I.

Lesson Overview
Title: Plot Coordinates Developed by: Derek Jones Subject: Mathematics Grade Level: !" #esource Lesson Description: Students $ill learn $hat a coordinate is and ho$ to identi%y them correctly& 'a$aii Content and Per%ormance Standards ('CPS): Standard Coordinate Geometry Coordinate Geometry *enchmark M,& &-&. M,&2&-&. Per%ormance +ndicator(s) /se coordinates to locate objects0locations on a 1rid /se ordered pairs to plot points on a 1rid usin1 a list o% pairs

II. Objectives
3verall Lesson 3bjectives (%or $hole 1roup0class) Students $ill learn $hat a coordinate is and ho$ to identi%y it correctly& They $ill then build their o$n 1raph and dra$ an island shape inside o% it& ,%ter doin1 so4 they $ill plot di%%erent landmarks onto the 1raph and correctly label the coordinates %or the location they have chosen& +5P 3bjectives (%or students receivin1 special education services) Student 6ame(s) ,nthony Tan1 7aimana Trouche +5P Goal03bjective(s) addressed by the content0activities o% this lesson Same lesson4 $ill have . on . 5, 1uidance Same lesson4 $ill have . on . 5, 1uidance

III. Materials

IV. Instructional Methods

Teacher will Attending Cue:
'o$ $ill you transition %rom prior activity and 1ain student attention8

Students will Students $ill come in %rom recess and immediately be1an $orkin1 on math $arm! ups as they do everyday %or ." minutes& /pon
1

Teacher $ill have lesson ready as students come in %rom their .st recess& Students have math $arm! ups that they do everyday %or ." minutes at this time& Teacher should count do$n the amount o%

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time le%t %or $arm!ups out loud so students kno$ ho$ much time is le%t be%ore they clean up and start the ne$ lesson&

completion o% the countdo$n 4 students $ill stop $here they9re at and put a$ay $ork re1ardless i% %inished or complete Student $ill listen attentively $ith their pencils do$n4 eyes %or$ard4 and their hands in %ront o% them on the desk&

Anticipator Set:
'o$ $ill you create interest in this lesson8 +s pre!assessment necessary8 +s this revie$ or ne$ in%o8

This is ne$ in%ormation4 there%ore the material is concrete and builds kno$led1e %rom the 1round up via 7eynote presentation& Students $ill be asked i% they kno$ ho$ to read a map& +% they kno$ $hat coordinates on a map are4 and ho$ pirates may have %ound treasure by usin1 coordinates on a map (to 1et them interested)& ,s al$ays4 1o over class rules&

Introduce and Model !ew "nowledge:

This is ne$ material& Students $ill be prompted to %ollo$ alon1 $ith 'o$ $ill you convey to students provided 1raph paper to build their the in%o they need to learn o$n 1raph as the teacher models it (methods0 : techni;ues)8 'o$ %rom the 7eynote presentation $ith does this lesson link to previous step by step instruction& Teacher learnin18 $ill sho$ a pre!dra$n model to sho$ e<ample o% the %inished product& ,nthony : 7aimana $ill have 5,9s to 1uide them throu1h the lesson& 'o$ever4 ,nthony $ill have his vertical vertices dra$n on %or him prior to receivin1 the 1raph paper& Teacher should $alk around the tables a%ter direction to ensure that the students are becomin1 %amiliar $ith the subject&

Students $ill %ollo$ alon1 $ith step by step instruction %rom desi1nated 7eynote presentation& They $ill ask ;uestions and listen to instruction as teacher models material&

#rovide $uided #ractice:

'o$ $ill students practice skill and ho$ $ill you prompt0 provide 1uidance8 =hat prompts $ill you use8 =hat corrective %eedback $ill you provide8

Teacher $ill %ollo$ presentation thorou1hly& ,%ter major components (such as buildin1 the > : ? ,<is)4 teacher should $alk around the class to sca%%old instruction to anybody $ho may need it& ,void 1ivin1 the ri1ht ans$er4 but rather prompt until they can %i1ure it out to challen1e

Students $ill %ollo$ the teacher and %ill in their 1raph as the teacher prompts them to& They $ill participate in the 1iven practice ;uestions be%ore movin1 on to create their o$n island 1raph&
2

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them& Students $ill be recreatin1 the material onto their o$n 1raph paper& Do practice problems $ith the class to %urther develop understandin1& ,%ter Students understand the > : ? ,<is4 they can move on to create their o$n island 1raph&

#rovide Independent #ractice:

'o$ $ill students demonstrate ability to per%orm skill independently8

Teacher $ill then let the students create their o$n island 1raphs based on the model displayed by the teacher& +t is important to let them kno$ that they can $ork ;uietly $ith a partner i% they need help4 or raise their hand to re;uest teacher assistance& Teacher $ill 1ive students e<amples o% landmarks to use %or the 1raph via the 7eynote presentation& Students $ill be 1iven a map o% Mililani =aena school $ith landmarks (o%%ice4 %ield4 courts4 etc&) placed on the 1raph& Students $ill need to correctly identi%y the coordinates o% the landmarks be%ore 1oin1 to lunch&

Students $ill start to create their o$n island 1raph %ollo$in1 the blueprint layed out by the teacher& They $ill use the landmarks provided by the teacher or use ones that they make up as lon1 as it %ollo$s the desired direction& Students $ill be 1iven a %inal assi1nment o% a map o% Mililani =aena& They $ill plot the coordinates o% the 1iven locations to assess their understandin1 o% the assi1nment&

Closure
'o$ $ill you summari@e the lesson and connect to %uture learnin18

V. Assess%ent
Aor $hole class: Aormative03n1oin1 ,ssessment: Monitor class and rather than &ocusing on right or wrong' &ocus on what the could i%prove on or what the did well throughout the lesson and on &eedbac( upon returning the paper.

Summative05nd 3% Lesson ,ssessment:

Students will have ) land%ar(s as well as ) coordinates with a total o& *+ ,answers-. Can be used in co%parison to how the did opposed to the whole class.

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+5P 3bjective 5valuation Student ,ll ./ceeds ./pectations B o% .C Meets ./pectations D o% .C Approaching ./pectations D or belo$

I. Modi&ications0Adaptations:
(Describe in detail the modification/adaptations you will provide to support learning? Nine types of adaptations include: input, output, size, time, difficulty, level of support, degree of participation, modified goals, substitute curriculum.

Student(s) ,nthony Tan1

Modi%ications0,daptations =ill be 1iven a piece o% 1raph paper $ith vertices already dra$n on& =ill $ork $ith his 5,4 Miss 6ikki

7aimana Trouche =ill $ork $ith Miss Tina& 'as option o% $orkin1 independently $ith her4 or $ith the class&

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