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					                               Mathematics Alignment Lesson
                                Grade 5 Quarter 2 Day 50

       Common Core State Standard(s)                                             Alignment Lesson
5.G.1 Use a pair of perpendicular number lines,                                  Coordinate Graphs
      called axes, to define a coordinate system,
      with the intersection of the lines (the origin)         1. Display Transparency “Coordinate Graphs” and
      arranged to coincide with the 0 on each line and           complete the activity as a class as a review of plotting
      a given point in the place located by using an             points on coordinate grid. Then connect the points to see
      ordered pair of numbers, called its coordinates.           what letter has formed.
      Understand that the first number indicates how
      far to travel from the origin in the direction of
      one axis, & the second number indicates how             2. Display Transparency “Describe the Graph” (without
      far to travel in the direction of the second axis,         answers) and explain the assignment to students. They
      with the convention that the names of the two              will generate 12 coordinate pairs and record them in the
      axes and the coordinates correspond (e.g. x- axis          spaces provided. To generate the coordinate pairs (using
      and x-coordinate, y-axis and y-coordinate).                numbers 1 -1 0), give students either number cards,
                                                                 number dice, etc. Make sure students do not have
                                                                 duplicate coordinate pairs.
     Standards for Mathematical Practice
Standard 2 Reason abstractly and quantitatively.              3. Once students have generated their coordinate pairs, have
Standard 7 Look for and make use of structure.                   them plot all points on the coordinate grid and then
                                                                 connect the points from left to right.

            Materials Needed:                                 4. Before moving onto to describing the graph they’ve
                                                                 created, display Transparency “Describe the Graph”
   Transparencies/Blackline Masters-
                                                                 (with answers) and read the example provided. Point out
       “Coordiante Graphs”, “Describe the                        that you didn’t just name the coordinate pairs in your
           Graph (without answers)”,                             story, it is through the story that the pairs used can be
             “Describe the Graph (with                           figured out. Next, allow students to meet in groups of 2 –
                 answers)                                        3 to look at each other’s graphs and brainstorm stories to
   Number Cards (1-10) or Number                                go with them.
        Dice/Cubes
                                                              5. Have students work alone to describe their graphs. Many
                                                                 of them will need more space than what is provided so
                                                                 encourage them to write on the back of the page or on a
                                                                 separate sheet of paper.
                   Assessment
Ask students: “What is another way of                         6. If time allows, select students to share their graphs and
                                                                 stories. Otherwise, set aside time to share at a later point.
telling someone to get to the next point
without naming it by its ordered pair?”                    Note: Assign homework Blackline Master- “Coordinate Graph
                                                           Journal Prompt” after the lesson.

                   Homework
Blackline Master, “Coordinate Graph Journal                 Source: NC DPI 5th Grade Unpacked Mathematics Content
    Prompt”                                                 and NCTM Illuminations


                                                          Vocabulary
Coordinate Plane – a system of coordinates formed by the perpendicular intersection of horizontal and vertical number lines.
x-axis –the horizontal axis of a two-dimensional coordinate grid
y-axis – the vertical axis of a two-dimensional coordinate grid
ordered pair – a pair of numbers that shows the position of a point on a graph
origin – the point (0,0) on a two-dimensional coordinate grid
Wake County Public School System, 2012
                   Transparency/Blackline Master   Grade 5   Day 50   Standard 5.G.1


                                         Coordinate Graphs

         Connect these points in order on the coordinate grid below:
              (2, 2) (2, 4) (2, 6) (4, 5) (6, 6) (6, 4) and (6, 2).

                             What letter is formed on the grid?




Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 41)
Wake County Public School System, 2012
                             Answer Key Grade 5   Day 50   Standard 5.G.1

                        Coordinate Graphs – Answer Key

         Connect these points in order on the coordinate grid below:
             (2, 2) (2, 4) (2, 6) (4, 5) (6, 6) (6, 4) and (6, 2).

                             What letter is formed on the grid?




Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 41)
Wake County Public School System, 2012
                          Blackline Master   Grade 5   Day 50   Standard 5.G.1




Wake County Public School System, 2012
                          Blackline Master   Grade 5   Day 50   Standard 5.G.1




               My dog only weighed 3 pounds when he was born so I named him Rough because I
thought he would have a rough go at life. Rough’s first couple years matched his name as he only
managed to gain a pound during those first 2 years. Rough did much better over the next few
years so that by the time he was 5 years old he had doubled his weight from the 2 year mark. The
next year we spent a lot of time outside playing and running and he managed to lose a pound.
The next year I made sure he ate healthier and Rough managed to gain back that pound he had
lost the year before. Eight pounds was the most Rough ever weighed because during his 7th year
he began to steadily lose weight and only weighed 6 pounds at his most recent visit to the
veterinarian.


Adapted from NCTM Illuminations
Wake County Public School System, 2012
                          Blackline Master   Grade 5   Day 50   Standard 5.G.1

                                                                  Name: ________________________
                                                                   Date: ________________________

                                         Coordinate Graph
                                          Journal Prompt


     Explain the difference between (0,4) and (4,0). Imagine you are explaining this to
     someone who has never seen a coordinate grid before. Be very clear and specific.




Wake County Public School System, 2012

				
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