Description
Give young students practice with series in coding.
How do you help young students understand series in coding? Whether you are in the classroom or teaching remotely, these interactive activities provide you and students with options to practice developing series within code. These also double as assessments, and are a perfect option for introducing Computers Science and Computational Thinking Standards. It's also a great way to help students learn how to program the robot Code & Go Mouse.
Included activities:
- Mouse Code → Printable cards that can be laminated (in color) or printed (in black & white) for students to draw the code the mouse would follow to get the cheese.
- Mouse Code Cut & Paste → Students cut the arrows and then paste them on the sheet to show the directional code the mouse would take to get the cheese.
- Mouse Code Drag & Drop for Google™ Slides → Students drag the arrows over to show the directional code the mouse would take to get to the cheese.
- Mouse Code Digital Draw On for Seesaw™ & PicCollage™ → Students draw the code the mouse would follow to get the cheese.
This activity support the following standards:
CCSS Math:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively
- Model with mathematics
- Attend to precision
CSTA:
- Develop programs with sequences and simple loops, to express ideas or address a problem.
- Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
- Debug (identify and fix) errors in an algorithm or program that includes sequences and
- simple loops.
ISTE:
- Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions
- Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Quick Bytes:
- The included activities can be printed, used with Google™, Seesaw™, or PicCollage™.
- Link included for Google™ Slides file.
- This is a .zip file. To open on a Mac, double click. To open on Windows, right click and click extract.
- This activity is also included in the PreK Coding eBook.
Related CODING resources:
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!
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Highlights
Digital downloads
Grades
PreK - 1st
Standards
CCSSMP1
CCSSMP2
CCSSMP4
Pages
15
Teaching Duration
30 minutes
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Description
Give young students practice with series in coding.
How do you help young students understand series in coding? Whether you are in the classroom or teaching remotely, these interactive activities provide you and students with options to practice developing series within code. These also double as assessments, and are a perfect option for introducing Computers Science and Computational Thinking Standards. It's also a great way to help students learn how to program the robot Code & Go Mouse.
Included activities:
- Mouse Code → Printable cards that can be laminated (in color) or printed (in black & white) for students to draw the code the mouse would follow to get the cheese.
- Mouse Code Cut & Paste → Students cut the arrows and then paste them on the sheet to show the directional code the mouse would take to get the cheese.
- Mouse Code Drag & Drop for Google™ Slides → Students drag the arrows over to show the directional code the mouse would take to get to the cheese.
- Mouse Code Digital Draw On for Seesaw™ & PicCollage™ → Students draw the code the mouse would follow to get the cheese.
This activity support the following standards:
CCSS Math:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively
- Model with mathematics
- Attend to precision
CSTA:
- Develop programs with sequences and simple loops, to express ideas or address a problem.
- Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
- Debug (identify and fix) errors in an algorithm or program that includes sequences and
- simple loops.
ISTE:
- Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions
- Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Quick Bytes:
- The included activities can be printed, used with Google™, Seesaw™, or PicCollage™.
- Link included for Google™ Slides file.
- This is a .zip file. To open on a Mac, double click. To open on Windows, right click and click extract.
- This activity is also included in the PreK Coding eBook.
Related CODING resources:
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
I love this resource! I actually use it in a very unconventional way. I have some SPED students that come to my computer class and are unable to use the mouse and keyboard. So I have created file folder activities related to computers for them to work on so they can still be included in our computer class. The para and the students enjoy these and I love that they feel included!
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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