LESSON PLAN TEMPLATE

Class Profile
Teacher Name: Subject/Grade Level: Lesson Date/Time:
Stephanie Campbell 5th Grade 1/15/19

Instructional Goals and Objectives

Standards (1a El.1): What standard(s) or portion of a standard does your lesson address?
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.
CCSS.MATH.CONTENT.5.OA.B.3
Generate two numerical patterns using two given rules. Identify apparent relationships between
corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and
graph the ordered pairs on a coordinate plane.

Learning Outcomes (1a El. 1; 1c El. 2): What are the conceptual understandings, content, and/or procedural
knowledge that you want students to learn? What do you want students to understand, know or be
able to do in relation to the standard(s)?
Student outcomes:
1) To be able to analyze and compare numerical patterns generated by different rules: Students will work on
observing a given set of data and analyzing its components in order to identify a numerical rule. Students
need to be able to identify a pattern, and apply it to a rule.

2) To be able to compare situations by describing their graphs: Students will take their patterns and connect
them to a coordinate graph. They will identify the common points between their table and graph, and be able
to justify why they represent the same data.

3) To be able to identify x and y coordinates of a point. Students need to be able to look at an ordered pair
(whether on a graph or in a table) and accurately identify the x and y coordinates associated with it. They also
need to be able to explain what they x and y coordinates represent within the given situation.

Assessment (1f El. 1): What formal or informal assessment during the lesson and at the close of the lesson will
serve as evidence that students have met the lesson objectives (e.g.: student work, exit slip, etc.)

Formative assessment throughout the lesson (checklist):

 Can student identify a pattern
 Can student create a numerical pattern to represent n rows
 Can student graph numerical pattern accurately
Formative assessment of student work (observation, notes of struggling students):
- How do students compare the graphs for area?
- What do students notice when they compare rules?

Art Objective (1a El. 1; 1c El. 2): What art form(s) do you want the students to learn? What do you want
students to understand, know or be able to do in relation to the art standard(s)?

DA: Cr1.1.5 Build content for choreography using several stimuli.

While not directly in this lesson, this activity builds the foundation for a later arts integration project where
students will design choreography on a coordinate plane. They will create a numerical pattern, and then
design choreography in order to plot their pattern on a life size grid.
Academic Language taught or reviewed (1a El.1; 1c El. 3): What academic language will be taught or
reviewed?

All vocab has been previously introduced-

X-axis
Y-axis
X and Y coordinates
Table Graph/ coordinate grid
Area

Student Progress
Prerequisite Skills (1a El.2; 1b El.3): What prerequisite skills are essential for students to be successful in
accomplishing the objectives?

In order to be successful, students need to be able to view a table and graph and interpret the data. We have
been working on creating grids with arrays of Zx4, Zx5, and Zx6. They need to be able to identify the change
in the factors of an array, as well as the overall area. In addition, they need to be able to make connections
between a table and a graph (determine if the data is the dame or different). They need to have the prior skill
of identifying patterns in data and identifying numerical representations of the patterns. To a lesser extent,
they need to be able to recognize numerical patterns in graph data, as well as specifically identify the pattern.
(it is there, VS. it is…)

Prior Knowledge (1a El.2; 1b El.3; 1f El.3): What do students know and understand in relation to the objectives?
What data (formal or informal) provides evidence for their prior knowledge?
Students know that in a numerical pattern, there is a constant change in the data. Students also know that when
you look at each piece of data, it should have the same change from ab c, which is where our pattern comes
from. This is evident from their prior work on identifying and listing numerical patterns in the prior lessons. Students
have been observing data sets and identifying the numerical patterns given within. Students also know how to read
a graph and identify ordered pairs. They have been plotting data and interpreting the points based on the given
situation. This is seen in their work with the Rhombaar animal’s data plotting, temperature and height plotting, as
well as assessment A38 where they are required to interpret data in a table and a graph.

What student misunderstandings/misconceptions do you anticipate, and how will you address those (1a, El.3; 1b,
El.3)?

One of the most common misunderstandings come from switching the x and y data, and inverting their
points. In order to combat this, I constantly remind the class which is which, and have them model with
their hands along with me.
The second misunderstanding they will struggle with is when they are attempting to identify the n pattern
for each set, and they cannot remember where their variable goes. They tend to struggle with having a
letter instead of a number, to represent any value needed. In order to work with this, I like to use concrete
numbers to create our expressions, and make a couple of examples. Then, I make sure they are set up
one on top of the other so that students can easily see where the variable is coming from. I always refer to
the variable in the same way as the other data, so they understand what it represents. Then, I have them
use the new expression to calculate a new data point so that they get an immediate chance to apply it.
Finally, some students will struggle with the idea of visualizing their arrays, and will not be able to see the
patterns progress. I have them use tile pieces to create the array first, so that they have a concrete
representation of the problem. Then, I have them move to drawing the arrays, so they have a self-made
representation. As needed, we add labels to each array, and write in the changes seen between each. This
helps them to formulate a change overall, which will support them in writing their expression to represent
the numerical patterns.

Procedures
Materials: (1e El. 2) What materials, resources, and/or technology will be used in the lesson? How will they support
the instructional outcomes for this lesson?

- Computer/ projector: Teacher display: will use to project tables/ graphs for students so we can all
look at the same image. This way, students can discuss the table and graph and have a reference
for what they discuss.
- Student activity book: Students will work in their books with a partner in order to complete the
activities. This will facilitate their practice.
- Connecting cubes or tiles (as needed): For students who struggle with visualizing the patterns, they
will be able to build their patterns and observe the changes easier. This will support them in
identifying the overall patterns.
- Grid paper: for students who don’t want to build their arrays, but would rather draw them, they can.
This way they can still visualize their patterns as needed.

Structures/Procedures: (1e El. 4) What structures and classroom routines/procedures will increase academic
engaged time in this lesson?

The first procedure in class is students immediately come in and get their math materials and begin their
entry task. They begin working on the task projected independently to help them shift into their math focus.
In addition, we then solve the problems as a class and shift into our daily lesson. Students participate
actively in the discussion, and ask questions as needed. We have been working on using CHAMPS as a
class management system in semester 2, and students have been working on participating properly in
different situations. Students are well versed in how to work with partners, and understand the
expectations of focused, on task work. I will often pull a small group as needed, and try to circulate as well
while working with them.

Grouping: (1e El. 3) How will you group students (whole class, small groups, pairs)? How will you use data to
assist you in forming these groups?
Students have math partners that they work with for 2 weeks at a time. When they work in partners, they
practice active listening and proper discussion and collaboration. Their partners are chosen
randomly at first, with minor adjustments made as needed. I have found that this works out well, as
they get the opportunity to work with a variety of elarners. Sometimes they work with a partner who
is at their same level, whereas sometimes they are at drastically different levels. I have seen
benefits of both, as it requires them to shift the way they think about problems, and even change
how they explain their own work.
We also work whole group for class discussions at the start and end of the lesson. When we are working
whole group, I try to get students who struggle to explain their thinking to share, and then the class
can help them narrow down their ideas.
 Instructional Sequence
Consider the following questions when designing your plan:
 What opportunities will you provide for students to make sense of what they are learning and construct new
knowledge? (1e El.1)
 How will you make content relevant to students’ interests and cultural heritage? (1b El.4)
 What strategies, linked to lesson objectives, will you use to maximize participation of all students for the
entire instructional block? (e.g. discussion, student talk, inquiry, questioning, reflection) (1e El.1, 3, 4); 1a El.
2)
 What opportunities are you providing for students to engage in higher level thinking (e.g. analysis, synthesis,
application) (1e El.1)
 What questions do you plan to ask students so that they can demonstrate their reasoning? (1e El. 1)
(These questions do not need to be answered directly but are important guiding questions to support your
lesson design. You may be asked to respond to these questions during your pre-observation conference.)
Student and Teacher Interactions (1b El. 2, 4; 1e El. 1, 2, 3): Outline your sequence of
instructional activities using your preferred lesson format. 1) 10
minutes
1) Entry Task: independent 2) 25
2) Discussion, whole class: Comparing Tables and Graphs minutes
-In this discussion, students compare the rectangular arrays built with rows of 4, 5, and 6 3) 25
squares across by thinking about the tables and graphs they have completed. We will minutes
begin by viewing the table of data from the previous activity, and will complete the table 4) 10
together. As we discuss this as a class, students assist in filling in the chart so that we minutes
view the construction of the pattern together. Students are then asked to produce the n
expression to represent the overall pattern. I typically try to avoid letting the students
who have it immediately share first on the more complex parts, as I want the other
students to get the opportunity to get the answer too. I ask students to help us identify
the pattern, and then let them construct the data themselves. The main questions I am
looking for in this section are: What is similar about the three growing rectangles? What
is different about the three growing rectangles? As the number of rows increases, how
do the areas of the three different rectangles compare? These questions help students
to narrow down exactly what it is they are looking for, and helps them to construct the
pattern themselves.
3) Activity- 10 squares across (partners)
-In this activity, students extend the work they did with 4-, 5-, or 6-squares-across
rectangles to rectangles built with 10 squares across. Students to consider how the
graph for the area of the 10-squares-across rectangles might look based on what they
know about how the area increases for 4-, 5-, and 6-squares-across rectangles. They are
asked to push their understanding and extend their current knowledge of patterns to a
new yet similar situation. By comparing each of the different patterns they have worked
with, it allows them to generalize patterns and make deeper connections to the
structure of this scenario. Questions to be focused on: What is the same about all three
graphs? What is different? How would the graph for the areas of the 10-squares-across
rectangles be similar to the others? And how would it be different from the others? As
students visualize what will happen as they graph the areas of the 10-squares-across
rectangles, I will encourage them to use gestures to show how they think it will compare
to the other graphs. Some students may realize, as they show how the 10-squares-across
rectangles will grow, that some of the points would fall “off the paper”—that is, the
vertical axis on Area Graphs (T59) does not have values large enough to accommodate
the areas of 10-squares across rectangles with more than 6 rows. Other students may
come to realize this as they plot points on their own coordinate grids. Students will also
work on an area and perimeter graph to have a connection with the changes between
graphs on that attribute. It is important that they understand how the change in rows
 can affect the overall area and perimeter in different ways. I will focus on their ideas as
they work, asking questions as I observe.
4) Discussion- Review of ordered pairs (whole group)
-MATH FOCUS POINT FOR DISCUSSION- Identifying the x- and y-coordinates of a point on
a coordinate grid. We will come back together whole group to have a small discussion on
their graphs. Now that they have been working on them for quite some time, students
should be comfortable with the vocabulary we use such as ordered pairs, axes, etc. This
discussion will be centered on the idea that ordered pairs are pairs because they go
together, and they are formatted to be universally read. I will ask more direct questions
so they have the opportunity to identify specific pairs, and show they know what is
meant. We will look for specific ordered pairs, and create an image on the grid by
connecting the points.

Additional Support for Specific Groups of Learners

Students with Disabilities (1b El. 3): What modifications and/or accommodations are needed for students with
disabilities in this lesson?

For some students who are having difficulty organizing and comparing so much information, suggest that they focus
only on the area. These students will need to make sure that they are only working in one area at a time, or they will
get overwhelmed with information. They should draw and create each of their squares so they can see the
development and comparison as we go along.
Students may need additional support in order to explain their observations when comparing graphs and tables. The
perimeters [or areas] of the graphs are [different/the same] in that____. I can read the sentence stems to students,
pausing so they can provide the missing information. I will have students restate the information in their own words
or practice reading the completed sentence stems.

Enrichment (1b El. 3): How will you enrich and deepen learning opportunities for students who have already
achieved mastery?
For students who can easily complete the tables and graphs and write rules using symbolic notation, I will suggest
that they think about a general rule for the perimeter of a rectangle with any number of rows and any
number of squares in a row. They can start by comparing the rules they have written so far for perimeter.
Then they should try writing a general rule with words. Finally, they can write the rule using symbolic
notation. This will require two variables, one for the number of squares in a row and one for the number of
rows.
 Assessment
How will you communicate to students what proficiency or mastery looks like? What distinguishes
mastery/proficiency from non-mastery/below proficiency) (1f El. 1, 2)

Throughout the lesson, I often do a number check with my students. I have them rate themselves on a scale of 1-4,
and explain each level. I always set level 4 at mastery, meaning they can explain and teach it to someone else. Level
3 is always proficient, meaning they can complete the task by themselves. Level 2 and level 1 are emerging and not
there, but it allows students to quickly point out when they need more assistance. We discuss the objectives during
class, so students can know exactly what the end goal is, but I am sometimes hesitant to list specifically at the start
of the lesson what the exact goal is, as I want them to explore the activity and get here themselves.

What evidence will let you know that all (ELL, Sp. Ed., etc.) students understand how to demonstrate
proficiency/mastery?(1f El. 2, 3)

I use my observation time in class in order to observe mastery and proficiency to start. I use a checklist in order to
look for specific items: Can they identify a pattern? Can they create a rule to represent the pattern? Can they
generalize their rule, and record data/ plot on a graph accurately? I like to observe them in order to determine what
level they are at while working, and to see struggles and successes in real time. I will also use the coming summative
quiz in order to assess their level.

What opportunities will students have to self- or peer assess? (1e El. 3, 1f El. 2)

I encourage peer assessment during partner work as they collaborate and synergize. I encourage students to
question their partner in a productive manner if they disagree, so that each child is critically thinking about their
work. In addition, I always have students self-assess at some point during the lesson as previously noted by holding
up a hand level that shows where they are at on a scale of 1-4. Students often use this as an honest self-assessment,
are really think about their skills and current abilities.

During the lesson, what are some of the different strategies you will use to check for understanding? (1e El. 3, 1f El.
1, 3)

The first strategy I will use is simple observation. I will listen to their conversation and hear them talking to peers. In
addition to that, I will observe their work in their workbooks. I can often easily see errors here, which helps show
what they do not understand. I ask questions as I make my rounds, probing students for specific topics. For
example, I may ask a student to explain to me what they noticed, and how it fits a pattern. This allows the students
to explain their thinking to me quickly, and review their own work as well.

Next Steps
What will be your next steps after this lesson? (1c El. 1)

After this, students will work on growth patterns that are more complex. Students will have to work with arrays that
grow in larger quantities, and will have to create their own tables and graphs to represent this data. In addition,
they will have a summative assessment on graphing and interpreting data. Our final wrap up of this topic will
culminate in a discussion on interpreting graphs. This will be our final time to observe patterns without direct
numerical expressions, and they will need to try to come up with more simplistic ways of viewing growth within a
growth pattern. This will eventually (6th grade) support them in more complex expressions using exponents,
variables, etc.

How will you record and utilize evidence of student learning to inform your next steps? (1f El. 3, 1f El.4)

I will be looking for specific data points to know that students are successful. If the majority of the class is successful
and show that they can analyze and interpret data/ graph it, we will be ready to move on. I will use my checklist to
keep track of who still needs support.
Since this is the 2nd to last lesson of the unit, it will be important to make sure that most of the students understand
the concepts and are proficient in this practice.