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TOPIC B: Patterns in the Coordinate Plane
TOPIC B: Patterns in the Coordinate Plane
Dear Family,
Your student is exploring number patterns in the coordinate plane. They analyze the coordinates of points that lie on horizontal or vertical lines. They use rules to find coordinates of points and look for relationships between the points’ locations. They also look for addition, subtraction, multiplication, and division patterns between coordinates. Work with patterns in the coordinate plane supports your student in later grades when they graph and analyze lines.
NEW KEY TERMS
NEW KEY TERMS
Axes, origin, coordinate, x-axis, x-coordinate, y-axis, coordinate system, ordered pair, y-coordinate
AT HOME ACTIVITY
What’s My Line?
What’s My Line?
Give your student two sets of ordered pairs with either the same x -coordinate or the same y -coordinate, such as (2, 5) and (2, 8) or (3, 4) and (6, 4) . Ask your student to determine whether points with these coordinates would lie on the same horizontal line or on the same vertical line. Have them think of the coordinates of other points that would also lie on that line. Challenge them to see whether they can think of coordinates of points that would be above and below the line if it is a horizontal line, or to the left and right of the line if it is a vertical line.
That’s the Point!
That’s the Point!
Make a life-size coordinate plane and help your student play with patterns. Use masking tape or sidewalk chalk to make a large coordinate plane that your student can stand on or place objects on. You could also use a tile floor. If you have enough space, make the grid 12 units by 12 units. Otherwise, make the grid as large as possible.
• Have your student stand at the origin (0, 0). Choose two numbers between 1 and 6 to create a coordinate pair. The first number represents the x -coordinate, and the second number represents the y -coordinate.
• Have your student place an object on the grid where the coordinate lies. For example, if the numbers are (3, 4), your student should move 3 units to the right of (0, 0) and 4 units up on the grid.
• Ask your student to find the next point by doubling the coordinates to form a new coordinate pair. Then have your student place another object where the new coordinate lies. For example, if the first object is at (3, 4), they would place the next object at (6, 8).
Find a sample of our lessons below to help support MATH TALK at home.
Students also have these in their APPLY workbook.
Lesson 5
Identify properties of horizontal and vertical lines.
I know that all points on a horizontal line have the same y-coordinate because they are all the same distance from the x-axis. I know that all points on a vertical line have the same x-coordinate because they are all the same distance from the y-axis.
EM2_G5_M6_TB_L05_PracticePartner.pdfEM2_G5_M6_TB_L05_PracticeSolutions.pdfLesson 6
Use properties of horizontal and vertical lines to solve problems.
I know how to draw a horizontal or vertical line when given information about the line. I can determine the distance between two horizontal or two vertical lines that are parallel. I can use coordinates to describe regions of the plane.
EM2_G5_M6_TB_L06_PracticePartner.pdfEM2_G5_M6_TB_L06_PracticeSolutions.pdfLesson 7
Generate number patterns to form ordered pairs.
By using rules, I can determine unknown numbers in number patterns. When I represent two number patterns as points in the coordinate plane, I can see the relationship between the locations of points and how the numbers in the patterns change.
EM2_G5_M6_TB_L07_PracticePartner (1).pdfEM2_G5_M6_TB_L07_PracticeSolutions.pdfLesson 8
Identify addition and subtraction relationships between corresponding terms in number patterns.
I can use tables and graphs to determine addition and subtraction relationships between corresponding terms of two number patterns. I can use the addition and subtraction relationship between coordinates to generate more ordered pairs.
EM2_G5_M6_TB_L08_PracticePartner.pdfEM2_G5_M6_TB_L08_PracticeSolutions.pdfLesson 9
Identify multiplication and division relationships between corresponding terms in number patterns.
I can identify multiplication and division relationships between corresponding terms of two number patterns. I know how to use the relationship between coordinates to find a coordinate when I know its corresponding coordinate.
EM2_G5_M6_TB_L09_PracticePartner.pdfEM2_G5_M6_TB_L09_PracticeSolutions.pdfLesson 10
Identify mixed-operation relationships between corresponding terms in number patterns. (Optional)
I understand that the addition rules for x- and y-coordinates can help me find a relationship between coordinates that has two operations. I can use the multiplication relationship to multiply the x-coordinate by a number and then to add or subtract a number to get the corresponding y-coordinate.
EM2_G5_M6_TB_L10_PracticeSolutions.pdfEM2_G5_M6_TB_L10_PracticePartner.pdfReport abuse