Georgia Southwestern State University Lesson Plan Guidelines Early Childhood Department Day 1 Section 1 Information that influences

s lesson content. Jacy Raquel Wetherald Name Subject Area Grade Level CCGPS/GPS Math 5th Grade MCC.5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called the coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and xcoordinate, y-axis and y-coordinate). MCC.5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Section 2 A description of the learning objective, means of assessment, plans for differentiation, and materials necessary for teaching the lesson. How can you identify and plot points on a Essential Question or I Can Statement coordinate grid? Graph and name points on a coordinate grid Lesson Objective using ordered pairs. Today we will be learning what ordered pairs Assessment are and how to plot them on the Coordinate grid. Questioning will be used for differentiation. Differentiation Questions will be identified in the guided practice.

Materials Resources

Worksheets, & Their Picture Dictionary, and The Test, pencils and paper. -Mathematics Grade 5 Crosswalk coach for the common core state standards pgs. 225 & 231 -Houghton Mifflin Harcourt Enrich Black line Masters Go Math! Georgia pg. E76 -Standards Practice Book for home or school Houghton Mifflin Harcourt Go Math Go! Georgia WB pgs. 151-152 -Teachers Edition Houghton Mifflin Harcourt Go Math Georgia Volume 2 Pgs. 355A & 358

Section 3a.

Opening Session

Opening to include the following elements: Gain attention I will put my finger over my lip and hand in the air and wait for the class to follow my lead to be quiet. I expect everyone to sit quietly and listen to me as you would want me to listen to you. If there are any behavior problems I will just look and point at you to go get your behavior card so we can mark it. The students as of now are learning how to add and subtract fractions using whole numbers. Today we will be learning to Graph and name points on a coordinate grid using ordered pairs.

State behavior expectations

Prior Knowledge Lesson Objective

3b.

Work Session Instruction: (Day 1)

I.

Identify your concept. (Include auditory and visual learning styles.)

Coordinate grid and using ordered pairs I will say it. I will write it.

II.

Define your concept. (Include auditory and visual learning styles.)

Coordinate System: is a system which uses one or more numbers, or coordinates, to uniquely determine the position of a point or other geometric element on a manifold such as Euclidean space.

III.

Explain your concept.

I want the students to be able to use a coordinate grid and understand it. I also want them to be able to plot the points their given quickly by knowing to go left then up. I will make sure I break it down piece by piece for them and make sure I explain it thoroughly. Ill ask questions and pass out guided practice worksheets and independent worksheets to make sure they understand Coordinate planes and ordered pairs.

IV.

Provide Examples

Coordinate Grid
8 7 Y-Axis Vertical 6 5 4 3 2 1 0 0 2 4 6 8 10 X-Axis Horizontal

The students would plot the ordered pairs. (0, 7) (2, 2) (4, 5) & (8, 3).

Guided Practice

Differentiation Questions Lower level Bloom: What was our lesson about? (Low student) Answer: Coordinate system Lower Level Bloom: Tell me one thing you learned about ________. (Low to Middle student) Answer: I learned how to plot ordered pairs. Higher Level Bloom: How does the information about ________ relate to your life? (Middle to High student) Answer: I will use this to plot numbers for different types of data. Higher Level Bloom: Is it important for you to know how to use __________? Why or why not? (High Student) Answer: Yes, because if Mrs. Speegle gave us a bunch of data and wanted to see what it would look like all together we could plot it using our coordinate plane.

Section 4 - Summarizer

Review

Preview

Reflection (Complete below)

Students will learn and understand how to use the Coordinate plane and ordered pairs in everyday life and will understand the methods used. Tomorrow we will be reviewing and discussing Coordinate plane and ordered pairs again. I hope that this lesson will go smoothly and gracefully. I hope the students understand and will not be afraid to ask questions if needed.

Day 2 Section 1 Information that influences lesson content. Math Subject Area Grade Level CCGPS/GPS 5th Grade MCC.5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called the coordinates. Understand that the first

number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and xcoordinate, y-axis and y-coordinate). MCC.5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Section 2 A description of the learning objective, means of assessment, plans for differentiation, and materials necessary for teaching the lesson. Essential Question or I Can Statement Lesson Objective How can you identify and plot points on a coordinate grid? Today we will be reviewing to Graph and name points on a coordinate grid using ordered pairs. I will have some examples up on the board for the students to come up and do in front of the classroom. Quiz over coordinate planes and ordered pairs that we just did over the last two days. There will be questions from the last two days over Coordinate planes and ordered pairs in the quiz. Worksheets, & Their Picture Dictionary, and The Test, pencils and paper. -Mathematics Grade 5 Crosswalk coach for the common core state standards pgs. 225 & 231 -Houghton Mifflin Harcourt Enrich Black line Masters Go Math! Georgia pg. E76 -Standards Practice Book for home or school Houghton Mifflin Harcourt Go Math Go! Georgia WB pgs. 151-152 -Teachers Edition Houghton Mifflin Harcourt Go Math Georgia Volume 2 Pgs. 355A & 358

Assessment Differentiation

Materials Resources

Section 3a.

Opening Session

Opening to include the following elements: Gain attention I will put my finger over my lip and hand in the air and wait for the class to follow my lead to be quiet. I expect everyone to sit quietly and listen to me as you would want me to listen to you. If there are any behavior problems I will just look and point at you to go get your behavior card so we can mark it. The students as of now are learning how to add and subtract fractions using whole numbers. Today we will be reviewing as a class with some examples on the board about the Coordinate plane and ordered pairs that we learned yesterday. Who wants to do the first two ordered pairs on the board?

State behavior expectations

Prior Knowledge Lesson Objective

Session 3b: Work Session

Instruction: (Day 2) I. Identify your concept. (Include auditory and visual learning styles.)

Coordinate grid and using ordered pairs I will say it. I will write it.

II.

Define your concept. (Include auditory and visual learning styles.)

Coordinate System: is a system which uses one or more numbers, or coordinates, to uniquely determine the position of a point or other geometric element on a manifold such as Euclidean space.

III.

Explain your concept.

I want the students to be able to use a coordinate grid and understand it. I also want them to be able to plot the points their given quickly by knowing to go left then up. I will make sure I break it down piece by piece for them and make sure I explain it thoroughly. Ill ask questions an d pass out guided practice worksheets and independent worksheets to make sure they understand Coordinate planes and ordered pairs.

IV.

Provide Examples

Coordinate Grid
8 7 Y-Axis Vertical 6 5 4 3 2 1 0 0 2 4 6 8 10 X-Axis Horizontal

The students would plot the ordered pairs. (0, 7) (2, 2) (4, 5) & (8, 3).

V.

Provide Non-examples

Coordinate Grid
8 7 Y-Axis Vertical 6 5 4 3 2 1 0 0 2 4 6 8 10 X-Axis Horizontal

(7,0) (5,4)(3,8)

Differentiation Questions Lower level Bloom: What was our lesson about? (Low student) Answer: Coordinate system Lower Level Bloom: Tell me one thing you learned about ________. (Low to Middle student) Answer: I learned how to plot ordered pairs. Higher Level Bloom: How does the information about ________ relate to your life? (Middle to High student) Answer: I will use this to plot numbers for different types of data. Higher Level Bloom: Is it important for you to know how to use __________? Why or why not? (High Student) Answer: Yes, because if Mrs. Speegle gave us a bunch of data and wanted to see what it would look like all together we could plot it using our coordinate plane. I will be walking around the room monitoring them while they work on their Independent independent worksheet. Practice Section 4 - Summarizer Todays lesson was about Coordinate planes and ordered pairs. How to read and plot them correctly. How to use them later on when giving data. Tomorrow we will be learning about adding and subtracting division problems. I hope the students engage in the activity that I have planned for them and they learn something about problem solving.
Lesson Reflection Use the prompts below to determine areas of strength and of improvement. If you were to teach this lesson again, what would you do the same? Why? Areas of Strength Rationale

Guided Practice

Review

Preview Reflection (see below)

I taught the same lesson to 4 math classes and all 4 classes said they understood it thoroughly.

I didnt receive a lot of questions.

I spoke very clearly

No student asked me to repeat myself.

If you were to teach this lesson again, what would you change? Why? Areas of Improvement Rationale I would have found a better independent practice The worksheet I used was a little confusing to the

worksheet.

students. Therefore I would have found one a little more in debt.

I would use more worksheets with more for them to do on them because they finished so quickly.

Having more examples would help explain and show the students different ways to look at the concept.

For the two areas for improvement, what would you do differently?

Get more examples and worksheets to show students different ways to plot coordinate planes

I would have chosen a different independent practice sheet that way it would have been a little easier.