Topicm4acdecb905435e1b_1528449000663_0Topic

Marking points of given coordinates in the coordinate systemcoordinate systemcoordinate system

Levelm4acdecb905435e1b_1528449084556_0Level

Second

Core curriculumm4acdecb905435e1b_1528449076687_0Core curriculum

X. The number line. The coordinate systemcoordinate systemcoordinate system on a plane.

The student:

3) draws points of given, integer coordinates (of any sign) on the coordinate systemcoordinate systemcoordinate system

Timingm4acdecb905435e1b_1528449068082_0Timing

45 minutes

General objectivem4acdecb905435e1b_1528449523725_0General objective

Interpreting and creating texts with mathematical context and presenting data graphically.

Specific objectivesm4acdecb905435e1b_1528449552113_0Specific objectives

1. Marking points of given coordinates written using multi‑digit numbers in the coordinate systemcoordinate systemcoordinate system.

2. Communicating in English, developing basic mathematical, computer and scientific competences, developing learning skills.

Learning outcomesm4acdecb905435e1b_1528450430307_0Learning outcomes

The student:

- Marks points of given coordinates written using multiple‑digit numbers in the coordinate systemcoordinate systemcoordinate system.

Methodsm4acdecb905435e1b_1528449534267_0Methods

1. Discussion

2. Talking cards.

Forms of workm4acdecb905435e1b_1528449514617_0Forms of work

1. Individual work

2. Group work.

Lesson stages

Introductionm4acdecb905435e1b_1528450127855_0Introduction

The teacher introduces the subject of the lesson - marking points of given coordinates written using multi‑digit numbers in the coordinate systemcoordinate systemcoordinate system.

Procedurem4acdecb905435e1b_1528446435040_0Procedure

[Interaktive illustration]

Students work individually, using computers. Their task is to observe the choice of units on axes of the coordinate systemcoordinate systemcoordinate system.

Students work using the ‘talking card’ method.

Each students gets a piece of paper on which they write five exemplary points whose coordinates are multi‑digit numbers. Then, they mark such points in the coordinate systemcoordinate systemcoordinate system, while choosing proper units on axes of the coordinate systemcoordinate systemcoordinate system. A student chosen by the teacher collects cards and puts them on the board. Students watch ‘talking cards’. They discuss some propositions, in terms of right or wrong choice of units on axes. As a result of the discussion, they should draw proper conclusions.

Students’ conclusions

- Usually we assume equal units on axes of the coordinate system.m4acdecb905435e1b_1527752263647_0Usually we assume equal units on axes of the coordinate system.

- To mark the points with accuracy, we can put different units on each axis of the coordinate system.m4acdecb905435e1b_1527752256679_0To mark the points with accuracy, we can put different units on each axis of the coordinate system.

Students work in pairs. One student gives three points whose coordinates are great numbers and the other marks them on the coordinate systemcoordinate systemcoordinate system, while remembering about proper choice of units on axes of the coordinate systemcoordinate systemcoordinate system.

Students use obtained information in exercises.

Task 1
Draw the coordinate systemcoordinate systemcoordinate system, choose proper unit and mark points A and B.

a. A (5; 15), B (-10; 20)

b. A (-4; 12), B (16; -24)

c. A (400; -100), B (-300; 500)

d. A (1500; -1250), B (750; -1000)

Task 2
Mark such point P on the coordinate systemcoordinate systemcoordinate system that its abscissaabscissaabscissa is a number smaller than -300 and its ordinateordinateordinate is a number greater than 550.

Task 3
Draw the coordinate systemcoordinate systemcoordinate system, choose proper unit and mark points A and B.

a. A (2; 1600), B (-3; -800)

b. A (-60; 5), B (150; -20)

c. A (12000; 7), B (-3000; 21)

Task 4
Mark such point Z on the coordinate system, that its abscissaabscissaabscissa is a three‑digit numberthree‑digit numberthree‑digit number whose unit digit is equal to 0 and the hundreds digit is smaller than 4. The ordinateordinateordinate of the point Z is smaller from the abscissaabscissaabscissa by 350.

The teacher sums‑up students’ work. The teacher rewards people who gave the best solutions with the best grades.

An extra task:
Mark on the coordinate system points P$(2\frac{1}{2};160)$ and R$(-3\frac{1}{2};-80)$.

Lesson summarym4acdecb905435e1b_1528450119332_0Lesson summary

Students do the revision exercises. Then together they sum‑up the classes, by formulating the conclusions to memorise.

- Usually we assume equal units on axes of the coordinate systemcoordinate systemcoordinate system.

- To mark the points with accuracy, we can put different units on each axis of the coordinate systemcoordinate systemcoordinate system.

Selected words and expressions used in the lesson plan

abscissaabscissaabscissa

coordinate systemcoordinate systemcoordinate system

coordinates of a pointcoordinates of a pointcoordinates of a point

ones digitones digitones digit

ordinateordinateordinate

tens digittens digittens digit

three‑digit numberthree‑digit numberthree‑digit number