Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 70489
Name the Ordered Pair
Students determine the coordinates of the fourth vertex of a rectangle on the coordinate plane.
Subject(s): Mathematics
Grade Level(s): 5
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, coordinate, point, vertex, rectangle, quadrilateral
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_NameTheOrderedPair_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each student to
explain his or her thinking and strategy.
1. The teacher provides the student with the Name the Ordered Pair worksheet and reads aloud the following:
When connected in order, the points A, G, and F form the three vertices of a rectangle. What are the coordinates of the fourth vertex?
2. After the student is given ample time to determine the coordinates, the teacher asks the student to explain his or her thinking.
TASK RUBRIC
Getting Started
Misconception/Error
The student does not understand how to determine the coordinates of a given point on a coordinate plane.
Examples of Student Work at this Level
The student knows where the fourth vertex is located, but only provides a number associated with the x-axis or the y-axis.
The student disregards the scale on each axis and, instead, just counts the lines moving from the x-axis to the missing vertex, and from point G to the missing vertex;
including each axis, and says that the coordinates are (5, 3) or (3, 5).
Questions Eliciting Thinking
page 1 of 3 How do you graph an ordered pair? Can you graph (3, 5)? Which number is the x-coordinate? Which number is the y-coordinate?
What do these numbers represent on each axis? Would you count each line or use the values provided on each axis?
Instructional Implications
Consider using the MFAS task Properties of Coordinate Planes (5.G.1.1) to determine if the student understands the components of a coordinate plane.
Provide explicit instruction on how to graph ordered pairs and what each coordinate indicates about the location of a point. Clarify the distinctions between the x- and yaxes and the x- and y-coordinates. Provide opportunities to graph points given their coordinates and to identify the coordinates of graphed points.
Making Progress
Misconception/Error
The student confuses the x- and y-axes.
Examples of Student Work at this Level
The student reverses the x- and y-coordinates when writing the ordered pair and writes (2, 4).
Questions Eliciting Thinking
If I give you the ordered pair (6, 2), which number represents the x-coordinate? Which number represents the y-coordinate? How would you graph the point (6, 2)?
How would you graph the point (5, 0)? Where would you start on the coordinate plane? Where would you go from there?
Instructional Implications
Provide clear instruction on the meaning of each coordinate in an ordered pair and what each coordinate indicates about the location of the point it represents.
Provide the student with two ordered pairs that share the same coordinates but in one, the coordinates are reversed [e.g., (5, 3) and (3, 5)]. Have the student work with
a partner to discuss what each digit represents in each ordered pair. Then have the students graph each pair of points.
Got It
Misconception/Error
The student provides complete and correct responses to all components of this task.
Examples of Student Work at this Level
The student correctly writes (4, 2) and explains that the number four represents the x-coordinate and the number two represents the y-coordinate.
Questions Eliciting Thinking
Where do you suppose the point (-4, 3) is located on this graph?
If we were to change the points in this rectangle in order to change the rectangle to a square, what points would you change? What would the coordinates be of the four
vertices?
Instructional Implications
Show the student that one can begin with the y-coordinate by moving from the origin up the corresponding distance and then horizontally a distance that corresponds to
the x-coordinate.
Provide opportunities for the student to explore using all four quadrants of the coordinate plane when graphing points and identifying the coordinates of graphed points.
Consider using MFAS task Mowing The Lawn (5.G.1.2) to assess the student’s understanding of graphing points in the coordinate plane and interpreting values of points in
the context of each situation.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Name the Ordered Pair worksheet
page 2 of 3 SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.5.G.1.2:
Description
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.
page 3 of 3