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The Arizona STEM Acceleration Project

Math Magic through Coding!

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Math Magic through Coding!

A 2nd Grade STEM Lesson

Tara Fulton

January 2024

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Notes for Teachers

This lesson plan is intended for a 45-60 minute class period.

Student groups of 2-4 are encouraged.

Emphasize key vocabulary throughout the lesson and require use of the language from students (consider providing sentence frames).

The targeted outcome requires students to develop an algorithm, a set of step-by-step instructions, to complete a task (program an object to collect a specific amount of coins).

Facilitate student reflection on algorithms, what a bug is, an example of one they found in their algorithm, what debugging is, and and example of how they debugged their program.

List of Materials

Vocabulary Cards with word, image and short definition (words: algorithm, bug, debug)

PBS Kids Peg + Cat “Hungry Pirates”

Website:

Hungry Pirates . Games . peg + cat | PBS KIDS

Bee-Bot Online Emulator

Website:

https://beebot.terrapinlogo.com/?beebot_lessons

Printed Copies:

Money Coins 3x4 Mat
Sequence Organizer
Directional Arrows

Notes and Materials: This slide can be hidden or skipped when delivering the lesson.

Students will create a planning document, sequential graphic organizer, to illustrate what their end product will do.

Teacher to pose problem without first teaching: move object to collect a specific amount of coins
Allow students to use their own strategies to program the object’s movements.
Interact with students as they develop their algorithm through questioning to understand their thinking.
Have students listen to each other explain how they found bugs in their original algorithm and what was done to debug errors.
Support students to think about each other’s strategies.
Highlight mathematical concepts embedded in students’ strategies.

Students will debug (identify and fix) errors in an algorithm that includes sequences.

Students will learn that algorithms may not always work correctly.
Students should be able to use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms.
Second graders should be able to identify and fix incorrect order in a series of events and placing them in the correct order.

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Arizona Mathematics Standards

Arizona Math Content Standard:

2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.MD.C.8: Solve word problems involving collections of money, including dollar bills, quarters, dimes, nickels, and pennies. Record the total using $ and ¢ appropriately.

Arizona Math Practice Standards:

MP 1 Make sense of problems and persevere in solving them

MP 2 Reason abstractly and quantitatively

MP 3 Construct viable arguments and critique the reasoning of others

MP 4 Model with mathematics.

MP 5 Use appropriate tools strategically.

MP 6 Attend to precision.

MP 7 Look for and make use of structure.

MP 8 Look for and express regularity in repeated reasoning.

Language, Conventions of Standard English:

2.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Speaking and Listening:

2.SL.6 Produce complete sentences when appropriate to task and situation.

AZ ELP Standard 10:

2-3.ELP.10 Make accurate use of standard English to communicate in grade appropriate speech and writing.

Arizona English Language Proficiency Standards

Arizona English Language Arts Standards

Arizona Computer Science Standards

Arizona Educational Technology Standard

K-2.1.c. Students, with guidance, learn to recognize feedback from both people and features embedded in digital tools, and use age appropriate technology to share learning.

Concept: Algorithms and Programming (AP)

Subconcept: Algorithms (A) 2.AP.A.1 Model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.

Subconcept: Variables (V) 2.AP.V.1 Model the way programs store and manipulate data by using numbers or other symbols to represent information.

Subconcept: Program Development (PD) 2.AP.PD.1 With teacher assistance identify plans that describe a program’s sequence of events, goals, and expected outcomes.

2.AP.PD.3 With teacher assistance, debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

Science and Engineering Practices

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

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National Standards

Computer Science (CSTA K-12 Standards)

1A-AP-08: Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

Connection: Students create a directional algorithm using arrows to guide the "piggy bank" to collect specific coins on a grid.

1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem.

Connection: Students sequence commands to solve the problem of navigating to the correct coins to reach a target sum.

1A-AP-14: Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

Connection: Students test their algorithms, identify "bugs" (e.g., wrong turn or missing a coin), and fix the code to ensure the correct amount is collected.

Common Core Mathematics (CCSS.MATH)

2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Connection: Students must calculate the total value of coins needed (e.g., adding quarters and dimes) to match the target amount before or during the coding process.

2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Connection: The core activity involves adding coin values together (e.g., 25 + 10 + 5) to verify the total collected matches the goal.

Common Core English Language Arts (CCSS.ELA)

SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Connection: Students work in small groups (2-4) to brainstorm their algorithms, discuss strategies, and troubleshoot errors together.

L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Connection: Students use specific technical vocabulary such as "algorithm," "bug," and "debug" during their planning and reflection phases.

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Objective(s):

Today we will create an algorithm to move an object to a different location using our skill of adding within 100.

Today we will debug errors in an algorithm.

Today we will express our algorithms clearly to others and make sense of different algorithms.

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Agenda (45-60 minutes)

Vocabulary: What is an algorithm? What are bugs in a program? What does it mean to debug a program?

Application: Find the Bug! Debug the algorithm.

Virtual Activity: Hungry Pirate by PBS Kids Peg + Cat

Virtual Activity: Bee-Bot Online Emulator

Hands-On Activity: Create your own algorithm

Synthesis: Share and Discuss Algorithms

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Vocabulary

What gestures could we use to help remember each word?

Algorithm: a set of step-by-step instructions

Bug: an error in a program

Debug: find and fix errors in a program

Images Source: https://www.canva.com/

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Find the Bug!

Choose a library book.

Put book in backpack.

Check out book with librarian.

Put numbers by each direction to put them in the correct order.

1

2

3

Debugging

Finding and fixing errors in programs.

ALGORITHM

WARM-UP (5-minutes)

Have students apply their understanding of the vocabulary terms by posing these questions to class:

Read this set of step-by-step directions with me. What vocabulary word can we use to name this set of instructions? (algorithm)
Does anyone see an error in this algorithm? What is the error called? (bug)
What is it called when we find and fix bugs? (debug)
In order to debug this program, put numbers by each direction to put them in the correct order.

Have students work with partners to determine the correct order
Allow students to share the order they decided on and explain why we must have the correct order (to complete task)

Arizona Computer Science Standards

Concept: Algorithms and Programming (AP)

Subconcept: Algorithms (A) 2.AP.A.1 Model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.

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Hungry Pirates

Learn how to use directional

arrows to move the hungry pirate to the treasure.

Hungry Pirates . Games . peg + cat | PBS KIDS

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Bee-Bot Online Emulator

Program a virtual Bee-Bot to collect all of the highest valued coin on The U.S. Coins Mat.

Use the directional arrows to order the movements of the Bee-Bot to collect all

of the quarters!

https://beebot.terrapinlogo.com/?beebot_lessons

ACTIVITY #1 PART B (10-minutes)

Work through this virtual activity as a class.

Have students help you to use the directional arrows to write an algorithm for the virtual Bee-Bot to travel.
Use your front board to create a planning doc to illustrate each movement prior to testing the algorithm with the virtual Bee-Bot.
Discuss bugs in the program and strategies to debug errors.
Make sure to record the various strategies students share to debug:

Change the sequence of steps
Follow the algorithm in a step-by-step manner
Use trial and error to fix the problem

Test the algorithm and have students reflect using terms: algorithm/bug/debug

Provide sentence frames if necessary.

The algorithm worked correctly! OR The algorithm did not work correctly.
There were no bugs in the program. OR There is a bug in the program.
The Bee-Bot was able to get to the correct spot. OR We must debug the program to get the Bee-Bot to the correct spot.

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Create an algorithm to help collect 77 cents for the piggy bank.

Place the correct arrows on your organizer to show each move your caterpillar will make.

YOUR TURN!!!

1.
2.
3.
4.
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10.

ACTIVITY #2 (15 MINUTES: 10-minutes group work and 5-minutes whole group share out)

Students should work with partners for this activity.

PRINT: DIRECTIONAL ARROWS, ORGANIZER AND 3X4 CATERPILLAR MAT

Encourage students to devise as many ways possible to move their piggy bank. In the future, they will learn to choose the best route to take. When we think about the best algorithms, they solve a problem effectively. Sometimes, in computer science, efficiency, speed, and “the shortest algorithm” is praised, but it will be important to recenter on this definition: computer science is using the power of computers to solve our problems and express ourselves. At this grade, we should celebrate the diversity of ways that a problem may be solved, and people whose diverse thought-processes devised them.

Have students use the directional arrows to create an algorithm for their piggy bank to travel.
They should use the planning doc to illustrate each movement prior to testing the algorithm.
With a partner, students will discuss bugs in the program and strategies to debug errors.
Remind students of the various strategies your recorded to help them to debug:

Change the sequence of steps
Follow the algorithm in a step-by-step manner
Use trial and error to fix the problem

Have students test their algorithm and reflect using terms: algorithm/bug/debug

Provide sentence frames if necessary.

The algorithm worked correctly! OR The algorithm did not work correctly.
There were no bugs in the program. OR There is a bug in the program causing an error.
We were able to collect 77 cents for the piggy bank. OR We must debug the program in order to collect 77 cents.

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Hands-On Activity Instructions

In a group of 2-4, create an algorithm to collect the correct amount of money in the piggy bank.

Use directional arrows to create an algorithm for the piggy bank to travel

Use the organizer to show each move of the piggy bank

Test the algorithm

Talk about any bugs in the program and think of strategies to debug errors

Share your algorithm with the class and determine who created the shortest algorithm

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Assessment

We can create an algorithm to move an object to different points.
We can express our algorithm clearly to others.
We can make sense of different algorithms created by others.

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Differentiation

Ensure student understanding of the context and consider language demands. The use of language supports: vocabulary cards on desk, gestures, sentence frames, etc. can support English Learners.

Encourage students to use physical movement to make sense of the algorithm by creating a 4x4 grid on the floor with masking tape for them to move one.

Modify the directions to a lower value of coins for students who may struggle to add within 25 or 50.

Remediation

Extension/Enrichment

Provide different algorithms to students to test that have hidden bugs. Expect students to explain how to debug the program.

Allow students to create an algorithm with a bug for their partner to find.

Challenge students to find the shortest or longest algorithm with the same or different context.