# Battleship 5E LP

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```							                                           5E Lesson Plan
Battleship
teachHOUSTON Student Name: Step 1 Student

Mentor Teacher Name:                                                              Grade Level: 5th

Lesson Teaching Date:

Concept(s): Ordered pairs represent the location of points on the coordinate plane. Knowing the x- and
y-axes along with the x- and y-coordinates of an ordered pair are vital when plotting points in the
coordinate plane. This is a mathematical concept that appears frequently in daily life. They are used
when giving geographic locations, when creating statistics charts, and to measure distance.

TEKS: (5.9) Geometry and spatial reasoning. The student recognizes the connection between ordered
pairs of numbers and location of points on a plane. The student is expected to locate and name points
on a coordinate grid using ordered pairs of whole numbers.

Use the following diagram for each evaluation question.

Objectives                           Evaluation Questions for each Objective
The student will be able to:
1. Label points and axes on a coordinate grid.          1. Carl forgot to label the axes on his grid.
Label the x- and y-axis.

2. Which ordered pair best represents the
location of Carl’s house?

2. Locate points on a coordinate grid.                  3. Whose house is located at (4, 0)?
3. Explain the steps needed to move from one              4. Mike, whose house is not shown on
point on a coordinate grid to another.                       the grid, lives 2 units east and 5 units
north of Carl. What are the
coordinates of Mike’s house?

Materials List

For                            Item                              Quantity

4 X 4 Grid Card
1
Teacher               *if an Elmo is not available, the
teacher will need a copy of this
sheet on transparency.

Vocabulary Match Cards                        1 set

Battleship Grid Card

*if an Elmo is not available, the                   1
teacher will need a copy of this
sheet on transparency.

Rainbow Centimeter Cube                          1

Battleship Powerpoint

1
Battleship PP.ppt

Student                     “Battleship” Activity                   1 per student

Rainbow Centimeter Cube                    1 per student

Battleship Grid Card                    1 per student

Colored pencils (set of 6 colors)           1 set per student

“Mike’s Mix-up” Activity                  1 per student
Evaluation                       1 per student

Group                    Vocabulary Match Cards               1 set per group of 2

Vocabulary Match Instruction
1 per group of 2
sheet

     Cut and bag sets of Vocabulary Match Cards and Vocabulary Match Instruction sheets
     Make a transparency of the “4X4 coordinate Grid ” and the “Battleship Grid” sheet if
Elmo is unavailable
     Make copies of the following:
o “Vocabulary Match” instructions and cards
o 4 X 4 Coordinate Grid sheet
o “Battleship” Activity
o Battleship Grid Sheet
o “Mike’s Mix-up” Activity sheet
o Evaluation

Engagement

What the Teacher Will Do            Eliciting Questions/ Student        What the Students Will Do
Responses
The teacher will place students                                         Each student will join a peer to
in pairs to complete the                                                complete the Vocabulary Match
Vocabulary Match activity.                                              activity.

Instructions: Work with a                                               Every pair will receive
partner to complete this activity.                                      Vocabulary Match cards and a
Each group has a set of cards                                           set of instructions.
containing “Term Cards” and
“Illustration Cards”. Read the                                          Even if students are unfamiliar
term and definition on your term                                        with the terms being presented,
card. Use that definition to                                            they should still complete this
match the term card with its                                            activity to the best of their
appropriate illustration card.                                          ability.
The teacher will review the           What do you think an ordered           Students will describe an
students’ results to the previous     pair looks like?                       ordered pair.
activity.                             [Example: a pair of numbers]
A student volunteer will come to
The teacher will have students        What illustration card did you         the board and write the ordered
explain what an ordered pair is,      select as an ordered pair?             pair from their illustration card.
and ask a student volunteer to
write the ordered pair from their         Illustration Card                  Students will identify the x- and
illustration card on the board.                                              y-coordinate in the ordered pair
(2, 3)                   presented on the board.
The teacher will have students
identify the x- and y-coordinates                                            Students will describe a
in an ordered pair.                                                          coordinate grid, and locate the
axes and origin on the
The teacher will then ask the         What made you select that card?        coordinate grid.
students to identify the x-axis, y-   [According to the definition, an
axis, and origin on a coordinate      ordered pair is a pair of numbers      Students will explain what they
plane.                                used to locate a point on a            believe an ordered pair
coordinate grid. This card best        represents.
The teacher will display the “4X4     represents the definition]
Coordinate Grid” sheet on the                                                Students will decide whether the
Elmo (or overhead transparency        Could someone please write the         teacher’s location of the ordered
if Elmo not available)                ordered pair from the illustration     pair, (2, 3), is correct, and
card on the board? [(2, 3)]            provide an explanation.
The teacher will test the
students understanding by             In the ordered pair shown, what        *Note: At this point the teacher
plotting the ordered pair (2, 3)      is the x-coordinate? [2]               has plotted the ordered pair, (2,
incorrectly. *plot the point (3, 2)                                          3), incorrectly. The teacher has
instead.                              What is the y-coordinate? [3]          placed a point at (3, 2). It is up
to the students to decide
The teacher will have a student       How can you tell?                      whether the ordered pair has
plot the ordered pair on the          [According to the definition, the      been plotted correctly.
coordinate grid correctly.            x-coordinate is the first number
in the ordered pair, and the y-        A volunteer will plot the ordered
The teacher will have the             coordinate is the second number        pair, (2, 3), correctly on the 4X4
students share any connections        in the ordered pair. In the            coordinate grid sheet located on
they may have noticed between         ordered pair, (2, 3), 2 is first and   the elmo.
ordered pairs and the coordinate      3 is second.]
grids.                                                                       Students will share whether they
What illustration card did you         think there is a connection
The teacher should inform the         select as the coordinate grid?         between ordered pairs and
students that there are actually                                             coordinate grids. They must
four quadrants, but they will           Illustration Card                    explain their reasoning.
work only in the first one for
now.

Also, if students are experiencing
difficulty determining which
coordinate is the x-coordinate
and which the y-coordinate is,
they may refer to the alphabet.
Tell them that x comes before y
in the alphabet, and the x
coordinate is the first coordinate    Why?
in an ordered pair.                  [According to the definition, the
coordinate grid is a grid formed
by two perpendicular number
lines called axes.]

On a coordinate grid, where is
the x-axis?
[at the bottom; it is the vertical
axis]

Where is the y-axis?
[on the side; it is the horizontal
axis]

Where is the origin?
[The origin is at (0, 0). It is the
point in which the axes
originate.]

What do you think an ordered
pair represents?
[It represents the location of a
point on a coordinate grid]

I believe the ordered pair, (2, 3)
is located here:

Does anybody agree with me?
[no]

Why or why not?
[the point you plotted was at
(3, 2) not (2, 3)]
ordered pair, (2, 3), on the
coordinate grid?

Why did you place the point in
that location?
[We were given the ordered pair
(2, 3). We concluded that the x-
coordinate was 2, so we must
start at the origin and move two
places to the right. The y-
coordinate is 3 so we must then
move three places up.]

Do you believe that there is a
relationship between ordered
pairs and coordinate grids?
[yes]

If so, what is that relationship?
[Example: ordered pairs
represent the location of a point
on a coordinate grid]

TRANSITION STATEMENT
You will use the terms acquired in the Vocabulary Match activity as well as your problem solving skills to
complete the next activity, a game of Battleship. Throughout the game, your understanding of the
terms previously introduced will be measured. This will allow me to see what points may need to be
stressed and to clear up any misconceptions that exist.
Exploration

What the Teacher Will Do             Eliciting Questions/ Student             What the Students Will Do
Responses
The teacher will give each           On your “Battleship Grid” Card,          Each student will receive
student a “Battleship Grid” Card,    where is the x-axis?                     materials necessary to complete
a Rainbow Centimeter Cube, and       [At the bottom. It is the                the activity.
the “Battleship” activity sheet.     horizontal axis]

The teacher will inform the          Y-axis?                                  Students will identify the axes
students that they will be playing   [on the side; it is the vertical axis]   and the origin on their
a game of battleship, and will                                                “Battleship Grid” Card.
have a student read the              Where is the origin?
instructions for the activity.       [It is located at the point (0, 0)]      A student volunteer will read the
instructions for the activity as
Instructions:                         How can you tell?                       the class follows along.
1.     Label the axes on your        [The origin is the place where the
“Battleship Grid” Card           axes originate.]                         Students will answer questions
3. Position your ship. Place         Can you make two consecutive
Centimeter Cube)                 [no]
somewhere on your
“Battleship Grid” Card.          Can you ask for more than one
Remember to record your          clue at a time?
ship’s position on the line      [no]
below.
4. Choose an opponent to             Can you move your ship from its
begin calling points.            initial location?
5. Make an initial guess of the      [no]
ship by randomly calling out     Can you give false clues about
a location on their grid.        the location of your ship?
6. If your initial guess is the      [no]
ship, then you have sunk         How do you win the game?
their ship. You win!             [the first person to sink their
7. If not, your opponent must        partner’s ship using the clues
give you a directional clue      given will win the game]
(up, down, left, or right) of
where their ship is located.
Record that clue in the
“Clues Given” column on the
table below.
8. Record your guesses in the
“Guesses” column below
and plot them on the
Ship” grid provided.
9. Alternate turns and continue
to call out locations until one
person’s ship has sunk!

Teacher will stress the
importance of writing down the
clues given.

Note: This will reduce the
chances of a student giving false
clues in order to mislead their
opponent.
It will also allow the teacher to
see whether students have
grasped the concept.

The teacher will do an example       Can I have a volunteer to be my    A student volunteer will be the
round with the class to ensure       opponent, and another volunteer    teacher’s opponent in the
that students understand how         to select the location of my       example round and the rest of
the game works.                      battleship?                        the class will be on the teacher’s
team.
The teacher will have a student      What should my initial guess be?
volunteer be his/her opponent.       [Example: (4, 5)]                  The student volunteer will close
their eyes while a different
The teacher will ask a different     Why?                               student writes an ordered pair
student to select the location of    [Example: Because (4, 5) is an     on the board. This ordered pair
his/her battleship by writing an     ordered pair on the battleship     will represent the location of the
ordered pair on the board.           grid]                              teacher’s ship.

*Note: The ordered pair must                                           Students in the class will place
be able to be plotted on the                                            their battleship on that point.
“Battleship Grid” Card
The opponent will then open
Once every student on the                                               their eyes, and place their
teacher’s team has their ship                                           battleship at their secret
(Rainbow Centimeter Cube) on                                            location.
the location, and the opponent
has their ship in place, the                                            Make sure students cannot see
teacher will instruct the                                               their competition’s grid. Also,
opponent to make an initial                                             remember to erase the ordered
guess.                                                                  pair written on the board.
After the example round, the                                               The opponent will give an initial
teacher will have the students                                             guess of the location of the
begin the activity.                                                        classes’ ship. If the guess is
incorrect, a student on the
teacher’s team will give the
opponent a clue of where their
ship is located.

A member of the teacher’s team
will then guess an initial point.

The teacher will circle the class   What is your initial guess?            After one turn in the sample
asking prompting questions as       [Example: (6, 7)]                      round, the students will join
students work to complete the                                              their partners to complete the
activity.                            Why?                                  Battleship activity.
[Example: Because (6, 7) is
towards the center of the grid]        Note: The students may work
with their partner from the
Do you feel this is the best           Vocabulary Match activity, or
possible choice for an initial         work with a different partner.
guess?
[Example: yes]

If not, where is the best possible
choice located?
[In the center of the grid]

How can you tell?
[There will be a greater chance
to eliminate a larger number of
possible locations]

What strategy will you use to
[Example: I will use the clues
given to help narrow down the
list of possible locations]

If you’re opponent’s ship is to the
left (or right) of your initial
guess, what are the possible
locations of their battleship?
[Example: If my initial guess is (3,
8) and my opponent’s ship is to
the right, then my next guess
should have an x-coordinate that
is greater than 3]

If you’re opponent’s ship is above
what are the possible locations
of their battleship?
[If my initial guess is (3, 8) and
my opponent’s ship is above my
guess, then my next guess should
have 9 as the y-coordinate]

TRANSITION STATEMENT
In the next activity, you will share your observations and results reached during the Battleship game.
Being able to eloquently communicating your thoughts and ideas is an important skill that will deepen
your understanding of the concepts being presented.

Explanation

What the Teacher Will Do              Eliciting Questions/ Student        What the Students Will Do
Responses
Teacher will place a “Battleship     Did your opponent’s battleship       A student will share the location
Grid” Card on the Elmo.              lie on either of the axes?           of their battleship and the initial
guess of their opponent.
Teacher will have a student label    What do you notice about
the axes, and ask a different        ordered pairs on the x-axis?         Students will share whether their
student to share the location of     [the y-coordinate for ordered        initial guess was random or if
their ship.                          pairs on the x-axis is zero]         there was a strategy behind the
guess.
The teacher will also ask that       Y-axis?
student’s opponent to share          [the x-coordinate for ordered        Students will describe any
their initial guess.                 pairs on the y-axis is zero]         observations they made when
determining the best strategy to
Note: If the teacher does not        What was your initial guess?         sink their opponent’s battleship.
have an Elmo, make a                 [Example: (8,9)]
transparency of the “Battleship                                           Students will explain how they
Grid” Card                           Do you think this was the best       used the clues given to help
possible initial guess?              locate their opponent’s
The teacher will ask prompting        Why?                                battleship.
questions to help the students       [Example: no because it is not
realize that the best location for   located near the center of the       Students will explain the steps
an initial guess would be in the     coordinate grid]                     needed to move from their initial
middle of the grid.                                                       guess to their opponent’s
In this case, there is a greater   Was this guess random or did          battleship.
chance of narrowing down the       you use strategy to determine
possible location of their         your initial guess?
opponent’s ship.                   [Example: yes it was random]

The teacher will ask students to   If so, what strategy did you use?
explain the location of the ship
relative to the initial guess.     Would a point in the center of
the grid be a better initial guess
than a point on the x-axis?
[yes]

How can you tell?
[if an initial guess is made at the
center of the grid, there will be a
greater chance of having a large
area eliminated]

What clues were you given after
each guess?
[Example: Move to the left, move
to the right, move up, move
down]

How did you use that clue to find
battleship?
[clues were used to narrow down
the possibilities as to where my
opponent’s ship was located]

Where was you’re opponents
guess?
[example: 2 units up and 3 units
to the right]

The teacher will continue to use   Suppose your initial guess was        Students will place their finger
the “Battleship Grid” Card and     (3,4).                                on the point (3, 4) on their
Elmo (or transparency) for this                                          “Battleship Grid” Card.
section.                           How do you get to that point on
the coordinate grid?                  The students will use the given
The goal of this segment of the    [3 is the x-coordinate and 4 is the   clue to determine the area of
lesson is for the teacher to       y-coordinate. Move three units        possible locations of the ship.
assess the student’s               to the right and four units up]
understanding of the                                                     Students will share observations
mathematics material being         If you are told that your             about the coordinates of the
presented before proceeding.     opponent’s ship is down relative        possible locations of the
The teacher will ask prompting   to your initial guess of (3, 4),        battleship.
questions to measure the         what are possible locations of
students’ understanding of the   their ship?
objectives.                      [the ship could be located at
points were the y-coordinate is 1,
2, or 3]

How can you tell?
[The y-coordinate represents up-
down motion. If the battle ship
is below the point (3, 4), then the
y-coordinate of the ship’s
location must be less than 4]

What do you notice about the y-
coordinates of all of the possible
locations?
[they are less than 4]

How does this clue affect the x-
coordinates?
[It does not. The x-coordinate
represents horizontal movement,
not vertical]

If you are told that your
opponent’s ship is to the right
relative to your initial guess of (3,
4), what are possible locations of
their ship?
[the ship could be located at
points were the x-coordinate is 4-
9]

How can you tell?
[The x-coordinate represents
horizontal motion. If the
battleship is to the right of (3, 4),
then the x-coordinate of the
battleship’s location must range
from 4-9]

What do you notice about the x-
coordinates of all the possible
locations?
[they are greater than 4]
How does this clue affect the y-
coordinates?
[It does not. The y-coordinate
represents up-down motion. We
are moving to the right]

What is the connection between
ordered pairs and the coordinate
plane?
[Ordered pairs represent the
location of points on the
coordinate plane. Knowing the
x- and y-axes along with the x-
and y-coordinates of an ordered
pair is vital when plotting points
in the coordinate plane.]

TRANSITION STATEMENT
Now that you have learned the necessary terms and recognize the relationship between ordered pairs
and coordinate planes, you will be able to complete the next activity. This activity will extend upon
what you have learned and requires you to use all information you’ve learned today. You will also have
an opportunity for creativity.

Elaboration
What the Teacher Will Do            Eliciting Questions/ Student          What the Students Will Do
Responses
Instructions:                                                             Each student will receive a
Mike wants to place his new five                                          “Mike’s Mix-up” activity sheet
piece furniture set in his                                                and a set of colored pencils.
bedroom. Before he begins, he
A student volunteer will read the
would like to create a map of his
instructions for the activity.
room to ensure that it will feel
comfortable. However, he is
experiencing difficulty creating a

Teacher will circle the room as      On which axis is the door            Students will work individually to
students work on the activity.       located? [x-axis]                    complete the “Mike’s Mix-up”
activity.
Teacher will ask probing             The right wall? [y-axis]
questions to gauge the students’                                        Students should use the
understanding of the material      Where is the origin?                 specifications provided to create
and assist those experiencing       [(0, 0); were the x- and y-axis     their map.
difficulty creating a map.         intersect]
All piece of furniture should have
Which piece of furniture will you    four vertices.
draw first? Why?
Note: Each student does not
Which is the largest?                have to create the same map.
[bed]                                The specifications do not give
specific locations for each corner
Which piece is the smallest?         of the furniture; therefore there
[night stand]                        will be a variety of results.

What strategy will you use to
complete this map?
largest piece of furniture, to
ensure that it will fit into the
layout of the room]

Could a piece of furniture have a
corner at (16, 1)?
[No; the door spans from (15, 0)
to (20, 0). All furniture must at
least be two units away from the
door. Therefore, there cannot be
any furniture placed at (16, 1)]

If one corner of the dresser is at
(0, 0), could another corner be at
(1, 1)? Why?
[No, the dresser’s dimensions are
2X6. A corner at (1, 1) does not
satisfy any of the dimensions]

The teacher will facilitate as     How do your results differ from      Students will present their
students participate in group      your classmates?                     finished products to their peers.
discussion.
How many different ways are          Students will share strategies
there to arrange the room?           used when creating their map.

What ordered pairs do you have       Students will discuss differences
for the vertices of each piece of    in their maps compared to their
furniture?                           peers.
TRANSITION STATEMENT
We have come to the end of the lesson. You will now be assessed over the information you have
learned today. Once again they are: Labeling points, origin, and axes on a coordinate grid, explaining
the steps needed to move from one point on a coordinate grid to another, and locating points on a
coordinate grid.
4

3

2

1

0
1   2   3   4
Vocabulary Match Instructions

Instructions: Work with a partner to                    Instructions: Work with a partner to
complete this activity. Each group has a                complete this activity. Each group has a
set of cards containing “Term Cards” and                set of cards containing “Term Cards” and
“Illustration Cards”. Read the term and                 “Illustration Cards”. Read the term and
definition on your term card. Use that                  definition on your term card. Use that
definition to match the term card with its              definition to match the term card with its
appropriate illustration card.                          appropriate illustration card.

Instructions: Work with a partner to                    Instructions: Work with a partner to
complete this activity. Each group has a                complete this activity. Each group has a
set of cards containing “Term Cards” and                set of cards containing “Term Cards” and
“Illustration Cards”. Read the term and                 “Illustration Cards”. Read the term and
definition on your term card. Use that                  definition on your term card. Use that
definition to match the term card with its              definition to match the term card with its
appropriate illustration card.                          appropriate illustration card.

Instructions: Work with a partner to                    Instructions: Work with a partner to
complete this activity. Each group has a                complete this activity. Each group has a
set of cards containing “Term Cards” and                set of cards containing “Term Cards” and
“Illustration Cards”. Read the term and                 “Illustration Cards”. Read the term and
definition on your term card. Use that                  definition on your term card. Use that
definition to match the term card with its              definition to match the term card with its
appropriate illustration card.                          appropriate illustration card.

Instructions: Work with a partner to                    Instructions: Work with a partner to
complete this activity. Each group has a                complete this activity. Each group has a
set of cards containing “Term Cards” and                set of cards containing “Term Cards” and
“Illustration Cards”. Read the term and                 “Illustration Cards”. Read the term and
definition on your term card. Use that                  definition on your term card. Use that
definition to match the term card with its              definition to match the term card with its
appropriate illustration card.                          appropriate illustration card.
Vocabulary Match Cards

Term Card                            Term Card                             Term Card

Ordered Pair: a pair of numbers      y-coordinate: The second number       y-axis: the vertical axis on the
used to locate a point on a          in an ordered pair, which the         coordinate plane
coordinate grid                      distance to move up or down from
(0, 0)

Term Card                            Term Card                             Term Card

x-axis: the horizontal axis on the   x-coordinate: The first number in     Coordinate Grid: a grid formed by
coordinate plane                     an ordered pair, which tells the      two perpendicular number lines
distance to move right or left from   called axes.
(0, 0)

Illustration Card                    Illustration Card                     Illustration Card

(The bold line)

(2, 3)                                (2, 3)
The number 3

Illustration Card                    Illustration Card                     Illustration Card

(The bold line)

(2, 3)
The number 2
Name: __________________________

Instructions

1.   Label the axes on your “Battleship Grid” Card

Create a barrier using your math book so that your opponent can not see your ship’s position.

Place your Battleship (Rainbow Centimeter Cube) somewhere on your “Battleship Grid” Card. Remember to
record your ship’s position on the line below.

4.   Choose an opponent to begin calling points.

5.   Make an initial guess of the location of your opponent’s ship by randomly calling out a location on their grid.

6.   If your initial guess is the location of your opponent’s ship, then you have sunk their ship. You win!

7.   If not, your opponent must give you a directional clue (up, down, left, or right) of where their ship is located.
Record that clue in the “Clues Given” column on the table below.

8.   Record your guesses in the “Guesses” column below and plot them on the “Tracking Your Opponent’s Ship”
grid provided.

9.   Alternate turns and continue to call out locations until one person’s ship has sunk!
Battleship Location: ________

Guesses                               Clues Given

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

A     B    R      L

a.

9

8

7

6

5

4

3

2

1

0   1        2   3   4   5   6   7   8   9
Name: __________________________

Instructions

Mike wants to place his new five piece furniture set in his bedroom. Before he begins, he
would like to create a map of his room to ensure that his room will feel comfortable. However,

He has left the following dimensions for each piece of furniture to assist you in creating a map.

   Every piece of furniture must be a four sided figure

   The bed is 11 Units x 8 Units

   The nightstand is 3 Units x 3 Units

   The dresser is 8 Units x 3 Units

   The TV stand is 2 Units X 3 Units

   The chair is 3 Units x 4 Units

   The door is on the x-axis, from (15, 0) to (20, 0). Furniture must be placed at least two
units above the door.

Questions

1. List the location of the corners of each of the following:

a. Bed: ________________________________________________

b. TV stand: ____________________________________________

c. Night stand: __________________________________________

d. Dresser: _____________________________________________

e. Chair: _______________________________________________

2. Use colored pencils to decorate your map.
Mike’s Room

Window

Left Wall
Right Wall

Door
Sample Solution
Mike’s Room

Window

Night                               Chair

Stand

Left Wall
Bed                            TV     Right Wall

Stand

Dresser

Door
Name: __________________________

Instructions: Work individually to complete the following questions.

Carl created a grid to show the location of some of his friends’ houses. Each point represents
the house of a friend.

Use the coordinate grid above to answer questions 1-4.

2. Carl forgot to label the axes on his grid. Label the x- and y-axis.

3. Which ordered pair best represents the location of Carl’s house?

a. (4, 0)

b. (6, 4)

c.   (8, 1)

d. (1, 8)

4. Whose house is located at (8, 1)?

5. Mike, whose house is not shown on the grid, lives 2 units east and 5 units north of Carl.
What are the coordinates of Mike’s house?

a. (4,9)

b. (6,4)

c. (4,6)

d. (8,9)

```
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