6.NS.C.6 Lesson Plane Furniture

Lesson Title: Plane Furniture
Date: _____________ Teacher(s): ____________________
Course: Common Core 6
Start/end times: _________________________
Lesson Standards/Objective(s): What mathematical skill(s) and understanding(s) will be developed? Which
Mathematical Practices do you expect students to engage in during the lesson?
6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate
axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
MP3: Construct viable arguments and critique the reasoning of others.
MP5: Use appropriate tools strategically.
MP6: Attend to precision.
Lesson Launch Notes: Exactly how will you use the
first five minutes of the lesson?
Distribute coordinate vocabulary cards to each group.
Instruct students to organize the vocabulary cards in
such a way that it models what they know about the
words. (ordered pair, y-coordinate, x-coordinate,
coordinate plane, positive, negative, rational number,
number line, axes, decimal, fraction, quadrant, up,
down, left, right)
Lesson Closure Notes: Exactly what summary activity,
questions, and discussion will close the lesson and
connect big ideas? List the questions. Provide a
foreshadowing of tomorrow.
Exit Ticket: Write a short summary of the skills you used
in today’s class. Focus on using correct vocabulary and
explaining how you plot and name points. (Look for
evidence of MP6.)
Have students do a gallery walk to see how other
groups organized their cards and allow groups to share
their reasoning.
Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations,
problems, questions, or tasks will students be working on during the lesson? Be sure to indicate strategic
connections to appropriate mathematical practices.
1. Review how to plot and name points from the previous days’ lesson.
2. Distribute two blank coordinate planes to each student. Ask them to draw an x-axis and y-axis and number their
grid in increments of 0.25.
3. Have students create their ‘dream room’ with furniture of their choice in their coordinate plane. Explain the
following criteria to students:
 The corners of the furniture must line up with a coordinate pair on the plane (nothing between 0.25 and
 The furniture can be any type of polygon.
 Use a ruler to be sure edges are straight. (Look for evidence of MP5.)
 Design your room with 5-10 pieces of furniture and label each accordingly (couch, tv, etc).
 Record the coordinates of each piece of furniture on the provided resource sheet.
4. After students have completed their room, have them switch papers with someone in the class. The partner will
use the recording sheet to make a duplicate copy of the room being described on the chart. After both students
have completed the rooms, have them compare to check for errors in the plotting of the points or the naming of
the points. (Look for evidence of MP3.)
5. As a follow-up discussion, ask:
 How can you tell which direction to travel on the axis?
 Explain how you name points on a coordinate plane.
Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I
measure student success? That is, deliberate consideration of what performances will convince you (and any outside
observer) that your students have developed a deepened and conceptual understanding.
HCPSS Secondary Mathematics Office (v2.1); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Lesson Title: Plane Furniture
Date: _____________ Teacher(s): ____________________
Course: Common Core 6
Start/end times: _________________________
Students should be able to plot and name points on a coordinate plane and analyze work for mistakes.
Notes and Nuances: Vocabulary, connections, anticipated misconceptions (and how they will be addressed), etc.
Vocabulary: Coordinate Plane, x-axis, y-axis, quadrant, ordered pair
Misconceptions: Students may reverse the x and y coordinate in the pair. They may also incorrectly use positive and
negative when naming and plotting.
Resources: What materials or resources are essential Homework: Exactly what follow-up homework tasks,
for students to successfully complete the lesson tasks or problems, and/or exercises will be assigned upon the
completion of the lesson?
Plane Furniture resource
Blank coordinate grids
1. What is the result of the signs of a coordinate pair
if, starting from the origin, you:
a. Move up and to the left
b. Move down and to the right
c. Move up and to the right
d. Move down and to the left
2. What is the relationship between two opposite
numbers (i.e. -2 and +2) when they are combined
together? Please explain your answer.
3. Name the steps that are important when naming
and labeling ordered pairs of coordinates on a
coordinate plane.
4. What are some examples of uses of positive and
negative numbers in our own life?
Lesson Reflections: How do you know that you were effective? What questions, connected to the lesson
standards/objectives and evidence of success, will you use to reflect on the effectiveness of this lesson?
Were students able to plot and name points on a coordinate plane?
Were students able to analyze work for any mistakes?
What will I do tomorrow based on students’ current understanding?
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has licensed this
product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
HCPSS Secondary Mathematics Office (v2.1); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.