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Adventures in Math Land

  • Grade Level: 1-3
  • Duration: 30 minutes
  • Subject: Mathematics
  • Interdisciplinary Connection: Language Arts
  • Platform: Scratch
  • Skill: Programming, Design

Learners will use their understanding of numeracy (including odd/even, place value, skip counting and greater than or equal to) to create a ScratchJr game.

Lesson adapted from original materials by Canada Learning Code

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What's in this lesson

  • Lesson Plan

    Editable document

  • Video/Slides

  • Assessment

    Formative

Curricular Connections Accordion

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Mathematics

Number (B1.2): "Compose and decompose whole numbers up to and including 50, using a variety of tools and strategies, in various contexts"

(B1.3): "Compare and order whole numbers up to and including 50, in various contexts"

(B1.5): "Count to 50 by 1s, 2s, 5s, and 10s, using a variety of tools and strategies"

Coding (C3.1): "Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events"

Algebra - Coding (C3.2): "Read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcomes"

Spatial Sense (E1.5): "Give and follow directions for moving from one location to another"

Language arts

Alberta Grade 1 Writing: "Create written messages that align with an intended audience or purpose".

Alberta Grade 1 Oral Language: "Listen to and follow two-step instructions".

Alberta Grade 2 Writing: "Organize sentences in a logical sequence to create written messages".

Alberta Grade 2 Vocabulary: "Develop tier 3 vocabulary through content-area learning".

Alberta Grade 1 Comprehension: "Make connections between a text and personal feelings, experiences, or background knowledge".

Mathematics

  • Indication (oral or written) that the situational problem has been understood
  • Correct justification of actions or statements by referring to mathematical concepts and processes
  • Correct interpretation of a message (oral or written) using mathematical language

Progression of Learning: Arithmetic

Language

  • Constructing Meaning: "Correct interpretation of a message (oral or written)".
  • Communicating for Learning: "Discussion about own learning".
  • Communicating Ideas: "Use of spoken communication when collaborating with peers".
  • Using Language Conventions: "Use of specific vocabulary to communicate ideas or information".
  • Adapting for Audience and Purpose: "Production of varied texts for a familiar audience and for different purpose

Objectives Accordion

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Learning goals

  • Program & Navigate: Use ScratchJr blocks to guide a character through "Math Land" challenges.
  • Apply Number Sense: Count, compare, and order numbers to reach the right destinations.
  • Interpret Directions: Follow math-based instructions to move from point A to point B.
  • Test & Debug: Read and refine code to solve math problems and achieve goals.
  • Communicate Thinking: Use math and coding terms to explain how the program works.

Success criteria

  • Create a sequence of coding blocks that makes my character move correctly.
  • Count, compare, and identify numbers accurately while completing the Math Land challenges.
  • Follow written directions to move my character to the correct locations.
  • Change my code when something doesn't work and explain what I changed.
  • Use math and coding words (such as sequence, move, count, greater than, and less than) to explain my work.

Material Accordion

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Required :

Photocopy learner response sheets for each learner or pairs

Resources

Lesson Accordion

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Activity Description
Prior Knowledge
  • Learners should have previous experience with ScratchJr
  • Learners should have had practice with numeracy skills including place value (tens and ones with learners), skip counting, spelling number words, and greater than and less than
Minds On

Depending on iPad availability, this lesson can be completed in pairs, individually or set up as a math centre.

Give learners 10 minutes to freely explore ScratchJr.

(2-5 minutes) Review ScratchJr motion, sound, looks, and triggering blocks. (see reference guide).
Model

Hand out Math Land Learner Response sheet; review and answer questions learners may have.

Tell learners that they are going to take Cat on an adventure to Math Land and must follow the directions in the response sheet.

Practice

Using a pencil they should complete the chart. When Cat is all done answering the questions, students can make Cat do a silly dance.

Consolidation

Circulate the room to ensure everyone’s code worked out properly. Help any students who did not get a result yet to ensure that every learner successfully obtains their own digital piece.

Modifications & Accommodations

Coding blocks can be displayed on a Smart TV or printed off.

Assessment Accordion

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Formative

Assessment FOR Learning:

Listen to learners’ math conversations about number sense. Are they talking about place value? Are they able to complete the response sheet independently?

Listen to learners’ use of coding language. Are they identifying the names of the blocks?

Assessment OF Learning:

Review completed Learner Response sheet

Educators can also review iPads and view ScratchJr game (learners should record which iPad they used on their response sheet)

Extension Accordion

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English & Math

  • Learners can write their own instructions using mathematical terminology and give them to a peer to use to create their own game.
  • Writing a math problem that Scratch Cat could solve.
  • Have learners write a reflection piece on what they found difficult about the task and how they can improve.