Frisbees in the Coordinate Plane
The students will be able to define a coordinate system, label the origin, y-axis, and x-axis, and put points on the coordinate plane. This is an active lesson that will make a lasting impression on your students’ learning.
Lesson Created By: LauraWhitener
Essential Question
What is a coordinate plane?
How can we identify given points within the first quadrant of the coordinate plane?
How are given coordinates graphed in quadrant one of the coordinate plane?
Grade(s):
- 5
Subject(s):
Recommended Technology:
Internet and Smartboard
Other Instructional Materials or Notes:
Graphing paper
Pencil
Painter’s tape
Frisbees
Lesson Progression
Day 1 (20 minutes): The teacher will introduce the coordinate system. Explain :
a. The x- and y-axes are perpendicular number lines that intersect at 0 (the origin);
b. Any point on the coordinate plane can be represented by its coordinates;
c. The first number in an ordered pair is the x-coordinate and represents the
horizontal distance from the origin;
d. The second number in an ordered pair is the y-coordinate and represents the
vertical distance from the origin.
Day 2 (20 minutes): Day two will be an active lesson. Children will act out the different parts of the coordinate system. A portion of the floor in the classroom will need to be taped off like a coordinate plane. This will be the setting for completing the coordinate obstacle course.
Start = Stand at the origin.
Crawl = move to the number on the x-axis
Climb = walk up to the next number on the y-axis
Stop= mark your time (point).
Students can mark points with frisbees. (Body motions on attached document)
Day 3: (10 minutes) Students will label points on a coordinate plane with paper and pencil remembering the obstacle course metaphor. Give students 5 sets of ordered pairs to work with.
Teacher Notes
Day one: Teach them the criteria by drawing out a coordinate plane on the smart board. Explain concepts as you go.
Day two: Active lessons are often the ones that leave last impressions in students’ minds. Use painter’s tape on the floor or on a carpet to create a coordinate plane. Give each child a set of numbers to find a point using the obstacle directions attached. Model an example for them to begin with. Timing students while they find the point will make the lesson fun for the students.
Day three: Give students 5 sets of ordered pairs, and have them find the points on graph paper. See the resources section for a possible worksheet. This is an easy way to give a formative assessment.
*Note: Students will focus on quadrant one (positive x and y coordinates) in 5th grade. Students will expand upon this knowledge in 6th grade to include all four quadrants.
Coordinate Points Worksheet (with key)
View ResourceStandards
- 5.MGSR Measurement, Geometry, and Spatial Reasoning
- 5.MGSR.3 Graph on the coordinate plane
- 5.MGSR.3.1 Identify the origin, x-axis, and y-axis in the coordinate system. Write, plot, and label ordered pairs, including values in a function table, in the first quadrant of the coordinate plane
- 5.MGSR.3.2 Represent mathematical and real-world situations by graphing, labeling, and interpreting points in the first quadrant of the coordinate plane
- 5.MGSR.3 Graph on the coordinate plane
Assessments
Give students 5 sets of ordered pairs, and have them find the points on graph paper. This is an easy way to give a formative assessment