DIFFERENTIATED ESSON LAN L P
Kristi Carson
Liberty University
Sarah Salazar
EDSP 2360
March 6 , 2023
th
DIFFERENTIATED ESSON LAN L P
I. Subject and Grade Level: Mathematics Grade 12
II. Topic: Equations and Inequalities
III. STANDARDS
Virginia Standard of Learning: the content in mathematics in Virginia is geared towards
helping a student with five process goals. The goals include becoming a problem solver,
communicating mathematical reasoning, making mathematical connections, and interpreting
practical situations in the real world. By successfully mastering Equations and Inequalities, a
learner is expected to have a basis for higher-level mathematics related to the topic. The topic
helps a learner in interpreting practical situations in real life. The learner should be able to
collect data using tables and analyze the collected data using graphs. Learners' skills are
developed using concrete materials. The topic will assist the learner in attaching meaning to
abstract concepts. The tables and graphs used in equations and inequalities help a student in
the analysis of behaviors of functions. Graphing assists a learner in manipulating data to
summarize it. It helps in solving and verifying solutions.
(https://www.doe.virginia.gov/teaching-learning-
assessment/instruction/mathematics/standards-of-learning-for-mathematics#:~:text=The
%20content%20of,real%2Dworld%20situations).
A. Common Core State Standard: an equation is a mathematical statement indicating
two expressions that are equal. Identities are developed by rewriting expressions in
different forms. Equations with one variable are solved using only one equation. If
the equation contains, more than one variable equal number of equations are needed
to solve them. A solution to such statements must satisfy all the equations listed.
Some equations have no specific solutions. These are called inequalities. The
solutions to such expressions depend on the given situation. Statements such as "less
than", "greater than", "greater than or equal to", et al. are used in inequality. The best
possible solution is considered after evaluating a set of given conditions. Equations
and inequalities are used to solve everyday problems. The concept is developed to
include graphs that help summarize results obtained in collected data. By drawing
inequality graphs, a student can produce the best practical solutions. The knowledge
developed further in computer programs that help solve state and national problems.
(https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf)
IV. Objective: by the end of the lesson learner should be able to: represent and solve
equations and inequalities graphically and interpret a given graph in one and two
variables
V. Materials: A chart showing the types of questions that are solved using the concepts to
be learned, graph papers to be used by students in drawing the graphs, a one-meter
ruler for drawing illustration graphs by the teacher, a write-up for students to follow,
charts, smart board pencils to draw the diagrams, erasers for correction, PowerPoint
presentation showing solved questions, Wu, (2020) reference material.
VI. Technology Connection: PowerPoint and Smart Board will be used in the presentation.
VII. Biblical/ Character Education Principle: Students will cooperate in drawing graphs.
They will be given time to discuss how the graphs should be drawn. This way, the
students will develop respect for one another and the people they interact with in
society. The student will develop a habit of cooperating with others, leading to unity
in the community. The unity of purpose can be pointed out in how the children of
Israel moved from Egypt during the Passover.
VIII. Diversity/Accommodations for Exceptionalities/Multicultural Connections:
A. Learning Styles (modalities / multiple intelligences):
This mixed-gender class is near Virginia Beach, famed for its maritime history
and family-friendly attractions.
The class has 17 boys and 14 girls.
The classroom is fitted with a projector and a screen making it easy for
teachers and students to use technology in teaching and learning.
Teachers can use a variety of teaching methods because the school has teacher
assistants who help teachers set up classes for teaching.
B. Gifted: Learners in the class are differently talented. There are low, medium, and high
academically gifted students in the class. Most of them are highly competent, with only
three slow learners. About eight are talented academically. Teaching is geared towards
taking care of all these categories of students.
C. LEP/ELL/ESL/ESOL: the class has two ELL students and one ESOL. The three have
had few problems interpreting mathematical problems since they have been in school
since grade 9. Group discussions have helped the three to almost the same level as
those with English as their first language. All the students in the class
D. LD, ED, ADD: one student has attention deficit disorder. He can be disruptive in class
if allowed to have his way. With this knowledge, the teacher has sat him severally and
given him rules to follow in class. The teacher handles him by always seating him
close to the front for control. Most students in the class have learned to ignore or
advise him. Care will be taken to choose only students who have learned to handle him
as partners.
E. Multicultural Connections: Some of the students grasp concepts amazingly fast,
while others take time. The learners also like competing among themselves. The first
task will be given and marked as the first to finish first to be marked for. Those who
finish a task first will be given more challenging tasks while those that lag behind will
be assisted by identifying their difficulties and helping them out of them. The students
also come from diverse cultural backgrounds. Examples given will be sensitive to these
differences to avoid injuring the students' personalities. Students will be encouraged to
discuss with those who get the concepts fast to enhance retention. The teacher will
ensure that more than half of the class can tackle the initial tasks.
IX. Procedures:
A. Set: KWL sheet and discussion. Students will be given some time at the beginning of
the lesson to fill out the KWL sheets. This will help them link what they already know
and what they will be taught in the lesson. Students already know how to draw
equations of straight lines. The KWL sheets will be used to test their understanding of
previous related concepts. The teacher will then highlight the main points in drawing
graphs in one and two variables. The current lesson will then be introduced.
Smartboards will be used in the presentation. Students will be shown how to shade
regions on the inequality graphs to develop the required area. They will then be given
time to present related concepts to the rest of the class. The presentation will be done
in pairs where one member will present, and the other will help them.
B. Developmental
Activities
(Differentiation)
:
Group 1 Group 2 (Low)
(Medium)
Group 3 (High)
C. Teacher KWL sheet: KWL sheet: KWL sheet: The This
Instruction/
Modeling:
teacher will take more
time with this group.
They will be guided on
how to fill the KWL
sheets. The teacher
will test whether they
remember how to draw
graphs with one and
two variables. Any gap
will be filled so they
can be ready for the
day's tasks. The
students will be led
through the filling of
tables required to draw
the graphs. This group
has a few students;
hence this is expected
to take a short time.
Presentation:
Students will be given
freedom on where they
should do their
the group will be
given time to fill
out part of the
KWL sheet that
they can fill.
The teacher will
check what they
will have done and
help them to
complete filling
out the sheets.
Each pair is to
choose what they
can share with
others.
Presentation:
The student will be
at liberty to do the
presentation where
they are
comfortable. The
students will first
discuss in pairs
Students in this
group will be
allowed to
complete the KWL
sheet on their own.
They will work
from their desks.
They will then pair
up to determine
what they will
present to the
group. They will
choose.
Presentation:
The students will
be allowed to do
their presentations.
The groups in this
tier will be allowed
to do the
presentations first
to help encourage
others with lower
presentation. Already
drawn graphs will
guide the students on
how to do their
presentation. The
teacher will intervene
to clarify the wrong
presentation and guide
the students towards
correctly shading
inequality graphs
(Pagani, 2019).
before presenting
to others. Students
in a pair will help
each other while
presenting what
they will have
identified in their
W column. The
teacher will assist
any pair with
difficulties in their
presentation.
(Pagani, 2019).
abilities. The
teacher will gauge
the delivery of
concepts using
these groups. The
others will be free
to point out any
wrong ideas. The
teacher will guide
the whole class
towards the answer.
The groups,
especially in this
group, will be
allowed to have
healthy competition
by inviting others
to correct identified
problems. (Pagani,
2019).
D. Guided Student
Practice:
The teacher will take
the students through
similar examples and
The teacher will
Give tasks to be
done and go
The teacher will
Give the tasks and
encourage students
then give tasks to be
performed. The
questions to be done
will be displayed on
the screen in their
class. The teacher will
move around the class
marking those who
finish first. The
marking will be done
for about a third of the
class to encourage
others to spend fast for
their work to be
celebrated. The teacher
will point out any
problems identified
during the marking to
the rest of the students.
Members in this
category will be
encouraged to finish
fast fr their books to be
around the class
marking the
students' work.
Those who finish
the tasks before
others are
encouraged to help
their colleagues
grasp the concepts.
The teacher will
use charts to
display tasks being
performed by the
students. The tasks
being conducted by
the students will be
from easy towards
more complex
questions. Any
problems identified
will also be
clarified. Students
will do the tasks at
to finish them fast
and accurately. The
teacher will move
around the class,
marking those who
complete the given
tasks quickly. Any
problem identified
during the marking
will be pointed out,
and the whole class
will be alerted.
This group will be
assigned more
challenging tasks to
allow the teacher to
attend to problems
with other students.
The teacher will
alert all and clarify
misconceptions on
the whiteboard.
Repeated mistakes
marked.
Those identified with
difficulties will be
booked for remedial
teaching, even after
guidance.
their desks. Those
with difficulties
grasping concepts
will be encouraged
to attend remedial
teaching later.
found in this group
will be identified to
be pointed out
during the lesson
recap.
E. Independent
Practice:
The KWL worksheets
will be returned to the
students. They will
complete the
worksheet. They will
fill the L column of the
sheet. The teacher will
discuss the sheet with
those identified as
unable to fill it. The
students will be given
another task to
complete after the
discussion.
Each student will
be given their
KWL back to
complete by filling
in the L column.
Either colleagues
or the teacher will
help those who
need help to
complete it. These
students will be
given extra work
after they have
been able to excel
in the first.
KWL worksheets
will be returned to
the students. Each
student must
complete the sheet
by filling in the L
column. If any
student has
problems filling it,
they should be
helped, and more
work given after
they are helped to
check if they need
remedial teaching
on concepts
learned.
F. Closure: The teacher will conclude the lesson by pointing out the main
points of the lesson. Any problem identified during the lesson will
be corrected. Further questions on the concept learned will be
given for students to do independently.
X. Summative Assessment: Students are to work on the following questions
independently:
Show the region bounded by the lines
Y ≤ 5
X ≥ -2
2X + 3Y ≤ 7
References
Pagani, V. (2019). KWL, a possible model to connect self-assessment and feedback: the students'
view. In Teaching, Learning & Education” conference (Berlin, 15-17 May 2019). Taken
from: . Unive. it/retrieve/handle/10278/3717389/172250/little-52-162. pdfhttps://iris .
https://iris.unive.it/retrieve/handle/10278/3717389/172250/ictle-52-162.pdf
Wu, H. (2020). Algebra and Geometry (Vol. 132). American Mathematical Soc..
https://books.google.com/books?
hl=en&lr=&id=wrH_DwAAQBAJ&oi=fnd&pg=PP1&dq=k-
12+algebras&ots=2tXkWUHMjq&sig=rgaA4vG2SK9ib1_Wiqlch9p57kw
