UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher Candidate My Do

Lesson Overview
Grade Level 6th grade
Estimated Time Needed One 45 minute class period
Lesson Description Plot rational numbers on a coordinate graph
6.11 Measurement and data. The student applies mathematical process
Content Area Standards
standards to use coordinate geometry to identify locations on a plane.
Technology Standards N/A
The student is expected to graph points in all four quadrants using ordered
Objectives
pairs of rational numbers.

Resources/Materials/Tools
- Rational numbers
- Ordered pairs
- Quadrant 1
- Quadrant 2
- Quadrant 3
- Quadrant 4
Terms/Vocabulary - Graphing
- Points
- Negative
- Positive
- X-axis
- Y-axis
- Origin
- The virtual students will be doing the same assignment online, but
in a technical format.
Technology Resources - Promethean board
- Teacher Laptop
- Desk cam
- Comprehensive notes journal
- Pencil
Other Resources
- Worksheet
- Student laptop (for virtual learners)
Lesson Procedures
“The past few days we’ve Teacher is at the front
Students are
been introduced to graphing of class making sure
expected to be
on the coordinate plane. that all the students
Focus/Anticipatory Set seated and ready to
Yesterday we graphed using have out their journal,
take notes for that
integers and today we will pencils and warm-up
days lesson.
graph using rational numbers.” for the day.
Content-input “Whatever I write down, you Teacher hands out the Teacher passes out
should be writing down as notes for the day to the notes. Teacher is
well.” students in class. The using the promethean
UH COE Lesson Plan Template (Direct Instruction)
“For those of you online, you
don’t have to draw a perfect
graph. Just make sure you
have a x and y axis that goes
from -5 to 5.”
“When graphing rational
numbers, you want to convert
fractions into decimals.”
“If your ordered pair are 2
positive numbers, what
quadrant would they be in?”
“I want you to solve this
problem on your own and we’ll
share our answers in a few
minutes.”
Guided Practice “If you are given a rational
number, what should you be
turning them into?”
“Do you see any patterns
between the fractions and
decimals and where you’re
supposed to graph them?”
“I want you to work on this
assignment by yourself. We
will go over it as a class when
Independent Practice
everyone is finished.”
“I’ll be walking around the
class, so if you want any help,
ask.”
“As you’re finishing your
worksheet, for a verbal exit
ticket, I want you to share with
a person near you something
Closure
new that you learned today.”
“What are the similarities and
differences to what we did
today and yesterday?”
Plans for Leading a Discussion Following Guided Practice and Independent Practice
Plan for Leading a 5-10 Launch Frame
teacher with then be at
the promethean board
to model writing down
the notes to the board to write notes.
students. Students who Students will be
are in class will fill in following along with
the blanks that are the notes. Students
shown. Students who are then asked to
are virtual will sketch a either glue or tape
rough draft. At the end their notes into the
of the notes, students journal.
who are in class will
then glue it in their
notebook.
The guided practice is
part of the notes that
Teacher is working
we would have taken.
out the problems on
At times, students are
the promethean
asked to aid in solving
board. Students are
the question. At other
following along with
times students are
the modeling of how
asked to solve one of
to solve the problem.
the questions
themselves.
Teacher is walking
around looking for
misconceptions and
Teacher is
answering student
overseeing student
questions. Students are
progress. Students
working independently
are doing their
to finish their worksheet
independent practice.
with the help of the
teacher and their
journal.
Teacher is walking
Teacher is walking
around and listening to
around and
the conversation that
monitoring the
the students are
conversations.
having. This is to make
Students are
sure that the students
conversing with
aren’t getting off topic
people around them
and to also get an
about their
understanding of what
understandings and
the students learned
confusions.
about that day.
UH COE Lesson Plan Template (Direct Instruction)

“We have been learning how to graph different numbers on a coordinate graph.
What are the types of numbers that we’ve learned to graph so far?”
Eliciting, Orienting Questions to ask During the Discussion
minute Discussion Following
“Which quadrant do you think we’ve been working with mostly until now?”
Guided Practice
Conclusion Frame

“Yesterday we worked with graphing integers only, today we worked with

graphing only rational numbers, tomorrow be prepared to mix in both
classifications of numbers.”
Launch Frame

Plan for Leading a 5-10
minute Discussion Following
Independent Practice
“Think about what type of numbers we’ve been graphing the last few days. Are
they always going to turn into nice numbers like the ones we were given?”
Eliciting Orienting Questions to ask During the Discussion
“What is the importance of an x and y axis and how do you differentiate them?”
“What’s the difference in graphing with integers and graphing with rational
numbers?”
Conclusion Frame

“These numbers aren’t the only types of numbers that can be graphed, but
they’re the types we’re going to be working with now.”
Plans for Differentiated Instruction/Accomodations
Special education students will be assisted by their in-class support teachers.
Special Education Students
These students will have time and calculator accommodations.
A strategy I will use for ELL students is to use less complex but consistent words.
English Language Learners If they don’t’ have an in-class support teacher to translate for them, I’ll try to ask
another student to translate or use a translating app.
For K-level students and above, if they finish the activities faster than anticipated,
Gifted and Talented
they will be asked to finish worksheets that they left unfinished.
Other:
Assessment
The assessments for this activity are going to be seen by:
- Questions students ask
- When the teacher is observing as she’s walking around the classroom.
- The worksheet that the students were working on
- The verbal exit ticket that they did with their classmates.
Classroom Management Plan for the Lesson
- The students will be in their assigned seats.
- I will ask for their attention the first time they get off task.
- The second time they get off task, I will look at the students who are talking and quietly wait for
them to get their attention back on track.
Lesson Resources
- The worksheet is from the district which was converted from a more hands on activity. The only
problem is that COVID is still prevalent so a worksheet was made off of the problems from the
activity.
UH COE Lesson Plan Template (Direct Instruction)