Big Idea:

Writing codes for movements on a grid

Expectations:

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

• Coding Skills: C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and concurrent events

teacher background

Students may benefit from prior experience with:

• giving directions

• using positional language (right, left, up, down)

• counting on a grid

LOOK-FORS:

• Do students find it easier to write a code or read a code?

• Do students count squares or steps from square to square?

• Are students able to write accurate codes?

• What strategies do students use to write a code from memory (e.g., focusing on an image of the grid or visualizing movements on the grid)?

Have students share some of the codes they created for different positions of Start and Finish on Grid B. Briefly discuss that there may be more than one code for each grid.

Ensure students understand that the codes should focus on movement from square to square, not on counting squares.

Have volunteers share strategies they used to visualize the grid in their minds and to write code from memory.

Ask: “Is it easier to write code or to read code? Why?”

Highlight for Students

• A grid can help us write a code to move from Start to Finish.

• We use arrows to represent movement from one square to the next.

Accommodations: Place arrows on the grid to show the steps.

Extension: Students write multiple codes for the same grid.

Combined Grades Extension: Students write a code to create a simple shape on a grid, and partners use the code to create the shape.

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