Lesson Title: __6.G.3__________________________________________ Course: __MSM1- CC6_____________
Date: _____________ Teacher(s): ____________________
Start/end times: _________________________
Lesson Objective(s): What mathematical skill(s) and understanding(s) will be developed?
6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side
joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of
solving real-world and mathematical problems.
Lesson Launch Notes: Exactly how will you use the
first five minutes of the lesson?
List coordinates that lie in each of the four quadrants in
the coordinate plane.
(have graph paper available on tables if needed)
Ex.
( 3, 2) Quadrant 1, (-4, 1) Quadrant 2, (-5, -2)
Quadrant 3, (1, -6) Quadrant 4
Have a snippet from a promotion of the show “The
Amazing Race” Ask: Has anyone ever seen the show
“The Amazing Race”? Have students unpack what they
know about the show.
http://www.cbs.com/shows/amazing_race/about/
Ask: What skills do the contestants need to be
successful?
Lesson Closure Notes: Exactly what summary activity,
questions, and discussion will close the lesson and provide
a foreshadowing of tomorrow? List the questions.
Call attention to the question at the bottom of the resource
sheet. Ask students to discuss their reaction to the question
with another pair. Invite pairs to share out.
Potential responses: in the courses, opposite sides are
parallel and congruent making them parallelograms,
specifically rectangles, and in one case, a square.
NOTE: You could tell students that tomorrow they will be
completing tasks at stops A-H from their homework
assignment. Stations for the stops could be created where
they complete activities for future standards.
Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations,
problems, questions, or tasks will students be working on during the lesson?
NOTE: This lesson should follow an introductory lesson plotting points in the coordinate plane. Pair students for the
activity. Alternatives to this format include giving coordinates for a course and having students identify the
landmarks from the map when graphed. (See Student Resource 2) Accommodations can also be made to the Student
Resource Sheet by having a coordinate plane already mapped out with a route.
1. From Lesson Launch: Say:
“Today, we’re going to have our own Amazing Race and we are going to need those same skills while we work.
We are going on Mathematics Adventures in the U.S!” Describe the task that pairs of “contestants” will have.
(See Student Resource 1 and Student Resource 2)
NOTE: You should be prepared with maps, either the ones attached, or travel attractions maps, which will be of
more interest to students.
2. Monitor students’ work making sure they are using the correct axes when identifying the coordinates for the
stops. Ask the pairs questions:
a. “What do you need to make sure of when you make your rectangular course?” that there are right angles
at the stops
b. “Why do the directions specify a rectangle that is not a square?” Because squares are also rectangles.
c. Why are the accuracies of the coordinates important in our game? We need accurate coordinates so that
we are sure we find the correct stop on our course.
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Lesson Title: __6.G.3__________________________________________ Course: __MSM1- CC6_____________
Date: _____________ Teacher(s): ____________________
Start/end times: _________________________
Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I
measure student mastery? That is, deliberate consideration of what performances will convince you (and any outside
observer) that your students have developed a deepened (and conceptual) understanding.
Students will collaborate to identify coordinates in the coordinate plane that result in rectangle and square routes
with little to no assistance. They will determine the perimeter of the route and will discuss the importance of
precision in identifying the coordinates.
Successful completion of the homework assignment will serve as evidence of their mastery of the standard.
Notes and Nuances: Vocabulary, connections, common mistakes, typical misconceptions, etc.
Vocabulary: origin, vertices, quadrant, coordinate
Connection: Students have had exposure with plotting points in 5.G.1 and 5.G.2 and worked with squares and
rectangles in 5.G.3
Students may confuse the x and y-axes.
Resources: What materials or resources are essential
for students to successfully complete the lesson tasks or
activities?
Students will need one per pair or group of:
 6.G.3StudentResourceA1
 6.G.3StudentResourceA2
 Maps of cities or other destinations or the 5 map
resources 6.G.3B1Boston, 6.G.3B1Chicago,
6.G.3B1New York, 6.G.3B1Orlando,
6.G.3B1WashingtonDC
 Transparencies of coordinate_plane-2.pdf
 Wet erase markers
Homework: Exactly what follow-up homework tasks,
problems, and/or exercises will be assigned upon the
completion of the lesson?
Students will plot a course in the shape of an octagon,
determine the length of the segments, and it’s perimeter.
6.G.3StudentResource 3
Lesson Reflections: What questions, connected to the lesson objectives and evidence of success, will you use to
reflect on the effectiveness of this lesson?
Were students able to complete the task with minimal assistance?
Were there connections made between the coordinates and the shapes created by them?
Were students able to determine the perimeter of the courses?
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.