The Coordinate Plane

Name: Nicholle Shell

Time Allotted: 70 minutes

Grade Level: 6th

Subject(s): Math

Materials Required:
-

Hidden Shapes Worksheet (24 copies)

Whiteboard

Whiteboard markers

Graph paper (24 sheets)

Battleship

Differentiated River Riding Worksheet (24 copies)

Michigan Content Expectations: S.S. Grade Level Content Expectations (GLCE), E.L.A. or Math Common
Core State Standard (CCSS) or Next Generation Science Standard (NGSS) include both the code AND fully
written out expectation.
6.RP.A.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find
missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare
ratios.
Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly state with
Blooms taxonomy verb) including the level of proficiency. (3Cs = Content/Performance, Condition and Criteria
i.e. The student will {Blooms taxonomy verb}{level of Blooms taxonomy learning} so that they demonstrate 4out of 5 or higher
proficiency on the {end of lesson assessment rubric}.

Objective 1: The student will plot points in the first quadrant of a coordinate plane on a hidden shapes
worksheet and receive 12 out of 16 points.

Mr. Davidson wanted me to focus on the coordinate plane part of the standard. He wanted me to approach it
with the assumption that the students don't know how to plot on a coordinate plane, don't know the names of the
axis or the center of the grid.
Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you assess that students
are progressing towards or have mastered EACH objective? (Formally- tests, quizzes, worksheets, rubric based projects
or performances/Informally observations, conversations). Make sure to include necessary rubrics and/or scoring guides
and answer keys.

Objective 1 Informal Formative Assessment: Observing during modeling and guided instruction.
Objective 1 Formal Formative Assessment: Students will be doing a group activity where they need to
physically plot a point (their body) on a graph. As the students are doing this I will have a class list and
mark next to their name whether they are understanding, partially understanding, or are struggling to
understand the concept.

Objective 1 Formal Interim/Summative Assessment: The students will be completing a worksheet titled
Hidden Shapes during independent practice. On this worksheet there are points listed in a box below the
graph and the students must plot these points in order to reveal the shapes.

ALSO answer: What data could you generate? What happens if they have/have not met the minimum level of
proficiency on the summative assessment?
You could generate data by recording the scores of the summative assessment in a grade book. If they have not
met the level of proficiency on the summative assessment that means they do not understand the material. One
way to fix that is to reword the content in a different way or give the students more practice with the concept.
Instructional Procedure: What information do students need to accomplish the objective?
(The following steps do NOT have to occur in number order 1-6, nor are they necessarily separate components. You may
structure your lesson however you like to best meet your planning needs but make sure to somehow still identify that you have
each component.) Consider and plan how you will transition and other classroom management components that will affect
your instruction.

Anticipatory Set: Allotted Time: 2 minutes

a Bring in the game Battleship. Show students the game. Has anyone ever played this game
before? How do you play? Do you need to know math in order to play this game? Can anyone
tell me what the game Battleship might have to do with math?
b During our time together today you are going to learn how to plot points on a coordinate plane.
c This is important to learn because it can be done with ratios and plotting points also helps us to
visually see information displayed in tables.
d Today as we go through our lesson I want you to actively participate. Ask questions, answer
questions, and tell me what you are thinking.

State Purpose and Objective of Lesson:

a Tell the students what: During our time together today you are going to learn how to plot points
on a coordinate plane.
b Tell them why: This is important to learn because it is something you do a lot of in math. It also
helps us to visually see information from tables.

Instruction: Allotted Time Overall: 66 minutes

a Direct Interactive Instruction:
The teacher will:
i The teacher will explain the components of a coordinate plane.
ii The teacher will explain ordered pairs.
iii The teacher will model plotting points on the coordinate plane.
iv The teacher will facilitate a group activity.
The student will:
v The student will take notes on the components of a coordinate plane and how to plot
points.
vi The student will pay attention during the modeling of plotting points.
vii The student will participate in a group activity.
viii The student will complete the Hidden Shapes worksheet.

Allotted Time: 15 minutes

Have the students get out a blank piece of graphing paper and draw a coordinate plane. Tell them that as you
explain the different components of a coordinate plane they will be labeling them on their page. Start out your

explanation by asking students what they know about the coordinate plane. What are the components of a
coordinate plane? What does each part mean? How do you know that? (CGI)
Explain: (Multiple Modes: oral language)
a. Origin point (0, 0)
b. X- and y-axis
X axis is horizontal
Y axis is vertical
Next you will explain what an ordered pair is and how you can get an ordered pair from a table. Ask students
what they know about ordered pairs. How do you know this? How do you plot them? (CGI)
X-value first, then the y-value
b Modeling: Allotted Time: 15 minutes
i Draw a coordinate plane (Multiple Modes: pictures) on the board and have a table on the
side with points. Show how you graph the points by first looking at your X value and
then your Y value. Example: (3, 6) show the students you go over three and up six.
X
Y
4
0
3
6
1
2
5
4
6
1
ii Use the table above to plot points (Multiple Modes: the points are symbols) on the
coordinate plane on the board. Have students help you plot the points. Once a student has
plotted a point have them explain to you and the class how they did it

Guided Practice: Allotted Time: 21 minutes

For guided practice students will be participating in an activity. For this activity I will have a
coordinate plane set up on the ground. If the weather is nice it will be outside and we will have
two coordinate planes. If the weather is not nice it will be inside in the classroom with only one
coordinate plane. For this activity students will be given an ordered pair and they must physically
move and plot the ordered pair on the graph. (Multiple Modes: model) This means that the
students are the point. Throughout the activity the students will collaborate with each other to see
whether or not the points are plotted correctly. For example I will ask is if a point is plotted
correctly and students will discuss whether they think it is correct or incorrect. If they think it is
incorrect they will discuss what they think is the correct representation of the point. (Strategy #8)
(Collaborative Learning) As the students are doing this I will have a class list and will be
marking whether students are understanding, partly understanding, or struggling.

Independent Practice: Allotted Time: 15 minutes

For independent practice students will complete the Hidden Shapes worksheet. They will turn the
worksheet in at the end of class.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for
students who):
If a student has finished quickly and has not mastered the objective like a student who rushes. I
would see where they are struggling at. Once I see where they are struggling we can go back and talk
it over. Another thing that might help this student is to play a coordinate plane game. This game
gives the student more practice which will help them to master the objective. The website for the
game is http://www.funbrain.com/cgi-bin/co.cgi?A1=c&A2=0&A3=0&A4=0&A5=OyV.;
%27&A6=[0][5].

If an ELL student is struggling to complete an activity or assessment I would need to consider what
would help them. I might have to work one-on-one with them. If they do not know much English I
might have to use a translator to help explain the content to them.
If a student shows proficiency early because the content is easy for them or they are a gifted learner
there a two different activities they can choose from. The first activity that they can choose to do is a
worksheet similar to the one they completed for independent practice. However, this worksheet is
more difficult and the points create an actual picture, not just shapes. If they happened to complete
the picture they could then color it. The other option is to silent read.
Some students are not proficient near the end of a lesson because they need more time to process
what they are learning. If this is the case I would allow students more time on their assignment. I do
not want them to not be proficient just because they need more time to work. However, it would only
work to give a student more time if they did not waste their time during class.

Closure: Allotted Time: 2 minutes

a You now know how to plot points on the coordinate plane.
b Can someone tell me what they have learned today about the coordinate plane or how to plot
points that you did not know before? What helped your learning?
c Soon you will be taking what you have learned today about plotting points on the coordinate
plane and applying it to ratios.
6 References:
Norman, B. (n.d.). Introducing the coordinate plane. Retrieved from http://jwilson.coe.uga.edu
(2000). Whats the point. Retrieved from http://www.funbrain.com
(2002). Coordinate plotting: Shapes. Retrieved from http://www.worksheetworks.com
(2014). Mystery graph boat. Retrieved from http://www.superteacherworksheets.com
Explanation of Identified Instructional Strategies:

Why I selected that particular strategy?

o I chose to use a kinesthetic strategy because it allows students to get up and move around. Also it
is a physical way to apply math. Many times with math it is intangible and can be hard to
process. Using a tangible strategy tends to help many students grasp the concept. Also it is a fun
activity that promotes further learning.
The benefits of that strategy over another.
o The benefit of a kinesthetic strategy is that the students can get up and move. Movement is
shown to help learning. Another benefit is that it what they are learning is represented in a new
way. If one student does not understand the content by hearing about it they may understand the
content by physically being a part of it.
Possible cons or barriers that you may encounter from utilization of the strategy.
o One con to this strategy is that it can get pretty chaotic if you do not have good classroom
management. Also depending on the activity not every student will be able to participate.