##
* *Reflection: Connection to Prior Knowledge
Coordinate Grid Task: Battleship - Section 1: Opener

As I begun this activity I was able to engage students because most of them had prior knowledge of the game Battleship. Even if they hadn’t played it, they have seen it. Not only did I engage the students in the upcoming activity, I also got them to see the game in a different way. I don’t think any of the students had previously thought of the game as a simple coordinate grid. When I put the game in the geometry context, the students were quickly able to see the connection and application of the mathematical concepts they were learning.

*I've Seen That*

*Connection to Prior Knowledge: I've Seen That*

# Coordinate Grid Task: Battleship

Lesson 15 of 22

## Objective: The students will be to demonstrate and apply their knowledge of the coordinate grid system in a game of Battleship.

*60 minutes*

#### Opener

*15 min*

In this lesson students will be demonstrating their knowledge of the coordinate grid system by playing Coordinate Grid Battleship with a partner. In this activity students will be able to practice identifying and plotting points in the first quadrant of the coordinate grid system.

To begin I show the students a video of a Hasbro commercial from the 1960’s. I then tell the students of my experience as a kid playing this game and ask them if they have ever played it. I open up the class for a quick group discussion about their experiences with Battleship.

*expand content*

#### Practice

*30 min*

The Battleship game is an activity that I found on the Illuminations website. I have included a copy of the directions. Basically students will be creating their own battleship board and playing with a partner. Each student needs a piece of graph paper and colored pencils.

I read the directions to the students while displaying them on the document camera. As the students begin setting up their battleship boards I circulate the room and check to make sure they set up the axes correctly on their graph paper.

#### Resources

*expand content*

#### Closer

*15 min*

To wrap up this activity I have students think about strategies they used while playing this game. I ask them to have a quick conversation with their neighbor about their strategies then I have them write their responses in their math journal. I ask them to write a letter to someone who has not played the game before and offer them strategies for the activity. I have a few students share their written responses.

*expand content*

##### Similar Lessons

Environment: Suburban

Environment: Rural

###### Get in the Grid: Coordinate Graphing

*Favorites(14)*

*Resources(24)*

Environment: Suburban

- LESSON 1: Acute, Obtuse, and Right Angles
- LESSON 2: Around the Room
- LESSON 3: Pattern Blocks Exploration
- LESSON 4: Greedy Triangle
- LESSON 5: Introduction to Protractors
- LESSON 6: Using the Protractor
- LESSON 7: Triangle Types
- LESSON 8: Types of Polygons
- LESSON 9: Classifying Polygons
- LESSON 10: Practice with Polygons
- LESSON 11: Irregular VS Regular Polygons
- LESSON 12: Coordinate Grid Introduction
- LESSON 13: Coordinate Grid Practice
- LESSON 14: Coordinate Grid Task: Jumbo Grid
- LESSON 15: Coordinate Grid Task: Battleship
- LESSON 16: Graphing: Making a Table
- LESSON 17: Graphing: Plotting Data
- LESSON 18: Graphing: Task
- LESSON 19: Graphing: Input VS Output
- LESSON 20: Geometry Review: Creating a Stations Review
- LESSON 21: Geometry Reveiw: The Stations
- LESSON 22: Assessment