In this activity students will encounter a series of challenges, each asking them to graph a point on the bullseye of a target. They will plot points in all four quadrants, first by plotting points using a table and then by using ordered pairs.
The CyberSquad tests which broom can travel the furthest in five seconds in this video from Cyberchase.
In this Cyberchase video, Inez and Digit identify the location of the transformation using their knowledge of parallel and intersecting lines.
It Gets Cold in Yellowknife: Standard 6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).
Use these Venn diagrams to get students to reason and deepen their understanding of the coordinate plane. Use the Venns that do not focus on quadrant one as extensions for those accelerated students.
Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.
Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.
In this activity, students sort 10 types of fruit by tastiness and ease of eating in order to learn how those attributes can be represented on a coordinate plane, and to determine which fruit truly is "best."
This is a computer science lesson plan created by educators in the South Sanpete School District. Within this lesson, students will be programming a Sphero to reach the correct coordinates on a coordinate plane. The lesson is designed for fifth grade and includes modifications for grades 3-4.
Summer Reading: Standard 8.EE.6 (Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b.)
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).
Treasure Hunt: Standard 6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same x-coordinate or the same y-coordinate.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).
In this video segment from Cyberchase, Digit must a make a straight line between the two points and then follow the path created.
Jackie and Matt are looking at the same object along two different lines, in this video segment from Cyberchase.