Coordinate Geometry


29 February 2016


Distance between 2 points


1315 – 1415

Prior Knowledge
Students should already know:
1. how to interpret the Cartesian Plane
2. how to find the gradient of a straight line given the coordinates of two points on it
Instructional Objectives
By the end of the lesson, students should be able to:
1. find the length of a line segment given the coordinates of its end points
2. use the gradient and formulae of line segment to solve simple coordinate geometry problems

Lesson Development

Rationale (optional)


Introduction OR Pre-activity

Settling down of class
Introduction to class

PowerPoint Slides

Lesson Development OR Main Activities

Finding the length of line segment AB using Pythagoras Theorem
Key points to take note:
- Revision of what is Pythagoras theorem
- How to find the length of AC and BC using the Cartesian Plane
- Application of Pythagoras Theorem to solve for AB


Showing of Cartesian
plane on the projector
and using the white
board to draw on it.
Different coloured
markers to show
different things.

Derivation of formula for length of line segment:
Steps to take:
1) What is the coordinate of C? (both x and y – coordinates)

Black: working
Red: illustration on the
Cartesian plane

2) Length of AC and BC in their units
3) Length of AB using Pythagoras Theorem
4) When solving for length of AB, it is best to write down explicitly what
is x1, x2, y1 and y2

Worked Example 3
Key points to highlight/ take note:
1) Sketching of the Cartesian plane when doing coordinate geometry
questions is a good practice to have
2) Plot the points in to see if there is a need to use the formula or not
3) Take care of the negative signs when doing arithmetic, especially
when we minus negative numbers.
4) When doing part c, if we have sketch the diagram out, we can see
that the formula is not required. We can just simply write down the
distance from our sketch
5) Variation in the length formula – both works fine whether we take
(x2-x1)2 or (x1-x2)2; a rough explanation of why it works because
we are squaring it.
Worked Example 4
Key points to highlight/ take note:
1) Sketching the diagram out
2) Another word for same distance is equidistance. In the event that
they face the word equidistance.
3) What it means for the point to be on the x or y axis – which
coordinate is zero and which could be labeled as x1 or y1 (or x2,
4) Different methods of solving – when doing Coordinate Geometry in
A math, there is a more efficient method of solving such questions


Students to try out Try It 5, Try It 6 and Try It 7
Teacher to remind students on what do they know about right angle
triangles and how to show that a triangle is right angled.
As an extension, teacher to also ask students how to show that a triangle is
isosceles using the length itself.

Blue: Points to take note
of or thinking process.

Teacher to allow students to try out Try It 5 with the above clue and to go
through it after most students are done with the question.
For Try It 6, teacher to allow students to have a try at the question first
before explaining the answer.
Key points to highlight when explaining this example:
1) For (ii), what is the area of triangle? Which height are we talking
about when we say height of triangle? Thinking process involved:
next time when we face a question on area, what are the various
area formula we have and how to know which to choose.
2) For (iii), drawing of the line x = 3 and asking students to postulate
the possible positions and how to use the formula accordingly to
get 2 different answers.
3) Clue in question will be ‘possible values’
For Try It 7, it is a combination of the various ideas learned and applied in
Try It 5 and 6. Teacher to briefly go through the answer or just provide the
answer if time is tight.
Closure and Consolidation OR Post-Activity

Teacher to end the lesson by reiterating the learning points from today’s
lesson, that is, the formula for length segment. Teacher to highlight that
there is only 3 main formula for this chapter and the next lesson we will go
through the last main idea.
Teacher to assign homework questions that is to be collected at the next

Reflections (Choose 1 aspect of the lesson to reflect on – positive or negative one. It can be written in point form – not more than 1 page)
1. What happened? (What did my students do? What did I do?)
2. Why? (Why did I think things happened this way? Why did I choose to act the way I did?)
3. So what? (What have I learnt from this?)
4. Now what? (What do I want to remember to think about in a similar situation? How do I want to act in future?)

NOTE: General guidelines for a double-period lesson – about 5 pages, excluding references and
worksheets/resources (Times New Roman, font size 12)
© 2015, NIE, Office of Teacher Education (OTE), Practicum