Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: Tomianne Anderson and Heather Coulter Date: 11/16/2020

Subject: Mathematics Grade Level: 5th-Grade

Rationale:
The rationale for teaching the lesson using a parallel teaching strategy is it will give all the
students an important foundation for how to graph points in the first quadrant on a coordinate
plane and interpret these points before they work with their peers in each of the centers to solve-
real world and mathematical problems. The rationale for having the students complete three
centers is to engage them in more practice when it comes to graphing and interpreting points,
especially in the context of real-world scenarios. The rationale of the visual center is to engage
the visual learners in being able to locate coordinates on the first quadrant of a coordinate plane.
The rationale of the kinesthetic center is to get the kinesthetic learners involved in being able to
state coordinates using a first quadrant coordinate plane. The rationale of the auditory center is to
get the auditory learners engaged in being able to identify coordinates on a first quadrant
coordinate plane.

I. Topic
Geometry

II. PA or Common Core Standards

Standard CC.2.3.5.A.1- Graphing points in the first quadrant on a coordinate plane and interpret
these points when solving real-world and mathematical problems.

Eligible Content - M05.C-G.1.1.1 Identify parts of the coordinate plane (x-axis, y-axis, and the
origin) and the ordered pair (x-coordinate and y-coordinate). Limit the coordinate plane to
quadrant I.

Eligible Content - M05.C-G.1.1.2 Represent real-world and mathematical problems by plotting

points in quadrant I of the coordinate plane and interpret coordinate values of points in the
context of the situation.
III. Learning Objectives: Objectives must be written using observable verbs

Lesson:
1. Following a teacher guided lesson, the students will be able to graph points in the first
quadrant on a coordinate plane on their Google Slide sample.

2. Following a teacher guided discussion, the students will be able to write the coordinates
of already graphed points in the first quadrant of a coordinate plane on their Google Slide
sample.

Centers:
(Overall)
-Following the parallel instructed lesson, the students will be able to graph and interpret the
points on a first quadrant coordinate plane to solve real world problems by graphing coordinates
and interpreting coordinates with a partner in three different centers.

(Center 1- Visual)
C.1. Following Center 1, the students will be able to locate objects placed at given coordinates
on the first quadrant of a coordinate plane by working with a partner to locate coordinates using
the x and y axis of a first quadrant coordinate plane.

(Center 2- Kinesthetic)
C.2. Following Center 2, the students will be able to state coordinates using a first quadrant
coordinate plane to locate their opponent’s spy pieces by verbally calling out to a partner
coordinates on a first quadrant coordinate plane and then visually locating those coordinates on
their own first quadrant plane.

(Center 3- Auditory)
C.3. Following Center 3, the students will be able to identify six objects placed at specific
coordinates on a first quadrant coordinate plane with a partner by orally providing directions
using coordinates to a partner to help their partner correctly identify the items on the coordinates.

IV. Materials (italics represents modifications or accommodations)

Lesson:
Teacher materials-
-Smartboard (video and Google Slides presentation)
-Printed out slides for the students
-Exit Slips
Student materials:
-pencils
Center 1:
Teacher materials:
-12 copies of the worksheet
-Laminated sleeves, dry-erase markers, and rulers for specific students
-Graphic organizers for specific students
-Word bank for specific students
Student materials
-Scissors and glue for specific students
-pencils

Center 2:
Teacher materials-
-12 copies of the activity worksheet
-Tape
-Laminated sleeves, dry-erase markers, and rulers for specific students
-Pre-cutout spy pieces for specific students
-First quadrant sheet with spy pieces pre-placed on the sheet for specific students
-Pre-generated coordinate pairs for specific students
Student materials:
-Scissors
-Red marker, pen, or crayon
-Black maker, pen, or crayon

Center 3:
-12 copies of the worksheet
-Laminated sleeves, dry-erase markers, and rulers for specific students
-Graphic Organizer for specific students
-Pre-cut out coordinate pairs for specific students
Student materials:
Pencils

V. Lesson Development
A. Introduction
We will begin the lesson by explaining to students that we will listen to a funny story about a
man who encountered a fly, which helped him map out a way to remember where his things were
around his house. We will then show an 8 minute video of Ginny Baldwin reading “The Fly on
the Ceiling.” This is a short kids story about a man who popularized the Cartesian system of
coordinates. The man explains and demonstrates an introduction to graphing and coordinates in a
relatable way. It is a funny but very relevant tale that will get the kids laughing and engaged
before we begin the lesson.
 B. Lesson development (activities, procedures): approximately 20 minutes
Following the video, we will parallel teach. Mrs. Heather will teach Tier 2 and Tier 3
students. Miss Tomianne will teach Tier 1 students.

Miss Tomianne:
Teacher: “Today we will be learning about the first quadrant of the coordinate system.”
Teacher will show a picture of the first quadrant both in context of the other three
quadrants and then what it would look like alone on the Smartboard via a Google Slide.
Using these pictures, Miss Tomianne will then explain “All the coordinates are positive in
the first quadrant. A coordinate plane has an x-axis and a y-axis. A way to remember
which one is which is that the x-axis is horizontal like the horizon and the y-axis if vertical
like the stem of a capital Y.” She will then show and explain to the students the proper way to
write a coordinate pair and emphasize that the “x coordinate always comes before the y
coordinate.” She will then use the first quadrant graph on the Smartboard to show the students
how to graph a coordinate pair, as well as how to locate one. She will demonstrate that when
graphing (3,4) students first start at 0 on the coordinate plane and move across the x-axis 3 spots,
and then up the y-axis 4 spots. She will then demonstrate how to mark this coordinate pair by
placing a point, or dot, on the coordinate plane. She will discuss that if finding the coordinate for
an unknown coordinate pair, she will locate the point. She will move across the x-axis until she
lines up with the point. This number will become the (x) of the coordinate pair. She will then
move up the y-axis until she comes to her point. This number she moves up the y-axis will
become the (y) of the coordinate pair.

Students: The slides will be printed for each student. The students can record work and notes on
their printed out slides while they follow along with the presentation.
Teacher: “If you take a look at slide 3 of the slides we are going to practice graphing the
coordinates (6, 4) and (2, 5). Who can tell me where to start to graph the coordinate pair
(6,4)?”
Students will raise their hands to provide an answer: (0)
Teacher: “Great job. We start at zero.” Who can tell me what direction we move first?”
Students will raise their hands to provide an answer: (across the x-axis).
Teacher: “Awesome. Who would like to show us on the board how many spaces we move
across?”
Students will raise their hands to volunteer. The selected student will demonstrate moving over 6
spaces across the x-axis starting at 0. Other students will be instructed to follow along on their
slides.
Teacher: “Very good”. Where do we go next? Raise your hand if you can help us.”
Students will raise their hands to respond. Teacher will select a student to come to the board and
will say “can you show us where we move next?” The student will demonstrate starting at the
6 on the x-axis and moving up 4 along the y-axis. Teacher will instruct the student to mark the
point with a dot, or point, on the Smartboard and will instruct the students to do this on their
printed slides. Teacher will then instruct students to practice on their own to mark the next
coordinate pair (2,5). Teacher will then repeat the process of asking students to raise their hand
to help locate the coordinate pair on the board. Students will raise their hand and selected
students will demonstrate graphing the coordinate pair on the board. Teacher will tell students
“to follow along to check their work.” If a student selected struggles to graph the point on the
board, the teacher will provide encouragement and prompting to graph the point (move across 2,
move up 5).

Teacher will ask students to turn to slide 5. Teacher will ask students to raise their hand to come
to the Smartboard to help find the location of coordinate point 1. Teacher will ask students to call
out to the selected student where to start first on the coordinate plane (0). Teacher will ask the
selected student to demonstrate which direction and how many spaces to move over first (across
x-axis 3). Teacher will ask students to raise their hand and select a student to help demonstrate
where to move next. Selected students will demonstrate moving (up the y-axis 4). Teacher will
ask students to call out the location of the coordinate pair (3,4). Teacher will repeat this process
to identify coordinate 2 on slide 5 (6,2).

Mrs. Heather:
Teacher: “Today we will be learning about the first quadrant of the coordinate system.”
The teacher will show a picture of the first quadrant first in context of the other three quadrants
(slide 2) on the Smartboard. The teacher will instruct students to follow along on their printed
packets. Teacher: “Just like the story, we can track items, or points, on a coordinate plane
or map. This is a grid of lines that go up and down and side to side. A coordinate plane has
an x axis (side to side) and a y axis (up and down). A coordinate plane has 4 quadrants. The
first quadrant is positive.” Teacher will touch each of these corresponding statements to the
images on the slides on the Smartboard. Teacher will then show what the first quadrant would
look like alone (slide 3), on the Smartboard via Powerpoint. Using this picture Mrs. Coulter will
explain that all the coordinates are positive in the first quadrant. She will tell students that a
coordinate plane has an x-axis and a y-axis. She will demonstrate by touching the axises on the
board as she states that the x- axis goes across, or side to side. It is horizontal like the horizon.
She will verbalize while touching the y-axis that it is vertical, or up and down, like the stem of a
capital Y. She will tell students “A way to remember which one is which, is that the x-axis is
horizontal like the horizon line and the y-axis if vertical like the stem of a Capital Y.” She
will state that a coordinate pair is made up of a number direction on the x and y-axis.This
is represented as a direction on the x-axis across and up the y-axis by two numbers. She
will demonstrate and say that just like the alphabet, the x coordinate always comes before
the y coordinate when written or finding coordinates on the plane. “It is written in the
format of (x,y) axis”. She will show the students the proper way to write a coordinate pair, with
the example (3,4).
She will then use the first quadrant graph on the Smartboard (slide 4) to show the students how
to graph a coordinate pair, as well as how to locate one. She will state “Just like how Rene
tracked the fly on his ceiling, we can track points on a coordinate map. Let’s try one! Let’s
find the fly at Coordinate pair (3, 4). We always start at the 0 when we find or graph a
coordinate pair. Remember, X comes before Y, so first we will start at 0 and move across
our grid on the x axis to 3. This becomes the x, or first number of our coordinate pair. Then
we will move up the y axis 4. This will become our y, our second number of our coordinate
pair. Where the coordinate pair meets in the middle, is represented by a point (or dot) on
the grid.” Teacher will demonstrate this on the Smartboard while instructing, while students
follow along and graph each step after the teacher on their printed slides.
Teacher will then say “Let’s find the point for the coordinate pair (2, 6). Who can tell me
where we start? Call it out.” Students will call out “0”. Teacher will say “Very good. Let’s
start at 0. Who can raise their hand and tell me where we move first?” Student response will
be “Across 2.” Teacher will say, “Great, we will move 2 spaces across our x- axis.” The
teacher will demonstrate this on the board on slide 4 while students demonstrate this
simultaneously on their printed slides. Teacher will say “Who can tell me where we move
next?” Student response will be “up 6”. Teacher will say “Great, we will move up our y-axis 6
lines.” Teacher will say “Who can tell me what we do next? Call it out!” Students will
respond “Put a point.” Teacher will tell students “If it is tricky to track their coordinate,
using your finger or drawing lines with their pencil may help.”
Students: The slides will be printed for each student. The students can record work and notes on
the printed out slides while they follow along with the presentation.
Teacher: “If you take a look at slide 5 of the slides we are going to practice graphing the
coordinates (6, 4) and (2, 5). Who can tell me where to start to graph the coordinate pair
(6,4)?”
Students will raise their hands to provide an answer: (0)
Teacher: “Great job. We start at zero.” Who can tell me what direction we move first?”
Students will raise their hands to provide an answer: (across the x-axis).
Teacher: “Awesome. Who would like to show us on the board how many spaces we move
across?”
Students will raise their hands to volunteer. The selected student will demonstrate moving over 6
spaces across the x-axis starting at 0 on the Smartboard. Other students will be instructed to
follow along on their slides.
Teacher: “Very good”. Where do we go next? Raise your hand if you can help us”
Students will raise their hands to respond. Teacher will select a student to come to the board and
will say “Can you show us where we move next?” The student will demonstrate starting at the
6 on the x-axis and moving up 4 along the y-axis on the Smartboard. Teacher will instruct the
student to mark the point with a dot, or point on the Smartboard and will instruct the students to
do this on their printed slides. Teacher will then instruct students to practice on their own to
mark the next coordinate pair (2,5). Teacher will then repeat the process of asking students to
raise their hand to help locate the coordinate pair on the board. Students will raise their hand and
selected students will demonstrate graphing the coordinate pair on the board. Teacher will tell
students to follow along to check their work. If a student selected struggles to graph the point on
the board, the teacher will provide encouragement and prompting to graph the point (move
across 2, move up 5).

Teacher will ask students to turn to slide 6. Teacher will ask students to raise their hand to come
to the Smartboard to help find the location of coordinate point 1. Teacher will ask students to call
out to the selected student where to start first on the coordinate plane (0). Teacher will ask the
selected student to demonstrate which direction and how many spaces to move over first (across
x-axis 3). Teacher will ask students to raise their hand and select a student to help demonstrate
where to move next. Selected student will demonstrate moving up the y-axis 4) Teacher will ask
students to call out the location of the coordinate pair (3,4). Teacher will repeat this process to
identify coordinate 2 on slide 5 (6,2).
Teacher: “Great job graphing and finding coordinate pairs on the first quadrant plane. The
last page on your powerpoint is a graphic organizer from our lesson. You can use your
graphic organizer to help you recall what we’ve learned about graphing while in your
centers.”

Centers: Duration 20 minutes each

Miss Tomianne and Mrs. Coulter will then introduce and lead students through three
stations to get more practice. In one station students will have to be auditorily involved, in
another station the students will need to be visually involved, and in the last station the students
will need to be kinesthetically involved. Worksheets and directions/descriptions for these
activities are included. Students will have 20 minutes at each center. These activities will require
the students to interpret the points they graphed to solve real world and mathematical problems.
Each of the three groups of students will take turns at each station. We will both be actively
present in the room, rotating around the room, to help the students and answer any questions.

Center 1 (Visual): Duration 20 minutes

-Students will work with a partner to locate the object that is at each of the given
coordinates on a provided map. Students will write the name of the object in the blank next to the
coordinate on an answer sheet.

Center 2 (Kinesthetic): Duration 20 minutes

-Students will use tape to place five spy pieces they cut out onto their board, placing them
horizontally or vertically. Once both students are ready, they will take turns guessing and calling
out coordinates to try to find their partners spy pieces. Partner will respond “missed me” or
“caught me.” If a student hits their opponents items, they will mark that coordinate with a red
pen dot on “opponent’s board.” If a student misses an opponent's items, they will mark that
coordinate with a black pen dot on “opponent’s board.” If an opponent hits a student's items,
they will mark that coordinate with a red pen dot on “student’s board.” If an opponent misses a
student's items, they will mark that coordinate with a black pen dot on “opponent’s board.” Once
a piece has been fully marked, the student or opponent will say “you found my [piece]. Once all
5 pieces of the opponent’s board are found, the students will have found the spy.

Center 3 (Auditory): Duration 20 minutes

-Students will work in pairs to correctly identify 6 objects on the map. The first student
will pick an object on the map without telling their partner what the object is. They will direct
their partner on how to get to the selected object (ex. move 3 spaces to the right and up 4 spaces).
The opposite student will then call out the object they land on. If the student’s coordinates do not
match up, they will work together to find the correct coordinate/image verbally with directions
instead of pointing it out. The students will take turns between the two roles. They will record
the 6 objects they located along with their coordinates. Students will use a pre-printed map and
answer sheet to write down their answers. See accommodations and modifications for specific
needs for Center 3.

C. Evidence of differentiated instruction (content, process, product, or learning

environment)
Our introduction will benefit the auditory learners because the book will be audio played. It will
also benefit the visual learners because the pictures and words will also be shown. Our lesson
will also benefit both the visual and auditory learners because we will be showing pictures of the
graphs/how to graph and interpret coordinates and will be explaining each of our steps as we do
this. Our three centers will meet the needs of all learners as one center is visually focused,
another is auditorily focused, and the last one is kinesthetically focused.

D. Closure (summary): 5 minutes duration

To close the lesson, we will pass out an exit slip to each of the students. The students will have to
graph three different given points in the first quadrant on the coordinate plane. This will take
about 5 minutes.

VI. Assessment/evaluation:
1. In terms of the students being able to graph points in the first quadrant on a coordinate
plane, we will assess their answers on the exit slip.
2. In terms of the students being able to interpret the points they graphed to write the
coordinates of already graphed points in the first quadrant of a coordinate plane, we will assess
their answers on the exit slip.

(Centers):
-Overall. In terms of the students being able to work with their peers in centers to
interpret the points they graphed to solve real world problems, we will assess how the students
engage in the stations as well as how they perform for each of the tasks.
 -C.1. In terms of the students being able to work with their peers in centers to locate
objects placed at a given coordinate on the first quadrant of a coordinate plane, we will assess
how the students engage in the visual station as well as they perform on the activity for that
station.
-C.2. In terms of the students being able to work with their peers in centers to locate
objects placed at a given coordinate on the first quadrant of a coordinate plane, we will assess
how the students engage in the kinesthetic center as well as they perform on the activity for that
station.
-C.3. In terms of the students being able to work with their peers in centers to locate
objects placed at a given coordinate on the first quadrant of a coordinate plane, we will assess
how the students engage in the auditory center as well as they perform on the activity for that
station.

VII. Modifications or accommodations for Specific Learning Disabilities in Reading and

Math
Lesson Accommodations:
During parallel teaching, Tier 2 struggling students and Tier 3 students with disabilities in
Reading and Math will receive parallel instruction from the Special Education co-teacher to
allow for more support during instruction. This will include reading the PowerPoint aloud,
providing further explanations of key points and terms, and providing more visual aids. Tier 1
students will receive parallel instruction from the general education Math teacher. Printed slides
given to the students will be simplified and contain more visual aids. Modifications/
accommodations during centers for students with Specific Math and Reading disabilities are
included below.

Center 1: (Visual)
Accommodations: Students may need prompting and reminding of directions to complete tasks.
Students that have difficulties with tracking will get a laminated sleeve for their first quadrant
worksheet so that they can use a ruler and dry erase marker to draw lines to aid them in finding
the coordinates. For those with a disability in Math, small group reinforcement of graphing
concepts may be given. A graphic organizer of key points from the lesson or examples will be
provided to the students with disabilities in Math. Verbal directions may be given for students
with difficulties Reading.

Modifications:
Depending on the severity, a student with a specific learning disability in Reading and Writing
may cut out the images or written words and glue them onto the corresponding spot next to the
coordinates on the recording sheet. Students with less severe of a disability may need a word
bank of correctly spelled items.
 Center 2: (Kinesthetic)
Accommodations: Students may need prompting and reminding of directions to complete tasks.
Students that have difficulties with tracking will get a laminated sleeve for their first quadrant so
that they can use a ruler and dry erase marker to draw lines to aid them in finding the
coordinates. Spy pieces may need to be cut out for some of the students ahead of time if they
have other PT/OT difficulties that coincide with their Specific Learning Disability.

Modifications:
For the student with more severe disabilities in Math, the teacher will provide the student with a
first quadrant sheet with spy pieces pre-placed on the sheet. The student will also be given a list
of coordinate pairs that coincide with their spy pieces so that they can match coordinates for their
spy pieces when the opposing partner calls them out.

Center 3: (Auditory)
Accommodations: Students may need prompting and reminding of directions to complete tasks.
Students that have difficulties with tracking will get a laminated sleeve for their first quadrant
worksheet so that they can use a ruler and dry erase marker to draw lines to aid them in finding
the coordinates. For a student with a disability in Math, small group reinforcement of graphing
concepts may be given. A graphic organizer of key points from the lesson or example can be
provided to the student with disabilities in Math. Verbal directions can be given for students with
difficulties reading.

Modifications:
A student with a more severe disability in Reading may need modified/re-worded directions to
match the images on the first quadrant map with the coordinate pair and image on the cards. A
student with a specific learning disability in Math may match pre-cut out coordinate pairs to the
location of images on the first quadrant map.

VIII. Self-evaluation

Work Cited

Baldwin, G. (2015). The Fly on the Ceiling. https://www.youtube.com/watch?v=HfecU1nqKFc.

Education.com. “Coordinate Grid Game!: Worksheet.” Worksheet | Education.com,
Education.com, 9 Oct. 2020, www.education.com/worksheet/article/coordinate-grid-
game/.

Soliven, E. (n.d.). “Cartesian Coordinate System”. Retrieved from

https://www.createwebquest.com/cartesian-coordinate-system