Coding and Game Development

Overview

In this final lesson of the "Divisibility and Digital Games" unit, students will apply their understanding of divisibility rules and flow charts to begin coding their own simple digital games using an age-appropriate programming platform. The lesson will incorporate mathematical reasoning with technology, fostering computational thinking, creativity, and collaboration.

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Curriculum Expectations (Ontario Curriculum - Mathematics Grade 6)

Overall Expectations:

• NS6.2: Demonstrate an understanding of divisibility and factors through investigation, including the use of divisibility rules for 2, 3, 5, 9, and 10.
• PS6.1: Use technology to investigate, analyse, and create patterns and solve problems involving numbers, including whole numbers and integers.

Specific Expectations:

• NS6.2.3: Apply divisibility rules to determine factors and multiples.
• PS6.1.3: Use flow charts or algorithms to represent numerical problems and solutions (which relates to sequencing in coding).
• PS6.2: Use appropriate tools and software, including computer applications, to code or program interactive mathematical games or activities.

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Learning Goals (“I can” statements)

• I can use divisibility rules to create logical flows in a game.
• I can interpret and create flow charts to guide game design.
• I can write simple code to make an interactive digital game using a block-based programming platform.
• I can collaborate with others to build my game and solve coding challenges.

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Success Criteria

• Create a flow chart that correctly models a divisibility decision process.
• Use coding blocks to implement at least one divisibility rule within the game’s logic.
• Demonstrate basic programming concepts: sequences, conditions (if/then), and loops (where appropriate).
• Provide a playable iteration of the game by lesson end.
• Communicate the role of divisibility rules within the game’s interactive elements.

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Materials & Resources

• Tablets or laptops with block-based programming software (e.g., Scratch, MakeCode, or a similar platform accessible for Grade 6).
• Printed flow chart templates for planning.
• Whiteboard and markers.
• Visual aids of divisibility rules.
• "Dyslexia-friendly" printed instructions and visual programming guides with clear fonts and icons.
• Headphones (optional for focused work).

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Lesson Outline (45 minutes)

1. Introduction & Review (7 minutes)

• Quick review of divisibility rules and flow charts from previous lessons. Use interactive questioning, reinforcing key rules (2, 3, 5, 9, 10).
• Show an example flow chart that leads to a decision based on divisibility (e.g., “Is the number divisible by 3?” Yes/No branching).
• Explain how this logic will be implemented in their coded game.

2. Modelling the Coding Process (8 minutes)

• Demonstrate opening the programming platform. Introduce basic coding blocks relevant to logic (if, else, loops).
• Teacher-led guided example: programming a divisibility test into the game (e.g., “If number divisible by 3, player scores a point”).
• Show how to translate flow chart decisions into code blocks step-by-step.

3. Student Coding Time (20 minutes)

• Students begin coding their own games, applying divisibility rules and flow charts as the game logic backbone.
• Circulate to support students individually, especially those with IEPs and ADHD, providing tailored verbal prompts and graphic organisers as needed.
• Encourage peer collaboration by pairing advanced coders with students needing support.

4. Sharing & Reflection (8 minutes)

• Volunteers share their games on the projector/tablet, explaining how their game uses divisibility rules.
• Group reflection: What coding blocks or divisibility rules were tricky? What worked well?
• Teacher reinforces correct use of mathematical concepts and programming logic.

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Differentiation Strategies

• For Students with IEPs or Community Class Support:

  • Provide step-by-step visual flow chart guides with large icons.
  • Use pair programming with a peer buddy or adult support for hands-on help.
  • Break down coding into small chunks (one logic test at a time).
  • Alternative task: Create a paper-based flow chart game if digital code is overwhelming.

• For Students with ADHD:

  • Use a timer or structured work-breaks (e.g., 10 minutes focused, 2-minute break).
  • Provide noise-cancelling headphones for focused work.
  • Use clear, concise instructions in both verbal and written form.

• For Dyslexic Learners:

  • Use dyslexia-friendly fonts (e.g., OpenDyslexic) on all printed materials and coding interfaces where possible.
  • Pair written instructions with images/icons.
  • Read instructions aloud and check for understanding frequently.

• For Advanced Learners:

  • Challenge to add multiple divisibility tests and complex if/else conditions.
  • Encourage adding scoring systems or timed challenges within their games.
  • Invite students to assist peers and explain coding logic in small groups.

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Extension Activities

• Create a short tutorial or demonstration video explaining how their game works, using screen recording tools.
• Design a new level or game feature that uses divisibility properties to control game difficulty or player rewards.
• Explore the concept of prime numbers and add them as extra rules in their coded game.

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Assessment & Feedback

• Formative assessment: Observation during coding time, checking flow charts and code blocks for correctness and logic.
• Self-assessment: Students check their own against the success criteria and “I can” statements.
• Peer feedback: Sharing session to provide positive comments and suggestions.
• Teacher feedback: Written or verbal feedback focusing on mathematical understanding and problem-solving abilities within coding.

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Final Notes

This lesson integrates the Ontario Mathematics expectations with digital literacy, promoting computational thinking through the lens of divisibility. By engaging students in game design, it caters to diverse learning needs and motivates even reluctant learners through creativity and technology.

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Teacher Reflection (Post-Lesson)

• Which students were able to transfer divisibility rules into code logic?
• How effective was the use of flow charts as a planning tool?
• What strategies best supported students with behaviour challenges or IEP needs?
• Did advanced learners find opportunities for deeper engagement?
• How might you modify this lesson in future based on student interest and skill?

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Thank you for your commitment to creating a dynamic, inclusive, and mathematically rich learning experience!