A2: Sequences - Sequences of Coding
Students will design a race car, map out a race course for their car, and program their car to successfully complete the race coursing using Matatalab coding blocks.
Lesson
Overview
Description
In this lesson, students will use sequences along with advanced coding that includes parameter blocks, angle blocks, loop blocks, and function blocks. Students will design a race car, map out a race course for their car, and program their car to successfully complete the race coursing using Matatalab coding blocks.
Objectives
Create a race car
Create a race course
Test advanced coding sequences through the use of Matatalab components and the race car and race course
Materials
Per groups of 4 students:
1 set of directional Card Symbols
1 Matatalab Coding Set – Parts used in this lesson will include:
Command Tower
Control Board
MatataBot
Direction blocks
Angle blocks
Parameter blocks
Loop blocks
Function blocks
Modeling clay
Construction paper
Scissors
Glue & tape
Styrofoam cups and containers (shell of race car)
Markers
Large sheets of paper or roll of paper for race course
Student journals
Before the Lesson
Preparation
Charge all Command Towers and MatataBots
Preview use of parameter, loop and function blocks
Make a model race car for students to view
Model should be made of a paper cup and have a drawn windshield, headlights, and taillights
Organize 1 set of Matatalab parts used in this lesson
Organize and make accessibly race car materials
Learning about Matatalab
To learn more about the Matatalab Coding Set refer to the following videos:
Guided Practice
Creating a Race Course & Race Car
Say, “Race courses include lots of turns and movements that race cars must perform. A race course is similar to a map in that it includes angles and turns. In this lesson we will create a race car shell, place it over the MatataBot, and then we will create a large race course for the MatataBot to race upon. We will program our race car using Matatalab coding blocks for the race car to complete the course.”
Explain to students that they will work together to design a race car and a race course.
Show students the teacher created race car shell and point out that it will fit over the MatataBot. (Note: The race car shell should fit over the MatataBot. Students are not to glue or tape race car to robot.)
Review right and left turns with students. Point out that cars can make angular turns either greater or less than 90 degrees. Demonstrate coding block arrangements of these angles using Matatalab Coding Set. Explain that when students create their race course they might want to include some of these other angles
Activity
Distribute 1 MatataBot and 1 large sheet of paper to each group.
Identify materials and location of materials for students to create their race car and race course.
Remind students that their race car should fit over the MatataBot.
Student groups discuss, collaborate and sketch designs for both race car and race course in journals.
Students divide tasks among group members and work to complete both race car and race course.
Encourage students to test coding block arrangements of these angles using the Matatalab Coding Set. Allow students to modify and iterate their coding block arrangements as they learn about the angle coding block usage
Independent Practice
Advanced Coding
Say, “More advanced coding blocks are very important as you work with Matatalab components. These advanced coding blocks include Loop, Parameter, Angle, and Function blocks. Remember that a function, when used with coding blocks, represents a sequence of instructions.”
Point out the specific function coding blocks and how they frame the arrangement of blocks. Point out that an algorithm is similar to a computer’s function.
Say, ““Remember that a loop tells a computer to repeat something until it is instructed to stop.”
Point out the circled loop blocks and how it is important to frame a set of blocks or functions in order for the function to repeat.
Say, “Remember that a parameter is a number that tells a computer how many times to do something.”
Point out the numbered parameter blocks that, using prongs, connect at the bottom of the coding blocks.
Say, “In this activity, we will work with more advanced coding blocks and race our race cars along our created race courses using these more advanced coding blocks.”
Activity
Distribute 1 Matatalab Coding set per student group.
Distribute the created race car and race course to each group.
Student groups discuss possible sequence of coding blocks to use in order for their race car to complete a lap or a set of laps around the race course.
Encourage students to use the advanced coding blocks including parameter blocks, loop blocks and function blocks.
Student groups work to arrange coding blocks on the Matatalab command board to code MatataBot and test their cars to see if they complete the race course successfully.
Students debug code as necessary.
Have each group present and demonstrate their race car and race course.
Wrap Up
Follow-Up Questions/Discussion
Say, “We have discussed and worked with Matatalab advanced coding blocks. We have especially focused on the Matatalab angle blocks which we must use in order to allow our race cars to make important turns. We have also worked with the Matatalab advanced coding blocks and created a race car and race course. As we raced our race cars, we utilized angle blocks that allowed us to make important turns on our race course”
Ask the following questions:
What is meant by an angle?
Why are angles important for race car movements?
How successful were you as you tested out your Matatalab coding block arrangements?
What would you have changed about this project and why?
What were the Matatalab advanced coding blocks?
Which advanced coding blocks were most important for allowing your race car to travel successfully through your race course? Why?
How did you use the advanced coding blocks to race your race car?
How successful was your race car as it traveled through your race course?
How would you change the creation of your race car and race course to make this more successful?
What surprised you most about this project?
Downloadable Materials
Worksheet
Educational Standards
ISTE
ISTE
1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies
3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
6c: Students communicate complex ideas clearly and effectively by creating or using variety of digital objects such as visualizations, models or simulations
7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning
7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal
CSTA
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-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
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.
Ontario - Grade 1 - Mathematics
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
British Columbia - K - Grade 1 - ADST
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
Alberta - K - Grade 1 - ICT
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
Nova Scotia - Grade P-3 - ICT & Mathematics
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
Grade 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.