Algebra – Coding – Coding Skills Kindergarten


Grade 1


OE 17 (Frame DLMB) Describe the location and movement of objects through investigation


SE 17.2 (Frame DLMB) Communicate an understanding of basic spatial relationships in their conversations and play, in their predictions and visualizations, and during transitions and routines.


Grade 2


Grade 3


C3. Coding Solve problems and create computational representations of mathematical situations using coding concepts and skills.


Coding Skills C3.1 Solve problems and create computational repre- sentations of mathematical situations by writing and executing code that involves sequential events.


Coding Skills C3.1 Solve problems and create computational repre- sentations of mathematical situations by writing and executing code that involves sequential and concurrent events.


C3.2 Read and alter existing code, including code that involves sequential events and describe how changes to the code affect the outcomes.


Figure 1.1


Solve Problems Are the problems presented as a ques- tion? Or as a more defined problem? Or as a povocation? (KU/Th/Com/Ap)


Hashtag: #OntMathCoding Creating


C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code that involves sequential and concurrent events.


C3.2 Read and Alter


Do they read the code from the grid or from a written code (e.g., written code card) Did they write the code or a peer or teacher? Did the alter it with condi- tions or without? (KU/Th/Com/Ap)


Figure 1.2 32 ETFO VOICE | SPRING 2021


Read and alter existing code, including code that involves sequential and concurrent events and describe how changes to the code affect the outcomes.


Describe How


Do they describe the code in writing or orally? Some prompts to use: What happens to the code when you... ? Why did you change your mind? (Th/Com/Ap)


How are you going to have them create the representa- tion? By guiding them or by choice? (e.g., choice of grid, choice of materials ) (KU/Th/Com/Ap)


Writing and Executing When do you want them to do this? Write before they execute? Execute then write? (Th/Com/Ap)


C3.2 Read and alter existing code, including code that involves sequential and concurrent events and de- scribe how changes to the code affect the outcomes.


Coding Skills C3.1 Solve problems and create computational repre- sentations of mathematical situations by writing and executing code that involves sequential, concurrent and repeating events.


C3.2 Read and alter exist- ing code, including code that involves sequential, concurrent and repeating events and describe how changes to the code affect the outcomes.


According to the University of British Co-


lumbia Scarfe Sandbox, “Unplugged coding is a collection of learning activities that introduce coding and programming through engaging games that only use cards, crayons, markers, etc.” Plugged coding, “...is the language that a computer understands. Coding, in the sim- plest of terms, is telling a computer to do what you want it to do” (EduGAINS, 2020). Both types of coding help engage students in life skills such as problem solving, communication and perseverance.


CONNECTIONS TO THE ONTARIO CURRICULUM


One positive aspect of the new coding curricu- lum is there are opportunities at each grade level to review and strengthen learning from previous grade(s) and develop a new aspect of coding each year. These expectations lend themselves to rich experiences that enable cross-curricular connections (e.g.,


Science


Curriculum – Living Things). The chart be- low, (Figure 1.1), demonstrates how the cur- riculum expectations for coding build on the previous grade. In grades 1 to 3 students are required to write, execute, read and alter code, while solving mathematical problems. Specifi- cally, Grade 1 looks at sequential events, Grade 2 looks at sequential and concurrent events and Grade 3 looks at sequential, concurrent and re- peating events. Figure 1.2 shows one expecta- tion broken out into some considerations for planning by an educator.


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