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COURSE/LEVEL: 6th grade math

TOPIC: Plotting Points in the Coordinate Plane

GOAL OF LESSON: I want students to review the concept of plotting points on a coordinate plane and practice this skill. They will need to know how to plot points in 7th and also in 8th grade when they start working with transformations, so this is a stepping-stone.

INSTRUCTIONAL OBJECTIVES: Students Will Be Able To (SWBAT):

• Recognize a set of coordinates.
• Understand that coordinates are written (x, y).
• Plot coordinates on paper.
• Plot coordinates using an interactive game on the Internet.

NY State Standards for Mathematics:

• 6.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations
• 6.G.10 Identify and plot points in all four quadrants

NCTM Standards:

• Standard 2: Mathematics as Communication: In grades 5-8, the study of mathematics should include opportunities to communicate so that students can:
• -model situations using oral, written, concrete, pictorial, graphical, and algebraic methods.
• Standard 4: Mathematical Connections: In grades 5-8, the mathematics curriculum should include the investigation of mathematical connections so that students can:
• -explore problems and describe results using graphical, numerical, physical, algebraic, and verbal mathematical models or representations.
• Standard 5: Number and Number Relationships: In grades 5-8, the mathematics curriculum should include the continued development of number and number relationships so that students can:
• -represent numerical relationships in one- and two-dimensional graphs.
• Standard 8: Patterns and Functions: In grades 5-8, the mathematics curriculum should include explorations of patterns and functions so that students can:
• -describe and represent relationships with tables, graphs, and rules.
• Standard 9: Algebra: In grades 5-8, the mathematics curriculum should include explorations of algebraic concepts and processes so that students can:
• -represent situations and number patterns with tables, graphs, verbal rules, and equations and explore the interrelationships of these representations.
• Standard 10: Statistics: In grades 5-8, the mathematics curriculum should include exploration of statistics in real-world situations so that students can:
• -construct, read, and interpret tables, charts, and graphs.

ISTE NETS-S Standards:

• 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes.

c. Use models and simulations to explore complex systems and issues.

MATERIALS:

• Notebooks/Pens/Pencils
• Whiteboard w/markers and eraser (if no SMART Board).
• Computer with Internet access hooked up to an overhead projector/SMART board.

RATIONALE: The NYS Mathematics Standards state that students should use objects created using technology as representations. While doing their homework for this lesson, students will be using a game called Billy Bug and His Quest for Grub to review and learn how to plot points on the coordinate plane. Instead of mundanely plotting numerous points using paper coordinate planes and pencils, students will practice their skills on the computer. The ISTE NETS-S state that students need to “apply existing knowledge to generate new processes.” Once students have learned the basic concepts and process of plotting points on paper, they should be able to transfer that knowledge to the game.

PROCEDURES:

Introduction:

• 1. Tell students that we are going to learn about the coordinate plane and plotting points on that plane. Draw a coordinate plane on the white board or SMART Board. Have the students do the same in their notebooks. Show them how to write the positive and negative numbers on the coordinate plane, and then let them finish numbering theirs as you walk around the room to check their work. Also label the x and y axes on the SMART Board and have the students do the same.

Presentation:

• 2. Once everyone has numbered their coordinate planes, ask them how many sections they can spot in the plane. (They should answer four.) Then ask if they know another word that means four. (They should answer quad, if not try to word toward that answer – “some of you ride a ____ through the woods and mud for fun.”) Explain that the four sections of the coordinate plane are called quadrants.
• 3. Label the quadrants on the SMART Board in a counter clockwise fashion. Explain what counterclockwise means if the students do not understand.
• 4. Explain to the students that when we plot points we always think about the x-axis first, and then we think about the y-axis. The coordinates are listed as a pair: (x,y), so we go to the x coordinate first, and then stay on that vertical line and move to the y coordinate. Demonstrate this by plotting a few points, and tell the students to plot them with you.

Application:

• 5. Now that you have plotted some points with the class, have them plot a few on their own. Write a few sets of coordinates on the SMART Board, and tell the students to plot them on their own. As they do, walk around and check their work and help any students who are struggling. If some students are finished plotting the points correctly, ask them if they can help some of their classmates (if many are struggling).
• 6. Once all of the students have plotted the points, call on volunteers (one at a time) to come up to the SMART Board and plot one of the points.
• 7. Once all of the points have been plotted on the SMART Board, tell the students that we are going to continue practicing our point plotting for homework on our computers. Tell the students that they will go to our class website and click on the “Homework Assignments” tab at the top of the page. They will find the description of how to complete their homework under the “Homework Assignment 1” bullet.

ASSESSMENT: (formative & summative) I will check each student’s plotted points in their notebooks. At the end of class, I will ask the students to plot three more points on a coordinate plane and hand them to me as their ticket out the door. [(2, 5), (-5, 4), and (-1, 1)]

ASSIGNMENT: Students will complete a worksheet plotting points for homework, and will also be encouraged to try some other point plotting games at home:

Worksheet found at: http://www.superteacherworksheets.com/mystery-graph-picture/sailboat-easy-graph_WQWQD.pdf

Note: If you cannot load this particular worksheet, just go to http://www.superteacherworksheets.com/mystery-graph-picture.html and you can find other similar ones that are also free.

Other sites where students can practice plotting points:

What's the point? (http://www.funbrain.com/cgi-bin/co.cgi)

Stock the Shelves (http://www.mrnussbaum.com/stockshelves1.htm)

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