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Comparing Object Lengths and Creating Algorithms
Students are comparing the lengths of different classroom objects. Working in small groups, they are given three items, like pencils and markers, to measure and order from shortest to longest. One group, using an eraser as their third object for comparison, works together to break down the steps of their process, writing out each step on a large piece of chart paper.
They realize their instructions need to be refined, so they test their method with another group, learning that by clearly outlining each step—like measuring and comparing—they can arrive at the correct order more efficiently. The teacher praises the students for creating and revising their own measurement “algorithms,” showing them how problem-solving in real life mirrors computational thinking.
Objective:
Students will measure, compare, and order objects by length, using a third object for indirect comparison. They will create simple algorithms to represent the steps taken to compare the objects, reinforcing computational thinking and problem-solving strategies.
Materials Needed:
Three objects of different lengths (e.g., pencils, markers, and erasers)
Measuring tape or ruler
Chart paper or whiteboard
Markers or crayons
Steps:
Introduction:
Begin by asking students, “How can we find out which object is the longest or shortest?”
Introduce the idea of comparing objects by their length and explain that we will use a third object to help us compare two others indirectly.
Group Activity:
Divide students into small groups and provide them with three objects. Ask them to compare the objects by ordering them from shortest to longest.
Then, using a third object, demonstrate how to indirectly compare two objects by measuring them against the third object.
Creating Algorithms:
Next, have the students write or draw the steps (their algorithm) for how they compared the objects in their group.
These steps might include “Measure pencil,” “Measure marker,” and “Compare both with the eraser.”
Encourage students to refine and revise their algorithms by testing them with another group.
Presentation and Discussion:
Each group presents their steps, explaining the order of the objects and how they compared them using the third object.
Lead a discussion on how breaking down the steps (decomposition) helps solve bigger problems like comparing object lengths.
Equity and Access:
Provide simplified templates for students who need extra help, and encourage peer support by pairing students with varying abilities.
Real-World Application:
Connect the lesson to everyday life, explaining how people use measurements to compare things, such as builders comparing the length of materials or children comparing toys.
CS Practice(s):
Recognizing and Defining Computational Problems: Students break down the process of comparing objects into smaller steps.
Creating Computational Artifacts: Students create an algorithm to represent their comparison process.
Standard(s):
CA CCSS Math 1.MD.1
CA CS K-2.AP.10
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Measuring Lengths with Digital Tools
Pairs of students sit with tablets, using Seesaw to measure and compare the lengths of different classroom objects. One group, working with digital rulers, takes screenshots and arranges their steps in a slide presentation, explaining how they compared a pencil, a ruler, and a toy. As they move through their sequence, they discover that their steps were out of order, prompting them to edit their slides and captions to better match their process.
With guidance from the teacher, they test and refine their digital measurement steps, presenting their final “algorithm” to the class. The teacher highlights how their use of technology to document and debug their process mirrors the real-world work of programmers and engineers.
Objective:
Students will use a multimedia creation app (e.g., Seesaw or Google Slides) to visually represent and compare the lengths of objects. They will develop simple algorithms to document and refine their measurement process, learning to iterate and improve.
Materials Needed:
Tablets or computers with Seesaw or Google Slides
Three physical objects of different lengths (e.g., pencils, rulers, and toys)
Digital rulers or images of rulers in the app
Steps:
Introduction:
Introduce the class to the concept of measuring lengths using a digital tool.
Ask, “How can we use technology to help us compare the lengths of objects?”
Explain that they will use a tablet or computer to measure objects and document their steps digitally.
Group Activity:
In pairs, students will use the app to measure the lengths of three objects.
They will drag and drop rulers onto the screen and compare the lengths, documenting each step digitally by taking screenshots or using the app’s drawing tools to illustrate their process.
Creating and Coding:
Students will create a digital sequence of the steps they took to compare the objects, adding captions or voice recordings to explain their process.
They will test their digital measurement sequence and refine it by correcting errors or reordering steps, just like debugging a code.
Testing and Refining:
After creating their digital representation, students will test their process by reviewing the steps to ensure accuracy.
They will make adjustments to improve their algorithm or clarify their explanation.
Presentation and Discussion:
Each group will present their digital steps and explain how they compared the objects, discussing how technology made the process easier or more precise.
Encourage reflection on how coding skills, like debugging and revising, apply to real-world problem-solving.
Equity and Access:
Offer pre-made templates or digital rulers for students who need extra support. Pair students with varying levels of tech skills for collaboration.
Real-World Application:
Discuss how digital tools are used in industries like architecture and engineering, where precise measurements are critical, and how professionals iterate their designs just like the students did.
CS Practice(s):
Creating Computational Artifacts: Students use a multimedia app to digitally represent the steps of measuring objects.
Testing and Refining Computational Artifacts: Students refine their process, ensuring their digital representation is accurate and logical.
Standard(s):
CA CCSS Math 1.MD.1
A CS K-2.AP.10
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