Coordinates and Plotting Shapes

1. 1 Display a four-quadrant grid. Ask: 'What is different about quadrants 2, 3 and 4?' (Negative coordinates.) Practise reading: (−3, 2), (4, −1), (−2, −3). 'Along the corridor, up the stairs — x first, then y.'
2. 2 Students plot eight coordinates, including points in all four quadrants. They label each point with its coordinates. Check accuracy by comparing with a partner.
3. 3 Give four coordinates: (1,1), (4,1), (4,4), (1,4). Students plot and join the points. What shape is it? (Square.) Repeat with three more sets — students name each polygon.
4. 4 Three vertices of a rectangle are given: (−2, 3), (3, 3), (3, −1). 'Where is the fourth vertex?' Students reason using the properties of a rectangle (right angles, parallel sides). (−2, −1).
5. 5 A point is at (3, −2). 'If I reflect it in the x-axis, where does it go?' (3, 2). 'In the y-axis?' (−3, −2). Students predict and verify by plotting. Generalise the rules.
6. 6 Students choose their own polygon (at least 5 sides) and record all vertices as coordinates. They swap with a partner who recreates it from the coordinates alone. Do both versions match?
7. 7 Coordinates are used in mapping, GPS, architecture and video game design. Show a simple example. 'Every pixel on a screen has an (x, y) coordinate.'

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