Lesson Design Template

Candidate Name: Amanda Elder Host Teacher Name: Micheal Cragen

School: Government Hill Elementary Grade Level: 6th # of Students: 17
Date & Time of Lesson: Nov 1 Length of Lesson: (day or days) 1 day
Topic of Lesson: Coordinate Plane Content Area: Math

Materials: Include all materials including types of technology used:

Jeorpardy cards, white board, coordinate plane activity sheets, rulers, graphing paper

Alaska Content Standard: (One standard for the lesson)

6.NS.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.
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.

Transfer Goal(s) - Unpacked Standard (Transferability)

Students will strengthen their understanding of plotting points on a coordinate plane.

.
STAGE ONE:
Objectives/Learning Targets (Acquisition)
Knowledge: What students should know…. (2-3)
Explain which plots go into each of the four
quadrants. Ex. (-4,3) is in quadrant III
STAGE TWO:
Assessment/Acceptable Evidence Of Learning
(These will measure the Objectives - knowledge and skills -
to the left and should indicate whether they are Formative,
Summative, AND Performance types of evidence.) All three
types must be included.

Describe a plot reflection and how its reflection
differs from the original. Ex. A reflection on the x-
axis will have the same x-coordinate and the
opposite y-coordinate
Skills: What students should be able to do….(2-3)
In small groups students will participate in the game of
Jeopardy to strengthen their understanding of coordinates,
quadrants and reflections on the coordinate plane- formative
Individually, students will choose a graphing activity and
follow the directions to plot points. The result should form a
picture. -summative, performance

Plot points on a coordinate plane using written

instructions

Locate the x-axis and y-axis and correctly label the

quadrants.

STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites: What is the prior knowledge students have to have before starting this lesson?
Students should have a decent understanding of how to plot a point, what a reflection is and where the quadrants are
located.

1
Overview/Introduction/Hook (Make a connection with students’ backgrounds using an authentic situation to start them
thinking about the objectives and the essential question the lesson addresses.)
Today we will be playing Jeopardy using the material you have learned from the last two lessons. The review of this
material is meant to help prepare you for the future test.

Lesson 1)
Part 1- Explain how to play the game of Jeopardy. This version will be slightly different in that each group will choose a
category and number and that group will answer the question. Groups will be set up by table. The categories (coordinates,
quadrants, reflections) will be on the board with the levels of questions taped below. Give the groups 2 minutes to come up
with a team name. Place all team names on the board to keep score. Call on a team and have them choose a category and
level. Ex. Coordinates for 200. Read the question. If that team gets the correct answer, they receive the number of points
listed on the question. If the answer is wrong, the question goes back on the board. Go clockwise through teams until all
questions have been answered. The team with the highest score wins.

Part 2- Students will practice graphing plots on a coordinate plane through a worksheet activity. There are four activities
with varying levels of difficulty. Activity 2, 5, 6, and create your own. Students need to show their work if the activity asks
for calculations and on the “create your own” the students need to make the directions on how to plot their drawing or
picture. Step 1 can be skipped as it is already done for the students. Call students by group to come up and choose an
activity and take a graphing paper. If not finished by the end of class, students need to turn in what is completed and they
will get it back to finish the following day.

Differentiation- Group and individual work is included. The graphing activity has varying levels of difficulty
which students can choose from. Groups have a choice in which type of question to answer.

Closure: Students are welcome to take home extra activity sheets to work on as a preparation for the upcoming test.

Reflection

 How did the lesson go? I really enjoyed this lesson and the students were engaged. I did find the game of
Jeopardy to be a little too easy. It required students to think but they always answered correctly and all
groups ended up with the same score. From the graphing activity I could tell which students were not
understanding the concept and which ones had a good grasp of it.

 Did the students meet the objective? How do you know? Yes, most students met the objective. In the game
of Jeopardy they all scored perfectly and in the graphing activity most students correctly plotted the points.
One student that did make errors was Abigail. Looking at the errors in her graphing activity I realized she is
having an issue with graphing points that contain a 0. She is graphing on the wrong axis. This information
was shared with the host teacher and he worked with her the next day to clear up any confusion before the
test.
 Are there any changes you would make in this lesson if you could do it again? Why? I don’t believe so. I
could try to come up with more difficult Jeopardy questions, or even better tailor them to the current
understanding of the class.
 How is this lesson sensitive to cultural and language issues? All vocabulary was discussed prior to this
lesson. In addition, vocabulary is explained in the textbook and written in math journals. Multiple teachers
are available for additional help.