LEARNING EXPERIENCE
Graphing Ordered Pairs
Ahead of time, set up an x and y-axis around two sides of the outdoor classroom. Axis may be marked
using rope, string, or chalk on the ground. Mark increments every 1 ft. OR every 1 meter, depending on size
of outdoor classroom. Numbers should not get any higher than 20 so that plot can fit easily onto the 1cm
graph paper.
Using the “graph” set up in the outdoor classroom, create a list of 10-15 coordinates that represent clear
objects that can be found at each of those coordinates. For example, write down the coordinates for things
like labeled plants, trees, fence posts, birdhouses, etc. that can be found at the different coordinates.
Record the coordinates and the objects at each coordinate and keep it as the “answer key” to the activity
students will be doing.
ENGAGE (10 min.)
Grade
 Review expectations of working in the outdoor classroom.
5th grade
 Walk students up the x and y axis surrounding the outdoor
classroom. Without explaining that they represent the x and y
Timeframe
axis found on a piece of graph paper, ask students if they can
1-2 class periods
guess what mathematical concept they represent. (If students
don’t guess it on their own, explain that each line represents the x
Materials
and y axis on a graph).
 Student journals/pencils
 Provide each student with a piece of graph paper and guide them
 1cm. graph paper, one per
to number the x and y-axis on the paper using the numbers
student
marked in their outdoor classroom. It will help students to orient
their graph paper to match the orientation of the x and y-axis as it corresponds to their outdoor
classroom.
EXPLORE (25 min.)
 Divide students into groups of 2-3 and provide each group with a list of the coordinates for the various
objects previously identified throughout the outdoor classroom.
 Give students plenty of time to try and identify which objects each ordered pair represents in the
outdoor classroom by moving about and recording their answers on their graph paper. For example, if
students are given the ordered pair (3,4), they will need to walk the x-axis to the 3 and up the y-axis to
the 4 to identify which object can be found there; which may be, for example, a Sage plant).
 As students are working, watch groups to check for understanding.
 If any group finishes early, they may begin to create their own list of ordered pairs using objects that
they locate in the outdoor classroom.
EXPLAIN (10 min.)
 Bring class back to a central location where they can share their results and compare strategies. How
successful were they? What did they need to know about graphs and ordered pairs in order to
complete the activity?
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www.realschoolgardens.org
ELABORATE (flexible, may be a different day)
 Provide students with a new piece of graph paper and give them time to create their own list of
ordered pairs using objects located throughout the outdoor classroom.
 After students have created their own list of ordered pairs, have them share their list with a partner (or
another group) and see if that group can locate the objects found at each coordinate.
EVALUATE (flexible)
 Check students’ coordinate plane graphs for understanding. Were they able to locate objects in the
outdoor classroom accurately? Were they able to create another graph for others to use?
 Provide students with a traditional ordered pair assessment.
OBJECTIVES
Math
5.8A Describe the key attributes of the coordinate plane, including perpendicular number lines (axes)
where the intersection (origin) of the two lines coincides with zero on each number line and the given
point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis
starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis
starting at the origin;
5.8B Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate
plane
5.8C Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from
mathematical and real-world problems, including those generated by number patterns or found in an
input-output table.
Copyright  2014 REAL School Gardens
www.realschoolgardens.org