Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 49870
Human Ordered Pairs
This is a fun hands-on and interactive lesson on graphing ordered pairs on a coordinate grid.
Subject(s): Mathematics
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Interactive Whiteboard,
Overhead Projector
Instructional Time: 3 Hour(s)
Freely Available: Yes
Keywords: coordinate grid, ordered pairs, x-axis, y-axis
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to identify the x-axis and y-axis on a coordinate grid.
Students will be able to identify the origin on a coordinate grid.
Students will be able to locate ordered pairs and know that the first number indicates that they move horizontally across the x-axis and the second number indicates
that they move vertically along the y-axis.
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior to this lesson, students should be able to identify ordered pairs on a coordinate grid.
Guiding Questions: What are the guiding questions for this lesson?
1. How do I know how far, and in which direction to travel from the origin when plotting ordered pairs?
2. What does this number represent in the problem?
3. What action do we need to take?
4. How far do we need to move and in which direction?
5. How many units do we move?
Teaching Phase: How will the teacher present the concept or skill to students?
In this lesson you will need to provide the prior knowledge in the hook.
The Hook:
1. Create a giant coordinate grid on the floor in your classroom. I teach math first thing in the morning, so I move all of their desks the night before and set up the
coordinate grid. This works very well if you have a tile floor. I mark the grid with painters tape and use index cards to number the x-axis and y-axis. I have place
dots on the grids that are made of contact paper so they can be stuck to floor but easily removed later.
2. As the students come in in the morning they follow their morning directions on the board which tells them to select a dot and use a permanent marker to write their
name on the dot of their choice. They then are to return to their desk to work on their morning seat work. Do not tell them why they are doing this, it drives them
page 1 of 3 crazy, but they are definitely curious!
3. When everyone present for the day has written their name on a dot, it is time to begin. Call the students by name to prevent a mad rush. Tell them that when you
call their name they are to walk over and stand on their dot. (If you have an iPad this is a good time to take a picture you can use it later and display it on the
document camera).
4. At this time I will ask one student to raise their hand and I walk to the big "0" for the origin and ask, "What do I need to do to reach "Chelsea"?" Give students
a few minutes to think, if you are experiencing blank looks you might want to tell them to think of latitude and longitude. If you are still not getting an answer,
demonstrate, be very dramatic. "To reach "Chelsea" I have to walk 5 units across the x-axis (think of the x as across because the lines cross), and
now 3 units up the Y-axis, (tell them to think y to the sky)!"
5. I find that students grasp ordered pairs rather quickly, but I allow everyone who wants a turn to take one (this takes a bit of time but they enjoy it).
6. As they are taking their turns keep asking, "Which way do you move first? Which way do you move second? When you move across what axis are you
on? When you move up what axis are you on?" These questions will help the students begin to understand the math terms they are learning and begin to
understand the direction they need to move when plotting or identifying ordered pairs.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Lesson:
1. Have students return to their seats and take out their math journal.
This is an interactive journal that I have my students take all of their math notes in. The journal is to be bright and colorful. There is a table of contents at the
front with each lesson numbered and labeled as we add them.
I also have them take out their colored pens (I require that each student has a pack of colored pens at least 10 different colors for note booking).
They can use any color they want as long as they change color when I do. They love this it gives them a sense of pride in their journals.
2. Tell students now that they have played being human ordered pairs that we are going to take some notes.
I also have a math journal that I create along with the students. I place mine under the document camera and display it on the board. This way I do not have to
turn my back on the class and I also have accurate notes for any absent student to copy.
3. Tell students to go to the table of contents and number today's lesson and write the title which is: Ordered Pairs, Which Way Do I Go?
While they are writing this I take a quick walk around the class and make sure that everyone is on task.
4. When everyone has completed this step have them turn to the first blank page in their journal and write the title again at the top of the page.
Again take a quick walk and make sure they are on task.
5. The next step is to write an essential question under the title to give the students a purpose for today's lesson. Today's essential question is: How do I know how
far, and in which direction to travel from the origin when plotting ordered pairs?
Example of the first journal page: Journal Page (click to open)
Follow the definitions in order on the journal page example, make sure to include the small coordinate grid with the origin, x-axis and y-axis labeled.
6. After everyone has finished taking notes move on to the interactive whiteboard activity (click to open) for ordered pairs. The kids love using the interactive
whiteboard, I manage this activity by selecting one student to begin and then they choose the next volunteer (boy, girl).
This activity gives the students some practice with teacher guidance, and reinforces the lesson for anyone who is struggling.
7. The next step of this lesson is for the students to take what they have learned and design a Water Park (click to open).
Provide a large sheet of graph paper (the sheets I use are about 3 feet by 4 feet).
They will work with a partner to complete this activity. Walk around while the students are working to answer questions and correct any misconceptions.
When everyone has finished I post the work on the walls and have the groups answer another group's questions.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will plot ordered pairs on a coordinate plane to reveal a picture of a sail boat on Mystery Graph - Boat (free) from Super Teacher Worksheets (click to
open). Do not tell students what the picture is before hand, this is what they will determine by completing the activity.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will submit a 3, 2,1 on an index card to show their understanding. This will include:
3 things they learned about graphing ordered pairs on a coordinate grid
2 things they are still not sure of
1 way they can use this in the real world
Summative Assessment
The summative activity for this lesson is a worksheet, Ordered Pairs 1 (free), from Super Teacher Worksheets (click to open) that easily assesses the students
understanding of graphing ordered pairs on a coordinate grid.
Formative Assessment
The formative assessment will be on-going throughout the lesson as described below.
During the hook the teacher will check for misconceptions.
During the teacher directed note taking and discussion, pay attention to the students questions and answers to gauge understanding.
During the interactive whiteboard activity, check for understanding as students take their turns at the board.
While they are working with a partner to Create a Water Park, make sure that students are including the x-axis and y-axis and numbering them. Check to see if they
have included the origin and ask them to show you how they would get to the water slide using ordered pairs.
Check their independent work for understanding. Did they plot the ordered pairs correctly?
Feedback to Students
Feedback to students will be on-going throughout the lesson as described below.
During the hook, the student will be given immediate feedback to quickly correct any misconceptions.
During the discussion and note taking, the teacher and student are both providing feedback.
During the interactive whiteboard activity, feedback is immediate and is provided by the game they are playing when they click on "check my answer".
During the Water Park activity, as the teacher circulates and talks to students.
During the independent work if the student needs assistance and after when the teacher has assessed the students work.
page 2 of 3 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
A helpful activity (click to open) for students might be to let them work their way through this interactive lesson on a computer.
Allow students to practice with the large coordinate grid used during the hook. Give them the names of classmates that are written on the dots and have them
record the ordered pairs next to the name.
Extensions:
For students who quickly grasp the standard and would like a challenge this mystery graphing sheet, Mystery Graph - Robot (free), from Super Teacher Worksheets
(click to open) provides a mystery picture. Students are graphing ordered pairs in all quadrants.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, Overhead Projector
Special Materials Needed:
Teacher:
Contact paper in bright colors for the dots, one for each student(ordered pairs)
Painters tape to make "Human Coordinate Grid"
Math Journal
Interactive whiteboard game (queued to beginning)
Large graph paper for students to create their Water Park
A copy of "Create a Water Park" attachment for each group
plenty of markers for the students to use on their Water Park design
copies of worksheets
index cards (one per student)
Students:
Math journal
markers
Further Recommendations:
Have the human coordinate grid set-up before students arrive.
Have all technology queued and ready to go on your computer and student computers.
Have instructions for Water Park and worksheets printed.
Take your time with this lesson and allow the students to really spend some quality time on the Water Park. They really enjoy this activity and it may take them at
least a good hour or so to complete.
Additional Information/Instructions
By Author/Submitter
This lesson supports the following Mathematical Practice: MAFS.K12.MP.2.1- reason abstractly and quantitatively
SOURCE AND ACCESS INFORMATION
Contributed by: Jacqueline Anderson
Name of Author/Source: Jacqueline Anderson
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.5.G.1.1:
Description
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).
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