INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name:

Claire Forhan

Grade level:

6th Grade

Title of lesson:

Quadrants and Coordinate Grids

Estimated time

90 minutes

Overview of lesson:

In the first half of this lesson, students will review concepts from the prior lesson. This will include
looking at the absolute value of a point on a number line, checking practice sheets on absolute value
and going over the test on absolute value and integers. During the second half of this lesson, students
will be introduced to the new concept of quadrants. Students will learn the four quadrants, and what
type of coordinate pairs are located in each quadrant.

Context of lesson:

Prior to this lesson, students finished a brief unit on integers and absolute value. Students have skill in
locating positive and negative integers on a number line (x-axis only). This new unit on quadrants will
build upon integers on number lines, but extend into the x-y coordinate grid. Students will plot
combinations of positive/negative (x,y) pairs and identify the quadrant they are located in. After this
lesson, students will find the distance between two points on a coordinate grid.
Learning Goals and Assessments

Connection to Standards

Learning Goals

Type of Assessment

Connection to activities

CCSS.MATH.CONTENT.6.NS.C.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.

Students will be able to

represent points in the plane
with negative and positive
number coordinates.

4.1 Graphing Ordered Pairs

worksheet will assess
students ability to write
ordered pairs for particular
points graphed, name the
quadrant in which points are
labeled, and graph points.

Interactive Peardeck- an
online way of submitting
answers. Student will see
the problem, and then
submit their answer via
tablets, and the teacher can
view the answers.

CCSS.MATH.CONTENT.6.NS.C.6.B
Understand signs of numbers in
ordered pairs as indicating locations
in quadrants of the coordinate
plane.

Students will be able to

correctly identify the
quadrant into which given
coordinate pairs fall.

CCSS.MATH.CONTENT.6.NS.C.6.C
Find and position integers and other
rational numbers on a horizontal or
vertical number line diagram; find
and position pairs of integers and
other rational numbers on a
coordinate plane.

Students will be able to find

and position coordinate
pairs on a coordinate plane.

Practice Sheet: Four

Quadrant Ordered Pairs

Attending to the Learners

Anticipating student ideas:

I expect students to be able to plot points with just an x coordinate based on their
experience with number lines. Additionally, students worked with plotting
coordinate pairs on a graph in 5th grade, so the new content they are learning
should build off of this understanding. As a review to activate prior knowledge, we
will do a journal question that requires them to name a point. I predict some
students may not remember which number goes first, x or y. An initial journal
question will allow me to gauge what students remember from 5th grade, and where
to focus my teaching.

Making the content accessible to all

students:

To ensure all students could actively participate, I created an online voting system
for each student to share their answer on their tablet. I did consider those who do
not have technology, and created a form for them to submit their answers as well.
Multiple forms of practice, from journals, to digital practice, to practice sheets will
provide a variety of ways for students to interact with the content. In regards to the
test that we are going over, in order to make the content on that accessible to each
student, I am spending time reviewing the main idea of absolute value before I offer
any retakes. Students will be able to retake the test after they finish their exit slip at
the end of class. I want to make sure to check in with BVA and LJ, and that they have
an opportunity to share thinking and participate in class to further support their
understanding of absolute value and integers. By reading the text on quadrants as a
class, I am attempting to keep LJ and DL engaged and focused on the content at
hand. I can call on them to read aloud to the class as a way to keep them engaged.
Instructional Sequence

Materials:

Online polling system (or sample coordinate grids as backup and paper submission forms for those without
technology), 4.1 Graphing Ordered Pairs worksheet, Four Quadrant Ordered Pairs worksheet (homework)

Time

Steps Describing What the Teacher and Students Will Do

Notes and Reminders

10
minutes

Journal
As students enter the room, have the following question projected on the
board (these questions are based on the results of an assessment students
took the previous class, so vary based on where student had trouble).

Ask students to get out the two

practice sheets that were due today.
As students are working on the
journal, go around and check in
homework.

What is the absolute value of the point on the number line?

Have drawn, the point -7 on a horizontal number line.
Allow students 2 minutes to answer the question. Ask, Before we answer
the question about what the absolute value of the point is, what is the point
on this line identifying? Answer: -7
Now the question asks, what is the absolute value of this point? Who can
remind the class what absolute value is? Have students share out their
thoughts on absolute value- distance a number is from zero. Ask, what is
always true of absolute value? Have students share out- always positive.
Now, lets answer the question, what is the absolute value of the point on
this line? Call on student, 7.
Who can remind the class how to represent the absolute value of -7 equals
7 with symbols? Ask a student to come up and write: |-7|=7.

TABLETS CENTER

This type of problem was on the test you took last class. I wanted to make
sure you all had a solid understanding of the concept before moving on. You
will get your test back today, and are welcome to take a retake.
Any questions before we move on to checking homework? Now is the time
to stop me if you do not understand absolute value.
15
minutes

Correct Previous Days Homework

Have a student come up and teach the class by leading the correcting of
their own homework.

Provide answer key for reference for

the student during checking.

15
minutes

Review Previous Days Test (Absolute Value and opposite numbers)

I am passing out the test you took on Friday. We are going to go over the
answers to this test together. You are welcome to write on your test and
take notes to support your thinking.

Score out of 9, dropped last

question.

15
minutes

Journal
Display coordinate grid with point B plotted at (3,2).
Journal: What is the location of point B?

Remind students of the Big 5 while

someone else is reading, and for the
reader to project their teacher voice.

When we identify a point, there are two numbers. One number represents
the x and the other represents the y. Who can teach the class which point
goes first, and second? Other questions to consider:
When locating points, where on the coordinate grid do we start?
Why do we name the location of points?
If we are given a point, how do we locate it on a grid?
What might happen if we didnt order points in (x,y) order?
How can we remember which number in the point location comes
first?
How can we remember which axis is x and y?
Go through the rest of the points to support students in learning how to
identify points in Quadrants 2, 3 and 4.
Real Life Application
Ask if students have seen a radar used to track airplanes, maybe on a video
game or in a movie. Explain to students that coordinate planes are used to
track planes on a radar. You can easily describe a point on the coordinate
plane with its quadrant and coordinate points. Whenever we see the points
on the plane, we can pretend it is an airplane that we are trying to track.
Close Analysis
Pass out Graphing and Labeling Ordered Pairs.
We are going to closely read the following sheet. I will ask for volunteers to
read each section, and what new ideas we should make note of and
underline, and if there are any questions.
Make sure to focus on :
x-axes
y-axes
(x,y)- rewrite
quadrants are counterclockwise
origin

Notes
Draw a line under your your journal answer, and we are going to take some
notes from the close reading we just did. Copy down what I write up here:
Write:
Draw an x,y coordinate grid, label each quadrant: I(+,+), II(-,+), III(-,-), IV(+,-)
Quadrant(0,0)= origin
(x,y) coordinate point
If a point is on the x axis or y axis it does NOT belong in ANY quadrant
15
minutes

Interactive Practice: Peardeck or Google Slides backup

We are going to do some interactive practice with quadrants. At this time,
we are going to be using technology. You may only use your own tablet, we
are not going to get laptops out. If you need a paper copy because you do
not have technology, raise your hand and I will bring you a form. On your
tablet, log onto the following website and enter the code (have Peardeck
log-on displayed). As we move through the slides, there will be practice
questions that you will submit on your tablet. Those who do not have a
tablet will receive a paper form to write their answers on. We are not going
to spend time trying laptops. I will collect this at the end to get a feel of
where you are at.
Students will log on to Peardeck through their tablets, or other devices with
the website provided (website will be displayed on the Peardeck interface).
Make sure to discuss Question 8 or 9, in which students must identify a
quadrant without a grid to reference. Have a student share out a strategy
that they came up with to identify the quadrants. This could include drawing
out an x,y coordinate to reference; or remembering that +x is on the right, -x
on the left, +y is above, -y is below; or associating (+,+) with Q1 etc.

20
minutes

Exit Slip: 4.1 Graphing Ordered Pairs worksheet

After the interactive practice is complete, students will receive the formative
assessment for this lesson, also serving as individual practice for students
before the homework. Students will quietly complete this worksheet
independently, and will be given their homework when they hand in the
completed exit ticket.
At this time, I will be passing out a brief exit slip so I can gauge where you
are at with quadrants. This is to be done independently. When you are
finish, hold up your sheet and I will come collect it and give you your
practice sheet to work on and finish for homework. What questions do you
have?
Four Quadrant Ordered Pairs worksheet
As students complete their exit slips, they will be given their homework
sheet to work on for the remainder of the class period. This worksheet will
be collected during the next lesson (1/14) as homework.

Students are to use tablets or paper

only
Have paper slips handy for those
without technology access.
This is the only practice students
receive with this work before the
lessons assessment, so the class
should feel comfortable with the
content before moving on. If
students are taking longer than
expected, create some practice
problems on the ELMO and have
students use their fingers to
agree/disagree.

Students will raise their hands when

they are finished with the
assessment, and a teacher will
collect the exit slip and give the
student the homework.
All students will remain quiet until
the last exit slip has been collected,
and then they may collaborate with
one another on the homework.
If students did not seem to
understand from the previous
exercises, go through one of each
type of question on the exit slip with
the class before dismissing for
independent work.