Order Matters

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): N/A

  Course Title: Coding Fundamentals

  Course Number: 9009200

  Career Cluster: Information Technology

  CIP Number: 0511020109

  Course Type: Orientation/Exploratory

  Standard(s) or benchmarks

  Focus

  • 07.01: Describe the structures of a simple program, and explain why sequencing is important.
  • SC.68.CS-CS.1.1: Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.

  Supporting

  • 07.02: Define the term “algorithm”, and explain how it relates to problem-solving.
  • 07.04: Describe selection programming structures (e.g. if/then, else) and explain the logic used for if statements.
  • SC.68.CS-CS.2.11: Predict outputs while showing an understanding of inputs.
  • MA.6.AR.1.4: Apply the properties of operations to generate equivalent algebraic expressions with integer coefficients.
  • MA.6.NSO.4.1: Apply and extend previous understandings of operations with whole numbers to add and subtract integers with procedural fluency.
  • MA.6.NSO.4.2 Apply and extend previous understandings of operations with whole numbers to multiply and divide integers with procedural fluency.
  • MA.6.NSO.3.3 Evaluate positive rational numbers and integers with natural number exponents.

• Unit Outline

  
  

  This lesson can be taught within a unit focused on block programming using Scratch. Students can learn about the various programming blocks in any order, according to student familiarity with Scratch and teacher preference. This lesson could be taught after students have had at least an introduction to Scratch and/or before building a Scratch program with multiple programming blocks and functions.

• Career Connection

  
  

  Students will develop and apply critical thinking, detail-oriented, and information technology skills to analyze a Scratch program and make connections between the sequencing of a computerized program and the mathematical order of operations.

• Learning Objectives

  
  

  Students will be able to:

  • Evaluate block programming structures to make sense of their function
  • Explain the purpose of if/then block programming structures
  • Explain how an algorithm relates to problem-solving
  • Relate a computerized algorithm to the mathematical order of operations
  • Explain how sequencing affects the output of a simple program
  • Predict outputs of a simple program given inputs

• Prior Knowledge

  
  

  Students should be familiar with:

  • Creating a program in Scratch
  • The word “algorithm” as it relates to mathematics
  • Performing operations on numerical values, including squaring and cubing
  • Using the order of operations to evaluate mathematical expressions

• Guiding Questions

  
  
  • How are algorithms useful when problem-solving?
  • How does the order of block programming structures affect how the program runs?
  • How are inputs related to outputs?
  • How do computer algorithms compare to mathematical thinking?

• Procedure

  
  

  1. To introduce the lesson, display and play the “Order of Operations” Scratch program. The program can be found in the attachments and at https://scratch.mit.edu/projects/791679884

  • As the program is played, ask students what they notice and wonder about the program. Facilitate discussion by asking the following questions after the program is run:
    • What is an input?
    • What is an output?
    • What are the “your number input” and “output” labels used for?
    • How does each input affect the displayed output?
    • What happens when we input a value that is outside of the stated parameters?
    • How does the Scratch program know how to calculate and update the displayed output?
    • How could you write a mathematical equation to model the Scratch program?
  • Explain to students that they will be analyzing the Scratch program to make sense of the block programming used. Also explain that students will play the program on their own, keeping track of all their inputs and outputs, and create mathematical equations to model and compare to the Scratch program calculations.

  2. Pass out an Order of Operations Scratch handout to each student. Ensure each student has computer access. Depending on teacher preference and student familiarity with Scratch, students can work individually, in pairs, or in small groups.

  • Instruct students to play the Scratch program and use the handout to keep track of their inputs and outputs as distinct “trials”. There is an example included on the handout for students to reference and play in the Scratch program, if necessary.
  • While students are playing the Scratch program and recording their results, walk around the room to provide assistance, answer student questions, and monitor progress.
  • Be sure students are not "looking inside" the Scratch program; they will look inside and analyze the program in the next step of the lesson. Also if students look inside and move blocks around, the program will not work as intended.
  • When students have completed their handouts, bring the class back together for a whole group discussion using applicable guiding questions.

  3. Pass out the Analyzing Scratch Code V1 handout to students. Explain that they will look inside the Scratch program to better understand how the program performs calculations, provides error messages if values are outside of the stated parameters, and updates the output given the inputs.

  • Allow students time to examine the Scratch program. Use applicable guiding questions to facilitate discussion and gauge student comprehension of how the Scratch program runs. If necessary, use an overhead display to show the code on the board for all to see and refer to during the discussion.
  • As students are analyzing the Scratch program, move around the room to monitor student progress, answer questions, and provide assistance, as needed.

  4. To bring the lesson to a close, have students reflect on the lesson using one or both of the following journal prompts:

  • Journal Prompt #1: Why are agreed-upon algorithms important when performing calculations?
  • Journal Prompt #2: How are the components of a Scratch program similar to mathematical symbols?

• Teacher Notes

  
  

  B.E.S.T. Alignment Note

  • Students will not use variables to create algebraic expressions. Instead, students will use mathematical symbols and their knowledge of the order of operations to generate equivalent expressions equivalent to the computer algorithm.

• Optional

  
  

  Formative Assessment Ideas:

  • The Order of Operations handout can be collected and assessed for accuracy.

  Accommodation Suggestions:

  • If students aren’t familiar with Scratch, the program is too advanced, and/or the teacher wants all students to analyze the same section of code, the Analyzing Scratch Code V2 handout can be used. Instead of looking at the program in totality, the handout can be used to focus on a specific section of block coding.

  Extension Ideas:

  • Students can build their own Scratch program using multiple operations, similar to the program shared in this lesson. Students can play each other’s programs then write a mathematical expression to model the calculations. The teacher can create specific requirements for the Scratch program if desired.