Objective:

Students will practice decomposition by breaking down the steps needed to draw basic shapes, such as a square or triangle. They will learn how to simplify tasks into smaller, manageable parts, reinforcing their understanding of geometric shapes and computational thinking.

Materials Needed:

• Paper

• Pencils

• Chart paper for group work

Steps:

• Introduction:

  • Start the lesson by asking students how they think a shape is drawn. 

  • Show a simple shape like a square or triangle and discuss the basic steps (algorithm) involved. 

  • For example, drawing a square involves drawing four straight lines connected at the corners.

• Group Activity:

  • Divide students into small groups and assign each group a different shape (e.g., circle, rectangle, triangle).

  •  Each group will break down the steps to draw their shape, writing or drawing each step (their algorithm) on a piece of chart paper. 

  • They can practice by giving verbal instructions to one another, checking to ensure their steps are clear and logical.

• Testing and Refining:

  • Once students have created their step-by-step breakdown, they will follow the instructions from another group to draw the assigned shape. 

  • Afterward, they will discuss whether the instructions were easy to follow and make any necessary adjustments.

• Presentation and Discussion:

  • Connect decomposition and algorithms to real-life tasks such as following a recipe, building a Lego structure, or organizing schoolwork, highlighting how breaking larger tasks into smaller steps makes problem-solving more efficient.

Equity and Access:

Offer step-by-step drawing templates or visual guides for students who may struggle with breaking down the task independently. Encourage students to work in mixed-ability groups to support each other as they decompose the task of drawing shapes.

Real World Application:

Relate decomposition to everyday tasks like following a recipe or building a Lego structure. Emphasize that breaking larger tasks into smaller, manageable steps helps people solve problems more effectively, whether they're building, cooking, or organizing.

CS Practice(s):

• Developing and Using Abstractions: Students break down the task of drawing a shape into simpler steps or instructions.

• Recognizing and Defining Computational Problems: Students identify how to simplify complex tasks into manageable parts, whether through drawing or coding.

Standard(s):

• CA CCSS Mathematics 1.G.1

• CA CS K-2.AP.10

• CA CS K-2.AP.13

Objective:

Students will use Scratch Jr. or another coding platform to break down the steps needed to draw a shape through coding. This lesson integrates computational thinking by allowing students to use a visual programming tool to model the step-by-step process for creating shapes.

Materials Needed:

• Tablets or computers with Scratch Jr. installed

Steps:

• Introduction:

  • Begin by showing students a basic shape, like a square or triangle, and ask how they might draw it using a computer program. 

  • Discuss how each movement (drawing a line or turning a corner) can be broken down into smaller steps and programmed into Scratch Jr.

• Group Activity:

  • In pairs, students will use Scratch Jr. to program a character to draw a shape, such as a square. 

  • They will drag and drop coding blocks to create a sequence of instructions that moves the character to draw each side of the shape, step by step.

• Creating and Coding:

  • Guide students in selecting the movement blocks and directional turns needed to create the shape. 

  • For example, to draw a square, students will program four straight movements followed by 90-degree turns. 

  • They will decompose the task into manageable steps, such as "move forward 10 steps" and "turn right 90 degrees."

• Testing and Refining:

  • After coding their shape, students will test their program by running it in Scratch Jr. 

  • If the shape doesn’t appear as intended, they will refine their code by adjusting the steps or turns. 

  • Encourage collaboration as students help each other troubleshoot and improve their sequences.

• Presentation and Discussion:

  • Each pair will present their programmed shape and explain the steps they used to draw it. 

  • Discuss how breaking down tasks into smaller parts helps with coding, and how this skill is used in real-world problem-solving situations.

Equity and Access:

Provide pre-built Scratch Jr. code blocks or templates for students who need additional support with coding. Pair students with varying levels of experience to promote peer collaboration and ensure that all students can actively engage in the coding process.

Real World Application:

Highlight how engineers and computer scientists use decomposition when creating complex programs. Explain that breaking down tasks into smaller steps is a skill used in robotics, video game design, and other tech industries where coding is essential.

CS Practice(s):

• Developing and Using Abstractions: Students break down the task of drawing a shape into simpler steps or instructions.

• Recognizing and Defining Computational Problems: Students identify how to simplify complex tasks into manageable parts, whether through drawing or coding.

Standard(s):

• CA CCSS Mathematics 1.G.1

• CA CS K-2.AP.13