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In this lesson, students will equip Cue with the Sketch Kit accessory, giving the robot the ability to draw. Students will program their robot to sketch images depicted on Sketch Kit Project Cards.
In this lesson, students will equip Cue with the Sketch Kit accessory, giving the robot the ability to draw. Students will program their robot to sketch images depicted on Sketch Kit Project Cards.
Learn how to attach the Sketch Kit accessory to their robot
Learn how to use it to draw on the Wonder Whiteboard Mat
Program their robot to draw images depicted on Sketch Kit Project Cards
Cue robots (1 per group)
tablets or compatible devices (1 per group)
Sketch Kit marker attachment (1 per group)
Sketch Kit dry erase markers (1 set per group)
Wonder Whiteboard Mat and/or butcher paper (1 per every 2 groups)
Sketch Kit Project Cards (1 set per group)
whiteboard eraser
[Optional] Hands-On Code Blocks (1 set per pair)
[Optional] plastic bags
Before this lesson, it is recommended that students:
have some experience programming Cue in the Cue app.
be able to accurately measure distances in centimeters.
be able to identify and measure angles.
Fully charge the robots and devices.
If Cue will be used, install the Wonder Workshop Cue app on each tablet.
Arrange the classroom to make room for the Whiteboard Mat(s) and/or butcher paper to accommodate small-group work.
[Optional] If using Blockly, print one Hands-On Code Blocks PDF for every two students. Cut out the code blocks and organize them into plastic bags for each pair.
1. Project the Square and Triangle Challenge image on the board and ask, “How would you program the robot to follow the blue path? How could you make your programs as efficient as possible?”
Have students work with a partner and write their responses, indicating all of the blocks they used and the values set within the blocks.
Alternatively, if students will be programming Dash in Blockly, you may also distribute the Hands-On Code Blocks and have them physically arrange their program on their desks.
2. Invite volunteers to share their responses with the class.
Have students discuss how they made their programs as efficient as possible. (Sample response: “We programmed a loop to have Dash follow the path of the square.”)
1. Say, “Today, we’re going to level up our robots and give them the ability to draw pictures with markers, so we need to use a special accessory called the Sketch Kit.”
2. Demonstrate how to attach the Sketch Kit marker attachment to Dash/Cue and insert a marker.
Refer to the Start Here Card that came with your Sketch Kit or visit the Wonder Workshop website for instructions and images to guide you.
Where does the Sketch Kit attach to the robot? (Sample response: “The Sketch Kit attaches to the bottom of the robot.”)
Where does the circle piece of the Sketch Kit attach to the robot? (Sample response: “The circle piece attaches around the robot’s right ear.”)
Where are markers inserted on the Sketch Kit? (Sample response: “Markers are inserted in the triangular holder at the front of the robot.”)
1. Divide students into groups.
Pass out robots, Sketch Kit marker attachments, and dry erase markers to each group.
2. Say, “With your group, practice attaching the Sketch Kit marker attachment and inserting markers.”
As groups attach their Sketch Kits, circulate around the class and assist, as necessary.
1. Project your device screen and open the Blockly, Wonder, or Cue app.
If using the Blockly app, navigate to the Create New Project section.
If using the Wonder app, navigate to the Free Play section.
If using the Cue app, navigate to the Code with Block and JavaScriptⓇ section.
2. Say, “To practice drawing with our robots, we will be using Sketch Kit Project Cards. There are 10 cards. Each card contains a picture that the robot can draw, and it’s our job to figure out how to program the robot to draw it correctly.”
3. Pass out Project Card 1 to each group and say, “Before we even think about our code, let’s look at the picture on the card. What do we notice about its shape?” (Sample response: “The shape looks like a dashed line.”)
“Does the line move straight, turn, or curve?” (Sample response: “The line moves straight.”)
“How many squares does the dotted line travel across?” (Sample response: “Six squares.”)
“There may be more than one solution to each card, but you should always think about ways to make your program shorter and more efficient. What are some ways to do this?” (Sample response: “We can make our code more efficient by using loops and functions.”)
4. Say, “In order for the robot to draw a noncontinuous image like this, what do you think it needs to do?” (Sample response: “It needs to be able to lift up and put down the marker.”)
Show students the Marker Up and Marker Down blocks from the Accessory menu in the app.
5. Place the robot on the Whiteboard Mat (or butcher paper) and demonstrate how to work through Project Card 1with the class.
6. Solutions for each card can be found in the Wonder Workshop apps. To access solutions, follow these instructions:
For Blockly, go to Create New Project and scroll to the bottom of the preset programs. Select the icon that matches the one at the bottom of the card.
For Wonder, go to Free Play and tap Enter Key. Enter the Wonder Key found at the bottom of the card and tap Get Program.
For Cue, the students must come up with their own solutions.
1. Distribute devices and Project Cards to each group
2. Say, “Now it’s your turn to program your robot to draw the images on the Project Cards.”
Tell students working with Dash that if they get stuck or want to check their work, they may find the solutions in the app. Show students how to find the solutions in the Blockly and Wonder apps (see Guided Practice).
Students working with Cue must come up with their own solutions.
3. Assign the Project Cards (2–10) you would like students to complete in class based on the class time remaining and their experience level.
Encourage earlier finishers to attempt to complete additional cards.
Which Project Card was the most challenging to draw? Why? (Sample response: “The honeycomb was challenging because of the number of repeating hexagons.”)
If you could design an 11th Project Card, what image would you draw?
Why do you think the Sketch Kit was designed the way it was? If you were asked to design a new version of the Sketch Kit, what kinds of features would you add? How would you make those features work?
Use our Evaluation Rubric to review students’ work and presentations.
[Optional] Share your students’ work with the world using @logicsacademy and #Cue
CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. Identify these in two-dimensional figures.
CCSS.MATH.CONTENT.4.MD.C.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement.
4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
1A-AP-08: Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
1A-AP-10: Develop programs with sequences and simple loops to express ideas or address a problem.
1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise set of instructions.
1A-AP-14: Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
4D: Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
5A: Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5C: Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
6C: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
7C: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
- describe and compare the angles and sides of regular polygons and irregular polygons.
- generalize the sum of interior angles for triangles and quadrilaterals.
- Component 10 (iii) - MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.
CTF is planning, creating, appraising and communicating in response to challenges.
I plan in response to challenges.
I make decisions in response to challenges.
I adapt to change and unexpected events.
I solve problems in response to challenges.
I create products, performances or services in response to challenges.
I appraise the skills, knowledge and technologies used to respond to challenges.
I communicate my learning.
CTF is working independently and with others while exploring careers and technology.
I determine how my actions affect learning.
I develop skills that support effective relationships.
I collaborate to achieve common goals.
Curricular Competencies:
- Use tools or technology to explore and create patterns and relationships, and test conjectures.
- Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
- Represent mathematical ideas in concrete, pictorial, and symbolic forms.
Content:
- increasing and decreasing patterns, using expressions, tables, and graphs as functional relationships.
Applied Technologies:
- Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.
- Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use.
- Identify how the land, natural resources, and culture influence the development and use of tools and technologies.
SS1: Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45°, 90° and 180° as reference angles
determining angle measures in degrees
drawing and labelling
SS2: Demonstrate that the sum of interior angles is:
180° in a triangle
360° in a quadrilateral.
SS3: Develop and apply a formula for determining the:
perimeter of polygons
area of rectangles
volume of right rectangular prisms.
SS4: Construct and compare triangles, including:
scalene
isosceles
equilateral
right
obtuse
acute
SS5: Describe and compare the sides and angles of regular and irregular polygons.
SS6: Perform a combination of translation(s), rotation(s) and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.
SS7: Perform a combination of successive transformations of 2-D shapes to create a design, and identify and describe the transformations.
SS3: Perform geometric constructions, including:
perpendicular line segments
parallel line segments
perpendicular bisectors
angle bisectors.
SS5: Perform and describe transformations (translations, rotations or reflections) of a 2-D shape in all four quadrants of a Cartesian plane (limited to integral number vertices).
PR1: Graph and analyze two-variable linear relations.
Spatial Sense
E2.2 use a protractor to measure and construct angles up to 360°, and state the relationship between angles that are measured clockwise and those that are measured counterclockwise
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures
C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code
Spatial Sense
E1.1 describe and classify cylinders, pyramids, and prisms according to their geometric properties, including plane and rotational symmetry
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves events influenced by a defined count and/or sub-program and other control structures
C3.2 read and alter existing code, including code that involves events influenced by a defined count and/or sub-program and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code
Spatial Sense
E1.3 use scale drawings to calculate actual lengths and areas, and reproduce scale drawings at different ratios
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves the analysis of data in order to inform and communicate decisions
C3.2 read and alter existing code involving the analysis of data in order to inform and communicate decisions, and describe how changes to the code affect the outcomes and the efficiency of the code
P6.3 Extend understanding of patterns and relationships by using expressions and equations involving variables.
a. Analyze patterns arising from the determination of perimeter of rectangles and generalize an equation describing a formula for the perimeter of all rectangles.
SS6.1 Demonstrate understanding of angles including:
identifying examples
classifying angles
estimating the measure
determining angle measures in degrees
drawing angles
applying angle relationships in triangles and quadrilaterals.
SS6.2 Extend and apply understanding of perimeter of polygons, area of rectangles, and volume of right rectangular prisms (concretely, pictorially, and symbolically) including:
relating area to volume
comparing perimeter and area
comparing area and volume
generalizing strategies and formulae
analyzing the effect of orientation
solving situational questions.
SS6.5 Demonstrate understanding of single, and combinations of, transformations of 2-D shapes (with and without the use of technology) including:
identifying
describing
performing
SS7.3 Demonstrate an understanding of 2-D relationships involving lines and angles.
Identify, with justification, line segments on a diagram that are parallel or perpendicular.
Use technology to construct parallel lines, perpendicular lines, angle bisectors, and perpendicular bisectors.
Use geometric constructions to create a design or picture, and identify the constructions present in the design.
6SS1 Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles, using 45°, 90° and 180° as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified
6SS3 Develop and apply a formula for determining the:
perimeter of polygons
area of rectangles
volume of right rectangular prisms.
6SS6 Perform a combination of translations, rotations and/ or reflections on a single 2-D shape, with and without technology, and draw and describe the image.
7SS3 Perform geometric constructions, including:
perpendicular line segments
parallel line segments
perpendicular bisectors
angle bisectors.
SS1 Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45°, 90 and 180° as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified
SS3 Develop and apply a formula for determining the:
perimeter of polygons
area of rectangles
volume of right rectangular prisms.
SS6 Perform a combination of translation(s), rotation(s) and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.
SS3 Perform geometric constructions, including: perpendicular line segments; parallel line segments; perpendicular bisectors; angle bisectors
6.SS.1 Demonstrate an understanding of angles by
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45º, and 90º, and 180º as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified
6.SS.3 Develop and apply a formula for determining the
perimeter of polygons
area of rectangles
volume of right rectangular prisms
6.SS.6 Perform a combination of transformations (translations, rotations, or reflections) on a single 2-D shape, and draw and describe the image.
7.SS.3 Perform geometric constructions, including
perpendicular line segments
parallel line segments
perpendicular bisectors
angle bisectors
describe angles as a measure of rotation (turn)
identify and classify angles as acute, obtuse, right, straight, or reflex
explain, using models, how the perimeter of any polygon (2-D shape) can be determined
generalize a formula for calculating perimeter (distance around the outside)
model, identify, and describe a combination of transformations (flips, slides, or turns) on 2-D shapes
P2: Students will be expected to use digital tools to develop ideas and original works in innovative ways.
TOC1: Students will be expected to
safely use many forms of current technology for learning with growing competence
demonstrate conceptual understanding of how information and communication technology, digital tools, and authorized networks support their learning
use terminology related to information and communication technology
Perform geometric constructions, including:
perpendicular line segments,
parallel line segments,
perpendicular bisectors,
angle bisectors.
GCO1: Students will be expected to design, develop, evaluate, and articulate technological solutions
GCO2: Students will be expected to operate and manage technological systems
Describes quadrilaterals (e.g. parallel segments, perpendicular segments, right angles, acute angles, obtuse angles)
Observes and produces frieze patterns and tessellations
using translations