Geometry and Spatial Sense, Grades 4 to 6 - EduGains

MATH LANGUAGE
• grid
• cell
• location
• inside
• outside
• rectangle
• square
• hexagon
• trapezoid
• triangle
INSTRUCTIONAL SEqUENCING
This learning activity provides an introduction to the use of a grid system. Students locate
objects within cells on a grid. Before starting this activity students should review the different
types of quadrilaterals and their properties.
ABOUT THE MATH
The ability to use a grid system in describing the location of an object is an important compo-
nent of spatial reasoning. This activity builds on prior knowledge developed throughout the
location and movement activities established in the Geometry and Spatial Sense document for
the primary grades, and prepares students for the more formal identification of points using a
coordinate grid system.
GETTING STARTED
Prior to the lesson, mark four rectangles on an overhead transparency of the “Your Shapes”
grid from Loc4.BLM1a–b: Game Boards, making at least one of them a square. Students will
attempt to locate the four rectangles while you keep them hidden.
On a large sheet of paper or on the board, make a copy of the “Your Opponents’ Shapes”
grid from Loc4.BLM1a–b: Game Boards as a reference for your students. Review how to read
across the bottom of the grid (naming a letter) before reading up the grid (naming a number)
to identify a cell.
Tell your students that on your overhead grid you have hidden four rectangles for them to find.
Select one student to be the “marker” on the large grid. The other students take turns to call out
locations, at each turn using a letter followed by a number. After a student has identified a cell on
the grid, call out “Check” if any part of a rectangle occupies that cell or “Miss” if the cell lies outside
the rectangles. The marker will then place on the grid a check mark for a hit or an X for a miss. When
the students have located all of the check marks for a particular rectangle, say, “Check Mate”.
Alternatively, the checks and X’s could be recorded on a learning carpet or 10 10 grid on a
carpet, with craft sticks used for making the marks.
Reveal your overhead transparency, indicating how the check marks and X’s match those on
the large grid. One of the students may tell you that you have drawn a square rather than a
rectangle. It is an ideal opportunity for a class review of the square as a special rectangle.
Provide each student with a copy of Loc4.BLM2: Game Instructions, and review the instruc-
tions for playing the game.
INSTRUCTIONAL
GROUPING:
pairs
Grade 4 Learning Activity: Location – Check Mate 10