Download CC.2.2.HSC1a Determine the missing coordinates in a table of

PA Reporting Category: Mathematics Grade 11
PA Core Standards: CC.2.2.HS.C.1: Use the concept and notation of functions to interpret and apply them in
terms of their context
Assessment Anchor: n/a
Descriptor: n/a
Eligible Content: n/a
Alternate Eligible Content Code: CC.2.2.HSC1a
Alternate Eligible Content: Determine the missing coordinates in a table of values containing at least 2
complete ordered pairs
Alternate Eligible Content - Coded
Context
DO
Know


Determine
Missing coordinates

Table of values containing at least 2
complete ordered pairs
Definition notes:
 Ordered pair: An ordered pair is a pair of numbers used to locate a point on a coordinate plane; the first number tells
how far to move horizontally (x axis) and the second number tells how far to move vertically (y axis).
Intent Statement: Given a table with at least 2 complete coordinates (value) pairs, identify the missing position
of a point in the table.
1. Most Complex Level (at the level as written):
 Content Target: Using an equation and a table with x and y ordered pairs, identify the missing position of the
point in the table.
 Example: The value of y is equal to 3x + 1. Determine the missing coordinate.
x
y = 3x + 1
y
x
y
0
3(0) + 1
1
0
1
2
3(2) + 1
7
5
3(5) + 1
2
7
5
2. Mid-Complex Level:
 Content Target: Given a table of ordered pairs, identify the missing value.
 Example: Using the table and pictures below, have the student determine/show the missing value (either
objects and/or pictures can be used). Point to the items in the table and explain that it shows how many
pencils each student was given to do writing homework. Each student was give 3 pencils. (use actual
pencils or pictures for counting.) Then add another student and his pencils to demonstrate the data in the
next row. Ask the student how many pencils would 3 students have all together.
Students
Pencils
3
1
6
2
3
3. Least Complex Level:
 Content Target: Given a table with ordered pairs, select the missing value/number.
 Example: Select/find/show the missing value/number. Point to the items in the table and explain that it
shows how many pencils each student has for writing. (Use the terminology and a language level appropriate
for your student). Each student has 2 pencils. (use actual pencils or pictures for counting.) Then explain now
there are 2 students and ask how many pencils all together. The student can select the correct answer, count
out each pic/pencil or say the answer as appropriate the student’s response type.
Students
Pencils