ALEX Resources

   View Standards     Standard(s): [MA2015] (5) 2 :

2 ) Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5-OA2]

Examples: Express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product.

[MA2015] (5) 23 :

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]

[MA2019] (5) 2 :

2. Generate two numerical patterns using two given rules and complete an input/output table for the data.

a. Use data from an input/output table to identify apparent relationships between corresponding terms.

b. Form ordered pairs from values in an input/output table.

c. Graph ordered pairs from an input/output table on a coordinate plane.

In Module 6, Topic B, students plot points and use them to draw lines on the plane (5.G.1).  Students begin by investigating patterns relating the x- and y-coordinates of the points on the line and reasoning about the patterns in the ordered pairs, which lays important groundwork for Grade 6 work with proportional reasoning. Topic B continues as students use given rules (e.g., multiply by 2, and then add 3) to generate coordinate pairs, plot points, and investigate relationships. Patterns in the resultant coordinate pairs are analyzed to discover that such rules produce collinear sets of points or lines. Students next generate two number patterns from two given rules, plot the points, and analyze the relationships within the sequences of the ordered pairs and graphs (5.OA.3).  Patterns continue to be the focus as students analyze the effect on the steepness of the line when the second coordinate is produced through an addition rule as opposed to a multiplication rule (5.OA.3). They also create rules to generate number patterns, plot the points, connect those points with lines, and look for intersections.

   View Standards     Standard(s): [MA2019] (5) 2 :

2. Generate two numerical patterns using two given rules and complete an input/output table for the data.

a. Use data from an input/output table to identify apparent relationships between corresponding terms.

b. Form ordered pairs from values in an input/output table.

c. Graph ordered pairs from an input/output table on a coordinate plane.

[MA2019] (5) 20 :

20. Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.

Applications of the coordinate plane in the real world are the focus of Module 6, Topic D. Students use the coordinate plane to show locations, movement, and distance on maps. Line graphs are also used to explore patterns in the coordinate plane and make predictions based on those patterns (5.G.2, 5.OA.3). To close their work with the coordinate plane, students solve real-world problems.