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).

[divider] [/divider]

Students are able to… 

  • Understand the first number of an ordered pair 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.
  • Locate coordinates on a coordinate grid by using an ordered pair of numbers.
  • Use precise vocabulary and directions when explaining the location of ordered pairs.

Students are able to…because teachers:

  • Explain the structure of a coordinate system and how to locate points in the first quadrant only.
  • Model use of precise geometry vocabulary (coordinate grid, ordered pairs, axes, x-axis, y-axis, coordinate system, points, first quadrant, horizontal, vertical, intersection of lines, perpendicular, x-coordinate, y-coordinate).
  • Provide students opportunities to create their own coordinate grid and locate points.
  • Construct a floor coordinate grid for more student interaction moving horizontally along x-axis and vertically along y-axis to locate points.
  • Provide ample opportunities for students to talk with the teacher and other students about coordinate geometry and make sense of using ordered pairs.

[divider] [/divider]

Questions to ask students:

  • Describe how to find the ordered pair (4,5).
    • Sample answer that indicates understanding: Starting at the origin (0,0), move along the x-axis first to get to 4 then travel vertically up the y-axis to get to 5. Then you will arrive at ordered pair (4,5).
    • Sample answer that indicates an incomplete understanding or a misconception: Go over 5 and up 4.
  • Are (2,3) and (3,2) the same point on a coordinate plane? Explain your thinking.
    • Sample answer that indicates understanding: They are not the same at all. The point (2,3) indicates 2 away along the x-axis from the point of origin (0,0) and 3 along the y-axis. The ordered pair (3,2) is found 3 units away from (0,0) along the x-axis and 2 units to travel along the y-axis.
    • Sample answer that indicates an incomplete understanding or a misconception: They are basically the same, just the numbers are reversed.

[divider] [/divider]

FSA Notes:

Cognitive Complexity Level: Level 1: Recall

Achievement Level Descriptors: 

Level 2: identifies the key components of the coordinate plane (x-axis, x-coordinate, y-axis, ycoordinate, and origin)

Level 3: identifies, locates, or graphs given points in the first quadrant of the coordinate plane; interprets coordinate values of points in the first quadrant in context

Level 4: locates or graphs a point using directions from another point in the first quadrant

Level 5: describes the direction from one point to another point; names or graphs the point that would complete a specified, two-dimensional geometric shape in the first quadrant

Assessment Limits:

  • Items assessing MAFS.5.G.1.1 may not require directions between two given points. Points must rely on the origin.
  • Items assessing MAFS.5.G.1.1 may require identifying the point (e.g., Point A) on a coordinate grid that represents a given ordered pair.
  • Items assessing MAFS.5.G.1.1 may require determining the ordered pair that represents a given point on the coordinate plane.
  • Items assessing MAFS.5.G.1.1 may not require graphing/plotting a point given an
    ordered pair.
  • Points may only contain positive, whole number ordered pairs.
  • Mathematical and real‐world problems must have axes scaled to whole numbers (not letters).

Context: No

[divider] [/divider]

Additional Resources:

Additional in depth content knowledge

Video: Parts of a Coordinate Plane

Video: Reading Coordinates

[divider] [/divider]

Sample Formative Tasks:

 

[divider] [/divider]