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Lesson Plan : Treasure Map Graph
Teacher Name: | J. Brown |
Grade: | Grade 4 |
Subject: | Math |
Topic: | Geometry |
Content: | Coordinate Graphing triangle - A polygon with 3 sides. quadrilateral - A polygon with 4 sides. pentagon - A polygon with 5 sides. hexagon - A polygon with 6 sides. coordinates - Pairs of numbers that locate a point in relation to the axes. |
Goals: | Students learn how to plot coordinates on a geoboard to find hidden figures. |
Objectives: | Students will be able to use coordinates to find hidden figures on geoboards. Students will participate cooperatively in their math teams. Students will apply this lesson's concept to a real life problem by writing their solution in their math journals. |
Materials: | vocabulary word visuals, both new and review geoboard transparency erasable marker overhead projector large geoboard visual (if available) Etch-A-Sketches journals pencils |
Introduction: | Review the vocabulary words: triangle, quadrilateral, pentagon and hexagon. Explain that today's lesson will further our quest to become "Masters of Geometry" by discovering how to use coordinates to find hidden figures on geoboards. Introduce the new vocabulary word: coordinates. Explain how to find coordinates on a geoboard by always going over and then up. Tell the students that because coordinates are always written in the same order, we call them ordered pairs. |
Development: | Model how to find coordinates on a geoboard using the transparency and erasable marker. Locate the first two sets of coordinates and draw a line between them. Find the next set and connect the line. Have the students name the finished figure. The students will then demonstrate finding coordinates using the large geoboard visual and erasable pen. Call on several students to come to the board and find coordinates and connect them. They will then name the finished figure and explain their reasoning. |
Practice: | Review "Team Procedures" with the students. All members of the team are responsible for correct completion of the activity. Explain that they will be given 20 minutes to complete the activity. Each team will be given an Etch-A-Sketch and four sets of coordinates. Each team member will have the opportunity to use one set of coordinates to find the hidden shape on the board. Begin by finding the first coordinates and then erase the Etch-A-Sketch and start from there. The team is to come to a consensus about naming the figure and be able to explain their reasoning. [ Author's Note: You print out a 'geoboard' of 1-5 up and 1-5 across on a transparency and cut it to fit over the Etch-A-Sketch (it will slide in right on the top). Tell the students to find the first coordinate on the Etch-A-Sketch by moving its drawing dot to that that point. Then they erase the line they made to get there and start the coordinates from that point. The hidden figure can be a polygon or hexagon, etc. When they are finished, they shake the Etch-A-Sketch clear and start again.]Lesson Focus: Student Work Students will gather in their teams and fulfill their individual duties. Each team member will take a turn using the Etch-A-Sketch to find one set of the coordinates, thus producing the hidden figure. The team members will then discuss and reach a consensus on naming the figure and explaining their reasoning. Walk around the teams and observe their progress on the activity. Answer questions and provide any needed assistance to the teams. Sample Coordinates: 1,3 3,5 5,3 1,3 (triangle) 1,1 1,3 3,5 5,3 5,1 1,1 (pentagon) 1,2 1,4 2,5 4,5 5,4 5,2 4,1 2,1 1,2 (octagon) |
Checking For Understanding: | Reading journal entries. |
Closure: | A representative from each team will share with the class one of their hidden figures by using the overhead projector. They will demonstrate the coordinates found and relate the team's consensus on the name of the figure and explain their reasoning. The students will write in their math journals to answer the following question: Explain how understanding coordinate points could help you read a map. |
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