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    • #1669
      Jared OLearyJared OLeary

      How could you integrate coding with math? What BootUp projects (platform and lesson number) integrate well with this subject area? What additional ideas, resources, projects, etc. might assist with this kind of integration?

      See this studio for some ideas.

      • This topic was modified 1 year, 2 months ago by Jared OLearyJared OLeary.
    • #1670
      Jared OLearyJared OLeary

      Previous responses:

      • Here are some ScratchEd resources on math that might be useful.
      • Joshua, a teacher in Ogden Utah had this idea (see “curriculum connections” post): “Repeats/loops could apply to a wide variety of subjects in math. For example, when teaching students about multiplication a connection could be made to coding loops (i.e. We will repeat this particular sequence four times, just like in mathematics if we take 5 x 4 we are repeating the number “5” four times).”
      • Here’s an example math game I created in Scratch
      • This website has some resources on integrating computational thinking into math. Note, many of these resources are for older kids.
      • This resource from Ignite My Future in School provides curriculum connections between computational thinking and math
      • Jump Scare on Scratch, Lesson 3. You need to figure how many seconds before the sprite appears on the last background. This is done by multiplying the pause time by the number of backdrops minus 1.
      • For grades 3-5, the kids have not talked about the x and y axis yet. This could be a good way to collaborate with the teachers to introduce this concept in math.
      • In Kindergarten, we have a math unit focusing on positional/location words. Kids can manipulate sprites according to positional words we are learning in Kindergarten: left/right, over/under, inside/outside, above/below, etc.
      • Under the sea lesson. The students will need to work with number concepts of bigger and smaller with the seahorse. To make him bigger and smaller they need to use numbers in the code to correspond to making him big or small. Kindergarten
      • There are so many math concepts within Scratch Jr. for Kindergarten kiddos. Right now we are focusing on number recognition and more/less. Starry night has the sprites moving different directions (positional words) and for different amounts of time. Students have to figure out if their sprite has ‘enough’ or ‘needs more.’
      • Coding aligns with many math concepts: sequencing, patterns, decomposing of information within story problems, positional wording of before, after, between – to name a few.
      • I believe that there are many math skills that can be incorporated into Scratch, Jr. In the Under the Sea lesson, students need to use a lot of good problem solving skills as they reverse engineer to copy the project. They also need to be counting how many times the sprite moves to the right, left, etc.
      • Here’s a website that will contain even more ideas for integrating CS with math.
      • The coordinate system of X and Y axis goes right along with math concepts. Also teaching angles in the – What will you create? anna and elsa project.
      • This reply was modified 1 year, 12 months ago by Jared OLearyJared OLeary.
    • #2549
      Ashlee AllredAshlee Allred

      In project #22 “Carving Pumpkins” you can use the shapes of the face in a Geometry lesson. You can also use the x and y grid system to discuss coordinates and create shapes and pictures that way as well.

    • #3072
      sarah blocksarah block

      We could have students create a rabbit pen to go with our rich math task of creating the largest possible space for a rabbit if given 50 ft of fencing.

    • #3411
      Adrienne StineAdrienne Stine

      The ScratchJr. project #6 – Fidgit Spinner would be a good way to review geometry terms. You could require students to use certain shapes that they had been learning.

    • #3577
      John AdkinsJohn Adkins
      Participant Do the hot potato project with a microbit and turn it into an around the world sort of game. Whoever loses the hot potato has to answer a math question to stay in. This could also be done with spelling.

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