15_Y2_maths

Supporting the effective use of ICT across the primary curriculum

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Mathematics Year 2: First turtle Introduction: This lesson is about introducing children to turtle graphics (i.e. a one-key version of logo). The software is available from: http://nlvm.usu.edu/en/nav/grade_g_1.html Scroll down the screen and run the program called Ladybug Mazes.

Through the use of this program children can begin to experiment with length, direction and amount of turn. They will use the appropriate commands to replicate some simple shapes that can be constructed from forward and backward instructions plus turns of either 90 degrees or 45 degrees.

(Note: in what follows the word ‘turtle’ is used for the shape that is being manoeuvred around the screen as this is the common term used in UK schools. The program actually uses the expression ‘ladybug’) Resources • One PC and a data projector for whole class work • One PC between two children for group work • The Ladybug Mazes program can be downloaded from: http://nlvm.usu.edu/en/nav/grade_g_1.html Previous learning Children should be able to use the mouse to select from a number of icons. They should understand the concept of turn and have some familiarity with a floor turtle.

Learning Objectives • To be able to work out how long a particular line should be drawn • To be able to work out in which direction the turtle needs to move • To be able to work out how much turn is necessary • To be able to combine all three of these skills and to plan ahead.

What to do This is a whole class lesson presented on an interactive whiteboard. The Ladybug Mazes program will need to be accessed from the site given above.

Begin by demonstrating and explaining what each icon does. The program contains a number of mazes, which can be used to demonstrate how the software works. However this lesson focuses on the children designing their own shapes rather than just navigating around pre-drawn mazes.

The children, working as a class, can try to draw a number of shapes. For example: a rectangle a flag the front of a castle (all these shapes avoid the use of the 45 degree turn).

Note that shapes in which the 45o turn is not part of a closed shape (i.e. the letter Y) should be no trouble. If a 45o turn is part of a closed shape, such as the right angle triangle, then the shape may not close up exactly as the children can only estimate the length of the third side.)

Once the children have seen how to work their way around the controls then they can work on challenges of their own. Can they, for example, produce a complete alphabet (upper case)?

Here is a suggested hierarchy of challenges.

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Maths Y2: First turtle January 2008

Easy Medium Hard

C B A

D G M

F K Q

H N R

I E W

J S X

L V Y

O

P

T

U

Z

This set will need redrawing so that the shapes are essentially ‘squared off’ and made rectilinear. For example, the letter ‘O’ becomes a square and ‘D’ becomes a rectangle.

(Hint: if these shapes are redrawn onto 2cm squared graph paper, then this will aid some of the children in calculating relative distances) The screen interface is shown below. For each shape the children select ‘Clear All’ and then click on any of the six icons in the bottom right of the screen. These are then transferred to the area underneath the drawing area and when complete the children click on the play arrow to see what they have drawn. By using Clear All and Clear Step they can edit what they have drawn if it is not correct. The program displays a right hand panel that provides user instructions (for teachers)

Differentiation Less able children may need to use a version of the floor turtle to reinforce the concepts involved in this activity.

Only once they are familiar with this will they be able to transfer to the screen turtle. However the simplest way to use this program is to instruct the turtle to move through the maze (which can be drawn on the screen by clicking on the relevant button). By contrast, more able children might want to move to a version of the screen turtle that allows them more control over length and angles. In particular they might want to say ‘forward 4’ rather than ‘forward, forward, forward, forward’.

The role of ICT ICT offers a very visual interpretation of cause and effect. Children provide the turtle with a set of instructions and then ask the turtle to obey the instructions. Does the result match to their target shape? The software provides immediate feedback and the children can easily see whether or not they have been successful. This program is a natural progression after working on the floor turtle.

Follow-up suggestions There are a number of ways of extending the use of this program.

1. More ambitious shapes could be tried such as the profile of the front of a house, a pennant (i.e. triangular flag) or a rocket with two triangular fins.

2. Children can also create their own shapes, print them out and then pass them to another group to try and recreate.

3. Some children might be able to draw their shape together with a reflection of it in either the horizontal or vertical plane.

Assessment This program is simple to use but also offers Year 2 children sufficient flexibility. However they can’t print out their shape or their instructions. Hence they should be encouraged to make a note of their target shape and then to copy down the instructions that they type in order to replicate the shape. With this information a teacher should be able © ictopus ltd

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Maths Y2: First turtle January 2008

to reconstruct their thinking very quickly (if they have already cleared the screen display). The program also lends itself to some useful discussion, for example: What are the benefits of the screen turtle compared to the floor turtle?

Which is the fastest means of achieving results?

Why were some shapes easy and others harder?

Which was the hardest of them all and why?

Some children will need structural apparatus to help them (i.e. floor turtle) whilst others may possess sufficient mental strategies. Children should be encouraged to explain how they arrived at a particular answer. There is sufficient scope in this program to challenge all children; the teacher’s task will be to ensure that all the children are progressing at a rate commensurate with their ability.

This lesson idea was first published as part of the Becta Direct2U subscription service for teachers, (c) Becta, 2005-2006

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Maths Y2: First turtle January 2008