Grade 4
C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes
Scroll down this page to see all activities available, or use the buttons below to quickly access specific activities.
Sequential, Repeating, & Nested Events
This is a Google Slide that has similar blocks of code is in the plugged activities on the below. Feel free to print and cut out the shapes and use in as many ways as you would like to provide unplugged coding activities that are sequential and/or include repeated events.
Suggestion: Print. Remove numbers. Laminate blocks. Use whiteboard marker to add numbers in the space for the blocks. Have students practice using printed blocks coding movement activities in the classroom prior to using the program.
For more information on how to get started with ScratchJR, please visit our support page for this.
Sequential, Repeating, & Nested Events
This is a code.org activity that students will work through to collect gems. Students will work with sequential coding and progress to loops (repeating events).
In this code.org activity students have the freedom to draw what they would like using code blocks. Loops (repeating events) are introduced immediately. A progression will be having students deciding how often a set of code needs to be repeated.
Equivalent Codes: Repeating & Nested Loops
ScratchJR - Repeating Events
Nested (Loops) Events with Minecraft
4 Code.org activities provided below to give students great guided experiences to use sequential and nested coding. Code.org provides videos and guided instructions so that students feel confident in how to progress when creating their program.
Read & Alter
Typically, in math class, a child's reaction to a wrong answer is to try to forget it as fast as possible. In coding, 'the programmer is encouraged to study the bug rather than forget the error.' ~Papert
In this Scratch activity, press the Green Flag to start this activity. Have students see what is created (output).
Students can 'see inside' the program to read the code for 3 squares drawn. They are note the similarities and differences between each section of code and how it impacts the outcome for each square drawn.
When students open this Scratch activity, have them press the Green Flag to get started. Have students fill in information when prompted.
Students can 'see inside' the program to read the code to see which operation(s) were used to make calculations for this elapsed time activity.
What will happen?
You can provide unplugged opportunities for students to read and analyze code by grabbing a snippet of code and asking what is happening. A great example of this given on the left.
Alter Existing Code
Typically, in math class, a child's reaction to a wrong answer is to try to forget it as fast as possible. In coding, 'the programmer is encouraged to study the bug rather than forget the error.' ~Papert
Debugging
A great example of an activity to read and alter code is to debug the code. This means, whenever you have an error, you will need to figure out where things went wrong. Read the code, alter the code, and then execute!
Watch the video on the left to watch a brief video that describes what debugging is all about. Then try the two debugging activities below.
Bug Walking Activities (C1.2, 3.1, 3.2, E1.4)
On pages 7 - 19 in this digital book you will be looking at 4 activities created in Scratch that help students become familiar with Scratch and using the Pen tool to create squares. Students will be learning how to use sequence of events, repeat blocks, and then nested repeat blocks.
Note: activity pages that can given to students are provided in both English and French!
Movement Patterns with Scratch (C1.1, 1.2, 1.3, 3.1, 3.2, E1.4)
On pages 43 - 55 students will be guided through pre-made Scratch activities to explore sequential & concurrent patterns. They will also be looking at walk patterns with Scratch repeat blocks and even how to alter the ode to use rotations of different magnitudes.
Connections: Other Curriculum Expectations + Coding
Below you will find activities created by educators in TLDSB and beyond. Curriculum aligned expectations will be noted in each activity and provided with more detail at the bottom of this page.
Click here to access a Google Drive folder for this activity. It includes the lesson plan and all the resources you need.
This can be done either digitally or unplugged. Click here to access the Google Drive folder that includes the lesson plan and associated files.
This lesson plan will help students make predictions during a probability experiment; code a probability experiment using a coin; and think critically about our predictions and results during probability experiments.
Click here to access a lesson plan that will help students learn to recognize right angles; use the formula for the area of a rectangle; create a repeating code; and estimate the cost of items before buying.
A big shout out to OAME for their Elementary Math Curriculum Resource Project where the 4 above activities were posted so that we could share with our students. THANK YOU!!
Create Table of Values (C1.1, C1.2, C1.3)
Introduction to creating Table of Values in Scratch.
Watch this video to see how you and your students can easily create a Table of Values in Scratch.
Alter Table of Values Code
This video will demonstrate how to alter the code created in the Introduction video to reflect a change in a pattern that add/subtracts different values. You will also see how to change your initial value in the table of values.
Practice!
Click here to access this program in Scratch. Have students Remix this program to make their own copy. Students should read the comment box inside the program. They will practice altering the code to reflect the patterns given for a, b, and c.
More Practice!
When students feel comfortable with making a Table of Values in Scratch, refer to page 9 (Number Patterns - with Scratch) in the Understanding Math + Coding Puzzles book. Page 10 will give you the French version. This activity will help students connect with some Patterns & Relationships curriculum expectations.
Patters and Relationships
C1.1 identify and describe repeating and growing patterns, including patterns found in real-life contexts
C1.2 create and translate repeating and growing patterns using various representations, including tables of values and graphs
C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating and growing patterns
Data
D2.1 use mathematical language, including the terms “impossible”, “unlikely”, “equally likely”, “likely”, and “certain”, to describe the likelihood of events happening, represent this likelihood on a probability line, and use it to make predictions and informed decisions
Spatial Sense
E1.2 plot and read coordinates in the first quadrant of a Cartesian plane, and describe the translations that move a point from one coordinate to another
E1.3 describe and perform translations and reflections on a grid, and predict the results of these transformations
E2.4 identify angles and classify them as right, straight, acute, or obtuse
E2.5 use the row and column structure of an array to measure the areas of rectangles and to show that the area of any rectangle can be found by multiplying its side lengths
E2.6 apply the formula for the area of a rectangle to find the unknown measurement when given two of the three
F1.2 estimate and calculate the cost of transactions involving multiple items priced in whole-dollar amounts, not including sales tax, and the amount of change needed when payment is made in cash, using mental math
Social-Emotional Learning
A1. Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.