The Coordinate Plane

Name: Nicholle Shell

Time Allotted: 60 minutes

Grade Level: 6th

Subject(s): Math

Materials Required:
-

Hidden Shapes Worksheet (24 copies)

Whiteboard

Whiteboard markers

Graph paper (24 sheets)

Battleship

Differentiated River Riding Worksheet (24 copies)

Michigan Content Expectations: S.S. Grade Level Content Expectations (GLCE), E.L.A. or Math Common
Core State Standard (CCSS) or Next Generation Science Standard (NGSS) include both the code AND fully
written out expectation.
6.RP.A.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing
values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly state with
Blooms taxonomy verb) including the level of proficiency. (3Cs = Content/Performance, Condition and Criteria
i.e. The student will {Blooms taxonomy verb}{level of Blooms taxonomy learning} so that they demonstrate 4out of 5 or higher
proficiency on the {end of lesson assessment rubric}.

Objective 1: The student will plot points in the first quadrant of a coordinate plane on the coordinate
plane test and earn a 2.5 or higher.

Learning Targets:

I can plot the X coordinate in an ordered pair.

I can plot the Y coordinate in an ordered pair.
I can accurately plot an ordered pair.

I taught this lesson in a sixth grade classroom and my site based teacher Mr. Davidson wanted me to focus on
the coordinate plane part of the standard. He wanted me to approach it with the assumption that the students
don't know how to plot on a coordinate plane.
Assessment:

Informal Formative Assessment: Students will be doing a group activity where they need to physically
plot a point (their body) on a graph. As the students are doing this I will have a class list and mark next

to their name whether they are understanding, partially understanding, or are struggling to understand
the concept.
Formal Formative Assessment: The students will be completing a worksheet titled Hidden Shapes
during independent practice. On this worksheet there are points listed in a box below the graph and the
students must plot these points in order to reveal the shapes.
Objective 1 Formal Interim/Summative Assessment: The students will complete a test involving plotting
ordered pairs on the coordinate plane.

ALSO answer: What data could you generate? What happens if they have/have not met the minimum level of
proficiency on the summative assessment?
You could generate data by recording the scores of the summative assessment in a grade book. If they have not
met the level of proficiency on the summative assessment that means they do not understand the material. One
way to fix that is to reword the content in a different way or give the students more practice with the concept.
Instructional Procedure: What information do students need to accomplish the objective?
1

Anticipatory Set: Allotted Time: 2 minutes

a Bring in the game Battleship. Show students the game. Has anyone ever played this game
before? How do you play? Do you need to know math in order to play this game? Can anyone
tell me what the game Battleship might have to do with math?
b During our time together today you are going to learn how to plot points on a coordinate plane.
c This is important to learn because it can be done with ratios and plotting points also helps us to
visually see information displayed in tables.
d Today as we go through our lesson I want you to actively participate. Ask questions, answer
questions, and tell me what you are thinking.

State Purpose and Objective of Lesson:

a Tell the students what: During our time together today you are going to learn how to plot points
on a coordinate plane. By the end of the lesson today you should be able to plot the X coordinate
in a ordered pair, the Y coordinate in an ordered pair, and accurately plot an ordered pair. ( Use of
Learning Targets)
b Tell them why: This is important to learn because it is something you do a lot of in math. It also
helps us to visually see information from tables.

Instruction: Allotted Time Overall: 66 minutes

a Direct Interactive Instruction:
The teacher will:
i The teacher will explain the components of a coordinate plane.
ii The teacher will explain ordered pairs.
iii The teacher will model plotting points on the coordinate plane.
iv The teacher will facilitate a group activity.
The student will:
v The student will take notes on the components of a coordinate plane and how to plot
points.
vi The student will pay attention during the modeling of plotting points.
vii The student will participate in a group activity.
viii The student will complete the Hidden Shapes worksheet.

Allotted Time: 15 minutes

Have the students get out a blank piece of graphing paper and draw a coordinate plane. Tell them that as you
explain the different components of a coordinate plane they will be labeling them on their page. Start out your
explanation by asking students what they know about the coordinate plane. What are the components of a
coordinate plane? What does each part mean? How do you know that? (Questioning/Self-Assessment)
Explain:
a. Origin point (0, 0)
b. X- and y-axis
X axis is horizontal
Y axis is vertical
Next you will explain what an ordered pair is and how you can get an ordered pair from a table. Ask students
what they know about ordered pairs. How do you know this? How do you plot them? (Questioning/SelfAssessment)
X-value first, then the y-value
b Modeling: Allotted Time: 15 minutes
i Draw a coordinate plane on the board and have a table on the side with points. Show how
you graph the points by first looking at your X value and then your Y value. Example: (3,
6) show the students you go over three and up six.
X
Y
4
0
3
6
1
2
5
4
6
1
ii Use the table above to plot points on the coordinate plane on the board. Have students
help you plot the points. Once a student has plotted a point have them explain to you and
the class how they did it

Guided Practice: Allotted Time: 21 minutes

For guided practice students will be participating in an activity. For this activity I will have a
coordinate plane set up on the ground. If the weather is nice it will be outside and we will have
two coordinate planes. If the weather is not nice it will be inside in the classroom with only one
coordinate plane. For this activity students will be given an ordered pair and they must physically
move and plot the ordered pair on the graph. This means that the students are the point.
Throughout the activity the students will collaborate with each other to see whether or not the
points are plotted correctly. For example I will ask is if a point is plotted correctly and students
will discuss whether they think it is correct or incorrect. If they think it is incorrect they will
discuss what they think is the correct representation of the point. (Student Involvement in
Assessment) As the students are doing this I will have a class list and will be marking whether
students are understanding, partly understanding, or struggling.

Independent Practice: Allotted Time: 15 minutes

For independent practice students will complete the Hidden Shapes worksheet. They will turn the
worksheet in at the end of class.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for
students who):
If a student has finished quickly and has not mastered the objective like a student who rushes. I
would see where they are struggling at. Once I see where they are struggling we can go back and talk
it over. Another thing that might help this student is to play a coordinate plane game. This game
gives the student more practice which will help them to master the objective. The website for the

game is http://www.funbrain.com/cgi-bin/co.cgi?A1=c&A2=0&A3=0&A4=0&A5=OyV.;
%27&A6=[0][5].
If an ELL student is struggling to complete an activity or assessment I would need to consider what
would help them. I might have to work one-on-one with them. If they do not know much English I
might have to use a translator to help explain the content to them.
If a student shows proficiency early because the content is easy for them or they are a gifted learner
there a two different activities they can choose from. The first activity that they can choose to do is a
worksheet similar to the one they completed for independent practice. However, this worksheet is
more difficult and the points create an actual picture, not just shapes. If they happened to complete
the picture they could then color it. The other option is to silent read.
Some students are not proficient near the end of a lesson because they need more time to process
what they are learning. If this is the case I would allow students more time on their assignment. I do
not want them to not be proficient just because they need more time to work. However, it would only
work to give a student more time if they did not waste their time during class.

Closure: Allotted Time: 2 minutes

a You now know how to plot points on the coordinate plane.
b Can someone tell me what they have learned today about the coordinate plane or how to plot
points that you did not know before? What helped your learning?
c Soon you will be taking what you have learned today about plotting points on the coordinate
plane and applying it to ratios.

6 References:
Norman, B. (n.d.). Introducing the coordinate plane. Retrieved from http://jwilson.coe.uga.edu
(2000). Whats the point. Retrieved from http://www.funbrain.com
(2002). Coordinate plotting: Shapes. Retrieved from http://www.worksheetworks.com
(2014). Mystery graph boat. Retrieved from http://www.superteacherworksheets.com