Outcome #9

Coding

Description

The coding outcome is intended to be implemented throughout the course. Coding should be seen as a tool to help understand mathematical ideas. Students can learn and demonstrate their understanding using a wide variety of tasks including using existing code, answering questions about given code, altering code to change its purpose, or creating code to model a mathematical problem.

Key coding concepts students will learn include:

input and output
variables and mathematical operations
decision structures
repetition structures

Curriculum Expectations: C2.1, C2.2, C2.3

Emerging

I can select and apply appropriate tools, with major errors, omissions, or mis-sequencing.

I can transfer ideas to code, making limited connections .

I can make some reasonable statements but misinterpret a critical element of a given code.

Notes/Examples:

Students are able to use a given program
Students can answer limited questions about a given code
Students can make limited alterations to an existing code (ie. debugging or change program's purpose)

Developing

I can select and apply appropriate tools, with minor errors, omissions or mis-sequencing.

I can transfer ideas to code, making simple connections.

I can make some reasonable statements but misinterpret part of a given code.

Notes/Examples:

Students can answer some questions about a given code
Students can make some alterations to an existing code (ie. debugging or change program's purpose)
Students have some success creating simple code

Proficient

I can select and apply appropriate tools, accurately, and logically sequenced.

I can transfer ideas to code, making appropriate connections.

I can interpret a given code correctly and make reasonable statements.

Notes/Examples:

Students can accurately answer questions about a given code
Students can make alterations to an existing code (eg. can change/add variables and/or calculations)
Students can create code to solve problems across multiple strands

Exceeding

I can select and apply the most appropriate tools, accurately, logically and efficiently sequenced.

I can transfer ideas to code, making unique, original or insightful connections.

I can interpret a given code correctly, and make insightful statements.

Notes/Examples:

Students can alter programs to solve more complicated problems
Students look for ways to improve code (eg. more efficient, solve new/more complicated problems)
Students attempt extensions

Extending

I can consistently select and apply the most appropriate tools, accurately, logically and efficiently sequenced.

I have a thorough understanding of applying coding skills to represent and solve mathematical concepts and problems.

Notes/Examples:

Students create efficient code to solve a variety of problems across multiple strands including extensions

Introductory Resources

Introductory Video for Teachers

A brief overview of how to get started with coding using Scratch.

This video is designed for teachers.

Creating Teacher and Student Accounts in Scratch

Scratch Teacher Account Video Guide

Scratch Teacher Accounts Guide

Introductory Module: Five Beginner Lessons

A compilation of five Introduction to Coding lessons , complete with lesson slides and activities. This module covers each of the activities listed below and is intended to be completed early in the course to introduce students to basic coding blocks while reviewing math concepts from previous math courses.

The intent of this module is to prepare students to solve curriculum-based problems using code, as they progress through the remainder of the course.

Lesson 1: Introduction to Coding

Lesson 2: Input, Output and Variables

Lesson 3: Making Calculations

Lesson 4: Decision Structures

Lesson 5: Repetition Structures

Activities

The following is a list of individual lessons and activities used in the Introductory Module.

Lesson: Movement in Scratch

This video provides an introduction to Scratch. It will show students how to navigate the interface and then provides a brief lesson on how to use blocks such as: move, turn, wait as well as the pen tool to draw a square.

Coding: Mazes

An introductory activity to movement in Scratch. Use move and turn blocks to navigate the sprite through the mazes. Maze 1 has code to get you started.

Maze 1

Maze 2

Lesson: Input/Output and Variables

This video provides an introduction to the ideas of computer input, output and storage. It will show students how to communicate with the computer and store important values for use later in the program. Students will learn how to use the ask, say and variable commands while creating a sales tax calculator.

Coding: Area of a Rectangle

Challenge your students to create a program asking the user to enter the length and width of a rectangle. The program should calculate and output the area of the rectangle.

Sample Completed Program

Extensions:

Determine the perimeter of the rectangle.

Determine the length of the diagonal.

Draw the rectangle that has been described.

Determine the area of a trapezoid.

Analyze: Input/Output and Variables

Take a look at this finished code. Students are asked to identify the variables used and the purpose of the program.

This short activity can be used as a consolidation of skills, a warm-up activity, or a small assessment of understanding.

Student Version

Analyze: Making Calculations

Take a look at this finished code. Students are asked to identify the variables used and the purpose of the program.

This short activity can be used as a consolidation of skills, a warm-up activity, or a small assessment of understanding.

Student Version

Analyze: Decision Structures

In this activity, students enter the side lengths of four triangles into the Right Triangle Check to determine if given triangles contain a right angle.

Students then analyze the code and discuss how this decision is being made within the code.

Student Version

Coding: Is it a Triangle?

Challenge your students to create a program asking the user to enter the values of three angles. The program should determine if the three angles make a triangle.

Sample Completed Program

Extensions:

If the three angles form a triangle, classify the triangle as equilateral, scalene or isosceles.