Lesson Overview
Students use the Bee environment to write programs that use loops with embedded counters/index variables. These loops are called for loops, and they utilize predetermined start and stop values.
Lesson Objectives
Students will:
- Break one long sequence of steps into shorter looped sequences
- Use the "for loop" structure to repeat an action a variable number of times each iteration
Activity
Bee: For Loops
This activity walks students through the differences between loops and for loops. In many cases, it is possible to solve problems with brute force that can easily be solved using for loops instead. As you walk around, look for students who are correctly using for loops and counters, then point out why the counters make the program easier.
The final stage counts down, collecting less nectar as the counter increases. This is expected to cause a small amount of frustration. Encourage students to talk about what is supposed to be happening out loud. That should help them stumble upon the answer on their own.
Connections and Background Information
PARCC / Smarter Balanced Assessment Skills
- Click / tap
- Drag and drop
- Select and drag / slide
- Use video player
ISTE Standards (formerly NETS)
- 1a. Apply exitisng knowledge to generate new ideas, products, or processes
- 1c. Use models and simulations 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
- CT.L1:3-01 Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems
- CL.L1:3-02 Work cooperatively and collaboratively with peers teachers, and others using technology
- 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.L2-12 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-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
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
- 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.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself
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
