Please enable JavaScript.
Coggle requires JavaScript to display documents.
Unit of Work: 7 Classes Coordinate Geometry - Coggle Diagram
Unit of Work: 7 Classes
Coordinate Geometry
Existing Ideas and Prior Knowledge
Number Strand
Natural Numbers
Integers
Performing Operations
Commutative
Associative
Order of Operations
Presenting Data
Statistics
Graphical Displays
Line Plots
Bar Charts
Scatter Plots
Use of Grids
X and Y Values/Axis
Looking Forward
What is a Line? What is a Line Segment?
Rays, Lines, Line Segments, Vertices
Steepness -> Slope of a Line
Parellel Lines have similiar slopes
What is Parellel?
What is Perpendicular?
When line segements can intersect?
Line Segments Intersecting create
Angles
Geometry: Perimeter and Aerea of Shapes, Nets of 2D Shapes
Class Series Content
Recap on Prior Knowledge
Natural Numbers and Integers
Performing Order of Operations: Addition/Subtraction involving Integers
Presentation of Data (Variables)
Testing Existing Ideas
Use of and Reading a Grid
Use of landmarks to give directions
Test Language / Vocab known
Main Learning Takeaways
• Plot points on a coordinate plane and Identify points given to them
Identify the 4 Quadrants of the Cartesian Plane and label the origin.
Recognise the connection between coordinate geometry and other chapters/
Understand what a Point and Line Segment
Understand Angles and Measuring Angles / Analysing Problems involving Angles
Introduction to Shapes: Net of Shapes, Perimeter, Area, Surface Area and Volume in 3D
Language
Definitions
What is a Line
Line Segments
X and Y values (Variables)
What is the midpoint of a line?
What is Slope? Rise over Run meaning?
What is Geometry?
What is a point and what is a plane?
Connections
Reading Maps/Geography Ordanance Survey
Battleship Games
Reading Coordinates in Minecraft Locations
Presentation of Data on X,Y Axis
Drawing Exercises through connect the dots (Connect the Points)
Specification
i.e. Learning Outcomes
GT 5
Investigate properties of points, lines, and line segments in the co-ordinate plane so that they can:
(a). Find and interpret distance, midpoint, slope, point of intersection, and slopes of parallel and perpendicular lines.
(b). Draw graphs of line segments and interpret such graphs in context, including discussing the rate of change (slope) and the y intercept.
U
U.4
Students should be able to represent a mathematical situation in a variety of different ways, including numerically, algebraically, graphically, physically, in words; and to interpret, analyse, and compare such representations
U.5
Make connections within and between strands.
U.6
Make connections between mathematics and the real world.
N
N.1
Investigate the representation of numbers and arithmetic operations so that they can: (e) Present numerical answers to the degree of accuracy specified, for example, correct to the nearest hundred, to two decimal places, or to three significant figures.
N.4
Analyse numerical patterns in different ways, including making out tables and graphs, and continue such patterns.
SP.3
Carry out a statistical investigation which includes the ability to: (f). Evaluate the effectiveness of different graphical displays in representing data.