Title: Can You Find The Treasure?
5th Grade
Math: Coordinate Planes
21st Century Skill The students will participate in
objectives communication and collaboration within
their groups.
The students will demonstrate critical
thinking, problemsolving, and creativity
when searching for their treasure and
creating their PowerPoint presentations.
Course of study Math:
standards AL.MA.5.23 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 x
coordinate, yaxis and ycoordinate). [5G1]
AL.MA.5.24  Represent realworld 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. [5G2]
English Language Arts:
EE AL.ELA.5.32  Engage effectively in a range of
collaborative
discussions (oneonone, in groups, and teacher
led) with diverse partners on Grade 5 topics and
texts, building on others' ideas and expressing
their own clearly. [SL.5.1]
AL.ELA.5.35  Report on a topic or text or present
an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at
an understandable pace. [SL.5.4]
AL.ELA.5.36  Include multimedia components
(e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the
development of main ideas or themes. [SL.5.5]
AL.ELA.5.39  Demonstrate command of the
conventions of Standard English capitalization,
punctuation, and spelling when writing. [L.5.2]
Technology Education:
AL.TE.5.9 Use technology tools to organize,
interpret, and display data.
AL.TE .5.10  Use digital environments to
collaborate and communicate.
Examples: publishing online journals, sharing
presentations, contributing to online discussions,
communicating with experts
Producing digital works collaboratively
Examples: developing shared writing projects and
group multimedia projects
Prior to the lesson Prior to the lesson, I will review the students
interest surveys and ensure that they are still up
to date. I will also review student IEP and/or 504
plans to identify any accommodations or
modifications that need to be made (if I have
students with an IEP and/or 504). Lastly, I will
also look at any anecdotal notes or running
records of my ELL students to ensure that I meet
all of the language needs. Looking at everything I
have listed, will also allow me to get an idea of
the background knowledge, associated with the
lesson, my students have.
Materials Graph paper pencils/pens (this is for the
students prior to class activities).
Eight 16foot jump ropes.
Maps of the students classroom with a
coordinate plane drawn on it (one for each
group).
Ipads and/or computers (one for each
student or one for each group).
KWL chart (the words coordinate plane at
the top).
A PowerPoint or slideshow software.
Interactive whiteboard or dry erase board.
Grouping The students will be placed in groups of three or
information four. The desks will be arranged in groups of four.
Preclass Engaging Videos:
videos/materials https://www.youtube.com/watch?v=1O12C9EcdFo
(Present) https://www.youtube.com/watch?v=nhiRSULIE
Explain and Practice Link:
https://www.khanacademy.org/math/ccfifth
grademath/cc5thgeometrytopic/cc5th
coordinateplane/v/graphingpointsexercise
In the video above, everything that the
presenter is saying is simultaneously typed
on the screen. Therefore, the video would
provide ELL students with the opportunity
to physically see what the presenter is
saying.
*The students will use these videos and internet
sources to learn about coordinate planes and
practice with plotting points the night before we
do the following activities. I will also send
graphing paper and pencil home with the
students, so they are able to practice with the
coordinate plane.
Anticipatory 1. I will pass out KWL charts with the words
set/introduction coordinate planes at the top.
(Present) 2. The students (in their groups) will discuss and
write what they know and what they want to
know in the KWL chart (3 minutes).
3. Each group will state, to the class, one thing
they know and one thing they want to know
about coordinate planes.
4. I will write what the students say in a KWL
chart on the interactive whiteboard. At this
time, I will also quickly instruct the students on
academic vocabulary like axis, origin, Roman
numerals, plot, coordinate, and points.
5. Then, I will take the students outside.
6. The students will manually create a coordinate
plane using the jump ropes. Four of the jump
ropes will be the x axis and four will be the y
axis.
7. Once the coordinate plane is created, the class
and I will stand at the bottom of the y axis and
proceed with the following:
a. I will ask, What axis are we standing at
the bottom of?
b. The students will answer with, The y
axis.
c. I will ask, What intersects the y axis?
d. The students will say, The x axis.
e. I will tell the students, Form a circle
around the origin.
f. I will tell the students that the end of
each rope (axis) is the number 10 or 10.
g. I will ask four students to stand at each
of the following places: 10 on the x and y
axis and 10 on the x and y axis.
h. I will get four more students to stand at
the 5 on the x and y axis and 5 on the x
and y axis (one students per location).
i. I will get four more students to stand at
the 8 on the x and y axis and 8 on the x
and y axis (one student per location).
j. I will quickly ask the students to point to
the origin, and I will review where each
student is currently standing on the
coordinate plane.
k. Then, I will ask four more students to
stand in the following places: quadrant 1,
quadrant 2, quadrant 3, and quadrant 4.
l. Every student should be part of the
coordinate plane.
m. Once every classmates position is
reviewed, I will tell the class, I am going
to give you two numbers. The first
number is the x and the second number
is the y. You will move, first, along the x
axis. When you have moved the correct
amount of spaces on the x axis, you
should start moving along the y axis.
n. I will model this for the students.
o. I will call on each student individually
and give him or her a coordinate.
Example coordinates are (0,10), (9,5),
(2,5), (1,5), and etc.
p. The students will move, and I will assess
and guide their movements (we will
spend about 15 minutes on this).
8. When I see that everyone has mastered the
coordinate plane, the class and I will return to
the classroom.
Guiding Questioning:
questions/scenario 1. When we return to the classroom, I will ask,
(Present) How do you think coordinate planes can be
used in the real world or outside of school?
2. The students will discuss with their group.
3. The groups will share their thoughts with
the class.
4. Then, I will ask, What is another word for
points on a coordinate plane? Have you
ever heard that word before? What about
when you are talking about a map or GPS?
5. We will discuss those questions. Then, I will
ask, Since coordinates are associated with
maps and coordinate planes, do you think
that coordinate planes could be used to find
a place on a map?
6. I will pass out the classroom maps with the
coordinate plane already drawn on it.
7. I will tell the class that each number means
that you have traveled a foot. For example,
you have traveled a foot if you start at the
origin and move up one on the x axis.
8. I will model how to find a place on the map
and how to figure out the amount of feet
traveled.
9. Then, I will pass out scenarios that give the
students a starting coordinate on the
classroom map and clues to find the
coordinates of their treasure in the
classroom.
10. The students will work in groups to
find the coordinates and location of their
treasure.
Scenario:
Each group will have a different scenario. The
following is an example: Your coordinates are
currently (0,0). Where are you in the classroom?
To find your treasure, you must move to
coordinates (1,2). Just kidding! Move to the right
3 times and up 2 times. Its not here either, but
what are your coordinates now? Where are you
in the classroom? How many feet have you
traveled? If you move to the left 2 times and
down 1 time, what are your coordinates? Now, go
back to the right 5 times and up 4 times. What
are your coordinates, and where are you in the
classroom? How many feet have you traveled?
Do you see your treasure? Keep it a secret!
*I will have small treasures hidden in the
classroom!
*I will also have the correct journey of
coordinates, classroom locations, and feet
traveled, so I will be able to assess the students
ability to use the learned information in a real life
situation.
*The treasures will be different, but an example of
a treasure is a fivedollar McDonalds gift card.
Student activities First activity:
(apply) The students will participate in the jump
rope activity outside. The students will
create a coordinate plane with jump ropes
and physically represent plotting the points
with their bodies.
Second Activity:
The students will work in groups with the
given scavenger hunt scenario. The
students will try to find their treasure! The
students will also create, in their groups, a
PowerPoint presentation of their scavenger
hunt journey and reveal their treasure!
Students The students will present their PowerPoint
presentation presentations of their scavenger hunt. The
(apply) students will begin the PowerPoint presentation
with a title slide and their starting coordinates
and classroom location. The presentation will end
with their ending coordinates, ending classroom
location, and their treasure!
*See the rubric below!
Debriefing/discussi We will review using a Kahoot.it quiz. The
on (review) students will answer the questions on their
Ipads or computers, and the questions will
automatically close when every student has
answered the question. The results will
show on the board, and we will discuss each
question and answer! I can personally
create the questions on Kahoot.it, and the
groups can compete to see which group can
answer the questions the fastest (also
correctly). I will have around 15 questions
about coordinate planes. This will not be
for a grade. This is solely for discussing
purposes and students to assess
themselves.
After Kahoot.it, we will complete the learn
section on the KWL chart. I will allow the
students to discuss with their groups, write
down what they learned, and share one
thing that their group learned.
Assessment Formative:
I will assess and keep a record of the students
who are succeeding and struggling during the
jump rope activity. I will also assess and keep a
record of the students abilities to adequately
communicate, problemsolve, and critically think
as they work on their scenarios in their groups. I
will be able to keep an accurate record by
continuously walking around the classroom.
Summative:
I will use the PowerPoint presentation as the
summative assessment. The PowerPoint will only
have 710 words and a picture or pictures on each
slide. The students will have to verbally present
how they found their treasure. The presentation
will allow me to assess if the students are able to
find the correct coordinates and use the
coordinates to find their treasure. The
presentation will also allow me to assess the
students abilities to create a digital product with
images and appropriately present it.
*See rubric below!
Accommodations If students are struggling, I can use the floor
or interventions tiles in the classroom to represent a
coordinate plane. This will give the student
or students a different view and a chance
for me to work with them individually.
Another intervention would be using
yardsticks and butcher paper to
concentrate solely on the positive quadrant.
This will allow students to completely
master the positive numbers before moving
to the negative numbers. Negative
numbers often cause confusion.
Resources Hyde, D. (n.d.). You Sank My Coordinate Plane!
Retrieved April 20, 2017, from
http://alex.state.al.us/lesson_view.php?id=33134
Writer, L. G. (n.d.). How to Use a Coordinate Plane
in Real Life. Retrieved April 20, 2017, from
http://sciencing.com/usecoordinateplanereal
life8743000.html
Rubric (PowerPoint Presentation):
Criteria 4 3 2 1
AL.MA.5.24  All of the 1 location 2 locations 3 locations
Represent correct and and and
realworld locations and coordinate coordinates coordinates
and coordinates is missing are missing are missing
mathematica are found on and/or and/or and/or
l problems by the incorrect. incorrect. incorrect.
graphing classroom
points in the map using
first quadrant the scenario.
of the
coordinate
plane, and
interpret
coordinate
values of
points in the
context of
the situation.
[5G2]

Coordinates
associated
with
locations
on a map.
AL.TE.5.9 The cover The cover The cover The cover
Use slide has the slide only slide only slide only
technology following 4 has 3 of the has 2 of the has 1 of the
tools to components: components components components
organize, name, date, . . .
interpret, title, and
and display picture.
data.
Cover Slide
AL.TE.5.9 Each slide, Only 3 of Only 2 of Only 1 slide
Use after the the slides the slides has all of
technology cover slide, have all of have all the the
tools to has the the components components
organize, following components . .
interpret, components: .
and display title, 710
data. words, and a
Slide picture.
Organizatio
n
AL.ELA.5.23 There are no There is 1 There are 2 There are 3
Sentence incomplete incomplete incomplete or more
Structure sentences. sentence. sentences. incomplete
sentences.
AL.ELA.5.35 Each slide is Each slide is Each slide is The
Report on a explained explained explained presenter
topic or text clearly and clearly and clearly and can be
or present an verbally, verbally, verbally, heard but
opinion, while using a but the but the the
sequencing good tone of presenters presenters presenter
ideas voice words words does not
logically and (everyone cannot be cannot be explain the
using can hear the understood understood slides
appropriate presentation) while while clearly or in
facts and standing in standing in order.
relevant, the back of the front of
descriptive the class. the
details to classroom.
support main
ideas to
support main
ideas or
themes;
speak clearly
at an
understanda
ble place.
AL.ELA.5.36 There are at There are There are There are
Include least 6 only 5 only 4 only 3
multimedia pictures pictures pictures pictures
components within the within the within the within the
(e.g., presentation. presentatio presentatio presentatio
graphics, n. n. n.
sound) and
visual
displays in
presentation
s when
appropriate
to enhance
the
development
of main ideas
or themes.
Pictures
within the
slides
AL.ELA.5.36 There are at There are There are There are
Include least 5 only 4 only 3 only 2
multimedia transitions transitions transitions transitions
components within the within the within the within the
(e.g., presentation. presentatio presentatio presentatio
graphics, n. n. n.
sound) and
visual
displays in
presentation
s when
appropriate
to enhance
the
development
of main ideas
or themes.
Transitions
AL.ELA.5.39 01 23 34 5 or more
Grammar capitalization capitalizatio capitalizatio capitalizatio
errors or n or n or n or
punctuation punctuation punctuation punctuation
errors in errors in errors in errors in
sentences. sentences. sentences. sentences.
AL.ELA.5.39 02 spelling 34 spelling 45 spelling 6 or more
Spelling errors. errors. errors. spelling
errors.
Possible Points: 36
Rubric: Collaborative Contribution to Project
Criteria 2 1
AL.TE.5.10 Use The student The student
digital contributed rarely
environments to equally or more participated in
collaborate and than other communication
communicate. group members. and
Collaborative The student inadequately
Contribution adequately contributed to
(Students will communicated their part of the
fill out an and completed PowerPoint
evaluation their assigned presentation.
form for each part of the
person in PowerPoint
their group) presentation.
PossiblePoints:2
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