Finish the Sequence

STANDARDS:
AASL: Learners construct new knowledge by problem-solving
through cycles of design, implementation, and reflection.

ISTE: Students break problems into component parts, extract OBJECTIVE

key information, and develop descriptive models to understand
complex systems or facilitate problem-solving.
Students will
identify patterns to
CCSS: Look for and make use of structure. complete a series..
Look for and express regularity in repeated reasoning.

CSTA: Decompose (break down) the steps needed to solve a

problem into a precise sequence of instructions.

OPENING ACTIVITY INDEPENDENT WORK

See the slideshow for the following: AND/OR STATIONS
● Review the definitions of coding
and sequence.
● Play Banana Banana Meatball
Model for students how to complete the
activity and explain thinking behind why
certain colors finish the pattern.

3 MINUTE LESSON Students complete Finish the Sequence.

● Explain that sometimes when a
piece of code is missing or
broken, programmers will look at
the code and see if there are
patterns they can apply.
● Tell them that they will be doing
this type of programming today.
REFLECT &
● Some of the patterns are open-ended
and can have a couple of different
solutions.
● The important thing is that students are
able to explain their thinking and how
they applied a pattern they recognized.
You can also give students a choice of
completing it digitally or with blocks.

● Reflection Questions; Choose 1:

WRAP UP

○ How did patterns help you finish sequences today?

○ How might patterns help you code?
○ What was difficult about using patterns?
● Play Banana Banana Meatball

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