Patterns

& Relations (Grade 7)

Lesson #10
Grade
Duration of Lesson
Textbook

Ordered Pairs as Coordinates: Scavenger Hunt

Grade 7
60 minutes
None

Objective:
- Introduce input/output tables as an ordered pair that have coordinates on the
Cartesian plane
- Contribute to students understanding of coordinate mapping with a real world,
physical experience

Aim for Instructor:

- Introduce ordered pairs as a set of coordinates on the Cartesian plane
- Engage students in experiencing graphing with a real example

Prior Knowledge Required:

- Ability to work with multiple variables from input/output tables

Materials:
- Map Worksheet
- SMART Board Technology

Time

10 minutes

Lesson

Introduce the x and y values as coordinates on a plane that portray a

location. To begin, work with x and y coordinates on a graph only in the
first quadrant and encourage students to find the location of the
suggested coordinate. Have students volunteer to find the suggested
coordinate on the plane displayed to the class on the SMART Board.

After working in the first quadrant the teacher can extend coordinates to
all quadrants. Make sure to tell students that the direction comes from
whether the number is positive or negative. Teacher could draw the
following on the board:

Doig, Gilbert, W-Giorgis

Patterns & Relations (Grade 7)

It would also be important to mention the origin as the center of the

graph at (0,0).
Hint for students: To help students remember which is the x-axis and
which is the y-axis, write on the board X and Y. Point out to them that
the Y has a line that is vertical; whereas X does not, hence y-axis is the
vertical line.


40 minutes

10 minutes

Scavenger Hunt: Have a prepared map of the classroom (or school)

under a first quadrant Cartesian plane. Have clues for students at specific
quadrants. For example find the colour of the book at coordinates (5,4).
In small groups (2 or 3 students) they will find the answers to each of the
questions in the scavenger hunt.

Go through answers of the scavenger hunt with students and have them
hand in their scavenger hunt sheets for assessment purposes.

Meeting Needs of Diverse Learners:

Students Who Finish Early: Encourage groups to create their own scavenger hunt
clues or their own maps and scavenger hunts. Students who are excelling can work
in all quadrants.
Students Who Appear To Be Struggling: Ensure groups are chosen effectively so
certain groups arent struggling more than others. You could have students who
are struggling only work in the first quadrant and slowly progress into more
quadrants by asking, what happens if we have a negative number?

Assessment:
Summative Assessment: Assess the Scavenger hunt completion: Check that the
groups completed the task completely and correctly.
Formative Assessment: Teacher could video record students participating in the
Scavenger hunt and upload it to D2L for the students and parents.

Conclusion:
Students will have an understanding of points on a Cartesian plane from a real
world, physical perspective.

Doig, Gilbert, W-Giorgis