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

Content Area: Mathematics (Module 6; lesson

10)

Date: April 26,

2016
(Lesson #3Deborah)
Grade Level: 5th

Subject Matter: Patterns in the coordinate plane

and graphing number patterns from rules.
Lesson Content Description:
Students will be constructing lines on a coordinate
plane, naming coordinates that land on that line,
identifying a rule to describe the pattern of the
points, and compare and contrast given lines on a
coordinate plane.
Instructional Strategies/Method of Delivery:
Sprint fluency practice
Set up notes
Go over objective
Take notes on new content
Guided teacher practice
Partner work
closure
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:
Students will be able to compare the lines and patterns generated by
addition rules and multiplication rules.
Assessment:
Formative:
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.
Lesson 10 exit ticket for homework
Lesson/Assessment Modifications:
ELL:
Working in partners
Teacher scaffolding throughout lesson
Special Needs:
Working in partners
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

Pass out supplies needed for the lesson (Scissors, glue, rulers)
Begin with lesson 8 sprint to practice math fluency. (5 minutes,
give extra 30 seconds if students are almost done. Correct as a
class.
Set up INB, check page side/number, write title & mid-module
exam date.
Go over I can statement. Write it in INB, ensure student
understanding.
Rip out lesson 10 template on pg. 6.B.61
Take notes on plotting points by given rules, drawing lines,
noticing patterns between the lines
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
Giving directions one at a time/ Repeated directions
THROUGH
Step-by-Step Modeling/Presentation of the Objective
Begin partner work on the problem set section of the workbook.
Students will have 10-15 minutes to do the front on the first page
with a partner. After 10-15 minutes we will correct it as a class.
o Construct line d
o Name three coordinate pairs on line d
o Identify a rule to describe line d
o Construct line e parallel to line d and containing point E
o Name three coordinate pairs on line e
o Identify a rule to describe line e
o Compare and contrast lines d and e to line p
After correcting the front page the students will have 10-15
minutes to complete the back page. After 10-15 minutes we will
correct it as a class.
o Construct line v
o Name three coordinate points on line v
o Identify a rule to describe line v
o Construct line w so that it contains the origin and point W
o Name three coordinate points on line w
o Identify a rule to describe line w
o Compare and contrast lines v and w to line p
Technology used to create and enhance modeling examples:
Document camera
Projector
Projection screen
EL: Special Needs Adaptations:
Guided practice/scaffolding

 Partner work
Giving directions one at a time
Repeated directions
Checking for Understanding/Formative Assessment of Each
Students Performance/Closure of Instruction
Students will be called on by random numbers to give answers to
the given problems that they worked on with their partners
Students will be asked to give a thumbs up if they got the same
answer as their classmate who answered the question aloud.
BEYOND
Independent Practice/Summative Assessment of Each Students
Performance
Students will be assigned the exit ticket portion of lesson 10 for
homework. It will be due the next school day for formative
assessment results on how well each student understood the
content.
Final Closure of Lesson:
Show me a fist to five on how well you feel you understood
todays lesson.