FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week 1 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Mathematics (Measurement and Geometry)

WESTERN AUSTRALIAN CURRICULUM MATHEMATICS

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G (include learner diversity)
S&P Prof
By the end of this
Week 1 Introduce Understanding lesson, students will CONCRETE LESSON Introduction: Sir Cumference and the
Lesson 1 the Cartesian be able to: Labelling x and y Motivation & Introduction Viking’s Map by Cindy
Fluency axis on Cartesian What do you think Neuschwander
coordinate - Show students picture of a Cartesian plane from the book on interactive whiteboard. this is a picture of?
system using Label the x and y plane (exit slip) Ask key questions to students. Have students think, pair and share their answers.
all four Problem axis on a Cartesian - State learning intention to students: What do the
plane Identify two different letters
quadrants (AC solving The picture I’ve just shown you is a Cartesian plane. Today we will learn about mean?
features of a
MMG143) Cartesian plane
what a Cartesian plane is and how we can use it to locate places or objects. First, let’s
Identify at least two find out how it helped these Viking’s who were lost. What do you think it
features of a (exit slip) might be used for?
Body (Critical and
Cartesian plane - Read the story, ‘Sir Cumference and the Viking’s Map’ to students (Literacy). During Creative Thinking)
Participate in a Interactive whiteboard with
group the reading, emphasise the coordinates given to the Vikings. picture of Cartesian plane grid
Participate in a demonstration of - After reading - Explicit Teaching: Understanding (Numeracy) Body: from back of book
Investigate group
everyday plotting points on o Show the grid from the back of the book on interactive whiteboard once again
demonstration of On this Cartesian
situations a Cartesian plane to students, then change it to the picture of actual Cartesian plane to show that plane, there are
plotting points on a (anecdotal notes they are the same. positive and
that use Cartesian plane negative numbers.
throughout o Point to the coordinate (0,0) and explain how it is always in the centre, and that
integers. activity) Where have you
Locate and we start there to find coordinates. seen numbers like
represent o Point out the x and y axis – Point out the numbers above (0,0) on Y axis are these before?
(integers, prior
these positive, and below are negative. Show same for X axis. knowledge)
numbers on o Highlight the quote from book on interactive whiteboard that shows the process
a number for finding coordinates: ‘if the first number tells us which way to go on the X Lesson
line (ACMN axis, the second number must tell us which way to go on the Y axis. It’s like the Closure/Plenary
Picture of Cartesian plane on
A124) alphabet, X comes before Y.’ interactive whiteboard
-
Where does the x
- Show students the Cartesian plane made of masking tape on floor of classroom. axis go on a
Highlight x and y axis. Cartesian plane?
- Go through the journey of the Viking’s Radius and Per (written up on interactive Where does the y
whiteboard). Stand on (0,0) and model how to locate the first point, (3,0). axis go on a
- Give students a turn to plot the points of the character’s journey on the physical Cartesian plane?
Cartesian plane. Make up more coordinates so that each student has a turn. Problem What are some
Solving & Fluency (Personal and Social Competence) features that
Learner Diversity: Enabling- give student a coordinate within the positive quadrant (e.g. 2,3) have to be
Extension – have student start at a coordinate and locate another without included on a Masking tape set up as
going back to (0,0). Cartesian plane? Cartesian plane at back of
Lesson Closure/ Plenary classroom
- Give students exit slip to complete independently at their desks. (Literacy & Where on the
Exit slip prepared (x1 per
Cartesian plane
Numeracy) Fluency & Understanding student)
do I begin if I
- After 5-8 minutes, ask students key closure questions. Have students think, pair and want to find a
share. coordinate?
- Collect all exit slips as students go out to lunch.
 Introduction:
REPRESENTATIONAL LESSON What must a Sir Cumference and the
By the end of the Plot the points of Motivation & Introduction Cartesian plane Viking’s Map by Cindy
Week 2 Problem
Introduce solving lesson, students will Radius and Per’s have on it? Neuschwander
Lesson be able to: journey onto a - Students stand around the physical Cartesian plane from last lesson. Give a number card to
the Cartesian
2 Fluency Cartesian plane each student and have them place it on the correct spot on the plane. Recap what is needed What are the
coordinate
Plot the points of (checklist will be on a Cartesian plane and how we locate coordinates (see Key Questions). steps for
system using
Radius and Per’s used to mark the - State the lesson objectives for today’s lesson to students: plotting a point
all four worksheet) o Today we’re going to continue to locate and plot points onto a Cartesian plane. on a Cartesian
journey onto a
quadrants (AC This time, we’re going to do it on paper. By the end of this lesson, you will be plane?
Cartesian plane
MMG143) Give coordinate able to:
Write the locations of locations to o Plot the points of Radius and Per’s journey onto a Cartesian plane
different buildings on different buildings o Write the locations of different buildings on a school map by reading Body: Masking tape Cartesian plane
school map by on school map coordinates. Task worksheet x1 per
reading coordinates. (map worksheet) Body: What utensils student (see attached)
- Show students the task sheet and Cartesian plane sheet for first activity. Explain the activity should we use
and model finding the first coordinate. Explain the extra challenges that students can when plotting
complete on the worksheet. Have students complete this at their desks. Give 15 minutes for points? (very
this task. (Literacy and Numeracy) Fluency & Problem Solving sharp pencil,
Learner Diversity: Enabling – Students can complete the first part of the worksheet with ruler if needed,
assistance from the teacher. eraser)
Extension – After plotting the coordinates, students complete the extra challenges of
drawing the correct object at each coordinate and drawing lines to show direction of Grid worksheet x1 per student
journey. Students can also create additional locations for Radius and Per on the map and (see attached)
show these. Lesson
Closure/Plenary:
- Once completed, collect worksheets and instruct students on next activity – identifying the
buildings located at specific coordinates on the school map. Why do you
- Model how to identify the first building on the map. Have students help to find the second
think it’s
coordinate. Give students worksheet to complete. Give 20 minutes for this task. Fluency &
useful to learn
Problem Solving
Learner Diversity: Enabling – highlight the questions that deal with coordinates in the about plotting
positive quadrant e.g. (2,3) and assist students with completing the questions. and locating
Extension – have students create a path of the coordinates they have identified and write up coordinates? School map worksheet x1 per
the compass directions to follow the path around the school. (Critical and student (see attached)
Lesson Closure/ Plenary: Creative
- Have students sit on mat in front of interactive whiteboard. Show map of school again. Tell thinking)
students an incorrect statement e.g. F block is located at (-4, -2). Ask students if this is
correct, and have them correct it. Repeat this for a few more coordinates.
- Review lesson objectives with students. Ask students to think, pair share if they found
anything difficult about the two tasks. Share responses and strategies. (Personal and Social
Competence)
 REPRESENTATIONAL LESSON Introduction:
Understand Plot points onto a Motivation & Introduction Sir Cumference and the
Week 3 ing By the end of the Cartesian plane - Have students facing the interactive whiteboard. Show students an incorrect Cartesian plane What looks Viking’s Map by Cindy
Lesson lesson, students will and connect the (e.g. integers are on wrong axes, no X and Y labelled). Have students explain what is wrong different about Neuschwander
Introduce be able to:
3 the Cartesian Fluency points to form a with it and how to correct it. (Numeracy) Fluency this Cartesian
picture. (Graph - Explain lesson objectives to students: plane?
coordinate Plot points onto a
Problem paper sheet) o Today you are going to work with a partner. On your own, you will draw a picture, like a
system using Cartesian plane and ‘connect-the dots’, onto a Cartesian plane. Then, you and your partner will take turns to
solving What features
all four connect the points to Give their partner listen to each other’s directions to plot the points to hopefully create the same picture. must be
quadrants (AC form a picture. coordinate Before you begin, I’m going to model how to do this. included on a
MMG143) directions to plot a Body Cartesian
Give their partner picture onto a Explicit Teaching: Modelling of plotting and connecting coordinates. Understanding plane?
coordinate directions Cartesian plane. o Have blank Cartesian plane on the interactive whiteboard. Tell students that you have been (integers prior
to plot a picture onto (Graph paper given a set of coordinates to follow to create a picture. The set of coordinates stops at knowledge)
a Cartesian plane sheet and different intervals, indicating that you stop at that point and draw a line to connect the Blank Cartesian plane on
anecdotal notes) coordinates you have drawn in that section. Body: interactive whiteboard with
o Model reading out the coordinates, plotting them and connecting the dots as indicated. instructions to create treasure
(Picture is the treasure chest of maps at the end of the story ‘Sir Cumference and the How can you chest picture.
Viking’s Map’). ensure that you
Explain instructions to students: give clear Sheet with 4 Cartesian Planes
o Working with desk partner directions to x1 per student.
(Show graph paper with 4 Cartesian planes) Use coordinates to draw a picture of something from the your partner?
story (e.g. the stone mile marker, boat etc.) onto the Cartesian plane. (Critical and Creative Thinking)
o Once both have finished drawing, one partner starts giving coordinates for the other partner
to plot and connect (have a divider between so you can’t see each other’s work). Then swap
and have other partner share their coordinates. Problem Solving (Personal and Social Lesson
Competence) Closure/Plenar
o Then on the second set of Cartesian planes, you can plot a picture of whatever you like y:
(open-ended) and follow the same steps with partner.
- Send students back to their desks in partners with graph paper. Give students 30 minutes for What did you
this task. have to do to
- Learner Diversity: Enabling – Give students a basic Cartesian plane (e.g. up to 4 and down make sure your Graphs with more complex
to -4) and have them plot something simple (e.g. a shape). partner axes for extension students
- Extension – Give students more complex graph paper (e.g. integers increasing by 2’s or followed your
4’s). directions
Lesson Closure/Plenary correctly?
- At their desk, have students take out their reflection journals and respond to these questions: (Critical and
(Literacy) creative
o Was your partner able to plot the same picture that you created? What did you thinking)
have to do to make sure they followed your directions correctly?
o List any challenges you found with this task. Write a goal that will help you to
overcome these challenges.
- Recap the lesson objectives with students. Have students share their writing with their peers
at their table.