Aetivity 20.21 Hidden Positions For the game boards, craw an 8-Inch square on tag board. Subdivide the squares into a 3%3 grid. Two suidents sit with a“screen” separating their desktop ‘space so that neither student can see the othe’s grid (Gee Figure 20.34). Each student has Four different pattem blocks. The frst player places a block on four different sections of the grid. He then tells the other player where to put blocks on her gri to match his ‘own. When all four pleces are positioned, the two [grids are checked to see if they are alike, Then the players switch roles. Mode! the game once by taking Sve part of the first student. Use words such as top middle, left, and right. Students can play in pairs «Figure 20.34 The-#idden Posions” gameThree In a Row Three Tn 6 Row “The “Hidden Positions” game can easily be extended “£5 grids up to 6 x 6, As the grid size increases, the need #43f a system of labeling positions increases. Students can f etin couse a simple coordinate system as ealy as the fist "Gade. Use a coordinate grid lke the one shown in Figure 10.35 (see Blackline Master 48). Explain how to use two idinbers to designate an intersection point onthe grid. The [fest umber tes how far o move to theright The seoond fBthber tes how far to move up. For younger children the words along with the mumbers: 3 right and 0 up. ire to inclode 0 in your introduction. Selecta point on grid and have students decide what two numbers name ‘point If your points at (2,4) and students incorrectly 2 Ki qeeegeraaeea Coordinate Grid aero nya ire 20.35 A simple coordinate grid. The X's at(3, 2) £3) the O sat (1, 3)- Use the grid to play Three in a Row {Oke “Tac-Toe). Put marks on intersections, not spaces (see say “ous, tvo," chen simply indicate where the points that ‘hey named. Another way for stadents to visualize che dif- ferences to compare students in the second row fourth seat to the fourth row second seat.Coordinate grid —48 222 Fed xpesience Guide: Resources fr Teachers of Elementary and Middle Schoo! Mathematics @ Alin and Bacon 2007Nome Date ~ E How to Play Sunken Ships on Paper ‘Two teams try to locate each other’s sunken ships. Setting up: Each team secretly draws a sunken ship on the grid labeled “Our Ship” on the Sunken Ships Grids sheet. Ships must cover five grid intersections lying on a vertical or horizontal straight line. 1. To begin, the first team decides where it wants to start its search for the other team’s ship by naming a point, such as (-3, 5). 2. The second team checks to see if that point is on its ship. If it is, it says “Ship.” if not, it gives the number of units to the nearest undiscovered point on the ship. 3. The first team records its point on the grid labeled “Their Ship.” They write S for ship, if itis a point on the ship. Or they write the number indicating how many units away from the second team’s ship their point is. 4. Then the second team guesses where to start its search for the first team’s ship and names a point. 5. Teams take turns guessing points until they have both found all five points of the other's ship. Number of turns it took us Number of turns it took them to find their sunken ship: to find our sunken ship: Round 1: eee eee Round 1; _____ Round 2: __-_____. Round 2: — Round 3: _. ae Round 3: ____ a Investigation 1 + Sessions 3-4 © Paaron Edin, a. 140 Sunken Ships and Grid PatternsNome nel Sunken Ships Grids Our Ship 13} 1 att — | +e 4 Their Ship [ 5 4 3 aS Investigation 1 + Sessions 3-4 144 Sunken Ships and Grid Patterns © Prono Eden, heChoice 5: Copy Tiles Materials: Color tiles; Student Sheet 16, Inch Graph Paper; crayons or markers Pairs of students fold graph paper along a line, then build a symmetrical design with color tiles. One student places a tile on one side of the line. A parinor “copies” by placing the same-color tile in the corresponding (reflected) square on the other side of the fold line. Players can switch roles 0 each has a turn being the leader and the copier. Students then choose ‘one or two of their designs and record them. For a variation, each person can make a complete design with séveral color {iles on one side of a page and color in the squares with crayons or mark- ors. Partners exchange papers and complete each other's designs by build- ing the reflection with color tiles. Collect these papers and start a class set of Copy Tile Task Cards for students to choose and do during Choice Time. * (se 3D shapes OA Hinkt pape/2 il ag ag 8 a 3 - @ 2 3 a = 5 4 8 i 3 i g oe 3| £ 3SS t BEBBBBLY | | BDA [aoe errrTumbling Tetrominoes on Paper Ifyou have few or no computers, students can play Tumbling Tetrominoes on paper. Each player is given a 10-by-12 Rectangle as'a gameboard. The 10-unit edge is the bottom. Make a key for numbers 1 through 6; each of the numbers 1-5 stands for a particular tetromino; 6 is Player's Choice. One, two, three, or four students can play together, each with a gameboard and colored markers or crayons. One of the players rolls a number cube (players can take turns doing this). Then each player colors on his or her own gameboard the tetromino repro- sented by that number. Players must “place” each tetromino with one side touching either the bottom or another already-placed totromino, just as in the computer game. Play continues until no more tetrominoes can be placed. A player's total score is the number of squares covered. In some classrooms, students have built the tetrominoes with interlocking cubes or have used cutout paper totrominoes to place on their gamoboards. Some teachers have made large number cubes with pictures of the tetromi- noes on the faces. Even in classrooms with good computer access, many students enjoyed this off-computer version of Tumbling Tetrominoes. 14 © Investigation 1: Motions with Tetrominoes75 © Pacman Ederson, be