# MATH + CODING WORKSHOP 1-2

Designed to serve as a base lesson plan for diverse learning settings (f2f, hybrid, online, parents/children).

Although designed with the Ontario 1-2 math curriculum in mind, this workshop would be of value to all educators interested in learning how to integrate math + coding.

Based on Understanding Math + Coding, 1-9.

## A. WALK + STAMP

#### 1. Hands-on

How might your students model motions, paths and patterns like the ones shown below, with physical movements, using their bodies and other physical objects, as well as with chart paper, markers and dabbers?

When patterns and underlying ideas are embodied, they provide physical and visual anchors for understanding pattern rules, as well as instructions written as code.

###### NOTE: Scratch or Scratch Jr?
• In the coding activities shared below, we are using Scratch rather than Scratch Jr. Why?
• Scratch has a Pen tool, which allows motion patterns to leave a trail, as you would with a pen on paper.
• Scratch also allows students to stamp objects (Sprites) they move.
• These visual trails give digital/coded patterns a concrete feel. They can be pointed to and discussed.

#### 2. Walk + stamp with code

1. Go to https://scratch.mit.edu/projects/488664188/editor/ to see the code shown below.

2. Click and Run: RESET, WALK RIGHT, WALK RIGHT, WALK RIGHT, WALK RIGHT to create the image below.

3. Also use STAMP to create each of the patterns below.

a)

b)

c)

#### 3. Walk in different directions

4. Create the code block shown below, to move the sprite up.

5. Create each of the patterns below.

a)

b)

#### 4. Change the colour of the Sprite

6. Create a new code block (shown below) that changes the colour effect of the sprite.

7. Create the patterns below. In some cases, you may need to click/drag the Sprite to a different location on the Stage.

a)

b)

c)

8. Create your own patterns on the Stage.

#### 5. Combine movements WITH CODE

9. Edit the code to create new possibilities. For example:

10. Copy/edit code and combine it into more complex coding blocks, to create patterns with a single click. For example:

## B. WALK 2 PATTERNS AT ONCE

#### 1. Hands-on

How might your students model motions, paths and patterns like the one shown below, with concurrent physical movements, using their bodies and other physical objects, as well as with chart paper, markers and dabbers?

When patterns and underlying ideas are embodied, they provide physical and visual anchors for understanding pattern rules, as well as code.

#### 2. move 2 SPRITES at the same time

11. Go to https://scratch.mit.edu/projects/497868391/editor. Click on each of the “green” and “blue” Sprites to see the code that controls each of them.

12. Click on the green Flag above the Stage to run both sets of code at the same time. You should see this output.

13. Edit the code to create each of the patterns shown below.

a)

b)