1. Middle Level LessonPlan for Math class – Secondary Education, Mathematics
Teacher(s):
M’Call Schaefer
Subject/Grade Level:
Math 7th
Grade Intervention
Topic/Unit of Study:
Quadrants/Reflection
Objectives:(What will students know and be able to do at the end of this lesson?) Students will be able
to place points in all 4 quadrants of a graph. Students will be able to identify and graph
different shapes representing reflections along the x and y-axis.
TEKS (Content):
7.7 locate and name points on a coordinate planeusing ordered pairsof
integers
7.7B graph reflections across the horizontal or vertical axis and graph
translations on a coordinate plane
TAC (Technology Content):
126.15 4C collect and analyze data to identify solutions and makeinformed
decisions
Academic Vocabulary:(What terms
are fundamental for
understanding this lesson? How
will you introduce them?)
Quadrant - review activities
on the smart board
X and y axis – review
activities on the smart board
Reflection – provide
examples of step by step
modeling on the smart board
and have the students ineract
Assessment/Rubrics:(Must relate to lesson objective. What will students do to demonstrate what they
have learned? How will you know students have achieved the stated objective?) Students will prove
their understanding by working with their group to place the reflected shapes in the
appropriate spot on the graph posters. The students will have to explain to me why they
placed the new shape in each quadrant.
Opening: (state objectives, connect to previous learning, and make relevant to real life). ). I will have a
slide on the smartboard that shows the objectives before I begin. I will review the 4
quadrants of a graph by using the “C” on the smart board along with how to graph a point. I
will have the students walk up to the board and drag the points into the appropriate
quadrant. I will then lead into the reflection part of the lesson by using the Frayer model.
InstructionalInput
TeacherModeling/Input
(Whatwillyousay/dotoshowstudentswhatis
expected?)
Teacher will: I will reviewquadrantsof a
graph on the smart board while asking the
students reviewquestions such as “Which
quadrant does(8,3) belong to?”I will
have the studentscomeup to the smart
board and drag different points into the
correct quadrant.I will base my pace
throughout the lesson according to the
student’s responses.I will showthe Frayer
model on the smart board to introduceand
describe reflectionson a graph.I will ask
the studentsto tell me which ones are
examplesof a reflection and which ones
are not.I will then demonstratehow
shapes can be reflectedalong both the x
and y-axis by providingstep-by-step
instructions while modeling 2 examples.
This will show the newly reflected shapes.
Student will: The studentswill provide responses to my
reviewquestionsaboutquadrants.They will provide
answers such as “Quadrant1.Quadrant 4.”Then they
will come forward to the smart board and drag
coordinatepoints to the appropriate quadrant.During
the Frayer model,the students will tell me,which of
the following are examples of a reflection and which
ones are not.
Co-Teaching Strategy/Differentiation (Identify which co-teaching model, if any, will be used.
How will you differentiate the instruction for students who have special needs? How will you
help these students meet or exceed the standards?) I will keep the students highly
involved by calling on different people to come up to the board and drag
different coordinate points into the appropriate quadrant. If I see the students
struggling I will better explain the concept. I will ask Mr. Villarreal if there is

2. anything else he would like to add. This is something that students with special
education disabilities could participate in because it allows discussion among the
students.
Check for Understanding/FormativeAssessment: I will question the studentsabout quadrants,
points,and reflections along each axis.Such as,“Which quadrant is the point (-6,2) located? Which
quadrant is the point (4,1) located?”I am hoping the studentswill say answers such as “Quadrant2.
Quadrant 1.”I will have the students come forwardand drag different coordinatepoints into the
appropriate quadrant.
GuidedPractice
(Whatwewilldotogetherastheylearnhowtosuccessatthenew
task/understanding?)
Teacher will: I will provide 2 slides with
different shapeson them and showstep by
step instructions of howto reflect a shape
along the different axis.In doing so,I will
explain howto name the newshape.My
exampleswill be a square in quadrant 1,
reflected on the y-axis,and a triangle
located in quadrant 2 reflectedon the x-
axis.I will then pull up 2 new slides with
different shapeson them and askthemto
walk me through a reflection.I will have a
triangle located in quadrant 4 and ask the
students to reflect overthe x-axis.I will
have the studentsexplain where the new
points are supposed to be placed.I will
then pull up a new shape;a rectangle
located in quadrant 2,and I will ask them
to reflect it on the x and the y-axis.I will
ask them to walk me through the steps.I
will call on different students to go up to
the smart board and place thenewpoints
in the right spot.
Student will: The studentswill tell me where to place
the reflected formof each shapeon the graph by
saying the quadrant.They will then come up to the
smart boardand highlight the axis,and drawthe new
points of each reflectedshapeand give each point the
appropriate name such as A`,B` and C`.
Co-Teaching Strategy/Differentiation: I have will the students explain vocally their reasoning for
placing each point.For students that aremoreof an auditory learner,hopefully this will help.This
provides an explanation in the student’svocabulary.
Check for Understanding/FormativeAssessment (What will I ask to see if students understand
so far? What do I expect to see/hear?) I will ask where I should place each shape if I
am reflected along the x or y-axis. I will have the students come up to the smart
board and draw the new points. If they seem stumped or confused, I will
practice more examples. I will use nonverbal feedback as another source of
checking for understanding.
IndependentPractice
(Whatwillstudentsdoontheirown
tointernalizetheknowledge?)
Teacher will: Since this is an intervention
class I will allow the studentsto work in
groups instead of independently.I will
divide the students into groupsof 4 and
pass out shapes and poster board to each
group.I will then ask the students to
place certain shapesaccording to the
coordinates such as,“this triangleis
located on A(1,-3) B(6,-3) C(1,-8).”I will
then ask them to make a reflection along
a certain axis.Such as,“reflect this on the
x-axis.”
Student will: The studentswill listen to instruction and
work with their group to make the reflection of a shape
using the graphs and cut out shapes.They will reflect a
square,a rectangle and a triangle.Students will then
raise their hand and have Mr.Villarreal and myself
check for achievement.
Co-Teaching Strategy/Differentiation:I will put the students in groups of 4 so they will be engaged
and can learn from each otherin order to masterthe lesson.I made the visuals extra largeso they
can be seen more easily allowing the whole group to participate.

3. Closing: (What will students be able to say/do to show they have learned? Describe how you will engage
students in restating or reviewing the purpose and the learning of the lesson.) Students will be able
to explain why they placed the reflection in the quadrant. They will show that they know
how to properly name the new shapes by placing them on the right points. Students will
then be able to answer 3 review questions on their handhelds.
Materials and Resources:(What do you need to teach this lesson? Where will you acquire these resources?)
I used the smart board as my main teaching material. I did the Frayer model, examples,
modeling and students participation all with the smart board. I then used large poster board
and construction paper to have the students model different reflections as a group. I then
used the handhelds to check for understanding.
Technology:I will use the smart board to help the students visualizethe lesson and keep theminvolved. I will
create my entirelesson on the smart board programincorporating a reviewactivity,a FrayerModel explaining
reflections,an examplefor me to model step-by-step and two other examples for the students to come up and
work. I will have the students drag or drawdifferent thingsthroughout the lesson to help themunderstand. I will
use the hand held calculatorsat the end of the lesson as a reviewsource.The handhelds arewirelessand Mr.
Villarreal came up with three reviewquestions to send them at theend of the lesson.We will have the students
answer the three questions and then go over thequestionsbeforethe bell rings.This will check for understanding
and clarify anything thatmight have been misunderstood throughout the lesson.
Citation of Source:(Where did you get the idea for this lesson? Give credit to teachers, print resources, or
internet sites that inspired/informed your plan.)
My teacher told methatI needed to do a lesson over quadrants and reflections.I decided to use Renee Peter’s
example of the Frayer model fromDr.Halseys classand adjusted it to fit my lesson. I came up with the idea to use
large poster board and shapes for studentsto showreflections.Mr.Villarreal provided the 3 reviewquestions to
use on the handhelds.
Reflective Comments: (After teaching the lesson, return to this part of the lesson plan and add your own
reflections. Remember to cite specific TAP indicators in your reflection.)
 What went well?
 What did not go well?
 What do you need to change before teaching this lesson again?
Classroom Management:Mr.Villarreal went over champswith the students before we began.The students then knewwhat was expe
discussion 1 or 2, raise hand and ask permission to speak,remain in seat unless otherwise instructed,look,listen and learn,listen and
Check for Understanding/FormativeAssessment:Students will place the shapes in the correct
quadrant on the correctpoints.They will then place the newshape in the correct quadrant,after
reflecting and makesurethe A`,B`,C`, etc.are located on the right points.