Big Idea:

In this lesson, students are challenged to find a route for a hockey player around numerous obstacles down the ice to the opposing team’s goal.

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 outcomes

• 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

  • E1.4 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 (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 these lessons, to the best of their ability, students will learn to think critically and creatively as they apply the mathematical processes of 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 of 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.

Prior Learning

Orientation vocabulary: move forward, move backward, reverse, turn right one-quarter turn, turn left one-quarter turn

Assessment for Learning

Conversations: Asking students questions to check their understanding of the problem. What strategies did they use?

To Differentiate:

Continuously evaluate and adjust lesson content to meet student needs.

Parallel tasks: Students complete only one or two directives. (e.g., The penguin must move at least two squares to the right and more than two squares down).

Allow students to work individually if they wish.

Create quiet spaces where there are no distractions.

Recreate the grid on the floor so that the students can manipulate the objects. This will allow students to look at the grid from a bird's eye view perspective.

Use the Aquarium strategy to present their solution.

Invite 2 groups to settle in the aquarium (delimit an area in the classroom). These students will become the "fish.”

Invite all of the other students (the “cats”) to sit outside the aquarium area. These students will observe and listen to the “fish” presentations. The cats cannot speak at this time. They can only listen to the two presentations.

Group A presents their work and the strategies used to group B. Group B can pose questions to group A about their strategies.

Group B then presents their work and the strategies to group A.

When the two groups have finished presenting their strategies, the other students "cats" can now ask questions.

The teacher must ask questions that will lead the mathematical conversation. (The Art of Effective Questioning)

• What questions did you ask yourself during your work?

• Why did you choose this strategy to solve the problem?

• Which strategy do you think is best? Why?

• Are there groups that have used different strategies?

• What was the most difficult part of the task?

• How did you feel about doing this task? Why?

Invite students to make connections to everyday events.

• Can you relate to other sports or activities?

• Why is it important to follow directions?

• When giving directions to someone, why is it important that our directions be clear and/or precise?

Discuss together what were the “winning strategies” that were used:

• Communicating clearly

• Good listening

• Precise word choice

Assessment as Learning

Observations: Observe students and their ability to explain the reasoning behind the choices they make. - Observe students and check how they express themselves and organize themselves during teamwork.

Assessment of Learning

The student can create their own movement grid.

Assessment opportunities are embedded throughout each part of the lesson.

SEL Self-Assessments (English) and Teacher Rubric

In groups of 2 or more, students can create their own grid according to a sport or activity of their choice (e.g., soccer, golf, etc.).

They can draw their plan on grid paper or chart paper and use the arrows (manipulatives) to indicate movements. They could also represent or recreate it on floor tiles. It is important to encourage students to use manipulatives.

Remind students, like the example shown, that they must include obstacles in their course.

Invite students to solve their friends' problems.

Extension possibilities with technological tools and robotics:

Students can use a technological tool to code the sequential events of their journey.

• Beebot or Bluebot

• Ozobot

• Scratch

• WeDo

• Botley

• Blockly games

• other