students should be able to answer.
SWBAT write and solve inequalities
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous
lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
This lesson supports the pervious lesson because it is furthering their understanding of the content. The previous
lesson was writing and graphing inequalities. This supports the unit because in this lesson will be solving
inequalities. In order to solve the inequalities, you need to understand them and how to write and graph them. This
lesson supports the unit goal because its teaching the students the next step from writing and graphing to solving
inequalities.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)
List all materials and resources required by teacher and/or students, include preparation or other special
instructions; e.g. paper-based materials such as text books, technology equipment, science equipment or supplies,
art materials or equipment.
Students will receive a copy of the PowerPoint to refer to after the lesson. In the power point they’ll be given a
reference sheet with key words go with each inequality symbol. This will guide them while they are working in
their classwork. Instruction are students will work independently for the first five minutes. The next fifteen minutes
students will work in groups. The groups are created by having the students will work with their elbow partners.
After this we will cold call on students to share out their answers. The final thing students will work on is their exit
quiz so I can assess them.
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
-Students do not use the correct inverse operation to solve (How would I solve this as an equation?)
-Students write the constant on the graph, instead of the solution set (Is ___ a solution? Isn’t ___ a solution? Does
your graph show that?
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the
standards, goals and objectives of the lesson.
The previous lesson was a prerequisite to this lesson. The previous was about writing and graphing inequality
symbols. In this lesson they’ll be solving the inequalities. The students were also given a list of vocabular words for
when solving a word problem, they’ll know which inequality to use.
IntroductionAnticipatory Set:
The lesson begins with me going over the inequality symbols and the vocabulary
words that are tied to each one. This will help the students know which inequality
symbol to use. After will do two-word problem similar to an equation problem but
with inequality symbols and graph. I will ask students the same questions that were
asked during the equation problems. The first question is what do we know from
reading this word problem? Second, will be, what don’t we know? Third, what is our
variable? Last, what key word allows to figure out the inequality will use? After this
we will have a check for understanding and then they will begin their classwork.
5min:
Instructional Activities:
Includes questioning
techniques, grouping
strategies, and pedagogical
approaches.
5min: Students will begin working independently for the first 5 min.
15min: With their partner, students will complete the Writing and Solving
Inequalities worksheet. Students will be asked to write an inequality for the given
situation and then solve it. Then they plot it on number line. Circulate to groups and
pose questions when needed:
Question to ask
*What inverse operation are we using? Why?
*Which way will our tail go? Why?
*What operation is being taken place?
*Will the circle be shaded or not?
Wrap UpSynthesis/Closure:
Share out: Cold call on students to share out answers and explain their work to the
class.
Exit Quiz: Leveled exit quiz. Low group should be able to answer 1st question,
Middle group should be able to answer 1-2, and high group should be able to answer
all.
Handout HW, Pack and clean up
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.
For my IEP students I give them a copy of the lesson and have them seated next to a higher-level student. This way
they can use their notes for help. If this does not work they can get help from the higher-level student. I constantly
monitor them and check for understanding. If they are not understanding the content I will model it for them several
times and then allow them to work on it on their own. I will come back after 2 mins and check their work.
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests,
portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments.
Exit Cards: These are the daily assessments used to check if students have grasp what was taught. It also gives us
an idea if we have to recap what was taught and what we should focus on when creating a review for a unit exam.
In this lesson, students are going to use their prior knowledge on writing equations and
graphing inequalities. The previous lesson was how to write and graph inequalities. In this lesson, I
will teach the students to solve Inequalities. The same inequality symbols will be used. They are
greater than, less than, greater than or equal to, or less than or equal to. After they write the inequality
they will solve it and then graph it on the number line. If its equal the dot will be shaded if not it will
be left blank. The skills the students will be using are number sense, problem solving skills,
representation, etc. Number sentence is the ability to count accurately first forward. Then, later in
school, children will learn to count backwards. A more complex skill related to number sense is the
ability to see relationships between numbers like adding and subtracting. Problem solving is the
ability to think through a problem, to recognize there is more than one path to the answer. It means
using past knowledge and logical thinking skills to find an answer. Students will use these skills and
work independently for the first five minutes. After, Students will take all the knowledge gained and
use their communication skills with their classmates to write, solve and graph inequalities.
The formative assessment I choose was exit card are a great way to assess my students. These
are the daily assessments used to check if students have grasp what was taught. It also gives us an idea
if we have to recap what was taught and what we should focus on when creating a review for a unit
exam. This will also help me on what content to cover on the do now on the day of the exam.
DANIELSON MODEL LESSON TEMPLATE
Class: 6th Grade Math
Date: 5/17/19
Unit: Expressions, Equations, & Inequalities
Lesson Title: Review Day 1
Content Standard Alignment:
6.NS.C.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate
plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate
or the same second coordinate
6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the
length of a side joining points with the same first coordinate or the same second coordinate.
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be
the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives
may be stated in the form of critical questions students should be able to answer.
SWBAT review topics to prepare for the unit assessment
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous
lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
This lesson supports the pervious lessons because it is review of the content we will be teaching. The first few
lessons were the introduction to inequalities, writing and graphing inequalities, and solving inequalities. In order to
pass this unit exam, the students must know all this content. This lesson supports the unit goal because its covering
everything in this unit.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)
List all materials and resources required by teacher and/or students, include preparation or other special
instructions; e.g. paper-based materials such as text books, technology equipment, science equipment or supplies,
art materials or equipment.
Students will receive a copy of the PowerPoint to refer to after the lesson. The power point will only contain the Do
Now. Once we go over the do now I will hand the students their classwork. The students will be allowed to use their
reference sheet with the inequality symbols and the keyword. This will guide them while they are working in their
classwork. Instruction are students will work independently for the first five minutes. The next fifteen minutes
students will work in groups. The groups are created by having the students will work with their elbow partners.
After this we will cold call on students to share out their answers. The final thing students will work on is their exit
quiz so I can assess them.
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
-Students use the incorrect symbol // Students don’t match their statement and graph (what are some values that
make this statement true? Does your inequality show that? Does your graph show that?)
- Students incorrectly represent the circle (Is ____ a value that makes the statement true?)
- Students do not (correctly) define the variables (What does ___ represent?)
-Students do not use the correct inverse operation to solve (How would I solve this as an equation?)
-Students write the constant on the graph, instead of the solution set (Is ___ a solution? Isn’t ___ a solution? Does
your graph show that?
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the
standards, goals and objectives of the lesson.
The previous lessons were a prerequisite to this lesson. The previous were about writings, graphing and solving
inequalities. The students can use all the reference sheets given because it contains the vocabulary they need to
solve these problems.
IntroductionAnticipatory Set:
The lesson begins with a do now and then they will begin their classwork.
5min:
Instructional Activities:
Includes questioning
techniques, grouping
strategies, and pedagogical
approaches.
5min: Students will begin working independently for the first 5 min.
15min: With their partner, students will complete the Unit 6.6 Review worksheet.
Wrap UpSynthesis/Closure:
Share out: Cold call on students to share out answers and explain their work to the
class.
Exit Quiz:
Handout HW, Pack and clean up
Question to ask
*Which symbol do we need to use? Why?
*Which way will our tail go? Why?
*Is ____ a solution here? How do you know? Can you list 3 more values that make
this statement true?
*What inverse operation are we using? Why?
*What operation is being taken place?
*Will the circle be shaded or not?
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.
For my IEP students I give them a copy of the lesson and have them seated next to a higher-level student. This way
they can use their notes for help. If this does not work they can get help from the higher-level student. I constantly
monitor them and check for understanding. If they are not understanding the content I will model it for them several
times and then allow them to work on it on their own. I will come back after 2 mins and check their work.
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Le arning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests,
portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments.
Exit Cards: These are the daily assessments used to check if students have grasp what was taught. This will also
help me on what content to cover on the do now on the day of the exam.
In this lesson, students are going to use their prior knowledge on writing equations, solving
and graphing inequalities. The previous lesson was how to writing, solving and graph inequalities. In
this lesson, will review everything we have covered in this unit to prepare for the unit exam. There are
three parts to this review, I will have students write and graph in part one. In part two students will
write, solve and graph it on the number line. In part three students will have a mixture of both and
everything else we have covered. The skills the students will be using are number sense, problem
solving skills, representation, etc. Number sentence is the ability to count accurately first forward.
Then, later in school, children will learn to count backwards. A more complex skill related to number
sense is the ability to see relationships between numbers like adding and subtracting. Problem solving
is the ability to think through a problem, to recognize there is more than one path to the answer. It
means using past knowledge and logical thinking skills to find an answer. Students will use these
skills and work independently for the first five minutes. After, Students will take all the knowledge
gained and use those skills to write, solve and graph inequalities during their unit test.
The formative assessment I choose was exit card are a great way to assess my students. These
are the daily assessments used to check if students have grasp what was taught. It also gives us an idea
if we have to recap what was taught and what we should focus on when creating a review for a unit
exam. This will also help me on what content to cover on the do now on the day of the exam.