Template for Vocabulary Lesson Plan

Content Area: Mathematics, 7th grade

TEKS

7. B. 11. A.
The student applies mathematical process standards to solve onevariable equations and inequalities. The student is expected to:
(A) model and solve one-variable, two-step equations and inequalities;

Content Objective
TSWBAT
(Describe what the
student will be able to
do AFTER you have
taught the lesson.)

The students will have the ability to recognize the differences between
an equation and inequality. They will be able to identify and label the
vocabulary context of the inequalities and equations. Students will then
solve for an unknown variable with 80% accuracy.

(Vocabulary words: Inequalities, constant, coefficient, variable, and

equation)
Language Objective
TSWBAT
(Describe the language
proficiencies that the
students will need to
learn the content of the
lesson.)

The students will be able to recognize and solve both equations and
inequalities. Students will be able to locate the constants, coefficients,
and variables within an inequality and an equation. Students will be
able to verbalize the differences between an equation and inequality.

Text Read
(Describe here and cut Frayer Model. Students will have 2 Frayer models one for equations
and paste or attach a
and one for inequalities to visualize the differences and similarities and
copy of the text used as contextualize the units vocabulary.
appropriate.)
Strategy Used
(Describe the strategy
and cut and paste a
Teacher will use guided notes to define vocabulary terms. Teacher will
copy of the graphic
then use the Frayer Models to contextualize the mathematical
organizer as necessary.) vocabulary terms.

Procedure
(Describe the steps, and The students will be given two Frayer Model handouts that have the 4include any handouts
square Map on both. Using a projector the teacher would start off by
used.)
filling in the handout. The students will have a guided notes handout
and will take notes, writing down the information the teacher covers. As
the teacher is covering information before filling in each box they will
pick on a student to take a guess of what the class should put in each
box. When covering the examples the teacher would ask the class what
they believe a constant or coefficient is. Then have the class circle the
constant(s) and place a box around the coefficient. Then write the terms
below the equation or inequality with a line connecting the circles to the
word constant and a line connecting the box to the word coefficient.
After completing the Frayer Model the students will flip their page over.
On the back they will be given two equations and two inequalities to
solve, which are the examples used in the Model. As a class we would
work the first example for each together then they would work the last
example for each on their own. When they work the examples they will
be instructed to circle the constants and box in the coefficient with the
variable.
2x+8<20
x<6

Modifications/Support
for ELLs (What might
you do to support
various levels of
English Language
Learns with this
content?)

6-2x>16
x<-5

3x+10=25
x=5

15-3x=-15
x=10

Included in the handouts for the ELLs in the class will be a Spanish
translation on the back of the paper with the model filled in in Spanish.

Assessment
The teacher will give the students a handout that they will work on
(How will you know if independently then turn it in before leaving class. Below is an example
the student achieved the of what it would look like:
objectives?)
Solve the problems below, remember to circle the constants and place
the coefficients and variables in a box. Above the problem write
whether it is an equation or inequality.