Primary Standards:
MAFS.5.G.1.1: Use a pair of perpendicular number lines, 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 a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicated how far to travel from the origin in the direction of one axis, and the second number indicated how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and axis and y-axis and y-coordinate).
MAFS.5.G.1.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
MAFS.5.OA.2.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6”and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.\
Content Knowledge:
In 5th grade, students are introduced to the coordinate graphing system as a tool to locate points on a plane. Students gain familiarity with the coordinate system through repeated explorations.
In this Unit, as students explore the coordinate graphing system, they are faced with a wealth of new math terms. Their understanding, and the precision of usage, of terms like origin, axes, x-coordinates, y-coordinates, and ordered pairs is closely connected to their understanding of the concepts.
Students apply their understanding of coordinate graphing to solve problems. Some problems might require students to simply find a point on a grid, as in a map, or to find the distance of a point from the origin (0,0). Or students may use rules to generate patterns, and record that data in tables showing the data in pairs, like the growth rate of plants with number of days and height. As students graph the points, they are able to visualize the growth of the plants, make predictions about future data, or determine data that might be an error.
GCG 1 – Learning Goal: As a mathematician, I will be able to read and graph points on a coordinate plane
- Step 1: Understand the coordinate plane as being made up of the x-axis and y-axis; relate to ordered pairs
- Step 2: Locate and graph points on the coordinate plane
GCG 2 – Learning Goal: As a mathematician, I will be able to solve problems with the coordinate plane
- Step 1: Generate and explain relationships between two numerical patterns using two given rules
- Step 2: Use patterns and tables to solve problems
- Step 3: Solve real world problems by graphing and explaining relationships between ordered pairs on the coordinate grid (including graphing ordered pairs from a table)
