Lesson

Title: Graphing and Solving Inequalities

Name Date Grade /Age Number Length
N/A 7 Grade
th 21 Around 80
minutes
Lesley Cheung



Context
This lesson is catered for 21 students in a 7th grade math intervention class. Half of the
students are Hispanic, nine are African American, one is white and one is from the middle
east. The middle eastern student recently transferred from Morocco and speaks minimal
English. Half of the Hispanic students have parents that dont speak much English. Most
students that are in the class have either an emotional or mental disability. Two students
have been suspended for class disruption. One student has autism and a quarter of the
students have ADHD. Students in this class have been moving at a slower pace than the rest
of the grade, for it takes time for these students to pay attention.

WIDA Levels: The student from Middle East, who recently arrived, speaks little to no
English. He is probably in WIDA level 2 (Identify key language that provides information to
solve real-life mathematical problems using labeled visual and graphic supports with a
partner) while half of the students are in WIDA level 4: Expanding (Identify key language
patterns to solve real-life mathematical problems using graphic supports). The rest are in
level 5: Bridging (Identify key language patterns to solve real life mathematical problems).


Previous and Subsequent Lessons
Students will learn how to solve and graph problems with inequalities. They will also learn
how to interpret word phrases into equality signs. Previous lessons have built on their
knowledge of properties of operations, as well as solving problems with positive and
negative numbers. They have also begun to use letters as numbers to represent real-world
problems. In subsequent lessons, students will begin interpreting word problems into
inequality equations.


Standards
Use variables to represent quantities in a Students will be graphing inequality
real-world or mathematical problem, and problems onto the line graph. They will also
construct simple equations and be identifying whether or not the inequality
inequalities to solve problems by includes or equal to (which will be
reasoning about the quantities. represented with a closed or open circle). By
(CSS Math Content 7.EE.B.4) the end of class, students will be matching
various terms with expressions.
English language learners communicate Students will be paired up to work together;

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for Social and instructional purposes they will have to share and explain their
within the school setting. (WIDA ELD work at the end of the class.
Standard 1)
English language learners communicate Students will be required to use the terms
information, ideas and concepts for inequality as well as correctly match the
academic success in the content area of terms less than, less than or equal to, more
Mathematics. (WIDA ELD standard 2) than, more than or equal to with the correct
signage.

Prior knowledge
Students have already learned how to use the properties of operations to add, subtract and
expand linear expressions with rational coefficients. They have also learned how to solve
multi-step algebraic equations with both positive and negative numbers as well as write
and interpret an expression in various forms (such as percentages from decimals). They
also had practice with word problems, particularly with the properties of operations and
writing expressions.

New Learning
In this lesson plan, students will begin to learn about inequalities. They will begin graphing
inequalities based on the terms given (e.g., less than or equal to). They will have to
accurately identify the direction to graph, and color the circle above the number to
represent whether it is less than or equal to (closed circle) or just less than (open circle).
Students in higher WIDA levels will have to pair up the various phrases with inequality
signs, while students in lower WIDA levels will fill in the worksheet to identify the correct
algebraic expression. By the end of the class, students should also be able to solve one-step
inequality problems by doing addition and subtraction inequality problems.

Understandings
Students will be able to understand the properties of inequalities and how it is applicable
to their own lives. They will also know how to graph inequalities as well as correctly use
the inequality signs. This lesson will be an important class for learning about multiplying
and dividing inequalities.

Objectives
Content Objectives

1. Students will be able to graph properties of inequalities that are expressed by less
than (<), less than or equal to () , greater than and () greater than or equal to (>)
in class.
2. Students will be able to accurately interpret the inequality phrase and write out an
expression equivalent to it.
3. Students will be able to solve inequalities with addition and subtraction rules,
demonstrating this through in-class work.

Language Objectives

2

1. Students will be able to orally explain their thought processes to the class. They will
also be able to correctly use the terms, inequality, less than, equal then, or
equal to when explaining the answer.
2.




Materials
- Worksheets
- Poster paper in front of the class with class expectations
- Poster paper in front of the class with language and content objectives
- Overhead Projector
- Markers
- White Board

Procedure (The How)

Opening

1. Opening (5 mins)
a. Teacher: So, we will start a new lesson today on inequalities! Now, lets start
with how inequalities can be used in our lives. Has anyone ever been too
young or too short or too tall to do something?
b. Teacher shares her example. So I remember when I was a kid, and I really
wanted to sit in the front seat of the car, but my dad said I had to be at least 4
feet (indicate) to ride there.
c. Now, share with a partner if youve ever had an experience like that!
d. Class comes together teacher asks students to share.
e. Teacher: Now, we will actually be learning how to write these problems in
equations! Now, lets begin.

2. Review Class Expectations (2 minutes)
a. Be respectful and supportive.
b. Let others talk.
c. Be comfortable with being uncomfortable (make sure you ask questions!)

3. Read Content and Language Objectives (3 minutes)
a. Teacher: Can I have a volunteer to read the content and language objectives
on the wall, please?
b. Student reads.
c. Teacher: We will be addressing all these objectives by doing problems
together in class through worksheets as well as through group work. You will

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 be assessed through your content and language objectives! Now, lets begin!

4. Class Discussion: Vocabulary (10 minutes)
a. Teacher: So, today, we will learn the terms variable, numerical
expression, equivalent expression, term and expression in standard
form.
b. Hand out vocabulary worksheet.
c. Teacher also need to model while students are filling in the worksheet (on
the overhead projector)
d. Get students to repeat the word. Teacher: Please repeat after me: inequality.
What do you think inequality means?
e. Student-friendly definition. Teacher: Hmm (after responding to students
answers) Well, it is a symbol that describes the two values when they are
different.
f. Contexts. For instance, I can say, I wanted to get three apples, but I only have
two apples, so I can say, 2a DOES not equal to 3a. (Write the equation on the
board)
g. Develop opportunities for students to interact with words in meaningful ways.
Does that make sense? So, Ill write some other examples, and please raise
your hand if you think it is or it is not an inequality.
h. 5 > 3 or 30 = 20+10

Development
1. Pre-Teaching: Inequality (Think-Aloud, so will write on board) 10 mins
a. So most of us are familiar with the = equal sign, which you know, is 2 + 2 = 4.
Now, equal is comparing two different quantities. When you write 2 + 2 = 4,
what you have on the left and right hand side is the same. The equal sign
describes the exact same amounts on both sides, but what if you dont? So,
lets say you have the number 7, and the number 2 and you want to compare
them. So, are 7 and 2 equal? (No). Well, lets say I want to figure out which
one is larger and which one is smaller. So, I want some kind of symbol to
describe that relationship, which would be (write on board) 7 > 2, which
would be READ as 7 is GREATER than 2. The larger quantity is on the
OPENING of the sign. The bigger side is on the opening side. Now, you can
also say, 3 + 4 > 2, or 3 plus 4 is GREATER than 2! What if I wanted to make a
comparison between 9 and 10? So, now the greater than symbol is no longer
useful. Well, 9 is less than 10, how would I express this? So, it would be 9 is
LESS THAN 10, or 9 < 10.
b. So, lets say that I want to drive a car. But, I have to be at least 16 in the state
of Massachusetts to get a license to drive a car. How could I express this

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 mathematically?
c. I want A to stand for age. So I want my age to be at least 16, or A 16. So, I
could be 17, 18, 19 these are MORE than 16. What if I was exactly 16? Could
I still use this sign? Yes, if it has a line under it, it means that its greater than
OR equal to 16. (write on board)
d. What does this mean though? Write on board: A > 16. Notice it does not have
a line under it, which means its less than. So, lets say, I was 16, could I get a
license? Is it true that 16 > 16?
e. Prompt students. (No. Its equal! So its not a true statement).
f. Draw a number line on the board
g. ------------------------------------------ (Color 16-100)
h. 16 100
i. So anyone between 16 or 100 (or older) can drive
j. So if I were to stay that A 16 and I want to depict that on a number line is
like the line above. And if I want to make it CLEAR that Im including the age
16, so I would COLOR in the circle (be sure to color in the circle above 16!).
k. What if I want to plot this? A > 16? So you cant be 16, but anyone older than
16 can drive. How would I plot this on a number line?
l. ------------------------------------------ (Color 17-100)
m. 16 100
n. (Draw OPEN circle above 16 and arrow to 100)
o. If it DOES NOT include the number 16, then I would draw an OPEN circle!
Think about that for a second.
p. Lets do another example. If I wanted to be tall enough to reach the ceiling,
how tall would I at least have to be?
q. So I would make h = the height I would need to reach the ceiling. Now, the
ceiling is 7 feet. So lets say we got some basketball players in here they
would all have to be AT LEAST 7 feet to reach the ceiling (at full height and
holding their arms up). So one way I can think about it is I want to be at least
7 feet tall, so w 7. So how would I depict that?
r. ------------------------------------------
s. 4 7 10
t. So I could be 7 feet, or taller. I would shade in. which part? Would it be
open circle or closed circle? (shade in 7 to 10. Closed circle)
u. What if I raised the ceiling a little bit? (just a little) Now its now more than 7
feet. So, you cant be 7 feet, but you can be anything above 7 feet. What would
that look like?
v. ------------------------------------------
w. 4 7 10
x. Open circle (shade 7-10).

2. Explaining Greater than and Less than symbols: Worksheet A (10 mins)
a. So, now we will be working on a worksheet together in class. (Teacher will
model the worksheet)
b. So most of us are familiar with the = equal sign, which you know, is 2 + 2 = 4.

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 Now, equal is comparing two different quantities. When you write 2 + 2 = 4,
what you have on the left and right hand side is the same. The equal sign
describes the exact same amounts on both sides, but what if you dont? So,
lets say you have the number 7, and the number 2 and you want to compare
them. So, are 7 and 2 equal? (No). Well, lets say I want to figure out which
one is larger and which one is smaller. So, I want some kind of symbol to
describe that relationship, which would be (write on board) 7 > 2, which
would be READ as 7 is GREATER than 2. The larger quantity is on the
OPENING of the sign. The bigger side is on the opening side. Now, you can
also say, 3 + 4 > 2, or 3 plus 4 is GREATER than 2! What if I wanted to make a
comparison between 9 and 10? So, now the greater than symbol is no longer
useful. Well, 9 is less than 10, how would I express this? So, it would be 9 is
LESS THAN 10, or 9 < 10.
c. (Keep modeling examples until everyone is done with worksheet).

3. Groups: Worksheet B (10 minutes)
a. Wida Level 2
i. Now, using worksheet A as a graphic organizer, Wida level 2 students
will fill out worksheet B. They will have to draw inequalities below
the phrases, with the numbers.
ii. Teacher: Now, lets review some phrases together! Remember how
we said that in worksheet A, less than or equal to 8 means the arrow
would be pointing to the right, and there would have a line
underneath it? So, lets see we see on question 8, theres the phrase,
9 is less than or equal to x What would that look like?
iii. Prompt student. Teacher: It seems pretty similar to me!
b. Wida Level 4 & 5
i. Students will pair up (based on background knowledge level) and will
be given an envelope with all the terms and inequality signs.
ii. The phrases and inequality signs will already have been cut up. The
teacher will model how it would look like.
iii. (Modeling) Teacher: Now, for instance, I know that this phrase,
Children under 3 get in for free Hmmm what would that phrase go
under? I know that you have to be under 3, but does that you mean
you can go in when you are three years old? I dont think so. So its
UNDER 3, which means its less than 3! Now, it would go under the less
than sign!
iv. They will have to pair up the terms under the sign. Teacher will come
around after to check work.

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 4. Think Aloud: Inequalities using addition and subtraction (10 mins)
a. So, lets get you all warmed with inequalities. Lets say, I had x 5 < 40. So,
lets find all the xs that will work with this equation. In an equation, you only
have one answer, right? But inequalities, there are a LOT of xs that will work
with this equation! For instance, 2 5 is less than 40! 3 5 is also less than
40! There are a ton of answers that could work with this equation. So what
should we do?
b. We want to come up with a solution that actually includes all the xs! So we
do that by solving any equation; we want to get the x term by itself first. So,
lets say this was an equation like so: x 5 = 35. How would you find x?
c. Prompt students. Right! It would be x + 5 on both sides! That wont change
the less than sign. It would be x 5 + 5 < 40 + 5, which is x < 45. So to see all
the numbers it represents, Im going to quickly draw a number line.
d. ------------------------------------------ (circle above 45)
e. 20 25 30 35 40 45
f. Prompt: What would I shade? (everything below 45, but not including 45)
g. Lets say we had x + 20 -100. Notice, we have a line below the sign now.
h. So lets say, I wanted to subtract 20 from each side to find x. What would that
look like?
i. Prompt students. Right, it would be x -120. If x is greater than or equal to -
120, how would I draw that out?
j. ------------------------------------------ (closed circle)
k. -120 - 110 -100
l. What would this look like? Notice, we are not making it hollowed!
m. Prompt students. Right, x is greater than or equal to everything -120, so we
would shade everything to the right!

5. Worksheet C: Adding and Subtracting Inequalities (10 mins)
a. Teacher: Now I will give you ten minutes to work on this worksheet quietly.
Then, I will call on you, one by one (starting from the left), and you will have
to share your answer to the class.
b. Model: For instance, the first question x + 8 18 (write on board as you do
this)
c. To get x, I would have to subtract 8 from both sides, which would make this
an inequality of x 10 then how would I graph that? Since I know that sign
means greater than or equal to, that means it would be a closed circle, at ten.
(draw this on the board as you think aloud) Notice I used the term GREATER
THAN OR EQUAL TO, and INEQUALITY. Please use these terms when you
come up!
d. It would be quick! Everyone has to come up after and share their answers on
the board.
e. Give students 5-7 minutes to complete worksheet.
f. After, students all share their answers.

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Closing

Closing
1. Comprehensive Review of Objectives (2 mins)
a. Now, we learned about inequalities and how to graph them today! Lets look
back at our content and language objectives. Did we learn how to use these
terms: less than (<), less than or equal to () , greater than and () greater
than or equal to (>)? Were you all able to accurately interpret the inequality
and graph it on the inequality line? And finally, solve inequalities with
addition and subtraction rules? By looking at your worksheets, I think we
did!
b. In terms of language objectives, we also successfully used the terms
inequality, less than, less than or equal to, greater than and greater or
equal to!
2. Exit Slip (8)
a. On Exit slip, students will have to do questions 2, 3, 6, 7 and 9. They will need
to hand it in before they leave the class.


Assessment
Students will be evaluated based on their worksheets and group work. Students must have
identified the phrase and graphed it correctly. They will also need to demonstrate their
understanding by using the new vocabulary we learned in class, such as inequality, less
than or equal to, less than, greater than or equal to or greater than (Will they be able
to identify that coloring the circle on the graphing line means greater than or equal to / less
than or equal to? Are they able to interpret the phrases onto the graph correctly? Is the
arrow pointing in the right direction? Are they able to transfer the graph line into a
phrase?).

The teacher can informally evaluate their knowledge of vocabulary by assessing their small
group work and class think-alouds. The summative assessment tool will be worksheets A, B
and C.


Extensions
1. Extensions
a. To review,




Harper, C. & Jong, E. (2004). Misconceptions about teaching english-language learners.
Journal of Adolescent & Adult Literacy, 48 (2), 152-162. Retrieved from

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https://learn.bu.edu/bbcswebdav/pid-3976931-dt-content-rid-
10181698_1/courses/15sprgsedtl525_b1/harper%20%26%20Jong%20_2004_%20-
%20JAAL%281%29.pdf

Francis, D., Moughamian, A & Rivera, M. (2009). Instructional models and strategies for
teaching English language learners. Portsmouth, NH: RMC Research Corporation, Center on
Instruction