Quadrant-One Plotting

Not ready for plotting coordinates in all four quadrants? No problem! I am excited to begin providing CoordinArt designs that require only Quadrant -I plotting. Most of the designs will be the same or very similar to those offered in the 4-quadrant selections. This allows for easy differentiated instruction. These do include a few half points such as (3.5, 10). These coordinates are important to start using so students realize there are values between the whole numbers.

Elementary teachers can now easily challenge the more gifted students in their classroom with the Quadrant-IV version while still meeting the needs of the rest of the class with the Quadrant-I version. Middle school teachers can also easily provided differentiated instruction by using the Quadrant-I(one)design for struggling students.

CoordinArt makes for quick, easy lesson plans. Keep one or two run off ready to go for that emergency lesson plan you need for a substitute when you don't have time or don't feel well enough to write out detailed plans.

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CoordinArt - Quadrant I (only)

Need Even Easier Plotting Practice?

Check out EASY Q-1! These designs do NOT include any half-points in the ordered pairs to plot! This is a new page available NOW!. Check back often for new additions.

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EASY Quadrant-I

Build Awareness of All 4 Quadrants

Take the opportunity to build student awareness of all four quadrants anytime you are working with graphs and number lines.


  • Whenever using horizontal number lines extend the line a little to the left. Put an arrow on the extended left end indicating there are numbers to the left of zero.
  • When talking about temperatures or elevation use a vertical number line and talk about the numbers that are below zero.
  • When making graphs show how they are made from a vertical and a horizontal number line. Extend both of them a little with an arrow to represent the numbers less than zero on both axes.


Doing the above will help students realize why when making a graph the numbers need to increase as you move horizontally from left to right across the x-axis, and why the numbers need to increase as you move up the vertical, y-axis.

If you show how the two number lines intersect at (0,0) students will understand why the graph does not work out right if they put the vertical (y-axis) on the the right instead of the left. (A mistake I see when we first begin "Variables and Patterns", a Connected Mathematics Project(CMP) unit on graphing.)

Go to CoordinArt - Quadrant I (only)

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