SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

TEACHER CANDIDATE NAME /CO-TEACHER NAME: REBECCA ETNYRE
SUBJECT: MATHEMATICS
COURSE TITLE, GRADE LEVEL(S): INTEGRATED MATH I; GRADES 10-12
UNIT DESCRIPTION: THIS UNIT IS FOCUSED ON GEOMETRY OF THE COORDINATE PLANE
LESSON TITLE: THE DISTANCE FORMULA
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION:

-Desktop Computer with Projector connections

-Microsoft Powerpoint
-Document Camera
-Projector
-Projection Screen
-Whiteboards in front of the classroom
-Dry Erase Markers
-Dry Erasers
-Class set of Activity Sheets: As the Crow Flies
-Class set of Homework sheets
-Apple iPad
-Class Dojo Application
-Quarter sheets of scratch paper
CLASS DESCRIPTION

The class consists of 38 students. There are 18 females and 20 males. The class is comprised of 85% Latino
Students, 10% Asian American students, 3% African-American Students and 2% Caucasian students. The
majorities of the students are repeating this class and are in grade eleven; whereas this class is typically taught
to tenth graders. There are 8 English Language Learners, 6 Striving Readers, and 3 students with special needs.
Student desks are arranged so all desks face the front of the room where a projection screen and whiteboards are
located. The teacher will also have a desk in the front, near the whiteboard, that faces the students which has
both a document camera and a Desktop Computer.

LESSON SUMMARY

The purpose of this lesson is to engage students in the process of finding and understanding the Distance
Formula. Students will explore distance between two locations in an activity entitled, As the Crow Flies and
use this as inspiration to learning the Distance Formula. The teacher will facilitate group work and discussion as
well as present a short PowerPoint lesson as a whole class. The evidence that students demonstrate mastery of
the content will include the completion of an exit slip and a section quiz to be given at a later lesson.

STANDARDS AND OBJECTIVES

COMMON CORE STATE
CONTENT STANDARD
STANDARDS
(S)IF APPLICABLE

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS (ELD)

OBJECTIVE (S) OF LESSON

(STUDENTS WILL BE ABLE TO.)

W.9-10.1; WHST 910.1; SL.9-10.1,4,6;L.910.3,6: Offering and

Justifying Opinions,
negotiating with and
persuading others in
communicative
exchanges.

Students will be able to compute the distance between

two locations in a city with the streets laid out on an
evenly spaced grid. They will then define a coordinate
grid where they will write ideas as to how to compute
the distance by using the coordinates.

ENGLISH LANGUAGE ARTS AND

LITERACY IN HISTORY/SOCIAL
STUDIES, SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY 2014
CORRECTIONS

Expressing Geometric
Properties with
Equations: Use
Coordinates to prove
simple geometric
theorems algebraically

G-GPE-4. Use
coordinates to prove
simple
geometric theorems
algebraically.

G-GPE-7. Use
coordinates to compute
perimeters
of polygons and areas of
triangles and rectangles,
e.g., using the distance
formula.

Students will be able to use the distance formula to

solve for the distance between two points on a
coordinate plane.

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)

Add boxes as needed.

TYPE

PURPOSE

IMPLEMENTATION

FEEDBACK STRATEGY
(TO THE STUDENTS)

HOW WILL THE

ASSESSMENT INFORM YOUR
TEACHING

Observation (Thumbs
up/ Guided Questions)
Informal;
Progress Monitoring

Exit Slip
Informal;
Summative

This assessment
benefits instruction by
allowing students to see
if they are following the
path to mastering the
objectives. This aligns
with the first objective
that states, Students
will be able to compute
the distance between
two locations in a city
with the streets laid out
on an evenly spaced
grid. They will then
define a coordinate grid
where they will write
ideas as to how to
compute the distance by
using the coordinates.

Teacher will administer

the assessment while
the students are
engaging in the activity,
As the Crow Flies for
questions 1-3. Students
will be working in
groups of four at this
time. Teacher will walk
around the class and
observe the ideas the
students are writing on
their papers. If students
are correctly answering
questions, the teacher
will nod. If the students
are not doing the
questions correctly, the
teacher will ask guided
questions to allow the
students to see they are
on a mislead track.

The assessment will

benefit instruction by
ensuring students were
able to make a
connection between the

This will be
administered at the end
of the lesson. It will be
given as an individual
assessment to be

Students will be
informed of results by
the verbal response given
by the teacher. If the
teacher responds to
student answers
positively and asks
students to move on,
students will know they
have done the tasks
correctly. If the teacher
asks students to discuss
further and rethink their
answers, students will
know their knowledge
has not met the objective
yet.

Teacher will make

decisions about reteaching based on the
observations that take
place. If the majority of
students are answering
questions correctly, the
teacher will continue to
allow students to work in
their groups without
guided questions. If the
students are not
answering questions
correctly, the teacher
may ask the entire class
guided questions.

If the students do
poorly on the
assessment, the teacher
may discuss the topic in

application and the

lesson. The students
will be able to reiterate
what they learned in
their own words. This
will align with the
second objective that
states: Students will be
able to use the distance
formula to solve for the
distance between two
points on a coordinate
plane.

collected before the

students leave class.
Students will be given a
quarter sheet of paper
both days to answer the
following questions :
How can we use the
Pythagorean Theorem
to find the distance
between two places?
Give an example.
Calculate the distance
between two points:
(-5, 8) and (1, -3).
Draw a picture and
show all of your work.

detail the following

day.

The student will be

informed of the answers
in the next days recap
discussion.

If all students do
particularly well on the
assessment, the teacher
may not discuss the
topic for a long period
of time the following
day.
If the results are mixed,
the teacher may discuss
the question with little
detail the following
day.

LESSON INTRODUCTION/ANTICIPATORY SET

TIME:

TEACHER(S):

STUDENTS:

LENGTH IN
MINUTES:

Day 1:
Anticipatory Set
Teacher will tell students to take their seats and focus
their attention to the front of the room. Teacher will
asks students to take out a sheet of paper and a pencil.
Teacher will have a PowerPoint slide projected on the
screen in the front of the classroom. The Powerpoint
slide will also include the agenda for the day. The
teacher will then change the slide that contains a
question that accesses prior knowledge on the
Pythagorean Theorem. The question will be stated
along with a photo.

Day 1:
Anticipatory Set
Students will take their seats and focus their attention to the front of
the room. Students will take out a sheet of paper and a pencil.
Students will also read, silently to themselves, the agenda on the
screen. Once the slide has been changed, students will work on Warmup problem that is shown on the projection screen in the front of the
classroom. Students will be encouraged to work on this
independently. Students will recall prior knowledge of the
Pythagorean Theorem. By having students do this, it will ensure
students are prepared to begin the activity and understand the concepts
that will be presented for the majority of the class period.
The question will be stated along with a photo:

Warmup Question:

Warmup Question:

To get from point A to point B you

must avoid walking through a pond. To avoid the
pond, you must walk 34 meters south and 41 meters
east. To the nearest meter, how many meters would
be saved if it were possible to walk through the
pond?

To get from point A to point B you

must avoid walking through a pond. To avoid the pond, you
must walk 34 meters south and 41 meters east.
To the nearest meter, how many meters would
be saved if it were possible to walk through the
pond?

Teacher will facilitate this activity for English Learners

and Striving Readers by having them focus on the
picture instead of the words. Students with Special
Needs and may need additional time, so Teacher will
allow these students to be called on last allowing for
additional thoughts.

All students will participate on this question including English

Learners and Students with Special needs. Striving Readers will use
the knowledge of the picture to guide them through the problem.
Gifted students will feel challenged by allowing them to see the
application of the Pythagorean Theorem.

The teacher will have students share their thoughts and

answers. Teacher will ask one student, at random, to
come to the front of the room and write their solution
on the whiteboard. All students that participate and that
stay on task will be awarded participation points on
Class Dojo. Class Dojo is an application that allows the
Teacher to keep the students accountable for their
participation. The teacher will carry the iPad around
each time the students are engaged in discussion.
The teacher will take off points when students are not
on task or go against a rule in the class.

Students will share their thoughts and answers. One student, at

random, will write a detailed solution on the whiteboard to
demonstrate an understanding of the Pythagorean in an applicable
example. Students will engage in participation to earn points given by
the Teacher on Class Dojo. Students will not stray away from the
tasks as negative participation points will be awarded. Class Dojo is a
application that is explained to the left.

BODY OF LESSON
TIME:

TEACHER(S):

STUDENTS:

Day 1:
Informing Learners of the Objectives

Day 1:
Informing Learners of the Objectives

Teacher will have the objectives clearly stated on

the whiteboard and will have students volunteer
to read them aloud. Teacher will emphasize how
these objectives must be mastered.

Students will read the objectives written on the whiteboard on the side of
the classroom. Students will understand objectives must be met by the end
of the lesson.

Day 1:
Stimulating recall of prerequisite learning

Day 1:
Stimulating recall of prerequisite learning

LENGTH IN
MINUTES:

10

After the Anticipatory set, the teacher will hand

out the activity sheet entitled, As the Crow
Flies. The teacher will engage the class in a short
class discussion on recollection of the
Pythagorean Theorem. Teacher will ask students
to raise their hands to contribute to the class
discussion. Each student that contributes will be
awarded a point on Class Dojo. After 5 minutes,
Teacher will tell students to turn to their elbow
partner to share one thing they learned from the
day before. An elbow partner is a students
partner that is directly next to them. Teacher will
have previously discussed how students find their
elbow partner. Students will be seated according
to their levels.

20

After the Anticipatory set, the students will receive an activity sheet
entitled, As the Crow Flies. The students will engage in class discussion
that focus on the ideas discussed the day prior on the Pythagorean Theorem.
Students will be able to state the Theorem and applications that were
previously mastered in the days objective. Students will earn participation
points for contributing to the class discussion. After 5 minutes, students will
turn to their elbow partner (the person next to them that has been previously
assigned) and share one thing they learned about the Pythagorean Theorem.
Students will share ideas including formulas, applications and how they will
use it in the future. Students with Special Needs will sit near the front to
receive additional assistance from the teacher. Striving Readers should not
have difficulty with this part. English Language Learners will be paired
together so they can discuss at the same level.

Day 1:
Activity: As the Crow FliesPresenting the Content

Day 1:
Activity: As the Crow Flies

Teacher will instruct students to move their desks

into groups of four. The groups of four will have
been predetermined from their desk number. All
students with the same letter on their desk will be
in the same group (i.e. students with an A on
their desk will be in group A). Teacher will begin
a short class discussion on the instructions of the
activity. Teacher will tell the students that the
goal is to find the shortest distance between two
houses. Teacher will ask students to work
together to determine a short distance and for the
last part, determine a coordinate-axis system.
Teacher will call on a student, at random, to
describe what a coordinate-axis system is.
Teacher will award points for participation.
Teacher will tell students they have 15 minutes to
complete the first 3 questions on page 1.

Students will move their desks into groups of 4. The groups of four will
have been predetermined from their desk number. All students with the
same letter on their desk will be in the same group (i.e. students with an
A on their desk will be in group A). Students will actively listen to the
instructions of the activity.

Day 1:
Eliciting the desired behavior

Day 1:
Eliciting the desired behavior

Teacher will walk around the room to observe

discussion, taking place in groups. Teacher will
provide feedback by showing thumbs up if
students are on the right track or shaking their

Students will begin working on the first three questions on the first page of
the activity. The questions they will need to discuss in their groups are:

Presenting the Content

Students will participate in the small class discussion by answering the

question of what a coordinate-axis system. Students will be awarded with
participation points on class dojo for staying on task or participating in the
class discussion.

1. How many blocks would you have to drive to get from your house to

head no if they are not. If students are not on

track, teacher will ask guiding questions to allow
students to focus on the correct concepts.

your friends house?

Draw a path that you would drive, and calculate the distance.
(Here, students are using a real life application as if they were actually
driving)
2. What if you could use a helicopter to fly straight from your house to your
friends house? Draw
the path that you would take. How could you find the distance as the crow
flies?
(Here, students are visually seeing the shortest possible path)
3. Establish a coordinate-axis system, using the school as the origin. What
would the
coordinates be for your house? For your friends house?
(Here, students are independently creating their own location settings
without direction.)

10

Day 1:
Providing Feedback

Day 1:
Providing Feedback

Teacher will pull the class together to obtain

answers to the questions presented. Teacher will
call on 2 students to answer each question. For
each question, Teacher will call on a mixture of
Students with Special Needs, Striving Readers
and English Language Learners. Any answers that
need additional help will get assistance from the
advanced students or from volunteers.

Students will answer questions when they are called on to answer. Students
will assist students who struggle in answering the questions in front of the
class.

Day 2:
As the Crow Flies II
Stimulating recall of prerequisite learning

Day 2:
As the Crow Flies IIStimulating recall of prerequisite learning

Teacher will instruct students to move their desks

into groups of three. The groups of three will have
been predetermined from their desk number. All
students with the same number on their desk will
be in the same group (i.e. students with an 1 on
their desk will be in group 1). Teacher will begin
a short class discussion on the instructions of the
activity. Teacher will tell the students that the
goal is to find the shortest distance between two
houses. Teacher will ask the students to begin
brainstorming of ways to find the distance
between two places without using the
Pythagorean Theorem. Teacher will award points
for participation. Teacher will tell students they
have 15 minutes to complete the last 2 questions
on page 2. Teacher will ask students to move their
desks back to their original spots after the activity
has concluded.

Students will move their desks into groups of three. The groups of three will
have been predetermined from their desk number. All students with the
same number on their desk will be in the same group (i.e. students with a
1 on their desk will be in group 1). Students will actively listen to the
instructions of the activity. Students will recall the activity from the
previous day.
Students will answer/work on the following questions:
4. How could you use the coordinates to calculate the distance as the crow
flies from your house to your friends house? (Students will recall the
discussion from question 3 on finding a coordinate axis system)
5. Suppose that your uncle lives two blocks east and one block south of the
school and that you decide to stop by his house on the way home from your
friends house. Compute the round-trip distance from your house to your
friends house, to your uncles house, and then back to your own house.
a. Draw a picture to show your solution.
b. Show how you could find the round-trip distance by using only
coordinates. (Student are applying their knowledge in a new scenario).
Students will move their desks back to their original position.

10

Day 2:
Presenting the Content

Day 2:
Presenting the Content

Teacher will distribute the handout entitled, The

Distance Formula. Teacher will inform students
that we will be taking the information we

Students will receive the handout entitled, The Distance Formula.

Students will share how they found the distance in the activity. Students
will use their knowledge to contribute ideas as to what they believe the

20

discovered in the activity and finding a simpler

way to determine the distance. Teacher will ask
students to share how they found the distance in
the activity. The teacher will record student
answers on the whiteboard in front of the class.
Teacher will then ask students what they believe
the formula is for finding the distance between
two places or two points. Teacher will write
down the definition and formula of the distance
formula as students follow along with their
handout

Distance Formula is. Students will follow along in their handout as the
teacher explains the Distance Formula. Students with Special Needs and
Striving Readers will benefit from this by having a short guided lesson as
given by the teacher. Advanced students will be able to contribute and come
up with abstract ideas as to what they believe the Distance formula is.

Teacher will then ask students alternating rows to

rotate one seat back so each student will have a
new elbow partner. Teacher will have students
work with their elbow partner to Brainstorm if
they believe it matters which point is which.

Students in alternating rows will rotate one seat back so they each have a
new elbow partner. Students will work with their elbow partner to
Brainstorm answers to the following question:

Teacher will ask the students to focus their

attention to the front of the room and explain that
it doesnt matter which point is which since the
distance is always positive and it is a measure of
length. Teacher will ask students what questions
they have. Teacher will allow up to three minutes
for questions depending on the response.

Students will focus their attention to the front of the room. Students will
ask questions if they need additional clarification. English Language
Learners will be encouraged to ask questions in language clarity.

Day 2:
Eliciting the Desired Behavior
Teacher will instruct students to work with their
partner on completing the three calculations by
using the Distance Formula. Teacher will
emphasize how each student must show their
work and draw a picture for each calculation.
Teacher will walk around the room and ensure
Striving readers have clear understanding of the
instructions.

Day 2:
Providing Feedback
Teacher will ask three groups to demonstrate their
knowledge on the front whiteboard after the
teacher has checked the answers for accuracy.
Teacher will ask at least one group with a striving
reader to demonstrate their calculation on the
board.

-Do you think that it matters which point you identify as (x 1,y1) and
which point you identify as (x2,y2) when you use the Distance Formula?
Explain your reasoning.

Day 2:
Eliciting the Desired Behavior
Students will demonstrate their knowledge of the Distance Formula by
completing three calculations with their partner. Students will apply the
knowledge from the activity to draw a picture (or graph). Students with
Special Needs with work with a student who feels comfortable with the
topic. Advanced students will be paired with Striving readers to ensure
understanding.

Day 2:
Providing Feedback
Students, who are selected, will demonstrate their knowledge on the front
whiteboard after their answers have been checked for accuracy. Students
with Special Needs will be encouraged to volunteer to demonstrate on the
front whiteboard. Advanced students will assist other students in making
sure their answers are correct before presenting them to the class. Students
will learn from eachother by seeing the correct processes on the board.

LESSON CLOSURE
TIME:

TEACHER(S):

STUDENTS:

LENGTH IN
MINUTES:

DESCRIPTION:

DESCRIPTION:

Day 1:
Assessing behavior: Exit Slip Partners

Day 1:
Assessing behavior: Exit Slip Partners

Teacher will distribute quarter sheets of paper

per partner group. Teacher will instruct students
to clear off their desks and answer the
following question with their elbow partner:

Students will answer the following question based on the information

learned with their elbow partner:

How can we use the Pythagorean Theorem to

find the distance between two places? Give an
example.

Students will use complete sentences and draw an illustration, if

inclined.

Day 2:
Assessing Behavior: Exit Slip Application

Day 2:
Assessing Behavior: Exit Slip Application

Teacher will distribute quarter sheets of paper

per partner group. Teacher will instruct students
to clear off their desks and answer the
following question:

Students will clear off their desks and answer the following question
individually:

Calculate the distance between two points:

(-5, 8) and (1, -3).
Draw a picture and show all of your work.

How can we use the Pythagorean Theorem to find the distance between
two places? Give an example.

Calculate the distance between two points:

(-5, 8) and (1, -3).
Draw a picture and show all of your work.

Day 2:
Objective Discussion

Day 2:
Objective Discussion

Teacher will revisit the objectives stated on the

first day of the lesson. Teacher will ask students
how each of the objectives have been met.
Teacher will award participation points for
students who volunteer.

Students will state how the objectives were met. Students will
actively participate. Students will use the activity and examples
to state how the objectives were met.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

ONE TEACH, ONE ASSIST

DIFFERENTIATED TEACHING
SUPPLEMENTAL TEACHING
STATION TEACHING
TEAM TEACHING

 PARALLEL TEACHING
ONE TEACH, ONE OBSERVE
X NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS (INCLUDING ASSESSMENTS)
FOR THE LESSON.

ENGLISH LEARNERS

STRIVING READERS

STUDENTS WITH IDENTIFIED

ADVANCED STUDENTS

SPECIAL NEEDS

Students will be required to

have discussions with their
group members on several
different instances. Writing will
also take place where students
will have to come to a
consensus on what to write.
English Language Learners
will be paired together so they
can discuss at the same level
during partner activities.
English Language Learners
will be encouraged to ask
questions in language clarity.

Students will be required to read

very little. Instead they will use
visuals to guide them through
their thinking process. The
teacher will present topics with
both verbal and visual
instructions. By doing this it will
allow the Striving Readers to
listen to the instructions and
comprehend in a different way
than someone who would read
the directions.

Students with Special Needs will

sit near the front to receive
additional assistance from the
teacher during prerequisite
learning stimulation.
Students will be visited on
several occasions while in their
groups. They will be encouraged
to ask clarifying questions. They
will also be given additional
time to complete the exit slip, if
needed.

Students will assist the teacher

in monitoring student progress
during the activity.
Advanced students will be able
to contribute and come up with
abstract ideas as to what they
believe the Distance formula is.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

Every decision must be made knowing we need students to use concrete information or real life examples to
discover new concepts. From these ideas, students can then develop skill using the abstract concepts or
formulas. By having students visualize how distance works, they will be able to have multiple ways to figure
out how to get from one place to another. An exit slip assessment is very effective because it gives the students
closure as to what the objectives were and being able to shortly test their knowledge of them.

INSERT SUPPORT MATERIALS.

The Distance Formula

You used the Pythagorean Theorem to calculate the distance between two points on the coordinate plane. Your method can be
written as the Distance Formula.
The Distance Formula states that if (x1 , y1 ) and (x2 , y2 ) are two points on the coordinate plane, then the distance d between(x1 , y1 )
and (x2 , y2 ) is given by

**The absolute value symbols are used to indicate the distance is always positive**

Brainstorm:
Do you think that it matters which point you identify as (x1,y1) and which point you identify as (x2,y2) when you use the Distance
Formula? Explain your reasoning.

Calculations:
Calculate the distance between each pair of points. Round your answer to the nearest tenth, if necessary. Show all of your work and
create a visual representation.
a. (1, 2) and (3, 7)

b. (-6, 4) and (2, -8)

c. (-5, 2) and (-6, 10)

Challenge Question:
The distance between (x, 2) and (0, 6) is 5 units. Use the Distance Formula to determine the value of x. Show all of your work