Lesson Plan 1

Teacher Candidate Name: Amy Hanzlicek

Grade & Subject Area: 5th Grade Mathematics
Date for Planned Lesson: February 13, 2017

My personal goal for this lesson is to deliver this first lesson on ordered pairs
successfully and be able to alter my future lessons based on students conceptual
understanding.

Lesson Title Lesson 1 (Day 1): Algebra: Patterns and Graphing; Ordered Pairs

MN/CC State Standard(s) 5.2.1.2 Recognize and represent patterns of change; use patterns, tables,
- direct quote from MN standards graphs, and rules to solve real-world and mathematical problems.
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus The central focus of these lessons of Patterns and Graphing is for the students
- derived from standard, to gain understanding of graphing on a coordinate grid and be able to analyze
- communicates general goal patterns and relationships

Learning Target for this Lesson Students will be able to use a rule or table to represent ordered pairs of positive
- concisely says what students will be integers and graph these ordered pairs on coordinate system.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Ordered pair, x-axis, y-axis, origin, x-coordinate, y-coordinate, coordinate grid.
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. Analyze, interpret, evaluate, identify
(words used in school across many
subject areas) c. I will be able to tell if a number on a graph is positive or negative by looking at
c. Syntax Sentence Frame: Example their corresponding ordered pair (x,y).
sentence that students can use d. In Lesson 1 in closure, students tell their shoulder partner in their own words
to accomplish target the answer to the learning objective (students will be able to use a rule or table
d. Point in lesson where students will to represent ordered pairs of positive integers and graph these ordered pairs on
be given opportunity to use coordinate system) and then have their partner rephrase the explanation in
Academic Vocabulary (Note: It their own words.
is important that this appear in
TPA videotape segments
Needed modifications/supports I will use the Interactive Student Edition version of the GoMath! to display on the
a. Identify how some form of Smart Board as I instruct all three lessons. I will use the TE for the answers and
additional support will be to guide my instruction. Students will use their workbooks.
provided for some aspect of the
lesson for given student(s) Extra reminders are needed for this group of students so I will use repetitive oral
- visual, graphic, interactive language when the core concepts are delivered and any instructions given.
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence

1
 frames
Resources & materials needed GoMath! Teachers Edition (TE), Student GoMath! Workbook, Online Interactive
Student Edition (ISE) of GoMath! for SmartBoard Instruction.

"Chapter 9." GoMath! Orlando: Houghto Mifflin Harcourt, 2016. 539-58. Print.

Lesson Part Activity description / teacher does Students do

Phase 1 Teacher will display ISE for students to begin working on Students begin
State Target & Activate Problem of the Day, 9.2 as they transition into math. When independently working on
Prior Knowledge everyone has finished, go over answer as a whole group. Problem of the Day, 9.2.
a) Post the learning This is a spiral review and segway into todays lesson. Students will follow along
target statement and Teacher will review vocabulary in academic language with as teacher walks through
indicate whether the students; Ordered pair, x-axis, y-axis, origin, x-coordinate, y- the steps to solve the
teacher or student(s) will coordinate. problem.
read it aloud Teacher will address prior knowledge by reviewing the Students will respond
b) Engage students in definitions of mean, median, and mode and how we can with definitions when
activity to elicit / build use line plots. teacher prompts review of
prior background State the lesson objective, Today, you will learn how to vocabulary words.
knowledge identify and plot points on a coordinate grid.
Phase 1 Assessment Teacher will take informal assessment by observing and Students will respond
Explain the plan to listening to student responses in Phase 1. to definitions when
capture data from this prompted.
phase of the lesson

Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Using TE, teacher will discuss Page 539: Display ISE Students will be
on Smart Board and have students follow along in their actively engaged, working
workbooks. Use the prompts in the left-hand column to out the problems along
encourage whole group discussion for the following: with the teacher in their
- Essential Question: How can you identify math workbooks.
and plot points on a coordinate grid?
- Connect. Walk through the problem as Respond to questions
whole group, focus on vocabulary. when prompted.
- Unlock the Problem. Follow prompts in
left column of TE and walk through entire section Ask questions to clarify
together with group. any misleading
- Discuss Math Talk in left column of TE to information or for better
help students describe relationships between understanding.
positions on the coordinate grid.

Inform students of the Common Errors on page 540 of TE

before students begin working. Clarify the proper way to
write ordered pairs, (x,y); not (y,x). Show the given example:
(0,8) is a point on the x-axis.
Phase 2 Assessment Teacher will display ISE page 541 on SmartBoard and Students will use their
Explain the plan to check have students: whiteboards to show their
for understanding of - Show and Share. Students will use their individual answer to the questions
steps / procedures whiteboards to show teacher answers when prompted. when prompted.
demonstrated in this - Work on problems 1-10.
phase

Phase 3 Guided Practice Teacher instructs students to work on problems 11-25 on Students will begin
- Paired/collaborative page 541 of their workbook. working independently on
work Teacher will roam and monitor student progress and problems 11-25 on page
2
 - Teacher(s) may roam & assist as needed. 541 of their workbook.
assist When all students are finished, correct problems 11-25 as Students may ask
a whole group. Answer any questions students may have. questions as needed.
Students will read
quietly if they finish before
time is up.
Phase 3 Assessment Teacher will observe as students as they work. Students work through
Explain the plan to check assigned problems.
for ability to apply
demonstrated
steps/procedures
during guided
practice

Phase 4 Independent Teacher will instruct students work on page 543 of Students work on page
practice TE/ISE problems 1-15 543 of TE/ISE problems 1-
- Individual student work 15.

Phase 4 Assessment Teacher will discuss answers of problems 1-15 and do a Students give thumbs
Explain plan to check for quick check for student progress and comprehension. up if they got the problem
ability to apply Instruct students to give thumbs up if they got the problem right and thumbs down if
demonstrated right and thumbs down if they got it wrong. they got it wrong.
steps/procedures
during independent
practice

Phase 5 Restatement & Teacher will restate learning objective, Students will be Students will tell their
Closure able to use a rule or table to represent ordered pairs of shoulder partner in their
a) Restate learning target positive integers and graph these ordered pairs on own words the answer to
b) Explain a planned coordinate system. the learning objective and
opportunity for then have their partner
students to self- Teacher instruct students tell their shoulder partner in their rephrase the explanation
assess their own words the answer to the learning objective and then in their own words.
perceived level of have their partner rephrase the explanation in their own
mastery for the words. Select a student to share with the class. When prompted, a
target. student will be selected to
Teacher inform students their homework is that each share with whole group
student will write about a situation in which they might have the response to the
to locate points on a coordinate grid. Inform students this learning objective
explanation will be due tomorrow before class begins. question.

Teacher will inform students they will be using ordered

Phase 6 Summative Next
Steps
Attach a class roster (fist
names only) for space to
indicate for each student
the needed next steps of
instruction.
pairs to graph data in their next lesson.
(Assessment Example: 3 columns on attached roster.
Reteach, extend slightly, transfer to new situation topic.)
Teacher will record the names of students that appear to
be struggling with the concepts of ordered pairs by observing
their work during individual work time.

Names Reteach Extend Slightly Transfer to new situation topic.

3
 Evan N. X
Lili X
Eric X
Payton X
Josh X
Beau X
Addison X
Mataya X
Jesse X
Jacki X
Bailee X
Chandlerr X
Annette X
Savanah X
Zach X
Ethan X
Gerardo X
Lauren X
Kourtney X
Sarah X
Jacob X
Even P. X

4
Lesson Plan 2

Teacher Candidate Name: Amy Hanzlicek

Grade & Subject Area: 5th Grade Mathematics
Date for Planned Lesson: February 15, 2017
My personal goal for this lesson is to deliver lesson in confidence and actively engage
students as part of this lesson.

Lesson Title Lesson 2 (Day 2): Algebra: Patterns and Graphing; Graph Data

MN/CC State Standard(s) 5.2.1.2 Recognize and represent patterns of change; use patterns, tables,
- direct quote from MN standards graphs, and rules to solve real-world and mathematical problems.
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus The central focus of these lessons of Patterns and Graphing is for the students
- derived from standard, to gain understanding of graphing on a coordinate grid and be able to analyze
- communicates general goal patterns and relationships

Learning Target for this Lesson Students will be able to collect and graph data on a coordinate grid. Students will
- concisely says what students will be use a real-world example of how you can use a coordinate grid to display data
able to know and do collected in an experiment.
- start with appropriate language
function (active verb)
Academic Language (AL) a. Ordered pair, x-axis, y-axis, origin, x-coordinate, y-coordinate, coordinate grid.
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. Analyze, interpret, evaluate, identify
(words used in school across many
subject areas) c. A graph can be used to organize information collected in an experiment.
c. Syntax Sentence Frame: Example
sentence that students can use d. In Lesson 2, students will demonstrate their understanding of vocabulary when
to accomplish target students show what they know when we do share and show on page 547 of
d. Point in lesson where students will the TE and ISE, which is Phase 2/Assessment of this lesson.
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports I will use the Interactive Student Edition version of the GoMath! to display on the
a. Identify how some form of Smart Board as I instruct all three lessons. I will use the TE for the answers and
additional support will be to guide my instruction. Students will use their workbooks.
provided for some aspect of the
lesson for given student(s) Extra reminders are needed for this group of students so I will use repetitive oral
- visual, graphic, interactive language when the core concepts are delivered and any instructions given.
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames

5
Resources & materials needed GoMath! Teachers Edition (TE), Student GoMath! Workbook, Online Interactive
Student Edition (ISE) of GoMath! for SmartBoard Instruction.
paper cup, Fahrenheit thermometer, ice cubes, stopwatch.

"Chapter 9." GoMath! Orlando: Houghto Mifflin Harcourt, 2016. 539-58. Print.

Lesson Part Activity description / teacher does Students do

Phase 1 Teacher will display page 545B ISE on Smart Board for Students begin
State Target & Activate students to begin working on Problem of the Day, 9.3 as independently working on
Prior Knowledge they transition into math. When everyone has finished, go Problem of the Day, 9.2.
a) Post the learning over answer as a whole group. This is a spiral review and Students will follow along
target statement and segway into todays lesson. as teacher walks through
indicate whether the Teacher will review vocabulary in academic language the steps to solve the
teacher or student(s) will with students; Ordered pair, x-axis, y-axis, origin, x- problem.
read it aloud coordinate, y-coordinate, coordinate grid.
b) Engage students in Teacher will discuss the definition of a coordinate grid Students will respond
activity to elicit / build and the proper way to write the ordered pairs. with definitions when
prior background Teacher will discuss Access Prior Knowledge on page teacher prompts review of
knowledge 545B of TE. Prompt students to review how to read a vocabulary words.
thermometer, then prompt this discussion question for Students think-pair-
students to think,-pair-share: Suppose you have share possible responses
information that has two parts, like temperature and time. to Access Prior
What if you placed a pot of soup on a hot stove for Knowledge prompt.
15minutes? What would be the advantage of seeing the
information on a graph instead of in a table? Have students
discuss possible responses.
Teacher will state the lesson objective, Students will be
able to collect and graph data on a coordinate grid. Students
will use a real-world example of how you can use a
coordinate grid to display data collected in an experiment.

Phase 1 Assessment Teacher will take informal assessment by observing and Students will respond
Explain the plan to listening to student responses in Phase 1. to definitions when
capture data from this prompted.
phase of the lesson

Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Teacher states we are going to be doing a hands-on Students will be
activity that will allow us to collect data from an experiment actively engaged, working
on a coordinate grid and then analyze data in in a graph. out the problems along
with the teacher in their
Using the ISE/TE, teacher will set up Page 545 on the math workbooks.
SmartBoard. Instruct students will follow along as we
Investigate. This is a hands-on activity for students to Respond to questions
collect data. when prompted.
- Investigate: Use Prompts in left hand column of
TE to gather time data regarding adding ice to Ask questions to clarify
room temperature water. Be sure to tell students any misleading
not to work ahead of teacher instruction/prompts. information or for better
Even though they are in groups, each step should understanding.
be done together as a class. Selected
Teacher will engage students by asking for volunteers to students will help
help gather and record the information. add ice cubes and
6
 Continue to instruct students to follow along on page 546 read the
of their workbooks. Use page 546 of TE to discuss the thermometer as
following: well as record the
- Draw Conclusions: Work through questions 1-3 data collected on
with students, giving several students the the smart board.
opportunity to verbalize their answers to the
questions.
- Making Connections: instruct students to use the
data they collected from the Investigate hands-on
activity and have them make ordered pairs so they
can graph them on a coordinate grid. Review with
students all three steps under Making
Connections, focusing on Step 2. Use the prompts
in the right-hand column of the page to make sure
students understand that x-axis and the y-axis are
labeled correctly.
Instruct students to work on Step 1, Step 2, and
Step 3.
Phase 2 Assessment Teacher will display ISE page 547 on SmartBoard and Students will use their
Explain the plan to check discuss the following: whiteboards to show their
for understanding of - Show and Share. Students will use their answer to the questions
steps / procedures individual whiteboards to show teacher answers when prompted.
demonstrated in this when prompted.
phase - Discuss question #1 together. Instruct Students work on
students to explain how to plot a point on a question 1 of Share and
coordinate grid. Show with teacher.
- Instruct students to spend a couple Students then work
minutes working on questions 2 and 3. independently on
- Correct questions 2 and 3 as whole group. Questions 2-3.

Read quietly until

everyone else finishes.

Correct questions 2-3

with teacher.
Phase 3 Guided Practice Teacher will instruct students work with their shoulder Students work with their
- Paired/collaborative partner and complete workbook page 549, Questions 1 and shoulder partner and
work 2. complete workbook page
- Teacher(s) may roam & 549, Questions 1 and 2.
assist

Phase 3 Assessment Teacher will observe as students as they work through Students work through
Explain the plan to check page 549 questions 1 and 2. assigned problems.
for ability to apply
demonstrated
steps/procedures
during guided
practice

Phase 4 Independent Teacher will instruct students to work on page 550 of . Students will work on
practice their workbook; questions 1-6. page 550 of their
- Individual student work workbook; questions 1-6.

7
 Phase 4 Assessment Teacher will write down names of students who appear to
Explain plan to check for be struggling with their independent practice.
ability to apply Teacher will roam and assist as needed.
demonstrated
steps/procedures
during independent
practice

Phase 5 Restatement & Teacher will restate learning objective, Students will be Students will turn and
Closure a) Restate able to collect and graph data on a coordinate grid. Students talk to their partner and
learning target will use a real-world example of how you can use a tell them in their own
b) Explain a planned coordinate grid to display data collected in an experiment. words the answer to the
opportunity for learning objective and
students to self- Teacher will instruct students turn and talk to their partner then have their partner
assess their and tell them in their own words the answer to the learning rephrase the explanation
perceived level of objective and then have their partner rephrase the in their own words.
mastery for the explanation in their own words. Select a student to share
target. with the class. When prompted, a
student will be selected to
Teacher informs students they will be learning about line share with whole group
graphs in their next lesson. the response to the
learning objective
question.
Phase 6 Summative Next Teacher will record the names of students that appear to
Steps be struggling with coordinate grids by observing their work
during individual work time.

8
 Names Reteach Extend Slightly Transfer to new situation topic.
Evan X
Lili X
Eric X
Payton X
Josh X
Beau X
Addison X
Mataya X
Jesse X
Jacki X
Bailee X
Chandlerr X
Annette X
Savanah X
Zach X
Ethan X
Gerardo X
Lauren X
Kourtney X
Sarah X
Jacob X
Even X

9
Lesson Plan 3

Teacher Candidate Name: Amy Hanzlicek

Grade & Subject Area: 5th Grade Mathematics
Date for Planned Lesson: February 16, 2017

My personal goal for this lesson is to reflect on the student assessments and
use that data to drive my instruction for the following lessons.

Lesson Title Lesson 3 (Day 3): Algebra: Patterns and Graphing; Line Graphs

MN/CC State Standard(s) 5.2.1.2 Recognize and represent patterns of change; use patterns, tables,
- direct quote from MN standards graphs, and rules to solve real-world and mathematical problems.
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus The central focus of these lessons of Patterns and Graphing is for the
- derived from standard, students to gain understanding of graphing on a coordinate grid and be
- communicates general goal able to analyze patterns and relationships

Learning Target for this Lesson Students will be able to analyze and display data in a line graph and how
- concisely says what students will be line graphs can be used to display and analyze real world data.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Ordered pair, x-axis, y-axis, origin, x-coordinate, y-coordinate, coordinate grid, scale,
a. Domain-specific Acad vocabulary interval, line graphs
b. General Academic vocabulary b. Analyze, interpret, evaluate, identify, represent, relationships.
(words used in school across many
subject areas) c. Line graphs can be used to display data and help organize real world data.
c. Syntax Sentence Frame: Example d. In Lesson 3, students will demonstrate their understanding of line graphs by Show and
sentence that students can use Share in the Phase 2/Assessment part of this lesson.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports I will use the Interactive Student Edition version of the GoMath! to display on the Smart
a. Identify how some form of Board as I instruct all three lessons. I will use the TE for the answers and to guide my
additional support will be instruction. Students will use their workbooks.
provided for some aspect of the
Extra reminders are needed for this group of students so I will use repetitive oral language
lesson for given student(s) when the core concepts are delivered and any instructions given.
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
10
 frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
GoMath! Teachers Edition (TE), Student GoMath! Workbook, Online
Interactive Student Edition (ISE) of GoMath! for SmartBoard Instruction.
"Chapter 9." GoMath! Orlando: Houghton Mifflin Harcourt, 2016. 539-58.
Print.
Activity description / teacher does Students do
Teacher will display ISE for students to begin Students begin
working on Problem of the Day, 9.4 as they independently working
transition into math. Discuss as whole group. on Problem of the Day,
Teacher will review vocabulary in academic 9.4. Students will follow
language with students; Ordered pair, x-axis, along in the workbooks
y-axis, origin, x-coordinate, y-coordinate. as teacher walks
Teacher will review how ordered pairs are through the steps to
written and what information we can analyze solve the problem.
from coordinate grids and graphs.
Teacher will state the lesson objective, Students will
Students will be able to analyze and display respond with definitions
data in a line graph and how line graphs can when teacher prompts
be used to display and analyze real world review of vocabulary
data. words.
Teacher will listen and evaluate student responses for Students will
prior knowledge and retention in Phase 1. respond to definitions
when prompted.
Using TE, teacher will discuss page 551. Students will be
Display ISE on Smart Board and have students following along with
follow along in their workbooks. Use the teacher and working out
prompts in the left-hand column to encourage the Steps in their own
whole group discussion. Discuss the following: workbook.
- Unlock the Problem. Discuss
the temperature data. Follow first four Respond to
(blue bullet points) prompts in left questions when
column of TE as you go through STEP prompted.
1 and STEP 2 together as a whole
group. Ask questions to
- As students complete this clarify any misleading
activity, remind them that the data in information or for better
the related pairs represent (x,y) understanding.
coordinates.
Using TE, teacher will discuss page 552.
Display ISE on Smart Board and have students
follow along in their workbooks. Discuss the
following:
- Discuss TRY THIS! as a
whole group.This applies concept to
real world application.
11

Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Give students a minute to answer each STEP
on their own before disclosing the answers.
Discuss each STEP before moving onto the
next one.
Answer questions 1 and 2 at the bottom of the
page.
Teacher will lead discussion on Page 553 of Students will use
TE. Display ISE page 553 on SmartBoard their whiteboards to
- Show and Share. Students will use
their individual whiteboards to show teacher show their answer to
the questions when
answers when prompted.
- Instruct students to use the table to prompted.
the right and answer questions 1 and 2. Go - Students use the
over answers. table to the right and
- Have students answer questions 3,
and prompt them they are to make a line graph. answer questions 1 and
Walk around and observed to make sure 2.
students have the correct understanding. - Students answer
- Discuss questions 4 as a class. questions 3, and prompt
Teacher will use the Show and Share them they are to make
as an informal assessment to assess
student conceptual reasoning and
a line graph.
comprehension. - Answer question 4
when prompted.
Teacher will walk through #5 on Students will
page 553 of the TE/student record
workbook with students. process/answer
to number 5 on
page 553.
Take a quick check to see who had the answer to #5
correct. Note who missed the questions. If most student
got it right, move on. If 4 or more students got the
questions wrong, go through #6 and #7 until students are
understanding the concept.
Teacher will instruct students to Students
independently finish page 553, answering independently finish
questions working until they complete #6-9 in page 553, answering
their workbooks. questions 6-9 in their
Teacher will roam and monitor student workbooks.
progress and assist as needed. Students may ask
When all students are finished, teacher will questions as needed.
correct questions 5-9 as a whole group.
Answer any questions students may have. Students will read
quietly if they finish
before time is up.
Students correct
their own workbooks as
teacher corrects the
questions 5-9.
12
 Phase 4 Assessment
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
Teacher will check answers when they correct answers
as a whole group.
Restate learning objective, Students will be able to Students will tell their
analyze and display data in a line graph and how line shoulder partner in their
graphs can be used to display and analyze real world
own words the answer
data.
to the learning objective
Instruct students tell their shoulder partner in their own and then have their
words the answer to the learning objective and then have partner rephrase the
their partner rephrase the explanation in their own words. explanation in their own
Select a student to share with the class.
words.
Assign practice problems as homework. Students are
to complete page 555, questions 1-5 before class When prompted, a
tomorrow. student will be selected
to share with whole
Inform students they will be taking the Mid Chapter group the response to
Checkpoint assessment. Remind students they may the learning objective
spend a couple of minutes to review and work on any
additional problems in lessons 9.1-9.4 to study for the question.
formal, summative assessment.
Students take
assessment; Mid
Chapter Checkpoint.
Teacher will use the chart below to determine future
planning and instructional methods.
13
 Names Reteach Extend Slightly Transfer to new situation topic.
Evan NA
Lili X
Eric X
Payton X
Josh X
Beau X
Addison X
Mataya X
Jesse X
Jacki X
Bailee X
Chandlerr X
Annette X
Savanah X
Zach X
Ethan NA
Gerardo NA
Lauren X
Kourtney NA
Sarah X
Jacob X
Even X

14