Create a path for a ladybug using problem solving and geometry skills.

### Instructions

How to Use the Interactive Figure

To plan the path the ladybug should take to hide under the leaf, click on the direction buttons. The commands will appear on the screen below the picture of the ladybug. Click on the Play button to see if the path works. To clear a step, click on the step in the plan and then click on the Clear Step button. To insert a step, click on the step in the plan and then click on another direction button. Other features can be accessed from the following buttons:

 Play Pause (left button) and resume (right button) Stop and erase the path (does not erase the plan) Shows or hides the leaf Moves the leaf Forward Backward 45 degree right turn 45 degree left turn 90 degree right turn 90 degree left turn Clears the selected step Clears all steps

### Getting Started in the Classroom with Navigation Activities

Prior to engaging in this activity, students should experience classroom navigation activities—for instance, drawing simple pictures or diagrams to represent paths they might walk, such as a path from a table to the door and later from their classroom to the playground. They can write a set of directions for a classmate to move around the room, test the directions, and talk about the results and any modifications that should be made to their plan. Such activities help students make their ideas about navigation explicit. Through these experiences, students use mathematics in understanding space when they say, "Turn right" or "Go forward eight steps." Using computer activities such as Hiding Ladybug can support, extend, and connect the development of these mathematical ideas.

The ladybug hears someone coming and wants to hide. Your task is to plan a path that will take the ladybug to a hiding place under the leaf. Click on the direction buttons to plan a path the ladybug could take to hide under the leaf. Click on the "Play" button to see if the path works. The ladybug leaves a trail, so you can see the connection between the mathematical movement commands and the resulting path.

### Challenge

• Can you create a plan for a path using fewer steps?
• Can you create a plan for the shortest possible path?

### Objectives and Standards

NCTM Standards and Expectations
• Geometry / Measurement
• Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
• Pre-K - 2
• Geometry