Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Maddie Stang

Date Subject/ Topic/ Theme math chapter 9 line graphs Grade ____5__________

I. Objectives
How does this lesson connect to the unit plan?
It expands on the lesson from before where we learned about graphing data this takes graphing the data and takes it to the next level. it gives the students a little bit
deeper understanding of graphing.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Analyze/ compare data in a line graph An
● Create a line graph with data Ap,R
● Explain to a partner why you use line graphs to help analyze data in the real world
● Explain to a partner how this can be helpful in science related to comparing different graphs U X
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quarter of the coordinate plane and interpret coordinate values of points in the
context of the situation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Understand how to plot points on a graph. This will help the lesson because they will know how to
graph so now they can start to see patterns that form when graphing point by drawing lines to connect
the points.
Pre-assessment (for learning):
Ask them the definitions to the words for this lesson
Formative (for learning):
Homework problems.
Formative (as learning):
Talk with partners then go over the problem as a class.
Summative (of learning):
Talking to a partner about how to use this in the real world.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies
They are able to choose if they
want to work in groups or alone on
the homework
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
ask me questions in front of the
class while I am teaching at any
time or they can come up and
ask me independently after the
lesson is finished.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats They are able to write on their they can choose where they
I will be walking around the white boards or in their notes want to do their homework at a
class able to help if they have whatever helps them learn table standing up on the ground
questions, they can come to me better. or in a chair, in a comfy chair,
at any point or ask a classmate or in a spiny chair.
if they don’t want to aske me.
white board, definition sheet, graph paper and color pens, doc cam and laptops.

They will be sitting in their table groups that face the whiteboard.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation Remind them about ordered pairs and how to graph Explain the definitions they know or think they
(opening/ ordered pairs. Ask if they know the definition know.
5 introduction/ words
mins engagement) talk about and explain the definition words.

Do example 1 on pg 551 and example 2 questions 1 Answer questions asked throughout the lesson.
and 2 on pg 552 as a whole group on the
whiteboard.
20 Talk with table to solve the problems.
mins Development Have them do questions 1-4 on pg 553 with their
(the largest table group then meet back up as a whole group to
component or go over the answers. have them come up and write
main body of their answers on the board.
the lesson)
Do pg 554 10 and 11 as a class

If they need more practice as a class do pg 553 5-9

Closure
(conclusion, Look at bar graph and line graph comparison from Talking with table then doing independent work.
culmination, science. Ask if they have ever made bar graphs in
wrap-up) science and how that can be related to the math that
10 we learned in class today.
min

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 Talk with a partner about how this relates to
graphing and how it can be helpful in the real
world?

Do the homework problems pg 55 1-5

mid chapter check in 3,6,10,14
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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 line graph definitions

line graph: is a graph that uses line segments to show how data changes.

scale: the series of numbers placed at fixed distances that label the graph.

intervals: the difference between the values on the scale.

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