Halifax County Schools Lesson Plan Format
Secondary
Teacher Name
Lesson Title
Curriculum Area
Grade Level
School-based Initiatives
Curriculum Standard(s)
from Common Core & Essential Standards
Date(s):
Sept 2 – Sept 5, Sept. 8-12
Coordinate Grid/ Coordinate Plane, Distance on Coordinate Plane, Vertical/Horizontal Number Lines
Mathematics
6th
AVID___________ WICR___________ Schoolnet___________ ClassScape___________
6.NS.6 In 6th grade, students extend the number line to represent all rational numbers and recognize that
number lines may be either horizontal or vertical (i.e. thermometer) which facilitates the movement from
number lines to coordinate grids. Students recognize that a number and its opposite are equidistance from
zero (reflections about the zero). The opposite sign (–) shifts the number to the opposite side of 0. For
example, – 4 could be read as “the opposite of 4” which would be negative 4. In the example,
– (–6.4) would be read as “the opposite of the opposite of 6.4” which would be 6.4. Zero is its own
opposite.
a.
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line;
recognize that the opposite of the opposite of a number is the number itself, e.g., – (–3) = 3, and that 0
is its own opposite
Example 1:
What is the opposite of 2
1
? Explain your answer?
2
Solution:
1
because it is the same distance from 0 on the opposite side
2
 the point where the x-axis and y-axis intersect as the origin. Students identify the four
Students recognize
-2
quadrants and are able to identify the quadrant for an ordered pair based on the signs of the coordinates.
For example, students recognize that in Quadrant II, the signs of all ordered pairs would be (–, +).

b.
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate
plane; recognize that when two ordered pairs differ only by signs, the locations of the points are
related by reflections across one or both axes.
c.
Find and position integers and other rational numbers on a horizontal or vertical number line diagram;
find and position pairs of integers and other rational numbers on a coordinate plane
Students place the following numbers would be on a number line: –4.5, 2, 3.2, –3
3
11
, 0.2, –2,
. Based on
5
2
number line placement, numbers can be placed in order.
Technology Objective(s):
from Common Core & Essential Standards
6.TT.1
Use technology and other resources for the purpose of accessing, organizing, and sharing
information.


6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, ebooks, online communication tools, etc.).
6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor,
database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools,
etc.).
6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio
and visual recording, online collaboration tools, etc.).
Essential Question(s):
What question should students be able to
answer at the end of the lesson?
Learning Target(s): The What-What
students should know and be able to do.
What is the relationship between integers and the coordinate plane?
I CAN compare integers on the number line.
I CAN identify integers on a horizontal and a vertical number line.
Students should to be able to articulate the
learning target for and for others.
I CAN combine a vertical and horizontal number line to form a coordinate plane.
I CAN recognize opposites on the number line.
I CAN graph rational numbers on the number line.
Higher Order Thinking (Revised Bloom’s &
DOK) Connection/Extension
Lesson Summary: Describe the strategies
and the activities you will use to teach new
information to students.
Create, Evaluate, Analyze, Apply, Understand
Academic/Content Vocabulary
Multiple Intelligence Alignment

Verbal/Linguistic

Musical/Rhythmic

Visual/Spatial

Bodily/Kinesthetic

Intrapersonal

Interpersonal

Naturalist

Existential
Circle multiple intelligence incorporated in
lesson plan
Bell Ringers: Thinking Skills, Race to Top, Constructed Response Notebook, 2 EOG Release Questions
Teacher Input: Demonstration of Horizontal & Vertical Number Line, Coordinate Plane: Parts of Coordinate
Plane; Plot points
Activities:
Hot Quadrants
Group students in fours. Create several coordinate planes on a shower curtain. Give one to each group.
Teacher will call out an ordered pair and students must stand in the appropriate quadrant (30 seconds to
move). If students stand in the wrong quadrant, they are out. The game continues until there is a winner
from each group (or one winner from the whole group).
Bingo Quadrants
Give students coordinates with points identified. Teacher calls out coordinates. The first person to create
the appropriate shape (rectangle, triangle, square) yells BINGO. Call back coordinates.
Ballroom Integers
Group students in pairs. Teacher will call out ordered pairs. Couples must dance accordingly. For example:
Teacher calls out (3, -2). Students must follow the direction of the leading dancer. Couples will move 3 steps
right and two steps back while the ballroom music plays.
Coordinate Plane and number lines: https://www.teachervision.com/geometry/printable/6194.html
Battle Ship Game: Students play to hit other students coordinates on grid paper.
Independent Plotting: Students will plot points on coordinate plane using its opposites and reflections
Number line Practice: Students will plot points on the number line in order.
Algebra & Integers: https://www.teachervision.com/graphs-and-charts/printable/57419.html: modify by
pairing students to have the discussion.
Smartboard Lesson: Coordinate Plane (see attachment)
Additional practice: Number System Presentation (Smartboard lesson – see attachment)
Content
Academic
Rational
Understand
Coordinate Plane
Extend
X-Axis
Represent
Y-Axis
Recognize
Origin
Indicate
X-Coordinate
Find
Y-Coordinate
Position
Ordered Pair
Diagram
Points
Quadrants
Reflection
Verbal/Linguistic: Discussion of math knowledge among students and teacher
Musical: Integer Dance (Interpretation of location of integer and direction (movement) of coordinate
Visual: Smartboard lesson, Constructed Response Notebook
Bodily/Kinesthetic: Hands-on Activities—battleship, bingo, hot quadrants, etc.
Intrapersonal: Independent practice
Differentiation: How will you differentiate
instruction to meet the needs of all
students?
The use of Cornell note-taking, flexible grouping which permits peer tutoring
Accommodations which may include providing grid paper, re-playing & re-teaching concept games
Closure: What type of formative
assessment will be used to determine level
of mastery by all students?
Lesson Reflection: What went well?
What would you do differently?
Resources and Materials
What resources and materials are needed
to teach this lesson?
Schoolnet assessment, quick write summary, exit question
Useful Internet resources
www.Kuta.com
www.Khanacademy.com
www.mathbits.com ( Calculator Website)
http://www.purplemath.com
www.brainpops.com
http://teachers.henrico.k12.va.us/math/hcpsalgebra1/modules.html
http://calculationnation.com/
Re-teaching and Enrichment Activities
How would you extend students’
understanding of the lesson concepts
through another activity or lesson?
Modifications
Are there any students for whom you need
to make modifications?
Adapted from North Carolina Teacher Academy