mentoringminds.com MATH LEVEL 6 Student Edition Sample Page Unit 33 Introduction Use the coordinate grid to answer questions 1 9.

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1 Student Edition Sample Page Name Standard 6.11(A) Readiness Unit 33 Introduction Use the coordinate grid to answer questions 1 9. A 6 F 5 L E 4 3 I 1 B K H C D 3 G 4 5 J 6 1 Which points are located in Quadrant IV? 6 Which points have an -value of 0? Which point is located at ( 4, 0)? 7 What is the ordered pair that is located whole units to the right and 3 whole units down from point E? 3 What are the coordinates for point D? 8 Which points have negative values for both and? 4 Which points have a -value greater than 4? 5 Which points are located in Quadrant II? 9 If points F and I are connected to form a line segment, name another ordered pair on the line segment. motivationmath LEVEL 6 ILLEGAL TO COPY 63

2 Student Edition Sample Page Unit 33 Guided Practice Name Standard 6.11(A) Readiness Use the polgon shown on the coordinate grid to answer questions Which ordered pair does NOT represent a verte of the polgon? A ( 3_ 4, 1_ ) B ( 1_ 4, 1_ ) C ( 1 1_, 1 3 4) D (1, 3_ 4) Which ordered pair lies inside the polgon and is located in Quadrant IV? Use the map to answer questions 4 and 5. The routes Tia takes from her house to different places are represented on the grid below. Tia s house School Store 6 Park 8 4 Which ordered pair best represents a point on Tia s route to the store? F ( 5, 6) G (.5, 0) H (, 5) J ( 3.5, 3) F ( 1_, 3_ 4) G ( 3_ 4, 1_ ) H ( 1_ 4, 1_ ) J ( 1_, 3_ 4) 3 Which point is located on the perimeter of the polgon? A ( 1_, 1_ 4) B ( 1, 1_ ) C 3_ ( 4, 1_ 4) D ( 1 1_, 3_ 4) 5 Each unit on the grid represents 1 mile. For Tia to travel from the park to the librar, she must go 3 miles south and 5 miles west. Which represents the coordinates of the librar? A (0, 8) B (10, 8) C ( 8, 0) D ( 8, 10) 64 ILLEGAL TO COPY motivationmath LEVEL 6 mentoringmindsonline.com

3 Student Edition Sample Page Name Standard 6.11(A) Readiness Unit 33 Independent Practice Use the grid to answer questions 1 3. Use the grid to answer questions 4 and 5. l Q m W X n S U V T Which of the following are NOT coordinates located on line n? A ( 4 1_, 1 1_ ) B ( 1, 1 1_ ) C (0, 3) D ( 1 1_, 4 1_ ) For which point(s) do the - and -coordinates have the same value? 4 Which ordered pair represents a point located inside the quadrilateral but outside the pentagon? F ( 0.5, 1.5) G ( 0.5, 0.75) H ( 0.75, 0.5) J ( 1.5, 0.75) F Point S onl G Points S and W onl H Points S, W, and X onl J Points S, W, X, and V onl 3 Points T, S, and U represent 3 vertices of a parallelogram. Which best represents point Y, the fourth verte of the parallelogram? A (, 3 1_ ) 5 Which of the following represents a point in Quadrant III that is located on the perimeter of the pentagon? A ( 1.5, 0.5) B ( 0.75, 0.5) C (0.75, 1.5) D ( 1.5, 1.5) B ( 1, 3 1_ ) C ( 1_, 3 1_ ) D ( 0, 3 1_ ) motivationmath LEVEL 6 ILLEGAL TO COPY 65

4 Student Edition Sample Page Unit 33 Assessment Name Standard 6.11(A) Readiness Use the grid to answer questions Which best describes the signs of all coordinates located in Quadrant II? A (, ) F B G B (, ) 1 C (, ) 1 1 D (, ) A J 1 C H 4 A right triangle is formed using points C and H as two of the vertices. Which point best represents the coordinates for point X, the third verte of the triangle? 1 Which ordered pair represents a point inside both the triangle and the rectangle? A (0., 1) B (0.8, 0.4) C ( 0.6, 1.) D ( 0.4, 1.4) F (1., 1.8) G (1.8,.6) H (., 1) J (., 1.) 5 Which ordered pair represents an intersection of two line segments? A (0, 1.6) Which of the following represents a point in Quadrant IV that is located at a verte of one of the figures? F (1., 1.) G (.4, 1.) H (., 1.6) J ( 0.6, 1.6) B ( 1., 1) C ( 1, 1.) D (0.8, 1.) 6 Which ordered pair represents a point located inside the triangle but outside the rectangle? F ( 0., 1.4) G ( 1., 0.) H ( 0.4, 1.4) J (0.4, 0.8) 66 ILLEGAL TO COPY motivationmath LEVEL 6 mentoringmindsonline.com

5 Student Edition Sample Page Name Standard 6.11(A) Readiness Unit 33 Critical Thinking Analsis Analze Use the grid to answer the questions that follow An ordered pair is located in Quadrant III. The -coordinate is greater than the -coordinate. List 3 possible ordered pairs that meet this criteria. Draw a line segment on the coordinate plane above using the following criteria: One endpoint must be located in Quadrant IV. The line segment must intersect the -ais but must NOT intersect the -ais. In which quadrant or quadrants does the line segment lie? What are the endpoints of the line segment? If the - and -coordinates of the endpoint located in Quadrant IV are reversed, describe what happens to the point s location. motivationmath LEVEL 6 ILLEGAL TO COPY 67

6 Student Edition Sample Page Unit 33 Journal/Vocabular Activit Name Standard 6.11(A) Readiness Journal Analsis Eplain to a ounger student what happens when an ordered pair is not plotted in the correct order. Analze Is there ever a time when the order of the coordinates does not matter? Eplain. Vocabular Activit Use the terms in the bo to correctl label the picture shown. Each term is used onl once. -coordinate Quadrant III coordinate plane -ais -ais origin Quadrant I point Quadrant IV -coordinate Quadrant II ordered pair ( 3, 4) (1, 4.5) ILLEGAL TO COPY motivationmath LEVEL 6 mentoringmindsonline.com

7 Student Edition Sample Page Name Standard 6.11(A) Readiness Unit 33 Motivation Station Get the Picture? Complete Get the Picture? individuall. Plot the ordered pairs listed below, and then connect them in the order the are shown to reveal a picture. Ordered Pairs 1. ( 3 3, 1 3) 9. (, 3 3) 17. ( 1 1, 3 3) 5. ( 3, 1 3). (3, ) 10. ( 0, 3) 18. (, 3) 6. ( 1 3, 1 3) 3. ( 1 3, 1 3) 11. ( 1, 1 3 3) 19. ( 1 1, ) 7. ( 1, 1 3) 4. (, 1 1 3) 1. ( 1, ) 0. (, 1 1 3) 8. ( 1 1 3, 1 3) 5. (, 3) 13. ( 1, ) 1. ( 3, ) 9. ( 3, 1 3) 6. ( 1 1, 3 3) 14. ( 1, 3 3). ( 3 1, 1 3 3) 30. ( 3 1 3, 3) 7. ( 1 1, ) 15. ( 1, 3) 3. ( 4, 3) 31. ( 3 3, 3) 8. ( 1, 1 3) 16. ( 1, ) 4. ( 3, 1 3 3) 3 Start/End motivationmath LEVEL 6 ILLEGAL TO COPY 69

8 Student Edition Sample Page Unit 33 Homework Name Standard 6.11(A) Readiness Use the coordinate grid to answer questions 1 9. B 4 3 F C 1 A E D J M 3 4 N P 1 Plot a point that lies on AB, and label it Q. What are the coordinates for point Q? 6 Plot a point that could be used to complete a rectangle that is twice the area of triangle MNP. Label the point R. What are the coordinates for point R? 3 List the ordered pairs for each labeled point that lies in Quadrant II. 4 List one ordered pair that lies on the circle and inside the rectangle. 7 Plot point (, ) where < 0 and > 0. Label the point S. Eplain how ou determined where to plot point S. 8 In which quadrant does point S lie? 5 List one ordered pair that lies inside the circle and that is located in Quadrant IV. 9 In which quadrant does point J lie? Eplain. Connections 1. Research jobs that use the coordinate plane. Select different jobs and write one paragraph about each, eplaining how the coordinate plane is used and wh it is important to that job. Share with the class.. Use string and stakes to create a coordinate plane in the ard. Take turns with friends and famil tossing a beanbag, or a similar object, onto the grid. Give the coordinates of the location where the object lands. If correct, the person earns a point. The winner is the person with the most points. 70 ILLEGAL TO COPY motivationmath LEVEL 6 mentoringmindsonline.com

9 Graph points in all four quadrants Unit 33 TEKS 6.11(A) Readiness Unit 33 Standards (Student pages 63 70) Reporting Categor 3 Geometr and Measurement The student will demonstrate an understanding of how to represent and appl geometr and measurement concepts. Domain Measurement and Data TEKS 6.11 The student applies mathematical process standards to use coordinate geometr to identif locations on a plane. Student Epectation 6.11(A) Readiness Standard Graph points in all four quadrants using ordered pairs of rational numbers. Mathematical Process TEKS Addressed in This Unit The student uses mathematical processes to acquire and demonstrate mathematical understanding. 6.1(A) Appl mathematics to problems arising in everda life, societ, and the workplace. 6.1(F) Analze mathematical relationships to connect and communicate mathematical ideas. 6.1(G) Displa, eplain, and justif mathematical ideas and arguments using precise mathematical language in written or oral communication. Unpacking the Standards In grade 5, students were introduced to the first quadrant of the coordinate plane. Students identified ke attributes of the coordinate plane including the -ais, the -ais, and the origin. Students also identified the -coordinate and the -coordinate of an ordered pair. Students described the process for graphing ordered pairs in the first quadrant of the coordinate plane. In addition, grade 5 students graphed ordered pairs of numbers arising from mathematical and real-world problems, including those generated b number patterns or found in input-output tables. In grade 6, students etend this concept to include graphing points in all four quadrants of the coordinate plane using ordered pairs of rational numbers. Students identif the origin as the point with the coordinates (0, 0) and as the intersection of the - and -aes. Students also identif the quadrant for an ordered pair based on the signs of the coordinates. motivationmath LEVEL 6 ILLEGAL TO COPY 359

10 Unit 33 TEKS 6.11(A) Readiness Graph points in all four quadrants Getting Started Introduction Activit The class brainstorms a list of places in everda life where coordinate grids are found such as maps, globes, ceiling tile frames, GPS sstems, etc. The teacher reads the book Sir Cumference and the Viking s Map b Cind Neuschwander, projecting each page with a document camera. After reading the book, the teacher, with student direction, labels important attributes including the -ais, the -ais, and the origin on a large coordinate plane. The large coordinate plane can be a poster, a wall-mounted dr erase or chalkboard, a coordinate plane that is projected on the wall, or a coordinate plane created using painter s tape on the wall. The teacher records a number scale on each ais, and students discuss the signs of the coordinates for each quadrant, noting the values on the - and -aes. While the teacher is demonstrating how to label the coordinate plane, each student labels his/her own coordinate plane on an individual dr erase board (boards are available that are blank on one side and have a coordinate plane on the other) or a handout of a large coordinate plane. Students graph the points mentioned in the stor, including (0, 0), (3, 0), (, -1), (-3, -3) and other points as directed b the teacher, including ordered pairs that include fractional and/or decimal numbers. (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).d, (c).e, (c).i, (c)3.d) Suggested Formative Assessment On the back of a dr erase board or on coordinate graph paper, students write the steps to follow in plotting an ordered pair on a coordinate plane with four quadrants. Students share steps with the class. The teacher follows up with probing questions. Is the ordered pair (3, -4) the same as (-4, 3)? Eplain our answer. Wh do ou think the point (0, 0) is called the origin? How is a coordinate plane different from the coordinate grids found on maps? The teacher notes answers and observes student work to determine if additional instruction is necessar. (DOK:, Bloom s/rbt: Analsis/Analze, ELPS: (c)1.c, (c)1.d, (c)1.e, (c)1.h, (c).e, (c).g, (c).i, (c)3.f, (c)3.g, (c)5.g) Literature Connections The Fl on the Ceiling Dr. Julie Glass Basher Science: Algebra and Geometr Dan Green Mathematicians Are People, Too: Stories from the Lives of Great Mathematicians, Vol. Luetta Reimer Sir Cumference and the Viking s Map Cind Neuschwander 360 ILLEGAL TO COPY motivationmath LEVEL 6

11 Graph points in all four quadrants Unit 33 TEKS 6.11(A) Readiness Vocabular Focus The following are essential vocabular terms for this unit. ais/aes horizontal quadrant -coordinate coordinate plane ordered pair vertical -ais coordinates origin -ais -coordinate Vocabular Activit Swat the Term The teacher reads The Fl on the Ceiling b Dr. Julie Glass. The teacher displas an unlabeled, large coordinate plane (with all four quadrants). The large coordinate plane can be a poster, a wall-mounted dr erase or chalkboard, a coordinate plane that is projected, or a coordinate plane created using painter s tape. Students form two teams. The first plaer from each team receives a fl swatter from the teacher. The teacher calls a vocabular term, and the plaers swat a corresponding location on the grid (e.g., terms include the following: origin, -ais, -ais, Quadrant I, Quadrant II, Quadrant III, Quadrant IV, horizontal ais, vertical ais). The plaer who first swats a correct location wins a point for his/her team. The plaers are then replaced with the net plaer from each team, and pla continues. The activit can be epanded to include instructions such as the following. Swat the quadrant in which the - and -coordinates are both positive. (Quadrant I) Swat the quadrant in which the - and -coordinates are both negative. (Quadrant III) Swat the quadrant in which the -coordinate is positive and the -coordinate is negative. (Quadrant IV) Swat the quadrant in which the -coordinate is negative and the -coordinate is positive. (Quadrant II) Swat the quadrant that contains the ordered pair (-3, -4). (Quadrant III) Swat the quadrant that contains the ordered pair (, -6). (Quadrant IV) Swat the quadrant that contains the ordered pair (- 1, ). (Quadrant II) Swat the quadrant that contains the ordered pair (, 3.5). (Quadrant I) (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).e, (c).i, (c)3.e) motivationmath LEVEL 6 ILLEGAL TO COPY 361

12 Unit 33 TEKS 6.11(A) Readiness Graph points in all four quadrants Suggested Formative Vocabular Assessment On a sheet of paper, each student draws two perpendicular lines to represent the - and -aes, dividing the paper into fourths. The student labels the -ais, the -ais, the origin, and each of the four quadrants. In each quadrant, the student records three facts (using complete sentences) about that quadrant. The teacher reviews student work to assess student learning and plans additional instruction as needed. (DOK:, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)5.b, (c)5.g) Suggested Instructional Activities 1. In pairs, students pla Coordinate Plane Battleship. Provide a handout of a coordinate plane for each student. Plaers mark four points on their planes without showing their partners. In turn, plaers tr to guess the locations of the points b naming coordinates until the have scored four hits b guessing the four points marked on the partner s coordinate plane. (DOK:, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).e, (c).i, (c)3.e). Students work with partners and pla a modified version of Connect Four using a coordinate grid and different colors of pencils or markers. In turn, each plaer names an ordered pair and points to the location to claim a point on the coordinate grid. If the ordered pair is correct, the plaer records the point in his/her designated color. The first plaer to correctl name and locate four coordinates in a horizontal, vertical, or diagonal row is the winner. A variation of this game can be plaed using a coordinate grid marked in fractional units. (DOK:, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).e, (c)3.d, (c)3.f) 3. Students complete the Get the Picture? Motivation Station activit on page 69 in the student edition. Then students use a full-page coordinate grid to create their own dot-to-dot picture, listing the coordinates in order. Students trade their coordinate lists and complete one another s dot-to-dot pictures. The teacher displas student creations. (DOK: 3, Bloom s/rbt: Snthesis/Create, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).e, (c).i, (c)3.d, (c)3.e) 4. Students work in groups of three to create a flow chart describing how to graph an ordered pair in a four-quadrant coordinate plane. Each group records their work on a large poster or sheet of butcher paper and presents the flow chart to the class. For each flow chart, the teacher displas an ordered pair, and the students follow the directions on the flow chart to graph the point. (DOK:, Bloom s/rbt: Application/Appl, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).e, (c).i, (c)3.d, (c)3.e, (c)5.b) 36 ILLEGAL TO COPY motivationmath LEVEL 6

13 Graph points in all four quadrants Unit 33 TEKS 6.11(A) Readiness Suggested Formative Assessment The teacher reads statements such as those shown below. Students give a thumbs-up if the statement is true and a thumbs-down if the statement is false. The teacher notes areas of misunderstanding and plans additional instruction and/or intervention activities as needed. On a coordinate plane, the -ais is horizontal. (true) On a coordinate plane, the -ais is diagonal. (false) The - and -aes are perpendicular. (true) When plotting a point, alwas begin at the origin. (true) When plotting the point (-, -4), move down spaces and then move left 4 spaces. (false) When plotting the point (, -4), move right spaces and then move down 4 spaces. (true) The ordered pairs (, -) and (-, ) name the same location on a coordinate plane. (false) The ordered pair (0, 3) names a point on the -ais. (true) The ordered pair (3, 0) names a point on the -ais. (true) (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).e, (c).i) Suggested Reflection/Closure Activit Students reflect on the concepts addressed in the lesson and, in turn, each student shares one new fact or idea learned. (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).d, (c)3.d, (c)3.e, (c)3.f) Suggested Formative Assessment Students complete the following information as an eit ticket. The teacher provides each student with a slip of paper like the one shown below. Students complete the ticket and give it to the teacher as the leave. The teacher reviews the answers and determines if additional instruction or interventions are needed. Name Eit Ticket 1. Label the -ais and the -ais.. Draw point O at the origin. B 1 C 3. Label each quadrant with I, II, III, or IV A -1 - D 4. Record the ordered pairs for these points. A C B D (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c)4.g) motivationmath LEVEL 6 ILLEGAL TO COPY 363

14 Unit 33 TEKS 6.11(A) Readiness Graph points in all four quadrants Interventions 1. The teacher creates a coordinate plane on the floor, marking the - and -aes with painter s tape. The teacher writes ordered pairs of integers on inde cards, one ordered pair per card, and gives one card to each student. In turn, each student must walk from the origin to the point designated b the ordered pair on his/her card, eplaining the move (e.g., I am starting at the origin. I am moving 3 spaces to the right and spaces up. ). When a student arrives at the designated point, he/she reads the ordered pair. The teacher continues the activit using ordered pairs of rational numbers. (DOK:, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).c, (c).d, (c).e, (c).i, (c)3.d, (c)3.e, (c)3.f, (c)3.h). Each student writes his/her initials in large block letters on a coordinate plane. Students place points and label the ordered pairs at significant locations (e.g., the vertices of the angles of a letter) so that the ordered pairs of the points can be used to recreate the points and trace the letters. (DOK:, Bloom s/rbt: Application/Appl, ELPS: (c)1.c, (c)1.h, (c).i) 3. Students pla a game in groups of four. Each group uses two dice (red and white) and a 1 4 spinner. Each plaer in the group receives a blank coordinate grid. In turn, each plaer rolls the dice to determine an ordered pair. (The red die indicates the -coordinate, and the white die indicates the -coordinate.) Then the plaer spins the spinner to determine the quadrant and resulting signs for the ordered pair. The plaer locates, marks, and labels the correct point on the coordinate grid. Other plaers must confirm correct placement before pla passes to the net plaer. The object of the game is to be the first plaer to correctl plot an ordered pair in all four quadrants of his/her coordinate plane. (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).d, (c).e, (c).i, (c)3.e) 4. Students use interactive online sources to pla games that involve locating ordered pairs on a coordinate plane. (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c)4.f) Suggested Formative Assessment The teacher individuall interviews each student in the intervention group. The teacher gives the student a coordinate plane and displas an ordered pair. The student eplains how to plot the point. The teacher repeats this several times so the student plots points in all four quadrants. Based on student responses, the teacher modifies instruction and/or plans additional interventions. (DOK: 1, Bloom s/rbt: Comprehension/Understand, ELPS: (c)1.c, (c)1.e, (c)1.h, (c).d, (c).e, (c).i) 364 ILLEGAL TO COPY motivationmath LEVEL 6

15 Graph points in all four quadrants Unit 33 TEKS 6.11(A) Readiness Etending Student Thinking Students use grade-appropriate Internet and librar resources to research the life and accomplishments of René Descartes, the mathematician credited with the development of the Cartesian plane. Students prepare a presentation for the class b organizing information and graphics on a tri-fold board or b developing a dramatic monologue in which a student poses as Descartes and tells about his life. (DOK: 4, Bloom s/rbt: Snthesis/Create, ELPS: (c)1.e, (c)4.g, (c)5.g) motivationmath LEVEL 6 ILLEGAL TO COPY 365

16 Unit 33 TEKS 6.11(A) Readiness Graph points in all four quadrants Answer Codings (Student pages 63 67) Page Question Answer 63 Process TEKS Bloom s Original/ Revised DOK Level 1 H, J Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g B Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 3 (-1 _ 3, -5 1_ ) Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 3 4 A, F, L Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 5 A, E Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 6 F, G Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 7 (0, 0) Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 8 C, D Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g ELPS Answers will var but ma include: ( 1_ 3, 5 1_ 3 ), ( _ 3, 5), (, 3 _ 3 ). Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 1 C Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g G Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 3 D Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 4 G 6.1(A) Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 5 A 6.1(A) Application/Appl (c)1.c, (c)1.e, (c)1.h, (c)4.g 1 B Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g H Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 3 D 6.1(F) Application/Appl (c)1.c, (c)1.e, (c)1.h, (c)4.g 4 G Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 5 A Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 1 C Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g F Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 3 B Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 4 J Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 5 C Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 6 G Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 1 Answers will var. 6.1(F) Analsis/Analze (c)1.c, (c)1.e, (c)1.h, (c)4.g 67 III and IV Answers will var. The point will move to Quadrant II. 6.1(F) Analsis/Analze (c)1.c, (c)1.e, (c)1.h, (c)4.g 366 ILLEGAL TO COPY motivationmath LEVEL 6

17 Graph points in all four quadrants Unit 33 TEKS 6.11(A) Readiness Answer Codings (Student pages 68 70) Page Question Answer Journal The point will be in the wrong location. Yes, when the and values are equivalent Process TEKS Bloom s Original/ Revised DOK Level 6.1(G) Analsis/Analze ELPS (c)1.c, (c)1.e, (c)1.h, (c)4.g, (c)5.b, (c)5.g 68 Vocabular Activit 1. coordinate plane. Quadrant I 3. origin 4. -ais 5. Quadrant IV 6. ordered pair 7. -ais 8. -coordinate 9. -coordinate 10. Quadrant III 11. point 1. Quadrant II Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 3 Start/End 69 Motivation Station Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g Answers will var. Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g Coordinates will var. Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 3 (-3, 1_ ) (-3, ) Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 4 Answers ma var but might include (0, 1). Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 70 5 Answers will var. Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g 6 (4 1_, -) Application/Appl 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 7 Points will var. Since < 0, then is negative. Since ()() > 0, is also negative. 6.1(G) Analsis/Analze (c)1.c, (c)1.e, (c)1.h, (c)4.g, (c)5.b, (c)5.g 8 III Comprehension/Understand 1 (c)1.c, (c)1.e, (c)1.h, (c)4.g 9 It is not in a quadrant because it is on an ais. 6.1(G) Comprehension/Understand (c)1.c, (c)1.e, (c)1.h, (c)4.g, (c)5.b, (c)5.g motivationmath LEVEL 6 ILLEGAL TO COPY 367

18 368 ILLEGAL TO COPY motivationmath LEVEL 6