We then check (they self-regulate a lot) to see if everyone is correct before we turn over the next cards. They must then find a partner in their quadrant and create their ordered pair. They turn over one card of their partial deck on cue and the rule is: if it is a red card, it is negative, black, it is positive, hearts go to the quadrant 1, diamonds go to the quadrant 2 etc.
I tape out the room into the 4 quadrants, give them each a half a deck of cards. SVaneck – Since I introduce the concept of integers to my 6th graders, I do something along this line. I then used it for algebra I class by having them graph point slope form vs slope intercept. I made it competitive by having 2 teams at a time graph different equations – they absolutely loved it. Also, helped to understand undefined slope and zero slope. I took it a step further by having 2 teams graph parallel lines so we could compare the slope and y intercepts – and I did the same for perpendicular lines. This is a multi-player game therefore it makes an excellent classroom activity that can be used at the end of the chapter to review important math concepts. It helped to clear their misconceptions, and showed me exactly who understood the concept, and who didn’t. This Jeopardy-style game about the coordinate plane has the following three categories: Graphing Points, Quadrants and Axes, and Finding the Coordinates of a Point. Wendy Lessard – In My 8th grade per-algebra students loved this. It’s interesting when they find the point of intersection. I use a group of girls for one equation and boys for the other. Later we revisit the Human Graph when solving systems. We warm up graphing on white boards and then volunteers step up to become the graph. Lisa Laney – In my class we call this the Human Graph! After a lesson and an assignment using slope intercept, I will introduce the Human Graph. Lesson Objective: Students graph a line given slope-intercept on a giant coordinate planeĬommon Core Standards: Math.8.EE.5 Adaptations: Davis changes the slope or y-intercept of the original equation and makes the activity into a race. Groups of 3 or 4 students are assigned equations in slope-intercept form and graph them using their bodies on the giant coordinate plane. Rebecca Davis sets up a coordinate plane on the floor of her classroom. Understand that the meaning of each number in the coordinate pair. When the student is done moving the rest of the class states if they moved correctly. Use a pair of perpendicular number lines, called axes, to define a coordinate system.
Blank Function Tables and Coordinate Planes.
Then the student will tell you if they move left/right on the x-axis based on +/- and then if they go up/down on the y-axis based on +/-. In this printable two-player game, learners practice graphing points in four quadrants of the coordinate plane and calling out ordered pairs. Have a student stand at the origin, tell them the ordered pair. Make a “human” sized coordinate graph by placing tape on the floor for the x and y axis.