Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Mr. C. Patterson & Ms. Snider Date: March 7, 2018

PART I: PLANNING
Title of Lesson Plotting Ordered Pairs

Source

Subject Area (s) Mathematics

Grade Level 6th

6.NS.6 - Extend the understanding of the number line to include all rational numbers and
apply this concept to the coordinate plane.
a. Understand the concept of opposite numbers, including zero, and their relative
locations on the number line.
b. Understand that the signs of the coordinates in ordered pairs indicate their
Curriculum Standards location on an axis or in a quadrant on the coordinate plane.
c. Recognize when ordered pairs are reflections of each other on the coordinate
plane across one axis, both axes, or the origin.
d. Plot rational numbers on number lines and ordered pairs on coordinate planes

One of the basic needs of life is the need to give reasonable descriptions of
positions of objects with respect to each other. This is accomplished through the
Description and use of coordinates.
Background This coordinate graph consists of one quadrant where x is the horizontal axis or line
Information across the plane, and y is the vertical axis or line across the plane. The x and the y-
axes are numbered in equal increments starting at the origin or zero. Points can then
be plotted at the intersections of the numbered x and y axes. These points are called
ordered pairs. Ordered pairs can be used to communicate a location of a point on a
coordinate plane.

At the 3rd through 5th grade level, students may have some understanding of a
coordinate grid from perhaps the study of maps and latitude and longitude in
geography. However, the mathematical concept and vocabulary of ordered pairs and
x and y-axes will be relatively new to most students.

TLWBAT:
Lesson Objectives  Plot ordered pairs on a coordinate plane.
 Plot ordered pairs on a coordinate plane to create shapes.
 Identify the quadrants the quadrants on a coordinate plane.

Students who have an IEP or 504 will receive additional clarifications and
accommodations, such as receiving extra time to complete assignments and
assessments. They will also receive additional assistance, oral test administrations,
Varying Objectives for as needed, as well as small group administration.
Individuals Needs  Working with partners
 Restating of questions/vocabulary to help ELL students
 Visual representations to assist vocabulary
The purpose of this lesson is to prepare students for comfortable usage and
Statement of Purpose comprehension of a coordinate plane, its four (4) quadrants, and how to plot ordered
pairs.
 Pencils
Materials and  Paper
Resources  Notebooks/Journals
  StarBoard
 Whiteboard
 Dry Erase Markers
 Microsoft PowerPoint
 iPad
The teacher will show students a picture of a coordinate plane.
Anticipatory Set Students will be asked to write two (2) complete sentences on what they know about
coordinate planes.

Part II: IMPLEMENTATION

The teacher will use the image of the coordinate plane (used in the Anticipatory Set)
Pre-assessment and questioning to assess students’ knowledge.

The teacher will lecture briefly on the fundamentals of coordinate planes and cover
key terms, such as: horizontal (x) axis, vertical (y) axis, origin, and quadrant.

The teacher will model/review how to read a coordinate plane (x-axis first, then y-
Teacher Modeling or axis) and ordered pairs.
Demonstration The teacher will spend majority of the lesson teaching how to identify each quadrant
and what lies within.

The interactive lecture will be aided by a PowerPoint.

The teacher will randomly plot points on a coordinate plane, targeting each target.
The teacher will guide students through labeling each point as a whole.
Guided Practice The teacher will then ask the students to write their answers instead and assess
their knowledge and comprehension by walking around and observing students’
answers.
 How do we know how many sections are in a quadrant?
 What is the value of the origin?
 How can the coordinate system help you better understand other map
Checking for systems?
 What are the signs (negative/positive) of Quadrant I (II, II, IV)?
Understanding  In which quadrant would (-5, 2) be located?
o (-3,-3)?
o (1, -7)?
o (0, 2)?
Students will be given an activity in which they must solve a riddle by finding which
letters align to which ordered pairs. Students can only solve the riddle if they
correctly plot the ordered pairs.

Independent Practice And/or

Students will access IXL tutorial software on their iPads to get further practice and
be able to see how well they understood the lesson by receiving a grade on the
assignment via IXL.
Ticket out of the door:
Closure Students will complete labeling each quadrant and identify which signs
(positive/negative) are found in each.
Assessment The teacher will measure and assess student understanding through questioning
(attach to lesson plan) and observations.

Extension Activities
The teacher will interact with the StarBoard throughout the Daily Starter and lesson.
Technology
Students will utilize their iPads to complete the practice problems.

Connection Across the

Curriculum
PART III: REFLECTION

Strengths
 Weaknesses

Suggestions for
Improvement
Revised
6-2013

THE CLAFLIN IMPERATIVE

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY