GUIDEBOOKFOR UNPLUGGED
COMPUTATIONAL
THINKING

Editors:
Kritsachai Somsaman
Masami Isoda
Roberto Araya

Guidebook for Unplugged Computational Thinking
140 pages
ISBN: E-BOOK 978-616-94529-0-4
ISBN: 978-616-94529-1-1
Editors
Kritsachai Somsaman
Masami Isoda
Roberto Araya
Published By
The Southeast Asian Ministers of Education
Organization Regional Centre for STEM Education(SEAMEO STEM-ED)
928, 11th Floor Natural and Environmental Building
Science Center for Education
Sukhumvit Road, Khlong Toei,
Bangkok, 10110
Thailand
Email: secretariat@seameo-stemed.org
Website: https://seameo-stemed.org/
Printed in Thailand© SEAMEO STEM-ED 2024

This publication is available in SEAMEO STEM-ED website https://seameo-stemed.org/research-publication/guidebook/Foreword for SEAMEO STEM-ED's
Guide Book
In the dynamic landscape of education, fostering computational
thinking is a beacon of progress and innovation. The journey to embed
this essential skill in our primary education systems is not a solitaryendeavor but a collective pilgrimage.
It is with profound pleasure and gratitude that I extend my sincerest
thanks to the editors and contributors of SEAMEO for their unwavering
dedication and expertise in crafting the 'Guidebook for Unplugged
Computational Thinking' for Primary Education. This publication is atestament to our collective commitment to advancing educational
practices through innovative and practical activities tailored forprimary school teachers.
This guidebook marks a significant milestone in our ongoing efforts
to promote computational thinking among young learners. It is alignedwith SEAMEO’s Education Priority Area No. 7, which emphasizes
21st-century skills, and Science Priority Area No. 6, focusing on Data
Science, Analytics, and AI. Furthermore, it resonates with Science
Priority Area No. 7, which underscores the importance of STEM
education for future readiness.
The exercises within this guidebook, ranging from 'coloring activities'
and 'Math & STEM activities' to 'visual programming,' are meticulously
crafted to engage students and cultivate critical thinking skills thatwill benefit them throughout their academic and professional journeys.
This publication stands as a testament to our shared vision of
empowering educators and nurturing the minds of young learners
across Southeast Asia and beyond. As we look toward the future, I am
confident that the insights and activities presented in this guidebook
will continue to inspire and equip educators and students alike.
Thank you once again to the editors and contributors for yourexceptional work. Together, we are shaping the future of education inSoutheast Asia.
With warm regards,
HE Ms Sara Zimmerman Duterte
Vice President of the Philippines,
Secretary of the Department of Education
President of SEAMEO Council,
Southeast Asian Ministers of Education Organization!"#"$%&$'()*#)*!"#$%&'$(")$*+%,-%+.$%&."/"00"*$(
1$#'$+2'3%,-%+.$%4$02'+5$*+%,-%6)7#2+",*@Inday Sara Duterte2@indaysara@indaysaraduterte

< back to contents
Preface for Users'Have you ever wondered how to teach computational thinking without using computers?''What basic informatics content is suitable for primary school students?''How can we fit these lessons into our already packed schedules?'This booklet is designed for primary school teachers who grapple with these questions, offeringclassroom activities that can be conducted both with and without computers. Under the title'Unplugged Computational Thinking', the editors assert two aims. First aim is that children areable to experience computational thinking without using computers. Second aim is that children
are able to experience computational thinking with using computers.
For the first aim, we have developed three types of activities. First, 'colouring activities'
encourage development of computational thinking through natural language, which isfoundational for using generative AI and reasoning for programming. Second, 'mathematics
activities' promote mathematical thinking through various representations, essential for
informatics and beyond. Third, 'STEM activities' foster STEM thinking by engaging children indesigning, creating, and valuing products using computational, mathematical, and scientificinquiry skills.
On the second aim, we offer two types of activities. The first involves 'visible programming
activities' using Scratch programming. The second includes 'Designing Robot activities' using
Blocks and Scratch programming, which also serve as STEM activities.
Each activity is designed for children to promote computational, mathematical, and STEM
thinkings, with task sequences from challenging tasks to open exploration tasks. Open
exploration tasks provide a moment for children to reflect on the experience and appreciate thevalue of what they have learned from the challenging tasks.
Additionally, the booklet provides appendixes that clarify computational, mathematical, and
STEM thinkings, along with references for further learning.
This booklet represents the first phase of our project. In the next phase, we hope to collaborate
with you to further develop and implement these educational ideas. We look forward toembarking on this educational journey with you.
Editors3

Editors

About Unplugged Computational
Thinking Project• Kritsachai Somsaman, Director of SEAMEOSTEM-ED, Thailand• Masami Isoda, Director of Center for
Research on International Coorperation in
Educational Development (CRICED),
University of Tsukuba, Japan• Roberto Araya, Professor of CIAE,
University of Chile, Chile

The roots of Coloring Book which aimed todevelop computational thinking originated in
the 2002 FONTEC project # 202-3238 of
AutoMind Chile, financed in part by CORFO of
the Government of Chile (Araya, R., 2004). APEC
Lesson Study Project proposed by CRICED,
University of Tsukuba, Japan and IRDTP for
ASEAN, Khon Kaen University, Thailand has
been promoted in Mathematical Thinking.
Under the necessity of Digital Society, APEC
Project named InMside was proposed by Japan,
Thailand, Chile, and Malaysia on theseexperiences and published ‘Developing
Computational Thinking on AI and Big Data Era
for Digital Society (Isoda, M, Araya, R, &Inprasitha, M., 2021)’. For promotion of theReform movement, CRICED began the ArTeC
Robo project for Robot Programming with theleading institutions SEAMEO STEM-ED,
SEAMEO QITEP in Mathematics, SEAMEORECSAM, and IRDTP for ASEAN (2019).

Contributors and Institutions
SEAMEO STEM-ED• Orawan Sriboonruang, Knowledge
Management Manager of SEAMEO STEM-ED,
Thailand• Kansiripak Muangnoycharoen,
Administration Manager of SEAMEO STEM-ED,
Thailand

SEAMEO QITEP in Mathematics• Sumardyono, Director of SEAMEO QITEPin Mathematics, Indonesia• Sri Wulandari Danoebroto, Deputy
After COVID-19, the emergence of Generative Director of SEAMEO QITEP in Mathematics,
AI, which uses natural language, strengthened Indonesia
the necessity of Unplugged Computational• Bungkus Diaz Prasetyo, Training Specialist
Thinking. The collaborating institutions joined of SEAMEO QITEP in Mathematics, Indonesia
SEAMEO STEM-ED and CRICED with support of
Araya’s resources. SEAMEO STEM-ED handles
SEAMEO projects and collaborating institutions
lead their country. CRICED handles APEC
projects with IRDTP for ASEAN.
This booklet published from SEAMEOSTEM-ED is the preliminary achievement toaccelerate the reform in Southeast Asia basedon the experience of collaborating institutions.
It is prepared for lesson study at primary level
to develop Computational Thinking.

4

< back to contents
SEAMEO SEAMOLEC• Wahyudi, Director of SEAMEO SEAMOLEC,
Indonesia• Cahya Kusuma Ratih, Deputy Director for
Programme of SEAMEO SEAMOLEC, Indonesia• Penta Ilham Priyadi, Specialist of R&D
Division of SEAMEO SEAMOLEC, Indonesia

Acknowledgement
Authors acknowledge following institutions andorganisations for their supports to the project:• SEAMEO STEM-ED annual budget for
Fiscal Year 2022/2023 to 2024/2025 allocatedfor this flagship project.
• ANID/PIA/Basal Funds for Centers of
Excellence FB0003 for support of Roberto
Araya.
• ArTeC for donation of ArTec Robo tocollaborating institutions.
• JSPS for the grant number 23H00961 and
23K17581 to support Masami Isoda.
• SEAMEO QITEP in Mathematics annual
Budget Fiscal Year 2022/2023 to 2024/2025
allocated for the programme on this project.
• SEAMEO SEAMOLEC annual Budget Fiscal
Year 2022/2023 to 2024/2025 allocated forPartnership Programme.
• SEAMEO RECSAM annual budget for
Fiscal Year 2023/2024 allocated for Staff
Development Fund.
• Fundamental Fund grant number 4707605
and 4697194 to support IRDTP and CRME, KKU.

SEAMEO RECSAM• Azman Bin Jusoh, Director of SEAMEORECSAM, Malaysia• Sayed Yusoff Bin Syed Hussain, Deputy
Director of Training and Research Division of
SEAMEO RECSAM, Malaysia• Wan Noor Adzmin Binti Mohd Sabri,
Mathematics Specialist of SEAMEO• Warabhorn Preecharporn, Mathematics
Specialist of SEAMEO RECSAM, Malaysia• Shah Jahan Bin Assanarkutty, Former
Director of SEAMEO RECSAM, Malaysia
Institute for Research and Development in
Teaching Profession forASEAN (IRDTP), Khon
Kaen University• Maitree Inprasitha, Director of IRDTP, Khon
Kaen University, Thailand• Narumon Changsri, Director of CRME,
Khon Kaen University, Thailand• Nisakorn Boonsena, Mathematics Education
Program, Khon Kaen University, Thailand• Uk Inprasitha, Specialist in IRDTP, Khon Kaen
University, Thailand

5

Contents
Contents
Foreward
Foreward
Preface
Preface23

23Contents
Contents
How How
To UseToThisUse Booklet
This Booklet

6
8

6
8

Contributors
Contributors

4

4

PartPart
I : Enjoy
I : Enjoy
Computational
Computational
Thinking
Thinking
without
without
ComputerComputer
Chapter
Chapter
1: Using
1: Using
Coloring
Coloring
Books
Books

10 10

1.3 Playing
1.3 Playing
Basketball
Basketball
1.4 Lizards
1.4 Lizards
in theinBoxes
the Boxes

16 16
18 18

1.1 Piano
1.1 Piano
Playing
Playing
1.2 Skateboarding
1.2 Skateboarding

1.5 Bike
1.5 Riding
Bike Riding
1.6 Swimming
1.6 Swimming

12 12
14 14

20 20
22 22

1.7 Magician
1.7 Magician
ShowShow
1.8 Dog
1.8 Houses
Dog Houses

24 24
26 26

1.9 Ducklings
1.9 Ducklings
1.10 1.10
Ball Painting
Ball Painting

28 28
30 30

1.11 1.11
Fish Tank
Fish Tank
1.12 1.12
A Flock
A Flockof Chickens
of Chickens

32 32
34 34

1.13 1.13
HiddenHiddenCard Card
1.14 1.14
HiddenHiddenCoin Coin
1.15 1.15
Mixed
Mixed
Triangle
Triangle

36 36
38 38
40 40

Chapter
Chapter
2: In 2:Mathematic
In MathematicClassroom
Classroom
2.1 Dolls
2.1 Dolls
shooting
shooting
GameGame
2.2 Triangle
2.2 Triangle
Arrangement
Arrangement

2.3 Square
2.3 Square
Folding
Folding
2.4 Secrets
2.4 Secrets
in theinmultiplication
the multiplicationtabletable
2.5 Running
2.5 Running
RouteRoute
DesignDesign2.6 Design
2.6 Design
with withPatterns
Patterns
2.7 Tessellate!
2.7 Tessellate!
2.8 Chicken
2.8 Chicken
Farms
Farms

48 48
50 50
52 52
54 54
56 56
58 58

2.9 Route
2.9 RouteFinding
Finding
2.10 2.10
LadderLadderLottery
Lottery

60 60
62 62

2.11 2.11
Yarn-Phone
Yarn-Phone
Network
Network

6

42 42
44 44
46 46

63 63

6

Chapter
Chapter
Chapter
3:3:InInSTEM
3:STEM
In STEMClassroom
Classroom
Classroom
3.1
3.1
Fire
Fire
3.1Emergency
Emergency
Fire
Emergency
Chapter
3: In
STEM Classroom
3.2
3.2MANY
MANY
3.2
FACES
FACES
FACES
3.1 MANY
Fire
Emergency

3.3
3.3Preparing
Preparing
3.3
Breakfast
Breakfasta Breakfast
ManyaaFaces
3.2 Preparing
MANY
FACES
3.4
3.4PaperPaper
3.4 Preparing
Paper
Plane
PlanePlane
3.3
a Breakfast
3.5
3.5Pattern
Pattern
3.5
Recognition
Recognition
Recognition
3.4 Pattern
Paper
Plane
3.6
3.6ImageImage
3.6 Pattern
Image
Recognition
Recognition
Recognition
3.5
Recognition
3.6 Image Recognition

64
64 64
66
66 66
64
70
70 70
66
74
74 74
70
76
76 76
74
78
78 78
76
80
80 80
78
80

Part
PartIIPart
II: :Enjoy
Enjoy
II : Enjoy
Computational
Computational
Computational
Thinking
Thinking
Thinking
withwithUsing
withUsingUsing
ComputerComputerComputer
Chapter
Chapter
Chapter
4:4:Visible
VisibleProgramming
Programming
ProgrammingThinking with Using Computer
84
84 84
Part
IIVisible
: 4:
Enjoy
Computational
4.1
4.1
Let’s
Let’s
4.1Use
Let’s
Use
Arrow
Use Arrow
Keys
KeystoKeys
toMoveMoveto Move
the
theSprite
Spritethe Sprite
Chapter
4: Arrow
VisibleProgramming
4.2
4.2Let’s
Let’s
4.2Using
UsingUse
Using
Variables
Variables
Variables
andandLoop
LoopandFunctions
Loop
Functions
Functions
4.1
Let’s
Arrow
Keys
to Move
the
Sprite4.3
4.3Meet
Meet
4.3
Meet
theMaximum
Maximumthe Maximum
Value
ValueValue
4.2 theLet’s
Using
Variablesand Loop Functions
4.4
4.4MoveMove
4.4 MeetMovethetheRockRockthe Maximum
Rock
4.3
the
Value

Chapter
3: In
STEM
4.4 Movethe
RockClassroom
Chapter
Chapter
Chapter
5:5:3.1
Let's
Let's
5:
Develop
Let's
Develop
Develop
MachineMachineMachineFire
Emergency

86
86 86
84
91
91 91
86
95
95 95
91
102
102 102
95

64
102
108
108 108
66
5.1
5.1
Let’s
Let’s
5.1
Run
Let’s
Run
Robot
Robot
RunFACES
Robot
Car
CarUsing
Using
Car
Using
aaMotorMotora Motor110
110 108
110
3.2
MANY
70
Chapter5:
Let's
Develop
Machine
5.2
5.2Let's
Let's
5.2
ExploreLet's
ExploreExploreMotorsMotors
and
and
then,
and Designthen,DesignDesignYour
YourRobot
Your
Robot
Robot113
113 110113
3.3
Preparinga Motors
Breakfast
74
5.1
Let’s
Run
Robot
Carthen,Using
a Motor
5.3
5.3Let’s
Let’s
5.3
Develop
Let’s
Develop
DevelopYour
YourRobot!
Your
Robot!
Robot!
121 113
121
3.4
Paper
Plane
76
5.2
Let's
ExploreMotorsand then, Design Your Robot121
3.5Let’s
Pattern
Recognition78
5.3
DevelopYour Robot!
121
Appendix
Appendix
Appendix
128
128 128
3.6 Image Recognition
80• •Spark
Spark• SparkYour
YourStudents'
Your
Students'
Students'
Thinking:
Thinking:
Thinking:
Appendix
128
The
The
Revolutionary
The
Era
EraofofEra
LLMs
LLMs
of LLMs
130
130 130Part
II Revolutionary: Enjoy
Computational
Thinking with Using Computer•Revolutionary
Spark
Your Students'
Thinking:• •Computational
Computational• Computational
Thinking
Thinking
Thinking
131
131 131
Chapter
4: Visible
Programming
84
The Revolutionary
Era of LLMs
130
• •Mathematics
Mathematics• Mathematics
Thinking
4.1 Let’sThinking
Use Thinking
Arrow
Keys to Move the Sprite
Computational
Thinking• •The
TheContext•Context
The
Context
on
on
Real
Real
on
World
World
Real World
Situation
Situation
Situation
4.2 Let’s
Using
Variables
andLoop Functions
Mathematics
Thinking• •STEMSTEM• STEM
Thinking
Thinking
Thinking
4.3
Meet
theon
Maximum
Value
TheContext
Real World
Situation• •References
References• References
4.4 Move
the Rock
STEM
Thinking• References
Chapter 5: Let's Develop Machine
5.1 Let’s Run Robot Car Using a Motor

133
133 13386131
135
135 13591
133

136
136 13695
135
138
138 138102
136

5.2 Let's Explore Motors and then, Design Your Robot
5.3 Let’s Develop Your Robot!

Appendix• Spark Your Students' Thinking:
The Revolutionary Era of LLMs
• Computational Thinking• Mathematics Thinking
77
7• The Context on Real World Situation
7• STEM Thinking

138
108
110
113
121
128
130
131
133
135
136

How To Use This Booklet

Core
Task

Explanation of Format:- Each activity set under the title is given by the task sequence.
• In the case of 1.10 Ball Painting, Task sequence is given by only two tasks: Task 10A
and 10B.
• Each task provides the activity for each child to learn how to form the process.
• Final task is the open task which provides the opportunity to reflect on the wholeprevious activities in the previous task and task sequence, and utilise their recently
learned knowledge.
- The Core Task Part in each task is expected to be printed as a worksheet for each child.
- ‘Student box parts’ are suggestions for children. Teachers are expected to use them tosupport children’s activities to promote each child, group, and whole class work.
- ‘Black box parts’ provide the suggestions for teachers on what we would like to teach. For
making clear on the objective of each task and the goal of the task sequence, teachers
shall finish the whole task sequence at first by finding the role and objective of eachtask through imagining how children emergent their ideas and ways of thinking by
and for themselves. Final task is the opportunity for children to reflect on and utilise
what children learned how to. Final task might be conducted by children for themselves
as long as each objective of the task was well achieved by children.

8< back to contents

Core
Task

Learning Process to Enhance ‘Aha!’ experience:- First, each child engages independently and then, explains what s/he did to the others oneach task for themselves in a group or whole class for re-presenting her/his ‘Aha’.
- Children enjoy listening to others' explanations, and find the ways of explanations throughcomparison, and re-present ‘Aha.’- Teachers support children, positively through the prizing ‘Aha’: For example, theopportunity of comparison provides the opportunity of higher order thinking such as Meta
Cognitions, Critical Thinking and so on. Only at the beginning, teachers are necessary to
promote the discussion which they would like to focus on, possible to provide criticalquestions, and to summarise under the objective which children are able to do it by andfor themselves in their next tasks.
For making clear the objective of each task and goal of task sequence:- Teachers are recommended to read Appendix of this booklet to understand Computational
Thinking, Mathematical Thinking and STEM thinking,- Because these are ways of thinking, teachers are expected to write their objective/goal by
the sentence like ‘through (something process), learn/appreciate (any value, ways ofthinking and so on): Do not recommend writing it as just several acquisition points without
explanation of processes. Because process knowledge and skills such as ways of thinking
and values, are only possible to learn through the reflection of the process.

9

1
10

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Using
ColoringBooks
11

1.1 Piano Playing

Task 1A

Piano redHair brown__________________________________________________________

2

1

Top cat gray

Dress pink______________________________________________________________________

3

4
Source: Colouring Book [Book 1, Page 1A]

1. Let’s show your painted picture to your friends. Is it the same as others?
2. Let’s explain your order of painting commands to the others.

? Discuss how they follow each command and the order of them as well as thebeauty of each picture: How they painted for the objects which do notmentioned in the boxes: It is free. Their used of painting tools such as crayons,coloured pencils and magics also function as keys for difference.

? On your friend’s picture, re-present the order of its painting by yourself.
12

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Task 1B2

1

3

4
Source: Colouring Book [Book 1, Page 1B]

1. Let’s fill in commands’ boxes to design a beautiful painting by yourself.
2. Order of Commands or painted picture, which one you would like to present to theothers and why?

? Discuss the beauty of each picture in relation to commands setting.
Let’s explain the learning objective of these activities by using the following
words: Beautifulness, Appreciation, Develop Explanation, Re-present other’s idea,
Conditions13

1.2 Skateboarding

Task 2A

Source: Colouring Book [Book 1, Page 2A]

1. Girl and boy wear shirts and use sneakers: How do you follow commands?
2. Let’s show your painted picture to friends. Is it the same as others?

? There are problems in making decisions for layer painting or not. How do you
decide? Layer painting produces beautiful colours or not.

? Let’s see your friend's pictures, can you re-present the ways of painting by
your friends?

14

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Task 2B

Source: Colouring Book [Book 1, Page 2B]

1. Let’s fill in commands’ boxes to design a beautiful painting by yourself.
2. Order of Commands or painted picture, which one you would like to present to theothers and why?

? How do you distinguish objects for painting? Do you consider the commands
which produce the Layer painting?

? Can your friend’s painting be explained by four ordered commands?
Let’s explain the learning objective of these activities by using the following
words: Set and condition, unique algorithm
151.3 Playing Basketball

Task 3A

Source: Colouring Book [Book 1, Page 3A]

1. How do you interpret every command in each box?
2. Let’s show your picture to friends and others explain your picture how you interpret it.

? There are possibilities of interpretations such as ‘Ball for boy’ or ‘Ball-Boy’and ‘Shirt for Boy’ or ‘Shirt-Boy’, and ’Ball for Girl’ or ‘Ball-Girl’ and ‘Short forboy’ or ‘Short-boy.’ Which interpretation is reasonable and which interpretation
produces the contradictions.

16

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Task 3B

Source: Colouring Book [Book 1, Page 3B]

Let’s fill in the command boxes and enjoy the questions. What does it mean?

? Maximum only three words are possible to fill in each command box.
? Do your friend commands are meaningful for unique colouring?
Let’s explain the learning objective of these activities by using the following
words: Problem posing, Develop explanation, Set and conditions, ordering of the
words

17

1.4 Lizards in the Boxes

Task 4A

Source: Colouring Book [Book 1, Page 4A]

1. How do you explain if lizard is inside or outside?
2. How do you use the words ‘at least’ for painting?

? For connection, we have to find any evidence which can say it is outside of
the box.

? When we say ‘at least the number,’ that number is included or not?

18

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Task 4B

Source: Colouring Book [Book 1, Page 4B]

By filling in the boxes, what questions would you like to pose and why?

? What is the antonym (opposite word) or synonym (similar word) of at least.
Let’s explain the learning objective of these activities by using the following
words: Number set and conditions, ordering, range and defining

19

1.5 Bike Riding

Task 5A

Source: Colouring Book [Book 1, Page 5A]

What does the second question mean?

? What does it mean? It is ‘Below in blue,’ ‘in below-blue’ or ‘below in the
picture.’ How shall we select one of them and why can we say the selection
might be reasonable?

20< back to contents

Task 5B

Source: Colouring Book [Book 1, Page 5B]

Let’s fill in the boxes by setting conditions by yourself.

? When you present in the whole class, what is the point of explaining to avoid
misunderstanding.

? How do you change the conditions?
? What is the antonym and synonym of ‘below’?
Let’s explain the learning objective of these activities by using the following
words: Interpretation of meaning reasonably.
211.6 Swimming

Task 6A

Source: Colouring Book [Book 1, Page 6A]

Let’s discuss the painted result and find the different result depending on students.
And discuss why the different painted result was produced?
Please note, stars are not always drawing twinkling stars. In science-astronomy,stars are usually sphere-like circles.

? Which strategy did you choose?

Strategy 1: Read all the questions and then, paint.
Strategy 2: Read and paint each question in order.

? What is the difference between these strategies? Which one is better?
22

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Task 6B

Source: Colouring Book [Book 1, Page 6B]

Let’s fill in the boxes and then, discuss who’s questioning in order is similar to Task 6A.

? If questions which produce the different result depending on selectedstrategy like Task 6A, it can be said to be similar questions.

Let’s explain the learning objective of these activities by using the following
words: Thinking forward and Thinking Backword, algorithm231.7 Magician Show

Task 7A

Source: Colouring Book [Book 1, Page 7A]

1. Let’s develop the story of magic in the ordered commands.
2. In the story, what is the function of ‘the magic wand’? Is it a reasonable flow of story?

? ‘Connect the magic wand to which’ was not fixed. What we should make clear

is that the function of the magic wand may change or transform something.
While the audience looks at the tip of the cane and listens to the spelling by
the Magician, Magician prepares something with another hand and so on.
At the last moment, eventually, something happens or transforms. In thisprocess, Audience surprised by the unexpected result from the perspectiveof the previous stage.

24

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Task 7B

Source: Colouring Book [Book 1, Page 7B]

Let’s fill in the blank boxes to illustrate something magic show.

? Is it possible to set the magic wand action at the first or last command?
Let’s explain the learning objective of these activities by using the following
words: Algorithm, Subroutine (agent), Recursion

25

1.8 Dog Houses

Task 8A

Source: Colouring Book [Book 1, Page 8A]

1. Let’s paint and explain it to the others.
2. Let’s explain every doghouse by using the word ‘more’ or ‘only.’? Discuss the keywords such as more and only.
? The number of outside dogs is and inside dogs is, thus ….. more than….

26

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Task 8B

Source: Colouring Book [Book 1, Page 8B]

Let’s set new questions and pose them to the others.

? Let’s use antonyms such as Inside-Outside, Front-Back, and Big-Small.
? Let’s use antonym such as more or less,Let’s explain the learning objective of these activities by using the following
words: Set and condition, includes, sub-set, and compare27

1.9 Ducklings

Task 9A

Source: Colouring Book [Book 1, Page 9A]

Let’s answer and compare your answer with others’ answers. What do you find withcomparison.

? What does it mean ‘duck with most duckling’?
? Compare the meaning of ‘most’ in ‘most ducklings’ and ‘rightmost’.
? Do you think the 2nd question must follow the 1st question? If not?
? Connect A with B. Which are A and B?
? Connect A and B. Where is B?
28

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Task 9B

Source: Colouring Book [Book 1, Page 9B]

1. Let’s set the questions and ask them to your friends.
2. If their answer is not the same as yours, please listen to their idea and discuss thedifference.

? How do you change the conditions of Task 9A?
? Discuss the keywords which you preferred and order of questioning and find
why it produces different paintings for the same questions.

Let’s explain the learning objective of these activities by using the following
words: Set and condition, compare, ordering, algorithm, position, reasonableness29

1.10 Ball Painting

Task 10A

Source: Colouring Book [Book 1, Page 10A]

1. Let’s design a beautiful picture on your unique painting based on the given condition.
Then, present it to each other with an explanation.
2. Let’s explain your unique manner without showing the original picture itself to your friends
and the friends re-present the picture based on your explanation. And compare yourfriend's picture with your original picture.

? Through the comparison with others, let’s think whose explanation is mostunderstandable for you and appreciate whose one is really beautiful or uniquefor you?

? How do you use the condition of ‘at least’ in your painting?
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Task 10B
Let’s feel in the blanks by yourself

Source: Colouring Book [Book 1, Page 10A]

1. Let’s set new conditions for painting which produce beautiful pictures for you.
2. Let’s inform the others, and what do you find after comparing your one with others
products.

? How do you change the questions written on the picture on Task 10A. If you
learned from others, please refer who’s ideas you influenced.

? How your meaning of beautifulness has changed through these activities.
Let’s explain the learning objective of these activities by using the following
words: Position, ordering, pattern, algorithm, barbal explanation, change condition31

1.11 Fish Tank

Task 11A

Source: Colouring Book [Book 1, Page 11A]

In every question, Let’s paint and discuss your painting with others. When the others'
paintings are not like you, let’s discuss the reason.

? ‘At least two’, what does it mean?
? ‘Least bubbles’, what does it mean? Does it mean smallest?
? What is the difference between 'tank with more fish’ and ‘tank with most fish’?

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Task 11B

Source: Colouring Book [Book 1, Page 11B]

Let’s set a new instruction for painting and pose it to the others. How different are others'
paintings and why?

? Do you use the ways of questioning which were learned at Task 11A?
? For changing the questions, what words do you prefer instead of written in
Task 11A?

Let’s explain the learning objective of these activities by using the following
words: Set, condition, parameter, what if and what if not

33

1.12 A Flock of Chickens

Task 12A

Source: Colouring Book [Book 1, Page 12A]

1. Let’s see and explain what you find before reading questions. After that, read eachquestion and paint. Do you find anything new when you compare your finding before andafter your answer?
2. If you begin to answer from the second question, are the results of paintings the same as
answering from the first question?

? When do we use the comparison words ‘most,’ ‘smallest’ and ‘largest’? Let’s

explain it by using the picture. Let’s discuss why we can say it as most, smallest
or largest.

? In your explanation, within which group you are mentioning. If we change thereferring group, what will happen?
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Task 12B

Source: Colouring Book [Book 1, Page 12A]

Let’s pose the new questions to the others.

? When you set the questions based on what you learned at Task 12A, how doyou pose the question.

? When you set the questions without considering what you learned at Task
12A, how do you pose?

Let’s explain the learning objective of these activities by using the following
words: Set, condition, compare, ordering, what if and what if not35

1.13 Hidden Card

Task 13A

Source: Colouring Book [Book 1, Page 13A]

1. Let’s read each bubble and consider the possibility.
2. If you find it, let’s explain it to the others why you guess there.

? Let’s discuss the differences between the following: ‘A book’ and ‘books,’‘closer’ and ‘closest,’ and ‘in’ and ‘on36

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Task 13B

Source: Colouring Book [Book 1, Page 13B]

1. Let’s set your hidden object by yourself and produce a set of conditions to reach.
2. Pose it to your friends. Their answer is the same as yours or not. If not, why do different
answers appear?

? Let’s enjoy questioning the others and discuss various ways of posing

questions to distinguish a set of objects. When do you feel originality andingenuity in the ways of questioning?

Let’s explain the learning objective of these activities by using the following
words: Set and Sub-set, condition, what if and what if not, belonging and notbelonging37

1.14 Hidden Coin

Task 14A

Source: Colouring Book [Book 1, Page 14A]

1. Let’s read each bubble and find the place of the coin.
2. Shall we have to use all four bubbles to find the place?

? Could you categorise four bubbles into two categories? Let’s naming for eachcategory to distinguish the categories? If you use the following words, how the meaning may change?

‘Top’ and ‘Not Top,’ ‘Near’ and ‘Not Near’ or ‘Far,’ ‘Under’ and ‘Not under‘ or‘Over’

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Task 14B

Source: Colouring Book [Book 1, Page 14B]

1. Let’s set your hidden object by yourself and produce a set of conditions to reach.
2. Let’s enjoy each other's work and apply each of others’ ingenuity.

? On the setting conditions, do you use the condition categories which werediscussed at Task 14A? Do you find further categories?

Let’s explain the learning objective of these activities by using the following
words: Set and Sub-set, condition, what if and what if not, logic
391.15 Mixed Triangle

Task 15A

Source: Modified from Colouring Book [Book 1, Page 15A]

1. Explain to others why the chosen triangles are the smallest?
2. How many colours do you need to fill each neighbor in a different colour?

? How many unit shapes do you find in the picture?
? In minimum, how many colours do you use for filling in all?

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Task 15B

Source: Modified from Colouring Book [Book 1, Page 15B]

Let’s fill in the new questions based on the experience of Task 15A.

? If your focused shapes are a combination of other shapes, let’s think about
the way to use the unit shape.

Let’s explain the learning objective of these activities by using the following
words: Combination of Unit shape, Order of layer, Attribute of shape andproperty of figure, Minimum
41

2
42

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In
MathematicClassroom432.1 Dolls shooting Game

Task 1A

Source: Study with your friends: Mathematics for Elementary School, Gakko Tosho (English Edition)

1. Could you explain the location of the doll that you would like to shoot by ball?
2. How do you share the location with your friends?
3. Which location is easier to shoot?

? Ambiguous words such as ‘there,’ ‘over there,’ ‘near dogs,’ and so on, are neverunderstood by the others without pointing by finger and so on.

? Even pointing by finger, if the locations of children who are explaining arevarious places, we cannot fix the location exactly.

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Task 1B
Let’s imagine the location of the doll in the frame by yourself in your mind.
And then, ask your friends to locate it by your explanation without showing
the location itself.

Source: Study with your friends: Mathematics for Elementary School, Gakko Tosho (English Edition)? Did your friends locate the same as your expectation?
? What terms and explanations are useful for explaining the location via a phone
call.

Let’s explain the learning objective of these activities by using the following words:
Through explaining of the location using words such as 'from top', 'frombottom', 'from left side', 'from right side', 'rows and columns' and so on, andtranslate them to the other words, students are able to locate the position.
'Third row' and 'fourth column' is a way to explain the location, howeverchildren need to take care of the facing from the front, left or right.

45

2.2 Triangle Arrangement

Task 2A

How do you develop following picture by using the unit shape.

Source: Study with your friends: Mathematics for Elementary School, Gakko Tosho (English Edition)

1. Let’s explain your original way to others.
2. Which way is most simple to explain the way to others?
3. Let’s colour the unit shape to show the way clearly.
4. Let’s put the number in the unit shape to show the way.
What does it mean left side? There are two possible interpretations, right?

? On 1., There are various possible ways. Even though the same way, there arevariety of ways to explain, right?

? On 2., To explain the way through the phone without camera view, we have to
distinguish which objects, place and order such as ‘at first,…’ and so on.

? On 3. and 4., Colouring and numbering are idea to explain however we have to
distinguish first and number one and so on.

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Task 2B
On Task 1, answer the following.
1. Following are developed from the top. What shape comes fourth?
First

SecondThird

Fourth

2. When developing from the left side, what shape comes fourth?
First

SecondThird

FourthSource: Study with your friends: Mathematics for Elementary School, Gakko Tosho (English Edition)

Task 2C
Let’s pose similar questions by using other unit shape such as? On Task 2, it is possible to ask without Task 1, however it depends on the waysof interpretation, first step, second step and third step.

? On Task 2, it changes depending on what is left and order.
Let’s explain the learning objective of these activities by using the following words:- How to express the process by the steps, instead of just adding
each piece one by one, for creating the beautiful, arranged pattern.
- Listening to others’ way of explanation and supporting them byadding necessary words in case.

47

2.3 Square Folding

Task 3A

Hamid would like to get a half of the square sheet.

> How did he fold the paper?

Mary found another way to get the half of the square.
Could you explain her folding?

> Hamid’s half and Mary’s half of the square aredifferent in shapes. How do you explain that both ofthem are the same half?

> Cai said 'All three are half of the square.' Hamid and Mary said 'No.'> What do you think?

? To demonstrate the half, we can use exactly overlapping. If not, we are not sure.

- Can you use scissors to explain that 'Hamid’s one and Mary’s one are the same
half of square'?
- We can cut the square sheet by using the folded line. When a square is given
and you are allowed to cut one time only, how many times do you fold thesquare?

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Task 3B
Let’s pose a set of questions to your friends to get the half of the square!

? How shall we set the situation that students would like to explain thefollowing by and for themselves:- Process of folding using four vertices of the square.
- How shall we define the half of square and how shall we confirm it as a half.

Let’s explain the learning objective of these activities by using the following words:- Half in Action: develop explanation for operational definition, rule fortranslation among lines, folding and cutting, overlapping, pattern andsymmetry.
- Algorithmic Thinking: order of folding, how many times of folding or cutting,generalisation and specialisation.
- Reasonable and critical thinking while respecting and appreciating others:
imagine reasonableness of others saying. If it is true, what will happen? Can
we generalise?

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2.4 Secrets in the multiplication table

Task 6A

Let’s fill in the multiplication table.

Source: Study with your friends: Mathematics for Elementary School Gakko Tosho (English Edition)

1. Complete the blanks in the table.
2. How did you fill?
3. After filling in all the blanks, let’s observe the table. If you find any, pose it as a question
to your friends.
4. For proposing your findings with your friends, as the rule of multiplication table to thewhole class, planning the way of presentation, which is easy to understand.

? For finding the rules of multiplication table, let’s see the followings:- Relationship between a number in the table and next number in the same row.
- Compare the same numbers.
- Relationship between rows.
- Relationship between columns.

? For explaining the rules which you found, let’s see each number in the table, as
the answer of multiplication. For example, if the number in the table is '16', itmight be the answer of multiplication such as '2 x 8' or '4 x 4.'

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Task 6B
Nisakorn’s group prepared the following for their presentations.

Source: Study with your friends: Mathematics for Elementary School Gakko Tosho (English Edition)> Can you imagine what rule her group found?
> How many examples do we need to explain the rule? And why?
> Can you explain why the rule is true by using a stamp sheet?

Task 3
Let’s prepare your presentations for your findings.

Let’s explain the learning objective of these activities by using the following words:- Finding the pattern on the multiplication table and appreciate the world of
multiplication as a number structure without referencing real-world situation.
- Think inductively and analogically and explain the finding deductively.
- Imagine others who are not well-understood, and consider the ways ofunderstandable explanation using understandable representations.
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2.5 Running Route Design

Task 5A

Source: Study with your friends: Mathematics for Elementary School Gakko Tosho (English Edition)52

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Design a running route with the following conditions.
1. Start from the house.
2. Return to the house at the end.
3. The total distance is less than or equal to 1 km.
4. Colour running route with red.
5. Share your route with the whole class.

Task 5B
Let’s create a new set of conditions for designing a running route.

Let’s explain the learning objective of these activities by using the following words:- For learning the ways of setting conditions on problem posing on thesituation, Task 1 is prepared.
- 'What if' and 'What if not', is not only used in addition but also in
multiplication.
53

2.6 Design with Patterns

Task 7A

Let’s see the right picture.
How many components do you find on this design?

Task 7B
Hamid found the following two tiles in the picture.

Cross

Darts

And asked Mary 'How many of each tile do we need fordesigning the picture?'
Mary named them 'Cross' and 'Darts' and began to design.
Let’s design by yourself by using the parts.

Task 7C
Mary printed each tile on the glue-tape in order as shown below:

For designing the picture, where shall we cut this tape and how to paste each on the board.
Please plan and then explain the way to the others and compare.

? There are various components.

- How many components do you find?
- There are various possibilities for pasting, however if we cut it into too manypieces, it is not easy for arrangement of pasting, the result will become
undesirable.
- How shall we develop the tape for easier pasting?
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Task 7D
Let’s design the wallpaper!

> How shall we develop the wallpaper which has a beautiful symmetrical design andconnects well on each other's edges while keeping the design?

Following are samples for designing parts and wallpaper size, in case you would like to use
it.

Let’s explain the learning objective of these activities by using the following words:- Explain the beautifulness from the perspective of invariant pattern andsymmetry and appreciate others’ ways of explanations.
- Discuss the reordering activity for clearly explaining the patterns.
- Promote the development of appropriate algorithm for a sequence of proceduresto produce the design from the components on the tape.
- Use symmetry to design the wallpaper.
55

2.7 Tessellate!

Task 9A

There are a lot of triangles.

Source: Study with your friends: Mathematics for Elementary School Gakko Tosho (English Edition)

Various shapes such as triangles are used for developing this tessellation.
1. Many different triangles are used. Let’s colour each triangle to distinguish it from its
neighbours. You can use four colours for colouring: red, green, yellow, and blue. Whencolouring, please consider the way to distinguish because it looks just like quadrilaterals
if you use the same colour for neighbour triangles.
2. Please show it to the others, and discuss whether it is well distinguished or not.
3. Many quadrilaterals can be found if you choose two triangles.
In there, can you find any parallelograms like the following sample? In these quadrilaterals, how
can you distinguish parallelograms and other quadrilaterals which are not parallelograms?
Sample:? From triangles, we can develop various polygons such as quadrilaterals.

To produce parallelogram from two triangles, which triangles shall we choose?

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Task 9B
There are many lines.

1. On your coloured triangles in Task 1, let’s find all major angles and write each on
the tessellation.
2. Can you find the same angles?
3. Can you find the congruent triangles?

Task 9C
Let’s tessellate by only using a number of the following two shapes:> And then, pose questions to your friends.
Let’s explain the learning objective of these activities by using the following words:- Tessellation is the activity to inquire plane figure by using congruent shapes
as follows.
- Students find the line as for the extension of side.
- Students find the parallel line by using angle correspondence.
- Students enjoy questioning each other on the tessellation and appreciate theirfindings without instruction from teacher.

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2.8 Chicken Farms

Task 8A

We would like to compare how chicken farms are crowded.
There are two chicken farms called P and Q.

> For comparison, what shall we do?

Source: Maths_Challenges_Classroom_Practices_Upper_Primary_Level, page 144 (measurement and relation)> Mary counts the numbers of chicken in P and Q.
> Hamid orders the areas of P and Q by majoring the scale.
How shall Mary and Hamid collaborate to explain which one is more crowded by using theirdata?

Task 8B
How about the case of chicken farms called Q and R?

Source: Maths_Challenges_Classroom_Practices_Upper_Primary_Level, page 144 (measurement and relation)? If the number of chickens is the same, what shall we use to compare?
? If the area of farms is the same, what shall we use to compare?
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Task 8C
For comparing the crowdedness for three farms, how shall they do?

> How many ways do you find?
> Which one is useful?

Source: Maths_Challenges_Classroom_Practices_Upper_Primary_Level, page 144 (measurement and relation)

Task 8D
Let’s add one more chicken farm called U by
yourself using the right farm-field and setting
the number of chickens. And pose questions toyour friends in order of the crowdedness of four
farms.

? To make the number of chickens the same, what should we do?
? To make the area of farms the same, what should we do?
Let’s explain the learning objective of these activities by using the following words:- How to produce the unit for measurement for comparison.
- For comparison of two objects, we have to compare on the same base such as
on the same number of chicken or on the same area of farms.
- For comparison of more than three objects, we have to use division for getting
the rate on the base unit. Depending on which one is devisor as the selectedbase unit, the order changes as ascending order or descending order on theratio.
- Appreciate others’ ideas for selecting the base unit for ordering and critiqueeach other for setting the best way.
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2.9 Route Finding

Task 4A> Romy can only jump to the nearest tiles below(blue line) or to the left (red line) and both ofthem are called 'one step'.

> He is not allowed to jump

crosswise (black line) and backto the previous position (blacklines).

> On the tiles on the right, he would like to get one gold medal.

- How many possible routes does he have?
- How do you explain it to your friends through thetelephone?
- How many steps does he need?

> In the case of the right tiles,- How many routes does he have and how many steps does
he need to get a gold medal?
- How do you explain it to your friends by using telephone?

? How can we represent the route? By using trajectory, by using the words, orby using colour.

? What do you count? By using the number of steps or by using the number ofroutes.

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Task 4B> Let’s pose the questions to your friends byusing the right tiles.

Task 4C> Let’s create your own game boards by setting the rules by yourself and enjoy itwith your friends.

Let’s explain the learning objective of these activities by using the following words:- Explain the route by using the given rules through changing representations.
- Generalisation, specialisation, and inductive reasoning to find the pattern.
- Mathematisation for addition and multiplication: Finding algorism, what if andwhat if not for creating something new.

61

On Ladder Lottery, at the beginning, the roots which reach to the results are usually hidden.

2.10 Ladder Lottery

Task 10A

Inspired by the class of Takao Seiyama (Elementary School, University of Tsukuba)

Ladder Lottery: ‘Amida Kuji’ in Japanese.
‘Amida’ means ‘Netting and Budda’ and ‘Kuji’means Lottery
Rule of Ladder Lottery:
There are given strings like in the right.
It shows a route as a ladder from top places
to bottom places each. To reach the different
place from the top to the bottom, we add
the ladder rungs.
For the Lottery, ladder rungs part are hided,or participants can add any rungs under therules:
Rule 1: We can add ladder rungs between naiver strings for changing routes. For example,
when we add a rung like a right figure, we follow the rung between strings like arrows andthen it exchanges the bottom place.
Rule 2: We cannot add the rung beyond naiver strings or which close another rung.
People chose the top end at first, and then, opened the roots. If the roots are uncomfortable,
they can add the rungs for changing the roots to reach appropriate ends.

Bob

Task 1. Let’s change the Ladder.
Bob and Sam would like to get the Sports
Car. After opening the roots, Sam plannedto add ladder rungs to get Sports car.
Q1. What is Sam’s plan?
Q2. If Sam added rugs how shall Bob plan?
Task 2 Let’s change the order.
How shall we add the rungs for each ofthen get what they want?
Task 3. Let’s develop further ladderlottery and pose questions to your friends!

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Sam

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Task 4. What shall we do?

Let’s explain the learning objective of these activities by using the following words:- Inductive Reasoning and Analogical Reasoning- Use what we found/learned at previous task for the next step
- Beautifulness of Simple Pattern and algorithm- If we change the rules (what if not), what will happen?

2.11 Yarn-Phone Network

Task 11A

Task 1. Let’s develop the Yarn-Phone Network among children by the following rules!
Rule 1. A yarn-phone connects only two children.
Q1 When there are three children, how many yarn phones do we need?
Rule 2. We cannot develop a new connected yarn phone by a knot like theright figure because it connects many children at once. We have to connect
two children independently.
Q2 How many-yarn phones do we need to connect four children?
Task 2. Let’s pose the questions for Yarn-Phone Network to your friends
by using these rules.
This page, 2.11, is recommended to use after 2.10.
Let’s explain the learning objective of these activities by using the following words:- In Mathematics, Generalization is the nature.
- Through the finding the same algorithm/pattern/invariant structure in different
situations, it become stronger.
- Appreciate the power of ordered concreate representations to find patterns.

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In STEM
m
o
o
r
s
Clas
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3.1 Fire Emergency

Task 1A

Painting an apartment

The ladder reaches exactly where the smokes come out. It does not reach higher. Paint red
all the windows that are at least on the floor higher than the one with the window where
the smoke comes out.

1. Let’s paint the windows based on the given condition.
2. Let’s discuss the term 'at least'.
3. Let’s explain the meaning of 'at least on the floor higher than the one with the window
the smoke comes out'.

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Task 1B
Calling from firefighters

The firefighters want to call each apartment in the 6 buildings. Each window is an apartment.
Explain in your own words how to calculate how many apartments you have to call.
1. Let’s find out by yourself on a newly given condition.
2. Let’s share your achievement with others.

? On design. Let’s think about how beautiful meant on your unique painting? Reconsider the order of painting for appropriate explanation and if others
drew a different picture reconsider the way to explain.

? Feeling of beautifulness and simpleness depends on a person. It is

unnecessary that all of you will select one picture. Discuss meaning ofbeautifulness and simpleness in relation to the explanation on item 2 above.

A basic STEM project can be derived from this 'Calling for Firefighter'. Teachers can prepare fire
extinguisher foam to be added to this mathematical thinking activity.

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Task 1CSTEM Classroom Activities

It can be instructive and entertaining to make a foam STEM (Science, Technology,
Engineering, and Mathematics) project about battling fires. Examining the science
underlying the operation of fire extinguisher foam is one engaging exercise. Here's a basic
STEM project you can do with foam:
TITLE: 'FOAM FIRE EXTINGUISHER SCIENCE'

Objective:
To comprehend the science underlying a foam fire extinguisher and how it's used in
firefighting.
Materials needed for this activity:
1. Dish soap
2. Water
3. Small plastic container or bowl
4. Straw
5. Baking soda
6. Vinegar
7. Tray or shallow container
8. Tea light candle (with adult supervision)
Procedures:
Step 1 - SET UP• The tea light candle should be placed in the middle of the tray.
• Pour water into the tiny plastic container.
• To make a soapy solution, add a few drops of dish soap to the water and stir.
Step 2 - FORMATION OF FOAM
• To make the foam, introduce air into the soapy water using a straw or pipette, and thendiscuss the similarities between this foam and the foam found in fire extinguishers.
• Describe how the foam is created using a combination of soap, water, and air, just likethe firefighting foam that is utilised by firemen.
Step 3 - COMPREHENDING SCIENCE• Talk about the science of foam creation. Bubbles are formed in the soapy water when
air is trapped, resulting in foam.
• Compare this foam to the foam used in firefighting, which is intended to smother a fireby encasing it in bubbles and severing its oxygen supply.
Step 4 - FIRE EXTINGUISHING SIMULATION• Sprinkle a small amount of baking soda around the tea light candle to represent a fire.
• Pour vinegar onto the baking soda to simulate the chemical reaction that produces
Carbon Dioxide.
• Observe how the foam (representing a fire extinguishing agent) interacts with the 'fire'and discuss the chemical reactions occurring.

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Task 1C
Questions for discussion:• Why does the foam aid in putting out the 'fire'?
• What similarities and differences exist between the foam and the foam used in actual
firefighting?
• What part do the water, air, and soap play in making the foam?
Extensions:? Examine the effects of varying soap to water ratios on foam stability.
? Investigate and talk about alternative firefighting techniques andequipment.

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3.2 Many Faces

Task 2A

Paint Red all the smallest possible faces that contain two
faces.

Source: Colouring Book [Book 2, Pages 2A]

1. Let’s paint the faces based on the given condition.
2. Let’s discuss the term 'smallest possible'.

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Task 2B

Source: Colouring Book [Book 2, Pages 2B]

1. Let’s create commands to design a beautiful painting by using number '2' in the commands.
2. Discuss with your friends how you see and paint each 2 faces.
Create an art project where students use the number '2' as a design element.
They can draw two of something or arrange objects in groups of two.
Story Building:
Have students create a short story where the number '2' plays a significant role.
For example, 'There were 2 friends who went on 2 adventures.'71

Task 2C
Activities related to STEM (Science, Technology, Engineering, and Mathematics) can be
combined to create a more comprehensive educational experience.
1. Art with 2s (STEM Integration):
Science: Study symmetry in nature and art in science.
Technology: Create and manipulate art using digital technologies.
Engineering: Create a project that integrates structural and artistic aspects.
Mathematics: Incorporate geometric and symmetrical ideas from mathematics into theartwork.
2. Word Problems (STEM Integration):
Science: Construct word puzzles that highlight scientific topics while promoting analyticalthinking and problem-solving skills.
Technology: Tackle word problems with dynamic circumstances, use online simulations.
Engineering: Present engineering difficulties as word puzzles to stimulate original
problem-solving.
Mathematics: Convert situations from the real world into mathematical statements andequations.
By adding STEM components to these exercises, you may improve the learning process byoffering a more practical and multidisciplinary approach. Because STEM integration fosters
creativity, critical thinking, and problem-solving skills. Also, it improves student engagement
and makes learning more applicable to real-world situations.

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Note:

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3.3 Preparing a Breakfast

Task 3A

Grouping
Worksheet
A Bowl of Cereal

Put
Cerealinto aCup

Open aCereal
Box

Add
Cocoa
PowderA Cup of Cocoa

Add
Milk

Boil
Water

Add
Sugar

Add
Milk

Put Hot
Water
into aCup

Stir
Thoroughly

Source: Code.org Real-life Algorithm

You are preparing a bowl of cereal and a cup of cocoa for your breakfast.
1. Cut out the steps in the small boxes and identify which steps are for making a bowl of
cereal and which steps are for making a cup of cocoa.
2. Put the steps into a correct box below the name of the food.
3. Identify the sequence of the step and sort them into a proper order.
Questions to help student exercise their critical thinking skill.
What will happen if we do the step in a different order?

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Task 3B
Think about different tasks that you need to do after waking up.
1. Breakdown each task to smaller steps. Write down those steps into a sequence.
2. Share this sequence to your friend and let them act as if they are performing thesetasks.
3. See if they can perform all the tasks correctly.
Discussion Questions:
1. Why do we need to do the task in this particular sequence?
2. What will happen if your friend performs the task in a different order?
3. Which steps can be skipped?
4. What will happen when some steps are skipped?

To help the student exercise their decomposition skill:- Ask whether a particular step can be performed differently. If so, could thatstep be decomposed further into smaller steps to ensure that the task will
be performed exactly as planned.
Let’s explain the objectives of these activities using the following words:
Algorithm, Decomposition, and Order.

75

3.4 Paper Plane

Task 4A

Source: Code.org Real-life Algorithm

Instruction for Students:
1. Make a copy of the worksheet above. Cut out the steps of making an airplane.
2. Glue the six correct steps, in order, onto a separate piece of paper.
3. Make an actual paper plane following these steps.
Questions to help student exercise their critical thinking skill.
- What would you have added to make the algorithm even better?
- What if the algorithm had been only one step: 'Fold a Paper Plane'? Would
it have been easier or harder?

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Task 4B
1. Have another student fold other types of airplanes, without other students seeing
how the plane is folded.
2. Show the finished paper plane to other students.
3. Unfold the folded plane back into a single page.
4. Let other students try to fold the paper into the airplane again by observing thefolded line on the paper.
5. Let the student discuss how they think.
Discussion Questions:
1. Why do we need to develop an algorithm?
2. If the paper is in different size, or different orientation, is there another step needed?
3. Which step, if failed to implement properly, will make a plane have difficulty flying?
4. Discuss what would happen if you skip the step before the next one.

To help the student exercise their algorithmic thinking capability:
Let the student think about other activities in their daily life and develop an
algorithm to accomplish those tasks.
Let’s explain the objectives of this activities using the following words:
Algorithm, Symmetry, and Pattern.

This worksheet is adapted from a learning material from Code.org.

77

3.5 Pattern Recognition

Task 5A

Identify Common Elements
Worksheet (a)Note: All images have been developed using ChatGPT.

Instruction for Students:
1. Identify elements that make you recognise the animal in these pictures as elephants. List
down those elements.
2. Identify behaviour of the elephants, what do they usually do.
Questions to help student exercise their critical thinking skill.
Without visually seeing the elephant, if different students are touching different
parts of an elephant, how will they describe an elephant.

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Task 5B
Identify Common Elements
Worksheet (b)Note: All images have been developed using ChatGPT.

Instructions for Students:
1. Share the list of elements of an elephant to your friends.
2. In each picture, make a checklist of elements that each picture contains.
3. Identify from the checklist, whether the animal in the picture is an elephant or not.
Discussion Questions:
How can we recognise an elephant even without seeing all the elements we listed down for anelephant? What is the most important element which can be used to distinguish elephants fromother animals?
Why do we recognise that a particular animal is not an elephant even though they have all theelements in the list?
Questions to help student exercise their critical thinking skill.
How can we recognise people and identify which part of the world or whichcountries they came from?
Let’s explain the objectives of this activity by using the following words:
Algorithm, and Pattern.

793.6: Image Recognition
Image Recognition with Cats, Cars, Houses
Worksheet

Note: All images have been developed using ChatGPT.

80

Task 6A

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Instruction for Students:
1. Divide students into three groups. Each group performs one of the three rolls, each
representing one layer of a neural network. The tasks of the three roles are as follows:• Group A: Looks at the images from the worksheet (B and C should not see the image!),creates a simplified sketch of each image and passes them on to B. It is important that
C does not see the sketches.
• Group B: Receives the sketches from A and checks whether square shapes, triangularshapes or round shapes are included. Write down the number of each shape. Then,passes the information on to C.
• Group C: Evaluates the information received using the following table and announces
whether the original picture is a house, a car or a cat.
Rectangular shape?

Triangular shape?

Round shape?

House

Yes

Yes

No

Car

Yes

No

Yes

Cat

No

Yes

Yes

2. A determines whether the solution is correct.
Questions to help student exercise their critical thinking skill.
What will the students do if you hand out some images to the students that do
not fit into the categories identified by the decision table?
For instance, an image that consists of three types of shape.

81

Task 6B
1. Find a set of different pictures such as dogs or fans. Let the student discuss how todevelop a decision tree to recognise objects in those pictures.
2. Try out another round of image evaluation process in item 1. This time let Group C
uses the newly developed decision table.
Discussion Questions:
How can we improve the decision process to ensure that the categorisation process will
always be correct with more sophisticated pictures?

Questions to help student exercise their critical thinking skill.
How can students recognise their friends after seeing their faces?
What elements in those faces can help distinguish one individual from the others?
Let’s explain the objectives of this activity by using the following words:
Algorithm, and Pattern.

!"#$%&'()*#*+%,*#-%#$%(.(/-'.%0)12%-"'%31)4%.'5'&1/'.%678
Annabel Lindner, Stefan Seegerer
Professorship for Computer Science Education Friedrich- Alexander- Universität Erlangen- Nürnberg Martensstraße 391058 Erlangenhttps://aiunplugged.org82

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Note:

83

4
84

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Visible
g
n
i
m
m
a
Progr
85

Visual Programming for Computational Thinking
Visual programming and computational thinking (CT) are closely related concepts. Visualprogramming involves using graphical elements to create computer programmes, while
computational thinking refers to the problem-solving and analytical skills used in computerscience and programming. Visual programming environments often encourage the developmentof computational thinking skills by providing intuitive interfaces and visual representations ofprogramming concepts. Through visual programming, users can practise decomposition(breaking down problems into smaller parts), pattern recognition (identifying similarities between
different programming tasks), abstraction (creating general solutions to specific problems), andalgorithm design (developing step-by-step procedures to solve problems).
In summary, visual programming and computational thinking are intertwined, with visualprogramming serving as a practical tool for fostering and applying computational thinking skill
in the context of programming and problem-solving.

* Scratch – Visual programming used in this chapter
Visual programming for computational thinking, exemplified in platforms like Scratch,
utilises graphical elements to facilitate the creation of computer programmes. In the Scratch
ecosystem, users employ a drag-and-drop interface to assemble colourful blocks representing
various programming constructs such as loops, conditions, and events. This approach abstracts
traditional code into visual components, making coding more intuitive and accessible,
particularly for learners with little to no programming experience. By visually arranging theseblocks, users can design interactive stories, games, and animations, fostering creativity andproblem-solving skills while simultaneously honing their computational thinking abilities.

4.1 Let's Use Arrow Keys to Move the Sprite
Preparation:
From the task sequence, let’s make clear the objective of your lesson by yourself:• Guess the functions of each command for a Sprite through analysis of a given
programme.
• Find the meaning of sequence commands through the running of the programme.
• Utilise what is learned for further challenges.

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No

Block Programming

Function

1

This command is used to create a loop that repeats its
contained code indefinitely. It's commonly used foractions that need to continuously occur, such as
updating the position of a sprite or checking for certain
conditions.

2This command is a conditional statement. It checks aspecified condition and executes the contained code
block if the condition is true.

3

This is an extension of the If-then command. It allows
you to specify an alternative code block to execute if
the condition is false.

No

Block Programming

Function

1

This command checks whether a specific key on the
keyboard is currently being pressed. It's often used ingames to trigger actions when certain keys are pressed.

2This command prompts the user with a message andwaits for them to input text. It's commonly used togather input from the user during a programme's
execution.

No

Block Programming

Function

1

This command changes the direction that a sprite isfacing. You can specify a direction in degrees, with 0
being to the right, 90 being up, 180 being left, and 270
being down.

2This command moves a sprite a specified number ofsteps in its current direction.

87

No

Block Programming

This command displays a message from a sprite for a
specified duration of time.

1

No

Function

Block Programming

Function
These are comparison operators used to compare twovalues. '>' means greater than, '<' means less than, and'=' means equal to.

1

Task 1A
A simple programme related move directions are given as shown below:
Let's try to guess the meaning of the script structure by using the given? Before running the programme, look at the programme script and guess
how the Sprite moves. And then discuss your hypothesis with your friends.

? After discussions, let's run the programme and confirm how the Sprite moved.
Is it the same as your expectation?

? For further knowing the commands, change the parameter and sequenceof commands.

Let's discuss your expectations first and then run for confirmation.
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Task 1B
Let's pose questions to your friends in relation to setting parameters like the following andcheck it.
'I would like the hens facing to the left and moving 20 steps when I press the left arrow on the
keyboard. How shall I use code commands and set parameters?'
Your Questions:

Notes: Describe what happen to your Sprite based on your first block programme

Task 1C
Using what you learned on task 1 and 2, let’s plan the further motion of the Sprite by yourself
like a sample. And then, write the programme for yourself.
Sample: 'Adding new function for arrow up and down on keyboard, Sprite facing up and down,
and play sound Meow each time direction changed.'Your Planned Motion:

Notes: Describe what happen to your Sprite based on your first block programmes

89? In case, the motion of your programme is not the same as your expectation,
how shall you do? If you succeed, please demonstrate it to the others byasking questions about the motion of Sprite such as 'OK, can you guess the
programme of this motion?'
Example:Roy wrote the programme for the sample.
When the left arrow on the keyboard is pressed,
Sprite facing left and move 10 steps, and show
the message 'Go to left', else when arrow key
pressed right, Sprite facing to the right andmove 10 steps without showing the message.
Does it work as expected?

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4.2 Let's Using Variables and Loop Functions

Source: Colouring Book [Book 1, Page 8A]

Preparation:
From task sequence, let’s make clear the objective of your lesson by yourself:• Guess the functions of each command for a Sprite through analysis of a given
programme.
• Find the meaning of sequence commands through the running of the programme.
• Utilise what is learned for further challenges.

Task 2A
Let’s explore the functions of commands for
Sprite from the given programme throughchanging the parameters on the commands.
On the exploration, let’s discuss the appropriate
function of each command.

91

CommandFunction

Task 2B
Add a loop command so the programme will run until the correct answer is inputted.
Discuss it with others. Then, check it!
For example,

If you add a repeat command, what will
happen?

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Task 2C
Let’s explore the Scratch environment by changing the Stage backdrops.
How to loop four times with changing theStage backdrops and questions!

Your Changed Backdrop 1:

Guessing and Discussing:

Checking:

Your Changed Backdrop 2:

Guessing and Discussing:

Checking:

93

Task 2D
Let’s explore the functions of commands for Sprite from the given programme by adding thecommands below. On the exploration, let’s discuss the function of each command.

CommandFunction

Explaining the process steps and predicting the output of the block code above!
Your Questions:94

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4.3 Meet the Maximum Value
The following is an explanation of major commands to use in Scratch.
Category

CommandFunction

Looks

Say ()

Displays a message or text bubble by the
sprite.

Control

When Green Flag Clicked

Starts the script when the green flag icon isclicked.

If () Then

Allows conditional execution of code basedon a condition.

Repeat until ()Loops a set of commands from the first numberof times until the last number of times.

() + ()

Add two numbers together.

() = ()

Check if two value are equal() < ()

Checks if one value is less than another.

Variable

Set variable to ()Determine variables which were createdMake a list

New list

To create a new list.

Add () to list

Add values in the list.

Operators

Preparation:
From the task sequence, let’s make clear objectives of your lesson by yourself:• Set the value of variables.
• Create a list.
• Add values in a created list.
• Write scripts to find out all of eight values which one is the maximum value.

95

No

Block Programming

Function

1

This command is a conditional statement. It checks aspecified condition and executes the contained code
block if the condition is true.

2

This command is useful to create a loop when somethingneeds to happen before the loop should stop. If we keep
asking 'Why?' until an answer was given, then this block
would be used for that.

No

Block Programming

1

NoThis command displays a message from a sprite for a
specified duration of time.

Block Programming

1

No

Function

Function
These are comparison operators used for comparing
two values. These symbols are '>' means greater than,'<' means less than, and '=' means equal to.

Block Programming

Function1

To create a variable, a type of variable given, a name,and a value, what kind of value the variable will hold.

2

Lists are collections of data items that can be used in
Scratch programming.
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Task 3A

Neighbouring Cell

Let’s consider 8 directions namely:• move to the right,• move to the left,• move up,• move down,• move diagonal down right,• move diagonal down left,• move diagonal up left, and• move diagonal up right.

97

A programming related setting directions are given as shown below:

Let's discuss the meaning of the script above.

? Before running the programme, study the programme script and guess what
is going to happen on the stage view.

? After discussions, let's run the programme and confirm. How? Is it the same
as your expectation?

? For further studying the setting, change the number at the centre and theneighbouring cells. Let's discuss your expectations first and then run for
confirmation.

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Task 3B

Quantity List

Let's create a quantity list and add the values in relation to the numbers for 8 directions intask 3A.

Let’s discuss and guess what it will appear in the list.
Questions and Discussion:

Notes: Explanation what happen to your stage view on your first block programme99After setting the number and creating the quantity list then running the
programme, the result and the quantity list will appear on the stage view below.

Let the students observe if they change the numbers at the centre and theneighboring cell.

Maximum Value

Task 3C

Write scripts to find out maximum value from the quantity list as shown below:
Let's try to guess the meaning of commands and create new variables namely: i, n and Max.

100

< back to contents? Before running the programme, try to understand the programme script andguess the result on the stage view.

? Let’s discuss and explain the meaning and relationship of variables in thecommand.

? After discussions, let's run the programme and confirm. How? Is it the same
as your expectation?

? For further studying and running the commands, change the variables andobserve what is going to happen.

After running the command and the result will appear as shown below.

Let students observe after running the command. The sprite will tell the maximum
value.

Task 3D

Maximum Value

Using what you have learned on task 3A, 3B and 3C, let’s change the position of the central
number by yourself and then write the programme for yourself. Are there any other ways ofprogramming?
Your Programming:

In case, your programme does not get the same as your expectation, how shall you do? If you
succeed, please demonstrate it to the others by asking questions about the finding of maximum
value such as 'Can you guess the programme of this finding?'
101

4.4 Move the RockPreparation:
From the task sequence, let’s make clear objectives of your lesson by yourself:• Determine the value of numerator and denominator• Define fraction.
• Compare 2 fractions.
• Write scripts to find out whether the neighboring cell is less than the present cell.

No

Block Programming

1

NoThis command is a conditional statement. It checks aspecified condition and executes the contained code
block if the condition is true.

Block Programming

1

No

1

Function
This command displays a message from a sprite for a
specified duration of time.

Block Programming

1

No

Function

FunctionAs this block allows users to input any text they want,
it is widely used when a user must communicate withthe project.

Block Programming

Function
The operator for subtraction.
These are comparison operators used for comparing
two values. These symbols are '>' means greater than,'<' means less than, and '=' means equal to.

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No
1

Block Programming

Function
To create a variable, a type of variable given, a name,and a value, what kind of value the variable will hold.

Setting Numerator and Denominator

Task 4A

Every time the rock moves to the neighboring cell that has the lowest number, but if there is
not any one lower than where it is, then it stays there.

Source: Colouring Book [Book 2, Page 11 A]

103

A programming related setting numerator 'A' and denominator 'A' to form fraction 'A' are given
as shown below:

Let's discuss the meaning of the script above.

? Before running the programme, study the programme scripts and guess what
it is going to happen on the stage view.

? After discussions, let's try and run the programme to confirm 'How?' and 'Is
it the same as your expectation?'? For further studying the setting, change the numerator and the denominator.
Let's discuss your expectations first and then run for confirmation.

After setting the numerator and denominator then run the programme, The result
below will appear on the stage view.

Let’s discuss changing the numerator and the denominator.

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Task 4B

Setting Fractions

A programming related setting 2 numerators and 2 denominators to form fraction A and B aregiven as shown below:

Let’s discuss and guess what will appear on the stage view.
Questions and Discussion:

Notes: Explanation what happen to your stage view on your programme105

After setting the numerators and denominators then run the programme, The result
will appear on the stage view below.

Let the students observe if they change the numerator and denominator. What will
the result appear?

Task 4C

Comparing Fractions

3
Write scripts for comparing fractions 1 and 4 from task 4A and 4B as shown below.
Let's try to guess the meaning of commands and determine numerator and denominator by
yourself106

< back to contents? Before running the programme, try to understand the programme script andguess the result on the stage view.

? Let’s discuss and explain the meaning of variables in the command.
? After discussions, let's run the programme and confirm, 'How?' and 'Is it thesame as your expectation?'? For further studying and running the commands, change the numerator anddenominator then observe what is going to happen.

After running the command and the result will appear as shown below.

Let students observe after running the command. The sprite will tell the result.

Write your Programming

Task 4D

Using what you have learned on task 1, 2 and 3, let’s change the numerator anddenominator by yourself and then write the programme for yourself. Are there any other ways
to write the scripts?
Your Programming:

In case, your programme does not get the same as your expectation, how shall you do? If you
succeed, please demonstrate it to the others by asking questions about the finding of comparing
fractions such as 'can you guess the programme of this finding?'
107

5
108

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Let's
Develop
Machine1095.1 Let's Run Robot Car Using a Motor.
Preparation:
From Task sequence, let’s make clear the objective of your lesson by yourself:• Guess the function of each command for a robot through analysis of given programme.
• Find the meaning of sequence commands through the running of programme.
• Utilise what learned for further challenges.

*Studuino is a programming environment by Scratch to control ArTeC Robo as block
components. Following is a minimum explanation of major commands which we use.

No

Block Programming

Function

1

Sets the DC Motor to the direction clockwise orcounterclockwise.

2

Adjusts the DC motor's speed between 0 and 100. The
DC motor will revolve more quickly when you increase
the speed. Any value less than or equal to 0 will be set
to 0, and any value larger than or equal to 100 will beassigned to 100.

3

Sets how the DC motor will stop (Brake or Coast)No
1

Block Programming

Function
Wait for a specific time (for example 1 second).

Limited Instruction for going to the task 1:
How to connect microcomputer and computer, and microcomputer and DC motor. How to open
Studuino Software110

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Task 1A
A simple robot car and the programme are given as shown below:

D
Let's try to guess the meaning of the programme script by using the given.

? Before running the programme, read the programme script and guess how
the robot move. And then, discuss your hypothesis with your friends.

? After discussion, Let’s run the programme and confirm how car moved. Is it
the same as your expectation?

? For further knowing the commands, change the parameters and sequenceof commands. let’s discuss your expectation at first and then run for
confirmation.

Task 1B
Let’s pose questions to your friends in relation to setting parameters like the following andcheck it.
'I would like to run the car, around 30 cm long. How shall I set parameters?'
Your Questions:

Notes: Describe what happen to your robot based on your first block programmes

111Task 1C
Using what you learned on Task 1A and 1B, Let’s plan the further motion of the car by yourself
like a sample. And then, write the programme for yourself.
Sample: 'Go forward for 3 seconds, Stop for 2 seconds, Go backward for 2 seconds, and Stop'Your Planed Motion:

Notes: Describe what happen to your robot based on your first block programmes? In case, the motion of your programme is not the same as your expectation,
how shall you do?

? If you success, please demonstrate it to the others by questioning about the

motion of Robot such as 'OK, can you guess the programme of this motion?'
Example:Wara wrote the programme for the
Sample: 'Go forward for 3 seconds, Stopfor 2 seconds, Go backward for 2
seconds, and Stop'

1
2

Does it work as expectation?

3
4
5
6
7
8

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5.2 Let's Explore Motors and then,Design Your Robot• From Task sequence, let’s make clear the objective of your lesson by yourself.
• Tasks are focus on to distinguish the functions of DC motors and Servomotor.
• Guess the function of each command for a robot through analysis of given programme.
• Find the meaning of sequence commands through the running of programme.
• Utilise what learned for further challenges.

*Studuino is a programming environment by Scratch to control ArTeC Robo as block
components. Following is a minimum explanation of major commands which we use.

DC Motor with tires

Servomotor

Micro Computer

Battery Box

USB Cable

Limited Instruction for going to the task 2A:
How to connect a microcomputer, DC Motor, Servomotor, and computer. How to open Studuino
Software.

113

Task 2A
Let’s explore the function of commands for the DC motor from the given programme throughchanging the parameters on the commands. On the exploration, let’s discuss the appropriatename of each command.

CommandFunction

namingTask 2B
Let’s change the command order of Task 2A by
yourself and guess how it moves and discuss it withothers. Then, check it. For Example: If you change it likethe right, what will happen?

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Your changed programme 1:

Guessing and Discussing:

Checking:

Your changed programme 2:

Guessing and Discussing:

Checking:

115

Task 2C
Let’s explore the function of commands for Servomotor from the given programme throughchanging the parameters on the commands. On the exploration, let’s discuss the appropriatename of each command.

CommandFunction

Did you find it?

116

naming< back to contents

Task 2D
Explore the programming through adding commands and changing order by yourself.
Such as:Let’s imagine what will happen!
'If I add commands what will happen?''If I change the commands sequence what will happen?'Let’s Guessing, and discussing, and then checking!
Sample 1:

Sample 2:

117

What do you want to do next?
Now you can use motors which are controlled by a programme.
1. What Robot would you mind to design?
2. Let’s draw your robot and how does it move?
Name of Your Robot:
Designing:

118

Task 2E

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2. Let’s assemble your robot by using a block.

3. Let’s write the programme, then run the programme, and record what happens.

4. Let’s prepare your presentation by reflecting on your challenges, learning and what was fun.

119What do you want to do next?

Task 2F

Let’s present your robot with explaining the Name of Robot and your challenges while
demonstrating.

Additional questions and discussions in presentation session:? Can you imagine my programme from the actions of robot?
? Can you imagine what will happen if you install my programme into your robot?
? Whose robot is attractive for you and why it is attractive for you?
? What have you challenged, learned, and enjoyed?

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5.3 Let's Develop Your Robot!
Preparation:
From Task sequence, let’s make clear the objective of your lesson by yourself.
Tasks are focus on to design own Robot by using DC motors and Servomotor:
1. Guess the function of each command for a robot through analysis of given Programme.
2. Find the meaning of sequence commands through the running of programme.
3. Utilise what learned for further challenges.

*Studuino is a programming environment by Scratch to control ArTeC Robo as block
components. Following is a minimum explanation of major commands which we use.
To Imagine Your Own Robot, a sample is a key.
If it is the first time to develop a Robot, it might be fine to show one sample. Depending on theselection of samples, it becomes more challenging.
Sample 1: Tea service dollJapanese Automata(18 century)

Sample 2:
Digging machine

Sample 3:
Walking Cat

121

In minimum, to develop the car needs the following
as well as blocks:> DC Motor> Three Tires: Two of them are rubber tires

which are possible to rotate but one does nothave rubber.

> Micro Computer (Studuino) & BatteryAnd> Servomotor

Limited Instruction:• How to connect microcomputer and computer, DC motor, and Servomotor.
• How to open Studuino Software.

Task 3A• What Robot such as machine cars would you like to develop?
• Let’s draw the image of your robot.
• What function do you embed in your robots?
Name of Your Robot:
Designing:122

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Task 3B
Let’s see the parts of ArTeC Robo. When you develop your car by using the parts of ArTeC Robo,
which parts are necessary to realise it?
1. In minimum:

2. For the better car, it needs more:

3. Let’s plan the possible steps to develop your car such as Robot-version I for step 1, Robotversion II for step 2, and so on.

If you do not know how to programme, do Task 3C and 3D. Otherwise, programme it by yourself.

Task 3C
Let's develop Robot-Version I.
1. On your imaged robot, let’s assemble
it with a combination of blocks.
2. Let’s develop the programme to movethe car by using the commands on
Motion and Control!

123

Task 3D
Read the programme at first, imagine and explain how it works.
1. Explain a), b) & c) below how it moves the car.
a)

b)

c)

2. Which parameters would you like to change for what?
3. What is the possible on this minimum setting and what are the limitations.

Task 3E
Let’s present your robot-version I to others and discuss what robot you would like todevelop, what is difficult to challenge and how you overcome it.

Task 3F
Renovate your Robot-version I to Robot-version II for adding motion by Servomotor.

If you do not know how to use Servomotor, do Task 3G, otherwise do it by yourself.

Task 3G
Let’s develop the programme to use Servomotor for Robot-version II.
1. Read the programme a), b) and c) below and explain the differences and how function.
a)

b)

c)

2. Does Robot-version II change the angle? If it works, why do you succeed? If not, what isthe problem?
3. How do you realise the necessary motion in the limitation of block parts and so on?
124< back to contents

Task 3H
Let’s present your robot with explaining the Name of Robot and your challenges while
demonstrating. And discuss what is fun with each other. And then, if you have another chance,
what do you challenge in the next design?

125Through every task and task sequence, what is enjoyable for students arecollaborations to learn from others and share their creation with others such aseach of their programme and robot motion as well as each of their achievements.
If the programme is different, ask students when it applies to their robots anddiscuss how function it on their robots: It is the opportunity to utilise andgeneralise the programme to the other mechanism. There are various ways tofunction the same however only a few differences of the place of the commandproduces a huge difference.
For representing each student’s personality and identity on their presentations,teachers and friends needs to listen his/her creation such as design and idea on1). It is the opportunity to promote thinking by and for themselves and cultivate
self-esteem which provide positive feedback for their creativity.
On these task sequence, there are no discussions about the parameters such as
the duration how long shall we move DC Motor on which power and moving
distance. Theoretically, it might have the relationship of proportionality. However,it does not exactly follow the proportionality even it is helpful idea to set theparameters.
The task which utilises the setting of parameters is to provide the race on thespecial course. However, it is not good task for the beginners from the perspectivesof 1) and 2).

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Let’s specify the objective of class-activities for the Robot Programming.
These activities can be explained with several objectives such as followings:
For STEAM education:
To develop the robot, students engage in several translations among different
systems such as Sketch-Designing, Block connecting, Programming and controlling
Block-mechanism. In each translation between different systems, beginner learn
each way of interpretation/explanation in each system and translation between
systems. After they well learned these, they can do it by and for themselves much
faster than beginners.
For Computational Thinking:For development own robot, students solve various small problems for themselvesin each system and in each translation between different systems. Students must
analyse the process and find the necessary components which correspond between
different systems. For example, to use DC-motor on the car, there are set ofcommands to be considered for the motion of block-mechanism. Students have toanalyse the necessary motion on the block model and translate it into a sequenceof commands. It is exploration of relationship between actual motion and asequence of commands. Well learned students can use a sequence of commands
as one command on their objective.
For Mathematical Thinking:In every system, students must apply what they know. Real design image has a
lot of curves however students ignore it for using the cuboid or rectangular solid
block. For the controlling the motion, students must set the parameters withmathematical ideas such as proportionality.
For setting a value of the parameter, students need to select a parameter which
may change as the result of another parameter and so on. Programme itself canbe seen as a representation of mathematical reasoning. For example, let’s think
about to use someone’s programme which developed for his/her specific robot tothe others. Students can imagine how it works or not by interpreting the cords
and re-present written reasoning in their minds. Programming robots includes thetranslation between mathematics and real world situation because a programme
provide a solution for the real world problem. Here, the given programme for
special robot is the object of generalisation and think analogically. Recursion of
the same process which are necessary for complete induction in mathematics iseasier to introduce on the robot programming.

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Appendix129

Spark Your Students' Thinking: The Revolutionary Era of LLMs
We stand on the precipice of a new educational paradigm, fueled by the groundbreaking
capabilities of Large Language Models (LLMs) like ChatGPT and Gemini. These are not mere
language assistants; they are transformative thinking tools poised to revolutionise yourclassroom and unlock your students' full potential.
Imagine a world where students don't wrestle with code syntax but focus on the core logic of
their algorithms. A world where ideas flow freely, analysed, and refined by LLMs in real-time,
fostering collaborative problem-solving like never before. This is the future LLMs bring, usheringin a new era of:
1. Unleashing Creativity: Break the shackles of technical roadblocks. Students canexperiment with diverse solutions, iterating rapidly with LLM assistance, paving theway for ingenious inventions and artistic expression.
2. Amplifying Collaboration: Imagine brainstorming sessions enhanced by an LLM
analysing each contribution, identifying synergies, and suggesting connections
between seemingly disparate ideas. Collaboration becomes a symphony of thought,
guided by a digital maestro.
3. Building Confidence: Struggling with syntax no longer saps motivation. LLMs translate
ideas into code, empowering students to focus on their vision and build confidence intheir problem-solving abilities.
4. Democratising Access: Technical limitations become non-existent. Students of all
backgrounds can explore fields like programming and robotics, empowered by an
LLM that speaks their natural language and helps them translate it into reality.
5. Nurturing Critical Thinking: The LLM becomes a thought-sparring partner,
challenging assumptions, refining arguments, and guiding students towards deeper
understanding and well-reasoned solutions.
By harnessing the power of LLMs, we can nurture a generation of innovative thinkers, confident
problem-solvers, and collaborative creators, ready to shape a brighter future. Let's unlock thepotential within every student and build a world where ideas, amplified by LLMs, truly takeflight.

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Computational Thinking (CT)In the past decades, Computational Thinking
has been explained as Programming Thinking
which is necessary to utilise computers forproblem solving, however, nowadays, it isgenerally useful to solve the problem withsupport with or without computers. In theera of Digital Transformation (DT) by
the emergence of Generative AI whichallows us to use AI with natural language,
Computational Thinking can be utilised
anywhere by anyone. Even for programmingin Informatics, Generative AI produces andsupports necessary programming if theprompt engineers well ordered it by natural
language. Now, it is necessary for all of us towork like engineers who are able to use natural language depending on their project work andso on. Computational Thinking has been a part of mathematical thinking to mathematically
apply the numerical operation to solve problems (Isoda, Katagiri, 2012) when we represent itby mathematical/computational representation. Computational Thinking, even if we utilise
it with natural language, is characterised with three main pillars: Algorithmic thinking,Computational Modeling, and Machine Learning (Roberto, Isoda, 2021).
Algorithmic Thinking is a meccano set or a game of blocks, whose basic pieces or bricks arecommands. Mechanisms or buildings are built on them, which allow different solutions to bebuilt. Algorithmic Thinking is a base of programming thinking.
A first key in algorithmic thinking is search. Task 1A, 2A, and 3A of Chapter 2 introduce
searches for objects. Searches are specified with different types of conditions. The most basic
are those that instruct satisfying membership in a category, such as a clothing category.
Task 1A, 4A, and 5A of Chapter 2 also include searches with properties of a spatial nature.
Another central concept is that of lists or arrays. Task 4A of Chapter 2 contains the search for
an element of a list or array with a certain spatial property or a cardinal property (related to
the number of elements). Task 8A of Chapter 2 cycles through arrays looking for one with agreater or lesser number of elements. Task 9A requires differentiating within the lists of theelements that satisfy a topological feature. In this case it is furthest to the right. It also has afeature of the elements of the lists that satisfy a cardinality condition (more ducks). Task 11Aof Chapter 2 uses quantifiers and arrays, but with fish in fish tanks, and on Task 10A it does sowith inanimate objects such as balls in boxes. In this activity (and the one on Task 4A), a random
command is hidden, since the number of balls is not completely specified. It only has to bebigger than a certain number. On Task 12A of Chapter 2, about the smallest chicken of thelargest hen, the search goes through two sets or arrays, some included in others, with
opposite-order relationships.

131A central activity in algorithmic thinking is the cognitive process of decomposing a problem into
simpler problems, down to problems that require only a few commands. An example is logicalconnectors. For example, to find a hidden object, where different characters give different clues.
There are examples of this challenge in various activities in these colouring books. Some of themreach a definitive solution as on Task 13A and 14A, of Chapter 2. Task 14A of Chapter 2
includes negations of propositions. In this type of activity, the notion of probability could be
easily included. For example, searching for the most probable places where an object is hidden.
Connectors can also be existential and universal quantifiers. For example, to specify that at least
two blue balls must be coloured in every box, as illustrated in the activity on Task 10A of
Chapter 2, and also in (Araya, 2021a).
Another central cognitive process of algorithmic thinking is serially linking commands, either
in sequences, in cycles, or combinations of sequences and cycles. A daily use case for this is
Google Map recommendations for getting from one place to another in the city. Google Maps
also monitors the status of routes and possible accidents to adjust recommendations in real-time.
The example in the book is 2.4 Route Finding and 2.5 Running Route Design.
Then, there is the notion of recursion. These mechanisms made of commands become commands
in turn. Task 15A of Chapter 2 contains a typical recursion: 'Paint all the shapes that do notcontain other shapes within them, and do it so that neighbouring shapes are different colours'.
Many examples in Chapter 3 used recursion.
Computational modeling is another of the pillars. An example is the modelling of the navigation
or migration of a cell or microorganism. It moves locally with a command to the neighbouring
cell with more nutrients. And so it continues executing that sequence of commands until it canno longer improve (Araya 2022). This is an example of one of the most used algorithms in AI:
the deepest descent algorithm (Araya, 2021b). This type of activity is found such as 2.4 RouteFinding, 2.7 Design with Patterns, 2.8 Chicken Farms, 2.10 Connections. For example, on 2.10,
the algorithm for Ladder Lottery is the same as Hanoi’s tower as well as Yarn-Phone Network.
Examples in Chapter 3 visible programming such as someone’s programme can also work onothers' machines, and so on.
The third pillar is Machine Learning which is necessary to use a set of selected appropriate
examples as for trainers. To be a trainer of Machine Learning, everyone has to work liketeachers who fix and produce a set of selected appropriate examples. It implies that children
become teachers. Most examples in Chapter 2 follow the task sequence at first to learnsomething and then engage in further tasks at the end. Children are necessary to discuss about
how their produced questions at the final task at the end are similar to the previous tasks or
how different. Depending on the perspective, their meanings of similarity may change
however they might develop the custom to produce questions by and for themselves in relation
to what they learned.
We imagine all these examples of activities as unplugged. This means imagining the solution
on machines, on boards, and with very simple agents. All these elements can be run on acomputer with programming and represented with mathematical representation.

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Mathematical Thinking (MT)In Western history, mathematics originatedfrom ‘mathema’ as the subject for learningin Ancient Greece. It implies that any subjectsof learning until Ethics for the subjects calledmathema to train the ways of thinking intheir mother tag, Greek language as
Regional Language. The dialectic logic,‘if your conclusion/saying is true, what will
happen?,’ was also called the method ofanalysis (or Socratic method in Education).
Since the Era, mathematics has been thesubject to develop mathematical thinking(Inprasitha, Isoda, Roberto; to appear).
Eventually, Current meaning of mathematics
met revolution in the Era of Descartes when
he promoted the use of algebraic language
to subjects such as music, astronomy,geometry, arithmetics and so on. Even
though Algebraic representations became
the language for science, it produced thenecessity to be learned as a unique Universal
Language in the world.
Generative AI can be used by Natural Language. That's why it is necessary to review mathematics
with Natural language and develop mathematical thinking to be used for various problem
solving in our life.
In the SEAMEO Common Core Regional Learning Standards (CCRLS) framework in Mathematics
by Isoda, Guan & Teh (2023), Mathematical Thinking is characterised by the related terminology
on mathematical values, attitudes, habit of mind, ideas, ways of thinking and activities. It isenhanced through the repetition of appropriate processes to develop mathematical thinking.
Such processes can be explained by the contexts of Real World situation and mathematical task
sequence. In both contexts, reflection and appreciation are keys to recognise the ways ofthinking and values. Computational Thinking is also clarified by using the terms of mathematicalthinking and representations.

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The Context on Real World Situation
On 1.10 Ball Painting Task 10A and 10B for the left, students
must explain the collaring activity to the others. For
explaining exactly, students need to re-present it exactly.
Children can use daily words, however left or right, front
or back, upper or lower, 3rd row, 2nd column were teachingcontent in mathematics. If we use mathematicalrepresentations, such as ordered pairs or matrices, we can
explain it exactly. And if we try to represent it bymathematics, we can discuss it as the task for mathematics.
Mathematical ways of questioning, we can explore thesituation mathematically. For example, how many possible
solutions we have in the given situations. For programming,
mathematical language learned in mathematics class isnecessary.
The Context on the Mathematical Task Sequence
On the Task sequence 2.10 Connections, it aimed to develop inductive reasoning. For example,
on Ladder Lottery, if we think from the simple case and increase the number of strings,
one by one, we can find a recursive structure
on rungs. It is one of the general algorithms
to produce the reverse order. The found algorithm has a beautiful pattern like a Pyramid. In the task sequence, there are a number of opportunities to recognise and use the terminology for Simplification (Specialisation) and Generalisation, Inductive reasoning,
Recursion, Algorithm, Invariant, Pattern, Ordering, Minimising and Beautifulness. Like ‘Wow, it
looks Pyramid,’ students can re-present these words by their words and then, teachers canparaphrase it as ‘Pyramid? Really?’ ‘Could you check other cases’ ‘Yes, it is! How beautiful thepattern is!’ Teachers can re-word students’ words in which students are able to recognise andrepresent it by and for themselves.
In both contexts, the opportunity for reflection and appreciation is necessary to develop
mathematical thinking and computational thinking. In examples, the final task asked students
to pose further questions or activity for themselves. It is an opportunity to reflect on andappreciate their experiences in previous tasks. All activities in this book provide students suchopportunities for reflection and appreciation for making clear on their ways of thinking, andvaluing by and for themselves.

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STEM Thinking
The acronym 'STEM,' representing Science, Technology, Engineering, and Mathematics,
originated from the National Science Foundation (NSF) in the early 1990s. This formulation by
the NSF was a deliberate initiative aimed at addressing the demands of education, economy,
and society, demonstrating an overarching strategy to fortify educational systems and develop
a resilient workforce equipped to tackle future challenges.
STEM Thinking refers to the intellectual approach embraced within Science, Technology,
Engineering, and Mathematics (STEM) education. It embodies a pedagogical shift towards
integrating these disciplines, focusing on solving complex problems, understanding multifaceted
systems, and fostering innovation through interdisciplinary learning.
Developing STEM thinking involves cultivating a mindset that integrates the principles of Science,
Technology, Engineering, and Mathematics to solve problems, understand complex systems,
and innovate. Here are key strategies to foster STEM thinking:
1. Interdisciplinary Learning: In contrast to traditional education models that often treat
scientific subjects in isolation, STEM encourages the fusion of science, technology,
engineering, and mathematics. This integration enables students to make meaningfulconnections between disciplines, enhancing their understanding and application of eachin real-world contexts.
2. Emphasis on Problem-Solving: STEM education prioritises critical thinking andproblem-solving skills. It typically employs a four-phase instructional model:• Research: Understanding the problem and its context.
• Investigation: Examining the variables influencing the problem.
• Solution Development: Designing and creating solutions.
• Evaluation and Communication: Assessing solutions and presenting them to authentic
audiences.
This model encourages students to apply their interdisciplinary knowledge to develop practicalsolutions to complex challenges.
3. Developing Higher Order Thinking: STEM education fosters higher-order thinking by
engaging students in questioning and discourse that prompts them to explain and justify
their reasoning. This process not only deepens their conceptual understanding but alsoenhances their analytical and evaluative skills.

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4. Collaborative Learning: Collaboration is a cornerstone of STEM education. It provides
students with opportunities to develop teamwork and leadership skills, exchange ideas,
and collectively construct solutions.
5. Reflective Practice: Encouraging students to record their observations, ideas, andreflections through journaling or other means of documentation enhances their learning
experience. This practice promotes deeper engagement and fosters metacognitiveawareness, allowing students to monitor and reflect on their learning process.
6. Integrating Technology: In STEM education, technology is utilized not only as a learning
tool but also as a subject of study. Students are encouraged to understand, use, andmanipulate technology, which is vital for success in many STEM fields.
7. Applying Real-World Connections: Making learning relevant by linking STEM subjects toreal-world scenarios is essential. Discussing current scientific research, technologicalinnovations, engineering challenges, and practical applications of mathematics makes
the learning process engaging and pertinent.
Worksheets in Chapter 3 are developed to encourage the practice of these concepts to createa STEM Mindset in the students. Worksheet 3.1 presents the STEM learning process as anadditional activity expanded from the use of Coloring Books. Worksheets 3.2 encourage theteachers and students to think beyond the problem using integrated STEM approach. Worksheets
3.3 through 3.6 are foundational, focusing on the basics of Artificial Intelligence technology,
beginning with the concept of decomposition and relating it to everyday activities. These
worksheets promote collaborative learning, encouraging students to share and discuss theirideas, allowing them to explore how peers may interpret their thoughts differently. This
collaborative process is not only engaging but also serves as a valuable tool for reflecting on
their own understanding and approaches.
STEM thinking not only cultivates innovation and creativity through the synthesis of technicalskills and creative thought, but also bolsters adaptability. These skills, applicable across avariety of sectors beyond traditional STEM fields, are increasingly vital in our dynamically
evolving job market. STEM education places students at the forefront of technological andinnovative progress, equipping them for the careers of tomorrow in a world where technology's
influence continues to expand. The escalating demand for professionals well-versed in STEM
underscores the critical nature of these educational practices in maintaining a competitive edgein the global economy, marking STEM education as not just beneficial but essential.

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