# Coordinate Plane Unit Plan

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```					Hannah Joyce                                                                                                                                                                                                                                                                         Cartesian Coordinate System Unit Plan

Introduction to Unit
This unit was planned for a seventh grade class with 45-minute class periods. See the table below for a
list of daily lessons incorporated into this unit. The check sheet at the bottom of this page is designed
to allow for easy assessment during in-class activities. Teachers should mark checks or x’s if a student
shows proficiency or a lack of proficiency, respectively. There is also a space for any additional
comments or notes a teacher may need to make. Check sheets may be changed out daily.

Day 1           Day 2                                                                                                     Day 3                                                                                                                   Day 4                                   Day 5              Day 6
Introduction     Coordinate                                                                                             Battleship with                                                                                                           Coordinate                               World Maps         Review and
to the      System in TI-                                                                                            the Cartesian                                                                                                             Geometry                                  and the             Quiz
Cartesian      Navigator                                                                                                Coordinate                                                                                                              with Online                               Cartesian
Coordinate                                                                                                                 System                                                                                                                Geoboards                                  System
System
Applies grid concept to real life
Given coordinate, graphs point

Distracts from class discussion
Given graph, identifies point

Identifies axes and/or origin

Cooperates in pairs/groups

i.e. Hannah                                                                                                        X                                                                                                                                                          Understood similar triangles
DAY 1: Intro to Cartesian Coordinate System
Learning Objectives      Given a Cartesian grid, students will be able to identify and label the
axes of the coordinate plane.
 Given a Cartesian grid, students will be able to identify and label the
 Given a point on the Cartesian plane, students will be able to identify
the quadrant in which an ordered pair is positioned.
 Students will graph ordered pairs in the four quadrants of a coordinate
plane.
 Students will identify ordered pairs represented by points in the four

Standards of Learning    Geometry
SOL 7.12: The student will identify and graph ordered pairs in the four

Materials/Resources     Classroom-size number lines, painters tape for axes, note cards for unit
labels

Assessment          Teacher will use check sheet to assess understanding of concepts during
whole-class activity. Assessment of homework should be based on the
correct labeling of ordered pairs and quadrants.

Time Required         40 minutes

Schedule of Activities   Create a classroom size number line so the point zero is at the center of
the classroom. Have students stand on the line and determine at what
point they are standing. After reviewing this concept, have a few students
scatter around the room so that they are not standing on the number line.
Ask the class how they would describe those students’ locations in the
room.

Responses may include something like, “He is at the point negative seven,
but is off the line.” or, “She is above the point three.” Ask students how
they know which side is above and which side is below the number line.
Also, try placing a student in line with and on the same side of the number
line as another student. Ask students how they would describe this
person’s location without referring to another student’s location. This can
bring up the idea that if all people in line with (say) negative seven [on the
line x = -7] were described as being above (or below) the number line,
then they could be standing within a relatively close proximity to one
another or very far apart from one another. Once the inefficiency of this
method is recognized, ask students to find a way to distinguish at what
point “in-line” with negative seven a person is standing. Guide students to
the answer of placing a number line in the other direction (perpendicular
to the first to form a grid). This idea may come up earlier in discussion. If
so, be sure all students understand why this method is more efficient.
After another number line is put into place (so that the zeros of both
number lines intersect), have students describe their classmates’ locations
when they are not standing on the first number line. Responses may
include, “Negative seven and up four.” Have students find similarities
between points graphed in the same quadrant or on the same axis (signs or
zeros of x and y-values). After having students describe other people’s
locations, discuss confusion that may occur when a person hears the
description this way, such as “Which number line is the description
starting with?” This brings up a need to differentiate between the two (and
a chance for lots of vocabulary). Discuss the convention of labeling axes
students if any of the quadrants look familiar. They should’ve seen the
first quadrant before. Be sure to scale this life-size grid down (on the
board or overhead) and to keep a running list of concepts and vocabulary.
This will make things easier to visualize. Have students practice using
fractions in their ordered pairs, as well. Make sure students also go from
coordinate to plotting. In other words, give students an ordered pair and
have them stand at the point. Don’t just have them determine at which
points their classmates are standing.

Review concepts and vocabulary and practice naming and plotting points
for the remainder of class. Explain homework before the class period
ends.

Homework   Have students draw a two-dimensional picture of the layout of their
bedroom (or any other room) on a poster board or paper. Then, ask them
to draw two axes intersecting at the center of the room. Have students
report the location of the furniture, lamps, etc. in the room they choose
using ordered pairs. Require students to label the four quadrants and to
have at least three points in each quadrant.
DAY 2: Cartesian Coordinate System in TI-Navigator
Learning Objectives      Given a Cartesian grid, students will be able to identify and label the
axes of the coordinate plane.
 Given a Cartesian grid, students will be able to identify and label the
 Given a point on the Cartesian plane, students will be able to identify the
quadrant in which an ordered pair is positioned.
 Students will graph ordered pairs in the four quadrants of a coordinate
plane.
 Students will identify ordered pairs represented by points in the four

Standards of Learning    Geometry
SOL 7.12: The student will identify and graph ordered pairs in the four

Materials/Resources     Classroom set for TI-Navigator system
Class set of TI-83/84 graphing calculators
CartesianExplorations.act file
CaresianExplorations.pdf/attached sheet

Assessment          Teacher will use check sheet to assess understanding of concepts during
whole-class activity. Student participation in discussion should be
emphasized.

Time Required         40 minutes

Schedule of Activities   From the Texas Instruments Activity CD or from
http://education.ti.com/educationportal/activityexchange/Activity.do?cid=U
file and the CartesianExplorations.pdf with teacher directions (also
attached).

Have students explore the concepts and patterns described in the activity.
Before starting the exploration, however, review the labeling of the four
quadrants and the horizontal and vertical axes.
DAY 3: Battleship with Cartesian Coordinates
Learning Objectives      Given a Cartesian grid, students will be able to identify and label the
axes of the coordinate plane.
 Given a Cartesian grid, students will be able to identify and label the
 Given a point on the Cartesian plane, students will be able to identify
the quadrant in which an ordered pair is positioned.
 Students will graph ordered pairs in the four quadrants of a coordinate
plane.
 Students will identify ordered pairs represented by points in the four
Standards of Learning    Geometry Strand, Grade 7
SOL 7.12: The student will identify and graph ordered pairs in the four

Materials/Resources     Two sheets of grid paper per student and a few extra for early finishers
Copies of the list of coordinates for the homework drawing

Assessment          Teacher will use check sheet and observation methods to assess
understanding of concepts during the paired learning activity. The action
of calling out coordinates and marking them down [the act of going from
coordinate to grid], particularly, will be assessed in this way. Returned
Battleship grids will be graded on the accuracy of corresponding hits on
the grids to coordinate pairs [going from grid to coordinates]. Homework
will be assessed on the ability of the student to correctly draw the picture
[go from coordinates to grid].

Time Required         40 minutes

Schedule of Activities   Have students volunteer to show their homework assignments from the
previous night’s homework. Students love to share their art work and
what their room looks like!

Review concepts from Day 1. Then, have students play Battleship with
grid paper (or Geoboards) in pairs. Make sure ships are aligned on
coordinates (horizontally and vertically only). “Ships” can just be circled
coordinates or could be cut out ships glued to the game grid. If using
Geoboards, students can simply wrap a rubber band around the
coordinates for their ships. All students must use the same grid paper with
the same scaling. The game rules should remain the same. Students
should receive two grids each: one to put their “ships” on and one to
record “hits” and “misses”. Unlike the traditional game, however, each
grid should be divided into four quadrants. At least one ship must be
placed in all of four quadrants. When guessing the location of their
competitor’s ships, students must state the quadrant and the ordered pair.
“Hit” coordinates should be colored red on one student’s guess grid and
the other student’s ship grid, while “miss” coordinates should be colored
blue (for water). After one student wins, all hit coordinates (along with
their quadrants) should be recorded by both players and turned in to the
teacher. Each student should turn in two grid sheets – one hit and miss
sheet with labeled coordinates and one grid with the ship locations
represented. This way, an assessment can be made. Assessment should be
based on teacher observations of student interaction and student’s abilities
to report the correct coordinates and quadrants. An example of how to
play the game would be beneficial to students who had never played
before. If students complete the game before the allotted time is up, they
can begin playing another round of Battleship. Time should be called after
twenty minutes of play. Materials should be returned to teacher, and
homework should be explained. Giving a brief example (like a star-
shaped figure) may help.

Homework   Before class, the teacher should create a picture on a coordinate grid,
marking any points that intersect integer coordinates. List the intersected
coordinates in the order that students should draw and connect points.
Disjoint shapes require a different list. Distribute the list(s) of coordinates
and have students recreate the picture, only using the coordinates
provided. Pictures can be related to a holiday, school mascot or emblem,
patriotic symbol, etc.
DAY 4: Coordinate Geometry
Learning Objectives      Given a Cartesian grid, students will be able to identify and label the
axes of the coordinate plane.
 Given a Cartesian grid, students will be able to identify and label the
 Given a point on the Cartesian plane, students will be able to identify
the quadrant in which an ordered pair is positioned.
 Students will graph ordered pairs in the four quadrants of a coordinate
plane.
 Students will identify ordered pairs represented by points in the four
 Students will create right triangles and parallelograms in the coordinate
plane.
 Given triangles and/or parallelograms in the coordinate plane, students
will compute the area and/or perimeter of a shape.
 Given triangles in the coordinate plane, students will determine if the
triangles are similar (by definition).

Standards of Learning    Measurement
SOL 7.7: The student, given appropriate dimensions, will estimate and
find area of polygons by subdividing them into rectangles and right
triangles; and apply perimeter and area formula in practical situations.

Geometry
SOL 7.9: The student will compare and contrast the following
quadrilaterals: a parallelogram, rectangle, square, rhombus, and trapezoid.
Deductive reasoning and inference will be used to classify quadrilaterals.
SOL 7.11: The student will determine if geometric figures – quadrilaterals
and triangles – are similar and write proportions to express the
relationships between corresponding parts of similar triangles.
SOL 7.12: The student will identify and graph ordered pairs in the four

Materials/Resources     One computer with Internet access per student
One activity sheet per student

Assessment          Throughout class, the teacher will assess students through observation and
questioning, using the unit check sheet provided. The manipulative task
will be assessed on the student’s ability to correctly plot and label
vertices, to correctly draw specified shapes in specified quadrants; to
communicate and explain procedures used in finding area and perimeter;
and the to create similar triangles. The writing prompt will be assessed for
completion and communication of a clear, realistic idea.

Time Required         40 minutes

Schedule of Activities   Before starting the day’s activity, quickly review the characteristics of a
right triangle, rectangle, square, rhombus, and trapezoid; how to find the
area and perimeter of such shapes; and what it means for shapes to be
similar. Providing examples on the board or overhead may help. Also, be
sure that students understand that x- and y-values represent the horizontal
and vertical distance a point is from the origin (respectively).

After reviewing, have students access the Web site below and complete
the attached activity entitled “Coordinate Geometry with Geoboards”.

http://nlvm.usu.edu/en/nav/category_g_2_t_3.html

Be sure that you (the teacher) are available for student questions
throughout the whole activity. The teacher should assess through
observation and questioning and keep marks on the unit check sheet
provided.

When students are finished, have them turn in the worksheet for
assessment. If a student needs more time on the activity, allow he/she to
take it home, as the last task does not require use of the online
manipulative. Finally, introduce the writing prompt for homework and
allow students to work on it for the remainder of class.

Homework   Writing Prompt: Today, we used the coordinate plane to assist us with
certain geometry topics. Brainstorm another way a coordinate grid system
is or could be used in the real-world to make something easier or more
efficient.
DAY 5: World Maps and the Cartesian System
Learning Objectives      Given a Cartesian grid, students will be able to identify and
label the axes of the coordinate plane.
 Given a Cartesian grid, students will be able to identify and
label the quadrants of the coordinate plane.
 Given a point on the Cartesian plane, students will be able to
identify the quadrant in which an ordered pair is positioned.
 Students will graph ordered pairs in the four quadrants of a
coordinate plane.
 Students will identify ordered pairs represented by points in
the four quadrants of the coordinate plane.
 Students will understand the meaning of certain geography
terms (including prime meridian, equator, hemisphere,
longitude, and latitude) and will compare them to Cartesian
coordinate system features.

Standards of Learning    Geometry Strand, Grade 7
SOL 7.12: The student will identify and graph ordered pairs in
the four quadrants of a coordinate plane.

World Geography
WG.1: The student will use maps, globs, photographs, and
picture to obtain graphical information and apply the concepts
of location, scale, and orientation.

Materials/Resources     Globes or small copies of a world map
A large world map
Latitude and Longitude. Children’s Press: San Francisco, CA.

Assessment          The check sheet should be used to assess students through
observation and questioning. The writing prompt should be

Time Required         40 minutes

Schedule of Activities   Read Latitude and Longitude by Rebecca Aberg, aloud in class.
Be sure to pull out vocabulary and to discuss the topics below.
Map Math by Orli Zuravicky may also be used for this lesson.

With a large world map or sketch of a world map and a large
copy of a Cartesian grid (could be on the board), have pairs of
students identify corresponding parts of the world map and the
Cartesian grid. As students point out these features, have them
describe the relationships between the equator and the x-axis,
the prime meridian and the y-axis, the point of origin and the
origin on a Cartesian grid, longitudinal lines and vertical lines (x
= constant lines), latitude lines and horizontal lines (y =
constant lines), and the quadrants of the Cartesian system to
hemispheres on a globe or map. Also, be sure to explore the
similarities between points on the equator (all have zero degrees
latitude) and points on the x-axis and points on the prime
meridian (all have zero degrees longitude) and points on the y-
axis. Also, have students discuss the similarities and differences
in the units of measure used on maps and globes and the units
of measure in the Cartesian coordinate system.

Next, provide students with world maps and/or globes and have
them find the location of a particular city/country/island using
longitude and latitude notation. Conversely, have students find a
city/country/island given a particular location.

Note: It may be a good idea to coordinate this activity with a
history or geography teacher.

Homework   Write a note to a family member or friend describing the
similarities and differences between a world map or globe and a
Cartesian grid. Include words like prime meridian, quadrant,
point of origin, north/south/east/west, etc. Suggestion: A
diagram may be helpful in explaining.

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