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Graph Points in the
Coordinate Plane
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Plan Author: David Riddick
Date Created: 3/16/2003 6:43:23 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 9 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Mathematics
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Goal(s):
Students will have an understanding of how to graph points in the coordinate
plane.
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Concept(s):
Students will learn to graph and locate ordered pairs on the coordinate
plane.
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Standards:
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 CA-
CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Understanding and Organizing Subject
Matter for Student Learning
TPE: A. Making Subject Matter Comprehensible to Students
CSTP Description: Teachers exhibit strong working knowledge of subject
matter and student development. Teachers organize curriculum to
facilitate students’ understanding of the central themes, concepts, and
skills in the subject area. Teachers interrelate ideas and information
within and across curricular areas to extend students’ understanding.
Teachers use their knowledge of student development, subject matter,
instructional resources and teaching strategies to make subject matter
accessible to all students.
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• CSTP Key Element : Developing student understanding through
instructional strategies that are appropriate to the subject matter.
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 Question : use a variety of
instructional strategies and approaches to illustrate a concept and its
connections within and across subject areas?
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CA-
California K-12 Academic Content Standards
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• Subject : Mathematics
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• Grade : Grade Five
By the end of grade five, students increase their facility with the four
basic arithmetic operations applied to fractions, decimals, and positive
and negative numbers. They know and use common measuring units to
determine length and area and know and use formulas to determine the
volume of simple geometric figures. Students know the concept of angle
measurement and use a protractor and compass to solve problems. They use
grids, tables, graphs, and charts to record and analyze data.
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• Area : Algebra and Functions
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• Sub-Strand 1.0: Students use variables in simple expressions,
compute the value of the expression for specific values of the variable,
and plot and interpret the results:
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Standard 1.4 (Key
Standard): Identify and graph ordered pairs in the four quadrants of the
coordinate plane.
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Objective(s):
Cognitive: Students learn to graph and locate ordered pairs on the coordinate
plane.
Observable behavior: Students will work in cooperative groups and actively
engage in playing a game of Battleship on graph paper by plotting and naming
points.
Criteria: Given graph paper, students will draw and label the coordinate
plane and plot and play the game of Battleship by plotting and naming points
with an accuracy of 80%.
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Prerequisite Background Skills/Knowledge:
Students should know a coordinate grid involves numbers in the first
quadrant, where all the numbers in the ordered pairs were positive.
A coordinate grid can be extended to include both positive and negative
numbers. This extended pair is used to describe a location on the coordinate
plane.
Students should be aware that the x-axis is extended to the left of the zero
to create a horizontal line, and the y-axis is extended downward, below zero
to create a vertical line.
Remind students of simple way to determine the direction of the x and y axis.
The y letter is shaped vertically with the tail of the y pointing downward,
whereas the shape of the letter x is symmetrically horizontal.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students write answers on worksheet.
Reading: Students read the worksheet directions, material on overhead,
chalkboard, and math textbook.
Vocabulary: coordinate grid, coordinate plane, ordered pair, positive,
negative, x-axis, y-axis, integer, origin, point
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Materials:
1) Pencil & Paper
2) Graph Paper
3) Transparencies
4) Transparency pen
5) Dry Erase pen
6) Math textbook
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
As students finish, they must stay in their seats. They may write or read as
they finish.
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
math to be the first volunteers to solve integer problems on the board.
The class is already divided in half. I call on students from both sides of
the class to dual one another for extra-credit points.
The problems the students will solve are an introduction to the new lesson,
and review from previous lessons.
Procedure: Body
Input:
1st: Point our standards we are working on (posted.
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they need to know, and deepen their
understanding by asking if anyone knows the difference between a coordinate
grid and a coordinate plane.
3rd: Review terms (x-axis, y-axis, coordinate, ordered pairs)
4th: Review how to graph ordered pairs in a coordinate plane. Use analogy of
a coordinate plane to Ships in the ocean. Ships above the x-axis would be
Battleships, while ships below the x-axis would be submarines.
5th: Give each student a piece of graph paper to set up game board. Fold paper
in half horizontally and draw a coordinate plane on each half. Each axis
should go home -10 to 10.
6th: Review as a class the rules for Battleship. Many of the students will be
familiar with them. In pairing students later be sure not to pair two students
that are unfamiliar with the game.
7th: On upper half of paper the students will each locate four ships by
plotting four points for each one. Ships must be vertical or horizontal.
8th: On the lower half of their papers the students will record their guesses
(hits and misses) by plotting the points so that they do not waste shots on
repeats. Have them circle hits.
9th: Each paper is folded so the top sits at a right angle to the bottom and
resembles the real gameboard.
10th: Students are paired and sit in desks back to back. To play, a student
gives coordinates of his shot (student plots this shot on lower half). His
opponent responds "hit and sink." Play continues until one player
has sunk all four of his opponents ships.
Guided Practice:
Teacher models how to graph and plot ordered pairs on the overhead projector.
Teacher models how to play the game of Battleship to the class.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will play the game of Battleship on paper by plotting and naming
points. Students will draw and label the coordinate plane with an x and y
axis. Students will be able to give and find coordinates of points on the
coordinate plane.
High achieveing students may use the concepts of coordinates to make their
own dot to dot diagrams. Students exchange their diagrams and have other
students solve each others pictorial representations.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their cognition.
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Assessment:
Students will use graph paper to draw and label the coordinate plane and plot
and locate ordered pairs by playing the game of Battleship with an accuracy
of 80%.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. Students were able to use graph
paper to draw and label the coordinate plane and plot and locate ordered
pairs by playing the game of battleship with an accuracy of at least 80%. I
correctly anticipated student engagement and interaction. Students had proficient
prior knowledge of the coordinate plane and x and y axis labeling. Students
understood the coordinate plane was an extension of the coordinate grid.
Students were able to graph and locate ordered pairs on the coordinate plane.
In order to observe and monitor student progress, I had a student model
labeling the graph on the overhead. I guided him along with the other
students as to what to graph during the guided instruction. Allowing students
to model after one another allows me to circulate and ensure students are on
task.
I did not anticipate students would be confused about the concept of how to
“sink a battleship.” Students understood and knew how to locate and plot
points. However, they missed the theme of the game, to sink a battleship. It
might have been helpful to introduce the concept of ships lining up
vertically or horizontally. I could have given ‘hot and cold’ clues to
strengthen the concept of locating a battleship at sea. As the students
worked collaboratively, I realized they were randomly creating points without
simulating a battleship.
Another aspect I might change would be in differentiating the lesson,
allowing higher achieving students to design their own picture through a
series of coordinate points. Students could interchange their coordinate
points and decode each other’s pictorial representations.
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