Patterns and Ordered Pairs
10 min
Narrative
The purpose of this Warm-up is for students to discuss the patterns they see in points plotted on a coordinate grid, which will be useful when students graph ordered pairs consisting of corresponding terms from two patterns in a later activity. While students may notice and wonder many things about this image, the location of the points and their coordinates are the important discussion points.
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:
- The points are scattered.
- There are 4 points labeled A–D.
- Points B and D are on the same horizontal line.
- The numbers on the vertical and horizontal axis skip count by two.
- Some points are not on the vertices of the grid.
- What do the points represent?
- Can we connect the points?
- If we connect the points, what shape will it make?
Activity Synthesis (Teacher Notes)
- “How can we use coordinates to describe the location of each point?” (The point D is at (8,4) since its horizontal coordinate is 8 and its vertical coordinate is 4. The other points are harder to tell though the vertical coordinate of B is 4.)
Standards
Addressing
- 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
Patterns and Ordered Pairs
10 min
Narrative
The purpose of this Warm-up is for students to discuss the patterns they see in points plotted on a coordinate grid, which will be useful when students graph ordered pairs consisting of corresponding terms from two patterns in a later activity. While students may notice and wonder many things about this image, the location of the points and their coordinates are the important discussion points.
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:
- The points are scattered.
- There are 4 points labeled A–D.
- Points B and D are on the same horizontal line.
- The numbers on the vertical and horizontal axis skip count by two.
- Some points are not on the vertices of the grid.
- What do the points represent?
- Can we connect the points?
- If we connect the points, what shape will it make?
Activity Synthesis (Teacher Notes)
- “How can we use coordinates to describe the location of each point?” (The point D is at (8,4) since its horizontal coordinate is 8 and its vertical coordinate is 4. The other points are harder to tell though the vertical coordinate of B is 4.)
Standards
Addressing
- 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).