Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: How to Draw and Plot Relative Coordinates
Performance Objective:
Upon completion of this lesson/assignment, the student will be able to plot or draw coordinates
given, and draw their own problem and correctly plot the coordinates for his/her drawing.
Specific Objectives:
 Identify the difference between Absolute and Relative coordinates
 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)
...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 Polar.
Read through the PowerPoint provided; watch the video(s) as needed, practice drawing it
yourself before the students draw.
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 PowerPoint file or put on PCs
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 Relative 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 it 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.
SHOW: Show students the PPT.
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: 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. Absolute is point to point.
ASK and SHOW: Does anyone want to volunteer to draw the first set of points given? (Try to
get a student to draw it first, if not, then you show them how to draw the whole 1st set or letter
given.)
SAY: Okay now draw the others on your own. (Walk around and monitor for about 15 min.)
ASK and SHOW: Does anyone want to volunteer to draw their Graduation Year 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 min.)
Optional Say: Tomorrow we will draw YOURS in Auto CAD or ACAD.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
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conjunction with the following outline.
MI
Outline
I. Discuss terms
A. What are Coordinate Systems and why do
you need to know them?
B. What are Relative coordinates?
C. What are Absolute coordinates?
Notes to Instructor
Show PowerPoint
presentation and
discuss with students.
SAY: Today we are going to learn about Relative
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 it 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 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 Absolute and
Relative coordinates
The teacher discusses
the difference.
ASK: Can you tell me what the difference is between
Absolute and Relative coordinates?
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.
SAY: Absolute is point to point.
IV. Demonstrate how to draw using the coordinates
given and then students draw the others on their
own
ASK and SHOW: Does anyone want to volunteer to
draw the first set of points given?
SAY: Okay now draw the others on your own.
Teacher tries to get a
student to draw it first.
If not, then teacher
shows them how to
draw the whole 1st set
or letter given.
Students use “Relative
or Incremental
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Drawing” handout and
graph paper to draw
coordinates.
Teacher walks around
and monitors for about
15 minutes.
V. Demonstrate how to draw an initial and how to plot
its coordinates
Show them how to
draw the first set of
coordinates
completely.
Check/monitor for
understanding as they
work independently.
VI. Students draw the coordinates given. Then draw
their own graduation year and plot the coordinates
ASK and SHOW: Does anyone want to volunteer to
draw their Graduation Year and plot the coordinates?
SAY: Okay now you draw and plot your own
coordinates on your own. Write these coordinates in
the space provided in the worksheet.
Try to get a student to
do it first. If not then
you show them how to
draw and plot yours.
Students use page 2
of “Relative or
Incremental
Coordinate Drawing”
handout to record
coordinates of their
graduation year. This
will be used the next
day when they draw
coordinates in ACAD.
Teacher walks around
and monitors for about
15 minutes.
How to video:
http://www.vimeo.com/user1000605/videos
VII. 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
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coordinates. They
receive 50 pts for
each.
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 anyways, 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 their own graduation year 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
Q: What is the difference between Absolute and Relative coordinates?
A: Absolute is point to point. Relative is in reference to last point and has to do with distance
and direction on the X or Y.
Evaluation
Informal Assessment (LSI Quadrant III):
Walk around the room and monitor the students as they work.
Formal Assessment (LSI Quadrant III, IV):
Their drawing should match the practice one you did. Check to see if they did their own drawing
and coordinates. 50 pts for each.
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Extension
Extension/Enrichment (LSI Quadrant IV):
Tomorrow draw their coordinates in ACAD. Do the hand drawing and computer drawing match?
They should if done correctly.
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“RELATIVE OR INCREMENTAL 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
squares to the right. 0,4 means it is 4 squares up from the last spot. You must start
where indicated. Shading when done 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!
1st Letter SP= 7,10
1 @0,1
2 @3,0
3 @0,2
4 @-3,0
5 @0,4
6 @4,0
7 @0,-1
8 @-3,0
9 @0,-2
10 @3,0
11 @0,-4
12 @-4,0
2nd Letter SP= 12,17
1 @5,0
2 @0,-1
3 @-2,0
4 @0,-6
5 @-1,0
6 @0,6
7 @-2,0
8 @0,1
3rd Letter SP= 21,13
1 @-2,0
2 @0,-2
3 @3,0
4 @0,-1
5 @-4,0
6 @0,7
7 @4,0
8 @0,-1
9 @-3,0
10 @0,-2
11 @2,0
12 @0,-1
4th Letter SP= 28,10
1 @0,6
2 @-2,-2
3 @-2,2
4 @0,-6
5 @-1,0
6 @0,7
7 @1,0
8 @2,-2
9 @2,2
10 @1,0
11 @0,-7
12 @-1,0
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Draw your graduation year on the graph paper provided. Write down your coordinates
on the space below. You will be typing 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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