Big Idea:

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

LOOK-FORS:

• Are students using loops to show exercises that repeat? Do they include the number of repetitions?

• Are students able to follow a code to perform a workout routine created by other students?

• Are students able to give/interpret instructions using positional and directional language to accurately describe/follow a route?

• Are students considering perspective when giving directions, especially when they are sitting on opposite sides of the map?

Discuss why it is important to use mathematical language when giving instructions or describing actions.

Invite students to share one key learning with the class. You might also consider having students create Mind Maps to show what they have learned about coding.

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

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.

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SEL Self-Assessments (English) and Teacher Rubric

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