Getting Started 
Misconception/Error The student is unable to effectively work with rational coordinates in the coordinate plane. 
Examples of Student Work at this Level The student makes multiple errors such as:
 Interchanging x and ycoordinates [e.g., describes the coordinates of point J as (2, 5)].
 Treating negative coordinates as if they are positive.
 Rounding fractional coordinates to whole numbers.
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Questions Eliciting Thinking How are coordinates related to the location of the point they describe?
Which axis is the xaxis, and which is theÂ yaxis?
How did you determine the coordinates of these points? Can you use rational numbers so that the coordinates are more precise?
Can you show me how you graphed these points? 
Instructional Implications If necessary, review graphing fractions on the number line (3.NF.2) and graphing negative integers on the number line. 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 with rational coordinates 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, and when this is the 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, and quadrants. Discuss the signs of the coordinates of points in each quadrant. Provide abundant 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, and the name of the point is given nearby. 
Moving Forward 
Misconception/Error The student correctly graphs points with rational coordinates but makes some errors in describing coordinates of graphed points with rational coordinates. 
Examples of Student Work at this Level The student graphs all points correctly in the second problem but errs in describing the coordinates of someÂ of the points in the first problem. For example, the student:
 Does not correctly describe the coordinates of points on axes.
 Errs in describing some negative or rational coordinates of points.
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Questions Eliciting Thinking If a point is on the xaxis, what is its ycoordinate? If a point is on the yaxis, what is its xcoordinate?
Can you show me how you determined the coordinates of this point (referring to one the student described incorrectly)? 
Instructional Implications Provide feedback to the student concerning any errors made. Model describing the coordinates of points more precisely using rational numbers. Provide additional opportunities to describe the coordinates of graphed points with rational coordinates. 
Almost There 
Misconception/Error The student makes a minor error in either describing coordinates or graphing. 
Examples of Student Work at this Level All work is correct with one exception. For example, the student:
 Omits the ycoordinate of a point.
 Rounds the xcoordinate of aÂ point rather than giving it more precisely as a rational number.
 Graphs Q at (8.5, 0) instead of at (8.5, 0).
 Graphs Q at (7.5, 0) instead of at (8.5, 0).

Questions Eliciting Thinking Can you show me how you determined the coordinates of this point (referring to one the student described incorrectly)?
Can you show me how you graphed this point (referring to one the student graphed incorrectly)? 
Instructional Implications Provide feedback to the student regarding any error made and allow the student to revise his or her work. 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, â€śPoints in the first quadrant are of the form (x, y) where both x and y are positive.â€ť 
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 identifies the coordinates of the graphed points as J(5, 2) K(4.5, 1.5) or K(), L() or L(1.25, 0), and M(0,4). The student correctly graphs points N, P, Q, and R.
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Questions Eliciting Thinking Can you explain how the graph of (8.5, 0) is different from the graph of (8.5, 0)?
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, â€śPoints in the first quadrant are of the form (x, y) where both x and y are positive.â€ť
Introduce the student to the concept of reflections and ask the student to describe the relationship between A(5, 8) and B(5, 8) or A(5, 8) and C(5, 8) in terms of reflections. 