Go Lynx!

In Topic C, students transition from the number line model to represent points in the coordinate plane (6.NS.C.6c). Their conceptual understanding of symmetry from Grade 4 and their experience with the first quadrant of the coordinate plane in Grade 5 (4.G.A.3, 5.G.A.1, 5.G.A.2) serve as a significant foundation as they extend the plane to all four quadrants. In Lesson 14, students use ordered pairs of rational numbers to name points on a grid, and given a point’s location, they identify the first number in the ordered pair as the first coordinate and the second number as the second coordinate. In Lessons 15–17, students construct the plane; identify the axes, quadrants, and origin; and graph points in the plane, using an appropriate scale on the axes. Students recognize the relationship that exists between points whose coordinates differ only by signs (as reflections across one or both axes) and locate such points using the symmetry of the pla(6.NS.C.6b). For instance, they recognize that the points (3,4) and (3, −4) are both equal distance from the 𝑥-axis on the same vertical line, and so the points are reflections in the 𝑥-axis. In Lessons 18 and 19, students graph points in the coordinate plane and use absolute value to find the lengths of vertical and horizontal segments to solve real-world problems (6.NS.C.8).

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