Cartesian Coordinates Lesson Plan

1)
PRELIMINARY INFORMATION
Name
Angelica Rinebarger
Date
January 26th, 2016
Title of Lesson
Cartesian Coordinates
Subject
Mathematics
Grade level
5th
Time frame for lesson
1 hour
Objectives
The learner will be able to graph ordered pairs (coordinates) on

perpendicular number lines by the end of the lesson with 80%
accuracy.
Citations
https://www.teacherspayteachers.com/Product/Coordinate-PlanesI-have-Who-has-Game-1748272
2)
STATE STANDARDS
5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a
coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in
the plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second
number indicates how far to travel in the direction of the second
axis with the convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x-coordinate, y-axis and ycoordinate).
3)
LESSON ACCOMMODATIONS
3.1 Lesson Content
The teacher must know what Cartesian coordinates are and how to graph them.
The teacher must also know the parts to a coordinate plane and ordered pairs.
3.2 Multiculturalism and Diversity
Scenario 1: William has a partial hearing impairment. The teacher will wear a
microphone during this lesson that syncs to a speaker on his desk.
Scenario 2: Jonah is on the autism spectrum. He will work with an aide during
this lesson for instructional support and modification.
4)
LESSON FORMAT
Set/Statement of Objective
Please take out your composition notebook and turn to your notes on Cartesian
coordinates. Today were going to be reviewing Cartesian coordinates. Before we
start, I need your help with something extremely important.
Use the Distress Call from Agent 44 Activity to engage students in the lesson.
Input
1. Show Coordinate Graphs page 1 under the doc camera. Use page 2 to guide you.
2. A positive number tells us to move right or up. A negative number tells us to move
left or down. Which shape is at (-2.5,0)? (Hexagon)
3. Show page 3 under the doc camera. Use page 5 to guide you.
4. At what point is the pentagon? How would you write it as an ordered pair? (3,2)
5. How would I graph the point (4,6) on the coordinate plane?
6. Show page 4 under the doc camera. Use pages 6 and 7 to guide you.
7. Which shape is at (3.5,-0.5)? (Rhombus)
8. Place the blank coordinate plane under the doc camera. Every student should have
his or her own paper as well.
9. Lets play a game. Im going to roll the dice to make ordered pairs and youre
going to help me plot those ordered pairs.
10. Roll the dice, making some numbers negative and some positive to create ordered
pairs. Guide students to follow along on their own papers. Do about 6 or 7 pairs.
Guided practice/checking for understanding
1. Pass out the I have, Who has cards to every student (some students may have
more than one). Go over the directions with the students. Give them a moment to
figure out their card(s)/answer(s). Begin playing the game.
Closure
1. Instruct students to go back to their seats and pass out the Ordered Pairs
worksheet. Tell students they will complete the worksheet by themselves. Do the
first problem with them. Before they begin the worksheet, explain the exit ticket
sticky notes using the Exit Ticket paper. Leave it under the doc camera.
5)
ASSESSMENT
Method Worksheet
Students will complete the Ordered Pairs worksheet to assess their understanding
of the concept.
Criteria for Mastery 10 out of 12 possible points.
6)
MATERIALS/ATTACHMENTS
Doc camera
Distress Call from Agent 44 Activity
Coordinate Graphs pages 1-7
Blank Coordinate Plane
Dice
I have, Who has? Game
Ordered Pairs worksheet
Exit Ticket paper
Sticky notes
Distress call from Agent 44:

Please help! I dont know where I am. I was on route to a secret
mission but got lost along the way
Each unit equals 1 mile.

I started at the Origin where the helicopter dropped me off.
I walked 7 miles to the right through a dark and gloomy forest.
I dropped my spyglasses and had to walk 4 miles back to find
them.
I decided to take a shortcut down the 6-mile long river.
I fell asleep and the river curved left for 9 miles.
I walked up a hill for 2 miles before I decided to call for help.
Help! Where am I?
Agent 44s location: (-6,-4)
Instructions
1. Cut out cards
2. Give each student a card. Some students may get
two cards. It is important to use all the cards in the
set.
3. The student with the card, I have the first
card goes first. The student who has the card with
the next coordinate then reads that answer aloud: I
have __. This student will then read the question
at the bottom of their card Who has ___? Then
the student with the card that answers the
question responds. Every card in the set is
connected to a card before it and a card after it. To
keep the game moving at a quick pace, all students
need to pay attention to every question thats
asked?
4. Play continues in this fashion until all of the

cards have been played. The game will end with the
same student who started play.
Enjoy!
I have the first card
I have
Who has (3,2)?
Who has (1,-5)?
I have
I have
Who has (-2,1)?
Who has (1,4)?
I have
I have
Who has (-4,-1)?
Who has (5,-2)?
I have
I have
Who has (4,5)?
Who has (2,-4)?
I have
I have
Who has (-3,3)?
Who has (0,-1)?
I have
I have
Who has (5,5)?
Who has (-2,0)?
I have
I have
Who has (4,-2)?
Who has (0,4)?
I have
I have
Who has (-2,-2)?
Who has (-3,1)?
I have
I have
Who has (2,0)?
Who has (-1,-3)?
I have
I have
Who has (-4,5)?
Who has (4,3)?
I have
I have
Who has (-5,2)?
Who has (0,-3)?
I have
I have
Who has (-4,-5)?
Who has (-1,1)?
I have
I have
Who has (-3,-2)?
Who has (5,0)?
I have
I have
Who has (0,-2)?
Who has (-2,3)?
I have
I have
Who has (0,0)?
Who has (1,-4)?
I have
I have
Who has (-4,2)?
Who has (3,1)?
I have
I have
Who has (-2,-3)?
Who has (-2,5)?
I have
I have
Who has (4,-4)?
Who has (-1,3)?
When youre done with your worksheet.

o Turn it into Miss R.s Turn-In Basket.
o Grab a sticky note and write your name.
o Write one thing you understand about
Cartesian coordinates.
o Write one thing you dont understand or have
a question about Cartesian coordinates.
o Place your sticky note on the board under
3, 2, or 1.
3 = Ive totally got it!

2 = Im getting there!
1 = I need more help!
o Begin working on your homework.

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1)

The learner will be able to graph ordered pairs (coordinates) on

Distress call from Agent 44:

Each unit equals 1 mile.

Agent 44s location: (-6,-4)

4. Play continues in this fashion until all of the

I have the first card

Who has (3,2)?

Who has (1,-5)?

Who has (-2,1)?

Who has (1,4)?

Who has (-4,-1)?

Who has (5,-2)?

Who has (4,5)?

Who has (2,-4)?

Who has (-3,3)?

Who has (0,-1)?

Who has (5,5)?

Who has (-2,0)?

Who has (4,-2)?

Who has (0,4)?

Who has (-2,-2)?

Who has (-3,1)?

Who has (2,0)?

Who has (-1,-3)?

Who has (-4,5)?

Who has (4,3)?

Who has (-5,2)?

Who has (0,-3)?

Who has (-4,-5)?

Who has (-1,1)?

Who has (-3,-2)?

Who has (5,0)?

Who has (0,-2)?

Who has (-2,3)?

Who has (0,0)?

Who has (1,-4)?

Who has (-4,2)?

Who has (3,1)?

Who has (-2,-3)?

Who has (-2,5)?

Who has (4,-4)?

Who has (-1,3)?

When youre done with your worksheet.

3 = Ive totally got it!

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