………………………………………………………………………….12 ……………………………………………………………20 …………………………………………………………...26 ………………………………………………………………..28 …………………………………………………………………32 …………………………………………………………………….40 …………………………………………………………...43 ……………………………………………………………………54 ………………………………………………………...66 OVERVIEW Students extend their Grade 4 pattern work by working with two numerical patterns that can be related and examining these relationships within sequences of ordered pairs and in the graphs in the quadrant of the coordinate plane. This work prepares students for studying proportional relationships and functions in middle school. Analyze patterns and relationships. Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: numerical patterns, rules, ordered pairs, coordinate plane. Graph points on the coordinate plane to solve real-world and mathematical problems. Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: coordinate system, coordinate plane, first quadrant,
Students will follow the directions below from the “Shoo Fly, Directions” student sheet. Shoo Fly Materials: 2 “Shoo Fly, Game Board” student recording sheets 2 water-based Vis-à-Vis® markers “Shoo Fly, Directions” student sheet Number of Players: 2 Objective: To “swat” all of the opponent’s flies by calling out the coordinates that identify the location of the “fly families.” Directions: (This game is similar to Battleship.) Each player has five fly families: one (1) family of two, two (2) families of three and two (2) families of four. Provide each player with a “Shoo Fly, Game Board” student recording sheet. Have them draw their fly families on the top grid using a water based Vis-à-Vis® marker. They can draw the families vertically or horizontally. Each family member must be placed where two lines intersect. On a turn, a player calls out the location of a point, (e.g. (3,2)). The opponent responds with “hit” if the point is located where one of the members of a fly family is hidden and “miss” if no fly is on that point. On the bottom grid the player records an “O” for a miss and an “X” for a hit on that point. (Recording on the bottom grid helps to prevent calling out the same location twice during a game.) The opponent will also mark a “hit” on his/her grid so s/he will know when all members of the fly family have been hit. When a player has hit all of the flies in a fly family, the opponent calls out “swatted” to signal all flies in a family have been hit. Play proceeds until one of the players has “swatted” all his/her opponent’s fly families. The first player to locate and “swat” all of their opponent’s fly families wins the game. Students will follow the directions below from the “Fly Tic-Tac-Toe, Directions” student sheet. Fly Tic-Tac-Toe Materials: “Fly Tic-Tac-Toe, Directions” student sheet “Fly Tic-Tac-Toe, Game board,” student recording sheet Pencil Number of Players: 2 Objective: To mark four points in a row Directions: Players choose to be the “X” or the “O” and choose who will go first.
0 7.00 1 2 3 4 5 6 7 8 9 10 Number of Rides Total Cost 0 10.00 1 2 3 4 5 6 7 8 9 10 Which plan is the better buy? Justify your reasoning. _________________________ 3 ACT TASK: The Slow Forty Task adapted from Dan Meyer () Approximately 1 day STANDARDS FOR MATHEMATICAL CONTENT