Waukesha One Coding Presentation
- 1. AJ Raebel Math Teacher Araebel@waukesha.k12.wi.us Computer Coding in Math Class Bryn Grosskopf Math Teacher bgrosskopf@waukesha.k12.wi.us
- 2. Today’s Overview ● Every teacher knows what they do. ● Some teachers can articulate how they do it. ● Very few teachers can explain why they do what they do.
- 3. Why, How, What? Why computer coding needs to be taught in our schools, and by elementary/middle school teachers. How you code games, movies, and apps. What coding can look like in your school/classroom.
- 11. What Schools Don’t Teach
- 12. How do…? What are your wonders? Still think you can’t code? Simulating 1 second of human brain activity takes 82,944 processors
- 13. How do you Code? First: Hopscotch Puzzles CCSS.MATH.CONTENT.5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Second: Grow/Shrink with Percents CCSS.MATH.CONTENT.7.RP.A.3 - Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
- 14. How do you Code? Third: Draw a House CCSS.MATH.CONTENT.8.G.B.7 - Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Fourth: Draw a Polygon CCSS.MATH.CONTENT.8.G.A.5 - Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
- 15. How do you Code? Fifth: Draw a Snowflake CCSS.MATH.CONTENT.4.MD.C.7 - Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Sixth: CCSS.MATH.CONTENT.8.G.A.5
- 16. What are the resources? ● To get started ○ Kodable - App - Game Based and Language- Elementary ○ Light Bot - APP - Game Based - Elementary ○ Cargo Bot - APP - Game Based - Advanced Algorithms ○ Code Academy - Website - Intro lessons ● To use in a lesson ○ Hopscotch - APP - Drag and Drop Language - All Levels ○ Scratch - Website - Advanced graphical editing options (requires Java) ○ Robot C Graphical - Best for engineering academy students - not compatible with ipads ○ Kodu - Elementary version of hopscotch - Not compatible with ipads ○ Gamepress - Intermediate - More powerful, less "kidish" - not compatible with ios8 (yet).
- 17. What kind of lessons can I plan? ● Construct regular polygons with consideration to exterior/interior angles. ○ CCSS.Math.Content.8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. ● Coordinate plane & ordered pairs ■ CCSS.Math.Content.5.G.A.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Links to math lessons and PDFs: Scratch and geometry Hopscotch and geometry
- 18. What kind of lessons can I plan? (conti.) ● Scale Factor ○ CCSS.Math.Content.7.G.A.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths, areas, from a scale drawing, and reproducing a scale drawing at a different scale. ○ CCSS.Math.Content.7.RP.A.3: Use proportional relationship to solve multi-step ratio and percent problems. ● Transformations-rotations ○ CCSS.Math.Content.8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations. ● High School Constructions ○ CCSS.HSG.CO.D.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Links to math lessons and PDFs: Scratch and geometry Hopscotch and geometry
- 19. Kano -- build and code a computer
- 21. Why did you join...
- 22. Do you think you’ll have a job that uses coding or technology in the future? “Yea! I might change the world!!!” FBI
- 23. What did you learn... ● “That you need to think to be able to code.” ● “I learned a lot. I used to have no idea what coding was but now I do.” ● “...that computers aren’t smart.” ● “That code is very cool and a lot of things are made from code.” ● “It’s not that hard” ● “It’s just a lot of problem solving.”
- 24. What do you like most? ● “We get to do things we usually don’t get to do in class, and I like learning how to code.” ● “Letting other people play my games.” ● “... to get my brain running.” ● “I like that we have time to try different things on the computer.” ● “Being a part of a group.”
- 25. Questions?