# Gr. 5 Unit: Graphing Points on the Coordinate Plane to Solve Problems

## Unit Overview

Essential Questions:

What ordered pair corresponds to a given point on a graph?

How does reversing the order of the numbers affect the location of the point?

When is a coordinate system used in real life?

How can ordered pairs be represented symbolically and graphically?

How can points plotted on a coordinate plane help us solve problems?

**Lesson Plans and Seeds**

Lesson Plan A.1: Graphing Points on Coordinate Plane

Lesson Seed A.1: Graphing on a Plane

Lesson Seed A.2: Graphing Points on Coordinate Plane

**Download Seeds, Plans, and Resources (zip)**

**Content Emphasis By Clusters in Grade 5**

**Progressions from Common Core State Standards in Mathematics**

**Send Feedback to MSDE’s Mathematics Team **

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

### Unit Overview

Students rely on prior understanding of number lines as the foundation for using two perpendicular number lines to define a coordinate system. Students will focus on the naming convention that relates the coordinates in an ordered pair with their position on the x-axis and the y-axis, and will use this knowledge to plot points in the first quadrant and solve authentic problems.

**Teacher Notes:**

Students need to be able to order whole numbers, fractions, and decimals and place their values on a number line in relation to one another.

**Enduring Understandings:**

At the completion of the unit on addition and subtraction of fractions with unlike denominators, the student will understand that:

**Focus Standards (Listed as Examples of Opportunities for In-Depth Focus in the PARCC Content Framework document):**

**Possible Student Outcomes:**The student will be able to:

**Evidence of Student Learning**

The Partnership for Assessment of Readiness for College and Careers (PARCC) has awarded the Dana Center a grant to develop the information for this component. This information will be provided at a later date. The Dana Center, located at the University of Texas in Austin, encourages high academic standards in mathematics by working in partnership with local, state, and national education entities. Educators at the Center collaborate with their partners to help school systems nurture students' intellectual passions. The Center advocates for every student leaving school prepared for success in postsecondary education and in the contemporary workplace.

**Fluency Expectations and Examples of Culminating Standards:**

**Common Misconceptions:**

**Students May:**

**Interdisciplinary Connections:**

Interdisciplinary connections fall into a number of related categories:

**Sample Assessment Items:**

The items included in this component will be aligned to the standards in the unit and will include:

**Interventions/Enrichments/PD: ***(Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later,
as available from the vendor(s) producing the modules.)*

**Vocabulary/Terminology/Concepts: ***This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the
cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important
instructional connections to the focus cluster.*

**Part I – Focus Cluster**

**Graph Points on the Coordinate Plane to Solve Problems**

**Coordinate plane: **This is a coordinate plane. It can be called a coordinate grid or Cartesian plane, as well. It has two axes and four
quadrants. The two number lines form the axes and intersect at zero. The horizontal number line is called the x-axis and the vertical number line
is called the y-axis. The four quadrants are numbered counter-clockwise.

**Axis:**Two perpendicular number lines form the axes, which intersect at 0. The horizontal number line is called the x-axis and the vertical number line is called the y-axis.

**Quadrant:**The four quadrants are number counter clockwise. They are formed by the x-axis and y-axis.

**Part II – Instructional Connections outside the Focus Cluster**

** NOTE: None of the vocabulary, terminology, and concepts in this cluster are new, nor should they be particularly problematic for instruction of the related standards. **

Additional Resources: