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.