Coordinate Geometry Relationships 1

Module 5 Application Assignment

Coordinate Geometry Relationships

Samantha DiMatteo

Marygrove College

Van De Walle, Karp, and Bay-Williams (2013) state, A well-

prepared lesson that maximizes the opportunity for students to learn

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must be focused and aligned (p. 62). The process of lesson plan

design first must consider our students pre-requisite skills, it must then

have a clear plan of implementation. Additionally, students must be

assessed to ensure that they were able to grasp the main objectives of

the lesson.

Before asking students to participate in the distance formula

activity described by Walle, Karp, and Bay-Williams (2013) I would first

assess my students understanding of the various concepts that they

need to be successful with the activity. This would begin with

evaluating their knowledge of coordinate geometry. Students

must know how to label points on the coordinate plane, construct right

triangles using a grid, use the Pythagorean theorem, identify

differences between x-values and y-values, and they must know how to

isolate a variable. Additionally, I would make sure that my class is

familiar with each of the vocabulary terms that are needed to

confidently attack this activity. Examples include: vertex, ordered pair,

coordinate plane, x-coordinate, y-coordinate, quadrant, right triangle,

slope, legs, hypotenuse. If my students are competent with each of

these ideas they will be able to discover a valuable relationship

between the Pythagorean theorem and the distance formula.

Ive noted the importance of assessing my students

understanding throughout the process of this lesson. These

assessment tasks can come in many forms; the key is to make sure
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that I am assessing my students frequently using both formative and

summative assessment techniques. Brookhart and Nitko (2015)

explain, Getting information about a students achievement from

several assessment modalities usually enhances the validity of you

assessments (p. 10). Assessments can come in many forms, from

simple class discussions to more formal written exams and they help

us gain valuable feedback as to how receptive students are being to

the material. This lesson would occur after I had already formally

assessed my students on the Pythagorean theorem, therefore I would

have a good sense of their ability to draw a right triangle, label it

appropriately, and identify the missing length of a side, in this case the

hypotenuse. For this lesson I would use an admit ticket to obtain

information as to my classes understanding of coordinate geometry.

This would be followed by a class discussion that would reiterate some

key vocabulary terms. I would also formatively assess students by

walking around the room and observing student progress. A brief exit

ticket would help me to determine if students grasped the key idea of

this activity. Lastly, a summative assessment would be issued at the

conclusion of the unit.

Rubenstein, Beckmann, and Thompson (2004) note, When

teachers show students how to do things, students often obediently

follow directions rather than building understanding (p. 193). For this

reason it is important to guide students through the learning process

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with questions that encourage them to draw conclusions on their own.

Throughout the course of the lesson I would ask students a variety of

questions that would help guide them to discovering the relationships

between the Pythagorean theorem, slope, and the distance formula.

Examples include, but are not limited to: How can we obtain the value

of each leg of a right triangle using the coordinate plane? How does

the slope of our diagonal relate to the value of each leg? Can we label

the sides of the right triangle using another notation other than a, b, or

c? Can you find the length of the diagonal without using a right

triangle? We have only focused on the first quadrant, but would this

relationship between the Pythagorean theorem and the distance

formula hold true on another area of the coordinate plane? Its

important that questions offer the student direction but dont reveal

the solution. Beigie (2008) states, The classroom tone must

encourage independence, risk-taking, and perseverance (p. 353). The

process of discovery is what truly helps solidify students understanding

of the topic and good questions can help to support the discovery

process.

As an educator it is important to anticipate any misconceptions

that the students may have so that students can be appropriately

redirected towards the correct concepts. Students may incorrectly

assume that the values for the legs of a right triangle are

interchangeable with its hypotenuse. They may assume that this

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relationship works for all triangles opposed to only right triangles.

Students may feel that this derivation for the distance formula will only

work when the right triangle lies in the first quadrant. The main

misconception that I anticipate with slope is when students dont

recognize the rise is always associated with movement on the y-axis

and the run is always associated with a transformation on the x-axis.

By preparing myself for the possibility that students may have any of

the preceding misconceptions I will be ready to redirect them towards

a proper understanding of each topic.

Rubenstein, Beckmann, and Thompson (2004) explain, Good

instruction includes engaging students in worthwhile mathematical

tasks (p. 193). These location activities build students

understanding of the Pythagorean relationship and slope because

they allow them to develop and understanding of the topics using a

discovery based approach. Van De Walle, Karp, and Bay-Williams

(2013) explain, By using the Pythagorean theorem to find the length

of one line (or the distance between the end point), you provide an

opportunity for students to make an important connection between

two big mathematical ideas (p. 327). The similarities and connections

that students make between the Pythagorean theorem, slope, and the

distance formula can help solidify each students understanding of why

the distance formula works.

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Mathematics is cumulative in nature so it is important that I have

a strong understanding of my students prerequisite skills. Knowing

where their abilities stand enables me to appropriately build upon each

skill. Tomlinson and Imbeau (2010) state, Students learn

incrementally from their various starting points (p. 36). Similarly, it is

just as important that I know which skills they will need in the future so

that I can develop these skills and ensure that they are adequately

prepared for the next course in their math sequence. Through the use

of questioning along with formative and summative assessment

techniques students will progress through this activity and gain an in

depth understanding of the relationship between the Pythagorean

theorem, slope, and the distance formula.

References

Beigie, D. (2008). Integrating content to create problem-solving

opportunities. Mathematics Teaching in the Middle School, 13(6), 352
360.
Rubenstein, R. N., Beckmann, C. E., & Thompson, D. R. (2004).
Teaching and learning middle grades mathematics. Key Press
Curriculum.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing

a differentiated classroom. Alexandria, VA: ASCD.
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Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013).

Elementary and middle school mathematics methods: Teaching
developmentally (8 th ed.). Pearson: Boston.

Wiggins, G., & McTighe, J. (2011). The understanding by design

guide to creating high-quality units. Alexandria, Va.: ASCD.