Objective:

Students will practice counting and recognizing number sequences by using physical objects, while applying basic computational thinking. Through hands-on activities, students will learn how to sequence objects and numbers, building foundational skills in abstraction, pattern recognition, and problem-solving.

Materials Needed:

• Blocks, counters, or small toys (in different colors or shapes)

• Chart paper or a whiteboard for number sequencing

• Markers for writing numbers

Steps:

• Introduction:

  • Begin by asking, "How do computers or robots know how to count?" 

  • Explain that, just like we need to follow steps when counting, computers follow algorithms to understand number sequences. 

  • Model counting with blocks from 1 to 10, emphasizing that numbers are not just names but part of a sequence or pattern. 

  • Introduce the idea that sequencing objects, like lining up toys, helps computers and people solve problems.

• Group Activity:

  • Divide students into small groups and provide each group with a set of objects, such as blocks or counters. 

  • Ask each group to create an "algorithm" (a sequence of steps) by arranging their objects in the correct order from 1 to 10. 

  • Encourage students to count aloud as they place each object, reinforcing the sequence.

• Arranging Numbers:

  • Once objects are arranged, distribute number cards (1-10) and have students match the correct card to the corresponding number of objects. This step connects physical quantities to abstract number symbols, building their understanding of how computers assign numbers to data or objects.

• Testing and Refining:

  • After arranging objects and numbers, ask each group to "debug" their work by checking for errors. 

  • Encourage students to swap objects or numbers as needed, emphasizing that both computers and people refine their work to ensure it's accurate and follows the right sequence.

• Presentation and Discussion:

  • Each group will present their arranged objects to the class, explaining the steps (algorithm) they followed to sequence them correctly. 

  • Lead a discussion about how understanding number sequences is similar to programming computers, which follow strict rules (like counting) to complete tasks. Link this to real-world activities, such as counting toys or steps, and how computers use similar logic to solve problems.

Equity and Access:

Provide additional manipulatives or number charts for students who may need extra support. Encourage peer support, allowing students to help one another in understanding number sequences.

Real-World Application:

Connect the activity to everyday tasks, such as counting items when cooking or lining up toys. Explain how computers rely on similar logical processes to solve tasks in real life, like organizing data or running programs based on sequences.

CS Practice(s):

• Developing and Using Abstractions: Students abstract the process of counting by connecting physical objects to number names and sequences, similar to how computers handle data.

• Recognizing and Defining Computational Problems: Students recognize the problem of arranging objects in the correct order and solve it through counting and organizing.

Standard(s):

• CA CCSS Mathematics K.CC.1

• CA CS K-2.AP.10

Objective:

Students will practice counting and recognizing number sequences using digital tools. By engaging with technology, students will reinforce their ability to count objects, understand number names, and arrange numbers in sequence, aligning with early computational thinking and math skills.

Materials Needed:

• Tablets or computers with ScratchJr installed

• Chart paper for review

• Digital objects in ScratchJr (e.g., animals or shapes)

Steps:

• Introduction:

  • Begin by discussing the importance of knowing number names and the sequence of numbers, asking, "How do we count things around us?" 

  • Introduce the concept of using technology to practice counting by showing examples of numbers and objects in ScratchJr. 

  • Display an example on the board using a set of animals, counting them aloud as a class.

• Group Activity:

  • Divide students into small groups, each using a tablet with ScratchJr. 

  • Explain that they will drag and drop digital objects onto the screen, arranging them in the correct number order. Start with numbers 1-10, showing them how to create a sequence by adding a digital object (e.g., 1 cat, 2 cats, and so on). 

  • Encourage students to count the objects as they place them in the correct order.

• Creating and Coding:

  • Demonstrate how to use ScratchJr coding blocks to make objects move across the screen in sequence, one after the other. 

  • For example, show how to make 1 dog move, followed by 2 birds, then 3 cats. 

  • Encourage students to experiment with different numbers and sequences to reinforce their understanding of counting and ordering.

• Testing and Refining:

  • Have students run their ScratchJr code, checking if the digital objects appear in the correct sequence. 

  • Allow them time to adjust their projects as needed, ensuring the numbers appear in the correct order and correspond to the number of objects displayed.

• Presentation and Discussion:

  • Each group will present their digital counting sequence to the class, explaining how they arranged the objects and what numbers they represented. 

  • Lead a discussion on how technology helps visualize counting and number sequences, linking it to everyday experiences like counting toys or groceries.

Equity and Access:

For students needing additional support, provide printed number charts to guide their digital activities. Pair students to foster collaboration, allowing more experienced students to help those who may need assistance with the technology.

Real-World Application:

Discuss how knowing number sequences helps us in daily life, such as counting items in a store or lining up toys in order. Relate the digital counting activity to these real-world examples, showing how computational thinking applies beyond the classroom.

CS Practice(s):

• Creating Computational Artifacts: Students create digital sequences that visualize counting and number order using ScratchJr.

• Testing and Refining Computational Artifacts: Students test their ScratchJr code and refine it to accurately represent the correct number sequences.

Standard(s):

• CA CCSS Mathematics K.CC.1

• CA CS K-2.AP.12