MATHS UNIT:

Topic or Theme: Cartesian Planes

Year level: 5/6

Achievement Standard:

By the end of Year 5, students solve simple problems involving the four operations us-
ing 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-dimen-
sional objects with their two-dimensional representations. They describe transforma-
tions of two-dimensional shapes and identify line and rotational symmetry. Students in-
terpret 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 measure-
ment 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.

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. Stu-
dents 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 connec-
tions 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 ex-
pected 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 frac-
tion 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 Descriptors

· Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)

Learning Intentions:

1. Students will be able to identify and label the four quadrants of a Cartesian plane.
2. Students will be able to plot points on a Cartesian plane using coordinates.
3. Students will be able to identify and label the x-coordinate and y-coordinate of a
point on a Cartesian plane.
4. Students will be able to identify the point of origin on a Cartesian plane.
5. Student will be able to plot doubles on the X and Y axes (1,1).
6. Students will be able to plot ordered pairs on the X and Y axes (-2,-6).
7. Students will be able to create their own coordinates to share with another student.

Overview of Unit

Students will learn how to plot points on a Cartesian plane, read and write coordinates.
They will also learn how Cartesian planes are used in real world situations. Throughout
the unit, students will have opportunities to practice their skills through individual
work, group games, class discussion and pairing and sharing activities. . By the end of
the unit, students will have a solid foundation in the principles of Cartesian planes, in-
cluding the four quadrants and the importance of the X and Y axes, as well as the abil-
ity to identify positive and negative values.

Lesson 1: Introduction to the Cartesian plane/ grid referencing- Correctly Labelling Planes (Formative Assess-
ment)

• Students will use their prior knowledge of grid referencing to help them understand the difference between grid refer-
encing and Cartesian planes.
• 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.

Lesson 2: Plotting coordinates on the Cartesian Plane - Correctly Labelling Planes (Formative Assessment)

• To understand the concept of plotting coordinates on the Cartesian plane

• Students identify points on the Cartesian plane and label them correctly.

Lesson 3: Plotting coordinates on the Cartesian Plane - Dog (Formative Assessment)

• To understand the concept of plotting coordinates on the Cartesian plane

• Students identify negative and positive points on the Cartesian plane and be able to accurately identify them.

Lesson 4: Plotting Coordinates on The Cartesian Plane-Robot (Formative Assessment)

• Students will be able to plot points on the Cartesian plane, including those with positive and negative coordinates, and
label them correctly.

Lesson 5: Plotting a Town Map- Create (Formative Assessment)

• Student will use their knowledge of concept of plotting coordinates on the Cartesian
plane to create their own town map.
• Prior knowledge about grid referencing, scale, key and compass points. Apply this knowledges to Cartesian planes.

Lesson 6: Creating Coordinates For Another Student - Create (Summative Assessment).

• Students will use their knowledge how to plot points on the Cartesian plane, including those with positive and nega-
tive coordinates, and label them correctly for someone else to read and plot.
• Student reflection on the concepts the students learned in previous lessons.

Resources:

• Khan Academy: This website has a variety of resources, including video tutorials,
practice problems, and quizzes, on topics related to Cartesian planes and graphing
linear equations.

• Desmos: This is an online graphing calculator that can be used to plot points, graph
linear equations, and solve systems of equations. It is a great tool for students to use
when practicing these skills.

• Virtual Manipulatives: This website offers virtual manipulatives that can be used to in-
troduce students to Cartesian planes and coordinate systems.

• Math Games: This website offers a variety of math games that can be used to rein-
force the concepts covered in the unit, such as plotting points and graphing linear
equations.

• Worksheets and activities related to Cartesian planes and graphing linear equations
on websites such as Teachers Pay Teachers and Education.com.

• Textbooks and workbooks to provide students with additional practice problems and
exercises related to the unit.

• Educational videos from YouTube or other educational websites to introduce or rein-

force key concepts related to Cartesian planes and graphing linear equations.

Teaching Strategies:

• Interactive Whiteboard: Use an interactive whiteboard to demonstrate the principles

of Cartesian planes and coordinate systems. This allows students to see the concept
in action and interact with it.

• Guided Practice: Provide guided practice opportunities for students to plot points on a
Cartesian plane, read and write coordinates, and calculate distances.

• Group Work: Use group work to encourage collaboration and problem-solving. Assign
group tasks that require students to plot points, graph linear equations, and solve sys-
tems of equations.
• Technology: Incorporate technology tools such as graphing calculators and online
graphing tools to allow students to explore and visualise concepts related to Carte-
sian planes.

• Visual Aids: Use visual aids such as diagrams, graphs, and charts to explain concepts
related to Cartesian planes and linear equations.

• Real-World Applications: Introduce real-world applications of Cartesian planes, such

as designing maps or plotting a flight path for a plane.

• Differentiated Instruction: Use differentiated instruction to accommodate different

learning styles and levels of understanding. Provide additional support for struggling
students and challenge advanced students.

• Manipulatives: Use manipulatives such as coordinate planes, counters, and number

lines to help students understand the concept of Cartesian planes.

• Reflection: Use reflection activities to encourage students to think about their learn-
ing and understanding of the concepts related to Cartesian planes.

• Problem-Based Learning: Use problem-based learning to challenge students to apply

their understanding of Cartesian planes and linear equations to solve real-world prob-
lems.

Materials:

• Graph paper: Paper with a grid printed on it, used for plotting points and graphing lin-
ear equations.

• Coordinate planes: Flat surfaces with grids printed on them that can be used to plot
points and graph linear equations.

• Markers or pencils: Writing instruments used for plotting points and drawing lines on
graph paper or coordinate planes.

• Rulers: Measuring tools used to measure distances between points on a graph.

• Graphing calculators: Calculators that can graph functions and solve equations, use-
ful for exploring the concepts of Cartesian planes and linear equations.

• Interactive whiteboards: Large touch-sensitive displays that can be used to display

and manipulate visual aids and interactive learning materials related to Cartesian
planes.

• Online resources: Websites and applications that offer online graphing calculators,
coordinate planes, and interactive learning materials.

• Worksheets and workbooks: Printed materials that provide practice problems and ex-
ercises related to Cartesian planes and linear equations.

• Textbooks and instructional materials: Printed or digital materials that provide com-
prehensive explanations and examples of the concepts and skills related to Cartesian
planes and linear equations.
• Real-world applications: Examples of how Cartesian planes and linear equations are
used in the real world, such as city planning or designing flight paths for airplanes.

Big Ideas:

• Cartesian planes provide a way to visually represent mathematical concepts, such

as the relationship between two variables x and y.

• The coordinates of a point on a Cartesian plane provide information about its loca-
tion in relation to the axes.

• The slope of a line on a Cartesian plane can be determined by analysing its steep-
ness and direction rise over run.

• Cartesian planes are used in a variety of real-world applications, such as mapping

and navigation, physics, and economics.

• Graphing and analysing data on a Cartesian plane can lead to a deeper understand-
ing of relationships and patterns in data.

• Understanding Cartesian planes, graphing, understanding dimensions and geometry

can help students develop critical thinking and problem-solving skills.

Essential Questions:

1. What is a Cartesian plane, and how is it used to represent mathematical con-

cepts?

2. What are coordinates, and how do they relate to points on a Cartesian plane?

3. How can graphing and analysing data on a Cartesian plane lead to a deeper un-
derstanding of relationships and patterns in data?

4. How can understanding Cartesian planes help develop critical thinking and prob-
lem-solving skills?

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 coor-
dinates.

9. I can plot ordered pairs on a Cartesian plane, for example- (-1,0), (8,5), (1,5).

SEQUENCING LESSONS

U General Capabilities
ni Cross-curriculum Pri-
Lesson Summary Phase of
W t orities
e Fl learning
Curriculum Integration
e o
k w

Modelling Information and Communi-

1 Lesson 1: Introduction to the Cartesian plane cation Technology (ICT)
▼
B Capability:
U
I
1. Introduce the Cartesian plane and its Investigating through ICT
L key features. Such as point of origin, x with the use of digital tech-
D nology.
and y.
2. Explain how to plot points on the Carte- Critical and Creative Think-
K
ing:
N sian plane, including those with posi-
O Analysing, synthesising and
W tive and negative coordinates.
evaluating reasoning and
L 3. Demonstrate the quadrants by labelling procedures.
E
G
them ++, -,+, -,-, and, +,-.
Numeracy:
E 4. Demonstrate how to label points cor-
Using measurement. Recog-
rectly on the Cartesian plane using
nising and using patterns
↕ brakes x comes before y in the alpha- and relationships.
M
bet.
O 5. Provide examples of real-world scenar-
D ios where the Cartesian plane is used.
E
L 6. Have students practice plotting and la-
belling points on the Cartesian plane.
G
R 7. Play a game of Cartesian plane battle-
O ships
U
P
Lesson 2: Plotting Coordinates on the Carte- Modelling/ Information and Communi-
▼
2 I sian Plane. Scaffolding cation Technology (ICT)
N Capability:
D
I Investigating through ICT
V 1. Reintroduce students to the concept of a with the use of digital tech-
D Cartesian plane and the importance of nology.
U
A
plotting coordinates on it. Critical and Creative Think-
L 2. Have them plot and label their own Carte- ing:
sian plane. Analysing, synthesising and
3. Teach students the format of an ordered evaluating reasoning and
procedures.
pair and how to plot points on the Carte-
sian Plane using this format. Numeracy:
4. Provide students with opportunities to Using measurement. Recog-
practice plotting points. nising and using patterns
 5. Model how to label the x-axis and y-axis and relationships.
and how to identify the coordinates of a
plotted point.
6. Give students a chance to practice their
skills by plotting a set of coordinates and
identifying the points they have plotted.

Lesson 3: Coordinate Geometry- (Plotting Dog) Modelling/ Information and Communi-

3 producing cation Technology (ICT)
1. Introduce the concept of coordinate geom- Capability:
etry and how it relates to the Cartesian Investigating through ICT
plane. with the use of digital tech-
nology.
2. Explain the different parts of a coordinate,
including the x-coordinate and y-coordi- Critical and Creative Think-
ing:
nate again.
3. Show how to plot points on the Cartesian Analysing, synthesising and
evaluating reasoning and
plane using coordinates. procedures.
4. Demonstrate how to label each point
Numeracy:
A,B,C, D,E,F, G etc..
Using measurement. Recog-
5. Have the students plot a dog labelling
nising and using patterns
each point. and relationships.

Modelling/ Information and Communi-

4 Lesson 4: Coordinate Geometry (Plotting Ro- producing cation Technology (ICT)
bot) Capability:
Investigating through ICT
with the use of digital tech-
1. Reintroduce students to the concept of a nology.
Cartesian plane, demonstrate plotting co- Critical and Creative Think-
ordinates on the white board. ing:
2. Explain some other features of the Carte- Analysing, synthesising and
sian plane. evaluating reasoning and
3. Explain 0D, 1D, 2D, 3D and 4D and have a procedures.
short discussion on the fourth dimension Numeracy:
to activate students imagination and un- Using measurement. Recog-
derstanding of the concept. nising and using patterns
4. Give each student a list of printed coordi- and relationships.
nates to plot.
5. Before they start explicitly explain the
steps they need to take to draw the robot
correctly.
6. Don’t tell them that it is a robot. Explain to
those that finish, not to say was it is ei-
ther.

Modelling/ Information and Communi-

5 Lesson 5: Design a Town Using a Cartesian producing cation Technology (ICT)
Plane. Capability:
Investigating through ICT
with the use of digital tech-
1. Have a discussion how Cartesian planes nology.
can be used to find area. Give examples. Critical and Creative Think-
2. Students will create a town map using the ing:
Cartesian Plane. Analysing, synthesising and
3. The map must include at least five differ- evaluating reasoning and
ent locations plotted on the plane using co- procedures.
 ordinates. Numeracy:
4. Students must also include a legend ex- Using measurement. Recog-
plaining what each location represents. nising and using patterns
5. The map must include at least one line of and relationships.
symmetry and one point of intersection be-
tween two lines. The map includes at least
five different locations plotted on the plane
using coordinates.
6. The map includes a legend explaining what
each location represents.
7. The map includes at least one line of sym-
metry and one point of intersection be-
tween two lines.
8. The map is neat, clear, and easy to read.

Modelling/ Information and Communi-

6 Lesson 6: Create Coordinates on a Cartesian producing cation Technology (ICT)
Plane for Others to Follow. Capability:
Investigating through ICT
with the use of digital tech-
1. Talk about the importance of plotting nology.
point correctly. Give examples of why Critical and Creative Think-
maps are important for navigation. Pi- ing:
lots, Sailors, Military, tourists etc. Analysing, synthesising and
2. Give examples of points on the evaluating reasoning and
procedures.
Cartesian plane when X= 0 and Y= 0
(Common mistake). Numeracy:
3. Have students demonstrate on the Using measurement. Recog-
white board the points where X = 0. For nising and using patterns
and relationships.
example, (0,-1), (0,2), (0,3) etc.
4. Have students demonstrate on the
Cartesian plane on the white board the
points where Y=0. For example, (-1,0),
(2,0), (-5,0), etc.
5. Have a discussion on horizontal and
vertical lines. how to use distance to
find the midpoint of a line segment on
the Cartesian plane
6. Have students practice using distance
to solve problems on the Cartesian
plane
 U Lesson Focus and Activity Resources AC: English
ni LINKS:
W t
ee Fl
k o
w

1 Lesson 1: Introduction to Cartesian Websites: Introduce the

▼ Plane Cartesian coordi-
B https:// nate system using
U all four quadrants
www.desmos.com/
(ACMMG143)
I Learning Intentions: calculator
L
D
• To understand what a Cartesian plane is https://
K and how it is used. www.coolmath.com/
N • Understand equations and data sets. algebra/08-lines
O • To be able to label the x-axis and y-axis and
W identify quadrants on the Cartesian plane. https://www.math-
L
drills.com/
E Explicit Teaching:
geometry.php#coordin
G
ate-point-geometry
E
(maths drills)
• Define Cartesian plane and its compo-
↕ nents (x-axis, y-axis, origin, quad-
rants).
M • Explain how to label the x-axis and y-
O axis
D • Demonstrate how to identify quad-
E rants on the Cartesian plane.
L • Explain why we use Roman numerals.

G Knowledge:
R
O
U • Understanding of the components of a
P Cartesian plane.
▼ • Ability to label the x-axis and y-axis
I • Knowledge of how to identify quad-
N rants on the Cartesian plane.
D
I Activity:
V
D
U • Students will label the x-axis and y-
A axis and identify quadrants on the
L Cartesian plane. Video:
• They will also draw simple shapes in https://
each quadrant to practice identifying www.youtube.com/
points. watch?
v=9Uc62CuQjc4
Focus Questions: (Maths Antics)

R.I.C Publications-
• What is a Cartesian plane and how is
Worksheets.
it used?
• How do you label the x-axis and y-
axis?
 • How do you identify quadrants on the
Cartesian plane?

Reflection:

• Students will reflect on their under-

standing of the Cartesian plane and
what they learned during the lesson.

•
2 Lesson 2: Plotting Coordinates on the Websites: Introduce the
Cartesian coordi-
Cartesian Plane.
https:// nate system using
all four quadrants
www.desmos.com/
(ACMMG143)
Learning intentions calculator

https://
• To understand the concept of plotting
www.khanacademy.or
coordinates on the Cartesian plane.
g/math/cc-fifth-grade-
• To be able to accurately plot and read
math/imp-geometry-3/
coordinates on the Cartesian plane.
imp-intro-to-the-
coordinate-plane/v/
Explicit Teaching:
graphing-points-
• Introduce the Cartesian plane and its
exercise
basic features (x and y axis, origin,
quadrants).
Video:
• Discuss the concept of coordinates
https://
and how they are used to locate
www.youtube.com/
points on the Cartesian plane.
watch?
• Demonstrate how to plot coordinates
v=9Uc62CuQjc4
on the Cartesian plane using an ex-
(Maths Antics)
ample.
R.I.C Publications-
Knowledge:
Worksheets.
• Understanding the basic features of
the Cartesian plane.
• The concept of coordinates and how
they are used to locate points on the
Cartesian Plane.
• The correct way to label and plot co-
ordinates on the Cartesian plane.
Activity:
• Students will be provided with a
worksheet containing a set of coordi-
nates to plot on the Cartesian plane.
• Students will work individually or in
pairs to plot the coordinates.
• Once completed, students will com-
pare their answers with a partner
and discuss any discrepancies.
• Game of Cartesian plane battleships.

Focus Questions:
• What is the Cartesian plane and what
are its basic features?
• How do we use coordinates to locate
points on the Cartesian plane?
• What is the correct way to label and
plot coordinates on the Cartesian
plane?
 Reflection:
• Students will reflect on their under-
standing of the concept of plotting
coordinates on the Cartesian plane
and any areas they still have ques-
tions about.
• The teacher will provide feedback to
the students and address any mis-
conceptions or areas where further
clarification is needed.

3 Lesson Plan 3: Plotting a Dog on a Carte- Websites: Introduce the

Cartesian coordi-
sian plane
https:// nate system using
all four quadrants
www.desmos.com/
(ACMMG143)
Learning Intentions: calculator

https://
• Understand how to apply translations,
www.coolmath.com/
reflections, and rotations to shapes
algebra/08-lines
on the Cartesian plane.
• Analyse the effects of transformations
https://www.math-
on the coordinates of a shape
drills.com/
geometry.php#coordin
Explicit Teaching:
ate-point-geometry
(maths drills)
• Introduce the concept of transforma-
tions on the Cartesian plane.
• Explain how to apply translations, re- Video:
flections, and rotations to shapes. https://
• Show how to analyse the effects of www.youtube.com/
transformations on the coordinates of watch?
a shape. v=9Uc62CuQjc4
(Maths Antics)
Knowledge:
R.I.C Publications-
Worksheets.
• The types of transformations (transla-
tions, reflections, rotations)
• How to apply transformations to Dog Coordinates:
shapes on the Cartesian plane.
• How to analyse the effects of transfor-
mations on the coordinates of a
shape.

Activity:

• Provide students with shapes on the

Cartesian plane and have them apply
translations, reflections, and rotations
to them.
• Have students create their own
shapes and apply transformations to
them.
• Play a game where students identify
the type of transformation applied to a
 given shape on the Cartesian plane.

Focus Questions:

• What are the types of transformations

that can be applied to shapes on the
Cartesian plane?
• How do you apply translations, reflec-
tions, and rotations to a shape on the
Cartesian plane?
• How do you analyse the effects of
transformations on the coordinates of
a shape?

Reflection:

• Have students reflect on the process

of applying transformations to shapes
and identify any challenges they
faced.
• Ask students to explain the signifi-
cance of understanding transforma-
tions on the Cartesian plane in the
context of geometry.

Lesson Plan 4: Plotting a Robot on the

4 Cartesian Plane Websites: I Introduce the
Cartesian coordi-
https:// nate system using
all four quadrants
Learning Intentions: www.desmos.com/
(ACMMG143)
calculator

• Understand the properties of the

Cartesian plane.
https://
• Plot and locate coordinates on the
www.khanacademy.or
Cartesian plane.
g/math/cc-fifth-grade-
math/imp-geometry-3/
Explicit Teaching:
imp-intro-to-the-
coordinate-plane/v/
• Reintroduce the properties of quad- graphing-points-
rants, X and Y axes, the horizontal exercise
and vertical on a Cartesian plane.
• Show how to plot points correctly by Video:
starting with the x axis first, before https://
finding the y axis. www.youtube.com/
• Demonstrate on the whiteboard using watch?
your fingers to find each point. Then v=9Uc62CuQjc4
table each point . (Maths Antics)

Knowledge: R.I.C Publications-

Worksheets.

• Explain 0D, 1D, 2D, 3D and 4D and have a

short discussion on the fourth dimension to Robot Coordinates:
activate students imagination and under-
standing of the concept.
• 0D has no height or length, 1D is a straight
line, 2D is two lines with width and length,
3D is width, height and length.
• Have a discussion how we can only see and
think about in three D.

Activity:

• Provide each student a list of printed coor-

dinates to plot.
• Before they start explicitly explain the
steps they need to take to draw the robot
correctly.
• Don’t tell them that it is a robot. Explain to
those that finish, not to say was it is either.

Focus Questions:

• What is the fourth dimension?

• How do we know this object is 2-D?

Reflection:

• Have students share their created ro-

bots with the class and explain some
of its properties.
Lesson 5: Task: Create a Town Map Us-
ing the Cartesian Plane. Websites: Introduce the
Cartesian coordi-
https:// nate system using
Instructions: all four quadrants
www.desmos.com/
(ACMMG143)
calculator
1. Students will create a town map using
the Cartesian Plane. https://
2. The map must include at least five dif- www.mathgames.com/
ferent locations plotted on the plane skill/5.106-graph-
using coordinates. points-on-a-
3. Students must also include a legend coordinate-plane
explaining what each location repre-
sents. Video:
4. The map must include at least one https://
line of symmetry and one point of in- www.youtube.com/
tersection between two lines. watch?
5. Students must write a short para- v=3gDcU1FNczo&t=70
graph explaining the story behind s (distance formula)
their town map, including why each
location is important and how they
used coordinates to create their map. R.I.C Publications-
Worksheets.
 Lesson Plan 6: Creating Their Own Pic- Websites:
6 ture -Plot the Points to Share With An-
https:// Introduce the
other Student. Cartesian coordi-
www.desmos.com/
nate system using
calculator
all four quadrants
Learning intentions: (ACMMG143)
https://
www.coolmath.com/
• Students will draw a picture on a cartesian plane and
algebra/08-lines
write down the coordinates for another student to plot.

Activity
Video:
https://
• Students independently draw a picture of their choice www.youtube.com/
on a Cartesian plane. They need to write down the co- watch?
ordinates of each of the points. The must include a co- v=9Uc62CuQjc4
ordinate which has a zero value for the X and Y axis. (Maths Antics)
• Depending on how quickly students complete the task
the will have the opportunity to share their picture and
coordinates with other students. Not all students will R.I.C Publications-
complete this task at the same time, sharing may be Worksheets.
left to the another lesson for those students.

Focus questions:

• What is the equation of a circle in

standard form?
• How do you plot a circle on the Carte-
sian plane using its centre point and
radius?
• How can you convert the equation of
a circle in standard form to its censer-
radius form?

• Reflection
• 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 5 facts 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, +,-. .
Formative and Summative Assessment Strategies:

Formative Assessment:

• Labelling and drawing a Cartesian Plane: Students will be able to correctly la-
bel a cartesian plane this includes the four quadrants and X and Y axes.

• Dog on a Cartesian plane: Students will plot points on a Cartesian plane to form
the simple shape of a dogs head. The will label each point A,B,C, D etc. They
will use correct symbols and brackets for (x,y).

• Robots on a Cartesian plane: Students will draw a more complex shape in the
form of a robot on a cartesian plane. They will label each quadrant and X and Y
axis.

• Town Map: Students will create their own town map. can take a test that as-
sesses their understanding of the key concepts covered in the unit, such as
plotting points.

• Exit Tickets: At the end of each lesson, students can complete an exit ticket
that asks them to identify key concepts or solve a problem related to the day's
lesson.

• Peer Feedback: During group work or in-class activities, students can provide
feedback to each other on their work, such as identifying errors in plotting
points or calculating distances.

• Class Discussion: As a class, students can discuss their understanding of the

key concepts covered in the unit and ask questions to clarify their understand-
ing.

Summative Assessment:

• At the end of the unit, students will draw their own picture and label the coordi-
nates. These will be able to be shared with another student to see whether the
shape or picture can be plotted.

Any special considerations:

• Working in pair’s and groups helps differentiation.

• Students with writing difficulty.
• Students with ASD.
RUBRIC

Compe- Satisfac- Develop- Needs

Criteria Proficient tent tory ing Support
Understand- Demon- Demon- Demon- Demon- Demon-
ing of Carte- strates a strates a strates a strates a strates a
sian Plane thorough good under- satisfactory limited un- poor under-
Concepts understand- standing of understand- derstanding standing of
ing of all most Carte- ing of some of Cartesian Cartesian
Cartesian sian plane Cartesian plane con- plane con-
plane con- concepts plane con- cepts and cepts and
cepts and and applies cepts and inconsis- does not ap-
applies them accu- applies them tently ap- ply them ac-
them accu- rately in accurately in plies them curately in
rately in all most tasks some tasks in tasks tasks
tasks

Use of Math- Consistently Mostly uses Uses some Uses inap- Does not
ematical uses appro- appropriate appropriate propriate or use mathe-
Language priate math- mathemati- mathemati- unclear matical lan-
ematical cal lan- cal language mathemati- guage to
language guage and but occa- cal lan- communi-
and commu- communi- sionally guage cate ideas
nicates cates ideas lacks clarity effectively
ideas clearly and and preci-
clearly and precisely sion in com-
precisely munication

Problem Consistently Uses prob- Applies prob- Struggles to Does not at-
Solving Skills applies lem-solving lem-solving apply prob- tempt to ap-
problem- strategies strategies to lem-solving ply problem-
solving to solve solve some strategies solving
strategies most Carte- Cartesian to solve strategies to
to solve sian plane plane prob- Cartesian solve Carte-
complex problems lems plane prob- sian plane
Cartesian lems problems
plane prob-
lems

Collaboration Consistently Mostly Works col- Struggles to Works inde-

and Commu- works col- works col- laboratively work collab- pendently
nication laboratively laboratively with peers oratively and does
with peers with peers to complete with peers not collabo-
to complete to complete some tasks and commu- rate with
tasks and tasks and and commu- nicate ideas peers or
communi- communi- nicates effectively communi-
cates ideas cates ideas ideas effec- cate ideas
effectively effectively tively some effectively
of the time

Overall Per- Consistently Demon- Demon- Demon- Demon-

formance demon- strates strates sat- strates in- strates poor
strates ex- good overall isfactory consistent overall per-
ceptional perfor- overall per- overall per- formance
perfor- mance formance formance across all
mance across all across all across all criteria
across all criteria criteria criteria
criteria