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GRADE 7 COORDINATES AND DESIGN UNIT PLAN

Coordinates and Design 7


Title of Unit Grade
Level
Mathematics 11 classes (48 min periods)
Subject Time
Frame
Miss Jackle
Developed By

Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s))

General Learning Outcome:

Describe and analyze position and motion of objects and shapes.

Specific Learning Outcomes:

4. Identify and plot points in the four quadrants of a Cartesian plane, using integral ordered
pairs. [C, CN, V]
5. Perform and describe transformations (translations, rotations or reflections) of a 2-D shape
in all four quadrants of a Cartesian plane (limited to integral number vertices). [C, CN, PS, T,
V] [ICT: C6–3.4]

Cross curricular Competencies


How will this unit promote the CCC?

Critical Thinking
Problem Solving
Managing Information
Communication
Essential Questions
What provocative questions will foster inquiry into the content? (open-ended questions that
stimulate thought and inquiry linked to the content of the enduring understanding)
How can we use coordinates to discuss certain information?
How can translations and transformation help us when describing a situation?
What is the best way to describe a situation using coordinates?
Knowledge: Skills
What knowledge will student acquire as a result What skills will students acquire as a
of this unit? This content knowledge may come result of this unit? List the skills and/or
from the indicators, or might also address pre- behaviours that students will be able to
requisite knowledge that students will need for exhibit as a result of their work in this unit.
this unit. These will come from the indicators.

Students will know... Students will be able to…


 The names of the axis and origin of a grid  Draw a coordinate grid
 The four quadrants  Identify the quadrants of a grid
 Ordered pairs
 A vertex is a point where two sides of a
 Identify coordinate placements
figure meet  Plot coordinate points
 Coordinates need certain points to create a  Identify the coordinates of vertices
design  Draw designs on a coordinate grid
 A transformation moves a geometric figure
 Draw a translation
 A transformation can be a translation,
reflection or rotation  Draw a reflection
 A translation is a slide along a straight line  Draw a rotation
 A reflection is a mirror image  Describe horizontal and vertical
 A rotation is a turnabout a fixed point which movements
is called the center of rotation  Describe the movement of the
 How horizontal and vertical distances
describe a situation
vertices of a shape

Learning Plan
What teaching and learning experiences will you use to:
Date Lesson General Specific Learning Activities/Teaching Assessment/ Safety
Outcomes Outcomes Strategies Evaluation/ Consider
Communicati ations
on
Sept 5 Introduc Describe 4. Identify and Introduce the cartesian plane. Have a -In class -Ensure
Lesson tion to and analyze plot points in class discussion about what students discussion students
#1 the position the four know about graphs so far. What labels -Graph are being
cartesia and motion quadrants of a do we need for our cartesian plane? Why labelling respectful
of objects
n plane Cartesian do we need these labels? Why is it -In class of other
and shapes.
plane, using important to communicate properly in questions students’
integral mathematics? Create a cut out that -Observations answer in
ordered pairs. students can put in their notebooks to class.
[C, CN, V] help with quadrants and labelling.
Have students create their own graph
and make sure everything is labelled
properly. Go over students graphs and
ensure they have labelled everything.
Go through examples with students,
what is this graph missing? Is this graph
labelled properly? Exit slip – What does
a graph need to be properly labelled?
Sept 6 Identifyi Describe 4. Identify and Review what a graph needs to be -In class -Ensure
Lesson ng and and analyze plot points in labelled properly. Lesson on ordered discussion students
#2 Plotting position the four pairs and identifying points. Go over -Graph are being
Points and motion quadrants of a examples and questions as a class. labelling respectful
of objects Cartesian
Lesson and questions on plotting points. -In class of other
and shapes. plane, using
integral Go through questions as a class. Roll questions students’
ordered pairs. dice for x and y value and plot points -Observations answer in
[C, CN, V] with students. Students can then choose -Battleships class.
between connect four or battleship -Connect 4
activity for plotting and identifying
points.
Sept 9 Creating Describe 4. Identify and Lesson on vertices and connecting -In class -Ensure
Lesson Designs and analyze plot points in points to create designs. Go through discussion students
#3 position the four examples as a class. Have students -Graph are being
and motion quadrants of a work through questions in their labelling respectful
of objects Cartesian
workbook. Have students come up with -In class of other
and shapes. plane, using
integral a design and plot the points. They will questions students’
ordered pairs. hand this in at the end of class. -Observations answer in
[C, CN, V] -Workbook class.
-Personal
designs
Sept Transfor Describe 4. Identify and Introduce the movements of coordinates. -In class -Ensure
10 mations and analyze plot points in Discuss how students can move designs discussion students
Lesson Translat position the four and points on a graph. Have students -Graph are being
#4 ion and motion quadrants of a use the designs they created the class labelling respectful
of objects Cartesian before and use translations to move their -In class of other
and shapes. plane, using design. Students will work together to questions students’
integral check each other’s’ work. -Observations answer in
ordered pairs. class.
[C, CN, V] 5.
Perform and
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
Sept Transfor Describe 4. Identify and Bell work – have students identify and -In class -Ensure
11 mation and analyze plot points in plot points and filling in a graph to label. discussion students
Lesson Reflecti position the four Go over any questions students may -Graph are being
#5 on and motion quadrants of a have about cartesian planes. Introduce labelling respectful
of objects Cartesian
another transformation using reflections. -In class of other
and shapes. plane, using
integral Talk about what reflections mean and questions students’
ordered pairs. how we can use this to reflect our -Observations answer in
[C, CN, V] 5. graphs. MYSTERY PICTURE class.
Perform and ACTIVITY.
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
Sept Transfor Describe 4. Identify and Review reflections and translations and -In class -Ensure
12 mation and analyze plot points in introduce rotations. Go over examples discussion students
Lesson Rotation position the four and questions as a class. Have students -Graph are being
#6 and motion quadrants of a work through workbook questions and labelling respectful
Cartesian TRANSFORMATION TETRIS
of objects plane, using ACTIVITY. If students finish early they -In class of other
and shapes. integral can play the transformation game questions students’
ordered pairs. https://www.mathplayground.com/Shap -Observations answer in
[C, CN, V] 5. eMods/index.html class.
Perform and
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
Sept QUIZ Describe 4. Identify and Go over any questions and review -In class -Ensure
13 DAY and analyze plot points in before the quiz. Give students 15- discussion students
Lesson position the four 20mins to finish the quiz. If students -Graph are being
#7 and motion quadrants of a finish early they can work in their labelling respectful
of objects Cartesian
workbook. Start horizontal and vertical -In class of other
and shapes. plane, using
integral movements topic. questions students’
ordered pairs. -Observations answer in
[C, CN, V] 5. class.
Perform and
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
Sept Horizon Describe 4. Identify and Lesson on horizontal and vertical -In class -Ensure
16 tal and and analyze plot points in distances. Go through questions and discussion students
Lesson Vertical position the four examples as a class. Have students do -Graph are being
#8 Movem and motion quadrants of a movements activity in pairs. Students labelling respectful
of objects Cartesian
ents have to get from one point on a graph to -In class of other
and shapes. plane, using
integral the next using the least amount of questions students’
ordered pairs. transformations possible. -Observations answer in
[C, CN, V] 5. class.
Perform and
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
Sept17 Drawing Describe 4. Identify and Students will used what they learned to -In class -Ensure
Lesson Project and analyze plot points in create a design on a graph and answers discussion students
#9 position the four questions and perform transformations -Graph are being
and motion quadrants of a to their design. Students will record all labelling respectful
of objects Cartesian
transformations and points. -In class of other
and shapes. plane, using
integral questions students’
ordered pairs. -Observations answer in
[C, CN, V] 5. class.
Perform and
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
Sept18 REVIE Describe 4. Identify and Have students hand in their drawing -In class -Ensure
Lesson W!! and analyze plot points in project. Review any questions students discussion students
#10 position the four may have and hand out study guide. -Graph are being
and motion quadrants of a Begin review activity with the students labelling respectful
of objects Cartesian
then have students work on questions. -In class of other
and shapes. plane, using
integral questions students’
ordered pairs. -Observations answer in
[C, CN, V] 5. class.
Perform and
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
Sept EXAM Describe 4. Identify and Students will have the whole class to do -In class -Ensure
19 and analyze plot points in their exam. discussion students
Lesson position the four -Graph are being
#11 and motion quadrants of a labelling respectful
of objects Cartesian
-In class of other
and shapes. plane, using
integral questions students’
ordered pairs. -Observations answer in
[C, CN, V] 5. class.
Perform and
describe
transformation
s (translations,
rotations or
reflections) of
a 2-D shape in
all four
quadrants of a
Cartesian
plane (limited
to integral
number
vertices). [C,
CN, PS, T, V]
[ICT: C6–3.4]
LESSON ACTIVITIES

Lesson #2 Students will pair up and plot certain points in order to get 4 in a row, vertically,
Connect horizontally or diagonally. Whoever gets four in a row first wins.
Four
Coordinates
Lesson #3 file:///Users/brookjackle/Downloads/BattleshipActivityCommonCoreGraphingo
Coordinates naCoordinatePlane.pdf
Battleship
Lesson #5 Students will create a design on their graph and plot points. They will create
Mystery half a design in one quadrant and trade their design to a partner who will reflect
Picture their design and determine their “mystery picture”
Activity
Transforma Students will have a worksheet with certain tetris designs and they will draw
tion Tetris and plot the tetris designs using transformations.