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Subject

Mathematics

Class:

3I7

Unit

Coordinate Geometry

Date:

29 February 2016

Topic

Distance between 2 points

Time:

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

Tim

e

Lesson Development

Rationale (optional)

Resources

**Introduction OR Pre-activity
**

5

mins

15

mins

**Settling down of class
**

Introduction to class

PowerPoint Slides

**Lesson Development OR Main Activities
**

5

mins

**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

5

mins

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

10

mins

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,

y2)

4) Different methods of solving – when doing Coordinate Geometry in

A math, there is a more efficient method of solving such questions

15

mins

**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

5

min

**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

lesson.

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

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