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Anthony Lopez Mr. Bowers C.T.

’s Signature________________
11/9/14 8:00-11:00 Period 1&2 / Freshman Algebra I

Specific Objectives to Meet Goals:

Students will be able to know what an inequality is.
Students will be able to draw an inequality.
Students will be able to solve for an inequality.

Common Core Standard High School Algebra -6.EE.B.5 (Expressions & Equations):
Reason about and solve one-variable equations and inequalities.
-Understand solving an inequality as a process of answering a question: which values
form a specified set, if any, make the inequality true? Use substitution to determine
whether a given number in a specified set makes an inequality true.

Motivational Techniques:
I brought in a twenty dollar bill to class and showed it to the class. I asked whether if I gave the
twenty to a student if they had to spend exactly twenty. By doing this I was able to introduce the
idea of what an inequality is and what it means.

Materials Needed:
Whiteboard, Dry Erase Markers, Algebra I Book, Writing Utensils, Twenty Dollar Bill

Procedure for the Lesson:

- Give time to finish tests (5-10 minutes).
- Give motivation technique with the twenty dollar bill (5 minutes).
- Go through lesson 6.1 (10-15 minutes).
- Do extra problems like the homework to show them what it might be asking for (5-10 minutes).
- Assign homework with time to start it or to finish up test if not done (10-15 minutes).

Academic Language:
Inequality, greater than, less than, greater than or equal to, less than or equal to

Assessment Methods:
I first went and did some examples like the homework to get a feel if the students understood the
material. Then I went around while they all were working on the homework to see who need help
and who did not.

Evaluation of Field Experience Student’s Performance:

I think that this time teacher was a lot better than the last time this semester. First off, the
motivation technique really piqued the interest of the students; they all seemed to love the idea of
incorporating real money in the classroom. Secondly, I feel as though I was more prepared and
ready for this time so I was able to teach more comfortably. There were also a few not so good
things. One thing was that the tests were taking longer than expected yet I still had to teach, so I
ran into what was more important and had to make the decision to teach while some students
were still taking the test. Also the lesson was a lot shorter than expected so the students had a
little more time for homework than expected, which is not necessarily a horrible thing.