Lesson Plan Template

Name: Carolyn Roselli Grade: 8th

Lesson Coordinate Plane Introduction Date: November 20, 2019

Title:
GPS/GSE Standard(s): MGSE8.EE.8 Analyze and solve pairs of simultaneous linear equations (systems of
linear equations). MGSE8.EE.8a Understand that solutions to a system of two linear equations in two variables
correspond to points of intersection of their graphs, because points of intersection satisfy both equations
simultaneously. MGSE8.EE.8b Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3𝑥 + 2𝑦 = 5 and
3𝑥 + 2𝑦 = 6 have no solution because 3𝑥 + 2𝑦 cannot simultaneously be 5 and 6. MGSE8.EE.8c Solve real-
world and mathematical problems leading to two linear equations in two variables. For example, given
coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line
through the second pair.

This lesson is to scaffold the students in order for them to successfully accomplish the standards above.
The standard below is the previous standard they were supposed to have already mastered that this
lesson reteaches:

MGSE6.NS.6b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the
coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are
related by reflections across one or both axes.

Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):

Learning - Focus Strategies

Essential
Question(s) - When is a coordinate plane used in real life, and how can they help me in
1-3 BIG ideas! How different areas of my life?
can these questions
be used to guide
your instruction?

Central - Students show that they are able to plot points and label points on a graph.
Focus/Lesson
Objective(s) - Students are able to show on a coordinate plane the different parts including the
Objectives are
measurable and quadrants and the axes.
aligned with the
standard.

Academic Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
Language scaffolding (support) depending on the needs of the students.)
What is the key
language demand?
What Academic - Demonstrating/Performing: Plotting points on the students own individual
Language will you graphs and labeling the points that are on the graphs already.
teach or develop?
What is the key Language Functions (Identify the purpose for which the language is being used, with
vocabulary and/or attention to goal and audience- the one verb from the standard; ex. demonstrate.)
symbols? What
opportunities will - Analyze
you provide for - Solve
students to practice
content Language Vocabulary (Identify key words specific to the content area derived from
language/vocabulary the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
and develop fluency? settings, descriptions, dialogue, stage directions.)
- Quadrants
- Coordinates
- X-axis
- Y-axis
Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)
- Axes (X/Y) instead of lines
- Quadrants instead of 4 corners or squares

Assessment/ Assessment Plan for IEP Goals (Before lesson, formative & summative):
Evaluation Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Every standard listed - Before lesson: Warm-up will be used to see how much the students have
above must be
retained about the coordinate plane from prior years. This will let the teacher
assessed and
included. Formative know how much of a review of it they will need before moving to the next 8th
and summative
grade standard. The review/warm-up will also get their brains to start
assessments should
be considered while remembering the different parts of the coordinate plane.
planning. Questions
- During lesson: The PowerPoint will be used as a mini lesson to reintroduced the
to consider while
planning: coordinate plane that they learned the last few years. There will be example
How will students
problems for the students to do at the end to practice before the BINGO
exhibit an
understanding of the formative. The actual formative will be the BINGO game, and seeing if the
lesson’s objectives?
students are able to identify different points on the graph. Teacher will check
How will you
observe and/or BINGO cards and walk around and observe their work.
provide feedback?
- Evidence of student progress and mastery (complete after lesson has been
What evidence will
you collect to
implemented): Summative: Unit Test
demonstrate
students’
Formative: Ticket out the door. After they have practiced with BINGO
understanding/maste
ry of the lesson’s
throughout the class, and identifying the point, the TOD will assess if they know
objective(s)?
how to plot their own points. Teacher will give them post-it notes to draw a
 coordinate plane on, and the teacher will give them 2 points to plot. Also, a

question about the coordinate plane to see how well they understand the layout

of it. Teacher will collect the post-it on their way out of the door.
Materials - Smart Board
- ShowMe
What resources can - IPAD
be used to engage - BINGO cards
- Expo markers
students? - Transparent folders to put the BINGO cards on
- Post-Its
Introduction to - Hook: When going over warmup, act like the coordinate plane is a walk in the
Lesson/
Activating park. This will tie in the essential question as well. Going left or right across the
Thinking
How will you x-axis will be as if you are turning and going up or down the y-axis would be as
introduce the lesson?
What is the ‘hook’ if you are climbing up a hill at the park. Students will stand up and do one as a
for the lesson to tap
into prior knowledge demonstration. This will help their attention span and physical pains they may
and develop
students’ interests? be encountering throughout the day.
This should tie
directly into the - Introduction/focus: The warm-up will be 2 questions that are relatively broad
lesson’s objective
and standard. about the coordinate plane, and the third will be one based on what we have
***Use knowledge
of students’ been doing in class. Teacher has the third question in there even though it is not
academic, social,
and cultural pertinent to the class that day to make sure concepts are not lost. The two other
characteristics.
questions will be used to assess how familiar they are with the coordinate plane.

Body of Lesson/ - Once the students have completed their warm-up, they will be passed out their
Teaching Strategies
What will you have notetaking sheet to go along with the brief lesson on the coordinate plane. The
the students do after
you introduce the note sheet will have guided notes with some blanks for the students to follow
lesson to learn the
standards? along and fill in. This will keep them engaged and alert.

- The notes/PP will go through the basics of the coordinate plane: 4 quadrants, the

2 axes, and how to plot a point, or how to label one.

- Students will identify when the X’s and Y’s in ordered pairs are negative based

on quadrants, and the teacher will explain why this is a rule.

- The teacher will walk the students through several examples as to how to plot
 points

- The students will have a graph on their notes to plot the points with the teacher,

or they can draw their own, smaller coordinate plane to the side and complete it

there.

- This will allow hands-on application

- The power point will allow a brief overview of the coordinate plane before the

students move on to the eighth-grade standard of slope intercept, systems of

equations, ect.

- After the PP, the teacher will instruct her students to keep out their notes and

have three students pass out the bingo cards, expo markers, and a towel to erase.

- While passing out the materials, the teacher will go over the rules of the BINGO

game followed with answering any questions on the material and/or how to play

the game.

- The game will be played as follows: The teacher will roll a virtual die, if the

students get the ordered pair that goes along with the numbers the die rolled than

they circle it on their laminated graph (teacher will tell students if it is positive

or negative numbers and will write the ordered pairs down on the board for the

students to reference). Once they have 5 points circled they will yell “BINGO”

and the teacher will check off their work.

- The teacher will only tell them the ones they got wrong (if they yell BINGO but

did not have it), so they do not continually practice the wrong way to graph

ordered pairs. Correcting the students is key here.

- The game will allow them to be invested and excited in finding these ordered

pairs correctly.

- This will bring out their competitive side, and get the students more involved.

- This game is individual, but the students are allowed to stand up if they need to.
 - The game will be played until there are 7 minutes left of class. Then the teacher

will instruct students to clear their desks of everything, pack up, and get ready

for their TOD.

Closure/
Summarizing - The TOD will be to assess if they genuinely grasp how the coordinate plane
Strategies:
How will the works.
students prove they
know and understand - They will be asked to plot two points and identify the scales, ordered pairs, and
the standard(s)? How
will you review the where they are located on the graph.
standards and close
the lesson? - This will allow the teacher to know if they are ready to move on.

- This concept is vital to the success of the next concept.

- 2 minutes before class, I will reassure them that the class went well and I

appreciate all the hard work they did today and remind them of their homework

that is due tomorrow (given to them Monday).

Modifications/ Differentiation Category: Why does the student need modifications/accommodations?
Differentiations for
Students’
Individual Needs
How will you Modification(s)/Accommodation(s):
modify or
differentiate the
experiences in your
Rationale: Why is this modification/accommodation appropriate?
lesson to meet
students’ individual
needs?

***Credit for this template belongs to Tennessee State University and Columbus State University.