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Volume 1 Issue 7

Your student’s math class is calling for students to be actively engaged in doing math in order to

Helpful Links: learn math. In the classroom, students will frequently work on tasks and activities to discover

and apply mathematical thinking. Students will be expected to explain or justify their answers

https://smart.wikispaces.h and to write clearly and properly. Your students will receive a consumable textbook and online

cpss.org/Grade+5+Geome access from their teacher.

try

Concepts Students will Use and Understand

http://www.shodor.org/int Generate patterns using given rules

eractivate/activities/Maze Identify relationships between terms and between two numbers

Game/ Form ordered pairs consisting of corresponding terms from the two patterns

Create a coordinate grid and graph ordered pairs in the first quadrant of the coordinate

plane

http://www.mathplaygro

Generate line graphs to represent patterns and linear functions

und.com/spaceboyrescue.

Articulate directions as students plot points

html

Interpret coordinate values of points in the context of situations

Represent real world and mathematical problems using coordinate terminology and

Math Grade 5 Textbook graphed model

Connection:

Ch. 2, lesson 5 Vocabulary

Ch. 6 lesson 7 Ordered Pairs: A pair of numbers where order is important, for example, (4,6) is different to (6,

Ch. 7 lessons 5 – 9 4). Often used to indicate on a coordinate plane, graph or map.

Ch. 8 lesson 4 Coordinate Plane: A plane containing two perpendicular axes (x and y) intersecting at a point

Ch. 12 lesson 3

called the origin (0, 0).

Patterns: A sequence of shapes or numbers that follow a logical rule.

Textbook Online: Function: A mathematical relationship between two values. The second value depends on (is a

http://connected.mcgraw- function of) the first one.

hill.com/connected/login.

do Try http://intermath.coe.uga.edu/dictnary/homepg.asp or

http://www.amathsdictionaryforkids.com/ for further examples.

Ask your teacher for the

online passcode.

Symbols Example 1

(4, 6) 4 on the x-axis and 6 is

For example, given the rule “add 4” and the starting number 0, and given the rule “add 8”

on the y-axis

and the starting number 0, generate terms in the resulting sequences of numbers (0, 4, 8,

x name of axis

12, 16, …) and (0, 8, 16, 24, 32,…). Students should see that the terms in the second

y name ofsequence

axis are double the terms in the first sequence, or that the terms in the first sequence

are half the terms in the second sequence.

Grade 5 Unit 7 2017

Function table

Example 2

x y

The graph of both sequences of numbers is a visual representation that will show the relationship

between the two sequences of numbers.

Encourage students to represent the sequences in T-charts so that they can see a connection

between the graph and the sequences.

0 0 0 0

1 4 1 8

2 8 2 16

3 12 3 24

4 16 4 32

Example 3

How are (1,7) and (7,1) different when plotted on a coordinate grid?

Example 4

What is the difference between the x axis and the y axis?

Example 5

Activities at Home:

Play battleship and practice naming coordinates

Create rules (ex. n = 3) and have your student extend the number pattern (3, 6, _ , _).

Create a number pattern and have your student write the rule.

Create an input/ output machine (function table) for a given rule and have the student fill in the missing Inputs and

Outputs.

Create an input/ output machine (function table) for an unknown rule and have the student fill in the missing Inputs

and Outputs and write the rule.

Grade 5 Unit 7 2017

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