Coordinate Plane

Created by: Ms. Childs

Content Standard
What is the Georgia Standard of Excellence for this MGSE5.OA.3 Generate two numerical patterns using
lesson? a given rule. Identify apparent relationships between
corresponding terms by completing a function table or
input/output table. Using the terms created, form and
graph ordered pairs on a coordinate plane.

MGSE5.G.2 Represent real world and mathematical

problems by graphing points in the first quadrant of
the coordinate plane, and interpret coordinate values
of points in the context of the situation

Standards for Mathematical Practice Standards: (CU)

Which SMPs will students practice in this lesson?
According to Van de Walle, Karp, & Bay-Williams,
conceptual understanding is shown when students
“Make sense of a problem and preserver is solving
them, reason abstractly and quantitatively, construct
viable arguments and critiquing the reasoning of
others, model with mathematics, use appropriate
strategies, attend to precision, look for and make use
of a structure, and look for and express regularity in
repeated reasoning” (Van de Walle et al, 2016).
During this lesson, students will show these elements
of conceptual understanding by:

Make sense of problems and persevere in solving

them. Students make sense of solving real world
problems involving points on the coordinate plane.

Reason abstractly and quantitatively. Students

demonstrate abstract reasoning about ordered pairs
with their visual representations. Students consider
the values of these numbers in relation to patterns and
points on a coordinate plane.

Construct viable arguments and critique the

reasoning of others. Students construct and critique
arguments regarding patterns and relationship of
ordered pairs as they are plotted on a coordinate plane
to represent real-world contexts.

Model with mathematics. Students use the

coordinate plane to compare two numbers in
mathematical and real-world contexts.

4408 – Signature Assignment

 Use appropriate tools strategically. Students select
and use tools such as colored pencils, number line
models and the coordinate plane to represent
situations involving positive numbers.

Attend to precision. Students attend to the language

of real-world situations to determine how far to travel
from the origin and the given direction of the
coordinates being represented.

Look for and make use of structure. Students relate

the structure of number lines to values of positive
integers as they use the coordinate plane.

Look for and express regularity in repeated

reasoning. Students relate new experiences to
experiences with similar contexts when studying
positive representations of distance and quantity.

(PF)
Students will display their procedural fluency by
plotting the points listed on the task sheet using the x-
values and y-values. They will demonstrate use of
efficient strategies in the problem task by identifying
the trend associated with the procession of points in
the x and y- column values instead of counting each
individual plot. Students will also need to use
appropriate strategies to find the ordered pair
coordinates of a town that can’t be plotted but can be
conceptually plotted. Finding this towns ordered pair
also requires a level of efficiency instead of counting
(Van de Walle, 2016).

Opening: Picture of a street sign

Creating a Coordinate Plane: (Colored Markers (65),

Plane White Paper (35), Rulers (31)) Large white
Materials Needed (MUST INCLUDE MANIPULATIVE) paper

Timer
35 Task sheets with a coordinate plane
- Students will be able to generate numerical
Objectives patterns using a given rule.
- Students will be able to identify relationships
between corresponding terms by completing a
function table or input/output table.
- Students will be able to form and graph
ordered pairs on a coordinate plane.

4408 – Signature Assignment

 - Students will be able to represent real world
and mathematical problems by graphing
points on the first quadrant on a coordinate
plane
- Students will be able to and interpret
coordinate values of points in the context of
the situation

Essential Question: How can the coordinate system help you better
understand other map systems?
How do coordinate grids help you organize
information?

3-Part Lesson (CGI) (Math Workshop)

How will your lesson flow? Write a step-by-step plan for instruction, including estimated length of time
for each component (Open, Work Period, and close). Include questions you plan to ask to guide
discussion.

Opening/Hook I will open the activity by asking the students, “Have

you seen a street sign where there are 2 street
15 mins WITHOUT explaining concepts
names that looks something like this?”, I will also
25 minutes WITH explanation of concepts) ask them “Can you name a location that is the
meeting point of two spots? For example, a street
How will you hook students? What is the ‘hook’ for the is a perfect example, this street is the intersection,
lesson to tap into prior knowledge and develop students’
or meeting place, between john street and wall
interests? This should tie directly into the lesson’s
street (referring to picture that is displayed)”.
objective and standard and should promote higher-level
Asking the students about this will engage their prior
thinking.
knowledge. I will introduce the concept of the
“coordinate plane by having it displayed either on a
large sheet of white paper or on the smart board if it is
available. The plane that is shown will be of all 4
quadrants so that the students understand that there
are 4 quadrants but we will only be working in the
first quadrant with positive numbers. The x-axis
and the horizontal lines will be shown in Red while
the y-axis will be displayed in blue so that the
students can see the difference between the two axes.
After displaying my coordinate plane, I will ask the
students “Has anyone seen this graph before? If
you have signal with a yes (sign language yes with
fist).” Then I will wait for responses. I will then ask
“If you have never seen this before signal with a
‘no’ (use the ‘no’ signal’)”. “For the students who
have seen this before, raise a silent hand if you
know what the name of this is?” If no student says
that it is the “Coordinate plane” I will tell them. IF
THE STUDENTS ARE FAMILIAR WITH THE
COORDINATE PLANE, ORDERED PAIRS, AND
X AND Y VALUES, WE CAN SKIP TO THE
ACTIVITY (WITH A BRIED REVIEW OF EACH
4408 – Signature Assignment
OF THE FORMENTIONED TERMS). I will them
tell them to take out their white sheet of paper and
2 different colored markers so that we can create
our own coordinate plane. I will flip to a new blank
page on the board or with a large blank piece of white
paper. With one color, I will tell the students “Draw a
horizontal line using your ruler through the
middle of the page like this” and show them using a
red marker. I will then say “In the other color, draw
a vertical line through the middle of the horizontal
line using your ruler like this” then demonstrate
using a blue marker. “The red line represents the x-
axis so on the side write ‘x-axis’ on your paper like
this” then I will demonstrate by writing “x-axis” on
the right side of the red line. “The blue line
represents the y-axis so on top of the y-axis write
‘y-axis’ like this” then I will follow by
demonstrating. I will ask the “The red line is called
the what?” and wait for a response, then ask “And
the blue line is called the what?” followed by a
response. I will say “Now we are going to draw 5
horizontal lines with our rulers that intersect the
blue line like this”, followed by the demonstration.
“Next were going to draw 5 vertical lines with our
rulers that will intersect like this” then demonstrate.
“Let’s number each of these lines with the
appropriate number. We are going to need this for
later” then demonstrate. “Using our grid, class, we
are going to plot some points. I will show you how
to do the first one.” I will demonstrate plotting a
point by plotting the point (3,5) and write the point on
the side. I will then ask the students “Based on the
point I just plotted, which axis do you think the 3
represents in this ordered pair (referring to the
(3,5) ? (wait for answer) What about the 5? (wait
for answer)” If the students don’t know the answer I
will tell them that the 3 in this coordinate pair
represents how many spaces/units up on the x-axis
you need to move and the 5 represents how many
spaces/units you need to move on the y-axis. I will the
write the x value (3) in the x-value column in red
marker and the y-value (5) in the y column in blue.
Then in a third column I will write the ordered pair
again (3,5). Using our 3-column chart with the x-
values, y-values, and ordered pair column, write more
numbers for 2 students to show me how to plot. In the
x- column I will write the numbers “4 and 2” and in
the y-column I will write the numbers “2 and 1”. I
will then have the students plot these points and write
the ordered pair in the “ordered pair” column. Once
4408 – Signature Assignment
 they have done this I will ask them “show me by
creating a ready sign with a thumbs up on their
chest then to do a 15 second think pair share with
a partner to compare answers”. Once they have
done this I will pick 2 student with QUIETLY
raised hands to demonstrate their understanding of
the coordinates and ordered pairs by plotting the
points that they came up with on the board. I will ask
the class “Do you agree with ______’s answer? If
so show me by showing the ‘same’ hand signal”
and demonstrate. If anyone has a different answer I
will ask them to share and scaffold them if their
answer is incorrect by reminding them which number
corresponds with which axis. Then we will move on
to their group work now that they understand the
basics of the coordinate plane.
Work time/Teaching THROUGH Problem- Academic Language to use: axis/axes, coordinates,
Solving/Student Exploration Time coordinate plane, coordinate system, first
quadrant, horizontal, intersection of lines, line,
Group Activity (25 minutes) ordered pairs, origin, point, vertical, x-axis, x-
coordinate, y-axis, y coordinate
Make sure to answer the following questions when
writing your step-by-step plans for instruction: After I introduce the lesson and the basics of
 What will you ask students to do after you introduce coordinates and the coordinate plane, I will introduce
the lesson? the task to the students. I will read the task which says
 What questions will you ask to promote higher-level “Marco delivers newspapers on his bike in the
thinking? morning and has a few stops to make. His route of
 What strategies will you use to provide opportunities the neighborhoods is set up like the grid below. Plot
for students to use the academic language the points below and list the ordered pair. Then find
associated with the content? What language the “X” and “Y” values of Pinewood and
supports will you offer? Lakewood, given the trend, list the ordered pair and
 What will you be doing during each component of plot the points. Explain how you found the points
the learning segment? What will students be doing? for Pinewood and Lakewood on the next page.” I
 What will you have the students do after you will then say “In your groups, I want you to solve
introduce the lesson to learn the standards? this task together. When you are finished with the
 What questions will you ask to promote higher-level task, decide how you will present your answers to
thinking? the class and who will speak for your group.”
 What opportunities will you provide for students to I will keep the class sectioned as they are and give
practice content language and/or vocabulary? each student at the tables the task sheet to solve the
 How will you facilitate discussion of the task? task. They will receive 25 minutes for this activity.
The students will be engaged in higher level thinking
by determining the trend in the procession of x and y-
values and explaining their thinking in writing and it
is also displayed through the use of solving a problem
situation (Van de Walle, 2016). Participating in
solving this task as a group will encourage the
students to speak to one another using the academic
language listed above like “x-axis”, “y-axis”, etc.
During this activity, I will assess the students’ work in
groups using a rubric, one for each group. The rubric
4408 – Signature Assignment
 will be divided into 4 levels of proficiency, 4 having
full proficiency and 1 being not proficient. I will also
observe each table and scaffold groups that may
struggle. As each group answers the questions, I will
ask them questions about their answers like “How did
you determine this plot?” or “Why did you choose
these values as the next x and y values?”. This will
help facilitate discussion and the task will naturally
facilitate academic discussion as they are working to
solve the equation in groups. For language support I
will provide a vocabulary sheet with key words and
pictures for EL’s. The question that asks the students
to find the coordinates of the 9th neighborhood listed
on Marco’s paper route requires the students to use
higher level thinking because there are only 5 towns
listed and the 9th town cannot be plotted on the grid
provided. So finding the trend in the procession of
values, the students will need to use higher level
thinking to find the ordered pair associated with the
Marblewood neighborhood.

Lesson Closure
How will the students summarize and/or share what they To close the lesson, I will pick one group who is
have learned to prove they know and understand the sitting quietly to present their answers. The other
standard(s) and its vocabulary? groups will have opportunities to either agree or
Will you provide opportunities for students to apply new disagree with the answers by signaling with the hand
knowledge while making connections to prior learning? signs we used in the beginning. If a group of students
has a different answer they will use the “no” signal. If
10 minutes students agree they will use the “same” hand signal.
As groups identify if they agree or disagree with the
group that is presenting, I will ask them how they
Total Amount of time admitted by Mentor Teacher: found the answer to determine if they found it the
1 hour same way or using a different strategy. I will be sure
to ask “What did your group notice about the x-
Total amount of time of lesson WITHOUT review of values and the y-values? How much did the x-
concepts:
values increase each time and how much did the y-
50 minutes
values increase each time?” then wait for the answer
and say “This is known as a trend. Very good!”. I
Total amount of time WITH review of concepts:
will be sure to ask the class “Did each group see this
1 hour
trend? If not show me with a no signal” and wait
for a response. If there are groups that did not notice
the trend, I will say “Well, how much did each y-
value increase by as you went to the next
neighborhood?” helping them see the correlation
between the amount that the values increased and the
trend. Once the group is finished presenting, the
lesson will be concluded.

4408 – Signature Assignment

Formative Assessment What type of formative I will use a rubric to determine the level of
assessment will you use? Include the specific questions, proficiency and understanding that each group has as
checklist, rubric, etc.… (Be sure to attach a copy of all they complete they task sheet.
relevant rubrics, checklist, ticket-out the doors etc.)

Summative Assessment Not required for this one lesson

What summative assessment will you use? Include a copy

Notes for Differentiation Challenge:

Justify your differentiation plan. (See Van de Walle or For students who need a challenge I will tell them to
other references) find the coordinates listed 12th, 22nd, and 72nd if the
trend were to continue using a strategy other than
Challenge: counting. This will require them to use non-
algorithmic thinking and require that they “engage
Scaffolding: with the conceptual ideas that underline the
procedures to successfully complete the task” (Van de
EL: Walle, 2016)

Scaffold: For students who need scaffolding, I will

build on the knowledge that they have retained from
the lesson and scaffold them according to what they
already know. For example, if a student understands
how to plot coordinates using the chart that is
provided but doesn’t know how to find the trend in
the values, I will ask the student “what one way you
can determine how many values are between these 2
values (ex: 2 and 4)” which should help them find the
trend and finish the chart.

EL: In “English Learners in the Mathematics

Classroom” by Debra Coggins, Chapter 5 emphasizes
visual learning for EL’s. One excerpt says that “in
mathematics class, visual tools such as graphic
organizers, diagrams, and graphing technologies offer
visual means of communicating information and
thinking about mathematical relationships”, which
directly relates to the lesson (Coggins, 2014). I
capitalize on the creation of a graph and what each
section means using different colors which is a great
visual aid for EL’s. This is a great reference they will
keep in their math notebooks to continue to revisit
when needed. The key word sheet with diagrams will
also be a helpful tool EL’s to use.

4408 – Signature Assignment

Name__________________________________Date:______________________

Task: Marco delivers newspapers on his bike in the morning

and has a few stops to make. His route of the neighborhoods is
set up like the grid below. Plot the points below and list the
ordered pair. Then find the “X” and “Y” values of Pinewood and
Lakewood, given the trend, list the ordered pair and plot the
points. Explain how you found the points for Pinewood and
Lakewood on the next page.

Neighborhood’s X-value Y-Value Ordered Pair

Cedarwood 1 2
Idlewood 2 4
Oakwood 3 6
Pinewood
Lakewood

Marcos Newspaper Route

10

0
0 1 2 3 4 5 6 7 8 9 10

4408 – Signature Assignment

Explain your thinking for finding the coordinates of Pinewood and Lakewood.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Marblewood is the 9th and final town on Marcos route. Without plotting, what would be the
ordered pair coordinate for Marblewood considering the trend? Explain your thinking.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4408 – Signature Assignment

 KEY VOCABULARY WORDS

X-Axis Y-Axis

4408 – Signature Assignment

 Task Rubric (Formative Assessment)

Level 1 Proficiency Level II Level III Level IV

Proficiency Proficiency Proficiency
The students are
unable to plot the The students can Students can plot Students can plot
points using the plot the points the points correctly the points correctly
information provided, listed correctly but that are listed and that are listed and
cannot find the applied incorrect applied correct applied correct
ordered pair for reasoning to finding reasoning to finding reasoning to finding
Pinewood and the plots. Plotted the x and y values the x and y values
Lakewood or plot points for Pinewood and ordered pairs and ordered pairs
them, cannot explain and Lakewood but for Pinewood and for Pinewood and
their thinking and did not find the Lakewood Lakewood
cannot find the correct values and
th
ordered pair of the 9 listed the incorrect OR AND
neighborhood/explain ordered pair.
their reasoning Students applied Students found the Students found the
incorrect reasoning correct 9th x and y correct 9th x and y
to find the 9th values and ordered values with the
neighborhood, pair for Marblewood ordered pair for
Marblewood, but and provided Marblewood and
supported their correct reasoning. provided correct
reasoning. reasoning.

4408 – Signature Assignment

 Standard Objective Activity/Evidence (Sources) Assessment (What kind of
What academic “DEMANDS” will you require assessment? What academic
to show? “DEMANDS” will you require to
Academic Demands are the “actions” that show?
students will do to show understanding of
the objectives. Will they write something,
read something, talk about something, build
or model using pictures, manipulatives?
MGSE5.OA.3 - Students will be able to generate Group Collaboration Formative Assessment will be done
Generate two numerical patterns using a given rule. Students will work in groups and determine as the students are filling in their
numerical - Students will be able to identify the coordinates given x and y values and charts. They will be assessed using
patterns using a relationships between corresponding write the ordered pairs in a chart as well as a rubric which will determine their
given rule. terms by completing a function table or plot the ordered pairs on the coordinate ability to plot the points
Identify apparent input/output table. plane. They will also work together to correctly that are listed and
relationships - Students will be able to form and graph determine unknown plots by figuring out the
applied correct reasoning to
between ordered pairs on a coordinate plane. rule and explain their reasoning with words.
finding the next few points
corresponding - Students will be able to represent real They will also participate in academic
world and mathematical problems by discourse as they work together to solve the finding the correct 9th x and y
terms by values with the ordered pair and
completing a graphing points on the first quadrant on task.
a coordinate plane provided correct reasoning.
function table or
input/output - Students will be able to and interpret
table. Using the coordinate values of points in the
terms created, context of the situation
form and graph
ordered pairs on
a coordinate
plane.

4408 – Signature Assignment