In this activity, students reason abstractly and quantitatively as they interpret points in the coordinate plane that correspond to the balance in a bank account (MP2). Since bank accounts may not be familiar to students in grade 6, they may need to be oriented to the context.

The purpose of the discussion is for students to share their responses when interpreting the coordinate plane in context. Begin by asking for students to explain their responses to each question. To include more students in the discussion, consider asking:

• "Do you agree or disagree? Why?"
• "Who can restate ’s reasoning in a different way?"
• "Does anyone want to add on to ’s reasoning?"

If time allows, bring attention to the days when the account balance changed. Ask students to come up with a story of what might have happened on those days.

In this activity, students reason abstractly and quantitatively about temperatures over time graphed in a coordinate plane (MP2). The goal of this activity is for students to use inequalities to describe the location of points on a coordinate grid in one direction. This activity also introduces the idea of vertical difference on the coordinate plane, using a familiar context. Students may use previous strategies, such as counting squares, but are not expected to explicitly add or subtract using negative numbers.

The goal of this discussion is for students to use inequalities to express the range of values for the low and high temperatures. Begin by inviting students to share their response for the warmest high temperature () and the coldest low temperature (). Then discuss the following questions:

• “How can we use math statements to describe the high temperatures, , over the 8-day period?” ( or )
• “Are there any other ways to describe this set of temperatures?” ( or )
• “How can we use math statements to describe the coldest low temperature over the 8-day period?” ( or )
• “Are there any other ways to describe this set of temperatures?” ( or )

If time allows, ask students to share their strategies for finding the vertical distance between points. Encourage them to explain how they took the scale of the vertical axis into account