Points on the Coordinate Grid
10 min
Narrative
The purpose of this Warm-up is for students to describe a point which will be useful when students locate points on a coordinate grid in a later activity. While students may notice and wonder many things about this image, the relationship between the point and the numbers on the vertical and horizontal axes is the main focus of the discussion.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- There is a point.
- The point is where two lines cross.
- The point is on the line marked 5.
- The point is on the line marked 6.
- Why is there only 1 point?
- Why aren’t there any rectangles?
- Can we put more points on the grid?
Activity Synthesis (Teacher Notes)
- "How can we describe the location of the point?” (It is kind of in the middle of the grid, but toward the top. It is where two lines intersect. It is where line 5 and line 6 cross each other.)
Standards
Building Toward
- 5.G.1·Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
- 5.G.A.1·Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g.,<span class="math">\(x\)</span>-axis and <span class="math">\(x\)</span>-coordinate, <span class="math">\(y\)</span>-axis and <span class="math">\(y\)</span>-coordinate).
20 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Points on the Coordinate Grid
10 min
Narrative
The purpose of this Warm-up is for students to describe a point which will be useful when students locate points on a coordinate grid in a later activity. While students may notice and wonder many things about this image, the relationship between the point and the numbers on the vertical and horizontal axes is the main focus of the discussion.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- There is a point.
- The point is where two lines cross.
- The point is on the line marked 5.
- The point is on the line marked 6.
- Why is there only 1 point?
- Why aren’t there any rectangles?
- Can we put more points on the grid?
Activity Synthesis (Teacher Notes)
- "How can we describe the location of the point?” (It is kind of in the middle of the grid, but toward the top. It is where two lines intersect. It is where line 5 and line 6 cross each other.)
Standards
Building Toward
- 5.G.1·Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
- 5.G.A.1·Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g.,<span class="math">\(x\)</span>-axis and <span class="math">\(x\)</span>-coordinate, <span class="math">\(y\)</span>-axis and <span class="math">\(y\)</span>-coordinate).