Objective:

Students will create paper models of geometric shapes and measure angles using protractors. They will also solve angle problems by decomposing angles and practicing computational thinking through abstraction and problem decomposition.

Materials Needed:

• Paper

• Protractors

• Rulers

• Scissors

• Markers

Steps:

• Introduction:

  • Begin by discussing the concept of angles and angle measurement. 

  • Show students how to use a protractor to measure angles and explain how angles are formed when two rays share a common endpoint.

• Group Activity:

  • In pairs, students will create paper models of geometric shapes, such as triangles and quadrilaterals. 

  • They will use protractors to measure the angles of these shapes and record their findings.

• Creating and Measuring:

  • Students will use their protractors to measure the angles within their paper models. 

  • They will decompose larger angles into smaller ones and record the measurements in their journals. 

  • For example, they can measure a right triangle's 90-degree angle and smaller angles within other shapes.

• Testing and Refining:

  • Students will compare their angle measurements with a partner to ensure accuracy. 

  • They will discuss how the angles within the shapes combine to form the overall measurement and solve for unknown angles by decomposing larger angles.

• Presentation and Discussion:

  • Each group will present their findings to another group and explain how they measured and decomposed angles. 

  • Lead a discussion on how computational thinking helped them break down complex angles into smaller, solvable parts.

Equity and Access:

Provide pre-cut shapes for students who may struggle with cutting or measuring angles, allowing them to focus on the mathematical concepts and problem-solving aspects.

Real-World Application:

Connect the activity to real-world examples such as how architects and designers use angle measurements when creating blueprints for buildings.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students break down complex angle measurements into smaller parts.

• Developing and Using Abstractions: Students use angle measurements as a way to abstract and solve geometry problems.

Standard(s):

• CA CCSS Mathematics 4.MD.6

• CA CS K-2.AP.13

Objective:

Students will use programmable robots (e.g., Bee-Bots or Spheros) to measure distances within the classroom and express those measurements in different units, such as converting from meters to centimeters. They will use coding to move the robots a specified distance and practice computational thinking by breaking down problems and recording measurements in a conversion table.

Materials Needed:

• Programmable robots (Bee-Bots or Spheros)

• Measuring tapes or rulers

• Tablets or computers to program the robots

• Conversion tables

Steps:

• Introduction:

  • Begin by reviewing the concept of measurement units (e.g., meters, centimeters) and explain how to convert between larger and smaller units within the same system. 

  • Introduce the robots and explain how students will use them to explore distance by coding specific movements and recording data.

• Group Activity:

  • In small groups, students will program their robots to move a certain distance (e.g., 1 meter). 

  • They will measure this distance in centimeters and record the conversions. 

  • As the robots move, students will check if their coding is accurate and adjust the program if needed.

• Creating and Coding:

  • Encourage students to code the robots to move the required distances, convert the measurements, and document their findings in a two-column conversion table. 

  • For example, if a robot moves 1 meter, students will record it as 100 centimeters.

• Testing and Refining:

  • Students will test their robot’s movements and adjust their code as necessary to ensure accuracy. 

  • They will check if their robots are moving the correct distances and make adjustments as needed.

• Presentation and Discussion:

  • Groups will present their results to other groups showing their conversions from larger units to smaller ones. 

  • Lead a discussion on how computational thinking helped them break down and solve the measurement problem.

Equity and Access:

Provide pre-programmed robot movements for students who may need additional support with coding, allowing them to focus on understanding the measurement conversions.

Real-World Application:

Connect this activity to real-world examples, such as how surveyors measure land or how engineers convert measurements when designing buildings.

CS Practice(s):

• Developing and Using Abstractions: Students abstract real-world measurements into robot movements.

• Creating Computational Artifacts: Students program robots to solve measurement problems.

Standard(s):

• CA CCSS Mathematics 4.MD.1

• CA CS K-2.AP.13