Lesson 3

Section A: General Information

Date: Tuesday 29th October,2019

Class: Form 2J

Number of Students: 40 Boys - 40 Girls - 0

Age Range: 13-15 Average Age: 14

Number of Students Present: _____

Duration of Lesson: 40 Minutes

Section B: Lesson Information

Subject: Mathematics

Topic: Linear Inequalities

Previous Knowledge and Experience:

Students are familiar with:

 Using a number line

 Successfully subtracting and adding directed numbers

 Computing linear equations effectively

 Using a number line to illustrate inequalities

Objectives:
Students will be able to:

 Solve inequalities in Linear Equations (one step)

Resources:

 Oxford STP Caribbean Mathematics (Fourth Edition)

 Charts

 Markers

 Whiteboard

 Inequality Mover

Description of classroom environment:

The delivery of this lesson will be to a Form 2 class at A.S.J.A. Boys’ College, San Fernando.

The classrooms are air conditioned but are a bit cramped due to having so many students. All

students can be able to see the teacher as the whiteboard is located at the front of the classroom.

For this session the necessary resources are printed worksheets for each student and the

remaining resources would be utilized by the teacher during explanations and assessment. Space

is an issue as the desks are not very spaced out, so unfortunately the classroom setting cannot be

adjusted to facilitate the lesson if needed. Internet is not easily accessible in the classroom but

not necessary for this lesson.

Set Induction (Duration 3 minutes)

The teacher would pick a short student and a tall student to come in front of the class. The

inequality stands 4 4’’ < 5 4’’ If someone steals the shorter students’ shoe would the inequality
remain the same? If both students were to put on football tugs, this would increase both their

height by 2 inches. Would the inequality still remain the same?

Section C: Content and Body of Lesson

DESCRIPTION OF
CONTENT DESCRIPTION OF TEACHING
STUDENT

Teaching Point 1 Recall: Students are familiar with the

properties of solving
Solve one step inequalities in An inequality remains true when
inequalities.
Linear Equations the same number is added to, or

subtracted from, both sides.

Now, consider the inequality Students will be questioned as

the teacher recalls their

x–2¿3
previous knowledge on
Solving this inequality means solving linear equations.
finding the range of values for x Students will contribute to
for which it is true. teacher’s explanations.

Adding 2 to each side gives

x ¿5

We have now solved the

inequality.

Students would now use their Students are engaged in the

knowledge of the previous lesson discussion and responds to

to show their answers on a

Students will be called onto
number line.
the whiteboard to write the

Students would now attempt answer to the question.

questions 1-4 on page 61 of the

STP 4th Edition by solving and

Students respond to teacher’s
illustrating their answers on a
questions and discusses their
number line.
ideas.
Students would come onto the
Students are stimulated to
board and work the questions and
think about what is being done
explain to the class how they
on the whiteboard and are
arrived at their answer.
asked to help their peers to get
The teacher would be passing to each next step.
around and checking students’

books for their working and

answers.

The inequality mover will also be

present if students still need

concrete materials to work out

 their answers.

A worksheet would now be given

with additional questions for

students to attempt is now given.

A copy is shown at the end of

this lesson plan.

Section D: Summary/ Closure/ Assessment

Closure: The teacher would give out post its and ask the students to write something they learnt

in class today.

Assessment: The teacher would give a few questions assigned from the text to be corrected by

the teacher at the beginning of next class’ lesson.

Follow on: Next class we will be moving on to Solving inequalities in Linear Equations (Multi-

Step)
LESSON APPRAISAL

A week has passed since the previous lesson so a few students had forgotten what was done last

class. We had to go over the concept of linear equations as students were having a lot of

difficulty with the moving around of the unknown values and changing of signs on each side.

Students were able to solve the equations with the help of the inequality mover and were

excited to use both the pink and purple arrows as this was a lot of their favourite colours (lucky

coincidence).

What would I change about this lesson?

I would allow more students to voice and explain their questions in class to be able to

benefit their peers rather than the teacher being the only voice for explanations.