Make My Number

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:

  • SC.68.CS-CS.2.11: Predict outputs while showing an understanding of inputs.
  • 01.01: Use specialized computer coding software to solve problems.

  Supporting:

  • SC.68.CS-CS.1.1: Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • MA.8.NSO.1.6: Solve multi-step mathematical and real-world problems involving the order of operations with rational numbers including exponents and radicals
  • 01.01: Use specialized computer coding software to solve problems.
  • 02.02: Explain the components of programming languages.
  • 07.05: Explain the types and use of variables in programming.

• Unit Outline

  
  

  This lesson could be taught within a unit focused on the specific programming blocks in 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 have a basic knowledge of the operator and variable blocks.

• Career Connection

  
  

  Students will develop and apply critical thinking, detail-oriented, and information technology skills to analyze the components of a Scratch program and predict outputs given an input and a preprogrammed algorithm.

• Learning Objectives

  
  

  Students will be able to:

  • Explain the use of variables in a Scratch program
  • Explain the use of operator blocks in a Scratch program
  • Use an input and a preprogrammed algorithm to predict the output
  • Troubleshoot errors in code to produce a specific output
  • Use critical thinking and logic skills to produce a specified output given specific operations

• Prior Knowledge

  
  

  Students should be familiar with:

  • Creating a program in Scratch
  • Performing operations on numerical values, including squaring and taking the square root

• Guiding Questions

  
  
  • How are inputs related to outputs?
  • What is the purpose of the various programming blocks used in the Scratch program?
  • How do computer algorithms compare to mathematical thinking?

• Procedure

  
  

  1. To introduce the lesson, tell students you are thinking of a three-digit number. Share the following clues with students one at a time to see if they can accurately guess the number after sharing each clue.

  • • The number is less than 500.
    • The number has a 2 in the tens place.
    • The number is a palindrome.
    • The number is a perfect square.
  • Facilitate a discussion about the strategies and prior knowledge students used to determine the number is 121 and how many clues it took them to guess the number. The following questions may be used to facilitate discussion:
    • How did each clue help you modify or adjust your guess?
    • Which numbers did you not consider? Why?
    • How many clues did you need to correctly guess the number?

  2. Explain to students that they will be analyzing a piece of code in a Scratch program and using inputs to try to produce a specific output, or magic number. Navigate to the program using the link https://scratch.mit.edu/projects/801594277.

  • Display the program on the board for all students to see. Run the program to model how students will interact with and use the program to create the magic number. Be sure students know and understand that they have to "look inside" the program to enter or change values. Answer any questions students may have after seeing the program executed one time.
  • To ensure students understand how the program is performing calculations, ask “What is the first operation that occurs?”. The first operation that occurs is squaring or multiplication as shown by the “input * input” block. Also point out that the program is updating the output as each operation is completed which is shown by the “change output by” or “set output to” blocks. If necessary, review each orange block with students so that they understand the operation that is being done and how the operation affects the output.

  3. Pass out a Magic Number handout to each student. Ensure each student has computer access and share the Scratch link with students. Depending on teacher preference and student familiarity with Scratch, students can work individually, in pairs, or in small groups to run and interact with the Scratch program.

  • Instruct students to play the Scratch program and enter values into the program, when necessary. Remind students to use the handout to keep track of their inputs, calculations performed, and outputs. 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 student progress.
  • When students have completed their handouts, bring the class back together for a whole group discussion using applicable guiding questions. The following questions may also be used to facilitate discussion:
    • How did you decide what values to input?
    • How did the order of operator blocks influence your choice of inputs?
    • Which operator block posed the biggest obstacle to get the magic number?
    • How did the use of variable blocks help store your inputs?
    • How did you decide which inputs to change if you did not make the magic number?
    • How can you use your trials to minimize the number of times it takes you to make the magic number?

  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: If you could remove one of the operators blocks from the section of code, which one would you remove and why?
  • Journal Prompt #2: Explain how you would rearrange the operators blocks in the section of code in an attempt to make it easier to calculate the magic number.

• Teacher Notes

  
  
  • While students will be running and debugging a Scratch program, this lesson is not intended to teach students how to create a program in Scratch. They will be focused on a specific section of block coding in order to understand the use and function of variables and operators blocks.

• Optional

  
  

  Formative Assessment Ideas:

  • The Magic Number Tracker handout can be collected and assessed for accuracy and student understanding of how the Scratch program runs.

  Accommodation Suggestions:

  • The teacher may choose to change the order of and/or delete operator blocks used to calculate the output to reduce the number of calculations performed.

  Extension Ideas:

  • If students finish early or there is time for an additional activity, students can try coding their own “magic number” program and trade programs with a peer to solve.
  • To create a challenge, the teacher can remix the Scratch program and change the range of the random number generator for the magic number to a value above 100. Teachers may refer to the Random Number Generator Reference Sheet for visual directions on how to alter the range of the random number generator.