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Math lesson plan · 6th grade (Year 7 in England) · 45 minutes

Coordinates in all four quadrants

Geometry

CCSS 6.NS.C.6CCSS 6.NS.C.8CCSS 6.G.A.3England: Y6 GeometryEngland: KS3 Geometry

Objective and success criteria

Students will: Coordinates in all four quadrants.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Coordinates in the first quadrant; Negative numbers and absolute value

Leads to: Distance and midpoint between points; Translations, reflections and rotations; Slope (gradient) of a line

Materials: Rulers and protractors, Squared or dotted paper, Shape cut-outs, Mini whiteboards and pens, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Coordinates in the first quadrant; Negative numbers and absolute value). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.

Hook · 5 min

  • Show a photo of a building, a tile pattern or a road sign and ask what shapes and angles students can spot.
  • Share the objective: Coordinates in all four quadrants. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: In which quadrant is the point (−8, 7)?
  • Step 1: x is negative, y is positive: quadrant II.
  • Answer: II
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. In which quadrant is the point (1, 4)? (I / II / III / IV) → IPrompt: Quadrants are numbered anticlockwise starting top right.
  2. In which quadrant is the point (−1, 7)? (I / II / III / IV) → IIPrompt: Quadrants are numbered anticlockwise starting top right.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. In which quadrant is the point (−5, −2)? (I / II / III / IV) → IIIPrompt: Quadrants are numbered anticlockwise starting top right.
  2. In which quadrant is the point (1, −1)? (I / II / III / IV) → IVPrompt: Quadrants are numbered anticlockwise starting top right.

Watch out for

  • Thinking a square turned on its corner is no longer a square.
  • Reading the wrong scale on a protractor.

Support and stretch

Support

  • Review first: Coordinates in the first quadrant.
  • Use concrete materials: rulers and protractors.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Distance and midpoint between points; Translations, reflections and rotations; Slope (gradient) of a line.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Coordinates in all four quadrants

Name

Date

Score/ 8

  1. Question 1

    What is the distance between (−4, 5) and (1, 5)?

    xy−10−8−6−4−2246810−10−8−6−4−22468100AB

    Answer

  2. Question 2

    In which quadrant is the point (3, 1)?

    • A. I
    • B. II
    • C. III
    • D. IV

  3. Question 3

    Yuki marks a point P on the grid. What are its coordinates? Type them like (−3, 5).

    xy−10−8−6−4−2246810−10−8−6−4−22468100P

    Answer

  4. Question 4

    What is the distance between (−4, −8) and (4, −8)?

    xy−10−8−6−4−2246810−10−8−6−4−22468100AB

    Answer

  5. Question 5

    In which quadrant is the point (−7, −8)?

    • A. I
    • B. II
    • C. III
    • D. IV

  6. Question 6

    Ben marks a point P on the grid. What are its coordinates? Type them like (−3, 5).

    xy−10−8−6−4−2246810−10−8−6−4−22468100P

    Answer

  7. Question 7

    What is the distance between (3, −8) and (3, 2)?

    xy−10−8−6−4−2246810−10−8−6−4−22468100AB

    Answer

  8. Question 8

    In which quadrant is the point (3, 9)?

    • A. I
    • B. II
    • C. III
    • D. IV

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Answer key: Coordinates in all four quadrants

  1. 1. 5

  2. 2. A. I

  3. 3. (1, 3)

  4. 4. 8

  5. 5. C. III

  6. 6. (4, −4)

  7. 7. 10

  8. 8. A. I