# MATH + CODING WORKSHOP 5-6

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

Although designed with the Ontario 5-6 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.

## B. WHAT IS AN “INEQUALITY” IN MATH?

#### PUZZLE #1

I am thinking of a number on the number line.

• The number I am thinking of is greater than 3.
• What are the possible values of my number?

#### INEQUALITY

x > 3 is an inequality.

x > 3 is read as “x is greater than 3“.

If x > 3, then x could be one of the numbers in the set {4, 5, 6, 7 …}.

We can show this on a number line:

Notice the arrow after the number 7, indicating that the dot pattern continues.

#### PUZZLE #2

Which of the following are equivalent to one another?

a)

x + 2 > 5

b)

x > 3

c)

2x > 6

d)

-2x > -6

## C. WHAT IS A CONDITIONAL STATEMENT?

#### DO I NEED AN UMBRELLA OR SNOW BOOTS?

You know how to dress to match the weather outside because you use conditional thinking.

• If it is raining, then:
• take an umbrella
• If it is snowing, then:
• wear boots

#### MAKING COMPUTERS “THINK”

If you wanted a computer to print numbers that are greater than 3, you could say:

• print (4)
• print (5)
• print (6)
• print (7)
• … and so on

Or you can use a conditional statement, to create more efficient code, and to get the computer to do more thinking:

What this looks like as a Python computer code, for numbers 1-10:

You can enter and run this code at https://cscircles.cemc.uwaterloo.ca/console.

## D. INEQUALITIES in 1D, 2D and 3D

How do we represent a solution to an inequality like x > 3?

• We can list the numbers that make the inequality true as a set: {4, 5, 6, 7, 8, 9 …}
• We can plot the numbers that make on a number line:

These solutions assume a one-dimensional (1D) setting.

What if we assume a two-dimensional (2D) setting, like the flat surface of a floor?

Or in our 3-dimensional (3D) setting, like a classroom?

#### ON A NUMBER LINE (1D)

If you live in one dimension (1D), you live on a line.

Use masking tape for the line, and sticky notes for the numbers, to create a number line on the floor.

Hop on the numbers that match each inequality:

• number > 5
• number < 2
• x > 0
• x <= 6

Here is what x > 100 may look like using Scratch code. Try this at scratch.mit.edu/projects/417492043/editor

#### ON A FLOOR (2D)

If you live in two dimensions (2D), you live on a flat surface, like a floor. You live on “flatland”.

Let’s add axes in two directions, to create a coordinate system for the flat surface.

Here is what x > 100 may look like using Scratch code. Try this at scratch.mit.edu/projects/665007043/editor

How would you represent these inequalities?

• x > 200
• x < 0

#### IN A ROOM (3D)

If you live in three dimensions (3D), you live in the real world.

To add the third dimension, tape one end of a string to where the 2 axes on the floor meet, and tape the other end vertically above on the ceiling.

Here is what x > 0 looks like in 3D.

What would each inequality below look like in 3D?

• x > 100
• x < 0

## E. NUMBERS ON THE HUNDRED CHART

Run the code to see its output.

Edit the code to create new patterns.