Lesson Plan:

Are You At Your Destination?

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September 11, 2015
by Sanayya Sohail

Learning Objectives

Students will be able to plot points on a coordinate plane. Students will be able to identify the X and Y coordinates of a point that is plotted.


Introduction (5 minutes)

  • Ask students to give you directions to get to the shelf or another location using the words right, left, up, and down. For example: Walk 2 steps up and 4 steps left.

Explicit Instruction/Teacher Modeling (20 minutes)

  • Draw a coordinate plane on the board.
  • Explain to students that coordinate points can help them figure out which direction to go in and how far one place is from the other.
  • Explain that X represents going left and right, and Y explains going up and down.
  • Ask a student to give you an example of a destination, such as 3 left and 2 right.
  • Show them the location on the graph.
  • Explain how to write the coordinates using this format: (x, y).
  • Show your students the negative numbers in the coordinate plane, telling them that left and down has negative numbers.
  • Draw a few letters on the graph. Invite students to come and write the coordinate points in the (x, y) format for that letter. Also, have the student explain to the class how they got that point.
  • Demonstrate that they can also use coordinate planes to draw shapes. Write the values A (3, 4), B (-3, 4), C (-3, -4), and D (3, -4).
  • Invite students to place the values on the graph with the letter. After that, connect the points to show the rectangle.
  • After that, review perpendicular and parallel lines with the students. Show them these lines on the graph. If the concept is new, explain that perpendicular lines cross each other like an L, and parallel lines run in the same direction.

Guided Practice/Interactive Modeling (20 minutes)

  • Instruct students to complete the Ordered Pairs worksheet with a partner.
  • Go over the answers as a class.

Independent Working Time (30 minutes)

  • Instruct students to complete Shapes on a Coordinate Grid by themselves.
  • When your students are finished with it, go over it as a class.



  • Enrichment: Instruct students to write directions they would need to get to the playground if they start from the classroom door. Have them start at 0 and put a letter consecutively for each movement. For example, if they walk 3 steps ahead, they should put A on (0,3) and so on. After that, direct students to write the coordinate for each letter on the back. Have them connect the letters to see their route on a graph.
  • Support: Direct your students to complete the Write the Coordinates worksheet. Explain to them how they had to go right 5 and up 6 to get to the butterfly. Remind them to start at 0. Have them do a couple with you by counting and writing the coordinates. Instruct them to complete the rest on their own and check it for accuracy.


Assessment (10 minutes)

  • Direct your students to draw a rectangle on the graph that covers all four quadrants, or sections of the coordinate plane.
  • Instruct students to label the corners A, B, C, and D.
  • Have them write the coordinates for each letter on the bottom of the page.

Review and Closing (5 minutes)

  • Go around the class and ask students to tell either something they learned from the lesson or something they are not sure about.
  • Answer things students are not sure about.
  • Draw a triangle on the board, and have your students identify the coordinates.

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