Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson Cartesian Planes Grade 4

level
Students will be able to plot points on a plane and created the corresponding ordered
Relevance
pairs.
Resources Required Smart board, Printed grids, plastic dry erase boards and markers
QEP Subject Area Students will become familiar with using the proper mathematical vocabulary of cartesian planes.
Competencies
Essential Question(s) How is an ordered pair represented on a plane?
Lesson Introduction: Student will know:
Timing To start the lesson, we will quickly review how to plot a point The following vocabulary:
on a basic number line. - Vertical axis (Y)
Then I will explain that today we are going to be looking at how - Horizontal axis (X)
two numbers (6,3) can be represented as one point on a plane. - Ordered pair
These numbers also tell you where the point on the plane is and - Origin
are called an ordered pair. - Cartesian plane

Before plotting the points, we will discuss some key

terminology. I will explain that on the plane there are two axes,
the vertical and horizontal axis. The axis that goes horizontal
or left to right is known as the X axis. The axis that goes
vertical or up and down is the Y axis. The origin is where the X
and Y axis meet (0,0).

The numbers in an ordered pair for example (6,3) correspond

to how far up and down or left and right the point will be.
Think of the order like you must first walk down the x axis
hallway to get to the elevator. Then when you get to the Y axis
elevator you can go up.

We will look at the example (6,3). The number 6 tells us how far
to the right we need to move on the X axis. I will draw a dotted
line all the way up on the plane to show this. Then I will explain
that the second number, in this case 3 tells us how far up the Y
axis our point will be. Draw a dotted line to show. When we
draw dotted lines, we can see that they intersect. The point of
intersection is where our point (6,3) is placed. I will also draw a
point on the plane and discuss with the class how to identify it’s
ordered pair.
As a class we will plot a few more examples together on the
board.

Students will then do pages 36,37,38 in their workbooks

Development (Learning activities – step by step sequential Students will understand:

procedure): - That a cartesian plane is a reference
system for situating an object, a
place, or a point

- That the ordered pair that

Plot the points with a partner activity. corresponds to where the horizontal
and vertical axes meet is (0,0), which
Students will receive two papers with grids. On the first paper, is called the origin
students will draw an image. Explain to students that they can

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
only use straight lines for their shape/drawing. Give the - That the first number in the ordered
example of a house and draw it on the smart board. Show pair indicates how far to move on the
students that they any put points where the lines of their shape X axis and the second number in the
meet. They should have 4-5 points to plot. Then give the ordered pair indicates how far up to
example of a spiral shape to show that it will not work to plot. move on the Y axis.

Next, students will identify and write the ordered pairs that
correspond to their drawing on the bottom of the page. This
completed page will be the answer key and should not be shown
to their partner.

On the second paper, students will copy the ordered pairs on

the bottom of the page. They will give this paper to their
partner to plot the points. This page will be put in the plastic
dry erase pouch in case they make a mistake while plotting the
points.
When finished plotting the points, they can look at the answer
key that their partner made to check their answers.

. If a group finishes early, they can find someone else to

exchange papers with and plot their points (using the plastic
dry erase sheets).

The following instructions will be put on the board for students

after the explanation

1. On your first paper, draw a simple image only using

straight lines
2. Find the points on the plane where the lines of your
image intersect. Those are your points on the plane.
3. Find the ordered pairs of those points and write them
on the bottom of your second paper
4. Give your partner the paper with the ordered pairs
NOT the one with the image
5. Plot the points on the bottom of that paper on the plane
6. Check your answer with your partners answer key

Students will do:

- Draw a shape/image on a grid for
their partner
- Write the ordered pairs that
correspond with the points on the
grid
- Plot the points of their partners
ordered pairs

Cross Curricular Competencies:

Students will cooperate with their partner
and discuss the answers of the points that
they have plotted

Broad Areas of Learning:

Universal Design for Learning/

Differentiation:
- Students can draw simpler shapes
that requires less points to plot and
 ordered pairs to identify.

Closure (transition): FORMATIVE - Assessment FOR learning:

At the end of the activity, we can look over a few of the students’
examples and plot their points together on the smartboard.
FORMATIVE - Assessment AS learning:
- Students will compare the points that
they plotted with the answer key that
their partner made

SUMMATIVE - Assessment OF learning:

Further considerations
In this lesson I have incorporated technology by using the smart board to teach the lesson. I have also ensured that the
activity can be adapted by giving students the option to draw a simpler image/shape and not create as many ordered pairs.

Reflection:
I will consider if student understood how to plot the points by being able to read ordered pairs and understand which
number correspond with which axis.

Professional Competencies:
Competency 2: When teaching this lesson, I will ensure that I am speaking clearly and concisely when giving instructions.
Competency 6: I will manage how the class operates during the activity by giving clear instructions. I will make sure that
students are staying on task and working together in a cooperative manner.