Coding on a Coordinate Grid

(Source: Ontario Association of Math Educators: Ontario Math Support)

Expectations:

Algebra

• C3. Solve problems and create computational representations of mathematical situations using coding concepts and skills.

  • C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

Spatial Sense

• E1. Describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them.

  • E1.2 plot and read coordinates in the first quadrant of a Cartesian plane, and describe the translations that move a point from one coordinate to another

Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes

• A1. Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.

Big Idea:

• In these lessons, to the best of their ability, students will learn to build relationships and communicate effectively as they apply the mathematical process of connecting (make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports), so they can work collaboratively on math problems - expressing their thinking, listening to the thinking of others, and practicing inclusivity - and in that way fostering healthy relationships.

We are going to play an unplugged paper version of a familiar board game called battleship. Battleship is a game that uses a grid system, where else are grids used in society? (Anticipated responses: graphic design, maps, blue prints, urban planning)

1. Given a photocopy of the Hidden Name -Coordinate Grid template, students will hide the letters of their name by writing each letter at an intersecting point as shown below.

2. Sitting back to back, students will take turns naming coordinates in order to guess where their partners' letters are hidden (each player records the results on their “My partner’s Board” as shown above).

3. When a letter is hit, the player must say “You hit my M” so that the player can write the letter on their “My partner board”.

4. Players take turns guessing until one player has completed locating all the letters in their opponents name.

Anticipated Misconceptions to debrief:

• naming the y axis before the x axis

• continuously changing the order of the x and y axis when calling an ordered pair

• marking the grid inside the box instead of an the point of interception

Opportunities for Differentiation

Starting Learning “Hidden Name Game” can be played with the teacher having a hidden board and students taking turns guessing (model of one game board projected for all students to see and engage collaboratively

The task can be modified to provide students with letters in mixed order. Students need to use code to move the letters in order to spell the desired word.

1. Create a coordinate grid using Scratch.

2. Code your name by moving letters from random locations on the grid in order to correctly spell your name.

Example: Using Scratch