Maryland Math 6.NOS.C.9.a
The Standard
- 6.NOS.C.9
- Solve problems in context by graphing points (with the same first coordinate or the same second coordinate) in all four quadrants of the Coordinate Plane.
Explain that points with the same x-coordinate or y-coordinate are located on same vertical or horizontal line respectively.
Maryland College and Career Ready Standards for Mathematics (2025) · APPLY AND EXTEND PREVIOUS UNDERSTANDING OF NUMBERS TO THE SYSTEM OF RATIONAL NUMBERS.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students plot ordered pairs on a coordinate grid and compare their x-values and y-values. They use matching values to tell whether points line up in a column or a row.
What Mastery Looks Like
- Given (−2, 1) and (−2, 5), a student draws a vertical line through both points and names the shared x-value. For (−2, 5) and (3, 5), they draw a horizontal line and name the shared y-value.
Common Misconceptions
- Some students say matching x-values make a horizontal line. Others think (2, 3) and (3, 2) line up because the pairs contain the same numbers.
How to Assess It
- Exit ticket: Plot (2, 1), (2, 4), and (−1, 4). Circle the vertical pair, box the horizontal pair, and write which coordinate matches for each.
Lesson moves
Ways to Teach It
On graph paper, plot (3, −2), (3, 1), and (−1, −2); use a ruler to connect points with matching coordinates.
Display (−2, 4), (1, 4), and (−2, −1); ask, “Which pair lines up vertically, and how can you tell without plotting?”
Write (1, 2), (1, 5), (4, 2), and (3, 4) on cards; students pair cards and sort them as vertical, horizontal, or neither.
Draw a 4-by-4 seating chart with columns marked x and rows marked y; students name seats that share a row or column.
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