Human
Coordinate Plane: Teacher Notes
MA.7.G.4.3
MA.8.A.1.1
Conceptual Knowledge
Coordinate Plane
Axis
Slope
Intercept
Procedural Knowledge
Graphing Coordinate Pairs
Representing Lines and Inequalities
Problem Solving
Reasoning
Communication
Connections
Representation
Arrange 25 desks in a square
array and have students sit in them. Explain that they are a human
coordinate plane and each of them is to receive a card with an ordered
pair (x,y) on it. Ask students who are not seated to distribute the
ordered pair cards to the appropriate location. They may need to refer
to a grid with points labeled as shown:
(2,2) 
(1,2) 
(0,2) 
(1,2) 
(2,2) 
(2,1) 
(1,1) 
(0,1) 
(1,1) 
(2,1) 
(2,0) 
(1,0) 
(0,0) 
(1,0) 
(2,0) 
(2,1) 
(1,1) 
(0,1) 
(1,1) 
(2,1) 
(2,2) 
(1,2) 
(0,2) 
(1,2) 
(2,2) 
Students work individually
and as a class
 25 large ordered pair
cards labeled as shown above
 large grid with the points
shown above labeled
 overhead projector or
chalkboard
 Ask the student whose ordered pair card has 0 as the first number
to stand. Through discussion identify 0 as the xcoordinate and the
students standing as the yaxis, they should now sit and students
whose ordered card pair has 0 as the second number should stand. Again,
discussion should identify the 0 as the ycoordinate and the students
standing as the xaxis.
 Ask each student with an xcoordinate of 1 to stand up and write
x = 1 on the board. Now ask students with an xcoordinate of 2 to
stand and write x = 2 on the board. Through discussion, lead students
to see that equations of the form shown are:
 a vertical line
 parallel to the yaxis
 Ask each student with a ycoordinate of 1 to stand up and write
y = 1 on the board. Now ask students with a ycoordinate of 1 to
stand and write y = 1 on the board. Through discussion, lead students
to see that equations of the form shown are:
 a horizontal line
 parallel to the xaxis
 Ask the students whose ordered pair has a sum of 1 to stand and
write x + y = 1. These students should remain standing while students
whose ordered pair first number  the second number equals 1 stand.
Write x  y = 1 on the board. Through discussion, lead student to
see that (1,0) is a point on both lines and represents the point of
intersection. Substitute values in the equations on the board to show
that (1,0) makes both x + y = 1 and x  y = 1 true.
 Repeat the above process using x + y = 1 and x + y = 2. Guide students
to discover that if there is no point of intersection, the lines are
parallel.
As a result of this activity,
students will have a better understanding of the coordinate plane.
Ask students whose ordered
pair sum is 2 to raise their hands. Now ask students whose ordered
pair sum in less than 2 to stand and write x + y < 2 on
the board. Show the students a graph with a dotted line for x+ y =
2 and shading for x + y < 2. Note that the shading includes all
points, not just integral values. Repeat the process for other inequalities.
