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					                                  Mathematics Alignment Lesson
                                   Grade 5 Quarter 2 Day 52
          Common Core State Standard(s)                                               Alignment Lesson
5.G.1 Use a pair of perpendicular number lines,                             Interpret Points in a Coordinate Grid
      called axes, to define a coordinate system,
      with the intersection of the lines (the origin)
      arranged to coincide with the 0 on each line and             1. Display Transparency “Interpret Points in a
      a given point in the place located by using an                  Coordinate Grid ” and through whole group discussion,
      ordered pair of numbers, called its coordinates.                answer the questions about the grid. Make sure you
      Understand that the first number indicates how                  share multiple answers for question 4.
      far to travel from the origin in the direction of
      one axis, & the second number indicates how                  2. Have students turn to page 363 in their Math
      far to travel in the direction of the second axis,              Expressions textbook or page 111 in their Math
      with the convention that the names of the two                   Expressions Activity Workbook (Unit 8, Lesson 6 –
      axes and the coordinates correspond (e.g. x- axis
      and x-coordinate, y-axis and y-coordinate).
                                                                      page 850 in the Teacher’s Edition). Discuss the grid at
5.G.2 Represent real world and mathematical problems by               the top of the page and point out that each square
      graphing points in the first quadrant of the coordinate         represents one city block. Allow students to work in
      plane, and interpret coordinate values of points                pairs or small groups to answer questions 1-3.
      in the context of the situation.
                                                                   3. Select student leaders from each group to pair/group to
                                                                      share the responses to questions 1 – 3.
     Standards for Mathematical Practice
                                                                   4. Using the same coordinate grid of Abdi’s community,
Standard 4 Model with mathematics.
                                                                      students continue to work with their partner or small
                                                                      group to come up with at least 3 questions that can be
Standard 6 Attend to precision.                                       answered using the grid. Encourage them to use
                                                                      questions 1-3 as examples for the questions they should
               Materials Needed:                                      create. Make sure that one recorder from the group
    Blackline Master- “Abdi’s Community Grid                         writes the questions down on Blackline Master “Abdi’s
         Recording Sheet”                                             Community Grid Recording Sheet”.
    Transparency/Blackline Master- “Interpret                     5. After students have had time to create their questions,
         Points in a Coordinate Grid”                                 collect the recording sheet from each group and
    Math Expressions Textbook (Vol. 2)                               redistribute them among the groups. Allow the students
    Math Expressions Activity Workbook                               to work in their pair or small group to answer the
    Math Expressions Teacher Edition (Vol. 2)                        questions created by their classmates.
                                                                   6. As time allows, have student leaders from the groups
                                                                      share the questions they were given and the answers
                                                                      they found. Discuss any questions or alternative
                                                                      solutions as they arise.
                                                                   7. Have students complete Blackline Master, “Interpret
                     Assessment
                                                                      Points Homework” for homework.
Use the questions students create in Step 4 and
the answers they give in Step 5 as an informal
assessment.                                                     Note: In step 4, students should use questions 1 – 3 as a guide;
                                                                they should not simply change a word or two to create their
                                                                questions.
                      Homework                                   Source: NC DPI 5th Grade Unpacked Mathematics Content
Blackline Master, “Interpret Points Homework”                            & Math Expressions Unit 8, Lesson 6


                                                          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 52   Standard 5.G.1 & 5.G.2


                     Interpret Points in a Coordinate Grid




Use the coordinate grid to answer the following questions:

    1.   Which ordered pair represents the location of the school?




    2.   Which ordered pair represents the location of the park?




    3.   Which ordered pair represents the location of the library?




    4.   Explain a possible path from the school to the library.




Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 43)
Wake County Public School System, 2012
                        Answer Key       Grade 5   Day 52   Standard 5.G.1 & 5.G.2
         Interpret Points in a Coordinate Grid – Answer Key




Use the coordinate grid to answer the following questions:

    1.   Which ordered pair represents the location of the school?    (7, 4)

    2.   Which ordered pair represents the location of the park?      (6, 3)

    3.   Which ordered pair represents the location of the library?   (5,7)

    4.   Explain a possible path from the school to the library. Answers will vary
            Travel 3 blocks north and then 2 blocks west.
            Travel 2 blocks west and then 3 blocks north.
            Go up 3 blocks and left 2 blocks.
            Go left 2 blocks and up 3 blocks.
            Up 1 square, back 1 square, up 1 square, back 1 square, then up 1 square.




Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 43)

Wake County Public School System, 2012
                        Answer Key       Grade 5   Day 52   Standard 5.G.1 & 5.G.2

                 Abdi’s Community Grid Recording Sheet
Directions: Write your group’s questions related to the grid map of the streets in Abdi’s
community on the lines below. Leave the space between each set of lines blank, another group in
the class will answer your questions in that space. If you need more space to write other
questions, use the back of this page.

    1. ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________




    2. ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________




    3. ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________
       ___________________________________________________________________




Wake County Public School System, 2012
                        Answer Key       Grade 5     Day 52        Standard 5.G.1 & 5.G.2
                                                                           Name: ________________________
                                                                            Date: ________________________

                                   Interpret Points Homework
On this grid, each square represents 5 miles and the vertical and horizontal lines represent
streets. Therefore, to get from one location to another, you must travel on the vertical and
horizontal lines.




                                                          school




                                                                    park


                                                   home




                                                                            library




    1.   Describe the shortest route from home to school? How many miles is this?




    2. On Monday, Dan leaves school and heads to the library, but first has to stop at home. Describe
       the shortest route for his trip. How many miles is this?




    3. On Wednesday, Dan has baseball practice at the local park after school. He realized he forgot his
       bat and has to go home instead of going straight to the park. Describe his route from school to his
       home and then to the park. How many miles is this?



    4. What is the difference in the number of miles Dan traveled on Wednesday and what he would
       have traveled if he hadn’t forgotten his bat?


Wake County Public School System, 2012
                        Answer Key       Grade 5     Day 52        Standard 5.G.1 & 5.G.2
                                                                           Name: ________________________
                                                                            Date: ________________________

                      Interpret Points Homework- ANSWER KEY
On this grid, each square represents 2 miles and the vertical and horizontal lines represent
streets. Therefore, to get from one location to another, you must travel on the vertical and
horizontal lines.




                                                          school




                                                                    park


                                                   home




                                                                            library




    1.    Describe the shortest route from home to school? How many miles is this? Travel one block to
         the west/left and then travel 3 blocks south/down OR travel 3 blocks south/down and then
         travel one block west/left. The distance is 8 miles.

    2. On Monday, Dan leaves school and heads to the library, but first has to stop at home. Describe
       the shortest route for his trip. How many miles is this? One possibility is to travel one block to
       the west/left, then travel 3 blocks south/down, then travel 3 more blocks south/down and
       finally travel 5 blocks east/right. The distance is 24 miles.

    3. On Wednesday, Dan has baseball practice at the local park after school. He realized he forgot his
       bat and has to go home instead of going straight to the park. Describe his route from school to his
       home and then to the park. How many miles is this? One possibility is to travel one block to
       the west/left and then travel 3 blocks south/down to get home and then travel 3 blocks
       east/right and one block north/up. The distance is 16 miles.

    4. What is the difference in the number of miles Dan traveled on Wednesday and what he would
       have traveled if he hadn’t forgotten his bat? To get from the school to the park is 8 miles. If
       Dan wouldn’t have forgotten his bat, he would have not needed to travel the extra 8 miles
       that he did.


Wake County Public School System, 2012

				
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