Week 6: Beetle Geometry Part 2

About

In this session, we will work through Investigation 3 (Discovering Dots) and Investigation 4 (Pen Project: Nature Scenes) from Module 2: Beetle Geometry, from the ScratchMaths curriculum materials.

The focus of the ScratchMaths Module 2 is the use of Scratch’s pen tool to draw numerals, patterns, polygons and nature scenes. As mentioned in the Module 2 Teacher Materials, the Beetle Geometry activities could also be linked to other learning areas. For example, in Investigation 4 you will draw nature scenes in Scratch, which could be linked to lessons and concepts within HSIE: Geography.

The computational concepts covered in this Module include: Sequences, Operators and Loops. The mathematical concepts that are covered in this Module include: Shapes and their Perimeters, Roman Numerals and Probability.

Metalanguage

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

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 drawings and 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 Drawing Trees activity you will use mathematical conventions, in conjunction with Coding commands, to draw shapes.
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, probability 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: Picture Predictions activity, you will be given different sets of scripts and you will have to determine which of these draw particular circular patterns.

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 creating and reading script that draw different shapes with the pen tool. For example, in the Dots and Dashes activity you will use whole numbers to create scripts with repeat blocks that draw different letters in Morse code.
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 creating and reasoning about scripts to draw shapes with the pen tool. For example, in the Unplugged Assessment: Reading Scripts 2 activity you will use multiplication and division to determine the number of turns that a Sprite makes when drawing patterns with the pen tool in Scratch.
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 draw geometric patterns with different shapes using the pen tool in Scratch and locate points on the Cartesian plane. For example, in the Dots and Dashes activity you will create a pattern of dots and dashes to create letters in Morse code and move the Beetle Sprite to different points on the Cartesian plane.

Measurement and Geometry

Outcome	How the Outcome is addressed
MA3-9MG: selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length	In this session’s activities you will have the opportunity to calculate the perimeter and side lengths of the shapes that you draw with Scratch’s pen tool. For example, in the Unplugged Assessment: Reading Scripts 2 activity you will complete a quiz that has questions about identifying the side length of shapes created by scripts in Scratch.
MA3-15MG: manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties	In this session’s activities you will use the pen tool in Scratch to draw and manipulate two-dimensional shapes and will also have to classify the shapes that are drawn by different scripts in Scratch. For example, in the Pen Project: Nature Scenes activity you will create Scratch programs that draw squares and circles.
MA3-16MG: measures and constructs angles, and applies angle relationships to find unknown angles	In this session’s activities, you will apply angle relationships when drawing shapes with Scratch’s pen tool and reading scripts. For example, in the Unplugged Assessment: Reading Scripts 2 activity, you will answer questions that require you to calculate the angles of turns made by Sprites in repeat blocks that draw polygons.

Statistics and Probability

Outcome	How the Outcome is addressed
MA3-19SP: conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes	In this session’s activities, you will have the opportunity to explore the use of randomness in Scratch. For example, in the Drawing Trees activity, you will create custom blocks that set the pen size, shade and colour to random values. You will be able to change these custom blocks and explore how chance experiments can be demonstrated in Scratch.

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 Walk in the Woods 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

Numeracy

Numeracy Element	How this Element is addressed
Estimating and calculating with whole numbers	In this session’s activities, you will calculate with whole numbers when drawing shapes with Scratch’s pen tool. For example, in the Dots and Dashes activity you will use whole numbers to command the Beetle Sprite to draw different letters in Morse code.
Recognising and using patterns and relationships	In this session’s activities, you will have the opportunity to recognise and use patterns when drawing circular patterns in Scratch. For example, when you complete the questions in the Unplugged: Picture Predictions activity, you will have to recognise that the exterior angles of a circular pattern always add up to 360 degrees and that, consequently, when drawing this pattern, each turn the angle Beetle Sprite makes will be 360 divided by the number of sides in the polygon.
Using spatial reasoning	In this session’s activities, you will use spatial reasoning when moving Sprites around the Canvas in Scratch. For example, in the Life’s a Beach activity, you will move the Beetle Sprite to random positions on the Canvas.
Using measurement	In this session’s activities, you will use measurement when drawing patterns and scenes with Scratch’s pen tool and reading scripts in the Unplugged activities. For example, in the Unplugged Assessment: Reading Scripts 2 activity you will reason about the side lengths of different polygons drawn with Scratch’s pen tool.

Information and Communication Technology Capability

ICT Capability Element	How this Element is addressed
Creating with ICT	In this session, you will create and modify drawings that will be created with Scratch’s pen tool.

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 nature scenes with the pen tool in Scratch.
Reflecting on thinking and processes	In this session, you will be encouraged to reflect on your thinking and processes you undertook when completing 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, in the Life’s a Beach activity there are questions in these Class Discussion Points that prompt you to explain the processes and strategies used to create these scenes.

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.