## Summary

Students will manipulate ordered pairs in the first quadrant of a coordinate plane.

## Objectives

The student will manipulate ordered pairs in the first quadrant of a coordinate plane.

## Subject Area

- Math

## Grades

- 4th
- 5th
- 6th

## Class Time

- Total Time: 91-120 minutes

## Materials

- "Coordinate Grid" and "Enlarge a Quarter" worksheets, one per student
- Paper
- Pencil
- One picture of a quarter, enlarged (see "Reproducible Coin Sheets" or use U.S. Mint Image Library)
- Markers or crayons
- Rulers

## Lesson Steps

- Put list of terms on the board and review definitions.
- Demonstrate that finding an ordered pair on a grid (5,4) would be 5 over to the right (horizontally) and 4 up (vertically). Pass out the "Coordinate Grid" worksheet and ask students to complete it.
- Display the enlarged picture of the quarter with the grid. Demonstrate how to enlarge the picture on the board as follows:
- Measure the distance between grid lines.
- Multiply the distance between grid lines by three.
- Draw a larger grid on the board and transfer the image from the paper to the board by drawing the contents of each grid block in the appropriate box on the board.

- Distribute the "Enlarge a Quarter" worksheet. Have students use a pencil and a ruler to draw in grid lines (to make a grid five boxes across, and five boxes down, gridlines should be three centimeters apart).
*NOTE: For younger students, you may wish to draw in gridlines before copying sheets.* - Students will enlarge the picture, using the grid as a guide.
- Students can erase the grid lines, and then color in their picture. These pictures can be displayed in the classroom.

## Assess

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

## Common Core Standards

**Discipline**: Math

**Domain**: 5.G Geometry

**Grade(s)**: Grade 5

**Cluster**: Graph points on the coordinate plane to solve real-world and mathematical problems

**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.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.

## National Standards

**Discipline**: Mathematics

**Domain**: 3-5 Data Analysis and Probability

**Cluster**: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

**Grade(s)**: Grades 3–5

**Standards**: In grades 3–5 all students should

- design investigations to address a question and consider how data-collection methods affect the nature of the data set;
- collect data using observations, surveys, and experiments;
- represent data using tables and graphs such as line plots, bar graphs, and line graphs; and
- recognize the differences in representing categorical and numerical data.

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