Students are expected to use the Cartesian plane to represent and reason about mathematical concepts such as number systems, geometric figures, and functions. However, the simplicity of representing mathematical concepts that the Cartesian plane provides can cause us to overlook the difficulties many students have in constructing and using it. These difficulties include struggling with constructing and scaling axes appropriately (Herscovics 1989) or with constructing and interpreting graphs on the Cartesian plane (Leinhardt, Zaslavsky, and Stein 1990). Students "may come to know 'how to graph' without understanding what graphs are for or why the conventions make sense" (DiSessa et al. 1991, p. 157). When students are able to connect everyday experiences such as navigating to the Cartesian plane as a system for locating points, then the plane becomes more meaningful to students. In this article, Hwa Young Lee shares two tasks designed to provide students with opportunities to deepen their understanding of coordinate systems, building on their intuition and experience in locating objects in space. With these tasks, students gain a deeper understanding of coordinate systems through creating their own.