**Title:** You Sank My Coordinate Plane! (an introductory lesson in coordinate planes)

**Description:**
If you grab a bunch of jump ropes and tell your kids you're going outside, you can trick them into thinking they are getting recess. Instead, you can surprise them with a math lesson about how to identify the points on the coordinate plane!
This is a College- and Career-Ready Standards showcase lesson plan.
**Standard(s): **

[MA2015] (5) 24: 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. [5-G2]

**Subject:**Mathematics (5)

**Title:**You Sank My Coordinate Plane! (an introductory lesson in coordinate planes)

**Description:**If you grab a bunch of jump ropes and tell your kids you're going outside, you can trick them into thinking they are getting recess. Instead, you can surprise them with a math lesson about how to identify the points on the coordinate plane! This is a College- and Career-Ready Standards showcase lesson plan.

**Title:** Plane Ole Plotting

**Description:**
The students will develop an understanding of the Cartesian plane through questioning and reasoning. Students will also gain a deeper understanding of the four quadrants within the coordinate system.
**Standard(s): **

[MA2015] (5) 24: 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. [5-G2]

**Subject:**Mathematics (5)

**Title:**Plane Ole Plotting

**Description:**The students will develop an understanding of the Cartesian plane through questioning and reasoning. Students will also gain a deeper understanding of the four quadrants within the coordinate system.

**Title:** And the Point Is???

**Description:**
Students will identify and describe the parts of a coordinate grid. Students will explain how to find and graph ordered pairs on a coordinate grid. Using a word processing program, students will create a coordinate grid activity sheet.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**Standard(s): **

[MA2015] (5) 24: 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. [5-G2]

**Subject:**Mathematics (5), or Technology Education (3 - 5)

**Title:**And the Point Is???

**Description:**Students will identify and describe the parts of a coordinate grid. Students will explain how to find and graph ordered pairs on a coordinate grid. Using a word processing program, students will create a coordinate grid activity sheet.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

**Title:** Human Ordered Pairs

**Description:**
Students will work in collaborative groups to create a life-size Cartesian plane and insert themselves as the ordered pairs.
This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**Standard(s): **

[MA2015] (5) 24: 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. [5-G2]

**Subject:**Mathematics (5 - 6)

**Title:**Human Ordered Pairs

**Description:**Students will work in collaborative groups to create a life-size Cartesian plane and insert themselves as the ordered pairs. This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

**Title:** Introduction to the Cartesian Coordinate Plane

**Description:**
This lesson consists of two Powerpoint presentations that use animation (motion) to demonstrate how to obtain a 1-1 mapping between a plane and ordered pairs of Real numbers. These can be teacher presented or if you have enough PCs students can do these as independent activities.
**Standard(s): **

[MA2015] (5) 24: 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. [5-G2]

**Subject:**Mathematics (5)

**Title:**Introduction to the Cartesian Coordinate Plane

**Description:**This lesson consists of two Powerpoint presentations that use animation (motion) to demonstrate how to obtain a 1-1 mapping between a plane and ordered pairs of Real numbers. These can be teacher presented or if you have enough PCs students can do these as independent activities.

**Title:** Peanut/Peanut Butter

**Description:**
During this lesson students navigate the Internet to learn about the accomplishments of George Washington Carver. Students explore the history of peanuts and sample different types of peanuts. They use their five senses to write a descriptive paper about making homemade peanut butter.
**Standard(s): **

[ELA2015] (6) 28: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8]

**Subject:**English Language Arts (5 - 6), or Mathematics (5)

**Title:**Peanut/Peanut Butter

**Description:**During this lesson students navigate the Internet to learn about the accomplishments of George Washington Carver. Students explore the history of peanuts and sample different types of peanuts. They use their five senses to write a descriptive paper about making homemade peanut butter.

**Title:** Comparing Modes of Transportation

**Description:**
In this lesson students will visit different websites in order to decide the best mode of transportation from their home town to New York City. Students will graph the results and write a persuasive paper.
**Standard(s): **

[MA2015] (5) 24: 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. [5-G2]

**Subject:**English Language Arts (5), or Mathematics (4 - 5), or Technology Education (3 - 5)

**Title:**Comparing Modes of Transportation

**Description:**In this lesson students will visit different websites in order to decide the best mode of transportation from their home town to New York City. Students will graph the results and write a persuasive paper.

**Title:** Plotting Points in Alabama

**Description:**
The students will be able to use coordinates to find locations of specific cities on a map of Alabama.
**Standard(s): **

[SS2010] ALA (4) 1: Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.

**Subject:**Mathematics (5), or Social Studies (3 - 4)

**Title:**Plotting Points in Alabama

**Description:**The students will be able to use coordinates to find locations of specific cities on a map of Alabama.

**Title:** Another Look at Fractions of a Set

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students identify fractions in real-world contexts from a set of items that are not identical. Students develop skills in problem-solving and reasoning as they think about their set and how to create new sets given specific fractional characteristics.
**Standard(s): **

[MA2015] (5) 24: 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. [5-G2]

**Subject:**Mathematics

**Title:**Another Look at Fractions of a Set

**Description:**In this lesson, one of a multi-part unit from Illuminations, students identify fractions in real-world contexts from a set of items that are not identical. Students develop skills in problem-solving and reasoning as they think about their set and how to create new sets given specific fractional characteristics.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Describing Designs

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students create designs and describe them to classmates, using fractional and geometric terms. The lesson provides a context for using the vocabulary terms horizontal, vertical, square, rectangle, triangle, diagonal, one-half, and one-fourth. Several pieces of literature appropriate for use with this lesson are suggested.
**Standard(s): **

[MA2015] (5) 23: 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 *y*-coordinate). [5-G1]

**Subject:**Arts,Language Arts,Mathematics

**Title:**Describing Designs

**Description:**In this lesson, one of a multi-part unit from Illuminations, students create designs and describe them to classmates, using fractional and geometric terms. The lesson provides a context for using the vocabulary terms horizontal, vertical, square, rectangle, triangle, diagonal, one-half, and one-fourth. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Understanding Distance, Speed, and Time Relationships

**Description:**
In this two-lesson unit, from Illuminations, students use a software simulation of two runners along a track. Students can control the speeds and starting points of the runners, watch the race and examine a graph of the time-versus-distance relationship. They examine graphs of related data and investigate scenarios involving constant rates of change.
**Standard(s): **

[MA2015] (5) 23: 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 *y*-coordinate). [5-G1]

**Subject:**Mathematics

**Title:**Understanding Distance, Speed, and Time Relationships

**Description:**In this two-lesson unit, from Illuminations, students use a software simulation of two runners along a track. Students can control the speeds and starting points of the runners, watch the race and examine a graph of the time-versus-distance relationship. They examine graphs of related data and investigate scenarios involving constant rates of change.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Study the Shapes

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use an online, interactive activity to analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. Students investigate geometric shapes in the classroom and complete a chart describing the characteristics of several geometric solids.
**Standard(s): **

[MA2015] (5) 23: 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 *y*-coordinate). [5-G1]

**Subject:**Mathematics

**Title:**Study the Shapes

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use an online, interactive activity to analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. Students investigate geometric shapes in the classroom and complete a chart describing the characteristics of several geometric solids.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Let's Compare

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students collect numerical data, generate graphs, and compare two data sets. They also find the mean, mode, median, and range of the data sets. Communication and problem solving-skills are used in this lesson.
**Standard(s): **

[MA2015] (5) 23: 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 *y*-coordinate). [5-G1]

**Subject:**Mathematics

**Title:**Let's Compare

**Description:**In this lesson, one of a multi-part unit from Illuminations, students collect numerical data, generate graphs, and compare two data sets. They also find the mean, mode, median, and range of the data sets. Communication and problem solving-skills are used in this lesson.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Number and Operations Web Links

**Description:**
This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**Subject:**Mathematics

**Title:**Number and Operations Web Links

**Description:**This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,1,2,3,4,5,6,7,8,9,10,11,12

**Title:** Communicating about Mathematics Using Games: Playing Fraction Tracks

**Description:**
Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**Subject:**Mathematics

**Title:**Communicating about Mathematics Using Games: Playing Fraction Tracks

**Description:**Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Track Leatherback Sea Turtles

**Description:**
Activity. Students plot the migration routes of actual leatherback sea turtles, which satellites are tracking as the turtles cross the Atlantic Ocean.
**Standard(s): **

[MA2015] (5) 23: 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 *y*-coordinate). [5-G1]

**Subject:**Geography,Mathematics,Science

**Title:**Track Leatherback Sea Turtles

**Description:**Activity. Students plot the migration routes of actual leatherback sea turtles, which satellites are tracking as the turtles cross the Atlantic Ocean.

**Thinkfinity Partner:**National Geographic Education

**Grade Span:**3,4,5