Lesson Plan Proforma

Unit Topic: Linear and NonLinear relationships

Lesson Number: 2

Curriculum Link:

Year Level: 8

Lesson Topic: Understanding

the Cartesian Plane

Learning Area(s): Patterns

and Algebra

Unit Aim or Outcome:

Understanding and recognising Linear relationships, including how to plot them on the
Cartesian Plane both manually and using technology.

Lesson Outcome: (What do I want the students to be able to do, know or think at the end of
this lesson?)
At the end of the lesson students should feel confident to both read and plot points on
the Cartesian Plane. Students should be able to identify the x and y-axis and the four
different quadrants of the Cartesian Plane. At the end of the lesson students should be
questioning what else they could represent on a Cartesian Plane.

Resources: (List what you will need to have on hand for your lesson and organisational
matters)
-

Map of school on Cartesian plane

Prizes to give students at the end of treasure hunt
Coordinate clues, already set up in locations around the school.
List of rules for each student

Lesson Outline:
Introduction:
(How best to motivate and explain the importance of this lesson. This should be about 5
minutes with links to prior learning or experiences).
The main activity of this lesson is aimed to engage students in a fun, interactive, and hands
on task to improve their understanding of Cartesian planes. The lesson aims to build on
students prior knowledge of the Cartesian Plane. This lesson is placed strategically at the
beginning of the unit ensuring students have a clear understanding of how to plot and read
points off the Cartesian Plane before being asked to identify linear relationships and plot
linear graphs from a table of values. The lesson provides a group hands on task and an
individual based task, providing an opportunity for a wide range of learners to become
engaged.

Teaching Strategy/Learning Activity:

(Ask yourself, What will support the students to learn the concepts Im trying to teach? How
can we reach the outcomes Im aiming for? What will the students be doing? What will I as
teacher be doing?

0-10minutes
Welcome class, review what they did in the previous lesson, label Cartesian plane on smart
board.
10-15mins
Separate students in to groups, give students map, and coordinates and explain the activity.
15-35mins

Students complete treasure hunt

35-45minutes
Students begin drawing the Cartesian plan in their books.
45-55minutes
Conclude the lesson by students reflecting on what happened, achievements, things they
learnt, any problems they may have encountered. By the end of the lesson as the teacher I
should be able to bring their learning together as a summary of the lesson and the key lesson
goals. Outline what is expected for Homework

At the beginning of the lesson a Cartesian plane will be set up on the smart board and
students will be asked to work together to label its various components. This activity follows
through and reinforces their learning from the previous lesson, whilst also preparing them for
the main task of the lesson.
Teachers: Allow students to label the plane, ensure the whole class is engaged, for example
if one student goes up to label a component of the plane you can ask if they agree with their
decision.

Students will be separated into 6 groups of 4 and each given a map of the school that is also
a Cartesian plane. They will then be given one coordinate. Each coordinate will correspond
with a place in the school, marked on the map. Each group will be given a different
coordinate. A sheet of rules will also be handed to students.
Teachers: Ensure the groups have a variety of different skill levels and personalities, prepare
the groups before hand so you have time to decide which students will work best together.
You will need to photocopy a map and set of coordinates for each group. Give each group a
different coordinate at the start of the hunt to ensure they are all headed in different directions
and it doesnt get to busy! Make sure students read the rules before they begin the hunt.
Students will then embark on their treasure hunt, they must find their coordinate on the map
and walk to the corresponding location within the school, and at the location they will find their
next coordinate. Students will continue this process until they reach their last location where a
prize will be waiting.
Teachers: Whilst students are participating in the hunt teachers can walk around the school
area, supervising and observing the activity. Students can be assessed on their ability to read
the coordinates of the map, and also how they work in a team. If some students are not being
included within their teams teachers can help include them using a few different strategies, for
example if Timmy is being left out, a teacher could pull aside one of the more dominant
leaders in the group and comment that Timmy is pretty quiet and it would be really great if
they could help include him in the task, or the teacher could go over to the group after finding
a new coordinate and asking the group if they could let Timmy have a turn at the next one.
Students will then return to the classroom where they will be asked to graph their treasure
hunt journey on a Cartesian Plane in their books.
Teachers:
Some teams may finish the treasure hunt faster than others, so graphing their treasure hunt
back in the classroom will provide those students with a task to keep them engaged. If they
finish the graphing some of the questions below will allow them to delve deeper into the
activity. It is important students are using rulers and graph paper to develop an accurate
Cartesian plane. Students, who do not finish the Cartesian Plane in class, can finish the rest
for homework. Possible question teachers can ask during this process include:
What is your Cartesian plane about?
How do I know where you started?

Are any labels needed to explain what is happening?

Is the map accurate in regards to distance travelled?
Create a map that has an element of scale?
Does the scale change the place of the coordinates?
From the map calculate how far it was between each point?
Create a scale for your map?
Between which two points was the greatest/smallest distance?
Could you go directly to all the points on your map?
Would it have been harder to follow the directions if you didnt know the school?
Do you think your recording reflects the journey?
If somebody came in and read your recording, do you think they would understand what you
had just done?

Assessment: (What will be the assessment task? This needs to be related to the proposed
lesson outcome.
How will I record student progress?)
Teacher observation will be the main form of assessment during this task. During the treasure
hunt teachers can observe and question the students about how they are reading the
Cartesian plane, how they know their points are accurate, how they interpret the instructions
and how they work in teams. Additionally teachers can asses the students ability to plot their
journey on an individual plane when they return from the hunt. This task allows students to be
assessed during group and individual work.
Any special considerations or contingency plans: (Consider the students with special
needs or the particular needs of your class or school)
Students may need clip boards to rest their sheets on as they record.
Students will need to understand the importance of working quietly as they go through the
school so as not to disturb other classes.
Inform the rest of the staff what is happening during the lesson.
If possible have other teachers, ESOS or possibly year 12 students, stationed at the check
points to give out the next clues and make sure they are following the map correctly.
Make sure it is clear to all students that they need to record what they are doing.
The students could use digital cameras or phone (if the school allows there use) to take
photos of the locations at each point, these could be used in conjunction with technology to
place the photos at the right coordinates.
Self Reflection: (Anticipated self-questioning.)
Did the students actively engage in the activity?
Were any students unsure what to do?
Was there appropriate supervision?
Did the activity allow the students to demonstrate their understanding of plotting coordinates?
Was there enough opportunity to assess student progress?