Beacon Lesson Plan Library
Geo Jammin' By Design - Day 4, Lesson 19: Geo Junction
Bay District Schools
Using a geoboard as a coordinate grid and pieces of drinking straws as markers, students locate and mark coordinate points on the geoboard. Located points are transferred to geo dot paper where students identify the point by writing the coordinates.
The student locates and identifies the coordinate points of objects on a coordinate grid (first quadrant).
The student transfers patterns from one medium to another (for example, pictorial to symbolic).
-The coordinate grid drawn on the chalkboard or white board in Lesson 18, Coordinated!
-Geoboard for each student
-Overhead projector with viewing surface
-Overhead projector geoboard
-Sections of plastic drinking straws (teacher use) (See Preparations)
-Plastic drinking straws cut into short segments. (See Preparations)
-Permanent marker (i.e. Sharpie) to make an origin point (0,0) on each geoboard. The color should be one that shows up well against the color of the geoboard.
-A copy of All Aboard! Geo Junction Part One and All Aboard! Geo Junction Part Two for each student (See Associated File)
-A pencil for each student
1) Use a permanent marker to place a dot as origin point at one corner peg of each geoboard. It is not necessary to write the (0,0) coordinates.
2) Gather for each student:
Plastic drinking straw cut into short segments. (Straws should be large enough in diameter to easily slide down over the pegs of the geoboard, and short enough to cover the pegs, but not so tall they are obtrusive.)
Copy of All Aboard! Geo Junction Part One
Copy of All Aboard! Geo Junction Part Two
3) Have an overhead projector and a clear viewing surface.
4) Have a clear geoboard for use with an overhead projector.
5) Cut plastic drinking straw segments for teacher use.
NOTE: Prior to this lesson use a permanent marker to place a dot as origin point at one corner peg of each geoboard. It is not necessary to write the (0,0) coordinates.
Keep a list of the coordinate points students are asked to locate as an answer key for checking student papers.
1) Distribute a geoboard and a copy of All Aboard! Geo Junction Part One to students.
2) Give explicit directions as to how to use the materials being handed out, i.e. the drinking straw pieces.
3) Hand out to each student a zip lock bag with straw segments.
4) Conduct the lesson using a series of questions (See below), leading students to think of the geoboard as a Quadrant 1 grid. Throughout the lesson, formative assessment occurs as student performance is monitored for understanding and accuracy. Walk around observing students as questions and directions are given. Offer individual assistance as well as class assistance when needed. In the first part of the lesson, students should be able to locate the coordinate point by placing a straw on the correct peg of the geoboard. In the second part of the lesson, students should be able to identify a given peg on the geoboard by naming the coordinates.
5) Suggested questions and directions:
A. Direct students’ attention to the dot in one corner of the geoboard.
B. Why is there a dot in one corner? (To show where to start each time.)
C. Since this is the point of origin, where should it be positioned when working with coordinates? (In the bottom left-hand corner of the geoboard.)
D. Turn the geoboard so the origin (0,0) coordinate is in the bottom left corner.
E. On the geo dot paper, write the coordinates (0,0) on the dot in the bottom left corner. Write the coordinates on the board for students to copy. Monitor students. Be certain the origin is written and placed correctly.
F. Call on a student to point out the X-axis. Students mark this on his/her geo dot paper. Demonstrate by pointing to the X-axis put on the board in Lesson 18, Coordinated!
G. Call on a student to point out the Y-axis. Students mark this on his/her geo dot paper. Demonstrate by pointing to the Y-axis put on the board in Lesson 18 Coordinated!
H. What should be done next to make the geo dot paper grid correct? (Add the numbers along the X and Y-axis’.) Guide students to do this on their paper. Point out to the example drawn on the board in Lesson 18, Coordinated! Monitor for accuracy as students add a number to each dot on the X and Y-axis’.
I. When coordinates are given, which number is given first, the number for the X-axis or Y-axis? (The X-axis is always given first. Always count along the horizontal X-axis first.)
J. What number is given second? (The Y-axis number. Always count up the Y-axis second.)
K. What is a secret tip to help us remember which one is first? (X comes before Y in the alphabet so the X-axis number is always first.)
L. Instruct students to place a finger on the point of origin (0,0) on the geoboard. Remember, any other peg is located by counting the number of units to the right of the origin and then the number of units up.
M. Challenge students to locate the peg with the coordinates of (3,4). Place a straw section on the peg (3,4). Instruct students to put a finger on the dot (Point of origin). Hold up the geoboard to show their answer. Observe students as they count to locate a given coordinate point and as they hold up their geoboards for checking.
N. If the student’s straw is placed on the correct peg, direct them to darken the same dot on their geo dot paper and write the coordinates under the dot. Demonstrate this on the board.
O. Follow this procedure until students are adept at locating points.
P. Collect All Aboard! Geo Junction Part One. Check individual student papers for accuracy, writing positive but corrective comments if needed, such as ‘you are doing a good job of counting, remember though, you count horizontally first, then vertically.’
NOTE: Keep a list of the coordinate points students are asked to locate as an answer key for checking student papers.
6) Distribute All Aboard Geo Junction Part Two.
7) Using the clear geoboard on the overhead projector, place a plastic drinking straw section on a peg. Direct students to identify the coordinate points of the chosen peg, locate that same point on their geo dot paper and write the coordinates for it.
8) Monitor students for accuracy. Check for horizontal or X-axis counting first, vertical or Y-axis counting second, and for the coordinates to be written with the X-axis number first and the Y-axis second.
9) Follow this procedure until students are adept at identifying points.
10) Collect All Aboard! Geo Junction Part Two. Check papers for accuracy, writing positive but corrective comments if needed, such as, ‘You are doing a good job of counting, remember though you must count horizontally, on the X-axis first, then vertically, on the Y-axis.
Formative assessment occurs as student performance is monitored for understanding and accuracy. Monitor individual student performance by walking around the room during the lesson. Make special note of struggling students and ask guiding questions, listening to student responses. In the first part of the lesson, students should be able to locate the coordinate point by placing a straw on the correct peg of the geoboard. In the second part of the lesson, students should be able to identify a given peg on the geoboard by naming the coordinates.
1) This is Lesson 19 – Geo Junction; math lesson
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ By DeSign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ By DeSign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ By DeSign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ By DeSign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ By DeSign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ By DeSign.
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ By DeSign
Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom.
2) The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3004. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
3) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center.
4) Allow students time to reflect on the activity in their journals. Reflecting enhances comprehension.
5) To help students understand which number comes first: Relate the coordinate grid to construction of a house. Contractors always lay the floor first (x axis) before they put up the walls (y axis). ‘You have to lay the floor before you build the walls’ or ‘walk across the floor before you climb the walls.’
6) Students love practicing this concept by playing the game BATTLESHIP.
See Extensions for suggested use. Ask Hannah
File Extension: pdf