UNLV/Department of Teaching & Learning

Secondary Lesson Plan #3

UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Niki Lawson
Integers cont. Intro to
coordinate plane
11/16/2016
6th

PSMT Name:
Lesson Plan
Topic:
Estimated Time:
School Site:

Mr. Jackson
Coordinate plane
80min
Cram M. S.

State Standard(s):
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.6.NS.C.6.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.
CCSS.MATH.CONTENT.6.NS.C.6.C
Find and position integers and other rational numbers on a horizontal or vertical number
line diagram; find and position pairs of integers and other rational numbers on a
coordinate plane.
Objective(s):

Students will be able to define what a coordinate plane is, its parts (x-axis, y-axis,
origin) and its uses.
Students will be able to identify the ordered pair of a point and the quadrant in
which it is located on a coordinate plane.
Students will be able to locate a point on the coordinate plane given its ordered
pair.

Materials and Technology Resources:

Whiteboard/smart board
Glencoe Course 1 Volume 1 workbook

Instructional Procedures:
a. Motivation/Engagement/Fluency Practice (10-15min):

Welcome class; (show announcements to 1st/2nd period

Daily Review/ Intro to coordinate plane globe activity.

b. Developmental Activities or Learning Experiences (55-60min):

Ask students to take out their agendas, proceed to go over the daily and
weekly agenda.
After tell the students to clear their desk except for their math journals to
take notes.
On smartboard introduce the lesson on coordinate plane.
Have students begin by defining key terms.
o Coordinate plane- A plane in which a horizontal number line and a
vertical number line intersect at their zero points.
Instruct them to highlight the key terms as they do each lesson.
Draw/Show image of a coordinate plane and instruct students to draw one
in their notebooks and label its parts.

Explain that a coordinate plane is formed by two number lines. One is a

horizontal number line going from left to right. This is called the x-axis. The
other is a vertical number line going from the top to the bottom. This is
called the y-axis. The two number lines are joined at their zero points. This
point is the only point with a fixed (unchanging - always the same) name
and it is called the Origin.
Continue by explaining that the axes separate the coordinate plane into
four quadrants.
Have students label the quadrants (briefly go over roman numerals) in
their journals.

Briefly review parts by calling on students to explain them/locate

them/illustrate them.
Introduce ordered pairs

o The first number in the ordered pair is the x-value or x-coordinate

and the second is the y-value or y-coordinate. *A trick to help
remember the order is that it is alphabetical, x comes before y in
the alphabet and it comes before y in an ordered pair.
o In an ordered pair the x-values and y-values can be positive,
negative, or zero. Examples of ordered pairs are: (-3, 4), (5,-8),
(0,6), (-7,-7) and, (9,5).
o Ask questions, why do we call it an ordered pair? Why is the order
important?
o Illustrate this by example;

Introduce plotting
o Give students the

points on the coordinate plane.

steps to record in their math journals.

 Illustrate the steps with a few whole class examples.

After a couple examples as a whole class. Give an example for the class
to try with their partners.
Walk around room as the students complete the problem.
Choose a student to show on the smart board how they and their partner
reached their answer, then ask the rest of the class for thumbs up/thumbs
down/ thumb sideways if they reached the same result, they didnt reach
the same result, or they got parts of the problem but not everything.
Describe the steps the student outlined on the smartboard to the class.
Give a few other partner examples, followed by some to be done
independently (if additional practice is needed.)
Walk around the room again, checking individuals understanding of the
topic.
Move on to reading points on a coordinate plane.
o Again begin with algorithm, followed by whole
group/partner/independent examples
If time allows, introduce the concept of a reflection of a point, or have
students get into groups and begin working on their HW for 10min, while
walking around and assisting.
c. Closure (2-7min):

Brief discussion/review of the new topics covered in the days lesson.

Exit ticket question if desired
Ask that the students clean up their belongings, and be seated quietly
awaiting dismissal by section.

Assessment and Evaluation of Learning:

Formative: Observe students both during whole group and independent

practice to evaluate their understanding of the topics discussed and
specific points of confusion that will shape further instruction.

Homework Assignment: Workbook pg. 395 #1-4, pg. 399 odds, pg. 400 #15-17, pg. 401
evens, and pg. 402 #32 a-c & #35