Edit Lesson – Ozobot Classroom

2. Preparation

This helps the teacher prepare for the lesson before the class session

A. Student Materials

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B. Background Knowledge (Optional)

Students should have…

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Students should have…

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C. Lesson Tips (Optional)

Add tips for the educator that don't fit into Direct Instruction or Student Practice. You can always return to this page to add more.

When printing number lines, the best method is to open the file in Adobe Acrobat (a free program). Select "print" and in the "paper size and handling" section choose "poster." This will print the number line on 2 8.5x11 pages that can be taped together. It is helpful to laminate the number lines so students can write on them with whiteboard markers and they can be reused in multiple classes.

Each section on the number line (distance between vertical lines) is 10 centimeters or 100 millimeters. When placing numbers on the line students can estimate the distance between each one. Then, they can check their estimate by seeing where the Ozobot stops.

Ozobot will only accept numbers between -126 to 127 in the move block. If it is necessary to put in a larger number you can decompose it into smaller numbers. For example, if it needs to travel 250, you can do 2 move blocks that each have it travel 125. It may be helpful to model this process for students.

3. Direct Instruction (Teacher-Facing Instructions)

These are the steps the educator will read. Include any front loading, modeling or explicit instruction before students work independently or in groups.

Instruction

Begin by modeling the process of placing rational numbers on a number line. Begin by numbering each spot on the number line, beginning with 0 and adding each whole number to 5.

Instruction

Draw a task card from the stack and place it in the correct space on the number line. If the number is not a decimal, convert the number to a decimal and mark that number, too.

Instruction

Draw a second task card from the stack and place it in the correct space on the number line. If the number is not a decimal, convert it to a decimal and record that number, too.

Instruction

Pull up Ozoblockly and change the level to 4. Pair your Ozobot.

Instruction

Show students that the Ozobot is starting at 0 and you are trying to get to the first number. Ask students to guess which block they will need. Students should predict that they need to use the move block. Drag over a move block. Remind students that they must multiply the distance by 100 (or 10^10). If students have an understanding of the metric system, you can share that the number line is in decimeters, but their Ozobot travels in millimeters. Run the program to see if you placed the first number in the correct place on the number line. If it is incorrect, make adjustments as necessary.

Instruction

Now, show students that they can choose what they want their Ozobot to do in between numbers. Some options include the wait block (in timing) or the say number block (in sounds). Then, show students that you would drag over another move block to direct Ozobot to move the distance between the two numbers. Have students attempt to calculate the distance between the two numbers. If they are struggling, remind them that you are taking the larger distance and going backwards, so you would subtract. They take the larger number and subtract the smaller number from it. Remind students to multiply that number by 100 when they put it in the move block. Run the program to check for errors.

For a sample program, open this link: https://ozo.bot/b/irut8z This program is written for the Ozobot to travel to 2/5, say the number 4, travel to 1.1, say the number 11, and laugh in celebration.

Instruction

Now, have students draw 2 cards and work in groups/ partners to place them in the correct spot on the number line. As students are doing this, go around and help groups pair their Ozobots. Students can then code their Ozobots to go to the two locations. Leave the code shared so struggling groups can use it as a model. Allow groups to struggle, make mistakes, and debug their code.

Instruction

After they have successfully coded their first number line, prompt students to pull 3 new numbers to code on their line. Students can continue in this fashion for the rest of the time. Encourage groups to get creative with their code to see what Ozobot can do!

4. Student Practice (Student-Facing Instructions)

These are step-by-step instructions delivered directly to the students as they work independently or in groups

Student Instructions

Instruction

After your teacher has modeled how to code the Ozobot it is your turn! Start by drawing 2 numbers and placing them in the correct spots on the number line. If they are not decimals, make sure to convert to decimals and write that number down.