Lesson Plan Template for Student Teaching and the CalTPA

Grade Level 5th Subject Math Lesson Title: 3-D Printing

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 plotting ordered pairs.
Objective(s): The student will be able to graph ordered pairs in the first quadrant of a coordinate plane.
Materials, Resources, Viewsonic
or Tools: 3D Printer
Pencils
Practice Set Worksheet
Problem Set Worksheet
Technology Teacher: Viewsonic,
Integration: Student: 3D Printer

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 will most likely finish early, in which case I will have him work to identify
what kind of shape it is and label categorize it.
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 coordinate planes relate to 3-D printing?
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 do the first problem as a class, walking through each step. We will do the second one with volunteer students
guiding the class through the steps. The students will do the last problem on their own or with a partner next to them and then we
will go over it a s a whole class.
Informal Assessment Practice Set Worksheet

Student Grouping Whole Class, Pairs, Independent

Time Estimate 15 minutes

Closure
Instructional Strategies Problem Set: Students will work on the problem set independently. When they finish working through the problems, the shape they
graphed will be printed using the 3-D printer. We will wrap-up with a discussion for how coordinate plates relate to 3-D printing.
Formal Assessment Problem Set Worksheet

Student Grouping Independent

Time Estimate 20 minutes