ALEX Classroom Resource

  

Grade 5 Mathematics Module 6, Topic A: Coordinate Systems

  Classroom Resource Information  

Title:

Grade 5 Mathematics Module 6, Topic A: Coordinate Systems

URL:

https://www.engageny.org/resource/grade-5-mathematics-module-6-topic-overview

Content Source:

EngageNY
Type: Lesson/Unit Plan

Overview:

In Module 6, Topic A, students revisit a Grade 3 activity in which lined paper is used to subdivide a length into n equal parts. In Grade 5, this activity is extended as students explore that any line, regardless of orientation, can be made into a number line by first locating zero, choosing a unit length, and partitioning the length-unit into fractional lengths. Students are introduced to the concept of a coordinate as describing the distance of a point on the line from zero. 

As they construct number lines in various orientations on a plane, students explore ways to describe the position of points not located on the lines. This discussion leads to the discovery that a second number line, perpendicular to the first, creates an efficient, precise way to describe the location of these points.  Thus, points can be located using coordinate pairs, by traveling a distance of a units from the origin along with the x-axis and b units along a line parallel to the y-axis. 

Students describe given points using coordinate pairs and then use given coordinate pairs to plot points (5.G.1). The topic concludes with an investigation of the patterns in coordinate pairs along vertical or horizontal lines, which leads to the discovery that these lines consist of the set of points whose distance from the x- or y-axis is constant.

Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 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]


NAEP Framework
NAEP Statement::
4A2c: Graph or interpret points with whole number or letter coordinates on grids or in the first quadrant of the coordinate plane.

NAEP Statement::
4G4a: Describe relative positions of points and lines using the geometric ideas of parallelism or perpendicularity.



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.5.23- Identify quadrant 1 and the origin on a coordinate system grid.


Tags: axes, axis, coordinate pairs, coordinate plane, line, point
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Comments

There are six lessons in this topic.

This resource is free for teachers to access and use. All resources required for the lessons are available to print from the site. 

  This resource provided by:  
Author: Hannah Bradley