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• Math: Introducing the Coordinate Plane and Finalizing Understanding of Classifying 2-D Figures

# Math: Introducing the Coordinate Plane and Finalizing Understanding of Classifying 2-D Figures

### Suggested Time Frame: 25 Instructional Days

##### Focus TEKS

Coordinate Plane

• 5.8C graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table. – R RC3
• 5.8A describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin; – S RC3
• 5.8B describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; – S RC3

Additive and Multiplicative Patterns (Words, Tables, Graphs, and Equations)

• 5.4C generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph; – R RC2
• 5.4D recognize the difference between additive and multiplicative numerical patterns given in a table or graph; – S RC2

Data Analysis (Scatterplots)

• 5.9C solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot. – R RC4
• 5.9B represent discrete paired data on a scatterplot; – S RC4

Classify 2-D Figures (Hierarchies)

• 5.5 classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties. – R RC3
##### Numeracy TEKS

Multiply and Divide Whole Numbers and Decimals

• 5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm; – S RC2
• 5.3C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm; – S RC2
• 5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers; – R RC2
• 5.3G solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm; – R RC2
##### Spiral Review TEKS

Whole Number and Decimal Operations – Represent and Solve Problems Involving All Four Operations

• 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division; – S RC2
• 5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm; – S RC2
• 5.3C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm; – S RC2
• 5.3D represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models; – S RC2
• 5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers; – R RC2
• 5.3F represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models; – S RC2
• 5.3G solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm; – R RC2
• 5.3K add and subtract positive rational numbers fluently; – R RC2 [whole numbers and decimals to thousandths]
• 5.4B represent and solve multi-step problems involving the four operations with whole numbers using equations [and strip diagrams] with a letter standing for the unknown quantity; – R RC2

Perimeter – Add and Subtract to Solve Problems with Whole Numbers and Decimals

• 5.4H represent and solve problems related to perimeter and/or area and related to volume. – R RC3 [whole numbers and decimals]
• 2.9D determine the length of an object to the nearest [whole or decimal part of a] marked unit using rulers, yardsticks, meter sticks, or measuring tapes

Data Analysis – Add and Subtract to Solve Problems with Whole Numbers and Decimals

• 5.9A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots; – S RC4
• 5.9C solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot. – R RC4 [problems involving addition and subtraction of whole numbers and decimals in this unit]