2015-2016 Curriculum Blueprint
Grade: 5
Course: Mathematics
Topic 14 – Graph Points on the Coordinate Plane
Flexible Time
Line
5 days
Topic Overview
Topic 14 develops an understanding of the Cartesian coordinate system. Students graph ordered pairs in the first quadrant of the coordinate plane to solve
real-world and mathematical problems.
Vertical Progression
4th Grade: The students read and display data on line plots.
6th Grade: The students will be able to graph in all four quadrants of the coordinate grid. The students will use all four quadrants to find distances on a
coordinate plane and graph linear equations.
Learning Goal
Essential Question
Students will be able to identify and plot points on a coordinate grid and describe
How are points plotted?
the relationship of points on a grid.
How are relationships shown on a graph?
Topic 14 Scale
Textbook Correlation
Recommended Instructional Sequence
Essential Vocabulary
*Be selective in choosing problems aligned to the standards
Step 1: Problem-Based Learning “Solve and Share”
 coordinate grid
within the topic. Lessons and problems used for instruction
Problem-Based Learning Lesson Flow Map
 origin
and assessment should be determined through collaborative
Conceptual understanding is developed when mathematics is
 ordered pair
unit planning.
introduced in the context of solving a real problem in which
 x-axis
ideas related to the new content are embedded. Conceptual
 y-axis
Topic 14: Graph Points on the Coordinate Plane
understanding results because the process of solving a problem
 x-coordinate
Lesson 14-1: The Coordinate System*
requires students to connect their prior knowledge with the new  y-coordinate
Lesson 14-2: Graph Data Using Ordered Pairs*
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 14-3: Solve Problems Using Ordered Pairs
Lesson 14-4: Math Practices and Problem Solving: Reasoning Each lesson in the book begins with a Solve and Share. See the
links below for additional tasks to be used as needed:
*Lessons 14-1 and 14-2 may be combined to save time (if
needed).
Math Formative Assessment System (MFAS) Tasks by Standard
Illustrative Mathematics Tasks by Standard
Step 2: “Visual Learning Bridge”
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the
lesson through the use of the worked-out problem in the
textbook.
Deconstructed Standards
MAFS.5.G.1.1 (DOK 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 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 x-coordinate, y-axis and ycoordinate).
 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.
MAFS.5.G.1.2 (DOK 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.
 Graph points in the first quadrant.
 Interpret coordinate values of points in real world context and mathematical problems. (addressed more in depth in Topic 15)
 Represent real world and mathematical problems by graphing points in the first quadrant (addressed more in depth in Topic 15)
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.6.1 Attend to Precision
Additional Resources & Links
Higher Order Questions & Writing Connections
Georgia Units
Link to Webb’s DOK Guide
Unit 7 – Geometry and Coordinate Plane
*Higher order questions should be utilized to foster a deep, conceptual
Shoo-Fly
understanding of the topic. Encouraging students to express their
Air Traffic Controller
mathematical thinking in writing helps them solidify their learning.
EngageNY - Module 6
Topic A: Lessons 1-4


www.PearsonRealize.com:
Home School Connection
Reteach to Build Understand Pages
Professional Development Videos

Marzano Proficiency Scales Bank



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 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?
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS - MFAS includes tasks and rubrics that the teacher can implement with
their students.

How can understanding a pattern help you generate points on a
coordinate plane?
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Item Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
www.pearsonrealize.com
Daily Review 14-1 through 14-4