Student Actions

Teacher Actions

• Develop procedural fluency by plotting ordered pairs in all four quadrants, and identify Q1 points as (+, +), Q2 points as (-, +), Q3 points as (-,-), and Q4 points as (+, -).

• Continue to develop a flexible conceptual understanding of vertical and horizontal number lines when using the coordinate grid, moving in the appropriate directions and plotting points accurately that include halves and fourths.

• Develop mathematical reasoning when recognizing the reflective relationships among ordered pairs and their differing signs. 

• Build procedural fluency by engaging students in plotting ordered pairs in all four quadrants. (i.e.: Move along a life size grid with tile floor lines or tape on floor to graph points in all four quadrants)

• Use evidence of student thinking to engage students in discussion about why opposite numbers will reflect across either the x- or y-axis

• Pose purposeful questions that allow students to explain their thinking of how they accurately graphed ordered pairs, especially rational values with halves and fourths. 

Key Understandings

Misconceptions 

• Ordered pairs must be graphed by first locating the x coordinate, then the y coordinate.

• Halves and fourths can be represented between grid lines on a graph or in the squares created by those lines.

• Changing one coordinate (either the x or the y) in an ordered pair to the opposite sign creates a reflection.

• Identify quadrant 1 points as (+, +), quadrant 2 points as (-, +), quadrant 3 points as (-, -), and quadrant 4 points as (+, -) 

• Students may incorrectly move vertically for the x value and horizontally for the y value.

• Students may think the direction does not matter when moving either left or right of the center point of the coordinate plane.

• Students mistakenly believe points must be plotted on grid intersections. 

  Knowledge Connections

Prior Knowledge

Leads to 

• 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.(5.A.1.2) 

• Recognize that the graph of a proportional relationship is a line through the origin and the coordinate (1, r), where r is the slope and the unit rate (constant of proportionality, k).(7.A.1.2) 

 Sample Assessment Items

The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.

• 6.A.1.1 Missing Vertices