Week 4: Tiling Patterns Part 2

About

In this session, we will work through Investigation 3 (Creating Circular Rose Patterns) and Investigation 4 (Defining Your Own Pattern Blocks) from Module 1: Tiling Patterns, from the ScratchMaths curriculum materials.

The theme of Module 1: Tiling Patterns is repeating patterns. The activities in this Module involve creating patterns by moving, running and “stamping” shapes in Scratch. As mentioned in the teacher materials for Module 1, the Tiling Patterns Module’s activities could also be linked to other learning areas. For example,these activities could link to the Creative Arts, as the geometrical patterns students create may be similar to those that are commonly present in art in different cultures and movements, such as Islamic Art.

The computational concepts covered in this module include Sequences and Loops. The mathematical concepts that are covered in these Investigations include Symmetry, Angles, Patterns, Co-ordinates, and Positive and Negative Numbers.

Metalanguage

algorithm, computational thinking, computational concept, coding, visual programming, sequences, loops, debugging, reset, custom block

Materials

Session Outcomes

Stage 3 NSW Syllabus Outcomes

Science and Technology

Digital Technologies

Outcome	How the Outcome is addressed
ST3-3DP-T: defines problems, and designs, modifies and follows algorithms to develop solutions	In this session’s activities, you will design, modify and follow algorithms (steps of instructions for a computer to follow) when creating the different repeating patterns in Scratch.

Mathematics

Working Mathematically

Outcome	How the Outcome is addressed
MA3-1WM: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions	In this session’s activities, you will have the opportunity to describe and represent a variety of mathematical situations. For example, in the Moving Forwards and Backwards activity, you will represent a full revolution with the creation of a repeating flower pattern that turns around 360 degrees.
MA3-2WM: selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations	In this session’s activities, you will have opportunity to select and apply problem-solving strategies, when investigating angles and geometry in Scratch.
MA3-3WM: gives a valid reason for supporting one possible solution over another	In this session’s activities you will reason about different solutions to the exercises. For example, in the Unplugged: Predicting Patterns activity, you will be given different sets of scripts and you will have to determine which of these create a certain repeating pattern.

Numbers and Algebra

Outcome	How the Outcome is addressed
MA3-4NA: orders, reads and represents integers of any size and describes properties of whole numbers	In this session’s activities, you will use whole numbers when calculating the angles in your repeating patterns. For example, in the Unplugged Assessment: Reading Scripts 1 activity you will have to calculate the number of stamps made by a stack of blocks, in order to identify which repeating patterns are created by different stacks of Scratch blocks.
MA3-5NA: selects and applies appropriate strategies for addition and subtraction with counting numbers of any size	In this session’s activities, you will have to select and apply strategies for addition and subtraction when creating scripts in Scratch to create rose patterns. For example, in the Moving Forwards and Backwards activity you will use addition and subtraction to move the Tile Sprite forwards and backwards on the Scratch canvas.
MA3-6NA: selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation	In this session’s activities, you will use multiplication and division when calculating the angles in your repeating patterns. For example, in the Unplugged Assessment: Reading Scripts 1 activity you will calculate the total number of degrees that the Tile Sprite has turned, by multiplying and/or dividing with the number of turns.
MA3-8NA: analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane	In this session’s activities you will create geometric patterns and locate points on the Cartesian plane. For example, in the Moving Forwards and Backwards activity you will have to reason how the Tile moves to different points on the Cartesian plane when using Scratch blocks to change a Sprite’s x and y positions.

Measurement and Geometry

Outcome	How the Outcome is addressed
MA3-16MG: measures and constructs angles, and applies angle relationships to find unknown angles	In this session’s activities, you will apply angle relationships to find unknown angles. For example, in the Unplugged: Predicting Patterns activity, you will calculate the total number of degrees that a Tile has moved, by multiplying the number of turns the Tiles made by the degree of each of turn.

AITSL Professional Teacher Standards

Standard	How the Standard is addressed
2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.	In this session, you will learn about different teaching strategies for the integration of ICT (specifically Coding) with Mathematics. The activities in the session, such as the Combining Different Costumes activity, allow for personal expression and the creation of artefacts that are relevant to the learners.
3.3.2: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.	In this session, you will learn about different teaching strategies for developing knowledge, skills, problem solving and critical and creative thinking, in the context of Stage 3 Mathematics.
3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning.	In this session, you will learn about different resources for teaching Coding, including ‘unplugged’ methods that can be used when you do not have access to a computer lab.
6.2.2: Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.	In this session, you will learn about how Coding and Computational Thinking can be incorporated into different areas within the Mathematics syllabus.

ACARA General Capabilities

Literacy

Literacy Element	How this Element is addressed
Visual knowledge	In this session’s activities, you will have the opportunity to create visual patterns, which could be linked to outcomes and content in other learning areas (such as the Creative Arts and Science).

Numeracy

Numeracy Element	How this Element is addressed
Estimating and calculating with whole numbers	In the session’s activities, you will calculate with whole numbers when creating repeating patterns in Scratch. For example, in the Moving Forwards and Backwards activity you will use whole numbers in a repeat block to control how many times the Tile sprite turns.
Recognising and using patterns and relationships	In the session’s activities, you will have the opportunity to recognise and use patterns when creating repeating patterns in Scratch. For example, when you complete the questions in the Unplugged: Predicting Patterns activity, you will have to recognise the relationship between the total number of degrees turned and the number of turns that the Tile Sprite makes.
Using spatial reasoning	In the session’s activity, you will use spatial reasoning when moving Sprites around the canvas in Scratch. For example, in the Moving Forwards and Backwards activity, you will move the Tile Sprite to different positions on the canvas.

Information and Communication Technology Capability

ICT Capability Element	How this Element is addressed
Creating with ICT	In this session, you will create and modify repeating patterns (which will be Scratch projects).
Managing and Operating ICT	In this session, you will have the opportunity to use the Paint Editor in Scratch to change the colours or shapes of the Tile Sprites used in the repeating patterns.

Critical and Creative Thinking

Creative and Creative Thinking Capability Element	How this Element is addressed
Generating ideas, possibilities and actions	In this session, you will be encouraged to be creative in the activities and to explore a variety of ideas, possibilities and actions when creating your repeating patterns in Scratch.
Reflecting on thinking and processes	In this session, you will be encouraged to reflect on how you completed the activities through the questions in the Class Discussion Points.
Analysing, synthesising and evaluating reasoning and procedures	In this session, you will have the opportunity to synthesise and evaluate the reasoning and procedures you used during the session through the Class Discussion Points. For example, there are questions in these Class Discussion Points that are about the processes used for creating rose patterns in the Moving Forwards and Backwards activity.

Stage 3 ACARA Digital Technologies Content Descriptors

Content Descriptor	How the Descriptor is addressed
ACTDIP019: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition)	In this session’s activities, you will design, modify and follow algorithms (steps of instructions for a computer to follow).
ACTDIP020: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input	In this session, you will implement a program in Scratch, a visual programming language, that includes loops (iteration), events and user input.