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Site: High School Moodle
Course: Mobile Transformation Lab
Book: Coding
Printed by: Guest user
Date: Saturday, August 17, 2019, 5:40 PM

Table of contents


Coding Old Settlers


Library Lesson Day 1:


Where else have you learned about patterns? 

Did you know that art has patterns, rhythm, and repetition?


Read the book the Noisy Paint Box


Kandinsky and Pharrell Williams have something else in common.

Synesthesia is a neurological condition in which two or more senses are attached. People with synesthesia have a relationship between the senses. The excitement of one sense stimulates the experiencing of another. It is estimated that one in every 10,000 people has synesthesia but recently this estimation has been doubted because is a very low ratio considering the number of reported cases.



Estimates for the number of people with synesthesia range from 1 in 200 to 1 in 100,000.

Over 60 types of synesthesia have been reported.




Visual Artists:

Having synesthesia is a trait, like having blue eyes. There is nothing wrong with the synesthetic mind; in fact, it is likely to possess a better capacity for memory and recall. So in fact, synesthesia is more of a gift or beneficial adaptation than it is a medical condition or a form of disease. -  bEleanor Harvie on in Mishaps

Coding Lesson


Working with Sounds and events


Select Create  

Select Sounds
Close the tutorial window
Select the sound icon at the bottom of the page on the left.

 - pick 3 animal sounds - Click this icon each time you want to add a new sound to your sound library.

Making a Sound Pattern

Select the tab that says code 

We will only use the sound tab and the code tab today.

The options under code will be sound and events. 

I have 3 sounds. My sequence is A / B / C. When I repeat this sequence it becomes a pattern.

What other patterns could I create?

How many times did I repeat my pattern?

Your turn! Add sounds, and use controls to create patterns.  The patterns can be music, or just sounds.


We will not save our files thus we are COPPA and FERPA compliant.  No dissinmation of student information to 3rd parties will be made.

Art Lesson - Old Settlers

Wassily Kandinsky

Wassily Kandinsky 

Russian artist

Painted some of the earliest known works of pure abstract art.

Kandinsky's early paintings were landscapes that were heavily influenced by Impressionist artists as well as Pointillism and Fauvism. He painted with the Blue Rider which was a name of a group of artists.  (Kandinsky, Paul Klee, Franz Marc, Gabriele Munter - to name a few)

 He rose to prominence in the 1910s to become one of the leading figures in modern art. 


copyright information


Lesson  plan idea from  -


Wrap-up/reflect- Students write their own poem, and include a reflection about how poems use rhythm, rhyme, and pattern to create images and make meaning, identifying where those elements are in their own poem, coding, or art work. 



Writing/Literary Texts.

(18) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: 

(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse)

Visual Art

Introduction (process skills)

(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.


(B) identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.


Process Skills

By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the revised August 2011 results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision.

The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and


What is an Arduino?

Over the years Arduino has been the brain of thousands of projects, from everyday objects to complex scientific instruments. A worldwide community of makers - students, hobbyists, artists, programmers, and professionals - has gathered around this open-source platform, their contributions have added up to an incredible amount of accessible knowledge that can be of great help to novices and experts alike.

Unboxing and setting up the Arduino 101


SIK Experiment Guide for Arduino - V3.2 - 

This guide contains all the information you will need to explore the 16 circuits of the SparkFun Inventor’s Kit for Arduino V3.2. At the center of this guide is one core philosophy - that anyone can (and should) play around with electronics. When you’re done with this guide, you’ll have the know-how to start creating your own projects and experiments. Now enough talking - let’s get inventing!

This guide is also available as a downloadable PDF, if you prefer. Click here for the download.

For Starter Kit for RedBoard - Programmed with Arduino users: For those who have Starter Kit for RedBoard - Programmed with Arduino, you are able to follow through experiments 1, 2, 3, 6, 7, 9, 10, and 11.


Arduino 101 - circuits

2016 iCreate Microcontroller Class

by Lynnette Reese, Technical Content Team Lead, Mouser Electronics

Arduino 101: Step-by-Step Instructions for Blinking LEDs and more

Purchase -

 Arduino 101, USB Standard-A to Standard-B cable, resistors, LEDs, jumper wires and a small "breadboard" to poke pins in. If you are completely new to electronics and don't have familiarity with what a "circuit" is, then be sure to watch this Region 10 video: 

  1.  Arduino 101
  2. Kobitone Indicator/Buzzer
  3. Parrallax Breadboard
  4. LEDs diodes
  5.  (2) 100 omega resistors (see instructions)
  6. Cree, Inc. Green LED 20mA
  7. Cree, Inc. Red LED 20mA
  8. MikroElectronic Jumper Cables (pack of 10)

Safety: We will not be working with enough electricity to hurt anyone. The levels are low and touching anything as you are building it will not even cause a sensation in your fingertips.

Arduino 101 Workshop

Note: If you already have Arduino on your computer for a previous workshop, please make sure you have theArduino 1.6.9 version so we are all on the same page. You will also need to download an add-on program for the Arduino 101 “Curie” if you have never worked with an Arduino 101 before.  

You will need an internet connection and a laptop running one of the following (your instructor will be using Windows 7 or 8.1):

  1. Windows XP, 7, 8.1, or 10
  2. Mac OS X 10.7 Lion or newer
  3. Linux 32-bits or 64-bits

If you are an advanced user, you may want to look at instructions here: Getting Started Guide:

Or you can follow these instructions:

1. Download and install this software onto your laptop. If you have trouble, make sure that pop ups are enabled:
 a. Download the Arduino IDE, located here:
IDE = “Integrated Development Environment” It includes everything you will need on your laptop to “talk to” (program) the Arduino 101 board. 

2. We are working with a processor (a.k.a., “core”) that is new to the Arduino IDE (software). It is called the Curie. You will need to install a software add-on program so that the Arduino IDE will recognize the Curie core when we connect the Arduino 101 with a USB cable to the laptop later on. To understand this in more detail see the Guide to installing a core, otherwise, continue on:

3. Next, To install the Curie add-on program:

a. Once you have installed the Arduino IDE, you need to open it. On a Windows machine, you can go to the Start menu and look under All Programs to find and launch the Arduino software/program/IDE.

b. Next, Click on Tools and Boards, then Boards Manager

c. A window will pop up (see below). Scroll down to the Curie Board. Click on the More Info link and buttons will appear; then click on the Install button. Tools (a program) will start to download from the internet. This will take a few minutes.​

d. Another window may pop up asking you if you would like to install this device software. Click Install. You may have to do this several times.

e. Click close. If you get a notification that the software did not install correctly, make sure you are not on a network that has a firewall that prevents you from making installations.

f. Check and make sure that install was successful: Go back to step 3B, and if you were successful at installing the core, you will see this for the Curie board

You are now ready to use your Arduino!


Best Coding Tools for Elementary



Coding is very simple:

Buttons are pushed on the back of the BeeBot and the bee will run the inputted code.

Support Materials for Teachers:

Getting Started:

  2. Create an ID

Coding Websites

Great for all levels (1st grade up)


Coding for Primary Students

(Note: these have not been tested. Please proceed with caution. Terms of use change frequently.)

Coding for Intermediate Students

Coding for Secondary


Dr. Kim Kinnaird and Alissa Cornelius are now piloting Codesters. Thank you to Codesters for providing their students with this opportunity!  If you wish to know more, feel free to contact them.

Everyone can try a class free.  Try it!

Bought it?

If you purchase the program - Every teacher class comes with an intro to coding. Just add additional classes - have them log in with their LISD Google account.  Share your key with them and they will connect to the right class.

What type of Code?

Python coding 

Radom Information


  1. Select the support tab down on bottom left -support if the teacher can't figure it out
  2. The child puts the code into the window
  3. Within an hour (ish) during the business day a coding professional at the company will review the code and sends where the child is making a mistake

Fisher-Price Coding Caterpillar

Price $50.00

he Code-a-Pillar has eight segments, each of which have a different command icon that controls how the toy moves or acts (forward, left, turn, generate a noise, etc). Children choose how to connect the eight parts, and once they push start, the caterpillar moves according to its “programming.”

Read more: 
Follow us: @digitaltrends on Twitter | digitaltrendsftw on Facebook

Thank you Merriam Wyne, LISD ITF for sharing this!


Ready for intro to coding? The Ozobot may be what you are looking for to excite students about learning to code.

Ozobots are small, smart toy robots that empower gamers and learners to code, play, create and connect the physical and digital worlds. Colors are drawn in specific patterns that the ozobot interprets as code.  they follow the lines and patterns drawn on an iPad or a sheet of paper.

Review from PC magazine

LISD student made film on Ozobot (Ian from Hicks Elementary)

Instructional Ideas:

Raspberry Pi

This is a great thing for real geeks or people who persevere without skills! (I fall into the later category. It was tough.)

What is it?

The Raspberry Pi is a low cost, credit-card sized computer that plugs into a computer monitor or TV, and uses a standard keyboard and mouse.

Integrated wireless comes to Raspberry Pi2/20/2016 Update

Raspberry Pi Tutorials

What to Buy

What to Buy:

This is good for 1 project. You need several for groups of kids.

Rule of Thumb - This will do 1 thing well and only 1 thing. Choose wisely! ; )

Raspberry Pi Lesson Ideas

Lesson Ideas:

Seven Ready-Made Raspberry Pi Projects You Can Install in a Few Clicks

Set up

Before you plug anything into your Raspberry Pi, make sure that you have all the equipment listed above to hand. This sounds simple to "techs" it took me 2 days. Then follow these instructions:

  1. Begin by slotting your SD card into the SD card slot on the Raspberry Pi, which will only fit one way.
  2. Next, plug in your USB keyboard and Mouse into the USB slots on the Raspberry Pi.
  3. Make sure that your monitor or TV is turned on, and that you have selected the right input (e.g. HDMI 1, DVI, etc)
  4. Then connect your HDMI cable from your Raspberry Pi to your monitor or TV.
  5. If you intend to connect your Raspberry Pi to the internet, plug in an ethernet cable into the ethernet port next to the USB ports, otherwise skip this step.
  6. When you are happy that you have plugged in all the cables and SD card required, finally plug in the micro usb power supply. This action will turn on and boot your Raspberry Pi.
  7. If this is the first time your Raspberry Pi and NOOBS SD card have been used, then you will have to select an operating system and configure it. Follow the NOOBS guide to do this.

These directions are from the web.... You may find some you prefer. If so, share ad I'll change them.

  1. Once your Raspberry Pi has completed the boot process, a login prompt will appear. The default login for Raspbian is username pi with the password raspberry. Note you will not see any writing appear when you type the password. This is a security feature in Linux.
  2. After you have successfully logged in, you will see the command line promptpi@raspberrypi~$
  3. To load the graphical user interface, type startx and press Enter on your keyboard.

Hebron Valley Grade 2_Poetry in Every Subject!

Day 1 and Day 2_Librarian - Introduction Literary connection

Librarian role-

Lesson Part One: Intro to the unit- Build background through Poetry Lessons. Possible activities (use the Comprehension Toolkit and for guidance as well):

Choose some fun poetry books and do some read aloud. As you read each one, have students respond to the poetry by asking these questions:

  1. What do you notice about the poem’s sound? (Look for answers about rhymes, etc.)

  2. Did you notice any patterns? If so, what?

  3. What images did the poet/author make in the poem? How did they do that? What parts of the poem give you that image?

When all is done, create an anchor chart about what Ss learn. One possibility might be a treemap, with poetry at the top, and the elements, with examples, listed below, and the frame of reference is the poetry books read. Another might be a circle map with poetry in the middle, and what kids learned in the outer circle, with book titles in the frame of reference. However you want to make the anchor chart is fine, as long as it covers and incorporates the vocab of rhythm, repetition, rhyme, and their impact on imagery. This anchor chart will then go into the classroom.

Lesson Part Two: Note- If the Art teacher is not involved in the unit of study, the librarian would do this part as well

Review the elements of poetry students have learned. Next, play a few seconds of a song that is familiar to them (in this case, we used Pharrell Williams' "Happy"). Explain to students that songs are merely poems with music. Then show students the lyrics, reading the first few lines as a poem, discussing the rhythm, repetition, pattern, imagery, and meaning. Discuss how just as music is related to poetry, so is Art. The elements of poetry are all around us, even if we don't realize it.

Lyrics can be found here:

Begin by pulling up on the board and allow students to just look at the art pieces. Ask them what they notice.

Next, read the book The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract Art by Barb Rosenstock. Stop along the way to ask students to reflect and respond on what they're reading.

Finally, after reading the text (you may only read part of it and suggest students check it out to accommodate for time), pull up some of Kandinsky's work to evaluate more closely. Where is there rhythm? Where is there repetition and pattern? As colors repeat themselves in the piece, imagine the song that must have played in his head?

Tying it all together- all of the elements of poetry, music, and art bring unity to the piece. We glean meaning from these pieces through the elements coming together. Stanzas in poems, choruses in songs, and repeated patterns, colors, line and shape all tell a complete story.

Challenge students to listen to songs and think of the poetry involved, look at the natural world around them and identify the patterns, repetition, and rhythm they see, and finally to think of art as a visual poem- that may carry sound for some very special people, like Kandinsky and Pharrell Williams.


Identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.[1B]

Vah-SEEL-ee Kahn-DIN-skee

Teacher References:

Read: (librarian literary connection)

Check out:


Day 4 and 5 - All hands on Deck!_Scratch

45-60 mins. both days)- All hands on deck: Students will be given copies of the song lyrics to Pharrell Williams’ Happy. They will discuss the rhythm, patterns, rhyme, and imagery of the lyrics, recognizing that when set to music, the poem now has sound.

Jody will also talk about artists who can see sounds. Pharrell Williams is such an artist. See full art lesson for integration during this process.

Then, students will create their own poetry “songs” with Scratch and the MakeyMakeys, including patterns, rhythm and sounds to create an image. We will use Library Services iPads to record students’ work, placing each file in a Google folder for teachers and students to access for possible assessment and e-portfolio use.

Wrap-up/reflect- Students write their own poem, and include a reflection about how poems use rhythm, rhyme, and pattern to create images and make meaning, identifying where those elements are in their own poem, and how they’ve created imagery.


Art Lesson

Poetry - Art Lesson


Identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.[1B]

Vah-SEEL-ee Kahn-DIN-skee

Teacher References:

Read: (librarian literary connection)

Check out: The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract Art by Barb Rosenstock


Link to: Video - the movie I have it, too.

Play During Making: Music: Franz Liszt - Had synesthesia  - (scroll down, music is in public domain at this location and can be downloaded)

Want to see a Kandinsky in person?  This one is at the DMA

Classroom Teacher / Art Teacher / this time Jody will do this part.

Lesson Introduction:


Display or show paintings by Kandinsky.


  1. What do you notice when you look at this painting?

  2. Do you see objects like a house or a cow?

  3. When you see a painting that doesn’t “represent” or look like things you can touch, it is called abstract art. This is abstract art.

READ: Teacher will read: The Noisy Paint Box

  1. What did Kandinsky’s family say about his artwork?

  2. What 5 senses do we all have?  What 2 senses did Kandinsky use when he painted?  Do you think this is unusual? Sometimes people think when someone is different that is a problem, but we know that it a gift sometimes.

Art Analysis of his paintings:

As you look at Kandinsky’s works the children will have their own vocabulary that aligns with the standard. Allow them to use their words keeping in mind to build off of the ones that mean basically the same as the elements of art.


  1. Line

  2. Shape

  3. Color

  4. Texture

  5. Form

  6. Space


The teacher will remind the kids that they are studying poetry in their ELA class. Ask about their experience and have them tie what they learned to the paintings by Kandinsky.



So, patterns repeat and lines, shapes, and colors can repeat, too.


Draw Connections with previous lessons:


Who can tell me what Pharrell Williams has that causes him to see colors when he hears a musical note? synesthesia

Kandinsky is a visual artist who also heard musical notes when he saw a particular color. Kandinsky most likely had synesthesia, a condition in which two or more of a person’s senses are intertwined. Kandinsky said he heard colors. For him, yellow represented low notes and deep blue represented high notes. He composed his painting like a musical song. Each color had its own special sound.

“Color is the keyboard, the eyes are the harmonies, the soul is the piano with many strings. The artist is the hand that plays, touching one key or another, to cause vibrations in the soul.”


He is credited as being the first artist to create a purely abstract work by some historians.


Project -



Play Music: Franz Liszt - Guess what, he had synesthesia, too!  Who can tell me what that means again?-


Think about how Kandinsky and how he used line, shape, and color in his paintings. Think about how you feel today.  How would your colors represent your mood and how you feel? How does this music he liked look when it is on paper? What color did you make the high notes? What color are the low notes?


  1. Draw shapes on a scrap piece of paper. (repetition)

    1. The shapes are abstract

    2. 1 shape you will draw 5 times.

    3. 1 shape you will draw 5 times

    4. And 1 shape you will only get to use one time.

    5. The colors reflect the feel of the music.


  1. On your drawing paper, you will need to show how you will use line, color, shapes, and texture similar to Kandinsky.  You will repeat the shapes, what else can you repeat?

  2. Draw it with pencil first.

  3. Count your shapes.

  4. What colors feel like the music?  Create an abstract composition that reflects the music, shows the rhythm of the music and has repetition.


Rubric -

The rubric is a guide more for the teacher to ensure they are guiding, and reinforcing the students as they create. If they draw a tree or horse,  talk to them about their choice... You might find that they researched Kandinsky and liked his blue rider period better. This is a great opportunity to guide them to understand that in art there are representational and nonrepresentational works.

Kandinsky later works were abstract nonrepresentational.



Used 2 colors.

Used more than 2 colors.


Did not meet have the correct number of shapes even with guidance.

1 shape you will draw 5 times.

1 shape you will draw 5 times

And 1 shape you will only get to use one-time




Can talk about their work.

The child enjoyed the project, but they could not talk about their painting.

Teacher engaged with all kids. The child could articulate facts about their competition.

Display works in the hall for all kids.

YouTube _Teachers

Grade 2_Teachers_ Why does Privacy Matter?

Why does privacy matter?


Family Educational Rights and Privacy Act (FERPA) - Federal Law Law updated February 24, 2017

This is a federal law that has to do with a  student’s directory information and their school records.

FERPA defines "directory information" as information contained in a student's education record that generally would not be considered harmful or an invasion of privacy if disclosed. Directory information could include:

A school may disclose directory information to anyone, without consent, if it has given parents: general notice of the information it has designated as "directory information;" the right to opt out of these disclosures; and the period of time they have to notify the school of their desire to opt out.



This is a law that affects websites and the collection of personal information from children. How does this affect a classroom teacher? If you choose an educational App / Website that requires users to create a username and password, then you must check their Terms of Use and Privacy Policy. Because you requested your students use the site to support the curriculum, then you must have the parents sign a permission form for their child to use it clearly stating it collects student information and have the parent’s create the student’s ID and password.



The Children's Internet Protection Act (CIPA) requires that K–12 schools and libraries in the United States uses have filters to protect children from online content unauthorized disclosure, use, and dissemination of personal identification information regarding minors. 47 U.S.C. §254 (I)(1)(A)(iv

Grade 2 _ Teacher Information Copyright

Poetry Grade 2 - 

Copyright permission for Teachers

Fair Use in Education

34 Performing, playing or showing work in course of activities of educational establishment.

(1)The performance of a literary, dramatic or musical work before an audience consisting of teachers and pupils at an educational establishment and other persons directly connected with the activities of the establishment—

(a)by a teacher or pupil in the course of the activities of the establishment, or

(b)at the establishment by any person for the purposes of instruction,

is not a public performance for the purposes of infringement of copyright.

(2)The playing or showing of a sound recording, film [F2or broadcast] before such an audience at an educational establishment for the purposes of instruction is not a playing or showing of the work in public for the purposes of infringement of copyright.

Music and Lyrics

To Teacher - How may I be copyright compliant?

    1. Legally purchase the song Happy by Pharrell Williams - suggestion:

Do not stream the music from a subscription like Netflix or Pandora. Read their terms of service, often it explicitly states it is for personal use only and is not to be shared.  

    1. Display (do not print the lyrics)

      1. Lyrics accessed at (Terms of Service allow this use at this site.)

    2. Cite the work


The Terms of Service and the Privacy Policy for this site have conflicting information. It is for a child of any age, yet parents must make the ID for children under 13. It is important to read both of these documents prior to suggesting a website for students.

Do not log in for your students or share a single account to circumvent the Privacy Policy.

Scratch Privacy Policy: Parents and guardians who register their under-13-year-olds for Scratch may also receive additional updates from the Scratch Foundation, a non-profit that supports Scratch educational initiatives.

User Agreement -

1.3 Scratch is open to children and adults of all ages, and we ask that you keep this in mind when using the Scratch services. When you use Scratch, you agree to abide by the Scratch Community Guidelines.

Law: If you are in a non-profit, face-to-face classroom with only enrolled students having access a particular material, it is aligned and critical to the understanding of the curriculum you are currently teaching, and you have legally purchased the (music / video etc..) then you may use the item under Educational Fair Use. You may not violate the TOS or privacy policy of a site.

Sphero Coding

Sphero Coding

TEKS Alignment for Coding

TEKS These are not from LISD / Use them as a reference only.

Chapter 111
111.2 Kindergarten
(a) Introduction
(a)(1) Prepare all Texas Students for challenges in 21st century by embedding statistics, probability, and finance, while focusing on COMPUTATIONAL THINKING, mathematical fluency, and solid understanding. All puzzles and unplugged lessons in Code Studio,
(a)(2) The process standards describe ways in which students are expected to engage in the content. The process standards weave the other K&S today so students can be successful problem solvers and use math efficiently and effectively in daily life. Apply math to problems arising in everyday life, society, and the workplace. Use a problem-solving model that incorporates ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, determine a solution, justifying the solutions, and evaluating the problem-solving process and reasonableness of the solution. Select tools such as real objects, manipulative, ALGORITHMS, paper and pencil, and technology and techniques such as mental math, estimation, number sense, GENERALIZATION AND ABSTRACTION to solve problems. Communicate math ideas, reasoning, and their implications using representations such as symbols, diagrams, graphs, COMPUTER PROGRAMS, and language. Use math relationships to connect and communicate math ideas. Display, explain, or justify math ideas and arguments using precise math language in written or oral communication. All puzzles and unplugged lessons in Code Studio.
(a)(3) Develop a robust sense of number. Carry out procedures flexibly, accurately, efficiently, and appropriately. Develop procedural fluency in problem solving through time, effort and PERSEVERANCE.  All puzzles and unplugged lessons in Code Studio
(a)(4) Focal areas: understanding counting and cardinality, understand addition as joining and subtraction as separating, compare objects by measurable attributes Course 1 (6) Real-life Algorithms - Plant a Seed
(a)(4)(A) Counting and cardinality, Number names and the counting sequence. Apply principles of counting to make the connection between numbers and quantities  Course 1 (8) Artist
(a)(4)(B) Use meaning of numbers to create strategies for solving problems and respond to practical situations involving addition and subtraction.
(a)(4)(C) Identify characteristics of OBJECTS that can be measured and directly compare objects accounting to these measurable ATTRIBUTES.
(b) Knowledge and Skills
(b)(1) Math Process standards
(b)(1)(A) Apply math to problems arising in everyday life, society and the workplace. Course 1 (2) Move It, Move It; (4) Maze-Sequence; (6) Real-life Algorithms-Plant a Seed; (9) Building a Foundation; (16) Play Lab - Create a Story
(b)(1)(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Course 1 (4) Maze-Sequence; (5) Maze-Debugging; (6) Real-life Algorithms-Plant a Seed; (7) Bee1-sequence; (8) Artist-Sequence;  (9) Building a Foundation; (10) Artist-Shapes; (11) Spelling Bee; (12) Getting Loopy; (13) Maze-Loops; (14) Bee-Loops; (15) The Big Event; (16) Play Lab - Create a Story; (17) Going Places Safely
(b)(1)(C) Select tools and techniques … to solve problems. Tools includes real objects, manipulatives, paper and pencil, and technology. Techniques include mental math, estimation, and number sense. All Courses as Code Studio includes real objects, manipulatives, paper and pencil and technology and includes mental math, estimation and number sense to solve problems.
(b)(1)(D) Communicate math ideas, reasoning using multiple representations including symbols, diagrams, graphs, and language (Note intro says computers programs.) Course 1 (1) Happy Maps; (4) Maze-Sequence; (6) Real-life Algorithms; (7) Bee1-Sequence; (8) Artist-Sequence; (10) Artist-Shapes; (13) Maze-Loops; (14) Bee-Loops; (16) Play Lab - Create a Story
(b)(1)(E) Create and use presentations to organize, record and communicate math ideas Course 1 (4) Maze; (6) Real-life Algorithms; (7) Bee; (8) Artist; (16) Play Lab
(b)(1)(F) Analyze math relationships to connect and communicate math ideas (16) Play Lab
(b)(1)(G) Display, explain, justify math ideas and arguments using precise math language in written or oral communication. Course 1 (1) Happy Maps; (2) Move It; Move It; (6) Real-life Algorithms; (16) Play Lab; (18) Artist
Course 1 (12) Getting Loopy
(b)(2) Number and operations. Apply math process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers; and relationship within numeration system.
(b)(2)(A) Count forward and backward to at least 20 Course 1 (7) Bee: Sequence; (12) Getting Loopy (18) Artist
(b)(2)(B) Read, write, and represent whole numbers from 0 to at least 20. Course 1 (9) Build a Foundation; (12) Getting Loopy 
(b)(2)(C) Count a set of objects up to at least 20 and demonstrate the last number tells the number of objects in the set. Course 2 (14) Binary Bracelets
(b)(2)(D) Recognize instantly the quantity of a small group of objects. Course 1 (4) Maze; (7) Bee; (8) Artist; (11) Spelling Bee; (18) Artist
(b)(2)(E) Generate a set using concrete and pictorial models that represent a more than, less than, equal to a given number up to 20. Course 1 (12) Getting Loopy; (18) Artist; Course 2 (14) Binary Bracelets
(b)(2)(F) Generate a number that is one more than or one less than another number up to at least 20 Course 1 (12) Getting Loopy; (18) Artist
(b)(2)(G) Compare sets of objects up to at least 20 in each set using comparative language Course 1 (12) Getting Loopy; (18) Artist; Course 2 (14) Binary Bracelets
(b)(2)(H) Use comparative language to describe two numbers up to 20 presented at written numerals
(b)(2)(I) Compose and decompose numbers up to 10 with objects and pictures Course 1 (7) Bee: Sequence; (16) Play Lab; (18) Artist
(b)(3) Number and operations. Applied math process standards to develop an understanding of addition and subtraction situations to solve problems.
(b)(3)(A) Model the action of joining to represent addition and the action of separating to represent subtraction Course 1 (2) Move It, Move It; (7) Bee-Sequence; (8)Artist:Sequence; (12) Getting Loopy
(b)(3)(B) Solve word problems using objects and drawings to find sums up to 10 and differences within 10. Course 1 (8) Artist; (11) Spelling Bee; (16) Play Lab - Create a Story; (18) Artist
(b)(3)(C) Explain strategies used to solve problems involving adding and subtracting within 10 using words, concrete and pictorial models, and number sentences Course 1 (6) Real-life Algorithms; (16) Play Lab - Create a Story
(b)(4) Number and operations. Applies math process standards to identify coins Course 1 (2) Move It, Move It - Teacher would have to create Coin pictures
(b)(5) Algebraic reasoning. Applies math process standards to identify pattern in the number word list. Recite numbers up to 100 by ones and tens beginning with any given number. Course 2 (14) Binary Bracelets; Course 3 (19) Crowdsourcing (Adjusted to counting items in jar.); Course 4 (11) Play Lab: For Loops. 
(b)(6) Geometry and measurement. Applies math process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
(b)(6)(A) Identify two-dimensional shapes, including circles, triangles, rectangles, and squares Course 1 (10) Artist: Shapes
(b)(6)(B) Identify three-dimensional shapes, including cylinders, cones, spheres, and cubes in the real world Course 1 (2) Move It, Move It - Teacher would have to build maze to find shapes
(b)(6)(C) Identify two-dimensional components of three-dimensional objects Course 1 (9) Building a Foundation
(b)(6)(D) identify attributes of two-dimensional shapes using informal and formal geometric language. Course 1 (10) Artist: Shapes; (18) Artist
(b)(6)(E) Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size Course 1 (4) Maze: Sequence; (7) Bee1: Sequence; Builds Spatial Reasoning
(b)(6)(F) Create two-dimensional shapes using a variety of materials and drawings Course 1 (9) Building a Foundation; (8) Artist: Shapes; (18) Artist
(b)(7) Geometry and measurement. Applies math process standards to directly compare measurable attributes. Course 1 (8) Artist: Sequence; (18) Artist
(b)(7)(A) Give an example of a measurable attribute of a given object, including length, capacity and weights
(b)(7)(B) Compare two objects with common measurable attributes to see which object has more or less of the attribute and describe the difference. Course 1 (10) Artist: Sequence; (18) Artist
(b)(8) Data analysis. Applies math process standards to collect and organize data to make it useful for interpreting information. Course 1 (6) Real Life Algorithms; (9) Building a Foundation;
(b)(8)(A) Collect, sort, and organize data into two or three categories Course 1 (6) Real Life Algorithms; (16) Play Lab
(b)(8)(B) Use data to create real-objects and picture graphs. Course 1 (16) Play Lab; (18) Artist
(b)(8)(C ) Draw conclusions from real-objects and picture graphs.  Course 1 (5) Maze: Debugging; (15) The Big Event; (16) Play Lab
(b)(9) Personal financial literacy. Applies math process standards to manage one's financial resources.
(b)(9)(A) Identify ways to earn income Course 1 (16) Play Lab [Make an App]; (17) Going places safely; (18) Artist [Draw something for a Card]
(b)(9)(B) Differentiate between money received as income and money received as gifts
(b)(9)(C) List simple skills required for jobs Course 1 (6) Real Life Algorithm
(b)(9)(D) Distinguish between wants and needs and identify income as a source to meet one's wants and needs. Course 1 (17) Going places safely

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