Map It Out!!

Lesson Content

• Lesson Plan Template:

  Learning Cycle (5E Model)

• Learning Objectives: What will students know and be able to do as a result of this lesson?

  
  

  Students will:

  • identify an ordered pair such as (4,5) as an x-coordinate followed by a y-coordinate.
  • explain the relationship between an ordered pair and its location on the coordinate plane.
  • graph points on a coordinate plane related to real world maps/problems.

• Prior Knowledge: What prior knowledge should students have for this lesson?

  
  
  • Students have knowledge of plotting points on a number line.
  • Students have knowledge of plotting (x,y) on grid paper.

• Guiding Questions: What are the guiding questions for this lesson?

  
  
  1. How can understanding the relationship between X and Y coordinates help you to locate a specific, precise spot on a real world map?
  2. Is reading a map an important life skill?
     • If your students utilize interactive notebooks for math instruction, these are two questions that you can have them respond to in their math journal.  If not, you may discuss as a class or have them share with a shoulder partner.

• Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?

  
  

  Inflatable Globe toss game: (about 5 minutes)

  1. The teacher will begin by having the students stand and form a circle.
  2. The teacher will toss the ball to the first student.
  3. When the student catches the ball they should tell the class the name of the land mass that is either touching their right index finger or their left index finger.
  4. The teacher will then record that information on the board or chart paper. (to be used later in the lesson)
  5. Quickly play the ball toss game for 5-6 rounds. Have the students return to their seat after the ball toss.
     • Most students will probably be wondering at this point, "Why were we tossing around a ball?" They may even possibly be thinking, "Our teacher is so cool to let us have recess right now!" Other student thoughts may be, "What does that have to do with math?"
  6. Do not give too much clarification. Allow the students to self reflect. If they absolutely must share their thoughts, have them share with their shoulder partner.
  7. Some students may demand an explanation or response to the activity. Let them know that you are collecting information to be used later in the lesson.

• Explore: What will the students do to explore the concepts and skills being developed through the lesson?

  
  
  1. Provide each pair of students with 2 maps of the world. Give each pair of students a set of 5 or 6 coordinates and ask them to place a point at each spot and name the land mass located at that specific point. Although they are working with a partner, each student should create their own. Since I use interactive math notebooks, upon completion of this exploration the students would tab the map into their notebook. You may want to have your students save in a math folder for later reference if you do not use notebooks.
  2. Students may use markers, highlighters, or fun neon colored garage sale stickers to mark the specific location on the map.
  3. Circulate the room during this activity and observe whether they are plotting the coordinates correctly. Do not tell them at this time if their answers are correct or incorrect.
  4. Students should work for about 7 minutes with their partner. They should compare their finished map with their partner in order to see if their answers match or if there is a discrepancy.
  5. Ask for volunteers from the class to show their map on the document camera. This will allow all students to determine whether they agree or disagree with the answers of their peers.

• Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and communicate what they know to others?

  
  
  1. The teacher will model for the students how to locate a specific location on a map using coordinates.
  2. The locations that the teacher will use at this time are the 5 or 6 locations that were named during the globe toss game.
  3. The teacher will need a blank world map and a table to record the land masses and their coordinates.
     • Optional handout: World Map Coordinates 
  4. The teacher should make a link at this time to social studies and the key vocabulary words (longitude and latitude). It is important to share with the students the real life impact of coordinates as related to such things as GPS.
  5. Teacher asks: What do you know about GPS?
  6. Teacher asks: Are you aware of any jobs that would require this mathematical knowledge of coordinates? (Pilots, air traffic controllers, sailors, and soldiers are some careers that use coordinates on a daily basis.)

• Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?

  
  
  1. At this time the students will be divided up into groups based on their needs as determined by the teacher. This is based on formative assessments conducted throughout the lesson.
     1. Teacher Table (enrich): The teacher will explicitly re-teach the skill step-by-step to a small group using either district level remediation materials for this standard or the teacher may use a sample real life map to model how to locate a given point provided a set of coordinates. In addition, the teacher should model for the students how to name a given location using the (x,y) format. It is important for the teacher to remind the students at this time which axis is the x-axis (horizontal) and which is the y-axis (vertical).
     2. Independent Work/Centers (extend): Use a world map to name specific land masses and its coordinates. Complete the World Map chart. (This is the same template that was modeled during the EXPLAIN step, so the students should be able to accurately complete the chart.)
        • World Map Coordinates

• Summative Assessment

  
  
  1. Students will use a real world map and identify specific locations on the map by using the correct (x,y) format. (amusement park map or road map) You can provide a template or simply give the students a blank piece of paper and fold it "hot dog" style. (vertical fold). The first column should be the specific location and the second column should be for the coordinates. Have students include the headings for each column.
  2. Students will create a map and map key that represents at least 3 specific locations. Ideas for the map include but are not limited to:
     • classroom map
     • school map
     • bedroom map
     • playground map
     • park map

• Formative Assessment

  
  
  1. The teacher will circulate, observe and listen to student discussions during the Explore phase of this lesson. The teacher will re-visit this information during the Explain phase of this lesson in order to offer clarification and additional modeling.
  2. The teacher will work with small groups of students during the Elaboration phase of this lesson in order to re-teach and re-assess understanding of the lesson content.

• Feedback to Students

  
  
  • During the end of the Explore phase of this lesson when students are sharing their maps, they will receive feedback from not only the teacher but also their peers.
  • This feedback will enable the students to see if they are in agreement with their peers and if they feel they need to make corrections to their map or possible does their classmate need to make adjustments to theirs.