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U n t er r i ch t spl a n
Pl o t t ing Po int s in Quad rant I
Altersgruppe: 5 t h Gr ade , 6t h Gr ade
Texas - TEKS: G5 .8.GM .A , G6.11.M D
Riverside USD Scope and Sequence: 5 .G.1 [5 .9]
Oklahoma Academic Standards Mathematics: 5 .A .1.1, 5 .A .1.2
Virginia - Mathematics Standards of Learning (2009): 6.11a, 6.11b
Common Core: 5 .G.A .1
Mathematics Florida Standards (MAFS): 5 .G.1.1
Alaska: 6.N S .6b, 6.N S .8
Minnesota: 5 .2.1.2, 6.1.1.1
Fairfax County Public Schools Program of Studies: 6.11.a.1,
6.11.a.2, 6.11.a.3 , 6.11.a.4 , 6.11.a.5 , 6.11.b.1
Nebraska Mathematics Standards: M A .5 .3 .2.a, M A .6.3 .2.b
South Carolina: 6.N S .6b, 6.N S .8
Indiana: 5 .A T .7 , 6.A F .7
Georgia Standards of Excellence: M GS E 5 .G.1
Virginia - Mathematics Standards of Learning (2016): 6.8.a, 6.8.b
Online-Ressourcen: K e e p Y o ur Di st anc e
Opening
T eacher
present s
St udent s
pract ice
Mat h
Pract ice
8
10
10
15
4
min
min
min
min
min
M at h Obj e c t i v e s
E x pe r i e nc e problem solving
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Closing
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P r ac t i c e plotting points on the coordinate plane
L e ar n to find points equidistant from two given points
De v e l o p geometry skills
Ope ni ng | 8 min
Display the following map.
A sk : What color house is located at A4?
The blue house is located at A4.
A sk : What color house is located at D2?
The purple house is located at D2.
A sk : In which cell is the red house?
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The red house is in E4 .
A sk : If you want to stand directly in the middle of the blue and the
red houses, in which cell should you stand?
You should stand in C4.
Write the following on the board:
E q u id is t a n t = the same distance from
S ay : So C4 is equidistant from A4 and E4. There are other cells that
are equidistant from A4 and E4. What are they?
Any cell in column C is the same distance from A4 as E4.
Display the first quadrant of a coordinate plane.
S ay : For the coordinate plane, there are no letters. Both ax e s are
numbered. How else is the numbering different than the numbering
on the map?
The numbers for a coordinate plane are on the grid lines. For the
map, the numbers are between the grid lines.
Display the following point:
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S ay : When points are labeled, we use the number on the horizontal
grid line first and the vertical grid line second. So this point is
called (1, 3). Name a point that is 2 units away from (1, 3).
Possible responses within the first quadrant include: (1, 5), (3, 3),
and (1, 1).
T e ac he r pr e se nt s M at h game : K e e p Y o ur Di st anc e C o o r di nat e P l ane : P o si t i o n | 10 min
Present Matific ’s episode K e e p Y o ur Di st anc e - C o o r di nat e
P l ane : P o si t i o n to the class, using the projector.
The goal of the episode is to plot points and examine distances on a
coordinate plane.
E x a m p le :
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S ay : This episode is asking us to plot point C. How do we plot a
point on a coordinate plane?
Start at the o r i gi n . Look at the x - c o o r di nat e . Move right until
you reach the x-coordinate. Then look at the y- c o o r di nat e .
Move up until you reach the y-coordinate. Mark the point.
A sk : Where should I plot point C?
Students can answer based on the instruction.
Click on the coordinate graph in the location that the students
indicate. Then click
.
If the point is correct, the episode will proceed to the next problem.
If the point is incorrect, the instruction will wiggle.
The episode will ask you twice to plot points, twice to find the
distance between two points, and once to mark a point that is
equidistant from two points, for a total of five problems.
S t ude nt s pr ac t i c e M at h game : K e e p Y o ur Di st anc e C o o r di nat e P l ane : P o si t i o n | 10 min
Have the students play K e e p Y o ur Di st anc e - C o o r di nat e
P l ane : P o si t i o n on their personal devices. Students should
proceed to K e e p Y o ur Di st anc e - C o o r di nat e P l ane :
P uz z l e s and K e e p Y o ur Di st anc e - C o o r di nat e P l ane :
Di st anc e . These two episodes allow the students to: (1) plot a
point that is a given distance from another point and (2) investigate
how distance on a slant relates to horizontal or vertical distance.
Circulate, answering questions as necessary.
M at h P r ac t i c e : P l o t t i ng P o i nt s W o r kshe e t | 15 min
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Distribute graph paper and a ruler to each student.
Have the students draw the first quadrant of a graph and number the
axes from 0 to 8. Circulate to make sure students have numbered
the axes on the blue grid lines.
S ay: Now we will make a dot-to-dot drawing. Plot the following
points and then connect A to B. Connect B to C. Connect C to D.
Continue connecting points until you connect I to J. Finally,
connect J back to A.
A (2, 5) B (4, 5) C (5, 7) D (6, 5)
E (8, 5) F (6, 4) G (7, 2) H (5, 3)
I (3, 2) J (4, 4) A (2, 5)
When the students have finished making the above dot-to-dot, they
can then create their own dot-to-dot. To do this, they should:
1. Draw the first quadrant of a graph.
2. Plot points on the graph to make a design, connecting the points.
3. Write instructions that another person could use to create the dot-todot.
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If time allows, students can swap instructions and complete their
partner’s dot-to-dot.
C l o si ng | 4 min
Display the following:
A sk: True or False? The coordinates of point A are (5, 0).
False. The coordinates are (0, 5).
A sk: True or False? The distance between points B and C is 5
units.
False. The distance is 4 units.
A sk: True or False? Point D is equidistant from B and C.
True. Point D is 2 units away from B and 2 units away from C.
A sk: True or False? Point D is the only point that is equidistant
from B and C.
False. Any point that has an x-coordinate of 3 will be equidistant
from B and C. For example, (3, 5) is equidistant from B and C.
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