LESSON PLAN EXAMPLE : COORDINATE GEOMETRY, GRADE 9 (According to

TANZANİA Curriculum)
Date: 10.04.2019

Teacher(s) Name : MELEK DAGCI

Lesson Plan Type : Direct Instruction Lesson Plan

Grade : Grade 9 ( According to Tanzania FORM 1 LEVEL)

Lesson : Plotting and labeling various points on the coordinate plane

Content Area : Mathematics - Coordinate Geometry.

Time Allocation: 40 minutes x 2 periods / 80 minutes for 1 double period.

State Objectives:

 Use a pair of perpendicular number lines, called axes, 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 direction of the second
axis, with the convention that the names of the two axes and the coordinates correspond
(e.g., x-axis and x-coordinate, y-axis and y-coordinate).
 Understand sign of numbers in ordered pairs as indicating locations in quadrants of the
coordinate plane.
Lesson Objectives:

 The students should be able to define a coordinate system and plot coordinate pairs
understanding that the first coordinate is how far from the origin on the x-axis and the second
coordinate is how far to travel on the second axis. (y-axis)
 Students will be able to identify the X and Y coordinates of a point that is plotted.
 Students will be able to identify the quadrants of the given points.
 Students will be able to connect the point with straight lines and name the figure. And they
will be able to find the coordinates of missing point in the given shapes.

Prerequisite Knowledge:

 Students may be familiar with the x-axis, but probably not the y-axis. (the might be familiar
with this because they have seen bar graphs) They are familiar with intersecting lines(through
learning geometry) and have some exposure to what a coordinate system looks like.
 Students will remember the basic concepts of area and perimeter of the geometrical shapes
( square, rectangle, triangle or parallelogram).
  Students will use previous knowledge on pythagorean theorem to find the sides of the given
shape.
Teacher Materials: Computer, Projector, White Board, Markers, Handouts for Group Activity
 Ordered Pairs worksheet
 Shapes on a Coordinate Plane worksheet
 Graph paper (2 sheets per student)
 Write the Coordinates worksheet
 Games about plotting on coordinate plane.
Student Materials: Geometrical set, Writing Utensils, Graph paper

Introduction:

• Set Induction/Anticipatory Set:

1) Before students came to class to post different posters on the wall to help them where we
are using coordinates.
2) Ask students to give you directions to get to the shelf or another location using the
words right, left, up, and down. For example: Walk 2 steps up and 4 steps left. ( Draw on the
flour a big square that includes small squares)
Teacher should ask student :
Which point is the starting point ? How can we show when we are at starting point?
 We did not move anywhere so it is ZERO = 0
How can we show when we are 2 step right or left ? And how we can plot this position on number
line?

 We can use +2 for two step right or -2 for two step left.
How can we show when we are 2 step up or down? And how we can plot this position on number
line?

 We can use +2 for two step up or -2 for two step down.

Are number lines same that we use to show right or left and up or down?

 Yes. They are same because we use the same numbers that lies on number line.
 Yes. They are same but there is only one point we should be careful. To show right or left we
used horizontal number line and for to show up and down we used vertical number line.
How can we combine if I went 3 step right and 2 step up?

 Both horizontal and vertical line have the starting point zero and we can combine this two line
at starting point. Then we can go from zero 3 step right and 2 step up. we will be at the place
that we want to go.
Is it same place if I go first 2 step up and 3 step right?

 when we show on the square shapes they will see exactly the same place with if I went 3 step
right and 2 step up.
3) Open the video that is showing how we use coordinate on mapping from the link :
https://www.youtube.com/watch?v=1O12C9EcdFo

Specific Content to be taught

The teacher connects the given mapping in the class with the coordinate plane.

 Students will see clearly we can't graph a function or plot ordered pairs without a coordinate
plane.
 Use a pair of perpendicular number lines , called axes, 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 pint in the plane located by using an ordered pair of numbers, called its coordinates. To
make clear students understand that the first number indicates how far to travel from the
origin in the horizontal axis that is called x-axis and the second number indicates how far to
travel from the origin in the vertical axis that is called y-axis.
 Students are now starting to study four quadrants that are on coordinate plane . Students will
plot different points and on this time they recognize the sign of x and y according to
quadrants. And without plotting they will say the place of point on the coordinate plane like it
is on the which quadrants or which axis.
 Students will connect the given point with straight lines and they will name the figures
according to questions. And they will find the missing point or the area of the shape that
figure out from connection of the points.

Instructional Activities and Procedures:

Teacher shows 3 videos during the instruction time.

 First one is https://www.youtube.com/watch?v=7JMXi_FxA2o that is Plotting Points on the

Coordinate Plane.
 Second one is https://www.youtube.com/watch?v=iTsJsPgcE4E that is Identify the Quadrant
of a point on the Coordinate Plane
 Third one is https://www.khanacademy.org/math/basic-geo/basic-geo-coord-
plane/quadrilaterals-on-plane/v/area-of-parallelogram-on-coordinate-plane that is Area of
a Parallelogram on the coordinate plane.
A) Guided Problem Solving:

After students understand the concept we can give them key concept of to say directly which point
on the which quadrant according to looking the sign of x and y coordinates. And students will take a
note.

Use the questions below to help build students’ understanding by guiding them through and
questioning them.

B) Lecture - Recitation

Use the questions below to help build students’ understanding by guiding them through and
questioning them.

1. Plotting the Points on a Coordinate Plane

Plot the following points on a coordinate plane.

1)Students will use the given graph paper and after 3 minutes teacher will show answers from smart
board with using desmos computer program.

a) 𝑨(0,0) − 𝑶𝒓𝒊𝒈𝒊𝒏

b) 𝑩(0,2) − 𝒐𝒏 𝒚 − 𝒂𝒙𝒊𝒔

c) 𝑪(−3,0) − 𝒐𝒏 𝒙 − 𝒂𝒙𝒊𝒔
3
d) 𝑫 (4 , 2) − 𝒐𝒏 𝟏. 𝒒𝒖𝒂𝒅𝒓𝒂𝒏𝒕

e) 𝑬(−4.3,3) − 𝒐𝒏 𝟐. 𝒒𝒖𝒂𝒅𝒓𝒂𝒏𝒕

f) 𝑭(−4, −3) − 𝒐𝒏 𝟑. 𝒒𝒖𝒂𝒅𝒓𝒂𝒏𝒕

g) 𝑮(+7, −1) − 𝒐𝒏 𝟒. 𝒒𝒖𝒂𝒅𝒓𝒂𝒏𝒕

3)Students will individually label the points in the given handout copy.

2) Finding the quadrant of the each given points without showing on the coordinate plane. Or
finding the possible coordinates of points according to the given questions.

 Finding the quadrant of the each of the following given points

a) (−1, −4) − 𝑜𝑛 3. 𝑞𝑢𝑎𝑑𝑟𝑎𝑛𝑡 b) (+3, −1.8) − 𝑜𝑛 4. 𝑞𝑢𝑎𝑑𝑟𝑎𝑛𝑡
c) (−1, +1.4) − 𝑜𝑛 2. 𝑞𝑢𝑎𝑑𝑟𝑎𝑛𝑡 d) (5,3/2) − 𝑜𝑛 3. 𝑞𝑢𝑎𝑑𝑟𝑎𝑛𝑡

e) (0, −4) − 𝑜𝑛 𝑦 − 𝑎𝑥𝑖𝑠 f) (−2.5,0) − 𝑜𝑛 𝑥 − 𝑎𝑥𝑖𝑠

  ABCD is a square. If 𝐴(3,0) , 𝐵(0,3) 𝑎𝑛𝑑 𝐶(0, −3) are the coordinates of its three vertices,
find
a) the coordinates of vertex D b) Find the area of triangle ABC
Students will use the given graph paper and after 3 minutes teacher will ask students for
possible answer and then students will discuss on answers why correct why wrong. After this
conversation teacher will show the correct answer.

a) the coordinates of vertex D b) Find the area of triangle ABC

1 1
D(-3,0) 𝐴 = 2 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡 = 2 × 6 × 3 = 9𝑢𝑛𝑖𝑡 2
C) Discussion

Form homogenized discussion groups. Use the questions below to help build students’
understanding. Let them discuss these questions in their groups and get the answer from each
group.

1) The point (𝒙, 𝒚 − 𝟑) 𝒊𝒔 𝒐𝒏 𝒕𝒉𝒆 𝒘𝒉𝒊𝒄𝒉 𝒒𝒖𝒂𝒅𝒓𝒂𝒏𝒕 𝒘𝒉𝒆𝒏 𝒙 ∈ 𝒁+ 𝒂𝒏𝒅 𝒚 ∈ 𝒁− ?

It is always 4. quadrant. Because at the 4. quadrant x is always positive and y is always negative.

2) The point (𝒙, 𝒚 + 𝟐) 𝒊𝒔 𝒐𝒏 𝒕𝒉𝒆 𝒘𝒉𝒊𝒄𝒉 𝒒𝒖𝒂𝒅𝒓𝒂𝒏𝒕 𝒘𝒉𝒆𝒏 𝒙 ∈ 𝒁+ 𝒂𝒏𝒅 𝒚 ∈ 𝒁− ?

x is always positive so the point can be on the 1., 4. quadrant or x-axis. And y is always negative.

if y= -1 the point will be (𝑥, +1) so point will be at the 1. quadrant.

if y= -2 the point will be (𝑥, 0) so point will be at the x-axis.

if y is less than -2 like -2.1 the point will be (𝑥, −) so point will be at the 4. quadrant.

3) When do you connect the two points with a straight line, what you can say about this line and
points?

The points are on this line.

These points are also in the solutions set of the equation of the line. This means when you
substitute the points at the equation it will satisfy. ( we will go deeply in the coming period)
D) Cooperative Learning

Students work together in mixed-ability groups on task to complete the given handouts.
Differentiating Instruction

Adaptation 1: Some students will easily complete the introductory activity while others will struggle or be
slow to start their work. At this case, hand out the following enrichment activity to those students and
expect them to finish before the class ends giving the ones who finish an extra 100 if they finish on time.
Enrichment :

1. Find the approximate perimeter of rectangle FOUR plotted below.

Students will use previous knowledge on pythagorean theorem to find the sides of the given
shape.
2. Find the area of the following green triangle. ( One side of square is 1 unit)

Students will use previous knowledge on pythagorean theorem to find the sides of the given
shape. Then they will find base and height then area. But there is another way which is more
easy than this way:

When we subtract area of orange, blue and purple triangles from the area of the rectangle
we will find the area of the green triangle.
The area of green triangle is 24 − 15 = 𝟗𝒖𝒏𝒊𝒕𝟐
Adaptation 2:
Support: Direct your students to complete the Write the Coordinates worksheet. Explain to
them how they had to go right 5 and up 6 to get to the butterfly. Remind them to start at 0.
Have them do a couple with you by counting and writing the coordinates. Instruct them to
complete the rest on their own and check it for accuracy.
Students who scores 2 points or fewer may need more practice and/or reteaching provided below
with an interventionist or the teacher himself.
Evaluation :
Following lesson quiz which aligns with the objectives will be performed for student evaluation and
decide differentiated student needs.
QUİZ QUESTİONS:
1. On the following graph paper construct an 𝑥 − 𝑦 𝑝𝑙𝑎𝑛𝑒 and locate the following points:
1
𝐴 (3,3 ) , 𝐵(0,5) , 𝐶( 4, −5) , 𝐷( −2, −3)
2

2. Write the coordinates of the following points.

 3. A parallelogram has the first three vertices at 𝐴(2,2) , 𝐵(3,5) 𝑎𝑛𝑑 𝐶(4,4) . Find the location
of the fourth vertex and the coordinates of the point of the intersection of the diagonals.

Closure :

Ask students to write the following on a blank sheet as their exit ticket.
Summarize the terms;

Origin:

Axis:

Coordinates:

Homework Worksheet

Worksheet 1: FOR ALL LEVEL

Problem 1
If point A with the coordinates (2, a) is situated on the x-axis, then
a= .
Problem 2

If point B with the coordinates (a, 3) is situated on the y-axis, then a = .

Problem 3
What are the coordinates of a point found in quadrant II at 4 units from the y-axis and at 2
units from the x-axis?

Problem 4
What are the coordinates of a point found in quadrant III at 4 units from the x-axis and at 3
units from the y-axis?
Problem 5
What are the coordinates of a point found in quadrant I at 3 units from the x-axis and at 2
units from the y-axis?
Problem 6
What are the coordinates of a point found in quadrant IV at 1 unit from the y-axis and at 4
units from the x-axis?
Problem 7

What is the distance between points A(1, 3) and B(4, 3)?

Problem 8
What is the length of AB if A has the coordinates (-3, 2) and B has the coordinates (2,
2)?
Problem 9
What is the length of AB if A has the coordinates (4, 2) and B has the coordinates (4,
6)?
Problem 10
What are the coordinates of the symmetric of point A with respect to point
B?

Problem 11
What is the length of AB if A has the coordinates (-2, -5) and B has the coordinates (-2,
3)?
Problem 12
What is the length of AB if A has the coordinates (-4, 5) and B has the coordinates (-4, -
1)?
Problem 13

What are the coordinates of point B?

Problem 14
What are the coordinates of point B?

Problem 15
What are the coordinates of point C?

Problem 16
What are the coordinates of point B?
Worksheet 2: FOR HIGH ACHİVED STUDENTS:

Problem 1
What are the coordinates of the symmetric of point A with respect to point
O?

Problem 2
What are the coordinates of M, found halfway between A and B?

Problem 3
Square OCAB has an area of 9 square units. Point O is found where the axes meet. What are
the coordinates of point A?
Problem 4
How many points are found on the circle whose center is O, having a radius of 2
units?

Problem 5
The area of triangle ABC is .