LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A

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UNIT SLAVERY LESSON 25 FREDERICK DOUGLASS (2
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Lesson Title: What’s the Point? Locating Points on a Coordinate Grid

Creator: Michelle Bowles

Grade Level: 2-3

Quantile Measure: 480Q Q Taxon ID: QT-G-547

Big Idea: Geometry – Spatial/Location

Essential Question: Why and how do we use grids in the real world?

CSOs: M.O.2.3.5 Students will be able to plot and describe the path between locations on a coordinate grid.

Learning Standards:

21C.O.PK-2.1.LS.2

Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information.

21C.O.PK-2.1.LS.3

Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and effectively through oral, written or multimedia communication.

Technology Tools:

21C.S.PK-2.2
Standard 2: Thinking and Reasoning Skills

The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate technology tools

21C.O.PK-2.3.TT.1

Student identifies and practices the responsible use of technology systems and software.

21C.O.PK-2.1.TT7

Student, working in a teacher-led whole group project, uses presentation software to illustrate concepts and communicate ideas.



Activate prior knowledge: Time: 5 min. Activate prior knowledge by posing questions to prompt discussion: What is a grid? What does a grid look like? Display a one - quadrant grid. Why and how do we use grids in the real world?



Launch: Time: 15 min. Engage the students by displaying the cover of a math literature link, A Fly on the Ceiling, by Dr. Julie Glass. Ask, When do you think this story may have taken place? How do you know? What do you think this story will be about? Read the story aloud. Lead a discussion. What was the problem in the story? Have any of you had similar problems? Why did Rene’ Descartes use the grid to help him solve his problem? Explain how Descartes was able to use the grid to locate a particular item in his house. How is a grid useful in today’s world?

Grouping: Whole group and partner work

Specialized Vocabulary Development: Time: 15 min.

coordinate grid coordinates ordered pair point

point of origin x-axis y-axis horizontal across vertical up

down diagonal left right

*Use the document camera/chart to display the vocabulary words (see pg, 10) and give a copy to students. As each word is addressed have students circle the word.

Distribute blank grids (see pg.7) to students. Have students label the grid using the vocabulary words as you model and discuss each word.

Coordinate grid is a graph used to locate points. Have students label their grid with numbers across the bottom on the x-axis and up the side on the y-axis. The x-axis across the bottom and the y-axis up the side intersect at 0.

Coordinates are a pair of numbers or letters used to locate a point on a graph. Example: (4,2) or (C,6)

Ordered pair are two numbers or letters that are used to locate a point on a coordinate grid. Example: (3,2) or (A,3)

Point of Origin is where the x-axis and y-axis meet at 0.

Have students use arm/hand movements to demonstrate the following vocabulary words: horizontal, across, vertical, up, down, diagonal, left, right, x-axis (slide arm across), y-axis (slide arm up and down), and point (designate with a fist).



Investigate/Explore: Total Time: Approximately 55 min.

Whole Group: Time 15 min.

Give each student a fly (see pg.23) that will be plotted at different locations on the grid Have the fly buzz to a spot on the grid. Ask, How would I explain to someone where this fly is located on the grid? Demonstrate for students how to write the coordinate for that point by using an ordered pair. As you call out random coordinates students practice with their fly by landing the fly on their grid at that point. Check to make sure students are locating their fly at the correct location.

Distribute small dry erase marker boards, markers, and eraser (optional – this activity can be done orally). Use a document camera and place a fly/dot on different locations on the coordinate grid. Have students use their fly to locate the point and then write the ordered pair for the location of the fly on their marker boards and then show it. This activity provides a quick check for student understanding. Repeat this procedure several times, plotting the fly at different locations to give students an opportunity to practice. Next, call out coordinates and have students plot their fly at that point on their grids. Pick students to show where to place a fly for each ordered pair.

Floor Mat Activity: Time 20 min. You will need a large space and a commercially prepared coordinate floor mat or make one by drawing a grid on a shower curtain with permanent marker. Cut out the bug templates (see pg. 11) and ordered pair cards(see pg.17)..

Start the activity by saying, Like in the story, The Fly on the Ceiling, we are going to make our floor look like Rene’ Descartes’s floor. Display the floor mat grid. Have students sit around the grid. Show the students the bug and ordered pair cards. .

Shuffle cards and place them in two separate stacks. Model for students how to do the activity. Pick a card from the ordered pair stack. Read the ordered pair aloud. Draw a bug card and describe the procedure for finding that point by starting at the point of origin and moving across and up to that location. Lay the bug card on the mat at that location. Have students take turns following this procedure. Have students describe how to find that location. To extend the activity have students describe how to get from one bug to another.

Game: Plot 3 (see pg, 8) Time: 20 min.

Partner Work: Randomly pair students

This game is played like Tic-Tac-Toe and gives students practice locating points on a coordinate grid while developing game strategies for strategically placing a point on a grid to get three in a row. As students play observe if they are able to find the correct points on the grid and if they are using strategies to help them win the game.

Bring students together whole group to discuss the game. To help students think about their problem solving strategies ask:

How did you find the points on the grid?

How did you decide which ordered pair from the die to use?

What were some strategies that helped you get three in a row?

Did you find it better to try to block your opponent or not?

Summarization of Lesson: Time 5 min.

Display the vocabulary words. Call on students to tell their meanings and relate it to the activities in the lesson. Have students reflect on the lesson by revisiting the following questions: Why are grids important How can we find an exact location? How can using a grid be helpful in today’s world?

The following activity is an extension activity or can be used to activate prior knowledge for future lessons on finding locating points on a coordinate grid.

Whiteboard Activity: Use a White Board/ Smart board to have students practice locating points on a grid. Launch this activity by asking students if they would like to help Billy Bug find his dinner.

“Billy Bug and His Quest for Grub” – Interactive site that provides students practice locating points on a one quadrant grid.

http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html

Materials:



Duration: 95 minutes



Teacher Notes: This is an introductory lesson for plotting points on a one-quadrant coordinate grid. This lesson can be taught anytime during the school year.

Other Resources

Websites:

Blank Grid for Vocabulary Development










































































Plot 3











Players: Partners



Game Materials: Game grid that has 6 horizontal and 6 vertical spaces

2 die (2 different colors work well)

20 markers of two different colors (two-sided counters)



Directions for Game:

  1. Player 1 rolls both dice.

  2. Player 1 decides on an ordered pair that shows. (e.g. (2,4) or (4,2) and places one marker on that point on the game grid.

  3. Player 2 rolls both dice.

  4. Player 2 decides on an ordered pair that shows. (e.g. (2,3) or (3,2) and places a marker on that point.

  5. If the spaces are occupied, the player loses a turn an does not place a marker on the grid.

  6. Play alternates until one player gets three markers in a row, vertically, horizontally or diagonally.

  7. If neither player obtains three in a row before their 10 markers are used, then the game is considered a tie. Players clear the game grid and begin a new game.



Plot 3




































6



5



4



3



2



1




0 1 2 3 4 5 6







Vocabulary Words

What’s the Point?



grid

coordinate grid

coordinates

ordered pair

point

point of origin

x-axis

y-axis

horizontal - across

vertical -up

diagonal - slant

left

right



Bug Cards







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(0,1)



(5,2)



(3,9)






(8,4)













(10,6)



(9,7)



(1,7)






(6,0)













(1,2)



(8,5)



(9,6)






(2,3)







(1,9)



(5,5)



(10,4)






(7,4)





(0,9)



(8,7)



(3,0)






(1,8)









(10,10)



(6,3)



(0,5)






(3,3)







LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A

LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A

LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A

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LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A



LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A



LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A LESSON TITLE WHAT’S THE POINT? LOCATING POINTS ON A







Flies to plot on the grid for vocabulary development

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