Student Learning Objectives Lesson Plan:

Lesson: Coordinate Grids - Target Practice

Grade/ 5th Grade Math

Context:

Standards: 1. Use a pair of perpendicular number lines, called axes, to define a coordinate
system, with the intersection of the lines (the origin) arranged to coincide with the 0
on each line and a given point in the plane located by using an ordered pair of
numbers, called its coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second number indicates
how far to travel in the direction of the second axis, with the convention that the
names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate,
y-axis and y-coordinate). (5.G.A.1)
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. (5.G.A.2)

Objective: Students will be able to locate and describe points on a coordinate plane. They will
also be able to plot given coordinates.

“I can locate and name given points on the coordinate grid.”

“I can plot given coordinates on a coordinate grid.”

Materials: Students:
Computer
Access to Desmos.com

Teacher:
Computer, Projector, whiteboard or interactive whiteboard

Overview: Students work individually to locate, name, and plot coordinates on a grid.

Procedures: Review:
-Review of what a coordinate plane is and how to appropriately locate and name
coordinates.
Introduce task and expectations:
-Assign partners
-Go over expectations for partner work
-Explain how to use Desmos

Work time:
-Students will gather their materials and find their partner
-Students will then use Desmos.com on one computer to complete the activity.
-Walk around to ensure partners are on task and answer any questions that may pop
up. If the same question keeps coming up, pause activity, recite the question to all
students and answer for the whole group.

Assessment:
-Students will return to their seats and complete a section checkpoint. Teacher will
check answers and will review with everyone the following day as a warm-up.
Understanding by Design Lesson Plan:

Lesson: Coordinate Grids - Target Practice

Grade/Context: 5th Grade Math

Standards: 1. Use a pair of perpendicular number lines, called axes, to define a coordinate
system, with the intersection of the lines (the origin) arranged to coincide with
the 0 on each line and a given point in the plane located by using an ordered
pair of numbers, called its coordinates. Understand that the first number
indicates how far to travel from the origin in the direction of one axis, and the
second number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the coordinates
correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). (5.G.A.1)
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. (5.G.A.2)

Stage 1: Identify 1. By the end of this lesson, students can locate, name, and plot points on
desired results a coordinate plane.
2. Students can work together and adjust to responsibilities to ensure all
activities are completed by both partners.

Essential Questions:
1. In what ways can you use informal language to explain the structure of
the coordinate grid?
2. Why would knowing and being able to explain coordinates on a grid be
beneficial?

Stage 2: Determine Evidence that will show what students have learned about the essential
acceptable evidence questions:
 I can name and plot given coordinates.
Students will accurately name given points on a coordinate grid 3+ times out of
4.
Students will accurately plot given coordinates on a coordinate grid 3+ times
out of 4.

Performance Tasks Target Practice

 Students will complete the “Target Practice Activity”
 After completing the activity, students will complete a checkpoint
(formative assessment) to receive feedback on how they are doing.

Success criteria Students will answer at least 3 problems correctly while completing the
checkpoint.

Stage 3: Plan Learning Objectives:

learning experiences 1. Students will demonstrate understanding of coordinates correctly at
and instruction least 80% of the time, as measured by an exit ticket.
 Teaching Methods Review what a coordinate grid is, how to locate and name coordinates, and how
to plot them also.
Teacher will be available for small groups for students who need extra support
in completing the desmos activity.
Teacher will circulate the room to ensure students are staying on task as they
complete the checkpoint independently.

Reflection:
While writing these two plans, I noticed that when I teach, I use a combination of both student
learning objective plans and Understanding by Design plans. Our district has been focusing on FAIP
(formative assessment process) the last few years during PD. Throughout this process, we were tasked to
create learning goals (I understand…statements) and success criteria (I can… statements) for every lesson
to post in our classrooms. This is the first thing I thought of while reading about student learning
objectives. I think it is important for students to know where they are at, where they are going, and how
they can get there. It helps to keep these questions in mind when planning. This is how I was taught to
plan a lesson throughout college.
This year however, our focus in PD has been on looking at assessments/essential questions and
matching our lessons to that assessment/task (Understanding by Design). I will be the first to admit that
this has been a challenge for me. It makes sense to plan backwards while keeping the “end goal” in mind,
but can be challenging as we often want to plan how to get there first.
These two lesson plan approaches seem to go hand-in-hand with each other. I believe that using a
combination of these two approaches can greatly impact my instruction to only better student learning and
understanding.

Reference:

Maloy, R. W., Verock, R.-E., Edwards, S. A., & Trust, T. (2021). Transforming learning with new technologies.
Pearson/Allyn and Bacon.