Lesson Plan Number Plane (+) Yr 8

Day: M T W T F Date: 12th Feb 16 Time: 12.10-1.05pm Year: 8

Learning Area: Maths Topic: Introducing the Number Plane (+ quadrant)
Curriculum content description: (from ACARA) Mathematics / Year 6 / Measurement and
Geometry / ACMMG143. I ntroduce the Cartesian coordinate system using all four quadrants.

Students prior knowledge and experience: (Outline what the students already know about this
topic)

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Students have previously investigated the number line in a positive and negative direction
and understand addition and subtraction of positive and negative integers.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

Understand that the number plane provides a graphical or visual way of describing location.

Learning objectives:

Evaluation:

On completion of this lesson, students will

be able to:

(Explain how you will know that lesson objective have

been achieved / monitor student learning)

" Formative Evaluation: Students will
demonstrate understanding by walking
to a coordinate point in the classroom.

(What will students know and be able to do at the

completion of the lesson specific, concise and
attainable objectives)

Will be able to find locations on maps
using coordinates.

Will be able to plot and recognise

coordinate points on the number plane
using the positive coordinate.

Student will further demonstrate

understanding by completing a
worksheet - plotting and recognising
points on the number plane.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

! Paper / Pens / Pencils / Textbooks
Number Plane Worksheets (attached)
Projector System for Number Plane
About 20 sheets of blank white paper and Blue Tak

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EDN550 Professional Experience Information for Pre-Service Teachers 2016

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

!

Have an awareness of students who may need more assistance or encouragement. Check
on them individually while they are doing the number plane worksheet.

Have an extension activity ready for students who finish early.

Timing Learning Experiences:


5mins

10
mins






10
mins









10
mins

1.
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Introduction: (How will I engage the learners?)

Welcome students at the door as they enter with reminder to get ready for mental maths.
Wait for quiet and then start the lesson with class prayer.

2.

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help achieve
the learning objectives?)

STEP 1
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Draw a vertical number line on the board labelled with + and - direction. This is to introduce
the notion of the y-axis on a cartesian plane.
Tell students that today for Mental, they will write Q&As down the page. Leave room on
the left for corrections. They can look at the vertical number line on the board for help.
Mental maths activity - 5 word problems involving addition and subtraction of integers up
and down the vertical number line (attached).
Write solutions on the board and ask students to write corrections next to any errors in
their workbooks.

STEP 2
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Blue Tak A4 Pages to the walls to make a grid map of the classroom in line with the desks.
The side wall will have letters A, B, C, D etc. The back wall will have numbers 1, 2, 3 etc.
Call out a coordinate point and ask the students to identify who is at that point.
Then give each student a piece of paper containing a coordinate point. Ask the students to
move to their unique points and sit at that desk.
Ask students to return to their desks - open text pg 10, look at Example 10 together.
Goto Pg 11, Ex1-05, Qu 8. Students do this question by tracing with their finger in the book
and record their answer. Close books.
Check for understanding before moving on.
We dont always use Letters & Numbers like on a map, sometimes we have numbers going
both vertically and horizontally. May not have enough letters and numbers go forever. Also
we can move around the map by adding and subtracting numbers but not letters.

STEP 3
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Project a number plane on the board with all labels. Discuss that this number plane was
developed by the mathematician Rene Descartes during an illness. As he lay in bed sick, he
saw a fly buzzing around on the ceiling, which was made of square tiles. He realized that he
could describe the position of the fly by the ceiling tile it was on. He developed this number
plane to make it easier to describe the position of objects and we use it all the time in
maths. Sometimes we call it the Cartesian Plane.
We used one number line before, just looking at how numbers go up and down. When we
put two number lines across each other, we can use the number plane to look at any
position in 2 dimensional space!!
Discuss: X AXIS, Y AXIS, AXES, ORIGIN, ARROWS ON AXES, + and - directions.

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" The position of any point can be represented by an ordered pair of numbers (x, y). These

ordered pairs are called the coordinates of the point. X always goes first, just like in the
alphabet.

















STEP 4
15
" Handout worksheet for Identifying Positive Coordinates Ordered Pairs.
mins
" Canvas the room, helping out where necessary.
" If students finish early they can do an extension worksheet Route.






3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
5 mins
objectives?)

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Tell students that we have just looked at the coordinates in the positive quadrant - in the
next lesson we will look at the negative side of the plane.
Students to practice organisational skills by filing their work and packing away files and
texts on the shelves before leaving.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I valued todays opportunity to improve on my last two lessons by
ensuring that the planned activities were relevant, diverse and concise. I
kept the boys engaged by having them physically moving to different
coordinate points in the room, developing their understanding while we
all had fun.
The boys were completely involved and some students finished all their
activities quite quickly. Because I had taken time to reflect on my last
two lessons, I was comfortable enough to think on my feet and quickly
organise them with a further activity from their text.

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EDN550 Professional Experience Information for Pre-Service Teachers 2016

After my third lesson with this class, it has become clear that the better I
get to know these students, the more readily they are engaged in the
lessons. I know most of their names now which has helped to establish a
level of mutual respect. Our classroom conversation and enjoyment has
established the foundation for developing this space as a safe place for
learning where the students arent afraid to make mistakes or have a
go.

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Mental Maths Activity

Write these problems as a number sentence, then solve.


1/ A diver starts at the surface of the water (0m), dives 10m down and then
5m back up. What is his depth? 0 - 10 + 5 = -5m


2/ A boy starts at the ground (0m), climbs 20m up a flagpole, and climbs
down 7m. What is his height? 0 + 20 - 7 = 13m


3/ A great white shark starts at the surface of the water (0m), dives 27m
down and then 7m back up, then 15m down again. What is its depth?
0 - 27 + 7 - 15 = -35m


4/ The temperature in Vancouver starts at -22 degrees. It warms up by 4
degrees. What is the new temp? -22 + 4 = -18 degrees


5/ The temperature in the CBC gym starts at 42 degrees. It finally cools down
to 31 degrees. How many degrees did it cool down by? 42 - 31 = 11 degrees

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EDN550 Professional Experience Information for Pre-Service Teachers 2016