Students are given definitions that identify axes, the origin, ordered pairs, and a coordinate plane, including the explicit example that an ordered pair (3, 5) means 3 to the right and 5 up. In Activity 3 students answer questions that name the x-axis (horizontal), the y-axis (vertical), the origin, and that horizontal distance is written first; the answer key lists the origin as (0, 0). In Activity 4 students are instructed to label the x- and y-axes starting at 0, mark the origin, and plot and label a point with the x-coordinate written first (example point (8, 6)).

Students are explicitly taught that ordered pairs are written as (x, y) with the x-axis coordinate first and the y-axis coordinate second (Getting Started and Ideas to Think About). The Parent Plan Skills list restates the language of the standard, including using a pair of perpendicular number lines called axes, the origin at 0, and that the first number shows how far to travel along one axis and the second along the other. In Activity 2 students create a coordinate plane, label the x- and y-axes and grid lines, and plot and label multiple given ordered pairs. The Student Activity Page and the interactive/web game require students to identify points from ordered pairs, write ordered pairs for given points, and draw points at specified coordinates on grids that are labeled from 0 to 10/15.

Students are asked to draw and label x- and y-axes with the origin at (0,0) (Activity 5) and several graphs show axes starting at 0 and numbered along each axis (Activities 1–3). The lesson explicitly ties input/output tables to ordered pairs by saying the input becomes the x-value and the output becomes the y-value and notes that coordinates start with the x value first (Activity 2 and Parent Plan). Multiple tasks require students to plot ordered pairs, read coordinates (e.g., quiz, mapping questions), and perform movements from a given ordered pair (e.g., "move up 6 units," "move right 5 units"), which shows how the first and second numbers correspond to horizontal and vertical travel.

Students are asked to draw and label an x- and y-axis grid with values from 0 to 15 (and other provided grids show x and y numbered from 0 up to 17 or 22), and to mark the origin where the axes meet. The opening example has students start at (4, 5) and move up, left, down, and right, producing (4,7), (1,5), and (7,3), which shows how changing the first or second coordinate moves a point along the corresponding axis. Multiple activities require students to plot ordered pairs, connect points in order (START to STOP), and create their own ordered-pair lists, reinforcing locating points by their coordinates and using the axes labels on the grids.

Students work with multiple coordinate grids labeled 0–15 on both axes and plot and identify points using ordered pairs (e.g., write the letter at (3,12), plot (2,7), (4,6), (8,9)). Students answer questions that reference the origin (e.g., which point is farthest from the origin?) and use coordinate vocabulary (x-coordinate, y-coordinate) when asked to find values or continue patterns. Students perform movement tasks that require interpreting the first number as horizontal movement and the second number as vertical movement (e.g., move 7 units to the right and 2 units up; move down 6 units).

The Parent Plan Skills list explicitly names using a pair of perpendicular number lines (axes), the origin at 0, ordered pairs as coordinates, and the meaning of the first and second numbers. Student-facing instructions ask students to include terms like "axis" and "ordered pair" (e.g., sketch an "ordered pair" with illustration) and to include coordinate planes and ordered pairs among the topics for pages. The parent suggestions mention labeling units on a coordinate grid and using "zero" for labeling the origin, encouraging inclusion of axis/unit/zero vocabulary in student work.

Students are instructed to create a coordinate plane on a laminated grid and to label the x-axis, the y-axis, the origin, and the grid lines correctly. Students are given a set of ordered pairs to plot and label ((2,6), (3,0), (5,9), etc.) and must explain how they plotted the points using ordered pairs. The Parent Plan skills section explicitly restates the coordinate-system language, including using a pair of perpendicular number lines, the origin at 0, and interpreting ordered pairs as distances along the two axes. The provided image and answer key show a coordinate plane with the origin marked at (0,0) and points plotted in the first quadrant.