Year Level:

Year 5/6
This lesson: Cartesian Planes- Animals
Achievement Standard (AC)
Year 5
By the end of Year 5, students solve simple problems involving the four operations using a range of
strategies. They check the reasonableness of answers using estimation and rounding. Students identify
and describe factors and multiples. They identify and explain strategies for finding unknown quantities
in number sentences involving the four operations. They explain plans for simple budgets. Students
connect three-dimensional objects with their two-dimensional representations. They describe
transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret
different data sets.
Students order decimals and unit fractions and locate them on number lines. They add and subtract
fractions with the same denominator. Students continue patterns by adding and subtracting fractions
and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass,
and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students
use a grid reference system to locate landmarks. They measure and construct different angles.
Students list outcomes of chance experiments with equally likely outcomes and assign probabilities
between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for
the data.

Year 6
By the end of Year 6, students recognise the properties of prime, composite, square and triangular
numbers. They describe the use of integers in everyday contexts. They solve problems involving all four
operations with whole numbers. Students connect fractions, decimals and percentages as different
representations of the same number. They solve problems involving the addition and subtraction of
related fractions. Students make connections between the powers of 10 and the multiplication and
division of decimals. They describe rules used in sequences involving whole numbers, fractions and
decimals. Students connect decimal representations to the metric system and choose appropriate units
of measurement to perform a calculation. They make connections between capacity and volume. They
solve problems involving length and area. They interpret timetables. Students describe combinations of
transformations. They solve problems using the properties of angles. Students compare observed and
expected frequencies. They interpret and compare a variety of data displays including those displays
for two categorical variables. They interpret secondary data displayed in the media.
Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity.
They add, subtract and multiply decimals and divide decimals where the result is rational. Students
calculate common percentage discounts on sale items. They write correct number sentences using
brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on
the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using
simple fractions, decimals and percentages.

Content Descriptions (AC)

● Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)
Success Criteria

1. I can identify the x and y axes of a Cartesian coordinate system.

2. I can plot points on a Cartesian coordinate system.
3. I can describe the location of a point on a Cartesian plane using its coordinates.
4. I can identify the four quadrants on a Cartesian plane.
5. I can recognise the positive and negative directions for the x and y axes.
6. I can understand that the Cartesian plane provides a graphical or visual way of describing
location.
7. I can create my own sets of coordinates and plot them on a Cartesian plane.
8. I can exchange sets of coordinates with a partner and describe the location of the points using
coordinates.

Objectives/ Intended Learning

• Students will accurately plot a robot or sailboat on a cartesian plane.

Skills:
• Understand the concept of plotting coordinates on the Cartesian plane.
• Identify X & Y axes.
• To be able to accurately plot and read coordinates on the Cartesian plane.
• Students will be able to identify and label the four quadrants of a Cartesian plane.
• Students will be able to plot points on a Cartesian plane using coordinates.
• Students will be able to identify the x-coordinate and y-coordinate of a point on a Cartesian plane.

Knowledge:

• Students will understand the concept of the Cartesian plane and be able to identify its key features,
including the x-axis, y-axis, and point of origin.
• Students will be able to plot points on the Cartesian plane, including those with positive and negative
coordinates, and label them correctly.

Assessment:
A formative assessment will be conducted through observations during the activity. As well as how well
each student performs in the activity.

Materials / Resources:

• Cartesian Planes
• Grid paper
Lesson Process:

Introduction 5 minutes

1. Re-introduce the Cartesian Plane and its key features. Explain dimension on a Cartesian plane 0D,
1D,2D,3D & 4D
2. Demonstrate how to label points correctly on the Cartesian Planes by counting the X axis first and
then the Y axis. As a group have some students demonstrate their plotting skills on the whiteboard to
the rest of the class.
3. Model joining the points from left to right bottom to top with a line joining each point. Show that joining
a point by skipping a point is incorrect.
4. Model using your ruler as a guide to help find the location of the points.
5. Students will draw a Cartesian Plane in their workbooks as shown on the whiteboard. Have the
students label each quadrants ++, -,+, -,-, and, +,-.

Activity (30-40 minutes):

• Scaffolding from last lesson have students independently plot a robot or sailboat on their Cartesian
Planes by giving them the different points to plot to form the shape. Those students who can easily do
this activity will be given more difficult animals/ cartoons to plot.

Reflection (5- minutes):

• Encourage students to discuss any challenges they faced during the activity and address any confusion
or questions that students may have.
• Have the students write at least one fact about the Cartesian plane in their workbooks. For example the
Cartesian planes have X and Y values. And /or their are four quadrants where the value of the numbers
are ++, -,+, -,-, and, +,-. .

Focus Questions

• What is a Cartesian plane and how is it used?

• How do you label the x-axis and y-axis?
• How do you identify the different quadrants on the Cartesian plane?
Differentiation:

• Grid paper will be given to all students to help with differentiation. This will allow students to
familiarise themselves with this concept. The printed Cartesian plane will be used as a template/
reference for when they draw their own Cartesian Planes in their workbooks.

• Students that need extra help will be grouped and work with the teacher in the back room if
necessary. Model and explain that using their ruler and counting the grid lines with their finger will
help them to locate the correct points. Remind them to locate X value on the horizontal axis first
before locating the Y value.

• More difficult animals, shapes and objects will be given to those students that can easily understand
the concepts or are willing to challenge themselves. These students can also expand on the size of
their Cartesian

Teacher reflection:

I set a very difficult task of plotting a robot on a 25X14 Cartesian plane.. Rhys, Darcy, Reuben
completed this task very easily. Charlotte is well on her way. Amelia is going very well. I have definitely
found some maths that Amelia excels at and really enjoys doing (Plotting points on graphs ). Matthew
struggled and needed extra support, but once I started getting him into a routine he began to
understand the concept. He needs a lot more practice plotting points. With Matthew- keep saying the
same routine -1. find the X- coordinate ( 5), 2. Use your ruler count one, two, three, four, five, 3. Find
the Y- coordinate (-6), Use your ruler, count one, two, three , four , five six. 4. Put a dot. 5. Repeat
steps 1-4. 6. Use a ruler join dot to dot.
7. Keep repeating these steps.
I should have told everyone to have a sharp pencil ready. Students that didn't use a sharp pencil made
thicker lines and dots which affected the overall picture.
With guidance Hudson started to get good at plotting points, “ its a hexagon.” He said, predicting the
shape after only plotting three points. “Let’s wait and see,” I replied. “It’s definitely a hexagon,” He
assured me. “Awesome work Hudson keep going.”
Aria had a few issues getting started, this maybe because Bethany is not here today and they both tend
to work together as a team. Amelia was drawing Aria’s for her to help, until I asked politely to do her
own. Amelia certainly likes doing this task.
the task is not yet completed and the students will finish in WIP. Initially this was meant to be a double
lesson.