## Coordinate grid notes.docx - Section 2: Vocabulary

# Using a Coordinate Grid (Day 1)

Lesson 5 of 7

## Objective: SWBAT identify the parts of a coordinate grid.

## Big Idea: The students will be learning about the coordinate grid through the use of multiple learning styles and real life examples.

*85 minutes*

#### Do Now

*15 min*

Use the overhead or a power point to display a visual of the coordinate grid. Give students 1 piece of paper and 1 pencil to do a Round robin sharing style share. Allow students to look at the grid without writing anything down (think time). Explain to students that their task is to make observations about the coordinate grid**(SMP 7)** and all observations need to be written down on the paper. Once they have written down their observation, tell students that they will be passing the paper to their tablemate and they will write down their observation. This will continue around the table until the timer goes off (3 - 5 minutes)

Once the timer goes off, I like to do an activity called “I have that” or “Give one get one”. Have all students stand up. Tell the students they will read one of their observations from the paper. The rest of the groups will respond with “I Have that” and check it off or they will add it to their list. Continue this process until all observations have been made.

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#### Vocabulary

*30 min*

Part of knowing about the coordinate grid is knowing all of the vocabulary. In their notes, I will be using 3 columns: word, definition, picture. This allows students to apply a visual to the definition. Once all of the vocabulary has been discussed, I’m going to have them play catch phrase to make meaningful connections to the words.**(SMP 1)** Students can work with their face partners. One partner will act out/define in their own words or use pictures to have their partner guess the word. When their partner makes the correct guess, they will change roles. Allow enough time to get through all vocabulary words.

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#### Human Grid

*30 min*

**this activity will need some space**

Place students into two lines with the same number of students in each. (Prior to the lesson, label red, blue, and yellow construction paper with X’s or Y’s).

Make number lines out of the two student lines by giving one line blue X’s for positive numbers, red X’s for negative numbers and a yellow X for zero. Give students in the other line blue Y’s for positive numbers, red Y’s for negative numbers and a yellow Y for zero.

Have students form two human number lines. Have the X-line form an *x*-axis. Have the Y-line form the *y*-axis by crossing the *x*-axis at 0.

Explain to students that by crossing the x-axis with the y-axis they form four sections called quadrants. Tell students that the point where the lines cross is called the origin. This is because the point is located at the center of the coordinate plane and does not move along the x or y-axes.

Ask students if they can point out the four quadrants formed.

Explain to students that the four quadrants make up the coordinate plane. Tell students that they are going to explore plotting different coordinates (points) on the coordinate plane.

Stand in quadrant I. Tell students that this is quadrant I. Tell students to look at the *x *and *y*-axes surrounding this point. Have students describe what types of numbers are on these number lines (positive on *x *and *y*-axis).

Ask this question for quadrant II, III, and IV (quadrant II-positive on *y*-axis, negative on *x*-axis; quadrant III-negative on both *x *and *y*-axes; quadrant IV-positive on *x*-axis, negative on *y*-axis).

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#### Closure

*10 min*

Allow students time to think about their learning. In their notes, have them write to a fellow classmate that was not in class today. Explain to them what you learned about the coordinate plane. Make sure you describe the following in your entry:

• Quadrants I, II, III, IV

• Coordinate Plane

• X-axis and Y-axis

• Positive and negative numbers (integers)

While students are writing, be sure to walk around to verify that students understood the lesson for the day. Address any concerns with them one on one.

Students can share their writing with a partner.

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