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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