C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events.
Activity 1: Sequential Events and Number Decomposition
Ask the student to observe the following pictures:
Ask students the following questions:
- What do you notice?
- Do you see any similarities?
- Do you see any differences?
- Are there other possible patterns?
Have the student create other possible patterns to have combinations of 10.
Ask students to write their patterns in pseudocode.
Have the student choose a number and create a set of sequential instructions that show the decomposition of the chosen number.
Ask the student to find several possible combinations for the same number. Then, ask them to write a code that represents their pattern in a block programming program.
Activity 2: Sequential Events and Patterns
Have the student create a code that performs a pattern. The pattern can be created using movement, sounds, geometric shapes, letters and numbers. It can also be a pattern found in everyday life.
Select various codes and print them. Display a gallery of codes. Students can circulate and read each other's codes to express and discuss their understanding of the codes.
Have students find the pattern, tell if the pattern is a repeating pattern or an increasing pattern, and then make near and far predictions.
Activity 3: Sequential Events and Comparing the Value of Canadian Coins
Have students work in pairs to create a code that illustrates the value of Canadian currency. Students can use sprites that resemble Canadian currency and sequential movements to place the coins in a variety of patterns.
For example, a pattern in which two dimes and a nickel are repeated (AAB pattern core), also represents the value of a quarter (10 + 10 + 5 = 25). The student could create a code so that the dimes and nickels disappear and are replaced by a quarter in the pattern.