DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION
ED 468: INTRODUCTORY SUPERVISED TEACHING: ______
ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Jennifer Schneidewind

Date: April 22,

2016
(Lesson #2Deborah)

Content Area: Mathematics (module 6; lesson 9)

Grade Level: 5th

SubjectMatter: Patterns in the Coordinate Plane and

Graphing Number Patterns from Rules
Lesson Content Description:
Students will be filling out a table with coordinate
points by following given rules. For example; each
y-coordinate is 4 more than the corresponding xcoordinate. For every coordinate point that is
written, the y-coordinate must always be 4 more
than the x-coordinate. Students will use this
information to plot the points on the coordinate
plane and create a line segment. From this,
students will give the coordinate points of more
points that will fall onto the line segment given the
rule they are following.
Instructional Strategies/Method of Delivery:
Review material from the previous day & go over I Can
statement.
Have students take out their math workbooks.
Scaffold the students with guided practice through the problem
set portion of their workbook for this lesson.
Students will work in partners to complete the homework portion
of their workbook for the lesson.
Correct their work together to ensure understanding of the
material.
Closing question; explain to your partner a rule for the coordinate
points (0,0) (2,2) (4, 4)
Common Core Standard:
5.G.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., -axis and -coordinate, -axis and
-coordinate).
ELD Standard:
A. Collaborative:
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions,
affirming others, adding relevant information, building on responses,
and providing useful feedback.
Common Core Lesson Objective:
Generate two number patterns from given rules, plot the points, and
analyze the patterns.
Assessment:
Formative:
Reviewing previous material before the lesson
Thumbs up if you understand/got the same answer
Monitoring individual partner work and listening to conversations
Summative:
Checking answers from individual partner work to ensure correct
understanding.
Closing question; explain to your partner a rule for the coordinate
points (0,4) (1, 8) (2, 12)
Homework: Exit Ticket portion from the workbook for lesson 9
Lesson/Assessment Modifications:
ELL:
Working in partners
Teacher scaffolding throughout lesson
Previewing academic vocabulary
Special Needs:
Working in partners
Previewing academic vocabulary
Giving directions for the lesson one at a time
Technology: Describe the types of technology you will be
utilizing in your lesson to create and enhance instruction. (If no
technology is used, please explain why.)
Computer
Document Camera
Projector
Projection screen
LESSON PREVIEW PRIOR TO TEACHING
Prior knowledge required for this lesson/objective success

Coordinate planes
Coordinate points
X-axis is horizontal
Y-axis is vertical
X-axis ALWAYS comes first, y-axis ALWAYS comes second; no
exceptions
Review sub-skills required for this lesson/objective
Correctly plotting coordinate points on a coordinate plane.
How to plot coordinate points when given specific rules to follow
Why those rules are important to follow when plotting coordinate
points
LESSON PRESENTATION
INTO
Step-by-Step Anticipatory Set/Orientation
Today we are going to be completing tables with coordinate
points based on given rules. This is something we have already
practice the last few days so it should look familiar. In addition to
that we are going to be comparing and contrasting what we
notice about lines we create on the coordinate plane.
Lets review our I Can Statement (I can graph ordered pairs of
numbers on a coordinate plane using what I have learned about
the x-axis and coordinate and the y-axis and coordinate.)
Please open up your workbooks to the problem set on page
6.B.40
o As a class we will work through the problems. The teacher
will provide guidance and scaffolding to ensure student
understanding.
o Students will work with a partner for assistance as well.
Technology used to create and enhance the introduction to
this lesson:
Document camera
Projector
Projection screen
EL: Special Needs Adaptations:
Guided practice/scaffolding
Partner work
Review of academic vocabulary
Giving one instruction for the lesson at a time.
THROUGH
Step-by-Step Modeling/Presentation of the Objective
For number 1, we will fill in the table following the rule y is 1
more than x.
o Teacher will pull number sticks to ask students an example
of a coordinate point that follows this rule. This will be
done until the table is full.
Now that our table is full, we are going to plot these points and
create a line segment connecting these points.
Now we are going to fill the second table following the rule y is 4

more than x.
o Teacher will pull number sticks to ask students an example
of a coordinate point that follows this rule. This will be
done until the table is full.
Now that our table is full, we are going to plot these points and
create a line segment connecting these points.
Look at these lines. What do you notice is the same, what is
different? Share with your partner.
Now lets make a prediction. If line c, whose rule is 7 more than
x, what is that line going to look like. Draw it on your coordinate
plane with your partner. *Repeat with problem #2*
Technology used to create and enhance modeling examples:
Document camera
Projector
Projection screen
EL: Special Needs Adaptations:
Guided practice/scaffolding/partner work
Review of academic vocabulary
Giving one instruction for the lesson at a time.
Step-by-Step Guided/Structured Practice of the Objective:
Now turn to the homework section of lesson 9 on page 6.B.43.
With your partner, work through problems 1-3. I will be walking
around listening to your conversations and answering any
questions you may have.
o Allow students time to work on these problems. Monitor
work and assist when needed.
Checking for Understanding/Formative Assessment of Each
Students Performance/Closure of Instruction
The students attention will be brought back up to the teacher
and the teacher will go through the answers to the problems
asking the students for the answers that they put. A number
stick will be called at random and that student will answer the
question the teacher asks. When the answer is given the class
will be asked to give a thumbs up if they agree with the answer
given. This will be done for all the problems the students did on
their own.
BEYOND
Independent Practice/Summative Assessment of Each Students
Performance
Students will be assigned the exit ticket portion of lesson 9 for
homework. It will be do the next school day for summative
assessment results on how well each student understood the
content.
Final Closure of Lesson: Closure question to reinforce
instruction learned
Explain to your partner a rule for the coordinate points (0,4) (1,
8) (2, 12)