A3: Sequences - Maze Making

Description

In this lesson, students will utilize obstacles or barriers to create a maze on a map. Students will then arrange the coding blocks on the control board as needed to navigate through the maze on the map. Students will then write or draw a short story based on the robot’s movement through the environments on the map.

Objectives

• Utilize coding blocks to navigate through a maze created by obstacles and destination flags

• Write or draw a short story or poem based upon the robot’s movement through the maze on a map

• Collaborate with other students as they program their Matatalab robot through a maze

• Create a maze on large banner paper

Materials

• Matatalab Coding Sets – enough for each group of four students

• 1 Large banner paper sheet for each group of four students

• Markers, coloured pencils

• Student journals

Preparation

• Lay out the Matatalab Coding Set pieces

• Separate out all plastic obstacles and flags

• Have large banner paper sheets with markers/coloured pencils available for each collaborative group of students

• Have some examples of mazes

• Have student journal 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

Introducing Mazes

Say, “A maze is a path or collection of paths that have a start and an ending. Today we will discuss the difference between a starting point and an ending point. We will create a maze on our Matatalab map using the Matatalab plastic obstacles and finishing flags, then we will create our own Mazes on large banner paper. Remember, a maze has a beginning and a finish or ending. First, we will use two different Matatalab flags – one as a beginning, or start, and one as an end, or finish.”

Activity

Ask a volunteer in the large group of students to place a flag at a particular location on the map. That will be the beginning or start.

Ask a different volunteer to place a flag at a different location as finish or end point. This first time do not use obstacles.

Direct students to discuss the best directions that would allow the robot to move from the starting flag to the finishing flag.

Once students have discussed these directions, collaboratively decide how to arrange the coding blocks on the control board in such a way that will send the correct navigation message allowing the robot to move from the start flag to the end finish flag.

Now using Challenge Booklet 2, try challenge 2-1 which has a start, an end, and an obstacle.

Test out the coding blocks by having another volunteer push the big orange button which will allow the command tower to take a picture of the coding blocks and send the coding message to the robot. See if the robot moves successfully to the finish flag. If the students need a hint, the challenge solutions of coding blocks are on the back page.

Say, “Now we are going to discuss different types of mazes which have a start and a finish. We will then design a maze on the Matatalab map and move our robot through our created mazes.”

• Show examples of mazes to the entire group

• Show students examples of different types of mazes, indicating the destination

• Remind students about the parts of the Matatalab Coding Set and the way all the pieces are used

• Place students into collaborative groups of four each

• Have students discuss and share their examples of mazes, characteristics of mazes, and the goal of any maze

Introducing Obstacles and Flags

Direct the groups created during the first activity to the laid out Matatalab Coding Sets with map

Say, “Now we will use the idea of a maze to create a maze on the Matatalab map using the plastic obstacles and flags of the set-in front of you. Remember that you need to have a start and a finish. Remember to place a plastic flag as the start and another flag as a finish or end point.”

• Give students time to manipulate the obstacles creating their mazes on the Matatalab maps

Say, “Remember that you may also create your own obstacles using paper or other materials as you work on and create your maze”

• Give students time to create their mazes

Say, “Now we will program our Matatalab robots to move successfully through our created mazes. Remember our discussion of the way to use the Matatalab command tower and control board, the coding blocks, and the way that our robot responds to programming.”

Say, “As your robot moves through your created maze, remember that you will later write or draw either a short story or a poem based upon the robot’s movement through your map.”

• Give students time to create their mazes on the Matatalab map using plastic obstacles and start and end-point plastic flags. Allow students time to configure their coding blocks on the control board. Once ready, give students time to test out their coding by pushing the big orange button on the control board.

Allow students time to iterate their block coding and/or their plastic obstacle maze arrangement if needed

Once students have gone through the steps of completing their mazes, pass out student journals

Say, “Now think about the environments or areas on the Matatalab map that your robot had to go through in order to complete the maze successfully. Write a short story or a poem in your student journals about the way that your robot moved through each area. The story could be about the robot and what happened to the robot in each of the areas

• Give students time to write out or draw their stories or poems in their student journals

Creating Mazes with a Start and Finish

Pass out large banner paper and markers or coloured pencils to each group of students

Say, “Now staying in your groups, you will create your own mazes on your large banner paper”

• Give groups time to create their own mazes on the large banner paper. Remind students that each maze must have at least one start or beginning and an end or finish

• Give students the chance to return to the Matatalab Coding Set and work out each challenge in Challenge Booklet 2

Follow-Up Questions/Discussion

Say, “We have learned new vocabulary. We have created several different types of mazes – one on the Matatalab map and another on large banner paper. We have drawn or written short stories or poems based upon the robot’s movement through the map mazes. We’ve solved challenges for our Matatalab robots using starting and ending points and moving around obstacles.”

Ask and discuss the following questions:

• What is a maze?

• How was the arrangement of obstacles on your Matatalab map a maze? Explain.

• What is a meant by a start and what is meant by a finish?

• Through what areas or environments did your Matatalab robot move?

• How successful was your group in moving your robot through your created maze?

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

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

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 

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

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.