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Mathematics Alignment Lesson Grade 5 Quarter 2 Day 53 Common Core State Standard(s) Alignment Lesson 5.G.1 Use a pair of perpendicular number lines, Extending Line Graphs 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 “Extending Line Graphs” and a given point in the place located by using an ask students how you could use the graph to answer ordered pair of numbers, called its coordinates. the question. If no one suggests it, suggest that you Understand that the first number indicates how far to travel from the origin in the direction of extend the line to get the answer. Carefully model one axis, & the second number indicates how how to extend the line on the graph by lining up your far to travel in the direction of the second axis, ruler. Then model how to find where 9 hours with the convention that the names of the two axes and the coordinates correspond (e.g. x- axis intersects the line and go over to the y-axis to see and x-coordinate, y-axis and y-coordinate). how much money Jack has made. Make sure 5.G.2 Represent real world and mathematical problems by students understand that only a pattern that is graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points consistent can be extended to solve a problem. in the context of the situation. 2. Separate the class into pairs for the next activity. Give each pair 3 copies of the Coordinate Grid (TRB Standards for Mathematical Practice M36). Go over the directions on Standard 4 Model with mathematics. Transparency/Blackline Master- “Pattern Hunt Directions and Recording Sheet”. Remind students Standard 6 Attend to precision. that they should draw a line that intersects more than one point to help show a pattern. Allow students to work in pairs to practice finding and extending Materials Needed: patterns using a line graph. Blackline Masters- “Coordinate Grid (TRB M36) – 3 copies per student” 3. Select student leaders from each group to share one Transparency/Blackline Master- “Pattern of the patterns they graphed and the real-world Hunt Directions and Recording Sheet” context they created for the graph. Transparency- “Extending Line Graphs” Math Expressions Textbook (Vol. 2) 4. Have students turn to page 368 in the Math Math Expressions Activity Workbook Expressions textbook or page 115 in the Math Math Expressions Teacher Edition (Vol. 2) Expressions Activity Workbook (Unit 8, Lesson 7 – Rulers Going Further; Teacher Edition page 858). Complete the activity as outlined on in the Teacher Edition. Assessment Use the questions students Activity Workbook page 115 as an informal assessment. Note: Be sure to emphasize throughout the lesson that only a pattern that is consistent can be extended to solve a problem. Homework Source: NC DPI 5th Grade Unpacked Mathematics Content Blackline Master, “Extend Line Graphs & Math Expressions Unit 8, Lesson 7 Homework” 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 Grade 5 Day 53 Standard 5.G.1 & 5.G.2 Extending Line Graphs Use the graph below to determine who much money Jack makes after working exactly 9 hours. Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 43) Wake County Public School System, 2012 Answer Key Grade 5 Day 53 Standard 5.G.1 & 5.G.2 Extending the Line Graphs – Answer Key Use the graph below to determine who much money Jack makes after working exactly 9 hours. – answer: $24 Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 43) Wake County Public School System, 2012 Transparency/Blackline Master Grade 5 Day 53 Standard 5.G.1 & 5.G.2 Pattern Hunt Directions & Recording Sheet Directions: 1. One partner draws a line from (0,0) through 2 points on the grid. 2. The other partner carefully extends the line and writes the ordered pairs for the whole number points along the line. 3. Working together, the partners write a pattern using the information on the graph and the ordered pairs. 4. Working together, create a real-world context for the pattern 5. Exchange roles and repeat the activity as time permits. Round 1: Pattern Real-world Context Round 2: Pattern Real-world Context Round 3: Pattern Real-world Context Round 4: Pattern Real-world Context Adapted from Math Expressions Activity Card 8-7 (Teacher Edition p. 859) Wake County Public School System, 2012 Blackline Master Grade 5 Day 53 Standard 5.G.1 & 5.G.2 Name: ________________________ Date: ________________________ Extend Line Graphs Homework Sara’s Earnings 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Directions: Use the graph above to answer the questions that follow. Sara earns $2.00 for each chore she does and she saves all of her money. 1. Create a graph that shows the relationship between the hours Sara did her chores and the amount of money she has saved. Make sure to label each axis. 2. How much will she have after working 3 hours? Explain how you used the graph to determine this amount. 3. How much will she have after working 5 hours? Explain how you used the graph to determine this amount. 4. How much will she have after working 7 hours? Explain how you used the graph to determine this amount. 5. What other information do you know from analyzing the graph? Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 43) Wake County Public School System, 2012 Answer Key Grade 5 Day 53 Standard 5.G.1 & 5.G.2 Extend Line Graphs Homework – Answer Key Sara’s Earnings 15 14 13 12 11 10 9 Amount Earned (in dollars) 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Number of Chores Completed Directions: Use the graph above to answer the questions that follow. Sara earns $2.00 for each chore she does and she saves all of her money. 1. Create a graph that shows the relationship between the hours Sara did her chores and the amount of money she has saved. Make sure to label each axis. 2. How much will she have after working 3 hours? Explain how you used the graph to determine this amount. $6.00; I used the graph by going over to three on the x-axis (number of chores completed) and going up to where it met the line graph I created and then over to see that it met with $6.00 on the y-axis (amount earned). 3. How much will she have after working 5 hours? Explain how you used the graph to determine this amount. $10.00; I used the graph by going over to five on the x-axis (number of chores completed) and going up to where it met the line graph I created and then over to see that it met with $10.00 on the y-axis (amount earned). 4. How much will she have after working 7 hours? Explain how you used the graph to determine this amount. $14.00; I used the graph by going over to three on the x-axis (number of chores completed) and going up to where it met the line graph I created and then over to see that it met with $14.00 on the y-axis (amount earned). 5. What other information do you know from analyzing the graph? The more chores Sara does, the more money she earns. Sara the amount earned is always twice the n umber of chores completed. The points fall on a straight line since Sara always makes the same amount per chore. Adapted from NC DPI 5th Grade Unpacked Mathematics Content (p. 43) Wake County Public School System, 2012

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