Activity 2: Chess board Vectors
Label two edges of a chess board with the numbers 1 through 8.
Have students place pieces on the board and identify the vector to
the location of the piece. Be sure they count over-up not up-over.
Have them discuss the difference between [ 5, 2] and [2, 5].
Activity 3: Applied Vectors and maps.
Most street maps substitute one of the dimensions as letters
rather than numbers. Students may replace the letters on the map
with number and give the map vector for various locations.
On a map of the world the equator and Greenwich mean time are
the standard lines for marking vectors. Notice that locations to
the west or south require the use of negative numbers in the
Center city Philadelphia is laid out such that vectors may be
used to assign addresses. The East-West starting point is the
River with street going 1 to 23 going west. City Hall is the
starting point moving north and south with address going up by 100
for each block moved north.
Archeologists use vectors to map their sites. Many pictures of
digs show a set of strings stretched across the dig to the the
vector to objects.
Activity 4: Vector AdditionAdding distance-distance vectors is very easy. Students may
discover the method using the following reasoning: The first vector
represents a starting point, the second vector represents how far
someone moved and the sum represents where they ended up.
This may be demonstrated by moving pieces on the
chessboard or having students walk out the steps in the
Here are student started at a point 3 steps over and 5
steps forward. She then moved over 4 more steps and up 6
more steps to stop at 7 steps over, 11 forward.