x coordinate the horizontal value in a pair of coordinates y coordinate the

# X coordinate the horizontal value in a pair of

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x-coordinate: the horizontal value in a pair of coordinates. y-coordinate: the vertical value in a pair of coordinates. Parallel lines: lines that do not cross or intersect Intersecting lines: lines that cross each other on a plane. Guided Practice: Activity Description/Teacher Student Actions The teacher will review with the whole class coordinate planes, coordinate pairs, and creating rules based on given points. The teacher will remind the students that when plotting coordinate pairs, that the x-coordinate is the horizontal value and the y-coordinate is they vertical value of the coordinate pair. The teacher will remind students of the learning target. The teacher will then display a coordinate plane template with a chart underneath the document camera. The chart will have the rule “ y is 4 more than x ”. Teacher will model generating at least one coordinate pair and asking effective questions such as, “Based on this rule, if x is 1, what is the y-coordinate?” If the students have a good understanding of the pattern, the teacher will then have them generate 3 more coordinate pairs for when x is 3, 7, and 10, and then plot the points and construct the line on the coordinate plane and naming it line j . The teacher will ask the students for their points, plotting them on their coordinate plane Students will participate in a whole-group discussion related to generating numerical patterns from given rules and plotting the coordinate pairs on a coordinate plane. They will analyze the patterns for each rule and make predictions for a third rule. They will answer questions such as, “Based on this rule, if x is 1, what is the y-coordinate?” and “If all of the rules are using addition or subtraction, what can we predict about a rule that also uses a similar operation?” Students will then be able to make a prediction about a line with a similar rule and create the line on the same coordinate plane. An example of the completed coordinate plane is shown below.
with the students. Teacher will repeat the steps with the rule: “ x is 4 more than y , having students plot the points for when the x-coordinates are 4, 8, 9, and 12 and then construct the line on the same coordinate plane and naming it line k . Teacher will then ask, “What do you notice about lines j and k ?”, “How are the rules for lines j and k similar and different?”, and “Do the lines intersect or are they parallel?” The teacher will then display another rule ( y is 1 more than x ), calling this line l this time without a chart. The teacher will ask the students to make a prediction for how line l will look like and why they think this is true. Line l will be parallel to lines j and k . This is because the rules are all addition rules, so the outputs (or y-coordinates) would have the same pattern.