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5-A-1-2

Page history last edited by Brenda Butz 6 years, 1 month ago

5.A.1.2 Use a rule or table to represent ordered pairs of whole numbers and graph these ordered pairs on a coordinate plane, identifying the origin and axes in relation to the coordinates.


In a Nutshell

In objective 5.A.1.2, students will graph ordered pairs from a rule or table on a coordinate plane.  As they plot each point,  students will be able to “see” the pattern as it develops.  Patterns may occur as data sets or as tables.  This will incorporate work in quadrant one working with only positive numbers.  In fourth grade, students are familiar with patterns and tables, so they will extend that knowledge one step further by plotting on a coordinate plane.  This is the first time they are introduced to graphing on a coordinate plane.  They need to be able to locate the origin at point (0,0) and be familiar with the x and y axes. 

Student Actions

Teacher Actions

  • Develop a Deep and Flexible Conceptual Understanding by formulating rules after analyzing patterns of change and representing in in multiple ways.

  • Develop the Ability to Communicate Mathematically by constructing arguments using concrete representations such as manipulatives, pictures, and drawings. They explain their solutions based upon models and properties of operations and rules.

  • Develop Strategies for Problem Solving by solving real-world problems involving ordered pairs on a coordinate plane and  not just practicing a collection of isolated skills.

  • Develop Strategies for Problem Solving when converting an algebraic table into ordered pairs to create a graphic representation of the pattern.

 

  • Implement tasks that promote reasoning and problem solving that allow students to discover that the coordinate axes are two intersecting number lines that form right angles and intersect at point 0, and connecting the location of points on a coordinate grid to previous experiences of locating points on a number line.

  • Use and connect mathematical representations such as table patterns to grid patterns to aid in organizing their thinking.

  • Elicit and use evidence of student thinking by aiding students in organizing, recording, representing, and communicating their thinking.

  • Support productive struggle by challenging students to think deeply about the relationship of x and y and the relationship between the coordinates and the axes/origin of quadrant one.

Key Understandings

Misconceptions

  • Use a table to represent ordered pairs of whole numbers.

  • Use a rule to represent ordered pairs of whole numbers.

  • Graph ordered pairs on quadrant one of a coordinate plane.

  • Identify the origin and axes in relation to coordinates.

 

  • Confuse the two axes of a graph.

  • Think that the points on the graph stay in the same position even if the axes change.

  • Think that graphs always begin at the origin.

  • Think that the greatest numbers labeled on the axes represent the greatest values reached.

    • EX. If a graph of grades has the grades axis labeled up to 100 percent, the student believes the highest grade was an 100% even if was 92.

  • Think points on a coordinate graph are not related to an input-output table.

 

OKMath Framework Introduction

5th Grade Introduction

 

 

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