The Mystery Integers lesson plan has the following sections (each could be considered for a single 60-minute lesson)

Note to Teachers: Consider this lesson if your students require instruction or further development on the use of variables and lists.

“Mystery Integers!” lesson plan:

Part 1: Introduction

Part 2: Direct Instruction for Pseudocode

Part 3: Transitioning from Pseudocode to Coding

Part 4: Creating Variables in Coding

Part 5: Creating Lists in Coding

Part 6: Identifying the Correct Answer Coding

Sample Scratch Project, Starter Scratch Project, Opposite Integers Project to consolidate learning

Big Idea(s):

Connecting Math Algorithms to Coding

Coding and Integers with Scratch

Expectations:

Number

• B1. demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

  • B1.2 read and represent integers, using a variety of tools and strategies, including horizontal and vertical number lines

  • B1.3 compare and order integers, decimal numbers, and fractions, separately and in combination, in various contexts

Algebra

• C3. solve problems and create computational representations of mathematical situations using coding concepts and skills

  • C3.1 solve problems and create computational representations of mathematical situations by writing and executing efficient 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 outcomes and the efficiency of the code

• C4. apply the process of mathematical modelling to represent, analyse, make predictions, and provide insight into real-life situations

Spatial Sense

• E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them

  • E1.3 plot and read coordinates in all four quadrants of a Cartesian plane, and describe the translations that move a point from one coordinate to another

Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes

• A1. Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.

In this lesson, to the best of their ability, students will learn to recognize sources of stress and cope with challenges and build relationships and communicate effectively as they apply the mathematical process problem solving (develop, select, and apply problem-solving strategies) and reflecting (demonstrate that as they solve problems, they are pausing, looking back, and monitoring their thinking to help clarify their understanding), so they can work through challenging math problems, understanding that their resourcefulness in using various strategies to respond to stress is helping them build personal resilience, and so they can work collaboratively on math problems – expressing their thinking, listening to the thinking of others, and practising inclusivity – and in that way fostering healthy relationships.

Lesson plan involving learning how to make pseudocode and examining a Scratch Project from pseudocode (Mystery Integer - Input/Output Machine)

Part 1 - Lesson Plan Mystery Integer Introduction

Classroom Opportunities for Social-Emotional Learning:

• Paired Programming

• Classroom Advice Space & Buddy Programming

Classroom Opportunities for Social Emotional Learning

Questions Social Emotional Learning

Opportunities for Differentiation (meeting the needs of all learners)

Remix Ideas for Integers on a Number Line

This project can consolidate learning in addition to those ideas found in the Grade 6 Coding lesson: Which Integer is Greater?. The lesson plans for Mystery Integers are complementary ones to “Which Integer is Greater?”. Based on the needs of the students, teachers are encouraged to make a hybrid from sections of both lessons or use one or both, depending on the background knowledge of their students for coding and integers. See Consolidation of Learning for Lesson Plan “Which Integer is Greater?”

Scratch Project: Opposite Integers

Up until now the coding lessons for Integers have involved starting with the creation of a pseudocode for the math concept and translating those actions to Scratch coding blocks. With this activity, as a consolidation activity, students watch the teacher play the Opposite Integers game, or they play it themselves and then discuss what the possible blocks might be. Then from the list of blocks connect back to the math concepts. In this program the “Cat” generates a random integer. The user is then asked to input (type) the opposite integer. The program coding declares it true (and if so, the User gets a point) or false (the Cat gets a point). Scores are kept and a winner is declared when either the User or the Cat gets to 10.

There are several additional ideas presented in this project such as Randomization and Scores. The idea of a “game” is one that is interesting to students and this will give them an entry level example to build upon for future projects.

Opportunities for Assessment

The checklist below can be used by students to track their use of Scratch coding elements or used by teachers to assess student projects.

Checklist for Evaluating a Project -Editable Version

Questions for Coding in General

Questions to Assess For-As-Of Learning