Activity Image | ID | Activity Title | Author(s) | Date Created | Subjects | Grades | Keywords | Standards | Problem Statement | Links |
---|---|---|---|---|---|---|---|---|---|---|

1 R P |
Apply Addition to Drive a Robot Forward | Harry Cheng | 2017-05-29 | Robotics, Coding, Math | 2,3,4,5,6,7,8 | addition, subtraction | 2.OA.2 | The pre-placed block will drive the robot forward 8 units to reach the cyan line. Add a block to drive the robot to reach the red line at 15 units. | ||

2 |
Find the Center of a Hexagon | Harry Cheng | 2017-05-29 | Math | 10,11 | geometry, hexagon, trigonometry, tangent function, tan() | F-TF.2.1.3 | The pre-placed blocks will drive the robot to trace a hexagon. Edit the blocks in Board so that the path traced by the robot will match the outline of the hexagon created by the new blocks in Board. | ||

3 R |
Create a Hexagon with a Robot | Harry Cheng | 2017-05-29 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | angle, geometry, hexagon | 2.G.1, 4.MD.5 | The pre-placed blocks will drive the robot forward 5 units to trace the first edge of the hexagon. Change the drive distance to 10 units and then add blocks to drive the robot around the outline of the hexagon. | ||

4 R |
Create a Hexagon with a Robot Using a Loop | Harry Cheng | 2017-05-29 | Robotics, Coding, Math, Art | 2,3,4,5,6,8 | angle, geometry, hexagon, loop | 2.G.1, 4.MD.5 | The pre-placed blocks will drive the robot forward 10 units to trace the first edge of the hexagon. Then, turn right the robot 60-degrees. Repeat these two actions to drive the robot around the outline of the hexagon. | ||

5 R P |
Apply Integer Addition to Move a Robot | Zane Miller | 2017-05-29 | Robotics, Math | 6,7,8 | addition, integers, positive, negative | 7.NS.1.b, 7.NS.1.d | Use two driveDistance() blocks to model the problem (5) + (-9) by moving the robot forward to reach the green line and then back to reach the red line. Use two traceColor() blocks to model positive integers in green and negative integers in red. | ||

6 |
Use Arrows to Draw Vectors | Chau Nguyen | 2017-05-29 | Coding, Math, Science | 10,11,12,F | Vector , Vector Notation, Vector operation | HSN.VM.A.1 , HSN.VM.A.2 , HSN.VM.B.4.A , HSN.VM.B.5.A | Use the arrow tools to add a vector W = <2,8> on the grid. Then add another vector represents the sum of U and 2*W | ||

7 |
Draw a Flower | Emy Louie, Chau Nguyen | 2017-05-29 | Coding, Art | 2,3,4,5 | art, drawing , geometry | Create a flower centered at the origin, with 8 petals. Make each petal a different color, with the length of each petal being 10 inches. Make each petal appear 1 second after the petal to the right of it.The center circle and the first petal are already done for you. | |||

8 |
Draw a Flower Using a Loop | Emy Louie, Chau Nguyen | 2017-05-29 | Coding, Math | 10,11,12 | art, drawing, math, geometry | Using a loop function, create a flower centered at the origin, with 8 petals. Each petal should have a height of 10 inches. Make each petal appears 1 second after the petal to the right of it. The center circle and the first petal are already done for you. | |||

9 R |
Circle | Fernando Angulo | 2017-05-29 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | Here we have a robot set to drive .052 in. and turn 1° per iteration. Use what you know about circles to finish the program. | ||

10 R |
Cross | Fernando Angulo | 2017-05-29 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | The pre-placed block will drive the robot to come close to creating a cross shape. Modify the inputs to create the cross shape. | ||

11 R |
Eight Branch Snowflake | Fernando Angulo | 2017-05-29 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | We are given a function that makes one branch of the snowflake. Complete the program to draw a complete snowflake. | ||

12 R |
Five Two-Sized-Circles | Fernando Angulo | 2017-05-29 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | We are given a function that makes circles of any specified radius. Use these blocks to trace the circles shown on the grid. | ||

13 R |
Cube | Chau Nguyen | 2017-05-29 | Robotics, Coding, Math, Art | 3,4,5,6 | art, drawing, math, geometry | 4.G.A.1 ; 4.MD.C.6 ; 4.NBT.B.4; 7.G.A.3 ; 7.G.B.5 | The pre-placed blocks drive the Linkbot into starting position and begin drawing the first edge of a cube. Add in more blocks to finish the cube. | ||

14 R |
Diamond | Chau Nguyen | 2017-05-29 | Robotics, Coding, Math, Art | 3,4,5,6 | art, drawing, math, geometry | 3.G.A.1 , 4.G.A.2 , 4.G.A.3 | The pre-placed blocks drive the robot to the starting position. Add in the necessary command block to create a rhombus/diamond Challenge: try drawing the shape so that it is symmetrical about the y-axis, x-axis, and origin. | ||

15 R |
Square | Chau Nguyen | 2017-05-29 | Robotics, Coding, Math | 3,4,5,6 | art, drawing, math, geometry, trignometry | 3.G.A.1 , 4.G.A.2 , 4.G.A.3 | The pre-placed blocks drive the linkbot forward 6inches and turn 90o left. Add in more command blocks to drive a robot in a square. Challenge: after you finish, try making the square symmetrical about the y-axis, x-axis, and origin. | ||

16 R |
threeCubes | Chau Nguyen | 2017-05-29 | Robotics, Coding, Math, Art | 3,4,5,6,7 | art, drawing, math, geometry | 4.G.A.1 , 4.MD.C.6 , 4.NBT.B.4 , 7.G.A.3 , 7.G.B.5 | The pre-placed block began drawing the cube. Add in the necessary blocks and modify the existing ones to finish drawing the cube and draw 2 more cubes with any distance offset of your choice. | ||

17 R |
Twelve Diamond | Chau Nguyen | 2017-05-29 | Robotics, Coding, Math, Art | 4,5,6,7,8,9,10 | art, drawing, math, geometry | 4.MD.C.5, 4.MD.C.6, 4.MD.C.7 , 6.G.A. 3 , 8.G.A.5 , HSG.SRT.C.8 | The pre-placed block draw the first 2 lines of the diamond. Complete the tracing of the diamond formation by adding in and modifying the necessary block inside the loop. | ||

18 R |
Twelve Hexagon | Chau Nguyen | 2017-05-29 | Robotics, Coding, Math, Art | 4,5,6,7,8,9,10 | art, drawing, math, geometry | 4.MD.C.5, 4.MD.C.6, 4.MD.C.7 ; 6.G.A.1 & 3 ; 8.G.A.5 | The pre-placed block draw the first hexagon. The block "random color" changes the color of each line segment the linkbot traces out. Complete the design by adding in the necessary blocks. After you figure out the solution, try modify the solution and see what other design can you create. | ||

19 R |
Honeycomb | Chau Nguyen | 2017-05-29 | Robotics, Coding, Math, Art | 5,6,7,8,9,10,11 | art, drawing, math, geometry | 4.MD.C.5 , 4.MD.C.6 , 5.G.A.2 , 7.NS.A.1, 8.G.A.5 | The pre-placed blocks draw out 1 row of hexagons. Complete the honeycomb by adding in the necessary blocks. Hint: (traceOn/Off will be helpful here) After you figure out the solution, try modify the solution and see what other designs can you create. | ||

20 |
The Sun with Symmetry | Chau Nguyen | 2017-05-29 | Coding, Math, Art | 3,4,5,6,7,8 | art, drawing, math, symmetry | 4.G.A.3, 8.G.A.3 | The pre-placed blocks create the right half of the sun from command blocks arc-sector() and triangle (). Find the line of symmetry. Then, add in the necessary command blocks to complete the left half. Finally, color the sun with the filcolor() block in the drawing tab. | ||

21 |
American Flag | Fernando Angulo | 2017-06-04 | Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, ratio, proportion | 2.G.1, 4.MD.5, 6.RP.1 | The pre-placed blocks will draw the shape of the American Flag. Use the grid along with the flag proportions that can be found on http://www.ushistory.org/betsy/flagetiq3.html to draw the American Flag. | ||

22 |
Simple Flag | Fernando Angulo | 2017-06-06 | Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern , square | 2.G.1, 4.MD.5 | The pre-placed blocks will not fill in all of the flag. You must change the blocks given to fill in the flag that is outlined. Turn the grid on and off when convenient to help see. | ||

23 |
French Flag | Fernando Angulo | 2017-06-06 | Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, square, loop, angle | 2.G.1, 4.MD.5, 6.RP.1 | The pre-placed blocks will draw two rectangles that aren't quite correctly sized. Edit the blocks to complete the French Flag. (Turn the grid on and off to be able to see distances when you need to) | ||

24 R |
Four Parallelograms | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, angle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | We have already learned how to create a parallelogram. For this activity we will need to modify the blocks in order to create four evenly rotated parallelograms. | ||

25 R |
Parallelogram | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, angle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | The pre-placed blocks will drive the robot to come close to creating a parallelogram shape. Modify the inputs to create the parallelogram shape. | ||

26 R |
Snowflake | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, angle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | We are given a function that makes one branch of the snowflake. Complete the program to draw the rest of the branches shown. | ||

27 R |
Star | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, angle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | The pre-placed blocks will come close to creating one line of the star, but it doesn’t match up exactly with the given line. Modify and add blocks in order to complete the star. | ||

28 R |
Star2 | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, angle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | The pre-placed blocks will come close to creating one line of the star, but it doesn’t match up exactly with the given line, and the robot turns too far, further than where the next line would start. Modify and add blocks in order to complete the star. | ||

29 R |
Ten Circles | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, circle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | The robot starts at the top of the far left circle. Create a circle and drive the robot forward to keep creating more circles. | ||

30 R |
Ten Parallelograms | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, angle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | We have already learned how to create a parallelogram. For this activity, we will need to modify the blocks in order to create ten evenly rotated parallelograms. | ||

31 R |
Twenty Circles | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, loop, angle, circle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | Modify the blocks so that the robot traces over the twenty circles. | ||

32 |
Draw a RGB Venn Diagram | Linda Wu | 2017-08-30 | Coding, Math, Art | 5,6,7,8,9 | drawing, circle, graphing, geometry, triangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed block draws the red circle. Add the green and blue circles. Make sure that the circles are arranged so their centers form the vertices of an equilateral triangle with side lengths of 12 units: you may want to draw the triangle first. | ||

33 R |
Two Two-Sized Circles | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, circle | 4.G.1, 5.G.3, 6.G.3, 7.G.2, 7.G.5 | We are given a function that makes circles of any specified radius. Use these blocks to trace the circles shown on the grid. | ||

34 R |
Square | Fernando Angulo | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, square, loop, angle | 2.G.1, 4.MD.5 | The pre-placed blocks will drive the robot 3 inches and turn 78°. Change the values of the blue boxes and add more blocks to trace the pattern shown in the grid. | ||

35 R |
Three Squares | Naomi Okiddy | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, square, loop, angle | 2.G.1, 4.MD.5 | The pre-placed blocks will drive the robot a distance of 5 inches and turn 45-degrees thrice, repeating the same sequence thrice. Change the values of the blue boxes to trace the pattern shown in the grid. | ||

36 R |
Ten squares | Naomi Okiddy | 2017-06-06 | Robotics, Coding, Math, Art | 2,3,4,5,6,7,8 | geometry, pattern, square, loop, angle | 2.G.1, 4.MD.5 | The pre-placed blocks will drive the robot a distance of 5 inches and turn 45-degrees thrice, repeating the same sequence thrice. Change the values of the blue boxes to trace the pattern shown in the grid. | ||

37 |
Draw a Cat | Hailey Falk | 2017-06-21 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed block will draw a circle at the origin for the face of the cat. Add drawing blocks to create ears, a nose, a mouth, whiskers, etc. | ||

38 R |
Drive a Robot Along a Street | Hailey Falk | 2017-06-23 | Robotics, Coding, Math | 1,2,3,4,5 | robot, addition, drive | 2.OA.2, 3.MD.3 | The robot starts at point (3,3) on the grid. The pre-placed block will turn the robot 90 degrees so that it is facing point B. Add a block to drive the robot to point B. | ||

39 |
Draw a Bear | Hailey Falk | 2017-06-24 | Coding, Math, Art | 4,5,6,7 | drawing, circle, ellipse, graphing | 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed block will draw a circle at the origin for the face of the bear. Add drawing blocks to add ears, a nose, a mouth, eyes, etc. | ||

40 R |
Drive and Turn a Robot Along a Street | Hailey Falk | 2017-06-27 | Robotics, Coding, Math | 4,5,6 | robot, addition, subtraction, drive, turn | 2.OA.2, 3.MD.3, 4.MD.6 | The robot starts at point (3,3) on the grid. The pre-placed blocks will drive the robot forward 6 inches and turn right 90 degrees. Add blocks to make the robot drive to point B at (9,9) stop for one second, then drive to point C at (15,18). | ||

41 R |
Snow Flake Fractal 1 | Chau Nguyen | 2017-06-29 | Robotics, Coding, Math, Art | 4,5,6,7 | fractal, art, design, drawing segments, math (finding unknown), geometry (angles and length) | 4.MD.C.5, 4.MD.C.6, 4.MD.C.7 | The pre-placed blocks drew the first two segments of the fractal. Add in the necessary blocks to complete the fractal design. Hint: you might want to use a loop to condense the number of blocks needed. Play around to see if you can come up with other alternate designs. | ||

42 R |
Snow Flake Fractal 2 | Chau Nguyen | 2017-06-29 | Robotics, Coding, Math, Art | 4,5,6,7 | fractal, art, design, drawing segments, math (finding unknown), geometry (angles and length) | 4.MD.C.5, 4.MD.C.6, 4.MD.C.7 | The pre-placed blocks drew the first two segments of the fractal. Add in the necessary blocks to complete the fractal design. Hint: you might want to use a loop to condense the number of blocks needed. Play around to see if you can come up with other alternate designs. | ||

43 R |
Snow Flake Fractal 3 | Chau Nguyen | 2017-06-29 | Robotics, Coding, Math, Art | 6,7,8,9,10 | fractal, art, design, drawing segments, math (finding unknown), geometry (angles and length) | 4.MD.C.5, 4.MD.C.6, 4.MD.C.7 | The pre-placed blocks drew the first few segments of the fractal. Add in the necessary blocks in nest loops formation to complete the fractal design. Play around to see if you can come up with other alternate designs. | ||

44 R |
Snow Flake Fractal 4 | Chau Nguyen | 2017-06-29 | Robotics, Coding, Math, Art | 7,8,9,10,11,12 | fractal, art, drawing, line segments, math, geometry, angles | 4.MD.C.5, 4.MD.C.6, 4.MD.C.7 | The pre-placed blocks drew the first few segments of the fractal. Add in the necessary blocks in nest loops formation to complete the fractal design. Remember, fractal is a never-end pattern, so try to see how much further can you complete this design. Play around to see if you can come up with other alternate designs. | ||

45 R |
Drive Around a Roundabout | Hailey Falk | 2017-06-29 | Robotics, Coding, Math | 6,7,8 | robot, turn, angle, geometry, trigonometry | 2.OA.2, 4.MD.6, 7.G.4 | The robot starts at point A (-36,0) on the grid. The preplaced block drives the robot to point B. Change the blocks so that the robot drives to point C at (36,0). | ||

46 |
Multiplication 3x5 | Hailey Falk | 2017-07-05 | Coding, Math | 2,3,4 | multiplication, division, addition | Use three of the same blocks or a single block with a multiplication operation to move the robot to the green line. | |||

47 R |
Four Car Chase CCW | Chau Nguyen | 2017-07-05 | Robotics, Coding, Math | 2,3,4,5,6 | Counter-clockwise, angles, non-blocking | The four cars/robots at each corner labeled A,B,C, and D are to chase each other around the 4squares block in a counter-clockwise manner. The pre-placed block already began Add in the necessary combination of blocks (NB and non-NB) to perform this action. | |||

48 R |
Four Car Chase CW | Chau Nguyen | 2017-07-05 | Robotics, Coding, Math | 2,3,4,5,6 | Clockwise, angles, non-waiting | The four robots at each corner labeled A,B,C, and D are to chase each other around the 4squares blocks in a clockwise manner. The pre-placed blocks already began moving 2 robots. Add in the necessary blocks to complete this activity. | |||

49 |
Multiplication 4x6 | Hailey Falk | 2017-07-05 | Coding, Math | 2,3,4 | multiplication, division, addition | Use four of the same blocks or a loop that repeats one block to move the robot to the red line. | |||

50 R |
Two Cars Roundabout | Chau Nguyen | 2017-07-10 | Robotics, Coding, Math | 7,8,9,10,11,12,F | angles, distance, arc, clock-direction, Riemann sum approximation, non-blocking function. | The pre-placed blocks drive the two linkbots to the entrances and attempt at the turn. Modify the existing blocks and add in new ones to navigate the two linkbots around the roundabout to reach their destinations (Robot1 goes from red to green entrance. Robot2 goes from orange to blue.) | |||

51 R |
Baseball First Base | Hailey Falk | 2017-07-19 | Robotics, Coding, Math | 5,6,7,8 | robot, drive, graphing, coordinates | 2.OA.2, 5.G.2 | Modify the drivexyTo block to drive the robot to first base. | ||

52 R A |
Rectangle with Given Perimeter and Area | Linda Wu | 2017-07-19 | Robotics, Coding | 3,4,5,6,7,8 | geometry, pattern, square, angle | 2.G.1, 4.MD.5 | Right now, dimensionOne and dimensionTwo are both set to 0. Change them to create a route for the robot that traces a rectangle with a perimeter of 20 units and an area of 24 units. | ||

53 |
Draw a Snowman | Linda Wu | 2017-07-19 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the middle body of the snowman. Add more blocks to draw other parts of the body, plus the arms, buttons, hat, and face. | ||

54 R A |
Rectangle with Biggest Area Given Perimeter | Linda Wu | 2017-07-19 | Robotics, Coding, Math, Art | 3,4,5,6,7,8 | geometry, pattern, square, angle | 2.G.1, 4.MD.5 | Change the numbers in the driveDistance blocks to create a rectangle for the robot to trace with a perimeter of 30 with the largest possible area. Currently, the area of the rectangle is 3 X 12 = 36. Can you increase the area while keeping the same perimeter? Use only whole numbers. | ||

55 |
Draw a Penguin | Linda Wu | 2017-07-19 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry, animal | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the body and head of the penguin. Add more blocks to draw the face of the penguin, and the white belly of the penguin. Add the feet of the penguin. Feel free to use your creativity. | ||

56 |
Animate a Ring | Linda Wu | 2017-07-19 | Coding, Math, Art | 6,7,8,9,10 | drawing, circle, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks animate the ring increasing and decreasing in size. Experiment with the code blocks and see what each part of the code does. Try slowing down the animation. | ||

57 R |
Highway Race | Hailey Falk | 2017-07-24 | Robotics, Coding, Math | 3,4,5 | robot, multiplication, division, drive | 2.OA.2, 3.OA.7 | The robots are in a race to the finish line. Modify the red setSpeed block so that the Lego Mindstorm robot reaches the blue line in 3 seconds and wins the race! | ||

58 R |
Trace the Penalty Box | Linda Wu | 2017-07-24 | Robotics, Coding, Math, Art | 3,4,5,6,7,8 | geometry, pattern, square, loop, angle | 2.G.1, 4.MD.5 | Edit the pre-placed block so the robot traces out the bottom side of the rectangle and add more blocks to trace out the entire penalty box in a counter-clockwise direction (which is in the direction of the arrows), along the blue line. (Each square on the grid measures 3''x3''.) | ||

59 R |
Baseball Home Run | Linda Wu | 2017-07-24 | Robotics, Coding, Math | 5,6,7,8 | robot, graphing, coordinates, drive | 2.OA.2, 5.G.2 | Add drivexy blocks so the robot passes each of the bases on its way to home plate. | ||

60 R |
Baseball First Base using Trigonometry | Hailey Falk | 2017-07-25 | Robotics, Coding, Math | 8,9,10,11,12 | robot, drive, geometry, angles, trigonometry | 4.MD.C.5, 8.G.7, 8.G.8, G-SRT.11 | Modify the argument of the turnRight and driveDistance blocks to include mathematical expressions that will drive the robot to first base. | ||

61 R A |
Mow the Lawn | Hailey Falk | 2017-07-25 | Robotics, Coding, Math | 3,4,5,6 | robot, multiplication, division, area, decimal | 3.OA.7, 3.MD.6, 3.MD.7.b, 4.MD.3, 5.NBT.7 | It costs 5 cents per square feet for a robot mower to mow a lawn. This lawn has a height of 36 feet and a width of 36 feet. How much (in cents and in dollars) would it cost to use the robot mower to mow it? | ||

62 R |
Highway Race | Hailey Falk | 2017-07-25 | Robotics, Coding, Math | 3,4,5 | robot, multiplication, division, drive | 2.OA.2, 3.OA.7 | The robots are in a race to the finish line. Modify the red setSpeed block so that the Lego Mindstorm robot reaches the blue line in 3 seconds and wins the race! | ||

63 |
Animate a Shooting Star | Linda Wu | 2017-07-26 | Coding, Math, Art | 6,7,8,9,10 | drawing, arc, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will animate the star moving horizontally across the screen. Add more blocks to show the trails behind the star. Edit the pre-placed blocks so the star falls in a parabolic path. | ||

64 |
Animate an Hourglass | Linda Wu | 2017-07-26 | Coding, Math, Art | 7,8,9,10 | drawing, triangle, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the outline of the hourglass with two triangles. They also will show the sand inside with a black triangle on the top half, and a black trapezoid on the bottom. Your task is to animate the hourglass so it begins with all the sand on the top and ends with all the sand sitting on the bottom. | ||

65 |
Animate Marbles | Linda Wu | 2017-07-26 | Coding, Math, Art | 6,7,8,9,10 | drawing, circle, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks animate the red marble rolling to the blue marble. After they collide, the red marble is still and the blue marble rolls forward at the same speed the red marble was moving. After it rolls over the ledge, the blue marble falls with a parabolic arc. Add more blocks to create this animation. | ||

66 |
Animate a Circle Moving Up and Down | Linda Wu | 2017-07-26 | Coding, Math, Art | 6,7,8,9,10 | drawing, circle, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The preplaced blocks animate the circle moving up 5 units. Add more blocks to animate the circle moving down 10 units, and moving up another 5 units back to where it started. | ||

67 |
Draw a Scarf on a Snowman | Linda Wu | 2017-08-30 | Coding, Math, Art | 5,6,7,8,9 | drawing, graphing, geometry, bezier | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw the snowman. Add a scarf using a Bezier curve. Make sure to use a no fill color block, and change the stroke width as necessary. Try different coordinates to see what works. You will want to think about layering when adding the scarf. The scarf should be drawn after the body and before the head. | ||

68 R A |
Two Robots Passing on a Highway | Linda Wu | 2017-07-26 | Robotics, Coding, Math, Art | 3,4,5,6,7 | speed, robot, drive | 6.EE.C.9 | The linkbot moves at 8 in/sec and the mindstorm moves at 4 in/sec. When do they pass each other? | ||

69 |
Mix Solutions | Linda Wu | 2017-07-26 | Coding, Math, Art | 6,7,8,9,10 | drawing, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw the animation of the pouring of solution from the red container into the blue container. The red container contains salt water that is 15% salt by mass. The larger blue container contains 3 cups of salt water that is 40% salt by mass. How much of the salt water from the red container must be added to create a mixture that is 25% salt by mass? Edit the first block and set "amountRedSolution" to the correct number. | ||

70 |
Draw a Cardinal | Linda Wu | 2017-07-31 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry, animal | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the head of the cardinal. Add more blocks to complete the image. Draw the crest of the cardinal, the beak, and the eye. | ||

71 |
Draw a Smiley Face | Linda Wu | 2017-07-31 | Coding, Math, Art | 4,5,6,7,8,9 | drawing, ellipse, arc, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the yellow circle of the smiley face. Add an arc for the smile, with angles specified using the image from the initial prompt. Add 2 circles for the eyes. | ||

72 R P |
Use a Robot for Addition and Subtraction | C-STEM Center | 2017-07-31 | Robotics, Coding, Math | 2,3,4,5,6,7,8 | addition, subtraction, trace | 2.OA.2 | Add driveDistance and traceColor blocks to calculate 8 + 9 - 3. The final position of the robot should give the answer. The first block should drive the robot to the light blue line, the second to the red line, and the final block should take it to the dark blue line. | ||

73 R |
Baseball with Two Robots | Linda Wu | 2017-07-31 | Robotics, Coding, Math, Art | 5,6,7,8 | robot, graphing, coordinates, drive | 2.OA.2, 5.G.2 | Add drivexy blocks so the linkbot moves from home plate to first base and the Mindstorm simultaneously moves from first to second base. | ||

74 R |
Baseball Double | Linda Wu | 2017-07-31 | Robotics, Coding, Math, Art | 5,6,7,8 | robot, graphing, coordinates | 2.OA.2, 5.G.2 | Add and edit drivexy blocks so the robot passes first base on its way to second base. | ||

75 |
Animate a Cannonball | Linda Wu | 2017-07-31 | Coding, Math, Art | 7,8,9,10 | drawing, circle, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The preplaced blocks draw the cannon. Add a cannonball that begins at (7.5, 7.5), reaching its maxing height at (16, 16) that falls to ground. | ||

76 |
Draw Legs on an Animal | Linda Wu | 2017-08-31 | Coding, Math, Art | 4,5,6,7,8 | drawing, rectangle, graphing, geometry, animal | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the body and one leg. Add the other three legs. Two legs should be drawn farther away, in a darker color. | ||

77 |
Draw a Red Mouth | Linda Wu | 2017-07-31 | Coding, Math, Art | 4,5,6,7,8,9 | drawing, ellipse, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the big yellow circle. Add 2 more circles for the eyes, and an ellipse for the mouth. | ||

78 R A |
Mow a Small Lawn | Linda Wu | 2017-07-31 | Robotics, Coding, Math | 3,4,5,6 | robot, multiplication, division, area, decimal | 3.OA.7, 3.MD.6, 3.MD.7.b, 4.MD.3, 5.NBT.7 | It costs 5 cents per square feet for a robot to mow a lawn. This lawn has a height of 5 feet and a width of 6 feet. What is the area of the lawn, and how much does it cost for the robot to mow the lawn? | ||

79 |
Draw a Koala | Linda Wu | 2017-08-30 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, graphing, geometry, animal | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the body of the koala. Add the head, the face, and the legs of the koala. Change the colors of the different shapes as necessary. Try different dimensions and sizes to see what looks best. | ||

80 |
Draw a Bluebird | Linda Wu | 2017-08-03 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the head of the bluebird. Add more blocks to complete the image. | ||

81 |
Draw a Carrot Nose | Linda Wu | 2017-08-04 | Coding, Math, Art | 5,6,7,8,9 | drawing, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks remove the stroke color and draw a face. Add the carrot nose by drawing an orange triangle on the face. | ||

82 R |
Drive Through an Obstacle Course | Linda Wu | 2017-08-04 | Robotics, Coding, Math | 3,4,5,6,7,8 | geometry, pattern, angle, triangle, drive | 2.G.1, 4.MD.5 | Add blocks to drive the robot through the obstacle course to the star. Make sure you do not cross the tape! You may use drivexy blocks, or use the turn right, turn left, and drive distance blocks. | ||

83 |
Draw a Kestrel | Linda Wu | 2017-08-04 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the head of the kestrel. Add more blocks to complete the image. | ||

84 R |
Drive along a Riverbank | Hailey Falk | 2017-08-07 | Robotics, Coding, Math | 5,6,7,8 | robot, graphing, coordinates | 2.OA.2, 5.G.2 | Add drivexyTo blocks to drive the robot along the riverbank to point B. Make sure to stay inside the path! | ||

85 |
Draw Stars | Linda Wu | 2017-08-07 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry, star, random | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed block sets the background to black. Use one loop to draw stars and another to draw circles. | ||

86 R |
Obstacle Course with Different Angles | Linda Wu | 2017-08-08 | Robotics, Coding, Math | 3,4,5,6,7,8 | geometry, pattern, angle, triangle, drive | 2.G.1, 4.MD.5 | Add blocks to drive the robot through the obstacle course to the star. Make sure the robot does not cross the tape! You may use drive distance, turn right, and turn left blocks. | ||

87 |
Draw Hello World | Hailey Falk | 2017-08-11 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, rectangle, circle, arc, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will set the background color and draw Hello, World! Use the circle, rectangle, line, ellipse, triangle, arc, arc sector, star and arrow drawing blocks to create your own custom design. | ||

88 |
Draw Stars in a Triangular Formation | Linda Wu | 2017-08-11 | Coding, Math, Art | 6,7,8,9,10,11 | drawing, star, triangle, graphing, geometry, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will set the background and fill color of the stars. Draw the stars in the pattern shown in the initial prompt. You will need to use multiple loops to do this efficiently. | ||

89 |
Draw a Simple House | Linda Wu | 2017-08-11 | Coding, Math, Art | 4,5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the chimney and grass. Draw the rest of the house by adding different shapes, lines, and fill color blocks to change the colors as needed. | ||

90 R |
Drive Through a Simple Obstacle Course | Linda Wu | 2017-08-11 | Robotics, Coding, Math | 2,3,4,5,6,7,8 | geometry, pattern, angle, drive | 2.G.1, 4.MD.5 | Modify the pre-placed drive block and add more blocks to drive the robot through the obstacle course to the star. Make sure you do not cross the tape! Use the turn right and turn left blocks and drive blocks. | ||

91 |
Draw a Bicycle | Linda Wu | 2017-08-11 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the body of the bicycle. Add more blocks to add wheels, a seat, handlebars, and the rest of the frame of the bike. | ||

92 R |
Obstacle Course with a Semicircle | Linda Wu | 2017-08-14 | Robotics, Coding, Math | 4,5,6,7,8 | geometry, pattern, angle, drrobot, geometry, pattern, angle, drive, circleive, circle | 2.G.1, 4.MD.5 | Modify the pre-placed blocks as needed to drive the robot through the course. The robot currently does not complete the semicircle in the obstacle course. Drive the robot through the obstacle course to the star. The dots on the board indicate where the semicircle begins and ends. | ||

93 |
Animate a Car | Linda Wu | 2017-08-14 | Coding, Math, Art | 6,7,8,9,10 | drawing, graphing, geometry, animation, loops, circle, rectangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will animate the car moving across part of the screen. Edit the existing blocks to make the car move all the way across the screen. Only one wheel is present in the animation, so you need to add another wheel in front of the existing wheel. | ||

94 R |
Tower Climb | Hailey Falk | 2017-08-15 | Robotics, Coding, Math | 5,6,7,8 | robot, graphing, coordinates | 2.OA.2, 5.G.2 | Add drivexyTo blocks to drive the robot to each point along the buildings. | ||

95 |
Draw a Simple Flower | Linda Wu | 2017-08-18 | Coding, Math, Art | 4,5,6,7,8,9 | drawing, ellipse, circle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the flower. Add 3 more petals and fix the leaves of the flower. | ||

96 |
Transform to Duplicate a Simple Flower | Linda Wu | 2017-08-18 | Coding, Math, Art | 4,5,6,7,8,9 | drawing, ellipse, circle, graphing, geometry, translation | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the left flower. Edit and add blocks as needed to transform the flower shifted 12 units to the right. Use a count loop to do this efficiently. | ||

97 |
Draw an Umbrella in the Rain | Linda Wu | 2017-08-21 | Coding, Math, Art | 5,6,7,8,9 | drawing, arc sector, circle, graphing, geometry, random, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the umbrella. Edit the first loop so instead of 2 light blue circles, 5 circles are drawn to create the bottom edge of the umbrella. The raindrops are currently circles. Add triangles on the top halves of the circles to create the proper raindrop shape. | ||

98 |
Draw an Umbrella from Above | Linda Wu | 2017-08-23 | Coding, Math, Art | 6,7,8,9,10 | drawing, circle, graphing, geometry, random, loops, angle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw a funny looking umbrella. Fix the x and y variables in the loop and the count block so that the umbrella created has 8 vertices and 8 sides of equal size, as shown in the initial prompt. You will need to change the values inside the cos and sin functions, and the number of times the program loops. You also need to add 25 raindrops in random locations. Do this using a loop. | ||

99 |
Draw a Pie Chart | Linda Wu | 2017-08-23 | Coding, Math, Art | 6,7,8,9,10 | drawing, graphing, geometry, chart, sector, random, circle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw a pie chart of equal thirds. Using the arc sector block, create a pie chart that represents the reviews for a movie reviewed by several people. 5 people gave it 1 star, 6 gave it 2 stars, 7 gave it 3 stars, 8 gave it 4 stars, and 9 people gave it 5 stars. Label the pie chart. | ||

100 |
Draw a Stick Figure Walking | Linda Wu | 2017-08-23 | Coding, Math, Art | 4,5,6,7,8,9 | drawing, ellipse, rectangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw the dirt and the grass. Modify the blocks so the dirt road lies between two patches of grass. Add the rest of the stick figure: the head is drawn for you. | ||

101 |
Draw an Umbrella with Slanted Rain | Linda Wu | 2017-08-24 | Coding, Math, Art | 5,6,7,8,9 | drawing, arc sector, circle, graphing, geometry, random, loops, angle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the umbrella. Edit the first loop so instead of 2 light blue circles, 5 circles are drawn to create the bottom edge of the umbrella. The raindrops are currently going straight down. Change them so they are at an angle of 45 degrees. | ||

102 |
Draw a Pie Chart with Percentages | Linda Wu | 2017-08-24 | Coding, Math, Art | 6,7,8,9,10 | drawing, graphing, geometry, chart, sector, random, circle, percentage, fraction | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw a pie chart of equal thirds. Using the arc sector block, create a pie chart that represents the reviews for a movie reviewed by several people. 5 people gave it 1 star, 6 gave it 2 stars, 7 gave it 3 stars, 8 gave it 4 stars, and 9 people gave it 5 stars. Label the pie chart with percentages. | ||

103 |
Draw a Christmas Tree | Linda Wu | 2017-08-26 | Coding, Math, Art | 4,5,6,7,8,9 | drawing, ellipse, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw part of the body of a Christmas tree. You can modify the existing block and add more overlapping triangles to create the tree. Add ornaments and the trunk of the tree. You can add text to the image using the text string block, under the drawing tab. | ||

104 |
Draw Trees in One-Point Perspective | Linda Wu | 2017-08-30 | Coding, Math, Art | 6,7,8,9,10,11,12 | drawing, triangle, graphing, geometry, triangle, function, translation | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | Edit the function at the top so that it takes x, y, and s variables to draw a tree whenever called. The x and y coordinate determine the location, while s determine the size of the tree. | ||

105 |
Draw a Nose | Linda Wu | 2017-08-26 | Coding, Math, Art | 5,6,7,8,9 | drawing, arc, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw the face. Add a slanted line and an arc to create the nose. | ||

106 |
Draw a Nose with a Bezier Curve | Linda Wu | 2017-08-30 | Coding, Math, Art | 5,6,7,8,9 | drawing, graphing, geometry, bezier | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw the face. Add a Bezier curve block from the drawing blocks to create the nose. The first and last x and y coordinates determine the starting and end points of the curve. The middle coordinates guide the shape of the curve. Experiment with different coordinates to see how it works! | ||

107 |
Draw Eyebrows | Linda Wu | 2017-08-30 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the ellipse to provide the shape of the face. Add more blocks to draw the eyebrows and the eyes. Use different fill color blocks to change the colors of different features. | ||

108 |
Draw a Self Portrait | Linda Wu | 2017-08-31 | Coding, Math, Art | 6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle, face | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the ellipse to provide the shape of the face. Add more blocks to draw a self portrait. Use different fill color blocks to change the colors of different features. | ||

109 |
Draw a Person with Curly Hair | Linda Wu | 2017-08-31 | Coding, Math, Art | 6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle, bezier | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the ellipse to provide the shape of the face. Add more blocks to draw the other features (hair, eyes, eyebrows, nose, mouth). The nose should be drawn with a Bezier curve. | ||

110 |
Draw a Person with a Hat | Linda Wu | 2017-08-31 | Coding, Math, Art | 6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle, bezier | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the ellipse to provide the shape of the face and the hair. Add more blocks to draw the other features (hair, eyes, eyebrows, nose, mouth). The nose should be drawn with a Bezier curve. Add a hat. | ||

111 |
Use Simpler Fractions to Draw a Face | Linda Wu | 2017-08-31 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle, fraction, proportion, bezier | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5, 4.NF.B.3 | The pre-placed blocks will draw the ellipse to provide the shape of the face. Add more blocks to draw features at the appropriate locations. The eyes will be circles that are located on the red line, which is located halfway down the face. The bottom of the nose will touch the green line, 3/4 of the way down the face. The bottom of the smile will touch the mouth line, 7/8 of the way down the face. The face is 24 units in height. | ||

112 |
Use Fractions to Draw a Face | Linda Wu | 2017-08-31 | Coding, Math, Art | 5,6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle, fraction, proportion | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5, 4.NF.B.3 | The pre-placed blocks will draw the ellipse to provide the shape of the face. Add more blocks to draw features at the appropriate locations. The eyes will be circles that are located on the red line, which is located halfway down the face. The bottom of the nose will touch the green line, 3/4 of the way down the face. The bottom of the smile will touch the mouth line, 7/8 of the way down the face. | ||

113 |
Draw a Smiley Face with Features | Linda Wu | 2017-09-04 | Coding, Math, Art | 6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle, bezier | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the ellipse to provide the shape of the face. Add more blocks to draw the other features (eyes, eyebrows, nose, mouth). The nose should be drawn with a Bezier curve. | ||

114 |
Draw a Mouth | Linda Wu | 2017-09-04 | Coding, Math, Art | 6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will draw the ellipse to provide the shape of the face. Add an arc to draw the mouth. Experiment with different angles and radii. | ||

115 |
Draw a Cube with Triangles | Linda Wu | 2017-09-04 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, triangle, cube, 3D object | 2.OA.2, 5.G.2 | In 3D graphics, more complex shapes are usually created using triangles. A triangle is a simple polygon and the vertices of a triangle will always be co-planar. Other objects can be split into triangles, so using triangles to create complex objects is an efficient method. The pre-placed blocks draw 2 of the 6 triangles. Add the rest of the triangles using the appropriate colors. | ||

116 |
Animate a 3D Cube and Triangles | Linda Wu | 2017-09-04 | Coding, Math, Art | 6,7,8,9,10 | graphing, coordinates, animation, loops, triangle, cube, 3D object | 2.OA.2, 5.G.2 | In 3D graphics, more complex shapes are usually created using triangles. A triangle is a simple polygon and the vertices of a triangle will always be co-planar. Other objects can be split into triangles, so using triangles to create complex objects is an efficient method. The pre-placed blocks draw a cube with 6 triangles in 3 different shades of blue. Add a loop to animate the triangles moving away from the center and another to animate them moving back into a cube. | ||

117 |
Draw the Olympic Rings | Linda Wu | 2017-09-04 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, circle | 2.OA.2, 5.G.2 | The pre-placed blocks draw the blue ring and the centers of the other rings. Add the other rings with the appropriate colors so the centers are where the points are. You may remove the points when you are done. | ||

118 |
Draw Regular Polygons | Linda Wu | 2017-09-04 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, polygon, regular | 2.OA.2, 5.G.2 | The pre-placed blocks draw and label a regular, or equilateral, triangle and a square. Add more blocks to draw the rest of the regular polygons. Adjust side lengths as necessary to keep the shapes at about the same size. Make sure to label them correctly. | ||

119 R |
Turnover in Basketball | Linda Wu | 2017-09-04 | Robotics, Coding, Math | 5,6,7,8,9,10 | robot, graphing, coordinates | 2.OA.2, 5.G.2 | The pre-placed blocks drive the Linkbots to their corresponding dots on the other side of the court. Get the Mindstorms to the other side of the court. The green robot moves to the green dot and the red one moves to the red dot. You may use drivexytoNB blocks, or choose to use trigonometry and driveDistanceNB blocks if you want a challenge. | ||

120 |
Animate the Front View of a Car | Linda Wu | 2017-09-05 | Coding, Math, Art | 6,7,8,9,10,11,12 | drawing, triangle, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw the two trees in the distance and provide a function called drawTrees which draws trees at given x and y coordinates at a scale of s. Add more blocks to animate the trees moving closer. The movement of the trees should follow the green lines. The center of the green triangles should always be on the green lines. The left line has a slope of 1/3 and the right line has a slope of -1/3. As the trees get closer, they should also get bigger. | ||

121 R |
Drive through a Square Obstacle Course | Linda Wu | 2017-09-23 | Robotics, Coding, Math | 3,4,5,6,7,8 | geometry, pattern, angle, drive, robot, trace | 2.G.1, 4.MD.5 | Add blocks to drive the robot through the obstacle course. The obstacle course is a square: drive the robot in a clockwise direction back to where it started at (4, 4). | ||

122 |
Draw a Rectangular Prism | Linda Wu | 2017-09-24 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, prism, 3D Object | 2.OA.2, 5.G.2 | The pre-placed blocks draw one face. Draw the rectangular prism by adding two other faces using the quad blocks and dashed lines to indicate hidden edges. Label the dimensions of the rectangular prism. | ||

123 |
Draw a Pyramid | Linda Wu | 2017-09-24 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, pyramid, 3D Object | 2.OA.2, 5.G.2 | The pre-placed blocks draw one face. Draw the rest of the pyramid with triangles and lines. Make sure to go over hidden edges with dashed lines. | ||

124 |
Draw a Sphere | Linda Wu | 2017-09-24 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, sphere, 3D Object, ellipse arc | 2.OA.2, 5.G.2 | The pre-placed blocks draw a circle. Add ellipse arcs to make the sphere appear 3D. Label the sphere. | ||

125 |
Draw a Cone | Linda Wu | 2017-09-24 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, cone, 3D Object, ellipse arc | 2.OA.2, 5.G.2 | The pre-placed blocks draw a triangle. Add more blocks to create the shape of the cone. Add lines to outline the features of the cone, and add text to label the cone. | ||

126 |
Draw a Cylinder | Linda Wu | 2017-09-24 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, cylinder, 3D Object, ellipse arc | 2.OA.2, 5.G.2 | The pre-placed blocks draw a rectangle. Add ellipses and ellipse arcs to make the shape of the cylinder. Label the cylinder. | ||

127 R |
Drive through a Randomly Generated Obstacle Course | Linda Wu | 2017-09-25 | Robotics, Coding, Math, Art | 3,4,5,6,7,8 | geometry, pattern, angle, drive, robot, trace | 2.G.1, 4.MD.5 | Add blocks and edit the existing block to drive the robot through the obstacle course. The robot begins at the origin. Follow the blue path with the robot. The robot finishes on the center of the star. | ||

128 |
Draw a Solar Eclipse | Jasmine Rattan | 2017-09-29 | Coding, Math, Science, Art | 4,5,6,7,8 | circle, lines, space, solar eclipse | 1.G.1, 5.G.2, 7.G.1 | The pre-placed blocks will draw the moon in gray and the shadow of the moon in black. Add the sun and the earth to complete the diagram of the solar eclipse. Make sure the radius of the earth is smaller than the radius of the sun. | ||

129 |
Draw a Shooting Star | Jasmine Rattan | 2017-09-29 | Coding, Math, Art | 4,5,6,7,8,9 | star, triangle, linear equation, quadratic equation, loops, variables, probability | 1.G.1, 5.G.2, 7.G.1, S-MD.3, A.REI.6, A.REI.7 | The pre-placed block will draw a moving star in the horizontal direction. Replace the star y-coordinate with a quadratic equation so that the star falls from upper left corner. | ||

130 |
Draw Static Colorful Twinkle Stars | Jasmine Rattan | 2017-09-29 | Coding, Math, Art | 4,5,6,7,8 | star, triangle, loops, variables, probability | 1.G.1, 5.G.2, 7.G.1, S-MD.3 | The pre-placed block will draw one star of any random color and length 2.5 in given x- and y-coordinate. Use set variable and random integer blocks to plot 50 stars at random x- and y-coordinates between 1 and 35. Also, change the length of the star block in order to draw the stars of different lengths. | ||

131 |
Draw Twinkle Little Stars | Jasmine Rattan | 2017-09-29 | Coding, Math, Art | 4,5,6,7,8 | circle, star, triangle, loop, variable, probability | 1.G.1, 5.G.2, 7.G.1, S-MD.3 | The pre-placed block will have the background of a crescent moon. Edit the both outer and inner loop to 50 times and create twinkle little stars. | ||

132 |
Draw the Moon | Jasmine Rattan | 2017-09-29 | Coding, Math, Art | 4,5,6,7,8 | circle, regular, triangle, loop, variable, probability | 1.G.1, 5.G.2, 7.G.1, S-MD.3 | The pre-placed block will draw a star at any random x and y coordinate. Create a moon using the drawing blocks and edit the loop to draw 20 little stars. | ||

133 |
Draw the Half Moon | Jasmine Rattan | 2017-09-29 | Coding, Math, Art | 4,5,6,7,8 | circle, star, triangle, loop, variable, probability | 1.G.1, 5.G.2, 7.G.1, S-MD.3 | The pre-placed block will draw 15 stars. Create a half moon using circle blocks from drawing menu. Also, edit the loop to draw 30 stars. | ||

134 |
Draw Mountains | Linda Wu | 2017-09-29 | Coding, Math, Art | 5,6,7,8,9,10 | graphing, coordinates, drawing, triangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4 | The pre-placed blocks set the background color and draw a mountain. Add more blocks to draw a scene with mountains and hills like shown in the initial prompt. You may use shapes like triangles and even Bezier curves, if you would like a challenge. | ||

135 |
Draw Different Types of Triangles | Linda Wu | 2017-09-29 | Coding, Math, Art | 3,4,5,6,7,8,9 | graphing, coordinates, triangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4 | Draw isosceles, equilateral, and scalene triangles. An isosceles triangle has two sides of equal length, while an equilateral triangle has three sides of equal length. A scalene triangle has three sides of different lengths. Label the triangles. | ||

136 |
Draw More Types of Triangles | Linda Wu | 2017-09-29 | Coding, Math, Art | 4,5,6,7,8,9 | graphing, coordinates, triangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4 | Draw obtuse scalene, isosceles right, and right triangles. An obtuse scalene triangle has an obtuse angle and sides of different lengths. An isosceles right triangle has two sides of equal length and a right angle. Finally, draw a right triangle that is not isosceles. | ||

137 R A |
Robots Moving on a Highway | C-STEM Center | 2017-10-01 | Robotics, Coding, Math | 3,4,5,6,7 | speed, robot, drive, ratio | 6.RP.A.3 | The Linkbot moves 24 units. The Mindstorms moves ¾ of that distance. How far does the Mindstorms move? Update the green block with the correct distance. | ||

138 |
Count the Number of Passing Cars | Linda Wu | 2017-10-01 | Coding, Math, Art | 1,2,3,4,5 | counting | 2.OA.2 | The program animates a random number of cars passing. Click run and count how many cars pass and input the number when prompted. | ||

139 |
Draw Quadrilaterals | Linda Wu | 2017-10-02 | Coding, Math, Art | 4,5,6,7,8,9 | graphing, coordinates, quadrilateral, rectangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4 | Draw a rectangle, rhombus, square, trapezoid, and kite. The parallelogram has already been done for you. Remember to label the shapes. | ||

140 R |
Simple Goal in Soccer | Linda Wu | 2017-10-04 | Robotics, Coding, Math | 5,6,7,8,9 | robot, graphing, coordinates, animation | 2.OA.2, 5.G.2 | The pre-placed blocks draw the soccer ball in front of the Mindstorms robot. Add more blocks and change existing ones to create the animation. The ball should end up in the Linkbot's goal. The ball begins at (31, 16) and stops in the goal at (41, 66). Find the slope of the line connecting these two points, and use this slope in the animation. | ||

141 R |
Drive a Linkbot, Mindstorms, and Truck Together | Linda Wu | 2017-10-05 | Robotics, Coding, Math, Art | 6,7,8,9,10 | drawing, graphing, geometry, animation, loops, circle, rectangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks move the two robots across the highway. Add more blocks to animate a truck in-between them moving from left to right.The body of the truck is done for you. | ||

142 R |
Obstacle Course with a Parabola | Linda Wu | 2017-10-05 | Robotics, Coding, Math | 6,7,8,9,10 | geometry, pattern, parabola, trace, quadratic | HSA.CED.A.1, F-LE.3 | Add and fix the pre-placed blocks to trace the parabola with the robot. You will want to use the drivexy block and the loop variable, x. The equation for the parabola is y = x * x / 10. | ||

143 R |
Randomly Generated K-4 Obstacle Course | Linda Wu | 2017-10-05 | Robotics, Coding, Math | 1,2,3,4 | geometry, pattern, angle, robot, trace | 4.MD.5 | Drive the robot through the obstacle course. Use drive distance blocks and turn blocks. Reload to start a new obstacle course if you want! | ||

144 |
Draw a Simple Road in One-Point Perspective | Linda Wu | 2017-10-05 | Coding, Math, Art | 6,7,8,9,10 | drawing, triangle, graphing, geometry | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | Draw a road surrounded by grass. Add dashed lines on the road in yellow. The lines should get smaller as they fade into the distance. | ||

145 |
Animate the Front View of a Car with a Rainbow | Linda Wu | 2017-10-05 | Coding, Math, Art | 6,7,8,9,10,11,12 | drawing, triangle, graphing, geometry, animation, loops | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks draw the two trees in the distance and provide a function called drawTrees which draws trees at given x and y coordinates at a scale of s. Add more blocks to animate the trees moving closer. The movement of the trees should follow the green lines. The center of the green triangles should always be on the green lines. The left line has a slope of 2/3 and the right line has a slope of -2/3. As the trees get closer, they should also get bigger. | ||

146 |
Draw Trees in One-Point Perspective with a Rainbow | Linda Wu | 2017-10-05 | Coding, Math, Art | 6,7,8,9,10,11,12 | drawing, triangle, graphing, geometry, triangle, function, translation | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | Edit the function at the top so that it takes x, y, and s variables to draw a tree whenever called. The x and y coordinate determine the location, while s determine the size of the tree. | ||

147 R |
Drive a Linkbot, Mindstorms, and Truck Together | Linda Wu | 2017-10-06 | Robotics, Coding, Math, Art | 6,7,8,9,10 | drawing, graphing, geometry, animation, loops, circle, rectangle | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks move the two robots across the highway. Add more blocks to animate a truck in-between them moving from left to right. The body of the truck is done for you. | ||

148 |
Draw a Bee | Anna Rita Moukarzel | 2017-10-06 | Coding, Math, Art | 5,6,7,8,9 | drawing, geometry, animal, ellipse | The pre-placed blocks will draw the body of the bee. Add the eyes, the antenna, the wings, the stripes, and stinger. Change the colors of the different shapes as necessary. Try different dimensions and sizes to see what looks best. | |||

149 |
Flying Bee | Anna Rita Moukarzel | 2017-10-06 | Coding, Math, Art | 5,6,7,8,9 | drawing, geometry, animal, ellipse, loops | The pre-placed blocks will draw the bee and create a loop for the right wings to move. Add the loops to make the bee's left wings fly. Also make the bee fly for longer periods of time. | |||

150 A |
Make Coffee using Ratios | C-STEM Center | 2017-10-07 | Coding, Math, Art | 7,8,9,10 | drawing, graphing, geometry, fraction, ratio, proportion | 2.G.1, 5.G.2, 7.G.1, 7.RP.A.2 | On the left, there is a cup of coffee that has 1 oz of milk and 6 oz of coffee. On the right, another cup of coffee is drawn. How much milk must be added to the 12 oz of coffee to give the bigger drink the same ratio of milk:coffee as the cup of coffee on the left? | ||

151 A |
Mix Drinks using Ratios | C-STEM Center | 2017-10-07 | Coding, Math, Art | 7,8,9,10 | drawing, graphing, geometry, chart, fraction, ratio, proportion | 2.G.1, 5.G.2, 7.G.1, 7.RP.A.2 | On the left, a drink that has 2 oz of lemonade and 8 oz of tea is shown. In total, the drink is 10 oz. On the right you will create a drink that is 15 oz total. The ratio of lemonade to tea should be the same as the ratio of lemonade to tea in the drink on the left. When you enter the correct amount, the program will draw a yellow rectangle on the right to illustrate how much of the drink should be lemonade. | ||

152 |
Plot Hours of Sleep Versus Age | C-STEM Center | 2017-10-08 | Coding, Math, Art | 7,8,9,10 | drawing, graphing, geometry, scatter plot, graph | 5.G.2 | The first data point is already graphed. A three-year-old gets 12 hours of sleep, a nine-year-old gets 9 hours of sleep, a thirteen-year-old gets 8 hours of sleep, and an eighteen-year-old gets 6 hours of sleep. Graph the data points for hours of sleep versus age. | ||

153 R A |
Robots Moving at the Same Time | C-STEM Center | 2017-10-09 | Robotics, Coding, Math | 6,7,8 | speed, robot, drive, ratio, proportion | 6.RP.A.3, 7.RP.A.2 | The Mindstorms robot moves at 6 in/sec for 30 in. The Linkbot needs to move 15 inches and can only move while the Mindstorms is moving. Change the Linkbot's speed so it moves for the same amount of time that the Mindstorms takes to move 30 in. | ||

154 |
Shaded Parts of a Circle in Degrees | C-STEM Center | 2017-10-09 | Coding, Math, Art | 7,8,9,10 | drawing, graphing, geometry, circle, degrees, fraction | 2.G.1, 5.G.2, 7.G.1, 7.RP.A.2 | Run the program and determine how many degrees of the circle are shaded. When prompted, input the answer. Run the program again to start a new problem. | ||

155 R |
Goalie Catch | Anna Rita Moukarzel | 2017-10-10 | Robotics, Coding, Math, Art | 5,6,7,8,9 | animation, geometry, robot, graphing, coordinates | The pre-placed blocks will give you everything needed for the program. Your goal is to find the value of the variable x to make the robot move to catch the ball. Using the equation y=5x-139, given from the parametrics x=31+i and y=16+5i, and the final destination of the ball being (40, 62), find the value of x that the linkbot robot needs to move in order to catch the ball. (The linkbot's original location is (34, 62)). | |||

156 R Q |
Perform a + b | C-STEM Center | 2017-10-14 | Robotics, Coding, Math | 3,4,5,6,7,8 | addition | 2.OA.2, 7.NS.1 | Add two numbers a + b on a number line. Move the robot tick mark along the number line, first to the red line, and then to the green line with the two preplaced driveDistance blocks. Refresh to try another problem. | ||

157 R Q |
Perform a - b (for b smaller than a) | C-STEM Center | 2017-10-14 | Robotics, Coding, Math | 3,4,5,6,7,8 | addition, subtraction, trace | 2.OA.2, 7.NS.1 | Add two numbers a - b on a number line. Move the robot tick mark along the number line, first to the red line, and then to the green line with the two preplaced driveDistance blocks. Refresh to try another problem. | ||

158 R Q |
Perform a - b (for b greater than a) | C-STEM Center | 2017-10-14 | Robotics, Coding, Math | 3,4,5,6,7,8 | addition, subtraction, trace | 2.OA.2, 7.NS.1 | Add numbers a - b on a number line. Move the robot tick mark along the number line, first to the red line, and then to the green line with the two preplaced driveDistance blocks. Refresh to try another problem. | ||

159 R Q |
Perform a + b + (- c) | C-STEM Center | 2017-10-14 | Robotics, Coding, Math | 6,7,8 | addition, subtraction, trace | 2.OA.2, 7.NS.1 | Add the numbers a + b + (-c) on the number line. Move the robot tick mark along the number line, first to the red line, then to the green line, and finally to the blue line with the three preplaced driveDistance blocks. Refresh to try another problem. | ||

160 R |
Goalie Kick | Anna Rita Moukarzel | 2017-10-17 | Robotics, Coding, Math, Art | 6,7,8,9 | animation, geometry, robot, graphing, coordinates | The pre-placed blocks will give you everything needed for the program. Your goal is to edit the last loop in the given code to make it look like the linkbot is kicking the ball out of bound. | |||

161 R |
Soccer Team | Anna Rita Moukarzel | 2017-10-18 | Robotics, Coding, Math, Art | 5,6,7,8,9 | animation, geometry, robot, graphing, coordinates | The pre-placed blocks will give you everything needed for the program. Your goal is to edit the loop in the given code to make it look like the mindstorm is kicking the ball and the linkbot is making the goal. | |||

162 R Q |
Perform p+|q| | C-STEM Center | 2017-10-19 | Robotics, Coding, Math | 5,6,7,8 | Absolute Value, Addition, Subtraction, Integers | 7.NS.1.b | Modify the existing command blocks to move two tick marks to the blue line. Then edit the blocks to drive the red tick mark to red line and green tick mark to green line. Refresh to try another problem. | ||

163 R P |
Perform -8+3 and -8-3 | C-STEM Center | 2017-10-19 | Robotics, Coding, Math | 5,6,7 | Absolute Value, Addition, Subtraction, Integers | 7.NS.1.b | Perform -8+3 and -8-3 on the number line. Modify the existing command blocks to move the two tick marks to the blue line. Then edit the blocks to move the red tick mark to the red line and green tick mark to the green line. | ||

164 R P |
Perform 8-3 and 8+3 | C-STEM Center | 2017-10-19 | Robotics, Coding, Math | 6,7,8 | Absolute Value, Addition, Subtraction, Integers | 7.NS.1.b | Perform 8 + 3 and 8 - 3 on the number line. Modify the existing command blocks to move two tick marks to the blue line. Then edit the blocks to move the red tick mark to the red line and green tick mark to the green line. | ||

165 R Q |
Perform a + (-b) + (-c) | C-STEM Center | 2017-10-19 | Robotics, Coding, Math | 6,7,8 | Integers, Addition, Subtraction | 7.NS.1, 2.OA.2 | Modify the red driveDistance blocks to move the tick mark from 0 to the red line. Then modify the green driveDistance blocks to move the tick mark from the red line to the green line. Finally, move the tick mark from the green line to the blue line. Refresh to start a new problem. | ||

166 R Q |
Perform (-a) + b + (-c) | C-STEM Center | 2017-10-19 | Robotics, Coding, Math | 6,7,8 | Integers, Addition, Subtraction | 2.OA.2, 7.NS.1 | Modify the red driveDistance blocks to move the tick mark from 0 to the red line. Then modify the green driveDistance blocks to move the tick mark from the red line to the green line. Finally, move the tick mark from the green line to the blue line. Refresh to start a new problem. | ||

167 R P |
Two Robots Moving on a Highway | Linda Wu | 2017-11-17 | Robotics, Coding, Math | 6,7,8 | speed, robot, drive, ratio, proportion | 6.RP.A.3, 7.RP.A.2 | The Mindstorms robot moves a set distance of 35 units. Move the Linkbot 80% of that distance. | ||

168 |
Fishy Fish Animation | C-STEM Center | 2017-11-27 | Coding, Math, Art | 7,8,9 | geometry, graphing, animation, triangle, loop | 8.EE, 7G | You need to edit multiple blocks and change the numbers inside the triangle blocks for the fish tail animation. The tail should be attached to the body. | ||

169 R |
Basketball Team | Anna Rita Moukarzel | 2017-11-28 | Robotics, Coding, Math | 5,6,7,8,9 | animation, geometry, robot, graphing, coordinates | The pre-placed blocks will give you everything needed for the program. Your goal is to edit the loop of the ball in the given code to make it look like the linkbot is passing the ball to the other linkbot and the mindstorm is trying to block them. | |||

170 R |
Football Team | Anna Rita Moukarzel | 2017-11-28 | Robotics, Coding, Math, Art | 5,6,7,8,9 | animation, geometry, robot, graphing, coordinates | The pre-placed blocks will give you everything needed for the program. Your goal is to edit the loop of the ball in the given code to make it look like the red linkbot is passing the ball to the green linkbot and the green linkbot is running to make a touchdown. | |||

171 R A P |
Show: 11-7 = 11+ (-7) | C-STEM Center | 2017-11-29 | Robotics, Coding, Math | 7 | rational number, integers, addition, subtraction, equivalent expression | 7.NS.1.c, 7.EE.B.4.A | Run the program and watch how each tick mark moves and where they all stop. Then answer the prompt to complete moving the blue tick mark | ||

172 R |
Hockey Team | Anna Rita Moukarzel | 2017-12-01 | Robotics, Coding, Math, Art | 5,6,7,8,9 | animation, geometry, robot, graphing, coordinates | The pre-placed blocks will give you everything needed for the program. Your goal is to edit the loop of the puck in the given code to make it look like the red linkbot is passing the ball to the green linkbot and the green linkbot is hitting the puck to make a goal; while the pink robot intercepts and makes a goal. | |||

173 |
Plot Your Name | Linda Wu | 2018-01-08 | Coding, Math, Art | 3,4,5 | drawing, graphing, geometry | 2.G.1, 5.G.2 | The pre-placed blocks plot some letters with different colors. Change the existing blocks and add new ones to plot your name with different colors. | ||

174 R Q |
Show p - q = p + (-q) | C-STEM Center | 2017-12-06 | Robotics, Coding, Math | 7 | addition, subtraction, integers, algebraic manipulation, equivalent forms | 7.NS.1c | There are 3 tick marks initialized and a problem expression on board. Modify each driveDistance() so that all 3 tick marks reach the same x-coordinate of the result of the given expression. The tick marks' movement should model the expression using 3 different methods. | ||

175 R |
Swimming Robots | C-STEM Center | 2017-12-13 | Robotics, Coding, Art | 5 | robots, animation, coordinates | 5.G | The pre-placed blocks move one robot and animate one wake. Add a second robot to move on a path parallel to the first robot, and animate the wakes to appear as the robots move. | ||

176 |
Draw a Plane and Move It Horizontally | C-STEM Center | 2017-12-13 | Coding, Math, Art | 5 | animation, drawing, loop, variable | 5.G.2 | The pre-placed blocks animate a quadrilateral moving across the screen. Add more shapes to this object to create an airplane moving across the screen. | ||

177 |
Helicopter Hovering Over a Lake | C-STEM Center | 2017-12-13 | Coding, Math, Art | 6 | helicopter, animation, art | 6.EE.A.2, 6.EE.A.2.A | The pre-placed blocks draw a helicopter. Make the propellers on the helicopter spin, and move the helicopter across the sky above the lake. | ||

178 |
Arithmetic Sequence Challenge | C-STEM Center | 2017-12-13 | Coding, Math, Art | 2,3 | sequences, addition, subtraction, animation, if statement, loops, random | 2.NBT.B.5, 3.NBT.A.2 | Run the program and find the pattern for the sequence of numbers. Use the pattern to find the fourth number in the sequence. | ||

179 |
Geometric Sequence Challenge | C-STEM Center | 2017-12-13 | Coding, Math | 8,9 | geometric, sequence, math, multiplication | F-IF.3, F-BF.2 | Run the program, then find the common ratio for the geometric sequence and enter it into the box. | ||

180 |
Snowball Rolling Down a Mountain | C-STEM Center | 2017-12-13 | Coding, Math, Art | 6,7 | drawing, circle, graphing, geometry, loop, variable | 6.EE.A.2, 6.EE.A.2.A | The pre-placed block has x, y and radius values that place the snowball at the top of the mountain. Adjust the values so that the snowball will move in a diagonal direction down the mountain. | ||

181 |
Animate Lightning Strikes | Linda Wu | 2017-12-29 | Coding, Math, Art | 6,7,8,9,10 | graphing, coordinates, animation, loops, line | 5.G.2, 7.G.1 | The pre-placed blocks draw a lightning bolt. Add loops and more blocks to animate one lightning strike followed by two more. | ||

182 B |
Find Slope of a Line | C-STEM Center | 2017-12-29 | Coding, Math | 6,7,8,9 | drawing, graphing, graph, slope | 5.G.2, 7.RP.A.2.B | Run the code to generate a random line and determine the slope of the line. Input the slope of the line into the popup box. Refresh to try another problem. | ||

183 B |
Find Slope from a Line Through the Origin | C-STEM Center | 2017-12-29 | Coding, Math | 6,7,8,9 | drawing, graphing, graph, slope | 5.G.2, 7.RP.A.2.B | Run the code to generate a random line and determine the slope of the line that begins at the origin. Input the slope of the line into the popup box. Refresh to try another problem. | ||

184 R |
Use a Robot to Collect Lunar Samples | C-STEM Center | 2017-12-29 | Robotics, Coding, Math | 3,4,5,6,7,8 | geometry, pattern, drive, robot, trace | 5.G.2 | The robot needs to go to the locations marked with red circles to collect lunar samples. Add blocks to move the robot to each of the three points. Afterwards, send the robot to the gold star, where the samples will be dropped off. | ||

185 |
Find the Required Speed of a Robot | C-STEM Center | 2017-12-29 | Coding, Math | 6,7,8,9 | proportion, ratio, speed, distance | 7.RP.A.2 | The red robot moves around one block, tracing a square of 9" x 9". The green robot moves around four blocks, tracing a square of 18" x 18". Change the speed of the green robot so they take the same amount of time to move the required distance and the red robot does not need to wait for the green one. | ||

186 R P |
Change the Speed of a Robot | C-STEM Center | 2017-12-29 | Robotics, Coding, Math | 6,7,8 | speed, robot, drive, ratio, proportion | 6.RP.A.3, 7.RP.A.2 | Change the speed of the robot using a setSpeed block so that it drives 36 inches in 4 seconds. | ||

187 R P |
Two Robot Track Race | C-STEM Center | 2017-12-29 | Robotics, Coding, Math | 6,7,8 | speed, robot, drive, ratio, proportion | 6.RP.A.3, 7.RP.A.2 | The red robot moves at 4 in/sec. If the red and green robots race for 36 inches, how fast should the green robot move if it finishes the race 3 seconds after the other robot? Add a setSpeed block for the green robot. | ||

188 |
Shade a Circle | Suzanna Sim | 2018-01-02 | Coding, Math, Art | 3,4,5,6 | fractions, angles, degrees, drawing, circle | 4.MD.C.5.A | Using your knowledge of circles, degrees, and fractions, shade in 1/3 of the circle centered at (6,6) with radius 15. | ||

189 |
Full Eclipse | Josh Tu | 2018-01-02 | Coding, Math, Art | 6,7,8,9 | drawing, circle, graphing, geometry, loop, variables | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will provide the color and location of the sun. Add blocks to create a circle with the same color as the background. After adding the circle, use a loop to create an animation that shows that action of a horizontal eclipse. | ||

190 |
Full Eclipse Diagonal | Josh Tu | 2018-01-02 | Coding, Math, Art | 6,7,8,9 | drawing, circle, graphing, geometry, loop, variables | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will provide the color and location of the sun. Add blocks to create a circle with the same color as the background. After adding the circle, use a loop to create an animation that shows that action of a diagonal eclipse. | ||

191 |
Smiley Face Animation | Josh Tu | 2018-01-11 | Coding, Math, Art | 6,7,8,9 | drawing, ellipse, arc, graphing, geometry, angle, bezier, loop, variables | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks will set the background color with the featureless face. Add blocks to add the following features to the face: eyebrows, eyes, mouth, and nose. After adding the features, use a loop to create an animation that shows that action of smiling and raising eyebrows. | ||

192 |
Bird Returning to Forest | C-STEM Center | 2018-01-12 | Coding, Math, Art | 5,6 | graphing, art, geometry | 5.G.2, 6.EE.B.6 | The pre-placed blocks draw a bird and move it into the sky. Animate the bird to move to the forest in the lower left corner. | ||

193 R |
Popping Balloons | C-STEM Center | 2018-01-12 | Robotics, Coding, Math, Art | 6,7 | loops, addition, art, subtraction | 6.EE.A.2 | The pre-placed blocks draw a balloon at a random position on the grid, then move the robot to it and animate the balloon popping. Add blocks to add two more balloons, and have the robot move to them and pop them. | ||

194 R |
Two Robots Driving in an Intersection | C-STEM Center | 2018-01-12 | Robotics, Coding, Math, Art | 5 | graphing, robots, coordinates | 5.G.A | The pre-placed blocks draw an intersection with stop signs and move the robots to the stop signs. Robot 1 should turn right and robot 2 should go straight through the intersection. | ||

195 R |
Graphing Sine | C-STEM Center | 2018-01-12 | Robotics, Coding, Math | 9,10 | trigonometry, graphing | HSF.TF.A, HSF.TF.B | You do not need to add any blocks. Run the program and enter values for the variables a, b, c, and d to change the shape of the graph. Try to obtain a graph that appears as a standard sine curve. | ||

196 R |
Graphing Cosine | C-STEM Center | 2018-01-12 | Robotics, Coding, Math | 9,10 | trigonometry, graphing | HSF.TF.A, HSF.TF.B | You do not need to add any blocks. Run the program and enter values for the variables a, b, c, and d to change the shape of the graph. Try to obtain a graph that appears as a standard cosine curve. | ||

197 |
Animate Colorful Twinkling Stars | Linda Wu | 2018-01-12 | Coding, Math, Art | 6,7,8,9,10 | drawing, graphing, geometry, animation, loops, random | 2.G.1, 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed blocks animate some stars. Add more blocks and edit existing blocks to create an animation of randomly colored stars twinkling at random locations, as shown in the initial prompt. | ||

198 R |
Two Robots Score a Soccer Goal | C-STEM Center | 2018-01-22 | Robotics, Coding, Math, Art | 5,6 | animation, geometry, robot, graphing, coordinates | 5.OA.B.3, 6.EE.A.2 | The pre-placed blocks draw a ball and move two robots. Animate the ball to act as if it is being kicked when the robots touch it, and score a goal. | ||

199 |
Launching a Rocket | C-STEM Center | 2018-01-22 | Coding, Math, Science, Art | 6,7 | art, animation, rocket, coordinates | 6.EE.A.2.A, 7.G.A.2 | The pre-placed blocks draw a rocket. Animate the rocket to appear to launch from below the screen upwards until it is off the screen. | ||

200 |
Applying Geometry to Draw a Sailboat | C-STEM Center | 2018-01-22 | Coding, Math, Art | 2,5 | shapes, geometry, art, drawing | 2.G.1, 5.G.2 | The pre-placed blocks will create the base of the sailboat. The student will need to use the drawing blocks to finish making the sailboat with a red and white sail, as well as add his or her name onto the base. | ||

201 |
Animate Ball Throw Using Sin( ) | C-STEM Center | 2018-01-22 | Coding, Math, Art | 8,9 | trigonometry, art, animation, loops | HSF.TF.B.5 | The pre-placed blocks will display shapes representing a person facing forward with a ball, and after repeating some actions, will display a person throwing a ball. Replace x-position values of each shape using sin() and the variable “Cycle” so that the person will make 1 and a half rotations before throwing the ball. | ||

202 |
Super Mario Jump | C-STEM Center | 2018-01-22 | Coding, Math, Art | 6,7 | animation, loops, art, Mario | 6.EE.A.2 | The pre-placed blocks move Mario under the block and move the star out of the block. Animate Mario to jump and touch the block to cause the yellow star to come out and land on him. | ||

203 |
One-Point Perspective of a Box | C-STEM Center | 2018-01-22 | Math, Art | 5,6 | drawing, coordinates, art, shapes | 5.G.A.2, 6.G.A.3 | The board draws lines connecting the vertices of a rectangle to a vanishing point. The pre-placed blocks draw a smaller red rectangle that touches the four lines with its vertices. Trace the larger rectangle and lines between the two rectangles in red, then delete the board blocks to create a drawing of a one-point perspective box. | ||

204 |
Battery Charging | C-STEM Center | 2018-01-22 | Coding, Art | 6 | drawing, animation, variables | 6.EE.A.2 | The pre-placed blocks draw a battery with a small charge. In this activity you will add blocks to animate the battery filling up to 50%. | ||

205 |
Draw a Stream in One-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 5,6,7,8 | drawing, art, graphing | 5.G.A, 6.G.A.3 | Use the lines drawn by the board blocks as a guide to create a drawing like the one in the video using a lake instead of a railroad. Once the drawing is completed, delete the board blocks and add a green rectangle for the grass. One of the trees and one side of the house have already been drawn for you. | ||

206 |
Draw a House in One-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 4,5,6 | art, drawing, graphing, coordinates | 4.G.A, 5.G.A | In this activity, you will draw a house in one-point perspective using perspective lines. The board blocks draw lines to guide the drawing of the house. The pre-placed blocks draw the walls of the house. Add blocks to finish the drawing, then delete the board blocks. Once the drawing is finished, add fillColor() blocks to color the house. | ||

207 |
Draw a House in Two-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 4,5,6 | art, drawing, graphing, coordinates | 4.G.A, 5.G.A | In this activity you will be creating a drawing of a house in two-point perspective. The board blocks draw lines connecting from two vanishing points to guide your drawing. The pre-placed blocks draw the walls of the house. Add blocks to finish the drawing and add color. Then delete the board blocks. | ||

208 |
Draw a City in Two-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 5,6,7 | coordinates, graphing, geometry, drawing, art | 5.G.A, 6.G.A.3 | You will create a drawing of a city in two-point perspective. The board blocks draw lines to use as a guide, and the pre-placed blocks draw two of the buildings. Add blocks to draw more buildings and add color to the drawing. Then erase the board blocks once the drawing is complete. | ||

210 |
Draw a Room in One-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 4,5,6 | coordinates, graphing, one-point perspective, art, drawing | 4.G.A, 5.G.A | In this activity you will draw a room in one-point perspective. The board blocks provide lines converging to a single vanishing point to guide your drawing. The pre-placed blocks draw the outline of the door. Add blocks to finish the drawing of the room with a door, window, and rug. Then add color to the drawing, and delete the board blocks. | ||

211 |
Draw Three Shapes in One-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 4,5,6,7 | graphing, coordinates, one-point perspective, art, drawing | 6.G.A.3 | In this activity you will draw three shapes in one-point perspective. The board blocks draw lines to guide your drawing and the pre-placed blocks draw the first part of each shape. Add blocks to finish the drawing, then delete the board blocks. | ||

212 |
Draw Three Cubes in One-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 6,7 | coordinates, graphing, one-point perspective, art, drawing | 6.G.A.3, 7.G.A.3 | In this activity you will draw three cubes in one-point perspective. Use the red lines generated by the board blocks as a guided to finish the drawing, then delete the board blocks. The pre-placed blocks draw the first few rectangles for you. | ||

213 |
Draw Buildings in Two-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 5,6,7 | drawing, art, coordinates, graphing, two-point perspective | 5.G.A.2, 6.G.A.3 | In this activity you will draw buildings in two-point perspective. The board blocks draw red lines converging to two vanishing points to help guide your drawing. The pre-placed blocks draw the first building and the street. Add blocks to draw two more buildings and add color. Once the drawing is finished, delete the board blocks. | ||

214 |
Draw a Table in Two-Point Perspective | Graham Bough | 2018-02-02 | Coding, Math, Art | 5,6,7 | coordinates, graphing, two-point perspective, drawing, art | 6.G.A.3 | The board blocks draw lines converging to two vanishing points to guide the drawing of a table in two-point perspective. The pre-placed blocks draw the top of the table and one of the legs for you. Draw the remaining legs of the table and add color. Then delete the board blocks. | ||

215 |
Animate the Side View of a Moving Car | Graham Bough | 2018-02-02 | Coding, Math, Art | 6,7,8 | drawing, triangle, graphing, geometry, animation, loops | 6.EE.A.2, 6.G.A.3 | The pre-placed blocks draw a tree using a function. Add blocks to animate the tree passing by when viewed from the side of a moving car. | ||

216 |
Add Shade to a Rectangle | C-STEM Center | 2018-02-02 | Coding, Math, Art | 6,7,8 | shade, drawing, art | 6.EE.B.6 | In this activity you will draw a shaded rectangle. The pre-placed blocks draw half of the rectangle. Edit the blocks to draw the full rectangle and shade it. | ||

217 |
Two-Point Perspective of a Box | Graham Bough | 2018-02-02 | Math, Art | 5,6,7,8 | drawing, coordinates, art, shapes | 5.G.A.2, 6.G.A.3 | There are no pre-placed blocks, but the board blocks draw lines that connect a vertical line to two vanishing points to guide a drawing of a two-point perspective box. Add blocks to draw the box in a different color, then delete the board blocks. | ||

218 |
Make a Ball Move Up and Down | Samuel Loeser | 2018-02-05 | Coding, Math, Art | 6,7,8 | addition, subtraction, graphing, animation, loops, circle | 5.G.2, 7.G.1, G-CO.4 | The pre-placed block will draw a ball and a “floor.” Animate it so that it moves downwards, hits the floor, and back up multiple times. | ||

219 |
Make a Ball Move Up, Down, and Side to Side | Samuel Loeser | 2018-02-05 | Coding, Math, Art | 6,7,8 | addition, subtraction, graphing, animation, loops, circle | 5.G.2, 6.EE.B.6, 7.G.1 | The preplaced blocks will draw a ball, a floor, and two walls. Add blocks so the ball touches off both the walls and the floor. | ||

220 |
Animate a Bouncing Ball | Samuel Loeser | 2018-02-05 | Coding, Math, Science, Art | 7,8,9,10,11,12 | multiplication, graphing, animation, loops | 5.G.2, 7.G.1, G-CO.4, 8.EE.A.2, HAS.APR.C.4 | The preplaced blocks draw a ball and the ground. The equation in the y is needed to more accurately represent the motion of an object under the influence of gravity. Add blocks to animate this. | ||

221 |
Animate a Ball Bouncing Off Walls | Samuel Loeser | 2018-02-05 | Coding, Math, Science, Art | 7,8,9,10,11,12 | multiplication, graphing, animation, loops, math | 5.G.2, 7.G.1, G-CO.4, 8.EE.A.2, HAS.APR.C.4 | The preplaced blocks draw a ball, two walls, and a floor. Make the ball bounce between the walls while also falling to the ground. | ||

222 |
Make a Ball Bounce Off Center | Samuel Loeser | 2018-02-05 | Coding, Math, Science, Art | 8,9,10,11,12 | multiplication, graphing, animation, loops, math | 5.G.2, 7.G.1, G-CO.4, 8.EE.A.2, HSA.APR.C.4, HAS.CED.A.2 | The preplaced blocks will draw a ball, two walls, and a floor. You will need to modify the x- and y-position of the ball and add a loop to animate it bouncing. | ||

223 |
Animate a Continuously Bouncing Ball | Samuel Loeser | 2018-02-05 | Coding, Math, Science, Art | 7,8,9,10,11,12 | multiplication, graphing, animation, loops, math | 5.G.2, 7.G.1, G-CO.4, 8.EE.A.2, HSA.APR.C.4, HAS.CED.A.2 | The preplaced blocks will draw a ball on a parabolic trajectory that hits the ground. Add blocks so the ball rebounds from the ground and continues bouncing. | ||

224 |
Animate a Complex Bouncing Ball | Samuel Loeser | 2018-02-05 | Coding, Math, Science, Art | 9,10,11,12 | multiplication, graphing, animation, loops, math | 5.G.2, 7.G.1, G-CO.4, 8.EE.A.2, HSA.APR.C.4, HAS.CED.A.2 | The pre-placed blocks show the initial motion of the ball. Add blocks to continue the bouncing, even off walls. | ||

226 |
Draw a Truck on a Road in One-Point Perspective | Graham Bough | 2018-02-26 | Coding, Math, Art | 4,5,6 | drawing, art, one-point perspective, graphing, coordinates, geometry | 5.G.A | The board blocks draw red lines that converge to a vanishing point to guide the drawing of a truck on a road in one-point perspective. The pre-placed blocks draw the rectangle for the back of the truck and one of the wheels. Add blocks to draw the rest of the truck. Then add color to the drawing and delete the board blocks. | ||

227 |
Animate a Truck on a Road in One-Point Perspective | Graham Bough | 2018-02-26 | Coding, Math, Art | 9,10 | algebra, coordinates, graphing, animation, art | HAS.CED.A.1 | In this activity you will animate a truck driving forward on a road in one-point perspective. The pre-placed blocks give x-values in terms of the variable x for every shape within a loop that counting by x. The equations for the lines starting at the vanishing point through the midpoint of each ellipse(wheel) is given. Use these equations to write expressions in terms of x for the y-values of the ellipses. Then find equations for the red lines generated by the board blocks, and use these equations to find expressions for the y-values of each of the quadrilaterals. | ||

228 |
Draw Two Trucks on a Road in One-Point Perspective | Graham Bough | 2018-02-27 | Coding, Math, Art | 5,6,7 | coordinates, graphing, one-point perspective, art, drawing | 6.G.A.3 | In this activity you will draw two trucks on a road in one-point perspective. The board blocks draw lines connecting from a single vanishing point through the corners of the quadrilaterals. The pre-placed blocks draw the outline of one of the trucks. Add blocks to draw a second truck closer to the vanishing point on the road in the same lane using the red lines as a guide. Then add blocks to add color to the trucks, then delete the board blocks. | ||

229 |
Draw Three Trucks on a Road in One-Point Perspective | Graham Bough | 2018-02-27 | Coding, Math, Art | 6,7,8 | Coordinates, Graphing, One-point Perspective, Drawing, Art | 6.G.A.3, 8.G.A.3 | In this activity you will draw three trucks on a road in one-point perspective. The pre-placed blocks draw the outlines of two of the trucks and the board blocks generate red lines converging to a single vanishing point to use as a reference. Add blocks draw a third truck in the left lane and add color to the drawing. Then, delete the board blocks. | ||

230 |
Animate a Truck Moving Away from a Vanishing Point in One-Point Perspective | Graham Bough | 2018-02-27 | Coding, Math, Art | 9,10,11 | Algebra, Coordinates, Graphing, Animation, Art | HAS.CED.A.1 | The board blocks draw red lines converging to a vanishing point that intersect the corners of the quadrilaterals that make up the truck. The pre-placed blocks generate a loop that counts with x, as well as shapes for the trucks with x-positions as expressions of x. Find the equations for the red lines on the grid, then use these equations and the given equations lines passing through the wheels and windshield to find y-positions for the shapes in terms of x. Then delete the board blocks. | ||

231 |
Graph a Linear Equation | Graham Bough | 2018-03-02 | Coding, Math | 8 | Math, Graphing, Coordinates | 8F-3 | Run the program and enter values for the slope, y-intercept, and starting and ending x-values for the linear equation. Observe how changing the slope and y-intercept change the graph. Graph a line that passes through the points (6, -6) and (-6, 12) from x = -12 to x = 10. | ||

232 A |
Draw a Second Truck in One-Point Perspective | Graham Bough | 2018-03-02 | Math, Art | 7 | Ratios, Proportions, Art, Drawing | 7.RP.A.2 | You do not need to add any blocks. Run the program and you will be prompted to enter the width of the rectangle for the smaller truck similar to the rectangle on the larger truck. Using the given dimensions and knowledge of proportions, solve for the unknown dimension. | ||

233 |
Use Ratios to Make a Snowball Roll Down a Mountain | Graham Bough | 2018-03-02 | Coding, Math, Art | 7 | Proportions, Ratios, Animation, Art | 7.R.P.1 | The pre-placed blocks animate an ellipse moving down a mountain. Change the height of the ellipse so that the unit rate for the ratio of height to width for the ellipse is 1, making it a circle. This will create an animation of a snowball rolling down a mountain. | ||

234 B |
Find the Proportionality Constant of a Linear Equation | Graham Bough | 2018-03-02 | Math, Art | 7 | Proportions, Ratios, Math, Graphing | 7.RP.2.B, 7.RP.2.C | In this activity you will determine the proportionality constant of a linear equation. The board blocks will display two points on the grid. Change the values of 0 in the blocks to graph the line through these points. Then run the program to see if your graph is correct and answer the question. Use the graph to determine the proportionality constant for the proportional relationship between x and y. | ||

235 |
Use Proportions to Animate an Hourglass | Graham Bough | 2018-03-02 | Coding, Math, Art | 7 | Ratios, Proportion, Animation, Art | 7.RP.2 | The pre-placed blocks animate the sand decreasing from the top of the hourglass. If the ratio of the rate of sand decreasing on the top to the rate of sand increasing on the bottom is 4:1, write an expression in terms of i for the variable yBot to increase the sand on the bottom at the correct rate. | ||

236 |
Show the Basics of Probablity | Samuel Loeser | 2018-03-05 | Coding, Math, Science, Art | 7 | probability, area | 7.SP.C.6, 7.SP.C.7 | The pre-placed blocks will ask you how many points you want to animate, will randomly place them, then tell you how many are in the black area. Play around with the program to learn more about the probability of random events. What is the chance any given point will be in the black area? If you know this, estimate how many points will be in the black area if you input 100 points. How about 300 points? | ||

237 A |
Calculate Probabilities with Random Data Sets | Samuel Loeser | 2018-03-05 | Coding, Math, Science | 7 | probably, area | 7.SP.C.6 | The board blocks will generate a blue and red area. When you run the program It will place 100 points randomly on the grid and ask you some questions about the likelihood of the points being placed in specific places. | ||

238 B |
Compare the Mean and Variance of Two Random Data Sets | Samuel Loeser | 2018-03-05 | Coding, Math, Science | 7 | statistics, mean, variance, data, scatterplot | 7.SP.B.3 | The board blocks will generate two completely random data sets, one colored red and the other colored black. When you run the program you will have to compare the means and variances of the two sets of data points. | ||

239 R |
Use Ratios to Move Two Robots at the Same Speed | C-STEM Center | 2018-03-05 | Robotics, Coding, Math | 7 | Ratios, Proportions, Robots, Variables | 7.EE.B.4, 7.RP.A.2 | The pre-placed blocks generate random values for the distance and time that the Linkbot travels and the distance that the Lego Mindstorms travels, and provide equations for the speed of each robot using these values. If the ratios for distances and times that the robots travel are proportional, rearrange the equation to solve for the time that the Lego Mindstorms should travels so that both robots move at the same speed. | ||

240 B |
Use Ratios to Find the Height of a Building in Two-Point Perspective | C-STEM Center | 2018-03-05 | Math, Art | 7 | Ratio, Proportion, Art, Drawing | 7.RP.A.2 | The pre-placed blocks draw two buildings with proportional width and height. Use the given widths of the buildings and the height of highlighted side of the larger building to find the height of the corresponding side of the smaller building. | ||

241 A |
Compare Mean and Variance of Two Data Sets | Samuel Loeser | 2018-03-05 | Coding, Math | 7 | statistics, mean, variance, data, scatterplot | 7.SP.B.3 | The board blocks will generate two data sets, one colored red and the other colored black. When you run the program you will have to compare the means and variances of the two sets of data points. | ||

242 B |
Use Ratios to Determine the Contents of Trail Mix | C-STEM Center | 2018-03-05 | Math, Art | 7 | Ratios, Proportions, Drawing, Art | 7.RP.2.A, 7.RP.3 | The board blocks create a mixture of trail mix on the left and give you a factor of 2 that the entire mixture will be multiplied by. The ratio of the nuts to raisins to M&Ms will remain the same for the new mixture. Find the amounts of nuts, raisins, and M&Ms in the new mixture. | ||

243 R P |
Make Two Robots Drive the Same Distance | Samuel Loeser | 2018-03-05 | Robotics, Coding, Math, Science | 6,7,8,9 | speed, robotics, proportions, sports | 7.RP.A.2.C, 7.RP.A.2.A | The pre-placed blocks make two robots drive at different speeds. Only changing the setSpeed for the red robot, make them drive to the other end zone. | ||

244 R |
Run a Timed Football Play | Samuel Loeser | 2018-03-05 | Robotics, Coding, Math, Science | 7 | speed, robotics, proportions, sports, geometry | 7.G.A.2, 7.RP.A.1 | You need to edit the driveTime blocks to make the robot drive 12 inches up in the y direction at 8 inches/sec, and then it will make the 60 degree vertex of the triangle. You will need to make the robot drive the correct distance to make the hypotenuse at 4 inches/sec, and finally half of the last leg at 7 inches/sec. Make sure you follow the instruction to catch the ball! | ||

245 R |
Run a Football Play Based on Geometry | Samuel Loeser | 2018-03-05 | Robotics, Coding, Math, Science | 7 | speed, robotics, proportions, sports | 7.G.A.2 | You need to make the first robot drive up in the y direction for 12 inches, then make a 60 degree turn. Complete the hypotenuse of the triangle, turn 30 degrees, and drive half of the final leg of the triangle to run this play. Make sure to follow the directions carefully or else the quarterback will not know where to throw the ball! | ||

246 R P |
Applying Addition to Drive the Robot Forward | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Subtraction | 2.OA.2 | The pre-placed block will drive the robot forward 24 units forward. Change the values of the numbers being added inside of the driveDistance block to move the robot 18 units to the cyan line. | ||

247 R P |
Applying Subtraction to Drive the Robot Forward | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Subtraction | 2.OA.2 | Modify the pre-placed blocks so that the robot will drive forward 13 units. You can change one of the numbers or both numbers as long as the difference between the two numbers is equal to 13. | ||

248 R P |
Applying Addition with Multiple Terms to Drive the Robot Forward | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Subtraction | 2.OA.2 | Modify the pre-placed blocks so the robot will drive forward 14 units. You can change all of the number or just one of the numbers, as long as the sum of the numbers is equal to 14. | ||

249 R P |
Applying Subtraction with Multiple Terms to Drive the Robot Forward | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Subtraction | 2.OA.2 | The pre-placed block will drive the robot forward 16 units. Change one of the values or all the values inside of the block to move the robot 11 units. Remember to do operations in order from left to right. | ||

250 R A |
Using Addition to Group Objects: How Many Squares? | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Multiplication | 2.OA.4 | Run the program using the pre-placed blocks; you do not need to modify them. A robot will draw a rectangle on the grid, and you will need to answer the question: “How many small squares are inside the rectangle?” You will type your answer in the dialogue box that opens. | ||

251 R A |
Using Addition to Group Objects: How Many Shapes? | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Art | 2.OA.4 | Run the program using the pre-placed blocks. Use the drawing to find the number of pink triangles, dark blue circles, and light blue squares. | ||

252 R A |
Using Addition to Group Objects: How Many Non-Circles? | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Subtraction, Art | 2.OA.4 | Run the program using the pre-placed blocks. Answer the following question: “How many non-circular shapes are on the grid?” | ||

253 R A |
Working with Money: How Many Cents Do You Have? | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Subtraction | 2.MD.8 | Run the program with the pre-placed blocks. Use the drawing to answer the following question: “What is the total amount of cents with the coins displayed on the grid?" | ||

254 R A |
Reasoning with Shapes: How Many Sides Are There? | C-STEM Center | 2018-03-23 | Robotics, Coding, Math | 2 | Addition, Geometry | 2.G.1 | Run the program using the pre-placed blocks. Use the drawing of the polygon to answer the following question: “How many sides does the shape have?” | ||

255 R P |
Addition on a Horizontal Number Line | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Addition, Subtraction | 5.NBT.7 | The pre-placed block drives the robot forward 4 units from x = 0 on the number line. Add another driveDistance() block to move the robot to x = 10 on the number line. | ||

256 R P |
Subtraction with Negative Numbers on a Horizontal Number Line | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Addition, Subtraction | 5.NBT.7 | The pre-placed block will drive the robot forward 18 units forward. Add a block to move the robot so that its final position will be x = 10. | ||

257 R P |
Multiplication on a Horizontal Number Line | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Multiplication, Graphing | 5.NBT.7 | The pre-placed block will drive the robot forward 3 units. Add blocks that model the multiplication of 3 with another number to get 12. | ||

258 R P |
Division on a Horizontal Number Line | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Division, Graphing | 5.NBT.7 | The pre-placed block will drive the robot forward 18 units. Delete some of these blocks to divide 18 by a number so that the robot will drive to x = 6. | ||

259 R P |
Decimal Numbers on a Horizontal Number Line | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Addition, Subtraction, Decimals | 5.NBT.7 | The pre-placed block will drive the robot forward 2 units. Add a block to drive the robot to the position 5.5, then add another block so that the robot ends up at -3.5. Remember that negative numbers will drive the robot backwards. | ||

260 R P |
Fractions and Percent on a Horizontal Number Line | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Multiplication, Division | 5.NF.4A, 5.NF.6 | The pre-placed block will drive the robot forward 2 units. This is 25%, or (1/4), of the total distance that the robot must travel to reach its final position. Add a block to move the robot to its final position. | ||

261 R P |
Addition and Subtraction on a Vertical Number Line | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Addition, Subtraction, Graphing | 5.NBT.7 | The pre-placed block will drive the robot up 4 units. Add a block to move the robot to the position -5. On the vertical number line, negative numbers will move the robot down. | ||

262 R P |
Graphing Ordered Pairs in the Coordinate Plane | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Addition, Subtraction, Graphing | 5.G.1, 5.G.2 | The pre-placed block will drive the robot 1 unit up along the y-axis and then turn the robot right 90 degrees to move 1 unit along the x-axis. Change the driveDistance( ) blocks so that the robot moves to the point (4, 6) on the coordinate grid. | ||

263 R P |
Square in the Coordinate Plane | C-STEM Center | 2018-03-27 | Robotics, Coding, Math | 5 | Graphing, Coordinates | 5.G.2, 5.G.3 | The pre-placed block will draw one side of the square with side length 4. Add blocks to draw the remaining three sides of the square. Remember that squares have equal sides and four 90 degree angles. | ||

264 R P |
Graphing Multiple Ordered Pairs in the Coordinate Plane | C-STEM Center | 2018-03-28 | Robotics, Coding, Math | 5 | Graphing, Coordinates | 5.G.1, 5.G.2 | The pre-placed block will drive the robot to the point (3, 10) on the coordinate grid. Add blocks to drive the robot to (6, 4), and then to (10, -7). | ||

265 R |
Diagonals of a Square in the Coordinate Plane | C-STEM Center | 2018-03-28 | Robotics, Coding, Math | 5 | Graphing, Coordinates, Geometry | 5.G.2, 5.G.3 | The pre-placed blocks draw a square with side lengths of 5 units. Add blocks to draw the two diagonals of the square. | ||

266 R |
Diagonals of a Rectangle in the Coordinate Plane | C-STEM Center | 2018-03-28 | Robotics, Coding, Math | 5 | Graphing, Coordinates, Geometry | 5.G.2, 5.G.3 | The pre-placed blocks draw a rectangle with length 5 and width 10. Add blocks to draw the two diagonals of the rectangle. | ||

267 R P |
Graphing Linear Equations: Slope-Intercept Form | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Graphing, Slope, Coordinates, Robotics | 8.F.5, 8.EE.7B | The pre-placed blocks move the robot to position (-2, -12), which is a point on the graph of y = 4x – 4. Add more blocks to drive the robot and graph the line from x = -2 to x = 7. | ||

269 R |
Graphing Two Linear Equations: Slope-Intercept Form | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Graphing, Slope, Coordinates, Robotics | 8.F.5, 8.EE.7B | The pre-placed block will drive the robot to the point (-11, -12) on the graph of y = 2x + 10. Find the x – coordinate for the graph at y = 24 and graph the line y = 2x + 20. Then find the two x – coordinates for the line y = 3x + 6 at y = -12 and y = 24 and graph the second line. | ||

270 R |
Graphing Linear Equations: Horizontal and Vertical Lines | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Graphing, Coordinates, Robotics | 8.F.5, 8.EE.7B | The pre-placed block plots a point on the coordinate grid. Use drivexyTo( ) blocks to move the robot and trace a vertical line and horizontal line that both go through the point. The vertical line should start from y = -12 and go to y = 24, and the horizontal line should start at x = -12 and end at x = 24. Remember to turn trace OFF when moving between points where you do not want to trace a line on the grid. | ||

271 R |
Graphing Linear Equations: Parallel and Perpendicular Lines | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Graphing, Coordinates, Robotics | 8.F.5, 8.EE.7B | The pre-placed blocks plot a point on the grid and graph a linear equation. Add blocks to draw two more lines, one parallel and one perpendicular to the pre-drawn line, that contain the pre-drawn point on the grid. Each line should be drawn using a different robot. | ||

272 R P |
Systems of Linear Equations: Graphing the Solution | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Graphing, Coordinates, Robotics | 8.EE.8, 8.EE.8A, 8.EE.8B | The pre-placed block moves the robot to coordinate point (3, 4). Solve the system of linear equations 5x + y = 82 and 3x – y = 14. Then use the robot to draw a line from the origin to the coordinate of the solution. | ||

273 R P |
Unit Rate (or Slope) | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Slope, Graphing, Coordinates, Robotics | 8.EE.5, 8.EE.7 | The pre-placed block sets the robot's speed to 2 in/sec. Without using the block driveTime( ), add more blocks to move the robot 2 in/sec for 4 seconds, turn right 90 degrees, then move at 5 in/sec for 2 seconds. Remember the equation: Speed = Distance/Time. | ||

274 R P |
Using Unit Rates to Find Time | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Slope, Graphing, Coordinates, Robotics | 8.EE.5, 8.EE.7 | The pre-placed block sets the speed of the robot to 5 in/sec. Without using the driveDistance( ) block, add more blocks to move the robot forward 7 inches, turn left 90 degrees, then drive at 5 inches at a rate of 1 in/sec. Remember that Speed = Distance/Time. | ||

275 R |
Geometry in the Coordinate Plane: Translating Lines Horizontally | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Translations, Geometry, Graphing, Coordinates, Robotics | 8.G.1, 8.G.1A | The pre-placed block will graph the parent function y = -2x + 12. Translate the function twice in the positive x-direction and twice in the negative x-direction by 6 inches each time. | ||

276 R |
Geometry in the Coordinate Plane: Translating Lines Vertically | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Translations, Graphing, Coordinates, Robotics | 8.G.1, 8.G.1A | The pre-placed blocks graph the parent function y = 1.5x. Translate the graph twice in the positive y-direction and twice in the negative y-direction by 3 inches each time. | ||

277 R |
Geometry in the Coordinate Plane: Horizontal Reflections | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Reflections, Geometry, Graphing, Coordinates, Robotics | 8.G.1, 8.G.1A, 8.G.1B, 8.G.3 | The pre-placed blocks will draw one side of the pre-image of a triangle whose vertices are given by the points (3, -2), (-2, 5), and (5, 8). Add blocks to draw the rest of the pre-image triangle, then reflect the triangle over the line x = 7 to get the new image of the triangle. | ||

278 R |
Geometry in the Coordinate Plane: Vertical Reflections | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Reflections, Graphing, Coordinates, Robotics | 8.G.1, 8.G.1A, 8.G.1B, 8.G.3 | The pre-placed blocks will draw one of the sides of the pre-image quadrilateral whose vertices are (3, -5), (-1, -2), (2, 2), and (6, -1). Add blocks to draw the rest of the pre-image quadrilateral. Then draw the image of the reflection of the quadrilateral over the line y = 6. | ||

279 R P |
Solving Equations Related to Unit Rate & Modeling in the Coordinate Plane | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Coordinates, Graphing, Robotics | 8.EE.5, 8.EE.7 | The pre-placed blocks will drive the first robot at 1.5 in/sec for 20 inches, set the speed of a second robot to 3 in/sec, and delay the motion of that robot by 5 seconds. Add a driveDistance( ) block after the delay block to move the second robot to the position where it will catch up to the first robot. Remember that Rate = Distance/Time. | ||

280 R P |
Graphing in the Coordinate Plane Using a Table: Parabolas | C-STEM Center | 2018-04-05 | Robotics, Coding, Math | 8 | Graphing, Coordinates, Robotics | 8.F.3 | The linear function y = (1/4)x^2 can be graphed in the domain {x: 0 < x <10} by using a table to find the y-values from x = 1 to x = 9. Draw the graph of the function with the robot using a table with x-value ranges from 1 to 9 at a whole number increment. | ||

281 R P |
Applying Multiplication to Drive the Robot Forward | CSTEM Center | 2018-04-07 | Robotics, Coding, Math | 3 | robot, multiplication | 3.OA.1 | Modify the preplaced blocks so the robot will drive 18 units forward. You can change one or both of the numbers, just make sure your numbers have a product of 18 units. | ||

282 R P |
Applying Division to Drive the Robot Forward | CSTEM Center | 2018-04-07 | Robotics, Coding, Math | 3 | robot, division, quotient | 3.OA.1 | Modify the pre-placed blocks so the robot will drive 7 units forward. You can change one or both of the numbers, just make sure your numbers have a quotient of 7 units. | ||

283 R P |
Multiple Operations: Addition and Multiplication | CSTEM Center | 2018-04-07 | Robotics, Coding, Math | 3 | robot, multiplication, addition, product, sum | 3.OA.1 | Modify the preplaced blocks so the robot will drive 7 units forward. You can change one, two, or all three numbers. The operations must remain the same and are performed according to Order of Operation. | ||

284 R P |
Multiple Operations: Division and Subtraction | CSTEM Center | 2018-04-07 | Robotics, Coding, Math | 3 | robot, division, subtraction, quotient, difference. | 3.OA.1 | Modify the preplaced blocks so the robot will drive 21 units forward. You can change one, two, or all three numbers. The operations must remain the same and are performed according to Order of Operation. | ||

285 R A |
Measurement & Data: Comparing Time | CSTEM Center | 2018-04-07 | Robotics, Coding, Math | 3 | data, time, word problem, addition, subtraction, number line | 3.MD.1 | Run the program with the pre-placed blocks. Use the drawing of the two clocks on the grid to answer the following question: "How many minutes ahead is clock 1 compare to clock2". Input your answer in a pop-up box after you ran the program. | ||

286 R A |
Measurement & Data: Comparing Data Set | CSTEM Center | 2018-04-07 | Robotics, Coding, Math | 3 | data, time, word problem, addition, subtraction, number line | 3.MD.3 | Run the program with the pre-placed blocks. Use the drawing of a bar graph on the grid to answer the follow question: "How many more cats are there than fishes?" | ||

287 R A |
Geometry - Area of a Rectangle | CSTEM Center | 2018-04-07 | Robotics, Coding, Math | 3 | geometry, rectangle, area, multiplication, addition | 3.MD.7 | Run the program with the pre-placed blocks. Use the drawing of a house on the grid to answer the follow question: "What is the area of the house (including the door and windows?" | ||

288 R A |
Geometry: Perimeter & Area of a Square in Coordinate Plane | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | geometry, square, perimeter, area, coordinate system, answer prompt, variable | 6.G.3, 6.NS.8 | Add more driveDistance() blocks before the pre-placed blocks to draw the square represented by points (0,0), (8,0), (0,8) and (8,8). Then answer a prompt about the shape's perimeter and area. | ||

289 R A |
Geometry: Perimeter & Area of a Rectangle in Coordinate Plane | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | geometry, rectangle, perimeter, area, coordinate system, answer prompt, variable | 6.G.3, 6.NS.8 | Add driveDistance() blocks before the preplaced blocks to draw the rectangle represented by points (0,0), (5,0), (0,11) and (5,11). Then answer a prompt about the shape’s perimeter and area. | ||

290 R A |
Geometry: Area of a Triangle in Coordinate Plane | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | geometry, triangle, area, coordinate system, answer prompt, variable | 6.G.1, 6.G.3, 6.NS.8 | Add driveDistance() blocks before the preplaced blocks to draw the triangle represented by points (3,0), (9,0), and (4,5). Then answer a prompt about the shape's area. | ||

291 R A |
Geometry: Perimeter & Area of a Polygon in Coordinate Plane | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | geometry, polygon, perimeter, area, coordinate system, answer prompt, variable | 6.G.3, 6.NS.8 | Add driving blocks to workspace, before the pre-placed blocks, to draw the polygon whose vertices are points (5,0), (5,12), (12, 12), (12, 4), (16,4), and (16,0) in clockwise order. Then, answer the prompt about the perimeter and area of the shape. | ||

292 R P |
Graphing Distance vs. Time in the Coordinate Plane | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | distance-time formula, rate, coordinate plane, turning | 6.EE.2c, 6.EE.7 | The preplaced blocks set the tickbot driving sped to 1.5 units per second. Add driveDistance command block to drive the robot right for 5 seconds and up for 4 seconds. | ||

293 R P |
Modeling Addition & Subtraction on a Horizontal Number Line | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | addition, subtraction, number line, rational number | 6.NS.6c, 6.EE.2, 6.EE.7 | The pre-placed block drives the red tickbot to x = 5. Add more driveDistance command blocks to drive the red tickbot to x = 11 and then the green tickbot to x = 3. | ||

294 R P |
Modeling Multiplication and Division on a number line | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | Multiplication, division, number line, rational number, muti-operations | 6.NS.6c, 6.EE.2, 6.EE.7 | Drive the robot to x = 3 on the number line. Then drive the robot forward 4 times that amount. Lastly, drive the robot backwards a third of the total distance travelled. | ||

295 R P |
Modeling Fraction & Decimals on a Horizontal Number Line | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | addition, number line, rational number , fraction, decimal | 6.NS.6c, 6.EE.2, 6.EE.7 | The preplaced block moves the tickbot to x = 7/2. Add more driveDistance command to move it to x = 42/5. Finally, have the tickbot ends at x = 12.5 | ||

296 R |
Modeling Inequalities on a Horizontal Number Line | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | inequalities, number line | 6.NS.7a | Drive the robot to trace the solution set of x < 7 | ||

297 R |
Modeling Inequalities on a Vertical Number Line | CSTEM Center | 2018-04-09 | Robotics, Coding, Math | 6 | inequalities, number line | 6.NS.7a | Drive the robot to trace the solution set of y > 3 | ||

298 R P |
Drive Distance: Moving Forward with One Block | C-STEM Center | 2018-04-09 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | Addition, Subtraction | The pre-placed block will drive the robot forward 5 units. Change the value in the blue box of the driveDistance block to drive the robot forward 20 units to reach the cyan line. | |||

299 R P |
Drive Distance: Moving Forward with Two Blocks | C-STEM Center | 2018-04-09 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | Addition, Subtraction | There are no pre-placed blocks. Add driveDistance blocks. The first distance should move the robot to the purple line, and the combined distances should move the robot to the cyan line. | |||

300 R P |
Drive Time: Moving Forward | C-STEM Center | 2018-04-09 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | Time, Robotics | The pre-placed block will move the robot for 4 seconds at a speed of 3 in/sec. Change the blocks to move the robot for 6 seconds at the same speed. | |||

301 R P |
Move Forward Then Backward Using Different Blocks | C-STEM Center | 2018-04-09 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | In this activity you will use two different types of blocks to move a robot first forward then backward. | The pre-placed block sets the speed of the robot. Add blocks to move the robot forward for 8 seconds, then backward 15 inches. | |||

302 R P |
Turning Left or Right in the Coordinate Plane | C-STEM Center | 2018-04-09 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | Robotics, Coding, Coordinates | The pre-placed blocks move the robot a distance, turn the robot left, then move the robot another distance. Change the blocks to move the robot to the point on the grid. | |||

303 R P |
Turning Left/Right: A Real-World Example | C-STEM Center | 2018-04-09 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | Robotics, Coding, Coordinates | The robot was just hired for a new job delivering newspapers. Each dot on the grid represents a house that the robot must deliver a paper to. Use driveDistance and turnLeft/Right blocks to drive the robot on the route that ends with the house on the far right. Make sure that the robot gets to the other two houses along the route. | |||

304 R P |
Multiple Robots: Moving Forward | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The pre-placed block drive two robots forward 5 inches. Change the blocks so that the red robot moves forward 10 inches, and the green robot moves forward 14 inches. | |||

305 R P |
Multiple Robots: Moving Forward and Turning | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | Move the robots in the following paths: Robot 1: Drive forward for 16 seconds at a speed of 1 inch/second. Robot 2: Trace the perimeter of the pink rectangle. Robot 3: Move backward 5 units, turn right, then move 4 units. | |||

306 R P |
Modeling Linear Relations 1 of Velocity and Time | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Linear Relationship, velocity, time | A.CED.4 | Move the robot a total distance of 20 units at 2 units per seconds using driveTime() block. | ||

307 R P |
Modeling Linear Relations 2 in the Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Linear Relationship, velocity, time | A.CED.4 | Move the robot down 10 units using driveDistance() block, then move the robot up 32 units in 8 seconds using driveTime() block. | ||

308 R P |
Modeling Linear Relations 3 in the Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Linear Relationship, velocity, time | A.CED.4 | Change the initial position of the robot using the command window in the lower lefthand side (under the Coordinate Plane). Change the initial position of the robot so it starts 8 units to the left and 4 units down. Set the robot’s speed to 3 units per second and then drive the robot to y = 12. | ||

309 R P |
Graphing Linear Equations with Robots 1: Intercepts | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Linear Equation, graphing, intercepts | A.REI.10 | Find the x-&y-intercepts of the linear equation 3x – 6y = 24. Then use the drivexyTo() and trace blocks to have the tickbot graph the linear function. Make sure to go through the intercepts: x first then y. | ||

310 R |
Graphing Linear Equations with Robots 2: Slope & y-intercept | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Linear Equation, graphing, intercepts, slope | A.REI.10 | Given y = -2/3x + 6. Have the tickbot graph the line described by this equation by plotting a point and using the slope to find additional points. Your graph must go through the y-intercept and contain three additional points not including the y-intercept. The points should lie on both sides of the y-intercept (in Quadrant II and I) | ||

311 R P |
Graphing Systems of Linear Equations with Robots | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Linear Equation, graphing, intercepts, systems of equations | A.REI.3, A.REI.10 | Solve 5x – 25 = 10 and 90 – 3y = 45. First, drive the robot to trace the linear equation 5x-25 = 10 using drivexyTo function (Be sure to extend the line to the entire grid). Then trace the equation 90 - 3y = 45, ending at the point where the two linear lines intersect. | ||

312 R P |
Graphing Systems of Linear Inequalities with Robots | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Linear Equation, inequalities graphing. | A.REI.3, A.REI.12 | Drive the robot to the smallest x and biggest y in the coordinate pair (x, y) where x and y are restricted by the inequalities -12x + 30 < -60 and 7y +30 ≤ 2y | ||

313 R |
Geometry: Area of Rectangle in Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Rectangle, area, linear equation, coordinate system | A.REI.3 | Draw the rectangle whose area is 91 square units with a height of 7 units. The bottom left vertex of the rectangle is at (0,0). | ||

314 R |
Geometry: Area of Triangle in Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | Triangle, area, linear equation, coordinate system | A.REI.3 | Draw a right triangle with an area of 24 square units, with a hypotenuse equal to 10 units and one leg measuring 8 units. The legs of your triangle must remain on the x and y axes and the triangle must be graphed in Quadrant I. | ||

315 R P |
Model & Calculate the Average Speed of a Robot in the Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | time, distance, coordinate plane, average speed | A.REI.3 | Robot 1 travels: 6 units in 3 seconds, then 4 units in 5 seconds, and finally 5 units in 2 seconds. Find the average speed during the trip and move the robot from the initial position (0.0) to the final position at this average speed. | ||

316 R P |
Equations - Solving for Missing Values and Modeling their Solution | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | equations, distance, rate, coordinate plane | A.REI.3 | Drive the two robots forward to the line x = 5. Robot 1 will travel at a rate of 5 in/sec. Robot 2 will travel at a rate of 7 in/sec. Both robots need to finish at the line x = 15 and start at the same time. | ||

317 R P |
Initial Position – Modeling in the Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | equations, distance, rate, coordinate plane, nonblocking | A.REI.3 | Robot 1 will start at the origin and drive 18 units at a rate of 6 units/sec. Robot 2 will start at (6, -6) and travel at a rate of 6 units/sec. Both robots need to start at the same time, and robot 2 needs to end at the same place as robot 1. | ||

318 R P |
Initial Position and Initial Angle – Modeling in the Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 7,8,9 | equations, distance, rate, coordinate plane, nonblocking | A.REI.3 | Robot 1 will start at (0, 18) and is traveling at 7 units/sec. Robot 2 will start at (6, -9) and travel 6 units. Have the robots arrive at the line y = -3 at the same time. | ||

319 R P |
Drive Distance: Moving Forwards | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, robot, coding, subtraction | A.REI.3 | Using the driveDistance() block, drive the robot to y = 5, then to y = 9. | ||

320 R P |
Drive Distance: Moving Forwards and Backward | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, backward, robot, coding | A.REI.3 | Using the driveDistance() block, drive the robot forward 8 units, backward 5 units, and finally forward 9 units. | ||

321 R P |
Turn Left/Right | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, turning, robot, coding | A.REI.3 | Drive the robot to (-4, 9). | ||

322 R P |
Debugging a Program: Running Step-by-Step to Find and Fix the Error | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, turning, robot, debugging, step-by-step | A.REI.3 | Use the Step function to help you "debug" the pre-placed blocks and move Linkbot along the colored path shown on the coordinate grid. | ||

323 R P |
Loops Moving the Robot a Specified Distance Repeatedly | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, turning, robot, looping, repetition | A.REI.3 | Add driving blocks within the repeated loop to move 10 units forward and 10 units backward three times. | ||

324 R |
Loops with Shapes Part I - Drawing a Square | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, turning, robot, looping, repetition | Create a square with sides of length 7 with vertices at (0,0), (7,0), (7,7), (0,7). | |||

325 R |
Loops with Shapes Part II - Rectangle | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, turning, robot, looping, repetition, rectangle | Create a 10 x 5 rectangle with vertices at (0,0), (10,0), (10,5), (0,5). | |||

326 R P |
Using User Input to Assign Variables | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | user input, variable, word problem | Use a distance variable to drive the robot to the point located on the grid. First, set a numerical value block to the "set distance" block and then drive the robot with this distance variable. | |||

327 R P |
Outputting Values to the User | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | user input, variable, output | Set a distance variable to 22. Drive the robot forward with that variable. Finally, output "distance is 22. The robot drove 22 units along the y-axis". | |||

328 R |
Functions: Creating a Square | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | function, calling function, square, geometry | The createSquare function will draw a square. Add in more command blocks and modify the function statements to create a square centered at (3, 5) with length of 4 units. | |||

329 R |
Functions: Creating a Rectangle | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | function, calling function, rectangle, geometry | The createRectangle function will draw a rectangle. Use this function to draw a rectangle centered at (0, 0) and another rectangle centered at (10, 10). Trace only the rectangle. | |||

330 R P |
Changing the Initial Position and Moving Multiple Robots Simultaneously | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | initial position, multiple robots, non-blocking function | Add a second linkbot to the grid. Robot 1 will start at (-3, -6) and have red tracing. Robot 2 will start (6, 0) and have green tracing. Have both robots drive to the finish line. | |||

331 R |
Multiple Robots: The Chase around a Circle | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | initial position, multiple robots, non-blocking function, circle | Add two robots to the grid. Robot 1 is at (0, 0), facing 90o and robot 2 is at (14, 0) facing 270o. Insert 3 additional blocks for Robot 2 to make the two robots chase each other around a circular path. | |||

332 R |
Multiple Robots: The Chase around a Square | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | initial position, multiple robots, non-blocking function, square | Add two robots to the grid. Robot 1 is at (0, 0), facing 90o and robot 2 is at (14, 0) facing 270o. Insert 3 additional blocks for Robot 2 to make the two robots chase each other in a square path. | |||

334 R A P |
Using User Input to Assign Variables | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | user input, variable, word problem | The first driveDistance() will drive the linkbot forward 5 units. The program will then prompt you to input the rest of the distance, so the linkbot will reach the green dot. | |||

335 R P |
Debugging a Program: Running Step-by-Step Analysis | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | driving, forward, turning, robot, debugging, step by step | Use the Step function to help you "debug" the pre-placed blocks and move Linkbot along the colored path shown on the coordinate grid. | |||

336 R P |
Outputting Values to the User | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | user input, variable, output | Problem Statement Insert additional driveDistance and turn block to maneuver the linkbot around the outline of the pink polygon and reach the blue dot. Get the final position of the linkbot and print out those values. | |||

337 R P |
Get the Position of a Robot on the Coordinate Plane | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | coordinate plane, final position, output, printing | Drive the linkbot 7 units to the right and 9 units up. Get the x and y coordinate of the robot and print them out. | |||

338 R |
Loops with Shapes Part II - Rectangle | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | coordinate plane, final position, output, printing | Create a 10 x 5 rectangle using the count loop. | |||

339 R P |
Using Roboblockly to Solve Simple Mathematical Expressions | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | math operations, square root, arithmetic, robot driving, printing, output | Modify the preplaced block to set a variable to the sum of square root of 225 and 5. Then input that variable to a driveDistance() block to drive linkbot forward. Finally, print out the output as "Variable is __, which is the sum of sqrt(225) and 5. | |||

340 R |
Drawing Geometric Shapes | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | drawing, geometry, coordinate plane | Create a rectangular gray house with bottom left corner starting at the origin that is 10 feet tall by 15 feet wide. The roof will be a blue triangle. There needs to be two yellow windows and one red door. The only requirement is that the door is in between the two windows. | |||

341 R |
Animation - Make the ball bouncing | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | animation, drawing, geometry, loop | Modify the pre-placed blocks to produce the following animation: • Have the ball bounce 8 times. • Use a different color for the ball when it bounces up and for when it bounces down. • Change the size of the ball - make it smaller. • Change the starting position of the ball so it begins bouncing from the ground and reaches a height of 18. • Change the speed of the bounce. | |||

342 R |
Assign, Store and Print Random Integers | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | random integers, variables, printing output | Store a random integer from 1 to 100 into a variable and then print out that variable. | |||

343 R |
If Statements Using Random Integers to Drive the Robot a Specified Distance | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | logical, if statement, random statement, truth value | Insert a condition so that the robot only drives when the random number between 1 and 100 is even. | |||

344 R |
If-else Statements: Drive the Robot a Specified Distance & Direction | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | logical, if statement, else statement, random statement, truth value | Fill in the "if-else" blocks so that the linkbot moves forward 5 units when a random interger between 1 and 100 is greater than 50. Otherwise, the linkbot mobes backwards 5 units. | |||

345 R |
If-Else Statements: Drive the Robot to a Specified xy Coordinate | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | logical, if statement, if-else, else, random statement, truth value | The else-if statements execute different sequence of commands depending on different applied conditions, as many as necessary. | |||

346 R |
Logical "AND" Statements: Drive the Robot to a Specified xy Coordinate | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | logical, if statement, if-else, else, AND statement, random statement, truth value | Fill in the "if - else if - else" blocks so that the linkbot moves to (0, 5) when a random integer between 1 and 100 is even and greater than 50, to (5, 5) if the variable is odd and less than 50, and otherwise to (5, 0). | |||

347 R |
Logical "OR" Statements: Drive the Robot to a Specified xy Coordinate | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | logical, if statement, if-else, else, and statement, random statement, truth value | Fill in the "if- else" blocks so that the linkbot moves to (0, 5) when a random integer between 1 and 100 is even or less than 50, otherwise to (5, 0) . | |||

348 R |
Functions: Creating a Square | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | function, geometry, square, coordinate system | The createSquare function will draw a square. Use this function to draw two squares of length 4: Square 1 is centered at (3, 3) and Square 2 is at (9, 12). For a challenge, trace only the two squares. | |||

349 R |
Functions: Creating a Circle | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | function, geometry, circle, coordinate system | The createCircle function will draw a circle with a radius of 7. Use the createCircle function to draw two circles centered at: (0, 0) and (12, 0). For a challenge, only trace the two circles. | |||

350 R |
Functions Creating a Rectangle using Arguments | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | function, geometry, rectangle, variable, input arguments. | Use the "function" block to create three rectangles. Rectangle 1: 12 units height by 20 units wide. Rectangle 2: 6 x 10. Rectangle 3: 3 x 5. | |||

351 R |
Function Calculating the Area of a Rectangle Using a Function with a Return Value | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | function, geometry, rectangle, variable, input arguments, output argument | Use the function block to draw rectangle with an area of 36 square units. You will need to fill in variables needed to calculate the area of rectangle and assign values to the dimensions of your rectangle so the area equals 36 square units. Finally, you need to enter in a complete sentence that tells the user the area of their rectangle. | |||

352 R P |
Applying Addition to Drive a Robot Forward | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 1 | addition, robotics | 1.OA.1 | Modify the preplaced blocks so the robot will drive forward a total of 9 units. You can change one or both of the numbers, just make sure your numbers add up to 9. | ||

355 R P |
Applying Subtraction to Drive a Robot Forward | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 1 | Applying Subtraction to Drive a Robot Forward | 1.OA.1 | Modify the preplaced blocks so the robot will drive forward 4 units. You can change one or both of the numbers, just make sure your numbers add up to 4. | ||

356 R P |
Applying Addition with Multiple Terms to Drive a Robot Forward | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 1 | addition, robotics | 1.OA.1 | Modify the preplaced blocks so the robot will drive forward 10 units. You should use addition only. You can change all of the numbers or one, just make sure that all three numbers add up to 10. | ||

357 R P |
Applying Subtraction with Multiple Terms to Drive a Robot Forward | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 1 | subtraction, robotics | 1.OA.1 | Modify the preplaced blocks so the robot will drive forward 3 units. You should use subtraction only. You can change all of the numbers or one, just make sure that all three numbers have a difference of 3. | ||

358 R P |
Length and Distance – The Pencil Problem | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 1 | addition, robotics, drawing | 1.OA.1 | Drive the robot the same length as the pencil on the grid. You will need to change the number in the driveDistance() block to do this. Use the grid lines to help you determine how long the pencil is. | ||

359 R P |
Simplifying Expressions with Multiple Expressions | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | ratios, robotics, subtraction, multiplication | 4.OA.3 | The robot wants to move a total distance of 28 inches. You will need to place three driveDistance() blocks according to the moves listed below. Move 1: Move the robot forward 1/7 of the total distance to be traveled. Move 2: Move the robot backwards two times the distance of your first move. (You will need to use a negative number to travel backwards) Move 3: Move the robot forward 4x4 units. | ||

360 R P |
Factors: Finding Pairs of Factors | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | multiplication, robotics, factors | 4.OA.4 | Factors are numbers that divide evenly into a number with no remainder. The number 8 has four factors. The grid shows three of the four pairs of factors: 1*8 = 8 4*2 = 8 8*1 = 8 What is the missing set of factors? | ||

361 R P |
Multiples: Calculating the First Five | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | multiplication, robotics, multiples | 4.OA.4 | Problem Statement Drive the robot the first 5 multiples of 3. Each move will represent a multiple then the robot must turn right to indicate a new multiple. Three of the five multiples listed are correct, you will need to correct two driveDistance blocks. | ||

362 R P |
Prime Numbers: Is It the Largest Prime? | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | multiplication, robotics, factors, primes | 4.OA.4 | Use the driveDistance block to drive the robot to the largest prime number of the following numbers: 3, 7, 11, 15. | ||

363 R P |
Number Patterns: Sequences Involving Addition - Finding the First Term | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | addition, robotics, factors, sequence, pattern | 4.OA.5 | Given the sequence: __, -2, 5, 12, 19, determine the missing number then drive the robot to the missing term. You can input negative numbers into the blocks to move the robot backwards. | ||

364 R P |
Number Patterns: Sequences Involving Multiplication | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | multiplication, robotics, sequences, patterns | 4.OA.5 | Given the sequences: 1, 2, 4, __, 16, 32 determine the missing number then drive the robot to the missing term. | ||

365 R P |
Numbers in Base Ten: Identifying Place Values | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | numbers, robotics, coordinates | 4.NBT.3 | Drive the robot to the hundred thousands place of the number 54,637,281. | ||

366 R P |
Fractions: Adding and Subtracting with Common Denominator | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | addition, subtraction, robotics, fractions | 4.ND.3d | In this problem, you will apply your understanding of factors to determine how far to drive the robot. | ||

367 R P |
Comparing Numbers: Converting to the Same Form | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | decimals, fractions | 4.NBT.6, 4.NF.7 | Drive the robot to the largest of the three numbers: 41/5, 8.1, and 33/4. | ||

368 R P |
Comparing Numbers: Simplifying Expressions to Find the Outlier | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | simplifying, decimals, addition, subtraction, multiplication, division, fractions | 4.NBT.4, 4.NBT.6 | Of the following five numbers, four are equivalent. Drive the robot to the non-equivalent number: 18/2, 4+5, 17 – 8, 9 + 2- 3, 2*4.5 | ||

369 R P |
Multiple Robots: Finding the Difference in Distance Traveled | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | subtraction, robotics | 4.NBT.4 | Robot 1 travels a total distance of 10.56. Robot 2 will travel 6.82 in less than Robot 1. Find how far Robot 2 will travel then move both Robots the correct distance. | ||

370 R P |
Multiple Robots: How Many Times Farther Did the Robot Travel? | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | multiplication, robotics, factors | 4.OA.1 | Robot 1 will travel 4 times farther than Robot 2. Robot 2 will travel 3 units. Find out how far Robot 1 will travel and then move both robots the correct distance. | ||

371 R |
Geometry – Find the Missing Dimension | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | geometry, robotics, unknowns | 4.MD.3 | Modify the preplaced blocks to draw a rectangle that has a width of 8 units and an area of 32 units squared. | ||

372 R P |
World’s Largest Caterpillar – Ratio and Proportion | CSTEM Center | 2018-04-10 | Robotics, Coding, Math | 4 | multiplication, robotics, factors, proportions | 4.MD.1 | The world’s largest caterpillar measures 1.75 feet long. Drive the robot length of the caterpillar in inches. A picture of the caterpillar is provided, and the robot has been preplaced at one end of the caterpillar and will drive along side. | ||

373 R P |
Rational Numbers on a Coordinate Plane | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | ratio, fractions, robotics | 7.NS.1d, 7.NS.2c, 7.NS.2d | Drive the robot to y = (11/4 + 5)/(½). | ||

374 R P |
Solving Equations: Modeling Ratios and Proportions using Distances | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | ratios, proportions, robotics | 7.EE.3, 7.RP.2c | In the previous activity, the robot drove a total of 15.5 units. This time, drive the robot 80% of the total distance up (along the y-axis). Then 20% of the total distance right (along the x-axis). | ||

375 R P |
Algebraic Expressions: Writing and Simplifying | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | multiplication, robotics, algebra | 7.NS.1 | Drive the robot forward (4.5)^2 units and then backwards √225 units. | ||

376 R P |
Algebraic Equations: Modeling Solutions in the Coordinate Plane | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | equations, modeling, robotics | 7.RP.2c | The robot drove forward 1/2 of the total distance, then turned right and travelled 25% of the total distance, and then moved an additional 7 units down. Write an equation for to solve for the total distance traveled in order to have the robot travel the path described above. | ||

378 R A |
Graphing in the Coordinate Plane: Slope of a Line | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | graphing, slope, linear, robotics | 7.RP.2a | Drive the robot from (-5, 10) to (9, 3). Enter the slope of the line created when asked. | ||

379 R P |
Complementary and Supplementary Angles in the Coordinate Plane | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | geometry, robotics | 7.G.5 | Angle 1 and angle 2 are supplementary angles. Angle 1 measures 6x - 13 degrees and Angle 2 measures 4x + 93 degrees. Solve for each angle. Change the initial angle of the robot to graph angle 1, the positive x-axis will be one side of your angle, the robot will make the other side of the angle. Drive the robot 12 units at this angle. | ||

380 R |
Area in the Coordinate Plane | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | area, robotics, division | 7.G.6 | A rectangle’s area is 48 square units. The preplaced blocks draw one of its sides. Draw the rest of the rectangle. | ||

381 R A |
Area in the Coordinate Plane: Trapezoid | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | area, geometry, robotics | 7.G.6 | Connect the points (4,8), (10,8), (10,3), (1,3) to form a trapezoid. Enter the area of the trapezoid in the appropriate variable. | ||

382 R A |
Geometry in the Coordinate Plane: Perimeter and Area | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | perimeter, area, geometry, multiplication, addition, robotics | 7.G.2, 7.EE.2 | The rectangle’s area is 108 square units. Its length is 3 times the width. Draw the rectangle when its bottom left corner is at (0,0) and enter its perimeter when prompted. | ||

383 R A |
Geometry in the Coordinate Plane | C-STEM Center | 2018-04-10 | Robotics, Coding, Math | 7 | geometry, multiplication, perimeter, area | 7.G.4 | The preplaced blocks create a circle with a diameter of 10 units. Enter the circumference and area when prompted. Use 3.14 for pi in calculations. | ||

384 R P |
Drive Distance: Moving Forward | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The pre-placed block will drive the robot forward 5 inches. Change the block to drive the robot forward 10 inches. | |||

385 R P |
Set Speed: Moving Forward at a Given Speed | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | Change the pre-placed blocks to move the robot forward at 2 in/sec for 12 inches, then at 8 in/sec for 8 inches. | |||

386 R P |
Drive Time: Moving Forward | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The pre-placed block will drive the robot forward for 4 seconds. Change the block to move the robot forward instead for 7 seconds. | |||

387 R P |
Drive Angle: Moving Forward | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The pre-placed block will drive the robot forward by turning the wheels 60 degrees. Change the blocks to move the robot by rotating the wheels by two full circles. Remember one full rotation is 360 degrees. | |||

388 R P |
Turning Left or Right in the Coordinate Plane | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The pre-placed blocks turn the robot right. Add blocks so that the robot drives 5 units, turns right, then drives 5 more units | |||

389 R P |
Turning Left/Right: A Real-World Example | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The robot has been hired to walk the neighborhood dogs. Using the turnLeft()/turnRight() blocks show the path of the daily walk the robot makes on his dog walking route. The robot is not allowed to walk diagonally. Start the robot at (0, 0). The first dog lives at (3, 4). Then the robot continues forward 5 units and turns left and goes another 6 units to pick up the next dog. The last dog is 7 units to the right. The route ends at the dog park which is at (-5, -2). | |||

390 R P |
Moving in the Coordinate Plane by Plotting Points | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding, Coordinates | The pre-placed block will drive the robot to the point (3,4). Modify and add blocks to move the robot to the point (5, 10), then to the point (10, 5). | |||

391 R P |
Tracing the Path of the Robot in the Coordinate Plane | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding, Coordinates | Use the trace block to trace the movement of the robot from (0, 0) to (6, 5). Then have the robot move from (0, 10) to (6, 15), again tracing the movement of the robot. You do not want to trace the position of the robot between moves. | |||

392 R |
Drawing in the Coordinate Plane | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding, Coordinates | Draw the letter ‘A’ using the points (-5, 0), (5, 0), (-2.5, 5), (2.5, 5), and (0, 10). | |||

393 R P |
Moving Forward the Same Distance | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | Add blocks to move all four of the robots to reach the cyan line. Each robot has different colored blocks. For a challenge, try to use different types of blocks to move each robot. | |||

394 R P |
Synchronizing Movement | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | Using non-blocking driveDistance blocks (driveDistanceNB), move robot 1 forward 10 units and robot 2 forward 5 units at the same time. | |||

395 R P |
Delaying Movement | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | Set the speed of robot 1 to 2 in/sec and the speed of robot 2 to 4 in/sec. Drive the first robot 20 inches. Drive the second robot 20 inches after the first robot has been moving for 3 seconds. | |||

396 R P |
Changing the Initial Position and Moving Multiple Robots Simultaneously | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | Change the initial position of robot 2 to the position of the dot on the board. Move both robots so that they start moving at the same time and reach the cyan line after 4 seconds. | |||

397 R P |
Arriving at the Same Location by Changing the Initial Position and Angle | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | Change the initial position of robot 1 to the red dot on the grid, then change the initial angle of robot 1 to 270 degrees. Add blocks so that both robots begin moving at the same time and both reach the red line after 3 seconds. | |||

398 R P |
Get the Location of a Robot and Output Coordinate to the User | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding, Coordinates | The pre-placed blocks move the robot to (-5, 5) and output the coordinate to the user. Change the blocks so that the outputted x and y values are (15, 18). | |||

399 R P |
Get the Location and Angle of a Robot and Output to the User | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The pre-placed block will change the angle of the robot to 0 degrees relative to the x-axis and output the angle value to the user. Change the blocks so that the outputted angle is 60 degrees. For this to be true, the angle must be 60 degrees relative to the x-axis. | |||

400 R P |
Get the Joint Angle of a Robot and Output to the User | C-STEM Center | 2018-04-11 | Robotics, Coding | 4,5,6,7,8,9,10,11,12 | Robotics, Coding | The pre-placed block will move the robot 90 degrees and get the angle of joint 1 of the robot. Change the value of the driveAngle block so the output is equivalent to one full rotation of the wheel. | |||

401 R P |
Drive Distance: Moving Forward | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | addition, robotics | Hello, I am Linkbot/Lego Mindstorm. Please help me move forward 8 units. | |||

402 R P |
Modeling Addition & Subtraction on a Horizontal Number Line | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | addition, subtraction, robotics | Linkbot/Lego Mindstorm needs to make three stops. The first one is to x = 7. Then, move the robot to x = 10, and finally have the robot end on x = 1 on the number line. | |||

403 R P |
Debugging a Program: Running Step-by-Step to Find and Fix the Error | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | addition, robotics | Linkbot/Lego Mindstorm wants to move forwards 10 units, then turn right and move 7 units. Finally, Linkbot/Lego Mindstorm wants to move down 18 units. | |||

404 R |
Loops with Shapes – Drawing a Rectangle | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | loops, addition, robotics | Create a rectangle with width 4 and height 6. Use the pre-placed blocks to help you create your shape. You will need to add 2 blocks inside the repeat loop. | |||

405 R |
Loops with Shapes Part II – Prompting for User Input | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | loops, geometry, robotics | Run the preplaced code and correctly input values to draw a rectangle of width 10 and height 4. | |||

406 R P |
Multiple Robots: Moving Forwards The Same Distance | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | addition, robotics | Please add four more robots. Then, move all four robots forward 7 units. Each robot will have different colored blocks. | |||

407 R P |
Multiple Robots: Changing the Initial Position and Moving Multiple Robots Simultaneously | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | addition, robotics | Two robots have been placed on the coordinate grid. Robot 1 is placed at (0, 0) and Robot 2 is placed at (6, -6) Robot 1 has red blocks and Robot 2 has green blocks. Robot 1 will move at a speed of 2.5 units per second and Robot 2 will move at a speed of 4 units per second. Add an additional driveDistance block for Robot 2 so that both Robots will reach y = 10 at the same time. | |||

408 R |
Multiple Robots: The Chase | C-STEM Center | 2018-04-16 | Robotics, Coding, Math | 4,5,6,7,8,9,10,11,12 | addition, robotics | Two robots have been placed on the coordinate grid. Robot 1 is placed facing right at (-5, -5) and Robot 2 is facing left at (5, 5). Robot 1 will have red blocks and Robot 2 has green blocks. You will need to insert two additional blocks for Robot 2 to make the two robots chase each other around a square path. The Non-Blocking blocks for Robot 1 have already been placed. Make sure to add your two additional blocks for Robot 2 to the inside of the repeat loop. | |||

410 |
Draw a Duck | Megan Lo | 2018-05-23 | Math, Art | 1,2,3 | drawing, circle, triangle, graphing, geometry | 5.G.2, 7.G.1, G-CO.4, G-C.5 | The pre-placed block will draw a circle at (18,18) for the face of the duck. Add drawing blocks to add a beak and an eye. | ||

411 A |
Determining Relationships Using Student Homework Data | Graham Bough | 2018-06-06 | Math | 8 | Correlation, Statistics | 8.SP.A.1 | A high school math teacher decides to divide her class in to two groups and record a score for each student’s satisfaction based on the number of homework assignments assigned. She assigns students who claim to enjoy math to Group 1, and students who claim to dislike math to Group 2. The data collected from this experiment is plotted on the coordinate grid. Run the program, and for each group determine the relationship between the number of homework assignments and student satisfaction scores. | ||

412 A |
Using Velocity Data to Approximate Acceleration | Graham Bough | 2018-06-06 | Coding, Math | 8 | Velocity, Acceleration, Statistics, Correlation | 8.SP.A.3 | The velocity of a car was recorded at several time intervals. The table containing this data can be viewed in the initial prompt. Plot the data points on the grid with velocity on the y-axis and time on the x-axis. Then determine which of the three lines best fits with the data. Then, use the line to approximate the acceleration of the car during this interval. Round your answer for acceleration to the nearest thousandth. | ||

413 A |
Packaging a Magic Wand | Chau Nguyen | 2018-06-11 | Coding, Math, Art | 8 | Length, Pythagorean Theorem, geometry, right triangle, 2D shapes, algebraic unknowns, design | 8.G.B.7, SRT.C.8 | You want to ship a 10 inches long magic wand to your friend as a birthday gift. The longest dimension of the shipping envelope you're using must be 10.9" in order to snuggly fit in the 10" wand. Knowing the envelope is 6.25" high, design the smallest width to achieve this task (Round answer to nearest hundredths - tip: to avoid precision error, don't round until the very end). | ||

414 R P |
Spider Crawling up a Web | Chau Nguyen | 2018-06-11 | Robotics, Coding, Math | 8 | Pythagorean Theorem, 3D box, geometry, distance, right triangles | 8.G.B.7, SRT.C.8 | The blue spider just made a web strand going from corner A of a cardboard box to corner D. It now needs to crawl back up to the top. Knowing that the dimension of the box is H x L x W = 12.3" x 8.4" x 5.59", calculate the required traveled distance of the spider and drive the linkbot along the web strand path using driveDistace(). Round to 3 decimals point - tip: to avoid precision error, don't round until the end. | ||

415 B |
Simplify Expression | Chau Nguyen | 2018-06-11 | Coding, Math | 8 | exponents, power, simplification, properties of integer exponents, multiplication, inverse, equivalence | 8.EE.A.1 | There is an expression on the grid, use your knowledge about integer exponents to simplify the left side of the ' = ' and calculate the unknown exponent u of the expression to the right of ' = ' . Then answer the prompt. Reset for new problem. | ||

416 B |
Design a Cylinder | Chau Nguyen | 2018-06-11 | Coding, Math | 8 | volume, cones, hemisphere, cylinder | 8.G.C.9 | Your chocolate ice-cream cone is melting, and you need to design a cylindrical cup big enough to contain the exact amount of melted ice-cream. Answer the prompt to input the height and radius dimension of your cup (round to at least 2 decimal places). Assume the ice-cream takes up the entire cone + the hemisphere scoop on top. | ||

417 B |
Volume Comparison | Chau Nguyen | 2018-06-11 | Coding, Math | 8 | volume, cones, hemisphere, cylinder | 8.G.C.9 | You are going camping and you need to bring a container of water for the trip. You have 5 different containers lying around the house. Select the container with the largest volume (so you can bring the maximum amount of water) and answer the prompt. Try not to round until the end to avoid precision error. | ||

418 R Q |
Pythagorean Shell | Chau Nguyen | 2018-06-11 | Robotics, Coding, Math, Art | 8 | Right triangles, Pythagorean Theorem, shell, pattern | 8.G.B.8, 8.G.B.7 | The outer perimeter of a Pythagorean spiral shell is drawn on the grid. Your job is to use the robots to finish the drawing by connect the origin to each dot on the shell's outline. The first example is done for you, driving robot 1 to the second dot at (3,3). Modify the green driveDistance() to drive robot 2 to the 3rd dot and the blue driveDistance() to drive robot 3 to the 4th dot. Finally add in more commands blocks to have robot 1 or 4 to complete the rest of the lines. Dots are numbered in counter-clockwise manner, starting at (3,0). The turning angle Θi between each dot (see initial prompt) are 45, 35.26, 30, 26.57, 24.10, 22.21, 20.71, 19.47, 18.44, 17.55, 16.78 degree counterclockwise respectively. | ||

419 A |
Buying a pack of gum | Chau Nguyen | 2018-06-11 | Coding, Math | 8 | system of equations, price, word problem, equivalence expression, algebraic expression, variables | 8.EE.C.8.C | You are at a baseball game and during one of the breaks you want to buy a pack of gum. The concession stand carries two brands, peppermint Five and Spearmint Trident. A sale sign, like on the grid, states the prices for the gum. Use this sign and your amazing math skills to determine the price of just 1 pack of gum of each brand. Then answer the prompt. | ||

420 |
Color Inequalities | Chau Nguyen | 2018-06-11 | Coding, Math | 8 | Inequalities, System of equations, solution, no solution, infinite solution | 8.EE.C.8.A, 8.EE.C.8.B | There are three linear inequalities on the grid: 1. Modify (xi, yi) values in the pre-placed quad drawing block to color in the solution to system of inequalities A and B. 2. Change inequality B to ≤ sign and add in more drawing blocks to color in the solution to system A and B_new 3. Color in the solution to system A and C. Finally, answer the answer prompt about your solution. If you think there is no solution, skip the coloring step. | ||

421 A |
Identifying Transformations of a Triangle | Graham Bough | 2018-06-15 | Math | 8 | Geometry, Transformations, Coordinates | 8.G.A.3 | Several transformations are applied to a triangle in the coordinate grid: 1) Triangle 0 is transformed into Triangle 1. 2) Triangle 1 is transformed into Triangle 2. 3) Triangle 2 is transformed into Triangle 3. Using the numbered triangles on the board, identify what transformation took place for each of these three transformations. Transformations that could have taken place include reflection, translation, or rotation. | ||

422 |
Reflections and Translations in the Coordinate Plane | Graham Bough | 2018-06-15 | Math | 8 | Geometry, Transformations, Reflections, Translations | 8.G.A.3 | The pre-placed blocks draw a triangle in Quadrant 4 of the coordinate plane. Use blocks under the Drawing tab to draw the image of the triangle reflected over the x-axis. Then draw the image of the new triangle translated 16 units to the left. | ||

423 A |
Using Dilation to Create a Tent for a Bulldog | Graham Bough | 2018-06-15 | Math | 8 | Geometry, Transformations, Dilation | 8.G.A.3 | Johnny is going on a camping trip and he is taking his Bulldog Rosco with him. Johnny set up his triangular tent, but wants to put a smaller tent inside of his tent for Rosco to sleep in. Johnny decides to use geometry and create a dilation of his tent to use as a tent for Rosco. If Rosco is three times smaller than Johnny, what scale factor should Johnny use when creating a tent for his Bulldog Rosco? Run the program and input your answer. | ||

424 R A |
Determine Whether or Not a Triangle is Right | Graham Bough | 2018-06-15 | Robotics, Coding, Math | 8 | Trigonometry, Geometry, Pythagorean Theorem | 8.G.B.7 | The board blocks will draw a triangle with two known side lengths, 6 inches and 10 inches, and one unknown side length. Determine the third side length that would make this triangle a right triangle if the 10 inch side is the hypotenuse. Then, trace the ideal right triangle on top of the given triangle. If the given triangle is traced perfectly, it is a right triangle, otherwise it is not. | ||

425 A |
Modeling the Rate of Ducks Landing in a Lake with a Linear Equation | Graham Bough | 2018-06-15 | Math, Art | 8 | Algebra, Linear Equations | 8.F.B.4 | The pre-placed blocks will draw ducks landing in a lake at a constant rate. Run the program and observe the amount of ducks that appear over an amount of time to create a linear equation modeling this relationship. Type the linear equation into the text box that appears at the end of the program. Enter your equation in the form y=m*x, and convert any fractions into decimals. | ||

426 R P |
Find Time of Robot Collision | Megan Lo | 2018-06-16 | Robotics, Coding, Math | 8 | Multiplication | 8.EE.B.5 | The speeds are given for both of the different robots. Determine the time that the two robots will meet and add additional blocks to set the amount of time the robots will move before coming to the same position. | ||

427 R P |
Finding Angles and Tracing a Path with a Robot | Megan Lo | 2018-06-16 | Robotics, Coding, Math | 7,8 | addition, multiplication, angles, division | 8.G.B.7; 7.G.B.5 | The pre-placed block will show a right triangle on the grid. Find all the angles and lengths of the triangle and trace the triangle with the robot, and end with the robot in it's starting position and angle, ready to trace the triangle again. | ||

428 R |
Graphing Functions in the Coordinate Plane Given a Relation | CSTEM Center | 2018-06-17 | Robotics, Coding, Math | 8,9,10,11,12 | one-to-one, domain, range, function, coordinate plane, output, input, variables | F.IF.1 | . |