Students work in partners to complete the Think About It problems. After 3-4 minutes of work time, I ask for one student to share his/her work on the document camera. We check his/her figure to be sure that the polygon is graphed correctly. I have 1-2 students explain why we can't find the distance between points D and E.
I make sure I tell students that they will eventually learn how to find the distance between points that do not have a common coordinate...just not in 6th grade.
In this lesson, students will be asked to plot multiple points on a coordinate grid. They will be asked to determine the length of a line segment with a grid by finding the difference between corresponding coordinates or by adding the absolute value of corresponding coordinates. Students will also be asked to plot the vertices of a shape, identify the shape, and determine the side length of horizontal and vertical lines.
There isn't new content in this lesson. It's a nice opportunity to reinforce all of the skills students have learned throughout the unit, and to have them practice in a new (engaging) way. Because of this, for the Intro to New Material section of this lesson, I have students guide me through how to complete each problem.
Students work in pairs on the Partner Practice problems. As they work, I circulate around the classroom. I am looking for:
I'm asking students:
After 10 minutes of partner practice work time, students complete the check for understanding problem on their own. I then cold call a student to share out the length and a different student to share out the width.
Students work on the Independent Practice problem set. As they are working, I am looking for and asking the same questions that I used during the partner practice section:
I'm asking students:
After independent work time, I show a problem that has been solved incorrectly on the document camera, and ask the class to help correct the work (I am sure to ask the student first - I tell the student that I think the entire class can learn from his/her mistake. I make sure to publicly thank the student for his/her willingness to share and for allowing us all to learn from the mistake).
Students work on the Exit Ticket independently to end this lesson.