Standard

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).

Student Language:

"I can understand how to graph ordered pairs on a coordinate plane."

This is the first time students are working with coordinate planes. It is important that students create the coordinate grid themselves. This can be related to two number lines and reliance on previous experiences with moving along a number line.

Multiple experiences with plotting points are needed.

• Provide points plotted on a grid and have students name and write the ordered pair.
• Have students describe how to get to the location. Encourage students to articulate directions, attending to precision as they plot points.
  • For example: To find the coordinates (3, 4), I start at the origin and move 3 spaces to the right on the x-axis. Then I move 4 spaces up on the y-axis. I plot a point at (3, 4).
• Present real-world and mathematical problems and have students graph points in the first quadrant of the coordinate plane. Students also need to analyze the graph by interpreting the coordinate values in the context of the situation.

NOTE: Students may think the order in plotting a coordinate point is not important. Have students plot points so that the position of the coordinates is switched. For example, have students plot (3, 4) and (4, 3) and discuss the order used to plot the points. Have students create directions for others to follow so that they become aware of the importance of direction and distance.

Resources

Videos

• Khan Academy
  • Scroll to 5.G.1, click on skill, find videos on left side of each skill
• Learn Zillion
• Virtual Nerd

EngageNY Lessons

Extra Practice

• North Carolina Tasks
• Illustrative Math Tasks
• Howard County Tasks
  • Click on 5th grade at bottom, then 5.G.1
• Common Core Sheets

Released Assessment Questions

PARCC

Common Core State Standards

5.G.1

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).

• Tasks assess student understanding of the coordinate plane as a representation scheme, with essential features as articulated in standard 5.G.1.
• It is appropriate for tasks involving only plotting of points to be aligned to this evidence statement.
• Coordinates must be whole numbers only.

STUDENT SAMPLE RESPONSE

Performance Indicators: 5.G.1

Level 5: Exceeds Expectations

Represents real-world and mathematical problems by locating and graphing points in the first quadrant of a coordinate plane and interprets coordinate values of points in the context of the situation.

Level 4: Meets Expectations

Represents real-world and mathematical problems by locating and graphing points in the first quadrant of a coordinate plane.