## Geo Jammin' By Design - Day 5, Lesson 27: DeSigning Coordinates

### Katie KoehnemannBay District Schools

#### Description

Geo dot paper is used as a grid for coordinate geometry, making a familiar arena for performing a most unusual task. Letters are assigned to each dot. The challenge is to decode each word using given coordinates and then to illustrate each with tangrams.

#### Objectives

The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).

The student describes symmetry in two-dimensional shapes.

The student determines lines of symmetry of two-dimensional shapes by using concrete materials.

The student knows congruent shapes.

The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).

The student predicts the reflection of a given two-dimensional shape.

The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.

The student locates and identifies the coordinate points of objects on a coordinate grid (first quadrant).

The student combines two attributes in creating a pattern (for example, size and color).

The student transfers patterns from one medium to another (for example, pictorial to symbolic).

#### Materials

-Tangram puzzle math manipulative for each student
-DeSigning Coordinates worksheet for each student (See Associated File)
-Transparency of the DeSigning Coordinates instructional text (See Associated File)
-Pencil for each child
-On display and/or accessible as resources, Quilt Word Board (Lesson 2, Dancing Duo), lyrics to the Hokey Geokey (Lesson 3, Moo’vin), student made glossary (Lesson 9, Bringing It to a Fine Gloss-ary), and The Important Thing class big book (Lesson 21, The Important Thing).
-Literacy Link sheet printed for each child to take home (See Associated File)

#### Preparations

1) Duplicate a tangram puzzle for each student.
2) Copy the quadrant I geo dot paper and DeSigning Coordinates worksheet for each student. (See Associated File)
3) Staple together the two pages of the DeSigning Coordinates worksheet before handing out to students.
4) Make a transparency of the DeSigning Coordinates instructional text. (See Associated File)
5) Copy the Literacy Link sheet for each child. (See Associated File)
6) Secure an overhead projector with viewing surface.
7) Have a pencil for each student.
8) On display and/or accessible as resources, Quilt Word Board (Lesson 2, Dancing Duo), lyrics to the Hokey Geokey (Lesson 3, Moo’vin), student made glossary (Lesson 9, Bringing It to a Fine Gloss-ary), and The Important Thing class big book (Lesson 21, The Important Thing).
8) On display and/or accessible as resources, Quilt Word Board (Lesson 2, Dancing Duo), lyrics to the Hokey Geokey (Lesson 3, Moo’vin), student made glossary (Lesson 9, Bringing It to a Fine Gloss-ary), and The Important Thing class big book (Lesson 21, The Important Thing).

#### Procedures

1) Place on the overhead the DeSigning Coordinates instructional sheet. Students read the instructions as informational text.

2) Call on various students to retell the task in their own words. Explain the procedure must be retold in correct order with all key points included. Peers listen as other students retell task instructions. Formatively assess student responses and feedback. Listen for clarity and completeness of understanding of the task, questions other students raise, and if peers add pertinent steps and/or information that were left out.
*For example, after reading the informational text, one student restates it as ‘Well, you just look up the numbers and find them and write the letter.’ Peer students should add, ‘we have to remember the first number is always counted along the X-axis then the second number is counted along the Y-axis.’ Others might add it is necessary to count across first and up second.

3) Distribute a tangram puzzle manipulative and a DeSigning Coordinates worksheet (See Associated File) to each student.

4) To model, do the first word, symmetry, as students offer directions orally. Direct students to write each letter on the correct line on their papers as it is modeled. Call on various students (those needing individual assistance would be good candidates) for each step of the procedures. Model the first word to completion, verbalizing the thought process outloud. (Include locating and recording each letter and illustrating it by transferring the design of the tangram pieces used.) To formatively assess, listen for correctness of directions students give and monitor students’ successful completion of the modeling segment.

5) Once illustrations are complete, direct students to describe symmetry by writing what they know about it next to the illustrations they created. (Formatively assess individual students’ description of symmetry while monitoring students as they work.)

6) Call for questions and further clarification of the task. Students work independently. Walk around the room, monitor students’ work. Give individual attention to struggling students. Formative assessment occurs as guidance is given through critical thinking questions.
*For example, one student might ask, “How can I show a rotational pattern with straight edged pieces; that’s impossible.” Ask the student what rotational means. Reply: Ok, it means to turn. Think about what you just said. If rotational means to turn, what do you do to straight edged pieces to give a rotational effect? Correct, you turn the piece each time before you trace it again. What is the important thing about a turn? (The student should look to the Important Thing book written by the class for assistance if he/she does not know.) Good thinking. When we turn, one point must remain in the same spot. So what are you going to make certain you do as you turn that triangle each time? Correct; keep one point in the same place at all times.

7) When completed, have a time of sharing. Call on various students to tell what word the coordinates spelled and hold up their illustrations of it.

8) Inform students that tomorrow will be an individual performance test. They use tangrams to demonstrate a slide, a flip, a turn, congruent shapes, predict a reflection, and show the line of symmetry, and how to transfer a pattern.

9) As review, have three triangles to use on the overhead, two congruent and one either larger or smaller. Call on individual students to come to the overhead and show a slide, a flip, a turn, congruent triangles, a line of symmetry, and to predict a reflection, and to explain how they would transfer the triangle pattern to their papers.

10) Collect all student work. Formatively assess for accuracy at the end of the day. Note areas of confusion and misunderstanding. Use data gleaned to guide further instruction.

11) Send home a Literacy Link page with students. It challenges parents to decode the sample words. Remind them of the summative assessment the next day.

#### Assessments

In this lesson there are four opportunities for formative assessment to take place.
*First it occurs as attention is given to students’ responses that demonstrate understanding of the task, questions students raise about the task, and if peers add pertinent steps and information that other’s responses may have left out.
*Secondly, it occurs during the modeling of the task as students give the directions of each appropriate next step and as students’ completion of this part of the lesson is monitored for success.
*Again, it occurs as students are guided into solving their own problems or questions during the task through critical thinking questions.
*Finally students are formatively assessed at the end of the day when individual papers are checked. Use data gleaned from the lesson and work to guide further instruction.

#### Extensions

1) If students are unable to complete all the words in the suggested time of one hour:
Option I: Allow sufficient time for all students to finish.
Option II: Students complete the worksheet in a learning center during a different part of the day.
2) There is no Guided Reading lesson per se for Day 5. However, due to the guided-like reading that is included in both Lesson 27, and Lesson 28, students are immersed in quality authentic reading opportunities and meet the daily reading requirement.
3) Laminate several Quad I geo dot sheets with assigned letters and leave at a learning center. Students can use them to spell spelling words, other content words, and secret messages to each other even after this unit is long over. Once children are proficient with Quad I, introduce and add Quad II and challenge them with using both Quad I and II.
4) This is Lesson 27 – DeSigning Coordinates; Components – Working With Words and Guided Reading
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.
5) 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).
6) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. See Weblinks.
7) If a journal is kept for this unit, allow students time to reflect on this activity.
8) Students love practicing this concept by playing the game BATTLESHIP.

#### Attached Files

Support Material     File Extension: pdf