Objective:

Students will use LEGO blocks to physically create and analyze number patterns based on a given rule (e.g., “Add 3” starting from 1). This hands-on lesson will help students connect computational thinking by breaking down problems into steps and using pattern recognition to understand how the sequence evolves.

Materials Needed:

• LEGO blocks or similar building materials

• Math problem cards with different rules for generating patterns

• Grid paper for planning

Steps:

• Introduction:

  • Begin by explaining how number patterns are used in both math and computer science to organize and predict data. 

  • Introduce a rule, such as “Add 3” starting at 1, and show how it generates a sequence. 

  • Explain that students will create physical models of number patterns using LEGO blocks, organizing them in rows to represent the numerical progression.

• Building with LEGO:

  • In small groups, students will choose a number pattern rule and use LEGO blocks to represent each step of the sequence. 

  • For example, if the rule is “Add 3,” students will create one row of 1 block, a second row of 4 blocks (1+3), a third row of 7 blocks, and so on. 

  • Students will write the corresponding numbers on a number line as they build each row.

• Decomposition and Pattern Recognition:

  • As students create their LEGO patterns, they will reflect on how the rule generates the sequence. 

  • They will discuss features of the pattern that were not obvious at first, such as how the number of blocks in each row alternates between even and odd numbers. 

  • This decomposition of the problem mirrors how programmers break down complex algorithms.

• Reflection and Discussion:

  • Once the models are complete, each group will present their LEGO pattern to the class. 

  • Students will explain the rule they followed, describe features of the pattern, and discuss how the visual model helped them understand the progression. 

  • Connect the activity to algorithmic thinking, emphasizing how steps and rules are followed to solve problems in both math and computer science.

Equity and Access:

Provide pre-set LEGO groups for students who need additional support, and offer varying difficulty levels of pattern rules to accommodate different student abilities.

Real-World Application:

Explain how recognizing and following patterns is essential in many fields, from computer algorithms to architecture and engineering, where precision and organization are key to success.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students break down number pattern rules into smaller, manageable steps.

• Developing and Using Abstractions: Students create physical representations of abstract number sequences.

Standard(s):

• CA CCSS Mathematics 4.OA.5

• CA CS 3-5.AP.13

Objective:

Students will use a coding platform like Scratch to generate number patterns based on given rules (e.g., “Add 3” starting from 1) and code a sequence that models the pattern digitally. Through this activity, students will explore both mathematical and computational thinking by identifying patterns, generating sequences, and automating the process through coding.

Materials Needed:

• Tablets or computers 

• Math problem cards with different rules for generating patterns

• Paper for planning

Steps:

• Introduction:

  • Begin by discussing how patterns are a key part of math and coding. 

  • Use the example of the rule “Add 3” starting at 1, and how it generates a sequence of numbers. 

  • Explain that students will use a coding platform to create a digital model of number patterns by coding a series of movements or actions that represent each step of the pattern. 

  • Remind students that programmers consider the perspectives of others when planning and iterating.

• Coding:

  • In pairs, students will choose a rule (e.g., “Add 2” or “Multiply by 4”). 

  • Using paper and a pencil, they create a flowchart or other representation of their plan for the program they will create with code. 

  • Students ask another pair of students for feedback in order to consider the ideas of others. 

  • They will program a character or object to move or change in a way that visually represents the number pattern (e.g., moving forward 3 steps for each iteration in an “Add 3” pattern). 

  • They will also generate the number sequence digitally on-screen as the character progresses through the steps.

• Debugging and Refining:

  • Once the sequence is programmed, students will run their code and see if the pattern matches the rule they were given.

  • If errors occur, such as the character moving incorrectly or the number sequence being off, students will debug their code and refine it to ensure the correct pattern is represented.

• Presentation and Discussion:

  • After the coding process, students will share their number pattern models with the class. 

  • They will explain the rule they followed and the features of the pattern that may not have been explicit at first glance (e.g., why the numbers alternate between odd and even). 

  • Discuss the connection between coding loops and generating number sequences.

Equity and Access:

Provide pre-made templates for students who need extra guidance. Pair students with different skill levels together to promote peer learning.

Real-World Application:

Explain how automated pattern recognition is used in various real-world technologies, such as AI and machine learning, where systems are trained to detect patterns in large datasets.

CS Practice(s):

• Creating Computational Artifacts: Students use a coding platform to digitally represent number patterns.

• Testing and Refining Computational Artifacts: Students debug and refine their code to ensure it accurately follows the pattern rule.

Standard(s):

• CA CCSS Mathematics 4.OA.5 

• CA CS 3-5.AP.12

• CA CS 3-5.AP.13

• CA CS 3-5.AP.15

• CA CS 3-5.AP.17