May 18-22 Spirit week Fabulous 5th Grade › cms › lib › GA50000114... · wrong to do so. But I drove you to it. So, if you’ll forgive me, Anne, I’ll forgive you and we’ll

Fabulous 5th GradeSpirit weekMay 18-22

C O L L E G E P A R K 5 T H G R A D E R SI T ’ S T I M E T O D R E S S

U P ! !

P U T O N Y O U R F I N E S T A T T I R E & D O T H EH A I R U P !

P L E A S E E M A I L Y O U R P O L I S H E D P I C T U R E

T O Y O U R T E A C H E R B Y M A Y 8

Pick-up Parade Details· Arrive at the school (College Park Elementary) during the designated times.· Stay inyour car. We will celebrate from the curb.· School staff will deliver your child’s belongings to your car.

5th Grade Remote Learning Plan – Week 7 – May 4th - 8th

Monday Tuesday Wednesday Thursday Friday Social Emotional Learning

Responsibility (10 min)





iReady 20 min (Reading) 20 min (Math) 20 min (Reading) 20 min (Math) 10 min (Reading) 10 min (Math)

Reading (30 min daily)

RL1 Using Details to Support Inferences in Literary Texts

• Read the Write Score article “Fire”

• Complete the graphic organizer

Answer the Constructed Response questions using R.A.C.E.


• Read the Write Score article

“The Missing Brooch”


Answer the Constructed Response questions using R.A.C.E.


• Read the Write Score article “Which School?”


• The students will write an opinion essay. Explains which is better-homeschooling or public schooling-and why?

• Use the “Building an Essay” graphic organizer to guide you.

RL1 Using Details to

Support Inferences in Literary Texts

Complete, proofread & revise your opinion essay. Take a picture of the final draft. Email or send a picture in Class Dojo to your teacher.


(illuminate) RL1

Exit Ticket

Math (30 min daily)

5G.1-Understanding Coordinate Planes Lesson 28 Instruction book pp.284-285

5G.1-Understanding Coordinate Planes Lesson 28 Instruction book pp.286



5G.1-Understanding Coordinate Planes Lesson 28 Instruction book pp.289 (illuminate) 5G.1 Exit Ticket

Dear Parent: Above you will find a daily schedule for your student’s assignments. Please feel free to ask your teacher any questions you may have about the assignments and the Exit ticket that the students will be taking at the end of each week. The Exit ticket will cover the standards of the week and will be used to guide the next steps in instruction.

How to Turn in the Exit Ticket: Please take a picture of your students completed Exit

Ticket & Independent Practice (ELA-Opinion Essay & Math p.289) upload it in Class Dojo

(you may also type your essay in a WORD doc. & email it to your teacher).

Grading Policy: The Independent Practice, Essay & Exit Tickets will be graded.

Week 7 Social Emotional Choice Board

© Copyright Write Score LLC

By Kelly Risen

The cry came suddenly, rousing the sleeping men in the bunkhouse. Jeremiah opened his eyes to find

the room smoke filled. Quickly, he pushed out from under the blankets and jumped to his feet snatching

the woolen blanket from his bed as he pulled on his coat and boots and moved towards the open door

at the end of the room. He paused as he passed each bunk to pull the heavy woolen blankets from the

mattresses. The fabric was heavy in his arms, but once the fire was over with, they’d all need the

blankets, cold as it was, especially if they didn’t manage to save the bunkhouse.

Outside, the air was frigid. Men were calling

to one another to bring water. Where was

water to come from? The sound of running

water hadn’t been heard in months. The river

was frozen almost to the bottom. The only

water was that in the cookhouse barrel, cut

from the river in great squares and heated by

the warmth of the cookstove. “Run, fetch

water from the cookhouse,” Jeremiah heard

one of the men call. “Get a ladder to the

roof,” called another. Jeremiah looked at the

bunkhouse. It was a chimney fire; dangerous

if not under control quickly. He watched the flames dance and the glowing ash rise against the dark sky.

It’d spread to the roof soon, and once that took light, the rest of the building would be gone.

Jeremiah joined the line of men setting up a bucket brigade from the barrel to the ladder propped

against the bunkhouse. The buckets of water came down the line, spilling great sloshes that froze into

icicles on the men’s pants and boots and gloves as they passed from hand to hand. Jeremiah craned his

neck to see the men climbing carefully across the snow-covered roof, tossing the water into the flaming

chimney. The buckets weren’t working; there just wasn’t enough water.

“I’ve got an idea,” he called, pointing to the woolen blankets he’d rescued. “Bring me a shovel and the

blankets.” Jeremiah scrambled up the ladder as a shovel was thrown up to him. He seized it and

shoveled volumes of snow from the roof into the chimney. A moment later, two blankets were handed

up. Jeremiah spread one over the chimney top. It caught alight instantly. He shoveled snow on the

burning blanket and spread the second blanket over it, shouting for a third. The third came, and, he

piled more snow upon it, followed by another bucket of water. Then, using the shovel, he thrust the frost

mass down the chimney. The flames were quenched; they’d sleep in the bunkhouse that night after all.

Name_________________________________


Use the passage Fire! to answer these questions.

1. How does Jeremiah respond to the problem of the fire? What does the reader learn from Jeremiah’s response?

Be sure to look back in the text for explicit and implicit evidence to support your thinking.

2. Authors organize passages in order to convey meaning.

Explain how the paragraphs in the passage fit together to provide the overall structure of the story.

3. Authors use internal dialogue to help the reader get to know characters or to explain events.

Where does the author use internal dialogue? How does the internal dialogue help the reader to learn about Jeremiah and further the plot?

4. Look at the underlined words in the text. These may be unfamiliar words and phrases.

What is the meaning of these words? How does the author help the reader determine the meaning?

5. Summarize the story.

Include the main points, but leave out unnecessary information.

DISCUSSION QUESTIONS:

• The author chooses to use a 3rd person narrator to tell the story. How does the choice of narrator contribute to what is known about the characters and events? How would the text change if the story were told in first person?

• Little is told about how the fire started. What might have happened during this part of the story? How might the characters have acted? What might have been said?

• The setting influences the events in the story. The frozen river and cold weather make fighting the fire difficult. How might the story change if the setting were different?

1 © Copyright by Write Score LLC

The Missing Brooch Adapted from Anne of Green Gables, By L.M. Montgomery

“Well now, she shouldn’t have taken the brooch, Marilla, or told stories about it,” Matthew admitted, “but

Anne’s such a little thing. Don’t you think it’s pretty rough not to let her go to the picnic when she’s so set

on it?”

“Matthew Cuthbert, I’m amazed at you. I think I’ve let her off entirely too easy for she doesn’t appear to

realize how wicked she’s been and that’s what worries me most. If she’d really felt sorry it wouldn’t be so

bad.”

When her dishes were washed, and her hens fed, Marilla remembered that she had noticed a small rent in

her best black lace shawl when she had taken it off on Monday afternoon and decided to go a mend it.

As Marilla lifted the shawl out of the box in her trunk, the

sunlight, falling through the vines that clustered thickly about

the window, struck upon something caught in the shawl;

something that glittered and sparkled in rays of violet light.

Marilla snatched at it with a gasp, staring at the amethyst

brooch, hanging to a thread of the lace by its catch!

“Dear life and heart,” said Marilla blankly, “what does this mean?

Here’s my brooch safe and sound that I thought was at the

bottom of Barry’s pond. Whatever did that girl mean by saying

she took it and lost it? I remember now that when I took off my

shawl Monday afternoon, I laid it on the bureau for a minute. I

suppose the brooch got caught in it somehow.”

Marilla marched up to the east gable, brooch in hand where she found Anne, having cried herself out,

sitting dejectedly by the window.

“Anne Shirley,” said Marilla solemnly, “I’ve just found my brooch hanging to my black lace shawl. What did

that rigmarole you told me this morning mean?”

“Why, you said you’d keep me here until I confessed,” returned Anne wearily. “And so, I decided to confess

because I was bound to get to the picnic. I thought out a confession last night after I went to bed and made

it as interesting as I could; and I said it over and over so that I wouldn’t forget it. But you wouldn’t let me go

to the picnic after all, so all my trouble was wasted.”

Marilla had to laugh despite herself, although her conscience pricked her.


“Anne, you do beat all! But I was wrong, I see that now. I shouldn’t have doubted your word when I’d never

known you to tell a story. Of course, it wasn’t right for you to confess to a thing you hadn’t done; it was very

wrong to do so. But I drove you to it. So, if you’ll forgive me, Anne, I’ll forgive you and we’ll start square

again. And now get yourself ready for the picnic.”

Anne flew up like a rocket.

“Oh, Marilla, isn’t it too late?”

“No, it’s only two o’clock. They won’t be more than well gathered yet and it’ll be an hour before they have

tea. Wash your face and comb your hair and put on your dress.”

“Oh, Marilla,” exclaimed Anne, flying to the washstand. “Five minutes ago, I was so miserable I was wishing

I’d never been born and now I wouldn’t change places with an angel!”

Name_________________________________


Use the passage The Missing Brooch to answer these questions.

1. What does the reader learn about Anne in paragraph 8?

Be sure to look back in the text for explicit and implicit evidence to support your thinking.

2. Authors organize passages in order to convey meaning.

Explain how paragraphs 4 and 5 are related and what they contribute to the overall plot.

3. Authors use internal dialogue to help the reader get to know characters or to explain events.

Where does the author use internal dialogue? How does the internal dialogue help to further the plot? What can the reader learn from the internal dialogue?

4. Characters often change throughout a story.

How does Marilla change in the story? How do the events in the story contribute to that change?

5. Read the underlined phrases in the passage.

What is the meaning of these phrases? How does the author help the reader determine the meaning?

DISCUSSION QUESTIONS:

• The author chooses to use a 3rd person narrator to tell the story. How does the choice of narrator contribute to what is known about the characters and events? How would the text change if the story were told in first person?

• The character of Matthew appears briefly in the first paragraph. Why does the author include this paragraph in the passage? How does the paragraph contribute to the overall organization of the story?

• Anne makes a surprising choice to confess to taking the brooch. What actions or events caused her to make this choice?

NAME_____________________________

STEPS for BUILDING an

ESSAY Can I Did I

do it? do it?

Start with a Plan – make sure to include a beginning, middle, and end.

BEGINNING: (Read the prompt and articles, then make your plan. This is an important step!)

INTRODUCTION

Hook – start with a strategy that makes your essay interesting. (Ideas: Use a strategy like setting the scene, asking an interesting question, using an interesting fact, or starting with “Imagine if…”)

Main Idea Sentence – include a sentence that tells the reader what you’re going to write about. (A strong main idea sentence comes from a solid plan. Your main idea sentence should state the topic and tell the reader “so what.” With opinion essays, make sure to include your opinion!)

Transitions – guide your reader with transitional phrases and sentences. (Make sure to use transitions throughout your essay as you move from idea to idea.)

MIDDLE: BODY

PARAGRAPHS

Topic Sentences – include big idea sentences at the start of each body paragraph. (Topic sentences should tell the reader what each body paragraph is about.)

Evidence from Articles – use strong evidence. Include where the information comes from. (Find the best evidence in the articles to support your ideas.)

Explanation & Elaboration – take time to explain your evidence. (Explain your evidence. Say more about each point you’re making. Stretch it out so that you say more than you think you need to. Remember – the reader might not know about your topic, so explain it fully!)

Strong Vocabulary – use exact words that relate to the topic. (Use language from the articles and try not to use the same words over and over.)

Wrap Up – your ending is important.

ENDING: CONCLUSION

(The conclusion is your last chance to impact the reader. This is where you want to include your main idea statement and let the reader know why the topic is important. Don’t try to add new information here.)

Make it Meaningful – connect the dots. (One way to provide great closure is to make connections: with your introduction, with the world, or with the reader. Find a way to make your topic connect to a bigger picture. Do not use “The end!”)

© Copyright by Write Score LLC

TRY

THIS

NAME___________________________

PLAN YOUR ESSAY

Beginning:

Hook:

Introduction Main Idea Sentence:

Body

Transition:

Paragraph 1 Topic Sentence:

Evidence & Explanation:

Body

Transition:



Body

Transition:


if used


Ending:

Wrap Up:

Conclusion

Try these Sentence Starters for Introducing Text Evidence

Try a Variety of Words that Mean “States” or “Says”

The author writes…, Based on the text…, In paragraph 3 it explains…, One detail that shows this is…, On page..., The graph or illustration shows..., Source Two has information about...

admits, agrees, comments, explains, hints at, illustrates,

insists, notes, observes, points out, provides information,

remarks, shows, suggests, supports

© Copyright by Write Score LLC


PASSAGE 1:

Home Sweet School By Summer-Louise Harding

A typical public school hasn’t changed all that much over the

years. For one thing, it’s a place where kids can socialize with

their friends. Socializing is the way you interact with other kids.

Kids play together in different ways. They play ball games. They

share playground equipment. They work together to create

rules for the games they play.

Homeschooled kids are taught by their parents and learn at

their own pace. Many parents believe socializing takes time

away from learning. The Coalition for Responsible Home

Education (CRHE) says that many homeschool parents believe

the socialization children receive in school is unnatural. They

say it is actually harmful. They believe children can socialize

best with their families.

Public schools place a lot of importance on extracurricular

activities. School sports’ teams are highly regarded. Playing a

sport helps keep kids physically fit. One study found, “When

female students are given more opportunity to participate in

athletics in high school, their weight and body mass improve.” Playing a sport teaches teamwork and

cooperation, too. These are necessary skills to be a successful adult. Kids who are on a sports team also

miss less school. That means they usually get better grades. Homeschooled kids don’t get a chance to

enjoy being a part of a school sports’ team.

Homeschooling parents say their children have many opportunities to participate in public-school sports

programs as well as other public-school offerings. Many states have laws that allow homeschooled

children to become involved in public-school clubs, sports, and other academic courses. Many of these

courses are offered online (virtually). That means kids can still participate without leaving home.

Children don’t have to participate in a school activity to stay healthy. Kids who learn at home have their

backyards as their playgrounds. They can climb trees. They can run around kicking a ball. They can even

swim a few laps if they have a pool.

Sometimes homeschool parents get together with other homeschool parents. They create their own

sports’ teams. Parents can also provide their kids with music lessons. There are many virtual programs

online. They teach kids how to play instruments (like the piano, for instance). Many public schools are

doing away with their music programs. Homeschooled kids don’t have to worry about missing out on that.

Kids don’t have to attend a public

school in order to play a team sport.

Homeschooled kids can always play

with community teams or with other

homeschooled kids.


PASSAGE 2:

Advantages of Homeschooling

and Public Schooling By Albert Erickson

There are advantages and disadvantages to both a homeschool and public-school education. Every parent

has to make the choice that is best for their child.

Advantages of a Homeschool Education:

When kids learn at home, they are in a very

safe place. Those who homeschool their

children believe their children succeed best in

a safe environment. There is no place more

safe and comfortable than home. Children do

not need to give in to peer pressure at home.

They do not need to be scared by a bully.

Less time socializing with peers during school

hours means more time to focus on school

work. According to the National Home

Education Research Institute, kids who are

homeschooled score 15 to 30 percentile points

above public-school students on standardized

academic achievement tests. Maybe this is due

in part to staying focused on learning instead of playing games or fooling around with friends.

Kids who learn at home are not only safer and smarter, they are often healthier. Homeschooled children

get more sleep than students who go to a traditional public school. For one thing, their schedule is not as

rigid. It is flexible. They also eat healthier since they are not tempted by chips and sodas, because they are

eating at home. These kids also get just as much as (if not more than) exercise as public-school kids. They

are rarely told to sit down and be quiet. If they need a break, they can take a jog or swim in their very own

backyard.

Homeschool students are regularly engaged in activities outside their homes. They don’t need to be a

member of a school’s football or basketball team to feel part of a group. They are often involved in

activities that help make their communities better places. They go on field trips. They join their local 4-H

clubs. They even do volunteer work. Some participate in public-school sports teams. Others prefer being

part of a homeschoolers’ sports team.

Advantages of a Public-School Education:


People who support public school education believe kids are just as safe in school as they are at home.

Even though public-school classrooms are not always calm and peaceful, the disorganization of a public-

school classroom is helpful to children. The real world is not always neat and tidy. Children who live in a

world that is over-protected are at a disadvantage when they grow up. They will not be able to adjust to

the real world so well.

It is important that children interact with other children. This helps them develop skills they need to get

along with anybody they might meet. Public school supporters believe that a good public education is not

just about learning from books. They believe it is also about teaching children the skills they need to get

along well with others. Socialization is key they say to a bright future getting along well with others.

Public schools know that kids who eat healthier and get regular exercise perform better in school. It is a

well-known fact that healthy kids get better grades. When kids are healthy, they attend school more often.

Public schools deliberately build in time for movement and exercise every day, because they know how

important that is. Schools provide lots of opportunities for kids to stay healthy. For example, there are

after-school sports programs children can join.

When planning for your child’s education, it is important to be aware of the advantages and disadvantages

of both a public and homeschooled education.

"The Light Show"

The Light Show by L. Lee Smith

1

The climb up the mountain had been a strenuous one. Their backpacks were full of campinggear, making them very heavy. Mom had left the tent in the car because the weather forecast calledfor clear skies. It made her load a little lighter. Neither she nor Kayla had ever seen a meteor showerbefore. They'd tried several times, but the lights of the city had always interfered with the view. Thistime, they were on top of a mountain, and Kayla was hoping that it would be dark enough to see thelight show.

2

Lots of other families were on the trail that afternoon, and Kayla met several kids from herschool. They set up camp near each other and explored the terrain. After a dinner of hot dogs andbeans, Kayla rounded everyone up, and they hiked the trail to the rocky summit where the best seatsfor a meteor shower were located.

3

An astronomer from the university was at the summit answering questions and giving a talkabout meteors. Kayla wanted to be an astronomer when she grew up, so she asked him lots ofquestions. She soon found out that the shooting stars she'd been making wishes on since she was alittle girl were not stars at all! They were large pieces of space rock that were left behind by cometspassing through the galaxy. As the rocks entered Earth's atmosphere, they burned up and causedthe streak across the sky. Kayla was disappointed to think she'd wasted her wishes on falling rocks.

4

The astronomer was still answering questions when someone shouted, "I just saw a shootingstar!" "Where?" shouted others as they crossed to where the voice had come from. "Over there," saidanother voice. "Look, there's another one," cried one of Kayla's friends. "They're not stars; they'rerocks left over by comets," corrected Kayla, "but be sure to make a wish anyway . . . just in case."

Week 7 ELA ET RL1 Assessment ID: ib.2482677

Directions: Read the passage below and answer the question(s) that follow.

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5

Kayla raced over to her blanket to watch the show. The sky filled with light and movement.Kayla thought it was the most beautiful sight she'd ever seen. There were hundreds of meteors. Shecouldn't believe how lucky she was to be camping out with her mom and watching such a dazzlingdisplay. Later that night as she curled up in her sleeping bag, she realized that all of her wisheshadn't been wasted. One of them had just come true!

1 Which of Kayla's wishes "had just come true" inthe last sentence of the passage?

A. to take a trip with her mother

B. to climb up a mountain

C. to see a meteor shower

D. to meet an astronomer

2 Why do Kayla and her mother climb to the top ofthe mountain to watch the meteor shower?

A. to go to a place prettier than the city

B. to get away from the lights of the city

C. to enjoy the forest while watching the meteorshower

D. to look at the city from on top of the mountain

3 What causes Kayla's initial disappointment?

A. having to carry a heavy backpack

B. the attitude of her friends

C. missing a meteor shower again

D. the facts about shooting stars


Directions: Answer the following question(s) relating to the passage titled ""The Light Show"".


The ChaseOld Man Coyote was very clever. He was always ready to play a trick on someone. His favorite creature to

play tricks on was Bowser the Hound. Bowser wasn't as fast on his feet. He always acts before he thinks throughthe situation. He doesn't think about how to play tricks on others, but forgets to watch out for others playing trickson him.

One afternoon, Bowser found a fresh trail of Old Man Coyote. As usual Bowser decided to follow the trail.This was going to be the time that he would catch Old Man Coyote even if it took him all night. There was nothingin the world that Bowser enjoyed more than hunting someone who gives him a challenge.

When Old Man Coyote realized Bowser was on his trail, he was very frustrated. Old Man Coyote didn'twant to fight Bowser, but felt that he could outsmart him. Normally Old Man Coyote wouldn't have been angryabout Bowser being around. This time though, Old Man Coyote had just left to look for dinner and he was ashungry as a bear today.

"What business has that good–for–nothing dog have over here anyway, I'd like to know," Old Man Coyotesaid as he ran through the forest. "What right does he have sticking his nose in my business? I'll teach him alesson he will never forget."

Old Man Coyote put his plan into action by running farther and farther away. He left a trail that Bowserwould have no problem following. Out of the forest then into the pasture, Old Man Coyote lead Bowser on a wildgoose chase. Instead of turning around heading for home, Old Man Coyote kept leading Bowser farther away.Bowser continued on the trail never stopping once. He didn't even notice that he was in a strange place. The onlything he noticed was Old Man Coyote's trail. He was getting more and more confident that he would catch OldMan Coyote this time.

After a while, Old Man Coyote decided it was time to play his trick. As he came along the river, he found theperfect place to leap across the river. He then ran along a fallen tree trunk leaping off as far as he could. Old ManCoyote then hid in a bush to see what happened next.

Bowser was starting to get tired. He didn't want to admit it to himself because once he is on the trail he isvery persistent. Even though he was very tired, he kept his nose to the ground following Old Man Coyote's scent.

Old Man Coyote continued to lay in the bush listening for Bowser. After a few minutes Bowser came intosight with his nose never leaving the trail. Old Man Coyote had an evil grin as he saw Bowser come into view.Bowser appeared to be moving eagerly as the scent grew stronger. He only had the thought of catching Old ManCoyote and Old Man Coyote knew it.

Bowser was so focused on the trail that he didn't see the steep bank coming up. He was moving so fast atthe strong scent that he couldn't stop when he reached the edge. With a loud yelp, Bowser went over the edgeand landed in the frozen river.

Old Man Coyote left his hiding place and looked over the edge watching poor Bowser struggle to get out ofthe water. Old Man Coyote grinned as he watched Bowser crawl out of the frozen river completely soaked. OldMan Coyote turned around and ran back home ready to trick Bowser another day.

-Public Domain




4 After reading "The Chase," Rick made theinference that Old Man Coyote knew Bowserwould go over the bank and into the water.

Give two details from the story that supports thisinference.

5 Read the sentences from "The Chase."

Bowser was starting to get tired. He didn't wantto admit it to himself because once he is on thetrail he is very persistent.

What is the meaning of persistent as used in thesentence?

A. getting tired

B. doesn't give up

C. walking a long time

D. strong sense of smell


Directions: Answer the following question(s) relating to the passage titled "The Chase".

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Introduction

©Curriculum Associates, LLC Copying is not permitted.284

Think It Through

Lesson 28 Understand the Coordinate Plane

Lesson 28

Understand the Coordinate Plane

What is the coordinate plane?

In the past, you have used a number line to represent a single quantity. A number line

can be vertical or horizontal.

When a horizontal number line and a vertical number line are lined up so that the 0s

meet, a coordinate plane is formed.

0

1

2

4

3

Vertical Number Line

0 1 2 43

Horizontal Number Line

Coordinate Plane

x

y

1

1

2

3

4

O 2 3 4

A coordinate plane is made up of two perpendicular number lines. The number lines

meet at the zeros. That point is labeled with the letter O for origin.

Coordinate Plane

x

y

1

1

2

3

4

5

O 2 3 4 5

y-axis

Origin x-axis

The horizontal number line is called the x-axis. The vertical

number line is called the y-axis. The point where the x- and y-axes

meet is the origin.

Think How do we distinguish between the two number lines?

Circle all of the

numbers on the x-axis.

Box all of the numbers

on the y-axis.

MGSE5.G.1

©Curriculum Associates, LLC Copying is not permitted. 285Lesson 28 Understand the Coordinate Plane

An ordered pair is a pair of numbers

that describes the location of a point

in the coordinate plane. The first number

is called the x-coordinate. The second

number is called the y-coordinate.

x-coordinate y-coordinate

Ordered Pair

(x, y)

The x-coordinate tells the distance from the origin along the x-axis. The y-coordinate tells

the distance from the origin along the y-axis.

The origin is the point where the x-axis and the y-axis meet. Since the origin is 0 units

along the x-axis and 0 units along the y-axis, the location is (0, 0).

Term Definition

coordinate plane a space formed by two perpendicular number lines called axes

x-axis the horizontal number line in the coordinate plane

y-axis the vertical number line in the coordinate plane

origin the point, (0, 0), where the x-axis and y-axis intersect

ordered paira pair of numbers that describes the location of a point in the

coordinate plane

x-coordinate the first number in an ordered pair

y-coordinate the second number in an ordered pair

Reflect

1 Think about how you have heard the word origin used outside of math. Why do you

think the point (0, 0) is called the origin?

Think How can you locate points on the coordinate plane?

An ordered pair is a

pair of coordinates that

always appear in the

same order: first x,

then y.x

y

1

1

2

3

4

5

O 2 3 4 5

(0, 0)

(4, 3)

Guided Instruction

Think About


Lesson 28

Points on a Coordinate Plane


x

y

1

1

2

3

4

O 2 3 4

A

C

D

B

2 Locate point D in the coordinate plane above. Start

at the origin. How many units do you move along

the x-axis to be lined up under point D?

Write this as the first number in the

ordered pair at the right.

3 The second number in an ordered pair is the y-coordinate. Start at the origin. How

many units do you move along the y-axis to be lined up across from point D?

Write this as the second number in the ordered pair above.

4 Locate point A in the coordinate plane above. Start at the origin. How many units do

you move along the x-axis to be on point A?

Start at the origin. How many units do you move along the y-axis to be lined up

across from point A?

The ordered pair for point A is ( , ).

5 Locate point B in the coordinate plane above. Identify the ordered pair for point B.

( , )

6 Locate point C in the coordinate plane above. Identify the ordered pair for point C.

( , )

7 How did you determine the coordinates for points C and D?

Let’s Explore the Idea Ordered pairs represent the

location of points on the coordinate plane. The ordered pair

for the origin is (0, 0).

Ordered Pair for Point D

(x, y) ( , )

©Curriculum Associates, LLC Copying is not permitted. 287Lesson 28 Understand the Coordinate Plane

Let’s Talk About It

Solve the problems below as a group.

Use the coordinate plane from the previous page. Now you will describe the points as

movements from the origin.

8 Place your finger on the origin. Move right and then move up to point D. Use words

to describe how far to the right and how far up point D is from (0, 0).

How is the location of point D related to the ordered pair (2, 3)?

9 Start at (0, 0). Move to point A. How is your move related to the ordered pair (1, 0)?

10 Describe how you move from the origin to the point (0, 1). Move right

unit(s) and move unit(s).

What letter represents this point on the coordinate plane?

11 The ordered pair (1, 1) tells you to start at the origin and move right unit(s) and

up unit(s). What letter names this point on the coordinate plane?

12 Plot a point at (3, 2) on the coordinate plane. Label this point “E.”

Try It Another Way Work with your group to show the coordinates for each

point on the coordinate plane on the previous page.

13 Complete the table for each point on the coordinate plane.

Point A B C D E F

x 1 3 4

y 0 2 0

14 The table gives the location of point F. Plot and label point F in the coordinate plane.

Guided Practice

Connect


Lesson 28


Ideas About Points on a Coordinate Plane

Talk through these problems as a class. Then write your answers below.

15 Show Look at the table below. Plot and label points M and N on the coordinate

plane below. Then write ordered pairs for points M and N and describe how to move

from (0, 0) to each point.

Point x y

M 1 4

N 5 2

x

y

1

123456

O 2 3 4 5 6

16 Analyze Irvin wrote the ordered pair (4, 3)

x

y

1

1

2

3

4

5

O 2 3 4 5

J

for the location of point J in the coordinate

plane at the right. Explain why Irvin’s ordered

pair is incorrect for point J.

17 Create Choose 3 points on the coordinate plane

at the right and draw a triangle. Label the points

with letters.

Below, write the letters and ordered pairs you used

to draw your triangle.

x

y

1

1

2

3

4

5

O 2 3 4 5

©Curriculum Associates, LLC Copying is not permitted. 289

Independent Practice

Apply

Lesson 28


Ideas About Points on a Coordinate Plane

18 Put It Together Use what you have learned to complete this task.

Part A Use the coordinate plane below to complete the table.

AB

CD

x

y

1

123456789

10

O 2 3 4 5 6 7 8 9 10

Point x y

A

B

C

D

Part B Identify a pattern you see formed by the points in the coordinate plane

above. Then, explain the pattern using the points in the table above.

Part C Plot 3 other points that follow this pattern. Label them with letters and write

the ordered pair for each point below.

1

Which of the following represents Point S on thegraph shown above?

A. (0 , 3)

B. (4 , 0)

C. (3 , 4)

D. (4 , 3)

Wk 7 Math ET 5G1 Assessment ID: ib.2482653

Directions: Answer the following question(s).


Grid Plots Graph

2 What is the correct way to write the ordered pairfor point C?

A. (0, 0)

B. (0, 1)

C. (1, 0)

D. (1, 1)




3 What point is located at 3, 3 ?

A. E

B. D

C. B

D. A

4 Use the graph to answer the question.

Which set of ordered pairs shows thecoordinates of points A, B, and C?

A. (1, 1), (8, 4), (4, 10)

B. (1, 1), (4, 8), (10, 4)

C. (1, 1), (3, 7), (9, 3)

D. (0, 1), (4, 8), (10, 4)




5 The map below shows the locations of places inTroy's town. Troy was at the point (5, H).

He walked 1 unit west and 3 units south. Whichlocation did he walk to?

A. Tim's House

B. City Hall

C. John's house

D. School



Illuminate Itembank™ Stop: You have finished the assessment.Generated On April 28, 2020, 11:41 AM PDT Page 4

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May 18-22 Spirit week Fabulous 5th Grade › cms › lib › GA50000114... · wrong to do so. But I drove you to it. So, if you’ll forgive me, Anne, I’ll forgive you and we’ll