In this lesson, my students used the combination of Ozobots abilities to follow lines and Ozoblockly’s block coding system to learn about the one quadrant coordinate grid.
Common Core Math Standards Addressed:
CCSS.MATH.CONTENT.5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
CCSS.MATH.CONTENT.5.G.A.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
What do you need?
Have students work in groups of 4-6 students to design a 10x10 grid on the foam board. This is a great opportunity to go over vocabulary terms axis, origin, X-Axis, Y-Axis, ordered pairs and Intersection.
Have students first do this in pencil and then trace with their markers.
Also, make sure students use different colors at different spots. The OzoBit can actually recognize colors so they can use if/then/else statements when coding!
After the students have designed their board and labeled the coordinates along the axis, have students set their Ozobot down and make sure it can follow the lines. If there is their first time using the Ozobots, give them time to explore here. They will love watching the Bit 2.0 change colors as it goes over the lines.
Have students open up Ozoblockly and start coding!
Students should always be on level 3 Intermediate and use the orange Line Navigation tool and not the yellow Movement tool. The movement tool is used for free travel, while the line navigation will allow the Bit 2.0 to travel along the lines.
At each intersecting point, the student will have to tell the Bit 2.0 what to do or else it will start choosing random lines. So if they are travels 4 units the right, they are best using the loop feature to limit the lines of code.
Have students start at the origin and travel to a certain ordered pair such as (4,3). Remind your students that they must always travel along the X-Axis first and the up the Y-Axis.
Encourage students to use features like Loop and Logic. You can make up stipulations such as “If the line is red, go slow; else go fast.” Students can have a lot of fun with this.
Put in limitations such as the number of lines of code. This will force students to become creative.
Think of geometry questions to ask the students when finished:
How far away is the bit from the origin? (7 Units)
How far away is the bit from the X-Axis? (3 Units)
How far away is the bit from the Y-Axis? (4 Units)
If each unit is ½ mile, how many miles away from the origin is the bit? (3 ½ miles)
Have the ozobot travel between two points to determine distance.
Fun Extension: Have students plan out an “OzoCity” on their 10x10 grid and write out geometry questions based off of their grid. They can go to each other’s OzoCity maps and try to code their Bit 2.0 to travel from one place to the next and answer the geometry questions.
For more fun activities with the Ozobot, be sure to check out their awesome library of lessons here.