2014-2015 Curriculum Blueprint
Grade: 5
Course: Math
Approximate Time:
8 days
Unit 13: Exploring the Coordinate Plane
Learning Goal
Students will generate and graph points in the first quadrant of the coordinate plane and interpret
the value of the ordered pairs according to the context of the situation.
Link to Coordinate System Learning Scale
Unit Overview
Students apply their knowledge of the number line to understand the relationship of the two dimensions
of a point in the coordinate plane. Students connect their work with numerical patterns to form ordered
pairs and graph these ordered pairs in the first quadrant of a coordinate plane. Students use this model
to make sense of and explain the relationships within the numerical patterns they generate. This
prepares students for future work with functions and proportional relationships in the middle grades.
Essential Question(s)
How can I represent real world and mathematical problems by graphing points and interpreting
values of points in the context of the situation?
Focus Standards
Some standards may be revisited several times during the course; others may be only
partially addressed in different units, depending on the focus. The text of the standards
written in black font denote this focus. Text which is deemphasized with gray font will
not be addressed in this unit, but will be addressed in subsequent units. (adapted from
the Charles A. Dana Center)
Bullets are the deconstructed standards These should be used to develop concise learning
statements/daily objectives/scales. Grade 5 Test Item Specifications
Vertical Progression
http://www.turnonccmath.net/ K-8 Learning Trajectories (This could be used to determine remediation
needs or enrichment opportunities)
4th Grade
Students represent multistep problems using equations with a letter standing for the unknown quantity.
Students have no prior knowledge with coordinate graphs.
Students generate a number or shape pattern that follows a given rule.
6th Grade
Students write and evaluate numerical expressions involving whole-number exponents.
Students read, write, and evaluate expressions in which letters stand for numbers.
MAFS.5.OA.2.3 (DOK 2) Generate two numerical patterns using two given rules. Identify apparent Students apply the properties of operations to generate equivalent expressions.
relationships between corresponding terms. Form ordered pairs consisting of corresponding terms Students solve real-world problems by graphing points in all four quadrants of a coordinate plane.
from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the
Resources
Essential Vocabulary
rule “Add 3” and the starting number 0, and given the rule “Add 6”and the starting number 0,

Axis

Number line
generate terms in the resulting sequences, and observe that the terms in one sequence are twice the *Be selective in choosing problems aligned to the
standards within each lesson. The unit sequence

Coordinate

Ordered pair
corresponding terms in the other sequence. Explain informally why this is so.
should
be
determined
through
collaborative
unit

Coordinate
plane

Perpendicular

Generate two numerical patterns using two given rules.
planning.

Coordinate system

Plane

Form ordered pairs consisting of corresponding terms for the two patterns.

Graph

Point

Analyze and explain the relationships between corresponding terms in the two numerical
Text Book Correlation

Interpret

Position
patterns.
4.7 Problem Solving, Find a Rule

Quadrant

Graph generated ordered pairs on a coordinate plane.
5.3 Plot Ordered Pairs
Higher Order Questions/Stems
MAFS.5.G.1.1 (DOK 1) Use a pair of perpendicular number lines, called axes, to define a coordinate 5.4 Investigate: Collect and Graph Data
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 indicates how far to travel from the origin in the direction of one
axis, and the second number indicates 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 xcoordinate, y-axis and y-coordinate).
Supplemental Resources
These resources may provide students with
experiences aligned to the full intent of the
standards. It is important to access many of these
resources during the planning process.




How does a coordinate system work?
How does understanding the coordinate system
help you read a map?
What is the relationship between the first and
second number in an ordered pair?
How can I use a pair of perpendicular number
Draft 5/15/2014 pg. 1
2014-2015 Curriculum Blueprint
Grade: 5
Course: Math
Approximate Time:
8 days
Unit 13: Exploring the Coordinate Plane





Math Formative Assessment System (MFAS)
These formative assessments could be used before
instructing a lesson on similar content to help
formulate small groups or they may be used
however PLCs see best for their students. Each
formative assessment comes with a rubric and
instructional implications based on the level of
MAFS.5.G.1.2 (DOK 2) Represent real world and mathematical problems by graphing points in the student understanding.
MAFS.5.OA.2.3
first quadrant of the coordinate plane, and interpret coordinate values of points in the context of
Generating Two Patterns
the situation.
Exploring Related Patterns

Graph points in the first quadrant.
Comic Books

Interpret coordinate values of points in real world context and mathematical problems.

Represent real world and mathematical problems by graphing points in the first quadrant. Choo Choo Trains Company
MAFS.5.G.1.1
Properties of Coordinate Planes
Mathematical Practice Standards
What Do the Coordinates Mean?
Link to Mathematical Practice Standards Rubric
Coordinates
MAFS.K12.MP.4.1 Model with mathematics.
Understanding Coordinates
MAFS.K12.MP.6.1 Attend to precision.
MAFS.5.G.1.2
Name the Ordered Pair
Mowing the Lawn
Making Bracelets
On the Coordinate Plane
Define the coordinate system.
Identify the x and y axis.
Locate the origin on the coordinate system.
Identify coordinates of a point on a coordinate system.
Recognize and describe the connection between the ordered pair and the x and y axis
from the origin.





lines, called axes, to define a coordinate system?
How does understanding the situation in a word
problem help you interpret the resulting ordered
pairs?
How is a coordinate plane similar to a number
line?
How can understanding a pattern help you
generate points on a coordinate plane?
Writing Connections
How does a coordinate system work?
How does understanding the coordinate system
help you read a map?
Writing Template Tasks These template tasks are
designed from the Mathematical Practice Standards.
When filled in, these templates become teaching tasks
that create opportunities for teaching literacy skills in
mathematics.
Link to Problem Solving Rubric
Link to Webb’s DOK Guide
5th Grade Common Core Flip Book Provides
additional information and sample problems for
every standard
Georgia Unit 5 Geometry and the coordinate plane
Engage NY Module 6 Problem solving with the
coordinate plane
NCTM Lesson: Finding your Way Around
NCTM Lesson: Describe the Graph
Task: Battle Ship Using Grid Paper
IXL Practice 1
Draft 5/15/2014 pg. 2
2014-2015 Curriculum Blueprint
Grade: 5
Course: Math
Approximate Time:
8 days
Unit 13: Exploring the Coordinate Plane
Billy Bug
Dino Dig
Task - Coordinates
Problem of Month - Once Upon a Time
Graphing on Coordinate Plane
Illustrative Mathematics Tasks Search for tasks by
standard
Florida Interim Assessment Item Bank and Test
Platform
Draft 5/15/2014 pg. 3