Scratching the Surface of Mathematics

PROJECT INFORMATION

INSTITUTION NAME
“Constantin Ianculescu” High School
ESTIMATED DURATION
2 h
AGE OF KIDS ADRESSED
10 years old
MATERIALS
paper, pencils, erasers, crayons, PC
TECHNOLOGY
e-mail, online, internet, smartphone
Nº OF STUDENTS
2
Nº OF STUDENTS/TEACHER
six students / teacher
Nº OF STUDENTS/RESOURCE
two students / computer

CODING ACTIVITY GOAL

The coding activity’s goal is checking mathematics knowledge- the mathematical order of operations and gaining minimum programming knowledge by using Scratch program.

SPECIAL REQUIREMENTS

Knowledge level
Skills required
Teacher
Educational programming (Scratch)
No special Skills
Student
Math level – intermediate
Scratch level – beginner
knowing mathematical operations
basic Scratch knowledge
To take into account
If implemented with scratch kids should be able to learn how to use Scratch and solve simple Math exercises.

 

PROJECT DESCRIPTION

The activity proposes ”A different approach of  math concepts ”– solving simple math exercises by using Scratch.  Students are expected to blend knowledge of mathematical concepts with their previous Scratch Knowledge.

STEPS TO FOLLOW TO CARRY OUT THE ACTIVITY

Step 1: The children were organized in six pairs.
Step 2: The teacher gives each group of students a different test.
First they solve the test on paper. After solving the test they discuss it with their teacher.
The teacher doesn’t show them the wrong answers but he reminds them the mathematical order of operations.
Step 3: The teacher tells the students they are going to place the test in a Scratch programe.
The students are given one more chance to see by themselves the wrong answers. They are to learn through play and discovery techniques.
Step 4:  At first, students had taken a photo of their classroom and then they had downloaded it and used it as a background.  They had chosen the teacher from the Sprite Library.  When they clicked the green flag, the script would start. They clicked the LOOKS category and dragged out a SAY block. They dragged a MOVE block into the Scripts area so the teacher would move 10 steps. The teacher talks with the students by using the block “Looks”, he/she tells them they are going to do a mathematics test and then by using the block Control waits five seconds.
Using the block Sensing he/she asks if the students are ready.
From the Control  block you choose “If”  to condition the continuation of the program.
From the block Operators choose the operator step5  and then from the block Sensing choose step5a which if it is a “yes”, a yes written by the students in the bottom of the image, it will allow the program to continue.
The test begins. The exercise is possible with the help of “If” conditioner from the block Control. If the answer is correct, the teacher says “Correct”, if not he/she says “Wrong”

Step 5: In the end the teacher confirmed  if the answears were right or wrong.

 

PHOTOS/VIDEOS OF THE ACTIVITY

1. Choose a background maybe a photo of your class if you want and use it as a background

math1

2. Choose a teacher from the Sprite Library

math2

3. Whenever you click the green flag, your script will start.

scratch-fun

4. Click the LOOKS category and drag out a SAY block.

math4

5. Drag a MOVE block into the Scripts area and the teacher will move 10 steps.

math5

6. The teacher talks with the students by using the block “Looks”, he/she tells them they are going to do a mathematics test and then by using the block Control waits five seconds.

math6

7. Using the block Sensing he/she asks if the students are ready

math7

8.  From the block Control you choose If to condition the continuation of the program

math8

9. From the block Operators choose the operator step5  and then from the block Sensing choose step5a  which if it is a “yes”, a yes written by the students in the bottom of the image, it will allow the program to continue.

math9

10. The test begins. The exercise is possible with the help of “If” conditioner from the block Control. If the answer is correct, the teacher says “Correct”, if not he/she says “Wrong”

math10

math11

 

LINKS RELATED TO THE PROJECT

  1. https://scratch.mit.edu/help/
  2. https://scratch.mit.edu/projects/97503556/#editor

Exercises that can be used:
1.    10-2*3=
2.    2*3+4*5=
3.    10+6/3=
4.    10/2-2*2=
5.    (10+2*3)-4:2=
6.    5+4*3-8:4=

Rate this post