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Coding and Computational Thinking

Lesson Idea Name: Can you make this shape?


Content Area: Mathematics
Grade Level(s): 7th grade
Content Standard Addressed: MGSE7. G.1 Solve problems involving scale drawings of geometric figures,
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a
different scale.

Technology Standard Addressed: 5. Computational Thinker Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of technological methods to develop
and test solutions. Students collect data or identify relevant data sets, use digital tools to analyze them, and
represent data in various ways to facilitate problem-solving and decision-making.

Selected Technology Tool: Scratch


URL(s) to support the lesson (if applicable): https://scratch.mit.edu/

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):


Engagement: Foster collaboration and community, students will be more engaged when they are working in a
group and wanting to participle in the group
Representation: Activate or supply background knowledge, students will be using their prior knowledge to
solve the problem
Action and Expression: Use multiple media for communication, students will use the technology to present
the solution verbally and virtually.

Lesson idea implementation: In this lesson, students will be creating shapes on scratch to help solve
mathematic word problems. Students will work in groups; each group will have a different problem. Students
will use their prior knowledge of shapes to create the image on scratch to solve the problem. The teacher will
walk around between groups to listen in and aid if groups need it. At the end of the class groups will present
their code and drawings. They will also be presenting their thought process for solving the problem. Students
will be assessed through the presentations.
Through this lesson, the teacher will be able to determine if the students are prepared for the summative
assessment for this unit. This lesson will extend learning to higher learning through the writing code, students
are thinking through the process of how to tell the program how to draw the shape that they need to solve
the problem. The teacher will be able to provide feedback through aiding students through the group work
time and the presentation time.
Importance of technology:
The coding tool for this lesson is critical because the students will be using the program to create code to
solve the problem. Students could use pen and paper to complete this lesson without the coding program,
but the writing of code extends the students’ learning to think about shapes in a different ways.
Internet Safety and Student Privacy: When having students create videos and/or accessing the created video,
teachers must think about internet safety policies and student privacy. School networks help students stay
safe on the internet while on the school network from accessing inappropriate content on websites. Students'
Coding and Computational Thinking
privacy is maintained on approved applications already downloaded on laptops, computers, and/or tablets. All
of these applications to create videos have downloadable apps for computers and tablets that allow students
to access these tools without a login. Teachers also have to instruct students on the copyright compliance
rules. Teachers can show students websites like the Creative Commons that allows students to find photos,
video and audio that are for fair use by everyone.
Reflective Practice:
This lesson impact student learning by having students thinking through the process of creating a shape. The
shape will then help solve the word problem student groups are given. This lesson is designed more a
informal formative assessment, the teacher can use the presentations to tell whether the students are ready
to move into a new or deeper concept.

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