Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Unit : Statistics ( das) Possible Lesson 0 ( das) Possible Lesson 0 ( das) POSSIBLE LESSON 0 ( das) This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson b supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is onl a recommendation, and districts ma modif the time frame to meet students needs. To better understand how our district is implementing CSCOPE lessons, please contact our child s teacher. (For our convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midccle State Adopted Instructional Materials.) Lesson Snopsis: Students name ordered pairs for specified points on the coordinate plane. Students locate points when given ordered pairs on Quadrant I of the coordinate plane. TEKS: The Teas Essential Knowledge and Skills (TEKS) listed below are the standards adopted b the State Board of Education, which are required b Teas law. An standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Teas Education Agenc website at http://www.tea.state.t.us/inde.asp?id=. Geometr and spatial reasoning.. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is epected to:. Locate and name points on a coordinate grid using ordered pairs of whole numbers. Supporting Standard Underling Processes and Mathematical Tools TEKS:. Underling processes and mathematical tools.. The student applies Grade mathematics to solve problems connected to everda eperiences and activities in and outside of school. The student is epected to: page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das.a Identif the mathematics in everda situations..d Use tools such as real objects, manipulatives, and technolog to solve problems.. Underling processes and mathematical tools.. The student communicates about Grade mathematics using informal language. The student is epected to:.a Eplain and record observations using objects, words, pictures, numbers, and technolog..b Relate informal language to mathematical language and smbols.. Underling processes and mathematical tools.. The student uses logical reasoning. The student is epected to:.b Justif wh an answer is reasonable and eplain the solution process. Performance Indicator(s): Grade 0 Unit PI 0 Use a coordinate grid (Quadrant I onl) in a real-world situation (e.g., map, garden design, room design, etc.) to locate and name points as coordinate pairs on the grid. Describe the possible movements of these points on the grid in terms of: () location from the origin; () units from a specified location on the grid; () units up, down, right, or left; and () units north, south, east, and west. Eplain in writing wh the order of the numbers in an ordered pair or set of coordinates is important. Sample Performance Indicator: Use the grid below to represent the design of Jackie s bedroom: page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das. Jackie is sitting at her desk, which is located units to the right of the origin and units above the origin. Locate the ordered pair which represents the location of her desk. Place a point on the grid for this ordered pair, and write the word desk below the point.. She walks units to the right and units up to her bed. Trace Jackie s path on the grid. Locate the ordered pair which represents the location of her bed. Place a point on the grid for this ordered pair, and write the word bed below the point.. From her bed, she can see a tree out the window. The tree is units north of her bed. Locate the ordered pair which represents the location of the tree. Place a point on the grid for this ordered pair, and write the word tree below the point.. Write a set of directions using a compass rose that describe the location of the tree outside Jackie s window, from, or in relation to, Jackie's desk. Create a journal entr eplaining in writing wh the order of the numbers in an ordered pair or set of coordinates is important. Standard(s):.,.A,.D,.A,.B,.B ELPS ELPS.c.B Ke Understanding(s): Real-life problems involving ordered pairs on a coordinate grid can be interpreted from the grid scale and/or intervals, represented with words and smbols and solved and justified b moving on the grid appropriatel. The understanding of how to locate a coordinate point on a coordinate grid can be applied to reading a geographical map with the aes of north, south, east, and page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das west and the grid scale of numerical values or locations. The order of the coordinates in an ordered pair communicates the location of a point on the coordinate plane. The first number in an ordered pair corresponds to the horizontal, or -ais, while the second number corresponds to the vertical, or -ais. Underdeveloped Concept(s): Some students ma reverse the numbers in an ordered pair and/or confuse the and ais on the graph. Some students ma be unsure how to choose the appropriate scale when creating a graph or think the scale should alwas be. Vocabular of Instruction: coordinate grid coordinate sstem coordinates ordered pair origin -ais -coordinate -ais -coordinate Materials List: cardstock ( sheet per teacher) dr erase marker ( per student) marker ( per teacher) math journal ( per student) scissors ( per teacher) The Fl on the Ceiling b Julie Glass ( per teacher) whiteboard ( per student) Attachments: All attachments associated with this lesson are referenced in the bod of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer kes are available in the district site and are not accessible on the public website. page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Fl Cards Fl Grid Paper Coordinate Graphing Definitions Blank Coordinate Grid Ordered Pair Practice KEY Ordered Pair Practice Flower Garden Grid Teacher Resource Flower Garden Grid KEY Flower Garden Grid Picture on a Coordinate Plane Geometric Figures on the Coordinate Grid KEY Geometric Figures on the Coordinate Grid Moving with Ordered Pairs KEY Moving with Ordered Pairs PI GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificit as well as addressing the Performance Indicators associated with each unit. District personnel ma create original lessons using the Content Creator in the Tools Tab. All originall authored lessons can be saved in the M CSCOPE Tab within the M Content area. page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures Notes for Teacher Topics: Points Coordinate grid Spiraling Review ATTACHMENTS Engage Students use logic and reasoning skills to locate points on a coordinate grid. Instructional Procedures:. Prior to instruction, create a Fl Card for each student and a Fl Card for each teacher b coping class resource: Fl Cards on cardstock and cutting apart.. Facilitate a class discussion about lines and how to locate and place points on a coordinate grid. Ask: Class Resource: Fl Cards ( per teacher) Teacher Resource: Fl Grid Paper ( per teacher) Handout: Fl Grid Paper ( per student) Teacher Resource: Coordinate Graphing Definitions ( per teacher) Can number lines be both horizontal and vertical? How do ou know? (es) Answers ma var. The scale on a thermometer is recorded verticall; most of the number lines we draw are written horizontall; etc. Eplain to students that the will be working with both a horizontal and a vertical number line at the same time and that this is called a coordinate grid. Can ou think of an eample when ou might see and use a coordinate grid? Eplain. (es) Answers ma var. A road map; a map of an amusement park; etc. Wh are those coordinate grids helpful? Answers ma var. The help ou locate or find places or things quicker; etc. MATERIALS cardstock ( sheet per teacher) scissors ( per teacher) The Fl on the Ceiling b Julie Glass ( per teacher) whiteboard ( per student) dr erase marker ( per student) math journal ( per student) page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures. Read the book: The Fl on the Ceiling b Julie Glass to the class.. Displa teacher resource: Fl Grid Paper and a Fl Card. Demonstrate labeling and numbering both the -ais and -ais from 0 to on the grid paper. Ask: Notes for Teacher TEACHER NOTE If literature selection is not available, use the handouts and the activit shown with vocabular eplanations for coordinate grid, aes, etc. How do ou know which is the -ais and which is the -ais? Answers ma var. The - ais is horizontal and the -ais is vertical; etc.. Eplain to students that the word sk has the letter in it and rhmes with the letter, and that the -ais points to the sk. Ask: Which ais do ou look at in order to locate a point on the coordinate grid? (both) Answers ma var. How do ou locate a point on a coordinate grid? Answers ma var. Look at the ordered pair, the first number represents the -ais and the second number represents the -ais, start at the origin and go right on the -ais and up on the -ais; etc.. Eplain to students that in order to locate a point on the coordinate grid the must look at the ordered pair which contains the numbers for the -ais and the -ais. Using both numbers, the must start at zero, the origin, and go right on the -ais according to the number that is indicated first in the ordered pair and then up on the -ais according to the second number indicated in the ordered pairs.. Demonstrate placing points on the coordinate grid on handout: Fl Grid Paper according to an TEACHER NOTE Some students ma label the spaces instead of the lines on a coordinate grid, remind them that coordinate grids are made with two number lines. TEACHER NOTE Some students ma remember how to write ordered pairs b using different saings such as: You must step into the elevator before ou can go up. You must crawl before ou walk. You must go down the runwa before ou take off (airplane). page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures Notes for Teacher ordered pair.. Place students in pairs. Distribute handout: Fl Grid Paper and a Fl Card to each student. Instruct student pairs to label and number both the - and -aes from 0 to on their grid paper.. Distribute a whiteboard and dr erase marker to each pair. Instruct student pairs to take turns placing their Fl Card on their handout: Fl Grid Paper, identifing the ordered pair of each fl, and recording the ordered pair of each location on their whiteboard, similar to the list shown on page of The Fl on the Ceiling b Julie Glass. Be sure students are placing their flies on the intersection of two lines and not in the spaces of the grid. Allow time for student pairs to complete the activit. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief student solutions. Ask: What method(s) did ou and our partner discover to identif each position of the fl? Answers ma var.. Displa teacher resource: Coordinate Graphing Definitions. Instruct students to replicate a coordinate grid in their math journal and record each displaed vocabular word and definition in the appropriate location on the coordinate grid. page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures Notes for Teacher Topics: Ordered pairs Coordinate grid ATTACHMENTS Teacher Resource: Blank Coordinate Grid ( per teacher) page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Eplore/Eplain Suggested Instructional Procedures Students use ordered pairs to locate points on a coordinate grid. Instructional Procedures: Notes for Teacher Teacher Resource: Ordered Pair Practice KEY ( per teacher) Handout: Ordered Pair Practice ( per student). Facilitate a class discussion about grids. Ask: What are some eamples of grids in real life? Answers ma var. Streets on a map; rows of seats in a movie theater; etc. How can these tpes of grids be used to pinpoint the locations of a street or a specific seat? Answers ma var.. Remind students that when the are locating ordered pairs, the two coordinates must alwas be written and read in a specific order. Ask: How man coordinates make up an ordered pair? () What does the first coordinate of the ordered pair name? (The -coordinate, or the distance from the origin along the -ais on the coordinate grid.) What does the second coordinate of the pair name? (The -coordinate, or the distance from the origin along the -ais on the coordinate grid.) What can ou sa about a point whose first coordinate is 0? (The point is on the - or vertical ais.) What can ou sa about a point whose second coordinate is 0? (The point is on the - or page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures Notes for Teacher horizontal ais.). Displa teacher resource: Blank Coordinate Grid. Place the following points on the displaed coordinate grid without ordered pair labels: A (, ); B (, ); and C (, ). Eplain to students that to identif the ordered pair the must begin at the origin (0, 0) and then move right along the -ais until the reach the -coordinate value. Then, move up until the reach the -coordinate value. Ask: What are the coordinates of point A? (, ) What are the coordinates of point B? (, ) What are the coordinates of point C? (, ) Are the coordinates (, ) and (, ) the same? How do ou know? (No; because (, ) is located units over to the right and unit up, whereas (, ) is located unit over to the right and units up.). Distribute handout: Ordered Pair Practice to each student as independent practice and/or homework. Topics: Ordered pairs Movement on coordinate grid Elaborate Students describe the locations of ordered pairs on a coordinate grid in terms of movement from one point to another (e.g., units up/down, left/right, north/south, and east/west). Spiraling Review ATTACHMENTS Teacher Resource: Flower Garden Grid Teacher Resource ( per teacher) Teacher Resource: Flower Garden page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures Instructional Procedures:. Distribute handout: Flower Garden Grid to each student.. Displa teacher resource: Flower Garden Grid Teacher Resource. Ask: Which flower is located at point (, )? How do ou know? (Lil; because ou start at the point of origin, (0, 0), and move spaces over to the right along the -ais and then move spaces up along the -ais.) Notes for Teacher Grid KEY ( per teacher) Handout: Flower Garden Grid ( per student) Handout (optional): Picture on a Coordinate Plane ( per student) Teacher Resource: Geometric Figures on the Coordinate Grid KEY ( per teacher) Handout (optional): Geometric Figures on the Coordinate Grid ( per student). Instruct students to identif the remaining ordered pairs for each flower on the coordinate grid on their handout: Flower Garden Grid and record each ordered pair for problems. Allow time for students to complete the activit. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief student solutions.. Using the displaed teacher resource: Flower Garden Grid Teacher Resource, point to the tulip on the grid and facilitate a class discussion about how to move from one location to another. Ask: How would ou describe how to move from the tulip to the carnation? How do ou know? ( units left, and units down or units down, and units left) Answers ma var. Counting the intersections across from the tulip and then down to the carnation; counting down to the intersection across from the carnation and then over to the carnation; etc. Does the answer change whether ou decided to go down first and then left or left first and then down? (no) Answers ma var. You moved units either wa; etc. MATERIALS marker ( per teacher) ADDITIONAL PRACTICE Use handouts (optional): Picture on a Coordinate Plane; Geometric Figures on the Coordinate Grid to assist students in identifing and locating ordered pairs. State Resources page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures Notes for Teacher. Using the displaed teacher resource: Flower Garden Grid Teacher Resource, use a marker to demonstrate how to move and count the units from the tulip to the carnation. Instruct students to replicate the process of moving and counting on their handout: Flower Garden Grid.. Using the displaed teacher resource: Flower Garden Grid Teacher Resource, draw a compass rose in the upper right-hand corner. Eplain to students that the can use the directions on a compass to move on a coordinate grid. MTR : Treasure Hunting TEXTEAMS: Rethinking Elementar Part II: The Stars Problem Ask: page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures How man units east and south of the dais is the lil? How do ou know? ( units east and unit south) Notes for Teacher. Using the displaed teacher resource: Flower Garden Grid Teacher Resource, use a marker to demonstrate how to move and count the units using a compass rose. Instruct students to replicate the process of moving and counting on their handout: Flower Garden Grid.. Instruct students to complete the remainder of handout: Flower Garden Grid as independent practice and/or homework. Evaluate ATTACHMENTS Instructional Procedures:. Distribute handout: Moving with Ordered Pairs PI to each student.. Assess student understanding of related concepts and processes b using the Performance Indicator(s) aligned to this lesson. Teacher Resource: Moving with Ordered Pairs KEY ( per teacher) Handout: Moving with Ordered Pairs PI ( per student) Performance Indicator(s): Grade 0 Unit PI 0 Use a coordinate grid (Quadrant I onl) in a real-world situation (e.g., map, garden design, room design, etc.) to locate and name points as coordinate pairs on the grid. Describe the possible movements of these points on the grid in terms of: () location from the origin; () units from a specified location on the grid; () units up, down, right, or left; and () units north, south, east, and west. Eplain in writing wh the order of the numbers in an ordered pair or set of coordinates is important. page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures Notes for Teacher Sample Performance Indicator: Use the grid below to represent the design of Jackie s bedroom:. Jackie is sitting at her desk, which is located units to the right of the origin and units above the origin. Locate the ordered pair which represents the location of her desk. Place a point on the grid for this ordered pair, and write the word desk below the point.. She walks units to the right and units up to her bed. Trace Jackie s path on the grid. Locate the ordered pair which represents the location of her bed. Place a point on the grid for this ordered pair, and write the word bed below the point.. From her bed, she can see a tree out the window. The tree is units north of her bed. Locate the ordered pair which represents the location of the tree. Place a point on the page of
Enhanced Instructional Transition Guide Grade / Unit : Suggested Duration: das Suggested Da Suggested Instructional Procedures grid for this ordered pair, and write the word tree below the point.. Write a set of directions using a compass rose that describe the location of the tree outside Jackie s window, from, or in relation to, Jackie's desk. Notes for Teacher Create a journal entr eplaining in writing wh the order of the numbers in an ordered pair or set of coordinates is important. Standard(s):.,.A,.D,.A,.B,.B ELPS ELPS.c.B 0// page of
Grade Fl Cards 0, TESCCC 0/0/ page of
Fl Grid Paper Grade 0, TESCCC 0// page of
Coordinate Graphing Definitions Grade Coordinate grid: A grid formed b two perpendicular number lines in which ever point can be assigned an ordered pair of numbers. Coordinates: An ordered pair of numbers that locate a point on a coordinate grid with respect to the -ais and the -ais. Origin: Represented b the ordered pair (0, 0) where the -ais and -ais intersect. Ordered pair: Two numbers that identif a point on the coordinate grid. -ais: The horizontal number line in a coordinate sstem. Also called the horizontal ais. -ais: The vertical number line in a coordinate sstem. Also called the vertical ais. -coordinate: The first coordinate of an ordered pair that locates a point on the coordinate grid relative to the -ais. -coordinate: The second coordinate of an ordered pair that locates a point on the coordinate grid relative to the -ais. 0, TESCCC // page of
Coordinate Graphing Definitions Grade Definition Labeled Coordinate Grid -ais: the vertical number line or ais Coordinate Grid Point A is named b the ordered pair (, ). is the first coordinate or the - coordinate of the ordered pair and is the second coordinate or the -coordinate of the ordered pair. A Origin: (0, 0) Where the -ais and -ais intersect 0 -ais: the horizontal number line or ais 0, TESCCC // page of
Blank Coordinate Grid Grade 0 0 0 0, TESCCC // page of
Ordered Pair Practice KEY Grade. Use the table and graph below to locate and label the points on the grid. Point X Y A 0 0 B C 0 D E F G 0 G B D A C 0 E F. Use the table and graph below to write the coordinates for each point. Point X Y A 0 B C D E F G 0 A B C D 0 E F G 0, TESCCC // page of
Ordered Pair Practice KEY Grade. Plot three points on the grid below to make a triangle. Label the points C, D, and E. Then list the coordinates of the points below. C(, ) D(, ) E(, ). Plot four points on the grid below to make a parallelogram. Label the points F, G, H, and J. Then list the coordinates of the points below. F(, ) G(, ) H(, ) J(, ) 0 Answers ma var 0 0 0, TESCCC // page of
Ordered Pair Practice Grade. Use the table and graph below to locate and label the points on the grid. Point X Y A 0 0 B C 0 D E F G 0 0. Use the table and graph below to write the coordinates for each point. Point X Y A B C D E F G A B C D 0 E F G 0, TESCCC // page of
Ordered Pair Practice Grade. Plot three points on the grid below to make a triangle. Label the points C, D, and E. Then list the coordinates of the points below. C(, ) D(, ) E(, ). Plot four points on the grid below to make a parallelogram. Label the points F, G, H, and J. Then list the coordinates of the points below. F(, ) G(, ) H(, ) J(, ) 0 0 0 0, TESCCC // page of
Flower Garden Grid Teacher Resource Grade Roses Daffodils Daisies Carnations Lilies Tulips 0 0, TESCCC // page of
Flower Garden Grid KEY Grade Roses Daffodils Daisies Carnations Lilies Tulips 0. Roses are located at (, ). Daffodils are located at (, ). Daisies are located at (, ). Carnations are located at (, ). Lilies are located at (, ). Tulips are located at (, ). Which flowers are located units to the left and units down from the tulip? Carnations. Which flowers are located units to the right of the origin and units above the origin? Daffodils. Which flowers are located units to the right of the origin and units above the origin? Lilies. Which flower is located units to the left and units down from the carnation? Daffodils 0, TESCCC // page of
Flower Garden Grid KEY Grade. Which flowers are located units west and units north of the lil? Carnations. Which flowers are located units east and units south of the rose? Daisies. Which flowers are located units west and units south of the tulip? Daffodils. Which flowers are located units west and units north of the dais? Roses. Which flowers are located units west and units south of the carnation? Daffodils. Sandra decided to plant another tpe of flower in the garden. She planted the new flower units east and units north of the rose garden. What are the coordinates of the new tpe of flower? (, ). Write a set of directions using the compass rose that will get ou from lilies to the roses. Answers ma var. Move units west and units north to get to the roses.. Write a set of directions using the compass rose that will get ou from carnations to Sandra s new flower (see #). Answers ma var. Move unit west and units north to get to the new tpe of flower.. Write a set of directions using the compass rose that will get ou from daffodils to the carnations. Answers ma var. Move units east and units north to get to the carnations. 0. Write a set of directions using the compass rose that will get ou from tulips to the daisies. Answers ma var. Move units west and units south to get to the daisies.. Name the ordered pair that is units west of the tulip. (, ) 0, TESCCC // page of
Flower Garden Grid Grade Roses Daffodils Daisies Carnations Lilies Tulips 0. Roses are located at.. Daffodils are located at.. Daisies are located at.. Carnations are located at.. Lilies are located at.. Tulips are located at.. Which flowers are located units to the left and units down from the tulip?.. Which flowers are located units to the right of the origin and units above the origin?.. Which flowers are located units to the right of the origin and units above the origin?.. Which flowers are located units to the left and units down from the carnation?. 0, TESCCC // page of
Flower Garden Grid Grade. Which flowers are located units west and units north of the lil?. Which flowers are located units east and units south of the rose?. Which flowers are located units west and units south of the tulip?. Which flowers are located units west and units north of the dais?. Which flowers are located units west and units south of the carnation?. Sandra decided to plant another tpe of flower in the garden. She planted the new flower units east and units north of the rose garden. What are the coordinates of the new tpe of flower?. Write a set of directions using the compass rose that will get ou from lilies to the roses.. Write a set of directions using the compass rose that will get ou from carnations to Sandra s new flower (see #).. Write a set of directions using the compass rose that will get ou from daffodils to the carnations. 0. Write a set of directions using the compass rose that will get ou from tulips to the daisies.. Name the ordered pair that is units west of the tulip. 0, TESCCC // page of
Picture on a Coordinate Plane Grade Draw a simple picture using the grid below. Then use the chart to list the ordered pairs ou used to plot to our drawing. The -ais has been numbered for ou. Be sure to number the -ais. 0 0 0, TESCCC // page of
Geometric Figures on the Coordinate Grid KEY Grade. A triangle has vertices A(, ), B(, ), and C(, ). Draw this triangle on the coordinate grid in one color. With a different colored pencil, graph the points of the triangle after the have been moved down units. Then, connect the points to create the new triangle. What are the vertices of the new triangle? A(, ), B(, ), and C(, ) What kind of transformation is represented b these two triangles? Translation A A B B C C 0. A triangle has vertices A(, ), B(, ), and C(, ). Draw this triangle on the coordinate grid in one color. With a different colored pencil, graph the points of the triangle after the have been moved units to the right and units down. Then, connect the points to create the new triangle. What are the vertices of the new triangle? A(, ), B(, ), and C(,) What kind of transformation is represented b these two triangles? Translation 0 A B A B C C 0, TESCCC // page of
Geometric Figures on the Coordinate Grid KEY Grade. A parallelogram has vertices A(, ), B(, ), C(, ), and D(, ). Draw this parallelogram on the coordinate grid in one color. With a different colored pencil, graph the points of the parallelogram after the have been moved units up. Then, connect the points to create the new parallelogram. What are the vertices of the new parallelogram? A(, ), B(, ), C(, ), and D(, ) What kind of transformation is represented b these two parallelograms? Translation D D A A C C 0 B B. A parallelogram has vertices A(, ), B(, ), C(, ), and D(, ). Draw this parallelogram on the coordinate grid in one color. A B With a different colored pencil, graph the points of the parallelogram after the have been moved units to the left and units up. Then, connect the points to create the new parallelogram. D C A B What are the vertices of the new parallelogram? A(, ), B(, ), C(, ), and D(, ) D C What kind of transformation is represented b these two parallelograms? Translation 0 0, TESCCC // page of
Grade Geometric Figures on the Coordinate Grid. A triangle has vertices A(, ), B(, ), and C(, ). Draw this triangle on the coordinate grid in one color. With a different colored pencil, graph the points of the triangle after the have been moved down units. Then, connect the points to create the new triangle. What are the vertices of the new triangle? What kind of transformation is represented b these two triangles? 0. A triangle has vertices A(, ), B(, ), and C(, ). Draw this triangle on the coordinate grid in one color. With a different colored pencil, graph the points of the triangle after the have been moved units to the right and units down. Then, connect the points to create the new triangle. What are the vertices of the new triangle? What kind of transformation is represented b these two triangles? 0 0, TESCCC // page of
Grade Geometric Figures on the Coordinate Grid. A parallelogram has vertices A(, ), B(, ), C(, ), and D(, ). Draw this parallelogram on the coordinate grid in one color. With a different colored pencil, graph the points of the parallelogram after the have been moved units up. Then, connect the points to create the new parallelogram. What are the vertices of the new parallelogram? What kind of transformation is represented b these two parallelograms? 0. A parallelogram has vertices A(, ), B(, ), C(, ), and D(, ). Draw this parallelogram on the coordinate grid in one color. With a different colored pencil, graph the points of the parallelogram after the have been moved units to the left and units up. Then, connect the points to create the new parallelogram. What are the vertices of the new parallelogram? What kind of transformation is represented b these two parallelograms? 0 0, TESCCC // page of
Moving with Ordered Pairs KEY Grade The grid below can be used to represent Jackie s bedroom. N 0 Tree W S E Desk Bed 0 0 ) Jackie is sitting at her desk, which is located units to the right of the origin and units above the origin. Locate the ordered pair which represents the location of her desk. Place a point on the grid for this ordered pair, and write the word desk below the point. (, ) ) She walks units to the right and units up to her bed. Trace Jackie s path on the grid. Locate the ordered pair which represents the location of her bed. Place a point on the grid for this ordered pair, and write the word bed below the point. (, ) ) From her bed, she can see a tree out the window. The tree is units north of her bed. Locate the ordered pair which represents the location of the tree. Place a point on the grid for this ordered pair, and write the word tree below the point. (, ) ) Write a set of directions using a compass rose that describe the location of the tree outside Jackie s window from, or in relation to, Jackie s desk. Answers ma var. Move units to the east and units to the north. ) Create a journal entr eplaining in writing wh the order of the numbers in an ordered pair or set of coordinates is important. Answers ma var. 0, TESCCC 0// page of
Moving with Ordered Pairs PI Grade The grid below can be used to represent Jackie s bedroom. N 0 W S E 0 0 ) Jackie is sitting at her desk, which is located units to the right of the origin and units above the origin. Locate the ordered pair which represents the location of her desk. Place a point on the grid for this ordered pair, and write the word desk below the point. ) She walks units to the right and units up to her bed. Trace Jackie s path on the grid. Locate the ordered pair which represents the location of her bed. Place a point on the grid for this ordered pair, and write the word bed below the point. ) From her bed, she can see a tree out the window. The tree is units north of her bed. Locate the ordered pair which represents the location of the tree. Place a point on the grid for this ordered pair, and write the word tree below the point. ) Write a set of directions using a compass rose that describe the location of the tree outside Jackie s window from, or in relation to, Jackie s desk. ) Create a journal entr eplaining in writing wh the order of the numbers in an ordered pair or set of coordinates is important. 0, TESCCC 0// page of