1. Warm Up
Problem of the Day
Lesson Presentation
Lesson Quizzes

2. Warm Up
Graph each integer and its opposite on a number line.
– –2
–8–7–6 –5–4 –3 –2 –1 0
Graph the integers on a number line.
4. 7, –2, 0, 3, –5
–8–7–6 –5–4 –3 –2 –1 0

3. Problem of the Day
What number am I? I am less than 50. When divided by 5 my remainder is 4. The sum of my digits is 11. 29

4. Sunshine State Standards
MA.7.G.4.3 Identify and plot ordered pairs in all four quadrants of the coordinate plane.

5. Vocabulary
coordinate plane
x-axis
y-axis
origin
quadrant
ordered pair

6. x y
A coordinate plane is a plane containing a horizontal number line, the x-axis, and a vertical number line, the y-axis. The intersection of these axes is called the origin. 5
y-axis 4
Quadrant II 3
Quadrant I 2
x-axis 1 –5 –4 –3 –2 –1
Origin 1 2 3 4 5 –1 –2
Quadrant III –3
Quadrant IV –4 –5
The axes divide the coordinate-plane into four regions called quadrants, which are numbered I, II, III, and IV.

7. Additional Example 1: Identifying Quadrants on a Coordinate Plane
Identify the quadrant that contains each point. x y –2 2 –4 4 –1 –3 –5 5 3 1
A. S W
S lies in quadrant IV. T
B. T
T lies in quadrant I.
C. W S
W lies on the y-axis
between Quadrants I and II

8. X lies in Quadrant III. Check It Out: Example 1
Identify the quadrant that contains each point. x y –2 2 –4 4
A. X N
X lies in Quadrant III.
B. N Y
N lies in Quadrant I. p
C. P
P lies in Quadrant IV. x

9. x y –2 2 –4 4 –1 –3 –5 5 3 1
Points on a coordinate plane are identified by ordered pairs. An ordered pair consists of two numbers in a certain order. The origin is the point (0,0).
2 units up
3 units
right
Ordered pair
(3, 2)‏
x-coordinate
y-coordinate
Units right
or left from 0
Units up
or down from 0

10. Additional Example 2: Plotting Points on a Coordinate Plane
Plot each point on a
coordinate plane. x y –2 2 –4 4 –1 –3 –5 5 3 1
A. D (3, 3)‏ D
Start at the origin. Move
3 units right and 3 units up.
B. E (–2, –3)‏
Start at the origin. Move
2 units left and 3 units down. E F
C. F (3, –5)‏
Start at the origin. Move
3 units right and 5 units down.

11. Plot each point on the coordinate plane.
Check It Out: Example 2
Plot each point on the coordinate plane. x y –2 2 –4 4 A.
E (–2, 3)‏ E H B.
F (4, –2)‏ C.
G (–1, –5)‏ F G

12. Additional Example 3: Identifying Points on a Coordinate Plane
Give the coordinates
of each point. x y –2 2 –4 4 –1 –3 –5 5 3 1
A. X
(–2, 5)‏ X
Start at the origin. Point X
is 2 units left and 5 units up. Y
B. Y
(–1, 0)‏
Start at the origin. Point Y is
one unit left on the x-axis. Z
C. Z
(3, –3)‏
Start at the origin. Point Z is 3 units right and 3
units down.

13. Give the coordinates of each point.
Check It Out: Example 3
Give the coordinates of each point. x y –2 2 –4 4
A. J
(–4, 0)‏ L K
B. K
(1, 2)‏ J M
C. L
(–3, 4)‏
D. M
(5, –3)‏

14. Lesson Quizzes
Standard Lesson Quiz
Lesson Quiz for Student Response Systems

15. Lesson Quiz: Part I
Give the coordinates of each point and identify the quadrant that contains each point x y –2 2 –4 4 –1 –3 –5 5 3 1
1. A
(–2, 4); II A C
2. B
(3, –2); IV
3. C
(2, 3); I
Plot each point on a
coordinate plane. E B
4. D (2, –3)‏ D
5. E (–4, –2)‏

16. Lesson Quiz: Part II
6. To plot (7, –2) a student started at (0, 0) and moved 7 units left and 2 units down. What did the student do wrong?
He should have moved 7 units right.

17. Lesson Quiz for Student Response Systems
1. Identify the correct coordinates and the quadrant of point A.
A. (–3, 4); I
B. (–3, 4); II
C. (3, 4); I
D. (3, 4); II

18. Lesson Quiz for Student Response Systems
2. Identify the correct coordinates and the quadrant of point C.
A. (2, –2); IV
B. (2, –2); III
C. (–2, 2); IV
D. (–2, 2); III

19. Lesson Quiz for Student Response Systems
3. Which of the following represents the point C(4, 1) plotted on a coordinate plane?
A B.

20. Lesson Quiz for Student Response Systems
4. Which of the following represents the point A(–2, –3) plotted on a coordinate plane?
A B.

21. Lesson Quiz for Student Response Systems
5. To plot (8, –3) a student started at (0, 0) and moved 8 units left and 3 units down. What did the student do wrong?
A. He should have moved 3 units up, not down.
B. He should have moved 8 units right, not left.
C. He should have moved 8 units up, not left.
D. He should have moved 3 units left, not down.