Scratch programming and Numeracy in Senior Primary Classes (NCTE/Lero) Summer Course 2012 Module 4 © Lero, NCTE 2012.

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Scratch programming and Numeracy in Senior Primary Classes (NCTE/Lero) Summer Course 2012 Module 4 © Lero, NCTE 2012

Module 4 will cover: The use of random operators to demonstrate outcomes of a random data process in Scratch The use of Scratch to draw and demonstrate more complex shapes and patterns The use of a timer in Scratch Discussion on how Scratch can support Numeracy in the classroom © Lero, NCTE 2012

Random operators in Scratch support the strand unit chance The child should be enabled to ◦identify and list all possible outcomes of simple random processes  discuss and list all possible outcomes of: rolling a die (1, 2, 3, 4, 5, 6)  tossing two coins (2 heads, 2 tails, head and tail)  drawing a cube from a bag containing blue, red and green cubes (blue cube, red cube, green cube) (NCCA, 1999) © Lero, NCTE 2012

Loops/ repeats allow you to: Speed up a programs Create more intricate drawings Write short programs that continue independent of user input © Lero, NCTE 2012

A timer: Can add a sense of excitement to games and other programs. Supports children’s understanding of the strand unit time. © Lero, NCTE 2012

Discussion Time Make a list of software you use in teaching and learning How do you feel Scratch is similar/different from software you have listed © Lero, NCTE 2012

Today we have... Used random operators to demonstrate outcomes of a random data process in Scratch Used Scratch to draw and demonstrate more complex shapes and patterns Used a timer in Scratch Discussed how Scratch can support Numeracy in the classroom © Lero, NCTE 2012