DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION
ED 468: INTRODUCTORY SUPERVISED TEACHING: ______
ED 478: ADVANCED SUPERVISED TEACHING:

ED 467: INTERN TEACHING: ______
Candidate: Jennifer Schneidewind

Date: April 8,
2016

Content Area: Mathematics (module 6; lesson

#5)

Grade Level: 5th

(Kat Observed #1)

Subject Matter: Coordinate Systems

Lesson Content Description:
Students are working on constructing lines on the
coordinate plane and placing coordinate points
within the line. They are noticing that one of the
axes has a constant number depending on
whether the line is vertical or horizontal.
Instructional Strategies/Method of Delivery:
Class notes to introduce new topic
Working in pairs on example problems
Going over example problems
Assigning/working on homework; exit ticket for lesson 5
Common Core Standard:
5.G.1: Use a pair of perpendicular number lines, called axes, to define
a coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in the
plan located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second
number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the
coordinates correspond (e.g., -axis and -coordinate, -axis and
-coordinate).
ELD Standard:
A. Collaborative:
1. Exchanging information/ideas: Contribute to class, group, and

partner discussions, including sustained dialogue, by following turntaking rules, asking relevant questions, affirming others, adding
relevant information, building on responses, and providing useful
feedback
Common Core Lesson Objective:
Students will be able to investigate patterns in vertical and horizontal
lines, and interpret points on the plane as distances from the axes.
Assessment:
Formative:
Thumbs up if you agree/understand
Teacher walks around to hear conversation, check for
understanding, and answer questions
Summative:
Exit ticket for lesson #5
Lesson/Assessment Modifications:
ELL:
Working in pairs
Taking visual notes
Clarifying academic vocabulary
Special Needs:
Working in pairs
Taking visual notes
Receiving directions one at a time
Technology: Describe the types of technology you will be
utilizing in your lesson to create and enhance instruction. (If no
technology is used, please explain why.)
Computer
Projector/projector screen
Document camera
LESSON PREVIEW PRIOR TO TEACHING
Prior knowledge required for this lesson/objective success
Coordinate planes
Coordinate points
X-axis
Y-axis
Origin
Review sub-skills required for this lesson/objective
Number lines
LESSON PRESENTATION
INTO
Step-by-Step Anticipatory Set/Orientation
Re-state Common Core Content Standard and Objective: Today
we are going to be taking our knowledge of coordinate planes and
coordinate points a step further by constructing parallel and
perpendicular lines through the coordinate points.

Technology used to create and enhance the introduction to this

lesson: Class notes will be taken in the mathematics interactive
notebook on how to construct lines on a coordinate plane. Students will
notice that lines that are parallel to one of the axes will have a
constant unchanging number on the opposite axis.
EL: Special Needs Adaptations: The notes are aimed in helping
students with the understanding of the academic vocabulary used
throughout the lesson. They are visual aids as well in helping the
students to practice with the material before moving onto their
workbooks.
THROUGH
Step-by-Step Modeling/Presentation of the Objective
Once the students understand the notes they will open their
workbooks to the problem set problems of the lesson they are
working on.
The teacher will walk them through two or three examples to
check for understanding and model appropriate use of the math
technique.
Students will work with an elbow partner on finished the problem
set problems by practicing alone with the math technique.
EL: Special Needs Adaptations:
Students will get guided practice from the teacher
Students will get to work in partners on more problems that
further their understanding of the topic.
Checking for Understanding/Formative Assessment of Each Students
Performance/Closure of Instruction
Once all the problems in the problem set are finished, the
teacher will bring the attention of the class back up front.
On the document camera, the students will help the teacher to
work through the problems that they did on their own.
Names will be called at random from a can of sticks to have each
student take a turn to answer parts of each problem.
This is where the teacher will see whether or not the students
fully understand the topic of the lesson and whether or not they
answered the problems correctly.
Technology used to create and enhance Checking for Understanding:
Document camera, projector, projection screen
BEYOND
Independent Practice/Summative Assessment of Each Students
Performance:
Students will be assigned the exit ticket portion of the lesson
from the workbook as homework to turn in for credit the next
class day.

Final Closure of Lesson: Closure question to reinforce instruction

learned
Which axis does a line have to be parallel to when the x is the
constant?
Which axis does a line have to be parallel to when the y is the
constant?