Grade 2: "Number Codes"

(From: Mathology)

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This Mathology lesson plan can be accessed in both English and French by logging into your Mathology.ca/Mathologie.ca account and searching for Geometry Activity 24: Coding: "Number Codes"

Content

Big Idea:

Writing different codes for the same grid using numbers and arrows

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

Learning Goals

We want students to understand...

Objects can be located in space and viewed from multiple perspectives
Numbers tell us how many and how much

Success Criteria

I can...

We can write a code using numbers and arrows to describe movement on a grid.
Many codes can describe different paths to the same location on a grid.

Materials

Master 61: 4 × 4 Grid (for Before)
Master 66: Grid 1
Master 67: Grid 2: Code Breakers
Master 68: Cutouts
Master 69: Assessment

(All Line Masters can be accessed by logging into your Mathology / Mathologie account)

Vocabulary

Code
Arrow
Grid
Different
Alike
Path
Count

teacher background

Students may benefit from prior experience with:

giving directions
using positional language (right, left, up, down)
counting on a grid
using arrows to write code

Pedagogy

Minds On

Write “Start” and “Finish” in two squares on Master 61.

Ask, “How can we write a code to move from Start to Finish using arrows to show each step up, down, right, or left?” Record one possible code.

Ask, “How many of each type of arrow do we have?”

Introduce the idea of a code that uses numbers and arrows to represent the movement (e.g., →, →, ↑, ↑, → becomes 2→, 2↑, 1→).

Repeat with another grid. Have students come up with as many different codes as they can.

Action!

Give each pair a copy of Grid 1 (Master 66) and Grid 2 (Master 67).

Part 1

Use Grid 1. Write “Start” and “Finish” on the grid. Take turns writing different codes to move from Start to Finish. Check each other’s codes.

Part 2

You are going to be code breakers. Use Grid 2. Write “Start” and “Finish” on the grid. Together, write three correct codes and one incorrect code.
Display your grid and four codes. Walk around the room and look at other pairs’ codes. Take turns spotting the incorrect code. Explain how you knew.

Teacher Moves

Probing Questions:

How are the codes alike? How are they different?
Where does 1↑, 1↓ take you? Where does 2←, 2→ take you?
How did you find the incorrect code?
How can you use this code to make another code?

LOOK-FORS:

Do students find it easier to write a code or read a code?
Are students counting squares or steps from square to square?
Are students able to write codes using numbers and arrows or do they show all the arrows individually?
How are students finding the incorrect code (e.g., tracing the path of each code, or using one code to make another)?

Consolidation Of Learning

Have students share what they liked about the Code Breakers activity.

Ask students how they decided which code did not work (e.g., noticed similarities among the three correct codes, or tried them all out).

Show a 4 × 4 grid. Ask: “How do you know that 1↑, 2←, and 2←, 1↑ get you to the same spot? Now let’s try 3←, 1↑, 1→ and 1←, 2↑, 2←, 1↓, 1→. How are these codes alike? How are they different?”

Discuss why these codes all lead to the same end point. Show other pairs of codes and have students decide whether they lead to the same spot and how they know.

Highlight for Students

We can write a code using numbers and arrows to describe movement on a grid.
Many codes can describe different paths to the same location on a grid.

Supports for student learning

Accommodations: Use arrow cutouts (Master 68) to provide a visual.

Extension: Students look for similarities among all the different codes.

Combined Grades Extension: Students write a code for a grid and partners decide if it is correct. If it is not, partners make corrections.

Assessment

All assessments, in the moment feedback/prompts, and independent tasks can be accessed by logging into your Mathology/Mathologie account.

SEL Self-Assessments (English) and Teacher Rubric

Extension

Log in to your Mathology.ca / Mathologie.ca account to access Intervention and Extension activities, Professional Learning Videos and Assessment tools.

Technology

If you require support logging into your Mathology/Mathologie account, please contact Kerry Stack or Erica Doucet.

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