SCRATCH PROGRAMMING AND NUMERACY IN SENIOR PRIMARY CLASSES

Transcription

1 SCRATCH PROGRAMMING AND NUMERACY IN SENIOR PRIMARY CLASSES

2 Lero, NCTE 2012 Page 2

3 Table of Contents Page Number Course Introduction page 4 Module 1: page 5 Module 2: page 22 Module 3: page 32 Module 4: page 40 Module 5: page 49 Lero, NCTE 2012 Page 3

4 Scratch is a free application, developed by the MIT Media Lab, which allows users to create and share their own interactive stories, animations and games. It is easier to use than traditional programming languages as it consists of graphical blocks which snap together. This course enables teachers to learn how to use Scratch and introduce it to their pupils to help them explore aspects of the curriculum in an exciting and engaging manner. The course focuses on using Scratch to create projects which support the concepts, content and skills of the mathematics curriculum. Participants completing this course will be enabled to: Use Scratch programming to support the teaching and learning of the primary maths curriculum covering algebra, number, shape and space, measures and data Use Scratch programming to support the development of problem solving skills Develop a numeracy project using Scratch Develop lesson outlines for classroom use of Scratch Describe how Scratch can be used to support other curricular areas Develop an e-learning action plan describing how they will use Scratch to support numeracy development Lero, NCTE 2012 Page 4

5 Module 1 Lero, NCTE 2012 Page 5

6 Module 1 Scratch programming and Numeracy in Senior Primary Classes (NCTE/Lero) Suggested Duration of Module 4 Hours Objectives Module 1 will cover: Course Notes 1. Introduction to the Scratch Interface and Scratch projects 2. Introduction to some resources available online for Scratch 3. Installing Scratch 4. Review of the Mathematical Skills from the Mathematics Curriculum 5. The use of Scratch to explore x y coordinates and directed numbers 6. The use of Scratch to explore variables 7. The use of Operators block, sensing and broadcast 8. Discussion on how Scratch can support Numeracy in the classroom Lero, NCTE 2012 Page 6

7 1. Introduction to the Scratch Interface and Scratch Projects Once Scratch has been downloaded and opened, the following Scratch interface will appear. Stage This is where your sprites and backgrounds appear. This is where you see a program running. Sprite List Thumbnails of all your sprites Scripts Area This is where you will place code to create programs Blocks Palette The blocks of code are grouped into different categories; motion, control, looks, sensing, sound, operators, pen and variables. 1.1 Activity Click on the cat in the Sprite List Drag out move 10 steps block Double click on the block to see the cat move Add a control block e.g. When space key pressed. Now the cat will move when you press the space key Experiment with the Blocks Palette for a few minutes Lero, NCTE 2012 Page 7

8 1.2 Educational Advantages of Scratch Programming Scratch enables children to create games, stories and animations. Scratch facilitates higher order thinking skills such as problem solving, information- processing, Metacognition (self-assessment), creative thinking and reasoning. While using Scratch children are actively engaged in their learning. Scratch has been shown to increase motivation. While creating in Scratch, children take part in meaningful conversation and collaboration. 1.3 When using Scratch to support the Mathematics Curriculum the emphasis must be that: The children are active in the lesson creating editing, reviewing The children are constantly communicating giving and receiving feedback. To facilitate this, children could work in pairs or small groups. It is also helpful to conclude each lesson with a group discussion. The teacher is focussed on Mathematical skills, not just mathematical content. 2. Introduction to some resources available online for Scratch scratch.mit.edu is the main website for Scratch. You can download the Scratch software for free from this website. Here, you can upload your own projects and view and download other projects. There is a section for teachers and also for researchers. scratch.ie is an Irish-based website, run by Lero. It provides updates about Scratch and information about the National Competition. It has a large store of teaching materials aimed at both primary and secondary level, and also has a students area. info.scratch.mit.edu/support provides video tutorials and guides. scratch.mit.edu/forums is a support forum for Scratch users. Lero, NCTE 2012 Page 8

9 scratched.media.mit.edu is an online community where Scratch educators share stories, exchange resources, ask questions and find other educators. 3. Installing Scratch Scratch can be downloaded free of charge from scratch.mit.edu/download. There are different versions for Windows, Mac and Ubuntu. The website provides step by step instructions for download. 4. Review of the Mathematical Skills from the Mathematics Curriculum Scratch can support mathematical skills development in the following ways: Skill How Scratch supports this skill Example Using maths concepts in realistic settings Debugging errors Selecting and applying appropriate strategies Reflect upon and evaluate work Applying and Problem-solving Communicating and Expressing Integrating and Connecting Reasoning Discussing, explaining and presenting projects to group Pair work Group feedback and problem solving Connecting informally acquired maths tasks in Scratch to formal maths ideas Carrying out mathematical activities which involve other areas of the curriculum Experimentation to test ideas All projects involve some degree of problem solving e.g. jects/ballns/ Pupils create project notes, present their work and provide suggestions for others See Lesson 10 in Lesson Pack and also this project which integrates with science. jects/marg68/ The children must create realistic effects in their Lero, NCTE 2012 Page 9

10 Implementing Understanding and recalling Reason systematically to complete a game/ animation Use appropriate tools/ programs to execute standard procedures Understand and recall Scratch terminology, formulae for creating programs projects e.g. when the shark catches the fish, the fish loses a life. jects/ballns/ When given a task such as the lesson challenges children must plan appropriate coding to create a solution. Use the basic scratch code to solve tasks, scratch cards or lesson challenges Very often, you will find that the children are using these skills in Scratch without any explicit teaching. Any activities in Scratch should aim to support to use and development of these skills in children. 5. The use of Scratch to explore x y coordinates and directed numbers 5.1 Curriculum Requirements The child should be enabled to: Identify positive and negative numbers Add simple positive and negative numbers on the number line 5.2 Activity Please create these projects using your own ideas as much as possible. If time allows, you will be asked to show your projects to the other course participants. Click on stage in the Sprite List, then click on Backgrounds. Lero, NCTE 2012 Page 10

11 Click on Import and choose the x y grid This grid can be used to point out different coordinates to children. Note the Mouse x y display at the bottom right hand corner of the screen. Ask the children to try and put the mouse at exactly x=0, y=0. This is the centre of Lero, NCTE 2012 Page 11

12 the stage and is where the cat is positioned when you open the Scratch interface. 5.3 Moving Left and Right When moving a sprite to left and right we are moving along the x axis. This can be achieved in a number of ways. Make sure you have clicked on the sprite in the Sprite List. 1. Use the move 10 steps block This will move the sprite 10 steps to the right. To increase the number of steps click on the number 10. This will be highlighted in blue. You can then type in how many steps the sprite will move. Now, if +10 steps will move the sprite to the right, as above, how can we move the sprite to the left? We type in -10 steps. 2. Use the change x by 10 block This will move the sprite to the right along the x axis. As above you can change how many steps the sprite takes and use negative numbers to move left. Remember to add a control to your script. Lero, NCTE 2012 Page 12

13 Click on this button to prevent your sprite from turning upside down. This block prevents the sprite from moving off the screen. 3. Use the set x to 0 block This block will move your sprite to the x coordinate you plot. 4. Use the glide 1 sec to x: 0 y: 0 block This will allow the sprite to move smoothly from one position to another. Increase the gliding speed by decreasing the number of seconds. Decrease the gliding speed by increasing the number of seconds. 5. Use the go to x: 0 y: 0 block 5.4 Moving Up and Down When moving a sprite up and down we are moving along the y axis. This can be achieved in a number of ways. First, make sure you have clicked on the sprite in the Sprite List. Lero, NCTE 2012 Page 13

14 1. Use the change y by 10 block This will move the sprite to the right along the x axis. As above you can change how many steps the sprite takes and use negative numbers to move left. Remember to add a control to your script. 2. Use the set y to 0 block This block will move your sprite to the y coordinate that you plot. 3. Use the glide 1 sec to x: 0 y: 0 block This will allow the sprite to move smoothly from one position to another. 4. Use the go to x: 0 y: 0 block 5.5 Participant Activity Discuss how you could use these features in your Maths lesson. Remember that the children should be actively working with Scratch. Lero, NCTE 2012 Page 14

15 Task 1. Write up a list of coordinates on the board. Pupils must create a script which moves a sprite to these coordinates. Using a map background this could integrate with a geography lesson. Remind children that when writing any coordinates we use the following format (x,y), i.e. the x coordinate is written first, followed by the y coordinate. Therefore in the example (90, 25) x=90, y=25. Task 2. Use the pen blocks. Add the block pen down to the start of your script. Ask the children to draw different shapes. Allows you to hide the sprite. Show will return the sprite. * Debugging To view your script in slow motion, with the code highlighted, click on Edit, then Start single stepping. This will help when you are looking for errors in your programs. Task 3. Click on the stage in the Sprite List. Click on backgrounds. Click Paint. Ask children to draw a building with several floors. Lero, NCTE 2012 Page 15

16 Select a new sprite from file or draw your own. Ask the children to choose a sprite. The can delete the cat sprite by right clicking on it in the sprite list and choosing delete. Alter the size of a sprite by clicking on the shrink sprite or grow sprite buttons, and then clicking on the sprite itself. Ask the children to create scripts which allow the sprite to move up and down the building. 5.6 Saving Project, Project notes To save any completed work: Click on File, and then Save as. Give the project a title. In the About this Project section fill in details about the project such as what it does, what buttons activate the controls, and any other information you wish to include. Lero, NCTE 2012 Page 16

17 6. The use of Scratch to explore variables 6.1 Curriculum Requirements The child should be enabled to: Explore the concept of a variable in the context of simple patterns, tables and simple formulae and substitute values for variables While variables are only mentioned explicitly in the sixth class curriculum, they can be seen at different levels too: Area = Length * width (a = l*w) Diameter = 2*radius (d = 2*r) Speed = Distance/Time (S= D/T) In Scratch, the children can use simple variables to enhance their games. 6.2 Activity This is a simple chase game. One sprite will move randomly around the screen. A second sprite, controlled by the user, will move around the screen trying to avoid the first sprite. If they touch, your sprite will lose a life. Choose a sprite. We will call it The Chaser. Create a script which allows it to move randomly around the screen. Lero, NCTE 2012 Page 17

18 Choose a second sprite. We will call it The Runner. Create scripts that allow it to move up, down, left and right. Click on the Variables Palette. Create a variable called Lives. We want The Runner to start with five lives. Each time it touches The Chaser sprite it will lose a life. Rename your sprite here. What happens when the lives reach 0? We need to create a program to tell the sprites what to do. This will require a broadcast. Lero, NCTE 2012 Page 18

19 7. The use of Operators block, sensing and broadcast A broadcast sends out a message to all scripts. We must program what the scripts will do once they receive the broadcast. In this case we want the background to change to say Game Over. We also want The Chaser to stop moving. Click on stage in the Sprite List. Click Backgrounds. Click Paint. Create a background that shows that the game is over. Click on Scripts and create a script that will change the background. When The Chaser receives the broadcast it will stop moving. Lero, NCTE 2012 Page 19

20 7.1 Participant Activity Discuss how you could use these features in your Maths lesson. Remember that the children should be actively working with Scratch. Task 1. This lesson uses Scratch to calculate the area of a square or rectangle. Create 2 variables, one called Length, the other Width. The user can enter the length and width values and the program will calculate the area. 1. Set the Length and width to start 1. Set the Length and width to start at at Use 0. the sensing palette to ask the user for the length and width. 1. Set the Length and width to start at 0. at Set the length and width variable to these new variables. 4. This piece of code calculates the area and shows it on the screen. Task 2. The children can create a quiz based on class work e.g Discussion on how Scratch can support Numeracy in the classroom 8.1 Today s objective was to cover: 1. Introduction to the Scratch Interface and Scratch projects 2. Introduction to some resources available online for Scratch 3. Installing Scratch 4. Review of the Mathematical Skills from the Mathematics Curriculum 5. The use of Scratch to explore x y coordinates and directed numbers 6. The use of Scratch to explore variables 7. The use of Operators block, sensing and broadcast Lero, NCTE 2012 Page 20

21 8. Discussion on how Scratch can support Numeracy in the classroom 8.2 Discuss: In what way could you extend or adapt today s activities for your own classroom? What would work well? What might be difficult to implement or use? Lero, NCTE 2012 Page 21

22 Scratch programming and Numeracy in Senior Primary Classes Module 2 Lero, NCTE 2012 Page 22

23 Module 2 Scratch programming and Numeracy in Senior Primary Classes (NCTE/Lero) Course Notes Suggested Duration of Module 4 Hours Objectives Module 2 will cover: 1. The use of Scratch operators to round numbers to a certain place value 2. The exploration of writing and designing algorithms on paper 3. The use of Scratch to draw 2D shapes such as squares, triangles and circles using programming skills in Scratch. 4. The use of Scratch to support problem solving 5. Discussion on how Scratch can support Numeracy in the classroom Participants are asked to bring a digital camera for Module 3 of this course. Lero, NCTE 2012 Page 23

24 1. The use of Scratch operators to round numbers to a certain place value 1.1 Curriculum Requirements The child should be enabled to: round whole numbers and round decimals 1.2 Activity Click on stage in the Sprite List, and then click on Backgrounds. Choose a background from the Scratch folders. Select a sprite. You may delete the cat if you use another sprite. This sprite will ask the user to input a decimal and will give the rounded answer. This script will use a variable and operators. This will delete any previously entered numbers. The sprite must ask the user to input a decimal. The blue block asks a question of the user and the response is saved as answer. This answer can then be used in various calculations. In this case we will round it to the nearest whole number and output the solution as the variable rounded number. Lero, NCTE 2012 Page 24

25 This block will change the variable from 0 to the solution. This operator will calculate the closest whole number to the inputted decimal. We must now display the solution on the stage. 1.3 Participant Activity Discuss how you could use these features in your Maths lesson. Remember that the participants should be actively working with Scratch. Task 1. Challenge your class to create a program which tests their friends knowledge of rounding decimals. 2. The exploration of writing and designing algorithms on paper When writing programs, we must provide the computer with very specific instructions, we cannot omit any details. Discuss whether it would be good if people followed instructions exactly. e.g. what would happen if you pointed to a closed door and said Go through that door? Explain that computers work by following lists of instructions, and that they do exactly what the instructions say, even if they are incorrect (or nonsensical). This lesson explores algorithms, or instructions for tasks. Try the following activity. Lero, NCTE 2012 Page 25

26 2.1 Activity 1. Ask everyone to take out some blank sheets of paper each and a pen or pencil. 2. Ask them to write a set of instructions to describe how to make a cup of tea. Remember that a computer would require every step. This is what you must write. 3. Once this has been attempted, ask participants to swap their instructions and note any differences or omissions. Reflect on the problems involved in creating a set of instructions 2.2 Participant Activity Discuss the importance of algorithms in writing a program. Task 1. Participants are paired for the next activity. Ask participants to write instructions for each other about how to get to a mystery location by starting at the front door. Participants then test their partner s algorithm by trying to follow their instructions to the mystery location. If necessary the algorithm can be refined until the most clear and efficient set of instructions is produced. Clear, precise instructions are very important in Scratch, as we will see in Section The use of Scratch to draw 2D shapes such as squares, triangles and circles using programming skills in Scratch. 3.1 Curriculum requirements The child should be enabled to: sort, describe and name 2-D shapes construct and draw 2-D shapes solve problems involving shape and space give simple moving and turning directions identify half and quarter of shapes identify and discuss the use of 2-D shapes in the environment explore, describe and compare the properties (sides, angles, parallel and non-parallel lines) of 2-D shapes combine, tessellate and make patterns with 2-D shapes use angle and line properties to classify and describe triangles and quadrilaterals Lero, NCTE 2012 Page 26

27 classify 2-D shapes according to their lines of symmetry plot simple co-ordinates and apply where appropriate 3.2 Participant Activity Drawing in Scratch relies on very specific instructions, like the algorithms we just worked on. Scratch drawing works in a similar way to the programming software, Logo. It is as if your sprite is holding a pencil. Whenever the sprite moves it leaves a line behind it. To draw a shape we must walk that shape. Ask a volunteer to stand up. Ask a second person to instruct them in walking a square. For example: Walk forward 2 steps, turn 90 degrees to the right. Walk forward 2 steps, turn 90 degrees to the right. Walk forward 2 steps, turn 90 degrees to the right. Walk forward 2 steps, turn 90 degrees to the right. We work in the same way with Scratch. Delete previous pen lines Put pen down on stage i.e. turn pen on Lero, NCTE 2012 Page 27

28 Draw a square Did you notice this code is repetitive (Because the movements and turns are all equal)? In Scratch we can use a repeat loop to create a shorter piece of code. Use the same basic controls to draw a rectangle, triangle, pentagon and other shapes. Can anyone draw a circle? The key is to remember that there are 360 degrees in a full rotation Lero, NCTE 2012 Page 28

29 When the basic shapes are mastered, you can make patterns by using repetitions. 3.3 Participant Activity Discuss how Scratch can support learning of 2D shapes. Task 1. Create a program which will create a pentagon Task 2. Create a program that will draw 4 different shapes on the stage. The following are some projects which explicitly demonstrate number in Scratch. Flower 2D Shape Maker 4. The use of Scratch to support problem solving As discussed earlier, children will be problem solving from the moment they start using Scratch. The will plan, execute and debug their programs. You may also wish to use Scratch to support more formal mathematical problem solving. 4.1 Curriculum Requirements Problem solving has a central role in the Primary Mathematics Curriculum, which states: Developing the ability to solve problems is an important factor in the study of mathematics. Problem-solving also provides a context in which concepts and skills can be learned and in which discussion and co-operative working may be practised. Moreover, problem-solving is a major means of developing higher-order thinking skills. These include the ability to analyse mathematical situations; to plan, monitor and evaluate solutions; to apply strategies; and to demonstrate creativity and self-reliance in using mathematics. Lero, NCTE 2012 Page 29

30 Success helps the child to develop confidence in his/her mathematical ability and encourages curiosity and perseverance. Solving problems based on the environment of the child can highlight the uses of mathematics in a constructive and enjoyable way. ( tics/mathematics_curriculum/ ) 4.2 Activity Create an animation which accurately demonstrates the solution to a word problem. Word problems feature frequently in Maths textbooks. They can be the most challenging aspect of any topic. However, by allowing children to use Scratch we can bring the problem to life. View the following examples. Q1. There are 12 apples in one box. How many apples are there in 6 boxes? A1. Q2. The monkey has 16 bananas. He eats 7. How many bananas are left? A Participant Activity In Microsoft Word or on a piece of paper, create 3 word problems which you want your class to solve using Scratch. Ask the pair beside you to solve one of your problems. 5. Discussion on how Scratch can support Numeracy in the classroom 5.1 Today s objective was to cover: 1. The use of Scratch operators to round numbers to a certain place value 2. The exploration of writing and designing algorithms on paper 3. The use of Scratch to draw 2D shapes such as squares, triangles and circles using programming skills in Scratch. 4. The use of Scratch to support problem solving 5. Discussion on how Scratch can support Numeracy in the classroom Lero, NCTE 2012 Page 30

31 5.2 Discuss: In what way could you extend or adapt today s activities for your own classroom? What would work well? What might be difficult to implement or use? 5.3 Sample Projects All Scratch projects use some element of number. Children will experience real world use of number when completing any task in Scratch. The following are some projects which explicitly demonstrate number in Scratch. Addition tutor Subtraction Calculator - Addition of Fractions Quiz These projects are examples of what you can build to incorporate mathematical skills. Browse these projects for ideas! Look at the code for a deeper understanding of Scratch. Lero, NCTE 2012 Page 31

32 Scratch programming and Numeracy in Senior Primary Classes Module 3 Lero, NCTE 2012 Page 32

33 Module 3 Scratch programming and Numeracy in Senior Primary Classes (NCTE/Lero) Course Notes Suggested Duration of Module 4 Hours Objectives Module 3 will cover: 1. The use of images in Scratch 2. The use of sound in Scratch 3. The use of Scratch operators 4. Using the ideas from section 3, expand the program using image and sound 5. Share projects online 6. Discussion on how Scratch can support other curricular areas Lero, NCTE 2012 Page 33

34 1. The use of images in Scratch In order to make Scratch projects personally meaningful to children, it may help to use a greater range of images and sounds. These may be downloaded from the Internet, uploaded from external devices such as digital cameras, or taken from files already saved on the computer. A great source of images which are available to use free of charge and under creative commons licensing is Participant Activity Create a folder on your desktop. Label it Scratch Resources. This is where you will save all images and sounds that you intend to use in Scratch. 1.1 Save an image from the Internet Find an image you wish to use on the Internet. Right click on the image. Click on save picture as. Give the image a meaningful title and save it to the Scratch Resources folder. 1.2 Save an image from a digital camera Find an image you wish to use on the digital camera. Open the Scratch Resources folder. Drag the image into the Scratch Resources folder. Once the image is saved to the folder you can open it in Scratch. Lero, NCTE 2012 Page 34

35 1.3 Images in Scratch Open Scratch interface. Delete the cat sprite. Click on choose new sprite from file On the left hand menu choose desktop Choose the folder you created earlier, Scratch Resources Select the photo you wish to use 1. Click on desktop 2. Select the folder containing your image 1.4 Edit a photo When you import a photograph it may contain other images that you do not want, even simply a white background that has to be deleted. Click on the photograph in the sprites area. Click on the costumes tab Click on edit. This will open a separate window where you can delete backgrounds, alter colours and size and add text. Original Image Lero, NCTE 2012 Page 35

36 Edited Image 2. The use of sound in Scratch To use sound/music in Scratch you will need a set of speakers or headphones. Participants experiment with the sound palette. 2.1 Drum Beat Drag out the play drum 48 for 0.2 seconds block. Use the drop down arrow to select different percussion instruments. Duplicate this block and change the percussion instruments to create a rhythm. 2.2 Sound Files Click on the sounds tab. Click import and select some sounds from the Scratch sounds directory. These will appear as a list in the sound tab. You may also import sounds that have been saved to desktop from websites such as Click back into the scripts section. Use the play sound block to incorporate the sounds you have chosen. Lero, NCTE 2012 Page 36

37 In the sounds tab you can also record your own sounds. Most laptops have an inbuilt microphone. If this is not present you must attach an external microphone to record. Sounds may also be added to the background. 3. The use of Scratch operators The operators palette in Scratch is very useful and we can immediately see applications for Mathematics tasks. The various blocks will instruct the program to carry out addition, subtraction, multiplication, division and rounding. Participant Activity Create a program where you can input numbers and they are multiplied together Alter the above code to make addition, subtraction and division tasks. Another option is to get computer to output random question Lero, NCTE 2012 Page 37

38 4. Using the ideas from section 3, expand the program using image and sound When using Scratch to support the Mathematics Curriculum the emphasis must be that: The children are active in the lesson creating editing, reviewing The children are constantly communicating giving and receiving feedback. To facilitate this, children could work in pairs or small groups. It is also helpful to conclude each lesson with a group discussion. The teacher is focussed on Mathematical skills, not just mathematical content. Participant Activity Working in pairs with the digital camera, spend approximately 15 or 20 minutes taking some images within the room or outside. Incorporate sounds and images into a numeracy focused Scratch project like the example in Section 3 above. 5. Share projects online 5.1 Create an online account Go to scratch.mit.edu. Click on Sign Up for an account. Follow the instructions. You can set up a class account that all the children can access. If the children are setting up their own accounts remind them that: 1. There is no need to fill in all the personal information 2. Their username should never contain their full name and does not even need to contain their first name. 3. When leaving comments on projects, be respectful. Lero, NCTE 2012 Page 38

39 5.2 Upload a project to your online account Open Scratch on your desktop. Click on share. Share this project online. You will be asked to enter your website username and password, as well as a name for your project and project notes. When you log in online you will see your project. Other people will also see your project. They will be able to download it and use your code. When you download other people s projects and use their code, be sure to thank them in your project notes. Take some time to upload projects that you have created this week. NB: Upload the project to the Scratch Gallery for your course, created by the course tutor. 6. Discussion on how Scratch can support other curricular areas 6.1 Today s objective was to cover: 1. The use of images in Scratch 2. The use of sound in Scratch 3. The use of Scratch operators 4. Using the ideas from section 3, expand the program using image and sound 5. Share projects online 6. Discussion on how Scratch can support other curricular areas 6.2 Discuss: In what way could you extend or adapt today s activities for your own classroom? How could you use Scratch to support other curricular areas? What would work well? What might be difficult to implement or use? Are there ways to overcome these challenges? Lero, NCTE 2012 Page 39

40 Scratch programming and Numeracy in Senior Primary Classes Module 4 Lero, NCTE 2012 Page 40

41 Module 4 Scratch programming and Numeracy in Senior Primary Classes (NCTE/Lero) Course Notes Suggested Duration of Module 4 Hours Objectives Module 4 will cover: 1. The use of random operators to demonstrate outcomes of a random data process in Scratch 2. The use of Scratch to draw and demonstrate more complex shapes and patterns 3. The use of a timer in Scratch 4. Discussion on how Scratch can support Numeracy in the classroom Lero, NCTE 2012 Page 41

42 1. The use of random operators to demonstrate outcomes of a random data process in Scratch When using the pen function in Scratch we can alter the colours we use in different ways. Each colour has a corresponding number we can set. Additionally the eye dropper tool can be used to choose colours. However a nice effect is to create a program which randomly selects a colour. This allows the pupils to view, and demonstrate, the concept of chance. There are 200 different pen colours. 1.1 Participant Activity Open a Scratch project. Choose a sprite. Create a program that allows the sprite to draw a shape. When selecting pen colour use the following code. You can make the parameters smaller if desired. This code means that, when it is time to select a colour, the program will randomly choose a colour from 1 to 200. You will need to use a repeat to see multiple colour changes. Lero, NCTE 2012 Page 42

43 1.2 Participant Activity Discuss how you could use these features in your Maths lesson. Remember that the children should be actively working with Scratch. Task 1. Open a Scratch project. Choose a sprite. Create a program that allows the sprite to draw a shape. Use the random operators to alter pen size and other features of your program. The random block can be used to add an element of chance to motion, sound and other activities in Scratch. 1.3 Motion Instead of moving a sprite a certain number of steps, add a random block. Lero, NCTE 2012 Page 43

44 1.4 Sound Use the random block to choose sounds. 1.5 Participant Activity Experiment with the random block in some of the projects you have already created. 2. The use of Scratch to draw and demonstrate more complex shapes and patterns 2.1 Patterns in Drawing In Module 2 we saw that Scratch can be used to study 2D shapes, lines and angles. This work can be extended by the inclusion of repetitions. Repeats allow you to draw shapes more quickly. They also enable you to create interesting patterns To draw a square you can just draw one side, turn, and repeat it 4 times The number of repeats will obviously depend on the number of sides a shape has. Repeated drawing can also be used to create unusual patterns. Lero, NCTE 2012 Page 44

45 2.2 Participant Activity 1. Enter this code into scratch and see what happens 2. Alter the code to change the colours and shapes used Lero, NCTE 2012 Page 45

46 2.3 Participant Activity Discuss how you could use these features in your Maths lesson. Remember that the children should be actively working with Scratch. Task 1. Using the pen draw a garden (imagine hexagonal flowers with square leaves). Be as creative as you can. Have a look at other people s projects. Tell them what you like and suggest ideas to make their project even better! 2.4 Patterns in mathematical sequences Curriculum Requirement The child should be enabled to: explore and discuss repeated addition and group counting recognise patterns and predict subsequent numbers We can use Scratch to visually represent the patterns and support children s predictions of what number comes next. 2.5 Participant Activity Create a script which displays 3 different numbers in a sequence. Ask the user to input the next number in the sequence. Download the following example to help you The use of a timer in Scratch A timer can make games more interesting by adding a competitive element. 3.1 Participant Activity Create a maze game. See the following example: Lero, NCTE 2012 Page 46

47 To increase the challenge, add a timer. The following example allows the user 60 seconds before the background changes to announce a loss. 4. Discussion on how Scratch can support Numeracy in the classroom 4.1 Today s objective was to cover: 1. The use of Scratch to draw and demonstrate more complex shapes and patterns 2. The use of random operators to draw in Scratch 3. The use of random operators to demonstrate outcomes of a random data process in Scratch 4. The use of a timer in Scratch 5. Discussion on how Scratch can support Numeracy in the classroom 4.2 Discuss: A) Make a list of software that you use in your teaching and learning (e.g. PowerPoint, Smart Notebook) B) How do you feel Scratch is similar/different from software you have listed? Lero, NCTE 2012 Page 47

48 4.3 Sample Projects The following are some projects which explicitly demonstrate 2D shapes and Algebra in Scratch. Repeated shapes Repeated Drawing These projects are examples of what you can build to incorporate mathematical skills. Browse these projects for ideas! Look at the code for a deeper understanding of Scratch. Lero, NCTE 2012 Page 48

49 Scratch programming and Numeracy in Senior Primary Classes Module 5 Lero, NCTE 2012 Page 49

50 Module 5 Scratch programming and Numeracy in Senior Primary Classes (NCTE/Lero) Course Notes Suggested Duration of Module 4 Hours Objectives Module 5 will cover: 1. Review of concepts covered 2. Review of Lesson Plans and other resources 3. Creation of an e-learning action plan for your school 4. Group, paired or individual planning on ways to use Scratch in the Mathematics classroom 5. Implement a challenge for your class in Scratch 6. Present the projects to the whole group Lero, NCTE 2012 Page 50

51 1. Review of concepts covered During this course we have looked many different aspects of Scratch and related them to the Mathematics curriculum. The curriculum comprises five strands: Early mathematical activities Number Algebra Shape and space Measure Data The skills promoted in the Mathematics Curriculum are: Applying and problem-solving Understanding and recalling Communicating and expressing Integrating and connecting Reasoning Implementing Understanding and recalling Lero, NCTE 2012 Page 51

52 2. Review of Lesson Plans and other resources 2.1 Lesson Plans Please review the lesson plans distributed by the tutor. These lesson plans are intended for primary pupils beginning to use Scratch. They present the Scratch skills in a simple way, with clear links to the curriculum. 2.2 scratch.ie is an Irish website that promotes Scratch. It contains lesson plans, a students section and information about the National Scratch competition. 2.3 Scratch cards Scratch cards may be downloaded from They are short challenges of varying difficulty. Solution cards are also provided. Discussion Activity Classroom Management Now that you have learnt how to use Scratch and explored lesson activities, how will you organise Scratch in your classroom? What are the challenges? Discuss in pairs or groups. 3. Creation of an e-learning plan for your school The e-learning action plan is a key component of the e-learning planning process. It should tie in with the overall priorities and objectives of the school in relation to e-learning development.* Using the attached sample as a guide, consider what you want to achieve using Scratch when you return to your school or classroom. Set a target and a task which you feel is achievable. Then, state the timeframe for implementation; who will implement the task (can you share your skills with other teachers?); what the resources required are (equipment, software, other); what the success indicators will be and how you will evaluate and Lero, NCTE 2012 Page 52

53 monitor progress. Consider showing what you have learnt on this course to other teachers during an informal training session in school or at a staff meeting. Remember, it is important that you set an achievable and realistic target. * Please see the resources on the NCTE website for further information regarding the e-learning planning process ( The e- Learning Roadmap is a key tool in the development of e-learning in schools and can be accessed here There is a printed version of the e-learning Handbook and Roadmap in all schools. 4. Grouped, paired or individual planning on how to use Scratch in the Mathematics classroom In pairs, or individually, devise some tasks for your class to perform in Scratch. Focus on developing Mathematical skills and on covering a particular strand/ strand unit. This task can be devised on paper. Your task can be a scratch card for the children to complete, a mathematical game for children to play, or any maths related idea. 5. Implement a challenge for your class in Scratch Use your plan from Section 3 today to create a Scratch project. This project will be presented to the other participants and critically evaluated. 6. Present the projects to the whole group Each group or individual can upload their project onto scratch.mit.edu and present it to the whole group. In this way the group will compile a set of challenges for their classes. Lero, NCTE 2012 Page 53

54 Sample Action Plan for implementing e-learning in my school Name: Priorities: Students experience e-learning activities regularly Targets: (What do I want to achieve?) To create a range of e-learning activities for use in the development of literacy. TASK (What needs to be done?) 1. Show some of the NCTE videos of literacy activities for the IWB at a staff meeting 2. Working with teachers at the same class level, create and share a number of simple literacy activities. TIMEFRAME (When is it to be done by?) Next school term Me REMITS (Who is to do it?) Name other teachers involved RESOURCES (What resources are needed?) IWB & software Projector and laptop in staffroom to show videos (access to NCTE website) SUCCESS CRITERIA (What are the desired outcomes?) Teachers will understand the potential of the IWB to support literacy development. Resources focused on literacy development will be created and shared among teachers of my class level. Evaluation Procedures: Teachers will keep a journal noting resources and activities that worked well and which curriculum objectives the resources supported. Resources will be discussed at class level planning meetings and staff meetings and plans for improvements and future developments made. Lero, NCTE 2012 Page 54

55 My Action Plan for implementing e-learning in my school Name: Priorities: Students experience e-learning activities regularly Targets: (What do I want to achieve?) TASK (What needs to be done?) TIMEFRAME (When is it to be done by?) REMITS (Who is to do it?) RESOURCES (What resources are needed?) SUCCESS CRITERIA (What are the desired outcomes?) Evaluation Procedures: Lero, NCTE 2012 Page 55