1

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

MIAA360: Lesson Study
Grade 5


Team Members: Heather Voyer, Pam Parkerson, Shelley Lake, Caroline Butler

Teaching Dates: Friday, May 2, 2014

Concept for this lesson: Name points using coordinate pairs, and use the coordinate pairs to plot points. Grade Span: Fifth Grade
Current Unit: First lesson

Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Engage

Time:
10-15 minutes


Materials:
personal whiteboards
Use backside of
coordinate plane
template rather than
whiteboard for Engage
step.






Introduction of Teaching Team and the plan for the
lesson.

Find the Missing Number on a Number Line:
Teacher creates 5 number lines to be displayed or
projected

What is the value of A? (project a number
line partitioned into 10 intervals. Label 0-
50 as the endpoints.)

How did you find that answer?

What is the value of B?
Turn and talk

Continue the process for the other 3
number line


Students will respond on
whiteboards used backside of
coordinate plane template: 10
I counted each hash mark by 5s
and ended at 50

Students respond with 45
Justify answers to their partners,
since the number line is
increments of 5 50-5 is 45 or
9x5=45




5.G.1
Use a pair of
perpendicular number
lines, called aces, 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
2

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd



Evaluate







Consider Decision
Points Assessments

Have students use hand signals to agree/disagree
or share answers regarding location of points on
the number line.
To help save time and keep students engaged,
teacher only used two or three number lines,
instead of all five before moving into the Explore
stage.

Teacher will walk around and listen to
conversations and adjust for misconceptions



direction of the
second axis, with the
convention that the
names of the two axes
and the coordinates
correspond.

MP.6 Attend to
precision.
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Explore:

Time:
35 minutes

Materials:
Ruler, coordinate
plane template,

Application Problem
handout as the Exit
Ticket





Problem 1: Construct a coordinate plane.
Distribute a copy of the coordinate plane
template to each student. Then instruct
students to use their ruler to an x-axis so
that it goes through points A and B, and
label it x-axis.
Use ruler to draw the y-axis so that it goes
through points C and D, then label your
axis.
Label 0 at the origin.
On the x-axis, were going to label the
whole numbers only. The length of one
square on the grid represents 1 fourth.
How many whole numbers can we label?
Turn and talk.


Draw and label the x-axis.





Draw and label the y-axis.

Label the origin.
Expected responses: I counted
20 grid lengths, or 20 fourths,
which is 5. We can label the
whole numbers 0 through 5.
Each grid length is , so every
4 grid lengths is a whole
number. Point A is at 4 fourths,
or 1, and there is room for 4
CCCSS
5.G.1
Use a pair of
perpendicular number
lines, called aces, 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
3

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd





































Count by fourths with me as we label the
whole number grid lines. One fourth
(move along the x-axis as you count, and
label every whole number).
What is the x-coordinate of point A? What
is the location of point A?
Point B?
Label the y-axis in the same way.

What is the y-coordinate of C? D?

Teacher should have preplanned questions on
clipboard as she is walking around the classroom
to easily hand out to students that need an
extension.
- How do you know youre correct?
- How do you make sure you did it correctly?
- How would you defend your position about that
coordinate point?
- Can you find another pathway to get through the
islands using coordinate points?
- What do you know about fourths?

Problem 2: Use coordinate pairs to name and plot
points.
Put your finger on E. How do we find the
x-coordinate of E? Turn and talk.





more groups of 4 fourths.
Label whole numbers on the x-
axis.


Point A = 1
Point B = 4 and 3 fourths
Label the whole numbers on
the y-axis.
Point C = 2, Point D = 4 and 1
fourth.

Expected response: I can just
follow the grid line down from E
to the x-axis, and it falls at a
distance of 2 from the origin.
So, the x-coordinate is 2. E is
exactly above 2 on the x-axis, so
its x-coordinate is 2. Start at
the origin, and move on the x-
axis to the x-coordinate of E.

E = 2
Show (2, _____)
Show (2, 1)

F = (4, 2 and )





G = (1 , 3 ), B = (4 , 0),
C = (0, 2)
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.
MP.6 Attend to
precision.

4

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd







Evaluate
Consider Decision
Points Assessments





What is the x-coordinate of E?
Show me that x-coordinate as part of a
coordinate pair. So find the y-coordinate
of E.
Write that coordinate pair above point E
on your plane. Work with a partner to
name the coordinate pair for F.



Teacher will ask students to find
coordinate pairs for points G, B, and C
while circulating room checking for
understanding.

Exit Ticket - pass out with 10 minutes to
go in period. Next time have the extension
question about having to explain how
students determined the location of a
coordinate point written on the Exit
Ticket.


Students will find the coordinate
pairs for navigating a ships
path through islands.


Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century

Explain:

Time:
10 minutes


Introduce vocabulary word: origin, x-axis,
y-axis, x-coordinate, y-coordinate.




5

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

Materials:
























Evaluate
Consider Decision
Points Assessments
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Extend:


6

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

Time:
___ minutes

Materials:



















Evaluate
Consider Decisions
Point Assessments
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Evaluate:

Time:
___ minutes

7

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd


Materials:















Evaluate
Consider Decisions
Point Assessments