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• Activity type: Printable
• 20540
• Fullscreen
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• Course: Mathematics
• Section: Location and Transformation
• Outcome: Use the cartesian coordinate system to identify location.
• Activity Type: Printable
• Activity ID: 20540

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#### United Kingdom – National Curriculum expand/collapse

• ##### KS2.Ma2 – Number and algebra
• Knowledge, skills and understanding

• Solving numerical problems

• KS2.Ma2.4 – Pupils should be taught to:

• KS2.Ma2.4.e – Read and plot coordinates in the first quadrant, then in all four quadrants [for example, plot the vertices of a rectangle, or a graph of the multiples of 3].

#### Australia – Australian Curriculum expand/collapse

• ##### Measurement and Geometry
• Location and transformation

• ACMMG113 – Use a grid reference system to describe locations. Describe routes using landmarks and directional language

• ##### Measurement and Geometry
• Location and transformation

• ACMMG143 – Introduce the Cartesian coordinate system using all four quadrants

• ##### Number and Algebra
• Linear and non-linear relationships

• ACMNA178 – Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point

#### New Zealand – National Standards expand/collapse

• ##### 7.GM – Geometry and measurement
• 7.GM.8 – Describe locations and give directions, using grid references, simple scales, turns, and points of the compass.

#### United States – Common Core State Standards expand/collapse

• ##### 5.OA – Operations & Algebraic Thinking
• Mathematics

• 5.OA.3 – Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

• ##### 5.MD – Measurement & Data
• Mathematics

• 5.G.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).

• 5.G.2 – Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

• ##### 6.NS – The Number System
• Mathematics

• 6.NS.8 – Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

• 6.NS.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.

• 6.NS.6.c – Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.