# q2-day_54-coordinate_grid_ce by JuyeeDasNair

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```									                                  Mathematics Alignment Lesson
Grade 5 Quarter 2 Day 54
Common Core State Standard(s)                                             Alignment Lesson
5.G.1 Use a pair of perpendicular number lines,                                   Coordinate Grid Centers
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. Explain to students that they will rotate through
a given point in the place located by using an                   various centers today to review the many ways to use
ordered pair of numbers, called its coordinates.                 and interpret points on a coordinate grid. Tell them
Understand that the first number indicates how
far to travel from the origin in the direction of                that for half of the time, they will play a game similar
one axis, & the second number indicates how                      to “Battleship” and the other half of the time will be
far to travel in the direction of the second axis,               spent working on shorter activities in other centers.
with the convention that the names of the two
axes and the coordinates correspond (e.g. x- axis
and x-coordinate, y-axis and y-coordinate).                  2. Briefly read and discuss each center, including
5.G.2 Represent real world and mathematical problems by               Transparency/Blackline Master “Capture the
graphing points in the first quadrant of the coordinate
plane, and interpret coordinate values of points                Aliens”, and its instructions so that students can ask
in the context of the situation.                                clarifying questions. At this point, you can show
students where they will work on each activity.
Standards for Mathematical Practice
Standard 4 Model with mathematics.                                 3. Split the class in half and have half of the class start
Standard 6 Attend to precision.                                       playing “Capture the Aliens”. Meanwhile the other
half of the class should start on the other 3 centers.
Circulate while students work to check for
Materials Needed:
understand and informally assess students. Give
    Transparencies/Blackline Masters-
“Coordinate Grid – Center 1”,                                students about 7 – 8 minutes at each of the 3 centers.
“Coordinate Grid Center 2”,                                  Once the entire 21 – 24 minutes are up, have students
“Coordinate Grid Center 3”, “Capture                         who were playing “Capture the Aliens” switch to the
the Aliens”                                                  centers and vice versa.
    Rulers
4. Use the final 10 – 15 minutes of class to allow
and the strategies they used when playing “Capture
the Aliens”.
Assessment
Ask students: “How does extending the line on a
line graph help you answer questions?” “What                    Note: Be sure to set aside different areas in the classroom for
strategies are you using while playing Capture                  each half of the class to work (the students playing Capture
the Aliens? How does knowing a lot about                        the Aliens should be separated from those working on the

Homework                                  Source: Teacher Created & Previous Alignment Lesson
Blackline Master, “Capture the Aliens Journal
Prompt”

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

Coordinate Grid – Center 1

Directions: Work with a partner or small group. Take turns asking each other questions
in which the answer is one of the numbers on the grid below. Rather than responding with
example:
Student 1: “What is the product of 6 and 7?”
Student 2: “(1,5)”

Once the student has answered, everyone checks to make sure they are correct and then the
game moves on with the next person’s turn.

5              42              72          30             45           19         14   16

4              12              20          36             49           27         28    2

3              21              13          10             24           25         35   32
32
2              55              15          81             18           48         63   72

1              56               6          64             11           54         60    4

0            1              2              3           4            5          6        7

Wake County Public School System, 2012
Transparency            Grade 5     Day 53          Standard 5.G.1 & 5.G.2
Coordinate Grid – Center 2
Directions: Find the missing point(s) to create the polygon in the example given. Then, create your
own challenging polygon question using the coordinate grid. Switch questions with your partner or

1.    The coordinates (1, 3) and (3,7) are two of the vertices of a quadrilateral. Name two vertices that
would make this quadrilateral a rectangle. Name two vertices that would make this quadrilateral a
trapezoid.

Rectangle: ___________________                            Trapezoid: ____________________
10
9
8
7
6
5
4
3
2
1

1        2       3       4       5       6         7       8       9       10
0
2.

10
9
8
7
6
5
4
3
2
1

1        2       3       4       5       6         7       8       9    10
0
Wake County Public School System, 2012
Coordinate Grid – Center 2 – Answer Key
Directions: Find the missing point(s) to create the polygon in the example given. Then, create your
own challenging polygon question using the coordinate grid. Switch questions with your partner or

1.    The coordinates (1, 3) and (3,7) are two of the vertices of a quadrilateral. Name two vertices that
would make this quadrilateral a rectangle. Name two vertices that would make this quadrilateral a
trapezoid.

Rectangle: (3,3) and (1,7)                              Trapezoid: one possibility (5, 7) and (7, 3)
10
9
8
7
6
5
4
3
2
1

1       2       3       4       5        6       7       8       9       10
0
2.   Questions will vary.

10
9
8
7
6
5
4
3
2
1

1       2       3       4       5        6       7       8       9    10
0

Wake County Public School System, 2012
Transparency       Grade 5                            Day 53   Standard 5.G.1 & 5.G.2
Coordinate Grid – Center 3
Directions:
1. Use the information below to complete the table.
2. Complete the scale for each axis, then graph the order pairs created in the table.
3. Use the graph to answer the questions below.

A taxi service charges \$4.00 per ride, plus \$2 per mile. Complete the table to show the cost of the
rides.

Taxi Service Cost
Miles             Cost
(m)                (c)
1                  6
Cost in dollars (c)
2

3

4
8
5                                                   6
4
2

0      1     2     3     4     5
Miles (m)

1.   Extend the line on the graph. What ordered pair represents the cost of a 7-mile ride?

2.   What ordered pair represents the cost of a 9-mile ride?

3.   What ordered pair represents the distance of a ride if the cost of the ride is \$24?

4.    Imagine you extended the line on the graph even further. Would the point (48, 100) be on the
line? Explain why or why not.

Adapted from Math Expressions Extension Lesson 4 (Teacher Edition p. 1193)
Wake County Public School System, 2012
Blackline Master    Grade 5                          Day 53   Standard 5.G.1 & 5.G.2
Coordinate Grid – Center 3 – Answer Key
Directions:
1. Use the information below to complete the table.
2. Complete the scale for each axis, then graph the order pairs created in the table.
3. Use the graph to answer the questions below.

A taxi service charges \$4.00 per ride, plus \$2 per mile. Complete the table to show the cost of the
rides.

Taxi Service Cost
Miles             Cost
(m)                (c)
1                  6
Cost in dollars (c)
2                 8

3                10

4                12
8
5                14                                6
4
2

0     1      2   3     4     5
Miles (m)

1.    Extend the line on the graph. What ordered pair represents the cost of a 7-mile ride? \$18.00

2.   What ordered pair represents the cost of a 9-mile ride? \$22.00

3.   What ordered pair represents the distance of a ride if the cost of the ride is \$24? \$10.00

4.    Imagine you extended the line on the graph even further. Would the point (48, 100) be on the
line? Explain why or why not. Yes because 48 represents the miles. 48 times 2 is 96 and
96 plus 4 is 100. 100 represents the cost therefore (48, 100) would be a point on the line.

Adapted from Math Expressions Extension Lesson 4 (Teacher Edition p. 1193)
Wake County Public School System, 2012
Blackline Master       Grade 5       Day 53   Standard 5.G.1 & 5.G.2
DIRECTIONS                                   Capture the Aliens
Capture your opponent’s aliens before they capture yours!!          Keep track of the shots
Place 5 aliens on                                                                                        you fire at your
your board (by                                         My Gameboard                                   opponent’s aliens and
plotting the points                                                                                    the shots they fire at
and connecting them                                                                                            you.
10
with a line):
 1 king alien- 5         9
Shots        Shots
points long           8                                                                           Fired at     Fired at
 1 queen alien – 4
points                7                                                                             Me        Opponent
 1 prince alien – 3      6
points                5
 1 princess alien
– 3 points            4
 1 servant alien –       3
2 points
2
fires at you:
 Mark X on “My
1     2       3     4       5      6     7     8     9    10
Gameboard” on
top of the point
0
you plotted as
part of the alien
if he/she hits one
of your aliens                           My Opponent’s Gameboard
 Mark ● on “My
Gameboard”           10
when he/she          9
misses
8
 Write the
coordinate in the    7
table                6
When you fire at          5
 Mark X (on the
“My Opponents
3
Gameboard” if          2
you hit one of         1
their aliens
 Mark ● (on “My
Opponent’s                       1     2       3     4       5      6     7     8     9    10
Gameboard”             0
when you miss
 Write the
coordinate in the
table

Wake County Public School System, 2012
Blackline Master     Grade 5   Day 53   Standard 5.G.1 & 5.G.2
Name: __________________________________
Date:___________________________________

Capture the Aliens Journal Prompt
Write a letter to a friend who has never played “Capture the Aliens”. Explain to them why
they need to have a good understanding of ordered pairs to be successful. Give your friend
specific strategies they could use to win the game.

Wake County Public School System, 2012

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