Lesson Plan Template for Student Teaching and the CalTPA

Grade Level 5th Subject Math Lesson Title: Reading Maps

Area:

Preparation to Teach
Unit Theme Coordinate Planes
(Where within the unit
is your lesson?)
Content Standard(s): CCSS.Math.Content.5.G.A.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 plane 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., x-axis and x-coordinate, y-axis and y-coordinate).

CCSS.Math.Content.5.G.A.2
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate
values of points in the context of the situation.
ELD Standards: 1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
Learning Goal(s) or The student will be able to distinguish between the x-axis and y-axis when identifying ordered pairs.
Objective(s): The student will be able to identify certain locations on a map using their understanding of ordered pairs.
Materials, Resources, Chromebooks
or Tools: Viewsonic
Decoding Worksheets
Pencils
Google Slides
Technology Teacher: Viewsonic
Integration: Student: Chromebooks

Three Focus Students
Focus Student 1: English Learner
Focus Student 2: IEP, 504, GATE,
or other identified need
Focus Student 3: A student who
has had life experience(s) either
inside or outside of school, that
may result in a need for additional
social- emotional and/or academic
support
Adaptations/ Accommodations
Adrian- He will be able to communicate with someone through spoken English while he does
his problem set.
Alex (GATE)- He may select more than one of the choice mapping activities to push himself
and since he will most likely finish early.
Lilian- She does not speak up when in need of assistance or when she is not following along.
She will often act as if she gets it and never asks for help. I will intentionally monitor her
independent work as I walk around the room and direct as needed.

Instructional Plan
 Activating Background Knowledge

Instructional Strategies Think-Pair-Share: How do you think maps relate to coordinate planes?
Students will decode a secret message using their knowledge of coordinate planes and ordered pairs. They will work with a partner
on this and then discuss the question that they decode.
Informal Assessment Discussion

Student Grouping Pairs, Whole Group

Time Estimate 10 minutes

Instructional Input

Instructional Strategies Practice Set: We will go over how to read the map using the coordinate plane. The practice set will use a map of the Pomona area
surrounding their school. I will walk them through the process of some of the problems and have volunteers help and guide the
class as well.
Informal Assessment Practice Set Completion

Student Grouping Whole Group, Pairs

Time Estimate 15 minutes

Closure
Instructional Strategies Choice Problem Set: Students will select one of the map problem sets to work on and complete on their own.
They will submit through Google Classroom.
Wrap-up lesson with discussion relating back to opening question.
Formal Assessment Problem Set

Student Grouping Individual

Time Estimate 15 minutes