A.K.5 | Number Bots

An Introduction to Robots and Cubelets

Created by: Brandy Ray

Lesson Overview:

In this lesson students will practice math concepts using Cubelets. This lesson can be stand alone if students already have familiarity with Sense, Think, Act cubes and how to build robots with Cubelets. If students do not have this background knowledge, start with lessons one and two of the unit before completing this lesson.

The Basics:

Ages: 4-7
Time: Part 1: 25 minutes; Part 2: 25 minutes, multiple days
Prep Time: 5-10 minutes
Lesson Objectives (for the students): Students will be able to create a robot that has a certain number of cubes. Students will also practice using comparison terms such as fewer, many, more, etc. when comparing two robots.
21st Century Skills: Creative Thinking, Flexibility
Concepts: Math, Technology
Required Cubelets: Basket with numbers from 3 – 5 or 3 – 9 written out on paper (Numbers could be higher if combining sets); Cubelets Mini Makers or original Modular Robotics Educator pack – Cubes can be limited to any combination of Sense and Act Cubelets with Battery Cubes, or Think Cubes can be integrated so students can build robots containing a larger number of cubes. Additionally, sets can be combined to create larger baskets, so the game can be played using larger numbers as well. Consider separating Cubes into Sense, Think, Act baskets for easier selection.

The Standards:

ISTE: International Society for Technology Education

• n/a

CCSS: Common Core Standards

• CCSS.MATH.CONTENT.K.MD.A.2: Measurement and Data – Describe and Compare Measurable Attributes: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
• CCSS.MATH.CONTENT.K.CC.A.2: Counting and Cardinality – Know Number Names and the Count Sequence: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
• CCSS.MATH.CONTENT.K.CC.B.4: Counting and Cardinality – Count to Tell the Number of Objects: Understand the relationship between numbers and quantities; connect counting to cardinality.
• CCSS.MATH.CONTENT.K.CC.C.6: Counting and Cardinality – Compare Numbers: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Teaching Strategies Gold

• Pre-K TS GOLD Standard 20 – Mathematics: Uses number concepts and operations: A. Counts; B. Quantifies; C. Connects numerals with their quantities
• Pre-K TS GOLD Standard 22 – Mathematics: Compares and Measures.
• Pre-K TS GOLD Standard 8 – Language: Listens to and understands increasingly complex language: B. Follows directions.

Lesson Plan:

Part 1 – Anticipatory Set – Reviewing Numbers:

Time: 10-15 Minutes

Section Overview: In this section, students will review numbers in order to play a mathematical game with the Cubelets.

1. I. Numbers: Review numerals and quantity by reading a counting book such as 1 Robot lost his Head by Marc Rosenthal or Ten Scared Fish by Ros Moriarty.
2. II. Explore Numbers and Robots: If there is time, the following videos can also be used to review both numeral and robot themes with young learners:

   Counting 1 – 5 with Robots – Safeshare link (ad-free): http://safeshare.tv/v/jhjHXeyJjqI

   Count to 20! (Counting Songs for Kids) – Safeshare link (ad-free): http://safeshare.tv/v/ss571bb881eb825

Part 2 – Robots and Numbers Game:

Time: 20-25 Minutes

Materials:

Basket with numbers from 3 – 5 or 3 – 9 written out on paper (numbers could be higher if combining sets); Cubelets Mini Makers or original Modular Robotics Educator pack – Cubes can be limited to any combination of Sense and Act Cubelets with Battery Cubelets, or Think cubes can be integrated so students can build robots containing a larger number of cubes. Additionally, sets can be combined to create larger baskets, so the game can be played using larger numbers as well. Consider separating cubes into Sense, Think, Act baskets for easier selection.

Download Numbers PDF

Connect to Measurement Vocabulary:

Preview the following words to build student background knowledge, or use them throughout the lesson to build comparison vocabulary.

CCSS.MATH.CONTENT.K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

• Fewer: not as many
• Less: fewer, not as many
• More: a larger amount
• Numeral: a written number

Robots and Numbers Game:

Today we are going to play a game with the Cubelets that will help us practice learning numerals. Numerals are written numbers, like when I count two, I can write it as the numeral 2.

To play this game with a partner or a group, we will each draw a number out of the basket, then we will try to make a robot using that many cubes! Remember, it takes three cubes to make a robot: one clear, Action Cube, a black, Sense Cube, and a grey, Battery Cube.

Once we build our robot, we will compare whose robot has more cubes, and whose robot has fewer cubes. They could also have the same number of cubes.

Model by drawing out of the basket.

Example Scenario:

• “I drew a 4. That means I need to use 4 cubes to build a robot. I’m going to start with a Battery, since every robot needs a Battery. Then, I’m going to choose a clear, Action Cube. I think I’ll choose the Flashlight Cube. Now, I will choose a black, Sense Cube. I’m going to choose the Distance Cube. Remember, that’s the Cube that looks like it has eyes. I need to choose one more cube. I think I will also choose the Drive Cube. Maybe my robot will be able to drive and light up!”



• Build the robot and explore what it does.
• Then, ask a student to draw a numeral and help them think through the process.

Example with Student:

• “You drew a 3. That means you need to use 3 cubes to build a robot. Don’t forget your first cube needs to be a Battery Cube. How many cubes do you still need after you get a Battery Cube? That’s right, you need two more. Choose a clear, Action Cube, and a black, Sense Cube.”
• “Let’s count what you have now: One, Two, Three!”
• Have the student build their robot and explore what it does.
• Compare the two robots using the following questions:



• Which robot has more cubes?
• Which robot has fewer cubes?
• Which robot is longer?
• Which robot is shorter?
• Repeat this process for a few rounds. Take apart robots as necessary to add cubes back into their baskets.

Game Management Notes and Differentiation:

This game can be differentiated for many learning needs. Many students will also benefit from several opportunities to play this game in a small group with an adult before playing alone, with a partner, or in a small group.

• For very young students, consider having them draw a number 1-3 and everyone can add on to one battery cube for several turns. Talk about how the robot changes as new cubes are added. Discuss what happens as more cubes are put onto the robot, and it gets larger.
• For younger students, or students who may struggle with these mathematical concepts, start with the numbers 3 – 5, and play several rounds in a small group where you can assist them as they practice counting out cubes and building robots. Dots can also be added to the numeral cards if students are not yet familiar with reading numerals.
• For older students, or students who need an additional challenge, use numeral cards for 3-9 that have both the numeral and the word written on them. (For example, the numeral 6 and the written word: six should be on the card.) Using larger numbers will give students opportunities to build more complex systems. As students are ready, they can answer more complex comparison questions such as the extension question ideas below.

To play this game using larger numerals successfully, students may need to have access to more cubes. Consider this when creating a small group opportunity for this game.

Extension Question Ideas:

• Which robot performs more actions?
• Which robot has less sensors?
• Which robot performs fewer actions?

To play alone, students can practice drawing numbers and counting out the number of cubes they need. They can compare a first robot to a second robot that they built after they have drawn multiple cards and built multiple robots. To play alone successfully, students will likely need several opportunities to play with an adult in a small group.

Assessment Ideas:

Students can be assessed on their ability to recognize and quantify the numerals that they draw. This will be shown if they build a robot using the accurate number of cubes and if they are able to count the number of cubes in the robot successfully, as well as if they are able to read the numeral on the card they draw. Through discussion, teachers can also make observations about a student’s ability to use and understand comparison language.

Close observation can provide insightful knowledge into a student’s ability to count, quantify, read numerals, and use comparison language.

To assess more formally, students can be asked to draw a picture of the robot they made that had the most cubes, or the fewest cubes. They can also be asked to write the number of cubes that were in this robot. Use the worksheet at the end of this lesson for portfolio assessment purposes, or adapt it to fit your needs.

Instead of drawing their robot, students can also cut out and glue cubes from this page onto their sheet:

Download Print and Cut Worksheet

Classroom Management Tips:

• Put on the Brakes: If your students are very young, make sure you introduce only one sense cube at a time and then let students explore using only that sense cube before introducing another sense. This will cut back on teaching time and will allow students opportunities to make connections before they dive into new material. You can also limit the number of action cubes if you want, so everyone can work with a partner to build the same robot at first. Remember: If students struggle using the materials well, you can always revisit early lessons in this unit!
• Cubelets are a Team: Remind students of the following expectations for working with Cubelets:
  1. Work Together – Sharing and taking turns helps us work as a team.
  2. Respect Materials – Teammates and scientists take care of their equipment. Use Cubelets with safe, gentle hands and always return them back to the place you found them.
  3. Talk it Out – Team members take turns sharing ideas about what will happen and what to do next!
• Split the Kit: Using multiple kits or splitting up a larger kit can help students access more materials which can decrease sharing issues. Remember that if you split up a larger kit, every group will need a Battery Cubelet. If using more than one kit, it can be helpful to number the kit and the cubes or print out a list of cubes that go with each kit, so kits remain separated.
• Charge It: Remember to charge the batteries for your cubes before and after each experience. If you have extra batteries it’s helpful to have these charging, so there are backups.

• Reading your Cubelets: Every Cubelet has a small LED light in one corner which flashes (except for the Battery which stays solid). When the Cubelet is part of a robot and the robot’s Battery block is turned on, the LED light is on too. This LED light shows that the Cubelet is getting power and talking to its neighbors. Each Cubelet robot must have one Battery block, which powers all the other blocks in the robot.

  The Battery block has a small switch. When you slide it to the O, the Battery block is off. Slide to the line and it is on. Turn it off to save battery life when you aren’t playing with your Cubelets.

  The Battery block has an internal, rechargeable, battery. To recharge the Battery block, plug it into a micro-USB power source.

  If you’d like a more indepth look into how Cubelets work, visit the Cubelets Getting Started Guide.

• Station Management: Using a station management system can increase independence as students rotate through centers. Check out this resource for some great ideas on center time management: http://www.pre-kpages.com/centertime/
• Call for Backup: If group management becomes challenging in your setting, consider asking a parent volunteer or older student to come in and assist with activities. Young students are initially very excited and eager to build, so there will likely be lots of enthusiasm. If student enthusiasm makes it difficult for them to share or use the materials appropriately, consider going back to lesson one, Cubelets are a Team, so students can have additional opportunities to practice using and sharing the Cubelets.

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