Big Idea:

Consolidating mapping and coding

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, concurrent, and repeating events

• Coding Skills: C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes

teacher background

Students may benefit from prior experience with:

• using spatial and geometric language to describe the location of shapes on a grid

• describing movement on a grid map

• writing codes to describe paths on a grid

• using loops to describe actions that repeat

Key concepts

• Loops make code more readable and reduce the number of instructions that need to be written. Loops can also help to emphasize the repetitive properties of some mathematical tasks and concepts.

• Using loops helps students organize their code and provides a foundation for considering efficiencies in program solutions.

Note

• Coding can support students in developing a deeper understanding of mathematical concepts.

• Loops provide an opportunity to experience the power of code and the process of automating algorithmic components.

• By manipulating conditions within a loop and the number of times that the loop will be repeated, students can determine the relationship between variables in lines of code.

• Coding can include a combination of pseudocode, block-based coding programs, and text-based coding programs.

• Students can program for various agents, such as a pixelated image on a screen, a classmate acting out the code when appropriate, or a physical device (e.g., robot, microcontroller).

Have students look at the word wall and think back to the activities they just completed. Discuss the words or phrases they used, how they were used, and why it is important to use mathematical language when giving instructions or describing actions.

Have students talk with an elbow partner about what they have learned in this unit. Invite them to share one key learning with the class. You might also consider having students create Mind Maps to show what they have learned.

When your students seem ready, use some or all of the questions in Show What You Know to see what your students have learned in this unit.

Connections: Master 69: Code the Vacuum

Highlight for Students

• When giving directions, it is important to consider the perspective of the person following them (e.g., directions depend on the way the person is facing).

• When describing a route, it is important that each step includes a command, a direction, and an amount (e.g., translate forward 3 squares).

• We can use a loop to show actions or steps that repeat.

Accommodations: Task 1: Use fewer exercises and omit turns. Task 2: Use Student Card 29B and sit on the same side of the map.

Extension: Task 1: Add more exercises and use more than 1 loop. Task 2: One student records directions to get from one place to another on the map, purposely making an error. Partner finds and corrects the error.

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

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