Formal Lesson Plan Template

Name:

Pima Course:

Subject:
1

Topic:

Components
Content Standard:
Choose ONE standard. Be
sure to write out the entire
standard, not just the number.

Learning Objective:

Anticipatory Set:

Choose ONE objective

that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior
Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the
objective and the
purpose of the lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners

Est.
# of
mins

Teacher will ask students if they have ever looked at a graph and wondered how
mathematicians have created the images on these graphs and determined what they
meant. Teacher will tell students that what is to be learned in the lesson is a method to
showcase data.

Teaching-Input:
Using effective and varied
strategies, the teacher
provides information for
students to gain the concept,
strategy, or skill.

Grade Level:
Duration of Lesson:
Description of Plan
AZCCRS: 6.NS.C.6. Understand a rational number as a point on the number line.
Extend number line diagrams and coordinate axes familiar from previous grades to
represent points on the line and in the plane with negative number coordinates. a.
Recognize opposite signs of numbers as indicating locations on opposite sides of
0 on the number line; recognize that the opposite of the opposite of a number is
the number itself, e.g., ( 3) = 3, and that 0 is its own opposite. b. Understand
signs of numbers in ordered pairs as indicating locations in quadrants of the
coordinate plane; recognize that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across one or both axes.
At the end of the lesson, students will be able to plot 3 points with negative and
positive numbers on a coordinate plane.

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Teacher will utilize the white board in order to create a coordinate plane. The teacher will
then explain that x axis and the y axis and ask the students to do certain arm gestures to
help them remember which is x and which is y. The teacher then explains that each tick
on each axis represents a value. The teacher then numbers the values on both x and y
axis.

The teacher will then utilize die. One dice will be black and the other red. The
teacher will then explain that the black die will represent the x axis while the red
dice will represent the y axis. The teacher will roll the die and explain that each
Demonstrate and show
value of the dice will make a coordinate pair, which the teacher will write. Then,
examples of what students
the teacher will write out the coordinate pair and demonstrate how to plot them.
are expected to do (how to
solve the problem, answer the This will continue two more times.

10

Teaching-Modeling:

question, do the activity etc.).

Check for

The teacher will ask for the students to give a thumbs up show for understanding.

Formal Lesson Plan Template

Understanding:

Various strategies that

are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."

Guided Practice:
An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
teachers guidance.

Closure:

Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught,
and to improve their
chances of retention and
transfer.
Must be done BEFORE
Independent Practice

Independent Practice:

Teacher will display coordinate pairs on the board, and students will graph these pairs on their white boards.
Then, students will be diverted into groups and play a game in which the students will have to work together
in order to graph coordinate pairs correctly.

Teacher will close by explaining that coordinate pairs will be prerequisite to skills that are needed in the
future.

Students will complete a worksheet for homework.

AFTER proper closure, it is

important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.

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12

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Assessment:
The formative and/or
summative assessments that
are aligned with the objective.

Please refer to guided practice.

Differentiation:

Students will be able to see the teacher modeling, as well as play a game as a class.

How you will reach diverse

learners by varying the:

Content

Process

Product
21st Century Learning:
Includes technology as well
as the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.

Critical thinking will be incorporated.

List of Materials, Handouts and other Supplemental Documents:

White boards, markers, worksheets, cards.