Description
Fun activities to teach early learners left from right so they can apply directions in coding.
Young children need help learning their left from right. Especially when it comes time to write simple algorithms that will tell characters which direction to move. This activity gives you activities and materials for students to learn left from right and immediately apply that knowledge to their own algorithms. This resource includes:
- Standards Based Lesson that outlines how to teach left and right, and apply that to coding. Standards are listed below.
- 2 sheets of directional cues to affix to student devices or workspaces to remind them of the directions. Choose from arrows or hands (palms facing).
- Digital Choice Board that can be used in Seesaw, Google, Clever, etc. Choice Board includes links to 3 directional coding apps that can be used on tablets, and links to 3 directional coding websites that can be used on computers.
- Directions explaining how to share the Digital Choice Board.
- Slideshow to guide and facilitate the lesson. The slideshow includes coding vocabulary, 2 unplugged activities to teach directions, 3 video tutorials for using directional coding apps, 3 visual choice boards that you can edit, and reflection questions.
This activity meets the following standards:
AASL:
- Problem solving through cycles of design, implementation, and reflection.
- Recognizing capabilities and skills that can be developed, improved, and expanded.
ISTE:
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
CSTA:
- Develop programs with sequences & simple loops to express ideas or address a problem
- Create programs that include sequences, events, loops, and conditionals
- Test & debug a program or algorithm to ensure it runs as intended
CCSS:
- Make sense of problems and persevere in solving them.
- Model with mathematics
- Reason abstractly and quantitatively.
- Attend to precision
Quick Bytes:
- This resource includes links to digital resources. Click the link to get your own copies.
- Read more about coding with PreK Students here!
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES</a> where I share tips, tools, & tricks to teach with technology in fun and safe ways! And I keep you up to date on sales and new resources!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
PreK - 2nd
Standards
CCSSMP1
CCSSMP2
CCSSMP4
Pages
22
Teaching Duration
40 minutes
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Description
Fun activities to teach early learners left from right so they can apply directions in coding.
Young children need help learning their left from right. Especially when it comes time to write simple algorithms that will tell characters which direction to move. This activity gives you activities and materials for students to learn left from right and immediately apply that knowledge to their own algorithms. This resource includes:
- Standards Based Lesson that outlines how to teach left and right, and apply that to coding. Standards are listed below.
- 2 sheets of directional cues to affix to student devices or workspaces to remind them of the directions. Choose from arrows or hands (palms facing).
- Digital Choice Board that can be used in Seesaw, Google, Clever, etc. Choice Board includes links to 3 directional coding apps that can be used on tablets, and links to 3 directional coding websites that can be used on computers.
- Directions explaining how to share the Digital Choice Board.
- Slideshow to guide and facilitate the lesson. The slideshow includes coding vocabulary, 2 unplugged activities to teach directions, 3 video tutorials for using directional coding apps, 3 visual choice boards that you can edit, and reflection questions.
This activity meets the following standards:
AASL:
- Problem solving through cycles of design, implementation, and reflection.
- Recognizing capabilities and skills that can be developed, improved, and expanded.
ISTE:
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
CSTA:
- Develop programs with sequences & simple loops to express ideas or address a problem
- Create programs that include sequences, events, loops, and conditionals
- Test & debug a program or algorithm to ensure it runs as intended
CCSS:
- Make sense of problems and persevere in solving them.
- Model with mathematics
- Reason abstractly and quantitatively.
- Attend to precision
Quick Bytes:
- This resource includes links to digital resources. Click the link to get your own copies.
- Read more about coding with PreK Students here!
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES</a> where I share tips, tools, & tricks to teach with technology in fun and safe ways! And I keep you up to date on sales and new resources!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
My students enjoy everything about coding so this was a hit - thank you!
Leeann, I am so glad that this was a smash with your students!!!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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