Location! Location!

Location!

Montgomery City Elementary

School
2010 Math Fair
 Essential Questions
• How are a plane figure and a map related?
• What is the role of an ordered pair in
coordinate graphing?
• What is the relationship between the X and
Y-axis?
• How can we relate coordinate graphing to
reading maps and why is it so important?
• Why are directional phrases used to
describe a new location on the coordinate
plane?

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 NCTM Standards
1. Specify locations and describe spatial
relationships using coordinate
geometry and other representational
systems
2. Describe, name, and interpret relative
positions in space and apply ideas
about relative position

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 Key Terms
• Coordinate Plane is used to plot or
locate points in a plane.
• X-axis is the horizontal axis
• Y-axis is the vertical axis
• Origin is the intersection of the axes
• Quadrants are created by the
intersection of the X-axis and Y-axis,
named by Roman Numerals
• Ordered Pairs are the x, y pairs used to
name a specific point
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4
 What will you be doing at the school math
fair?
• Each participate and their family will explore
the individual parts of a coordinate plane and
how they relate to each other
• Each participate and their family will take
part in identifying ordered pairs through
input/output machines
• Each participate and their family will navigate
a path on a coordinate plane
• Each participate and their family will enjoy
exploring how math and geography are
related while having fun.
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 Math Stations
• Station 1 – Ordered Pairs and
the Coordinate Plane
• Station 2 – Spaghetti Bridges
• Station 3 – Moving Along the
Coordinate Plane

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 Station 1 – Ordered Pairs and the
Coordinate Plane
• Visit each station located on the coordinate
plane to learn the various parts of the
coordinate plane.
• Follow the clues to all areas of the
coordinate plane
• Blue for grades K-2 and Red for grades 3-5
• The last clue leads to a raffle ticket and the
next station

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 Station 2 Spaghetti Bridges
Materials Needed:
• Paper cup w/holes
• 100 pennies
• 25 pieces uncooked spaghetti
• Premade charts

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 Station 2 Procedures
• Thread a piece of spaghetti through the holes in
the cup.
• One person will suspend the cup by placing each
index finger approximately one inch in from the
ends of the spaghetti.
• Another student will carefully add pennies to the
cup, one at a time, until the spaghetti breaks.
• Record results below.
• Repeat the above procedure with 2, 3, and 4
pieces of spaghetti until one or more pieces of
spaghetti breaks.
• GRAPH THE RESULTS: Plot the data from your table on a
coordinate plane as ordered pairs (x, y)
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 Spaghetti Bridge Data
(x) (y)
(Independent Variable) (Dependent Variable)
# of spaghetti # of pennies

5  

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 Station 3 –Coordinate Planes and
Mapping
• Coordinate plane outlined on the floor
• draw cards that tell them how to get from
point A to point B.
• Move to correct plot on the coordinate
plane, describing the route taken (left ,
right, up , down)
• Find a specific destination to visit, provide
direction to that location for a family
member
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 Questions?

Created by Janice Edgar

Contact:
mrs.e.2006@gmail.com
(573) 564.3711
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 References
Findell, C. (Ed.). (2000). Teaching student math notes. Volume
3. Reston, VA: National Council for Teachers of
Mathematics.
Missouri Department of Elementary and Secondary Education
(DESE). Grade Level Math Expectations. Retrieved October
21, 2010 from
http://dese.mo.gov/divimprove/curriculum/GLE/MAgle2.0.ht
ml
National Council Teachers of Mathematics. Table of
Standards and Expectations. Retrieved October 21, 2010
from
http://standards.nctm.org/document/appendix/geom.htm

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