Suppose we wanted to visualize Joseph’s total cost of riding at the amusement park. The function that represents the cost of riding r rides is J(r)=2r. Figure 4.1.5.4Ĭonsider a student named Joseph, who is going to a theme park where each ride costs $2.00. The first quadrant is the upper right section, the second quadrant is the upper left, the third quadrant is the lower left and the fourth quadrant is the lower right. When referring to a coordinate plane, also called a Cartesian plane, the four sections are called quadrants. Figure 4.1.5.3įor a positive x value we move to the right.įor a negative x value we move to the left. We show all the coordinate points on the same plot. Plot the following coordinate points on the Cartesian plane: To graph a coordinate point such as (4, 2), we start at the origin.īecause the first coordinate is positive four, we move 4 units to the right.įrom this location, since the second coordinate is positive two, we move 2 units up. The second coordinate represents the vertical distance from the origin. Data points are formatted as (x,y), where the first coordinate represents the horizontal distance from the origin (remember that the origin is the point where the axes intersect). Once a table has been created for a function, the next step is to visualize the relationship by graphing the coordinates of each data point. Click on the picture or here to download it for free.\) This week, they will be taking their quiz over this unit, which I offer for FREE at my TpT store. This only took a day or two and they were solid! We created coordinate graph pictures of our own (which they LOVED creating) and worked through a few story problems. We practiced with a bunch of function tables. They copied the anchor chart in their math journal and then did a proof. It’s super simple prep, but the kids love getting up and moving around!Īfter I felt like they had mastered this concept, I moved on to coordinate graphing, which was a breeze for my students. This time around, we did a simple task card scavenger hunt, where I had the cards hung up all around the hallway and in the classroom, and they completed them at each location. I created this set to have a wide variety of different skills practiced throughout. We did all kinds of practice, and the kids actually wanted MORE.Īfter we had done plenty of practice with the skill, I had my students work through several Patterns and Functions Task Cards. We used a differentiated packet that I created to practice patterning. I have seen year after year that kids use the bridges on their work, especially on state testing. They look at it in all directions– are they adding, subtracting, multiplying, or dividing each number? Then they learn to look at the pattern within the bridges. On the more complicated number patterns that have alternating rules or less than obvious patterns, I teach kids to use a bridge underneath each number to recognize what is happening. We did both shape and number patterns–all kinds of patterns. We began the unit with patterns and function tables. They love to really push the limits and think outside the box when creating their patterns. We are finishing up our patterns and coordinate graphing unit! My kids had so much fun with this one, especially coming up with their own patterns.
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