Students are introduced to the coordinate plane and use it to represent the location of objects in space, as well as to represent patterns and real-world situations.
Math
Unit 7
5th Grade
In Unit 7, the final unit of the 5th grade course, students are introduced to the coordinate plane and use it to represent the location of objects in space, as well as to represent patterns and real-world situations.
Students have coordinated numbers and distance before, namely with number lines. Students were introduced to number lines with whole-number intervals in 2nd grade and used them to solve addition and subtraction problems, helping to make the connection between quantity and distance (2.MD.5—6). Then in 3rd Grade Math, students made number lines with fractional intervals, using them to understand the idea of equivalence and comparison of fractions, again connecting this to the idea of distance (3.NF.2). For example, two fractions that were at the same point on a number line were equivalent, while a fraction that was further from 0 than another was greater. Then, in 4th Grade Math, students learned to add, subtract, and multiply fractions in simple cases using the number line as a representation, and they extended it to all cases, including in simple cases involving fraction division, throughout 5th grade (5.NF.1—7). Students’ preparation for this unit is also connected to their extensive pattern work, beginning in Kindergarten with patterns in counting sequences (K.CC.4c) and extending through 4th grade work with generating and analyzing a number or shape pattern given its rule (4.OA.3).
Thus, students start the unit thinking about the number line as a way to represent distance in one dimension and then see the usefulness of a perpendicular line segment to define distance in a second dimension, allowing any point in two-dimensional space to be located easily and precisely (MP.6). After a lot of practice identifying the coordinates of points as well as plotting points given their coordinates with coordinate grids of various intervals and scales, students begin to draw lines and figures on a coordinate grid, noticing simple patterns in their coordinates. Then, after students have grown comfortable with the coordinate plane as a way to represent two-dimensional space, they represent real-world and mathematical situations, as well as two numerical patterns, by graphing their coordinates. This visual representation allows for a rich interpretation of these contexts (MP.2, MP.4).
This work is an important part of “the progression that leads toward middle-school algebra” (6—7.RP, 6—8.EE, 8.F) (K–8 Publishers’ Criteria for the Common Core State Standards for Mathematics, p. 7). This then deeply informs students’ work in all high school courses. Thus, 5th grade ends with additional cluster content, but that designation should not diminish its importance this year and for years to come.
Pacing: 14 instructional days (12 lessons, 1 flex day, 1 assessment day)
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The following assessments accompany Unit 7.
Have students complete the Pre-Unit Assessment and Pre-Unit Student Self-Assessment before starting the unit. Use the Pre-Unit Assessment Analysis Guide to identify gaps in foundational understanding and map out a plan for learning acceleration throughout the unit.
Have students complete the Mid-Unit Assessment after lesson 7.
Use the resources below to assess student understanding of the unit content and action plan for future units.
Before you teach this unit, unpack the standards, big ideas, and connections to prior and future content through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.
axis, x-axis, y-axis
corresponding terms
coordinate pair
coordinate, x-coordinate, y-coordinate
coordinate plane
ordered pair
origin
term
To see all the vocabulary for Unit 7, view our 5th Grade Vocabulary Glossary.
Topic A: Introduction to the Coordinate Plane
Topic B: Drawing Figures and Shapes in the Coordinate Plane
Topic C: Real-World Problems and Patterns on the Coordinate Plane
Key
Major Cluster
Supporting Cluster
Additional Cluster
CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
Unit 6
Multiplication and Division of Decimals
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