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5.G.A. – Graph points on the coordinate plane to solve real-world and mathematical problems.
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 zero on each line and a
given point in the plane locate 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).
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?
• SWBAT plot coordinates in the four quadrants on the coordinate grid, understand the
relationship between ordered number pairs, and determine the connections between the
origin, x-axis, and the y-axis.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
• The students will demonstrate this knowledge during the lesson by answering questions
given by the teacher in regards to plotting and naming points on the coordinate grid.
Students will also be filling in the blanks on a worksheet provided by the teacher. After
conducting the lesson, students will also, while engaging in the activity, “Hidden
Treasure” with a partner, be able to follow directions, plot ordered pairs, develop a
searching strategy, and find the other player’s hidden point on a coordinate grid.
• SWBAT define and determine and/or demonstrate the meaning of the words, coordinate
grid, axes, y-axis, x-axis, origin, ordered pair of numbers, horizontal distance, vertical
distance, and coordinates. The students will also be able to use the above vocabulary
words while engaging in the activities with a partner, such as “Hidden Treasure.”
Assessment: What specific, tangible evidence will show that each student has met this
objective?
• The students will demonstrate their own understanding by explaining the meaning of
each of the vocabulary words listed above in the “Academic Language Objective.”
Students, when engaging in the activity, “Hidden Treasure,” will also be able to apply
their knowledge of vocabulary when determining strategies to find the other player’s
hidden point on a coordinate grid.
Content: What are the specific details of the lesson’s content knowledge?
• This lesson will introduce students to the coordinate grid, a flat surface that is used to
name points in a plane. Students will also practice plotting and locating points in all of
the quadrants of a coordinate system. As students determine the relationship among
ordered number pairs, as well as the connections between the x-axis and the y-axis,
students will learn to begin at the origin, or the point where the two number lines
intersect (0, 0) when plotting points on a grid. For example, when taking the point, (6, 3),
after informing students that the first number in the ordered pair of numbers is always the
horizontal distance of the point from the vertical axis, students will then understand that
the second number in the ordered pair of numbers is always the vertical distance at the
point from the horizontal axis. In other words, students will move six points to the right
on the horizontal number line, also known as the x-axis, and then move three spots up on
the vertical number line or the y-axis.
• Students will also be able to apply their knowledge from the lesson on coordinate grids to
the activity, “Hidden Treasure.” As students find the other player’s hidden point on a
coordinate grid, students will become more skillful in plotting ordered pairs and also
developing a searching strategy.
• By plotting coordinates and understanding the relationship between ordered number
pairs, students will be able to apply this knowledge to real-life situations. For example,
students can select a unit of measurement, and can then describe the location of an object
using a coordinate system. Using a type of visual learning diagram, students, later, will
view a relationship between sets of numbers as coordinates.
Before conducting the mathematics lesson on coordinate grids, I will assess the students’ prior
knowledge to observe their familiarity with this subject. Before class begins, I will pass out copies
of the “Coordinate Grid Treasure Map” worksheet to students’ desks. As students enter the
classroom and follow their daily routines, students will then observe the morning message on the
whiteboard. I will add a note to this morning message, such as, “Please complete the Coordinate
Grid Treasure Map. Follow the directions carefully.
Hint: When writing the coordinates for each object, remember the first number in the pair (x) is
the horizontal distance and the second number in the pair (y) is the vertical distance.”
As students work on the activity, I will walk around the classroom to observe how students are
completing the worksheet. I will also view the students’ current strategies to find the coordinates
for each of the objects on the treasure map.
If students are having difficulty completing the morning work, I will provide helpful tips and
demonstrate how to find one of the coordinates for one object on the map. After stating that, “The
x-axis is the horizontal axis and the y-axis is the vertical axis,” I will also point out and
demonstrate these intersecting number lines. In addition, I will explain that, “The first number in
the coordinate pair is always the horizontal distance on the x-axis, and the second number in the
coordinate pair is always the vertical distance on the y-axis. Now, knowing this information, can
you tell me the coordinates for the object, _____, on the treasure map?” If the student answers
correctly for one of the objects, I will state, “Exactly. Now, follow that same strategy for finding
the coordinates of the other objects.” If the student responds incorrectly, however, I will
demonstrate how to find one of the objects on the treasure map. I will state, “For example, can
you point to the telescope on the treasure map? [Student points to telescope]. Great. Now, let’s
start at the origin. The origin is the point where both of the number lines, the x-axis and the y-axis,
meet or intersect. On the x-axis or the horizontal axis, I have to move 9 points to the right to reach
the telescope. Therefore, 9 is x and is the first number in the pair. We have just found x, but we
are still missing the value for y. Let’s start at the origin again. On the y-axis or the vertical axis, I
have to move 4 points to the top to reach the telescope. Therefore, 4 is y and the second number in
the pair. We have found the coordinate pair for the telescope to be (9, 4). Does this make sense?”
If the student answers, “Yes,” I will encourage him or her to find another coordinate pair for
another object on the treasure map, while viewing his or her strategy. If the student answers,
“No,” I will encourage the student to look at the object of the telescope again. This time, however,
I will state, “Now, I am just going to focus on looking at the first number in the coordinate pair,
which is the horizontal distance. If I drag my finger down from the point the telescope is located, I
see that I land on the number 9 on the horizontal or x-axis of the treasure map. Therefore, 9 is x
and the first number in the pair. Now, after finding x, we need to find the second number in the
coordinate pair, which is the vertical distance. If I drag my finger to the left from the point the
telescope is located, I see that I eventually land on the number 4 on the vertical or y-axis of the
treasure map. Therefore, 4 is y and is also the second number in the pair. So, the coordinate pair
for the telescope is (9, 4).”
I will then encourage the student to find another coordinate pair for the next object on the treasure
map, while observing his or her strategy.
If students have completed the morning activity early, I will encourage them to independent read.
Usually, after students have completed any morning work early, they begin or continue reading
their chapter books. Once students have finished the morning activity, I will state, “Please leave
this activity on your desks. I will collect these, review them, and give them back to you by the end
of the day.”
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During Lesson (25 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?
Before beginning the lesson, I will state, “We will be beginning our mathematics lesson on
coordinate graphs today.” In order to prevent disorder if all of the students come to the rug at
once, while the students are sitting at their desks, I will call two tables (arranged by colors) at a
time to receive a clipboard and a pencil, and choose a “smart spot” on the rug. This will hopefully
allow for a quick and smooth transition. After students have completed this task, I will state,
“Thank you for coming to the rug quietly.” If students take a much longer time to arrive to the
rug, I will implement a classroom/behavior management strategy. For example, by pointing out
one student’s excellent behavior by stating, “Thank you, [Student’s name] for following directions
and sitting quietly on the rug,” I hope other students will follow in order to begin the lesson. As
students come to the rug, I will distribute the class notes. This is needed for the students to fill in
the blanks when reviewing the lesson, and also for them to refer to their notes when answering
questions, and, later, when completing the activity, “Hidden Treasure.”
Once I have earned each of the student’s attention, I will begin the lesson on coordinate graphs. I
will state, “Earlier today, you all completed the Coordinate Grid Treasure Map, where we had to
write the coordinates for each object on the map. So, now, we will do something similar. We will
learn how to plot coordinates and understand the relationship between ordered number pairs.
Before we begin, however, let’s review some vocabulary. On your worksheets, you can begin to
fill out the blanks when we come to a vocabulary word. First, let’s discuss the relationship
between a plane and a coordinate grid. A plane is a flat surface that extends or goes on forever. A
coordinate grid, therefore, is used to name points in one of these planes. Also, we form a
coordinate grid by making two number lines that meet or intersect. These number lines are called
axes. Does someone know the name of these two axes?” If students raise hands, I will call on one
student to give the correct answer, the x-axis and the y-axis. If the student answers incorrectly, I
will state, “Good try. Does someone else want to help [Student’s name] about the names of these
two axes?” If the student answers correctly, I will state, “Great. The two number lines’ names are
the x-axis and the y-axis.” I will then display a diagram of the coordinate grid on the PowerPoint
slide. Pointing to the diagram, I will demonstrate, “This is the x-axis or the horizontal axis, and
this is the y-axis or the vertical axis. Also, these number lines intersect or meet at right angles at a
point called the origin. The origin is the point, (0, 0). Whenever we plot a point, we always want
to start from the origin, which is (0, 0). Also, every point on the coordinate grid is called an
ordered pair of numbers. For example, (2, 3). This is pronounced not ‘two three,’ but rather ‘two
comma three.’ Let’s try to plot (2, 3) on the coordinate grid. Remember, the first number in the
ordered pair is always the horizontal distance, and the second number in the ordered pair is always
the vertical distance. Starting from the origin, which is (0, 0), we move two points to the right on
the x-axis and then three points to the top on the y-axis. We then label the point, (2, 3). Now,
students, you all are going to try to plot a point on your worksheet. Let’s try to plot (9, 5).” As I
walk around the rug to see how students are completing the given work, I will give students about
two minutes to plot this point. If students finish early, I will encourage them to check with a
partner to see if they have answered the question correctly. Once all students have answered the
question, I will state, “Great. Can someone please tell the class their strategy they used to find the
point (9, 5) on the coordinate grid?” After students raise hands, I will then call on one student to
share their response. If the student answers incorrectly, I will state, “Good try. Can another
student help [Student’s name] plot (9, 5) on the coordinate grid?” If the student answers correctly
by stating, “First, I started at the origin, which is (0, 0). Then, I moved 9 points to the right on the
x-axis, and then moved 5 points to the top on the y-axis. I then found the point and labeled this (9,
5),” I will state, “Excellent work. Let’s continue with the next question. Here, we are given the
points,August
Revised A, B,2014
C, and D, and we have to find the coordinate points. Let’s do A together as a class, 5
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and then you can complete points B, C, and D independently. For A,
remember to always begin at the origin, which is point (0, 0), and on the x-axis or horizontal axis.
We can see that we stay at 0 on the x-axis, so 0 is our x value. We now need to find the y value.
Let’s go back to the origin again. In order to reach point A, we have to go up 3 points, so our y
value is 3. Therefore, the coordinate point is (0, 3) for point A. Class, please now try find the
points for B, C, and D. We will review in about two minutes.” I will then walk around the rug to
see how students are completing the work. If students finish early, I will encourage them to check
with a partner to see if they have answered each of the questions correctly. After about two
minutes, or after each student has found the coordinate pairs for B, C, and D, I will review the
answers by asking the students, “Can someone please raise their hand and tell the class what
coordinate they found for B?” If the student answers incorrectly, I will state, “Good try. Can
another student help [Student’s name] find the coordinate pair for B?” If the student answers
correctly by stating, “(3, 5),” I will then ask the student for the strategy they found. This may
involve, “I started at the origin, which is (0, 0), or where the two number lines meet or intersect.
Then I moved 3 points to the right on the x-axis, and 5 points to the top on the y-axis. Therefore, I
was able to find that (3, 5) is the coordinate pair for B.” After the student shares this response or
an answer similar to that above, I will repeat the same strategy for finding the coordinate pairs for
points C and D.
After, I will then discuss the strategies on tips to remember which axis the coordinates refer to in
an ordered pair. I will state, “Sometimes, we may get confused which axis is which, and, most
importantly, where the coordinates go on the coordinate plane depending on the axes. Here are
some tips to remember the horizontal and vertical axis. For example, alphabetically, horizontal
comes before vertical and “x, y, z” (x-axis, and then the y-axis). Also, think about painting the
side of a house. You must move the ladder to where you want to paint before climbing up.”
I will continue the lesson by informing the students on how to plot negative numbers. I will state,
“Class, we have focused primarily on how to plot points in the first quadrant where the x
coordinate was positive and the y coordinate was also positive. What happens when we try to plot
negative numbers? First, can someone tell me what a negative number is? [Students will raise
hands, and I will call on multiple students, and also restate their responses if correct]. I will state,
“Great. A negative number is a number that has opposite value or direction. So, a negative number
can be, for example, -1, -2, -3, -10, -20.5, and so on. Therefore, we can extend the coordinate grid
to show all four quadrants to plot negative numbers. [Show image of coordinate grid with all four
quadrants]. Here, we can see the first quadrant, second quadrant, third quadrant, and fourth
quadrant. We number them counterclockwise or like the letter, “C,” if you have trouble
remembering. Let’s focus on the second quadrant. In the second quadrant, we must have an x
value that is negative and a positive y value. Class, can you give me any point to plot that will be
in the second quadrant?” [Students raise hands. I will call on one student to announce a
coordinate. Once the student states a negative x value and positive y value, such as (-4, 5), I will
demonstrate how to plot this coordinate]. I will state, “Remember, we always start at the origin,
which is (0, 0). Our x value is negative 4, so starting at (0, 0), let’s move four units to the left on
the x-axis, which is the horizontal axis. We have found negative four, but we still need to find
positive 5. Positive means we move up on the number line, so let’s move up 5 on the y-axis. We
have found (-4, 5), and we have plotted this in the second quadrant. Do you have any questions?”
If students have no questions, I will continue plotting negative and positive numbers in the third
and fourth quadrants. I will state, “How do we plot points in the third and the fourth quadrants? In
the third quadrant, we must have a negative x value and a negative y value. On your notes, can
you plot for me (-6, -3)? Remember to move to the left on the x-axis and, this time, down on the
y-axis, when starting from the origin, which is (0, 0).” I will walk around the classroom to ensure
all students understand the material. I will also address any concerns or questions. After about two
minutes, or after all students have completed plotting the coordinate, I will then ask for one
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volunteer to plot (-6, -3) on the whiteboard using the PowerPoint presentation. If the student is
incorrect, I will guide him or her to the answer by demonstrating the strategy of moving 6 to the
left on the x-axis or horizontal axis and then moving 3 down on the y-axis or vertical axis. If
correct, I will state, “Thank you, [Student’s name]. Great job. Does anyone have any questions on
how to plot coordinates in the third quadrant?” If there are no questions, I will continue with the
lesson. I will state, “Finally, let’s plot coordinates in the fourth quadrant. Will the value of x be
positive or negative?” If students answer incorrectly, with “negative,” I will state, “Good try.
Since we are moving to the right on the x-axis or horizontal axis, the x value will be positive.” If
students answer correctly, with “positive,” I will state, “Great. Now, will the value of y be
positive or negative in the fourth quadrant?” If students answer incorrectly, with “positive,” I will
state, “Good try. Since we are moving down on the y-axis or vertical axis, the y value will be
negative.” If students answer correctly, with “negative,” I will state, “Great. Students, can you
please plot (5, -7) on your coordinate grid? Remember to move to the right on the x-axis or
horizontal axis, and then move down on the y-axis or vertical axis.” I will then walk around the
classroom to address any misconceptions. After giving the students one or two minutes to plot the
point, (5, -7), I will ask for another volunteer to plot this point on the whiteboard. If the student is
incorrect, I will guide him or her to the answer by demonstrating the strategy of moving 5 to the
right on the x-axis or horizontal axis and then moving 7 down on the y-axis or vertical axis.
Closing (25 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
After conducting the entirety of the lesson, I will begin to introduce the interactive activity,
“Hidden Treasure.” I will state, “Class, now that we have learned how to plot coordinates and we
now understand the relationship between ordered number pairs, we will now play an activity
called Hidden Treasure. It is a game similar to Battleship. Did any of you ever play the game
Battleship before?” [Students’ hands may raise]. If students’ hands raise, I will state, “Great.
Maybe you can help me in explaining the directions to the others. If students’ hands do not raise,
I will state, “That’s OK. We will teach you how to play!”
I will then begin explaining the directions to the students. I will state, “So, in order to play
Hidden Treasure, each of you will be in a group with one other peer. You will work with the
partner who sits to the right or left of you at your desks. The goal of the game is to find the other
player’s hidden point on a coordinate grid. Each player is going to need a gameboard, which I
will provide, a pencil, and a red pen or crayon. Of course, sit a little far apart from one another,
so you cannot see what the other is writing on his or her gameboard. You can sit at your desks, on
the rug, or at one of the tables in the classroom. At the start of the game, each player marks a
point on Grid 1 using the red pen or crayon. These are going to be the hidden points. For
example, say [Student’s name] chooses a hidden point at (2, 5), and I choose a hidden point at (3,
7). Then, [Student’s name] will guess the location of my hidden point by naming any ordered
pair. If [Student’s name] says (3, 7) on the first try, which is my hidden point, then [Student’s
name] wins because he or she has correctly guessed my point. If [Student’s name] guesses
another point on the coordinate grid, then I will mark his or her guess in pencil on my Grid 1. I
will then count the least number of units to travel from the hidden point to the guessed point, and
tell this to [Student’s name]. For instance, if [Student’s name] guesses my point is at (1, 2),
instead of (3, 7), I will mark (1, 2) on my Grid 1, and count the least number of units to travel
from (3, 7) to (1, 2), which is 7.” I will demonstrate how to find 7 to students on the whiteboard. I
will continue demonstrating the game by stating, “After [Student’s name] learns that he or she is
7 units away from the hidden point, [Student’s name] will mark 7 next to the point (1, 2) on his or
her Grid 2. Now, [Student’s name]’s turn is over, and it is now my turn to make a guess about
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[Student’s name]’s hidden point, and the cycle repeats until one player wins. Are there any
questions?” If students’ hands raise, I will address any questions that come to mind. If not, I will
state, “OK, if there are no questions, then we can get started soon. If you finish early, I have
another activity called “Hoo’s There?” where you will plot coordinates to create a diagram of an
owl. After you finish playing one game of Hidden Treasure with your partner, you can choose to
play Hidden Treasure again with your partner or complete the “Hoo’s There?” activity. I have
extra copies of both activities. So, let’s get started. I will give you about 15 minutes to play
Hidden Treasure, and then we will check in as a class. Find your partner, and choose a spot in the
classroom where both of you think you will work well together. Remember, each of you should
have a gameboard with Grids 1 and 2, a pencil, and a red crayon or pen. Of course, you can
always call me over if you have any questions when you are playing the game.”
While students are completing the game, “Hidden Treasure” in pairs of two, I will walk around
the classroom to see how students are completing the given task. I will also address any
questions. If students finish early or if one player wins the game in a short amount of time, I will
encourage the students to play the game again. I will be sure to bring extra copies of the
gameboards to the class. If they do not want to play the game again, I will distribute another
worksheet, “Hoo’s There?” This worksheet involves plotting points in order to create a final
picture or diagram on the coordinate grid, which is an owl.
As the class comes to the final 5 minutes of the lesson, I will begin closing the lesson by stating,
“Today, we learned how to plot coordinates and understand the relationship between ordered
number pairs. These topics will be very helpful to you later, as you learn how to draw figures,
perform computations, and compute other equations on coordinate grids. You can even describe
the location of an object using a coordinate system.”
I will then inform them to begin cleaning up and also decide who the winner is of the current
game, “Hidden Treasure.” If students take longer than expected to clean up, I will state, “Time to
move on to our next activity. We can see who the winner is of the game by looking at who the
player is that guessed a point that is the least farthest away from the hidden point.”
As the groups work independently to plot coordinates, during the lesson, I will walk around the
rug to ensure all of the students understand the material. Additionally, after the lesson, when
students are working, in pairs of two, on the interactive activity, “Hidden Treasure,” I will make
sure that all students are staying on task. If students become confused, I will also address any
questions and misconceptions by demonstrating examples.
Additionally, when students first find a “smart spot” on the rug, I will ensure that all students
have chosen an area, in which they will learn best without any distractions. This includes, if
possible, students sitting away from any friend groups. If students are not in a “smart spot,” I will
state to the student, “[Students’ names’ or Student’s name], I do not think those/that is not a
“smart spot.” Consider moving to another area.”
As I continue the lesson, I will also ensure that all students are staying on task. If some are not
paying attention or become distracted, I will state, “Students, let’s try to focus on the lesson,
please.” If the students continue this behavior, I will state, “Students, I do not expect you to be
distracted right now. Let’s try our best to remain focused.”
I will also ring a bell to receive the students’ attention during some points throughout the lesson.
For instance, I will ring this bell after I have seen that all students have completed plotting a
coordinate on their notes.
Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
• PowerPoint presentation
• Pencil
• Red crayon or pencil for students
• Coordinate Grid Treasure Map Morning Work
• Hidden Treasure gameboards and directions
• Hoo’s There Worksheet
• Clipboard
• Fill in the blank student notes
Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students
continue to work toward the lesson’s overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?
The lesson and assessments completed during the lesson, including interactive activities, such as
the “Coordinate Grid Treasure Map,” “Hidden Treasure,” and “Hoo’s There,” will help students
review how to plot coordinates and understand the relationship between ordered number pairs.
This will also prepare students for the MCAS Mathematics standardized test and future quizzes
and/or exams.
These questions and prompts are to be used to guide the post-lesson evaluation and critique.
Review the 3PA+ to see if this reflection can be used as a piece of evidence.
2. Lesson Adaptations
a. In hindsight, how might you have improved or modified the lesson during the
planning stages? What adaptations might you have used?
b. What specific suggestions from your supervisor or cooperating teacher were
implemented or not? What was the outcome? Were they beneficial? Why or why
not?