Geometry Unit Plan

Part One
Big Ideas: Students will have a broad understanding of graphs and how to
use them. Students will be able to identify an x and y axis and how to
appropriately plot points onto a graph. Students will be able to read a set of
points as (x,y). Students will also be able to identify and define 2-D shapes
according to properties, such number of sides, and the size of the angles.
Lastly, students will understand how 2-D shapes connect to points on a
graph and will be able to accurately identify fit them within a graph.
Importance/relevance: This will be our students first exposure to using
graphs. This is a skill that will be carried out throughout the rest of their
schooling so it is important that these lessons be properly taught and
comprehension is thorough. Students have also been working with shapes,
but this will be the first time that shapes directly correlate with graphs and
they will understand how to plot a shape onto a graph. Up until this point,
these two different ideas did not have any commonalities.
Common Core Standards:
Graph points on the coordinate plane to solve real-world and mathematical
problems.
CCSS.MATH.CONTENT.5.G.A.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 ycoordinate).

CCSS.MATH.CONTENT.5.G.A.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.
Classify two-dimensional figures into categories based on their properties.
CCSS.MATH.CONTENT.5.G.B.3
Understand that attributes belonging to a category of two-dimensional
figures also belong to all subcategories of that category. For example, all
rectangles have four right angles and squares are rectangles, so all squares
have four right angles.
CCSS.MATH.CONTENT.5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.
These core standards all break down the big ideas individually, and will
gradually taught to all the students. In learning each of these standards, our
ultimate goal will be to connect them all together and understand how they
relate to one another.

Mathematical Standard
Graph points on the coordinate plane to solve real-world and mathematical
problems.
Students will be able to relate to the problems they are presented with if they are
relatable to their own lives. It is important within these lessons to demonstrate
problems within their own lives that can be solved using graphs. Such as, average
goals in a soccer game; the students would want to see the average number of
goals increasing so the graph would increase as well. I have also noticed my Mentor
teacher do this with the students MAP scores. She would average out the students
scores and put them on a bar graph. Above this bar she also noted the goal score,
and next to it will be including the next MAP scores. This is relatable to the students
because it is their own personal work and they are excited to witness the graph

grow. It is also anonymous so not one student has to feel bad for not doing as well
as their peers.

Part Two
Parent Letter:
Greetings! My name is Kristen Vanderhelm and I will be working alongside
Mrs. Morton for the academic school year. I will be focused for the first half
of the year on both math and literacy lessons and am interested and excited
to learn math with your children!
For the first part of the school year, I will be integrating your children into
geometry by introducing them to the concepts of 2-D shapes and plotting
points on a graph. I hope to do this by the math curriculum provided but
supported with ideas from your very own children!
For our first few lessons, we will be understanding the basics of graphing,
such as plotting points and understanding the actual graph. By this I mean
the students will know what the Y and X axis are and how they relate to
eachother. They will also understand how to read a coordinate point, such as
(3,4) and understand that it is read as (x,y).
An example of a problem I may use Alexs soccer team scored 4 points on
their first game, 7 at their next and 9 at their latest. Plot Alexs team
progress so far! In introducing this topic in a way that is so relatable to
these students, I hope to grab and keep our students interested for the

entirety of the lesson. This is excellent because if we prove successful, this

is a strategy that could also be used at home! This will be an easy way for
our children to track their own progress whether it be in school or sports.
After graphing, your child will also be learning about the characteristics of 2D shapes and how to define them. With this area, you child will be required
to learn math vocabulary such as obtuse or acute angles, and names of
shapes, such as squares, hexagons, or octagons.
It is important that our children are introduced to these topics now because
they are both crucial in our further learning of mathematics. Students will be
able to identify shapes for the real world and future, and gain knowledge in
reading or designing a graph. This could be an introduction in reading data
and a skill they will carry on throughout their mathematic practice. In
learning these two concepts separately, students will also understand how
they relate to each other. That is, students will be able to plot points on a
graph, but then also connect them to create a 4,5,6,7 etc. sided shape.
There are also ways for you to help at home! I believe the easiest of these is
making a coordinate graph relative to your childs everyday life. The easiest
of this would be plotting temperatures. As winter is upon us, you may have
it be your childs responsibility to record the temperature every day so you
can see how it is rising or falling. Also if your child plays sports, this would
be an excellent way to record their progress from week to week! Such as, if
you have a child who plays soccer, you can record the number of goals they
score from game to game. If you have any more suggestions on types of
problems you believe would be beneficial in our classroom please do not
hesitate to ask. I look forward to working with your child this year!

Kristen Vanderhelm
Vande551@msu.edu

Part Three

Formative Assessments
Whiteboards- We use whiteboards in our classroom quite often to check for
understanding. When it comes to learning about graphs and shapes, I feel
that the whiteboards will be very useful. In graphing, this will help initial
understanding about the graphs. I may as the student where the X or Y axis
is and to show be on their board. I could also ask the students to identify the
quadrants. In higher grades, I may use examples such as (-4,3) or (4,-2) and
have them roughly plant the point. This would not be to check for accuracy
exactly, but more to see that they can correctly read a coordinate and
identify which quadrant in which it should lie.
As far as the shapes, I would find the whiteboards to be extremely useful as
well. I could say a shape, such as a hexagon and ask the students to draw
the shapes on their whiteboards. In reverse, I could say I am a six sided
shape and have the students write down the name of the shape (hexagon).
Large Visual- Since our students are already organized in small groups, I
believe it would be a good idea to utilize these groups to work together. I
would give each group a very large piece of white poster paper and assign
each group to create a graph. This would first help to understand a graph
and where the x and y axis are, and they would also need to identify each
quadrant. From that point, they would carefully measure out equal
increments on both the x and y axes.
Once the graphs are constructed, the students would refer back to them for
several different assignments. If possible I would like to laminate these
sheets once the coordinates are drawn, so we could erase and use them
repeatedly. First, the students would practice by identifying coordinates on
the graph. I would say a point for each group to find, and they will be
assigned to do so. As we continued on with the lessons, I may give each
group a set of coordinates to find.
Once the lessons have moved onto identifying shapes, I would give the
students a set of coordinates to identify and connect. Once they have been
connected, I would ask the students to tell me what the shape was that they
have just drawn. As the students become more advanced, they would do the
opposite; identify coordinates to make shapes and then write down the
points to turn into me.
These two ideas would be taking place at the same time throughout the
lessons. As for the whiteboards, I would call out as many shapes as I needed

to see the students answers. I would write down a score from 1-5 to
determine how knowledgeable the students were of the information I was
presenting. A 5 would be a score for a child who is answering each question
accurately, where a 1 would be showing no knowledge of shape names. I
would also take notes on what concepts the students were struggling with
the most so I would know where to start with my lessons.
I would have a similar structure with this for the coordinate grids on the
white paper. As the students were working, I would circulate through the
groups and give the students scores on how they were doing, and then
structure lessons around these scores and the notes I take.
As far as an assessment, I would have to test the students on these concepts
somehow. For this, I would give the students an individual set of graph
paper. I would give the students different coordinates and have them plot
these coordinates with the appropriate labels. After all the points had been
plotted, I would ask the students to connect the points and then label what
the shape is that they had drawn. For the initial and final assessment, the
students would be plotting five shapes and the goal would be for the
students accuracy to improve from the first to the last assessment.

Part four
Diversity in math prior knowledge-I feel that the beauty with this math lesson
particularly is that a student could never know too much initially. By this I
mean, even if students are very knowledgeable in this section of math, there
is still plenty of content for them to learn. If on the first assessment I have
students who are very skilled in graphs and shapes, they will still be
challenged. I may have these students start to identify 12 or 13 sided
shapes, and they would also be required to graph these. As for the opposite,
I may have students who are initially completely clueless. I will make this an
easy concept for the students to grasp by starting with only the first
quadrant on a graph. These students will only be working with positive and
small numbers. As long as our students can count to five (which all of ours
can) they would have the required background knowledge to get started.
Social and participation preferences will be big in these lessons, especially
since the graphs will require full group effort. Some students may prefer to
work alone. For these students, I may give them individual graphs to do the
assignments. As long as the students give a good effort in contributing to

the group, they may plot their work on their own personal graph. In the
groups, I will also be assigning a student to be the recorder, and this student
will be in control of the writing utensil to make sure not everyone is fighting
over the materials and to maintain some organization.
Linguistic resources would be important in these lessons. These students
may never have heard the terms being presented in these lessons.
Throughout the lessons, the students will also be using their math notebooks
to take notes on the vocabulary being presented. By this I mean the shapes
that are being presented will be noted in their notebooks for future use. This
way the students that may not remember vocabulary very easily will have
these notes to refer back to when needed.
I have found our Five Practices textbook helpful in the planning of these
lessons. For our students, I have found chapters four and five to be the most
beneficial. Because it is difficult to influence participation within our
students, it is beneficial to anticipate their response, or more-so what will
trigger them to have a response to the lesson being taught. Because our
unit is largely about graphing, it is important to recognize all students
responses, and connect these responses both to one another, and to the
math topic overall. It is much more influential to shape student responses
to the correct response, rather than just telling that student they are wrong
and leaving their response behind.
Date:

Learning Target(s)/Objective(s): Students will have a working knowledge on

what the first quadrant of a graph should look like, including X and Y axis and
equally placed tally marks. Students will know what a coordinate pair is.

Materials Needed: Small paper (for individual practice), pencils

Brief description/overview of lesson:

Students will be introduced to a coordinate graph (in terms of mathematics) for the
first time. As a class, we will review where the first quadrant of a graph is, since
this is the only quadrant we will be using for this term.

Questions- what do we know about graphs? Maybe from Science class? Do we know
where the X and Y axis are?

Students will work on own individual paper to make own graph and label the X and
Y axis. Students will also be given the job to make equally spaced tallies on the X
and Y axis. We will explain the importance of making these graphs look nice and
neat.
Question- why is it important we use good hand writing and straight lines on these?

After we have had a brief introduction of a graph, we will be doing very basic
practice with the graphs we have in terms of reading a coordinate pair. Students will
understand that we read a coordinate point as (X,Y). In terms of plotting this, we
will use the ladder exampleyou must move a ladder left and right before you are
able to move up and down it, just like a graph!

Date:

Learning Target(s)/Objective(s): Students will organize their knowledge into a

book.

Materials Needed: Colored paper, white paper, pencils, stapler, markers

Brief description/overview of lesson:

Question- how are we going to organize all of the math vocabulary we have been
learning about recently?
Have students place a piece of colored paper (their choice) on the table. Place the
six blank white sheets on the colored paper. Fold all the papers in half and staple.
Allow the students some time to label the front of their book Geometry Dictionary
and decorate as desired.
Start with the vocabulary words children have learned so farangle, acute, obtuse.
Pictures will also be beneficial to draw for the students. As the lessons progress, the

dictionary will be added to.

Students will be able to use dictionaries and other resources around the room. The
purpose of this book will be for students to identify these terms in their own words,
and make it easy for the students to refer to whenever they are experiencing
confusing.

To start off this lesson we will add x axis, y axis, coordinate pair. We will end this
lesson with the knowledge we will be referring to it often.

The Total Math text has an excellent glossary that will be beneficial for both
teachers and students.

Date:

Learning Target(s)/Objective(s): Students will understand how to read and

interpret a line graph.

Materials Needed: Elmo, line graphs work sheet from Math Topics (pg 15)

Brief description/overview of lesson:

Hand out Line graphs activity to students. Students will have time to work through
worksheet with a partner. Review the work sheet on the elmo in front of the class.
Use the popsicle sticks to call on students, to check for accountability. As students
answer the questions, also ask the students which coordinate pair they have
identified.
This worksheet is only meant to be a very introductory look into plotting coordinate
pairs. This worksheet asks to plot simple pairs, also asks what the y axis is when
the x axis is given and vice versa.
The purpose of this worksheet is to get our students more comfortable with
identifying coordinate pairs.
Question- what patterns do we notice throughout these coordinate pairs?

When the graph is dropping, what is happening to the numbers within the
coordinate pairs?

Date:

Learning Target(s)/Objective(s): Students will understand different types of

angles (acute, obtuse, etc) Students will understand how to use a protractor.

Materials Needed: protractor, geometry dictionary, different sized angles, pencil

Brief description/overview of lesson:

To start, we will have an overview of different angle sides and what makes an angle
acute, obtuse, or straight.
We will have examples on the elmo of how to use a protractor. I will then pass out
the protractors to the students and we will work through a few examples together.
To have a gradual release of responsibility, I will give the students a few examples
to work through on their own.
Before we go over the answer as a class, I will ask the students to check with their
neighbors around them to see if they got the same answer.
Question- are we finding that we are getting the same answers every time? Why
may or may not that be.

After we have our lesson, we will add to our geometry dictionary. We will add terms
such as protractor, acute angle, obtuse angle, straight angle or 180 degree angle.

Date:
Learning Target(s)/Objective(s): Students will interpret graphs by stating which
points have already been plotted.

Materials Needed: Coordinate graphs activity from Total Math text, pencil,
paper

Brief description/overview of lesson:

Since students have had a lot of practice in plotting points at this point, it is
important that they know how to identify points. Within this activity, several points
are labeled A-K
I will preface the letter by using the ladder example.
when we think about using a ladder, do we move up it before we move it side to
side? No!
Instead of the students just stating that the point is at the coordinate (x,y), I want
the students to state how many points they are moving. For example, with the
point (4,5), I would want the students to write down that they were moving 4 left
and 5 up. This way, they will become more comfortable with how to read
coordinate pairs and understand what it means when X is first and Y is second.
Ask why is the order of the pair important when we are labeling a graph?
Ask what would happen if we flipped the pairs? Can we try it?

Date:

Learning Target(s)/Objective(s): Students will know the difference between

regular and irregular shapes.

Materials Needed: Different shapes worksheets, pencils, paper, elmo

Brief description/overview of lesson: To start, we will have a brief discussion

about what a regular and irregular polygon is.
what do you think a regular polygon is? An irregular polygon?
Show examples on the board- is this a regular polygon make sure to show a shape

that is not closed and ask the students what they think of it.
After modeling in front of the classroom, have the students first draw out their own
examples of regular polygons. Then, have students draw out their shapes on the
white board, and see if we agree. Repeat this for irregular polygons.

At the conclusion of this lesson, add regular and irregular polygons to geometry
dictionary.

Date:

Learning Target(s)/Objective(s): Students will have practice with the

terminology of how many sides in a shape. (hexagon, decagon etc.)

Materials Needed: Large group graphs, expo markers, scrap paper, pencil

Brief description/overview of lesson:

At this point, the students have had a lot of practice with plotting points and with
shapes. For this activity, I will once again divide the students up into their prompt
groups. I will give each of the groups three different shape names, from triangle to
decagon. I will ask the students to plot the shapes on their graph and then write
down the coordinate pairs.
As a class, we will evaluate all the graphs. If we find that the group was successful
in making the correct number of sides for each shape, we will document the shape
in our geometry dictionary.
Questions- what did we notice about the vocabulary as the number of sides went
up.
did you experience difficult in drawing out the shapes, when did you experience
this difficulty?

Date:

Learning Target/Objectives: Students will visualize points and where they are
plotted before actually plotting them on a graph. Students will be able to neatly
place ordered pairs, and document them correctly.

Materials Needed: Large laminated graph papers (students have made their own
in their prompt groups at this point), expo markers, scratch paper, pencils, plotting
a turtle activity.

LAUNCH (list estimated time, in minutes, for each part of your launch)
What will you do and say in order to (a) help students understand the purpose of the lesson
and (b) get them interested in the lesson? What are you going to show them? Ask them? Tell
them? How are you going to raise their curiosity? What expectations are you going to
communicate to them? How are you going to activate their in-school and out-of-school
experiences related to this topic?

3 minutes
At this point, I trust you all know how to read and plot a coordinate pair. We have
also used these pairs to understand information, such as documenting time or the
sun we get each week etc. But how can we make plotting points fun for us as well?

10 minutes

-Do plotting a turtle activity for the students. Show them how each of the points
relate to one another.
-Have students help while I do this activity on the elmo.
-Use popsicle sticks to call up students to plot a point
-As we are plotting the points, ask the students to connect the points in their mind
and envision what we may be creating.
Ask- How do you all feel about plotting coordinate graph points? Is this a way to
make it more fun for you?

EXPLORE (list estimated time, in minutes, for each key event during exploration)

Students will be working on the following high-level task (include task here).

What questions will I ask to elicit and extend students mathematical thinking?
What strategies do I anticipate students using? How will I plan for meaningful
classroom discussion and group work? How will I facilitate the sharing of student
thinking? How will I help students listen actively to each other?

Task- students are to plot an image of their choosing onto a graph. As the students
work, they are to plot the coordinate points they discover so that another may
complete this task if needed. Students will be trading their points with another
group to see if they can create the same image.

10 minutes- Discussion
So did you see how on the board we created a turtle? I want you all to do your best
to creatively make something with your graph paper. It may be any image of your
choosing. Even if you just want to do a random picture, as long as the points are
connecting in some type of logical order that is just fine!

5 minutes- break students into prompt groups and assign each person a job.
Four jobs include materials gatherer, graph recorder, points recorder, and monitor.
Each person will help to gather actual information. The job of the monitor is to

make sure each member is actively contributing to the task itself.

20 minutes- Allow groups work time. Circulate through groups to ensure everyone
is understanding and participating.

****Following day****

10 minutes- Allow groups to finish up, make final touches. Students will be trading
data with another group.

20 minute- Have students trade with a group (chosen by me based on level

learners). Groups are to plot their given points and connect the points. Point is to
see if the first group gave the second group adequate data to produce the image
they were hoping for.

10 minutes- Students present their graphs. Have students show their classmates
where the points are on the graph. Have students connect the points themselves
and have the class guess what the group has drawn.

*If group is struggling/differentiating for lower grades*

Have students draw simple shapes, or cool shape designs. Give a struggling group
the task of making a large square with several small squares inside of it. This would
be a simple enough task for struggling students, but it will also make an intriguing
design for the rest of the class so the group doesnt feel as though they have failed.

*For a group who finishes quickly/high level learners*

Ask the group to re-create their shape but much smaller. This way the group will be
doing some much higher level thinking by trying to re-create their shape but with
different coordinates.

DISCUSS
Which strategies or ideas would I like to have shared during discussion? What talk
moves do I anticipate using to foster discussion? How will I bring closure to the
lesson and help children reflect on their experiences?
I would like for the students to share how they plotted their shape. Did they think
backwards, where they drew the shape and then identified the points? Or did they
figure out what coordinates would work and then plot them to create a shape? If
there are differing ideas, have the students share what they think worked best and
why.

Ask what was easier, creating your own graph or following the opposing groups
instructions? For those who struggled in creating their partner groups graph, what
made it challenging? Those who finished successfully, what made it easy to follow?

Bring up how we could expand on this assignment. For example, if a group created
a very large shape, what would be the necessary steps in making the same shape
but in a much smaller version or vice versa.

To close the assessment, ask students how do we think this idea is used in real life?
Is there a career that may use techniques very similar to what we did today?

Date:

Learning Target/Objectives: Students will practice angle measuring. Students

will also aim to understand that more angles in a shape will equal smaller angle

measures.

Materials Needed: protractors for each student, 3,4,5,6,7 and 8 sided shapes,
both regular and irregular. Paper, pencil

LAUNCH (list estimated time, in minutes, for each part of your launch)
What will you do and say in order to (a) help students understand the purpose of the lesson
and (b) get them interested in the lesson? What are you going to show them? Ask them? Tell
them? How are you going to raise their curiosity? What expectations are you going to
communicate to them? How are you going to activate their in-school and out-of-school
experiences related to this topic?

3 minutes
Review what we call a shape with equal angles (regular) and shape with unequal
angles (irregular)
Quick review on how to use a protractor and how to take care of it (no cutting)
Instruct the student that we will be moving around the room today. Each two tables
will be practicing one shape. Since we have 14 desks, we will be practicing with
shapes up to 8 sided.

EXPLORE (list estimated time, in minutes, for each key event during exploration)

Students will be working on the following high-level task (include task here).

What questions will I ask to elicit and extend students mathematical thinking?
What strategies do I anticipate students using? How will I plan for meaningful
classroom discussion and group work? How will I facilitate the sharing of student
thinking? How will I help students listen actively to each other?

Task- students are to measure the angles of the shapes at each of the stations and
record their findings.

45 minutes total
Students will have five minutes at each station.
As a review of simple math facts, I will ask the students,
so if we spend four minutes at each station, and there are eight stations, how
many minutes will we spend total?
To add on what time will it be when we finish
I will re-iterate how important it will be to prioritize our time since we only have four
minutes at each station.

I will circulate through to ensure everyone is participating. About half way through I
will ask the students to start noticing what patterns they may be noticing

Differentiation
To begin the lesson, I will set the table groups so that we have a high level math
learner with a low level math learner. I will use the MAP scores to determine this.
If students are struggling, ask the students to only identify one of the angles. I can
also group the struggling students with those who are doing well.

The students are going to be given a table to record their information in. Each of
the angles will be labeled so they will be able to easily record their information.

DISCUSS
Which strategies or ideas would I like to have shared during discussion? What talk
moves do I anticipate using to foster discussion? How will I bring closure to the
lesson and help children reflect on their experiences?

Ending the lesson- I will bring the students back together.

15 minutes
I will begin to write down what the students had found on the board. Since the
angles have been measured I would start with the 3 sided figure and angle A
I will not ask for hands, but just ask the students to call this out. I will move from
angle A, to B, to C.
I may only get through a few different shapes, which is okay.

I will ask
What patterns ae we noticing
as our shapes get more sides, what do we notice
did anyone notice what the angle measures may add up to?
what did we struggle with?

Ending the lesson- 5 minutes

I will ask
aside from practice with a protractor, what do you think the point of this lesson
was?
so as we add more angles to our shapes, what happens to the size of the angle,
why do you think this is?
How do you think this skill is used in real life?

Assessment
For homework that night, I will have the students measure an object in their house.
Measure the angles and report back the next day.

REMEMBER: (1) Include the ways you aim to meet the needs of diverse learners within
these lesson plans.
(2) Include the ways you aim to assess student learning (formative assessments) within
these lesson plans.

Date:

Learning Target/Objectives: Students will have additional group practice with

plotting points.

Materials Needed: Laminated graph paper, expo markers, pencil, papers.

LAUNCH (list estimated time, in minutes, for each part of your launch)
What will you do and say in order to (a) help students understand the purpose of the lesson
and (b) get them interested in the lesson? What are you going to show them? Ask them? Tell
them? How are you going to raise their curiosity? What expectations are you going to
communicate to them? How are you going to activate their in-school and out-of-school
experiences related to this topic?

Launch-7 minutes
Ask students how we could use a line graph in our everyday lives.
Have the students try to remember and state how cold or warm each month was.
Have monthly averages on hand to work with.
Ask students which months were the coldest, when it got warmer etc.
Ask students how we think the average temperatures were different in different
parts of the world.

EXPLORE (list estimated time, in minutes, for each key event during exploration)

Students will be working on the following high-level task (include task here).

What questions will I ask to elicit and extend students mathematical thinking?
What strategies do I anticipate students using? How will I plan for meaningful
classroom discussion and group work? How will I facilitate the sharing of student
thinking? How will I help students listen actively to each other?

Task: have the students document the average temperatures of each month.
Different prompt groups will have different areas of the world to work with. Each
month will be numbered 1-12.

Prepare- 3 minutes
Group students into prompt groups once again. Assign a materials gatherer,
recorder, monitor, information reader.

Work time- 15 minutes

Give the students seven different areas of the world with different average
temperatures, have the students plot the information. Have the groups connect the
lines on their own graph.

Presentation time- 10 minutes

Have each group present their part of the world and the graph they discovered. As
each group goes up, have the students compare one graph to the previous. Have
the students talk about why the graphs may look differently.

Prediction-10 minutes
Have the students predict what would happen in the next few months on their
graphs and why.

DISCUSS
Which strategies or ideas would I like to have shared during discussion? What talk

moves do I anticipate using to foster discussion? How will I bring closure to the
lesson and help children reflect on their experiences?

Closing- 5 minutes
Explain to students that we can use patterns like this all time. To expand on this
lesson, we will be keeping up with the current temperature changes. At the
beginning of every lesson from that day forward, we will be documenting the
temperature on our own line graph. This is to see how we can monitor temperature
changes, while also practicing our skills in making graphs.

For this activity, I will have a thermometer on the window. Each day I will have a
student volunteer read the graph, plot the point, and then connect the two points. I
hope this will encourage student involvement and make the concept of making
graphs more relatable.

REMEMBER: (1) Include the ways you aim to meet the needs of diverse learners within
these lesson plans.
(2) Include the ways you aim to assess student learning (formative assessments) within
these lesson plans.