"Please Direct me to my Seat"

Big Idea:

Locations can be described using positional language, maps, and grids.

Expectations:

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 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 outcome

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

  • E1.4 describe the relative locations of objects or people, using positional language

  • E1.5 give and follow directions for moving from one location to another

Social-Emotional Learning Skills (SEL) 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 think critically and creatively as they apply the mathematical process connecting ( make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports) and communicating (express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions) so they can make connections between math and everyday contexts to help them make informed judgements and decisions.

Set up a large 5 x 5 grid on a floor or carpet using green painter’s tape.

If you have a carpet divided into squares you can use it.

Post the left and right hand cut outs,that were prepared ahead of time on a chalkboard or chart stand. Add the obstacles derived from the grid that you prepared in advance (e.g., stadium, game tickets, popcorn, drink, hot dog and your seat). It is fun to use a stadium image as a start point and stadium seats as an endpoint.

Explain to the students that they are going to go watch a sporting event (e.g. basketball, soccer, hockey, etc). The object of the activity is for one student to give (“code”) oral instructions to help another student navigate around the obstacles and get to their seats.

Next, negotiate a set of “rules” for the

game with the students as follows:

• We can only give directions for moving a limited number of squares at a time (e.g., 2).

• We can only move forward, backward, turn left a quarter turn and turn right a quarter turn.

• We cannot move on the diagonal.

• We have to stand on squares.

• When we start to count movement, we count the first step onto the next square where we are already standing. Have the children take turns practicing while the teacher calls out instructions.

Once the teacher is satisfied that the children are confident, choose one child to be the “Navigator”. Choose another child to be the person attending the sporting event . Other children could hold the other obstacle drawings.

Play again, switching roles. Eventually this can become a centre. (See printable version of this lesson plan for more teacher moves)

Remind students of the learning goals.

The teacher will select a few students’ obstacle drawings and post one piece at a time to serve as a visual to focus student explanations and promote dialogue and questioning. Once they have shared a few in the whole group, they will then break into smaller groups.

The students in small groups will listen to each others’ explanations, ask questions and give feedback.

Teachers will encourage students to make connections to everyday events.

• Have you been to a sporting event before?

• Why do you need to know where to get food?

• When is another time you have had to give directions?

Bansho Strategy or Gallery:

Students present their work, in small groups, with the support of the teacher. Students show the original program and then their modified version. Students explain their code and how they had to modify it to make it work

While circulating the teacher can take anecdotal notes of the words that were being used frequently (e.g advance, turn, right, left, etc…) the difficulties being observed and the areas that will need to be elaborated upon in small group lessons (For example: “Children are finding difficulty differentiating right from left, a lot of “this way” and “that way” or "go up" and "go down" being said.)

Key Questions

How many moves did it take to get from the START square to the STOP square? Is there a shorter path? How do you know it is shorter? Is there another route? How many moves would It take?

SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric