Detailed Lesson Plan By: Dilek Boduk 110147118

Maths: Cartesian Plane

Year level: 6/7 Duration: 60 minutes

General outcomes:

GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES

 Literacy  Ethical understanding  Aboriginal and Torres Strait Islander histories
and cultures
 Numeracy  Personal and social competence  Asia and Australia’s engagement with Asia
 ICT Competence  Intercultural understanding  Sustainability
 Critical and creative thinking

Content Year 6: Introduce the Cartesian coordinate system using all four quadrants (ACMMG143 - Scootle )
Description
(what are the big Year 7: Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point(ACMNA178 -
concepts and Scootle )
why is the
learning Objective: This is the third learning experience for the Cartesian plane unit. By now students should know that a
important?) coordinate system is used for location purposes and contains four quadrants including negative and positive integers.
In class, students should have experimented with coordinate pictures to practise identifying points on a Cartesian
plane. This next learning experiences focuses on a real world connection. The aim of the task is for students to use
their creative thinking to map out a route from their house to a nearby local shop, park, school or friends house.
Students will need to identify two points of their starting point and destination and also accurately label every ordered
pair included in their journey, using the correct format of (x , y)

Learning
Activities Introduction: 15 mins
Activity 1: Brain Refresher
Randomly choose students to share what are the key features of a Cartesian plane and with the responses draw
a Cartesian plane on the smart board. The responses should include horizontal and vertical lines, x and y axis,
origin (reference point), negative and positive numbers, etc.
Activity 2: Plickers
Introduce Plickers to the students. Explain to students what Plickers is and its purpose, mention that responses
will remain anonymous. Remind students that at the end of the formative assessment they will need to hold onto
their barcodes and glue them into their maths books for future reference. For the duration of this activity
remember to;
 Ask student volunteers to come up and justify their answer using the smartboard marker
 Make the learning purposeful and meaningful by discussing the responses for each question
 Provide wait time for students!
 Observe student contribution to discussion

Development: 30 mins
Activity 2: My very own street map
This task will involve students using grid paper to create a route using ordered pairs. Students will use their
creative thinking to map out a route from their house to a nearby local shop, park, school or friends house. They
will need to identify two points of their starting point (Point A) and destination (Point B) and also accurately label
every ordered pair included in their journey, using the correct format of (x , y)

 Remind students of the correct format of ordered pairs

 Remind students to include every feature of a Cartesian plane, e.g x and y axis, origin, etc.
 Encourage students to use symbols and drawings
 Modification: students who struggle may focus on two ordered pairs, in this case Point A and Point B and
create a linear route
 Extension: students use all four quadrants to map out a complex route
 Closure: 10 mins
Activity 3: Peer assessment

For this last task, students will swop work with the person sitting next to them and have them check their ordered
pairs to make sure they have been accurately labelled. Alternatively, students can call out their ordered pairs to
their partner and see if they can map out the same route on a new grid paper without looking at their pairs
illustration
Homework:

Nil

Assessment
Formative Assessment:
 Observations during whole class discussions
 Responses via Plickers
 Collection of student work samples – map activity

Resources
 Plickers barcodes

 30x Grid Paper