A1: Sequences - Getting Started with Matatalab

Description

In this introductory lesson, students will learn about the Matatalab Coding Set including: the different parts of the set, how the coding set works, how to set messages to the robot, and the different functions MatataBot has! The lesson ends with students working in small groups to work through Challenge Booklet 1 to demonstrate their understanding before moving on to more challenging activities!

Objectives

• Describe the components of the Matatalab Coding Set

• Learn about the importance of coding and programming

• Understand the difference between sending and receiving messages

• Collaborate with other students as they program a Matatalab robot

• Challenge each other to program the Matatalab robot in order to move through different mat/map environments.

Materials

Matatalab Coding sets - enough for each group of four students

• 1 Command Tower

• 1 Control Board

• 1 Wheeled Robot

• 16 Movement Blocks

• 4 Function Blocks

• 4 Loop Blocks

• 8 Numbered and Parameter Blocks

• 2 Dice Blocks

• 1 Environment Gridded Map

• 8 Red Plastic Stand-Up Obstacles

• 3 Plastic Colour-Coded Stand-Up Flags

• Level 1 Challenge Booklet

• Student Journals

Preparation

• Lay out Matatalab Coding Set pieces

• Schedule access to a large open space

• Have student journals available

Learning about Matatalab

To learn more about the Matatalab Coding Set refer to the following videos:

• https://www.youtube.com/watch?v=FN0CYCl9NkA&ab_channel=matatalab

• https://www.youtube.com/watch?v=a4Elsi2OyRo&ab_channel=matatalab

Teacher-Led Introduction

Say: "We will be learning about the Matatalab Coding Set which includes a robot that moves with coding blocks and messages sent from a command tower. The command tower reads the arrangement of blocks that you place on the control board. The tower then sends a message to the robot that allows the robot to move on the map."

• Introduce the meaning of coding, robots and robotics, and sending and receiving messages.

Think-Pair-Share

Write on the board the following vocabulary words:

• Coding

• Robot

• Environment

• Map

• Message

Say: "Individually, I want you to think about what these words might mean. Then in pairs I want you to discuss your ideas and draw pictures to represent the vocabulary."

• Give students time to complete this task, then have students share their pictures with the rest of the class.

• Introduce the meaning of coding, robots and robotics, and sending and receiving messages.

Sending & Receiving Messages

Activity

Place students into groups of up to 4 & schedule access to a large, open space. The groups will work together to create at least 3 short simple messages. Ensure the students have planned their messages before taking them to the open space.

At the space, arrange students so that half of the group of collaborative teams are on one side of the space and the other half are on the other side of the space. Allow each team to take a turn sending their messages by yelling them out and allowing the students on the other side of the playground to decide what each message is. Alternate teams by switching and allowing the senders to become the receivers and vice versa.

After the Activity

Once the groups have had time to send and receive messages, bring students back to the classroom.

• Discuss what is meant by sending a message and what is meant by receiving a message. Relate sending and receiving to the functions of the Matatalab command tower, which sends messages, and the function of the Matatalab robot, which receives messages.

• Ask students to create a symbol that represents sending a message and a symbol that represents sharing a message in a student journal or on a piece of chart paper. Share the drawings with the whole class.

Understanding Blocks, Obstacles and Destinations

Activity

Create index cards for each team of four students. Each set of cards should include one card for each of the following:

• Direction and Movement - Picture of an arrow

• Numbers - Picture of a number

• Loops or Circles - Picture of a circle with arrows

• Fn or Function blocks - Picture of "Fn"

• Music, Dancing, or Running Person blocks

• Plastic Stand-up Obstacles - Picture of an obstacle

• Stand-Up Flags - Picture of a flag

Direct students to the previously laid out Matatalab Coding Set pieces. Students should remain in their teams.

Task: Students are tasked with sorting the blocks and obstacles by the categories. They must place the appropriate index card with each set.

After the Activity:

Discuss the meaning and purpose of each category with the students.

Ask students to create and draw one picture of each category in their journals & share the drawings with the class.

Getting Started with Coding

Activity

Ensure that each team of four students has enough copies of the Challenge Booklet Level 1 and a Matatalab Coding Set.

• Students will begin at page one of the booklet. They will follow the picture and placement of each block and flag destination on the control board.

• Once the block has been placed, the students should push the big orange button on the control board and check the robot's location against the picture in the booklet to receive immediate feedback about their success.

• Students will complete Challenge Book Level 1.

• Ask students to create and draw a route from the book in their student journal & share the drawings with the class.

Follow-Up Questions/Discussion

Say, "Today we have learned new vocabulary, information about sending and receiving messages, and we have completed the Level 1 Challenge Booklet of Matatalab Coding Set!"

Ask the following questions:

• What is meant by coding?

• How did the Matatalab robot react to messages sent from the command tower?

• What types of movement blocks allowed the robot to move forward?

• What types of blocks allowed the robot to turn?

• What kinds of environments or locations were on the map?

• What surprised you most about Matatalab?

• What would you change about today's lesson if you could?

Real World Connections

Say, "Today, there are many satellites that surround and orbit our planet that receive messages as well as send them back to Earth like the Matatalab Command Tower. How important do you think satellites are for our system of communication today? What would happen if these satellites no longer worked?"

• Allow students to discuss with the class

Say, "Coding or programming is basically a specific list of directions that tell a machine what to do. What are some other examples of activities that require specific lists of instructions? One example may be a recipe that must be followed. If you leave out an ingredient, the baked good might not look right or taste good!"

• Allow students to talk about other examples.

Index Card Printouts

ISTE

1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways

3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions

4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems

4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems

5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions

7b: Students use collaborative technologies to work with others including peers, experts, or community members, to examine issues and problem from multiple viewpoints

7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal

CSTA

1A-CS-01 K-2 - Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.

1A-DA-07 K-2 - Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.

1A-AP-08 K-2 - Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

1A-AP-09 K-2 - Model the way programs store and manipulate data by using numbers or other symbols to represent information.

1A-AP-12 K-2 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

1A-AP-10 K-2 - Develop programs with sequences and simple loops, to express ideas or address a problem.

1A-AP-11 K-2 - Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

1A-AP-14 K-2 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

1A-AP-15 K-2 - Using correct terminology, describe steps taken and choices made during the iterative process of program development.

NGSS

K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Grade 1

Mathematics

Algebra (Coding)

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events

C3.2 read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcomes

Kindergarten - Grade 1

ADST

• Generate ideas from their experiences and interests

• Add to others’ ideas

• Use trial and error to make changes, solve problems, or incorporate new ideas from self or others

• Use materials, tools, and technologies in a safe manner in both physical and digital environments

• Develop their skills and add new ones through play and collaborative work 

• Explore the use of simple, available tools and technologies to extend their capabilities 

Grade 1

ICT

Outcome 5: Students will be expected to, with teacher assistance, use grade-appropriate digital tools to explore ideas, create original works, and represent their learning, both individually and collaboratively.

Outcome 9: Students will be expected to, with teacher assistance,

• use grade-appropriate ICT terminology 

• follow verbal instructions and visual reminders to begin safely operating computers and grade-appropriate digital devices

Primary

Mathematics

N01: Students will be expected to say the number sequence by 

• 1s, from 1 to 20 

• 1s, starting anywhere from 1 to 10 and from 10 to 1 

Performance Indicators: 

N01.01 Recite the number sequence from 1 to 20 and from 10 to 1. 

N01.02 Name the number that comes after a given number, 1 to 9. 

N01.03 Name the number that comes before a given number, 2 to 10. 

N01.04 Recite number names from a given number to a stated number (forward 1 to 10, backward 10 to 1) using visual aids. 

N02: Students will be expected to recognize, at a glance, and name the quantity represented by familiar arrangements of one to five objects or dots. 

Performance Indicators: 

N02.01 Look briefly at a given familiar arrangement of one to five objects or dots and identify the number represented without counting. 

N02.02 Identify the number represented by a given dot arrangement on a five-frame. 

N03: Students will be expected to relate a numeral, 1 to 10, to its respective quantity. 

Performance Indicators: 

N03.01 Name the number for a given set of objects. 

N03.02 Match numerals with their given pictorial representations. 

N03.03 Hold up the appropriate number of fingers for a given numeral. 

N03.04 Construct a set of objects corresponding to a given numeral. 

N03.05 Record the numeral that represents the quantity of a given set of objects. 

N06: Students will be expected to demonstrate an understanding of counting to 10. 

Performance Indicators: 

N06.01 Answer the question, How many are in the set? using the last number counted in a set. 

N06.02 In a fixed arrangement, starting in different locations, show that the count of the number of objects in a set does not change. 

N06.03 Count the number of objects in a given set, rearrange the objects, predict the new count, and recount to verify the prediction. 

PR01: Students will be expected to demonstrate an understanding of repeating patterns (two or three elements) by identifying, reproducing, extending, and creating patterns using manipulatives, sounds, and actions. 

Performance Indicators: 

PR01.01 Distinguish between repeating patterns and non-repeating sequences in a given set by identifying the part that repeats. 

PR01.02 Reproduce a given repeating pattern and describe the pattern. 

PR01.03 Extend a variety of given repeating patterns to two more repetitions. 

PR01.04 Create a repeating pattern using manipulatives, musical instruments, or actions, and describe the pattern. 

PR01.05 Identify and describe a repeating pattern containing two or three elements in its core in the classroom, the school, and outdoors. 

Grade 1

Mathematics

N01: Students will be expected to say the number sequence by: 

▪ 1s, forward and backward between any two given numbers, 0 to 100 

▪ 2s to 20, forward starting at 0 

▪ 5s to 100, forward starting at 0, using a hundred chart or a number line 

▪ 10s to 100, forward starting at 0, using a hundred chart or a number line 

Performance Indicators: 

N01.01 Recite forward by 1s the number sequence between two given numbers, 0 to 100. 

N01.02 Recite backward by 1s the number sequence between two given numbers, 0 to 100. 

N01.03 Record a given numeral, 0 to 100, presented orally. 

N01.04 Read a given presented numeral, 0 to 100. 

N01.05 Skip count by 2s to 20 starting at 0. 

N01.06 Skip count by 5s to 100 starting at 0, using a hundred chart or a number line. 

N01.07 Skip count forward by 10s to 100 starting at 0, using a hundred chart or a number line. 

N01.08 Identify and correct errors and omissions in a given number sequence 

N02: Students will be expected to recognize, at a glance, and name the quantity represented by familiar arrangements of one to ten objects or dots. 

Performance Indicators: 

N02.01 Look briefly at a given familiar arrangement of objects or dots and identify the number represented without counting. 

N02.02 Identify the number represented by a given arrangement of counters or dots on a ten-frame. 

N03: Students will be expected to demonstrate an understanding of counting to 20 by 

▪ indicating that the last number said identifies “how many” 

▪ showing that any set has only one count 

▪ using the counting-on strategy 

Performance Indicators: 

N03.01 Answer the question, How many are in the set? using the last number counted in a given set. 

N03.02 Identify and correct counting errors in a given counting sequence. 

N03.03 Show that the count of the number of objects in a given set does not change regardless of the order in which the objects are counted. 

N03.04 Record the number of objects in a set using the numeral symbol. 

N03.05 Determine the total number of objects in a given set, starting from a known quantity and counting on. 

PR01: Students will be expected to demonstrate an understanding of repeating patterns (two to four elements) by identifying, describing, reproducing, extending, and creating patterns using manipulatives, diagrams, sounds, and actions. 

Performance Indicators: 

PR01.01 Describe a given repeating pattern containing two to four elements in its core. 

PR01.02 Identify errors in a given repeating pattern. 

PR01.03 Identify the missing element(s) in a given repeating pattern. 

PR01.04 Create and describe a repeating pattern using a variety of manipulatives, musical instruments, and actions. 

PR01.05 Reproduce and extend a given repeating pattern using manipulatives, diagrams, sounds, and actions. 

PR01.06 Identify and describe a repeating pattern in the environment (e.g., classroom, outdoors) using everyday language. 

PR.01.08 Identify the core of a repeating pattern 

Grade 2

Mathematics

N01: Students will be expected to say the number sequence by 

▪ 1s, forward and backward, starting from any point to 200 

▪ 2s, forward and backward, starting from any point to 100 

▪ 5s and 10s, forward and backward, using starting points that are multiples of 5 and 10 respectively to 100 

▪ 10s, starting from any point, to 100 

Performance Indicators: 

N01.01 Extend counting sequence (by 1s), forward and backward. 

N01.02 Extend a given skip counting sequence (by 2s, 5s, or 10s) forward and backward. 

N01.03 Skip count by 10s, given any number as a starting point. 

N01.04 Identify and correct errors and omissions in a given skip counting sequence. 

N01.05 Count a given sum of money with pennies, nickels, or dimes (to 100¢). 

N01.06 Count quantity using groups of 2s, 5s, or 10s and counting on. 

N02: Students will be expected to demonstrate if a number (up to 100) is even or odd. 

Performance Indicators: 

N02.01 Use concrete materials or pictorial representations to determine if a given number is even or odd. 

N02.02 Identify even and odd numbers in a given sequence, such as on a hundred chart. 

PR01: Students will be expected to demonstrate an understanding of repeating patterns (three to five elements) by describing, extending, comparing, and creating patterns using manipulatives, diagrams, sounds, and actions. 

Performance Indicators: 

PR01.01 Identify the core of a given repeating pattern. 

PR01.02 Describe and extend a given double attribute pattern. 

PR01.03 Create a repeating non-numerical pattern and explain the rule. 

PR01.04 Predict an element of a given repeating pattern using a variety of strategies and extend the pattern up to the tenth element to verify the prediction. 

PR01.05 Translate a repeating pattern from one mode to another. 

PR01.06 Compare two given repeating patterns, and describe how they are alike/different. 

Grade 3

Mathematics

N01: Students will be expected to say the number sequence forward and backward by: 

▪ 1s through transitions to 1000 

▪ 2s, 5s, 10s, or 100s, using any starting point to 1000 

▪ 3s, using starting points that are multiples of 3 up to 100 

▪ 4s, using starting points that are multiples of 4 up to 100 

▪ 25s, using starting points that are multiples of 25 up to 200. 

Performance Indicators: 

N01.01 Extend the number sequence by 1s, particularly through transition from decade to decade and century to century. 

N01.02 Extend a given skip counting sequence by 2s, 5s, 10s, or 100s, forward and backward, using a given starting point. 

N01.03 Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3 up to 100. 

N01.04 Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4 up to 100. 

N01.05 Extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25 up to 200. 

N01.06 Identify and correct errors and omissions in a given skip counting sequence. 

N01.07 Determine the value of a given set of coins (nickels, dimes, quarters, and loonies) by using skip counting. 

N01.08 Identify and explain the skip counting pattern for a given number sequence. 

PR01: Students will be expected to demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds, and actions. 

Performance Indicators: 

PR01.01 Identify and describe increasing patterns. 

PR01.02 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues. 

PR01.03 Extend a pattern, using the pattern rule, for the next three terms. 

PR01.04 Compare numeric patterns. 

PR01.05 Identify and explain errors in a given increasing pattern. 

PR01.06 Create a concrete, pictorial, or symbolic representation of an increasing pattern for a given pattern rule. 

PR01.07 Create a concrete, pictorial, or symbolic increasing pattern and describe the pattern rule. 

PR01.08 Solve a given problem using increasing patterns. 

PR01.09 Identify and describe the strategy used to determine a missing term in a given increasing pattern. 

PR01.10 Use ordinal numbers (to 100th) to refer to or to predict terms within an increasing pattern. 

Kindergarten - Grade 1

ICT

C5: Students will use technology to aid collaboration during inquiry.

C6: Students will use technology to investigate and/or solve problems.

F6: Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.

P1: Students will compose, revise and edit text