Unit Overview:
Students will explore the four quadrants of the coordinate plane in relationship to graphing and mapping through various applications. Ultimately, they will develop their own map to aid a fellow classmate in a treasure hunt of their own creation.
Lesson 1: Oct. 29Nov. 1
Students will be introduced to the coordinate plane and discuss the difference between a single quadrant grid and a four quadrant grid. We will begin by using the classroom floor as a giant single quadrant coordinate plane. Students will identify the ordered pair that represents various objects. Then, students will use a function table to plot points within a single quadrant coordinate plane. They will build on that by working with a four quadrant coordinate plane and identifying similarities and differences between the two planes. They will practice this knowledge together by filling out the function table for locations given on a four quadrant plane.
Outside Expectations:
Students are expected to practice these skills by completing "Virtual Math GirlActivity 4: Design Your Own Town." They should follow directions as printed on the handouts.
Students will be introduced to the coordinate plane and discuss the difference between a single quadrant grid and a four quadrant grid. We will begin by using the classroom floor as a giant single quadrant coordinate plane. Students will identify the ordered pair that represents various objects. Then, students will use a function table to plot points within a single quadrant coordinate plane. They will build on that by working with a four quadrant coordinate plane and identifying similarities and differences between the two planes. They will practice this knowledge together by filling out the function table for locations given on a four quadrant plane.
Outside Expectations:
Students are expected to practice these skills by completing "Virtual Math GirlActivity 4: Design Your Own Town." They should follow directions as printed on the handouts.
Lesson 2. Nov. 58
Students will begin comparing the coordinate plane to maps. They will compare and contrast the axes of coordinate planes to longitude and latitude on maps. They will investigate how knowledge of the coordinate plane can help understand locate places on world and state maps. They will compare and contrast accuracy between maps with latitude and longitude and maps with (letter, number) coordinates. They will compare/contrast various types of grid lines and discuss why they might be necessary or important. They will debate the pros and cons of both types of maps. Which type of map would be best to use when locating a particular object? Why?
Classwork: Students will label a grid map of Green Hope Elementary using two types of labeling that make the most sense to them. They will explain in a short paragraph which ways they chose and why they thought those ways were the best choices. Students are encouraged to be as detailed as they feel is beneficial to someone who may be trying to locate something at Green Hope. They can use the other examples of maps as resources for various ways they can label their maps.
Students will begin comparing the coordinate plane to maps. They will compare and contrast the axes of coordinate planes to longitude and latitude on maps. They will investigate how knowledge of the coordinate plane can help understand locate places on world and state maps. They will compare and contrast accuracy between maps with latitude and longitude and maps with (letter, number) coordinates. They will compare/contrast various types of grid lines and discuss why they might be necessary or important. They will debate the pros and cons of both types of maps. Which type of map would be best to use when locating a particular object? Why?
Classwork: Students will label a grid map of Green Hope Elementary using two types of labeling that make the most sense to them. They will explain in a short paragraph which ways they chose and why they thought those ways were the best choices. Students are encouraged to be as detailed as they feel is beneficial to someone who may be trying to locate something at Green Hope. They can use the other examples of maps as resources for various ways they can label their maps.
Outside Expectations: Plotting a Hidden MessagePractice Worksheet
Bonus Challenge: Determine what the proper Longitude/Latitude range would be for Green Hope Elementary. *Hint* Use outside resources; technological ones would make this easier (not necessarily the Internet). Be prepared to explain how you got your answer.
Bonus Challenge: Determine what the proper Longitude/Latitude range would be for Green Hope Elementary. *Hint* Use outside resources; technological ones would make this easier (not necessarily the Internet). Be prepared to explain how you got your answer.
Lesson 3: November 1215
Students will share how they decided to break down a map of Green Hope Elementary and the logic behind their decisions. Students will review translation, reflection, and rotation and will begin creating a transformation mystery puzzle using tangrams and graph paper.
Students will share how they decided to break down a map of Green Hope Elementary and the logic behind their decisions. Students will review translation, reflection, and rotation and will begin creating a transformation mystery puzzle using tangrams and graph paper.
Outside Expectations:
Students are not expected to have completely finished their draft and should not be expected to complete it for homework, though they may work on it if they want to. Students are expected to complete Plotting a Hidden Message #2. 
This video gives some great ideas of shapes you can make with your tangrams and how to draw the tangrams properly on squared paper like your graph paper.

Week 4: November 1822
Students will continue working on their draft of their Original Transformation Mystery. In class, I modeled how they should use their drafts to create a final puzzle that shows only their "blown up" shapes and on a separate sheet of paper they should have the 7 rules to follow in order to transform the shapes back into their original position (where they form a picture). Students are expected to have their final puzzle and their rules completed by next week.
**NOTE** Due to our short week next week, Mrs. Barksdale and Mrs. D'Amico's class have AIG this Friday. Their final mystery should be completed then. Mrs. Nagy and Mrs. Johnson will have their AIG class on Monday, and Shears and Zimmerman will have their AIG class on Tuesday.
Students will continue working on their draft of their Original Transformation Mystery. In class, I modeled how they should use their drafts to create a final puzzle that shows only their "blown up" shapes and on a separate sheet of paper they should have the 7 rules to follow in order to transform the shapes back into their original position (where they form a picture). Students are expected to have their final puzzle and their rules completed by next week.
**NOTE** Due to our short week next week, Mrs. Barksdale and Mrs. D'Amico's class have AIG this Friday. Their final mystery should be completed then. Mrs. Nagy and Mrs. Johnson will have their AIG class on Monday, and Shears and Zimmerman will have their AIG class on Tuesday.
Week 5: Nov. 22Nov. 26
Students will be solving one another's Original Transformation Mysteries. They will then reflect on areas where they need to be more precise in their descriptions and where they could benefit from further practice, so their Treasure Hunts will be clear for their partners to follow.
Students who did not complete their Original Transformation Mysteries will be required to complete an Alternative Assignment to show that they understand how to read, plot and label ordered pairs, reflections, rotations, and translations.
Students will be solving one another's Original Transformation Mysteries. They will then reflect on areas where they need to be more precise in their descriptions and where they could benefit from further practice, so their Treasure Hunts will be clear for their partners to follow.
Students who did not complete their Original Transformation Mysteries will be required to complete an Alternative Assignment to show that they understand how to read, plot and label ordered pairs, reflections, rotations, and translations.
Week 6: Dec. 2Dec. 6
Students will be given instructions for The Treasure Hunt project. Ms. Drake will be modeling Part I of the project Step by Step. Each student is expected to create their own version of a map of the school placed on a four quadrant coordinate plane. They may select where they want their point of origin to be. They do not have to include the entire school on their map.
Outside Expectations: Students do not have to complete Part I by next week, however it will be helpful if they work on it enough so that at least the map drawing is near complete by next week. I'd like their Part I to be complete by the beginning of class the week of Dec. 16.
Students will be given instructions for The Treasure Hunt project. Ms. Drake will be modeling Part I of the project Step by Step. Each student is expected to create their own version of a map of the school placed on a four quadrant coordinate plane. They may select where they want their point of origin to be. They do not have to include the entire school on their map.
Outside Expectations: Students do not have to complete Part I by next week, however it will be helpful if they work on it enough so that at least the map drawing is near complete by next week. I'd like their Part I to be complete by the beginning of class the week of Dec. 16.
If you click on the image to the right, a bigger image should pop up.
Remember, this is not the best nor the only way to show a map of Green Hope Elementary School. Mrs. Drake's example still has a lot of room for improvement. Don't limit yourself. 
Week 7: Dec. 9Dec. 13
Students will be briefly introduced to Part II, so if they finish Part I they will be prepared to move forward. Continue working on Part I. If you finish, you may leave it for lamination. You may also begin working on Part II. (See Below for example)
Students will be briefly introduced to Part II, so if they finish Part I they will be prepared to move forward. Continue working on Part I. If you finish, you may leave it for lamination. You may also begin working on Part II. (See Below for example)
Week 8: Dec. 16Dec. 18
Students will be given a model of Part II with detailed explanation. They will be encouraged to begin sketching their selected class, so that they can do a detailed grid of the class for their Part II Treasure Map.
Please refer to the rules above for Part II requirements.
Students will be given a model of Part II with detailed explanation. They will be encouraged to begin sketching their selected class, so that they can do a detailed grid of the class for their Part II Treasure Map.
Please refer to the rules above for Part II requirements.
Warning: Be mindful when deciding how much detail to include in your map. If you are choosing a classroom, consider whether or not the teacher moves desks around a lot.
Examples of possible rules for Part II:
1. Connect the following points: (4, 4) (4, 10) (8,4) (4,4) 2. Translate the points six units to the right. 3. Rotate the points 90 degrees counterclockwise around the point of origin. 4. Reflect the points over the x axis. 5. You have found your treasure! Note: You want the shape to land where the treasure is "hidden" in the classroom. 
Jan 6Jan 10
Students will be meeting on their regular AIG days to continue work on Part II of their Treasure Hunt. If they have not turned in Part I, they need to do so to have it laminated.
Please remember, Part II must include a set of ordered pairs that create a shape that will be manipulated through at least one rotation, translation and reflection. You must identify which direction and how many degrees you are rotating and around what point you are rotating. You must identify over which axis you are reflecting, and you must identify how many units and in which direction you are translating.
Students will be meeting on their regular AIG days to continue work on Part II of their Treasure Hunt. If they have not turned in Part I, they need to do so to have it laminated.
Please remember, Part II must include a set of ordered pairs that create a shape that will be manipulated through at least one rotation, translation and reflection. You must identify which direction and how many degrees you are rotating and around what point you are rotating. You must identify over which axis you are reflecting, and you must identify how many units and in which direction you are translating.
Jan 13Jan 17
Students will be meeting on their regular AIG days to continue working on Part II of their Treasure Hunt. Optimally, they will complete Part II by the end of class this week. However, they may bring it in anytime before the beginning of class next week. Classes next week will be on regular schedule assuming that Case 21 testing does not interfere.
SEVERAL PROJECTS HAVE BEEN TURNED IN WITHOUT NAMES ON THEM! I CANNOT GIVE YOU CREDIT FOR YOUR WORK IF I CANNOT IDENTIFY YOUR WORK.
Students will be meeting on their regular AIG days to continue working on Part II of their Treasure Hunt. Optimally, they will complete Part II by the end of class this week. However, they may bring it in anytime before the beginning of class next week. Classes next week will be on regular schedule assuming that Case 21 testing does not interfere.
SEVERAL PROJECTS HAVE BEEN TURNED IN WITHOUT NAMES ON THEM! I CANNOT GIVE YOU CREDIT FOR YOUR WORK IF I CANNOT IDENTIFY YOUR WORK.
Jan. 22, 23, and 24
TREASURE HUNT DAY
Students should have brought in their treasures that the person solving their puzzles will receive prior to their AIG class.
Johnson and Nagy's classes have AIG on the 22.
Zimmerman and Shears' classes have AIG on the 23.
Barksdale and D'Amico's classes have AIG on the 24.
Students will begin by following the rules to figure out which classroom their partner has "hidden the treasure in." They will then report their findings to Ms. Drake who will provide them with the proper classroom map if they are correct.
They will then follow the rules of translation, reflection and rotation in order to locate the exact spot where the treasure has been hidden. If they solve it accurately, they receive their treasure.
TREASURE HUNT DAY
Students should have brought in their treasures that the person solving their puzzles will receive prior to their AIG class.
Johnson and Nagy's classes have AIG on the 22.
Zimmerman and Shears' classes have AIG on the 23.
Barksdale and D'Amico's classes have AIG on the 24.
Students will begin by following the rules to figure out which classroom their partner has "hidden the treasure in." They will then report their findings to Ms. Drake who will provide them with the proper classroom map if they are correct.
They will then follow the rules of translation, reflection and rotation in order to locate the exact spot where the treasure has been hidden. If they solve it accurately, they receive their treasure.