Name: ____________________________________
Date: _____________
6.NS.8
B
A
Each set of four points in the chart
below are the vertices for a particular
rectangle.
D
C
E
Fill in the chart to identify the ordered
pairs that name the vertices in each
rectangle.
G
F
H
I
K
L
RECTANGLE
NAME
VERTEX/
ORDERED
PAIR
VERTEX/
ORDERED
PAIR
VERTEX/
ORDERED
PAIR
VERTEX/
ORDERED
PAIR
ABIH
A = ( ___, ___ )
B = ( ___, ___ )
I = ( ___, ___ )
H = ( ___, ___ )
CDGF
C = ( ___, ___ )
D = ( ___, ___ )
G = ( ___, ___ )
F = ( ___, ___ )
CELK
C = ( ___, ___ )
E = ( ___, ___ )
L = ( ___, ___ )
K = ( ___, ___ )
Look at each set of four ordered pairs that make the vertices for the three rectangles.
Describe the patterns or relationships you notice in the x and y coordinates for the four points
that are the vertices of each rectangle.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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 Elementary Mathematics Office • Howard County Public School System • 2013-2014
Teacher notes:
Student learning targets for this task may include:


I can explain thee distance between 2 coordinates.
I can graph points to solve problems.
The correct ordered pairs for
the rectangles’ vertices are:
For the written response, the students should be able to describe how the x & y coordinates for the four
vertices in each rectangle are related. For instance, for all four rectangles, the first two points share the same
y-coordinate and the second two points also share the same y-coordinate.
Not yet: Student shows evidence of
misunderstanding, incorrect concept or
procedure
Got It: Student essentially understands the
target concept.
Unsatisfactory:
Little
Accomplishment
Marginal:
Partial
Accomplishment
Proficient:
Substantial
Accomplishment
Excellent:
Full
Accomplishment
The task is
attempted and some
mathematical effort
is made. There may
be fragments of
accomplishment but
little or no success.
Further teaching is
required.
Part of the task is
accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding.
Further teaching is
required.
Student could work
to full
accomplishment with
minimal feedback
from teacher. Errors
are minor. Teacher
is confident that
understanding is
adequate to
accomplish the
objective with
minimal assistance.
Strategy and
execution meet the
content, process,
and qualitative
demands of the task
or concept. Student
can communicate
ideas. May have
minor errors that do
not impact the
mathematics.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics:
Teaching Developmentally. Boston: Pearson Education, 65
 Elementary Mathematics Office • Howard County Public School System • 2013-2014