Ordered Pairs Coordinate Plane Game - 1st Quadrant & 4 Quadrant Boards

Rated 4.9 out of 5, based on 27 reviews

4.9 (27 ratings)

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Desktop Learning Adventures

1.7k Followers

Grade Levels

5th - 7th, Homeschool

Subjects

Math, Geometry

Resource Type

Games, Centers

Standards

CCSS5.G.A.1

CCSS6.NS.C.6

CCSS6.NS.C.6b

CCSSMP1

CCSSMP3

Formats Included

Pages

50 pages

$4.75

Wish List

$4.75

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Ordered Pairs Games and Activities Bundle
This engaging ordered pairs bundle brings the best of the coordinate plane, ordered pairs, and polygons together in one easy-to-use bundle. Whether you're looking for math stations, sub day activities, homework practice or Plan B, this bundle will meet your needs!© Pamela Kranz Desktop Learning Adve
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Description

Standards

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Reviews

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Description

This easily-differentiated math game gives students practice using the coordinate plane, as they decide where to place their ordered pairs to their best advantage. Who says math practice can’t be fun?!

Ways to use Connect 5: Ordered Pairs Game

Practice • Centers • Go-to Activities • Fun Class Challenge • Test Prep • Sub Day

In addition to several ideas for differentiation, this set includes:

♦ 12 full-sized & 24 half-sized colored game boards

♦ 2 large and 2 small BW boards versions

♦ Pairing cards to match colored game boards

♦ 81 BW ordered pair cards

♦ Wild Cards & Challenge Cards

♦ 4 1st-Quadrant boards (2 BW)

♦ 81 BW 1st Quadrant ordered pair cards

Looking for more practice games and activities?

Math Games Galore

Click HERE for Protractor Practice- Crack the Code Activities Bundled!

Click HERE for Crack the Code math practice puzzles.

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Total Pages

50 pages

Answer Key

N/A

Teaching Duration

45 minutes

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Standards

to see state-specific standards (only available in the US).

CCSS5.G.A.1

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).

CCSS6.NS.C.6

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

CCSS6.NS.C.6b

Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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