Lesson Plan

Date: April 2nd, 2019 Class: Cycle 3,

Placing Points on a Cartesian Plane –
Time: 1:30-2:30 Grade 5
Extension Lesson Duration: One Hour

Broad Areas of Learning: Objectives:

The objective of the lesson is to provide students to
“Personal and Career Planning”
opportunity to further develop their abilities to plot
During this lesson, students will be given
coordinates on a four quadrant cartesian plan.
additional information to deepen their
understanding of placing points on a four
They should be more comfortable working with negative
quadrant cartesian plane. The Battleship
numbers as well.
activity will be hands on and will foster a
more interactive learning process. They can
use what they have learned from the previous
class to complete the tasks at hand.

Understandings: Essential Questions:

Following this lesson students should have a
sufficient understanding of reading and
plotting coordinates on a cartesian plane.
- Which coordinate in an ordered pair is associated
to the x/y axis?
- What is the trick was discussed to remember
which number to plot first?
- Do negative numbers closer to zero have a larger
or smaller value than those further from zero?
- How can we identify points that have already
been placed on a cartesian plane?

Group Size & Materials:

This lesson will be completed with my grade five group, E51. The class consists of twenty-four students.

- Stencil – Reading and plotting coordinates on a four quadrant cartesian plane

- Paper clips
- Paper folders
- Battleship stencils
- Pencil

Subject Competency (Math):

Competency 2 – To reason using mathematical concepts and processes

- Students should be expanding on our prior knowledge acquired from their prior lesson to further
explore and become more comfortable with plotting coordinates. Through the battleship activity,
students will be exploring the topic in a hands-on matter. The activity will allow them to both orally
 express coordinates and write them down (both partners are expected to keep track of hits and
misses on their sheets).

Competency 3 – To communicate by using mathematical language

- Students were introduced to the mathematical vocabulary related to this section. They will be
expected to use the terminology when referring to aspects of cartesian planes both verbally and in
written language.

Cross Curricular Competencies:

Competency 1 – To use information

- Not only have the students worked on placing ordered pairs on a one quadrant cartesian plane,
they were also introduced to plotting and reading four quadrant cartesian planes in our prior
lesson. Therefore, they can use what they have already learned in the activities in this lesson.

Competency 2 -To solve problems

- The class will not be working on solving word problems in this lesson, but they will need to solve
the value of plotted points as well as placing coordinates in their appropriate quadrant. In the
battleship game, students will need to attempt to sink their classmate’s battleships. To do so they
must try and solve how they peer placed their ships.

Competency 5 – To adopt effective work methods

- Students are expected to take in instructions and apply them to the task at hand. By
understanding the instructions, objectives, and the provided materials students will be able to
successfully complete the work.

Competency 6 – To use information and communications technology (ICT)

- The smart board will be used to project instructions for the battleship activity should students
require a reminder on how to proceed.

Competency 8 – To cooperate with others

- Students will be working in pairs in the battleship activity. They will be expected to cooperate and
respect one another while working together in a positive manner.

Competency 9 – To communicate appropriately

- Students should be using mathematical terminology related to the concept during class
discussion, asking/answering questions, and in their writing.
- Furthermore, when speaking and writing students should be using proper vocabulary and
grammar regardless if we are covering a math topic.
Time Lesson

1:30 pm – 1:50 pm Introduction:

Seeing as though the students were introduced to the concept in the previous
math class, I will take the time to recap the important information discussed.
This will be in form as a whole class discussion.

From there, students will be given the time to complete a stencil as practice
and to refresh their memories. After correcting the stencil, the extension
activity will be explained.

1:50 pm – 2:25 pm Development:

The students will be placed in pre-selected pairs. In their pairing, they will be
playing coordinate battle ship.

Each student will receive a folder with the player boards. They must take the
time to plot and note down to coordinates of each battle ship. Students will
then take turns trying to sink their teammate’s ships.

Their ships will be represented as dots.

Direct hit: On their own board the dot is circled. The opponent would just place
the coordinate on enemy player board in form of a dot.

Misses will be marked with “x” on both the enemy board and their own in order
to keep track of the coordinates guess (also so both students are practicing;
not just one)

2:25 pm – 2:30 pm
Conclusion:

The battleship game itself is also the conclusion to this section. The remaining
five minutes will be used to clean up the battleship activity and discuss the
section.

Assessment Criteria:

The student(s):
- Analyzes the situation appropriately
- Applies the process (topic) appropriately
- Is/are able to justify their actions and statements in terms of the
mathematical concept
- Is/are able to interpret/express themselves appropriately by using
mathematical language related to the topic
 (QEP, 2010, p. 146+149)

Assessment Tools:

The students will be assessed on their classroom participation in class

discussions as well as the battleship activity. The stencil completed at the
beginning of the class will also be used as a tool to assess whether or not
students have grasped the concept.

DIFFERENTIATION The only way for students to be able to build on their abilities to plot
& coordinates is by practicing. Therefore, all students should be plotting the
same amount of ships and using the same number of coordinates. Only
ADAPTATIONS:
through practice will they be able to work on becoming more comfortable with
the topic.

Should Decimal page 49-51 not be complete, students will be asked to

complete them once one of the students has one the battleship game.

PROFESSIONAL Competency 1 – To act as a professional inheritor, critic, and interpreter of

COMPETENCIES knowledge or culture when teaching students
- Through my lesson, I will be encouraging students to use the
ADDRESSED:
information covered in our previous class to deepen their understanding
of the topic. By having students participate in interactive and hands on
activities, I will be providing them with the tools to make their learning
meaningful.

Competency 2 – To communicate in the language of instruction, both orally

and in writing, using correct grammar, in various contexts related to teaching
- I will be using appropriate language and vocabulary when speaking to
the students. Any written products will be reviewed to ensure there are
no grammatical or spelling errors.

Competency 4 – To pilot teaching/learning situations that are appropriate to

the students concerned and the subject content with a view to developing the
competencies targeted in the programs of study
 - Throughout my lesson I plan on setting an encouraging tone to motivate
the students in their learning process. Through the activities, I will be
providing students with a chance to learn the content in an interactive
way.

Competency 5 – To evaluate student progress in learning the subject content

and mastering the related competencies
- Engagement in class discussion will be taken note of
- Their participation and ability to read/plot coordinates on in the stencil
will allow me to assess if the students have grasped the concept. The
battleship activity will allow them to deepen this understanding.

Competency 6 – To plan, organize, and supervise a class in such a way to

promote students’ learning and social development
- I will be circulating the classroom to ensure that all the students are on
task. In addition, I will be using the classroom management techniques
my CT has set in place with her students. To get their attention I say,
“eyes on me”. The students stop what they are doing, respond with
“eyes on you”, then wait for instruction.

Competency 8 – To integrate information and communicates technologies

(ICT) in the preparation and delivery of teaching/learning activities and for
instructional management and professional development purposes
- The smart board will be used to display instructions for the battleship
activity. An example of the symbols they need to use in order to
differentiate between their battleship coordinates, hits, and misses will
also be shown.

Competency 10 – To cooperate with members of the teaching team in carrying

out tasks involving the development and evaluation of the competencies
targeted on the programs of study, taking into account the students concerned
- When creating my lesson, I consulted with my CT for feedback. From
there, I would be able to adjust my lesson accordingly.

Competency 11 - To engage in professional development individually and with

others
- I incorporated the feedback provided by my CT throughout the planning
of my lesson.

Competency 12 – To demonstrate ethical and responsible professional

behavior in the performance of his or her duties
- I will be circulating the classroom in order to oversee if the students are
struggling while they work. I will ensure that all students are respectful
and following classroom expectations while they are completing the
stencil and working in pairs.