Name​: Stephanie Sawaya

Subject​: Math Chapter 9 Unit 2: Ordered Pairs

Grade Level​: 5th

Ordered Pairs

1. Standard:
● 5.G.1: Graph points on the coordinate plane to solve real-world and mathematical
problems.
○ 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).

2. Instruction Resources and Materials:

● Go Math textbook, math notebook, ThinkCentral math app, pencil, graph paper.

3. Lesson Objective​:
● By the end of this lesson students will be able to name points on a coordinate plane by
using ordered pairs.
● Academic Terms: ordered pair, origin, x-axis, x-coordinate, y-axis, y-coordinate.
4. Assessment:
● Formative: Teacher observation.
● Summative: Math homework, midpoint quiz.

5. Instructional Strategies and Learning Tasks:

1. ​Anticipatory:
● Motivation:
○ Ask the class to go into their triads and answer this question: “Imagine
you’re visiting New York city for the first time with your family and
 you’re looking for the Statue of Liberty. How do you know where to find
it and how to get to it?”.
● Activate Prior Knowledge
○ As a class: solve the warm-up question.
○ Draw a bar graph using the information provided in the chart.
Rainfall
Month April May June Jully August

Days with Rain 10 6 5 9 12

2. ​Instruction and Modeling​:

● Using the ThinkCentral digital lesson I will start off the class with the essential
question. Then I will say “Class class, get into your triads and discuss what you
think the essential question is asking you to do.”
● Getting out a piece of graph paper I will draw the coordinates of North, South,
East, and West on the graph. Then I will draw a vertical line for the y-axis, and a
horizontal line for the x-axis.
● Then, while using the document camera, I will explain to the class how each point
on the graph can be labeled with an ordered pair of numbers.
○ The x-coordinate is the first number in an ordered pair and it is the
horizontal location in the direction of the x-axis. The y-coordinate is the
second number in a coordinate pair and it is the vertical location of the
coordinate in the direction of the y-axis.
● Then I will label (x,y) as well as describe what the origin is to the class. “When
two points on a graph intersect such as the points (0,0) this is called the origin”.
● As a class “unlock” the ThinkCentral Problem.
○ The Problem: Write the ordered pairs for the location of the arena and the
aquarium.
■ Explain how 1st we must locate the point for which we want to
write an ordered pair. Then we must look below at the x-axis to
identify the point’s horizontal distance from 0, which is the
x-coordinate. Then we must look to the left at the y-axis to find the
point’s vertical distance from 0 to discover the y-coordinate.
3. ​Guided Practice:
● Have the students break up into their small groups and go into rotation. First meet
with blue group and have them work on page 393 as well as example 1 on page
394 (20 min).
 ● Start the next rotation and meet with yellow group on the rug. As a group walk
through Example 2 problem 1. Then ask the group to work on Example 2 problem
2 with their partner and then go through it as a group (20min).
4. ​Closure:
● When dismissing the students for recess ask each student to write down on a slip
of paper which is the x-coordinate and which is the y-coordinate in the ordered
pair of (2,1).
5. ​Independent Practice:
● Math Homework.
6. Inclusive Practices:
● ESL
○ Take pauses when introducing new information to allow student time to process
what is being taught.
○ Point to comprehensible input to help students understand what the problem is
asking.
○ When discussing new math terms point to the words I am discussing as well as
point to the graph when discussing theses specific terms.