Module Focus: Grade 5 – Module 6

Give participants a moment to discuss with tables.

Ask for volunteers to make comments.

They then generate rules to define each set of coordinate pairs.

• 
  Y is always 3
  
• 
  Y is double x  multiply y by 2  x is half of y  multiply x by 1/2
  
• 
  Y is ½ less than x  x is ½ more than y  subtract ½ from x  add ½ to y
  
• 
  Y is 3 times greater than x  x is 1/3 of y  multiply x by 3  divide y by 3  multiply y by 1/3
  

(CLICK) Students then plot the points and draw lines.

In this lesson students also

• 
  name other coordinate pairs that would fall on each line.
  
• 
  Identify which coordinate pairs satisfy which rule
  
• 
  Identify why a coordinate pair will not fall on a line
  

Here in the lesson 9, we see a series of addition rules and the coordinate pairs that satisfy each rule, along with the lines they create.

What do you notice about all of these lines?

• 
  They are parallel to one another
  
• 
  Each line has the same “steepness” (we cannot yet call this slope… that’s a G6 standard)
  
• 
  The size of the addend makes the line move away from x=y
  

(CLICK)

Here, we see a series of multiplication rules and the coordinate pairs that satisfy each rule, along with the lines they create.
What do you notice about all of these lines?

What do you notice about all of these lines?

• 
  They are not parallel to one another  they intersect
  
• 
  They all begin at the origin
  
• 
  Size of the factor impacts the “steepness”
  

Students also begin to reason about where a line will fall based upon its rule. For example, the line whose rule is “multiply x by 10” will be steeper than a line whose rule is “multiply x by 1/5”.

(CLICK)

Here, we see a series of addition and subtraction rules and the coordinate pairs that satisfy each rule, along with the lines they create.
What do you notice about all of these lines?

Here, we see a series of mixed operation rules involving the tripling of x, and the coordinate pairs that satisfy each rule, along with the lines they create.

What do you notice about all of these lines?

• 
  They are parallel to one another
  
• 
  Each line has the same “steepness” (we cannot yet call this slope… that’s a G6 standard)
  
• 
  The size of the addend makes the line move away from y=3x
  

(CLICK)

Point B: (2, 3 ½)

Point A (1 ½, 3) is also on the line.

The final 2 topics of the Module are considered extensions and are therefore, not tested.

Take some time to work on the assessment then talk to your neighbor, what concepts will students need to master at the midpoint of the module?

Keep these problems in mind as we look at the concepts developed in the module.