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
11)

Date: April 27,

2016
(Lesson #2- Kat)
Grade Level: 5th

Subject Matter: Patterns in the Coordinate Plane

and Graphing Number Patterns from Rules.
Lesson Content Description:
Students will be analyzing patterns created from
mixed operations and creating their own mixed
operations rules based on given points.
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 analyze number patterns created from mixed
operations.
Assessment:
Formative:
Thumbs up if you understand/got the same answer
Monitoring individual partner work and listening to conversations
Say yes if you understand
Summative:
Checking answers from individual partner work to ensure correct
understanding.
Lesson 11 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, ruler)
Begin with lesson sprint to practice math fluency. (5 minutes)
Grade sprint out loud as a class.
Set up INB with page number, title, and mid-module exam date.
Go over objective for the lesson. Write in their INBs
Rip out lesson 11 template on pg. 6.B.74
Take notes on plotting points by given rules, draw lines, notice
patterns between the lines, and create mixed operations that
represent given points.
THROUGH
Step-by-Step Modeling/Presentation of the Objective
Begin partner work on the problem set section of the work book.
Students will have 10-15 minutes to do the first page with a
partner, and it will be corrected as a class to ensure full
understanding.
o Fill in the table for line L following the rule double x.
o Plot the points and draw line L
o Fill in the table for line M following the rule double x then
add 1)
o Plot the points and draw line L
o Compare and contrast the lines
o Predict what a line would look like the follows the rule
double x then subtract 1)
The same process will be followed with the second page.
Checking for Understanding/Formative Assessment of Each
Students Performance/Closure of Instruction
After the completion of each page, the page will be corrected
with the teacher and as a whole class. The teacher will pull
student numbers out at random to answer a given question. The
rest of the class will be prompted to say whether or not they
agree.
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: Closure question to reinforce
instruction learned
Show me a fist to five on how well you feel you understood todays
lesson.