Official Unit Plan Documen

© Grant Wiggins & Jay McTighe 2011
Modified by Renee Rose (2023)

UbD Template 2.0 Linear Version (Rose, 2023)
Stage 1 Desired Results

Standards for the Unit
5.OA.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.G.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.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.
Transfer Goal for the Unit
Transfer goal: Students will be able to understand and apply ordered pairs in real world scenarios. This goal will help introduce students to the
basics of ordered pairs while emphasizing realistic applications and its relevance to the real world. This will set a foundation in graphing,

problem-solving, and communication skills that will help guide students when learning more advanced concepts.
By the end of the unit students will be able to plot and interpret points with positive whole number coordinates on a coordinate plane.
Students will be able to identify and describe patterns in sets of ordered pairs. Students will also be able to describe the meaning in values of
coordinate points based on the context of a real-world problem or solution. Lastly, they will be able to translate points on a coordinate plane
indicating an understanding of spatial relationships.
Enduring Understandings for the Unit (min of 3)
- Patterns help us understand and identify correlations between factors.
- Spatial relationships are used to represent real situations.
- Change can be represented mathematically.
Essential Questions for the Unit (min of 3)
- How can change be represented mathematically?
- How can ordered pairs and graphing be used to represent real world scenarios such as mapping routes?
- In what ways can recognizing patterns in graphs of ordered pairs help us predict and make connections between things?
- How are spatial relationships used to draw, construct, model and represent real situations or solve problems?
Acquisition: Students will know… (List all the vocabulary and concepts your students will need for this unit.)
- Students will need to know the following concepts/vocabulary:

- coordinate plane
- coordinates
- ordered pair
- point
- x-axis
- y-axis
- pattern
Acquisition: Students will be skilled at… (List all the skills that your students will need for this unit.)
- Students will be skilled at locating a point on a coordinate plane based on its ordered pair of coordinates.
- Students will be skilled at identifying the x- and y- coordinates of a given point in a coordinate plane.
- Students will be skilled at identifying and analyzing patterns and trends in graphs of ordered pairs.
- Students will be skilled at applying graphing skills to solve real-world problems such as mapping routes or organizing data.
- Students will be skilled at writing x- and y- coordinates of a given point in a coordinate plane as an ordered pair.
- Students will be able to describe the meaning of the values of coordinate points based on the context of a problem or a solution.
Stage 2 Evidence

Performance Assessment (Summative Assessment for the Unit)
“City Planning Adventure”
- Situation: Students will be provided with a list of ordered pairs that will represent important locations in our city (e.g., school, park,
library, police station etc.). In groups students will collaborate to accurately plot the points and to design a city layout on a large piece
of graphing paper.
- Once completed, groups will switch layouts and receive a list of ordered pairs from another group. Each group is to navigate the city
using the coordinates that they received.
- Lastly, each group will present their layout to the class explaining their city layout and their use of ordered pairs when planning their
city.
- Through this assessment students will apply their knowledge of graphing ordered pairs to plan a city layout.
The city manager is looking to redesign the city in the next couple of years. Students will act as cartographers and will plan and design a city
layout for the Costa Mesa city manager through the use of ordered pairs that will represent important locations (e.g., school, park, library,
police station etc.). Students should strive to create an easy to navigate plan. The product will be a labeled drawing of the city layout and a list
of the exact locations and size of the city’s components.
Goal: To plan and design a city layout using ordered pairs to indicate exact locations/size of important locations.
Role: Cartographer
Audience: City Manager
Situation: The city manager is looking to redesign the city in the next couple of years.
Product: The product will be a labeled drawing of the city layout and a list of the exact locations and size of the city’s components.
Standards: Students will be able to accurately plot ordered pairs.

Students will include at least 6 essential elements within their city planning (schools, parks, libraries, police stations etc.).
Students are able to explain their city layouts and the reasoning behind their design choices.
Rubric for Performance Assessment (Hyperlink)
Points Possible: 120
Needs Improvement (10 Points) Good (20 Points) Great (30 Points)
City Layout Design: ACCURACY Students accurately plotted 69% Students accurately plotted 70- Students accurately plotted 90%
or less of the provided ordered 89% of the provided ordered or more of the provided ordered
Students will accurately plot pairs. pairs. pairs.
ordered pairs.
City Layout Design: Students included 3 or less 5 Students included 4-5 essential Students included 6 or more
COMPLETENESS essential elements such as elements such as buildings, essential elements such as
buildings, parks, and other parks, and other landmarks buildings, parks, and other
Students will create a city layout landmarks within their design. within their design. landmarks within their design.
that includes at least 6 essential
elements, such as buildings,
parks, and other landmarks.
Navigation: Students struggle to navigate Students navigate through the Students navigate through the
through the city layout making city layout with minimal errors city layout with precision
Students will be able to correctly frequent errors demonstrating a demonstrating a clear demonstrating an advanced
navigate through a city layout lack of understanding of graphed understanding of graphed understanding of graphed
plan. coordinates. coordinates. coordinates.
Community Presentation: Students struggle to explain Students provide a clear Students provide a through and
their city layout, providing explanation of the city layout, detailed explanation of the city
minimal information on the offering some insight into design layout, articulating specific

Students will be able to explain design choices or use of ordered choices and the use of ordered design choices and the role of
their city layout, the reasoning pairs. pairs. ordered pairs.
behind their design choices, and
the how they used ordered pairs
to create a city plan.
Total Points:
Other Evidence (Formative Assessments throughout the Unit)
- Quiz on graphing ordered pairs.
- Exit ticket
- Observation
- Whiteboards (checks for understanding)
Links to answer keys, rubrics, other criteria used
https://bridges.mathlearningcenter.org/sites/default/files/documents/resources/HomeLearning/Grade5Bridges-HomeLearning-
Unit6Mod1.pdf
Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

(7-14 Lessons in Sequence)
Attach a link to each lesson plan in the unit
Lesson 1
Introduction to Ordered Pairs
(Below)
Lesson 2
Exploring the Coordinate Plane
(Below)
Lesson 3
Plotting Points on a Grid and Exploring Distance
(Below)
Lesson 4
Reading and interpreting graphs
Lesson 5
Problem Solving with Coordinates
Lesson 6
Culminating Project
Lesson 7
Culminating Project

Lesson Title Introduction to Ordered Pairs

Grade Level/ Content 5th Grade Mathematics
Standards 5.G.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).
Objective By the end of the lesson students will be able to identify the x- and y-
coordinates of an ordered pair and will be able to interpret their
representation on a coordinate plane.
Enduring Understanding
Spatial relationships are used to represent real situations.

Essential Question How are spatial relationships used to draw, construct, model and represent
real situations or solve problems?
Assessment and Feedback Check for Understanding: Thumbs up, thumbs down, thumbs to the
side
a. The format (x, y) is used to represent ordered pairs.

b. (x) represents the horizontal position while (y) represents the
vertical position.
c. Ordered pairs are a pair of numbers used to locate points on a
grid.
Exit Ticket: On the exit ticket students will be required to identify the
x and y coordinates of 2 points on a graph and to graph 2 points on
the graph.
Feedback: The exit tickets will be graded. There will be an

acknowledgement of correct responses and accurate representation
of coordinates, then areas of improvement will be addressed.
Students will then have the opportunity to correct their own work

and to review the exit ticket with their peers. (E)
Learning Experiences Opening: Before the start of the lesson learning goals and our topic
will be introduced. Behavioral expectations will also be reviewed
(Label WHERETO)
with the students. (W) The lesson will begin with a discussion.
Students will be provided with a map of California. As a table group
they are to circle and select three cities that they would take a road
trip to. Then the students are to discuss how plotting these locations
would help them when traveling. (H)
Body:
After students share and discuss their ideas of the importance of

plotting points direct instruction will begin. Using a PowerPoint
presentation ordered pairs will be defined. I will explain that ordered
pairs are pairs of numbers used to locate points on a grid (tying it to
the opening: on a map). The format (x, y) will be introduced. It will
be explained that (x) represents the horizontal position and that the
(y) represents the vertical position. This will be explained by
describing points as an elevator. When using an elevator, we first
step into the elevator (x) horizontally then we move up or down (y)
vertically. After defining ordered pairs and the format (x, y), I will
provide examples of ordered pairs emphasizing the order of the

numbers. Then using a large grid paper, a simple coordinate plane
will be drawn 5 by 5. The x and y axis will be labeled, and it will be
explained how they intersect (connect) at (0,0). I will then model
how to correctly represent ordered pairs using the format (x, y) and
will model plotting points on a grid. I will model how to plot 4
different points. These points will include (2,4), (3,2), (1, 2), and (5,
3). After modelling this, I will pass out a graph paper worksheet that
students will be able to follow along with. The sheet will be projected
under the document camera. I will then call on students to help me
plot 5 more different points. Every student is to follow along and plot
these points on their own paper. Before independent work a check
for understanding will be conducted by asking students to place a
thumbs up if the statement is true, thumbs down if the statement is
false, or thumbs to the side if they are unsure for the following
statements. (R)
d. The format (x, y) is used to represent ordered pairs.

e. (x) represents the horizontal position while (y) represents the
vertical position.
f. Ordered pairs are a pair of numbers used to locate points on a
grid.
Independently, students are to complete a graphing ordered pairs
worksheet. This worksheet will provide them with practice on
plotting points as well as finding the coordinates of an already
plotted point (x, y). After reviewing some of these as a class, students
will be provided with an exit ticket. (O)

Closure/ Application Class Discussion:
Students will think-pair share about their experiences with plotting

points and about any real-world examples that they can think of in
which coordinates might be used. They will use the following
sentence frames to help guide their discussions. Follow up questions
will be asked to help guide and express their thinking. (E)
- Some/one real world example(s) that I can think of in which

coordinates are used are ___________.
- One thing I learned during the lesson today is ____________.
- One thing that I need more practice in is _________. (T)
Teacher Notes Materials needed:
- Large graph paper

- 8x11in graphing paper (23)
- PowerPoint
- Projector
- Exit tickets (23)
- California Maps

Lesson Title Exploring the Coordinate Plane
Grade Level/ Content 5th grade Mathematics
Standards 5.G.1 Use a pair of perpendicular number lines, called axes, to define a

Objective Students will be able to understand and locate points on the

coordinate plane.
Spatial relationships are used to represent real situations.
Essential Question How are spatial relationships used to draw, construct, model and represent
real situations or solve problems?
Assessment and Feedback
Check for Understanding: Observations

Exit Ticket: On the exit ticket students will be required to graph 3
points on the graph.

Learning Experiences Opening:
(Label WHERETO)
Before the start of the lesson learning goals and our topic will be
introduced. Behavioral expectations will also be reviewed with the
students. (W) Mystery hidden coordinate plane: Students will
uncover a mystery picture hidden in a coordinate plane. On a blank
coordinate plane (large graph paper) I will have volunteers plot
points on the plane. As we go, we will connect small portions of the
image. A couple of points in, students will be asked to try to predict
what the completed image is. We will then discuss how plotting
points on a coordinate plane can help us determine the location of
each point. (H)

Body:
After students share and discuss their ideas direct instruction will
begin. Using a PowerPoint, we will review explain that ordered pairs
are pairs of numbers used to locate points on a grid and the format
that is used (x, y). Then we will discuss that a coordinate plane is
another word for a grid formed by 2 number lines (x and y axis). The
point of intersection (0,0) is called the origin. We will review the
plotting of points by having the teacher model some points.
Then students will practice plotting points on graph paper. Simple

coordinates will be used to begin. While students are plotting, I will
walk around to provide feedback and to conduct observations to
check their understanding. (R) After having students practice, we
will play a coordinate plane game on Desmos (Battleship). On the
Desmos practice students will be able to switch chrome books with a
classmate and place the battleships for their classmates. After placing
it they will hand it back to their classmates in which they will put in
ordered pairs to try to locate the battleship. The Desmos will also
have interactive discussion questions. (O)
Lastly, students will be provided with an exit ticket in which they will
be expected to graph 3 ordered pairs accurately.

Closure/ Application Jam board discussion:
On their chrome books students are type any concerns, questions, or

something that they learned onto the jam board. This will be
displayed and discussed all together. The students will be provided
with sentence frames to help guide their thinking. (E) (T)
Teacher Notes - Index cards

- Large graph paper
- 8x 11 in graphing paper (23)
- PowerPoint
- Chromebooks
- Jam board
- Exit Tickets (23)
- Desmos:
https://teacher.desmos.com/activitybuilder/custom/58f53fc
09c2d690fce53563a

Lesson Title Plotting Points on a Grid and Exploring Distance
Grade Level/ Content 5th Mathematics
Standards 5.OA.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.G.1 Use a pair of perpendicular number lines, called axes, to define a


Objective Students will be able to plot points and calculate distances between
points using the coordinate plane.
Change can be represented mathematically.
Essential Question How can change be represented mathematically?
Assessment and Feedback Check for Understanding: Observations
Exit Ticket: On the exit ticket students will be required to graph 2

points on the graph and find the distance between these 2 points.


Learning Experiences Opening:
(Label WHERETO) Before the start of the lesson learning goals and our topic will be
introduced. Behavioral expectations will also be reviewed with the
students. (W) Hidden treasure maps: Students will help graph points
on a large grid paper to help find the “treasure” These points will be
connected to lead to the location of the treasure. I will ask interactive
questions to help guide their discussions and peak curiosity. For
example, can you think of a real-life example in which knowing
distances between points is important? (H)
Body:
After students share and discuss their ideas direct instruction will
begin. Using a PowerPoint, we will review that ordered pairs are
pairs of numbers used to locate points on a grid and the format that
is used (x, y). We will review the plotting of points by having the

teacher model some points. The teacher will then model how to find
the distance between two points by counting the squares and
subtracting the ordered pairs. This will provide students with two
different strategies as to how to find the distance between two
ordered pairs. Through subtraction they would be able to find the
distance between two points by simply subtracting the numbers in
the ordered pairs. They would also be able to plot these points on a
graph to visually see the distance between the two points. During the
lesson we will also be able to explore any patterns that we might see
between points.
Then students will practice plotting points on graph paper. While

students are plotting, I will walk around to provide feedback and to
conduct observations to check their understanding. (R) After having
students practice plotting, I will guide them through finding the
distance between two points. Students will then be able to practice
doing this on their own on a worksheet. After giving students some
time to work on their worksheet, as a class we will review the
answers so that students have the opportunity to make any
necessary revisions. (o)
Lastly, Students will be provided with an exit ticket. On the exit ticket
students will be required to graph 2 points on the graph and find the
distance between these 2 points. This exit ticket will be turned in and
will be reviewed in order to check students understanding and

proficiency of the lesson.
Closure/ Application
Jam board discussion:
On their chrome books students are type any concerns, questions, or

something that they learned onto the jam board. This will be
displayed and discussed all together. The students will be provided
with sentence frames to help guide their thinking. (E) (T)
Teacher Notes - Large graph paper

- PowerPoint
- Graph paper (23)
- Exit tickets (23)
- Chromebooks
- Jam board


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© Grant Wiggins & Jay McTighe 2011

Modified by Renee Rose (2023)

Stage 1 Desired Results

Transfer Goal for the Unit

© Grant Wiggins & Jay McTighe 2011

Enduring Understandings for the Unit (min of 3)

- Patterns help us understand and identify correlations between factors.

- Spatial relationships are used to represent real situations.

- Change can be represented mathematically.

Essential Questions for the Unit (min of 3)

- How can change be represented mathematically?

- Students will need to know the following concepts/vocabulary:

© Grant Wiggins & Jay McTighe 2011

© Grant Wiggins & Jay McTighe 2011

“City Planning Adventure”

Audience: City Manager

Standards: Students will be able to accurately plot ordered pairs.

© Grant Wiggins & Jay McTighe 2011

Rubric for Performance Assessment (Hyperlink)

Points Possible: 120

© Grant Wiggins & Jay McTighe 2011

Other Evidence (Formative Assessments throughout the Unit)

- Quiz on graphing ordered pairs.

- Whiteboards (checks for understanding)

Links to answer keys, rubrics, other criteria used

Stage 3 Learning Plan

© Grant Wiggins & Jay McTighe 2011

Introduction to Ordered Pairs

Exploring the Coordinate Plane

Plotting Points on a Grid and Exploring Distance

Reading and interpreting graphs

Problem Solving with Coordinates

© Grant Wiggins & Jay McTighe 2011

© Grant Wiggins & Jay McTighe 2011

Spatial relationships are used to represent real situations.

© Grant Wiggins & Jay McTighe 2011

a. The format (x, y) is used to represent ordered pairs.

Feedback: The exit tickets will be graded. There will be an

© Grant Wiggins & Jay McTighe 2011

After students share and discuss their ideas of the importance of

© Grant Wiggins & Jay McTighe 2011

d. The format (x, y) is used to represent ordered pairs.

© Grant Wiggins & Jay McTighe 2011

Students will think-pair share about their experiences with plotting

- Some/one real world example(s) that I can think of in which

Teacher Notes Materials needed:

- Large graph paper

© Grant Wiggins & Jay McTighe 2011

Grade Level/ Content 5th grade Mathematics

© Grant Wiggins & Jay McTighe 2011

Objective Students will be able to understand and locate points on the

Spatial relationships are used to represent real situations.

Assessment and Feedback

Check for Understanding: Observations

© Grant Wiggins & Jay McTighe 2011

Feedback: The exit tickets will be graded. There will be an

Learning Experiences Opening:

© Grant Wiggins & Jay McTighe 2011