# q2-day_52coordinategrid _1_ by JuyeeDasNair

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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.

Wake County Public School System, 2012
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.

Wake County Public School System, 2012

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

1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Wake County Public School System, 2012
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
Name: ________________________
Date: ________________________

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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