Download GR5_Geometry_Unpacking_Standards

Grade 5: Geometry
5.G.1-4, 5.OA.3
Cluster: Graph points on the coordinate plane to solve real-world and mathematical problems.
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 xcoordinate, y-axis and ycoordinate).
Graph points on a coordinate plane.
When given coordinates, I can plot a point on a coordinate
plane.
When given a point, I can write the coordinate of the point.
I can use the math vocabulary below to identify all parts of a
coordinate system.
● coordinate plane
● x- and y-axis
● origin
● perpendicular
● origin
● quadrant
● intersection
● axes and axis
● vertical
● horizontal
● number line
● ordered pair
● x and y coordinates
● correspond
● point
● plot
A coordinate plane is created by two number lines that
intersect at zero (origin).
Teaching points
2
Last revised 5/14/15
● Stress the correct notation to use when writing
ordered pairs (a,b)
● elevator - walk in before going up
● Airplane - travels horizontally before vertically
● Zero as a coordinate means no movement.
Represent and explain real world data that contains two
variables on a coordinate plane.
Represent real world and
mathematical problems by
graphing points in the first
I can plot real world data on a coordinate plane and explain
quadrant of the coordinate plane, what it means
and interpret coordinate values of
I can use data represented on a coordinate plane and
points in the context of the
Page 1 of 3
situation.
explain what each point represents.
Teaching points:
● Stress comparison of two variables
● Use Scratch to reinforce graphing points
● Labels on a graph helps students with interpreting
the meaning.
● Review independent and dependent variables from
science
Cluster: Classify two-dimensional figures into categories based on their properties.
3
Understand that attributes
belonging to a category of twodimensional figures also belong
to all subcategories of that
category. For example, all
rectangles have four right angles
and squares are rectangles, so
all squares have four right
angles.
Identify attributes for categories of two-dimensional
shapes
Attributes to compare
● sides
● angles
● vertices
Triangles
Acute angle Acute triangle (all angles acute)
Right angle
Right triangle (one right angle)
Obtuse angle Obtuse triangle (one obtuse angle)
Sides
Equilateral
Isosceles
Scalene
Quadrilaterals
Parallelogram
Rhombus
Rectangle
Square
Trapezoid
Kite
Properties
Attributes
two-dimensional
Regular polygon
Irregular polygon
Last revised 5/14/15
Page 2 of 3
I can statements:
I can identify the attributes of a given triangle.
I can identify the attributes of a given quadrilateral.
I can explain the difference between a regular and irregular
polygon.
I can list all of the names of a given polygon based on its
attributes.
Classify two-dimensional figures
in a hierarchy based on
properties.
Create a hierarchy to classify two-dimensional shapes
Vocabulary:
● Hierarchy
● Carroll Diagram
I can statements:
I can create a hierarchy to show how different
quadrilaterals are related.
I can create a hierarchy to show how d
Teaching point Start by connecting this to classification of body systems or
animal or plant kingdoms
Cluster: Analyze patterns and relationships.
OA 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.
Last revised 5/14/15
Given two rules, create a table of value, plot points on a
coordinate plane, and identify mathematical patterns that
may exist.
· I can recognize and interpret patterns from a table or
graph
· I can use function boxes/table of values to identify
ordered pairs
· I can plot points on a coordinate plane (Quadrant 1 of a
graph)
· I can identify the X and Y axis
Page 3 of 3