Points in the Coordinate Plane
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is for students to review graphing and locating points in the first quadrant of the coordinate plane. Students observe the structure of horizontal and vertical lines when they compare points on the same line and notice which coordinate of the ordered pair changes and why (MP7).
Launch
Give students 2 minutes of quiet work time, and follow with a whole-class discussion.
If necessary, display the ordered pair (x,y) or (horizontal,vertical) to remind students of the order.
Student Task
Choose 1 set of points, and write the coordinates of each of the 3 points in the set. What do you notice about the coordinates?
Sample Response
Set B: (5,6), (6,6), and (7,6). All 3 points have the same y-coordinate.
Set C: (11,2), (11,3), and (11,4). All 3 points have the same x-coordinate.
Activity Synthesis (Teacher Notes)
The key takeaway of this discussion is that points on the same horizontal line share the same y-coordinate and points on the same vertical line share the same x-coordinate. Invite 3 or 4 students to share the coordinates of their 3 points. After each student shares, ask the rest of the class if the given points are on the same horizontal or vertical line and to explain how they know. To help guide the conversation, consider asking some of the following questions:
- “What are the coordinates of some other points on the same line?”
- “How far is each of the points from one another?”
- “How far is each point from the x-axis and the y-axis?”
Standards
- 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).
- 6.NS.6·Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
- 6.NS.8·Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
- 6.NS.C.6·Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
- 6.NS.C.8·Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
15 min
15 min
Knowledge Components
All skills for this lesson
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Points in the Coordinate Plane
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is for students to review graphing and locating points in the first quadrant of the coordinate plane. Students observe the structure of horizontal and vertical lines when they compare points on the same line and notice which coordinate of the ordered pair changes and why (MP7).
Launch
Give students 2 minutes of quiet work time, and follow with a whole-class discussion.
If necessary, display the ordered pair (x,y) or (horizontal,vertical) to remind students of the order.
Student Task
Choose 1 set of points, and write the coordinates of each of the 3 points in the set. What do you notice about the coordinates?
Sample Response
Set B: (5,6), (6,6), and (7,6). All 3 points have the same y-coordinate.
Set C: (11,2), (11,3), and (11,4). All 3 points have the same x-coordinate.
Activity Synthesis (Teacher Notes)
The key takeaway of this discussion is that points on the same horizontal line share the same y-coordinate and points on the same vertical line share the same x-coordinate. Invite 3 or 4 students to share the coordinates of their 3 points. After each student shares, ask the rest of the class if the given points are on the same horizontal or vertical line and to explain how they know. To help guide the conversation, consider asking some of the following questions:
- “What are the coordinates of some other points on the same line?”
- “How far is each of the points from one another?”
- “How far is each point from the x-axis and the y-axis?”
Standards
- 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).
- 6.NS.6·Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
- 6.NS.8·Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
- 6.NS.C.6·Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
- 6.NS.C.8·Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.