New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 6

Table of Contents
GRADE 5 • MODULE 6
Problem Solving with the Coordinate Plane

Module Overview ......................................................................................................... i

Topic A: Coordinate Systems.................................................................................. 6.A.1

Topic B: Patterns in the Coordinate Plane and Graphing Number

Patterns from Rules ................................................................................. 6.B.1

Topic C: Drawing Figures in the Coordinate Plane .................................................. 6.C.1

Topic D: Problem Solving in the Coordinate Plane .................................................6.D.1

Topic E: Multi-Step Word Problems ....................................................................... 6.E.1

Topic F: The Years In Review: A Reflection on A Story of Units .............................. 6.F.1

Module Assessments ............................................................................................. 6.S.1

NOTE: Student sheets should be printed at 100% scale to preserve the intended size of figures for accurate
measurements. Adjust your copier or printer settings to actual size and set page scaling to none.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
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New York State Common Core

Grade 5 • Module 6
Problem Solving with the Coordinate
Plane
OVERVIEW
In this 40-day module, students develop a coordinate system for the first quadrant of the coordinate plane
and use it to solve problems. Students use the familiar number line as an introduction to the idea of a
coordinate and construct two perpendicular number lines to create a coordinate system on the plane. They
see that just as points on the line can be located by their distance from 0, the plane’s coordinate system can
be used to locate and plot points using two coordinates. They then use the coordinate system to explore
relationships between points, ordered pairs, patterns, lines and, more abstractly, the rules that generate
them. This study culminates in an exploration of the coordinate plane in real world applications.

In Topic A, students come to realize that any line, regardless of orientation, can be made into a number line
by first locating zero, choosing a unit length, and partitioning the length-unit into fractional lengths as
desired. They are introduced to the concept of a coordinate as describing the distance of a point on the line
from zero. As students construct these number lines in various orientations on a plane, they explore ways to
describe the position of points not located on the lines. This discussion leads to the discovery that a second
number line, perpendicular to the first, creates an efficient, precise way to describe the location of these
points. Thus, points can be located using coordinate pairs, , by starting at the origin, travelling a
distance of units along the -axis, and units along a line parallel to the -axis. Students describe given
points using coordinate pairs as well as use given coordinate pairs to plot points (5.G.1). The topic concludes
with an investigation of patterns in coordinate pairs along lines parallel to the axes, which leads to the
discovery that these lines consist of the set of points whose distance from the - or -axis is constant.
Students move in to plotting points and using them to draw lines in the plane in Topic B (5.G.1). They
investigate patterns relating the - and -coordinates of the points on the line and reason about the patterns
in the ordered pairs, laying important groundwork for Grade 6 proportional reasoning. Topic B continues as
students use given rules (e.g., multiply by 2, then add 3) to generate coordinate pairs, plot points, and
investigate relationships. Patterns in the resultant coordinate pairs are analyzed, leading students to discover
that such rules produce collinear sets of points. Students next generate two number patterns from two given
rules, plot the points, and analyze the relationships within the sequences of the ordered pairs (5.OA.3).
Patterns continue to be the focus as students analyze the effect on the steepness of the line when the second
coordinate is produced through an addition rule as opposed to a multiplication rule (5.OA.2, 5.OA.3).
Students also create rules to generate number patterns, plot the points, connect those points with lines, and
look for intersections.
Topic C finds students drawing figures in the coordinate plane by plotting points to create parallel,
perpendicular, and intersecting lines. They reason about what points are needed to produce such lines and
angles, and then investigate the resultant points and their relationships. Students also reason about the
relationships among coordinate pairs that are symmetric about a line (5.G.1).

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New York State Common Core

Problem solving in the coordinate plane is the focus of Topic D. Students draw symmetric figures using both
angle size and distance from a given line of symmetry (5.G.2). Line graphs are also used to explore patterns
and make predictions based on those patterns (5.G.2, 5.OA.3). To round out the topic, students use
coordinate planes to solve real world problems.
Topic E provides an opportunity for students to encounter complex, multi-step problems requiring the
application of concepts and skills mastered throughout the Grade 5 curriculum. They use all four operations
with both whole numbers and fractions in varied contexts. The problems in Topic E are designed to be non-
routine, requiring students to persevere in order to solve them. While wrestling with complexity is an
important part of Topic E, the true strength of this topic is derived from the time allocated for students to
construct arguments and critique the reasoning of their classmates. After students have been given adequate
time to ponder and solve the problems, two lessons are devoted to sharing approaches and solutions.
Students will partner to justify their conclusions, communicate them to others, and respond to the arguments
of their peers.
In this final topic of Module 6, and in fact, A Story of Units, students spend time producing a compendium of
their learning. They not only reach back to recall learning from the very beginning of Grade 5, but they also
expand their thinking by exploring such concepts as the Fibonacci sequence. Students solidify the year’s
learning by creating and playing games, exploring patterns as they reflect back on their elementary years. All
materials for the games and activities are then housed for summer use in boxes created in the final two
lessons of the year.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
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New York State Common Core

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New York State Common Core

Focus Grade Level Standards

Write and interpret numerical expressions.

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation “add 8 and 7, then
multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932
+ 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.

5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms from
the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the
rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0,
generate terms in the resulting sequences, and observe that the terms in one sequence are
twice the corresponding terms in the other sequence. Explain informally why this is so.
Graph points on the coordinate plane to solve real-world and mathematical problems.

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., -axis and -coordinate, -axis and -coordinate).
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of
the coordinate plane, and interpret coordinate values of points in the context of the situation.

Foundational Standards
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement
that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of
the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and
the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will
continue to alternate in this way.
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common
endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of
the rays, by considering the fraction of the circular arc between the points where the two

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rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-
degree angle,” and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have an angle measure of n
degrees.
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified
measure.
4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping
parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve
addition and subtraction problems to find unknown angles on a diagram in real world and
mathematical problems, e.g., by using an equation with a symbol for the unknown angle
measure.
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem. Use benchmark fractions and number sense of fractions
to estimate mentally and assess the reasonableness of answers. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word
problems involving division of whole numbers leading to answers in the form of fractions or
mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4
equals 3, and that when 3 wholes are shared equally among 4 people each person has a share
of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many
pounds of rice should each person get? Between what two whole numbers does your answer
lie?
5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by
using visual fraction models or equations to represent the problem.
5.NF.7c Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.
c. Solve real world problems involving division of a unit fractions by non-zero whole
numbers and division of whole numbers by unit fractions, e.g., by using visual fraction
models and equations to represent the problem. For example, how much chocolate will
each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings
are in 2 cups of raisins?
5.MD.1 Convert among different-sized standard measurement units within a given measurement
system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real
world problems.
5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.

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Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students make sense of problems
as they use tape diagrams and other models, persevering to solve complex, multi-step word
problems. Students check their work and monitor their own progress, assessing their
approach and its validity within the given context and altering their method when necessary.
MP.2 Reason abstractly and quantitatively. Students reason abstractly and quantitatively as they
interpret the steepness and orientation of a line given by the points of a number pattern.
Students attend to the meaning of the values in an ordered pair and reason about how they
can be manipulated in order to create parallel, perpendicular, or intersecting lines.
MP.3 Construct viable arguments and critique the reasoning of others. As students construct a
coordinate system on a plane, they generate explanations about the best place to create a
second line of coordinates. They analyze lines and the coordinate pairs that comprise them,
then draw conclusions and construct arguments about their positioning on the coordinate
plane. Students also critique the reasoning of others and construct viable arguments as they
analyze classmates’ solutions to lengthy, multi-step word problems.
MP.6 Attend to precision. Mathematically proficient students try to communicate precisely to
others. They endeavor to use clear definitions in discussion with others and in their own
reasoning. These students state the meaning of the symbols they choose, including using the
equal sign, consistently and appropriately. They are careful about specifying units of
measure, and labeling axes to clarify the correspondence with quantities in a problem. The
students calculate accurately and efficiently, expressing numerical answers with a degree of
precision appropriate for the problem context. In the elementary grades, students give
carefully formulated explanations to each other. By the time they reach high school, they
have learned to examine claims and make explicit use of definitions.
MP.7 Look for and make use of structure. Students identify and create patterns in coordinate pairs
and make predictions about their effect on the lines that connect them. Students also
recognize patterns in sets of coordinate pairs and use those patterns to explain why a line is
parallel or perpendicular to an axis. They use operational rules to generate coordinate pairs
and, conversely, generalize observed patterns within coordinate pairs as rules.

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New York State Common Core

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
5.G.1 A Coordinate Systems 6
Lesson 1: Construct a coordinate system on a line.
Lesson 2: Construct a coordinate system on a plane.
Lessons 3–4: Name points using coordinate pairs, and use the coordinate
pairs to plot points.
Lessons 5–6: Investigate patterns in vertical and horizontal lines, and
interpret points on the plane as distances from the axes.

5.OA.2 B Patterns in the Coordinate Plane and Graphing Number Patterns from Rules 6
5.OA.3 Lesson 7: Plot points, use them to draw lines in the plane, and describe
5.G.1 patterns within the coordinate pairs.
Lesson 8: Generate a number pattern from a given rule, and plot the
points.
Lesson 9: Generate two number patterns from given rules, plot the
points, and analyze the patterns.
Lesson 10: Compare the lines and patterns generated by addition rules
and multiplication rules.
Lesson 11: Analyze number patterns created from mixed operations.
Lesson 12: Create a rule to generate a number pattern, and plot the
points.

Mid-Module Assessment: Topics A–B (assessment 1 day, return 1 day, 3

remediation or further applications 1 day)
5.G.1 C Drawing Figures in the Coordinate Plane 5
5.G.2 Lesson 13: Construct parallel line segments on a rectangular grid.
Lesson 14: Construct parallel line segments, and analyze relationships of
the coordinate pairs.
Lesson 15: Construct perpendicular line segments on a rectangular grid.
Lesson 16: Construct perpendicular line segments, and analyze
relationships of the coordinate pairs.
Lesson 17: Draw symmetric figures using distance and angle measure
from the line of symmetry.

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New York State Common Core

Standards Topics and Objectives Days

5.OA.3 D Problem Solving in the Coordinate Plane 3
5.G.2 Lesson 18: Draw symmetric figures on the coordinate plane.
Lesson 19: Plot data on line graphs and analyze trends.
Lesson 20: Use coordinate systems to solve real world problems.

End-of-Module Assessment: Topics A–D (assessment 1 day, return 1 day, 3

remediation or further applications 1 day)

5.NF.2 E Multi-Step Word Problems 5

5.NF.3 Lessons 21–25: Make sense of complex, multi-step problems and persevere
5.NF.6 in solving them. Share and critique peer solutions.
5.NF.7c
5.MD.1
5.MD.5
5.G.2

F The Years in Review: A Reflection on A Story of Units 9

Lessons 26–27: Solidify writing and interpreting numerical expressions.
Lesson 28: Solidify fluency with Grade 5 skills.
Lessons 29─30: Solidify the vocabulary of geometry.
Lesson 31: Explore the Fibonacci sequence.
Lesson 32: Explore patterns in saving money.
Lessons 33–34: Design and construct boxes to house materials for summer
use.

Total Number of Instructional Days 40

Terminology
New or Recently Introduced Terms
 Axis (fixed reference line for the measurement of coordinates)
 Coordinate (number that identifies a point on a plane)
 Coordinate pair (two numbers that are used to identify a point on a plane; written ( , ) where
represents a distance from 0 on the -axis and represents a distance from 0 on the -axis)
 Coordinate plane (plane spanned by the -axis and -axis in which the coordinates of a point are
distances from the two perpendicular axes)
 Ordered pair (two quantities written in a given fixed order, usually written as ( , ))
 Origin (fixed point from which coordinates are measured; the point at which the -axis and -axis

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
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New York State Common Core

intersect, labeled (0, 0) on the coordinate plane)

 Quadrant (any of the four equal areas created by dividing a plane by an -axis and -axis)

Familiar Terms and Symbols1

 Angle (union of two different rays sharing a common vertex)
 Angle measure (number of degrees in an angle)
 Degree (unit used to measure angles)
 Horizontal (parallel to the -axis)
 Line (two-dimensional object that has no endpoints and continues on forever in a plane)
 Parallel (two lines in a plane that do not intersect)
 Perpendicular (two lines are perpendicular if they intersect, and any of the angles formed between
the lines are 90-degree angles)
 Point (zero-dimensional figure that satisfies the location of an ordered pair)
 Rule (procedure or operation(s) that affects the value of an ordered pair)
 Vertical (parallel to the -axis)

Suggested Tools and Representations

 Ruler
 Protractor
 Set square
 Tape diagrams

Scaffolds2
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”

1
These are terms and symbols students have seen previously.
2
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

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New York State Common Core

Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic B Constructed response with rubric 5.OA.2
Assessment Task 5.OA.3
5.G.1
End-of-Module After Topic D Constructed response with rubric 5.OA.2
Assessment Task 5.OA.3
5.G.1
5.G.2

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 New York State Common Core

5
GRADE
Mathematics Curriculum
x GRADE 5 • MODULE 6

Topic A
Coordinate Systems
5.G.1

Focus Standard: 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 plan 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., -axis and -coordinate, -axis and -coordinate).
Instructional Days: 6
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G6–M1 Ratios and Unit Rates
G6–M3 Rational Numbers

In Topic A, students revisit a Grade 3 activity in which lined paper is used to subdivide a length into n equal
parts. In Grade 5, this activity is extended as students explore that any line, regardless of orientation, can be
made into a number line by first locating zero, choosing a unit length, and partitioning the length-unit into
fractional lengths. Students are introduced to the concept of a coordinate as describing the distance of a
point on the line from zero.
As they construct these number lines in various orientations on a plane, students explore ways to describe
the position of points not located on the lines. This discussion leads to the discovery that a second number
line, perpendicular to the first, creates an efficient, precise way to describe the location of these points. Thus,
points can be located using coordinate pairs, , by travelling a distance of units from the origin along
the -axis, and units along a line parallel to the -axis.
Students describe given points using coordinate pairs, and then use given coordinate pairs to plot points
(5.G.1). The topic concludes with an investigation of the patterns in coordinate pairs along vertical or
horizontal lines, which leads to the discovery that these lines consist of the set of points whose distance from
the - or -axis is constant.

Topic A: Coordinate Systems

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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 5 6

A Teaching Sequence Towards Mastery of Coordinate Systems

Objective 1: Construct a coordinate system on a line.
(Lesson 1)

Objective 2: Construct a coordinate system on a plane.

(Lesson 2)

Objective 3: Name points using coordinate pairs, and use the coordinate pairs to plot points.
(Lessons 3–4)

Objective 4: Investigate patterns in vertical and horizontal lines, and interpret points on the plane as
distances from the axes.
(Lessons 5–6)

Topic A: Coordinate Systems

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

Lesson 1
Objective: Construct a coordinate system on a line.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes) NOTES ON

MULTIPLE MEANS OF
 Count by Equivalent Fractions 4.NF.1 (6 minutes) REPRESENTATION:
 Find the Missing Number on a Number Line 5.G.1 (4 minutes) The Count by Equivalent Fractions
 Physiometry 4.G.2 (2 minutes) fluency activity supports language
acquisition for English language
learners as it offers valuable practice
Count by Equivalent Fractions (6 minutes) speaking fraction names, such as
fourths. Model and assist students’
Materials: (S) Personal white boards
enunciation of the ending digraph /th/.
Couple the counting with prepared
Note: This fluency activity prepares students for G5–M6–Lesson 1.
visuals to increase comprehension.
T: Count by 1 half to 10 halves. Start at zero halves.
(Write as students count.)

0, 1 2 3 4 5

S: .

T: 2 halves is the same as 1 of what unit?

S: 1 one.
T: (Beneath , write 1.) 2 ones is the same as how many halves?
S: 4 halves.

Lesson 1: Construct a coordinate system on a line.

Date: 1/31/14 6.A.3

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

T: (Beneath , write 2.) 3 ones is the same as how many halves?

Repeat the process through or 5.

T: (Beneath , write 5.) Let’s count to 10 halves again, but this time when you come to a fraction that
is equal to a whole number, say the whole number.
S: 0, , 1, , 2, , 3, , 4, , 5.

Repeat the process, counting by fourths to .

Find the Missing Number on a Number Line (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for G5–M6–Lesson 1.

T: (Project a number line partitioned into 10 unit

intervals. Label 0 and 10 as the endpoints. Point
to the A.) What’s the value of ?
S: 9.
T: (Point to .) What’s the value of ?
S: 2.
T: Write the value of .
S: (Write 5.)
Continue the process for the other number lines.

Physiometry (2 minutes)
Note: This fluency activity prepares students for G5–M6–Lesson 2.
T: (Stretch one arm up, directly toward the ceiling. Stretch the other arm out, directly toward a wall
and parallel to the floor.) What type of angle do you think I am making?
S: Right angle.
T: What is the relationship of the lines formed by my arms?
S: Perpendicular.
T: (Point to a wall on the side of the room.) Point to the walls that run perpendicular to the wall I’m
pointing to.
S: (Point to the front and back walls.)
T: (Point to the back wall.)
S: (Point to the side walls.)
Continue the exercise, pointing to remaining walls and asking students to respond.
T: (Point to the back wall.) Point to the wall that runs parallel to the wall I’m pointing to.

Lesson 1: Construct a coordinate system on a line.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

S: (Point to the front wall.)

Continue the exercise, pointing to remaining walls and asking students to respond.

Application Problem (6 minutes)

A landscaper is planting some marigolds in a row. The row is 2 yards long. The flowers must be spaced yard
apart so that they will have proper room to grow. The landscaper plants the first flower at 0. Place points on
the number line to show where the landscaper should place the other plants. How many marigolds will fit on
this row?

0 1yd 2yd

Note: In today’s Application Problem, students must make

sense of the fractional units marked on a number line. This
prepares students for today’s work with creating number lines
in various orientations and with various fractional units. Be
aware that the problem cannot be solved correctly by simply
dividing 2 yards by one-third since a marigold is being planted
at the zero hash mark.

Concept Development (32 minutes) NOTES ON

MULTIPLE MEANS OF
Materials: (T) Teacher created number lines in various ENGAGEMENT:
orientations and scales (see Problem 3 in the The use of parallel lines to create
Concept Development) (S) Straightedge or ruler, equidistant intervals is outlined in G3–
2 pieces of unlined paper, 1 piece of lined paper, M5–Lesson 30. Please see that lesson
2 1" 4¼" tag board strips for more detail.

Problem 1: Create a number line by choosing a unit length, an origin, and a direction of increase.
T: (Distribute tag board strips, unlined paper, lined paper, and straightedges.) Tell me all you know
about number lines. (Record what students say.)
S: Number lines start with zero.  They count from zero.  Numbers increase from left to right as
far as you want. Really, they don’t ever stop; we just stop writing down the numbers.  We can
count by ones, twos, or even by fractions.  When you draw a number line, you have to be sure
that the tick marks are the same distance apart.
T: The things you’ve said are true. We can think of 0 as the starting point for a number line, even when
we don’t actually show it. They do count by anything, and the distance between the marks must be
the same. (Display the collection of lines at the right or a similar collection.) These are all number
lines, too. What do you notice that is different? Turn and talk.

Lesson 1: Construct a coordinate system on a line.

Date: 1/31/14 6.A.5

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

S: Some go up and down, not side-to-side. 

Some vertical lines have zero at the top, and
the numbers increase from the top to the
bottom.  Some are at an angle.  Some
increase from right to left.
T: Use your straightedge to draw a long line on
your plain paper. You may draw your line at
any angle.
S: (Draw lines.)
T: Let’s draw an arrow on both ends to show that
the line goes on forever in both directions.
S: (Draw arrows on the lines.)
T: We can turn the line that we’ve drawn into a number line. (If
possible, list three steps on the board, as shown below.) First,
choose a unit length. Use the tag board to pick a unit length.
Cut one of your tag board strips so that it is at least 1 inch long.
How can we be sure our cut is straight?
S: Fold it so that the edges meet and cut on the fold. (Cut tag
board strip.)
T: Compare your unit length to your partner’s. Are they the same
or different?
S: (Compare unit lengths. There should be a variety.)
T: Use this unit length to mark off equal distances on our lines
with hash marks. Start at either end, and mark as many equal
units as you can. (Demonstrate, if necessary.)
T: Now that our number lines show equal units, read our second
step.
MP.6 S: (Read.) Choose a direction of increase of the numbers and
label zero.
T: Label a hash mark as zero on one end of your line so that your
numbers increase in the direction you chose. Show your
partner what you did. (Allow students time to work and
discuss with a partner.)

1. Choose a unit length by cutting a

piece of tag board.
2. Choose a direction of increase of
the numbers, and label zero.
3. Label the units starting with the
origin.

Lesson 1: Construct a coordinate system on a line.

Date: 1/31/14 6.A.6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

T: The point on the number line labeled zero is called the

origin. NOTES ON
T: The third step, now that we’ve labeled our origin, is to MULTIPLE MEANS OF
label the rest of your units using whole numbers. REPRESENTATION:
While we could label them with any numbers, we will Students with fine motor deficits may
use whole numbers for this line. find number line creation difficult.
S: (Label units.) Allow students to partner such that
one draws the lines and partitions, and
Problem 2: On the number line created above, partition unit the other labels the tick marks.
lengths into fractional units, and label those fractions.
T: Now that we’ve marked the whole units on our number lines,
let’s partition these wholes into fractional units. We can use
lined paper to mark off any fractional unit precisely without the
use of a ruler. Place your lined paper on your desk so that the
red margin is horizontal.
S: (Place paper so that red margin is horizontal.)
T: Angle your tag board unit so that the left top corner touches one
line, and the right top corner touches another line. Mark the
intersection of your unit with the lines on the paper.
S: (Mark intersection.)
T: What fractional unit did you mark? How do you know?
S: I marked thirds. I see 3 equal parts.  I marked fourths. I made
my paper touch a line, and then I counted 4 lines over and
marked where they touched. This made 4 equal parts.
T: Use the vertical lines to mark a different fractional unit on the
other long edge of your tag board. Then, flip your unit over and
mark two more fractional units on those edges as well.
S: (Mark additional units.)
T: Why does this method work?
S: Because the lines on the paper are parallel and the same
distance apart, it doesn’t matter how you lay your paper strip
across them; the distance between each mark is still the same.
 Because the lines are equal distances, we can choose how
many marks we want and angle the paper across that many lines.
 If we want halves, we touch a line and count two spaces to
figure out the line to touch with the other end of the unit. If we
want thirds, we touch a line and count three spaces to figure
out the line to touch with the other corner.
T: Now choose one of the fractional units you’ve marked on your
tag board, and use it to partition your number line. Label the
fractional units.
S: (Label the units.)

Lesson 1: Construct a coordinate system on a line.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

T: Try to find someone in our class whose number line is exactly the same as yours. What do you
notice?
S: I couldn’t find anybody’s that was exactly like mine. Some counted in the same direction, but the
units were different size.  Number lines can increase in any direction.  Units can be whatever
size you choose, and the line can be at any angle.  We can choose to show any fraction of our unit
on the number line.

Problem 3: Identify the coordinate of a given shape placed on a number line.

T: (Display Number Line 1.) Here is a number line that I created. I want to describe the location of one
of the shapes on this number line without pointing to it. What can I say? Turn and talk.
S: You could tell how far it is from another shape.  You
could tell how far the shape was from one end of the
line.  You could tell how far it is from zero.
T: Because every number line has an origin, we can
use it as a reference point to tell the location of
other points on and off the line. We can describe
the location of a shape on this line by telling its
coordinate. (Write coordinate on the board.) Say
coordinate.
S: (Repeat coordinate.)
T: The coordinate tells the distance from zero to the shape. On Number Line 1, the square’s coordinate
is 4. (Point.) That’s another way to say that the distance from zero to the shape is 4 units. (Show the
distance by running a finger along the line from 0 to 4.) What is the star’s coordinate?
S: .
T: Remind your partner what the coordinate tells.
S: (Share with partner.)
T: (Display Number Lines 2 and 3.) A point has been plotted on each of these number lines. What is
the coordinate of point on Number Line 2? The coordinate of point on Number Line 3? Tell
your partner.

Lesson 1: Construct a coordinate system on a line.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

S: Point is 1 unit from the origin.  The

coordinate of point is .
T: Plot 2 points on your number line and label them
Have your partner give the coordinate
of the points.
S: (Plot and label points; partner gives coordinates.)

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5, Use
Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the careful sequencing
of the Problem Set guide your selections so that problems
continue to be scaffolded. Balance word problems with
other problem types to ensure a range of practice. Assign
incomplete problems for homework or at another time
during the day

Student Debrief (10 minutes)

Lesson Objective: Construct a coordinate system on a line.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Share your answer for Problem 4 with a partner.
(Discuss with students that the cultural
convention for single number lines is that the numbers increase from left to right, but in reality it
doesn’t matter. This will help prepare students to encounter concepts of absolute value in later

Lesson 1: Construct a coordinate system on a line.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•6

grades.)
 What advice did you have for the pirate in Problem 5? Share and explain your thinking to a partner.
 What did you learn about the number line that you did not know before?
 G5–Module 6 is rich in new vocabulary. A word wall for this new vocabulary (e.g., origin, coordinate,
plot) may be a helpful scaffold for all students. The word wall might even take on the appearance of
a coordinate plane in future lessons with words plotted at different coordinates each day. Students
could be asked to explain the word plotted at (2, 4), for example.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 1: Construct a coordinate system on a line.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 5•6

Name Date

1. Each shape was placed at a point on the number line S. Give the coordinate of each point below.
a. ______________ b. ______________

c. _____________ d. ______________

2. Plot the points on the number lines.

a. b.

0 3

Plot so its distance from the origin is 2.

Plot so that its distance from the origin is .

c. d.
Plot a point so that its
distance from the origin is
more than that of

Plot so its distance from the origin is 20 𝑺

Lesson 1: Construct a coordinate system on a line.

Date: 1/31/14 6.A.11

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 5•6

3. Number line is labeled from 0 to 6. Use number line below, to answer the questions.

6 5 4 3 2 1 0

a. Plot point at .

b. Label a point that lies at as .

c. Label a point, whose distance from zero is 5 more than that of .

The coordinate of is ______.

d. Plot a point, whose distance from zero is less than that of

The coordinate of is ______.

e. The distance of from zero is more than that of . Plot point .

f. What is the coordinate of the point that lies halfway between and ?
Label this point .

4. Mrs. Fan asked her fifth-grade class to create a number line. Lenox created the number line below:

10 8 6
12 4 2 0
Parks said Lenox’s number line is wrong because numbers should always increase from left to right. Who
is correct? Explain your thinking.

5. A pirate marked the palm tree on his treasure map and buried his
treasure 0 feet away. Do you think he’ll be able to easily find his
treasure when he returns? Why or why not? What might he do to
Look for the treasure 30
make it easier to find?
feet from this tree!

Lesson 1: Construct a coordinate system on a line.

Date: 1/31/14 6.A.12

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 5•6

Name Date

1. Use number line to answer the questions.

2 1

a. Plot point so its distance from the origin is 1.

b. Plot point closer to the origin than . What is its coordinate? ____________

c. Plot a point at the midpoint of and Label it .

Lesson 1: Construct a coordinate system on a line.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 5•6

Name Date

1. Answer the following questions using number line below.

a. What is the coordinate, or the distance from the origin, of the ? ______________

b. What is the coordinate of ? ______________

c. What is the coordinate of ? _____________

d. What is the coordinate at the midpoint of and ? ______________

2. Use the number lines to answer the questions.

0 3 12

Plot so its distance from the origin is 10.

Plot 𝑀 so its distance is from the origin.
What is the distance from 𝑃 to 𝑀?

Plot a point that is 0.15 closer Plot 𝑈 so that its distance from the
to the origin than 𝒁. origin is closer than that of 𝑊.

Lesson 1: Construct a coordinate system on a line.

Date: 1/31/14 6.A.14

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 5•6

3. Number line shows 12 units. Use number line , below, to answer the questions.

12 10 8 6 4 2 0

a. Plot a point at 1. Label it .

b. Label a point that lies at as .

c. Label a point, , whose distance from zero is 8 units farther than that of .
The coordinate of is ________.

d. Plot a point, whose distance from zero is closer to zero than .

The coordinate of is ________.

e. What is the coordinate of the point that lies farther from the origin than ?

Label this point .

f. What is the coordinate of the point that lies halfway between and D?
Label this point .

4. Mr. Baker’s fifth-grade class buried a time capsule

in the field behind the school. They drew a map and
marked the location of the capsule with an X so his
class can dig it up in ten years. What could Mr.
Baker have done to make the capsule easier to find?

Lesson 1: Construct a coordinate system on a line.

Date: 1/31/14 6.A.15

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

Lesson 2
Objective: Construct a coordinate system on a plane.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (7 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Count by Equivalent Fractions 4.NF.1 (6 minutes)

 Find the Missing Number on a Number Line 5.G.1 (4 minutes)

Count by Equivalent Fractions (6 minutes)

Note: This fluency activity reviews G5–M6–Lesson 1 and prepares students for today’s lesson.
T: Count from 0 to 10 by ones.

0 1 2

S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Count by 1 fourth to 10 fourths. Start at zero fourths. (Write as students count.)
S: , , , , , , , , , .
T: 4 fourths is the same as 1 of what unit?
S: 1 one.
T: (Beneath , write 1.) 2 ones is the same as how many fourths?
S: 8 fourths.
T: (Beneath , write 2.) Let’s count to 10 fourths again, but this time say the whole numbers when you
come to a whole number. Start at 0.
S: 0, , , , 1, , , , 2, , .

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.16

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

Repeat the process, counting by thirds to 10 thirds.

Find the Missing Number on a Number Line (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M6–Lesson 1. For the last number line, challenge students by having
them write simplified fractions.
T: (Project a number line partitioned
into 10 intervals. Label 60 and 0 as 60
the endpoints. Point at .) What is
the value of ?
S: 6 1
E
T: What’s the value of ?
H
S: 42.
F
T: Write the value of . G
S: (Write 24.) D
0
Continue the process for the other number lines.

Application Problem (7 minutes)

The picture shows an intersection in Stony

Brook Village.
a. The town wants to construct two
new roads, Elm Street and King
Street. Elm Street will intersect
Lower Sheep Pasture Road, run
parallel to Main Street, and be
perpendicular to Stony Brook Road.
Sketch Elm Street.
b. King Street will be perpendicular to
Main Street and begin at the
intersection of Upper Sheep Pasture Road and East Main
Street. Sketch King Street.
Note: The Application Problem prepares students for today’s
discussions regarding parallel and perpendicular lines. To expedite
the sketches, you might suggest to students that they abbreviate
the street names as SBR, MS, and USPR.

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.17

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

Concept Development (33 minutes)

Materials: (S) Set square, equal unit strip created during G5–M6–Lesson 1, unlined paper, coordinate plane
template (multiple sheets per student)

Note: In this lesson, the axes are drawn with arrows that show the increasing direction of the numbers only.
Students should be reminded that although the arrows are not visible on both ends of the axes, they still
represent lines that continue in both directions infinitely.

Problem 1: Construct a second number line, perpendicular to the -axis, to give the coordinates of points
that do not fall directly on the - or -axis.
Directions for Drawing the Number Line.
T: Turn your paper on its side.
1. Draw a horizontal number line using your
S: (Turn the paper to a landscape straightedge along the bottom of the paper.
orientation.) 2. Label the origin on the left at the first hash mark.
T: (Post or read the step-by-step directions 3. Draw 20 more equally spaced hash marks using one
pictured to the right.) of your fractional units from yesterday’s strip.
S: (Draw the number line.) 4. Mark every other hash mark with the whole numbers
T: (Draw number line on board.) Our unit for from 1 to 10.
this number line is ones. Label this line as
. (Model for students.)
S: (Label the line.)
T: (Point to 2.) What is the coordinate for the point at this location on ?
S: 2.
T: (Point to 6.) What is the coordinate for this point?
S: 6.
T: What does this point’s coordinate tell us?
S: It tells us the point is 6 units from zero.  The distance from zero to that point is 6.
T: Remember that our unit is 1 whole. What is the coordinate of the point that is unit farther from
zero than 3? When you’ve found it, put your finger on the point, and show your partner.
S: (Point to .) That hash mark is halfway between 3 and 4, so we can call it .  The point’s
coordinate is .
T: (Point to 1 .) What is the coordinate for this point?
S: 1 .
T: Plot a point at 1 and name it .
S: (Plot .)
T: We have a great strategy for describing the locations of points, such as point A, that fall directly on a
number line.

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.18

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

T: How can we describe the location of a point that does not lie directly on line ? (Point to a location
approximately 2 units above 1 on the -axis.) Turn and talk.
S: We could just say go about an inch above 1 on .  We could measure how far up we need to go
above the 1 with a ruler.
T: I hear you saying that if we could somehow measure the distance above , we could describe the
point’s location. True! Let’s construct a second number line perpendicular to to do just that.
T: (Draw a line intersecting at the origin at a right angle)
T: Construct this second number line. Place your set square on and draw a perpendicular line that
goes through the origin like mine does. (Model on board.)
S: (Draw a perpendicular line.)
T: Let’s mark the same unit length on this number line as on . Use your unit strip to do so. Draw 20
more hash marks using the same fractional units as on line . Label the whole numbers just like
before.
S: (Draw hash marks and label.)
T: Now we have two perpendicular number lines that intersect at the origin. This arrangement allows
us to describe the location of any point that falls in this plane. (Point.)
T: We call the horizontal number line the -axis. Let’s label it by writing -axis down by the arrow on
the right. (Demonstrate.)
S: (Label the horizontal line.)
T: The vertical number line is called the -axis. Label the -axis up by the arrow toward the top.
(Demonstrate.)
S: (Label the vertical line.)
T: Let’s look again at the location of the point that
stumped us earlier. (Plot a point at (1, 2) and
label it .) How can having both number lines
help us describe the location of point ? Turn
and talk.
S: It’s about an inch up and to the right of the origin
at about a 60 degree angle.  We could say it is
above the 1 on the -axis and to the right of 2 on
the -axis.
T: When describing the location of point, we want
to be precise. I’m going to draw a dotted-
perpendicular line from to both the - and -
axes. (Model on board.)
T: At what coordinate does the line I drew intersect
the -axis?
S: At 1.
T: Yes, it intersects the -axis at a distance of 1 from the origin. (Move a finger to the right 1 unit on
the -axis.) We say that this point has an -coordinate of 1. At what coordinate on the -axis does
the dotted-line intersect?

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

S: 2.
T: It intersects the -axis at a distance of 2 from the origin. (Move a finger up from the -coordinate 2
units.) Point has a -coordinate of 2.
T: We can describe the location of this point by giving directions. Starting at the origin, move 1 unit to
the right along the -axis. Then, move 2 units up, parallel to the -axis. These two numbers, taken
together, are called a coordinate pair. (Write coordinate pair on the board.) Repeat this term.
S: Coordinate pair.
T: Why does this term make sense? Turn and talk.
S: Pair means two. We need two coordinates to tell where the point is.  It just says what it is. We
have two coordinates. Coordinate pair means two coordinates!
T: We have a convention when we write coordinate pairs. We always write the -coordinate first
(write a blank with an x under it), followed by a comma, and then the -coordinate second (write a
blank with a y under it). We show that these two distances describe the same point by putting
parentheses around the pair. (Place parentheses around the blanks.)
T: Let’s write the coordinate pair for this point. Remind me, what was the -coordinate of the point?
S: 1.
T: (Fill in the first blank on the board with a 1.)
T: What was the -coordinate?
S: 2.
T: (Fill in the second blank on the board with a 2.)
T: The coordinate pair for this point is (1, 2). Put your finger on the origin. (Model.)
S: (Point to the origin.)
T: Our -coordinate is 1, so travel 1 unit on the -axis.
(Model.)
S: (Drag finger.)
T: Our -coordinate is 2, so now we travel 2 units up, parallel to the -axis. (Model.)
S: (Drag finger.)
T: Say the coordinate pair that names the location of your finger.
S: (1, 2).
T: What do these coordinates tell us? Turn and talk.
S: They tell us the location of our finger.  We have to go over 1 unit and go up from there 2 units.
 The first one means that we started at the origin and traveled 1 unit along the -axis; then, we
traveled up 2 units parallel to the -axis.  We travel along the -axis 1 unit. Then, we travel
parallel to the -axis 2 units up to find the point.
T: Write the coordinate pair on your boards.
S: (Write and show.)
T: (Write (4, 8) on the board.) Start at the origin. Which coordinate tells us how far to travel on the -
axis?
S: The first one.  4.

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

T: Now we’ll travel parallel to the -axis. What distance do we travel parallel to the -axis?
S: Eight units.
T: Plot the point.
Repeat the process with (5, 3), (7, 7), and (9, 0).

Problem 2: Name the coordinate pairs of shapes on the coordinate plane.

T: (Display the coordinate plane and give a coordinate plane template to each student.) This
coordinate plane is printed on grid paper. Label the - and -axes. Also, notice that the axes on this
plane only show the direction that the numbers increase. Leaving off the arrows on the other end of
the line just helps the plane be a bit neater, but remember that the axes continue in both directions
forever.
S: (Label the axes.)
T: Label the point where the axes intersect as zero.
Remind me what we call this point.
S: The origin.
T: Starting at the origin, on every other blue grid line,
draw 10 hash marks on both axes. Label them using
whole numbers up to 10. (Model on board.) Our
unit for these axes will be ones.
MP.7 S: (Label the hash marks.)
T: (Draw a square at (4, 3) on the plane.) How can we
name the location of this square? Turn and talk.
S: It’s up and 4 over.  It’s over 4 and up .  It’s
above the 4 on the -axis and across from 3 on the -
axis.  It’s 4 units above the -axis and 3 units to the
right of the -axis.  It’s at (4, ).
T: Use the grid lines to help you. What is the -coordinate of the square?
S: 4.
T: (Write (4, ___ ) on the board.) Tell a neighbor how
you know. NOTES ON
S: I just counted over from the -axis, and there were 8 MULTIPLE MEANS OF
spaces; since we labeled every other grid line, that ENGAGEMENT:
makes 4 for an -coordinate.  I can see that the little Some students can lose motivation
blue line that comes down from the square intersects because they do not recognize the
progress they are making. Teachers
the -axis at 4.
can explicitly help students recognize
T: What is the -coordinate of the square? their accomplishments by constructing
S: 3. systems that help students see their
progress. A chart that monitors
T: (Write (4, 3) on board.) Tell a neighbor how you know.
progress is one way students can visibly
S: (Share answer with neighbor.) see and track accomplishments.

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

T: Say the coordinate pair for the square.

S: Four, three.
T: Draw a square on your coordinate plane at (4, 3).
Compare your work with your partner’s.
Follow a similar sequence with the suggested shapes
and locations.
Triangle: (5, 1) Check Mark: (1, 5)
Circle: (0, 7) Star: (3, )

Note: Be sure to watch for students who may reverse

the coordinates when graphing—especially the
locations of the triangle and check mark.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Construct a coordinate system on a

plane.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Share your thinking about Problem 4. What did
we learn today that could help the pirate locate
his treasure more easily?
 When answering questions about the coordinate plane

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•6

in Problem 3, how did you identify the -coordinate of

the Diamond and the Sun?
NOTES ON
 What new math vocabulary did we learn today?
MULTIPLE MEANS OF
(Coordinate pair, axis.) Tell a neighbor what you know
about these new terms. ENGAGEMENT:
Offering learners choices can develop
 Why is a vertical line at the origin the best place for the
self-determination, instill pride, and
-axis? increase the level in which they feel
 Why would it be important for us to all follow the same connected to their learning. One way
order when we write down the - and -coordinates? to offer choice is to let students decide
Talk to your partner. the sequence of some components of
their learning. Menus from which
 Grid paper is sometimes used when working on the students may choose tasks are one way
coordinate plane. Tell a neighbor how this grid paper is to offer such academic choice.
helpful in working on the coordinate plane.
 If I tell you that point lies at a distance of 3 units
from the -axis, which coordinate do you know?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 5•6

Name Date

1.
a. Use a set square to draw a line perpendicular to the -axes through points , , and . Label the
new line as the -axis.

𝑃

b. Choose one of the sets of perpendicular lines above and create a coordinate plane. Mark 7 units on
each axis and label as whole numbers.

2. Use the coordinate plane to answer.

Y a. Tell the shape at each location.
7

-coordinate -coordinate Shape

2 5
6

1 2
5 6
5

6 5
b. Which shape is 2 units from the -axis?
4

c. Which shape has an -coordinate of 0?

3
2

d. Which shape is 4 units from the -axis and 3

units from the -axis?
1

0 1 2 3 4 5 6 7 X

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 5•6

3. Use the coordinate plane to answer.

a. Fill in the blanks.

5

4 Shape -coordinate -coordinate

4
Smiley Face
Diamond
3
Sun
3
Heart
2

0 1 1 2 2 3 3 4 4 5

b. Name the shape whose -coordinate is unit more than the heart’s -coordinate.

c. Plot a triangle at (3, 4). d. Plot a square at (4 , 5). e. Plot an X at ( ).

4. The pirate’s treasure is buried at the X on the map. How

could a coordinate plane make describing its location
easier?

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 5•6

Name Date

1. Name the coordinates of the shapes below. 𝑦

5
Shape -coordinate -coordinate
Sun
Arrow 4

Heart
3

2. Plot a square at (3, 3 ). 2

1
3. Plot a triangle at (4 , 1).

𝑥
0 1 2 3 4 5

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.26

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 5•6

Name Date

1.
a. Use a set-square to draw a line perpendicular to the -axis through point . Label the new line as the
-axis.

b. Choose one of the sets of perpendicular lines above and create a coordinate plane. Mark 5 units on
each axis, and label them as whole numbers.

2. Use the coordinate plane to answer.

a. Name the shape at each location. Y
6
-coordinate -coordinate Shape
2 4
5 4 5
1 5
5 1
4
b. Which shape is 2 units from the -axis?
3

2
c. Which shape has the same - and -
coordinate?
1

X
0 1 2 3 4 5 6

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.27

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 5•6

3. Use the coordinate plane to answer.

a. Name the coordinates of each shape. Y
6
Shape -coordinate -coordinate
Moon
Sun
5
Heart
Cloud
Smiley Face 4

b. Which 2 shapes have the same -coordinate? 3

2
c. Plot an X at (2, 3).

d. Plot a square at (3, 2 ).

1
e. Plot a triangle at (6, ).

X
0 1 2 3 4 5 6

4. Mr. Palmer plans to bury a time capsule 10 yards

behind the school. What else should he do to
make naming the location of the time capsule
more accurate?

Lesson 2: Construct a coordinate system on a plane.

Date: 1/31/14 6.A.28

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Coordinate Plane Template 5•6

Lesson 2: Construct a coordinate system on a plane.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•6

Lesson 3
Objective: Name points using coordinate pairs, and use the coordinate
pairs to plot points.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Name the Parts of the Coordinate Grid 5.G.1 (1 minutes)

 Find the Missing Number on a Number Line 5.G.1 (5 minutes)
 Name Coordinates on a Coordinate Grid 5.G.1 (6 minutes)

Name the Parts on the Coordinate Grid (1 minute)

Materials: Coordinate plane template from G5–M6–Lesson 2.
Note: This fluency activity reviews G5–M6–Lesson 2.
T: (Project the coordinate plane template. Point at the horizontal axis.) Name the axis.
S: -axis.
T: (Point at the vertical axis.) Name the axis.
S: -axis.
T: The -axis and -axis intersect at what angle measure?
S: 90 degrees.
T: Lines that intersect at right angles are called?
S: Perpendicular lines.
T: (Point at the origin.) Name the coordinate.
S: Zero, zero.
T: What else can we call this point?
S: Origin.

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.30
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•6

Find the Missing Number on a Number Line (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M6–Lesson 1.

T: (Project a number line
partitioned into 10 intervals.
Label 0 and 50 as the endpoints.
Point to .) What is the value
of ?
S: 10.
T: What’s the value of B?
S: 45.
T: Write the value of C.
S: (Write 30.)
Continue the process for the other number lines.

Name Coordinates on a Coordinate Grid (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M6–Lesson 2.

T: (Project coordinate planes shown below.) Write the coordinate pair for A.
S: (Write (1, 1).)

Continue the process for letters B–E.

T: (Project a coordinate grid.) Write the coordinate pair for F.
S: (Write (2, 1).)
Continue the process for the remaining letters.

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.31
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•6

Application Problem (6 minutes)

The captain of a ship has a chart to

help him navigate through the 10
islands. He must follow points that
show the deepest part of the
9
channel. List the coordinates the
captain needs to follow in the order
he will encounter them. 8

1. (____, ____) 2. (____, ____)

7

3. 4.
6
5. 6.
5
Note: Today’s Application Problem
not only asks students to identify 4
the coordinates of points, but also
provides them with an example of
how a basic coordinate plane is used 3

in the real world.

2

Concept Development (32 minutes)

Materials: (S) Ruler, coordinate plane template

Problem 1: Construct a coordinate plane.

T: (Distribute 1 copy of the coordinate plane
template to each student.) Use your ruler to draw
an -axis so that it goes through points and ,
MP.6 and label it -axis. (Model on the board.)
S: (Draw and label the axis.)
T: Use your ruler to draw the -axis so that it goes
through points and , and label it -axis.
S: (Draw and label the axis.)

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•6

T: Label 0 at the origin.

MP.6 S: (Label the origin.)
T: On the -axis, we’re going to label the whole numbers only. The length of one square on the grid
represents 1 fourth. How many whole numbers can we label? Turn and talk.
S: I counted 20 grid lengths, or 20 fourths, which is 5. We can label the whole numbers 0 through 5. 
Each grid length is 1 fourth, so every 4 grid lengths is a whole number.  Point is at 4 fourths, or
1, and there is room for 4 more groups of 4 fourths.
T: Count by fourths with me as we label the whole number grid lines. One fourth…. (Move along the
-axis as you count, and label every whole number grid line.)
S: 2 fourths, 3 fourths, 1 (label 1), 1 and 1 fourth, 1 and 2 fourths, 1 and 3 fourths, 2 (label 2).
T: You do the same on your -axis.
S: (Label the whole number grid lines.)
T: What is the -coordinate of ?
S: 1.
T: ?
S: 4 and 3 fourths.
T: Label the -axis in the same way.
S: (Label the whole number grid lines.)
T: What is the -coordinate of ?
S: 2.
T: ?
S: .

Problem 2: Use coordinate pairs to name and plot

points.
T: Put your finger on . How do we find the -coordinate of ? Turn and talk.
S: I can just follow the grid line down from to the -axis, and it falls at a distance of 2 from the origin.
So, the -coordinate is 2.  is directly above 2 on the -axis, so its -coordinate is 2.  Start at
the origin, and move on -axis to the -coordinate of
T: What is the -coordinate of ?
S: 2.
T: Show me that -coordinate as part of a coordinate pair.
S: (Show (2, ___).)
T: Find the -coordinate of (Pause.) Show me the coordinate pair for .
S: (Show (2, 1).)
T: Write that coordinate pair above point on your plane. Work with a partner to name the
coordinate pair for .

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•6

S: (Share and show (4, ).)

Repeat for points , , and , respectively ( , ), ( , 0), (0, 2).

T: Name the point located at (1, 0).
S: .
T: Name the point located at (0, ).
S: .
T: I want to name the point whose distance from the -axis is . How is this question different from
the other questions I’ve asked you about points in this plane? Turn and talk.
S: You are asking us about the distance from the whole line, not the distance from the origin on . 
We are looking at the distance away from the -axis, rather than going a distance down the -axis.
T: Work with a neighbor to name the point whose distance from the -axis is .
S: .
T: Which point lies at a distance of from the -axis?
NOTES ON
S: . MULTIPLE MEANS OF
T: Plot a point at (3, 2 ). Have a neighbor check your REPRESENTATION:
work. G5–Module 6, “Problem Solving with
the Coordinate Plane,” has many new
S: (Work and share.)
vocabulary words. Here are a few
T: Turn and tell a partner how to find the distance strategies to help students make these
between and . new words their own:
S: Since they both have a -coordinate of , I can just  Have students tap and whisper a
new word three times.
count the number of 1 fourth lengths on the -axis  Allow students to explore online
from to .  It’s just like finding the distance vocabulary builders such as,
between 3 and 4 on a ruler. It’s just unit away. Word2Word, an online collection of
dictionaries of multiple languages.
T: What is the distance between and ? (Gesture
between the points.)  Have students continue to add to
their collection of math words on
S: One unit. 3" × 5" cards held together by a
T: Yes. Now, plot a point so that the - and - metal ring.
 Have students continue building
coordinates are both , then find the distance their illustrated glossary.
between and . (The last two options assume students
S: (Work.) have been using these tools all year,
which may not be the case.)
T: Say the distance between and .
S: units.

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.34
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Name points using coordinate pairs and

use the coordinate pairs to plot points.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Explain your thought process as you decided how
to label the whole numbers along the - and -
axes.
 Share your answer to Problem 2(j) with your
neighbor.
 Explain how locating a point at (1, 4) is different
from locating a point at (4, 1).
 In the Application Problem, the captain of the
ship used coordinate pairs. Why was it important
for him know the difference between (5, ) and
( )?
 Problem 1(m) asks you to compare lengths. What
strategies did you use to answer this question?
 Again thinking about Problem 1(m), will a
square’s diagonal be longer or shorter than the sum of two side lengths? Is one side of a triangle
longer or shorter than the sum of the other two sides? How do you know?

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.35
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.36
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 5•6

Name Date

1. Use the grid below, to complete the following tasks.

a. Construct an -axis that passes through points and .
b. Construct a perpendicular -axis that passes through points and .
c. Label the origin as 0.

d. The -coordinate of is . Label the whole numbers along the -axis.

e. The -coordinate of is . Label the whole numbers.



 

   



 

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.37
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 5•6

2. For all of the following problems, consider the points through on the previous page.

a. Identify all of the points that have an -coordinate of .

b. Identify all of the points that have a -coordinate of .

c. Which point is units above the -axis and units to the right of the -axis? Name the point and
give its coordinate pair.

d. Which point is located units from the -axis?

e. Which point is located units along the -axis?

f. Give the coordinate pair for each of the following points.

________ : ________ : ________ : ________

g. Name the points located at the following coordinates.

( , ) ______ (0, 2 ) ______ (1, 0) ______ (2, ) ______

h. Which point has an equal - and -coordinate? ______

i. Give the coordinates for the intersection of the two axes. ___________ Another name for this point
on the plane is the ___________.
j. Plot the following points.

: ( , 4) : ( , 6) ( , 1) : (0, )

k. What is distance between and , or ?

l. What is the length ?
m. Would the length be greater or less than ?
n. Jack was absent when the teacher explained how to describe the location of a point on the
coordinate plane. Explain it to him using point .

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.38
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Exit Ticket 5•6

Name Date

1. Use a ruler on the grid below to construct the axes for a coordinate plane. The -axis should intersect
points and . Construct the -axis so that it contains points and . Label each axis.

𝑳 𝑴

a. Place a hash mark on each grid line on the - and -axis.

b. Label each hash mark so that is located at (1, 1).

c. Plot the following points:

Point -coordinate -coordinate

0

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.39
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 5•6
5

Name Date

1. Use the grid below to complete the following tasks.

a. Construct a -axis that passes through points and
b. Construct a perpendicular -axis that passes through points and .
c. Label the origin as 0.

d. The -coordinate of is . Label the whole numbers along the -axis.

e. The -coordinate of is . Label the whole numbers.



 

  

  

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.40
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 5•6
5

2. For all of the following problems, consider the points through on the previous page.

a. Identify all of the points that have a -coordinate of .

b. Identify all of the points that have an -coordinate of .

c. Which point is units above the -axis and units to the right of the -axis? Name the point and
give its coordinate pair.

d. Which point is located units from the -axis?

e. Which point is located units along the -axis?

f. Give the coordinate pair for each of the following points.

________ : ________ : ________ : ________

g. Name the points located at the following coordinates.

( , ) ____ ( , 0) ____ ( , 3) ____ ( , ) ____

h. Plot a point whose - and -coordinates are equal. Label your point
i. What is the name for the point on the plane where the two axes intersect? ___________ Give the
coordinates for this point. ___________
j. Plot the following points.

: ( , 1) : ( , 3) ( , ) : ( , 0)

k. What is the distance between and , or ?

l. What is the distance ?
m. Would be greater, less than, or equal to ?

n. Leslie was explaining how to plot points on the coordinate plane to a new student, but she left off
some important information. Correct her explanation so that it is complete.

“All you have to do is read the coordinates; for example, if it says (4, 7), count four, then seven, and
put a point where the two grid lines intersect.”

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.41
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Coordinate Plane Template 5•6
5

 𝑯
 𝑫

𝑮

 𝑭

𝑪

 𝑬

𝑰
𝑨 𝑩

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.42
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•6

Lesson 4
Objective: Name points using coordinate pairs, and use the coordinate
pairs to plot points.

Suggested Lesson Structure


Fluency Practice (11 minutes)

Application Problem (5 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 Multiply 5.NBT.5 (4 minutes)

 Name the Parts of the Coordinate Grid 5.G.1 (1 minutes)
 Name Coordinates on a Coordinate Grid 5.G.1 (6 minutes)

Multiply (4 minutes)
Materials: (S) Personal white boards

Note: This fluency activity reviews year-long fluency standards.

T: Solve 34 21 using the standard algorithm.
S: (Solve 34 21 using the standard algorithm. The product is 714.)
Continue the process for 234 21, 46 32, 146 32, and 537 35.

Name the Parts on the Coordinate Grid (1 minute)

Note: This fluency activity reviews G5–M6–Lesson 2.
T: (Project a coordinate grid. Point to the horizontal axis.) Name the axis.
S: -axis.
T: (Point at the vertical axis.) Name the axis.
S: -axis.
T: The -axis and -axis intersect at a 90 angle. What kinds of line intersect at this angle?
S: Perpendicular.
T: (Point to the origin.) Name the coordinate.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•6

S: Zero, zero.
T: What’s the term for the coordinate zero, zero?
S: Origin.

Name Coordinates on a Coordinate Grid (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–

M6–Lesson 2.
T: (Project coordinate grid.)
Write the coordinate pair for A.
S: (Write (2, 1).)
Continue the process for letters B–E.
T: (Project coordinate grid.)
Write the coordinate pair for F.
S: (Write (2, 1).)
Continue the process for the remaining letters.

Application Problem (5 minutes)

Violet and Magnolia are shopping for boxes to organize the

materials for their design company. Magnolia wants to get
small boxes, which measure 16 in 10 in 7 in. Violet wants to
get large boxes, which measure 32 in 20 in 14 in. How many
small boxes will equal the volume of four large boxes?
Note: Today’s Application Problem reviews the volume work
done in G5–Module 5.

NOTES ON
Concept Development (34 minutes) MULTIPLE MEANS OF
ENGAGEMENT:
Materials: (S) Battleship Rules, Problem Set with Enemy Ships
One possible extension of today’s
and My Ships grids (1 per student/per game), red Concept Development would be to
pencil or crayon (1 per student), black pencil or have students write a handbook for
crayon (1 per student), folder (1 per pair of winning at Battleship. To write such a
students) guide, students must articulate
strategic thinking, which gives them an
Note: Today, students will be playing a version of the board opportunity to use critical thinking and
game, Battleship. Depending on the level of experience your communication skills.
students have with this game, the following suggested discussion
might be modified.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•6

T: Raise your hand if you’ve heard of, or have ever played, Battleship.
T: (Distribute a copy of the Problem Set to each student.) Take four minutes to read and talk about
Battleship Rules with a partner.
S: (Read and share.)
T: Find your My Ships coordinate plane and hold it up.
S: (Hold up paper.)
T: Once we get started, one of the first things you’ll do with your
opponent is label the axes using halves, thirds, fourths, or
fifths. (Display image on board.) This is an example of a
coordinate plane that has already been prepared for play.
What fractional unit is designated by the grid lengths? Turn
and talk.
S: Thirds!
T: The next step is the fun part. You get to secretly select
locations for your fleet on the coordinate plane. How many ships does each player get?
S: 5.
T: Exactly, and some ships are small, such as the patrol boat, while others are large, such as the aircraft
carrier. Let’s look at an example of how a fleet might be set up on the coordinate plane. (Display
image on board.)
T: Then, once both of you have your ships secretly placed on
your My Ships plane, you’ll take turns guessing attack shots,
attempting to hit your enemy’s boats. Work with a neighbor
to show a coordinate pair that would “hit” the submarine on
this plane.
S: (Share and show.)
T: Jasmine, I saw you named the location ( , ). What would
her opponent have to say if Jasmine guessed these
coordinates?
S: Hit!
T: That’s right! Then, Jasmine would record those coordinates
on her paper, and mark a red check on her Enemy Ships plane. What would the opponent have to
do?
S: Mark a red check on the hit coordinate of the submarine.
T: You got it! Then, it’s Jasmine’s opponent’s turn to make an attack shot. When does the game end?
How do you win?
S: The game ends when one person sinks all of the opponent’s ships!
T: Or, when time is up, the winner is the player who has sunk the most ships. Let’s play!

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•6

Game Play (20 minutes)

MP.2 Students should select or be assigned an opponent and
begin play. Early finishers may choose to play a rematch
or be assigned another opponent. Please note that a new
copy of the Problem Set is needed for each game.
However, the grid sheets can be inserted into page
protectors for multiple uses.

Student Debrief (10 minutes)

Lesson Objective: Name points using coordinate pairs,

and use the coordinate pairs to plot points.
Note: Today’s Debrief may take place at the end of the
math session, or may prove more purposeful after about
10 minutes of play. Students could count ships to declare
a winner and then engage in a short discussion about their
game strategy before beginning a second game with a
new opponent.
You may choose to use any combination of the questions
below to lead the discussion.
 What was your strategy in choosing where to set up
your fleet? Did it work? What would you do
differently next time? (These strategies can be NOTES ON
recorded and displayed for future use.)
MULTIPLE MEANS OF
 How did you decide where to make your attack shots? ACTION AND
 When you did hit an opponent’s ship, how did you plan EXPRESSION:
your next shot? One goal of playing Battleship is to use
 What did your opponent do that seemed to work well strategic thinking, rather than using
for him or her? trial and error, or simply guessing.
Teachers can help students develop
 What could be done to the coordinate plane to make
strategic planning and thinking by
the game easier or more challenging?
employing these suggestions:
 How did today’s game strengthen your understanding  Require students to play with a
of the coordinate plane? partner. Partners can collaborate
 Do you think coordinate pairs are actually used in war? on strategy while playing.
Why or why not?  Encourage each student to
verbalize why a move is made
before it is made. These think-
alouds may not result in a
competitive game, but it can help
students learn to play in a more
strategic way.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 5•6

Battleship Rules
Goal: To sink all of your opponent’s ships by correctly guessing their coordinates.

Materials
 Each player gets 1 grid sheet(per game)
 Red crayon/marker for hits
 Black crayon/marker for misses
 Folder to place between players

Ships
 Each player must mark 5 ships on the grid.
 Aircraft Carrier – Plot 5 points
 Battleship – Plot 4 points
 Cruiser – Plot 3 points
 Submarine – Plot 3 points
 Patrol Boat – Plot 2 points

Setup
 With your opponent, choose a unit length and fractional unit for the coordinate plane.
 Label chosen units on both grid sheets.
 Secretly select locations for each of the 5 ships on your My Ships grid.
 All ships must be placed horizontally or vertically on the coordinate plane.
 Ships can touch each other, but may not occupy the same coordinate.

Play
 Players take turns firing one shot to attack enemy ships.
 On your turn, call out the coordinates of your attacking shot. Record the coordinates of each
attack shot.
 Your opponent checks his My Ships grid. If that coordinate is unoccupied, he says, “Miss.” If
you named a coordinate occupied by a ship, he says, “Hit.”
 Mark each attempted shot on your Enemy Ships grid. Mark a black ✖on the coordinate if
your opponent says, “Miss.” Mark a red ✓on the coordinate if your opponent says, “Hit.”
 On your opponent’s turn, if he hits one of your ships, mark a red ✓on that coordinate of your
My Ships grid. When one of your ships has every coordinate marked with a ✓, say, “You’ve
sunk my [name of ship].”
Victory
 The first player to sink all (or the most) opposing ships wins.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 5•6

My Ships
 Draw a red ✓over any coordinate your opponent hits. aircraft carrier – 5 points
 Once all of the coordinates of any ship have been hit, say, “You’ve battleship – 4 points
sunk my [name of ship].” cruiser – 3 points
submarine – 3 points
patrol boat – 2 points

Enemy Ships
 Draw a black ✖ on the coordinate if your opponent says,
“Miss.”
 Draw a red ✓ on the coordinate if your opponent says, “Hit.”
 Draw a circle around the coordinates of a sunken ship.
Attack Shots

 Record the coordinates of each shot below

and whether it was a ✓ (hit) or a ✖
(miss).

___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
Lesson 4: Name points using coordinate pairs, and use the coordinate pairs to
plot points. 6.A.49
___________ ___________
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___________ ___________
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 5•6

Name Date

Fatima and Rihana are playing Battleship. They labeled their axes using just whole numbers.

a. Fatima’s first guess is ( , 2). Rihana says, “Hit!” Give the coordinates of four points that Fatima might
guess next.

b. Rihana says, “Hit!” for the points directly above and below (2, 2). What are the coordinates that
Fatima guessed?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 5•6

Name Date

Your homework is to play at least one game of Battleship with a friend or family member. You can use the
directions from class to teach your opponent. You and your opponent should record your guesses, hits, and
misses on the sheet as you did in class.

When you have finished your game, answer these questions.

1. When you guess a point that is a hit, how do you decide which points to guess next?

2. How could you change the coordinate plane to make the game easier or more challenging?

3. Which strategies worked best for you when playing this game?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•6

Lesson 5
Objective: Investigate patterns in vertical and horizontal lines, and
interpret points on the plane as distances from the axes.

Suggested Lesson Structure


Application Problem (7 minutes)

Fluency Practice (12 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (7 minutes)

A company has developed a new game. Cartons are needed

to ship 40 games at a time. Each game is 2 inches high by 7
inches wide by 14 inches long.
How would you recommend packing the board games in the
carton? What are the dimensions of a carton that could ship
40 board games with no extra room in the box?
Note: Today’s Application Problem reviews the volume
work done in G5–Module 5. It precedes the fluency work so
that the decimal practice in today’s Fluency Practice flows
directly into the Concept Development where it is applied.

Fluency Practice (12 minutes)

 Multiply 5.NBT.5 (4 minutes)

 Count by Decimals 5.NBT.1 (4 minutes)
 Decimals on Number Lines 5.G.1 (4 minutes)

Multiply (4 minutes)
Materials: (S) Personal white boards

Note: This fluency activity reviews year-long fluency standards.

T: (Write 4 tens 5 ones × 3 tens 1 one = __ × __.) Write the multiplication expression in standard form.

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•6

S: (Write 45 × 31.)
T: Solve 45 × 31 using the standard algorithm or the area model.
S: (Solve 45 × 31. The product is 1,395.)
Continue the process for 345 × 31, 47 × 23, 247 × 23, and 753 × 35.

Count by Decimals (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for G5–M6–Lesson 6.

T: Count with me by ones to ten, starting at zero.
S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Count by tenths to 10 tenths, starting at zero.
S: 0 tenths, 1 tenth, 2 tenths, 3 tenths, 4 tenths, 5 tenths, 6 tenths, 7 tenths, 8 tenths, 9 tenths, 10
tenths.
T: (Write 10 tenths = 1 __.) Write the number sentence.
S: (Write 10 tenths = 1 one.)
T: Starting at zero, count by tenths again. This time, when you come to a whole number, say the whole
number.
S: 0 tenths, 1 tenth, 2 tenths, 3 tenths, 4 tenths, 5 tenths, 6 tenths, 7 tenths, 8 tenths, 9 tenths, 1.
T: Write the fraction equivalent to zero point one.
S: (Write .)
T: Count from 0 tenths to 1 again. When I raise my hand, stop.
S: 0 tenths, 1 tenth, 2 tenths, 3 tenths.
T: (Raise hand.) Write 3 tenths as a decimal.
S: (Write 0.3.)
Continue the process counting up to 1 one and down from 1 one to zero, stopping students at various points
to write numbers in decimal form.

Decimals on Number Lines (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M6–Lesson 1.

T: (Project a number line partitioned into 10

intervals. Label 4 and 5 as the endpoints. Point
to .) What is the value of as a decimal?
S: 4.9.
4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•6

T: What’s the value of ?

S: 4.1.
T: Write the value of C.
S: (Write 4.7.)
Continue the process for the other number lines.

Concept Development (31 minutes)

Materials: (S) Straightedge, coordinate plane template

Problem 1: Identify the pattern in coordinate pairs that results

in horizontal lines.
T: (Distribute a copy of the coordinate plane template to
each student, and project a copy on the board.) On
coordinate plane (a), plot a point , that is 3 units
from the -axis and 4 units from the -axis. 𝓅
S: (Plot .)
T: Say the coordinates of this point.
S: (4, 3). (Plot on the board.) 𝓌
T: Write the coordinates of in the chart. 𝓆
S: (Fill in the chart.)
T: Plot a second point, , at (10, 3), and write its
coordinates in the chart.
S: (Plot and fill in the chart.) NOTES ON
MULTIPLE MEANS OF
T: Plot a third point, , at (8, 3), and put the coordinates
in the chart. ENGAGEMENT:
Many of the math lessons in A Story of
S: (Plot .)
Units, although scaffolded, are meant
T: What do you notice about these three points and their to be challenging. Therefore, some
coordinates? Turn and talk. students may need support in
S: They have different -coordinates, but the - developing perseverance. There are
coordinates are all threes.  All of the points are the several websites endorsed by the
Universal Design for Learning Center
same distance away from the -axis.
dedicated to this end:
T: Use a straightedge to draw a line that goes through ,  Coping Skills for Kids: Brain Works
and . Label the line . Project. This website addresses the
S: (Construct line.) varying ways one can cope and
learn to cope.
T: What do you notice about line ?
 Lesson Planet: 386 Coping Skills
S: It’s a perfectly straight line.  It goes from left to right Strategies Lesson Plans Reviewed
across the page. It’s a horizontal line.  It’s almost by Teachers. These lesson plans are
like another -axis, except it’s been shifted up. rated by teachers and sorted by
grade level.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•6

T: Does line ever intersect with the -axis?

S: No.
T: Tell a neighbor the term for lines that never intersect?
S: Parallel.
T: Right! Finish my sentence. Line is parallel to the…?
S: -axis.
T: Does line ever intersect with the -axis?
S: Yes.
T: Give the coordinates of the intersection.
S: (0, 3).
T: What kind of angle is formed at the intersection of line and the -axis? Turn and talk.
S: I can see two 90-degree angles being made when they intersect.  When the - and -axis meet, it
makes a right angle, and since is parallel to the -axis, it must also make a right angle.
T: What is the name for intersecting lines that form right angles?
S: Perpendicular.
T: Yes! Finish this sentence. Line is perpendicular to the…?
S: -axis.
T: Plot points and so that they are on line ; then, record their coordinates in the chart.
S: (Plot and record.)
T: Looking at the coordinates of this line again, what can you conclude about the coordinates of points
on the same horizontal line? Turn and talk.
S: The -coordinate doesn’t change for any points on the line.  No matter what the -coordinate is,
the -coordinate stays the same.
T: Tell your neighbor the coordinates of two other points that would fall on line but whose -
coordinates are greater than 12. Would these points be visible on the part of the plane we see here?
Why or why not?
S: (Share.) You couldn’t see them on this part.  We would have to extend both axes a little farther to
MP.2
see points with -coordinates greater than 12.
T: Would the point with coordinates ( , 3) fall on line ? Tell a neighbor how you know.
S: Yes, it would, because it has 3 as a -coordinate.  It doesn’t matter what the -coordinate is. If
the -coordinate is 3, then the point will be on line .
T: Would the point with coordinates (3, 5) fall on line ? Tell your partner how you know.
S: (Share.)
T: Work with a neighbor to create a line that would also be parallel to the -axis. If we wanted this line
to be a greater distance from the -axis than , what will we need to think about?
S: We will have to pick a -value that is greater than 3.  We can use the same -values, but our -
values will have to be greater than ’s.
T: What about a line whose distance from the -axis is less than ’s?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•6

S: The -coordinate for all our points will have to be less than 3.  We can use anything for , but
will have to be between 0 and 3 for every point we plot.
T: One partner should construct his line so that it is closer to the -axis, while the other should draw
her line so that it is farther than from the -axis. Partner 1 should label the line and Partner 2
should label the line . Record the coordinates of three points that your line contains, and compare
your work with your partner. (Circulate to check student work.)
S: (Work and share.)
T: Look at the two lines you created. What is their distance from the -axis? Distance from ?
Distance from each other?
S: (Discuss. Answers will vary.)

Problem 2: Identify the pattern in coordinate pairs that results in vertical lines.
T: Look at the coordinate pairs found in the chart next to coordinate plane (b). What do you notice
about these coordinate pairs? Turn and talk.
S: This time, the -coordinate is always changing, but the -coordinate stays the same.  is always
.
T: Imagine that we have plotted the 𝓂 𝓃
points found in this chart and
connected them to make a line.
Make a prediction about what
that line would look like. Turn
and talk.
S: Well, since the -coordinate is
always , I think the line will go
straight up and down.  I think
it will be a vertical line that goes
through all the way.
T: Work with a partner to plot
points , , and . Then,
construct a line , that goes through these points.
S: (Plot and draw.)
T: Line is parallel to which axis?
S: The -axis.
T: Line is perpendicular to which axis?
S: The -axis.
T: What is the distance of point from the -axis? Point ? Point ? What do you notice about these
points’ distances from ? Turn and talk.
S: The distance from is the same number that we use for the -coordinates.  The distances are all
equal to each other and are the same as the -coordinates.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•6

T: Create another vertical line, that is also

perpendicular to the -axis, but whose distance is
more or less than . Record the coordinates of
three points that line contains. Share your
work with a neighbor when you’re finished.
Then, copy your partner’s line onto your plane.
(Circulate to check student work.)
S: (Work and share.)
T: What is the distance of every point on your line
from the -axis? What is the distance from your
line to your partner’s that you copied?

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Investigate patterns in vertical and

horizontal lines, and interpret points on the plane as
distances from the axes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem , what’s the relationship of line to
the -axis and -axis? Explain to a partner.
 Explain to a partner how you solved Problem 1(f).

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•6

 In Problem , what’s the relationship of line to the -

axis and -axis? Explain to a partner.
NOTES ON
 Share your answer to Problem 2(d) with a partner. MULTIPLE MEANS OF
 In Problem 3, how did you know that the points were ENGAGEMENT:
on a line that was not parallel to ? For the lines that Some students, when asked to work
were parallel to , what was the distance of every cooperatively with a partner, may need
point on those lines from the -axis? more direction. It may be necessary to
 In Problem 4, how did you know that the points were develop roles and guidelines for each
on a line that was not parallel to the -axis? person in the group. In addition, a
collaboratively produced set of
 Share your idea for solving Problem 7 with a partner.
expectations or class norms for all
What kinds of lines do you need to think about to be a group work should be part of the class
winner at Battleship? culture for small group success.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

points on the plane as distances from the axes. 6.A.58
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 5•6

Name Date

1. Use the coordinate plane below to answer the

following questions.
a. Use a straightedge to construct a line that goes
through points and . Label the line . 10
b. Line is parallel to the ______-axis and is
perpendicular to the ______-axis.
c. Plot two more points on line . Name them and
.
d. Give the coordinates of each point below. 5

: ________ : ________
𝑨  𝑩 
: ________ : ________

e. What do all of the points of line have in common?

0 5 10

f. Give the coordinates of another point that would fall on line with an -coordinate greater than 15.

2. Plot the following points on the coordinate plane

to the right.

: ( , ) : ( , ) 3

: ( , ) ( , ) 2

a. Use a straightedge to draw a line to connect 2

these points. Label the line . 1

b. In line = ___ for all values of .
1
c. Circle the correct word.
Line is parallel perpendicular to the -
axis.

Line is parallel perpendicular to the - 0 1 1 2 2 3

axis.

d. What pattern occurs in the coordinate pairs that let you know that line is vertical?

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

points on the plane as distances from the axes. 6.A.59
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 5•6

3. For each pair of points below, think about the line that joins them. For which pairs is the line parallel to
the -axis? Circle your answer(s). Without plotting them, explain how you know.
a. (1.4, 2.2) and (4.1, 2.4) b. (3, 9) and (8, 9) c. ( , 2) and ( , 8)

4. For each pair of points below, think about the line that joins them. For which pairs is the line parallel to
the -axis? Circle your answer(s). Then, give 2 other coordinate pairs that would also fall on this line.
a. (4, 12) and (6, 12) b. ( , ) and ( , ) c. (0.8, 1.9) and (0.8, 2.3)

5. Write the coordinate pairs of 3 points that can be connected to construct a line that is units to the
right of and parallel to the -axis.
a. ________________ b. ________________ c. ________________

6. Write the coordinate pairs of 3 points that lie on the -axis.

a. ________________ b. ________________ c. ________________

7. Adam and Janice are playing Battleship. Presented in the table is

a record of Adam’s guesses so far. (3, 11) hit
(2, 11) miss
(3, 10) hit
He has hit Janice’s battleship using these coordinate pairs. What
(4, 11) miss
should he guess next? How do you know? Explain, using words
(3, 9) miss
and pictures.

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

points on the plane as distances from the axes. 6.A.60
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Exit Ticket 5•6

Name Date

1. Use a straightedge to construct a line that goes

through points and . Label the line .

2. Which axis is parallel to line ?

10

Which axis is perpendicular to line ?

3. Plot two more points on line . Name them and .

𝑨 
5
4. Give the coordinates of each point below.

: ___________ : ___________
𝑩 
: ___________ : ___________
0 5 10

5. Give the coordinates of another point that falls on line with a -coordinate greater than 20.

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

points on the plane as distances from the axes. 6.A.61
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 5•6

Name Date

1. Use the coordinate plane to answer the questions.

a. Use a straightedge to construct a line that goes
through points and . Label the line .
b. Line is parallel to the ______-axis and is
10
perpendicular to the ______-axis.
c. Draw two more points on line . Name them
and . 𝑨  𝑩 
d. Give the coordinates of each point below.
5
: ________ : ________

: ________ : ________

e. What do all of the points on line have in

common?
0 5 10

f. Give the coordinates of another point that falls on line with an -coordinate greater than 25.

2. Plot the following points on the coordinate

plane to the right.

: ( , ) : ( , ) 3

: ( , ) : ( , ) 2

a. Use a straightedge to draw a line to connect 2

these points. Label the line .
1
b. In line , = ______ for all values of .
c. Circle the correct word: 1

Line is parallel perpendicular to the

-axis.

Line is parallel perpendicular to the 0 1 1 2 2 3

-axis.

d. What pattern occurs in the coordinate pairs that make line vertical?

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

points on the plane as distances from the axes. 6.A.62
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 5•6

3. For each pair of points below, think about the line that joins them. For which pairs is the line parallel to
the -axis? Circle your answer(s). Without plotting them, explain how you know.
a. (3.2, 7) and (5, 7) b. (8, 8.4) and (8, 8.8) c. ( , 12) and (6.2, 11)

4. For each pair of points below, think about the line that joins them. For which pairs is the line parallel to
the y-axis? Circle your answer(s). Then, give 2 other coordinate pairs that would also fall on this line.
a. (3.2, 8.5) and (3.22, 24) b. ( , ) and ( , 7) c. (2.9, 5.4) and (7.2, 5.4)

5. Write the coordinate pairs of 3 points that can be connected to construct a line that is units to the
right of and parallel to the -axis.
a. ________________ b. ________________ c. ________________

6. Write the coordinate pairs of 3 points that lie on the -axis.

a. ________________ b. ________________ c. ________________

7. Leslie and Peggy are playing Battleship on axes labeled in halves.

Presented in the table is a record of Peggy’s guesses so far. (5, 5) miss
What should she guess next? How do you know? Explain using (4, 5) hit
words and pictures. ( , 5) miss
( , 5) miss

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

points on the plane as distances from the axes. 6.A.63
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Coordinate Plane Template 5•6

a)
Point ( , )

10

0 5 10

b)
5

Point ( , )
3
0 ( , 0)

2 2 ( , 2)

4 ( , 4)
1

0 1 2 3 4 5

Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret

points on the plane as distances from the axes. 6.A.64
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•6

Lesson 6
Objective: Investigate patterns in vertical and horizontal lines, and
interpret points on the plane as distances from the axes.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (7 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply and Divide by 10, 100, and 1,000 5.NBT.2 (4 minutes)

 Count by Decimals 5.NBT.1 (4 minutes)
 Find the Missing Number on a Number Line 5.G.1 (4 minutes)

Multiply and Divide by 10, 100, and 1,000 (4 minutes)

Materials: (T) Place value chart (S) Personal white boards

Note: This fluency activity reviews G5–Module 1 topics.

T: (Project place value chart from millions to thousandths.) What is 0.003 × 10?
S: 0.03
Repeat the process for this possible sequence: 0.005 100, 0.005 1000, 1.005 1,000, 1.035 100, 1.235
100, 1.235 10, 1.235 1,000.
Repeat the process for dividing by 10, 100 and 1,000 for this possible sequence: 2 ÷ 10, 2.1 ÷ 10, 2.1 ÷ 100,
21 ÷ 1,000, 547 ÷ 1,000.

Count by Decimals (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for G5–M6–Lesson 6.

T: Count by twos to twenty, starting at zero.
S: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.

Lesson 6: Investigate patterns in vertical and horizontal lines, and

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•6

T: Count by 2 tenths to 20 tenths, starting at zero.

S: 0 tenths, 2 tenths, 4 tenths, 6 tenths, 8 tenths, 10 tenths, 12 tenths, 14 tenths, 16 tenths, 18 tenths,
20 tenths.
T: (Write 10 tenths = 1 __.) Write the number sentence.
S: (Write 10 tenths = 1 one.)
T: (Write 20 tenths = __ ones.)
S: (Write 20 tenths = 2 ones.)
T: Starting at zero, count by 2 tenths again. This time, when you come to a whole number, say the
whole number.
S: 0 tenths, 2 tenths, 4 tenths, 6 tenths, 8 tenths, 1, 12 tenths, 14 tenths, 16 tenths, 18 tenths, 2.
T: (Write .)

S: (Write .)
T: Count from zero tenths to 2 again. When I raise my hand, stop.
S: 0 tenths, 2 tenths, 4 tenths, 6 tenths.
T: (Raise hand.) Write 6 tenths as a decimal.
S: (Write 0.6.)
T: Continue.
S: 8 tenths, 1, 12 tenths, 14 tenths, 16 tenths.
Continue up to and down from 2 ones, stopping to have students write various numbers in decimal form.

Find the Missing Number on a Number Line (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M6–

Lesson 1. For the last number line, challenge
students by having them write simplified
fractions.
T: (Project number line partitioned into 10
intervals. Label 0 and 1 as the endpoints.
Point to .) What is the value of ?
S: 1 tenth.
T: What’s the value of ?
S: 2 tenths.
T: Write the value of .
S: (Write 0.8.)
Continue the process for the other number lines.

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.66
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•6

Application Problem (7 minutes)

Adam built a toy box for his children’s wooden

blocks.
a. If the inside dimensions of the box are 18
inches by 12 inches by 6 inches, what is the
maximum number of 2-inch wooden blocks
that will fit in the toy box?
b. What if Adam had built the box 16 inches by
9 inches by 9 inches? What is the maximum
number of 2-inch wooden blocks that would
fit in this size box?

Note: Today’s Application Problem reviews the volume work done in G5–Module 5. Part (b) extends the
problem so that students must take into account the individual dimensions of the blocks.

Concept Development (31 minutes)

Materials: (S) Coordinate plane template, 1 red and 1 blue pencil or crayon, straightedge

Problem 1: Refer to locations as distances from the axes.

T: (Distribute one coordinate plane template to each student, and display an image of it on the board.)
Plot a point, , at ( , ).
S: (Plot.)
T: Explain to your partner what these coordinates tell us.
S: They tell how far over on you have to travel from zero, and then how far up parallel to you have
to go to find the point.  The first one tells how far over, and the second one tells how far up.
T: I’d like to describe the shortest distance to from the -axis. (Point to the perpendicular distance
from to the point.) How might I do that? Turn and talk.
S: You just go straight up from the -axis and count the units It’s straight up from the line.  The
-coordinate tells how far from the -axis you have to go up It’s like the horizontal lines we did
yesterday. tells how far from the line.  Go the same distance as the -coordinate in a
perpendicular line from the -axis.
T: I’d like to describe the shortest distance to from the -axis. How far is from the -axis along a
line perpendicular to ? (Point to the distance on the plane.) Turn and talk.
S: It’s the same thing. Just go straight over from the -axis. It is from in a straight line that’s
parallel to .  The -coordinate tells the distance from . It is in a perpendicular line from .
T: Let’s record What is the shortest distance to from the -axis?

Lesson 6: Investigate patterns in vertical and horizontal lines, and

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•6

S: units.
T: (Write on the board: The shortest distance to is units from the -axis.)
T: What is the shortest distance to from the -axis?
S: units.
T: (Write on the board: The shortest distance to from the -axis is units.)
T: What do you notice about these distances from each of the axes? Turn and talk.
S: They are the same numbers as in the coordinates, but the order is switched.  The -coordinate
tells the shortest distance to the point from the -axis, and the -coordinate tells the shortest
distance to the point from the -axis.

Problem 2: Construct horizontal and vertical lines on the coordinate plane.

T: Construct a line, , so that it contains and is perpendicular to the -axis. (Draw line.)
S: (Draw line.)
T: Work with a neighbor to give the coordinates for another point on line that is units farther from
the -axis than . Label it .
S: (Work and share.) 𝓵
𝓃
T: Name the coordinates of .
S: ( , ).
T: (Plot on the board.) Give the coordinates for
the point on that is halfway between and .
How did you find it? Turn and talk.
S: I used my fingers to go up 1 fourth from and
down 1 fourth from until I found the middle.
The middle was at ( , 2).  I counted up from
, and there were 6 fourths until I got to . Half
of 6 fourths is 3 fourths. So, the location of the
point would have to have a -coordinate that is 𝓶
more than , which would be .  The length
of is . I could find half of , which is ,
and that would help me locate the point. 
Since the point is on line , we know the -
coordinate is going to be . Halfway between
the -coordinates is 2. So, the location is ( ,
2).
T: Name the coordinates of the point that is halfway between and .
S: ( , 2).

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.68
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•6

T: Plot this point, name it , and record its location in the chart.
S: (Plot and record.)
T: Now, work with a partner to draw a line, , that is perpendicular to line and unit from the -
axis.
S: (Draw line.)
T: Plot a point, , where lines and intersect.
S: (Plot .)
T: Record the coordinates of in the chart.
S: (Record the coordinates.)
T: How far is from the -axis?
S: units.
T: How far is from the -axis?
S: One half unit.
T: What are the coordinates of .
S: ( , ). (Plot on the board.)
T: Plot a point, , on line , that is unit from the -axis. Then, record the coordinates of in the
chart.
S: (Plot and record.)
T: Name the coordinates of .
S: ( , ). (Plot on the board.)
T: Plot a point , on line , that is unit farther from the -axis than . Then, record the coordinates
of in the chart.
S: (Plot and record.)
T: Name the coordinates of .
S: ( , ). (Plot on the board.)
T: Use your straightedge to construct a line, , that is parallel to line and contains point .
S: (Construct .)
T: Name the -coordinate for every point on line .
S: . (Draw line on board.)

Problem 3: Identify regions of the plane created by intersecting lines.

T: I’m going to move my finger along the plane Say, “Stop,” when I get to a location that is units
from the -axis. (Slowly drag finger horizontally across plane along any line perpendicular to the -
axis.)

Lesson 6: Investigate patterns in vertical and horizontal lines, and

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•6

S: (Say, “Stop,” when teacher’s finger gets to -coordinates of .)

T: (Run your finger vertically along line .) Is every 𝒏
-coordinate to the left of this line greater than
or less than a distance of ?
S: Less than .
T: And every -coordinate to the right of this line
is…?
S: Greater than .
T: Let’s use our red pencil (or crayon) to shade the
part of the plane that we can see that is more
than units from they -axis. (Model on
board.)
S: (Shade plane.)
T: Show your neighbor the portion of the plane
that is less than units from the -axis.
S: (Indicate plane to the left of line .)
T: Shade this region of the plane using your blue
pencil (or crayon).
S: (Shade plane.)
T: Work with a partner to name a point that would
lie in the region that is double shaded.
S: (Work and share with partner.)
T: Show your neighbor the part of the plane that is
double shaded and contains points which are
farther from the -axis than those on line .
S: (Share with partner.)
T: On your boards, write the coordinates of a point
that is in the double shaded part and is also
closer to the -axis than line .
S: (Give an -coordinate between and and a
-coordinate between 0 and .)

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.70
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•6

problems do not specify a method for solving. Students

solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Investigate patterns in vertical and

horizontal lines, and interpret points on the plane as
distances from the axes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 3, name the coordinates shared by lines and and , and , and .
 Do lines and have any points in common? Just by looking at the distances of these lines from
the -axis, could you answer this question? Why or why not? How do you know by looking at the
graphs of the lines?
 In Problem 3, what is the area of the shape enclosed by lines , , and ?
 What patterns do you notice in the coordinates for vertical lines? What patterns do you notice in
the coordinates for horizontal lines?
 Which coordinate tells the distance of a point from the -axis? Which coordinate tells the distance
of a point from the -axis?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.71
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 5•6

Name Date

1. Plot the following points, and label them on the coordinate plane.

: (0.3, 0.1) : (0.3, 0.7)

: (0.2, 0.9) : (0.4, 0.9)

a. Use a straightedge to construct line segments 1.0

̅̅̅̅ and ̅̅̅̅.

b. Line segment _________ is parallel to the -axis

and is perpendicular to the -axis.
0.5

c. Line segment _________ is parallel to the -axis

and is perpendicular to the -axis.

d. Plot a point on line segment ̅̅̅̅ that is not at

0 0.5 1.0
the endpoints, and name it .
Write the coordinates. ( _____ , _____ )

e. Plot a point on line segment ̅̅̅̅ and name it . Write the coordinates. ( _____ , _____ )

2. Construct line such that the -coordinate of every point is and construct line such that the -
coordinate of every point is .
a. Line is ________ units from the -axis.

b. Give the coordinates of the point on line that 6

is unit from the -axis. ________
5
c. With a blue pencil, shade the portion of the
4
grid that is less than units from the -axis.

3
d. Line is _________ units from the -axis.
2
e. Give the coordinates of the point on line
that is 5 units from the -axis. ________
1
f. With a red pencil, shade the portion of the grid
that is more than units from the -axis. 0 1 2 3 4 5 6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 5•6

3. Complete the following tasks on the plane below.

a. Construct a line that is perpendicular to the -axis and 3.2 units from the -axis.

b. Construct a line that is 0.8 units from the -axis.

c. Construct a line that is parallel to line and is halfway between line and the -axis.

d. Construct a line that is perpendicular to line and passes through the point (1.2, 2.4).

e. Using a blue pencil, shade the region that contains points that are more than 1.6 units and less than
3.2 units from the -axis.

f. Using a red pencil, shade the region that contains points that are more than 0.8 units and less than
2.4 units from the -axis.

g. Give the coordinates of a point that lies in the double-shaded region.

0 1 2 3 4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Exit Ticket 5•6

Name Date

1. Plot the point ( , ).

2. Line passes through point and is parallel to the -axis. Construct line .

3. Construct line such that the -coordinate of every point is .

4. Line is ________ units from the -axis.

5. Give the coordinates of the point on line that is unit from the -axis.

6. With a blue pencil, shade the portion of the plane that is less than units from the -axis.

7. With a red pencil, shade the portion of the plane that is less than units from the -axis.

8. Plot a point that lies in the double-shaded region. Give the coordinates of the point.

0 1 2 3

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.74
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 5•6

Name Date

1. Plot and label the following points on the coordinate plane.

: (0.4, 0.4) : (1.1, 0.4) : (0.9, 0.5) : (0.9, 1.1)

a. Use a straightedge to construct line segments

̅̅̅̅ and ̅̅̅̅.
b. Name the line segment that is perpendicular to
the -axis and parallel to the -axis.
c. Name the line segment that is parallel to the - 1.0
axis and perpendicular to the -axis.
d. Plot a point on ̅̅̅̅ and name it . Plot a point
on line segment ̅̅̅̅ and name it .
e. Write the coordinates of points and .
0.5
( ____ , ____ ) ( ____ , ____ )

0 0.5 1.0
2. Construct line such that the -coordinate of every
point is and construct line such that the -coordinate of every point is .

a. Line is ________ units from the -axis.

b. Give the coordinates of the point on line

6
that is units from the -axis. ________
5
c. With a blue pencil, shade the portion of the
grid that is less than units from the x-axis.
4
d. Line is _________ units from the -axis.
3
e. Give the coordinates of the point on line that
2
is units from the -axis. ________
1
f. With a red pencil, shade the portion of the grid
that is less than units from the -axis.
0 1 2 3 4 5 6

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.75
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 5•6

3. Construct and label lines , on the plane below.

a. Line is 3.75 units above the -axis.
b. Line is 2.5 units from the -axis.
c. Line is parallel to line but 0.75 farther from the -axis.

d. Line is to perpendicular to lines and and passes through the point ( , ).

4. Complete the following tasks on the plane.

a. Using a blue pencil, shade the region that contains points that are more than units and less than
units from the -axis.

b. Using a red pencil, shade the region that contains points that are more than units and less than
units from the -axis.

c. Plot a point that lies in the double shaded region, and label its coordinates.

0 1 2 3 4 5

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.76
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Coordinate Plane Template 5•6

0 1 2 3

Point 𝒙 𝒚 (𝒙, 𝒚) Point 𝒙 𝒚 (𝒙, 𝒚)

𝑨 𝑫
𝑩 𝑬
𝑪 𝑭

Lesson 6: Investigate patterns in vertical and horizontal lines, and

interpret points on the plane as distances from the axes. 6.A.77
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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 6

Topic B
Patterns in the Coordinate Plane and
Graphing Number Patterns from
Rules
5.OA.2, 5.OA.3, 5.G.1

Focus Standard: 5.OA.2 Write simple expressions that record calculations with numbers, and interpret
numerical expressions without evaluating them. For example, express the calculation
“add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is
three times as large as 18932 + 921, without having to calculate the indicated sum or
product.
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms
from the two patterns, and graph the ordered pairs on a coordinate plane. For example,
given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the
starting number 0, generate terms in the resulting sequences, and observe that the
terms in one sequence are twice the corresponding terms in the other sequence. Explain
informally why this is so.
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 plan 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., -axis and -coordinate, -axis and -coordinate).
Instructional Days: 6
Coherence -Links from: G4–M4 Angle Measure and Plane Figures
G4–M7 Exploring Measurement with Multiplication
-Links to: G6–M1 Ratios and Unit Rates
G6–M3 Rational Numbers
G6–M4 Expressions and Equations

Topic B: Patterns in the Coordinate Plane and Graphing Number Patterns

from Rules 6.B.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 5 6

In Topic B, students plot points and use them to draw lines in the plane (5.G.1). Students begin by
investigating patterns relating the - and -coordinates of the points on the line and reasoning about the
patterns in the ordered pairs, which lays important groundwork for Grade 6 work with proportional
reasoning. Topic B continues as students use given rules (e.g., multiply by 2, then add 3) to generate
coordinate pairs, plot points, and investigate relationships. Patterns in the resultant coordinate pairs are
analyzed to discover that such rules produce collinear sets of points, or lines. Students next generate two
number patterns from two given rules, plot the points, and analyze the relationships within the sequences of
the ordered pairs and the graphs (5.OA.3). Patterns continue to be the focus as students analyze the effect
on the steepness of the line when the second coordinate is produced through an addition rule as opposed to
a multiplication rule (5.OA.3). They also create rules to generate number patterns, plot the points, connect
those points with lines, and look for intersections.

A Teaching Sequence Towards Mastery of Patterns in the Coordinate Plane and Graphing Number
Patterns from Rules
Objective 1: Plot points, use them to draw lines in the plane, and describe patterns within the
coordinate pairs.
(Lesson 7)

Objective 2: Generate a number pattern from a given rule, and plot the points.
(Lesson 8)

Objective 3: Generate two number patterns from given rules, plot the points, and analyze the patterns.
(Lesson 9)

Objective 4: Compare the lines and patterns generated by addition rules and multiplication rules.
(Lesson 10)

Objective 5: Analyze number patterns created from mixed operations.

(Lesson 11)

Objective 6: Create a rule to generate a number pattern, and plot the points.
(Lesson 12)

Topic B: Patterns in the Coordinate Plane and Graphing Number Patterns

from Rules 6.B.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•6

Lesson 7
Objective: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs.

Suggested Lesson Structure


Fluency Practice (11 minutes)

Application Problem (7 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 Multiply and Divide by 10, 100, and 1,000 5.NBT.2 (5 minutes)

 Name Coordinates 5.G.1 (6 minutes)

Multiply and Divide Decimals by 10, 100, and 1,000 (5 minutes)

Materials: (T) Place value chart (S) Personal white boards

Note: This fluency activity reviews G5–Module 1 topics. The suggested place value chart allows students to
see the symmetry of the decimal system around one.
T: (Project place value chart from the one thousands place to the one thousandths place. Draw 4 disks
in the tens column, 3 disks in the ones column, and 5 disks in the tenths column.) Say the value as a
decimal.
S: Forty-three and five tenths.
T: Write the number on your personal boards. (Pause.) Multiply it by 10.
S: (Write 43.5 on their place value charts, cross out each digit, and shift the number one place value to
the left to show 435.)
T: Show 43.5 divided by 10.
S: (Write 43.5 on their place value charts, cross out each digit, and shift the number one place value to
the right to show 4.35.)
Repeat the process and sequence for 43.5 100, 43.5 ÷ 100, 948 ÷ 1,000, and 0.529 1,000.

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•6

Name Coordinates (6 minutes)

Materials: (T) Coordinate grid template (S) Personal white boards

Note: This fluency activity reviews G5–M6–Lesson 6.

T: (Project coordinate grid.) Write the

coordinate positioned at A.
S: (Write (5, 5).)
Continue the process for letters B–E.
T: (Project coordinate grid.) Write the
coordinate that is positioned at A.
S: (Write (0.5, 1.0).)
Continue the process for the remaining letters.

Application Problem (7 minutes)

An orchard charges $0.85 to ship a quarter kilogram of

grapefruit. Each grapefruit weighs approximately 165 grams.
How much will it cost to ship 40 grapefruits?
Note: This problem reviews fraction and decimal concepts
from earlier in the year, in a multi-step, real world context.

Concept Development (32 minutes)

Materials: (S) Coordinate plane template, straightedge

Problem 1: Describe patterns in coordinate pairs and name the rule. Point ( , )
T: (Distribute 1 copy of coordinate plane template to each 0 0 (0, 0)
student. Display image of the chart, showing coordinate pairs 1 1 (1, 1)
through .) Work with a partner to plot points A through D 2 2 (2, 2)
on the first plane, and draw ⃡ . 3 3 (3, 3)
S: (Draw the line.)
T: Look at the coordinates of the points contained in ⃡ . What pattern do you notice about the - and
MP.6 -coordinates? Turn and talk.
S: When is 0, so is . When is 1, so is all the way up to 3.  The -coordinate equals the -
coordinate.
T: So, you’re saying that the -coordinate and the -coordinate are always equal to one another. Will
the point with coordinates (4, 4) also fall on ⃡ ?
S: Yes!

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•6

T: As long as the - and -coordinates are the same,

the point will be on ⃡ . We can say that the
relationship between these coordinates can be
described by the rule and are equal. (Write on
board: Rule: and are equal.) Or, we can also
MP.6 say the rule, is equal to . (Write, Rule: is
equal to .)
T: Will ⃡ contain the point with coordinates (10,
10)? Turn and talk.
S: I can’t see it on this plane because the numbers
stop at 5. However, if it kept going, we could see
it.  Yes, as long as the - and -coordinates of
the point are equal, the point will be on the line.
T: Show me a point on ⃡ whose coordinates are
mixed numbers.
S: (Show a coordinate pair where and are equal
mixed numbers.)
T: Can ⃡ contain a point where the -coordinate is a
mixed number and the -coordinate is not? Turn and
talk.
NOTES ON
S: Don’t they have to be the same?  and need to
be equal.  If the -coordinate is a mixed number, MULTIPLE MEANS OF
the -coordinate will be the same mixed number, or it ENGAGEMENT:
could be expressed in another equivalent form such as It may be difficult for some students to
read the information displayed in the
3 halves and . charts showing the coordinate pairs.
T: Give the coordinate pair of a point that would not fall The information in the charts can be
on ⃡ . managed in ways to help students:
 Shade alternate rows of
S: (Show a coordinate pair where and are not equal.)
information so that students can
T: (Display image of chart, showing coordinate pairs for easily track information within the
points through .) What pattern do you notice in chart.
these coordinate pairs? Turn and talk.  Display the information one line at
a time in order to help students see
S: and aren’t equal this time. The is always more
relevant information as needed.
than the -coordinate.  The -coordinates are
increasing by every time and so are the -
coordinates.  It goes from 0 to 3 and to , and 1 Point ( , )
to 4. So, the -coordinate is always 3 more than the - (0, 3)
coordinate.
( , )
T: Plot the points from the chart on the coordinate plane. Then,
(1, 4)
connect them in the order they were plotted.
( , )
S: (Plot and draw ⃡ .)
T: What do you notice?

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•6

S: They are all on the same line.

T: These points are collinear, so the relationship between each and its corresponding will be the
same. Use this relationship to locate more points on this line. When is 2, what is ? (Show (2, ?)
on board.) Turn and talk.
S: would be 5, because is always 3 more than the -coordinate for points on this line.  If I add 3
plus 2, then is 5.  The coordinates would be (2, 5).
T: Work with a partner to write a rule in words that tells the relationship between the - and -
coordinates for the points on this line. Be sure to include both and when you write the rule.
S: is 3 more than .  Add 3 to the -coordinate to get .
T: (Display charts (a) through (d) on board.) Each of these charts shows points on each of four different
lines. Take a minute to notice the pattern within the coordinate pairs for each line. Share your
thoughts with a partner.

a. b. c. d.

Point (𝒙, 𝒚) Point (𝒙, 𝒚) Point (𝒙, 𝒚) Point (𝒙, 𝒚)

𝐿 (0, 3) 𝑂 (0, 0) 𝑅 (1, ) 𝑈 (1, 3)
𝑀 (2, 3) 𝑃 (1, 2) 𝑆 𝑉 (2, 6)
(2, )
𝑁 (4, 3) 𝑄 (2, 4) 𝑊 (3, 9)
𝑇 (3, 2 )

S: (Study and share.)

T: Which chart shows coordinate pairs for the rule is always 3?
S: Chart (a).
T: (Write is always 3 beneath Chart (a).) Which chart
shows every -coordinate is less than every -
coordinate?
S: Chart (c).
T: How much less than is each -coordinate?
S: less.
T: Work with a partner to write a rule for finding points on
the line shown in chart (c).
S: is less than .  Subtract from to get .
T: (Write is less than beneath chart (c).) Which chart
shows coordinate pairs on a line that follows the rule,
is times 2?
S: Chart (b). (Write students responses beneath chart (b).)
T: How else might we state this rule for this line? Turn and
talk.
S: is double  is twice as much as  is half of .

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•6

T: Write a rule for the coordinate pairs in chart (d).

S: is times 3.  is 3 times more than . 
Triple to get . (Write student responses
beneath chart (d).)
T: On the second plane, work with a neighbor to
plot the three points from each chart, and the
draw a line to connect the three points.
(Circulate as students plot and construct lines.)
T: I’m going to show you some coordinate pairs. I’d
like you to tell me which line the point would fall
on. Be prepared to explain how you know.
(Show coordinate pair (5, 10).)
S: times 2. Because 5 times 2 is ten, and this
follows the pattern in chart (b).  It’s the same
as the pattern in chart (b). If you double which
is 5, you get 10, which is .  The -coordinate
is twice as much as the -coordinate in this pair.
That’s the same relationship as the other points
on the line shown by chart (b).
T: (Show coordinate pair (5, ).)
S: is less than .
T: Tell a neighbor how you know.
S: 5 minus is .  The -coordinate is less
than the -coordinate.
T: (Show the coordinate pair ( , ).)
S: times 3.
T: Tell a neighbor how you know.
S: 3 times is 3 halves, which is .  The -
coordinate is 3 times as much as the -
coordinate.
T: (Show the coordinate pair, ( , 3).)
S: times 2.  is always 3.
T: Some of you said the rule for the coordinate pair
is, times 2, and some of you said the rule is is
always 3. Which relationship is correct? How do
you know? Turn and talk.
S: Both rules are correct because this point is on
both lines.  The same point can be part of more than one line at a time.

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.7
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•6

T: Looking at these lines, how can you tell that this

coordinate pair would appear in both charts?
S: The two lines cross each other at that point. 
The lines intersect at ( , 3).
T: What about this coordinate pair? (Show (0, 0).)
S: times 2, and times 3.
T: Again, the point (0, 0) lies on both lines. Does
that seem consistent with what we see when we
look at the lines themselves? Explain.
S: Yes. You can see both lines going through the
same point.  The origin lies on both lines.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.
NOTES ON
Student Debrief (10 minutes) MULTIPLE MEANS OF
ENGAGEMENT:
Lesson Objective: Plot points, using them to draw lines in the One goal of the Student Debrief is to
plane, and describe patterns within the coordinate pairs. give all students time to articulate their
thinking and make connections to prior
The Student Debrief is intended to invite reflection and active knowledge. Whole group
processing of the total lesson experience. conversations may not always be the
best way to give all students a chance
Invite students to review their solutions for the Problem Set. to express themselves.
They should check work by comparing answers with a partner
 Establish small groups with norms
before going over answers as a class. Look for misconceptions or protocols that give each member
or misunderstandings that can be addressed in the Debrief. an opportunity to speak in turn.
Guide students in a conversation to debrief the Problem Set and  Ask students to talk to various
process the lesson. classmates until they find a peer
with a like viewpoint, opinion, or
You may choose to use any combination of the questions below answer. This strategy requires
to lead the discussion. students to express their ideas
multiple times, perhaps improving
 When you see a set of coordinate pairs, what is your as they go along.
strategy for identifying their pattern? What do you
 Pair students with peers with unlike
look for first? Then what? opinions or answers. Require these
pairs to talk to each other to find
common understandings or errors
in their ideas.

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•6

 Compare your answers to Problems 1(c) and 2(c) with a neighbor. Are they the same or different?
How many different sets of coordinate pairs are there for each rule?
 Look back at the coordinate pair (5, 10) in Problem 3 (f); how many lines shown on the plane contain
this point? Compare and contrast the lines that contain this point.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 5•6

Name Date

1. Complete the chart. Then, plot the points on the coordinate plane below.

( , )
0 1 (0,1) 12

2 3 10
4 5
8
6 7
6
a. Use a straightedge to draw a line
connecting these points. 4

2
b. Write a rule showing the relationship
between the - and -coordinates of
points on the line. 0 2 4 6 8 10 12

c. Name 2 other points that are on this line.

__________ __________

2. Complete the chart. Then, plot the points on the coordinate plane below.

( , )
6
1
2
5
1 2

1 3 4

2 4 3

a. Use a straightedge to draw a line connecting 1

these points.
0 1 2 3 4 5 6

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.10
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 5•6

b. Write a rule showing the relationship between the - and -coordinates.

c. Name 2 other points that are on this line. __________ __________

30
𝒄 𝒆 𝒂

20

10

0 10 20 30

3. Use the coordinate plane below to answer the following questions.

a. Give the coordinates for 3 points that are on line . ________ ________ ________

b. Write a rule that describes the relationship between the - and -coordinates for the points on line .

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 5•6

c. What do you notice about the -coordinates of every point on line ?

d. Fill in the missing coordinates for points on line

( 12, _____ ) ( 6, _____ ) ( _____, 24 ) ( 36 , _____ ) ( _____, 30 )

e. For any point on line , the -coordinate is _______.

f. Each of the points lies on at least 1 of the lines shown in the plane above. Identify a line that contains
each of the following points.
a. (7, 7) b. (14 , 8) ______ c. (5, 10) ______

d. (0 , 17) ______ e. (15.3, 9.3) ______ f. (20 , 40) ______

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.12
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket 5•6

Name Date

Complete the chart. Then, plot the points on the coordinate plane.

( , )
0 4 12

2 6 10
3 7
8
7 11
6

1. Use a straightedge to draw a line connecting 4

these points.
2
2. Write a rule to show the relationship
between the - and - coordinates for points
0 2 4 6 8 10 12
on the line.

3. Name two other points that are also on this line.

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 5•6

Name Date

1. Complete the chart. Then, plot the points on the coordinate plane.

( , )
6
2 0
3 1 5

4 2 4
6 4
3

a. Use a straightedge to draw a line connecting 2

these points.
1
b. Write a rule showing the relationship
between the - and - coordinates of points 0 1 2 3 4 5 6
on this line.

c. Name two other points that are also on this line. _____________ _____________

2. Complete the chart. Then, plot the points on the coordinate plane.

( , )
3
0 0

2
2 2
1 3
a. Use a straightedge to draw a line connecting these
points. 1

b. Write a rule showing the relationship between the -

and - coordinates for points on the line.
0 1 2 3
c. Name two other points that are also on this line.
_____________ _____________

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 5•6

3. Use the coordinate plane to answer

the following questions.

𝓂 𝓃
a. For any point on line , the -
coordinate is _______. 22
20

b. Give the coordinates for 3 points 18

that are on line . 16

14
12 𝓵
10 𝓆

c. Write a rule that describes the 8

6
relationship between the - and
-coordinates on line . 4
2

0 2 4 6 8 10 12 14 16 18 20 22 24

d. Give the coordinates for 3 points

that are on line .

e. Write a rule that describes the relationship between the - and -coordinates on line .

f. For each point, identify a line on which each of these points lie.

(10,3.2) ______ (12.4, 18.4) ______ (6.45, 12) ______ (14, 7) ______

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.15
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Coordinate Plane Template 5•6

Name Date

1.

a. b.

Point ( , ) Point ( , )
0 0 (0, 0) 0 3 (0, 3)
1 1 (1, 1) ( , )
2

2 2 (2, 2) 1 4 (1, 4)

3 3 (3, 3) ( , )

0 1 2 3 4 5

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.16
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Coordinate Plane Template 5•6

2.

a.

Point (𝑥, 𝑦)

𝐿 (0, 3)

𝑀 (2, 3) 9

𝑁 (4, 3)
8

b.
7
Point (𝑥, 𝑦)

𝑂 (0, 0)
6
𝑃 (1, 2)

𝑄 (2, 4) 5

c.
4

Point (𝑥, 𝑦)

𝑅 (1, ) 3

𝑆 (2, )
2
𝑇 (2, 2 )

1
d.

Point (𝑥, 𝑦) 0 1 2 3 4 5

𝑈 (1, 3)

𝑉 (2, 6)

𝑊 (3, 9)

Lesson 7: Plot points, using them to draw lines in the plane, and describe
patterns within the coordinate pairs. 6.B.17
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•6

Lesson 8
Objective: Generate a number pattern from a given rule, and plot the
points.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply Decimals by 10, 100, and 1,000 5.NBT.2 (9 minutes)

 Plot Points on a Coordinate Grid 5.G.1 (3 minutes)

Sprint: Multiply Decimals by 10, 100, and 1,000 (9 minutes)

Materials: (S) Multiply Decimals by 10, 100, and 1,000 Sprint

Note: This fluency activity reviews G5–Module 1 concepts.

Plot Points on a Coordinate Grid (3 minutes)

Materials: (S) Personal white boards with coordinate grid insert

Note: This fluency activity reviews G5–M6–Lesson 7.

T: Label the - and -axes.
S: (Label the axes.)
T: Label the origin.
S: (Write 0 at the origin.)
T: Along both axes, label each interval, counting by ones to 5.
S: (Label 1, 2, 3, 4, and 5 along each axes.)
T: (Write (0, 1).) Plot the point on your coordinate grid.
S: (Plot point at (0,1).)
Continue the process for the following possible sequence: (1, 2), (2, 3), and (3, 4).

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•6

T: Write 2 pairs of whole number coordinates on the line passing through the points you plotted.
S: (Possibly write (4, 5) and (5, 6).)
T: Erase your boards and label your axes and the origin.
S: (Label -axis, -axis, and origin.)
T: Label each interval along both axes, counting by halves to 4.
S: (Label , 1, , 2, , 3, , and 4 along each axis.)

T: (Write (1, ).) Plot the point on your coordinate grid.

S: (Plot point at (1, ).)

Continue the process for (2, 1), (3, ), and (4, 2).
T: Write another coordinate pair that is on the same line as the points you just plotted.

Application Problem (5 minutes)

The coordinate pairs listed locate points on two different lines. Write a rule that describes the relationship
between the - and -coordinates for each line.

Line : (3 , 7), (1 , 3 (5, 10)

Line : ( (3 , 1 ), (13, )

Note: These problems review G5–M6–Lesson 7’s objectives.

Concept Development (33 minutes)

Materials: (S) Personal white board, coordinate plane template, straightedge

Problem 1: Create coordinate pairs from rules.

a. is equal to
b. is 1 more than
c. is 5 times
d. is 1 more than 3 times
e. is 1 less than 2 times
T: I will give you a rule that describes a relationship between the - and -coordinates for some points
on a line. You will write a coordinate pair that has the same relationship and that follows the same
rule on your board. (Write is equal to on the board.) Write and show a coordinate pair for is

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•6

equal to .
S: (0, 0).  (2, 2).  (47, 47).  ( ).  (0.21, 0.21).
T: This next rule describes a different relationship between the coordinates of a set of points. (Write
is 1 more than on the board.)
T: How can you find the -coordinate of a point on this line if you know the -coordinate of the point is
0? Turn and talk.
S: The rule says that all the ’s are more than all the ’s. So, if is 0, then we have to add 1 to that to
get .  If = 0, then is 1. (0, ) is the point’s coordinate
pair.
T: Write and show other coordinates for this rule. NOTES ON
S: (2, 3).  (3, 4).  (10 , 11 ).  (0.1, 1.1). MULTIPLE MEANS OF
REPRESENTATION:
T: (Write is 5 times on the board.) Support English language learners and
T: What would be another way to state this rule? Turn others as they articulate coordinate
and talk. pairs based on rules such as is 1 more
S: Multiply by 5 to get .  times 5 is . than . In addition to providing extra
response time, you may want to
T: Give the coordinate pair for this rule, if is 1. rephrase questions in multiple ways,
S: (Show (1, 5).) either simplifying or elaborating.
T: Give the coordinate pair for this rule, if is 0. Students working below grade level
MP.2 may benefit from scaffolds such as
S: (0, 0).
sentence frames to find using the
T: Give another coordinate pair for a point on this line. rule is 5 times . You might present
S: (2, 10).  ( , 46).  (0.3, 1.5). = __ , so = 5 times ___ = 5 .

T: Explain to your partner how you thought about your

coordinate pair.
S: I just multiplied by 5.  I picked the number 2 to be NOTES ON
my , multiplied it by 5, and got 10 for . My MULTIPLE MEANS OF
coordinate pair is (2, 10). REPRESENTATION:
Continue the sequence with (d) is 1 more than 3 times and Simplify and clarify the phrase range of
(e) is 1 less than 2 times . values for English language learners
and others. While it may not be
Problem 2: Create coordinate pairs from rules and plot the necessary to present the multiple
points. meanings for each word, you may want
to define the term as used here, or
express your request in another
Line : is 2 more than .
manner, such as, “What are the
greatest and smallest values on the -
Line : is 2 times .
and -axes?”

Line : is 1 more than doubled.

T: (Hand out coordinate plane template to students. Display the coordinate plane on the board. Write
Line is 2 more than on the board.) Say the rule for line .
S: is 2 more than .

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•6

T: Record the rule in the chart for line .

S: (Record rule.)
T: What range of values do our axes show?
S: Both the - and -axis show even numbers from 0 to 14.
T: What will you need to think about as you pick your values for ? Talk to your partner, and then
generate your coordinate pairs.
S: We have to make sure we don’t pick ’s that are bigger than 4.  Since all our ’s will be more
than our ’s, we can’t have an that is bigger than 12 if we want to be able to put it on this part of
the plane.  I’m going to pick whole number ’s so that adding and putting the points on the
gridlines will be easy.
S: (Create points and share with partner.) 𝒄 𝓫
𝓪
T: Plot the 3 points on your grid paper.
S: (Plot points.)
T: Use a straightedge to draw line . (Draw line )
S: (Draw line .)
Repeat a similar sequence for lines and .
T: Show your lines to your neighbor.
S: (Share.)
T: Raise your hand if your neighbor generated the
exact same points as you.
S: (Most, if not all, should keep hands down.)
T: Raise your hand if your neighbor’s lines were the
same as yours.
S: (All should raise their hands.)
T: How is it possible that we all have the same lines
on our plane, and, yet, we all plotted different
points? Turn and talk.
S: The lines are all the same because we used the same rules to give the points.  There are a whole
bunch of points on each line; we just picked a few of them to name.  We’re doing the same
operation to the ’s every time. So, no matter what numbers we put in, when we draw the line,
they will have all the same lines drawn, which have all the same points.
T: Which lines appear to be parallel?
S: Lines and .
T: Do any of the lines intersect?
S: Yes. Line intersects line .  Line intersects both lines and .
T: Line intersects line . What is the coordinate pair for the point at which these lines intersect?
S: (2, 4).

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•6

T: Give the coordinate pair where and intersect.

S: (1, 3).
T: How can one coordinate pair follow more than
one rule? Turn and talk.
S: In the point (2, 4), the -coordinate is both 2
times greater than and it’s more than , so it
satisifies both rules.  With coordinates (1, 3),
the -coordinate is 2 more than so it’s part of
the rule is 2 more than ; it’s also more than
doubled, so it’s on that line, too!  There are
lots of ways to get from 1 to 3. I can add two, or I
could double 1 and then add 2. Or, I could add 5
and subtract 3.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. This
Problem Set has 3 pages. Copy the last page just for early
finishers if you so choose.

Student Debrief (10 minutes)

Lesson Objective: Generate a number pattern from a

given rule, and plot the points.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 How did you create the points for Problem 1?
Explain to a partner.
 Share how you solved Problem 1(c) with a
partner.

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•6

 How did you create the points for Problem 2?

Explain to a partner.
 Share how you solved Problem 2(c) with a
partner.
 How did you create the points for Problem 3?
Explain to a partner.
 Share how you solved Problem 3(c) with a
partner.
 Compare the three lines you drew for Problem 4.
Do they look the same or different? Explain your
thinking to a partner.
 (Note: Problem 4(d) should be viewed as a
challenge and previews the work in G5–M6–
Lesson 9.) In Problem 4(c), what did you notice
about the two rules that created parallel lines?
Share your solution to Problem 4(d) with a
partner, and explain your thinking.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that
were presented in the lesson today and plan more effectively for future lessons. You may read the questions
aloud to the students.

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Sprint 5•6

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Sprint 5•6

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5•6

Name Date

1. Create a table of 3 values for and such that each -coordinate is 3 more than the corresponding -
coordinate.
( , )
12

10

4
a. Plot each point on the coordinate plane.
2
b. Use a straightedge to draw a line connecting
these points. 0 2 4 6 8 10 12

c. Give the coordinates of 2 other points that fall on this line with -coordinates greater than 12.

(______ , ______) and (______ , ______).

2. Create a table of 3 values for and such that each -coordinate is 3 times as much as its corresponding
-coordinate.

12
( , )
10

2
a. Plot each point on the coordinate plane.

0 2 4 6 8 10 12

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5•6

b. Use a straightedge to draw a line connecting these points.

c. Give the coordinates of 2 other points that fall on this line with -coordinates greater than 25.

(______ , ______) and (______ , ______).

3. Create a table of 5 values for and such that

each -coordinate is 1 more than 3 times as
much as its corresponding value. 20

18
x (x, )
16

14

12

10

a. Plot each point on the coordinate plane. 4

b. Use a straightedge to draw a line 2

connecting these points.
0 2 4 6 8 10 12 14 16 18 20
c. Give the coordinates of 2 other points that
would fall on this line whose -coordinates are greater than 12.

(______ , ______) and (______ , ______).

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5•6

4. Use the coordinate plane below to complete the following tasks.

a. Graph the lines on the plane.

line 𝓵: 𝑥 is equal to 𝑦 15

𝑥 𝑦 (𝑥, 𝑦)
𝐴
𝐵
𝐶
10
line 𝓶: 𝑦 is 1 more than 𝑥

𝑥 𝑦 (𝑥, 𝑦)
𝐺
𝐻
𝐼 5

line 𝓷: 𝑦 is 1 more than twice 𝑥

𝑥 𝑦 (𝑥, 𝑦)
𝑆
𝑇
𝑈 0 5 10 15

b. Which two lines intersect? Give the coordinates of their intersection.

c. Which two lines are parallel?

d. Give the rule for another line that would be parallel to the lines you listed in (c).

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 5•6

Name Date

1. Complete this table with values for and such that each -coordinate is 5 more than 2 times as much
as its corresponding -coordinate.
( , ) 12
0
10
2
8
3.5
6
a. Plot each point on the coordinate plane.
4
b. Use a straightedge to draw a line connecting
these points. 2

c. Name 2 other points that fall on this line with

-coordinates greater than 25. 0 2 4 6 8 10 12

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 5•6

Name Date

1. Complete this table such that each -coordinate is 4 more than the corresponding -coordinate.
( , )

12

10

8
a. Plot each point on the coordinate plane.
6
b. Use a straightedge to construct a line
connecting these points. 4

c. Give the coordinates of 2 other points that 2

fall on this line with -coordinates greater
than 18.
0 2 4 6 8 10 12
(______ , ______) and (______ , ______).

2. Complete this table such that each -coordinate is 2 times as much as its corresponding -coordinate.
( , )

12

10

a. Plot each point on the coordinate plane.

6
b. Use a straightedge to draw a line connecting
these points. 4

c. Give the coordinates of 2 other points that fall 2

on this line with -coordinates greater than 25.
0 2 4 6 8 10 12
(______ , ______) and (______ , ______).

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 5•6

3. Use the coordinate plane below to

complete the following tasks.
a. Graph these lines on the plane.
15
line 𝓵: 𝑥 is equal to 𝑦

𝑥 𝑦 (𝑥, 𝑦)
𝐴
𝐵
𝐶 10

line 𝓶: 𝑦 is 1 less than 𝑥

a.
𝑥 𝑦 (𝑥, 𝑦)
𝐺
5 `
b.
𝐻
𝐼

line 𝓷: 𝑦 is 1 less than twice 𝑥

𝑥 𝑦 (𝑥, 𝑦)
𝑆
𝑇 0 5 10 15
𝑈

b. Do any of these lines intersect? If yes, identify which ones, and give the coordinates of their
intersection.

c. Are any of these lines parallel? If yes, identify which ones.

d. Give the rule for another line that would be parallel to the lines you listed in (c).

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Coordinate Plane Template 5•6

14

12

10

0 2 4 6 8 10 12 14

Line 𝓪: Line 𝓫: Line 𝓬:

𝑥 𝑦 (𝑥 𝑦 𝑥 𝑦 (𝑥 𝑦 𝑥 𝑦 (𝑥, 𝑦)

Lesson 8: Generate a number pattern from a given rule, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 6
5

Lesson 9
Objective: Generate two number patterns from given rules, plot the
points, and analyze the patterns.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Round to the Nearest One 5.NBT.4 (4 minutes)

 Add and Subtract Decimals 5.NBT.7 (5 minutes)
 Plot Points on a Coordinate Grid 5.G.1 (3 minutes)

Round to the Nearest One (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Module 1 concepts.

T: (Write 4 ones 1 tenth.) Write 4 ones and 1 tenth as a decimal.
S: (Write 4.1.)
T: (Write 4.1 ≈ __.) Round 4 and 1 tenth to the nearest whole number.
S: (Write 4.1 ≈ 4.)
Continue the process for 4.9, 14.9, 3.4, 23.4, 2.5, 32.5, 5.17, 8.76, and 17.51.

Add and Subtract Decimals (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Module 1 concepts.

T: (Write 5 + 1.) Say the answer.
S: 6.
T: 5 tenths + 1 tenth?

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.33
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 6
5

S: 6 tenths.
T: 5 hundredths + 1 hundredth?
S: 6 hundredths.
T: 5 thousandths + 1 thousandth?
S: 6 thousandths.
Continue the process with 5 – 1, 5 tenths – 1 tenth, 5 hundredths – 1 hundredth, and 5 thousandths – 1
thousandth.
T: (Write 4 + 1.) Write the number sentence.
S: (Write 4 + 1 = 5.)
T: (Write 4.8 + 1.) Write the number sentence.
S: (Write 4.8 + 1 = 5.8.)
Continue the process with 4.8 – 1, 4.83 + 1, 4.83 – 1, 0.6 + 0.2, 0.6 – 0.2, 0.63 + 0.2, 0.63 – 0.2, 0.638 + 0.2,
0.638 – 0.2, 1.746 + 0.02, 1.746 – 0.02, 3.456 + 0.003, and 3.456 – 0.003.

Plot Points on a Coordinate Grid (3 minutes)

Materials: (S) Personal white board with coordinate grid insert

Note: This fluency activity reviews G5–M6–Lesson 8.

T: Label the - and -axes.
S: (Label - and -axes.)
T: Label the origin.
S: (Write 0 at the origin.)
T: Along both axes, label every other grid line, counting by two’s to 12.
S: (Label 2, 4, 6, 8, 10, and 12 along each axis.)
T: (Write (0, 2).) Plot the point on your coordinate grid.
S: (Plot point at (0, 2).)
Continue the process for the following possible sequence: (1, 4), (2, 6), (3, 8), and (4, 10).
T: Draw a line to connect these points.
S: (Draw line.)
T: Plot the points that fall on this line when is 5 and when is 6.
S: (Write (5, 12) and (6, 14).
T: Erase your board. (Write (0, 0).) Plot the point on your coordinate grid.
S: (Plot point at the origin.)
Continue the process for (1, 1) and (2, 2).
T: Draw a line to connect these points.
T: Write 2 coordinate pairs for points that fall on this line whose -coordinates are larger than 12.
S: (Write 2 coordinates with the same digit for and that is larger than 12.)

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.34
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 6
5

Application Problem (5 minutes)

Maggie spent $46.20 to buy pencil sharpeners for her gift shop. If each
pencil sharpener cost 60 cents, how many pencil sharpeners did she
buy? Solve by using the standard algorithm.
Note: This Application Problem looks back to G5–Module 4 to review
division of decimal numbers.

Concept Development (33 minutes)

Materials: (S) Coordinate plane template, straightedge

Problem 1: Graph two lines described by addition rules on

the same coordinate plane, and compare/contrast them.
T: (Display chart for line on board. Distribute 1
coordinate plane template for each student.) Say
the rule that describes line .
S: is 2 more than .
T: When is 1, what is the -coordinate if I apply the
rule?
S: (Show (1 3).)
T: (Record on board.) Tell your partner how you
generated this ordered pair.
S: The rule says, “ is 2 more than ” so if is 1,
must be 3 because 3 is 2 more than 1.  I just
added 2 to 1 and got 3 as the -coordinate.
T: Complete the chart for the remaining values of . NOTES ON
S: (Generate coordinate pairs.) MULTIPLE MEANS OF
T: Plot each point on the plane, then use your REPRESENTATION:
straightedge to draw line . Use color to enhance learners’
S: (Plot and construct.) perception of the grid, pairs, and lines.
T: Show your work to a neighbor and check to make sure You may want to present lines and
in three different colors. It may be
line is drawn correctly.
helpful to pick a consistent color for
S: (Share and check work. While students share, teacher the numbers on the - and -axes and
constructs line on board.) coordinate pairs. If students with
visual impairments and others find
Repeat the sequence for .
plotting points challenging, you may
T: Look at lines and . Do they intersect? want to magnify the grid, or use the
S: No. Graphic Aid for Mathematics.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.35
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 6
5

T: What is the name we give to lines that do not intersect?

S: Parallel.
T: Compare and contrast lines and . What do you notice about each line?
S: They look very similar. They’re parallel, so they look like they go up at the same angle.  They look
like copies of the same line, except line is farther up than line .
T: I heard you say that line is “farther up” than line . Farther up from what? Turn and talk.
S: It looks like we can take line and shift it up a bit to get the other one.  Each point is a little
higher than the points on line .  The rule for line is to add 5 to each -coordinate; so, it makes
sense that the line will be higher up than line , because line ’s rule is to only add 2.  All the -
coordinates on line are 3 units above all the -coordinates on line with the same -coordinates.
T: Compare the rules for lines and . What do you notice?
S: Both rules are adding to the -coordinate.  One rule had us add 2 to the -coordinate, and the
other had us add 5 to the -coordinate.  We are adding 3 more to the -coordinates in than
we are to . That’s why all the s are 3 more than the ’s on !
T: (Post on the board the rule for line , is 8 more than ) Compare the rule for line to the other
rules we’ve seen today. Turn and talk.
S: It’s another addition rule.  We’re still adding, but this time we have to add 8 to the -coordinate.
 The rule for this line adds 6 more to than line and 3 more to than line .
T: Make a prediction. What will it look like if we draw line on this plane? Turn and talk.
S: It might make another parallel line.  I bet line will be above the other two on the plane.
T: Work with a partner to generate 3 points for line ; then, draw it on the plane.
S: (Work and draw line .)
T: Were your predictions correct? Turn and talk.
S: (While students share, teacher draws line on board.) Yes, line is parallel to the other two lines.
 I was right; line is above the other two lines.
T: As you can see, line , whose rule is is 8 more than creates another parallel line. Tell and show
your neighbor what the line for rule is 10 more than would look like.
S: (Share.)
T: The line for rule is 10 more than would again be parallel, and its -coordinates would be greater
than those for the same -coordinates in the other lines. (Drag your finger across the plane to show
the approximate location of this line.)

Problem 2: Graph 2 lines described by multiplication rules on the same coordinate plane, and compare and
contrast them.
T: (Display chart for line on board.) Say the rule for line .
S: is times 2.
T: When is 2, what is the -coordinate if I apply the rule?
S: (Show (2, 4).)
T: (Record on board.) Tell your partner how you generated this ordered pair.
S: The rule says, “ is times 2”; so, if is 2, must be 4, because 2 times 2 is 4.  I just multiplied 2

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.36
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 6
5

times 2 and got 4 as the -coordinate.

T: Great! Complete the chart for -values of 0, 1, 3,
and 4.
S: (Generate coordinate pairs.)
T: Plot each coordinate pair on the plane, then use
your straightedge to draw line .
S: (Plot and draw.)
T: Show your work to a neighbor, and check to make
sure line is drawn correctly.
S: (Share and check work. While students share,
teacher draws line on board.)
Follow a similar sequence for line .
T: Compare and contrast the rules for lines and .
Turn and talk.
S: They are both multiplication rules.  They’re a
little different cause is multiplied by 2 and is
multiplied by 3.
T: Do lines and intersect?
S: Yes.
T: At what location do they intersect? NOTES ON
MULTIPLE MEANS OF
S: At (0, 0).  At the origin.
REPRESENTATION:
T: Compare lines and in terms of their steepness.
Clarify math language for English
What do you notice? Turn and talk.
language learners so that they may
S: They both seem to start at the origin, but then line confidently explore and discuss lines
starts going up really quickly. It’s steeper than line . on the coordinate plane. Define steep
 Line goes up more gradually than line . Line is and steepness. Offer explanations in
less steep. students’ first language, if possible.
Link the vocabulary to their
T: You noticed that line is steeper than line . Look
experiences, such as walking a steep
again at the rules for these lines and at the coordinate
hill or paying a steep price.
pairs that you generated for each line. Can you explain
why line is steeper than line ? Turn and talk.
S: We used all the same values for the -coordinates, but we multiplied them by different numbers to
get the -coordinate.  I think line is steeper because we tripled the -coordinate, rather than
doubling it as we did in line . So, the -coordinate gets higher faster when you triple it.
T: (Post the rule for line , is times 5 on the board.) Compare the rule for line to the rules for
lines and . Turn and talk.
S: It’s another multiplication rule.  We’re still multiplying, but this time we have to quintuple the -
MP.7 coordinate.
T: Make a prediction. What will it look like if we drew line on this plane? Turn and talk.
S: I think it’s going to start at the origin again.  I bet line will be even steeper than the other two.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.37
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 6
5

T: Work with a partner to generate 3 points for line

; then, construct it on the plane.
S: (Work and construct line .)
T: Were your predictions correct? Turn and talk.
S: (While students share, teacher constructs line
on board.) Yeah, line also contains point (0, 0).
MP.7  I was right; line is even steeper than lines
and .
T: As you can see, line , whose rule is is times
5, passes through the origin and is even steeper
than the other lines we’ve drawn. Tell and show
your neighbor what the line for rule is times 6
would look like.
S: (Share.)
T: What sort of multiplication rule could we use to
produce a line that was not as steep as line ?
Turn and talk.
S: We would need to multiply the -coordinates by
something less than 2.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Generate two number patterns from

given rules, plot the points, and analyze the patterns.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.38
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 6
5

You may choose to use any combination of the questions below to lead the discussion.
 What pattern did you notice between lines and ?
 If you could have chosen any values for when generating points for line , what would you have
chosen? Why? What if the rule were, is one-third as much as ?
 Explain to your partner how you made your predictions for Problems 1(c) and 2(c).
 Based on the patterns you saw in Problem 1, predict what the line for the rule, is 2 less than
would look like. Use your finger to show your neighbor where you think the line would be.
 Compare the lines generated by addition and multiplication, for example + 2 and 2 What effect
does adding 2 to have as compared to multiplying by 2?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.39
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 5 6
5

Name Date

1. Complete the table for the given rules.

Line
20
Rule: is 1 more than

( , )
1
15
5
9
13

10
Line

Rule: is 4 more than

( , )
5
0
5
8
11
0 5 10 15 20
a. Construct each line on the coordinate plane above.

b. Compare and contrast these lines.

c. Based on the patterns you see, predict what line , whose rule is 7 more than would look like.
Draw your prediction on the plane above.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.40
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 5 6
5

2. Complete the table for the given rules for values 0, 3, 7, and 9.
Line
20
Rule: is twice as much as

( , )

15

10
Line

Rule: is half as much as

( , ) 5

0 5 10 15 20

a. Construct each line on the coordinate plane above.

b. Compare and contrast these lines.

c. Based on the patterns you see, predict what line , whose rule is 4 times as much as would look
like. Draw your prediction in the plane above.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.41
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Exit Ticket 5 6
5

Name Date

Complete the tables for the given rules. Then, construct lines and on the coordinate plane.

Line

Rule: is 5 more than 20

( , )
0
15
1
2
4

10
Line

Rule: is 5 times as much as

( , )
5
0
1
2
4
0 5 10 15 20

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.42
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 5 6
5

Name Date

1. Complete the table for the given rules.

Line
20
Rule: is 1 less than

( , )
1 15
4
9
16

10
Line

Rule: is 5 less than

( , )
5
5
8
14
20
0 5 10 15 20
a. Construct each line on the coordinate plane.

b. Compare and contrast these lines.

c. Based on the patterns you see, predict what line , whose rule is 7 less than would look like. Draw
your prediction on the plane above.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.43
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 5 6
5

2. Complete the table for the given rules for values 0, 3, 4, and 6.
Line

Rule: is 3 times as much as 20

( , )

15

10

Line

Rule: is a third as much as

( , ) 5

0 5 10 15 20

a. Construct each line on the coordinate plane.

b. Compare and contrast these lines.

c. Based on the patterns you see, predict what line , whose rule is 4 times as much as and line ,
whose rule is one-fourth as much as would look like. Draw your prediction in the plane above.

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.44
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Template 5 6
5

Name Date

Line 𝓵 Line 𝓶

Rule: 𝑦 is 2 more than 𝑥 Rule: 𝑦 is 5 more than 𝑥

𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦)
1 0
5 5
10 10
15 15

20

15

10

0 5 10 15 20

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.45
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Template 5 6
5

Line 𝒑 Line 𝒒

Rule: 𝑦 is 𝑥 times 2 Rule: 𝑦 is 𝑥 times 3

𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦)

20

15

10

0 5 10 15 20

Lesson 9: Generate two number patterns from given rules, plot the points, and
analyze the patterns. 6.B.46
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•6

Lesson 10
Objective: Compare the lines and patterns generated by addition rules and
multiplication rules.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 4.NF.1 (4 minutes)

 Round to the Nearest One 5.NBT.4 (4 minutes)
 Add and Subtract Decimals 5.NBT.7 (4 minutes)

Count by Equivalent Fractions (4 minutes)

Note: This fluency activity prepares students for G5–M6–Lesson 11.
T: Count by ones to 9, starting at 0.
S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.

1 2 3

1 1 1 2 3

T: Count by thirds from 0 thirds to 9 thirds. (Write as students count.)

S: , , , , , , , , , .
T: 1 is the same as how many thirds?
S: 3 thirds.
T: (Beneath , write 1.) 2 is the same as how many thirds?
S: 6 thirds.

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.47
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•6

T: (Beneath , write 2.)

Continue the process for 3.

T: Count by thirds again. This time, when you come to the whole number, say it. (Write as students
count.)
S: , , , 1, , , 2, , , 3.
NOTES ON
T: (Point to .) Say 4 thirds as a mixed number.
MULTIPLE MEANS OF
S: REPRESENTATION:
The Count by Equivalent Fractions
Continue the process for , , and . fluency activity supports language
T: Count by thirds again. This time, convert to ones and acquisition for English language
mixed numbers. (Write as students count.) learners, as it offers valuable practice
speaking fraction names, such as thirds.
S: , , , 1, , , 2, , , 3. Couple the counting with prepared
visuals to increase comprehension.
T: Let’s count by thirds again. This time, after saying 1,
Some learners may benefit from
alternate between mixed numbers and improper
counting again and again until they
fractions. gain fluency.
S: , , , 1, , , 2, , , 3.
T: 3 is the same as how many thirds?
S: 9 thirds.
T: Let’s count backwards alternating between fractions and mixed numbers. Start at .
S: , , , 2, , , 1, , , .

Round to the Nearest One (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Module 1 concepts.

T: (Write 3 ones 2 tenths.) Write 3 ones and 2 tenths as a decimal.
S: (Write 3.2.)
T: (Write 3. ≈ __.) Round 3 and 2 tenths to the nearest whole number.
S: (Write 3. ≈ 3.)
Continue the process for 3.7, 13.7, 5.4, 25.4, 1.5, 21.5, 6.48, 3.62, and 36.52.

Add and Subtract Decimals (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Module 1 concepts.

T: (Write 3.812 + 1.) Complete the number sentence.

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.48
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•6

S: (Write 3.812 + 1 = 4.812.)

T: (Write 3.812 – 1.) Complete the number sentence.
S: (Write 3.812 – 1 = 2.812.)
Continue the process with 3.812 – 0.1, 3.812 + 0.1, 2.764 + 0.02, 2.764 – 0.02, 5.015 – 0.003, 5.015 + 0.003,
and 8.426 – 0.006.

Application Problem (6 minutes)

A 12-man relay team runs a 45 km race. Each member of the team runs
an equal distance. How many kilometers does each team member run?
One lap around the track is 0.75 km. How many laps does
each team member run during the race?
Note: This Application Problem reviews several concepts
explored earlier in the year, including division and
measurement.

Concept Development (32 minutes)

Materials: (S) Personal white board, coordinate plane template, straightedge, set square or right angle
template

Problem 1: Compare the lines and patterns generated by addition and subtraction rules.
T: (Distribute 1 coordinate plane template to each
student. Display coordinate plane on board.) Say
the rule for line .
S: is the same as .  is equal to .
T: What point on this line has an - coordinate of 3?
S: (Show (3, 3).)
T: Complete the chart for line .
S: (Complete chart.)
T: Can you find another way to name the rule for line
? Turn and talk.
S: We could call it is equal to  The rule could
also be is times 1.
T: Plot each coordinate pair on the plane and then
use your straight edge to construct line .
S: (As students work, construct line on board.)
T: What do you notice about line , whose rule is is
equal to ? Turn and talk.

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.49
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•6

S: It cuts the plane into 2 pieces.  It passes right `

through the origin.
NOTES ON
T: On your plane, plot at the following location. (Show MULTIPLE MEANS OF
(13, 18) on board and plot B.) ACTION AND
S: (Plot .) EXPRESSION
T: On the coordinate plane, use your straight edge and One way to help students with visual
set square to construct line so that it’s parallel to acuity differences to accurately locate
line and contains point . Check your work with a points and give the correct coordinate
neighbor when you’re finished. pair is to provide a transparent,
S: (Work and check. Construct line on board.) colored, cellophane sheet for aligning
with the grid lines on the plane.
T: Look at line . (Point to location (10, 15) on board.) Students can place the right corner of
When is 10, what is the -coordinate? the sheet with the point. The edges of
S: 15. the sheet will then align with the -
and -coordinates on the axes.
T: Show the coordinate pair.
S: (Show (10, 15).)
T: Record the missing -coordinates in the chart for line . Share your work with a neighbor when
you’re finished.
S: (Record and share.)
T: What pattern do you notice in the coordinate pairs for line ? Turn and talk.
S: Every -coordinate is 5 more than the -coordinate.  If I add 5 to every - value, I get the -value.
MP.7 T: Work with a neighbor to identify the rule for line . Show me the rule on your personal board.
S: (Show rule is 5 more than  plus 5 is .)
T: Since every -coordinate is 5 more than the -coordinate, the rule for line is, is 5 more than .
Record the rule on your chart.
Repeat the process for lines , and as possible.
T: Look again at the coordinate plane. Do any of our lines intersect?

S: No.
T: What can you say then about lines and ?
S: Lines and are parallel lines.
T: Compare lines and to line . What do you notice? Turn and talk.
S: They’re all parallel.  Lines and both have -coordinates that are greater than the ones for the
same -coordinates on line . The ’s on are all 5 more, and the ones on are all 10 more than
the ones on .

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.50
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•6

T: What do the rules for lines and have in common?

S: They’re both addition rules.  They both require us to add to the -coordinate, but line is adding
more to the -coordinate.
T: What about line ? What operation is used in the rule for line ?
S: Subtraction.
T: And where does line lie on the plane, in relation to the other lines? Turn and talk.
S: The points on this line will be closer to the -axis than on the other lines.  The line will be drawn
below the other lines on the plane.

Problem 2: Compare the lines and patterns generated by

multiplication rules.
T: (Display a second coordinate plane on board.)
What do you notice about line ? Turn and talk.
S: It’s the same as line on the other plane.  It’s
the line for rule is equal to
T: This is the same line we drew on the other plane.
It represents the rule, is equal to or we can
also think of it as is times 1. On your plane,
plot point at the following location. (Show (3,
9) on board and plot point .)
S: (Plot point .)
T: Use your straight edge to draw line so that it
passes through the origin and contains point .
(Model on board.)
S: (Students construct line .)
T: Look at line . What point on the line has an -
coordinate of 1?
S: (1,3).
T: Record that in the chart for line then, work with a neighbor to fill in the rest of the missing -
coordinates.
S: (Record and share.)
T: What pattern do you see in the coordinate pairs for line ? Turn and talk.
S: The -coordinate is always more than the -coordinate.  If I multiply the -values by 3, I get the -
coordinates.  I think the rule is multiply by 3.
T: I hear that you noticed that the -coordinate is always 3 times as much as the -coordinate. Show
me the rule for line .
S: is 3 times as much as  is times 3.  Multiply by 3.
T: Record the rule on the chart for line .
S: (Record.)
T: Compare line to line . Which is steeper? Turn and talk.

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.51
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•6

S: Line is steeper than line .

T: Are lines and parallel?
S: No, they intersect.

T: Where do they intersect?

S: They both pass through the origin.
Repeat the process with line , noticing the division or multiplication by a fraction rule.
T: Compare line to lines and Which is the steepest? Turn and talk.
S: Line goes up more gradually than the others.  Line is less steep than the others.  Line is
still the steepest, and line is the least steep.
T: Look back at the rules that describe these lines. Why do you think line is the steepest and line is
less steep than the others? Turn and talk.
S: They’re both described by multiplication rules. However, line rule multiplies by a larger number
than the rule for line .  It reminds me of the scaling work we did. The rule for line multiplies
by a number greater than 1, so the line is really steep; line multiplies by a number less than 1, so
the line goes up more gradually.
T: (On board, display image of line , whose rule is, is times 2.) Line represents the rule, is
times 2. Why does it make sense that line would be steeper than line but not as steep as line ?
Turn and talk.
S: Multiplying by 2 is more than multiplying by 1 and less than multiplying by 3.  It’s almost like
measuring angles on a protractor. 60 degrees is in between 45 degrees and 80 degrees, so the line
for multiplying by 2 should be in between the lines for multiplying by 1 and 3.
T: Show your neighbor where the line for rule, is times 4 would be.
S: (Share with a neighbor.)
T: Would the line for rule, is times be more steep or less steep than line ? Turn and talk.
S: It would be less steep because you’re multiplying by a smaller number than .  Line would be
steeper. The line for multiplying by would go through the origin and point (10, 1), which would be
way less steep than line .
T: That’s right! The line for rule, is times would be less steep than line (Drag your finger along
plane showing its approximate location.)

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.52
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Compare the lines and patterns

generated by addition rules and multiplication rules.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 1, explain how you could create a rule
that describes a line that is parallel to line and
whose points are even further from the -axis.
 In Problem 2, explain how you could create a rule
that describes a line that is less steep than line .
 What point lies on any line that can be described
by a multiplication rule?
 Explain to your partner how lines generated by
addition and subtraction rules are different from
those generated by multiplication rules.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud
to the students.

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.53
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 5•6

Name Date
1. Use the coordinate plane below to complete the following tasks.
a. Line represents the rule, and are equal.
b. Construct a line, , that is parallel to line
6
and contains point .
𝑝
c. Name 3 coordinates pairs on line .
5

4 𝐷

d. Identify a rule to describe line . 3 𝐸

2
e. Construct a line, , that is parallel to line
and contains point . 1
f. Name 3 points on line .

0 1 2 3 4 5 6

g. Identify a rule to describe line .

h. Compare and contrast lines and in terms of their relationship to line .

2. Write a rule for a fourth line that would be parallel to those above and would contain the point (3 , 6).

a. Explain how you know.

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.54
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 5•6

3. Use the coordinate plane below to complete the following tasks.

a. Line represents the rule and are equal.
b. Construct a line, , that contains the origin and point .
c. Name 3 points on line .

10
d. Identify a rule to describe line .

e. Construct a line, , that contains the origin and 5

point . 𝑉
f. Name 3 points on line . 𝑊

g. Identify a rule to describe line .

0 5 10

h. Compare and contrast lines and in terms of their relationship to line .

i. What patterns do you see in lines that are generated by multiplication rules?

4. Circle the rules that generate lines that are parallel to each other.

Add 5 to Multiply by plus times

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.55
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Exit Ticket 5•6

Name Date

1. Use the coordinate plane below to complete the following tasks.

a. Line represents the rule and are equal.
b. Construct a line, , that is parallel to line and contains point .
c. Name 3 points on line .
6
𝑝

4
d. Identify a rule to describe line .
3

1 Α

0 1 2 3 4 5 6

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.56
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 5•6

Name Date

1. Use the coordinate plane to complete the

following tasks. 6
𝑝
a. Line represents the rule and are
equal. 5

b. Construct a line, , that is parallel to line

and contains point .
4 𝐷
c. Name 3 coordinates pairs on line .
3 𝐸

d. Identify a rule to describe line .

0 1 2 3 4 5 6

e. Construct a line, , that is parallel to line and contains point .

f. Name 3 points on line .

g. Identify a rule to describe line .

h. Compare and contrast lines and in terms of their relationship to line .

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.57
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 5•6

2. Write a rule for a fourth line that would be parallel to those above and that would contain the point

( , 2). Explain how you know.

3. Use the coordinate plane below to complete the following tasks.

a. Line represents the rule and are equal.
b. Construct a line, , that contains the origin and point .
c. Name 3 points on line .
𝒑

d. Identify a rule to describe line . 10

𝑉

e. Construct a line, , that contains the origin 5 𝑊

and point .
f. Name 3 points on line .

g. Identify a rule to describe line .

0 5 10

h. Compare and contrast lines and in terms of their relationship to line .

i. What patterns do you see in lines that are generated by multiplication rules?

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.58
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Coordinate Plane Template 5•6

Line 𝒑 Line 𝓫 Line 𝒄 Line 𝒅

Rule: 𝑦 is 0 more than 𝑥 Rule: _________________ Rule: _________________ Rule: _________________

𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦)

0 7 2 5
5 10 4 7
10 13 8 12
15 18 11 15

20

15

10

0 5 10 15 20

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.59
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Coordinate Plane Template 5•6

Line 𝒈 Line 𝒉

Rule: ____________________ Rule: ____________________

𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦)
1 3
2 6
5 12
7 15 𝒑

20

15

10

0 5 10 15 20

Lesson 10: Compare with lines and patterns generated by addition rules and
multiplication rules. 6.B.60
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•6

Lesson 11
Objective: Analyze number patterns created from mixed operations.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (7 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Round to the Nearest One 5.NBT.4 (9 minutes)

 Add and Subtract Decimals 5.NBT.7 (3 minutes)

Sprint: Round to the Nearest One (9 minutes)

Materials: (S) Round to the Nearest One Sprint

Note: This Sprint reviews G5–Module 1 concepts.

Add and Subtract Decimals (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5─Module 1 concepts.

T: (Write 5.634 + 1.) Write the number sentence.
S: (Write 5.634 + 1 = 6.634.)
T: (Write 5.634 – 1.) Write the number sentence.
S: (Write 5.634 – 1 = 4.634.)
Continue the process with 5.634 – 0.1, 5.634 + 0.1, 5.937 + 0.02, 5.937 – 0.02, 7.056 – 0.003, 7.056 + 0.003,
and 4.304 – 0.004.

Application Problem (7 minutes)

Michelle has 3 kg of strawberries that she divided equally into small bags with kg in each bag.

Lesson 11: Analyze number patterns created from mixed operations.

Date: 1/31/14 6.B.61

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•6

a. How many bags of strawberries did she make?

b. She gave a bag to her friend, Sarah. Sarah ate half of her
strawberries. How many grams of strawberries does Sarah have
left?

Note: The Application Problem requires that students convert kilograms to

grams and use fraction division and multiplication to answer this multi-step
problem. Students may use decimals to solve.

Concept Development (31 minutes)

Materials: (S) Personal white board, straightedge,

coordinate plane template

Problem 1: Compare the lines and patterns generated by

mixed operations rules.
T: (Distribute coordinate plane template to students.
Display coordinate plane on board.) Say the rule
for line
S: Multiply by 3.
T: What is the -coordinate of the point whose is
2?
S: 6.
T: Before you complete the chart, plot the points and
draw line tell your neighbor what you predict it
will look like.
S: It’s a multiplication rule, so it will pass through the
origin.  The -coordinates are 3 times the -
coordinates, so it will be pretty steep. (Draw line.)
NOTES ON
S: (Draw line .) MULTIPLE MEANS OF
T: Say the rule for line . REPRESENTATION:
S: Multiply by 3; then, add 3. Students who are not yet finding the
T: How is the rule for line different from the other value of mentally may benefit from
rules we’ve used to describe lines? Turn and talk. writing equations. You may guide
students working below grade level
S: We’ve only had rules that showed lines for adding with the following frames:
something to or multiplying by a number.  This For triple ,
rule has two operations. ___ 3.
T: Show me the coordinate pair for the point whose - For triple then add 3,
coordinate is 2. (___ 3) + 3.
S: (Show (2, 9).) For triple then subtract 2,
(___ 3) – 2.

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•6

T: Fill in the rest of the missing -coordinates in the chart for line .
S: (Fill in coordinates.)
T: Plot each point from the chart; then, use your straightedge to draw line .
S: (Draw line.)
T: What do you notice about these lines? Turn and talk.
S: They are parallel lines.  Line doesn’t go through the origin. It’s a multiplication rule that
doesn’t go through the origin.  The lines are equally steep, but line is just farther from the -
axis.  The lines are identical, except line doesn’t pass through the origin. It passes through the
-axis at (0, 3).
T: Do lines and intersect?
S: No, they’re parallel.
T: Which line is steeper?
S: They’re equally steep.
T: What is different about the lines?
S: The points on line are farther from the -axis than the point on line .  Line does not pass
through the origin.

T: Let’s look at another mixed operation rule. Say the rule for line .
S: Triple , then subtract 2.
T: Show me the coordinate pair for this rule when is 1.
S: (Show (1, 1).) NOTES ON
T: Fill in the rest of the missing -coordinates for line . MULTIPLE MEANS OF
MP.7 S: (Fill in missing coordinates.) REPRESENTATION:
T: Based on the patterns we’ve seen, predict what line Depending on the level of English
will look like. proficiency of English language
learners, consider rephrasing questions
S: It won’t go through the origin, because when is 0, we
for discussion or making them available
get , but I don’t know what to do with that.  in the students’ first language, if
It’s going to be parallel again, but this time it will fall possible.
below line because we’re subtracting this time.
T: Plot each point and draw line .
S: (Draw line .)

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•6

T: What have lines and taught you about lines generated from mixed operations? Turn and
talk.
S: You can generate parallel lines involving multiplication, but you have to add or subtract after
multiplying.  Not every rule with multiplication will produce a line that passes through the origin.
 If the multiplication part of the rule is the same for both lines, adding after multiplying makes the
points on the line shift up by whatever you are adding.  Subtracting after multiplying makes the
points on the line shift down if the multiplication part of the rule is the same.

Problem 2: Identify coordinate pairs to satisfy mixed operation rules.

T: (Post rule, multiply by , then add on the board.) Tell a neighbor what the line described by this
rule would look like.
S: We’d have to add after multiplying by so, that means the points on this line would shift up
more than the points on the line that you see when just multiplying by .  The rule has you
multiply by one-half first. Multiplying by a half will be a line that is less steep than multiplying by a
whole number.  It’s a mixed operation, so it won’t go through the origin.
T: Tell your neighbor how you’ll find the -coordinate for this point if is 1.
S: You have to multiply by first. So, 1 times is . Then, you have to add to .  I’ll multiply first,
and that’s easy since any number times 1 is just that number. So, I’ll end up adding to , or ,
which will be . The -coordinate is .
T: Show me the coordinate pair for this rule when is 1.
S: (Show (1, ) or (1, 1 ).)
T: What is the first step in finding the -coordinate when is 1 ?
S: Multiply by .
T: Show me the multiplication sentence.
S: (Show or )
T: What is the next step in finding the -coordinate?
S: Add 3 fourths.
T: Show me the addition sentence.
S: (Show + 1 or + )
T: Show me the coordinate pair for this rule when is 1 .
S: (Show (1 , 1 ).)
T: Work independently, and show me the coordinate pair for this rule when is .
S: (Work and show ( , 1 ).)
T: Would the line for this rule contain the point (3, )? Turn and talk.

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•6

S: It would. 3 times is 3 halves. And, 3 halves plus 3 fourths is equal to 9 fourths. 9 fourths is the
same as .  Yes. If I take the -coordinate and multiply it by one-half, then add 3 fourths to the
product, I get 2 and one-fourth.
T: What about coordinate pair ( , )?
S: (Work.) No.
T: Tell a neighbor how you know.
S: I tried it, and when I multiplied and then added, I found that when is , the -coordinate is .
 I actually worked backwards. I subtracted from and got 1 . Then, I doubled 1 and got 3,
but the coordinate pair we were given had an -coordinate of , so I knew that this pair wouldn’t
be on the line.
T: Generate another coordinate pair that the line for rule multiply by , then add would contain.
Have a neighbor check your work when you’re finished.
S: (Work, share, and check.)

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Analyze number patterns created from

mixed operations.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Make a statement that describes how the lines
generated from mixed operations behave. How

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•6

are they similar and different from multiplication

only or addition or subtraction only rules?
 Share your answers to Problems 2(b) and 4(b)
with a neighbor. Explain your thought process as
you generated the coordinate pairs.
 Predict what line would look like if you added
first and then multiplied.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Sprint 5•6

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Sprint 5•6

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 5•6

Name Date

1. Complete the tables for the given rules.

Line 10

Rule: Double
8
( , )
0
1
2 6
3

4
Line

Rule: Double , then add 1

2
( , )
0
1
0 2 4 6 8 10
2
3

a. Draw each line on the coordinate plane above.

b. Compare and contrast these lines.

c. Based on the patterns you see, predict what the line for the rule double , then subtract 1 would look
like. Draw the line on the plane above.

2. Circle the point(s) that the line for rule multiply by , then add 1 would contain.
(0, ) (2, ) ( , ) ( , )

a. Explain how you know.

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 5•6

b. Give two other points that fall on this line.

3. Complete the tables for the given rules.

Line
Rule: Half
( , ) 5
0
1
2
4
3

Line 3
Rule: Half , then add 1
( , )
0 2
1
2
3 1

0 1 2 3 4 5
a. Draw each line on the coordinate plane
above.

b. Compare and contrast these lines.

c. Based on the patterns you see, predict what the line for the rule half , then subtract 1 would look
like. Draw the line on the plane above.

4. Circle the point(s) that the line for rule multiply by , then subtract 1 would contain.
( , ) (2, ) ( , ) (3, 1)

a. Explain how you know.

b. Give two other points that fall on this line.

Lesson 11: Analyze number patterns created from mixed operations.

Date: 1/31/14 6.B.70

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Exit Ticket 5•6

Name Date

1. Complete the tables for the given rules.

Line 10

Rule: Double
8
( , )
0
1
2 6
3

Line 4

Rule: Double , then add 1

2
( , )
0
1
2 0 2 4 6 8 10
3

a. Draw each line on the coordinate plane above.

b. Compare and contrast these lines.

2. Circle the point(s) that the line for rule multiply by then add 1 would contain.

(0, ) (1, ) (2, ) (3, )

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 5•6

Name Date

1. Complete the tables for the given rules.

Line 10

Rule: Double
8
( , )
1
2
6
3

Line
4
Rule: Double , then subtract 1

( , ) 2
1
2
3
0 2 4 6 8 10

a. Draw each line on the coordinate plane above.

b. Compare and contrast these lines.

c. Based on the patterns you see, predict what the line for the rule double , then add 1 would look like.
Draw your prediction on the plane above.

2. Circle the point(s) that the line for the rule multiply by then add 1 would contain.
(0, ) (2, ) (2, 2) (3, )

a. Explain how you know.

b. Give two other points that fall on this line.

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 5•6

3. Complete the tables for the given rules.

Line 4

Rule: Halve , then add 1

3
( , )
0
1 2
2
3
1
Line

Rule: Halve , then add 1 0 1 2 3 4 5

( , )
0
1
2
d.
3
e.
a. Draw each line on the coordinate plane above.
b. Compare and contrast these lines.

c. Based on the patterns you see, predict what the line for the rule halve , then subtract 1 would look
like. Draw your prediction on the plane above.

4. Circle the point(s) that the line for rule multiply by , then subtract would contain.
(1, ) (2, ) (3, ) (3, 1)

a. Explain how you know.

b. Give two other points that fall on this line.

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Template 5•6

Line 𝓵 Line 𝒎 Line 𝒏

Rule: Triple 𝑥 Rule: Triple 𝑥, then add 3 Rule: Triple 𝑥, then subtract 2

𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦) 𝑥 𝑦 (𝑥, 𝑦)

0 0 1
1 1 2
2 2 3
4 3 4

12

0 4 8 12

Lesson 11: Analyze number patterns created from mixed operations.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•6

Lesson 12
Objective: Create a rule to generate a number pattern, and plot the points.

Suggested Lesson Structure


Application Problem (7 minutes)

Fluency Practice (12 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (7 minutes)

Mr. Jones had 640 books. He sold of them for $2.00 each in the month of September. He sold half of the
remaining books in October. Each book he sold in October earned of what each book sold for in September.
How much money did Mr. Jones earn selling books? Show your thinking with a tape diagram.

Note: This Application Problem reviews fraction skills taught in G5-Module 2 and opens the lesson, as the
fluency activity’s graphing flows well into the Concept Development. This problem is quite complex and given
only seven minutes of instructional time. A simpler version of the problem can be used: Mr. Jones had 640
books. He sold of them in the month of September. He sold half of the remaining books in October. How
many books did he sell in all?

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•6

Fluency Practice (12 minutes)

Rule: Double x, then subtract 1.
 Sprint: Subtract Decimals 5.NBT.7 (9 minutes)
𝑥 𝑦 (𝑥 𝑦)
 Make a Number Pattern 5.OA.3 (3 minutes) 1 1 (1,1)
2 3 (2,3)
Sprint: Subtract Decimals (9 minutes) 3 5 (3,5)
4 7 (4,7)
Materials: (S) Subtract Decimals Sprint
5 9 (5,9)
Note: This Sprint reviews G5–Module 1 concepts.

Make a Number Pattern (3 minutes)

Materials: (S) Personal white boards with coordinate grid insert

Note: This fluency activity reviews G5–M6–Lesson 11.

T: (Project table with only the -values filled in. Write Rule:
Double , then subtract 1.) Fill in the table and plot the
points.
S: (Complete the table and plot (1, 1), (2, 3), (3, 5), (4, 7), and
(5, 9).)
T: (Write the next two coordinates in the pattern.)
S: (Write (6, 11) and (7, 13).)

Concept Development (31 minutes)

Materials: (S) Personal white board, coordinate plane template

Problem 1: Generate a rule from two given coordinates.

T: (Plot ( ) What do you notice about the relationship between the -and -coordinates? Turn
and talk.
S: The -coordinate is twice as much as the -coordinate.  The -coordinate is less than the -
coordinate.
T: I’m visualizing line which contains point . Take a moment to think about what line might look
like. (Pause.) Draw your line on the plane with your finger for your neighbor.
S: (Draw line with finger.)
T: The line you showed may or may not have been like your neighbor’s. Why is knowing the location of
one point that falls on the line not enough to name the rule for line ? Turn and talk.

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•6

S: It could be almost any line, as long as it goes through .  The line could be horizontal, vertical, or a
steep line.  With just one point, I could imagine drawing one line and then spinning it around like
a propeller to get lots of lines.
T: (Display : (2, ) on board.) Record the
location of in your chart; then, plot it on
your plane. (Record and plot )
S: (Record and plot .)
T: Line , the line I have been thinking of, also
contains point . What pattern do you notice
in the coordinate pairs of line ? Turn and
talk.
S: The -coordinate is always more than the -
coordinate.  At first, I thought we were
going to be doubling , but now I can see that
we’re adding to .
T: Use your finger again to show your neighbor
what you think line looks like.
S: (Share with neighbor.)
T: Raise your hand if your neighbor’s line was still
different than yours.
S: (Hands should remain down.)
T: Once we know the location of 2 points on a line, we
know exactly where the line falls. Line is here. (Drag NOTES ON
your finger across the plane to show .) But, I still MULTIPLE MEANS OF
need you to tell me a rule to describe this line. Do you REPRESENTATION:
have enough information, now, to name a rule for line Scaffold finding the unknown rule for
? students working below grade level as
S: Yes. follows:

T: Show me the rule for line . Ask, “Write the two possible rules for
( , ).”
S: (Add to  is more than  is plus
___ 2
) ___
T: Record the rule you created on the chart for line .
T: Identify the coordinates of two other points that line contains; then, plot them on your plane and
use your straight edge to draw line .

Problem 2: Generate rules that describe multiple lines that share a common point.
T: Line also contains point . Record the location of in the chart for line .
S: (Record the location.)
T: Is it possible that more than one line can contain point ? Turn and talk.

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•6

S: (Discuss with partner.)

T: In order to name a rule to
describe line , what else do you
need?
S: Another point on the line.
T: (Display : ( , 5) on the board.) 𝒎
Record the location of on the
coordinate plane.
S: (Record the location.)
T: What patterns do you see in the
coordinate pairs for line ? Turn
and talk.
S: It’s not addition anymore because
plus is 4, not 5.  In both
coordinate pairs, the -coordinate
is twice as much as the -
coordinate.  I think the rule for
line is multiply by 2.
T: Give the rule that describes line
.
S: Multiply by 2.  Double . 
is twice as much as .
T: Identify two more points that lie
on line and then draw the line on your plane. (Draw line .)
S: (Draw line )
T: Do you think there are still other lines that could contain point ? Turn and talk.
S: I think that there could be a horizontal line that goes through point .  We could have a line that’s
perpendicular to the -axis and contains point .  We learned about rules with mixed operations
yesterday. Maybe there’s a line with a mixed operation rule that could contain point .  There
are lots of lines that go through that point.
T: Use your arm to show what a line parallel to the -axis would look like.
S: (Raise an arm vertically.)
T: Work with a neighbor to identify a rule that describes a line that is parallel to the -axis and contains
point .
S: (Work and show rule is always .)
T: A vertical line where is always would contain point . (Drag your finger along plane to show
the location of this line. Write on the board: Rule for a line parallel to the -axis: is always )
Show me another coordinate pair that this line would contain.

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•6

S: (Show a coordinate pair with as the -coordinate and any value for the -coordinate.)
T: Give a rule for a line that is perpendicular to the -axis and contains point .
S: (Work and show rule is always 3.)
T: Show your neighbor another coordinate pair that this horizontal line would contain.
S: (Work and share.)

Problem 3: Generate a mixed operation rule from a coordinate pair.

T: Let’s find a mixed operation rule that would contain point . Let’s begin by creating a rule with
multiplication and addition. Let’s write a sentence frame for our mixed operation rule. (Write
multiply by ____, then add ____ on the board.)
T: If our rule is to include multiplication and addition, we need to make sure that after we multiply, the
product is less than 3. Tell a neighbor why.
S: The product needs to be less than 3 so that we still have some room to add.  If the product were
more than 3, then we would need to subtract to get the -coordinate.
T: Tell your neighbor what we could multiply by and get a product less than 3.
S: Well times 2 is exactly 3, so it needs to be less than 2.  We could multiply by that will
definitely be less than 3.
T: Let’s see what happens if we multiply by . (Write in sentence frame.) Work with a partner and
show me the product of times as a fraction in its simplest form.
S: (Work and show .)
T: So far, our rule says, multiply by , then add…. What must we add to so that our -coordinate
is 3?
S: .
T: (Write in sentence frame.) Say the mixed operation rule for the line that contains point .
S: Multiply by , then add .
T:Work with a neighbor to name 2 other coordinate pairs that this line would contain.
S:(Work and share.)
T:Work with a neighbor to see if you can identify another mixed operation rule that would contain
point . It may involve multiplication and addition again, or you can try one with multiplication and
subtraction.
S: (Work and share.)
Circulate around room to check work and support struggling learners. After some time, allow students to
share their mixed operation rules with the class. As rules are presented, students may identify other
coordinate pairs that each line would contain.

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Create a rule to generate a number

pattern, and plot the points.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Compare your rules from Problem 3 with a
MP.3 neighbor. Which rule is the only one that might
be different from a neighbor? Why?
 In Problem 4, did Avi, Ezra, and Erik name all of
the rules that contain the point (0.6, 1.8)? Name
some other rules that would contain this point.
 In Problem 5, what was your thought process or
strategy as you worked to identify a mixed
operation rule? In order to create a rule for a line
parallel to ⃡ , what part of the rule did you need
to change?
 If you know the location of one point on the
plane, how many lines contain that point? If you
know the location of two points on the plane, how
many lines contain both of those points?

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Sprint 5•6

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Sprint 5•6

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 5•6

Name Date

1. Write a rule for the line that contains the points (0, ) and ( , ).

a. Identify 2 more points on this line, then draw it on the grid below.

Point ( , )
5

4
b. Write a rule for a line that is parallel

to ⃡ and goes through point (1, ).

3

2
2. Create a rule for the line that contains the

points (1, ) and (3, ).

1

0 1 2 3 4 5
a. Identify 2 more points on this line,

then draw it on the grid at right.

Point ( , )

b. Write a rule for a line that passes through the origin and lies between ⃡ and ⃡ .

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 5•6

3. Create a rule for a line that contains the point ( , ), using the operation or description below. Then,
name 2 other points that would fall on each line.

a. Addition: _______________ b. A line parallel to the -axis: _______________

Point ( , ) Point ( , )

c. Multiplication: _______________ d. A line parallel to the -axis: _______________

Point ( , ) Point ( , )

e. Multiplication with addition: __________________

Point ( , )

4. Mrs. Boyd asked her students to give a rule that

could describe a line that contains the point (0.6,
1.8). Avi said the rule could be multiply by 3. Ezra
claims this could be a vertical line, and the rule
1
could be is always 0.6. Erik thinks the rule could
be add 1.2 to Mrs. Boyd says that all the lines
they are describing could describe a line that
contains the point she gave. Explain how that is
possible, and draw the lines on the coordinate
plane to support your response.
0 1 2

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 5•6

Challenge:

5. Create a mixed operation rule for the line that contains the Point ( , )

points (0, 1) and (1, 3).

5
a. Identify 2 more points, and , on this
line, and draw it on the grid.

3
b. Write a rule for a line that is parallel to
⃡ and goes through point (1, ).
2

0 1 2 3 4 5

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Exit Ticket 5•6

Name Date

1. Write the rule for the line that contains the points (0, ) and ( , 3).

a. Identify 2 more points on this line, 5

then draw it on the grid below.

Point ( , ) 4

2
b. Write a rule for a line that is parallel

to ⃡ and goes through point (1, ).

0 1 2 3 4 5

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 5•6

Name Date

1. Write a rule for the line that contains the points (0, ) and ( , ).

a. Identify 2 more points on this line, then draw it on the grid below.

Point ( , )
5

b. Write a rule for a line that is parallel 3

to ⃡ and goes through point (1, 2 ).

2. Give the rule for the line that contains the

points (1, ) and ( , ). 1

a. Identify 2 more points on this line, 0 1 2 3 4 5

then draw it on the grid above.

Point ( , )

b. Write a rule for a line that is parallel to ⃡

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 5•6

3. Give the rule for a line that contains the point ( , ), using the operation or description below. Then,
name 2 other points that would fall on each line.

a. Addition: _______________ b. A line parallel to the -axis: _______________

Point ( , ) Point ( , )

c. Multiplication: _______________ d. A line parallel to the -axis: _______________

Point ( , ) Point ( , )

2
e. Multiplication with addition:
__________________

Point ( , )

4. On the grid, two lines intersect at (1.2, 1.2). If line

passes through the origin, and line contains the
point at (1.2,0), write a rule for line and line

0 1 2

Lesson 12: Create a rule to generate a number pattern, and plot the points.
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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 6

Topic C
Drawing Figures in the Coordinate
Plane
5.G.1, 5.G.2

Focus Standard: 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 plan 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., -axis and -coordinate, -axis and -coordinate).
5.G.2 Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in the
context of the situation.
Instructional Days: 5
Coherence -Links from: G4–M4 Angle Measure and Plane Figures
G4–M5 Fraction Equivalence, Ordering, and Operations
-Links to: G6–M4 Expressions and Equations

In Topic C, students draw figures in the coordinate plane by plotting points to create parallel, perpendicular,
and intersecting lines. They reason about what points are needed to produce such lines and angles, and
investigate the resultant points and their relationships. In preparation for Topic D, students recall Grade 4
concepts such as angles on a line, angles at a point, and vertical angles—all produced by plotting points and
drawing figures on the coordinate plane (5.G.1). To conclude the topic, students draw symmetric figures
using both angle size and distance from a given line of symmetry (5.G.2).

Topic C: Drawing Figures in the Coordinate Plane

Date: 1/31/14 6.C.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 5 6

A Teaching Sequence Towards Mastery of Drawing Figures in the Coordinate Plane

Objective 1: Construct parallel line segments on a rectangular grid.
(Lesson 13)

Objective 2: Construct parallel line segments, and analyze relationships of the coordinate pairs.
(Lesson 14)

Objective 3: Construct perpendicular line segments on a rectangular grid.

(Lesson 15)

Objective 4: Construct perpendicular line segments, and analyze relationships of the coordinate pairs.
(Lesson 16)

Objective 5: Draw symmetric figures using distance and angle measure from the line of symmetry.
(Lesson 17)

Topic C: Drawing Figures in the Coordinate Plane

Date: 1/31/14 6.C.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•6

Lesson 13
Objective: Construct parallel line segments on a rectangular grid.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply 5.NBT.5 (5 minutes)

 Draw Angles 4.G.6 (7 minutes)

Multiply (5 minutes)
Materials: (S) Personal white boards

Note: This drill reviews year-long fluency standards.

T: Solve 43 23 using the standard algorithm.
S: (Write 43 23 = 989 using the standard algorithm.)
Continue the process for 543 23, 49 32, 249 32, and 954 25.

Draw Angles (7 minutes)

Materials: (S) Blank paper, ruler, protractor

Note: This fluency activity reviews Grade 4

concepts and prepares students for today’s
lesson.
T: Use your ruler to draw a 4-inch
horizontal line on your paper.
T: Plot four points at random on the line.
T: Use each point as a vertex. Above the line, draw and label 30 angles that open to the right.
Repeat with 60 and 45 angles as time permits. Students should notice each set of lines is parallel.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.3

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•6

Concept Development (38 minutes)

Materials: (T) Triangle templates in various sizes (made from rectangle

template) (S) Straightedge, rectangle template (used to make
triangle templates), recording sheet, scissors, unlined paper

Note: An Application Problem is not included in this lesson in order to provide

adequate time for the Concept Development.

Problem 1: Construct parallel lines using a triangle template and straightedge.

Note: Demonstrate and give work time to the level your students need
throughout this process.
T: (Distribute 1 rectangle template and unlined paper to each student.)
T: Cut out the 5 unit by 2 unit rectangle.
T: (Allow students time to cut.) Position your rectangle on your paper so
that the horizontal side is 5 units.
T: With your straightedge, draw the diagonal from the lower left to the
upper right vertex.
T: Cut along the diagonal.
T: Put one of the right triangles away. Tell your neighbor some things
that you know about it.
S: One angle is a right angle and measures 90 degrees.  One side is 2
units long and the other side is 5 units.  The angles that aren’t 90
degrees are acute.
T: Place your triangle on your paper so that the horizontal side is 5 units
and the 90-degree angle is to the right.
MP.6 T: Label the right angle and name its vertex .
T: Name the vertex of the angle at the top of the triangle as and the
vertex of the angle at left as .
T: Place your straightedge horizontally across your paper, then place the
base of the triangle along the straightedge. Trace a line across ̅̅̅̅.
T: Slide triangle to the right, about an inch, along your straightedge,
without moving the straightedge. Trace a second line across ̅̅̅̅.
T: Remove the triangle and straightedge from your paper. What do you
notice about the two line segments you’ve drawn? Turn and talk.
S: We traced the same segment twice, so they’re the same length.  They are parallel because angle S
is the same and comes out of the same line.
T: Let’s try it again, but this time we’ll arrange our straightedge so that it’s oriented vertically on our
paper.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•6

Repeat the same construction along a vertical straightedge,

moving the triangle down about an inch before tracing the NOTES ON
parallel segment. Then, have students work with a partner to MULTIPLE MEANS OF
cut out the remaining rectangles and bisect them on the
ACTION AND
diagonal to create a variety of right triangles.
EXPRESSION:
T: Continue to construct parallel segments using a variety Cutting paper with scissors may be a
of angle templates. Place your straightedge in a variety challenge for some learners. Try the
of ways on your paper. Share your work with a following tips:
neighbor as you work. Think about how the angles of  Provide rectangle template on
your triangles change as the sides change. cardstock or thicker paper.
 Darken and thicken the cutting lines.
Problem 2: Identify parallel segments on grid paper.  Provide left-handed, loop, spring,
T: (Distribute parallel lines recording sheet to students. self-opening, or other adaptive
scissors, if needed.
Display image of segments ̅̅̅̅ and ̅̅̅̅ on board.) Put
 Instruct students to turn the paper,
your finger on line segment ̅̅̅̅.
not the scissors.
S: (Put finger on line segment.)  Offer precut triangles.
T: Using the gridlines, visualize a right triangle that has
̅̅̅̅ as its longer side. Tell your neighbor what you see.
S: The triangle is here. It has a height of 2 units and a
base of 3 units.  The right angle would be at the
bottom and across from segment ̅̅̅̅.  I see a
triangle that is above ̅̅̅̅. The right angle is on the top
right across from ̅̅̅̅.
T: (Shade triangle.) The triangle has a height of 2 units and a
base of 3 units. (Mark right angle with right angle symbol.)
Shade the triangle on your paper.
T: Now look at segment ̅̅̅̅. Shade a right triangle that has ̅̅̅̅ as its longer side.
T: What do you notice about the two triangles that were used to construct each segment? Turn and
talk.
S: They’re the exact same triangle.  For ̅̅̅̅ the triangle just moved over to the right.  The
triangles have the same side lengths and the angles look like they are the same size too.
T: This is the same as when we slid our triangles along the straightedge. Now the triangle is sliding
along the grid lines. (Drag finger along the grid line to show the movement of the triangle.) Can we
say then, that segment ̅̅̅̅ is parallel to ̅̅̅̅? Why or why not?
S: Yes, they’re parallel because they intersect the grid line at the same angle.
Repeat the process with ̅̅̅̅ and ̅̅̅̅
T: If ̅̅̅̅ was drawn first, how was the triangle moved before ̅̅̅̅ was
constructed? Turn and talk.
S: The triangle moved to the right and then down.  I can see that the
triangle moved 1 grid square down and 1 grid square to the right. So
that means that the segment’s endpoints moved the same way.

Lesson 13: Construct parallel line segments on a rectangular grid.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•6

T: (Display segments ̅ and ̅̅̅̅ on board.) Look at segments ̅ and ̅̅̅̅. Shade the right triangles that
have these segments as one of their longer sides.
T: Are the segments parallel? Turn and talk.
S: No. The triangle for̅̅̅ is taller.  ̅̅̅̅ has a height of 2 and ̅ has a height of 3.  I can see that if
we extend each segment, they intersect.
T: (Model extension of segments and their intersection.) As I extend
these segments, are they parallel?
S: No, they intersect so they can’t be parallel.
T: Let’s consider something else about these segments. Imagine that
we slid the longer segment over 1 unit to the right. Would the
segments line up perfectly? Why or why not?
S: I can see the little one inside the big one. They are at different
angles. They won’t line up.  The acute angles in the triangles are
different sizes so they don’t have the same steepness which means
they won’t line up.  One segment is over 1 up 2 and the other
one is over 1 up 4. That makes the angles in the triangles different
sizes.
T: (Display segments ̅̅̅̅̅ and ̅̅̅̅ on board.) Look at segments ̅̅̅̅̅
and ̅̅̅̅. Are they parallel segments?
S: They look like they’re parallel, but the triangle that includes ̅̅̅̅̅
has a height of 2 units and a base of 2 units, and the triangle for ̅̅̅̅
has a height of 4 units and a base of 4 units.  I extended
segment̅̅̅̅̅̅ , and now it’s the same length as ̅̅̅̅, and they are
parallel.
T: The triangle that I can see for ̅̅̅̅̅ has a height of 2 units and a
base of 2 units. (Shade triangle.) It looks like ̅̅̅̅ is the side of a
triangle with a height and base of 4 units.
T: Look inside the larger triangle. Do you see two triangles like the one related to ̅̅̅̅̅? (Point out the
two triangles.)
S: (Shade two separate triangles beneath ̅̅̅̅̅.) I can also see two triangles, each with heights and
bases of 2 units, just like the triangle that includes ̅̅̅̅̅.
T: What do you think now? Are the segments parallel?
S: I see it now, they are parallel. ̅̅̅̅ is just longer.  We could have also just extended ̅̅̅̅̅ to make it
longer, and then it could be part of a triangle with a height and base of 4 units.

Problem 3: Construct parallel segments on grid

paper.
T: (Display image of segment̅̅̅̅̅ on board.)
Tell your neighbor about the triangle that
you see that has segment ̅̅̅̅ as a side.
S: (Discuss triangle.)
T: Draw a segment parallel to ̅̅̅̅ that goes through point . Tell your neighbor what you did.

Lesson 13: Construct parallel line segments on a rectangular grid.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•6

I drew a triangle that’s the same as the one that includes ̅̅̅̅ with a height of 2 units and a base of 1
S:
unit directly below point . Then, I put a point at the right end of the base, and connected it to point
.  I went down 2 units from and then right 1 unit to point . So I went down 2 units from and
right 1 unit and made a point to connect to .
T: Watch me. I visualized a triangle with a height of 2 and a base of 1 beneath segment ̅̅̅̅.
(Demonstrate.) If I visualize the same triangle beneath point , I can find a point to connect with
point , to make a parallel segment. (Demonstrate.)
T: Draw parallel segments for the other two examples on your paper. Share your work with a neighbor.
(Allow students time to work.)
T: (Display image of line on board.) Look at line
. Think about the triangle that you are
visualizing for line . (Give students time to
think.) Tell your neighbor about what you
visualized.
S: I can see a triangle with a height to 3 and a base of 12.  I see a triangle with a height of 2 and a
base of 8.  I can see a bunch of triangles each with a height of 1 and a base of 4.
T: I heard that you saw several different triangles for line . Some of you saw a large triangle with a
height of 3 units and a base of 12 units. (Use finger to show on board.) Others saw a series of
smaller triangles with a height of 1 unit and a base of 4 units. Let’s construct a line that is parallel to
line . Draw a point on the grid somewhere above line . (Model on board.)
S: (Draw point.)
T: Now, plot a second point that creates the side of the triangle you visualized. For example, some of
you visualized a triangle with a height of 2 units and a base of 8 units, so you’ll move 2 units down
and 8 units to the right, then plot a point. (Model on board.)
S: (Plot point.)
T: Use your straightedge to draw a line parallel to line through the two points you’ve plotted. (Allow
students time to draw line.)
T: Do the same thing again, but this time, construct your line below line .
Note: The triangle templates the students created today will be used in future lessons. It may be helpful to
keep them in individually labeled plastic bag.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Construct parallel line segments on a rectangular grid.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.7

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•6

Invite students to review their solutions for the Problem

Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 1, share your parallel lines with a
partner. Explain how you drew the lines.
 Compare and share your solution for Problem 2
with a partner. Explain how you know the lines
are parallel. For the segments that were not
circled, how did you determine that they were
not parallel?
 Compare and check your answers for Problem 3
with a partner. Do you have the same answer?
(It is possible that two students may create
different segments that lie on the same parallel
line, perhaps on Problem 3(f). Be sure to point
out that while the segments aren’t the same, they
do lie on the same line.)
 On Problem 4, did you draw the same lines as
your neighbor? If your answers are different, are
you both correct? How is that possible?
 Go back to ̅̅̅̅ and ̅̅̅̅. We draw ̅̅̅̅ . We slide
down 1 grid square and draw the same segment.
That new segment is parallel to ̅̅̅̅ . Then, slide
over 1 grid square and draw ̅̅̅̅. ̅̅̅̅ is parallel to
our new segment. ̅̅̅̅ is parallel to the new
segment and ̅̅̅̅ is parallel to the new segment.
Then what do we know about ̅̅̅̅ and ̅̅̅̅?
 How does drawing these parallel segments relate
to our fluency activity with angles?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.8

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 5•6

Name Date

1. Use a right angle template and straightedge to draw at least four sets of parallel lines in the space below.

2. Circle the segments that are parallel.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.9

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 5•6

3. Use your straightedge to draw a segment parallel to each segment through the given point.

a. b. c.
𝑆 𝑈

d. e. f.
𝑊

4. Draw 2 different lines parallel to line .

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.10

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Exit Ticket 5•6

Name Date

1. Use your straightedge to draw a segment parallel to each segment through the given point.

a. b.
𝐼

c.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.11

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 5•6

Name Date

1. Use your right angle template and straightedge to draw at least three sets of parallel lines in the space
below.

2. Circle the segments that are parallel.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.12

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 5•6

3. Use your straightedge to draw a segment parallel to each segment through the given point.

a. b. c.
𝑈
𝑇

d. e. f.
𝑊

𝑍
𝑉

4. Draw 2 different lines parallel to line .

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Rectangle Template 5•6

a. b. c.

d.

e.

f. g. h.

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.14

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Recording Sheet 5•6

𝐴 𝐶 𝐹

𝐸 𝐻

𝐵 𝐷 𝐺
𝐼 𝑀
𝑂
𝐾

𝐽 𝐿

𝐶
𝑄 𝑆 𝐽

𝑉 𝑊
𝑅 𝑇

Lesson 13: Construct parallel line segments on a rectangular grid.

Date: 1/31/14 6.C.15

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•6

Lesson 14
Objective: Construct parallel line segments, and analyze relationships of
the coordinate pairs.

Suggested Lesson Structure


Application Problem (7 minutes)

Fluency Practice (14 minutes)

Concept Development (29 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (7 minutes)

Drew’s fish tank measures 32 cm by 22 cm by 26 cm.

He pours 20 liters of water into it, and some water
overflows the tank. Find the volume of water, in
milliliters, that overflows.
Note: Today’s Application Problem reviews volume
concepts from G5─Module 5.

Fluency Practice (14 minutes)

 Multiply Multi-Digit Whole Numbers 5.NBT.5 (4 minutes)

 Multiply and Divide Decimals 5.NBT.7 (3 minutes)
 Draw Angles 4.G.1 (7 minutes)

Multiply Multi-Digit Whole Numbers (4 minutes)

Materials: (S) Personal white boards

Note: This drill reviews year-long fluency standards.

T: Solve 45 25 using the standard algorithm.
S: (Write 45 25 = 1,125 using the standard algorithm.)
Continue process for 345 25, 59 23, 149 23, and 756 43.

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.16
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•6

Multiply and Divide Decimals (3 minutes)

NOTES ON
Materials: (S) Personal white boards MULTIPLE MEANS FOR
ACTION AND
Note: This fluency activity reviews G5─Module 2 concepts.
EXPRESSION:
T: (Write 4 2 = .) What’s 4 2? Depending on the needs of students
S: 8. working below grade level, scaffold the
Multiply and Divide Decimals fluency
T: (Write 4 2 = 8. Beneath it, write 0.4 2 = .)
activity with visuals, such as arrays of
What’s 0.4 2? number disks, that clearly illustrate the
S: 0.4 2 = 0.8. number patterns.
T: (Write 0.4 2 = 0.8. Beneath it, write 0.04 2 = .)
Write the number sentence.
S: (Write 0.04 2 = 0.08.)
T: (Write 800 ÷ 10 = .) What’s 800 ÷ 10?
S: 80.
T: (Write 800 ÷ 10 = 80. Beneath it, write 80 ÷ 10 = .) What’s 80 ÷ 10?
S: 8.
T: (Write 80 ÷ 10 = 8. Beneath it, write 8 ÷ 10 = .) Write the number sentence.
S: (Write 8 ÷ 10 = 0.8.)
T: (Write 8 ÷ 10 = 0.8. Beneath it, write 8 ÷ 20 = .) Write the number sentence.
S: (Write 8 ÷ 20 = 0.4.)
Continue the process for the following possible suggestions: 8 ÷ 40, 15 ÷ 5, 15 ÷ 50, 2.5 ÷ 10, 2.5 ÷ 50, 0.12 ÷ 3,
and 0.12 ÷ 30.

Draw Angles (7 minutes)

Materials: (S) Blank paper, ruler,
protractor

Note: This fluency activity informally

prepares students for today’s lesson.
Provide students time to work following
each step.
T: Use your ruler to draw two
parallel 4-inch horizontal lines on
your paper.
T: Plot 5 points, one at each inch, including 0 inches.
T: Use the points at 0 and 2 inches on the upper line as the vertices of two angles with the same
measure.
T: Use the points at 1 inch and 3 inches on the lower line as the vertices of two angles with the same
measure as those on the upper line.

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.17
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•6

Repeat as time allows. Take note as to whether the students observe which lines are parallel as they attempt
to explain why.

Concept Development (29 minutes)

Materials: (T) Right angle template (with a base of 5 units and a height of 2 units) (S) Personal white
board, coordinate plane template , straightedge, right angle template (created in G5–M6–
Lesson 13)

Problem 1: Slide right triangle template parallel to the axes along coordinate plane to create parallel
segments.
Note: Demonstrate and give work time to the level your students need throughout this process.
T: (Distribute coordinate plane template to students and display coordinate plane on board.) Plot
points and at the following locations. (Display : (2, 3) and : (7, 5) on the board.)
T: Draw .
T: Turn and tell your neighbor about a right triangle that you can
see that has as its longest side. Use the grid lines to help you.
S: I see one with a base of 5 units and height of 2 units.  It has
two acute angles.  The bottom left angle is less than the top
right one because the triangle is going across more than it is
going up.
MP.7 T: Find triangle that you cut out during yesterday’s lesson.
Remember that the letters name the vertices of the angles in this
triangle.
T: Tell your neighbor how you can use triangle to draw a segment parallel to ̅̅̅̅.
S: It’s just like we did yesterday. I can slide triangle to the right or to the left and trace the long
side of the triangle.  I can move the triangle along the grid lines like yesterday. Up, down, left,
right, or a combination of horizontal and vertical movements are ok as long as I keep the horizontal
side parallel to the gridlines.  It’s like we did in Fluency Practice: Because is the same as
coming off the same base line, the lines will be parallel.
T: Yes, we can slide triangle along the grid lines, in a variety of directions, and then trace side ̅̅̅̅
to make parallel segments. (Demonstrate.)
T: Place your triangle back where it would be if you were first drawing ̅̅̅̅. (Show right triangle
template on coordinate plane, just beneath ̅̅̅̅.)
T: Slide triangle to the right, one full grid square. (Model on
the board.) Is side ̅̅̅̅ parallel to segment ̅̅̅̅?
S: Yes.
T: What coordinates does the vertex of touch now?
S: (3, 3).
T: The vertex of ?

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.18
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•6

S: (8, 5).
T: Tell your neighbor how the -coordinates of the endpoints changed when I slid the triangle one unit
to the right.
S: They went from 2 to 3, and 7 to 8.  Both -coordinates are 1 more than they were.
T: Do the -coordinates of the endpoints change?
S: No.
T: As triangle slides one unit to the right, the -coordinates of the vertices are increased by 1.
(Move the triangle template back to original position.) Tell a neighbor how the -coordinates would
change if the triangle were slid along the gridlines 2 units to the left. (Slide the triangle template to
the left.)
S: Both -coordinates would be 2 less.  It’s subtracting 2 from the -coordinates of the vertices.
Repeat the process, moving 3 to the right and 3 to the left, asking students to analyze the change in the -
coordinate.
T: Position your triangle back at its original location. (Demonstrate.)
T: Watch as I slide the triangle up, along the grid lines two units. Is ̅̅̅̅ parallel to ̅̅̅̅? How do you
know?
S: Yes. You kept the base parallel to the -axis while you were sliding it up.  You slid it like there was
a ruler on the left which is perpendicular to the -axis, and you kept the triangle up against it the
whole time.
T: What coordinates does the vertex of touch ?
S: (2, 5).
T: The vertex of ?
S: (7, 7).
T: Tell your neighbor how the -coordinates of the vertices
changed when I slid the triangle along the gridlines 2 units up.
(Allow students time to share.)
T: Did the -coordinates of the vertices change?
S: No.
T: As triangle slides 2 units up parallel to the -axis, the -
coordinates are increased by 2. (Move the triangle template
back to the original position.)
Repeat the process, sliding the triangle both up and down and analyzing the change in the coordinates.

Problem 2: Slide right triangle template two directions along coordinate plane to create parallel segments.
T: Return triangle to its original location. Slide your triangle 2
units to the right and one unit down. Tell your neighbor how the
coordinates of the vertices of and have changed.
T: Trace ̅̅̅̅ on your plane. (Demonstrate.) Label the endpoints of
your segment, as and .
T: Remove your triangle. Are ̅̅̅̅ and ̅̅̅̅ parallel? How do you

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.19
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•6

know? Turn and talk.

S: They don’t form a right angle, so they’re not perpendicular.  They never touch, so they’re parallel.
 This is like yesterday. When we slide the triangle down, we can think about a parallel imaginary
segment. Then, when we slide it over, we find a third segment that’s parallel to the imaginary one
and then we draw it.
T: ̅̅̅̅ and ̅̅̅̅ are parallel to each other because they are both parallel to the imaginary segment we
found when we first slid the triangle down. We can also think about the angles in the triangles.
and are the same measure because they were drawn from parallel baselines. So we can write,
̅̅̅̅ is parallel to ̅̅̅̅ (Write ̅̅̅̅ ̅̅̅̅ on the board.) Show me this statement on your personal
board.
T: Record the coordinates of points and .
T: Compare the coordinates of points and to the coordinates of
points and . Tell your neighbor why each -coordinate in points
and are 2 more than the -coordinates in points and .
S: We shifted the triangle to the right, so the -coordinate increased.
 We slid the triangle over 2 units along the gridlines, so both -
coordinates are 2 more.
T: Tell your neighbor why the -coordinates are 1 less.
S: We shifted the triangle to down, so the -coordinate decreased.  We slid the triangle 1 grid
squares down, so both -coordinates are 1 less.

Problem 2: Identify coordinate pairs that create parallel lines.

T: (Display image of the second coordinate plane.) On the coordinate plane at the bottom of your
page, plot the following points. (Write (1 , 2 ) and (3, 2) on the
board.)
T: Use your straightedge to draw ̅̅̅̅.
T: Tell your neighbor about a right triangle that has ̅̅̅̅ as its long side and
its right angle’s vertex at (1 , 2).
S: I see a triangle with a height of 1 unit and a length of 3 units.  The
right angle is to the left, 1 unit beneath point .
T: Focus for a moment on the vertex of the triangle that is at point . Now,
visualize that triangle moving 2 grid units to the left. Tell your neighbor
the location of that vertex now.
S: ( , 2 ).
T: Plot a point, , at that location.
S: (Plot .)
T: Plot another point, , on the plane, that when connected to will
create a segment parallel to ̅̅̅̅. Tell your neighbor how you’ll identify the location of point .
S: It looks like point slid 2 units to the left, so I can slide point 2 units to the left also.  If I think of
the triangle I saw with ̅̅̅̅, I can go down 1 unit from and then right 3 units. That will be point .

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.20
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•6

 The -coordinate of is 1 less than , so I can subtract 1 from to find the -coordinate of .
T: Name the location of point .
S: (2, 2).
T: Plot point , then draw ̅̅̅̅ on your plane.
T: Imagine the lines that contain ̅̅̅̅ and ̅̅̅̅ . If the part of these lines that we’ve drawn here are
parallel to each other, we can say that the lines that contain them are also parallel. Write a
statement naming the relationship between these two lines. (Draw arrows to show lines.)
S: Lines and are parallel.  (Write ⃡ ⃡ .)
T: Plot a point, at (3 , 2 ).
S: (Plot point.)
T: Compare the coordinates of point to point . Tell
your neighbor how are they different.
S: (Discuss differences.)
T: Name the location of a point, , that when
connected to , would create a segment parallel to
line ⃡ .
S: (2, 3).  (5, 2).  ( , 3 ).
T: Tell your neighbor how you identified the location of
point .
S: (Discuss with neighbor.)
T: Draw ⃡ and write a statement about the
relationship between these lines.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Construct parallel line segments, and

analyze relationships of the coordinate pairs.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.21
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•6

Invite students to review their solutions for the Problem

Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Tell your neighbor about the triangle you
visualized In Problem 1. Do the same for Problem
2.
 Show your coordinate pairs from Problem 1(g) to
your neighbor. Can they identify how you
manipulated the coordinates?
 Share the coordinate pairs you found
for and in Problem 2(c). Explain how a
triangle template could have been used to
construct ⃡ parallel to ⃡ . How many different
ways would there be to slide the triangle
template and get the same line?
 Explain your thought process as you identified the location of point in Problem 2(f).
 Will any movement of a triangle on a grid produce parallel lines? Why or why not? What must we
remember when we are using a triangle or set square to draw parallel lines either on a grid or off?
(Students should mention the importance of keeping the movements parallel to one axis while
perpendicular to the other.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.22
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 5•6

Name Date

1. Use the coordinate plane below to complete the following tasks.

6 𝑅

𝑃
3

0 3 6 9 12

a. Identify the locations of and . : (_____, _____) : (_____, _____)

b. Draw ⃡ .
c. Plot the following coordinate pairs on the plane.
(6, 7) (11, 9)
d. Draw .⃡
e. Circle the relationship between ⃡ and ⃡ . ⃡ ⃡ ⃡ ⃡

f. Give the coordinates of a pair of points, and , such that ⃡ ⃡ .

: (_____, _____) : (_____, _____)

g. Draw ⃡ .

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.23
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 5•6

2. Use the coordinate plane below to complete the following tasks.

𝐸

3

𝐹

1

0 1 2 3 4 5 6

a. Identify the locations of and . : (_____, _____) : (_____, _____)

b. Draw ⃡ .
c. Generate coordinate pairs for and , such that ⃡ ⃡ .
(____, ____) (____, ____)
d. Draw ⃡ .
e. Explain the pattern you made use of when generating coordinate pairs for and .

f. Give the coordinates of a point, , such that ⃡ ⃡ .

: (1 , 4) : (____, ____)

g. Explain how you chose the coordinates for .

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.24
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Exit Ticket 5•6

Name Date

1. Use the coordinate plane below to complete the following tasks.

𝐸
4

0 2 4 6 8 10 12

a. Identify the locations of and . : (_____, _____) : (_____, _____)

b. Draw ⃡ .
c. Generate coordinate pairs for and , such that ⃡ ⃡ .
(____, ____) (____, ____)

d. Draw ⃡ .

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.25
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 5•6

Name Date

1. Use the coordinate plane below to complete the following tasks.

6
𝑁

0 3 6 9 12

a. Identify the locations of and . : (_____, _____) : (_____, _____)

b. Draw ⃡ .
c. Plot the following coordinate pairs on the plane.
(5, 7) (8, 5)
d. Draw .⃡
e. Circle the relationship between ⃡ and ⃡ . ⃡ ⃡ ⃡ ⃡

f. Give the coordinates of a pair of points, and , such that ⃡ ⃡ .

: (_____, _____) : (_____, _____)

g. Draw ⃡ .

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.26
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 5•6

2. Use the coordinate plane below to complete the following tasks.

3
𝐵

0 1 2 3 4 5 6

a. Identify the locations of and . : (____, ____) : (____, ____)

b. Draw ⃡ .

c. Generate coordinate pairs for and , such that ⃡ ⃡ .

(____, ____) (____, ____)

d. Draw ⃡ .
e. Explain the pattern you you used when generating coordinate pairs for and .

f. Give the coordinates of a point, , such that ⃡ ⃡ .

:( , ) : (____, ____)

g. Explain how you chose the coordinates for .

Lesson 14: Construct parallel line segments, and analyze relationships of the
coordinate pairs. 6.C.27
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Coordinate Plane Template 5•6

0 5 10

0 1 2 3 4 5 6

Lesson 14: Construct parallel line segments, and analyze relationships of the
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•6

Lesson 15
Objective: Construct perpendicular line segments on a rectangular grid.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply and Divide Decimals 5.NBT.7 (3 minutes)

 Draw Angles 4.MD.6 (9 minutes)

Multiply and Divide Decimals (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5─Module 2 concepts.

T: (Write 3 2 = .) What’s 3 2?
S: 6.
T: (Write 3 2 = 6. Beneath it, write 0.3 2 = .) What’s 0.3 2?
S: 0.3 2 = 0.6.
T: (Write 0.3 2 = 0.6. Beneath it, write 0.03 2 = .) Write the number sentence.
S: (Write 0.03 2 = 0.06.)
T: (Write 60 ÷ 10 = .) What’s 60 ÷ 10?
S: 6.
T: (Write 60 ÷ 10 = 6. Beneath it, write 6 ÷ 10 = .) Write the number sentence.
S: (Write 6 ÷ 10 = 0.6.)
T: (Write 6 ÷ 10 = 0.6. Beneath it, write 6 ÷ 20 = .) Write the number sentence.
S: (Write 6 ÷ 20 = 0.3.)
Continue the process for the following possible suggestions: 6 ÷ 30, 25 ÷ 5, 25 ÷ 50, 1.5 ÷ 10, 1.5 ÷ 30, 0.12 ÷
4, and 0.12 ÷ 40.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.29

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•6

Draw Angles (9 minutes)

Materials: (S) Blank paper, ruler, protractor

Note: This fluency activity informally prepares students for today’s lesson.

Part 1:
T: Use your ruler to draw a 4-inch horizontal line
about 3 inches down from the top of your paper.
T: Plot 5 points, one at each inch including 0 inches.
T: Turn to your partner and name pairs of angles
whose sums are 90 degree.
S: 45 and 45  30 and 60  25 and 65
T: Use the points at zero and 1 inch as the vertices
of 2 angles whose sum is 90

Part 2:
T: Use your ruler to draw another 4-inch horizontal line about 3 inches below your first one.
T: Plot 5 points, one at each inch including 0
inches.
T: Draw the same angle you made on the top line
at the first third inch.
T: Draw the same angle pair you made on the top
line but this time, open the angles to the left
and let the angle share a vertex with its pair.
Repeat as time allows. Take note informally as to
whether the students observe which lines are perpendicular. Students will return to these lines in the Debrief
to more closely analyze.

Concept Development (38 minutes)

Materials: (T) Triangle template A (with a base of 5 units and a height of 2 units), triangle template
B (with a height of 2 units and a base of 3 units), angle templates in other various sizes
(S) Straightedge, perpendicular lines recording sheet, angle templates (in various sizes, from G5–
M6–Lesson 13) unlined paper

Note: An Application Problem is not included in this lesson in order to provide adequate time for the Concept
Development.

Problem 1: Identify perpendicular lines on the grid.

T: (Distribute 1 copy of the perpendicular lines recording sheet to students and display image of
Problem (a) on the board.) How do you know if the lines in Problem (a) are perpendicular? Turn and

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.30

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•6

talk.
S: I can just see it, the lines intersect at the corner of these grid squares, so I know they’re
perpendicular.  They’re perpendicular. I can put the corner of my paper at the vertex and I can
see that it’s 90 degrees.  I can use my set square to prove that they’re perpendicular.
T: Talk to your partner about what you know about perpendicular lines.
S: Lines that intersect and create 90-degree angles are perpendicular.  Perpendicular lines are
intersecting lines that form right angles.  The sides of right angles are perpendicular.  The sum
of the four angles of two intersecting perpendicular lines is 360 degrees or 4 times 90 degrees.
T: Analyze the rest of the lines Problems (b─d) to see if they are perpendicular.

Problem 2: Prove the sum of the acute angles of a given right triangle is 90 degrees by folding.
Note: Demonstrate and pause throughout the constructions as necessary for your students.
T: Take out triangle that we used during G5–M6–Lesson 14. (Distribute an unlined piece of paper
to each student.)
T: Fold the triangle so that vertex and vertex match up
with vertex
T: What do you notice? Turn and talk.
S: and completely cover , with no overlap. 
and must add up to 90 degrees, because when
they’re put together at R, they’re the same as .  I did
this in fourth grade, is 90 degrees, so the sum of and
must be 90 degrees also.
T: Work with your partner. Cut the bottom corner off your
blank paper and fold it the same way you folded .
What do you notice?
T: When one angle of a triangle is a right angle, the measures
of the other two angles add up to 90 degrees. (Write
= 90°.) Keep this in mind as we work today.

Problem 3: Construct perpendicular line segments using the sum of the Step 1
acute angles and a straightedge.
T: Place your straightedge horizontally across your paper. Then,
position triangle so that ̅̅̅̅ runs along your straightedge.
(See images to the right.)
T: Use the triangle template to trace ̅̅̅̅. Then, trace the base and
height of the triangle using a dashed line and label the interior
MP.1
angles as
T: Next, slide triangle to the left along your straightedge until Step 2
shares a vertex with angle
T: Finally, rotate triangle 90 degrees clockwise, and arrange
̅̅̅̅ so that it forms a straight angle with ̅̅̅̅ along your
straightedge.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.31

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•6

T: A straight angle measures how many degrees? Step 3

S: 180 .
T: Trace ̅̅̅̅, then use dashed lines to trace the
shorter sides of the triangle.
MP.1 T: Now, let’s label the interior angles. (Point to the
topmost angle.) This angle has the same measure
as which angle in triangle ?
S: Step 4
T: Since it is equal in measure, let’s label it as also.
Repeat with the other interior angles.
T: Label the angle formed by the solid segments (as
opposed to dashed lines) we’ve drawn as
T: (Drag finger along straight line angle at base of
figure.) What is the sum of angles on a straight
line? In this case, the measures of angles
and ?
S: 180 degrees.
T: What did we learn about the sum of and ?
S: They add up to 90 degrees. Step 5
T: So, if this straight angle measures 180°, and the
sum of these measures (point to and is 90°,
what do we know about the measure of the third
angle (point to ).
S: It’s a right angle.  It measures 90 degrees.
T: (Draw right angle symbol on figure.) What is the
name we use for segments that form right angles?
S: Perpendicular lines.
T: After sliding and rotating , the two longest sides of triangles created perpendicular segments.
Use some of the other triangle templates from G5–M6–Lesson 13, and work with a partner to draw
other examples of perpendicular segments using this method.
Some students may be ready to work independently, while others may need another guided experience. As
students are ready, encourage them to orient their straightedges in a variety of ways on their paper.

Problem 4: Construct perpendicular segments on grid paper.

T: Let’s look again at the perpendicular lines sheet we used earlier.
(Display segment (1).) Look at segment (1). Turn and tell your
neighbor about a right triangle that has ̅̅̅̅ as its longest side.
T: I see a triangle with a height of 2 units and a base of 3 units. (Draw
dashed lines to show this triangle.) Draw the base and height of this
triangle on your paper too.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.32

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•6

T: Label the vertex of the right angle as . NOTES ON

T: Label the vertices of the acute angles of the triangle as MULTIPLE MEANS OF
and . ENGAGEMENT:
T: Remind your neighbor what you know about the There may be a great disparity in the
measures of and and how you know it. spatial reasoning abilities among
S: We found out when we folded the triangle that they students in the same classroom. Some
are the same as the right angle. They add up to the students may be ready for
right angle.  The sum of is 90°. independent practice rather quickly. If
so, let them work independently while
T: Use triangle to draw a segment perpendicular to others work in a smaller group
̅̅̅̅ Talk with a partner as you do so. provided with another guided
S: We can use the grid lines like we used the ruler. I’m experience.
going to slide over triangle and then rotate it so
that it now has a base of 2 units and a height of 3 units.
 The sum of and is 90 degrees so the third
angle must be 90 degrees since the sum of all three
angles is 180.
T: (Allow students time to work.) Yes, you sketched a new
triangle, the same as triangle moved over 3 units and
rotated clockwise 90°, so that ̅̅̅̅̅and ̅̅̅̅ create a straight
angle. (Slide and rotate.) I’ll use a dashed line to sketch ̅̅̅̅
and ̅̅̅̅ and a solid line to sketch the longest side, ̅̅̅̅. (Sketch
second triangle on board.)
T: (Drag finger along straight line angle at base of figure.) What is
the sum of angles on a straight line?
S: 180 degrees.
T: So, if this straight line measures 180°, and and
add up to 90°, what do we know about the angle that’s
formed by our solid segments? (Point to area of figure
between and .) NOTES ON
MULTIPLE MEANS OF
S: It’s a right angle.  It measures 90 degrees.  The
REPRESENTATION:
two longest sides of these triangles intersect to make
perpendicular segments. (Display segment (2) on The method used to construct the
perpendicular segments in this lesson
board.)
may, at first, seem to be an
T: Continue to sketch a right triangle for each remaining unnecessarily complicated process if
segment. Then show how that triangle can be moved the end result is simply to create
and sketched again to create a perpendicular segment. perpendicular segments. After all, isn’t
Share your work with a neighbor when you’re through. that what a set square is for?
(Circulate to assess progress.) However, taking the time to slide and
draw the triangles gives students
S: (Work and share.)
opportunity to reason about what’s
presented on the grid and its
foreshadowing of slope which will form
the basis of many concepts in future
learning.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.33

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which
problems they work on first. Some problems do not
specify a method for solving. Students solve these
problems using the RDW approach used for Application
Problems.

Student Debrief (10 minutes)

Lesson Objective: Construct perpendicular line segments

on a rectangular grid.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 1, explain how you determined which
sets of segments were perpendicular.
 In Problem 3, do your segments look like your
neighbor’s line segments? Are there other lines
that are perpendicular to the given segments, or
is your figure the only correct response?
 How is drawing perpendicular lines similar to and
different from drawing parallel lines?
 How do the dimensions of the triangle affect the
size of its interior angles?
 Think back on our fluency activity drawing angles.
What can you say about the unmarked angles on
the line? How was this similar to our work with
the triangle templates?

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.34

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.35

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Recording Sheet 5•6

Lesson 15: Construct perpendicular line segments on a rectangular grid.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 5•6

Name Date

1. Circle the pairs of segments that are perpendicular.

2. In the space below, use your right triangle templates to draw at least 3 different sets of perpendicular
lines.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.37

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 5•6

3. Draw a segment perpendicular to each given segment. Show your thinking by sketching triangles as
needed.

a. b.

c. d.

4. Draw 2 different lines perpendicular to line .

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.38

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Exit Ticket 5•6

Name Date

1. Draw a segment perpendicular to each given segment. Show your thinking by sketching triangles as
needed.

a. b.

c. d.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.39

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 5•6

Name Date

1. Circle the pairs of segments that are perpendicular.

2. In the space below, use your right triangle templates to draw at least 3 different sets of perpendicular
lines.

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.40

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 5•6

3. Draw a segment perpendicular to each given segment. Show your thinking by sketching triangles as
needed.

a. b.

c. d.

4. Draw 2 different lines perpendicular to line .

Lesson 15: Construct perpendicular line segments on a rectangular grid.

Date: 1/31/14 6.C.41

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Triangle Template A 5•6

𝑅
Triangle Template A

Lesson 15: Construct perpendicular line segments on a rectangular grid.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Triangle Template B 5•6

Triangle Template B

𝑅𝑆

Lesson 15: Construct perpendicular line segments on a rectangular grid.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•6

Lesson 16
Objective: Construct perpendicular line segments, and analyze
relationships of the coordinate pairs.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (7 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Make Larger Units 4.NF.1 (4 minutes)

 Draw Angles 4.NF.1 (8 minutes)

Make Larger Units (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5─Module 3 concepts.

T: (Write = .) Say 2 fourths in larger units.
S: 1 half.
T: (Write = .) Say 2 sixths in larger units.
S: 1 third.
T: (Write = .) Write 2 tenths in larger units.

S: (Write = )

Continue the process for , , , , , , , , , , and .

Draw Angles (8 minutes)

Materials: (S) Blank paper, ruler, protractor

Note: This fluency activity informally prepares students for today’s lesson.

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.44
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•6

T: Use your ruler to draw a 4-inch segment, ̅̅̅̅.

T: Plot a point at the third inch from point .
T: From that point, draw a 30 angle that opens to the left. Label its endpoint C.
T: From the same point and also opening to the left, draw a 60 angle below AB. Extend the angle’s
side so that it is at least 4 inches long. Label its endpoints D and E. (Demonstrate.)
T: Use any tool to draw a segment perpendicular to ̅̅̅̅ with endpoints at that intersects ̅̅̅̅̅
Have students label the intersection of ̅̅̅̅ and ̅̅̅̅ as point . See if they notice that , and
have angles that are the same measure.
Repeat with other angle pairs as time permits.

Application Problem (7 minutes)

a. Complete the table for the rule is 1 more than

half , graph the coordinate pairs and draw a
line to connect them.
b. Give the coordinate for the point on this line
whose -coordinate is .
Bonus: Give the -coordinate for the point on this line
whose -coordinate is 5 .

Note: The Application Problem reviews coordinate

graphing and fraction multiplication.

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.45
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•6

𝒙 𝒚
1
2
1
1
2
1
4
3

Concept Development (31 minutes)

Materials: (T) Triangle Template A (used in G5–M6–Lesson 15), images of coordinate plane with
plotted for display (S) Personal white board, coordinate plane template, straightedge, right
angle template (from G5–M6–Lesson 13)

Problem 1: Slide and rotate right triangle template along coordinate plane to create perpendicular segments.
T: (Distribute coordinate plane template to students and display images of coordinate plane on board
with Point A plotted at (3, 1) and Point B plotted at (8, 3).) Say the coordinates of point .
S: (3, 1.)
T: Record the coordinates of in the
table. Then, plot on your plane.
T: Tell your neighbor the coordinates
of , record in the table, and plot.
S: (Share, record, and plot.)
MP.7 T: Use your straightedge to draw ̅̅̅̅.
T: Visualize a right triangle that has
̅̅̅̅ as its longest side and follows
the grid lines on its other two
sides. Describe this triangle to
your partner.
S: I see a triangle below ̅̅̅̅. The
longer side is 5 units long and the shorter side is 2 units high. The right angle is directly below 
I see a triangle that is above ̅̅̅̅ . The right angle is 2 units above . The longer side is 5 units long.
T: Let’s draw the triangle below the segment that you described. Use a dashed line to draw the other
sides of the right triangle that has ̅̅̅̅ as its long side and its right angle’s vertex at (8, 1).
(Demonstrate.)

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.46
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•6

T: Tell me what you know about the measures of the acute angles in this triangle.
S: If we folded them over the right angle, they’d cover it perfectly.  The sum of the two acute angles
is 90 degrees.
T: Imagine how we could use this triangle and the grid lines to help us draw another segment whose
endpoint is and is perpendicular to ̅̅̅̅. Turn and talk.
S: We could slide the triangle to the left like we did yesterday, then turn the triangle up and mark the
top vertex. If we connect that point and , it will be perpendicular.  We don’t have a ruler today,
but the grid lines are straight, so we could slide the triangle along the line until the right angle
touches . Then, rotate it 90 clockwise. We mark the top corner and then connect it to . That
segment would be perpendicular to ̅̅̅̅.
T: After we slide and rotate our imaginary triangle, give the coordinates of the top vertex.
S: (1, 6).
T: Put these coordinates in your table, plot this point and
label it . Use your straightedge to connect and . NOTES ON
What can we say about ̅̅̅̅ and ̅̅̅̅? How do you MULTIPLE MEANS OF
know? ACTION AND
S: It’s what we did yesterday. The longer side of the first EXPRESSION:
triangle and the shorter side of the second triangle It may have been noted that the
form a straight angle at the bottom of the figure. We triangles that are visualized and drawn
know the acute angles add up to 90 , so the angle by the teacher are consistently those
between them, , must also be 90 . triangles “below” the segment being
considered. These are by no means
T: Segments and are perpendicular segments. the only triangles that might be used to
Write this in symbols on your personal board. (Write draw the perpendicular segments.
̅̅̅̅ ̅̅̅̅ on the board.) Consider the following figure in which
the upper triangles for each segment
Problem 2: Analyze the differences in the coordinate pairs of (drawn in red) are used to construct
the perpendicular segments. perpendicular segments (drawn in
black).
T: Put your finger on , the vertex of .
T: Use the table to compare the -coordinates of points
and . Tell your neighbor which point has a larger -
coordinate and why that is true.
S: has the larger because we traveled to the right on
the coordinate plane to get to point .  We traveled
5 units to the right on the coordinate plane to get to .
 The triangle that has̅̅̅̅̅ as its longest side had a
base of 5 units. The use of the triangles below give rise
T: Now, compare the -coordinate of points and . to greater opportunity to reason about
Tell your neighbor which point has a larger - angles and their relationships, but
coordinate and why that is true. students who visualize alternate
triangles should not be discouraged
S: also has the larger because we traveled up to get from using them to produce the
to point .  We traveled 2 units up on the segments.
coordinate plane to get to .  The triangle that was
used to draw segment ̅̅̅̅, had a height of 2 units.

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.47
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•6

T: Put your finger back on , the vertex of .

T: Think about how many units to the left the triangle was slid and how rotating the triangle located
point Compare the way you moved your finger for each triangle. Turn and talk.
S: Instead of moving right and then up, this time we moved left and then up.  First, we moved over
5 then up 2, now we move over 2 then up 5. The number of units is the same but they’re switched.

In both cases the -coordinate is being increased, but this time we’re moving left units, and that
will make the -coordinate less.  That’s because we rotated the triangle!
T: Compare the coordinates of and . How do they differ?
S: The -coordinate of is 2 less than , but the -coordinate is 5 more.  You have to move 2 to the
left and 5 up from to get to .
T: What do you notice about how the coordinates of and differ, compared to how the coordinates
of and differ? Turn and talk.
S: Both times there’s a difference of 5 units and units.  In and , the difference in the -
coordinates is 5, then 5 is the difference between the -coordinates in and .  It all has to do
with the triangles on the plane. They’re the same triangle, but they’re being moved and rotated so
they change the coordinates by 5 units and 2 units.
T: What are the other side lengths of the triangle we used to construct the perpendicular lines?
S: 5 units and 2 units.  It’s the base and height of the triangles that tell us the change in the
coordinates!
T: Right, so in this case the coordinates change by 5 and 2 units. Since the same sized triangle is used
to construct the perpendicular segments, the -coordinates changes by 5 or by 2 and the -
coordinate changes by 5 or by 2. (Point to clarify.)
Repeat the process with and (as pictured below).

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students solve these problems using the RDW
approach used for Application Problems.

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.48
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•6

Student Debrief (10 minutes)

Lesson Objective: Construct perpendicular line segments,

and analyze relationships of the coordinate pairs.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Talk about the triangle that you see when you
look at ̅̅̅̅ and ̅̅̅̅ .
 Tell your neighbor about how visualizing the
triangles helps you locate the points needed to
draw a perpendicular line.
 In Problem 1, are there other segments that are
perpendicular to ̅̅̅̅? Explain how you know.
 Explain your thought process as you solved
Problem 3.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.49
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5•6

Name Date

1. Use the coordinate plane below to complete the following tasks.

a. Draw ̅̅̅̅
b. Plot point (0, 8). 8
c. Draw ̅̅̅̅ .
d. Explain how you know is a right angle
without measuring it.
6

𝐵
4

𝐴
2

0 2 4 6 8

e. Sean drew the picture to the right to find a

segment perpendicular to ̅̅̅̅. Explain why Sean is
correct.

𝐵
4 𝐵

𝐴
2 𝐴

0 2 4 6
8

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.50
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5•6

2. Use the coordinate plane below to complete the following tasks.

a. Draw ̅̅̅̅.
b. Plot point (2, 6 ).

c. Draw ̅̅̅̅. 7
d. Explain how you know is a right
angle without measuring it. 6
T
5

e. Compare the coordinates of points 4

Q
and . What is the difference of the -
coordinates? The -coordinates? 3

1
f. Compare the coordinates of points
and . What is the difference of the -
coordinates? The -coordinates? 0 1 2 3 4 5 6 7

g. What is the relationship of the differences you found in (e) and (f) to the triangles of which these
two segments are a part?

3. ⃡ contains the following points. : (4, 1) : (8, 7)

a. Give the coordinates of a pair of points and , such that ⃡ ⃡ .

: (_____, _____) : (_____, _____)

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.51
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Exit Ticket 5•6

Name Date

1. Show your thinking on the plane.

a. Draw ̅̅̅̅.
b. Plot point (4 , 6).
c. Draw ̅̅̅̅̅ .
d. Explain how you know that is a right angle without measuring it.

5 
4

3

2

0 1 2 3 4 5 6 7

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.52
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5•6

Name Date

1. Use the coordinate plane below to complete the following tasks.

a. Draw ̅̅̅̅ .
b. Plot point (7, 7). 8
c. Draw ̅̅̅̅.
d. Explain how you know is a
right angle without measuring it.
6

4 𝑃
𝑄
2
e. Compare the coordinates of
points and . What is the
difference of the -coordinates?
The -coordinates?
0 2 4 6 8

f. Compare the coordinates of points and . What is the difference of the -coordinates? The -
coordinates?

g. What is the relationship of the differences you found in (e) and (f) to the triangles of which these two
segments area a part?

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.53
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5•6

2. Use the coordinate plane below to complete the following tasks.

a. Draw ̅̅̅̅ .
b. Plot point (3, ).

c. Draw ̅̅̅̅ 7
d. Explain how you know is a right
angle without measuring it. 6 
5

e. Compare the coordinates of points 4 

and . What is the difference of the -
coordinates? The -coordinates? 3

f. Compare the coordinates of points 1

and . What is the difference of the -
coordinates? The -coordinates? 0 1 2 3 4 5 6 7

g. What is the relationship of the differences you found in (e) and (f) to the triangles of which these two
segments area a part?

3. ⃡ contains the following points. : (2, 3) : (9, 6)

a. Give the coordinates of a pair of points, and , such that ⃡ ⃡ .

: (_____, _____) : (_____, _____)

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.54
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Coordinate Plane Template 5•6

10

(𝑥, 𝑦)
𝐴
𝐵
5 𝐶

0 5 10

(𝑥, 𝑦)
𝐷 4

𝐸
𝐹 2

0 2 4 6 8
4

3
(𝑥, 𝑦)
𝐺
2
𝐻
𝐼
1

0 1 2 3

Lesson 16: Construct perpendicular line segments, and analyze relationships of

the coordinate pairs. 6.C.55
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5•6

Lesson 17
Objective: Draw symmetric figures using distance and angle measure from
the line of symmetry.

Suggested Lesson Structure


Fluency Practice (11 minutes)

Application Problem (7 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 Make Larger Units 4.NF.1 (3 minutes)

 Subtract a Fraction from a Whole 4.NF.3 (4 minutes)
 Draw Perpendicular Lines Using a Set Square 4.G.1 (4 minutes)

Make Larger Units (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5─Module 3 concepts.

T: (Write .) Say 3 sixths in larger units.
S: 1 half.
T: (Write .) Say 3 ninths in larger units.
S: 1 third.
T: (Write .) Write 3 fifteenths in larger units.

S: (Write = .)

Continue the process for , , , , , , , , , and .

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.56
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5•6

Subtract a Fraction from a Whole (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5─Module 3 concepts.

T: What’s 1 ─ ?

S: .  .

T: What’s 1 ─ ?

S: .

T: (Write – =

T: (Beneath 1 – = , write – ) What’s – ?

S: 1

T: (Write 1 – =

T: (Beneath 1 – = write – ) What’s – ?

S: 5

T: (Write – =5

Continue the process for the following possible suggestions: 1 – , – , – , – , 1 – , – ,

5 – , and – .

Draw Perpendicular Lines using a Set Square (4 minutes)

Materials: (S) Set square, unlined paper
T: Draw a horizontal 4 inch segment ̅̅̅̅ on your paper.
T: Use your set square to draw a 1 inch segment ̅̅̅̅ perpendicular to ̅̅̅̅.

T: Extend that segment 1 inch on the other side of ̅̅̅̅

T: What is the total length of the segment perpendicular to ?
Repeat the sequence drawing other lines perpendicular to ̅̅̅̅ using the following suggested lengths: 2.5 cm,
1 cm, and 1 cm.

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.57
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5•6

Application Problem (7 minutes)

Materials: (S) Straightedge

Plot (10, 8) and (3, 3) on the coordinate plane, connect

with a straightedge, and label as and .
a. Draw a segment parallel to ̅̅̅̅.
b. Draw a segment perpendicular to ̅̅̅̅.

0 2 4 6 8 10 12

Note: This Application Problem applies plotting concepts from G5–M6–Lessons 14 and 16.

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.58
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5•6

Concept Development (32 minutes)

Materials: (S) Unlined paper, set square, ruler

Problem 1: Draw symmetric points about a line of symmetry.

Note: Demonstrate each of the following steps for students giving Step 1
the work time appropriate for students in the class.
T: (Distribute unlined paper to each student.) Use your ruler
as a straightedge to draw a segment on your paper. This
will be our line of symmetry. (This is Step 1, as pictured to
the right.)
T: Next, draw a dark point off the line and label it . F. (This
is Step 2.) Step 2
T: Fold the page along this line of symmetry.
T: Then, rub the area of the paper behind using some
pressure with your finger or eraser. (This is Step 3.)
T: Unfold your paper. You should be able to now see a faint
point on the other side of the line. (This is Step 4.)
T: Darken this point and label it . Then, use your Step 3
straightedge to lightly draw a segment connecting these
two points. (This is Step 5.)
T: Measure the angles formed by the segment and ̅̅̅̅. What
do you find?
S: All the angles are 90  The segment is perpendicular to
the line.
T: Use your ruler to measure the distance between each point Step 4
and the line along the segment. What do you find?
S: The segments are the same length.  The points are the
same distance from the line along the segments.
Repeat this sequence for another point off the line.
T: Using what we’ve just discovered about this pair of
symmetric points, draw another pair of points without
folding and rubbing our paper. Talk to your partner as you
work. Step 5
S: (Work and discuss.)
T: Let’s do another together. I’ll guide you through. Draw
another point off the line.
T: Use your set square to draw a segment that crosses the line
of symmetry at a 90 degree angle and includes your point.
(Demonstrate.)

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.59
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5•6

T: Use your ruler to measure the distance from your point to the line of symmetry along the
perpendicular segment that you drew.
T: Measure the same distance along the perpendicular segment on the opposite side of the line of
symmetry and draw a point.
T: Since these points were drawn using a line perpendicular to the line of symmetry and are equidistant
from the line of symmetry, we say they are symmetric about the line.
T: Practice drawing other sets of corresponding points about different lines of symmetry. Use any
method that works for you.

Problem 2: Draw symmetric figures about a line of symmetry.

T: Draw a line of symmetry.
T: Draw a point, off the line.
T: Draw a second point, on the same side of the line as .
T: Draw ̅̅̅̅.
T: How is this drawing different from the ones we did earlier?
S: We drew 2 points this time.  The other ones were just a
point, but now we have a segment.
T: Show your neighbor how you’ll draw a point symmetric
MP.7
to about the line. Name it . (Allow students time NOTES ON
to share.) MULTIPLE MEANS OF
T: Work independently to draw a point symmetric to . ENGAGEMENT:
Name it . Students with fine motor deficits may
T: Draw ̅̅̅̅. Compare ̅̅̅̅ to ̅̅̅̅ What do you notice? benefit from being paired with another
Turn and talk. student for drawing the figures. One
partner might draw while the other is
S: They’re the same length.  They’re the same length,
responsible for measuring the
but they are mirror images of each other.
segments in order to place the points.
T: We can say that ̅̅̅̅ is symmetric to ̅̅̅̅ about the line
symmetry.
T: Draw another line of symmetry. Possible quadrilaterals:
T: Draw a point, , off the line.
T: Draw a second point, , on the line.
T: Draw ̅̅̅̅ .
T: Draw a third point, , on the line.
T: Draw ̅̅̅̅ .
T: How is this figure different from the one we just did?
S: We drew 3 points this time.  This one is 2
segments.  This figure has 2 points on the line
of symmetry, and 1 off of it.
T: You drew points and on the line of symmetry.
Point , is off the line. Draw a point, , symmetric

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.60
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5•6

to about ⃡ .
T: Draw segments ̅̅̅̅ and ̅̅̅̅. NOTES ON
T: (Allow students time to work.) Compare the figures on MULTIPLE MEANS OF
either side of ⃡ . What do you notice? Turn and talk. ENGAGEMENT:
S: They’re symmetric.  They’re the same size and the Drawing symmetric figures lends itself
angles are all the same. well to connections with art. Students
might use these construction
T: Yes, we can say that quadrilateral is symmetric techniques to create symmetric figures
about ⃡ . Turn and share your quadrilateral with your by cutting and gluing colored strips of
neighbor. paper or through other media.
S: (Discuss with neighbor.) Students might also enjoy creating
inkblots by placing paint in the center
Problem Set (10 minutes) of paper, folding, and unfolding. Once
the blots are dry, students might
Students should do their personal best to complete the Problem measure various parts of their creation
Set within the allotted 10 minutes. For some classes, it may be from the line of symmetry to confirm
appropriate to modify the assignment by specifying which the concepts developed in the lesson.
problems they work on first. Some problems do not specify a
method for solving. Students solve these problems using the
RDW approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Draw symmetric figures using distance

and angle measure from the line of symmetry.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 1, should everyone’s solutions look
the same? Explain why.
 In Problem 2, did you draw symmetric points for
or ? Why?
 Help Stu fix his mistake. What should he do the next time he draws a symmetric figure?
 What name can we give to all the quadrilaterals we drew in Problem 3? Explain your reasoning.

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.61
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.62
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 5•6

Name Date

1. Draw to create a figure that is symmetric about ⃡ .

2. Draw precisely to create a figure that is symmetric about ⃡ .

𝐻
𝐽

𝐼
𝐾

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.63
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 5•6

3. Complete the following construction in the space below.

a. Plot 3 non-collinear points , , and .

b. Draw ̅̅̅̅ , ̅̅̅̅ , and ⃡ .

c. Plot point , and draw the remaining sides, such that quadrilateral is symmetric about ⃡ .

4. Stu says that quadrilateral is symmetric about ⃡ because . Use your tools to determine
Stu’s mistake. Explain your thinking.
𝐽

𝐿
𝐾

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.64
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Exit Ticket 5•6

Name Date

1. Draw 2 points on one side of the line below and label them and .
2. Use your set square and ruler to draw symmetrical points about your line that correspond to and and
label them and

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.65
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 5•6

Name Date

1. Draw to create a figure that is symmetric about ⃡ .

𝐺 𝐷

2. Draw to create a figure that is symmetric about ⃡ .

𝐿 𝑂

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.66
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 5•6

3. Complete the following construction in the space below.

a. Plot 3 non-collinear points, , , and .

b. Draw ̅̅̅̅, ̅̅̅̅, and ⃡ .

c. Plot point , and draw the remaining sides, such that quadrilateral is symmetric about ⃡ .

4. In the space below, use your tools to draw a symmetric figure around a line.

Lesson 17: Draw symmetric figures using distance and angle measure from the
line of symmetry. 6.C.67
Date: 1/31/14
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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 6

Topic D
Problem Solving in the Coordinate
Plane
5.OA.3, 5.G.2

Focus Standard: 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms
from the two patterns, and graph the ordered pairs on a coordinate plane. For example,
given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the
starting number 0, generate terms in the resulting sequences, and observe that the
terms in one sequence are twice the corresponding terms in the other sequence. Explain
informally why this is so.
5.G.2 Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in the
context of the situation.
Instructional Days: 3
Coherence -Links from: G4–M4 Angle Measure and Plane Figures
-Links to: G6–M1 Ratios and Unit Rates

Applications of the coordinate plane in the real world are the focus of Topic D. Students use the coordinate
plane to show locations, movement, and distance on maps. Line graphs are also used to explore patterns in
the coordinate plane and make predictions based on those patterns (5.G.2, 5.OA.3). To close their work with
the coordinate plane, students solve real world problems.

A Teaching Sequence Towards Mastery of Problem Solving in the Coordinate Plane

Objective 1: Draw symmetric figures on the coordinate plane.
(Lesson 18)

Objective 2: Plot data on line graphs and analyze trends.

(Lesson 19)

Objective 3: Use coordinate systems to solve real world problems.

(Lesson 20)

Topic D: Problem Solving in the Coordinate Plane

Date: 1/31/14 6.D.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•6

Lesson 18
Objective: Draw symmetric figures on the coordinate plane.

Suggested Lesson Structure


Application Problem (6 minutes) 

Fluency Practice (11 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (6 minutes)

Denis buys 8 m of ribbon. He uses 3.25 m

for a gift. He uses the remaining ribbon
equally to tie bows on 5 boxes. How much
ribbon did he use on each box?
Note: This problem reviews subtracting
decimals and dividing decimal numbers by
single digit whole numbers, concepts from
G5─Module 1.

Fluency Practice (11 minutes)

 Make Larger Units 4.NF.1 (4 minutes)

 Unknown Angles 4. MD.6 (7 minutes)
NOTES ON
Make Larger Units (4 minutes) MULTIPLE MEANS FOR
ACTION AND
Materials: (S) Personal white boards EXPRESSION:
When giving directions for Simplify
Note: This fluency activity reviews G5─Module 3 concepts. Fractions, challenge advanced learners
to both simplify the fraction and write
T: (Write ) Simplify the fraction by writing it using a
others that simplify to the same
larger fractional unit. fraction with denominators greater
than 144.
S: .
T: (Write .) Simplify.

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.2

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•6

S: .
T: (Write .) Simplify.

S: (Write = .)

Continue the process for , , , , , , , , , and .

Unknown Angles (7 minutes)

Materials: (S) Blank paper, ruler, protractor

T: Draw a 4-inch segment .

T: Plot point at the 2-inch mark.
T: Draw a 30 degree angle opening to
the left from point with ̅̅̅̅ as one
side. Label its endpoint .
T: Draw a segment symmetric to ̅̅̅̅
about ̅̅̅̅ and label its endpoint
T: Draw an angle less than 90 opening
to the right from point with ̅̅̅̅ as
one side. Label its endpoint .
T: Draw segment symmetric to ̅̅̅̅ about ̅̅̅̅ and label its endpoint
T: What is the measure of angle ?
T: What angle has the same measure?
T: Share your work with a partner. What is the measure of in your partner’s drawing?
Repeat as time permits possibly beginning with a 75 angle.
Note: This fluency activity reviews concepts from Grade 4 in preparation for today’s lesson.

Concept Development (33 minutes)

Materials: (S) Coordinate plane template, ruler, protractor

Problem 1: Create symmetrical figures across a vertical line of symmetry.

Note: Demonstrate, give work time, and have students partner-share as needed to meet their needs.
T: (Distribute coordinate plane template and display image of plane with points ─ .) Record the
coordinates of points through in Table A.
T: Use your ruler to connect these points in alphabetical order.
T: Use your ruler to construct a line of symmetry, , whose rule is is always 5.

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.3

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•6

T: Remind your neighbor how we drew symmetric

figures yesterday.
S: We used a set square to see a line perpendicular
to the line of symmetry.  We measured to
make sure the corresponding points were the
same distance from the line of symmetry.
T: Imagine a line that is perpendicular to that goes
through . What is the distance from to the
line of symmetry along this perpendicular line?
S: 4 units.
T: Imagine that perpendicular line continuing past .
Show your neighbor where the point symmetric
to about would fall. Then, say the coordinates of this new point, .
S: (Share and say (9, 6).)
T: Plot point , then record the coordinates of in Table B. Work with a partner to plot and record the
coordinates of points and which are symmetric to points and about .
T: (Allow students time to work.) Connect the points you’ve plotted to create a figure that is symmetric
about line .
T: Compare the coordinates of the symmetric points in Tables A and B. Turn and talk.
S: The -coordinates are always the same.  The -coordinate changes but the -coordinates don’t.
T: Why is this true?
S: We are moving across a vertical line to draw the points, so moving left and right changes , but not
 We are moving parallel to the axis to find the symmetric points, so the points are on a line
that is perpendicular to . So, the points must have the same -coordinate.

Problem 2: Create symmetrical figures across a horizontal line of symmetry.

T: Let’s create a new line of symmetry. Use your ruler to construct a horizontal line, , whose rule is
is always 6.
T: (Allow students time to draw.) Let’s complete the
drawing and create a figure that is symmetric about
line . Tell your neighbor how far point is from
line .
S: It’s on the line.  The distance is zero from to Table D
line .
T: Label the point symmetric to . What are its
coordinates?
S: (1, 4).
T: Plot and record the coordinates of each symmetric point in Table C. Check your work with a
neighbor as you go.
T: Use your ruler to connect the points you plotted to draw the symmetric figure.
T: Compare the coordinates in Tables A and B, with their symmetric point in Table C. What do you

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•6

notice about points when they’re symmetric about a horizontal line? Turn and talk.
S: It’s the opposite of a vertical line of symmetry.  The -coordinates don’t change, but the -
coordinates do.  The -coordinates are the same amount greater than or less than 6.
T: When a figure is drawn about a horizontal line of symmetry, the -coordinates remain constant,
while the -coordinates change.

Problem 3: Create symmetrical figures across a diagonal line of symmetry.

T: (Display image of second coordinate plane on
board.) Plot the coordinate pairs in Table D.
T: Now use your ruler to connect the points in
alphabetical order. Then connect to .
S/T: (Draw.)
T: Is this figure symmetrical? Turn and talk.
S: Yes it’s kind of like a leaf and if I turn the plane at
an angle the left and right are symmetrical. 
Yes, if I drew a line from to , then that would
make 2 symmetrical halves.
T: This figure is symmetrical about a diagonal line. It begins at the origin and goes through points (1, 1),
(2, 2), ( , ), and so on. (Draw line on board.) We’ll name this line .
T: Use your pencil to lightly connect the points that are symmetrical to one another about . Predict
the angle at which these segments intersect .
S: They should intersect at 90-degree angles.  If the points are symmetric, the line and segments
should intersect at right angles.
T: Test your prediction by measuring with your protractor.
S: (Measure.)
T: In order for these points to be symmetric, what else must be true?
S: They have to be the same distance from the line of symmetry.  The distance along the
perpendicular must be the same from the line to the points that correspond to each other.
T: Measure the distances of these points to the line of symmetry to confirm that they are truly
symmetric.
S: (Measure the distance of the points.)
T: If I wanted to plot another pair of points that were symmetric about , what would I do? Turn and
talk.
If time permits, ask students to compare the coordinates for the symmetric points. While the reversal of the
coordinates is apparent for the line , challenge students to test whether this pattern holds for other
diagonal lines (e.g., is twice as much as ).

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.5

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Draw symmetric figures on the

coordinate plane.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be addressed in
the Debrief. Guide students in a conversation to debrief the
Problem Set and process the lesson. NOTES ON
MULTIPLE MEANS OF
You may choose to use any combination of the questions below
ENGAGEMENT:
to lead the discussion.
When asking questions, provide visuals
 Compare drawing symmetric figures on the coordinate to support understanding. For
grid to drawing them on blank paper. example, when asking the fourth
 Does the orientation of the line of symmetry change question, draw before you speak.
the way symmetric points must be drawn? Why or Step 1: Draw a vertical line of
why not? symmetry on the coordinate plane.
Step 2: Say, “Here is a vertical line of
 What must be true for a pair of points to be symmetric
symmetry on the coordinate plane.”
about a line?
Step 3: Draw two symmetric
 When drawing figures about a vertical line of coordinate pairs.
symmetry on a coordinate plane, explain why only the
Step 4: Say, “Explain why only the -
-coordinate differs in symmetric coordinate pairs. coordinate differs in symmetric pairs.”
Explain what happens to the coordinate pairs when
drawing symmetric points about a horizontal line on
the coordinate plane.
 In Problem 3, did your partner plot any points on line ? If so, did the pattern of how the - and -
coordinates change continue for these fixed points?

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.7

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Problem Set 5•6

Name Date

1. Use the plane at right to complete the following tasks.

a. Draw a line whose rule is, is always 0.7.
b. Plot the points from Table A on the grid in 1.5
order. Then draw line segments to connect the
points.

Table A Table B
1.0
(0.1, 0.5)
(0.2, 0.3)
(0.3, 0.5)
(0.5, 0.1)
(0.6, 0.2) 0.5

(0.8, 0.2)
(0.9, 0.1)
(1.1, 0.5)
(1.2, 0.3)
0 0.5 1.0
(1.3, 0.5)

c. Complete the drawing to create a figure that is symmetric about line . For each point in Table A,
record the corresponding point on the other side of the line of symmetry in Table B.
d. Compare the -coordinates in Table A with those in Table B. What do you notice?

e. Compare the -coordinates in Table A with those in Table B. What do you notice?

2. This figure has a second line of symmetry. Draw the line on the plane and write the rule for this line.

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.8

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Problem Set 5•6

3. Use the plane below to complete the following tasks.

a. Draw a line whose rule is, is equal to + .

b. Construct a figure with a total of 6 points all on the same side of the line.
c. Record the coordinates of each point, in the order in which they were drawn, in Table A.
d. Swap your paper with a neighbor and have him or her complete Parts (e–f), below.

Table A Table B
3
( , ) ( , )

0 1 2 3

e. Complete the drawing to create a figure that is symmetric about . For each point in Table A, record
the corresponding point on the other side of the line of symmetry in Table B.

f. Explain how you found the points symmetric to your partner’s about

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.9

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Exit Ticket 5•6

Name Date

1. Kenny plotted the following pairs of points and said they made a symmetric figure about a line with the
rule:

is always 4.

(3, 2) and (3, 6)

(4, 3) and (5, 5)

(5, ) and (5, 7 )

(7, 1 ) and (7, 6 )

Is his figure symmetrical about the line? How do you know?

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.10

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Homework 5•6

Name Date

1. Use the plane at right to complete the following tasks.

a. Draw a line whose rule is, is always 5. 15
b. Plot the points from Table A on the grid in order. Then
draw line segments to connect the points in order.

Table A Table B 10

(1, 13)
(1, 12)
(2, 10)
(4, 9) 5

(4, 3)
(1, 2)
(5, 2)

0 5 10
c. Complete the drawing to create a figure that is symmetric
about line . For each point in Table A, record the symmetric point on the other side of .

d. Compare the -coordinates in Table A with those in Table B. What do you notice?

e. Compare the -coordinates in Table A with those in Table B. What do you notice?

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.11

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Homework 5•6

2. Use the plane at right to complete the following tasks.

a. Draw a line whose rule is, is equal to .
b. Plot the points from Table A on the grid in order. Then draw line segments to connect the points.

Table A Table B 6

( , )
5
(1, 2)

( , ) 4
(2, 4)

(3 , 3 ) 3

(4, 4 )
2
(5, 5)

0 1 2 3 4 5 6

c. Complete the drawing to create a figure that is symmetric about line . For each point in Table A,
record the symmetric point on the other side of the line in Table B.

d. Compare the -coordinates in Table A with those in Table B. What do you notice?

e. Compare the -coordinates in Table A with those in Table B. What do you notice?

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.12

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Coordinate Plane Template 5•6

Table A Table C

10 𝐷  𝐸  Point (𝑥, 𝑦) (𝑥, 𝑦)

𝐴
𝐵
8 𝐵  𝐶  𝐶
𝐷
𝐸
6 𝐴 
Table B Table D
4 Point (𝑥, 𝑦) (𝑥, 𝑦)
𝐼
𝐻
2
𝐺
𝐹

0 2 4 6 8 10

5
Table D

Point ( , )
(1, 1) 4

(1 , 3 )
(2, 3) 3

(2 , 3 )
(2 , 2 )
2
(3 , 2 )
(3, 2)
1
(3 , 1 )

0 1 2 3 4 5

Lesson 18: Draw symmetric figures on the coordinate plane.

Date: 1/31/14 6.D.13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•6

Lesson 19
Objective: Plot data on line graphs and analyze trends.

Suggested Lesson Structure


Fluency Practice (13 minutes)

Application Problem (6 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Sprint: Make Larger Units 4.NF.1 (9 minutes)

 Subtract a Fraction from a Whole 4.NF.3 (4 minutes)

Sprint: Make Larger Units (9 minutes)

Materials: (S) Make Larger Units Sprint

Note: This Sprint reviews G5─Module 3 concepts.

Subtract a Fraction from a Whole (4 minutes)

Materials: (S) Personal white boards
NOTES ON
Note: This fluency activity reviews G5─Module 3 concepts. MULTIPLE MEANS FOR
ACTION AND
T: Simplify by using larger fractional units.
EXPRESSION:
S: . If students need a bit more guidance in
using strategies to solve the Subtract a
T: What’s – ? Fraction from a Whole fluency activity,
focus on one strategy at a time.
S: . Choose between compensation, break
apart, convert to fractions, or another
T: (Write – strategy. Guide students towards
skillful mastery with repetition and
T: There are many ways to solve ─ . Maybe you practice using scaffolded questioning
and choral response as modeled here.
used one of these strategies: (Write 1 – ,
─ ─ , ─ .) Discuss the solution

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.14

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•6

methods with your partner.

S: (Discuss.)
T: Solve the following problems using any method.
T: (Beneath – write – ) What’s – ?
S: .

Continue with larger numbers of ones before switching to another set of related differences, such as ─
and ─ .

Application Problem (6 minutes)

18
Three feet are equal to 1 yard. The following table
shows the conversion. Use the information to 15
complete the following tasks:
yards

1. Plot each set of 12

coordinates. Feet Yards
2. Use a straightedge to 3 1 9
connect each point.
3. Plot one more point on 6 2
6
this line and write its
coordinates. 9 3
4. 27 feet can be 3
12 4
converted to how many
yards? ________
3 6 9 12 15
5. Write the rule that describes the line. feet
Note: This problem reviews concepts from the first topics in this
module.

Concept Development (31 minutes)

Materials: (S) Line graph practice sheet

Read and interpret line graphs.

T: (Post image of Problem 1 from the line graph practice
sheet on the board.) How are this coordinate plane and
the one from our Application Problem different from
others we’ve been looking at? Turn and talk.

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.15

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•6

S: The - and -axes have labels and different units on them.  This new one isn’t a straight line.
T: A coordinate plane can be used to show a set of data, like you see here, in the form of a line graph.
What information is this line graph showing us?
S: How much Fido weighs on certain days.  Fido’s weight.
T: Right, this graph shows a German Shepherd, Fido’s, weight over a period of time. What information
is shown on the -axis?
S: Fido’s age.
T: What unit is being used to
show Fido’s age?
S: There’s a label every 4
months.  The grid squares
split up the -axis into units
of 2 months.
T: What is shown on the -axis
and in what unit?
S: Fido’s weight in pounds. 
Each 20 pounds is labeled.
 The grid squares split up
the -axis into units of 10
pounds.
T: Look at the data contained in
the graph. What can you learn about Fido’s weight by
looking at the graph?
S: He weighed about a pound or two when he was born
and gained weight fast!  Fido gained weight until he
was about 20 months old and then he stopped.  NOTES ON
Fido weighed about as much as I do when he was only MULTIPLE MEANS OF
a year old! REPRESENTATION:
T: According to the graph, Fido weighed about 1, maybe Support students working below grade
2, pounds at birth. About how much weight did Fido level and others read the Fido’s Weight
gain during the first 4 months of his life? How do you line graph with the following
modifications:
know?
 Use color to outline the line and
S: About 29 or 28 pounds, because he started at 1 or 2 its points, as well as the
pounds and then his weight increased. It reached 30 information on the - and -axes.
MP.2 pounds at 4 months.  The difference between his 4-  Add additional labeling to the -
month weight and his birth-weight is 28 or 29 pounds. and - axes, or at least check that
T: About how much did Fido weigh at 8 months old? students accurately point and
count units along each axis.
S: About 55 pounds.  Draw additional lines or labels for
T: How can you find out how much weight Fido gained points that do not intersect a
between the age of 4 months and 8 months? Turn and clearly labeled -coordinate (such
talk. as 0,1).

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.16

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•6

S: I can subtract 30 pounds from 55 pounds.  I could count up from 30 pounds.  I can find the
difference between his weight at those ages. He gained 25 pounds between 4 and 8 months.
T: So, did Fido gain more weight in the first 4 months of his life, or the second 4 months?
S: The first 4 months.
T: About how much more?
MP.2
S: About 5 pounds more.
T: Compare the segment that shows the change from 0 to 4 months with the segment that shows the
change from 4 months to 8 months.
S: They’re a lot alike, because they both go up, but the line from 0 to 4 is a little steeper.  The
triangles that have these segments as their longest sides are different. The one I see for 0 to 4
months has a height of 3 units and the one I see for 4 to 8 months has a height of .
T: Work with a partner to find out how much weight Fido gained during the remaining 4 month
increments on the graph.
T: We know that Fido gained more weight from birth to 4 months than he did from 4 months to 8
months. What do you notice about the two segments joining those points?
S: The segment for the first 4 months is steeper, because he gained more weight then.
T: Explain what happens to Fido’s weight and the line on the graph between months 0 and 8.
S: Fido’s weight stays the same, and the line doesn’t change, it just goes straight across.  Fido’s
weight remains constant so the line is horizontal.
T: The line becomes horizontal to show that his
weight is unchanged during that time. In this
case, Fido’s weight stayed the same.
T: Can we make a prediction about what this line
graph might look like if we could see the next 28
months of Fido’s life? Why or why not? Turn and
talk.
S: We can’t really tell from this information. His
weight might just keep staying the same. My dog
was full-grown at 2 years old.  If Fido gets sick
he might start losing weight a bit, but there’s no
way to know.  Well, a lot of things could
happen. He might not exercise very much and
gain weight. Or, he might run away, and have a
hard time finding food and lose weight.
T: All of you could be right, but the truth is, we have
no way of knowing. This line graph simply shows
us what Fido’s weight was at these specific times
in his life. We can’t predict how or if Fido’s
weight will change in the future without more
information than what is contained in this graph.

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.17

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Plot data on line graphs and analyze

trends.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below
to lead the discussion.
NOTES ON
 How did you find the answer for Problem 1(c)? Did you LINE GRAPHS:
use subtraction or just look for the steepest line?
Explain your thought process. The third question uses Mr. Boyd’s Fuel
 How did you setup your work when solving Problem Usage graph to help students
1(e)? understand that the segments
between each point on the graph serve
 In Problem 2, how much fuel was in the tank on April 5, to connect those data but do not
May 5, and June 5? Why can’t we answer these communicate data. Mr. Boyd may
questions? have used much fuel on one day and
 From the graph on rainfall accumulation, we see that very little on another day. There is no
the amount of rain falling throughout the day varied. way of knowing. What is known is how
Is this your experience of rain? Would the graph of a much fuel was in his tank on the first of
each month. The graph shows a sharp
different rainy day have the same shape? How might it
decrease between January and
be the same? Different?
February, but perhaps if those 30 days
 Do you think other customers of Mr. Boyd’s fuel each had a data point, the graph would
company in the same neighborhood might have a look much different.
graph with a similar shape? Why or why not?

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.18

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Sprint 5 6

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Sprint 5 6

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Line Graph Practice Sheet 5•6

Fido’s Weight
80

60
Weight (in pounds)

40

20

0 4 8 12 16 20 24 28

Age (in months)

Fido’s Weight
80

60
Weight (in pounds)

40

20

0 4 8 12 16 20 24 28

Age (in months)

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Problem Set 5•6

Name Date

1. The line graph below tracks the rain accumulation, measured every half hour, during a rainstorm that
began at 2:00 p.m. and ended at 7:00 p.m. Use the information in the graph to answer the questions that
follow.

Rainfall Accumulation– March 4, 2013

2
Rainfall (inches)

2:00 3:00 4:00 5:00 6:00 7:00

Time (p.m.)

a. How many inches of rain fell during this five-hour period?

b. During which half-hour period did inch rain fall? Explain how you know.

c. During which half-hour period did rain fall most rapidly? Explain how you know.

d. Why do you think the line is horizontal between 3:30 p.m. and 4:30 p.m.?

e. For every inch of rain that fell here, a nearby community in the mountains received a foot and a half
of snow. How many inches of snow fell in the mountain community between 5:00 p.m. and 7:00
p.m.?

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Problem Set 5•6

2. Mr. Boyd checks the gauge on his home’s fuel tank on the first day of every month. The line graph at
right was created using the data he collected.
a. According to the graph, during which month(s) Boyd’s Monthly Fuel Usage
does the amount of fuel decrease most rapidly? Full

b. The Boyds took a month-long vacation. During

which month did this most likely occur? Explain
how you know using the data in the graph.

Fuel Gauge Reading

1
2

c. Mr. Boyd’s fuel company filled his tank once this

year. During which month did this most likely
occur? Explain how you know.

Empty
J F M A M J J A S O N D

Month

d. The Boyd family’s fuel tank holds 84 gallons of fuel when full. How many gallons of fuel did the
Boyds use in February?

e. Mr. Boyd pays $3.54 per gallon of fuel. What is the cost of the fuel used in February and March?

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Exit Ticket 5•6

Name Date

1. The line graph below tracks the water level of Plainsview Creek, measured each Sunday, for 8 weeks. Use
the information in the graph to answer the questions that follow.

Plainsview Creek Water Depth

9
Depth (in feet)

1 2 3 4 5 6 7 8
Weeks

a. About how many feet deep was the creek in Week 1? ________

b. According to the graph, which week had the greatest change in water depth? __________

c. It rained hard throughout the sixth week. During what other weeks might it have rained? Explain
why you think so.

d. What might have been another cause leading to an increase in the depth of the creek?

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Homework 5•6

Name Date

1. The line graph below tracks the balance of Howard’s checking account, at the end of each day, between
May 12 and May 26. Use the information in the graph to answer the questions that follow.

Howard’s Checking Account

2
Dollars (in thousands)

5/12 5/19 5/26

5/25 Date

a. About how much money does Howard have in his checking account on May 21?

b. If Howard spends $250 from his checking account on May 26, about how much money will he have
left in his account?

c. Explain what happened with Howard’s money between May 21 and May 23.

d. Howard received a payment from his job that went directly into his checking account. On which day
did this most likely occur? Explain how you know.

e. Howard bought a new television during the time shown in the graph. On which day did this most
likely occur? Explain how you know.

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.26

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Homework 5•6

2. The line graph below tracks Santino’s time, at the beginning and end of each length of a triathlon. Use
the information in the graph to answer the questions that follow.
Santino’s Triathlon
30
Distance from finish line (in km)

20

10

0
1:00p 2:00p 3:00p
Time (p.m.)

a. How long does it take Santino to finish the triathlon?

b. To complete the triathlon, Santino first swims across a lake, then bikes through the city, and finishes
by running around the lake. According to the graph, what was the distance of the running portion of
the race?

c. During the race Santino pauses to put on his biking shoes and helmet, and then later change into his
running shoes. At what times did this most likely occur? Explain how you know.

d. Which part of the race does Santino finish most quickly? How do you know?

e. During which part of the triathlon is Santino racing most quickly? Explain how you know.

Lesson 19: Plot data on line graphs and analyze trends.

Date: 1/31/14 6.D.27

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 5•6

Lesson 20
Objective: Use coordinate systems to solve real world problems.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Subtract a Fraction from a Whole 4.NF.3 (9 minutes)

 Express Fractions as Decimals 4.NF.3 (3 minutes)

Sprint: Subtract a Fraction from a Whole (9 minutes)

Materials: (S) Subtract a Fraction from a Whole Sprint

Note: This Sprint reviews G5─Module 3 concepts.

Express Fractions as Decimals (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5─Module 4 content.

T: (Write on board.) Express the fraction in hundredths.
S: 50 hundredths.
T: Write this number as a decimal.
S: (Write 0.50.)
T: (Write on board.) Express the fraction in hundredths.
S: 5 hundredths.
T: Write this number as a decimal.
S: (Write 0.05.)
Repeat the process with the following possible sequence:

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.28

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 5•6

Concept Development (38 minutes)

Materials: (S) Problem Set

Note: An Application Problem is not included in this lesson in order to provide adequate time for the Concept
Development.

Suggested Delivery of Instruction for Solving Lesson 20’s Word Problems.

(All times are approximate.)
1. Read the graph or scenario. (3 minutes)
Review the following questions and have students discuss the answers before beginning the first problem.
 What data is the graph or scenario communicating?
 What information and what units are shown on the axes?
As students discuss, circulate. Reiterate the questions above. After a minute or so, have the pairs of students
share their thoughts.

2. Solve the problems. (9 minutes)

Give everyone five minutes of quiet work time to answer the questions. After four minutes, invite them to
work together if they so choose in order to complete all components of the problem. All students should
write their equations and statements for each question.

3. Assess the solution for reasonableness and review the

answers. (4 minutes)
Give students the opportunity to explain the
reasonableness of their solutions with a peer. Review the
answers with the whole class.

4. Debrief. (3 minutes)
Each question is followed by a set of questions to support
you in guiding students to think more deeply about the
data.

Problem 1
The line graph below tracks the total tomato production
for one tomato plant. The total tomato production is
plotted at the end of each of 8 weeks. Use the
information in the graph to answer the questions that
follow.
a. How many pounds of tomatoes did this plant
produce at the end of 13 weeks?

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.29

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 5•6

b. How many pounds of tomatoes did this plant produce between Week 7 and Week 11? Explain how
you know.
c. Which one-week period shows the greatest change in tomato production? The least? Explain how
you know.
d. Duri g weeks 6─8, J so fe the tom to pl t just water. During Weeks 8─10, he use mixture of
water and Fertilizer A, and in Weeks 10─13, he used water and Fertilizer B on the tomato plant.
Compare the tomato production for these periods of time.

Problem 1(a) asks students to find the total production, assuring

they are reading the information correctly. Be sure students
understand that each data point (including Week 6) is a NOTES ON
cumulative data point, not a starting value. Problem 1(b), MULTIPLE MEANS OF
requires relating the steepness of a segment to greater ENGAGEMENT:
production. To answer Problem 1(c), students must analyze Students may find data plotting and
three separate time periods within the graph. Problem 1(d) analysis more engaging if the data is
requires students to convert from pounds to ounces in order to self-generated. Consider allowing
find the number of cans Jason can make. students to develop and administer
simple surveys or grow and measure
During the Debrief (see the protocol above), the second their own plants.
question challenges assumptions students may have made Such data might be plotted and
about the effectiveness of the fertilizers. We can speculate analyzed on paper or could be entered
about why the data changed the way it did, but the line graph into simple spreadsheets in a
alone does not provide enough information to know the truth spreadsheet program and plotted using
of what happened. the graph features contained therein.

 Which of the feeding methods used by Jason would you

recommend he use to increase his tomato production next year? Why?

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.30

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 5•6

 Would your answer change if you learned that

during Weeks 10─13, the temperature dropped
r m tic lly i J so ’s tow ?
 What other factors may have had an impact on
the tomato pl t’s pro uctio ?
 Why might this information be helpful? Who
might be interested in seeing it?

Problem 2
Use the story context below to sketch a line graph. Then
answer the questions that follow.
The number of fifth-grade students attending Magnolia
School has changed over time. The school opened in
2006, with 156 students in the fifth grade. The student
population grew the same amount each year before
reaching its largest class of 210 students in 2008. The
following year, Magnolia lost one-seventh of its fifth-
graders. In 2010, the enrollment dropped to 154 students
and remained constant in 2011. For the next two years,
the enrollment grew by 7 students each year.
a. How many more fifth-grade students attended Magnolia in 2009 than in 2013?
b. Between which two consecutive years was there the greatest change in student population?
c. If the fifth-grade population continues to follow the same growth pattern as in 2012 and 2013, in
wh t ye r will the umber of stu e ts m tch 2008’s e rollme t?

2.

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.31

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 5•6

In this problem, students are given the task of reading a story context about the changing fifth-grade
population of Magnolia School. They must read carefully to extract the necessary data and complete the line
graph. In Problem 2(b) the phrase greatest change, could pose a challenge as students may be tempted to
look for the two years in which the population increases the most. However, in this case, the greatest change
is actually a large decrease in student enrollment.
Suggested Debrief Questions:
 Magnolia School won an award for excellence in teaching in 2011. Do you think that the award had
an affect on the number of students attending the school? Explain.
 Magnolia School had its funding reduced. As a result,
the athletic and art programs were cut. In which year
or years might you guess that this occurred? Explain NOTES ON
what lead you to that conclusion. MULTIPLE MEANS OF
REPRESENTATIONS:
 Could there be other explanations for changes in
student enrollment? Share them. Creating line graphs may pose a
challenge to students with fine-motor
 Who might be interested in seeing the information in skill deficits. Consider providing larger-
this graph? Why? scale graph paper (such as 1 inch) to
scaffold their efforts.

Student Debrief (10 minutes)

Lesson Objective: Use coordinate systems to solve real world problems.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below
to lead the discussion.
NOTES ON
 How are the line graphs alike and different? LINE GRAPHS
 How did your solutions differ from your neighbor’s
solutions? As in G5–M6–Lesson 19, students must
learn to be wary of jumping to
 What other scenarios might be interesting to graph? conclusions when looking at data. It is
 Can you see ways in which the data could be used to important to question assumptions.
misrepresent the effectiveness of the fertilizer or the
reasons for changes in the enrollment?
 When we see data used in advertisements we need to pause and think about its power to persuade
us. Can you think of any ways data is used to get you or your family to buy a product?

Exit Ticket (4 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket.

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.32

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Sprint 5•6

Subtract. Give each answer as a mixed number in its simplest form.

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.33

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Sprint 5•6

Subtract. Give each answer as a mixed

number in its simplest form.

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.34

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Problem Set 5•6

Name Date

1. The line graph below tracks the total tomato production for one tomato plant. The total tomato
production is plotted at the end of each of 8 weeks. Use the information in the graph to answer the
questions that follow. Total Tomato Production
Tomato production (in pounds)

10

6 7 8 9 10 11 12 13
Weeks

a. How many pounds of tomatoes did this plant produce at the end of 13 weeks?

b. How many pounds of tomatoes did this plant produce from Week 7 to Week 11? Explain how you
know.

c. Which one-week period showed the greatest change in tomato production? The least? Explain how
you know.

d. During Weeks 6–8, Jason fed the tomato plant just water. During Weeks 8–10, he used a mixture of
water and Fertilizer A, and in Weeks 10–13 he used water and Fertilizer B on the tomato plant.
Compare the tomato production for these periods of time.

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.35

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Problem Set 5•6

2. Use the story context below to sketch a line graph. Then answer the questions that follow.

The number of fifth-grade students attending Magnolia School has changed over time. The school
opened in 2006, with 156 students in the fifth grade. The student population grew the same amount
each year before reaching its largest class of 210 students in 2008. The following year, Magnolia lost one-
seventh of its fifth-graders. In 2010, the enrollment dropped to 154 students and remained constant in
2011. For the next two years, the enrollment grew by 7 students each year.

Magnolia School - 5th Grade Enrollment

200
Students

150

’06 ’07 ’08 ’09 ’10 ’11 ’12 ‘13

Years
a. How many more fifth-grade students attend Magnolia in 2009 than in 2013?

b. Between which two years was there the greatest change in student population?

c. If the fifth-grade population continues to grow in the same pattern as in 2012 and 2013, in what year
will the umber of stu e ts m tch 2008’s e rollme t?

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.36

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Exit Ticket 5•6

Name Date

1. Use the following information to complete the line graph below. Then answer the questions that follow.

Harry runs a hot dog stand at the county fair. When he arrived on Wednesday, he had 38 dozen hot dogs
on his stand. The graph shows the number of hot dogs (in dozens) that remained unsold at the end of
each day of sales.
32
30
28 Harry’s Hot Dog Sales
26
24
Hot Dogs Remaining (dozen)

22
20
18
16
14
12
10
8
6
4
2

W Th F Sa Su M Tu

a. How many dozen hot dogs did Harry sell on Wednesday? How do you know?

b. Between which two-day period did the number of hot dogs sold change the most? Explain how you
determined your answer.

c. During which three days did Harry sell the most hot dogs?

d. How many dozens of hot dogs were sold on these three days?

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.37

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 5•6

Name Date

1. Use the graph to answer the questions.

Johnny left his home at 6 a.m. and kept track of the number of kilometers he traveled at the end of each
hour of his trip. He recorded the data in a line graph.
Johnny’s Bike Trip

18
Distance in kilometers

14

10

0
7a 8a 9a 10a 11a 12a 1p
Time of Day

a. How far did Johnny travel in all? How long did it take?

b. Johnny took a one-hour break to have a snack and take some pictures. What time did he stop?
How do you know?

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.38

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 5•6

c. Did Johnny cover more distance before his break or after? Explain.

d. Between which two hours did Johnny ride 4 kilometers?

e. Which hour did Johnny ride the fastest? Explain how you know.

Lesson 20: Use coordinate systems to solve real world problems.

Date: 1/31/14 6.D.39

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

Name Date

1. Give the coordinates of each point.

5
1
4 𝐸
2
________________
4 𝐴
1
3
2
________________ 3

1 𝐷
2
2
________________ 𝐵
2

1
1
2

________________ 1
1
2 𝐶
________________ 1 1 1 1 1
0 1 1 2 2 3 3 4 4 5
2 2 2 2 2

2. Plot each point in the coordinate plane above, and label each point with , , or .

(0, 4) (2, 1) ( , )

3.
a. Give coordinates for three points that are on the same vertical line. Include at least one point that
has a mixed number as a coordinate.

b. Give coordinates for three points that are on the same horizontal line. Include at least one point
that has a fraction as a coordinate.

Module 6: Problem Solving with the Coordinate Plane

Date: 1/31/14 6.S.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

4. Garrett and Jeffrey are planning a treasure hunt. They decide to place a treasure at a point that is a
distance of 5 units from the -axis and 3 units from the -axis. Jeffrey places a treasure at point and
Garrett places one at point . Who put the treasure in the right place? Explain how you know.

7
6
5
𝐺
4
3
𝐽
2
1
0 x
1 2 3 4 5 6 7 8

5.
a. Find the -coordinates by following the rules given for each table.

Table A: Multiply by Table B: Multiply by

0 0

1 1

2 2

3 3

Module 6: Problem Solving with the Coordinate Plane

Date: 1/31/14 6.S.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

b. Graph and label the coordinate pairs from y

Table A. Connect the points and label the line
. Graph and label the coordinate pairs from 3
Table B. Connect the points and label the line
.

c. Describe the relationship between the - 1

coordinates in Table A and Table B that have
the same -coordinate.

x
1 2 3

6.
a. Use the graph to give the coordinate pairs of the points marked on the line.

10

5
b. Write the rule that describes the
relationship between the x- and y-coordinates.

5 10

b. Using this rule, generate three more points that would be on this line but lie beyond the portion of
the coordinate plane that is pictured.

Module 6: Problem Solving with the Coordinate Plane

Date: 1/31/14 6.S.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

Mid-Module Assessment Task Topics A–B

Standards Addressed
Write and interpret numerical expressions.
5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation “add 8 and 7,
then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large
as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms
from the two patterns, and graph the ordered pairs on a coordinate plane. For example,
given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the
starting number 0, generate terms in the resulting sequences, and observe that the terms
in one sequence are twice the corresponding terms in the other sequence. Explain
informally why this is so.
Graph points on the coordinate plane to solve real-world and mathematical problems.
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., -axis and -coordinate, -axis and -coordinate).

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and
what they need to work on next.

Module 6: Problem Solving with the Coordinate Plane

Date: 1/31/14 6.S.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1 The student gives the The student gives the The student gives the The student correctly
coordinates for one coordinates for two coordinates for three gives the coordinates for
point on the plane and points on the plane points on the plane four or five points using
5.G.1 uses correct notation, and uses correct and uses correct correct notation as:
including parentheses notation, including notation, including A (3, 4)
and a comma. parentheses and a parentheses and a
B (4, 2)
comma. comma.
1 1
C( , )
2
1
D (1, 2 )
2
1
E( , )

2 The student plots one The student plots one The student is able to The student correctly:
point, but does not point with label or two correctly plot three  Plots three points
label it. points without labels. points, but does not
5.G.1  Labels the points on
label them.
the grid.

3 The student is unable The student gives The student gives two The student:
to give coordinates for coordinates for two coordinates on the  Gives three collinear
points on the same points on the same same vertical line and points on a vertical
5.G.1 vertical line or vertical line or two coordinates on line (all three points
5.OA.3 horizontal line. horizontal line. the same horizontal have the same -
line. coordinate).
 Gives three collinear
points on a horizontal
line (all three points
have the same -
coordinate).

4 The student is neither The student is unable The student identifies The student:
able to identify to identify Garrett’s Garrett’s placement as  Identifies Garrett’s
Garrett’s placement as placement as correct, correct, but the placement as correct.
5.G.1 correct nor able to but does explain the explanation lacks  Clearly explains the
explain the reasoning reasoning used. clarity. reasoning used.
used.

Module 6: Problem Solving with the Coordinate Plane

Date: 1/31/14 6.S.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

A Progression Toward Mastery

5 The student: The student: The student: The student:

 Partially completes  Correctly completes  Correctly completes  Correctly completes
the tables in Part the tables in Part the tables in Part (a) the tables in Part (a).
5.G.1 (a). (a).  Plots all points in Table A:
5.OA.2  Plots a few points in  Plots some points in Part (b), connecting 1
(0, 0); (1, ); (2, 1); (3,
Part (b), but does Part (b), but does the points with a 2
5.OA.3 not connect the not connect the line.
1
)
2
points with a line. points with a line.  Describes the Table B:
 Makes no attempt  Incorrectly relationship 1
(0,0); (1, ); (2, );
1
to describe the describes the between 2

relationship relationship corresponding (3, )

between the between terms, but the
corresponding explanation lacks  Plots all points in Part
corresponding
terms. clarity. (b), connecting the
terms.
points with a line.
 Correctly describes
the relationship
between
corresponding terms
such that terms in
Table A are twice the
terms in Table B, or
that B is half of A
using words or
notation (e.g.,
Multiply A by 2, A is
twice as much as B, B
is half of A,
1
2 A = B or B = A).
2

6 The student is able to The student either The student correctly The student:
identify some of the correctly identifies the identifies the ordered  Correctly identifies
ordered pairs from the ordered pairs from the pairs from the graph, the ordered pairs
5.G.1 graph, but is unable to graph or generates but generates collinear from the graph as
5.OA.3 generate other other collinear points. points that lie on the (1,4); (2,6); (3,8);
collinear points. portion of the grid that (4,10); (5,12).
is pictured.  Generates three
collinear points whose
-coordinates are
greater than 14
and/or whose -
coordinates are
greater than 30.

Module 6: Problem Solving with the Coordinate Plane

Date: 1/31/14 6.S.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

Module 6: Problem Solving with the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

Module 6: Problem Solving with the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson
5•6
2•3

Module 6: Problem Solving with the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•6
•3

Name Date

1. Follow the directions.

5
a. Draw a ray that starts at point at
4
( , 3) and includes point at (5, 3).
Label points and . 4

b. Give the coordinates of three other 3

points on the ray.
2

2
1
c. Draw a second ray with the same
initial point and containing point 1
with coordinates ( ). Label
point .
0 1 1 2 2 3 3 4 4 5

2. David draws a line segment from point

( , ) to point ( , ). He then draws a line
2
perpendicular to the first segment that
intersects segment ̅̅̅̅ and includes point
( , 1).
2

a. Draw ̅̅̅̅ and label the endpoints on

the grid. 1

b. Draw the perpendicular line and label

point 1

c. Name another point that lies on the

perpendicular line whose -
coordinate is between 1 and .

0 1 1 2 2

Module 6: Problem Solving with the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•6
•3

3. Complete the table for the rule multiply by 2 then add 2 for the values of from 0 to 4. Then use the
coordinate plane to answer the questions.

20
( )
19 𝑎
18
17 0
16
𝑐 𝑑 𝒃
15
14 1
13
12
11 2
10
9
8 3
7
6
5 4
4
3
2
1

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

a. Which line shows the rule in the table?

b. Give the coordinates for the intersection of lines and .

c. Draw a line on the graph such that any point on the line has a -coordinate of 2. Label your line as .

d. Which coordinate is 2 for any point on line ?

Module 6: Problem Solving with the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•6
•3

e. Write a rule that that tells how to find the -coordinate when the -coordinate is given for the points
on line .

f. Kim and Lacy want to draw a line on the coordinate plane that is parallel to line . Kim uses the rule,
multiply by 4 and add 2 to generate her -coordinates. Lacy uses the rule multiply by 2 and add 4 to
generate her y-coordinates. Which girl’s line will be parallel to line ? Without graphing the lines,
explain how you know.

4. An airplane is descending into an airport. When its altitude is 5 miles, it is 275 miles from the airport.
When its altitude is 4 miles, it is 200 miles from the airport.
At 3 miles, it is 125 miles from the airport.
5 mi
a. If the pilot follows the same pattern, what will the
plane’s altitude be at 50 miles from the airport?
4 mi

3 mi
Altitude

b. For the plane to land at the airport, the 2 mi

altitude will need to be 0 and the distance
from the airport will need to be 0. Should 1 mi
the pilot continue this pattern? Why or why
not?

50 100 150 200 250

Miles from Airport

Module 6: Problem Solving with the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•6
•3

End-of-Module Assessment Topics A–D

Standards Addressed
Write and interpret numerical expressions.
5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation “add 8 and 7,
then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large
as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms
from the two patterns, and graph the ordered pairs on a coordinate plane. For example,
given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the
starting number 0, generate terms in the resulting sequences, and observe that the terms
in one sequence are twice the corresponding terms in the other sequence. Explain
informally why this is so.
Graph points on the coordinate plane to solve real-world and mathematical problems.
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., -axis and -coordinate, -axis and -coordinate).
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant
of the coordinate plane, and interpret coordinate values of points in the context of the
situation.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•6
•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1 The student accurately The student accurately The student accurately The student accurately
completes at least completes at least four completes at least five completes each task
three of the tasks of the tasks embedded of the tasks embedded embedded in the
5.G.1 embedded in the in the question. in the question. question.
question.  Draws a ray with
points at
coordinates ( ,
3) and (5, 3).
 Labels point .
 Labels point .
 Gives the
coordinates of
three other points
on the ray.
(Correct answers
are any two
coordinates with
the -coordinate
of 3.)
 Draws a second
ray with one point
at the coordinates
( , 3) and point
at ( , ).
 Labels point .

2 The student accurately The student accurately The student accurately The student accurately
completes at least two completes at least completes at least four completes all of the
of the tasks embedded three of the tasks of the tasks embedded tasks embedded in the
5.G.1 in the question. embedded in the in the question. question:
5.G.2 question.  Draws ̅̅̅̅ .
 Labels ̅̅̅̅ .
 Draws a line
perpendicular to

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•6
•3

A Progression Toward Mastery

̅̅̅̅ .
 Labels point
 Names one of the
following
coordinates:

or equivalent

3 The student accurately The student accurately The student accurately The student accurately
completes at least two completes at least completes at least five completes all of the
of the tasks embedded three of the tasks of the tasks embedded tasks embedded in the
5.G.1 in the question. The embedded in the in the question. The question and gives
5.OA.2 table counts as one question. The table table counts as one correct responses.
task. counts as one task. task.  Completes the table:
5.OA.3
( )
0 2 (0,2)
1 4 (1,4)
2 6 (2,6)
3 8 (3,8)
4 10 (4,10)
a. Line .
b. (2, 6).
c. Draws and labels
line parallel to
the -axis,
coordinate 2.
d. The -
coordinate.
e. Add 4 or plus 4.
f. Lacy’s rule will
make a line
parallel to line .
The rule for line
is multiply by
2, add 2 The
rule for Lacy’s
line is multiply -
coordinate by 2
and add 4.
Lacy’s line is parallel

Module 6: Problem Solving with the Coordinate Plane

Date: 1/31/14 6.S.15
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•6
•3

A Progression Toward Mastery

because the steepness

of the line is the same.
(That is, the
multiplication part of
the rule is the same.)
The adding part of the
rule will make the -
coordinates two more
than those in line .)

4 The student has no The student has The student has The student has
correct answers for correctly answered correctly answered accurately completed
5.G.1
either Part (a) or Part either Part (a) or Part both Part (a) and Part Part (a) and Part (b),
5.G.2 (b). (b), but may not have a (b), but lacks a clear including a clear
5.OA.3 clear answer of why for answer of why for Part explanation of why for
Part (b). (b). Part (b).
a. The plane’s
altitude will be 2
miles.
b. No, the pilot
should not
continue this
pattern. If he
continues this
pattern, his plane
will have 0
altitude between
1 and 2 miles past
the airport (or
other correct
response).

Module 6: Problem Solving with the Coordinate Plane

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•3

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•3

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•3

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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 6

Topic E
Multi-Step Word Problems
5.NF.2, 5.NF.3, 5.NF.6, 5.NF.7c, 5.MD.1, 5.MD.5, 5.G.2

Instructional Days: 5
Coherence -Links from: G4–M1 Place Value, Rounding, and Algorithms for Addition and Subtraction
G4–M3 Multi-Digit Multiplication and Division
G4–M5 Fraction Equivalence, Ordering, and Operations
G4–M6 Decimal Fractions
G4–M7 Exploring Measurement with Multiplication
-Links to: G6–M1 Ratios and Unit Rates
G6–M2 Arithmetic Operations Including Division of Fractions
G6–M5 Area, Surface Area, and Volume Problems

Topic E provides an opportunity for students to encounter complex, multi-step problems requiring the
application of the concepts and skills mastered throughout the Grade 5 curriculum. Students use all four
operations with both whole and fractional numbers in varied contexts. The problems in Topic E are designed
to be non-routine problems that require students to persevere in order to solve them.
While wrestling with complexity is an important part of Topic E, the true strength of this topic is derived from
the time allocated for students to construct arguments and critique the reasoning of their classmates. After
students have been given adequate time to ponder and solve the problems, two lessons are devoted to
sharing of approaches and solutions. Students will partner to justify their conclusions, communicate them to
others, and respond to the arguments of their peers.

A Teaching Sequence Towards Mastery of Multi-Step Word Problems

Objective 1: Make sense of complex, multi-step problems and persevere in solving them. Share and
critique peer solutions.
(Lessons 21–25)

Topic E: Multi-Step Word Problems

Date: 1/31/14 6.E.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 5•6

Lesson 21
Objective: Make sense of complex, multi-step problems and persevere in
solving them. Share and critique peer solutions.

Suggested Lesson Structure


Fluency Practice (8 minutes)

Concept Development (47 minutes)

Student Debrief (5 minutes)
Total Time (60 minutes)

Fluency Practice (8 minutes)

 Change Mixed Numbers to Improper Fractions 5.NF.3 (4 minutes)

 Add Unlike Denominators 5.NF.1 (4 minutes)

Change Mixed Numbers to Improper Fractions

(4 minutes) NOTES ON
Materials: (S) Personal white boards LESSONS 21─25:
Lesson Sequence for M6–Topic E:
Note: This fluency activity reviews G5–Module 3 concepts.  Lessons 21–22 use a protocol to
solve problems within teams of four.
T: (Write .) How many halves are in 1? The number of problems solved will
S: 2 halves. vary between teams.
 Lesson 23 uses a protocol to share
T: (Write = + .) What is + and critique student solutions from
S: 3 halves. Lessons 21–22.
 Lesson 24 resumes the problem
T: (Write = ) solving begun in Lessons 21–22.
 Lesson 25 uses the protocol from
T: (Write 3 + .) Write the answer as a mixed number. Lesson 23 to again share and
critique student solutions.
S: (Write )
T: How many halves are in 1?
S: 2 halves.
T: How many halves are in 2?
S: 4 halves.
T: How many halves are in 3?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 5•6

S: 6 halves.
T: (Write = + = ) Write the addition sentence, filling in the missing numerators.

S: (Write = + = .)

Continue the process for the following possible suggestions: , , , , and .

Add Unlike Denominators (4 minutes)

Materials: (S) Personal white boards

Note: This activity reviews content from G5–Module 3.

T: (Write ) Add the fractions. Simplify the sum, if possible.
S: (Add.)
Repeat the process for , ,

Concept Development (47 minutes)

Note: This topic culminates the year with five days dedicated to
problem solving. The problems solved in G5–M6–Lessons 21, NOTES ON
22, and 24 and then shared and critiqued in G5–M6–Lessons 23 MULTIPLE MEANS OF
and 25 are non-routine and multi-step. The intent is to ENGAGEMENT:
encourage students to integrate cross-modular knowledge, to
Students will offer solutions that are
strategize, and to persevere. less than perfect. Use your
In G5–M6–Lessons 21, 22, and 24, a protocol is suggested to professional discretion when deciding
allow for teams (level-alike or student-selected as per the whether to move a team forward to
teacher’s professional discretion) to work at their own pace the next problem.
through the nine problems with the understanding that one Reasons for persisting:
group may complete two problems while another group  Do they need to learn
completes them all. perseverance? (Will this help them
to be more attentive to detail, to
Problems are handed out one at a time to each team show their work more effectively, or
individually as they complete work on each problem to the best to work until they get it right?)
of their ability. (Notes on an approach to this system are Reasons for moving on:
included in the UDL box to the right.)
 Will another return to the same
There are no Exit Tickets for these lessons, shortening the problem crush their enthusiasm?
Student Debrief. This is to allow more time for problem solving.  Does the team’s current solution
The Homework includes one story problem similar to the offer a great share and critique
problems worked in class, and one brainteaser meant to moment for G5–M6–Lessons 24–
provide a fun challenge for families. Student work samples and 25?
a full Debrief are included in G5–M6–Lessons 24–25.

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 5•6

Materials: (S) Problem Set

Note: Print the Problem Set single-sided. Cut the problems apart, one problem per half page. As this limits
the work space, consider pasting the smaller papers onto a larger 8½" × 11" sheet.

Process for G5–M6–Lessons 21, 22, and 23: Solving Word Problems in Teams of Four
1. Establish the intention of G5–M6–Lessons 21–25 with teams.
Let students know that over the next five days, they will be working in teams to solve some great problems
and share their solutions with peers. Each team will work at its own pace to solve as many problems as
possible. The object is not to compete with other groups, but for each team to do its personal best.
Introduce this protocol to the students: Think, pair, share, and
complete.
Think: Work independently to begin each problem. Read the NOTES ON
problem through quietly. MULTIPLE MEANS OF
ENGAGEMENT:
Pair: Work together with a partner from within the team to
For G5–M6–Lessons 23 and 25,
complete the problem.
consider reconfiguring students into
Share: Share with the other pair of the team of four, giving new groups of four for a more in-depth
each pair an opportunity to share. (A more in-depth analysis share and critique process. Possible
and share and critique will be explored in G5–M6–Lessons 23 alternatives to this arrangement are
and 25.) given below:
 Solve the problems for three days
Complete: Return to work following the sharing in order to consecutively. Share and critique
incorporate ideas that came from the collaboration. Finalize the for two days consecutively.
solution.
 Solve problems for four days, closing
each session with a share and
2. Establish a system for teams to communicate the completion critique. Day 5 might be used for a
of a problem. museum walk.
Throughout the session, circulate and check solutions prior to All materials are housed here in G5–
giving teams the next problem in the sequence. Celebrate M6–Lesson 21, so that whatever
success when appropriate. structure is chosen, this lesson will be
the home base.
3. Let students know that completed work will be collected,
organized, and analyzed.
To prepare for the share and critique protocol in G5–M6–Lessons 23 and 25, compile student work for the
same problem from various teams. For example, after the first day, all sets of student solutions from Problem
1 would be housed in a dedicated folder as would sets of solutions from Problem 2, and so on. This
organization will allow for efficient re-distribution of solutions as students work with members from different
teams to analyze and critique the solution strategies.
Following this lesson’s Debrief are analyses and possible solution strategies for each of the nine problems.
The problem masters are included at the end of this lesson. The analyses and possible solutions are
positioned after the Debrief to emphasize the fact that students will progress through these problems at
different rates as they work within their groups.

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 5•6

Student Debrief (5 Minutes)

Lesson Objective: Make sense of complex, multi-step problems and persevere in solving them. Share and
critique peer solutions.
 If you encountered a difficulty while solving the problem, what strategies did you use to keep going?
 What advice would you give a classmate who was having trouble with a difficult problem?
 What did you learn about yourself as a problem solver today that will help you to be a better
problem solver tomorrow?
Note: There is no Exit Ticket for this lesson.

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Analysis and Solution Strategies for Problems 1–9

Problem 1: Pierre’s Paper
Pierre folded a square piece of paper vertically to make two rectangles. Each rectangle had a perimeter of 39
inches. How long is each side of the original square? What is the area of the original square? What is the
area of one of the rectangles?
This problem calls on student knowledge of the properties of squares and rectangles as well as their
knowledge of area and perimeter. Understanding the relationships between the lengths of the rectangle’s
sides is the key to solving it.
If students are having difficulty moving forward, the following questions may help them:
 How does knowing that this figure is a square help us know about the dimensions of the rectangle?
How are the dimensions of the rectangle related to each other?
 What is the unit we are counting?
 Think of the rectangle’s shorter side (or longer side) as unit.
Below, Solution A solves for the longer side of the rectangle and uses a more abstract representation of the
thinking, while Solution B solves for the shorter side of the rectangle.
Solution A Solution B

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.7
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 2: Shopping with Elise

Elise saved $184. She bought a scarf, a necklace, and a notebook. After her purchases, she still had $39.50.
The scarf cost three-fifths the cost of the necklace, and the notebook was one-sixth as much as the scarf.
What was the cost of each item? How much more did the necklace cost than the notebook?
This problem is fairly straightforward mathematically. However, students will need to find a common unit for
all three items in order to determine the cost of the notebook. Once this is established, the costs of the other
items may be found easily. Students may attempt to find a solution through fraction multiplication. This
approach may stall when trying to determine the fraction of the money spent on the necklace. The following
may provide scaffolding for students experiencing difficulty:
 Which item’s tape should be the longest The shortest
 How can we make these units the same size?
 Begin with the notebook as 1 unit. If the notebook is 1 sixth the cost of the scarf, then how many
times as much is the scarf’s cost to the cost of the notebook?
Both solutions below begin by finding the amount spent on the three items. While both use the cost of the
notebook as 1 unit, Solution A begins with the necklace and uses the fraction information to subdivide the
other tapes. Solution B uses a multiplicative approach thinking of the scarf’s cost as 6 times as much as the
cost of the notebook.

Solution B
Solution A

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.8
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 3: The Hewitt’s Carpet

The Hewitt family is buying carpet for two rooms. The dining room is a square that measures 12 feet on each
side. The den is 9 yards by 5 yards. Mrs. Hewitt has budgeted $2,650 for carpeting both rooms. The green
carpet she is considering costs $42.75 per square yard, and the brown carpet’s price is $4.95 per square foot.
What are the ways she can carpet the rooms and stay within her budget?
While the calculations for solving this problem
are simple multiplication and addition, the Solution A
path to finding the appropriate numbers on
which to operate requires a high degree of
organization. Students must attend not only
to finding the various combinations that are
possible, but they must also attend to the units
MP.2 in which the areas and prices are given.
Students may choose to use only one unit of
measure for the areas and prices, or they may
use a combination. The following scaffolds
may support struggling students:
 Are the areas expressed in the same
unit? Can we use them as they are or
must we convert?
 How might we organize the
information so that we can keep track
of our thinking?
 What are the combinations of carpet
that Mrs. Hewitt can choose? Predict Solution B
which combination will be the most
expensive? Which the least
expensive? How do you know? How
can that prediction help you to move
forward?
 Consider the prices per square yard
and per square foot. Which of these
carpets is the more expensive? How
do you know? How might this
information help you to organize your
thoughts?
Both of the solutions to the right show good
organization of the calculations used to solve.
Solution A converts the carpet prices to match
the area units of the rooms. Solutions B
converts the dimensions of the rooms to
match the units of the prices.

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.9
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 4: AAA Taxi

AAA Taxi charges $1.75 for the first mile and $1.05 for each additional mile. How far could Mrs. Leslie travel
for $20 if she tips the cab driver $2.50?
Students encounter a part–part–whole problem with varying unit size in the AAA Taxi Problem. They must
first consider the cost of the first mile and tip, and then determine how many groups of $1.05 can be made
from the remaining $15.75.
To scaffold, consider the following:
 Will all of the $20 be used to pay for the mileage? Why not?
 Do all the miles cost the same? How do we account for that in our model?
 How would you solve this if all the miles cost the same? What if the tip was the same as the cost for
the miles?
Solution A begins by counting on from the first mile. Solution B chooses to represent the problem with a tape
diagram and divides to find how many units with a value of $1.05 there are once the sum of the tip and first
mile are subtracted from the $20.

Solution A Solution B

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.10
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 5: Pumpkins and Squash

Three pumpkins and two squash weigh 27.5 pounds. Four pumpkins and three squash weigh 37.5 pounds.
Each pumpkin weighs the same as the other pumpkins, and each squash weighs the same as the other squash.
How much does each pumpkin weigh? How much does each squash weigh?
This problem is a departure from the routine problems in most of Grade 5 in that students must unitize two
different variables (1 pumpkin and 1 squash) as a single unit. Once the difference is found between the
quantities, students have several avenues for finding the weights of the individual pumpkin and squash.
 Draw the tapes to represent the weights for the two situations. Which tape is longer? How much
longer?
 How many more pumpkins are in the second tape? How many more squash?
 Outline the difference with a red pen. Can you find this same combination in the rest of the tape?
How many can you find?
Both solutions below use tape diagrams to show that the difference between the two known facts is a
combination of one pumpkin and one squash. Next, they reason that the sum of the weights of a pumpkin
and squash is 10 pounds. From there, they can see two of those pumpkin and squash units in relationship to
the 27.5 pound group. It is clear then that the weight of the pumpkin has to be 7.5 pounds.
Solution A Solution B

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them. Share and critique peer solutions. 6.E.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 6: Toy Cars and Trucks

Henry had 20 convertibles and 5 trucks in his miniature car collection. After Henry’s aunt bought him some
more miniature trucks, Henry found that one-fifth of his collection consisted of convertibles. How many trucks
did his aunt buy?
This problem requires students to process a before-and-after scenario. The larger quantity in the before
situation becomes the smaller quantity in the after situation. This change in fractional relationship may be
depicted in various ways. Students should be careful to model only 5 fifths in the after model—1 fifth for the
convertibles and 4 fifths for the trucks. Use the following to scaffold student understanding:
 Draw Henry’s convertibles and trucks before his aunt gave him more trucks. Draw the convertibles
and trucks after his aunt gave him more.
 What amount stayed the same?
 Which is more, the cars or trucks? (Ask for both before and after. Have students simply draw the
bars longer and shorter.)
 Refer to the convertibles tape in the after model. Ask, “If this is fifth, what is the whole ”
Solution A combines the before and after models into one tape. The numbering on the top represents the
before while the numbering below represents the after. Solution B also uses fraction division to determine
the whole. Solution C uses a unit approach, with the number of trucks in the beginning as 1 unit.

Solution A Solution B

Solution C

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them. Share and critique peer solutions. 6.E.12
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 7: Pairs of Scouts:

Some girls in a Girl Scout troop are pairing up with some boys in a Boy Scout troop to practice square dancing.
Two-thirds of the girls are paired with three-fifths of the boys. What fraction of the scouts is square dancing?
This problem challenges students to consider what they know about fraction equivalence. The key to this
problem lies in recognizing the need for equal numbers of units. That is, equal numerators must be found!
Once students can visualize that 6 of the girls’ units are the same as 6 of the boys’ units, a fraction of the total
number of units can be found. Scaffold with the following:
 We know the same number of girls as boys are dancing. Are these units the same size? How can we
make them the same size?
 How can 2 units be the same amount as 3 units? Only if one unit is larger than the other. For
example, 2 yards equals 6 feet if we consider 1 larger unit and a smaller unit.
 Make sure that once students make 6 units in each tape for the dancing scouts, they also subdivide
the remaining units in each bar. This will create the 19 total units.
Solution A uses a tape diagram to model the equal amounts and then decompose to make the boy and girls
units equal. Solution B uses an array approach to match up girls and boys.

Solution A Solution B

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them. Share and critique peer solutions. 6.E.13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 8: Sandra’s Measuring Cups

Sandra is making cookies that require 5 cups of oatmeal. She has only two measuring cups: a one-half cup
and a three-fourths cup. What is the smallest number of scoops that she could make in order to get 5 cups?
Recognizing that using a larger unit will require fewer scoops is the beginning of understanding this problem.
Students may try to name the total using all halves or all fourths, but will find that neither measure can be
used exclusively. Using the larger measure first to scoop as much as possible, then moving to scoop the
remainder with the smaller cup is the more efficient method of solving. To scaffold, ask the following
questions:
 Which measuring cup is larger? How does knowing which is larger help you?
 Predict which measuring cup will do the job more quickly? How do you know?
 How many scoops will it take using just the half-cup measure? How many if only the larger cup is
used? Is it possible to scoop all the oatmeal and fill the three-fourths cup every time?
All three solutions pictured below use the strategy of beginning with the larger cup measure. However,
Solution A uses a unitary approach, decomposing the fourths into a multiple of 3 and a multiple of 2. Solution
B counts on by three-fourths and then by halves. Solution C works at the numerical level to guess and check.

Solution A Solution B

Solution C

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them. Share and critique peer solutions. 6.E.14
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21–23 Analysis and Solutions 5•6

Problem 9: Blue Squares

The dimensions of each successive blue square pictured to the right are half
that of the previous blue square. The lower left blue square measures 6
inches by 6 inches.
a. Find the area of the shaded part.
b. Find the total area of the shaded and unshaded parts.
c. What fraction of the figure is shaded?
There are multiple ways to visualize this graphic, each leading to a different
approach to solving. Students may see that there are 3 identical sets of
graduated squares. Out of these 3 identical sets, only 1 set is shaded.
Students may also do the work to find the fraction of the whole that the smallest shaded square represents
and use an additive approach to finding the shaded area. The shaded area might then be used to find the
total area. In contrast, the fraction that is shaded might be used in conjunction with the total area to name
the area of the shaded parts. Scaffolds could include the following:
 Can you find the shaded area of just the first three squares (or L’s)?
 Cut the graphic apart into separate L’s or separate squares. What can you say about the fraction
that is shaded in each one?
 How long is the side of each shaded square?
 What if the little square wasn’t missing What would be the area of the whole square What part of
that whole is missing?
Solution A uses the additive approach mentioned above to find the shaded area, which is multiplied by 3 to
find the total. Solution B works backwards to name the fraction that is shaded, then finds the total area by
using subtraction from a by square’s area. These two pieces of information are then used to find the
area of the shaded region in square inches.
Solution B
Solution A

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them. Share and critique peer solutions. 6.E.15
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21─23 Problem Set 5•6

Student______________________________________Team ________________Date __________P1

Pierre’s Paper
Pierre folded a square piece of paper vertically to make two rectangles. Each rectangle had a perimeter of 39
inches. How long is each side of the original square? What is the area of the original square? What is the
area of one of the rectangles?

Student______________________________________Team ________________Date __________P2

Shopping with Elise

Elise saved $184. She bought a scarf, a necklace, and a notebook. After her purchases, she still had $39.50.
The scarf cost three-fifths the cost of the necklace, and the notebook was one-sixth as much as the scarf.
What was the cost of each item? How much more did the necklace cost than the notebook?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.16
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21─23 Problem Set 5•6

Student______________________________________Team ________________Date __________P3

The Hewitt’s Carpet

The Hewitt family is buying carpet for two rooms. The dining room is a square that measures 12 feet on each
side. The den is 9 yards by 5 yards. Mrs. Hewitt has budgeted $2,650 for carpeting both rooms. The green
carpet she is considering costs $ .75 per square yard, and the brown carpet’s price is $ .95 per square foot.
What are the ways she can carpet the rooms and stay within her budget?

Student______________________________________Team ________________Date __________P4

AAA Taxi
AAA Taxi charges $1.75 for the first mile and $1.05 for each additional mile. How far could Mrs. Leslie travel
for $20 if she tips the cab driver $2.50?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.17
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21─23 Problem Set 5•6

Student______________________________________Team ________________Date __________P5

Pumpkins and Squash

Three pumpkins and two squash weigh 27.5 pounds. Four pumpkins and three squash weigh 37.5 pounds.
Each pumpkin weighs the same as the other pumpkins, and each squash weighs the same as the other
squash. How much does each pumpkin weigh? How much does each squash weigh?

Student______________________________________Team ________________Date __________P6

Toy Cars and Trucks

Henry had 0 convertibles and 5 trucks in his miniature car collection. After Henry’s aunt bought him some
more miniature trucks, Henry found that one-fifth of his collection consisted of convertibles. How many
trucks did his aunt buy?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.18
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21─23 Problem Set 5•6

Student______________________________________Team ________________Date __________P7

Pairs of Scouts:
Some girls in a Girl Scout troop are pairing up with some boys in a Boy Scout troop to practice square dancing.
Two-thirds of the girls are paired with three-fifths of the boys. What fraction of the scouts is square dancing?
(Each pair is one Girl Scout and one Boy Scout. The pairs are only from these two troops.)

Student______________________________________Team ________________Date __________P8

Sandra’s Measuring Cups

Sandra is making cookies that require 5 cups of oatmeal. She has only two measuring cups: a one-half cup
and a three-fourths cup. What is the smallest number of scoops that she could make in order to get 5 cups?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.19
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lessons 21─23 Problem Set 5•6

Student______________________________________Team ________________Date __________P9

Blue Squares
The dimensions of each successive blue square pictured to the right are
half that of the previous blue square. The lower left blue square
measures 6 inches by 6 inches.
a. Find the area of the shaded part.
b. Find the total area of the shaded and unshaded parts.
c. What fraction of the figure is shaded?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.20
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 5•6

Name Date
Sara travels twice as far as Eli when going to camp. Ashley travels as far as Sara and Eli together. Hazel
travels 3 times as far as Sara. In total, all four travel a total of 888 miles to camp. How far do each of them
travel?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.21
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 5•6

The following problem is a brainteaser for your enjoyment. It is intended to encourage working together and
family problem solving fun. It is not a required element of this homework assignment.
A man wants to take a goat, a bag of cabbage, and a wolf over to an island. His boat
will only hold him and one animal or item. If the goat is left with cabbage, he’ll eat
it. If the wolf is left with the goat, he’ll eat it. How can the man transport all three
to the island without anything being eaten?

Lesson 21: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.22
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 5•6

Lesson 22
Objective: Make sense of complex, multi-step problems and persevere in
solving them. Share and critique peer solutions.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Concept Development (45 minutes)

Student Debrief (5 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Multiply 5.NBT.5 (4 minutes)

 Change Improper Fractions to Mixed Numbers 5.NF.3 (3 minutes)
 Add Unlike Fractions 5.NF.1 (3 minutes)

Multiply (4 minutes)
NOTES ON
Materials: (S) Personal white boards
LESSONS 21─25:
Note: This drill reviews year-long fluency standards. Lesson Sequence for M6–Topic E:
 Lessons 21─22 use a protocol to
T: Solve 34 × 24 using the standard algorithm.
solve problems within teams of four.
S: (Write 34 × 24 = 816 using the standard algorithm.) The number of problems solved will
Continue the process for 134 × 24, 46 × 42, 346 × 42, and vary between teams.
768 × 37.  Lesson 23 uses a protocol to share
and critique student solutions from
Change Mixed Numbers to Improper Fractions Lessons 21–22.
 Lesson 24 resumes the problem
(3 minutes) solving begun in Lessons 21–22.
Materials: (S) Personal white boards  Lesson 25 uses the protocol from
Lesson 23 to again share and
Note: This fluency activity reviews G5–Module 3 concepts. critique student solutions.

T: (Write 1 + .) Say the sum as a mixed number.

S: .

T: (Write .) How many thirds are in 1?

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them. Share and critique peer solutions. 6.E.23
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 5•6

S: 3 thirds.
T: (Beneath , write + .) What’s + ?
S: 4 thirds.
T: (Write = )

T: (Write 3 + ) Write the sum as a mixed number.

S: (Write )
T: How many thirds are in 1?
S: 3.
T: How many thirds are in 2?
S: 6.
T: How many thirds are in 3?
S: 9.
T: (Write . Beneath it, write + = ) Beneath your mixed number, write the addition sentence,
filling in the missing numbers.
S: (Beneath , write + = .)

Continue the process for the following possible sequence: , , , , , and .

Add Unlike Denominators (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews content from G5–Module 3.

T: (Write ) Add the fractions. Simplify the sum, if possible.
S: (Add.)
Repeat the process for and

Lesson 22: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.24
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 5•6

Concept Development (45 minutes)

NOTES ON
Materials: (S) G5–M6–Lesson 21 Problem Set MULTIPLE MEANS OF
EXPRESSION:
Students continue work through the Problem Set presented in An engaging extension is to offer teams
G5–M6–Lesson 21. the opportunity to videotape a solution
strategy to one of the problems. The
1. Re-establish the intention of G5–M6–Lessons 21─22: to give videos could be used as part of the
students the opportunity to solve challenging, multi-step share and critique in G5–M6–Lessons
problems. 23 and 25.

2. Remind students of the think, pair, share, and complete

protocol.
After having spent G5–M6–Lesson 21 using the protocol, students may now realize that different teams will
need quiet at different times. You may want to establish a system for lowered voices when necessary.

3. Remind teams of how they advance to the next problem.

Re-establish the way for teams to communicate that they have completed a problem and adjust the system
from the first day if it was flawed.

4. Remind students that completed solutions will be collected, organized, and analyzed.

Student Debrief (5 Minutes)

Lesson Objective: Make sense of complex, multi-step problems and persevere in solving them. Share and
critique peer solutions.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
 If you encountered a difficulty while solving the problem, what strategies did you use to keep going?
 Did you apply what you learned yesterday to today’s problems?
 What advice would you give a classmate who was having trouble with a hard problem?
 What did you learn about yourself today as a problem solver that will help you to be a better
problem solver tomorrow?
Note: There is no Exit Ticket for this lesson.

Lesson 22: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.25
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Homework 5•6

Name Date

Solve using any method. Show all your thinking.

1. Study this diagram showing all squares. Fill in the table.

Figure Area in
Square Feet
1 1 ft2
2
3
4 9 ft2
5
6 1 ft2
7
8

Lesson 22: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.26
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Homework 5•6

The following problem is a brainteaser for your enjoyment. It is intended to encourage working together and
family problem solving fun. It is not a required element of this homework assignment.

Remove 3 matches to leave 3 triangles.

Lesson 22: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.27
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 5•6

Lesson 23
Objective: Make sense of complex, multi-step problems and persevere in
solving them. Share and critique peer solutions.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Concept Development (45 minutes)

Student Debrief (5 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Sprint: Change Mixed Numbers into Improper Fractions 5.NF.3 (10 minutes)

Sprint: Change Mixed Numbers into Improper Fractions (10 minutes)

Materials: (S) Change Mixed Numbers into Improper Fractions Sprint

Note: This Sprint reviews G5–Module 3 concepts.

Concept Development (45 minutes)

NOTES ON
LESSONS 21─25:
Materials: (S) G5–M6–Lesson 21 Problem Set
Lesson Sequence for M6–Topic E:
1. Establish the intention and structure of today’s lesson.  Lessons 21─22 use a protocol to
solve problems within teams of
Advise students that today they will revisit their solutions four. The number of problems
completed in G5–M6–Lessons 21–22 with a new team of three solved will vary between teams.
who also solved that problem. Depending on the class, consider  Lesson 23 uses a protocol to share
doing a whole-group guided example using a simple problem and critique student solutions
such as, “Mrs. Peterson harvested 500 apples. She gave 1 from Lessons 21─22.
seventh to her brother and 2 thirds of the remainder to the  Lesson 24 resumes the problem
food pantry. How many apples does she have left?” solving begun in Lessons 21─22.
 Lesson 25 uses the protocol from
2. Organize new teams of three. Lesson 23 to again share and
critique student solutions.
Based upon an analysis of the solutions, students’ strengths,
weaknesses, and inter-relationships, organize teams of three to
present solutions to the same problem.

Lesson 23: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.28
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 5•6

3. Introduce the following suggested protocol to the students.

(See box to the right.)
A NOTE ON
Step 1 Student A presents her solution step by step to the MULTIPLE MEANS OF
others in the group. (Allow two minutes.) REPRESENTATION:
Step 2 Students B and C discuss and make sense of the solution To clarify the share and critique
while Student A listens without intervening. (Allow two protocol for the students, you might
minutes.) post the process listed step by step.
Step 3 Students B and C each ask one question or share one 1. Student A presents her solution to
thought directly related to the written solution and the group.
explanation. (Allow six minutes or three minutes per 2. Students B and C analyze and
question.) Student A responds and whole-group discuss the solution as Student A
MP.3 dialogue follows. listens.
Suggested stems: 3. Students B and C each ask a
 Can you explain why you chose to____? question or share a thought about
 What did you mean when you wrote (or said) ___? the solution. Student A responds
first.
 I think you omitted _____.
4. Student A explains to the group
 It might have been easier to understand your
what has been learned and
solution if you ____. specific changes to improve the
 I would argue that ____. solution.
Step 4 Student A explains to the group what has been learned 5. Repeat the process with Students
from the process and what changes would be made to B and C.
the solution, if any. (Allow one minute.)
Step 5 Repeat Steps 1─4 for each student on the team.

4. Give students about seven minutes to either revise their solution based on their peers’ input, support a
peer’s revision, or continue work on a problem from the set.

Student Debrief (5 minutes)

Lesson Objective: Make sense of complex, multi-step problems and persevere in solving them. Share and
critique peer solutions.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
 How did sharing and critiquing each other’s work improve your solution?
 What emotions did you experience during the share and critique process? (Follow up with additional
questions based on the responses.) When did you experience nervousness? Annoyance? Surprise?
Confusion? Did those emotions change as you went through the process? Why?
 How can we improve our sharing and critiquing process, which we will be using again the day after
tomorrow? (Possibly edit the steps together.)
 What did you learn today that will make you a better problem solver tomorrow?
Note: There is no Exit Ticket for this lesson.

Lesson 23: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.29
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Sprint 5•6

Lesson 23: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.30
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Sprint 5•6

Lesson 23: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.31
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Homework 5•6

Name Date

In the diagram, the length of S is the length of T. If S has an area of 368 cm2, find the perimeter of the
figure.

S T 16 cm

Lesson 23: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.32
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Homework 5•6

The following problems are puzzles for your enjoyment. They are intended to encourage working together
and family problem solving fun and are not a required element of this homework assignment.
Take 12 matchsticks arranged in a grid as shown below, and remove 2 matchsticks so 2 squares remain. How
can you do this? Draw the new arrangement.

Moving only 3 matchsticks, make the fish turn around and swim the opposite way. Which matchsticks did
you move? Draw the new shape.

Lesson 23: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.33
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 5•6

Lesson 24
Objective: Make sense of complex, multi-step problems and persevere in
solving them. Share and critique peer solutions.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Concept Development (45 minutes)

Student Debrief (5 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Subtract Unlike Denominators 5.NF.1 (4 minutes)

 Order of Operations 5.OA.1 (3 minutes)
 Multiply by Multiples of 10 5.NBT.2 (3 minutes)

Subtract Unlike Denominators (4 minutes)

NOTES ON
Materials: (S) Personal white boards
LESSONS 21─25:
Note: This drill reviews G5–Module 3 content. Lesson Sequence for M6–Topic E:
 Lessons 21─22 use a protocol to
T: (Write ) Add the fractions. Simplify the solve problems within teams of
difference if possible. four. The number of problems
solved will vary between teams.
S: (Subtract.)  Lesson 23 uses a protocol to share
Repeat the process for , , and . and critique student solutions
from G5–M6–Lessons 21–22.
 Lesson 24 resumes the problem
Order of Operations (3 minutes)
solving begun in Lessons 21–22.
Materials: (S) Personal white boards  Lesson 25 uses the protocol from
Lesson 23 to again share and
Note: This fluency prepares students for today’s lesson. critique student solutions.

T: (Write 12 ÷ 3 + 1.) On your boards, write the complete

number sentence.
S: (Write 12 ÷ 3 + 1 = 5.)
T: (Write 12 ÷ (3 + 1).) On your boards, copy the expression.
S: (Write 12 ÷ (3 + 1).)

Lesson 24: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.34
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 5•6

T: Write the complete number sentence, performing the operation inside the parentheses.
S: (Beneath 12 ÷ (3 + 1) = ____, write 12 ÷ 4 = 3.)
Continue this process with the following possible sequence: 20 – 6 ÷ 2, (20 – 6) ÷ 2, 7 × 4 + 3, and 7 × (4 + 3).

Multiply by Multiples of 10 (3 minutes)

Note: This review fluency drill will help preserve skills students learned and mastered in G5–Module 1 and lay
the groundwork for future concepts.
Materials: (S) Personal white boards

T:(Write 41 × 10.) Say the complete multiplication

sentence.
S: 41 × 10 = 410.
T: (Write 410 × 2 beside 41 × 10 = 410.) Say the complete multiplication sentence.
S: 410 × 2 = 820.
T: (Write 410 × 20 below 410 × 2 = 820.) Write 410 × 20 as a three-factor multiplication sentence, using
a number bond to factor out 10 from 20.
S: 410 × 10 × 2 = 8,200.
T: Show your board. (Check for accuracy.)
NOTES ON
Direct students to solve using the same method for 32 × 30 and MULTIPLE MEANS OF
43 × 30. REPRESENTATION:
If drawing or modeling is not working
for a team when solving a given
Concept Development (45 minutes) problem, suggest acting it out or
modeling it with concrete materials.
Students continue work progressing through the set of nine Using small balls of clay can be very
problems presented in G5–M6–Lesson 21. empowering to represent a problem.

1. Re-establish the intention of G5–M6–Lessons 21–25 to

give students time and support to solve some great
problems. Remind them that tomorrow will again be
NOTES ON
devoted to sharing and critiquing each other’s’ work as
they did in G5–M6–Lesson 23. MULTIPLE MEANS OF
EXPRESSION:
2. Remind students of the think, pair, share, and complete As students reflect on their growth as
process. Invite students to share ways to make their problem solvers, initiate the
workspace more effective and joyful. conversation using a personal example,
3. Remind students that it is not the number of the “At first, when solving the Hewitt’s
Carpet, I felt overwhelmed by all the
problems completed but rather quality of the work that
information. But, once I made a table,
is of most importance.
I relaxed and was able to solve it. I
4. Remind students that solutions will be collected, learned that making a table gave me
organized, and analyzed. the support I needed to persevere.”

Lesson 24: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.35
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 5•6

Student Debrief (5 Minutes)

Lesson Objective: Make sense of complex, multi-step problems and persevere in solving them. Share and
critique peer solutions.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
 Did you apply what you learned yesterday to today’s problems? How?
 What did you learn about yourself today as a problem solver that will help you to be a better
problem solver tomorrow?
Note: There is no Exit Ticket for this lesson.

Lesson 24: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.36
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Homework 5•6

Name Date

Pat’s Potato Farm grew 490 pounds of potatoes. Pat delivered of the potatoes to a vegetable stand. The
owner of the vegetable stand delivered of the potatoes he bought to a local grocery store which packaged
half of the potatoes that were delivered into 5-pound bags. How many 5-pound bags did the grocery store
package?

Lesson 24: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.37
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Homework 5•6

The following problems are for your enjoyment. They are intended to encourage working together and family
problem solving fun. They are not a required element of this homework assignment.
Six matchsticks are arranged into an equilateral triangle. How can you arrange them into 4 equilateral
triangles without breaking or overlapping any of them? Draw the new shape.

Kenny’s dog, Charlie, is really smart! Last week, Charlie buried 7 bones in all. He buried them in 5 straight
lines and put 3 bones in each line. How is this possible? Sketch how Charlie buried the bones.

Lesson 24: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer solutions. 6.E.38
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 5•6

Lesson 25
Objective: Make sense of complex, multi-step problems and persevere in
solving them. Share and critique peer solutions.

Suggested Lesson Structure


Fluency Practice (11 minutes)

Concept Development (44 minutes)

Student Debrief (5 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 Multiply 5.NBT.5 (4 minutes)

 Order of Operations 5.OA.1 (3 minutes)
 Subtract Unlike Denominators 5.NF.1 (4 minutes)

Multiply (4 minutes)
Materials: (S) Personal white boards NOTES ON
LESSONS 21─25:
Note: This drill reviews year-long fluency standards.
Lesson Sequence for M6–Topic E:
T: (Write 4 tens 9 ones × 4 ten 3 ones = __ × __.) Write  Lessons 21─22 use a protocol to
the multiplication sentence in standard form. solve problems within teams of
S: (Write 49 × 43.) four. The number of problems
solved will vary between teams.
T: Solve 49 × 43 using the standard algorithm.  Lesson 23 uses a protocol to share
S: (Write 49 × 43 = 2,107 using the standard algorithm.) and critique student solutions
Continue the process for 249 × 43, 67 × 32, 867 × 32, and from Lessons 21–22.
 Lesson 24 resumes the problem
938 × 27.
solving begun inLessons 21–22.
 Lesson 25 uses the protocol from
Order of Operations (3 minutes)
Lesson 23 to again share and
Materials: (S) Personal white boards critique student solutions.

Note: This fluency prepares students for today’s lesson.

T: (Write 24 ÷ 3 + 1.) On your boards, write the complete number sentence.
S: (Write 24 ÷ 3 + 1 = 9.)
T: (Write 24 ÷ (3 + 1).) On your boards, copy the expression.

Lesson 25: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer responses. 6.E.39
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 5•6

S: (Write 24 ÷ (3 + 1).)
T: Write the complete number sentence, performing the operation inside the parentheses.
S: (Beneath 24 ÷ (3 + 1) = ____, write 24 ÷ 4 = 6.)
Continue this process with the following possible sequence: 5 × 4 – 2, 5 × (4 – 2), 36 ÷ 6 – 2, and 36 ÷ (6 – 2).

Subtract Unlike Denominators (4 minutes)

Materials: (S) Personal white boards

Note: This drill reviews G5–Module 3 content.

T: (Write .) Add the fractions. Simplify the difference, if possible.

S: (Subtract.)
Repeat the process for , , and .

Concept Development (44 minutes)

A NOTE ON
MULTIPLE MEANS OF
Materials: (S) Student work from G5–M6–Lessons 21, 22, and
REPRESENTATION:
24
To clarify the share and critique
1. Establish the intention and structure of today’s lesson: to protocol for the students, you might
post the process listed step by step.
construct arguments, share, and critique peer solutions.
1. Student A presents her solution to
Advise students that today, they will revisit their solutions the group.
completed in G5–M6–Lessons 21, 22, and 24 and discuss their 2. Students B and C analyze and
answers with students who also solved that problem. discuss the solution as Student A
listens.
2. Re-organize new teams of three (or keep those from G5–M6– 3. Students B and C each ask a
Lesson 23) based upon an analysis of the solutions, students’ question or share a thought about
the solution. Student A responds
strengths, weaknesses, and inter-relationships.
first.
4. Student A explains to the group
3. Re-introduce the protocol to the students, which may have
what has been learned and specific
been edited during the Debrief of G5–M6–Lesson 23. (See box changes to improve the solution.
to the right.) 5. Repeat the process with Students B
Step 1 Student A presents his/her solution step by step to the and C.
others in the group. (Allow two minutes.)

Step 2 Students B and C discuss and make sense of the solution while Student A listens without intervening.
(Allow two minutes.)

Step 3 Students B and C each ask one question or share one thought directly related to the written solution
and explanation. (Allow six minutes or three minutes per question.) Student A responds and whole-
group dialogue follows.

Lesson 25: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer responses. 6.E.40
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 5•6

Suggested stems:
 Can you explain why you chose to____? NOTES ON
 What did you mean when you wrote (or said) MULTIPLE MEANS OF
___? EXPRESSION:
 I think you omitted _____. One way to have shy students share
 It might have been easier to understand your solution strategies or critique is
solution if you ____. through the use of puppets. Have the
students put hand puppets as they
 I would argue that ____. explain their solution.

Step 4 Student A explains to the group what has been learned from the process and what changes would be
made to the solution, if any. (Allow one minute.)

Step 5 Repeat Steps ─4 for each student on the team.

4. Give students time to either revise their solution based on their peers’ input or support a peer’s revision.
(7 minutes)

5. File all student solutions in their work portfolio.

Student Debrief (5 minutes)

Lesson Objective: Make sense of complex, multi-step problems and persevere in solving them. Share and
critique peer solutions.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
 Did your sharing and critiquing experience improve since the last time? How?
 What emotions did you experience during the share and critique process? (Follow up with additional
questions based on the responses.) When did you experience nervousness? Annoyance? Surprise?
Confusion?
 Did those emotions change as you went through the process? How? Why?
 What is the value of seeing other solutions and arguing about ways of solving problems?
 What did you learn today that will make you a better problem solver in the future?
Note: There is no Exit Ticket for this lesson.

Lesson 25: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer responses. 6.E.41
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Homework 5•6

Name Date

Fred and Ethyl had 132 flowers altogether at first. After Fred sold of his flowers and Ethyl sold 48 of her
flowers, they had the same number of flowers left. How many flowers did each of them have at first?

Lesson 25: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer responses. 6.E.42
Date: 1/31/14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Homework 5•6

The following problems are puzzles for your enjoyment. They are intended to encourage working together
and family problem solving fun. They are not a required element of this homework assignment.
Without removing any, move 2 matchsticks to make 4 identical squares. Which matchsticks did you move?
Draw the new shape.

Move 3 matchsticks to form exactly (and only) 3 identical squares. Which matchsticks did you move? Draw
the new shape.

Lesson 25: Make sense of complex, multi-step problems and persevere in solving
them. Share and critique peer responses. 6.E.43
Date: 1/31/14
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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 6

Topic F
The Years in Review: A Reflection on
A Story of Units
In this final topic of Module 6, and in fact, the final topic of A Story of Units, students spend time producing a
compendium of their learning. They not only reach back to recall learning from the very beginning of Grade
5, but also expand their thinking by exploring such concepts as the Fibonacci sequence. Students solidify the
year’s learning by creating and playing games and exploring patterns as they reflect back on their elementary
years. All materials for the games and activities are then housed for summer use in boxes created by
students in the final two lessons of the year.

The Years in Review: A Reflection on A Story of Units

Objective 1: Solidify writing and interpreting numerical expressions.
(Lessons 26–27)

Objective 2: Solidify fluency with Grade 5 skills.

(Lesson 28)

Objective 3: Solidify the vocabulary of geometry.

(Lessons 29–30)

Objective 4: Explore the Fibonacci sequence.

(Lesson 31)

Objective 5: Explore patterns in saving money.

(Lesson 32)

Objective 6: Design and construct boxes to house materials for summer use.
(Lessons 33–34)

Topic F: The Years in Review: A Reflection on A Story of Units

Date: 1/31/14 6.F.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•6

Lesson 26
Objective: Solidify writing and interpreting numerical expressions.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (5 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Order of Operations 5.OA.1 (3 minutes)

 Multiply a Fraction and a Whole Number 5.NF.4 (3 minutes)
 Multiply Decimals 5.NBT.7 (4 minutes)

Order of Operations (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for today’s lesson.

T: (Write (6 × 3) + 2.) Write the complete number sentence.
S: (Write (6 × 3) + 2 = 20.)
T: (Write 6 × (3 + 2).) Write the complete number sentence.
S: (Write 6 × 5 = 30.)
T: (Write 28 − (8 ÷ 2).) Write the complete number sentence.
S: (Write 28 − (8 ÷ 2) = 24.)
T: (Write (28 − 8) ÷ 2.) Write the complete number sentence.
S: (Write (28 − 8) ÷ 2 = 10.)
T: When there are no parentheses, we put imaginary parentheses around multiplication and division
and do them first. We don’t need the parentheses in these two expressions:
(6 × 3) + 2 and 28 − (8 ÷ 2). We would solve them the same way even without the parentheses.
Continue the process with the following possible suggestions: 5 × 3 + 4 and 5 × (3 + 4).

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.2

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•6

Multiply a Fraction and a Whole Number (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M4–Lesson 8.

T: ( .) On your board, complete the number sentence.

S: (Write × 6 = .)

T: (Write × 6 = = .) Complete the number sentence.

S: (Write × 6 = = 3.)

T: (Write × 6 = = .) Find a common factor to simplify. Then multiply.

3
S: (Write × 6 = = = 3.)
1

Continue with the following possible suggestions: 6 × , 12 × , × 12, and 18 × .

Multiply Decimals (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M4–Lessons 17−18.

T: (Write 3 × 2 =____.) Say the
3×2=6 3 × 0.2 = 0.6 0.3 × 0.2 = 0.06 0.03 × 0.2 = 0.006
number sentence.
S: 3 × 2 = 6. 2 × 7 = 14 2 × 0.7 = 1.4 0.2 × 0.7 = 0.14 0.02 × 0.7 = 0.014
T: (Write 3 × 0.2 =____.) On your
5 × 3 = 15 0.5 × 3 = 1.5 0.5 × 0.3 = 0.15 0.5 × 0.03 = 0.015
board, write the number sentence.
S: (Write 3 × 0.2 = 0.6.)
T: (Write 0.3 × 0.2 =____.) On your board, write the number sentence.
S: (Write 0.3 × 0.2 = 0.06.)
Continue the process for the following possible suggestions: 2 × 7, 2 × 0.7, 0.2 × 0.7, 0.02 × 0.7, 5 × 3,
0.5 × 3, 0.5 × 0.3, and 0.5 × 0.03.

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.3

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•6

Application Problem (5 minutes)

The market sells watermelons for $0.39 per pound and apples for $0.43 per pound. Write an expression that
shows how much Carmen spends for a watermelon that weighs 11.5 pounds and a bag of apples that weigh
3.2 pounds.

Note: This problem reviews writing and interpreting numerical expressions within the context of money and
previews the objective for today’s lesson.

Concept Development (35 minutes)

This lesson is meant to be a review. Play one or both of the following games to review both writing numerical
expressions and comparing expressions without calculating their values.

Game A: Writing Expressions Using the Properties Game

Materials: (S) Personal white boards, expression cards template (pictured below), timer

Description: Expression Cards

Students work with a partner to compete against another

team of two students. Teams work together to write
numerical expressions representing the written phrase. The
game follows these steps:
Step 1 Turn over an expression card and start the timer.
Step 2 Teams work together to write as many numerical
expressions as they can that represent the written
phrase using the properties.
Step 3 When the timer sounds, a member from each team
shows their expressions to the opposing team.
Step 4 The team analyzes the expressions to make sure they
represent the given written phrase on the expression
card.
Step 5 Teams work together to find the value of the
expression.
Teams earn a point for each numerical expression they write

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•6

that represents the written phrase on the expression card, and

an additional point if they find the correct value of the
NOTES ON
expression. Play continues until all expression cards have been
MULTIPLE MEANS OF
used, or until one team reaches a predetermined score.
ENGAGEMENT:
Prepare the students: Depending on the needs of the
students, instead of a competition
Discuss how using the commutative, distributive, and between teams, place emphasis on
associative properties can help teams write expressions. improvement and effort. For example,
invite students to make a class goal for
For example, two-thirds the sum of twenty-three and fifty- number of equivalent expressions
written within a certain time frame.
seven can be written as ( ) or using the Celebrate efficiency, teamwork,
problem solving, critical thinking, and
commutative property: ( ) communication.

distributive property: . Comparing Expressions Game Board

associative property: ( ( ))

Remind students to respectfully analyze each other’s work.

Game B: Comparing Expressions Game

Materials: (S) Comparing expressions cards template (pictured
at right), personal white board, piece of paper

Description:
Students race a partner to write the symbol that makes the
number sentences true. The game follows these steps:
 Cover all but the top expression with a hiding paper.
 Players race to write the symbol to make the number
sentence true on their personal board.
 The first player to write the symbol explains her
MP.7 reasoning to the other player without calculating. NOTES ON
MULTIPLE MEANS OF
 If the first player is correct, she gets a point. If she is
ENGAGEMENT:
incorrect, the other player has a chance to explain and
win the point instead. Every student needs to be challenged,
but not necessarily in the same way.
The partner with the most points when the game ends wins. Differentiate the degree of difficulty or
complexity of the Comparing
Prepare the students: Expressions game by adjusting the
numbers. Students working below
Review how to compare expressions without calculating their grade level may benefit from
value. scaffolded practice in which they begin
with simpler expressions and work
towards more complex expressions. As
an alternative to competition, place
emphasis on effort, collaboration, and
improvement.

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.5

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first.
For this particular Problem Set consider pairing students
to work on Problems 1(a)─1(d) together, asking them to
share their strategies and explain their reasoning to one
another before recording. To create an additional
challenge for some pairs, add the requirement of
recording two different, equivalent numerical expressions
for each problem. Ask them to then choose only one and
record their solution and reasoning. Students may need a
separate piece of paper so that they have enough room to
write.

Student Debrief (10 minutes)

Lesson Objective: Solidify writing and interpreting

numerical expressions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Compare your answers to Problem 1 to a
partner’s answers. How are the strategies that
you used similar? How are they different?
 Share answers to Problem 2. How is writing
equivalent expressions useful?
 Which strategies did you use to help you
compare the expressions in Problem 3 without
calculating their values?
 Which expressions in Problem 3 were most
difficult to compare without calculating the values of the expressions? Why?

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•6

 What mathematical properties were useful for completing today’s Problem Set? How were they
useful?
 How did the games we played prepare you to work independently on the Problem Set?

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience, the Exit Ticket is set aside and replaced by a brief
opportunity to reflect on the mathematics done that day as it relates to their broader experience of math.

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.7

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 5•6

Name Date

1. For each written phrase, write a numerical expression, and then evaluate your expression.

a. Three-fifths of the sum of thirteen and six b. Subtract four thirds from one seventh of
sixty-three

Numerical expression: Numerical expression:

Solution: Solution:

c. Six copies of the sum of nine-fifths and three d. Three-fourths of the product of four-fifths
and fifteen
Numerical expression:
Numerical expression:

Solution:
Solution:

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.8

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 5•6

2. Write at least 2 numerical expressions for each phrase below. Then solve.
a. Two-thirds of eight

b. One-sixth of the product of four and nine

3. Use <, >, or = to make true number sentences without calculating. Explain your thinking.

a. ( ) ( )

b. ( ) ( )

c. . . .

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.9

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Reflection 5 6

Name Date

How did the games we played today prepare you to practice writing, solving, and comparing expressions this
summer? Why do you think these are important skills to work on over the summer? Will you teach someone
at home how to play these games with you? What math skills will you need to teach in order for someone at
home to be able to play with you?

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.10

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 5 6

Name Date

1. For each written phrase, write a numerical expression, and then evaluate your expression.

a. Forty times the sum of forty-three and fifty-seven b. Divide the difference between one
thousand, three hundred, and nine
hundred fifty by four
Numerical expression: Numerical expression:

Solution: Solution:

c. Seven times the quotient of five and seven d. One-fourth the difference of four-sixths
and three-twelfths
Numerical expression:
Numerical expression:

Solution:
Solution:

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.11

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 5 6

2. Write at least 2 numerical expressions for each written phrase below. Then solve.
a. Three fifths of seven

b. One-sixth the product of four and eight

3. Use <, >, or = to make true number sentences without calculating. Explain your thinking.

a. 4 tenths + 3 tens + 1 thousandth 30.41

b. ( ) ( )

c.

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.12

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Template 5 6

forty-three less than five-sixths the

two-thirds the sum
three-fifths of the difference of three
six-sevenths of nine of twenty-three and hundred twenty-nine
product of ten and
and two hundred
fifty-seven
twenty eighty-one

twenty-seven more
three times as much the difference
than half the sum of
as the sum of three- between thirty the sum of eighty-
four and one-eighth
fourths and two- thirties and twenty- eight and fifty-six
and six and two-
thirds eight thirties divided by twelve
thirds

six copies of the sum

the product of nine one-sixth the
of six-twelfths and double three-fourths
and eight divided by product of twelve
three-fourths of eighteen
four and four

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Template 5 6

( )

( ) ( )

. . .

( )

( . ) . ( . ) .

( ) ( )

( )

Lesson 26: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.14

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 5•6

Lesson 27
Objective: Solidify writing and interpreting numerical expressions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply a Fraction and a Whole Number 5.NF.4 (4 minutes)

 Multiply Decimals 5.NBT.7 (4 minutes)
 Multiply Mentally 5.NBT.5 (4 minutes)

Multiply a Fraction and a Whole Number (4 minutes)

Materials: (S) Personal white boards
NOTES ON
Note: This fluency activity reviews G5–M4–Lessons 9–11. MULTIPLE MEANS OF
T: (Write 9 ÷ 3 = __.) Say the division sentence. REPRESENTATION:
S: 9 ÷ 3 = 3. The Multiply a Fraction and a Whole
Number fluency activity can be
T: (Write × 9 = __.) Say the multiplication sentence. scaffolded for students working below
grade level by coupling written
S: 9 = 3. equations with models, such as a tape
diagram for , or by extending the
T: (Write × 9 = __.) On your boards, write the equation to find a common factor,
simplify, and then multiply. For
multiplication sentence.
example, = = = 6.
S: (Write × 9 = 6.)

T: (Write 9 × = __.) On your boards, write the

multiplication sentence.
S: (Write 9 × = 6.)

Continue the process with the following possible sequence: 18 ÷ 6, × 18, × 12, 12 × , × 16, 16 × ,
32 × , × 15, and 16 × .

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.15

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 5•6

Multiply Decimals (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M4–Lessons 17–18.

T: (Write 3 × 3 = .) Say the
3×3=9 3 × 0.3 = 0.9 0.3 × 0.3 = 0.09 0.03 × 0.3 = 0.009
multiplication sentence.
S: 3 × 3 = 9. 2 × 6 = 12 2 × 0.6 = 1.2 0.2 × 0.6 = 0.12 0.02 × 0.6 = 0.012
T: (Write 3 × 0.3 = .) On your
7 × 5 = 35 0.7 × 5 = 3.5 0.7 × 0.5 = 0.35 0.7 × 0.05 = 0.035
boards, write the number
sentence.
S: (Write 3 × 0.3 = 0.9.)
T: (Write 0.3 × 0.3 = .) On your boards, write the number sentence.
S: (Write 0.3 × 0.3 = 0.09.)
Continue the process for the following possible suggestions: 2 × 6, 2 × 0.6, 0.2 × 0.6, 0.02 × 0.6, 7 × 5,
0.7 × 5, 0.7 × 0.5, and 0.7 × 0.05.

Multiply Mentally (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity will help bolster the students’ understanding of and automaticity with the
distributive property of multiplication.
T:
(Write 8 × 10 = ___.) Say the multiplication sentence.
S:
8 × 10 = 80.
T:
(Write 8 × 9 = 80 – ____ below 8 × 10 = 80.) On your personal boards, write the number sentence,
filling in the blank.
S: (Write 8 × 9 = 80 – 8.)
T: What is 8 × 9?
S: 72.
Repeat the process for 8 × 100, 8 × 99, 12 × 10, 12 × 9, 25 × 100, and 25 × 99.

Concept Development (38 minutes)

Materials: (S) Blank paper, personal white boards

Write and solve word problems from a given expression.

Description:
Students work in pairs to create a word problem for a given expression, plan how to teach their word
problem and solution to another pair, and then teach their solution to another pair of students.

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.16

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 5•6

The process is as follows: Suggestions for expressions:

Step 1 Give each pair of students an expression. (Suggestions 
are given to the right.)
Step 2 Pairs work together to write a word problem that might 
be solved using the given expression.
Step 3 Pairs work together to develop a plan to teach another  -( )
pair of students how to solve their word problem using
 ( )
the RDW process.
Step 4 Pairs teach their word problem and solution to another  ( )
pair of students. The student pair asks questions of the
teaching pair:
MP.3  Why are we using that model to solve?
 Could I solve it this way instead?
 Can you be more specific? NOTES ON
 I do not understand that step. Can you please MULTIPLE MEANS OF
explain it? REPRESENTATION:
Depending on the level of English
After the presentations, the teaching pair might discuss the
proficiency of English language
effectiveness of their solution and make changes if necessary.
learners, try inviting students to
Then, they can present their word problem and solution to a discuss, plan, write, and teach in their
new pair. End the lesson with a class discussion about the first language. Alternatively, provide
changes the students made to their solutions between rounds extra time, reduce the amount of work,
and the reasoning behind these changes. or provide sentence frames for
discussion.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Solidify writing and interpreting

numerical expressions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for

Lesson 27: Solidify writing and interpreting numerical expressions.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 5•6

misconceptions or misunderstandings that can be

addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Compare your solutions for Problem 1 to a
partner’s solutions. Is one of your methods for
solving more efficient? How do you know?
 Share the word problems that you wrote for
Problem 2.
 In Problem 2, which expression was most
challenging to represent with a word problem?
Why?
 What did you find more challenging today,
planning how to teach a word problem solution
to your classmates or writing a word problem for
a given expression? Why?
 What did you learn about your problem solving
skills by teaching other students how to solve a
word problem?

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience, the Exit Ticket is set aside and replaced by a brief
opportunity to reflect on the mathematics done that day as it relates to their broader experience of math.

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.18

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Problem Set 5•6

Name Date

1. Use the RDW process to solve the word problems below.

a. Julia completes her homework in an hour. She spends of the time doing her math homework and
of the time practicing her spelling words. The rest of the time she spends reading. How many
minutes does Julia spend reading?

b. Fred has 36 marbles. Elise has as many marbles as Fred. Annika has as many marbles as Elise.
How many marbles does Annika have?

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Problem Set 5•6

2. Write and solve a word problem that might be solved using the expressions in the chart below.

Expression Word Problem Solution

–( )

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Reflection 5•6

Name Date

How did teaching other students how to solve a word problem strengthen your skills as a problem solver?
What did you learn about your problem solving skills? What are your strengths and weaknesses as a problem
solver?

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Homework 5•6

Name Date

1. Use the RDW process to solve the word problems below.

a. There are 36 students in Mr. Meyer’s class. Of those students, played tag at recess, played
kickball, and the rest played basketball. How many students in Mr. Meyer’s class played basketball?

b. Julie brought 24 apples to school to share with her classmates. Of those apples, are red and the rest
are green. Julie’s classmates ate of the red apples and of the green apples. How many apples are
left?

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Homework 5•6

2. Write and solve a word problem for each expression in the chart below.

Expression Word Problem Solution

–( )

Lesson 27: Solidify writing and interpreting numerical expressions.

Date: 1/31/14 6.F.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 5•6

Lesson 28
Objective: Solidify fluency with Grade 5 skills.
Suggested Lesson Structure


Fluency Practice (50 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (50 minutes)

Mixed Review Fluency Activities

NOTES ON
Materials: (S) Fluency activity template, Problem Set, personal
white board MULTIPLE MEANS OF
ACTION AND
Part 1: Reflect on fluency. EXPRESSION:
Students benefit from practicing
T: This year, we devoted time each day to practicing
fluency areas of both strength and
different skills. Think about these fluency activities as weakness. As they get stronger at
you answer the questions in Problem 1. what they are good at, they can start
S: (Answer the six components of Problem 1 listed to see connections that empower them
below.) in their areas of weakness. Encourage
them to balance their practice.
Problem 1: Answer the following questions about fluency.
a. What does being fluent with a math skill mean to
you?
b. Why is fluency with certain math skills important?
c. With which math skills do you think you should be
fluent?
d. With which math skills do you feel most fluent?
Least fluent?
e. How can you continue to improve your fluency?

Part 2: Select and engage in fluency activities.

 Pass out the fluency activity templates. (There are a
total of 16 activities. An example is shown to the
right.)
 In pairs or small groups, students alternate the role of
teacher and engage in the activities of their choice.
 As they play, students complete Problems 2 and 3 from
the Problem Set.

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 5•6

Part 3: Create reference cards.

NOTES ON
 Students cut out the 16 cards. MULTIPLE MEANS OF
 On the back of the fluencies they have chosen for ACTION AND
MP.6 intensive summer practice, students make examples of EXPRESSION:
expressions, equations, models, diagrams, and/or Provide the following scaffolds for
figures that represent the skill. learners who may need more visual
support:
Students will store these fluency reference cards in the summer
activity boxes that they create in G5–M6–Lessons 33–34. For Find the Volume, provide a
rectangular prism template to ease the
task of drawing.
Student Debrief (10 minutes) For Compare Decimal Fractions, have
students represent numbers in a place
value chart before comparing.
Lesson Objective: Solidify fluency with Grade 5 skills.
For Divide Whole Numbers by Unit
The Student Debrief is intended to invite reflection and active Fractions, have students model with a
processing of the total lesson experience. tape diagram, number line, or another
model.
Invite students to review their Problem Sets. Guide students in
a conversation to debrief the Problem Set and process the For Unit Conversions, have students
model using a tape diagram.
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 What is something you did today that you could
not do before fifth grade?
 What did you learn about your fluency with
different math skills today? What do you feel
confident about? What do you need to continue
to work on?
 Tell your partners some activities from today’s
lesson that you would like to include in your
summer activity box to help you maintain and
build your fluency.
 Read your responses to the questions in Problem
1. Now that you have had some time to practice
different fluency activities, have your answers to
any of the questions changed? Which ones?
Why? Be as specific as possible.

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 5•6

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience,
the Exit Ticket is set aside and replaced by a brief
opportunity to reflect on the mathematics done that day
as it relates to their broader experience of math.

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.26

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Problem Set 5•6

Name Date

1. Answer the following questions about fluency.

a. What does being fluent with a math skill mean to you?

b. Why is fluency with certain math skills important?

c. With which math skills do you think you should be fluent?

d. With which math skills do you feel most fluent? Least fluent?

e. How can you continue to improve your fluency?

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.27

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Problem Set 5•6

2. Use the chart below to list skills with which you are fluent from today’s activities.
Fluent Skills

3. Use the chart below to list skills we practiced today with which you are less fluent.
Skills to Practice More

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.28

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Reflection 5•6

Name Date

What math skills have you improved through our fluency practice this year? How do you know you’ve
improved? What math skills do you need to continue to practice this summer? Why?

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.29

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Homework 5•6

Name Date

1. Use what you learned about your fluency skills today to answer the questions below.
a. Which skills should you practice this summer to maintain and build your fluency? Why?

b. Write a goal for yourself about a skill that you want to work on this summer.

c. Explain the steps you can take to reach your goal.

d. How will reaching this goal help you as a math student?

Lesson 28: Solidify fluency with Grade 5 skills.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Homework 5•6

2. In the chart below, plan a new fluency activity that you can play at home this summer to help you build or
maintain a skill that you listed in Problem 1(a). When planning your activity, be sure to think about the
factors listed below:
 The materials that you’ll need.
 Who can play with you (if more than 1 player is needed).
 The usefulness of the activity for building your skills.
Skill:

Name of Activity:

Materials Needed:

Description:

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.31

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 5•6

Write Fractions as Mixed Numbers Fraction of a Set

Materials: (S) Personal white boards Materials: (S) Personal white boards

T: (Write = ____ ÷ ____ = ____.) Write the T: (Write × 10 ) Draw a tape diagram to
fraction as a division problem and mixed model the whole number.
number. S: (Draw tape diagram and label it 10.)
S: (Write = 13 ÷ 2 = .) T: Draw a line to split the tape diagram in half.
S: (Draw line.)

More practice! T: What is the value of each part of your tape

diagram?
, , , , , , , , , , , , , and
S: 5.
.
T: So, what is of 10?
S: 5.
More practice!

8 × , 8 × , 6 × , 30 × , 42 × , 42 × , 48 × , 54
× , and 54 × .

Convert to Hundredths Multiply a Fraction and a Whole Number

Materials: (S) Personal white boards Materials: (S) Personal white boards

T: (Write = .) 4 times what factor equals T: (Write .) Write the corresponding division
100? sentence.
S: 25. S: 8 ÷ 4 = 2.
T: Write the equivalent fraction.
T: (Write × 8 =.) Write the complete
S: (Write = .)
multiplication sentence.
S: (Write × 8 = 2.)
More practice!
More practice!
= , = , = , = , = , =
,
,

and = .

Lesson 28: Solidify fluency with Grade 5 skills.

Date: 1/31/14 6.F.32

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 5•6

Multiply Mentally One Unit More

Materials: (S) Personal white boards Materials: (S) Personal white boards

T: (Write 9 × 10.) Write the complete T: (Write 5 tenths.) Write the decimal that’s
multiplication sentence one-tenth more than 5 tenths.
S: 9 × 10 = 90. S: 0.6
T: (Write 9 × 9 = 90 – ____ below 9 × 10 = More practice!
90.) On your personal boards, write the
number sentence, filling in the blank. 5 hundredths, 5 thousandths, 8 hundredths, 2
thousandths. Specify the unit of increase.
S: (Write 9 × 9 = 90 – 9.)
T: 9 × 9 is? T: (Write 0.052.) On your boards, write one
more thousandth.
S: 81.
S: 0.053
More practice!
More practice!
9 × 99, 15 × 9, and 29 × 99.
1 tenth more than 35 hundredths,
1 thousandth more than 35 hundredths, and
1 hundredth more than 438 thousandths.

Find the Product Add and Subtract Decimals

Materials: (S) Personal white boards Materials: (S) Personal white boards

T: (Write 4 × 3.) Complete the multiplication T: (Write 7258 thousandths + 1 thousandth =

sentence giving the second factor in unit ____.) Write the addition sentence in
form. decimal form.
S: 4 × 3 ones = 12 ones. S: 7.258 + 0.001 = 7.259.
T: (Write 4 × 0.2.) Complete the multiplication More practice!
sentence giving the second factor in unit
form. 7 ones + 258 thousandths + 3 hundredths,
6 ones + 453 thousandths + 4 hundredths,
S: 4 × 2 tenths = 8 tenths.
2 ones + 37 thousandths + 5 tenths, and
T: (Write 4 × 3.2.) Complete the multiplication 6 ones + 35 hundredths + 7 thousandths.
sentence giving the second factor in unit
form. T: (Write 4 ones + 8 hundredths – 2 ones =
___ ones ___ hundredths.) Write the
S: 4 × 3 ones 2 tenths = 12 ones 8 tenths. subtraction sentence in decimal form.
T: Write the complete multiplication S: (Write 4.08 – 2 = 2.08.)
sentence.
S: (Write 4 × 3.1 = 12.8.) More practice!

More practice! 9 tenths + 7 thousandths – 4 thousandths,

4 ones + 582 thousandths – 3 hundredths,
4 × 3.21, 9 × 2, 9 × 0.1, 9 × 0.03, 9 × 2.13, 4.012 × 4, 9 ones + 708 thousandths – 4 tenths, and
and 5 × 3.2375. 4 ones + 73 thousandths – 4 hundredths.

Lesson 28: Solidify fluency with Grade 5 skills.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 5•6

Decompose Decimals Find the Volume

Materials: (S) Personal white boards Materials: (S) Personal white
boards
T: (Project 7.463.) Say the number.
S: 7 and 463 thousandths. T: On your boards, write the formula for
finding the volume of a rectangular prism.
T: Represent this
number in a two- S: (Write V = l w h.)
part number bond T: (Draw and label a rectangular prism with a
with ones as one length of 5 cm, width of 6 cm, and height
part and of 2 cm.) On your boards, write a
thousandths as the multiplication sentence to find the volume
other part. this rectangular prism.
S: (Draw.) S: (Beneath V = l × w × h, write V = 5 cm 6
T: Represent it again cm 2 cm. Beneath it, write V = 60 cm3.)
with tenths and
thousandths.
More practice!
T: Represent it again
with hundredths w = 9 ft, l = 7 ft, h = 3 ft
and thousandths. w = 6 in, l = 6 in, h = 5 in
More practice! w = 8 cm, l = 4 cm, h = 2 cm
8.972 and 6.849.

Make a Like Unit Unit Conversions

Materials: (S) Personal white boards Materials: (S) Personal white boards

T: I’ll say two unit fractions. You make the T: (Write 12 in = ___ ft.) 12 inches is the same
like unit and write it on your board. Show as how many feet?
your board at the signal. S: 1 foot.
T: and . (Pause. Signal.) More practice!
S: (Show sixths.) 24 in, 36 in, 54 in, and 76 in.
More practice! T: (Write 1 ft = ___ in.) 1 foot is the same as
how many inches?
and , and , and , and , and , and
S: 12 inches.
and .
More practice!
2 ft, 2.5 ft, 3 ft, 3.5 ft, 4 ft 4.5 ft 9 ft, and 9.5 ft

Lesson 28: Solidify fluency with Grade 5 skills.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 5•6

Compare Decimal Fractions Round to the Nearest One

Materials: (S) Personal white boards Materials: (S) Personal white boards

T: (Write 13.78 13.86.) On your personal T: (Write 3 ones 2 tenths.) Write 3 ones and 2
boards, compare the numbers using the tenths as a decimal.
greater than, less than, or equal sign. S: (Write 3. 2.)
S: (Write 13.78 < 13.76.) T: (Write 3.2 ≈ __.) Round 3 and 2 tenths to
the nearest whole number.
More practice! S: (Write 3.2 ≈ 3.)
0.78 , 439.3 4.39, 5.08 fifty-eight More practice!
tenths, and thirty-five and 9 thousandths 4 tens. 3.7, 13.7, 5.4, 25.4, 1.5, 21.5, 6.48, 3.62, and 36.52.

Multiplying Fractions Divide Whole Numbers by Unit Fractions

Materials: (S) Personal white boards Materials: (S) Personal white boards

T: (Write × = .) Write the complete T: (Write 1 ÷ .) How many halves are in 1?

multiplication sentence. S: 2.
S: (Write × = .) T: (Write 1 ÷ = 2. Beneath it, write 2 ÷ .)
How many halves are in 2?
T: (Write × = .) Write the complete
S: 4.
multiplication sentence.
T: (Write 2 ÷ = 4. Beneath it, write 3 ÷ .)
S: (Write × = .)
How many halves are in 3?
T: (Write × = .) Write the complete S: 6.
multiplication sentence. T: (Write 3 ÷ = 6. Beneath it, write 7 ÷ .)
S: (Write × = .) Write the complete division sentence.
S: (Write 7 ÷ = 14.)
More practice! More practice!
× , × , × , × , and × . 1 ÷ , 2 ÷ , 9 ÷ , and 3 ÷ .

Lesson 28: Solidify fluency with Grade 5 skills.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 5•6

Lesson 29
Objective: Solidify the vocabulary of geometry.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply Decimals 5.NBT.7 (9 minutes)

 Multiply Mentally 5.NBT.5 (3 minutes)

Sprint: Multiply Decimals (9 minutes)

Materials: (S) Multiply Decimals Sprint

Note: This fluency activity reviews G5–Module 4 concepts.

Multiply Mentally (3 minutes)

Materials: (S) Personal white boards NOTES ON
MULTIPLE MEANS OF
Note: This fluency activity drill helps bolster students’
ENGAGEMENT:
understanding of and automaticity with the distributive
To make the Multiply Mentally fluency
property of multiplication.
activity directions clear to English
T: (Write 7 10 = ___.) Say the multiplication sentence. language learners, give an example
S: 7 10 = 70. before asking students to respond.
Differentiate for students working
T: (Write 7 9 = 70 – ____ below 7 10 = 70.) On your above grade level by challenging
personal boards, write the complete number sentence. learners to respond without writing.
S: (Write 7 9 = 70 – 7.) Also, encourage them to analyze the
strategy and present multiplication
T: 7 9 is…?
sentences that best suits it, such as
S: 63. using the distributive property to solve
Repeat the process and procedure for 7 99, 15 9, and 31 7 99.
99.

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 5•6

Concept Development (38 minutes)

Materials: (S) Chart paper or personal white board,

scissors, Problem Set (copied on card stock),
Math Pictionary directions (shown below),
small envelope, 30-second timer

Today, students use the vocabulary terms of the Problem

Set to play Math Pictionary.

Part 1: Match terms to definitions.

Students begin by cutting out the vocabulary terms and
matching them to the intact card of definitions on the
Problem Set by placing the correct term on top of its
matching definition (pictured to the right). Let them
review terms with each other and argue until a consensus
is reached. Possibly review answers.
The definitions can then be collected and saved for use in
G5−M6−Lesson 30 (later to be stored in the summer
activity box).

Part 2: Play Pictionary. Math Pictionary:

Students can play using the rules in the directions to the Number of players: 4−8
right. Demonstrating a round of the game as a whole
class, then moving to play in small groups may Materials: Blank paper, timer, pencils
maximize engagement.  Players divide into 2 teams. The vocabulary
term cards are placed face down in a pile.
Note on game directions: The first wrong guess from a
team passes play to the other team. The purpose of  A player from Team A chooses a card, silently
this is two-fold. First of all, it encourages students to be reads the card, and draws a picture to
represent the term on the card.
MP.6 as specific as possible when drawing to represent each
vocabulary term. Secondly, it discourages teams from  As soon as the player reads the card, Team B
just running through a list of vocabulary words until starts the 30-second timer.
they say the correct word.  Team A players use the drawing to figure out
After the session, students can put the vocabulary the term before the timer sounds.
terms in a small envelope. The terms will be used in  If the members of Team A correctly guess the
G5−M6−Lesson 30 and will be stored in the summer term, they score a point for their team.
activity box. Each student should also receive a copy of  However, the first wrong guess from Team A
the game directions to put in his/her summer activity passes play to Team B. Team B then draws a
box. picture to steal the point from Team A.
 Play continues with teams taking turns drawing
until all cards have been used. The team with
the most points wins.

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 5•6

Problem Set
Note: The Problem Set for G5−M6−Lesson 29 is the vocabulary definitions and terms.

Student Debrief (10 minutes)

Lesson Objective: Solidify the vocabulary of geometry.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Which picture or model was most difficult for you
to draw? Why?
 How does drawing pictures and models help you
understand and review these geometry terms?
 How can you use your pictorial vocabulary cards
during the summer to review these geometry
terms?
 Which terms go together? Why? (Students will
have many ways of sorting these concepts.)

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience,
the Exit Ticket is set aside and replaced by a brief
opportunity to reflect on the mathematics done that day
as it relates to their broader experience of math.

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Sprint 5•6

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Sprint 5•6

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Problem Set 5•6

An angle that turns A quadrilateral with at

A quadrilateral with two
least one pair of parallel A closed figure made up
pairs of equal sides that through of a circle.
lines. of line segments.
are also adjacent.

A quadrilateral with The union of two

Measurement of space opposite sides that are An angle measuring 90 different rays sharing a
or capacity. parallel. degrees. common vertex.

The number of adjacent

The number of square A three-dimensional
Two lines in a plane that layers of the base that
units that covers a two- figure with six square
do not intersect. form a rectangular
dimensional shape. sides.
prism.

A quadrilateral with four A polygon with 4 sides A parallelogram with all Cubes of the same size
90-degree angles. and 4 angles. equal sides. used for measuring.

Two intersecting lines A three-dimensional

that form 90-degree figure with six A three-dimensional Any flat surface of a 3-D
angles. rectangular sides. figure. figure.

One face of a 3-D solid,

A line that cuts a line
Squares of the same size, A rectangular prism with often thought of as the
segment into two equal
used for measuring. only 90-degree angles. surface upon which the
parts at 90 degrees.
solid rests.

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Problem Set 5•6

Base Volume of a Solid Cubic Units Kite

Height Face
One-Degree Angle Trapezoid

Right
Perpendicular
Rectangular Cube Area
Bisector
Prism

Perpendicular Rhombus Parallel Lines Angle

Lines

Rectangular Prism Parallelogram Rectangle

Polygon

Right Angle Quadrilateral Solid Figure Square Units

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Reflection 5•6

Name Date

It is said that the true measure of knowing something is being able to teach it to someone else. Who can you
teach these terms to this summer? How will you teach these terms to your summer student?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Homework 5•6

Name Date

1. Use your ruler, protractor, and set square to help you give as many names as possible for each figure
below. Then, explain your reasoning for how you named each figure.

Figure Names Reasoning for Names

a.

b.

c.

d.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Homework 5•6

2. Mark draws a figure that has the following characteristics:

 Exactly 4 sides that are each 7 centimeters long
 Two sets of parallel lines
 Exactly 4 angles that measure 35 degrees, 145 degrees, 35 degrees, and 145 degrees

a. Draw and label Mark’s figure below.

b. Give as many names of quadrilaterals as possible for Mark’s figure. Explain your reasoning for the
names of Mark’s figure.

c. List the names of Mark’s figure in Problem 2(b) in order from least specific to most specific. Explain
your thinking.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Template 5•6

Math Pictionary: Math Pictionary:

Number of players: 4–8 Number of players: 4–8
Materials: Blank paper, timer, pencils Materials: Blank paper, timer, pencils
 Players divide into two teams. The  Players divide into two teams. The
vocabulary term cards are placed face down vocabulary term cards are placed face down
in a pile. in a pile.
 A player from Team A chooses a card,  A player from Team A chooses a card,
silently reads the card, and draws a picture silently reads the card, and draws a picture
to represent the term on the card. to represent the term on the card.
 As soon as the player reads the card, Team  As soon as the player reads the card, Team
B starts the 30-second timer. B starts the 30-second timer.
 Team A players use the drawing to figure  Team A players use the drawing to figure
out the term before the timer sounds. out the term before the timer sounds.
 If the members of Team A correctly guess  If the members of Team A correctly guess
the term, they score a point for their team. the term, they score a point for their team.
 However, the first wrong guess from Team  However, the first wrong guess from Team
A passes play to Team B. Team B then A passes play to Team B. Team B then
draws a picture to steal the point from draws a picture to steal the point from
Team A. Team A.
 Play continues with teams taking turns  Play continues with teams taking turns
drawing until all cards have been used. The drawing until all cards have been used. The
team with the most points wins. team with the most points wins.
Materials: Blank paper, timer, pencils
Number of players: 4–8
Math Pictionary:
 Play continues with teams taking turns

 However, the first wrong guess from Team

 If the members of Team A correctly guess

 Team A players use the drawing to figure

 As soon as the player reads the card, Team

 A player from Team A chooses a card,

 Players divide into two teams. The

team with the most points wins.
drawing until all cards have been used. The

Team A.
draws a picture to steal the point from
A passes play to Team B. Team B then

the term, they score a point for their team.

out the term before the timer sounds.

B starts the 30-second timer.

to represent the term on the card.

silently reads the card, and draws a picture

in a pile.
vocabulary term cards are placed face down

Lesson 29: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 5 6

Lesson 30
Objective: Solidify the vocabulary of geometry.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Concept Development (40 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Multiply 5.NBT.5 (5 minutes)

 Unit Conversions 5.MD.1 (5 minutes)

Multiply (5 minutes)
Materials: (S) Personal white boards

Note: This fluency activity reviews year-long fluency standards.

T: Solve 57 37 using the standard algorithm.

S: (Write 57 37 = 2,109 using the standard algorithm.)
Continue the process for 457 37, 68 43, 568 43, and 749 72.

Unit Conversions (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Module 4 concepts.

T: (Write ft = ___ in.) How many inches are in 1 foot?
S: 12 inches.
T: (Write 1 ft.) Write an equivalent expression using inches and convert.

S: (Write 12 in = 6 in.)

T: ft is how many inches?

S: 6 inches.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 5 6

Repeat the process for the following possible sequence: ft, ft, and ft.
T: (Write 40 cm = ___ m.) How many centimeters in a meter?
S: 100 centimeters.
T: (Write 40 1 cm.) Write an equivalent expression using meters and convert.
S: (Write 40 m= m.)
T: Fill in the blank with a decimal number.
S: 0.40 meters.
T: Fill in the blank with a simplified fraction.
S: meters.

Repeat the process and procedure for 25 cm, 70 cm, 90 cm, 57 cm, and 9 cm.

Concept Development (40 minutes)

Materials: (S) Geometry pictorial vocabulary cards from G5–M6–Lesson 29, Problem Set of card stock game
directions

Students use the term and definition description cards created in G5–M6–Lesson 29 to play the following
games. The definition and description cards must be cut out to play Concentration. Game directions and
cards should be cut out and housed in the summer activity boxes to be made in G5–M6–Lessons 33 and 34.
Game A: Three Questions to Guess my Term!
Number of players: 2–4
Description: A player selects and secretly views a term card. Other players take turns asking yes or no
questions about the term.
 Players can keep track of what they know about the term on paper.
 Only yes or no questions are allowed (e.g., “What kind of angles do you have?” is not allowed).
 A final guess must be made after 3 questions, but may be made sooner. Once a player says, “This is
my guess,” no more questions may be asked by that player.
 If the term is guessed correctly after 1 or 2 questions, 2 points are earned. If all 3 questions are used,
only 1 point is earned.
 If the no player guesses correctly, the card holder receives the point.
 The game continues as the player to the card holder’s left selects a new card and questioning begins
again.
The game ends when a player reaches a predetermined score.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 5 6

Game B: Concentration
Number of players: 2–6
Description: Players persevere to match term cards with their
definition and description cards.
 Create two identical arrays side by side, one of term cards
and one of definition and description cards.
 Players take turns flipping over pairs of cards to find a
match. A match is a vocabulary term and its definition or
description card. Cards keep their precise location in the
array if not matched. Remaining cards are not reconfigured
into a new array.
 After all cards are matched, the player with the most pairs
is the winner.
Game C: Attribute Buzz
Number of players: 2
Description: Players place geometry vocabulary cards face down in
a pile and, as they select cards, name the attributes of each figure
Concentration
within 1 minute.
Example
 Player A flips the first card and says as many attributes as
possible within 30 seconds.
 Player B says, “Buzz,” when or if Player A states an NOTES ON
incorrect attribute or time is up. MULTIPLE MEANS OF
 Player B explains why the attribute is incorrect (if ENGAGEMENT:
applicable), and can then start listing attributes about Smaller groups of players allow for
the figure for 30 seconds. more students to participate in games
simultaneously. This reduces wait time
 Players score a point for each correct attribute.
and also helps to keep students on
Play continues until students have exhausted the figure’s task.
attributes. A new card is selected and play continues. The
player with the most points at the end of the game wins.
Game D: Bingo
Number of players: 4–whole class
Materials: Bingo cards
Description: Players match definitions to terms to be the
first to fill a row, column, or diagonal.
 Players write a vocabulary term in each box of the
math bingo game template. Each term should be
used only once. The box that says math bingo is a
free space.
 Players place the filled-in math bingo template in
their personal boards.
Bingo Game Example

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 5 6

 One person is the caller and reads the definition on a vocabulary card.
 Players cross off or cover the term that matches the definition.
 “Bingo!” is called when 5 vocabulary terms in a row are crossed off diagonally, vertically, or
horizontally. The free space counts as 1 box towards the needed 5 vocabulary terms.
 The first player to have 5 in a row reads each crossed off word, states the definition, and gives a
description or an example of each word. If all words are reasonably explained as determined by the
caller, the player is declared the winner.

Student Debrief (10 minutes)

Lesson Objective: Solidify the vocabulary of geometry.

Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 Which games did you choose to include in your summer activity box? Why?
 Which game did you enjoy the most? Why?
 Which game was most challenging? Why?
 How will playing these games during the summer help you prepare for Grade 6?

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience, the Exit Ticket is set aside and replaced by a brief
opportunity to allow students to reflect on the mathematics done that day as it relates to their broader
experience of math.

Lesson 30: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Problem Set 5 6

Attribute Buzz:
Concentration:
Number of players: 2
Description: Players place geometry vocabulary cards Number of players: 2–6
face down in a pile and, as they select cards, name the Description: Players persevere to match term cards
attributes of each figure within 1 minute. with their definition and description cards.
 Player A flips the first card and says as many  Create two identical arrays side by side, one of
attributes as possible within 30 seconds. term cards and one of definition and
 Player B says, “Buzz,” when or if Player A states an description cards.
incorrect attribute or time is up.  Players take turns flipping over pairs of cards to
 Player B explains why the attribute is incorrect (if find a match. A match is a vocabulary term and
applicable), and can then start listing attributes its definition or description card. Cards keep
about the figure for 30 seconds. their precise location in the array if not
matched. Remaining cards are not
 Players score a point for each correct attribute. reconfigured into a new array.
Play continues until students have exhausted the  After all cards are matched, the player with the
figure’s attributes. A new card is selected and play most pairs is the winner.
continues. The player with the most points at the end
of the game wins.

Three Questions to Guess my Term!

Bingo:
Number of players: 2–4
Description: A player selects and secretly views a Number of players: 4–whole class
term card. Other players take turns asking yes or no Description: Players match definitions to terms to
questions about the term. be the first to fill a row, column or diagonal.
 Players can keep track of what they know about  Players write a vocabulary term in each box of
the term on paper. the math bingo game template. Each term
should be used only once. The box that says
 Only yes or no questions are allowed (e.g., “What
Math Bingo is a free space.
kind of angles do you have?” is not allowed.)
 Players place the filled-in math bingo template
 A final guess must be made after 3 questions, but in their personal boards.
may be made sooner. Once a player says, “This is
 One person is the caller and reads the
my guess,” no more questions may be asked by
definition on a vocabulary card.
that player.
 Players cross off or cover the term that
 If the term is guessed correctly after 1 or 2
matches the definition.
questions, 2 points are earned. If all 3 questions
are used, only 1 point is earned.  “Bingo!” is called when vocabulary terms in a
row are crossed off diagonally, vertically, or
 If no player guesses correctly, the card holder
horizontally. The free space counts as 1 box
receives the point. towards the needed 5 vocabulary terms.
 The game continues as the player to the card  The first player to have 5 in a row, reads each
holder’s left selects a new card and questioning crossed off word, states the definition, and
begins again. gives a description or an example of each word.
 The game ends when a player reaches a If all words are reasonably explained as
predetermined score. determined by the caller, the player is declared
the winner.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Reflection 5 6

Name Date

Playing math games can be a fun way to practice math skills. How will you use the games to retain these
terms over the summer? Who will play with you? How can you change the games to play alone? How often
will you play the games?

Lesson 30: Solidify the vocabulary of geometry.

Date: 1/31/14 6.F.52

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Homework 5•6

Name Date

Teach someone at home how to play one of the games you played today with your pictorial vocabulary cards.
Then answer the questions below.

1. What games did you play?

2. Who played the games with you?

3. What was it like to teach someone at home how to play?

4. Did you have to teach the person who played with you any of the math concepts before you could play?
Which ones? What was that like?

5. When you play these games at home again, what changes will you make? Why?

Lesson 30: Solidify the vocabulary of geometry.

Date: 1/31/14 6.F.53

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Template 5•6

Lesson 30: Solidify the vocabulary of geometry.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 5•6

Lesson 31
Objective: Explore the Fibonacci sequence.

Suggested Lesson Structure


Application Problem (10 minutes)

Fluency Practice (10 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (10 minutes)

Materials: (S) Protractor, white paper, ruler

Step 1 Draw ̅̅̅̅ 3 inches long centered near the bottom of a blank piece
of paper.
Step 2 Draw ̅̅̅̅ 3 inches long, such that measures 108
Step 3 Draw ̅̅̅̅ 3 inches long, such that measures 108
Step 4 Draw ̅̅̅̅ 3 inches long, such that measures 108
Step 5 Draw ̅̅̅̅ .
Step 6 Measure ̅̅̅̅ .
T: What is the length of ̅̅̅̅
S: 3 inches. NOTES ON
T: What shape have you drawn? MULTIPLE MEANS OF
EXPRESSION:
S: Pentagon.
Have early finishers or those enamored
Note: Students apply their skill with angle measurement from of drawing try to create other regular
G5–Module 5 to further explore polygons and experience the polygons by repeating other angle
beauty and joy of geometry. measures such as 60 , 120 135
in a similar, systematic way. Challenge
them to construct triangles, squares,
Fluency Practice (10 minutes) hexagons, and octagons. Some
students simply love to draw.
Challenge them to try constructing
 Divide Whole Numbers by Unit Fractions and
other shapes at home.
Unit Fractions by Whole Numbers 5.NF.7 (4 minutes)
 Quotients as Mixed Numbers 5.NBT.6 (6 minutes)

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 5•6

Divide Whole Numbers by Unit Fractions and Unit Fractions by Whole Numbers (4 minutes)
Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Module 4 concepts.

T: (Write 2 ÷ .) Say the division sentence.

S: 2 ÷ = 10.

T: (Write 2 ÷ = 10. Beneath it, write 3 ÷ .) Say the division sentence.

S: 3 ÷ = 15.

T: (Write 3 ÷ = 15. Beneath it, write 7 ÷ .) On your boards, complete the division sentence.

S: (Write 7 ÷ = 35.)

Continue the process with 4 ÷ , 8 ÷ , 1 ÷ ,2÷ ,9÷ , and 10 ÷ .

T: (Write ÷ 3.) Say the division sentence.

S: ÷3= .

T: (Write ÷ 3 = . Beneath it, write ÷ 4.) Say the division sentence.

S: ÷4= .

T: (Write ÷ 4 = . Beneath it, write ÷ 6.) On your boards, write the division sentence.

S: (Write ÷ 6 = .)

T: (Write ÷ 3.) Say the division sentence.

S: ÷3= .

Continue the process with 9 ÷ , ÷ 9, 5 ÷ , ÷ 5, ÷ 9, and 8 ÷ .

Quotients as Mixed Numbers (6 minutes)

Materials: (S) Personal white board, calculator

Note: This fluency activity reviews G5–Module 2 content and directly

leads into today’s lesson where students use a calculator to find
quotients in order to see patterns.
T: (Write .) On your boards, demonstrate how to estimate
the quotient.

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 5•6

S: (Write = 3.)
T: Solve. Express the quotient as a mixed number.
T: Check the answer.
S: (Solve and check as exemplified in the illustration.)
Repeat the process using the following possible sequence: 79 ÷ 22 and 97 ÷ 31.

Concept Development (30 minutes)

Materials: (T) Collection of pine cones, flowers, “Doodling in Math: Spirals, Fibonacci, and Being a Plant” by
Vi Hart (http://youtu.be/ahXIMUkSXX0) (S) Problem Set, red crayon, ruler or straightedge,
calculator per student or pair

Note: The Problem Set will be used for the construction of the Fibonacci spiral in today’s lesson.

Part 1: Construct a spiral of squares on grid paper.

T: (Distribute Problem Set [grid paper with grey square].) Let’s create a beautiful pattern of squares.
Draw another square that shares a side length above the
grey square. (Allow students time to draw.)
T: Draw a diagonal across the first square from the bottom,
left to the top right vertex. Next, draw a diagonal across
your new square from the bottom, right to the top left
vertex. (Allow students time to draw.)
T: This 2 by 1 rectangle has a longer side length of…?
S: 2 units.
T: Draw a new square that shares the side length of 2 units
on the left of this rectangle. (Point up and down the left
vertical side length of the 2 by 1 rectangle. Allow
students time to draw.)
T: Draw a diagonal across your new 2-by-2 square starting
where the last one left off—at the top right vertex and
going to the bottom left vertex. (Allow students time to
draw.)
T: What is the length of the longer side of this rectangle
that we’ve now drawn?
S: 3 units.
T: Draw a new square that shares the side length of 3 units
on bottom of this rectangle. (Point along the horizontal
base of the 3-by-2 rectangle.) Draw the diagonal starting where the last one left off. (Allow students
time to draw.)
T: Discuss with your partner where you think the next square will be and what its dimensions will be.
S: I know it is going to start where the diagonal left off.  That is the side length of the 5-by-3

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 5•6

rectangle it will share, so the new square is going to be 5 by 5.  Its side length is found by adding 3
+ 2 = 5.  The side length of the new square is going to be the sum of the last two squares’ side
lengths.
T: Yes, it is going to the right. Go ahead and draw your new square and its diagonal.
S: (Draw.)
Continue through the squares, supporting as necessary. Many students will see the pattern and be able to
work in partners or independently. It is suggested that students use rulers to draw the diagonals starting with
the 8-by-8 square.

Part 2: Analyze the sequence of a square’s dimensions to

generate the Fibonacci sequence.
T: Below your grid, write down the sequence of side lengths
of the squares. Work with your partner to see if you can
figure out what the next numbers in the sequence would
be if we had a really large piece of graph paper.
S: (Write and talk.) 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144,
233, 377, 610, 987….
T: Stop. Check your sequence with another pair and explain
your thinking.
S: We realized that the sum of the last two side lengths was
the new length.  The next number in the pattern was
the sum of the two numbers right before it in the
pattern.
T: This pattern is called the Fibonacci sequence.
T: Do you see the spiral you started to draw formed by the
diagonals? Let’s round that out a bit more so that the
lines are no longer straight. Use a red crayon. (Model as
shown to the right.)
T: What would happen to this spiral if we continued our
sequence?

Part 3: Watch “Doodling in Math: Spirals, Fibonacci, and Being

a Plant” by Vi Hart.
Have students discuss the video and analyze any pine cones,
flowers, or materials brought to the session, counting the spirals
and looking for patterns.

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 5•6

Student Debrief (10 minutes)

Lesson Objective: Explore the Fibonacci sequence.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 The numerical sequence we studied today is
called the Fibonacci sequence. Summarize to
your partner the rule that generated the
sequence.
 Do you remember the first few Fibonacci
numbers? Try to tell the sequence to a
partner.
 What surprised you most when you looked at the
NOTES ON
video?
MULTIPLE MEANS OF
 If you have access to the Internet, you can find a lot of
REPRESENTATION:
interesting material about the Fibonacci numbers
Students can make art based on the
found in art and nature. What other questions do you
spiral such as the simple design below.
still have about the Fibonacci numbers?
They can use the art to decorate the
 Compare drawing the pentagon earlier and drawing summer boxes they create in G5–M6–
the spiral using the Fibonacci sequence. Lessons 33–34.

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience, the
Exit Ticket is set aside and replaced by a brief opportunity to
reflect on the mathematics done that day as it relates to the
students’ broader experience of math.

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 Problem Set 5•6

Name Date

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 Reflection 5•6

Name Date

Today when we saw a video on the Fibonacci sequence in the spiral and in nature it may have felt a bit like
“math magic.” Have you ever felt math magic in your elementary school years? If so, when did you
experience it? If not, did you experience it today? Explain.

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 Homework 5•6

Name Date

1. List the Fibonacci numbers up to 21, and create a spiral of squares corresponding to each of the numbers
you write on the graph paper below.

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 31 Homework 5•6

2. In the space below, write a rule that generates the Fibonacci sequence.

3. Write at least the first 15 numbers of the Fibonacci sequence.

Lesson 31: Explore the Fibonacci sequence.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 5•6

Lesson 32
Objective: Explore patterns in saving money.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply 5.NBT.5 (4 minutes)

 Quotients as Mixed Numbers 5.NBT.6 (4 minutes)
 The Fibonacci Sequence 5.NBT.7 (4 minutes)

Multiply (4 minutes)
Materials: (S) Personal white boards

Note: This fluency activity reviews year-long fluency standards.

T: (Write 6 tens 8 ones 4 ten 3 ones = __ __ = __.) Write the multiplication sentence in standard
form.
S: (Write 68 43 = __.)
T: Solve 68 43 using the standard algorithm.
S: (Write 68 43 = 2,924 using the standard algorithm.)
Continue the process for 368 43, 76 54, 876 54, and 978 86.

Quotients as Mixed Numbers (4 minutes)

Materials: (S) Personal white boards, calculator

Note: This fluency activity reviews G5–Module 2 content and directly leads into today’s lesson, in which
students use calculators to find quotients and uncover patterns.
T: (Write .) On your boards, demonstrate how to estimate the quotient.

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 5•6

S: (Write = 3.)
T: Solve. Express the quotient as a mixed number.
T: Check the answer.
S: (Solve and check as shown to the right.)
Repeat the process using the following possible sequence: 82 ÷ 23 and 95 ÷ 27.

The Fibonacci Sequence (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–M6–Lesson 31 and leads into today’s lesson.
T: For 90 seconds, write as many numbers in the Fibonacci sequence as you can. Take your mark, get
set, go.
S: (Write.)
T: Stop! Check your sequence with a partner for one minute.
S: (Check.)
T: Write down the last number you wrote at the top of your board. Now, see if you can get farther
than you did before. Take 90 seconds to write the sequence again. Take your mark, get set, go!
S: (Write.)
T: Raise your hand if you were able to write more numbers in the sequence this time.

Application Problem (6 minutes)

Look at the Fibonacci sequence you just wrote. Analyze which numbers are even.
Is there a pattern to the even numbers? Why? Think
about the spiral of squares that you made yesterday.
Note: This Application Problem allows students the
opportunity to analyze the sequence further.

Concept Development (32 minutes)

Materials: (T/S) Problem Set

Note: Today’s Problem Set is completed during

instruction.

Problem 1: Ashley decides to save money, but she

wants to build it up over a year. She starts with $1.00
and adds 1 more dollar each week. Complete the table to show how much she will have
saved after a year.

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 5•6

T: Let’s read the problem together.

Read the problem chorally, or select a student to read the problem.
T: This is an interesting strategy for saving money. Have you ever tried to save money toward a goal?
S: Yes, but not with a number pattern.  My parents pay for everything.  No, but I want to try.
T: Work with a partner to fill in the table. When you are finished, answer the question at the top.
Circulate as students work. Ensure students participate equally
and that each fill in their own tables. Have students who finish
early check their numbers with other pairs. NOTES ON
T: How much will Ashley have saved? MULTIPLE MEANS OF
ENGAGEMENT:
S: $1,378!
Some students may not have a realistic
T: Are you surprised? That seems like a lot of money, sense of what this amount of money
doesn’t it? What are some things Ashley could do with can buy. Take the opportunity to
her savings? discuss the cost of a car, for example, if
S: She could buy a computer.  She could go to Disney that is one that comes up. If the class
World.  She could save it up to help with college. has Internet access, show or assign
students to look prices up online.
T: Let’s see what happens in this next situation where
Carly saves a little less at a time.

Problem 2: Carly wants to save money too, but she has to start with the smaller denomination of quarters.
Complete the second chart to show how much she will have saved by the end of the year if she adds a quarter
more each week.
Have students complete the table as in Problem 1. When they NOTES ON
have finished working, ask questions such as those suggested MULTIPLE MEANS OF
below: EXPRESSION:
 Do you think it’s worth it to save $344.50 in a year? As students see varied growth patterns
related to saving money, their number
 What would you do if you saved that money?
sense is supported. To expedite
 At what point might it be difficult for you to increase Problem 3, have students use a
the daily amount you save by another quarter? calculator. This will allow them to get
(Amount of allowance and money they earn are to the finish line more quickly and
possible limitations.) compare the results of the three
options of increasing the amount
 How much more money did Ashley save than Carly?
saved.
 How many of you would like to try saving as Carly did?

Problem 3: David decides he wants to save even more money than Ashley did. He does so by adding the
next Fibonacci number instead of adding $1.00 each week. Use your calculator to fill in the chart and find out
how much money he will have saved by the end of the year.
T: Is this amount of savings realistic for most people? Explain your answer.
If students are unable to finish this page, they may pack the charts into their summer boxes to finish later and
to motivate their personal savings program.

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 5•6

Student Debrief (10 minutes)

Lesson Objective: Explore patterns in saving money.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Why were the differences between the three
totals so extreme?
 Which pattern is most realistic for fifth-grade
students to do?
 What changes might you have to make in order
to save like Carly did?
 Why is David’s approach not realistic for most
people?
 What pattern did you notice between the total
amount David has saved and the Fibonacci
numbers?
 At which point did you have to start using a
calculator to figure out David’s money?

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 5•6

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary
experience, the Exit Ticket is set aside and replaced by a
brief opportunity to reflect on the mathematics done
that day as it relates to the students’ broader
experience of math.

Lesson 32: Explore patterns in saving money.

Date: 1/31/14 6.F.68

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 Problem Set 5•6

Name Date

1. Ashley decides to save money this year, but she wants to build it up over the year. She decides to start
with $1.00 and add 1 more dollar each week of the year. Complete the table to show how much she will
have saved by the end of the year.

Week Add Total Week Add Total

1 $1.00 $1.00 27
2 $2.00 $3.00 28
3 $3.00 $6.00 29
4 $4.00 $10.00 30
5 31
6 32
7 33
8 34
9 35
10 36
11 37
12 38
13 39
14 40
15 41
16 42
17 43
18 44
19 45
20 46
21 47
22 48
23 49
24 50
25 51
26 52

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 Problem Set 5•6

2. Carly wants to save money too, but she has to start with the smaller denomination of quarters. Complete
the second chart to show how much she will have saved by the end of the year if she adds a quarter more
each week. Try it yourself, if you can and want to!

Week Add Total Week Add Total

1 $0.25 $0.25 27
2 $0.50 $0.75 28
3 $0.75 $1.50 29
4 $1.00 $2.50 30
5 31
6 32
7 33
8 34
9 35
10 36
11 37
12 38
13 39
14 40
15 41
16 42
17 43
18 44
19 45
20 46
21 47
22 48
23 49
24 50
25 51
26 52

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 Problem Set 5•6

3. David decides he wants to save even more money than Ashley did. He does so by adding the next
Fibonacci number instead of adding $1.00 each week. Use your calculator to fill in the chart and find out
how much money he will have saved by the end of the year. Is this realistic for most people? Explain
your answer.

Week Add Total Week Add Total

1 $1 $1 27
2 $1 $2 28
3 $2 $4 29
4 $3 $7 30
5 $5 $12 31
6 $8 $20 32
7 33
8 34
9 35
10 36
11 37
12 38
13 39
14 40
15 41
16 42
17 43
18 44
19 45
20 46
21 47
22 48
23 49
24 50
25 51
26 52

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 Reflection 5•6

Name Date

Today, we watched how savings can grow over time, but we didn’t discuss how the money saved was earned.
Have you ever thought about how math skills might help you to earn money? If so, what are some jobs that
might require strong math skills? If not, think about it now. How might you make a living using math skills?

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 32 Homework 5•6

Name Date

1. Jonas played with the Fibonacci sequence he learned in class. Complete the table he started.

1 2 3 4 5 6 7 8 9 10

1 1 2 3 5 8

11 12 13 14 15 16 17 18 19 20

2. As he looked at the numbers, Jonas realized he could play with them. He took two consecutive numbers
in the pattern and multiplied them by themselves, then added them together. He found they made
another number in the pattern. For example, (3 3) + (2 2) = 13, another number in the pattern. Jonas
said this was true for any two consecutive Fibonacci numbers. Was Jonas correct? Show your reasoning
by giving at least two examples of why he was or was not correct.

3. Fibonacci numbers can be found in many places in nature. For example, the number of petals in a daisy,
the number of spirals in a pine cone or a pineapple, and even the way branches grow on a tree. Find an
example of something natural where you can see a Fibonacci number in action and sketch it here.

Lesson 32: Explore patterns in saving money.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 5 6

Lesson 33
Objective: Design and construct boxes to house materials for summer use.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes) NOTES ON

MULTIPLE MEANS OF
ENGAGEMENT:
 Sprint: Divide Decimals 5.NBT.7 (9 minutes)
Have four different students call out
 Find the Volume 5.MD.3 (3 minutes) the solutions to the Sprint, one
quadrant at a time or have all students
Sprint: Divide Decimals (9 minutes) call out the solutions to the problems.
As the end of the year is approaching,
Materials: (S) Divide Decimals Sprint let the students release some energy
during the Sprint! In this way,
Note: This Sprint reviews G5–Module 4 concepts. excitement and academics become
associated.
Find the Volume (3 minutes)
Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Lesson 5.

T: On your boards, write the formula for finding

the volume of a rectangular prism.
S: (Write V = l w h.)
T: (Write V = l × w × h. Project rectangular prism
with a length of 5 cm, width of 2 cm, and
height of 3 cm. Point to the length.) Say the
length.
S: 5 cm.
T: (Point to the width.) Say the width.
S: 2 cm.
T: (Point to the height.) Say the height.
S: 3 cm.

Lesson 33: Design and construct boxes to house materials for summer use.
Date: 1/31/14 6.F.74

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 5 6

T: On your boards, write a multiplication sentence to express the volume of the rectangular prism.
S: (Beneath V = l × w × h, write V = 5 cm × 2 cm × 3 cm. Beneath it, write V = 30 cm3.)
Continue the process for other rectangular prisms.
T: (Project cube with side lengths equal to 5 cm.) Name the prism.
S: Cube.
T: What’s the length of the each side of the cube?
S: 5 cm.
T: On your boards, write a multiplication sentence to show the volume of the cube.
S: (Write V = 5 cm × 5 cm × 5 cm. Beneath it, write V = 125 cm3.)

Concept Development (38 minutes)

Materials: (S) Problem Set, 3 pieces of 8½" × 11" cardstock paper trimmed to 27 cm by 21 cm, scissors, tape,
ruler, summer practice materials

Note: In this lesson the time for the Application Problem has been allocated to the Concept Development.

Part 1: Establish the criteria for the boxes, and model constructing Box 1.
T: Today you’ll put your math sense and geometric skills to work as you design and create two
different size boxes and one lid to house your summer fluency materials. These are the criteria:
 Boxes must store all summer materials.
 Box 1’s base must measure 19 cm by 13 cm.
 Box 2 must fit inside Box 1 when Box 1 is closed.
 The lid for Box 1 must fit snugly to protect the contents.
T: (Distribute one piece of card stock.) Here is the paper you will use to make Box 1. What are its
measurements? (Allow students time to measure.)
S: 21 centimeters by 27 centimeters.
Sample Base
T: Talk to your partner. Since the base of Box 1 is 19 centimeters by
13 centimeters, what does that mean about the height of Box 1?
S: The height has to be the same all the way around the base or the
sides won’t match up.  If the sides are 3 centimeters high that
means adding 6 centimeters to 19 centimeters and 6 centimeters
to 13 centimeters. I would have to trim off some paper.  If you
make the height of the sides 4 centimeters, it works perfectly; 19
+ (2 = 27 and 13 + (2 = 21.
T: By making the height of the box 4 centimeters, the measurements
do work out perfectly. Watch as I model the four steps to make
Box 1. (Consider posting the steps.)

Lesson 33: Design and construct boxes to house materials for summer use.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 5 6

Step 1 Measure and mark two points 4 centimeters in from the edge on each side.
Step 2 Connect those marked points to draw the lines of the 19 cm × 13 cm base. (Shown on the
previous page.)
Step 3 Cut out the small rectangles in each corner.
Step 4 Fold up the sides and tape the corners together.

Part 2: Determine the dimensions of Box 2 and the lid.

Distribute the Problem Set, rulers, and the other pieces of cardstock.
T: You’ll decide on the exact dimensions of Box 2 and the lid for Box 1. What will you use to guide your
decisions?
S: First, I’ll think about the materials that have to go inside.  I’ll think about making Box 2 fit inside of
Box 1.  Box 2 can’t be taller than Box 1 if the lid is going to fit.  The lid has to be just a tiny bit
longer than Box 1 so it fits nicely.
T: To complete the project, you each will receive three 27 centimeter by 21 centimeter pieces of
cardstock, one to make Box 1, one to make its lid, and one more to make Box 2. After you fold the
edges of the cardstock to make the box or lid, will the inner dimensions still be 27 by 23
centimeters?
S: No, they’ll be smaller than that.
T: Take a moment to talk with your partner about how the different sizes of your summer materials
will influence the dimensions of Box 2.
S: We have Problem Sets, which are pretty big, and fluency cards and vocabulary cards that are
smaller.  We might want the vocabulary cards to go in Box 2.  Problem Sets can still go at the
bottom of the bigger box, and smaller things can go in the smaller box.
T: Use a ruler to measure your summer practice materials
and decide how you’ll store them. Will they be rolled,
NOTES ON
folded, or flat? Then, decide on reasonable whole
number dimensions for Box 2. MULTIPLE MEANS OF
MP.1
ENGAGEMENT:
T: In order to make the lid fit snugly, you’ll need to make
Some students will benefit from loosely
it only slightly larger than the box. Record the
folding the boxes into shape to find
dimensions of each box and the lid on your Problem dimensions. It may be helpful to have
Set, along with your reasoning about why those scratch paper at the ready for visual
dimensions make sense. Work with a partner if you and kinesthetic learners who prefer to
choose. manipulate in this way as they work.
S: (Manipulate and measure summer practice materials, Also consider having more than enough
paper on hand for the inevitable do-
then decide on dimensions and record.)
overs.

Part 3: Construct the boxes and lid.

T: As you assemble your boxes and lid, if you find that you need to make adjustments to the
dimensions as you work, record your updated thinking in the space remaining on your Problem Set,
or on a separate sheet of paper.
S: (Draw dimensions and assemble boxes and lids, making adjustments to each if needed.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 5 6

Have students decorate and personalize their boxes with designs that show what concepts they have learned
in math this year. They will have some time to complete their designs and place their summer practice
materials inside the boxes during G5–M6–Lesson 34.

Sample Folded Box 1 and Lid Sample Box 2 Inside of Box 1

Student Debrief (10 minutes)

Lesson Objective: Design and construct boxes to house

materials for summer use.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson. You may choose to use any combination of the
questions below to lead the discussion.
 What were the most important factors to
consider as you decided on the dimensions of
your boxes? Why did those things matter so
much?
 To design these boxes we considered the
materials that they would store. What
specifically did we take into account? Volume, area, length, width, height? When would it be
appropriate to consider other properties?
 What boxes do you see that have been designed for a specific purpose? What are some of the
choices that were made to best serve that purpose?
 What was your biggest challenge in designing your boxes? Explain.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 5 6

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience,
the Exit Ticket is set aside and replaced by a brief
opportunity to reflect on the mathematics done that day
as it relates to their broader experience of math.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 Sprint 5 6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 Sprint 5 6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 Problem Set 5•6

Name Date

Record the dimensions of your boxes and lid below. Explain your reasoning for the dimensions you chose for
Box 2.

BOX 1 (Can hold Box 2 inside.)

The dimensions of Box 1 are __________ __________ __________ .

Its volume is __________.

BOX 2 (Fits inside of Box 1.)

The dimensions of Box 2 are __________ __________ _________ .

Reasoning:

LID (Fits snugly over Box 1 to protect the contents.)

The dimensions of the lid are __________ __________ __________ .

Reasoning:

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 Problem Set 5•6

1. What steps did you take to determine the dimensions of the lid?

2. Find the volume of Box 2. Then, find the difference in the volumes of Boxes 1 and 2.

3. Imagine Box 3 is created such that each dimension is 1 cm less than that of Box 2, what would the volume
of Box 3 be?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 Reflection 5•6

Name Date

Today you made a box for a special purpose. It shows one way that math is used all the time to create
containers. When might there be other opportunities for you to use the math you have learned in
elementary school?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 Homework 5•6

Name Date

1. Find various rectangular boxes at your home. Use a ruler to measure the dimensions of each box to the
nearest centimeter. Then, calculate the volume of each box. The first one has been done for you.

Item Length Width Height Volume

Juice Box 11 cm 2 cm 5 cm

2. The dimensions of a small juice box are 11 cm by 4 cm by 7 cm. The super-size juice box has the same
height of 11 cm, but double the volume. Give two sets of the possible dimensions of the super-size juice
box and the volume.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 5•6

Lesson 34
Objective: Design and construct boxes to house materials for summer use.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply 5.NBT.5 (4 minutes)

 Divide by Two-Digit Numbers 5.NBT.6 (4 minutes)
 Find the Volume 5.MD.5 (4 minutes)

Multiply (4 minutes)
Materials: (S) Personal white boards

Note: This drill reviews year-long fluency standards.

T: Solve 97 64 using the standard algorithm.
S: (Write 97 64 = 6,208 using the standard algorithm.)
Continue the process for 897 64, 89 67, 789 67, and NOTES ON
698 86. MULTIPLE MEANS OF
EXPRESSION:
Divide by Two-Digit Numbers (4 minutes) Rather than dictate a solution strategy
for the calculation, allow students to
Materials: (S) Personal white boards choose to use a mental strategy or the
algorithm. Students might solve by
Note: This fluency activity reviews content from G5–Modules 2 adding another 12 to 12 twelves, and
and 4. finding 7 more is needed to get to 163.
Likewise there are 5 fifty-ones in 255
T: (Write .) Write the quotient as a mixed number. with 23 more needed to get to 278.
S: (Write = .)

Repeat the process from G5–M2–Lesson 21 for the following possible sequence: and .

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 5•6

Find the Volume (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G5–Module 5 content.

T: Say the formula for finding the volume of a rectangular
prism.
S: Length times width times height.
T: (Project composite figure.) Sketch the composite figure.
S: (Sketch.)
T: Draw a line that breaks the figure into 2 rectangular prisms.
S: (Draw line..)
T: Find the volume of the composite figure by adding the
volumes of each rectangular prism.
S: (Write 3 cm 1 cm 1 cm = 3 cubic cm. 4 cm 1 cm 1 cm
= 4 cubic cm. 3 cubic cm + 4 cubic cm = 7 cubic cm.)
Continue the process for the other composite figure.

Application Problem (5 minutes)

Steven is a _____________________ who had $280. He spent of his money on a ___________and of the
remainder on a __________. How much money did he spend altogether?
Note: As this is the last day of lessons, you might bring some humor into the word problem by having
students determine Steven’s identity and the items purchased using a science fiction, futuristic, or fantastical
setting.

Concept Development (33 minutes)

Materials: (S) Rulers, Problem Set (same page printed on 2 sides), G5–M6–Lesson 33 Problem Set

Begin by giving students time to assemble the notes and tools they created in G5–M6–Topic F lessons in their
boxes. You might also want to give time for finishing designs or personalizing touches started in G5–M6–
Lesson 33. Remind students that these are boxes of resources they can use to practice Grade 5 skills over the
summer. In this lesson, their boxes will be evaluated to see how well they house the materials and meet the
criteria below.
 Boxes must store all summer materials.
 Box ’s base must measure 9 cm by cm.
 Box 2 must fit inside Box 1 when Box 1 is closed.
 The lid for Box 1 must fit snugly to protect the contents.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 5•6

T: (Divide the class into groups of four students.) Your job today is to evaluate your group members’
boxes to assess how well their materials fit inside.
T: Each student will review two other group members’ boxes. Take a moment to decide with your
group who will review which boxes.
S: (Divide the review work.)
Distribute the Problem Set.
T: Use a ruler to measure the dimensions of your friend’s boxes and lid, and then calculate the volume
of the boxes. You’ll record that information on the Problem Set, and then assess the suitability of
the boxes for the job of storing summer materials. What things will you look for to decide whether
the box is suitable?
S: We can see how organized the materials are in the boxes.  If the materials stick out or get
squished inside, then Box 2 may not have been thought out well.  We could check to see if the
lids are tight enough to stay on and keep everything safe inside.
T: In the final column, you’re asked to make suggestions
for improvement of each box or lid. Be as specific as
possible. For example, rather than saying, “The lid
NOTES ON
should be smaller,” you might make a comment like,
MULTIPLE MEANS OF
“The width of the lid should be 3 tenths centimeter
smaller so that it fits more snugly.” ENGAGEMENT:
Students may react differently to having
S: (Evaluate one another’s work.)
their work critiqued. Therefore, it is
T: Debrief your evaluation with the creator of the boxes important to discuss with students what
and lid. Work together to compare your types of comments or critiques are
measurements with the ones they recorded on their appropriate for their evaluation.
G5–M6–Lesson 33 Problem Set. Then, discuss the Students might benefit from working as
points you made about suitability and improvements. a class to develop a list of specific
If your suggestions are easily implemented, go ahead characteristics which should be
and make adjustments together. commented upon.

S: (Debrief evaluations together.)

Mixed Review Fluency Activities

If time permits after students evaluate their two boxes, invite them to play the games from G5–M6–Lesson 28
again in groups using the materials inside their boxes.

Student Debrief (10 minutes)

Lesson Objective: Design and construct boxes to house materials for summer use.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite
students to review their solutions for the Problem Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 5•6

 (Have students share their boxes.) What designs

did you choose to put on your box? Why?
 What was your favorite math topic in Grade 5?
 What models or manipulatives helped you with
new concepts?
 What was your biggest accomplishment in math
this year?
 What are some ways you can keep your math
skills sharp during the summer?

Reflection (3 minutes)
In G5–M6–Topic F, to close their elementary experience,
the Exit Ticket is set aside and replaced by a brief
opportunity to reflect on the mathematics done that day
as it relates to their broader experience of math.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 Problem Set 5•6

Name Date

I reviewed _________________’s work.

Use the chart below to evaluate your friend’s two boxes and lid. Measure and record the dimensions and
calculate the box volumes. Then, assess suitability and suggest improvements in the adjacent columns.

Dimensions and Volume Is the box or lid suitable? Explain. Suggestions for Improvement
BOX 1 dimensions:

Total volume:

BOX 2 dimensions:

Total volume:

LID dimensions:

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 Reflection 5•6

Name Date

What are you most looking forward to learning about in Grade 6 or in math in your future?

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