Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Maddie Stang

Date Subject/ Topic/ Theme math chapter 9 line graphs Grade ____5__________

I. Objectives
How does this lesson connect to the unit plan?
It expands on the lesson from before where we learned about graphing data this takes graphing the data and takes it to the next level. it gives the students a little bit
deeper understanding of graphing.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Analyze/ compare data in a line graph An
● Create a line graph with data Ap,R
● Explain to a partner why you use line graphs to help analyze data in the real world
● U X
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quarter of the coordinate plane, and interpret coordinate values of points in
the context of the situation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Understand how to plot points on a graph.
knowledge and skills.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Ask them the definitions to the words for this lesson
Formative (for learning):
Homework problems.
Formative (as learning):
Talk with partners then go over the problem as a class.
Summative (of learning):
Talking to a partner about how to use this in the real world.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & The group problems and their term goals, monitor progress, and
reflection independent home work. modify strategies
Going over the questions they did Understand how line graphs help
as a whole group so that they know for the future.
if they are understanding the topic
or not.
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
Give them feedback on the Lot of time for them to ask
problems that they are solving questions while doing their
independently work and going ver the
questions.

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 Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats

Materials-what materials white board, definition sheet, graph paper and color pens.
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

They will be sitting in their table groups that face the whiteboard.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation Ask if they know the definition words Explain the definitions they know or think they
(opening/ talk about and explain the definition words. know.
5 introduction/
mins engagement)

Do example 1 on pg 551 and example 2 questions 1 Answer questions asked throughout the lesson.
and 2 on pg 552 as a whole group on the
whiteboard.
20 Talk with table to solve the problems.
mins Development Have them do questions 1-4 on pg 553 with their
(the largest table group then meet back up as a whole group to
component or go over the answers. have them come up and write
main body of their answers on the board.
the lesson)
Do pg 554 10 and 11 as a class

If they need more practice as a class do pg 553 5-9

Closure
Talk with a partner about how this relates to Talking with table then doing independent work.
(conclusion,
graphing and how it can be helpful in the real
culmination,
world?
wrap-up)
10
min Do the homework problems pg 55 1-5
mid chapter check in 3,6,10,14

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 Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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 line graph definitions

line graph: is a graph that uses line segments to show how data changes.

scale: the series of numbers placed at fixed distances that label the graph.

intervals: the difference between the values on the scale.

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