Lesson 

Objective: 

Students will use computational thinking strategies, such as decomposition and conditionals, to evaluate numerical expressions with parentheses, brackets, and braces by creating a card game that simulates the order of operations.

Materials Needed: 

• Index cards

• markers

• chart paper

Steps:

• Introduction: 

  • Begin by reviewing numerical expressions that include parentheses, brackets, and braces. 

  • Introduce the concept of conditionals in computational thinking, explaining how we follow “if-then” logic to decide which operation to perform first in an expression.

• Group Activity: 

  • In pairs, students will write various expressions on index cards, such as 3 × (2 + 5) − 4 or (6 + 2) × [3 + (1 + 1)]. 

  • They will create "if-then" rules for evaluating the expressions. For example, “If there are parentheses, then evaluate inside them first.”

• Creating the Card Game: 

  • Students will design a card game where they pick an expression card and follow conditional rules to determine which part of the expression to solve first, second, and so on. 

  • The game simulates how computers follow conditionals when processing steps in an algorithm.

• Presentation: 

  • After playing their card games, groups will share how they used conditionals to determine the correct order of operations in each expression, emphasizing their use of computational thinking.

Equity and Access: 

Provide simplified expression cards for students who need additional support. Encourage peer collaboration to support diverse learners.

Real-World Connection: 

Explain how conditional logic in math mirrors real-world decision-making processes, such as following step-by-step procedures in cooking (e.g., "If the oven reaches 350°F, then bake the cake") or troubleshooting technology (e.g., "If the device doesn’t turn on, then check the power source").

CS Practice(s): 

• Recognizing and Defining Computational Problems: Students use "if-then" logic to decide the order of operations in evaluating expressions.

Standard(s): 

• CA CCSS Mathematics 5.OA.1

Objective: 

Students will use a coding platform like Scratch to generate two numerical patterns using different rules, then graph the corresponding terms on a coordinate plane, exploring relationships between the patterns.

Materials Needed: 

• Tablets or computers

Steps:

• Introduction: 

  • Introduce the concept of generating numerical patterns based on rules, such as “Add 3” starting from 0 and “Add 6” starting from 0. 

  • Explain that students will be creating a program to automate the generation of these patterns and then graphing them.

• Group Activity: 

  • In pairs, students will use a coding platform to create a program that generates two numerical patterns. 

  • They will input the rules, such as “Add 3” for one sequence and “Add 6” for the other. 

  • As the program runs, students will see the terms in each sequence appear on the screen.

• Graphing and Coding: 

  • Students will extend their program to plot the corresponding terms from each sequence as ordered pairs on a coordinate plane. 

  • They will observe and analyze patterns, such as how one sequence is always twice as large as the other.

• Presentation: 

  • Groups will present their programs to another group, explain their graphs, and discuss the relationship between the two numerical sequences they generated.

Equity and Access: 

Provide pre-made coding templates for students who need extra support. Pair students with varying coding abilities to promote collaboration.

Real-World Connection: 

Highlight how recognizing patterns and relationships in numerical data is essential in fields like data science and economics, where professionals use similar techniques to predict trends and make informed decisions based on data analysis.

CS Practice(s): 

• Creating Computational Artifacts: Students use a coding platform to generate numerical patterns and graph them.

Standard(s): 

• CA CCSS Mathematics 5.OA.3

• CA CS 3-5.AP.12