§111.17.
Mathematics, Grade 5.(9) Geometry and spatial reasoning. The student
recognizes the connection between ordered pairs of numbers and locations
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 of ordered pairs to locate math vocabulary on a Word Wall is a
great way to practice a skill, while quickly reviewing words, and one
way to get better use of our most precious resource time.
Beginning of the year:
Put up a graph with intersecting lines, and place 4 x 6 cards with
words such as Welcome, grade, new, year, math, 5th, class, learning,to,
fun, room, teacher's name, year, and other math terms. Be sure to scatter
the words around so that a sentence such as "Welcome to 5th grade,
Mrs. Leland thinks math class should be fun while you are learning!"
is not immediately apparent.

Early in the first month of school...preferably
within the first week, review the use of ordered pairs, and pass
out cards with the pairs needed to read the sentence. If you place
them in numbered ziploc bags, they can be used in a specific order.
Have kids find the words in order, and write them down. When they
have finished, pass out some type of math game to reinforce the
idea of the connection of fun and learning. 

As new vocabulary words are reviewed or introduced, replace
the bulletin board words that are non math related. Use 3 sets
of pairs per day.
Variation 1: Kids orally say the word at the location they
have on their card. First 3 students may also be asked to tell
a fact they know about the term, or ask a question about it.
Fourth student is asked what the terms have in common, or which
one didn't match. For example, dividend,
divisor, and quotient
name parts of a division problem. dividend,
divisor, and sum.
In the second set, sum is the answer to
an addition problem, so it doesn't belong. Some students might
point out that the answer to a check problem with a remainder
is a sum. Either way, students are having to listen to the three
terms, to decide their connection.
Variation 2: Students could have ordered
pair practice as a part of a written warmup activity. First
finding and then explaining connection, or finding the term
that didn't belong.

This page was developed through GirlTECH '97, a
teacher training and student technology council program sponsored by the
Center for Research on Parallel
Computation (CRPC), a National Science
Foundationfunded Science and Technology
Center. Thanks also to the RGK Foundation for
its generous support
© Updated August 3, 2004 Jo Leland
Comments to jo.leland@humble.k12.tx.us
http://teachertech.rice.edu/Participants/joleland/ 