Direct Instruction Lesson Plan

Amanda Doonan
EDU 220 Dr. Hooks
Due March 14, 2021

Direct Instruction Lesson Plan

Introduction to Graphing

Describe the Class:

8th Grade Algebra
Period 3
30 Students
2 IEP’s, More time for testing

Skill:
Introduction to Graphing

Objective:
Students will be able to draw a graph and plot given points with 90% accuracy.

Procedures:
Terms:
Plane- a flat two-dimensional surface that extends infinitely far

x- and y- axis- one of the lines that is used to form a graph. There is the
horizontal x-axis and the vertical y-axis

Scale- a set of numbers that help to measure or quantify objects. A scale on the
graph shows the way numbers are used in data.

Quadrant- any of the four areas made when we divide up a plane by an x and
y-axis

Coordinate-a point on a plane that is located by a unique ordered pair of

numbers

Reviewing Prerequisites:
Review number lines and now we are using two lines as axes to make a graphing
plane. Number lines are infinite, planes are infinite, and now we are plotting
points on the plane.

Purpose of the Lesson:

 Graphing helps us evaluate large sets of data and find relationships within the
data in less space than if we were to write everything out.
For example: graphs help us measure traffic in one area (like google maps for a
restaurant) and predicts how many people will be at a place and possibly for how
long. *Show example of burner phone meme. (A guy intentionally bought a bunch
of burner phones and turned on their location where he went down a busy street
and caused several people to detour off of their regular path to work using Wayze
because there was a lot of data in one area.)

Modeling:

x-axis and y-axis

x-axis is horizontal
y-axis is vertical
Draw example:
Include arrows in lines
Because lines are infinite

Label the middle as zero (0) (blue)

Go over scale
How big to make the number line
Go by 1’s, 2’s, 5’s, 10’s
Label 1-5 on x axis and -1- -5

Label 1-5 on y-axis and -1 - -5

Introduce quadrants
(+ = positive value)
(- = negative value)
QI =(+x, +y)
QII=(+x, -y)
QIII=(-x, -y)
QIV=(-x, +y)

Examples:
(+, -) QII (-, -) QIII (-, +) QIV (+, +) QI
Coordinates:
(x-axis value, y-axis value)
↔ ↕

What makes the point on the graph go left/right or up/down?

-positive and negative values

Draw a graph and label quadrants:

Pot points, and erase in between:
A: (1, 1)
B: (-1, 3)
C: (-2, -2)
D: (1, -2)
*Ask students to tell you which quadrant the points lie*

Guided practice questions:

Practice 1:
Draw a graph with a scale of 1
(only need to go to 5)
Ask the students to guide you in the
Graphing process from the start
Ask for labels!!!
Points:
A: (1, 5) QI
B: (-2, 4) QIV
C: (-3, -2) QIII
D: (4, -1) QII

Practice 2:
Give students the points first and ask for the scale
Scale will be in multiples of 5’s
Ask students to guide you through and label!
Points:
A: (5, 10) QI
B: (-5, 10) QIV
C: (-10, -15) QIII
D: (10, -15) QII

Independent Practice:

Write questions on board:

Practice 1:
 Draw graph with points
Have students write coordinates
And their respective quadrant labels

Answer:
A: (1, 3) QI
B: (-1, -2) QIII
C: (2, -1) QII
D: (-2, 1) QIV

Practice 2:
Give students points for graph Answer (graph):
Ask for quadrant location with the points
Have them draw the graph
Ask for the scale: Scale of 2
Points:
A: (4, -8) (QII)
B: (-6, 2) (QIV)
C: (8, 2) (QI)
D: (-10, 2) (QIII)

Check students with IEP’s for difficulties or understanding.

Walk around and make sure there is a general 90% success rate.

Materials:

Whiteboard
Dry erase markers
Eraser
Textbook
Projector*
Laptop*
*Do not need if subbing

Grouping Structures:

Students already in groups of two

(Class chart in binder)
Modifications:
Students have already been grouped according to learning ability
Gifted students can start on homework assignments if they have completed the
independent practice.
Check on math disabled students (* next to name on chart) and offer any
additional assistance

Assessment:
Check student’s independent practice by walking around and viewing their work.
Ask students if they have questions.
If students seem to grasp the examples given, assign homework questions 1-10
in chapter. They can work on them in class if independent practice questions are
completed and correct.
If students are unsure, use Khan Academy or homework questions to give more
practice in class and assign the remaining questions for homework.

Assignments
Textbook questions: 1-10 in chapter
Extra Credit: Khan Academy (Lesson title here)
Worth 5 points
Lesson goes over axes, quadrants, and basic graphing