Patterns and the Coordinate Plane

Lesson 10

Math

Unit 7

5th Grade

Lesson 10 of 14

Objective


Understand that a coordinate plane can be used to represent real-world information and interpret coordinate values of points in the context of a situation.

Common Core Standards


Core Standards

  • 5.G.A.2 — 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.

Criteria for Success


  1. Understand that a coordinate plane can be used to represent real-world information. 
  2. Contextualize and decontextualize a coordinate pair based on the situation, e.g., the point (4, 2) in Anchor Task #1 represents how many pink and white candies, respectively, Alfredo has (MP.2).
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Anchor Tasks


Problem 1

Alfredo, Ben, and Corinne each take a handful of Good & Plenty candies. They each count how many pink candies they have and how many white candies they have. Their results are plotted on the graph below. 

a.   How many white candies does Alfredo have? How many pink candies? 

b.   How many white candies does Ben have? How many pink candies? 

c.   Who took the most total candies? Show or explain how you know. 

Guiding Questions

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Problem 2

The graph below shows the number and value of coins some students had with them. 

a.   Tyler has 1 dime, 3 nickels, and 2 pennies. Which point represents Tyler’s coins? Label the point. 

b.   Lin has 3 quarters, 1 dime, and 1 penny. Which point represents Lin’s coins? Label the point. 

c.   Diego has 1 quarter and 1 dime. Write the coordinates of the point that represents Diego’s coins. Show or explain your reasoning. 

d.   Clare has 5 coins and does not have a quarter. Write the coordinates of the point that represents Clare’s coins. 

e.   Challenge: Which coins might Clare have? Explain or show your reasoning.

Guiding Questions

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References

Illustrative Mathematics IM Grade 5 Unit 7 Lesson 12 Activity 2

IM Grade 5 Unit 7 Lesson 12 Activity 2, accessed on Sept. 15, 2023, 1:20 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem 3

a.   Who is represented by each point on the graph below?

b.   Challenge: Label each axis with an appropriate scale. 

c.   Challenge: Plot a point that represents your height and age.

Guiding Questions

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Problem Set


Answer Keys

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Discussion of Problem Set

  • How did you determine which point represented Clare's brother in #1(a)? How did you determine Clare's sister's height and age in #1(b)?
  • What do all of the possible points in #3(c) have in common? Why is that?
  • Did anyone have a point plotted on the horizontal axis in #3(d)? Why do you think this isn't very common?
  • How old do you think Petra is in #4? Why?

Target Task


The coordinate plane below shows how long the runners on the track team ran for in minutes and how far they ran in miles. 

a.   Gerard ran for 50 minutes and ran a total of 7 miles. Label the point that represents Gerard. 

b.   One of the points on the graph above represents Zarifa’s run. She ran for 70 minutes. How far, in miles, did she run?

c.   One of the points on the graph above represents Vern’s run. He ran 5 miles. For how long, in minutes, did he run?

Student Response

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Additional Practice


The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer Keys

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Word Problems and Fluency Activities

Word Problems and Fluency Activities

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Lesson 9

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Lesson 11

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

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

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