## Reflection: Discourse and Questioning Polygons in the Grid - Section 1: DO NOW

There are times in our classes when lessons take us by surprise and for me, this was one of them.  I wish I had a camera rolling so I could show you the amazing amount of discourse and questioning happening within this part of the lesson.

I began by reviewing the coordinate grid with the students.  I walked them through plotting the order pairs and connecting the dots.  I explained to the students that what they created was a line segment and line segments are measureable.  I asked them to measure the line using the units from the grid.

My lesson changed from here on out...

I've been trying to get the students to do accountable talk: agreeing, disagreeing, clarifying or building upon another statement. So I asked them to share their answer and the strategy used to come up with the answer (side note:  the way the grid was set up on the paper did help.  Some students counted by two's while others counted by one's).  Two obvious answers came up: 9 units and 4.5 units. I chose students to answer the question.  When it occurred to me that most students had one or the other answer, I had them "mathematically box".  They had to defend their answer.  It got heated.  At one point, I had the students that thought it was 9 units  on one side of the room and the studnets that chose 4.5 on the other. They debated some more.  Students moved to different sides depending on what they heard. They were talking mathematically and precisely, all by themselves. It was amazing!

Most students came to the agreement that 9 units was the correct answer, but one student said that if he had spoken more precisely, he would have said that 4.5 units could be the write response if told that each unit was worth 2.

This happenend by accident, but it was a great discussion about how to measure lengths and what to do if the scale is not counting by ones.

The Great Debate!
Discourse and Questioning: The Great Debate!

# Polygons in the Grid

Unit 8: Geometry
Lesson 10 of 17

## Big Idea: Connecting the dots between Geometry and the Coordinate Grid

Print Lesson
3 teachers like this lesson
Standards:
Subject(s):
80 minutes

##### Similar Lessons

###### Graphing Integers on the Coordinate Grid
6th Grade Math » Coordinate Plane
Big Idea: Each point on a coordinate grid can be described with a pair of coordinate values (x, y) that describe the horizontal (x) and vertical (y) distance from the origin.
Favorites(74)
Resources(18)
New Haven, CT
Environment: Urban

###### Quadrilaterals and the Coordinate Plane
Big Idea: A fun and challenging lesson on quadrilaterals
Favorites(7)
Resources(18)
Somerville, MA
Environment: Urban

###### Coordinating Shapes
6th Grade Math » Rational Explorations: Numbers & Their Opposites
Big Idea: Shape Up! Problem solving with regular plane figures on the coordinate plane?
Favorites(2)
Resources(18)
Jonesboro, GA
Environment: Urban