Curriculum / Math / 5th Grade / Unit 7: Patterns and the Coordinate Plane / Lesson 5
Patterns and the Coordinate Plane
Lesson 5 of 14
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Tips for teachers, anchor tasks.
Problem Set
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Lesson Notes
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Plot horizontal and vertical lines on a coordinate plane and find patterns in their coordinates.
Common Core Standards
Core standards.
The core standards covered in this lesson
5.G.A.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., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.A.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.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
- Draw horizontal and vertical lines in the coordinate plane.
- Understand that horizontal lines are parallel to the x -axis and perpendicular to the y -axis and vertical lines are perpendicular to the x -axis and parallel to the y -axis.
- Discern the pattern that horizontal lines all have the same y -value and vertical lines all have the same x -value.
- Name the coordinates of a point that lies on a horizontal or vertical line, including without needing or being able to plot that point.
Suggestions for teachers to help them teach this lesson
Lesson Materials
- Graph Paper (2 sheets per student)
- Optional : Quarter inch graph paper (2 per student) — This is optional in case you don't have graph paper.
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
Amiyah and Brian were playing Battleship. Brian guessed the coordinate pair (5, 8) and got a hit. What coordinates would you recommend Brian give for his next guess? Explain your reasoning.
Guiding Questions
Student response.
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a. Draw a line that passes through points $$Y$$ and $$Z$$ .
b. Plot one other point on the same line as $$\overleftrightarrow{YZ}$$ and label it $$X$$ .
c. List the coordinates of $$X$$ , $$Y$$ , and $$Z$$ in the following table.
d. What do you notice about the coordinates of points $$X$$ , $$Y$$ , and $$Z$$ ? What do you wonder?
Grade 5, Unit 9, Lesson 3 (2017-2018) is made available by Achievement First as a part of their Open Source web portal under a CC BY 4.0 license. Copyright © 1999-2017 Achievement First. Accessed May 25, 2018, 3:30 p.m..
Use the table below to answer the following questions.
| (4, 2.5) | |
| (10, 2.5) | |
| (8, 2.5) |
a. Before plotting the points, what do you notice about their coordinates? What do you wonder?
b. Plot the points on a coordinate grid. Then connect the points by drawing a line through all of them.
c. Determine the coordinates of another point that would lie on this line.
Grade 5 Mathematics > Module 6 > Topic A > Lesson 5 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds . © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
15-20 minutes
- Problem Set Answer Key
Discussion of Problem Set
- In #1, what’s the relationship of line e to the x -axis and y -axis?
- What do all of the points of line e have in common in #1f?
- In #2, how did you know that the points given in parts (a) and (c) were on a line that was not parallel to the x -axis? For the lines that were parallel to the x -axis, what was the distance of every point on those lines from the x -axis?
- In #3, how did you know that the points given in parts (a) and (b) were on a line that was not parallel to the y -axis?
- In #4, what’s the relationship of line h to the x -axis and y -axis?
- What pattern occurs in the coordinate pairs that let you know that line h is vertical in #4d?
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Use the following grid to answer Parts (a)-(f).
a. Use a straightedge to draw a line that goes through points E and F .
b. Which axis is parallel to the line you drew?
c. Which axis is perpendicular to the line you drew?
d. Plot two more points on the line you drew. Name them G and H .
e. Give the coordinates of each point below.
E : ___________ F : ___________
G : ___________ H : ___________
f. Give the coordinates of another point that falls on the line you drew that isn’t shown in the coordinate plane drawn above.
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
- Extra Practice Problems Answer Key
Word Problems and Fluency Activities
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Topic A: Introduction to the Coordinate Plane
Define a coordinate plane and identify the coordinates of given points.
Construct a coordinate plane and plot points given their coordinates.
Construct a coordinate plane with non-unit intervals and use it to plot and identify points.
Determine the interval needed to plot various points and practice plotting and identifying points on coordinate grids with various axes.
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Topic B: Drawing Figures and Shapes in the Coordinate Plane
5.G.A.1 5.G.A.2
Draw parallel lines on a coordinate plane (optional).
Draw perpendicular lines on a coordinate plane (optional).
Draw shapes on a coordinate plane.
Draw symmetric figures on a coordinate plane.
Topic C: Real-World Problems and Patterns on the Coordinate Plane
Understand that a coordinate plane can be used to represent real-world information and interpret coordinate values of points in the context of a situation.
Represent real-world problems by graphing information represented on a table in the coordinate plane and interpret coordinate values of points in the context of a situation.
Represent real-world problems by graphing information given as a description of a situation in the coordinate plane and interpret coordinate values of points in the context of a situation.
5.G.A.2 5.OA.B.3
Generate two numerical patterns using two given rules, plotting the points, and identify multiplicative relationships between corresponding terms.
Generate two numerical patterns using two given rules, plotting the points, and identify more complex relationships between corresponding terms.
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Chapter 5 Lesson 1 Lines
Chapter 5 Lesson 1 Lines - Displaying top 8 worksheets found for this concept.
Some of the worksheets for this concept are Chapter 1 lesson 1 points and lines in the plane, Geometry 6 8 geometry, Chapter resources chapter 1, Homework practice and problem solving practice workbook, By the mcgraw hill companies all rights, Geometry chapter 3 notes practice work, Word problem practice workbook, Chapter 5.
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1. Chapter 1, Lesson 1 Points and Lines in the Plane
2. geometry 6-8 geometry, 3. chapter resources chapter 1, 4. homework practice and problem-solving practice workbook, 5. copyright by the mcgraw-hill companies, inc. all rights ..., 6. geometry chapter 3 notes & practice worksheets, 7. word problem practice workbook, 8. chapter 5.
Common Core Grade 5 Math (Worksheets, Homework, Lesson Plans)
Looking for video lessons that will help you in your Common Core Grade 5 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 5 students?
The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into six modules.
Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 5 Common Core Math Video Lessons, Math Worksheets and Games for all grades
Grade 5 Homework, Lesson Plans And Worksheets
| Module 1 Topics and Objectives | ||
|---|---|---|
| Standard: 5.NBT.1, 5.NBT.2, 5.MD.1 Days: 4 : Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Reason abstractly using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Use exponents to name place value units and explain patterns in the placement of the decimal point. ( ) : Use exponents to denote powers of 10 with application to metric conversions. ( ) | ||
| Standard: 5.NBT.3 Days: 2 : Name decimal fractions in expanded, unit, and word forms by applying place value reasoning. ( ) : Compare decimal fractions to the thousandths using like units and express comparisons with >, <, =. ( ) | ||
| Standard: 5.NBT.4 Days: 2 , : Round a given decimal to any place using place value understanding and the vertical number line. ( ) ( ) | ||
| : Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Standard: 5.NBT.2, 5.NBT.3, 5.NBT.7 Days: 2 : Add decimals using place value strategies and relate those strategies to a written method. ( ) : Subtract decimals using place value strategies and relate those strategies to a written method. ( ) | ||
| Standard: 5.NBT.1, 5.NBT.3, 5.NBT.7 Days: 2 : Multiply a decimal fraction by single-digit whole numbers, relate to a written method through application of the area model and place value understanding, and explain the reasoning used. ( ) : Multiply a decimal fraction by single-digit whole numbers, including using estimation to confirm the placement of the decimal point. ( ) | ||
| Standard: 5.NBT.3, 5.NBT.7 Days: 4 : Divide decimals by single-digit whole numbers involving easily identifiable multiples using place value understanding and relate to a written method. ( ) : Divide decimals with a remainder using place value understanding and relate to a written method. ( ) : Divide decimals using place value understanding including remainders in the smallest unit. ( ) : Solve word problems using decimal operations. ( ) | ||
| : Topics A-F (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Module 2 Topics and Objectives | ||
|---|---|---|
| Standard: 5.NBT.1, 5.NBT.2, 5.OA.1 Days: 2 : Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. ( ) : Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. ( ) | ||
| Standard: 5.OA.1, 5.OA.2, 5.NBT.5 Days: 7 : Write and interpret numerical expressions and compare expressions using a visual model. ( ) : Convert numerical expressions into unit form as a mental strategy for multi-digit multiplication. ( ) : Connect visual models and the distributive property to partial products of the standard algorithm without renaming. ( ) :Connect area diagrams and the distributive property to partial products of the standard algorithm without renaming. ( ) : Connect area diagrams and the distributive property to partial products of the standard algorithm with renaming. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems. ( ) | ||
| Standard: 5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1 Days: 3 : Multiply decimal fractions with tenths by multi-digit whole numbers using place value understanding to record partial products. ( ) : Multiply decimal fractions by multi-digit whole numbers through conversion to a whole number problem and reasoning about the placement of the decimal. ( ) : Reason about the product of a whole number and a decimal with hundredths using place value understanding and estimation. ( ) | ||
| Standard: 5.NBT.7, 5.NBT.7, 5.MD.1 Days: 3 : Use whole number multiplication to express equivalent measurements. ( ) : Use decimal multiplication to express equivalent measurements. ( ) : Solve two-step word problems involving measurement and multi-digit multiplication. ( ) | ||
| : Topics A-D (assessment ½ day, return ½ day, remediation or further applications 2 days) | ||
| Standard: 5.NBT.1, 5.NBT.2, 5.NBT.6 Days: 3 : Use patterns for multi-digit whole number division. ( ) , : Use basic facts to approximate quotients with two-digit divisors. ( ) ( ) | ||
| Standard: 5.NBT.6 Days: 5 : Divide two- and three-digit dividends by multiples of 10 with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) , : Divide three- and four-digit dividends by two-digit divisors resulting in two- and three-digit quotients, reasoning about the decomposition of successive remainders in each place value. ( ) ( ) | ||
| Standard: 5.NBT.2, 5.NBT.7 Days: 4 : Divide decimal dividends by multiples of 10, reasoning about the placement of the decimal point and making connections to a written method. ( ) : Use basic facts to approximate decimal quotients with two-digit divisors, reasoning about the placement of the decimal point. ( ) , : Divide decimal dividends by two-digit divisors, estimating quotients, reasoning about the placement of the decimal point, and making connections to a written method. ( ) ( ) | ||
| Standard: 5.NBT.6, 5.NBT.7 Days: 2 , : Solve division word problems involving multi-digit division with group size unknown and the number of groups unknown. ( ) ( ) | ||
| : Topics A-H (assessment ½ day, return ½ day, remediation or further application 2 days) | ||
| Module 3 Topics and Objectives | ||
|---|---|---|
| Standard: 5.NF.1, 5.NF.3 Days: 2 : Make equivalent fractions with the number line, the area model, and numbers. ( ) : Make equivalent fractions with sums of fractions with like denominators. ( ) | ||
| Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Add fractions with sums between 1 and 2. ( ) : Subtract fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Subtract fractions from numbers between 1 and 2. ( ) : Solve two-step word problems. ( ) | ||
| : Topics A-B (assessment ½ day, return ½ day, remediation or further applications 2 day) | ||
| Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies. ( ) : Add fractions making like units numerically. ( ) : Add fractions with sums greater than 2. ( ) : Subtract fractions making like units numerically. ( ) : Subtract fractions greater than or equal to one ( ) | ||
| Standard: 5.NF.1, 5.NF.2 Days: 4 : Use fraction benchmark numbers to assess reasonableness of addition and subtraction equations. ( ) : Strategize to solve multi-term problems. ( ) : Solve multi-step word problems; assess reasonableness of solutions using benchmark numbers. ( ) : Explore part to whole relationships. ( ) | ||
| : Topics C-D (assessment ½ day, return ½ day, remediation or further applications 2 day) | ||
| Module 4 Topics and Objectives | ||
|---|---|---|
| Standard: 5.MD.2 Days: 1 : Measure and compare pencil lengths to the nearest 1/2, 1/4, and 1/8 of an inch, and analyze the data through line plots. ( ) | ||
| Standard: 5.NF.3 Days: 4 , : Interpret a fraction as division. ( )( ) : Use tape diagrams to model fractions as division. ( ) : Solve word problems involving the division of whole numbers with answers in the form of fractions or whole numbers. ( ) | ||
| Standard: 5.NF.4a Days: 4 : Relate fractions as division to fraction of a set. ( ) : Multiply any whole number by a fraction using tape diagrams. ( ) : Relate fraction of a set to the repeated addition interpretation of fraction multiplication. ( ) : Find a fraction of a measurement, and solve word problems. ( ) | ||
| Standard: 5.OA.1, 5.OA.2, 5.NF.4a, 5.NF.6 Days: 3 : Compare and evaluate expressions with parentheses. ( ) , : Solve and create fraction word problems involving addition, subtraction, and multiplication. ( ) | ||
| : Topics A-D (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Standard: 5.NBT.7, 5.NBT.4a, 5.NF.6, 5.MD.1 Days: 8 : Multiply unit fractions by unit fractions. ( : Multiply unit fractions by non-unit fractions. ( ) : Multiply non-unit fractions by non-unit fractions. ( ) : Solve word problems using tape diagrams and fraction-by-fraction multiplication. ( ) , : Relate decimal and fraction multiplication. ( ) : Convert measures involving whole numbers, and solve multi-step word problems. ( ) : Convert mixed unit measurements, and solve multi-step word problems. ( ) | ||
| Standard: 5.NF.5, 5.NF.6 Days: 4 : Explain the size of the product, and relate fraction and decimal equivalence to multiplying a fraction by 1. ( ) , : Compare the size of the product to the size of the factors. ( ) : Solve word problems using fraction and decimal multiplication. ( ) | ||
| Standard: 5.OA.1, 5.NBT.7, 5.NF.7 Days: 7 : Divide a whole number by a unit fraction. ( ) : Divide a unit fraction by a whole number. ( ) : Solve problems involving fraction division. ( ) : Write equations and word problems corresponding to tape and number line diagrams. ( ) : Connect division by a unit fraction to division by 1 tenth and 1 hundredth. ( ) , : Divide decimal dividends by non-unit decimal divisors. ( )( ) | ||
| Standard: 5.OA.1, 5.OA.2 Days: 2 : Interpret and evaluate numerical expressions including the language of scaling and fraction division. ( ) : Create story contexts for numerical expressions and tape diagrams, and solve word problems. ( ) | ||
| : Topics A-H (assessment ½ day, return ½ day, remediation or further applications 2 days) | ||
| Module 5 Topics and Objectives | ||
|---|---|---|
| Standard: 5.MD.3, 5.MD.4 Days: 3 : Explore volume by building with and counting unit cubes. ( ) : Find the volume of a right rectangular prism by packing with cubic units and counting.( ) : Compose and decompose right rectangular prisms using layers. ( ) | ||
| Standard: 5.MD.3, 5.MD.5 Days: 6 : Use multiplication to calculate volume. ( ) : Use multiplication to connect volume as with volume as . ( ) : Find the total volume of solid figures composed of two non-overlapping rectangular prisms. ( ) : Solve word problems involving the volume of rectangular prisms with whole number edge lengths. ( ) , : Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. ( ) | ||
| : Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day) | ||
| Standard: 5.NF.4b, 5.NF.6 Days: 6 : Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Find the area of rectangles with mixed-by-mixed and fraction-by-fraction side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Measure to find the area of rectangles with fractional side lengths. ( ) : Multiply mixed number factors, and relate to the distributive property and the area model. ( ) , : Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. ( ) ( ) | ||
| Standard: 5.G.3, 5.G.4 Days: 6 : Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. ( ) : Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. ( ) : Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. ( ) : Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. ( ) : Classify two-dimensional figures in a hierarchy based on properties. ( ) : Draw and identify varied two-dimensional figures from given attributes. ( ) | ||
| : Topics A-D (assessment 1 day, return ½ day, remediation or further applications ½ day) | ||
| Module 6 Topics and Objectives | ||
|---|---|---|
| Standard: 5.G.1 Days: 6 : Construct a coordinate system on a line. ( ) : Construct a coordinate system on a plane. ( ) , : Name points using coordinate pairs, and use the coordinate pairs to plot points. ( ) , : Investigate patterns in vertical and horizontal lines, and interpret points on the plane as distances from the axes. ( )( ) | ||
| Standard: 5.OA.2, 5.OA.3, 5.G.1 Days: 6 : Plot points, use them to draw lines in the plane, and describe patterns within the coordinate pairs. ( ) : Generate a number pattern from a given rule, and plot the points. ( ) : Generate two number patterns from given rules, plot the points, and analyze the patterns. ( ) : Compare the lines and patterns generated by addition rules and multiplication rules. ( ) : Analyze number patterns created from mixed operations. ( ) : Create a rule to generate a number pattern, and plot the points.( ) | ||
| : Topics A-B (assessment 1 day, return 1 day, remediation or further applications 1 day) | ||
| Standard: 5.G.1, 5.G.2 Days: 5 : Construct parallel line segments on a rectangular grid. ( ) : Construct parallel line segments, and analyze relationships of the coordinate pairs. ( ) : Construct perpendicular line segments on a rectangular grid. ( ) : Construct perpendicular line segments, and analyze relationships of the coordinate pairs. ( ) : Draw symmetric figures using distance and angle measure from the line of symmetry. ( ) | ||
| Standard: 5.OA.3, 5.G.2 Days: 3 : Draw symmetric figures on the coordinate plane. ( ) : Plot data on line graphs and analyze trends.( ) : Use coordinate systems to solve real world problems. ( ) | ||
| : Topics A-D (assessment 1 day, return 1 day, remediation or further applications 1 day) | ||
| Standard: 5.NF.2, 5.NF.3, 5.NF.6, 5.NF.7c, 5.MD.1, 5.MD.5, 5.G.2 Days: 5 , , , , : Make sense of complex, multi-step problems and persevere in solving them. Share and critique peer solutions. ( ) | ||
| Days: 9 , : Solidify writing and interpreting numerical expressions. ( ) : Solidify fluency with Grade 5 skills. , : Solidify the vocabulary of geometry. ( ) : Explore the Fibonacci sequence. : Explore patterns in saving money. ( ) , : Design and construct boxes to house materials for summer use. ( ) | ||
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Unit 1 – Essential Geometric Tools and Concepts
Points, Distances, and Segments
LESSON/HOMEWORK
LESSON VIDEO
EDITABLE LESSON
EDITABLE KEY
Lines, Rays, and Angles
Types of Angles
Complements and Supplements
Circles and Arcs
Constructing a Triangle Given Its Sides
Additional Geometric Terminology
More Properties of Lines
Unit Review
Unit 1 Review – Essential Geometric Tools and Concepts
UNIT REVIEW
EDITABLE REVIEW
Unit 1 Assessment Form A
EDITABLE ASSESSMENT
Unit 1 Assessment Form B
Unit 1 Assessment Form C
Unit 1 Assessment Form D
Unit 1 Exit Tickets
Unit 1 Mid-Unit Quiz (After Lesson #4) – Form A
Unit 1 Mid-Unit Quiz (After Lesson #4) – Form B
Unit 1 Mid-Unit Quiz (After Lesson #4) – Form C
Unit 1 Mid-Unit Quiz (After Lesson #4) – Form D
U01.AO.01 – Geometric Terminology Practice with Algebra
EDITABLE RESOURCE
U01.AO.02 – Practice Copying a Triangle
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Chapter 5 Lesson 1 Skills Practice Parallel Lines and Angle Relationships For Exercises 1-12, use the figure at the right. In the figure, line m is parallel to line n. Classify each pair of angles as alternate interior, alternate exterior, or corresponding. 1. ∠1 and ∠8 2. ∠5 and ∠7 3. ∠3 and ∠6 4. ∠2 and ∠4 5. ∠2 and ∠7 6.
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Chapter 5 Lesson 1 Lines - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Chapter 1 lesson 1 points and lines in the plane, Geometry 6 8 geometry, Chapter resources chapter 1, Homework practice and problem solving practice workbook, By the mcgraw hill companies all rights, Geometry chapter 3 notes practice work, Word problem practice workbook ...
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At the bank, Brent exchanges $50 in bills for 50 one-dollar coins. The total mass of the coins is 405 grams. Estimate the mass of 1 one-dollar coin. (Lesson 2.5) @ 1 gram 8 grams 50 grams 100 grams P102. Title. Go Math! Practice Book (TE), G5. Created Date.
Eureka Math™Homework Helper 2015-2016. 2015-16. Lesson 1 : Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. 5•1. G5-M1-Lesson 1. Note: It is common to encourage students to simply "move the decimal point" a number of places when multiplying or dividing by ...
Section 1.1 Points, Lines, and Planes. G.1.1 Demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and. inductive and deductive reasoning; Need a tutor?
LESSON 1-1 Practice A 1. point A and point C 2. point B 3. point A, point B, and point C 4. line 5. line 6. plane 7. plane 8. point T and point U 9. one 10. point U 11. 12. PQ HJJG Practice B 1. Possible answers: plane BCD; plane BED 2. BD BC BE CE,, ,or 3. Possible answers: ; ;EC BC BE HJJGHJJGHJJG 4. Points B, C, and E 5.
Use the figure to name each of the following. The line can be named as . Also, any two of the three A D points on the line can be used to name it. 1-1 as Points, plane Lines, ABD, and plane Planes ACD, Worksheet and so on. Refer PERIOD to the figure. (continued) 1. Name a line that contains point A.
Find step-by-step solutions and answers to Geometry: Homework Practice Workbook - 9780078908491, as well as thousands of textbooks so you can move forward with confidence. ... Section 3-5: Proving Lines Parallel. Section 3-6: Perpendiculars and Distance. Page 31: Skills Practice. Page 32: Practice. Exercise 1. Exercise 2. Exercise 3. Exercise 4 ...
Topic A Overview. Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. (Video Lesson) Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. (Video Lesson) B.
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Lesson 5 Extra Practice Graph a Line Using Intercepts State the x- and y-intercepts of each equation. Then use the intercepts to graph the equation. 1. 3x + y = 9 2. 2x + y = 6 3. 3x 2y = 12 x-intercept: 3; x-intercept: ... 7.5 y-intercept: ...
Geometry. In the Math Medic Geometry course, students develop reasoning, justification, and proof skills through an in-depth study of shapes and their properties, rigid transformations and congruence, and the relationship between similarity and right triangle trigonometry. Rich opportunities for problem solving culminate in the unit on surface ...
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Assessment. Unit 1 Mid-Unit Quiz (After Lesson #4) - Form B. ASSESSMENT. ANSWER KEY. EDITABLE ASSESSMENT. EDITABLE KEY.
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