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SOBOLSOFT GRAPH PAPER CREATOR LICENCE KEY HOW TO
SOBOLSOFT GRAPH PAPER CREATOR LICENCE KEY CODE

2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Look for and express regularity in repeated reasoning. Construct viable arguments and critique the reasoning of others. Make sense of problems and persevere in solving them.

3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

CT.L2-07 - Represent data in a variety of ways: text, sounds, pictures, numbers.

CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free exercises.

CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving.

SOBOLSOFT GRAPH PAPER CREATOR LICENCE KEY HOW TO

CT.L1:3-03 - Understand how to arrange information into useful order without using a computer.Construct a program as a set of step-by-step instructions to be acted out. CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a simple task.

4.d - Use multiple processes and diverse perspectives to explore alternative solutions.

4.b - Plan and manage activities to develop a solution or complete a project.

2.d - Contribute to project teams to solve problems.

1.c - Use models and simulation to explore complex systems and issues.

1.b - Create original works as a means of personal or group expression.

SOBOLSOFT GRAPH PAPER CREATOR LICENCE KEY CODE

Can the class code that up along with you?Ĭonnections and Background Information ISTE Standards (formerly NETS).As the teacher, draw an image on a 5x5 grid.Can they figure out how to program the images that they create?.Have your class try making up their own images.They can be used as outside of class activities or other enrichment. Use these activities to enhance student learning. Which one of these is the most like a "program"?Īssessment (10 min) 7) Graph Paper Programming Assessment "An incredibly stinky flower that blooms only once a year" "A list of steps that you can follow to finish a task" "A large tropical parrot with a very long tail and beautiful feathers" Which one of these definitions did we learn a word for today? What else could we program if we just changed what the arrows meant?.What if we used the same arrows, but replaced "Fill-In Square" with "Lay Brick"? What might we be able to do?.Wrap-up (5 min) 5) Flash Chat: What did we learn? Depending on your class and their age, you can either try doing a more complicated grid together or skip straight to having them work in groups on their Four-by-Fours Activity Worksheet. If the class can shout out the algorithm and define the correct symbols to use for each step, they’re ready to move on. If there is still confusion, save that piece for another day and work with another example. If the class gets the gist of the exercise, this is a good place to discuss alternate ways of filling out the same grid.

The classroom may be buzzing with suggestions by this point.

Walk the class through translating the algorithm into the program: Some of your class may notice that there is an unnecessary step, but hold them off until after the programming stage. Move Down, Move Right, Fill-In Square, Move Right” “Move Right, Fill-In Square, Move Right, Move Downįill-In Square, Move Left, Move Left, Fill-In Square First, you can speak the algorithm out loud, then you can turn your verbal instructions into a program. To begin, fill in the graph for the class - square by square - then ask them to help describe what you’ve just done. This is a good way to introduce all of the symbols in the key. This lesson has two new and important words:

Supply each group with several drawing grids, paper, and pens/pencils.

Print one Graph Paper Programming Assessment for each student.

Print out one Four-by-Fours Activity Worksheet for each group.

Blank paper or index cards for programs.

Sheets of 4x4 paper grids for the students to use as practice (These are provided as part of the Four-by-Fours Activity Worksheet, but if you have the students create their own, you can include Common Core Math standard 2.G.2.).

Teaching Guide Materials, Resources and Prep For the Student

Practice communicating ideas through codes and symbols.

Learn that ideas may feel clear and yet still be misinterpreted by a computer.

Understand the difficulty of translating real problems into programs.

Teaching Summary Getting Started - 15 minutesģ) Practice Together Activity: Graph Paper Programming - 20 minutesħ) Graph Paper Programming Assessment Lesson Objectives