Unit Title: Eco-Friendly
Two Weeks
Math
Lesson Plan
Teacher: 6th Grade Math Teacher
Grade: STEM Math IB
Lesson Title: Environmental Research: Data Collection, Analysis, and Research
STRANDS
Equations and Expressions
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will be exploring inequalities. Through investigations and discussions, students will learn how to reason through inequalities, write inequalities for a given
situation, and solve inequalities. Then students will look onto the 7th grade standards through solving two-step equations. During the project, students will take this
knowledge to assist them in simplifying expressions and equations while using authentic data. Math will connect with Science through using the data collected during
our watershed study. Math will collect to English Language Arts through writing written analysis of the data collected. Finally, Math and Social Studies will connect
through using inequalities that involve topics such as elections and populations.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Our STEM Fair project has our students engineering recycling containers for our school. The video titled “Why Green Schools?” explains the need for schools to move
towards being green schools. This will give the student a glimpse of where we are going at the end of the unit.
DAY
Objectives
(I can….)
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
1
I can explain
an inequality.
Reasoning
Through
Inequalities
Warm Up (See
Resource
Folder)
Essential Question: What are inequalities?
Reasoning
Through
Inequalities
Guided Notes
(See Resource
Folder)
Teaching Strategy:
Have students open up the Guided Notes (See Resource Folder) for this lesson.
This reviews with students the key vocabulary and symbols. Go through these
notes with students. Model and discuss with students how to answer these
questions.
Set:
Students will complete the Reasoning Through Inequalities Warm-Up. When all the
students have completed the warm-up, ask the students to discuss this with their
table groups and then discuss this as an entire group.
Next, have students complete the Reasoning Through Inequalities Partner Practice
(See Resource Folder) as a table group. Ask students assessing and advancing
questions as they complete these practice problems. Discuss students responses
to these questions.
Reasoning
Through
Inequalities
Partner Practice Finally, have students complete the Reasoning Through Inequalities Individual
(See Resource
Practice (See Resource Folder). Ask students assessing and advancing questions as
Folder)
they complete these practice problems.
Reasoning
Through
Inequalities
Independent
Practice (See
Resource
Folder)
Reasoning
Through
Inequalities
Ticket Out the
Door (See
Resource
Summarizing Strategy: Have students complete the ticket out the door.
Differentiated
Instruction –
Remediation:
Peer Tutoring
Grouping
Guided Notes
Differentiated
Instruction –
Enrichment:
Have students
create
inequalities for
every day
situations.
Formative
Assessment:
Informal
Observation
Ticket out the Door
Guided Notes
Partner Practice
Independent Work
Summative
Assessment:
Homework
Folder)
Materials for
Differentiated
Instruction –
Remediation:
Guided Notes
2
I can write an
inequality to
describe a
given
situation.
Writing
Inequalities
Warm Up (See
Resource
Folder)
Writing
Inequalities
Guided Notes
(See Resource
Folder)
Materials for
Differentiated
Instruction –
Remediation:
Guided Notes
Essential Question: How do I write an inequality for a given situation?
Set:
Watch the LearnZillion video on writing inequalities.
Peer Tutoring
Teaching Strategy:
Explain to the students that inequalities can be used to describe a situation. They
are much like equations. The solution set is just larger.
Ask students to fill out a chart similar to the one below. Have students identify key
terms in a word problem that will tell them what operation they will be using.
Addition
Subtraction
Multiplication
Differentiated
Instruction –
Remediation:
Division
Ask students to fill out a chart similar to the one below. Have students identify key
terms in a word problem that will tell them what inequality sign they will be using.
Grouping
Guided Notes
Differentiated
Instruction –
Enrichment:
Have students
create
inequalities for
every day
situations.
Formative
Assessment:
Informal
Observation
Ticket out the Door
Guided Notes
Summative
Assessment:
Homework
<
>
≤
≥
These tables can be found on Writing Inequalities Guided Notes for this lesson
(See Resource Folder).
After filling out the charts on the guided notes, model for students how to
complete the examples on the guided notes. Then allow the students to work
through some examples in partners, and finally, independently.
Summarizing Strategy: Students will answer the following question as a Ticket Out
the Door. Julia is saving for an iPad. The iPad will cost at least $600. She has $150
saved. She charges $8 an hour to babysit. Write an equality to find how many
hours she must babysit in order to save for her iPad.
3
I can write
and solve
Materials for
Differentiated
Essential Question: How do I write and solve an inequality?
Differentiated
Instruction –
Formative
Assessment:
inequality.
Instruction –
Remediation:
Algebra Tiles
Set:
Students will watch the Virtual Nerd video on writing and solving an inequality
from a word problem.
Remediation:
Teaching Strategy:
Review with students how to solve one-step equations. Examples can include:
Grouping
Informal
Observation
Peer Tutoring
Ticket out the Door
Guided Notes
Use algebra tiles, if needed.
2𝑥 = 12
𝑥 − 5 = 13
𝑥
= 63
7
6
𝑥 = 42
7
Explain to the students that solving inequalities is similar to solving equations.
Have students make a conjecture on how to solve the following inequality:
3𝑥 ≥ 18
Model for students how to solve this inequality. Model how to graph the
inequality. Compare and contrast this with the equation 3𝑥 = 18. Have students
discuss the difference between the solution set for the equation and the solution
set of the inequality.
Work through more examples with students. Model some, work some in partners,
and finally work some independently. Examples can include:
𝑏 − 10 ≤ 12
14 ≤ 2𝑑
12 >
𝑐
4
3
𝑥 > 16
4
Differentiated
Instruction –
Enrichment:
Solve an
inequality with a
coefficient that
is negative.
Summative
Assessment:
Homework
In order to win the class president election, Carol must earn at least 55% of the
vote of the student body. There are 120 students. Write an solve an inequality to
determine the minimum number of votes Carol must get to become class
president.
Summarizing Strategy: Have students write, solve, and graph their own inequality
as a ticket out the door.
4
Project Day 1 – refer to Unit Plan
Topic – Watershed Study
5
Project Day 2 – refer to Unit Plan
Topic – Watershed Study
6
I can use the
data from my
field journal to
create graphs
and draw
conclusions.
Data from the
Stream Flow
Essential Question: How do I create graphs and analyze my data from my field
journal?
Materials for
Differentiated
Instruction –
Remediation:
Computers with
Excel
Set:
Differentiated
Instruction –
Remediation:
Peer Tutoring
Teaching Strategy: Ask the students to take out their field journals from our
project days. Have students turn to their table groups and discuss the types of
data they collected during these two days. This will serve as a review for students
who may not remember the data that was collected. Explain to the students that
their task for the data is to create graphs for their data.
Pass out supplies to the students. Allow students to work individually on their
graphs. When students have finished their graphs, ask students to interpret what
their graph means.
Summarizing Strategy: When the students are done with creating their graphs,
allow them to post one of their graphs. Do a gallery walk and ask students to
make a conclusion based on the data of at least two other students’ graphs.
Differentiated
Instruction –
Enrichment:
Peer Tutoring
Formative
Assessment:
Informal
Observation
Ticket out the Door
Summative
Assessment:
Homework
7
I can solve
multi-step
equations.
Algebra Tiles
Matts
Paper
Pencil
Colored Pencils
Two-Step
Equation
Examples (See
Resource
Folder)
Two-Step
Equation Word
Problems
Examples (See
Resource
Folder)
Materials for
Differentiated
Instruction –
Remediation:
Algebra Tiles
Calculator
Materials for
Differentiated
Instruction –
Enrichment:
Two-Step
Inequalities
Essential Question: How do I solve a multi-step equation?
Set: Put 2x+5=15 on the board. Have students make a conjecture on how to solve
this equation.
Teaching Strategy: Pass out the algebra tiles and the matts. Remind students of
the concept of a zero pair. Model for the students a simple two-step equation
using the zero pair concept to solve the equations. Express the importance of
what you do to one side, you must do to the other side. Otherwise the equation
will not be balanced.
First, just have students get used to using the Algebra Tiles. After a few models,
show students how draw a picture of the models in their notes. Finally, show
students how to show their work using just paper and pencil. See Resource Folder
for examples.
Along each step, allow students to create problems for each other in their table
groups and for the class.
After the students have gotten the hang of it, give them some real-world world
problems.
Summarizing Strategy: Students will write a Dear Teacher note. This note will
include what they already know about equations, what they liked/disliked, and
what they are unclear about.
Differentiated
Instruction –
Remediation:
Peer Tutoring
Formative
Assessment:
Informal
Observation
Ticket out the Door
Grouping
Algebra tiles
Calculator
Differentiated
Instruction –
Enrichment:
Solve two-step
inequalities.
Summative
Assessment:
Homework
(See Resource
Folder)
8
Project Day 3 – refer to Unit Plan
Topic –Engineering Fair
9
Project Day 4 – refer to Unit Plan
Topic –Engineering Fair
10
Project Day 3 – refer to Unit Plan
Topic – Engineering Fair
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
6.EE. 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.
6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought
of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of
distances and times, and write the equation d = 65t to represent the relationship between distance and time.
7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals),
using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of
answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to
place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
7.EE.4.Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning
about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers.
Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For
example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?