Lesson

Plotting Points on a Grid

Title/Focus
Subject/Grade
Grade 6
Level
Unit

Chapter 4 Data and Relationships

Date

November 20, 2016

Time
45 mins
Duration
Teacher

Miss. Baillie Rutherford

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Outcome Collect, display and analyze data to solve problems.

Create, label and interpret line graphs to draw conclusions. [C, CN, PS, R, V]
LEARNING OBJECTIVES

Students will:
1. Be able to plot points on a grid and then analyze the data plotted.
ASSESSMENTS
Observations:
Do students understand the difference between the first and second number in
the ordered pair?
Key Questions:
Can students properly plot points?
Products/Performanc Worksheet
es:
Whiteboard math
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT

Notebook file
Whiteboards and markers
Grid paper
Battleship
PROCEDURE
Prior to lesson
Introduction
Time
Attention Grabber
DO: Write the word ordered pair on the board.
ASK: What does this mean?
1 min
DO: Write down all the definitions students come up with.
Expectations for
Learning and
Great listening!
Behaviour
Advance
1. Notebook file
Organizer/Agenda
2. Whiteboard math
1 min
3. Worksheet
4. Possibly Battleship
Transition to Body
Body
Time
Learning Activity #1
DO: Open notebook file
10 mins
ASK: Which is the X and Y axis?
DO: Label the graph from 1-10
ASK: Does a grid always need to count up by ones?
1

ASK: What else can the grid count up by?

Prompt: 2, 3, 4, 5, 10
SAY: We need to make sure the number you use stays constant for
the entire axis, or else points will be plotted wrong.
DO: Place a point on the grid.
ASK: Can you name this point?
DO: Give students the actual location of the ordered pair.
SAY: The first number represents the location along the x-axis and
the second number represents the location along the y-axis.
Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

SAY: Can you get your whiteboards out, and we will try some
more on your own.
DO: Plot another point onto the grid. Have the students write
down the location of the point as an ordered pair. Have the
students hold up their boards and check answers. Continue with
more examples.

10 mins

Formative assessment to see if students understand the idea of the

ordered pair
SAY: I am handing out a sheet of graph paper and I would like you
to draw a line with your ruler to create the x and y axis.
ASK: Would it be appropriate to draw the lines right against the
edge? Or more towards the middle?
SAY: I would prefer if you drew them in the middle as you can
have more space to plot your points.
SAY: I would like you to plot at least 10-15 points and then label
their correct ordered pair underneath

20 mins

*If time they can play battleship

Teacher Notes:
Assessments/
Differentiation

Will be handed in for formative assessment

Closure

Consolidation of
Learning:
Feedback From
Students:
Feedback To Students

Worksheets will be handed in

ASK: What do each point in an ordered pair represent?
SAY: Thanks for another great class!

Time

1 min
1 min