## “Human” Sized Coordinate Graph Game

Make a “human” sized coordinate graph by placing tape on the floor for the x and y axis. Label the quadrants. Have a student stand at the origin, tell them the ordered pair.

Then the student will tell you if they move left/right on the x-axis based on +/- and then if they go up/down on the y-axis based on +/-.

When the student is done moving the rest of the class states if they moved correctly.

Rebecca Davis sets up a coordinate plane on the floor of her classroom. Groups of 3 or 4 students are assigned equations in slope-intercept form and graph them using their bodies on the giant coordinate plane. As extensions, Ms. Davis changes the slope or y-intercept of the original equation and makes the activity into a race.

**Lesson Objective:** Students graph a line given slope-intercept on a giant coordinate plane

**Common Core Standards:** Math.8.EE.5

#### Adaptations:

**Lisa Laney** – In my class we call this the Human Graph! After a lesson and an assignment using slope intercept, I will introduce the Human Graph. We warm up graphing on white boards and then volunteers step up to become the graph. Later we revisit the Human Graph when solving systems. I use a group of girls for one equation and boys for the other. It’s interesting when they find the point of intersection.

**Wendy Lessard** – In My 8th grade per-algebra students loved this. It helped to clear their misconceptions, and showed me exactly who understood the concept, and who didn’t. I took it a step further by having 2 teams graph parallel lines so we could compare the slope and y intercepts – and I did the same for perpendicular lines. Also, helped to understand undefined slope and zero slope.

I made it competitive by having 2 teams at a time graph different equations – they absolutely loved it.

I then used it for algebra I class by having them graph point slope form vs slope intercept. Also did it competitively.

**SVaneck** – Since I introduce the concept of integers to my 6th graders, I do something along this line. I tape out the room into the 4 quadrants, give them each a half a deck of cards. They turn over one card of their partial deck on cue and the rule is: if it is a red card, it is negative, black, it is positive, hearts go to the quadrant 1, diamonds go to the quadrant 2 etc. They must then find a partner in their quadrant and create their ordered pair. We then check (they self-regulate a lot) to see if everyone is correct before we turn over the next cards.

Love it, what size did you made the coordinates for students to stand on it?

Bigger the better! You can even have the desks on the grid so when the student moves s/he sits in a desk. Every desk can have a position such as (2,3) right two up three sit in desk in that position. Or give the students a new seating plan everyday but give them coordinates to where they are suppose to sit….