Lesson Plan Format

Teacher Candidate: Emily Leeb Date: 11/18/19 Time: 1 hr 25 mins

Cooperating Teacher: Mr. Rivera Coop. Initials:
Group Size: 30 Grade Level: 6th
Subject or Topic: Graphing on the Coordinate Plane Section:

I. Objectives, Standards and Assessments

A. Standard(s)
Standard - CC.2.1.6.E.4
 Locate and plot integers and other rational numbers on a horizontal or vertical number line;
locate and plot pairs of integers and other rational numbers on a coordinate plane.

B. Performance Objectives (Learning Outcomes)

 TSWBAT successfully locate and plot pairs of integers on a coordinate plane
 TSWBAT identify the x and y axis, origin, and the four quadrants

C. Assessment/Evaluation Plan
1. Formative Assessment
 An exit ticket will be used to assess the level of individual student mastery of locating and plotting
integers on a coordinate plane.
2. Summative Assessment
 A unit test will be used to assess the level of individual student mastery of locating and plotting
integers on a coordinate plane.

II. Instructional Materials

Student Materials
 30 fly coordinates
 24 exit tickets
 6 gifted exit tickets
 30 ordered pair foldable templates
 30 coordinate plane templates

Teacher Materials
 Example ordered pairs foldable
 Blank ordered pairs foldable
 Smart board
 Dojo name generator
 Life-size coordinate plane
 Electronic coordinate plane display

Teacher-Prep
 Have both ordered pairs foldable and coordinate plane template on students’ desks before they walk in
the classroom
 Have 30 fly coordinates hung around the room prior to lesson
 Adjust desks before students enter the room

III. Subject Matter Explanation

A. Prerequisite Skills
 Students can plot integers on a number line
 B.
Key Vocabulary and Content
Axes: the two number lines
X-axis: horizontal axis
Y-axis: vertical axis
Origin: the point where the axes intersect
Quadrants: divided up by the two axes forming 4 quadrants
Ordered pair: a pair of numbers that gives the location of a point on a coordinate plane. The first
number tells how far to the right (positive) or left (negative) the point is located from the origin. The
second number tells you how far up (positive) or down (negative) the point is located from the origin.
 The numbers in an ordered pair are called coordinates. The first number is the x-coordinate and the
second number is the y-coordinate.
IV. Implementation
A. Introduction
1. Hook
 Has anyone noticed anything different about our classroom today?
 Elicit the response that there are flies all over the classroom
 Explain that there was a man named Rene Descartes who spent most of his time lying in bed. One day,
he noticed a fly on the ceiling while lying in bed. He was watching it and he started to wonder. What if
I wanted to share the exact location of the fly on the ceiling with someone else? He determined that the
location of the fly could be determined if you know the distance of the fly from two walls. This is how
the idea of the coordinate plane system was born.

2. Activation of Prior Knowledge

 Ask students if they remember plotting letters in spelling battleship and reading coordinates
to each other
 Tell students that when they were playing spelling battleship they were actually using a
coordinate plane

3. Setting Today’s Objective

 Today we are going to learn how to locate and plot points on a coordinate plane.

B. Development
 Have a blank coordinate plane displayed on the smart board
 Ask students to hold up their coordinate plane template
 Tell them that we are going to use these to help us learn the features of a coordinate plane
 Ask them where the x and the y axis are located
 Invite them to share answers
 Label the x and y-axis on the smart board template and have them do the same on their
templates
 Ask a student where the origin is located
 Label the origin and write (0,0) next to it
 Tell students that the two axes divide the coordinate plane into 4 quadrants
 Ask students if they know which order the quadrants are labeled in
 Allow students to respond
 Explain to students the order of the quadrants can be remembered by drawing the letter “C”,
where you begin to write the “C” is where quadrant 1 is and so on
 Remind students that quadrants are labeled with roman numerals
 Label the quadrants and remind students to do the same
 Explain to students that now we have an understanding of the coordinate plane we will
create a foldable to help us learn how to graph ordered pairs
 Ask students to hold up the foldable that they were given on their desk
 Check that all students have the right one
 Ask students to turn and talk about what is an ordered pair
 Elicit response that an ordered pair is a pair of numbers that gives the location of a point on
the coordinate plane.
 Tell students that first number is the x-coordinate and the second is the y-coordinate
 Demonstrate for students where to write (x,y) on the front of their foldable
 Explain to students that now we are going to figure out how to plot a point
 Remind students that is always important to start at the origin when they are trying to plot a
point
 Ask students what direction they should move if the x coordinate is positive, for example if x
is 3
 Elicit the response that they should move to the right of the origin and demonstrate where to
write this on the foldable
 Ask them what direction they should move if the x coordinate is negative, for example if x is
-3
 Elicit the response that they should move to the left of the origin and demonstrate where to
write this on the foldable
 Ask them what direction they should move if the y coordinate is positive, for example if y is
3
 Elicit the response that they should move up from the origin and demonstrate where to write
this on the foldable
 Ask them what direction they should move if y coordinate is negative, for example is y is -3
 Elicit the response that they should move down from the origin and demonstrate where to
write this on the foldable
 Circulate, scaffold, monitor and redirect as needed as students are creating foldables
 Instruct students to put their foldable to the side
 Tell students that now we will practice some examples
 Erase previous markings on coordinate plane display
 Ask students how they would graph the coordinate (1,2) and write it on the board
 Elicit the response that you would move 1 unit to the right first and then two units up second
 Graph and label the point
 Remind students that they must run before they jump/duck just like in Mario
 Ask students what quadrant we are in
 Elicit response that we are in the first quadrant
 Ask students how they would graph the point (1,-2) and write it on the board
 Elicit the response that you would move one unit to the right and then two units down
 Graph and label the point
 Ask students what quadrant we are in
 Elicit the response that we are in the fourth quadrant
 Ask if the point (2,3) is the same as point (3,2) and write these coordinates on the board
 Ask students to turn and talk
 Have students share responses
 Ask a student to come up and graph and label the point (2,3) and tell you which quadrant it is
in
 Next have a student come and graph and label the point (3,2) and tell you which quadrant it
is in
 Remind students that they must read the x –coordinate first and the y-coordinate second
 Take out life-size coordinate plane
 Explain to students that we are now going to plot coordinates with our feet on a life-size
plane that I made but we must remember to be respectful since I spent a lot of time making
this and we must remember to keep our volume down
 Tell students that since the plane is fragile we are going to take our shoes off
 Tell students to take their shoes off and leave them near their seat
 Invite students to now pick up a fly from around the room and when they are done gather
around the coordinate plane quietly
  Explain to students that on the back of their fly there is coordinate they will get to graph on
my life-size coordinate plane.
 Tell them that they will say their ordered pair aloud, then they will start at the origin and
walk through the process of plotting the point, then tell me which quadrant they are in and
then the next person will go and so on
 Explain that I will use the dojo random name generator to pick students
 Continue the process until every student has graphed their point
 Ask students to please return to their seats quietly and put their shoes back on
 Collect fly coordinates

C. Closure
 Tell them that before they leave they must complete an exit ticket on their way out
 Hand out exit tickets

D. Differentiation and Accommodations

1. Differentiation Plan
 Varying levels of scaffolding to address individual students’ needs
2. Accommodations Plan
Block 1:
 E.T. (Hearing loss in left ear)- allow student to sit in the front of the room if necessary
 E.A., F.B., Y.G., M.M., A.L. (ELL Level 4)- read the exit ticket aloud to the students if
needed and re-explain the directions
Block 2:
 J.V., W.T., E.S., A.S., J.L., D.F. (gifted)- bonus question on exit ticket is more
challenging
V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives
(Reflection on student success written after lesson is taught, includes remediation for students
who failed to meet acceptable level of achievement)
 Overall, I think the students were successfully able to plot ordered pairs on the coordinate plane. Only 4
out 23 students in block 1 were not able to achieve at least 80% mastery on the exit ticket. In block 2,
only 6 out of 27 students were not able to achieve mastery. However, none of the students remembered
to label the quadrants on the exit ticket. This means that they either didn’t read the directions or they
just didn’t know how. I personally think it is a mixture of the two. Therefore, I decided not to count it
against them if they didn’t write the quadrant. I did try to incorporate identifying the quadrants in the
life-size coordinate plane activity but I think since some students weren’t focused during that time so
they missed that part. I would definitely remediate for a few students. For the students that need it, I
would work with them individually and have them practice plotting points in one quadrant at a time
until they did in all 4 quadrants. I would also make sure to remind them to run before they jump because
some students were still confused about which coordinate to look at first.

B. Personal Reflection on Teaching Effectiveness

(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is
taught.)
 How effective was it to use the life-size coordinate plane?
o I think it was effective to use the life-size coordinate plane. It really helped the
students physically see how to plot the coordinates and which quadrant they
were in. Even though overall it was effective, it was hard to keep students
engaged when they weren’t the ones walking out the coordinates. I think next
time I would consider using this activity in a small group so that the students are
paying closer attention.
 To what level was my time management effective?
o Originally, I was really worried about my time management and that the lesson
was going to take really long. The lesson ended up only taking about an hour
when I had thought it would take almost an hour and a half. I think my time
 management was effective because I kept the pace of the class moving at a good
rate and was able to get each activity done in a timely matter. Even though I
didn’t plan to spend as much time on certain things like the foldable, we were
able to still get through it at decent pace.
VI. Resources (in APA format):
Harcourt, H. M. (2014). Go math! grade 6: chapter 6. Place of publication not identified: Houghton Mifflin
Harcourt.
Name:______________________ Date:________________

Exit Ticket to “Fly out of Here”

Directions: Plot and label the following ordered pairs on the coordinate
plane. Write the quadrant that the point is located in next to each ordered
pair below.

1. (0, 0)

2. (2, 4)

3. (3, -1)

4. (5, 0)

5. (-1, -4)

Bonus:
What are the coordinates of the origin?
Name:______________________ Date:________________

Exit Ticket to “Fly out of Here”

Directions: Plot and label the following ordered pairs on the coordinate
plane. Write the quadrant that the point is located in next to each ordered
pair below.

1. (0, 0)

2. (2, 4)

3. (3, -1)

4. (5, 0)

5. (-1, -4)

Bonus:
Plot and label the point (2,5). What would the new coordinate be if you
moved the point 2 units to the right?