Objective:

Students will partition geometric shapes such as rectangles and circles into equal shares, using computational thinking to break down the problem step by step. They will explore concepts of halves, thirds, and fourths, and describe how each part relates to the whole. The activity integrates computational thinking by encouraging students to follow a logical process to divide shapes and check for accuracy.

Materials Needed:

• Pre-cut large paper shapes (rectangles, circles)

• Rulers

• Scissors

• Markers

• Math manipulatives (optional)

Steps:

• Introduction:

  • Start by discussing the concept of partitioning, or dividing shapes into equal parts. 

  • Explain that this process is like how computers solve problems: by breaking them down into smaller, manageable tasks. 

  • Ask, “How would you divide a circle into two equal halves? How would you know if each part is the same size?” 

  • Introduce the vocabulary of halves, thirds, and fourths, and explain that students will be working step by step to divide shapes.

• Group Activity:

  • Students will work in small groups and receive pre-cut paper shapes. 

  • Using rulers and markers, they will partition rectangles and circles into equal shares (halves, thirds, fourths). 

  • Emphasize that this is a problem-solving process: they need to carefully measure and check that each part is equal, much like how computer scientists test whether their solutions work.

• Creating and Partitioning:

  • As students divide their shapes, they will label each part (e.g., “1/2” or “1/3”) and describe their reasoning to the group. 

  • For example, when dividing a circle into fourths, they will use rulers to ensure each part is the same size, applying logical steps to achieve equal shares. 

  • This mirrors the way coders use algorithms to solve problems by following precise steps.

• Testing and Refining:

  • After partitioning, students will check to see if their parts are truly equal. 

  • They can do this by folding the paper or using rulers to compare sizes. 

  • If the shares are unequal, they will refine their process, making adjustments to achieve equal divisions. 

  • This step reinforces debugging and problem-solving skills.

• Presentation and Discussion:

  • Each group will present their partitioned shapes, explaining how they divided the shapes and how they ensured that the parts were equal. 

  • They will also discuss any challenges they faced and how they solved them, connecting the process to how computers and algorithms work.

Equity and Access:

For students who need additional support, provide pre-cut shapes with visual guidelines for easier partitioning. Use math manipulatives for students to physically handle and divide the shapes, reinforcing understanding through tactile learning.

Real-World Application:

Explain how partitioning is used in real-world situations, such as dividing land into equal plots, cutting a cake into equal slices, or designing layouts for shared spaces. Connect the concept of partitioning shapes to how computer algorithms solve problems step by step in fields like design and architecture.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students identify the problem of how to divide shapes into equal shares and work through steps to solve it.

• Developing and Using Abstractions: Students break down the process of dividing shapes, applying logical steps to achieve equal shares.

Standard(s):

• CA CCSS Mathematics: 2.G.A.2

• CA CS K-2.AP.13

Objective:

Students will use Sphero robots to draw geometric shapes by coding movement patterns. By programming the robots to move in specific directions and lengths, students will explore geometric shapes such as triangles, quadrilaterals, pentagons, and hexagons, reinforcing their understanding of angles and sides. The lesson integrates computational thinking as students decompose the shapes into steps and debug their code to ensure accuracy.

Materials Needed:

• Sphero robots

• Tablets with Sphero EDU app

• Large chart paper

• Washable paint

• Rulers and protractors for measurement

Steps:

• Introduction:

  • Begin by discussing different geometric shapes and their attributes. 

  • Ask, “How many sides and angles does a triangle have? What about a pentagon?” 

  • Explain that students will use Sphero robots to create these shapes on chart paper by coding the movement of the robot. 

  • Show how this activity connects to coding, as the Sphero will follow a set of programmed steps to form the shape.

• Group Activity:

  • In small groups, students will select a shape (e.g., a triangle or hexagon) and break it down into specific movements.

  • For example, to create a square, the Sphero will need to move forward a certain distance, turn 90 degrees, and repeat the process. 

  • Students will code the Sphero using the Sphero EDU app, controlling speed, distance, and angles. 

  • They will dip the Sphero in paint and guide it across chart paper to create the shape.

• Creating and Coding:

  • Students will input their code into the app and test the Sphero’s movements, making sure it draws the correct shape. 

  • They will focus on adjusting variables like distance and angles to get precise results. 

  • This allows students to practice coding while learning how geometric shapes are defined by their sides and angles.

• Testing and Refining:

  • Once students run their program, they will observe the shape that the Sphero draws. 

  • If the angles or sides are incorrect, they will debug their code by adjusting the distance the robot travels or the degrees of each turn. 

  • Students will work collaboratively to solve problems and refine their code for accurate shapes.

• Presentation and Discussion:

  • After creating their shapes, students will present their work, explaining the steps they took to program the Sphero and how they debugged any errors. 

  • They will also compare the attributes of different shapes, discussing similarities and differences between them.

Equity and Access:

Provide pre-coded templates for students who need extra guidance, allowing them to modify the code rather than starting from scratch. Pair students with varying levels of coding experience to encourage peer support and collaboration.

Real-World Application:

Explain how engineers use robots and coding to design and create precise geometric structures, such as architectural blueprints or robotics in manufacturing. The experience of coding shapes connects to how computers are used in fields like engineering and design.

CS Practice(s):

• Creating Computational Artifacts: Students create digital code that guides the robot to draw specific geometric shapes.

• Testing and Refining Computational Artifacts: Students debug and adjust their code based on how well the robot draws the shape.

• Collaborating Around Computing: Students work in groups to solve coding challenges and achieve accurate results.

Standard(s):

• CA CCSS Mathematics: 2.G.A.2

• CA CS K-2.AP.12

• CA CS K-2.AP.13