Students practice reading and writing coordinates on a labeled grid in Activity 1 (Reading a Coordinate Grid) by writing answers in parentheses such as (H, 6). In Activity 2 (Creating a Coordinate Grid, Option 2) students place 12 themed objects on a grid and write the coordinates for each object, connecting real-world items to specific grid locations. In Activity 4 students draw and label a numeric coordinate plane with the origin at (0,0), label positive x- and y-axes (1–15), mark a point in the positive quadrant, and write its ordered pair (for example, (8, 6)).

Students practice naming and locating ordered pairs using activities that require plotting points with nonnegative coordinates (e.g., (3,4), (6,10), (10,9), (1,10), etc.). The quiz asks students to write letters for given ordered pairs and to write ordered pairs for given letters, reinforcing reading and plotting points on a coordinate grid. The parent questions and activity prompts ask students to explain that an ordered pair like (4,5) means 4 units to the right and 5 units up, showing interpretation of coordinate values in a mathematical context.

Students plot ordered pairs from real-world tables (pine tree growth, Carlota's hair, plant height) on coordinate grids that start at 0 and use only positive x and y values. Students create ordered pairs from input/output tables and graph them to represent and compare two real-world situations (savings by $2/week and $4/week). Students read and use coordinates to identify locations on maps (town map, zoo), compute distances in units, and answer context-based questions about those points.

Students plot and connect ordered pairs on multiple blank coordinate grids that have x and y values starting at 0 (e.g., grids range from 0 to 15, 0 to 17, and 0 to 22), so all work occurs in the first quadrant. Students follow step-by-step instructions to plot given points (for example, (1,1), (5,5), and long START/STOP lists for mystery pictures) and connect points with straight lines to form shapes and pictures. Students create ordered-pair lists of key points when they design their own mystery picture and solve a problem that requires finding a missing vertex of a rectangle from three given coordinate points.

The Parent Plan skills list explicitly states students should "Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane," and the unit repeatedly provides coordinate planes with axes labeled 0–15 (first quadrant). Students are asked to plot given ordered pairs, write the letter at specified ordered pairs and write ordered pairs for given letters, and complete tasks that ask which point is farthest from the origin and how many units are between two points. Additional activities require plotting a pattern of ordered pairs and answering questions about movements (e.g., start at (8,6) and move down 6 units) and creating shapes (e.g., what fourth point completes a square).

The Parent Plan lists skills that define a coordinate system, describe the origin, ordered pairs, and the meaning of the first and second coordinates (x- and y-). The student activity directions ask students to brainstorm terms like "axis," "coordinate planes," and "ordered pairs," and to sketch drawings that represent ideas such as an "ordered pair." The parent suggestions explicitly mention labeling units on a coordinate grid and using "zero" for the origin, which students are prompted to include in their pages.

Students are instructed to create a coordinate plane, label the x- and y-axes and the origin, and plot and label given ordered pairs such as (2, 6), (3, 0), (5, 9), (12, 11), etc. Students must share and explain to a parent how they plotted points using ordered pairs, showing procedural understanding of coordinates. In the corn-growth activity, students plot real-world data (time in weeks vs. corn height) and answer interpretation questions (e.g., how tall at week 4, how much growth between weeks, whether seeds or seedlings were planted).