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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