UNIVERSITY OF LA VERNE

SPECIAL EDUCATION LESSON PLAN

TEACHER Randy Raymond SDC/RSP/Inclusion SUBJECT: Math Date: 4/26/2013 School: Todd Elementary GRADE: 5th Grade Site Support Provider: Rebecca Wilson LESSON TITLE Graphing Points in the First Quadrant of a Coordinate Plane LENGTH OF LESSON: 30 -45 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

STATE STANDARD : Graph points on the coordinate plane to solve realworld and mathematical problems. CCSS.Math.Content.5.G.A.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. INSTRUCTIONAL STRATEGIES: (minimum of 4) Review prior knowledge Direct instruction Think-aloud Guided practice Independent practice Model desired skills and outcomes IEP GOAL: When given x and y algebraic expressions, the students will substitute numbers for variables and solve to find ordered pairs with 80% accuracy in 3 out of 4 trials by the end of the year. INSTRUCTIONAL OBJECTIVE: Students will graph ordered pairs in the first quadrant of a coordinate plane. PRE-REQUISITE SKILLS: Students will need to know how to plot points on a graph. Students will need to know basic information about the x and y axis. Students will need to know basic multiplication, addition, and subtraction facts.

Collaborative learning

ASSESSMENT
PRE ASSESSMENT: (Prior knowledge, interest, experiences, etc.) Review of what an ordered pair is. Students will assist in graphing the points on a single coordinate plane. CFU: (minimum of 3) Teacher observation Oral questioning Random student whiteboard interaction (personal and interactive) FINAL ASSESSMENT: (traditional paper pencil, alternative, curriculum based, etc.) Pencil and paper activity involving five opportunities to show what the students have learned and their level of understanding

LEARNING ENHANCEMENTS

Strategies for Universal Access and Differentiated Instruction: (adaptive and modifying)
Clarification of vocabulary Providing interactive whiteboard activities to engage students Providing interactive whiteboard activities to help lower affective filters Use of graphing paper to create independent graphs as the lesson is taught Engagement of students through kinesthetic activities which involves them

MATERIALS, EQUIPMENT, and (ADAPTIVE) TECHNOLOGY NEEDED: (as needed to promote access) Computer, whiteboard, projection system, mimio activity

STEPS THROUGH THE LESSON

INTO: (engaging students, activate prior knowledge, state objective and standard) Standards and objectives are shown and stated for the student RATIONALE: This helps to prepare the students for the lesson and prime their interest.

Students will review ordered pairs and how they are graphed.

Activating prior knowledge helps to engage the students and prepare them for the lesson. RATIONALE:

THROUGH (type of instruction, modeling, pacing, guided practice, questioning, CFU, etc.) I will work through the first activity while thinking-aloud the process behind solving for y by substituting simple numbers for x in a given equation. The class will then pair share the next activity and share their findings with the class. The students will then be chosen at random to complete the next activity on the interactive whiteboard. Students will then complete similar activities in small groups before moving on to independent exercises.

By thinking aloud how an expert works through the problem, the students learn how to think about similar problems on their own. Pair share allow the students a forum that is not intimidating and lowers their affective filter. The students have been responsive to interactive whiteboard activities. This also provides an opportunity for them to get up and use the Mimio. If the students are engaged, they are more receptive to the lesson. This provides for multiple opportunities of practice in different ways to help solidify the students understanding. RATIONALE:

BEYOND: (independent practice, application, assessment, transition, portfolio completion and projection) Students will independently complete the final five questions of the activity utilizing provided graph paper.

The final activity provides evidence that the students comprehend the lesson. In addition, I will be able to assess if the students need additional assistance and reteaching.

Instructional Aides Role:

(where is aide, what is s/he doing to assist you and students) Mrs. Kelly is working with her 1st Grade Math Intervention completing subtraction with borrowing.