Essential Questions:
Big Ideas:
Unit 1 instructional time is focused on this priority standard:
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.
5.OA.B.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.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Unit 1 instruction is supported by these standards:
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., xaxis and xcoordinate, yaxis and ycoordinate).
 What patterns occur in our number system?
 How can we use a coordinate plane to solve real world problems?
 How can we use a line plot to effectively communicate information?
Big Ideas:
 Points on a coordinate plain are labeled in a particular way.
 We can determine the distance between two points on a map with a grid.
Unit 1 instructional time is focused on this priority standard:
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.
5.OA.B.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.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Unit 1 instruction is supported by these standards:
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., xaxis and xcoordinate, yaxis and ycoordinate).
What to TeachUnit 1 Outline
PreAssessment Introduce Real World Experience Topic 1: Graph in Quadrant I of Coordinate Plane (2 days)

Lesson Ideas 
Student PracticeBilly Bug
(helps students learn coordinates) 
Topic 2: Function Tables (4 days)

Topic 3: Line Plots (5 days)
Complete Real World Experience Tasks 15 Post Assessment & Reflection 
Button Diameters  Illustrative Mathematics task

AssessmentUnit 1: PreAssessment
Unit 1: Real World Experience Unit 1: Post Assessment Unit 1: Student Reflection & Goal Setting Sheet Unit 1: Formative Assessment 
Unit resourcesUnit Vocabulary
5th grade vocabulary cards AL Spanish 5th grade vocabulary cards MZ Spanish 5th grade CCSS Word List (ENGSPAN) ISBE Unit 6 EngageNY module 6 (PDF) (WORD) Howard County Resources for 5.G.A.2 Howard County Resources for 5.MD.B.2 Howard County Resources for 5.OA.B.3 Georgia Unit 7 Die Plot Game District 5th grade Fluency Resources addition flashcards: (vertical) (horizontal) (triangle) subtraction flashcards: (vertical) (horizontal) (triangle) multiplication flashcards: (vertical) (horizontal) (triangle) division flashcards: (vertical) (horizontal) (triangle) 
Learn the MathWhy is math so different?
Fluency Assessment Directions Quarterly Fluency Expectations Common Core Math Fluency Guidelines Georgia 5th grade Overview PArent Letter 