Date: Teacher Name: Ms.

Kettenbrink Class: 2nd/3rd Hour (ZWest)

3/20/2024 Cooperating Teacher: Ms. Gitskin

Grade Level: Unit Name/Topic: Graphing Lesson Number: 7 (within Length: 45 min
5 Ordered Pairs unit 5)

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

Indiana-
5.NS.3: Explain patterns in the number of zeros of the product when multiplying a number by powers of
10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a
power of 10. Use whole-number exponents to denote powers of 10.
InTASC-
5.OA.3: Identify relationships between corresponding terms in two numerical patterns generated according
to two different rules. Graph on a coordinate plane ordered pairs consisting of the corresponding terms in
two numerical patterns generated according to two different rules.
5.G.1: Locate a point on a coordinate plane based on its ordered pair of coordinates (5.G.1) • Identify the x-
and y-coordinates of a given point in a coordinate plane. Write the x- and y-coordinates of a given point in
a coordinate plane as an ordered pair.
5.G.2: Graph points in the first quadrant of the coordinate plane to represent a problem. Describe the
meaning of the values of coordinate points based on the context of a problem or situation.
Mathematics Process Standard(s):
PS.3: Construct viable arguments and critique the reasoning of others
PS.6: Attend to precision
Academic Content Language (content vocabulary, discourse, syntax): coordinates, coordinate
plane, coordinate points, graph, multiply, ordered pairs, pattern, point, x-axis, y-axis

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand. . .the function of a Students will keep considering . . . How does a graph
coordinate grid for graphing purposes; what the help to give me information and what kind of
first and second point means (x vs y information does it give me? How can a graphing
coordinate); how to correctly write out the coordinate help me to make shapes or how can shapes
notation for an ordered pair; how to use help me with graphing?
multiplication facts by 10s and 100s to build a
strategy to win; how to keep track of Questions to elicit deeper thinking or build upon the
information with in a game in an organized topic… If you were to use a formula to describe how a
manner point moves rather than just “number of moves”, how
would you go about that? Do you think that graphs
always have to be 2D or would they be able to represent
3D shapes too?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
● …that they understand what an ordered pair on a graph looks like and how to notate it.
● …that graphs still use their algebraic thinking and “basic” math skills.
● …that two points on the graph can be looked at to give you comparisons, relationships, patterns,
and other mathematical information
 Stage 2: Evidence of Learning (Assessments)
Performance Task(s) tied to: Other Evidence-
Students will show their learning by . . . Formative: During the teacher vs student game of the
accurately adding and multiplying numbers on Dragon’s Treasure I will be able to get student responses
their spaces together; having an understanding and be able to hear them think critically out loud what
of the power-ups and that you could multiply the best option
your luck by 10 if you go over 2 stars;
successfully completing the assessment in the Summative: the second part of the lesson is an
given time assessment on all of the information that the students
have gathered about plots within the unit so far
Evaluative Criteria:
Students success would look like. . .actively
engaging in the game, since there is a little bit
of luck the winner is not necessarily the one
that understands the content the best; the
recording sheets will have correctly displayed
math and correctly written coordinate

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:
(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Writing Lab Learning Stations Problem Trail Inquiry Learning Independent
Learning Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Ruler/Protractor/ Colors

Technology Compass

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Technology Integration (purpose): The plan for
Learners this lesson is learning how to do this type of graphing
without technology, but as an extension students could
Specific Support Who will and Why? What’s the check their math with a calculator. The teacher does use
Needed (i.e. an where will the intention? an iPad to display the game board and write math on,
accommodation) support be given? but students if they have input or want to write their
math out for the class to see, then students will use the
Ability to play As long as the For students dry erase board.
the game after task is quiet, that finish the
the test students just assessment
need to find quickly, it
one partner in keeps them on
the class who task and
is also done working on
with their their
assessment collaboration

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Students Will Be Rationale: (Based on

Supports tied to objectives & build in (Learning Tasks connect to prior Research/theory)
checks for understanding) knowledge & assets):

5 minutes Welcome students into class Settling into their seats Having an activity for
and display the welcome to while grabbing their students to do first thing
class slide which includes the notebooks and workbooks when they get to class
warm-up or the expectation and working on the allows them to transition
for students right away which warm-up. easier from class to class
today is to get out their books. and get them into a math
mindset.

2 minutes Introducing that the class will Listening attentively to the Making connections to a
be learning a Work Place game plan for the day. game is always helpful
and connecting it back to all of because students might just
the learning that has been be having so much fun with
happening the last week or so their friends they forget
within the unit. how much they are learning
about the content.

5 minutes Facilitating the popcorn Quietly listening to their This keeps students more
reading of directions and peers read the instructions engaged than just listening
clearing up questions as the and volunteering to read to the teacher read, but
students have them. portions if comfortable. since the teacher is picking
students, a student who
does not want to read aloud
does not have to.

10 minutes Displaying the game board on Choosing the best moves This is a good tool for
the projector and playing for the class and working students to not only work
through the game in a Teacher together with their collaboratively, but also to
versus Students. Calling on classmates on trying to get practice working on this
students and also asking beat the teacher. Each game when questions can
students to give their input student individually does arise during the first run
even for the teacher’s moves the math to practice. through. All students
 so that they get more practice Calling out the coordinates working together also
with their math. when prompted by the ensures everyone knows
teacher. what you can & can’t do (so
students don’t think it’s
cheating later).

1 minute Announcing to the class that it Putting materials away Allowing students
is time to take the assessment that are not needed and transition time is always
now that they have gotten getting ready for the test. good, but especially right
some more practice with these before an assessment that
topics for the day. is slightly more high stakes
than just a regular activity.

20 minutes Passing out the assessments Taking the assessment and Since this was mostly just a
and giving directions of what using their notes if they checkpoint assessment, it
students can use (their notes if have them. Asking benefits the students who
they have them) and questions to the teacher as are prepared with their
reminding students that they the student has them. notes to be able to use
have to wait until another Playing the game with them. Allowing students to
person is done so they can another student if both ask questions and
play the new WorkPlace game. students finish early answering them creates the
Being available for questions enough. sense that this assessment
as necessary. is not stress worthy.

2 minutes Warning them that there are Putting away materials, If students are still
two minutes left and packing up their things, working, having students
instructing the students to put and waiting behind their stand behind their desk is
away materials, turn in tests, desk rather than being empathetic of their
and stand behind their closed wandering the classroom. classmates. Students also
desk chair. can put their things away
neater if given the
opportunity.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the
result? How well did the class do collectively on meeting the objective at the level you expected? Was there any
patterns, collective misconceptions/gaps? Who needs specific support/reteach? Now, justify your next step in
planning. What will you do next? Why (research-based)? What do you anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP
goals, amount of Special Education support, accommodations and modifications.

Observation Notes I learned a lot from being able to do the teaching portion of this twice. The students
vocalized that this game was much more complex than the others that they had previously learned
throughout the year. I am still learning some names, so I wasn’t able to call out students that weren’t
paying attention, which would’ve made it easier for students to stay on task. I also could have had the
students read the instructions in groups or talked collaboratively at their tables. I had some of the same
students over and over saying what they think the best moves would be. However, when I had all of the
students do the math, it seemed like everyone was getting the same answer, which is the part I actually was
concerned about. The 3rd block group didn’t ask as many questions on what you could do and thought that
by moving backwards I had cheated, but the 3rd block was more collaborative in their efforts.