Lesson Title: What’s the Point? Locating Points on a Coordinate Grid
Creator: Michelle Bowles
Grade Level: 2-3
Quantile Measure: 480Q
Q Taxon ID: QT-G-547
Big Idea: Geometry – Spatial/Location
Essential Question: Why and how do we use grids in the real world?
CSOs: M.O.2.3.5 Students will be able to plot and describe the path between locations
on a coordinate grid.
Learning Standards:
21C.O.PK2.1.LS.2
Student can accurately interpret and create simple visuals (e.g. charts,
maps, graphs and models) and use this information to solve problems
and communicate information.
21C.O.PK2.1.LS.3
Student articulates thoughts and ideas, representative of real and
imaginary experiences, clearly and effectively through oral, written or
multimedia communication.
Technology Tools:
21C.S.PK-2.2
Standard 2:
Thinking and
Reasoning Skills
The student will demonstrate the ability to explore and
develop new ideas, to intentionally apply sound reasoning
processes and to frame, analyze and solve complex problems
using appropriate technology tools
21C.O.PK-2.3.TT.1
Student identifies and practices the responsible use of
technology systems and software.
21C.O.PK-2.1.TT7
Student, working in a teacher-led whole group project, uses
presentation software to illustrate concepts and communicate
ideas.
1
Activate prior knowledge: Time: 5 min. Activate prior knowledge by posing
questions to prompt discussion: What is a grid? What does a grid look like? Display a
one - quadrant grid. Why and how do we use grids in the real world?
Launch:
Time: 15 min. Engage the students by displaying the cover of a math
literature link, A Fly on the Ceiling, by Dr. Julie Glass. Ask, When do you think this story
may have taken place? How do you know? What do you think this story will be about?
Read the story aloud. Lead a discussion. What was the problem in the story? Have
any of you had similar problems? Why did Rene’ Descartes use the grid to help him
solve his problem? Explain how Descartes was able to use the grid to locate a
particular item in his house. How is a grid useful in today’s world?
Grouping: Whole group and partner work
Specialized Vocabulary Development: Time: 15 min.
coordinate grid
point of origin
x-axis
down
coordinates
y-axis
ordered pair
horizontal
diagonal
left
across
point
vertical
up
right
*Use the document camera/chart to display the vocabulary words (see pg, 10) and give
a copy to students. As each word is addressed have students circle the word.
Distribute blank grids (see pg.7) to students. Have students label the grid using the
vocabulary words as you model and discuss each word.
Coordinate grid is a graph used to locate points. Have students label their grid with
numbers across the bottom on the x-axis and up the side on the y-axis. The x-axis
across the bottom and the y-axis up the side intersect at 0.
2
Coordinates are a pair of numbers or letters used to locate a point on a graph.
Example: (4,2) or (C,6)
Ordered pair are two numbers or letters that are used to locate a point on a coordinate
grid. Example: (3,2) or (A,3)
Point of Origin is where the x-axis and y-axis meet at 0.
Have students use arm/hand movements to demonstrate the following vocabulary
words: horizontal, across, vertical, up, down, diagonal, left, right, x-axis (slide arm
across), y-axis (slide arm up and down), and point (designate with a fist).
Investigate/Explore:
Total Time: Approximately 55 min.
Whole Group: Time 15 min.
Give each student a fly (see pg.23) that will be plotted at different locations on the grid
Have the fly buzz to a spot on the grid. Ask, How would I explain to someone where
this fly is located on the grid? Demonstrate for students how to write the coordinate for
that point by using an ordered pair. As you call out random coordinates students
practice with their fly by landing the fly on their grid at that point. Check to make sure
students are locating their fly at the correct location.
Distribute small dry erase marker boards, markers, and eraser (optional – this activity
can be done orally). Use a document camera and place a fly/dot on different locations
on the coordinate grid. Have students use their fly to locate the point and then write the
ordered pair for the location of the fly on their marker boards and then show it. This
activity provides a quick check for student understanding. Repeat this procedure
several times, plotting the fly at different locations to give students an opportunity to
practice. Next, call out coordinates and have students plot their fly at that point on their
grids. Pick students to show where to place a fly for each ordered pair.
3
Floor Mat Activity: Time 20 min. You will need a large space and a commercially
prepared coordinate floor mat or make one by drawing a grid on a shower curtain with
permanent marker. Cut out the bug templates (see pg. 11) and ordered pair cards(see
pg.17)..
Start the activity by saying, Like in the story, The Fly on the Ceiling, we are going to
make our floor look like Rene’ Descartes’s floor. Display the floor mat grid. Have
students sit around the grid. Show the students the bug and ordered pair cards. .
Shuffle cards and place them in two separate stacks. Model for students how to do the
activity. Pick a card from the ordered pair stack. Read the ordered pair aloud. Draw a
bug card and describe the procedure for finding that point by starting at the point of
origin and moving across and up to that location. Lay the bug card on the mat at that
location. Have students take turns following this procedure. Have students describe
how to find that location. To extend the activity have students describe how to get from
one bug to another.
Game: Plot 3 (see pg, 8) Time: 20 min.
Partner Work: Randomly pair students
This game is played like Tic-Tac-Toe and gives students practice locating points on a
coordinate grid while developing game strategies for strategically placing a point on a
grid to get three in a row. As students play observe if they are able to find the correct
points on the grid and if they are using strategies to help them win the game.
Bring students together whole group to discuss the game. To help students think about
their problem solving strategies ask:
How did you find the points on the grid?
How did you decide which ordered pair from the die to use?
What were some strategies that helped you get three in a row?
4
Did you find it better to try to block your opponent or not?
Summarization of Lesson:
Time 5 min.
Display the vocabulary words. Call on students to tell their meanings and relate it to the
activities in the lesson. Have students reflect on the lesson by revisiting the following
questions: Why are grids important How can we find an exact location? How can using
a grid be helpful in today’s world?
The following activity is an extension activity or can be used to activate prior
knowledge for future lessons on finding locating points on a coordinate grid.
Whiteboard Activity: Use a White Board/ Smart board to have students practice
locating points on a grid. Launch this activity by asking students if they would like to
help Billy Bug find his dinner.
“Billy Bug and His Quest for Grub” – Interactive site that provides students practice
locating points on a one quadrant grid.
http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html
Materials:

Literature Link, “A Fly on the Ceiling” by Dr. Julie Glass

Blank one -quadrant grid (one per student)

Vocabulary sheet

Paper/plastic flies see Fly Sheet

Small dry erase board, marker, and eraser (one per student)

Presentation cart (computer, document camera, and projector)

Floor mat (commercially made or make one from a shower curtain and
permanent marker)
5

Bug and ordered pair cards

Game: Plot 3 and game mat, 2 die per pair, two-sided counters
Duration: 95 minutes
Teacher Notes: This is an introductory lesson for plotting points on a one-quadrant
coordinate grid. This lesson can be taught anytime during the school year.
Other Resources

Where’s Wilson? (ISBN 978-1-933745-21-3 from WCA) This game supports
state and national standards. It is played similar to dominoes. It’s key objective
is to identify and plot ordered pairs in the first quadrant of a rectangular
coordinate plane.

Cross-Town Coordinates (LER5404 from Learning Resources) This game can
be played at two levels. It is a colorful game board that focuses on plotting points
on coordinate grid.
Websites:

www.mathwire.com This site is a great resource for seasonal games and
activities for teaching coordinate math.

www.learningplanet.com Lunar Adventure

www.primarygames.com Battleship Game

www.funbaselearning.com Graph Mole

www.funbrain.com What’s the Point?
Blank Grid for Vocabulary Development
6
7
Plot 3
Players: Partners
Game Materials: Game grid that has 6 horizontal and 6 vertical spaces
2 die (2 different colors work well)
20 markers of two different colors (two-sided counters)
Directions for Game:
1. Player 1 rolls both dice.
2. Player 1 decides on an ordered pair that shows. (e.g. (2,4) or (4,2)
and places one marker on that point on the game grid.
3. Player 2 rolls both dice.
4. Player 2 decides on an ordered pair that shows. (e.g. (2,3) or (3,2)
and places a marker on that point.
5. If the spaces are occupied, the player loses a turn an does not
place a marker on the grid.
6. Play alternates until one player gets three markers in a row,
vertically, horizontally or diagonally.
7. If neither player obtains three in a row before their 10 markers are
used, then the game is considered a tie. Players clear the game
grid and begin a new game.
8
Plot 3
6
5
4
3
2
1
0
1
2
3
4
5
6
9
Vocabulary Words
What’s the Point?
grid
coordinate grid
coordinates
ordered pair
point
point of origin
x-axis
y-axis
horizontal - across
vertical -up
diagonal - slant
left
right
Bug Cards
10
11
12
13
14
15
16
(0,1) (5,2)
(3,9)
(8,4)
17
(10,6) (9,7)
(1,7)
(6,0)
18
(1,2) (8,5)
(9,6)
(2,3)
19
(1,9) (5,5)
(10,4) (7,4)
20
(8,7)
(0,9)
(3,0)
(1,8)
21
(10,10) (6,3)
(0,5)
(3,3)
22
Flies to plot on the grid for vocabulary development
23