Shapes in the Coordinate Plane
5 min
Teacher Prep
Setup
Narrative
In this Warm-up, students review properties of figures and polygons within the context of graphing points in the coordinate plane. This will be useful when students create polygons in the coordinate plane in following activities.
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet work time. Then tell students to check with their partner that their figures have at least three of the listed properties. Follow with a whole-class discussion.
Student Task
Draw a figure in the coordinate plane with at least three of the following properties:
- 6 vertices
- Exactly 1 pair of parallel sides
- At least 1 right angle
- 2 sides with the same length
Sample Response
Answers vary.
Activity Synthesis (Teacher Notes)
The goal of this discussion is to review the characteristics of a polygon. Invite students to share their figure and its properties. Display these figures for all to see. After each student shares, ask the class if it is a polygon and how they know.
If necessary, remind students of these defining characteristics of a polygon:
- It is composed of line segments.
- Each line segment meets one and only one other line segment at each end.
- The line segments never intersect each other except at their endpoints.
- It lays flat in the coordinate plane.
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.G.3·Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
- 6.G.A.3·Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
- 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.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
No KCs tagged for this lesson
Shapes in the Coordinate Plane
5 min
Teacher Prep
Setup
Narrative
In this Warm-up, students review properties of figures and polygons within the context of graphing points in the coordinate plane. This will be useful when students create polygons in the coordinate plane in following activities.
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet work time. Then tell students to check with their partner that their figures have at least three of the listed properties. Follow with a whole-class discussion.
Student Task
Draw a figure in the coordinate plane with at least three of the following properties:
- 6 vertices
- Exactly 1 pair of parallel sides
- At least 1 right angle
- 2 sides with the same length
Sample Response
Answers vary.
Activity Synthesis (Teacher Notes)
The goal of this discussion is to review the characteristics of a polygon. Invite students to share their figure and its properties. Display these figures for all to see. After each student shares, ask the class if it is a polygon and how they know.
If necessary, remind students of these defining characteristics of a polygon:
- It is composed of line segments.
- Each line segment meets one and only one other line segment at each end.
- The line segments never intersect each other except at their endpoints.
- It lays flat in the coordinate plane.
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.G.3·Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
- 6.G.A.3·Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
- 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.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.