Coding & Communications
Week 4 -
Land Acknowledgement
Our shared history is something we are all a ected by as we are all treaty
people in Canada. We all have a shared history to re ect on, and each of us
is a ected by this history in di erent ways. Our past de nes our present,
but if we move forward as friends and allies, then it does not have to
de ne our future.
fi
ff
ff
ff
fl
fi
Do
Using linking cubes and non-permanent
surfaces make these number patterns:
1. the even numbers
2. the odd numbers
3. the counting numbers
Draw them as pictures of your blocks, write them using
numerals.
Think
Write your patterns as numbers on T-charts.
even # odd # counting #
n n n
1 2 1 1
2 4 2 2
3 6 3 3
4 8 4 4
5 10 5 5
6 12 6 6
10 ? 10 10
any # any # any #
Do
Here is a pattern made with linking cubes.
1. What parts are changing?
2. What parts are constant?
3. Make a T-chart.
4. What might any number be?
Do
Please work in pairs to use this code to make a pattern
of:
1. the even numbers
2. the odd numbers
3. the counting numbers
https://scratch.mit.edu/
projects/1072402133/editor
Think
Paired Programming
Paired programming is used in the software development industry. The
two roles are traditionally called the Driver and the Navigator .
The Driver is the one who is adding the blocks (and therefore, the one
who is touching the keyboard or pad).
The Navigator reads the code, talks it through, makes suggestions, and
asks questions. If the pairing is with a device and a robot, the Navigator
would handle the robot.
There is constant talking between the Driver and the Navigator. Both
should be able to explain the code created.
After a set time the rolls are reversed.
The final project is attributed to both the Driver and the Navigator.
Pairings can be decided by the teacher &/or the students.
More at https://martinfowler.com/articles/on-pair-
programming.html#:~:text=Pair%20programming%20essentially%20me
ans%20that,plan%20and%20discuss%20their%20work
Share
What would you need in a coding lesson plan so you could do it?
Coding lesson types:
• Learning to code
• Learning with code
Sca olding:
• Using prepared code and modifying it (today’s coding)
• Starter code
• No code
• Guided
• Step by step (Scratch cards)
ff
Do
Create a Story
Think about a lesson you could create around Cards
this set of Scratch cards. What would you need
to add for others to be able to do it?
Choose characters, add conversation,
and bring your story to life.
scratch.mit.edu Set of 9 cards
Think about a lesson you could create
using the code we used today. What
would you need to add for others to be
able to do it?
Do
Try out another one of the Scratch cards activities. Or
continue one from last week.
Create a Story
ea Make M
Animat ards Cards usic
c ter C Cards
Ch a ra
Choose characters, add conversation,
Choose
e and bring your story to life. instrum
rs to lif press k ents, add sou
haracte
Bring c nimation. eys to p n
with a lay mu ds, and
sic.
scratch.mit.edu Set of 9 cards scratch
cards .mit.ed
Set of 8 u
u
.mit.ed Set of 9
scratch cards
Think ahead
Imagine you are a classroom teacher…
• You have learned some basics of how to code.
• Now what do you do to teach your class how to code?
• Which of these online resources would you use?
• https://cs rst.withgoogle.com/s/en/home
• https://www.csunplugged.org/en/
• https://scratch.mit.edu/projects/30699054/editor
• https://resources.scratch.mit.edu/www/cards/en/
scratch-cards-all.pdf (new and updated!?!)
• Your own choice
fi
Async & Goals
Think about:
• How we are learning about math through coding.
• The resources that are available for classroom teachers and
what gaps and challenges teachers would face to implement
coding in their classrooms
• How would you start coding in your classroom and what
resource would you use?
• What advice would you give another teacher for how they
could start?
