Year Level:

Year 5/6
This lesson: Cartesian Planes- Draw a Picture and Plot the
Coordinates.
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.

Objectives/ Intended Learning

• Students will draw a picture on a cartesian plane and write down the coordinates for another students
to plot.

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 the point of origin (0,0). Focus on
where the X and Y coordinates have a zero value for example (X,Y): (0,1) (0,2), (0,3), (0,4), (0,-1) (0,-
2), (0,-3) etc. Explain for the Y axis (1,0), (2,0) (3,0) (-1,0) (-2,0) (-3,0) etc.
2. Explain the task for today's lesson.

Activity (35-40 minutes):

• Students independently draw a picture of their choice on a Cartesian plane. They need to write down
the coordinates of each of the points. The must include a coordinate which has a zero value for the X
and Y axis.

• Depending on how quickly students complete the task they will have the opportunity to share their
picture and coordinates with other students. Not all students will complete this task at the same time,
sharing may be left to another lesson for those students.

• 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

• Why does the X-axis in a coordinate like (0,1) have a zero value?
• Why does the Y- axis in a coordinate like (1,0) have a zero value?
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. Giving the students a
prepared Cartesian plane will also save time and allow them to focus on the activity.

• 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. (X comes before Y)

• More difficult animals, shapes and objects to plot will be given to those students that finish early and
are willing to challenge themselves.

• Worksheets will also be provided if necessary.

Teacher reflection: