Coordinate Grids Numerical Patterns for Gifted Students AIG Enrichment

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Plan Teach Grade Repeat

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Grade Levels

5th, Homeschool

Subjects

Math, Geometry, Graphing

Resource Type

Activities, GATE, Centers

Standards

CCSS5.OA.B.3

CCSS5.G.A.1

CCSS5.G.A.2

Formats Included

Pages

5 pages

$0.99

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Description

Standards

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Description

Are you looking for a project on coordinate grids and numerical patterns for your gifted and AIG students? This Think-Tac-Toe board is perfect for your high-achieving students who have mastered coordinate planes and numerical patterns and need a challenge.

What is included?

Think-Tac-Toe Board
3 tasks on numerical patterns
3 tasks on coordinate grids
Coordinate Grid Paper
Rubric

This resource was created with gifted students in mind but could be given to any students who are above grade level and need enrichment with numerical patterns and coordinate grids within quadrant 1.

How to use this resource:

Enrichment
Project
Homework

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Total Pages

5 pages

Answer Key

Included with rubric

Teaching Duration

N/A

Last updated 11 months ago

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Standards

to see state-specific standards (only available in the US).

CCSS5.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.

CCSS5.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).

CCSS5.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.

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