2022 5-A-1-2 (redirected from UPDATED 5-A-1-2)

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5.A.1.2

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 coord

In a Nutshell

In this objective, students will graph ordered pairs from a rule or table onto 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 being able to formulate and represent rules in multiple ways after analyzing patterns of change. Develop the ability to communicate mathematically by constructing arguments using concrete representations such as manipulatives, pictures, and drawings. Students should explain their solutions based on models and properties of operations and patterns of change. Develop strategies for problem-solving by solving real-world problems involving ordered pairs on a coordinate plane. 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 allows students to discover that the coordinate axes are two intersecting number lines that form right angles and intersect at point 0, and connect 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 between 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 ordered pairs of whole numbers to determine the rule of the table. Graph ordered pairs on quadrant one of a coordinate plane. Identify the origin, axes, and placement of the coordinates on a graph.	Confuse the two axes (x,y) of a graph. The points on the graph stay in the same position even if the axes change. 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 a 100% even if it was 92. Points on a coordinate graph are not related to an input-output table.
Knowledge Connections
Prior Knowledge	Leads to
Create or extend an input/output chart or table (4.A.1.1).	Plot ordered pairs in all four quadrants and recognize the reflective relationships that exist among coordinates that are indicated by their signs, e.g. (-3, 0) and (3,0) (6.A.1.1). Graph proportional relationships (7.A.1.1).