Who

would win a food fight between an octopus and a cupcake?

Year 4 Numeracy Inquiry
Facilitator Notes

Task Overview

Using inbuilt videos the App Hopscotch guides learners through creating simple through to complex coded games
that target number time and angle numeracy skills in a highly engaging platform. Linked to this are opportunities
for students to set SMART goals based on success criteria and to blog and share their progress.

Tags
coding, gaming, numeracy, AusVELs, Level 4, AusVELs, Level 5, blogging, reflection, self directed learning

Inquiry Question

Who would win a food fight between an octopus and a cupcake?

Success Criteria
Completion of training levels and reflection about how to use the App Hopscotch for coding
Creation of a food fight game for two players using Hopscotch that allows 2 players to throw food at each other
Self directed and self paced learning is shown and reflected in your own goal setting

Targeted Learners
Year 4 Students who are above the 12 months Numeracy AusVELs level
Year 5 Students who are above the 6 months Numeracy AusVELs level
Students who enjoy coding and capable with basic Year 4 Maths vocabulary
Students who are becoming or are already independent learners (this would also work with learning support staff facilitating it)

Task Duration

400 mins approx., 3 - 4 weeks

Required Resources
Hopscotch App (free), iPad, Access to a blog like Kidblog or Google Sites

Lesson Outline

Task Name
To be completed

Estimated
Length
20 30 mins

Setting up and Explore the task with the students and help them set up first blog post.
contextualising Points to discuss may include;

What is coding?
Success
What is gaming?
Criteria
Why are we using coding and gaming in numeracy?
Who can I ask for help?
What can I try if I am stuck?
The success criteria
The expectations of how they are working on this task
Set up conventions n for saving and publishing (eg
yourinitials_tasktitle_schoolintials)

A student may like to document the discussion points and place them on a
class blog to refer back to.

Another idea is to break the success criteria down into meaningful terms
with the students and include this on their blogs.
Explore
Set a timer for 15 minutes and let the students loose in the App. Let them
30 mins
push every button, get lost, get things wrong, and explore.

At the end of 15 minutes get the students to share one thing they learnt with
each other (1 minute max) before they make their 80 word summaries on
their blogs.

Some learning may need prompting so a list like the one below may be used;

Key Skills

Collaboration
Developing problem
solving skills
Scaffolding learning
behaviours
Publishing

Exploration
Inquiry
Peer coaching
Reflection

Level Up

Find out:

How to log in
How to start a new project
What a Level is
What you can do under the Create tab
How to publish a project
How to watch a video and create at the same time
Students go to Levels New Levels and complete the following tasks to
familiarise themselves - Level 1, 2, 3 & 5

The App will show students how to save once done

Students should then post a screen shot once they have done all 4 into their
blog, under the same post Learning Hopscotch. They may like to respond to
the prompt What are 3 skills you now have that you did not have before?

60 mins can
easily be split
into a few
sessions

Get Coding

Students commence their first project Easy Breakdance. Again there is a

30 mins
video that plays in the bottom right hand corner as the student works which
they can pause, view again etc. as they work on the space behind the video.

Celebrate

Students publish Breakdance Challenge to blog and respond to the following

questions:
What can you connect to what you already know?
What was a challenge?
How will you extend on this knowledge?

Note this would work well as a piece to camera, it does not have to be
written

20 mins

Numeracy Skills
Level 1 - number
Level 2 time & number
Level 3 - angles
Level 5 - angles

Self reflection and
monitoring of
learning
Basic coding

Scaffolding
video/create style of
learning
Basic coding
Self paced learning
Reflection
Metacognition
Publishing
Goal setting

Freestyle it!

Check yoself

Start a food
fight

Depending on time, I have made this task optional.

Students create a blank project that contains the following:

2 characters
4 abilities
1 movement >400
1 movement <200
1 turn >90 degrees
1 turn <180 degrees

And publish it. This would be a good one to email to the teacher so you can
check their understanding.
On your blog students make a post called "Hopscotch goals" and include at
least 2 SMART goals. They can also respond to the questions;

What have you learnt about numeracy?
What have you learnt about coding?
What have you learnt about yourself when working on this type of task?
It's time to create a food fight. Students scroll down and find the tutorial.
Watch the video as they work - or they can watch it through first and then
refer to it - it's their choice. Once done they should publish the coded
masterpiece.

This is where students may need a reminder to support each other and to
check each others progress. A discussion about checking your work as you
go, re-watching the video and other positive learning behaviours would be
timely!

30 mins

30 mins

3 4, 30
minute
sessions

Consolidating
understanding of
maths vocabulary
Consolidating
understanding of
coding basics
Working to strict
time frames

Reflection
Publishing
Goal setting (SMART
goals)

Numeracy Skills
%, estimation,
measurement, degrees,
scale, x & y axis, angles,
time, number

Advanced coding
Self directed and
paced learning
Problem solving
Peer support

Play

Students now get to play their game. This is a nice way to include the rest of
the class, other learners, teachers and their peers in celebrating their
success. If there are mistakes thats OK, they can reflect on them in their
blog.

In a new blog post called "Who would win a food fight..." students answer
the inquiry question, embed the published game and complete some of the
reflection questions below;

What are you really proud of?
What would you change for next time?
Get a peer to give you some feedback on the game using the PMI structure.
List 2 behaviours you showed that meant you could do the task well
List 2 behaviours you want to target next time to help you work more
effectively
What have you learnt about numeracy?
What have you learnt about coding?
What did you like about this type of learning?
What did you not like about this type of learning?
How well did you satisfy the success criteria? How do you know?
Look back at your SMART goals. Discuss how you worked towards them.

Any of the earlier questions can be revisited as well or if you have a
reflection structure used at your school you can apply that.

The responses to these could be a piece to camera, written or even a
keynote the students could decide the method as long as the content is
covered in detail.

40 mins play,
30 mins
blogging

Celebration of
inquiry answer
Self reflection linked
to learning
behaviour and goals
Publishing
Collaboration
Peer feedback

Links to AusVELs

Discipline Based
Learning

Domain
Mathematics

Level
4

Thinking
processes

Design,
Creativity &
Technology

Personal
Learning

Physical,
Personal
and Social
Learning

Interdisciplinary Based Learning

Information
6
Communications
Technology

Specifics
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)
Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089)
Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the
original (ACMMG115)
ICT for visualising thinking
At Level 6, students apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. Students use
ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and
inferences drawn from them.
Students review their stored thinking strategies in order to identify similarities and differences in their thinking patterns. They document in their
bank of digital evidence how these visualising thinking strategies help them to understand concepts and relationships.
ICT for creating
At Level 6, students safely and independently use a range of skills, procedures, equipment and functions to process different data types and
produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent how solutions will
be produced and the layout of information products. Students select relevant techniques for minimising the time taken to process data, and apply
conventions and techniques that improve the appearance of the finished product. Students modify products on an ongoing basis in order to
improve meaning and judge their products against agreed criteria.
Students create and maintain an up-to-date, logically structured bank of digital evidence of their learning. They password protect and back up
important files and use file naming conventions that allow easy retrieval.
ICT for communicating
At Level 6, students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and
unknown experts. When emailing, they successfully attach files and they apply protocols for sending and receiving electronic information. They
successfully upload their work to a protected public online space. Using recommended search engines, students refine their search strategies to
locate information quickly. They evaluate the integrity of the located information based on its accuracy and the reliability of the web host.
Creativity
At Level 4, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and
integrate available information to explore ideas.
Analysing and evaluating
At Level 4, students test, evaluate and revise their designs, products or simple systems in light of feedback they have gained from others. They
identify what has led to improvements and describe what they consider to be the strengths and drawbacks of their design, product or simple
system. They consider how well a product or simple system functions and/or how well it meets the intended purpose.
Managing personal learning
At Level 4, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate
time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They
manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.