Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: How to Draw and Plot Absolute Coordinates
Performance Objective:
Upon completion of this lesson/assignment the student will be able to plot or draw coordinates
given, then draw their own problem and correctly plot the coordinates for his/her drawing.
Specific Objectives:
 Identify what is the X plane or axis and what is the Y plane or axis
 Be able to find specific coordinates given
 Be able to plot their own coordinates
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Engineering Design and Presentation:

130.365 (c)(1)(E)
...identify and use appropriate work habits;

130.365 (c)(3)(A)(B)
...use time-management techniques to develop and maintain work schedules and meet
deadlines;
...complete work according to established criteria;

130.365 (c)(5)(G)(H)(J)
...draw developments using radial line, parallel line, and triangulation methods;
...construct piercing points and intersection of planes using edge-view and cutting plane
methods;
...demonstrate knowledge of effective file structure and management.

130.365 (c)(6)(B)(C)(D)
...think critically, identify the system constraints, and make fact-based decisions;
...use rational thinking to develop or improve a product;
...apply decision-making strategies when developing solutions;

130.365 (c)(8)(D)
...produce engineering drawings to industry standards;
Interdisciplinary Correlations:
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Geometry:

111.34 (b)(4)(A)
...select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic)
in order to solve problems;

111.34 (b)(5)(A)(B)(C)(D)
...use numeric and geometric patterns to develop algebraic expressions representing
geometric properties;
...use numeric and geometric patterns to make generalizations about geometric
properties, including properties of polygons, ratios in similar figures and solids, and
angle relationships in polygons and circles;
...use properties of transformations and their compositions to make connections between
mathematics and the real world, such as tessellations;
...identify and apply patterns from right triangles to solve meaningful problems, including
special right triangles (45-45-90 and 30-60-90) and triangles whose sides are
Pythagorean triples;

111.34 (b)(10)(A)
...use congruence transformations to make conjectures and justify properties of
geometric figures including figures represented on a coordinate plane;

111.34 (b)(7)(A)
...use one- and two-dimensional coordinate systems to represent points, lines, rays, line
segments, and figures;
Teacher Preparation:
Coordinate System lessons should be taught in this order: Absolute, Relative, and then Polar.
Read through the PowerPoint provided; watch the video(s) as needed, practice drawing it.
References:
Texas approved publishers are:

Goodheart-Willcox

Delmar Learning

Prentice Hall
All have companion workbooks with more problems. Recommend using one of these or any
other approved textbook, (i.e., if you teach ATC or TechPrep and must teach using local college
textbook). Also “Google” and you can find tons of information on these subjects!
Instructional Aids:
1. PowerPoint
2. How to video
3. Coordinates graph paper
4. Coordinates problem
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Materials Needed:
1. 2 copies of the coordinate systems graph paper for each student
2. 1 copy of the coordinate for each student
Equipment Needed:
1. Each student needs a pencil to draw with
2. Data projector for Power Point file or put on PC’s
3. Optional access to the demo video for student or class use
4. Overhead projector or document camera
Learner Preparation:
They must know that X plane or axis = Horizontal
They must know that Y plane or axis = Vertical
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to learn about Absolute coordinates.
ASK: Why do we need to know these coordinate systems?
SAY: Because this is how any CAD system understands how to draw. You tell what to do like
draw a line & then this tells it where to start & go.
SAY: Think of it as a foreign language for the computer, but it’s based on mathematical
concepts.
SHOW: Show students the PowerPoint presentation.
ASK: Does anyone know what direction X is? = Horizontal
ASK: Does anyone know what direction Y is? = Vertical
ASK: Can you tell me what the difference is between Absolute and Relative coordinates?
SAY: Absolute is point to point.
SAY: Relative is still X and Y based but in reference to the last point you are at! It has to do
with distance and direction(s) on the planes.
ASK and SHOW: Does anyone want to volunteer to draw the first set of points given? (Try to
get a student to do it first; if not, then you show them how to draw the whole 1st set or letter
given.)
SAY: Okay now you all draw the others on your own. (Walk around and monitor for about 15
minutes.)
ASK and SHOW: Does anyone want to volunteer to draw their Initials and plot the
coordinates? (Try to get a student to do it first. If not then you show them how to draw and plot
yours.)
SAY: Okay now you draw and plot your own coordinates on your own. Write these coordinates
in the space provided in the worksheet. (Walk around and monitor for about 15 minutes.)
Optional Say: Tomorrow we will draw YOURS in Auto CAD or ACAD
Outline
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Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Discuss terms
Show PowerPoint
A. What are Coordinate Systems and why do you presentation and
need to know them?
discuss with students.
B. What are Absolute coordinates?
SAY: Today we are going to learn about Absolute
coordinates.
ASK: Why do we need to know these coordinate
systems?
SAY: Because this is how any CAD system
understands how to draw. You tell what to do like
draw a line and then this tells it where to start and go.
SAY: Think of it as a foreign language for the
computer, but it’s based on mathematical concepts.
II. Explain the difference between the X and Y axis.
A. X is? = Horizontal
B. Y is? = Vertical
.
Show students what
these are, draw it on
the board, etc…
ASK: Does anyone know what direction X is? =
Horizontal
ASK: Does anyone know what direction Y is? =
Vertical
III. Identify the difference between Relative and
Absolute coordinates.
Teacher reviews and
discusses the
difference.
ASK: Can you tell me what the difference is between
Absolute and Relative coordinates?
SAY: Absolute is point to point.
SAY: Relative is still X and Y based but in reference
to the last point you are at! It has to do with distance
and direction(s) on the planes.
IV. Demonstrate how to draw using the coordinates
given.
ASK and SHOW: Does anyone want to volunteer to
draw the first set of points given?
SAY: Okay now you all draw the others on your own.
Teacher tries to get a
student to draw first.
If not then teacher
demonstrates how to
draw the whole 1st set
or letter given.
Show them how to
draw the first set of
coordinates
completely.
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V. Demonstrate how to draw an initial and how to plot
its coordinates.
ASK and SHOW: Does anyone want to volunteer to
draw their initials and plot the coordinates?
SAY: Okay now you draw and plot your own
coordinates on your own.
Teacher walks around
for about 15 minutes
and monitors and
checks for
understanding as they
work independently.
Teacher tries to get a
student to demonstrate
how to draw an initial
and plot coordinates
first.
If not then the teacher
will demonstrate how
to draw and plot
coordinates for an
initial.
Teacher has the
students write these
coordinates in the
space provided in the
“Absolute Coordinates
Drawing” worksheet.
Teacher walks around
for about 15 minutes
and checks/monitor for
understanding as they
work independently.
How to video:
http://www.vimeo.com/user1000605/videos
VI. Assessment
A. Teacher will ask review questions
B. Monitor students as they work
C. Each student’s drawing should match the one
demonstrated in class.
Use the “How to” video
as supplemental for
those students who
need even more help.
Teacher will monitor
students as they work
and ask review
questions.
Teacher checks to see
if each student did
their own drawing and
coordinates. They
receive 50 points for
each.
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Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher must explain the PowerPoint during the lesson. Do NOT just read it or let students
read it. Explain and give personal examples as you go. Demonstrate how to do the assignment,
part of it, but not the whole thing. Use the video as supplemental for those students who need
even more help.
Independent Practice (LSI Quadrant III):
Draw the coordinates given. Then draw own initials and plot the coordinates.
Summary
Review (LSI Quadrants I and IV):
Q: What directions or plane is X?
A: Horizontal
Q: What directions or plane is Y?
A: Vertical
Evaluation
Informal Assessment (LSI Quadrant III):
Walk around the room and monitor the students as they work.
Formal Assessment (LSI Quadrant III, IV):
The student’s drawing should match the practice one you did. Check to see if they did their own
drawing and coordinates. 50 pts for each.
Extension
Extension/Enrichment (LSI Quadrant IV):
Tomorrow students will draw their coordinates in ACAD. Do the hand drawing and computer
drawing match? They should if done correctly.
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“ABSOLUTE COORDINATE DRAWING”
DIRECTIONS:
Draw on the graph paper given to you the problem by following the directions.
For example: Starting Point is 0,0, next line is 4,0. That means it is 4 square to the right. 4,4 means
it is 4 squares up from the last spot. You must start where indicated. Shading when done drawing
will help you to see the picture better. If you write on this paper, do so ONLY in PENCIL and ERASE
it completely when you are done please. What does your picture look like? Is it correct when you
show it to your teacher or compare to your neighbors? If yes, now on YOUR OWN graph paper draw
a picture. Write down the directions. They should be at least 30 MIN to 100 MAX in length. This will
be drawn on the back of the graph paper that I am giving you. Good luck and have FUN!
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1st Letter
14,13
14,18
12,18
12,19
17,19
17,18
15,18
15,13
14,13
nd
2 Letter
18,13
18,19
22,19
22,18
19,18
19,17
21,17
21,16
19,16
19,14
22,14
22,13
18,13
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3rd Letter
24,13
23,14
23,18
24,19
27,19
27,18
25,18
24,17
24,15
25,14
27,14
27,13
24,13
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4th Letter
28,13
28,19
29,19
29,17
31,17
31,19
32,19
32,13
31,13
31,16
29,16
29,13
28,13
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Draw your three (3) initials on the graph paper provided. Write down your coordinates on the space
below. You will be typing in these into ACAD tomorrow. Your grade will be based upon your accuracy
NOT looks. Objective is for what you draw on the paper to match what you draw on the computer!
You will staple all together and turn in as one assignment.
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