BELMONT UNIVERSITY

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document

KEY:
Turquoise highlight is for UDL teaching method examples
Yellow highlight is for SIOP teaching methods
1.
General Information
Teacher
Subject
Mentor
Grade
Date
Time Allowed: 90 mins
2.

Topic: Introduction to vectors

3.

Subjects Integrated: Algebra 1, Geometry, Geography

4.

Readiness and Background Knowledge

Number of Students
Lesson Number
Lesson in Sequence 1 of 3
Unit Title

-Students will have an understanding of a graph and its components (x and y axis, scale, origin)
-They will have previously graphed points and identified the coordinates of those points
-Students will have just finished a lesson on accuracy and estimation, involving measurements
-Students should be able to use a ruler or measuring stick to identify length of an object
and distance between two points, making judgments about what level of accuracy is needed
-Students will be able to look at a map of U.S. and determine cardinal directions (East, West,
North, South)
5.

Goal/s

N-VM.1. (+) Recognize vector quantities as having both magnitude and direction. Represent
vector quantities by directed line segments, and use appropriate symbols for vectors and their
magnitudes (e.g., v, |v|, ||v||, v).
N-VM.2. (+) Find the components of a vector by subtracting the coordinates of an initial point
from the coordinates of a terminal point.
6.

Objective/s

Student learning objectives:

-Students will be able to determine the direction and magnitude of a vector
-Students will be able to draw a vector with direction and magnitude on a graph
-Students will be able to identify a vector and its components
Language Objectives
Students will discuss topics and explain concepts in small groups. (Preparation: write language
objectives)
7.

Resources and Materials

-Graph paper
-Map of U.S. with major cities labeled
-Ruler
8.

Instructional Model, Procedures, and Strategies:

a)

Attention signal (1 min)

- I will ask students to direct their eyes up front. Verbal praise or recognition will be
directed to students who are complying.

b)

Opening and Advanced Organizer (10-15 mins)

- The map and graph paper on the desk will be the hook. Ill open the class with an oral
review of coordinates and graphing, allowing students to follow along with a handout
and to use their graph paper as a visual model (Representation activate prior
knowledge)
- Ill continue by presenting the days objectives (read aloud as well as posting them on
the board Representation, present content using multiple formats):
o Students will be able to determine the direction and magnitude of a vector
o Students will be able to draw a vector with direction and magnitude on a graph
o Students will be able to identify a vector and its components

c)

Behavioral Expectations (1 min)

- Ready, Respectful, Prepared
- Students will keep their focus toward the lesson and the task at hand. Silence and quiet
will not be required

d)

Instructional Steps
- Ill introduce the days project by saying that the kids may move into groups and choose
any two cities labeled on their maps. Ill assign the groups randomly, while ensuring
each group has someone who is familiar with a map (Engagement flexible grouping).
They will show the route theyve taken by drawing a direct flight from one city to
another, in a straight line. (10 mins)
- Then Ill put up on the board exactly the things I want to see labeled on their map:
o By just looking at the map, I want to be able to know where youre starting and
where youll be going. I also want to know how far East or West and how far
North or South youll be traveling. These can be done using the ruler and the
scale on the map. Ill allow those who have difficulty writing out their
explanation to orally explain afterward. (Action and Expression Allow
alternatives for students to express or demonstrate learning)
o If some students have trouble figuring out how to determine how far theyre
going in each direction, Ill ask if one group can explain it to the entire class
o If no one gets it, Ill model an example on the board. Ill ensure everyone
understands by consistently questioning and asking for explanations of concepts
(Action and Expression Provide corrective feedback; also language objective)
(15 mins)
- Once students have drawn the sufficient information on their map, Ill ask for attention,
using the attention signal (Not UDL) at the front of the class to explain the second half
of the project
o With a graphic example (likely on a powerpoint) Ill show two points (labeled P
and Q) with a directed line segment linking the two

Ill ask a series of questions (What are coordinates of each point? Where does
line start and end?)
o Ill ask one or two students to label the points on the board (Action and
Expression - Allow alternatives for students to express or demonstrate their
learning)
Then Ill explain the relation of the graph to the maps the students have just used (10
mins.)
o What are the two points used on your maps?
o What letters may be used to identify those two points on a graph?
o How could the x and y axes be used to explain North, South, East, West?
o If you want to graph your route accurately, what would be a good scale to use?
o How could that be done on the graph paper?
Ill then ask students to individually graph their route on a piece of graph paper (they
may still collaborate in a group, but each should have his own graph paper) (20 mins)
o

e)

Lesson Closure
- Finally, Ill introduce the word vector with a reference back to the days objective (15
mins)
o If your route is a vector, what are some components of a vector?
o What about those components separates it from a normal line segment?
o Then show examples and ask whether or not its a vector
o Introduce vector as a new vocabulary word and explain its literal meaning
During the lesson closure, I will address each of the days objectives: (10 mins)
- Students will be able to draw a vector with direction and magnitude on a graph
o This has been proven throughout the lesson, but Ill ask students again to
identify what theyve drawn and when it may be useful in the real world (giving
directions, how far in one direction something is from another)
- Students will be able to identify a vector and its components
o With the examples and final class discussion, well again identify the parts of a
vector and the differences between a vector and a traditional line segment
o Questions will be asked for at the end of the class
o At the end of the vector unit, Ill give a test for summative assessment

f)

Feedback and Evaluation

- Once students have completed their graphs, Ill hand out a brief exit slip, asking about
components of a vector and ask (using examples) what is a vector and what isnt. (Action
and representation: Alternatives to demonstrate learning)
- The students will be evaluated and given feedback as they work on the project (Action and
Expression-provide ongoing, relevant feedback) as well as when they present their
projects/findings once the projects are complete. Students will be graded on if they met the
criteria for the project and accurately answered the questions presented to them. Ill address
some students individually, asking for specific questions that may address
misunderstandings (Action and Expression alternatives to demonstrate learning)

9.

Modifications
Early Finishers, Gifted students (Further questions, more examples and possibly
work on distance formula and/or velocity)

Slow Learners (Groups will be assessed as a whole, allowing students to explain

concepts to each other and move at one, consistent pace)
Learning Difficulties ESL, etc. (The lesson is very visual, and language barriers
should be minimal. Objectives can be explained and demonstrated through mapping/graphing).
10.

Teacher Reflection
N/A