Examples of what pupils should know and be able to do
Read and position the numbers on the axes accurately, using a scale when appropriate and keeping consistency through zero.
The points (–1, 1), (2, 5) and (6, 2) are three of the four vertices of a square. Work out the coordinates of the fourth vertex.
Probing questions
Note: Some of these are the same questions as for Step 3, but this time teachers need to ensure that pupils are working in all four quadrants.
What are the important conventions when using coordinates to describe a
point?
OR
I’m thinking of a point that I want you to plot. I can only answer
‘yes’ or ‘no’. Ask me some questions to find out
the coordinates of the point, so you can plot it.
How do you use the scales on the axes to help you read the coordinates of a point that has been plotted?
How do you use the scales on the axes to help you to plot a point accurately from its coordinates?
Give me the coordinates of some points on a straight line that goes through two quadrants, or through three quadrants.
What if pupils find this a barrier?
Refer to Step 3.
Model the game below and record some good questions that pupils might use.
Get pupils to work in pairs.
One pupil draws a shape on a coordinate grid - the shape must have at least one vertex in each of the quadrants. They tell their partner the name of the shape. The second pupil has to identify all the coordinates of the vertices of the shape by asking questions with a 'yes' or 'no' answer.
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