S5 Mathematics

Coordinate Geometry

Equation of straight line

Lam Shek Ki
(Po Leung Kuk Mrs. Ma Kam Ming-Cheung Foon Sien College)
 Main ideas
 Abstraction through nominalisation

 Making meaning in mathematics through:

language, visuals & the symbolic

 The Teaching Learning Cycle

 Content(According to CG)
S1 to S3
 Distance between two points.

 Coordinates of mid-point.

 Internal division of a line segment.

 Polar Coordinates.

 Slope of a straight line.

 Content(According to CG)
S5
 Equation of a straight line

 Finding the slope and intercepts from the

equation of a straight line
 Intersection of straight lines

 Equation of a circle

 Coordinates of centre and length of radius

 Direct instruction
Given any straight line,
there is an equation so
that the points lying on Why?
the straight line must How?
satisfy this equation,
this equation is called
the equation of the
straight line. … Wha
t?
 A point
lying on A point
the line not lying
on the line

Points lying on the straight line

Pack in

(x, y) : symbolic representation of a point

x-coordinate y-coordinate

nominal group  3x+2y=5 (Equation of a straight line)

 Problems
Some students :
- do not understand “x” means “x-coordinate”
- cannot accept “x = 2” represents a straight line.
- don’t know why the point-slope form can help to
find the equation
-……
 A point
lying on A point
the line not lying
on the line

Points lying on the straight line

Unpack
(x, y) : symbolic representation of a point

x-coordinate y-coordinate

nominal group  3x+2y=5 (Equation of a straight line)

 A point

LANGUAGE

language language
& visual & symbolic

LANGUAGE
VISUAL &
SYMBOLIC

VISUAL SYMBOLIC (x, y)

visual &
symbolic
Unpack the meaning of Equation of straight line

by
guessing the common feature of the
points lying on the straight line.
 y
5
L1
xy 4

3 (3,3)
(-2,3)
2
(-5,2) x=y
1 (1,1)
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-1
(-2,-2) (x,y)
-2
x-coordinate = y-coordinate
-3
-4

-5
 y
5
L1
xy 4

3 (3,3)
(-2,3) x=y
2
(-5,2)
1 (1,1)
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-1
(-2,-2) (x,y)
-2
x-coordinate = y-coordinate
-3
-4

-5
 y
5
L1
xy 4

3 (3,3)
(-2,3)
2
(-5,2) x=y
1 (1,1)
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-1
(-2,-2) (x,y)
-2
x-coordinate = y-coordinate
-3
Visual representation
of “lying …” and “not -4
lying…” -5
 y
5
L2
4

(-1,3) 3
x + y=2
2
(-3,2)
1 (1,1)
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

x+y 2 -1 (x,y)
-2 (4,-2)
-3
The sum of x-coordinate and y-coordinate is 2
-4

-5
 Mathematical concepts

Setting the
context

Teacher modelling
and deconstructing
Students constructing
independently

Teacher and students

constructing jointly

Developing a mathematical concepts

 y
5

4
x - y=3 L3
3 (x,y)
2

1 (4,1) x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-1 (2,-1)
-2

(-1,-4) -3
-4

-5
 Findings
 For every straight line, the coordinates of
the points on the straight line have a
common feature.
Express that feature mathematically

Equation of the straight line

 Moreover, the coordinates of the points
that do not lie on the straight line do not
have that feature.
 Abstraction through nominalisation
x-coordinate  x

common feature  Equation of

of straight line Abstractionstraight line

A point having  The coordinates

the feature satisfy the equation
 Vertical lines

(-3 , 2)
The x-coordinate of any point
lying on the straight line is -3.

Equation: x = -3
 y
5
L5
4
x =-3
3
(-3,2) 2

1
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
(-3,0)
-1

-2
The x-coordinate is -3
(-3,-3) -3
-4

-5
 y
5

3 y =2
(-3,2) 2 (1,2) (3,2)
L4
1 (x,y) x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-1
The y-coordinate is 2
-2

-3
-4

-5
Horizontal line

(3, 2)

The y-coordinate of any point

lying on the straight line is 2

Equation: y=2
 Conclusion
Indentify and unpack the nominal groups
 Experience the process of abstraction
 Make use of the meaning-making system
in mathematics
 Scaffolding : The teaching learning cycle
Thank you!