MTH1W:

Algebra

C2. Coding

Understanding the Ontario Curriculum Coding Continuum:

Computational Thinking: Using Flowcharts and Pseudocode

Computational thinking is a problem-solving process that involves breaking down complex problems into smaller, manageable steps, identifying patterns, and creating a clear, step-by-step solution. 

A flowchart is a visual representation of a pathway using shapes and arrows to illustrate the sequence of events and convey the logic. This makes it easier to see the flow of decisions, loops, and processes without getting bogged down in syntax.

Next, pseudocode can act as a bridge between the steps in the flowchart and actual code.  Pseudocode is a text-based description of a program that describes what the program should do in plain language, which makes it easier to translate into real code later.

The Google Doc to the left compiles all references to flowcharts and pseudocode from the Teacher Supports on the Digital Curriculum Platform. It provides a clear overview of how these concepts are introduced and developed across Grades 3 to 9. Many of the student task exemplars integrate mathematical concepts from other strands to support the development of coding skills.

Using the Ontario Curriculum Teacher Supports:

C2.1 use coding to demonstrate an understanding of algebraic concepts including variables, parameters, equations, and inequalities

Student handout

Using Scratch to Connect Equations & Graphs of Linear Relations

This lesson begins with a no-tech introduction to Scratch code representing a simple linear relation. Students will…

  • interpret and execute the code on paper before using technology

  • open a pre-made Scratch program and modify the parameters for slope and y-intercept to see their effect

The student handout includes:

  • Guided lesson prompts

  • Space for independent practice

  • Extension activities

  • Consolidation task

Optional Minds-On Task

C2.2 create code by decomposing situations into computational steps in order to represent mathematical concepts and relationships, and to solve problems

  • This lesson introduces students to computational thinking through flowcharts and basic pseudocode—no technology required.

  • While it's recommended to print and cut out the flowchart template pieces for students to use with markers, but the activity can also be completed with just pencil and paper. The printable template is linked in the teacher notes.

  • This is a Keynote file. To open on an iPad, tap the ellipses (…) in the upper right corner, then select “Open In” to save it to Keynote.

C2.3 read code to predict its outcome, and alter code to adjust constraints, parameters, and outcomes to represent a similar or new mathematical situation

This lesson was written by Lisa Anne Floyd and Steven Floyd and shared at outreach.tvolearn.com. It invites students to deepen their understanding of algebraic expressions by running pre-written Python code, analysing the output to make sense of it, then modifying it to meet new goals.

Key features:

  • builds algebraic fluency alongside computational thinking

  • makes connections between symbolic math expressions and working code

  • student worksheet guides the lesson

  • lesson materials include a guided student handout, consolidating practice questions and an optional assessment

Additional MTH1W Coding Resources:

This resource was developed by Dr. George Gadanidis to support the teaching of all strands of the MTH1W course using computational thinking and coding. It consists of several PDF files organized by strand. Included is a teacher support file (Book A), which offers suggestions for implementing the lessons, insights into student learning, and success criteria to guide instruction and assessment.

The lessons highlight the big ideas from each strand while also addressing the coding expectations. The activities primarily use Scratch, Python, and Excel.

For assistance, please reach out to a learning coach.

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