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 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

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.

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 individual activity.

Materials / Resources:

• Cartesian Planes
• Grid paper
• Video
Lesson Process:

Introduction 10-15 minutes

1. Re-introduce the Cartesian Plane and some more of its key features. Play video
https://www.youtube.com/watch?v=pl9nSVzRWvA
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 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.

Activity (25-30 minutes):

• Students will draw a Cartesian Plane in their workbooks as shown on the whiteboard. Use the
chessboard as a visual reference. Have the students label each quadrant ++, -,+, -,-, and, +,-.

• Have students plot a dog on their Cartesian Planes by giving them the different points to plot to form the
shape of a dog. Those students who can easily do this activity will be given more difficult animals to
plot. Their ability will be assessed in the first lesson.

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 there 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:

• Printed Cartesian planes will be given to all students to help with differentiation. This will allow
students to familiarise themselves with this new 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. Use the chessboard as a reference. 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 plot points will be given to those students that can easily understand the concepts.

Teacher reflection:

Almost all students were able to draw the face perfectly, there were two students that drew it with a
couple of mistakes and three that looked completely incorrect. It will be interesting to see how they go
in the next lesson where they have to plot without teacher instruction. Support needs to be given to
those students that are developing and those that need support. The main issue was drawing the
Cartesian plane incorrectly from the beginning which made the dog look wrong. They numbered the
minus numbers on the X and Y axis starting from the left and top of the page respectively. Therefore
the point of origin was (0,-14) and (-14,0) for X and Y axis. These students need to be reminded once
again to start from the point of origin and expand out like this ( -3,-2,-1, 0, 1,2,3) whereas they did it like
this -11,-12,-13,-14, 0, 1, 2,3,4 for both X and Y axis. If they had labeled it correctly their picture may
have looked much different.

Amelia enjoyed doing this so much she drew three Cartesian planes perfectly, before some students
had even finished their first one. All I can say is WOW! What did she eat for breakfast? And when did
she like doing maths all of a sudden? I think she just doesn't believe in her own ability. I was surprised
during the last lesson when I asked what was the difference between Cartesian planes and grid
referencing? And she put her hand up answered the question correctly.

The students all labeled the quadrants correctly and X and Y axes.