LESSON PLAN

Subject

Mathematics

Class:

3I7

Unit

Coordinate Geometry

Date:

10 March 2016

Topic

Equation of Straight Line

Time:

1315 1415

Prior Knowledge
Students should already know:
1. how to find the gradient of a straight line given the coordinates of two points on it.
2. how to find the length of a line segment given the coordinates of its end points
3. how to find the equation of straight lines
Instructional Objectives
By the end of the lesson, students should be able to:
1. solve simple coordinate geometry questions using the concept of gradient, length of line segment and equation of straight lines
Tim
e

Lesson Development

Rationale (optional)

Resources

Introduction OR Pre-activity
5
mins

Recap of the three formula learned in this chapter

- Gradient
- Length of line segment
- Equation of straight line

Activating Prior Knowledge

Whiteboard and
markers; a section of the
board will be cordoned
off for writing these
formula

Lesson Development OR Main Activities

30
mins

Teacher to go through the various Try It questions left in the notes.

Teacher to get a couple of students to present their solutions on the board
while the teacher will highlight the various important points to note when
doing such questions:
Try It 10
- Cuts x-axis y = 0 (and vice versa)
- Point of intersection sub in the value to get the other missing value

Whiteboard, markers,

- Equation with same gradient, passing through a point how to find the
equation?
- Equation with gradient 0 recognize straight away that it is of the form
y=a
Try It 11
- Cuts x and y-axis which coordinate is 0?
- What does it mean to be equidistant? Thinking process involved: the point
should lie on which line? Or why should the x and y coordinate be the same
number?
- Equation of the line since it passes through the origin, c = 0. Since both
the x and y coordinates of C are the same, it could be concluded that y=x is
the equation
Try It 12
- By now it should be fairly standard when we ask for intersection with x and
y-axis. When question ask for coordinates, answer have to be given in the
form (x,y)
- Finding the equation given gradient and a point should also be fairly
familiar by now
- What it means by line of symmetry? Can the coordinates be written down
immediately if we draw a diagram?
Try It 13
- When a graph is given, how do we convert it back to the algebraic form? 2
given points, can we find the equation?
- Interpreting the graph: what does x and y represents?
15
mins

Teacher to ask students to try out the Challenge Yourself question OR a

past year O level question to allow them to have a feel of what an actual
question that might come out for O level.

15
mins

The remainder of the time is given for students to try out the various
questions in the Assignment.

Assignment questions:
7, 8, 9, 10, 11, 14, 17
Closure and Consolidation OR Post-Activity
1
mins

Teacher to remind students to submit their assignments on the next lesson

and the next lesson will be the start of a new chapter graphs.

Reflections (Choose 1 aspect of the lesson to reflect on positive or negative one. It can be written in point form not more than 1 page)
1. What happened? (What did my students do? What did I do?)
2. Why? (Why did I think things happened this way? Why did I choose to act the way I did?)
3. So what? (What have I learnt from this?)
4. Now what? (What do I want to remember to think about in a similar situation? How do I want to act in future?)

NOTE: General guidelines for a double-period lesson about 5 pages, excluding references and
worksheets/resources (Times New Roman, font size 12)
2015, NIE, Office of Teacher Education (OTE), Practicum