Getting Started 
Misconception/Error The student is unable to effectively work with points in the coordinate plane. 
Examples of Student Work at this Level The student:
 Reverses coordinates [e.g., describes point C as (4, 5)].
 Plots one point on each axis for an ordered pair [e.g., given (3, 6), the student plots a point on the xaxis at x = 3 and a point on the yaxis at y = 6].
 Neglects negative coordinates and treats them as positive.
 Is unable to scale one or both axes.

Questions Eliciting Thinking How are coordinates related to the locations of the point they describe?
Which axis is the xaxis and which is the yaxis?
How did you determine the coordinates of these points?
Can you show me how you graphed these points?
Can you show me how to scale each axis? 
Instructional Implications If necessary, review graphing positive and negative integers on the number line (3.NF.2). Expose the student to number lines oriented both horizontally and vertically. Review graphing points in the first quadrant (5.G.1). Next, provide explicit instruction on graphing points in the coordinate plane. Relate the x and yaxes to basic number lines, and explain the conventions for graphing [e.g., the xaxis is usually horizontal and the yaxis is vertical, in which case ordered pairs are given in the form (x, y)]. Be sure the student understands basic terminology related to graphing in the coordinate plane: xaxis, yaxis, coordinates, ordered pair, points, origin, scale, and quadrants. Discuss the signs of the coordinates of points in each quadrant. Provide extensive experience with both graphing points given their coordinates and describing the coordinates of graphed points. Be sure to include points with rational coordinates.
Provide instruction on the conventions for writing the coordinates of a point: write the name of the point followed by its coordinates written as an ordered pair of numbers enclosed in parentheses [e.g., A (4, 2.5)]. Be sure the student understands that when graphing points, a point is shown on the graph at the location described by its coordinates. The name of the point is given nearby. 
Making Progress 
Misconception/Error The student can effectively work with points on the coordinate plane but makes a minor error. 
Examples of Student Work at this Level The student is able to plot and label points but:
 Ignores the given scale labels and treats the yaxis as if it had the same scale as the xaxis.
 Miscounts when plotting a point.
 Incorrectly describes one point, but all other work is correct [e.g., describes point D as (17, 0)].

Questions Eliciting Thinking What do you notice about the labels on the x and yaxes? What does this tell you about the scales?
If you move three scale units up the yaxis, how far have you gone? How does that compare to moving three scale units on the xaxis?
Can you show me how you determined the coordinates of this point (referring to a point the student described incorrectly)?
Can you show me how you graphed this point (referring to a point the student graphed incorrectly)? 
Instructional Implications Give the student feedback with regard to his or her error and allow the student to correct it. Provide additional opportunities to graph points given their coordinates and describe the coordinates of graphed points. Be sure to include points with rational coordinates.
Ask the student to describe, in general terms, the coordinates of points in each quadrant and on each axis by saying something like, “Points in the first quadrant are of the form (x, y) where both x and y are positive.”
Provide the student with realworld examples of graphs that clearly demonstrate the need to display different scales on the x and yaxes, such as a graph plotting a company’s income per year. Give the student a set of data points [e.g., (0, 350), (1, 500), and (2, 650)] and ask him or her to construct a graph with appropriate scales. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student correctly graphs points A and B and identifies the coordinates of the graphed points as C(5, 4) and D(0, 17). 
Questions Eliciting Thinking Do the scales on the xaxis and the yaxis have to be the same? Why or why not?
How does having different scales on each axis influence the look of the graph?
Can you tell what quadrant a point is in by looking at its coordinates? 
Instructional Implications Ask the student to describe, in general terms, the coordinates of points in each quadrant and on each axis by saying something like, “Points in the first quadrant are of the form (x, y) where both x and y are positive.”
Provide the student a set of coordinate pairs, and ask the student to create graphs where the scale is the same on each axis and where the scale is different on each axis. Ask the student why having different scales on the axes may cause the graph to be misleading. 