Week 7: Coding and Mathematics Part 1

About

In the Coding and Mathematics sessions, you will learn how the creation of games in Scratch can be linked to the teaching of Mathematics concepts.

The teaching of Mathematics alongside Coding has been an area of great interest since the first educational Coding languages were created in the 1970s. One of the approaches for combining the teaching of Mathematics and Coding has involved students designing and Coding their own games. An example of a project where students learned Mathematics through game design was Project Headlight, which ran during the late 1980s and early 1990s in a school in Boston, USA.

The session’s activities have been adapted from Unit 4 (Games) of the Creative Computing Curriculum guide. The activities in Unit 4 are intended to encourage students to develop Scratch projects are personally relevant and meaningful to them. The authors of the guide argue that this personal relevance and meaning will help students persevere when they encounter challenging problems when Coding in Scratch.

In the Part 1 session, we will focus on four activities from Unit 4 of the Creative Computing Curriculum guide: Dream Game List, Starter Games, Score and Extensions.

Key Terms

algorithm, computational thinking, computational concept, coding, visual programming, sequences, remixing, events, parallelism, loops, variables, data

Materials

Presentations

Activities

Games Activities

Starter Games Projects

Extra Activity

Homework

Task

Extensions Projects

Session Outcomes

Stage 3 NSW Syllabus Outcomes

Science and Technology

Digital Technologies
Outcome How the Outcome is addressed
ST3-2DP-T: plans and uses materials, tools and equipment to develop solutions for a need or opportunity. In this session, you will create different programs that combine a variety of materials to address different opportunities and needs. For example, in the Maze activity you will combine different Sprites and code in a maze game.
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 Scratch programs.

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 the session’s activities, you will describe and represent a variety of mathematical situations in Scratch, through the creation of games. For example, in the Starter Games activities (Maze, Pong and Scrolling) involve using different mathematical terminology and conventions (such as co-ordinate systems and randomness).
MA3-2WM: selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations In the session’s activities, you will have the opportunity to select and apply a variety of problem-solving strategies. For example, in the Pong activity you may investigate the Things to Try suggestions, such as adding a timer to the game, which all involve combining Coding and Mathematics concepts.
MA3-3WM: gives a valid reason for supporting one possible solution over another In the session’s activities, you will have the opportunity to explore different approaches for solving mathematics problems. For example, you may add a feature to your Pong game based off the Things to Try suggestions. You could compare the way you have added that feature to the approach used by another participant.
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 have the opportunity to explore the use of whole numbers for a variety of applications. For example, in the Scrolling activity, you will use whole numbers when you choose the speed that the Helicopter sprite will move around the Stage in Scratch.
MA3-7NA: compares, orders and calculates with fractions, decimals and percentages In this session’s activities, you will have the opportunity to explore the use of fractions, decimals and percentages when creating the different games. For example, in the Scrolling activity you may adjust the size of the Helicopter Sprite using a percentage.
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 activity, you will have the opportunity to create geometrical patterns and locate points on the Cartesian plane. For example, all of the Starter Game activities (Maze, Pong and Scrolling) involve moving Sprites around the Stage by adjusting their position on the Cartesian plane.
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 Maze activity, are focused on the encouragement of personal expression and the creation of games that relate to learners’ interests.
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 how game design can be used when teaching Coding. These activities can help learners develop their critical and creative thinking, through the creation of games.
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 Coding and Computational Thinking can be taught alongside objectives from the Mathematics syllabus.
6.4.2: Undertake professional learning programs designed to address identified student learning needs. In this session, you will be introduced to different teaching approaches for the teaching of Coding with Mathematics. For example, when you teach Coding to your students, you may set up Scratch projects that are ‘scaffolded’ to help students who are finding it difficult to create projects from an empty project.
ACARA General Capabilities

Literacy

Literacy Element How this Element is addressed
Visual knowledge In the session’s activities, you will apply your visual knowledge when creating games in Scratch. For example, in the Maze activity you will use Sprites to represent the character that you will navigate through the maze and may create your own character through the image editor in Scratch.

Numeracy

Numeracy Element How this Element is addressed
Estimating and calculating with whole numbers In the session’s activities, you will have the opportunity to calculate with whole numbers when creating games in Scratch. For example, when you work through the Score activity and test that it works, you will have to calculate whether the resulting score in your game is correct.
Recognising and using patterns and relationships In the session’s activities, you will have the opportunity to recognise and use patterns and relationships in an authentic context (game design and development). For example, in the Scrolling activity the Helicopter Sprites moves downwards by changing the position of the Sprite. This downward movement be used an example of the relationship between movement and the co-ordinates of the Sprite.
Using fractions, decimals, percentages, ratios and rates In this session’s activities, you will have the opportunity to explore the use of fractions, decimals and percentages when creating the different games. For example, in the Scrolling activity you may adjust the size of the Helicopter Sprite using a percentage. In that activity, you will also have the opportunity to explore rates by changing the rate at which the Helicopter Sprite moves downward.
Using spatial reasoning In the session’s activity, you will use spatial reasoning when moving Sprites around the Stage in Scratch. For example, in the Maze activity, you will move the character to different positions on the Stage.

Information and Communication Technology Capability

ICT Capability Element How this Element is addressed
Applying social and ethical protocols and practices when using ICT In this session, you will be given the opportunity to learn about the potential ethical issues that can be encountered when creating games in Scratch. For example, in the Maze activity, a student may look for sound effects or images to use for Sprites and may need to learn about copyright issues.
Creating with ICT In this session, you will design, create and modify games (which will be Scratch projects).
Communicating with ICT In this session, you will be introduced to the idea of a feedback fair, where you have the opportunity to walk around the room and view other participant’s games.
Managing and Operating ICT In this sessions’ activities, you will have the opportunity to use the image editor in Scratch to create different images (both bitmap and vector).

Critical and Creative Thinking

Creative and Creative Thinking Capability Element How this Element is addressed
Inquiring – identifying, exploring and organising information and ideas In this session, you will create games in Scratch after a process of inquiry. For example, in the Dream Game List activity you will explore existing games and identify common elements in the games.
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 games in Scratch.
Reflecting on thinking and processes In this session, you will be encouraged to reflect on how you completed the activity through the reflection prompts from the Creative Computing Curriculum guide. For example, in the Starter Games activity there is a question about what you found challenging about designing a game.
Analysing, synthesising and evaluating reasoning and procedures In this session, you will have the opportunity to analyse, synthesis and evaluate your own reasoning and procedures. For example, in the Maze activity you will be able to plan out the different parts of the maze that you create and you will be able to reflect on how this planning helped you code the game.
Stage 3 ACARA Digital Technologies Content Descriptors
Content Descriptor How the Descriptor is addressed
ACTDIP018: Design a user interface for a digital system In this session’s activities, you will have the opportunity to design and develop a user interface for the games you create.
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), branching, events and user input.
ACTDIP022: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols In this session, you will collaborate with other participants in the session to create a game in Scratch. You will also learn about some of the potential ethical and copyright issues when using images and sounds that have been created by other people.