Lesson Overview
Students will use the Artist environment to draw complicated images using functions with parameters to create similar shapes with small differences.
Teaching Summary
Getting Started
Activity: Artist: Functions with Parameters
Lesson Objectives
Students will:
- Identify repeated movements and utilize functions to simplify a program
- Break complex tasks into smaller repeatable sections
- Combine simple shapes into complex designs with functions
- Utilize parameters to make one function work for multiple purposes
Getting Started
Introduction
Students will have experienced functions through Artist in a previous stage. This stage adds the option of parameters, which will allow one function to work for multiple creations. There may be some confusion over creating parameters inside a function, so it is a good idea to have the class watch the associated video, or to watch a function with parameter being created in advance of the lesson.
Activity
Artist: Functions with Parameters
Connections and Background Information
PARCC / Smarter Balanced Assessment Skills
- Click / tap
- Drag and drop
- Select object
- Select and drag / slide
- Use video player
ISTE Standards (formerly NETS)
- 1a. Apply existing knowledge to generate new ideas, products, or processes
- 1b. Create original works as means of personal or group expression
- 1c. Use models and simulation to explore complex systems and issues
- 4b. Plan and manage activities to develop a solution or complete a project
- 6a. Understand and use technology systems
- 6c. Troubleshoot systems and applications
- 6d. Transfer current knowledge to learning of new technologies
CSTA K-12 Computer Science Standards
- CL.L1:3-02 Work cooperatively and collaboratively with peers teachers, and others using technology
- CT.L1:3-01 Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems
- CT.L1:6-01 Understand and use the basic steps in algorithmic problem-solving
- CT.L2-01 Use the basic steps in algorithmic problem solving to design solutions
- CT.L2-06 Describe and analyze a sequence of instructions being followed
- CT.L2-07 Represent data in a variety of ways: text, sounds, pictures, numbers
- CT.L2-08 Use visual representations of problem states, structures, and data
- CT.L2-12 Use abstraction to decompose a problem into sub problems
- CT.L2-14 Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions
- CT.L3A-01 Use predefined fundtions and parameter, classes and methods to divide a complex problem into simpler parts
- CT.L3A-03 Explain how sequence, selection, iteration, and recursion are building blocks of algorithms
- CPP.L1:6-05 Construct a program as a set of step-by-step instructions to be acted out
- CPP.L1:6-06 Implement problem solutions using a block-based visual programming language
- CPP.L2-08 Demonstrate dispositions amenable to open-ended problem solving and programming
Next-Gen Science Standards
- 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
Common Core Mathematical Practices
- 1. Make sense of problems and persevere in solving them
- 2. Reason abstractly and quantitatively
- 4. Model with mathematics
- 5. Use appropriate tools strategically
- 6. Attend to precision
- 7. Look for and make use of structure
- 8. Look for and express regularity in repeated reasoning
Common Core Math Standards
- 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities
- 3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units)
- 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
- 4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems
- 4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement
- 4.MD.C.7 Recognize angle measure as additive
- 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines
- 4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size
- 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm
- 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
Common Core Language Arts Standards
- L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships
- L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic
- L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
