Eureka Math Lesson Plan – Module 03, Lesson 10

Lesson Plan – Elizabeth A. West

Lesson Information
Writing and Interpreting Inequality Statements Involving Rational Grade
Lesson Title
Numbers Level 6th
Subject Area
Mathematics – Inequality Statements
& Topic
Students will understand that rational numbers can be represented, ordered, and
Enduring
compared using a number line, and that inequality statements can be written to
Understanding
represent these comparisons.
At the end of this lesson the students will be able to:
Content 1. use a number line to compare and order rational numbers
Objectives 2. write inequality statements for multiple numbers from least to greatest
3. write inequality statements for multiple numbers from greatest to least
Content Area
CC.2.1.6.E.4. Apply and extend previous understandings of numbers to the system of
Standards—
PA CCSS rational numbers.

 Eureka Math Module 3 books  Pencils

 Smart board  Exit tickets
Materials
 PowerPoint  Chromebooks w/Dreambox math program
 “Do Now” problems
Time
(min.) Lesson Activities
Entry/Focus Students receive a daily “Do Now” bell ringer activity with 1-3 challenge math problems
5 Activity
“Bell Ringer”
for them to complete. Today’s bell ringer will be “24” game problems.

Anticipatory Students have been enjoying figuring out “24” game problems; the day’s “Do Now”
5 Set
Connection/“Hook”
includes multiple “24” problems.

Content Previous lessons at the beginning of the module relied more on full instruction and
Delivery modeling by the teacher; for this lesson at this point in the unit, we are adding an
0
Instruction &/or application of the inequality and use of number line principles we’ve been learning, so
Modeling“I Do”
the lesson started at the “we do” stage.
“We Do”: Teacher will work through a problem asking students to give answers for
what to do throughout, including doing the math for the inequality statements.
10
Active “They Do”: Students will work in small groups to graph the set of 3 points on the
Engagement number line and explain how their positions support the inequalities written together as
Guided “We Do” &/or a class, then (back to “we do”) teacher will review the solutions with the class and then
Group “They Do”
Practice demonstrate writing a 3 number inequality statement.
15
Additional similar problems will follow, with each giving more of the problem to the
students as a “they do” before coming back together to review.
Work Toward The main part of the lesson will wrap up with students individually directly placing
5 Mastery numbers into inequality statements, followed by an exit ticket with a multistep word
Independent
“You Do”Practice problem on plotting rational numbers and writing inequality statements.

Closure
5 Exit Ticket/ Students will complete exit ticket, then work on individualized activities in Dreambox.
Link/Extension

For this lesson, assessment will be formative:

Assessment  observations of small groups
Formative &/or Summative
 final problem and exit ticket