Guess the Number Game

Overview

Students build a simple “Guess the Number” game using Micro:bit button inputs and a basic feedback loop. They connect game logic to clear variable-based statements and use substitution-style checking to verify whether a guess is correct.

Learning intentions

Students will be able to:

• Write an expression that records game operations using variables (guess, target, score).
• Use substitution to test whether a specific guess value makes the game condition true.
• Use button controls to update variables and drive game outcomes.
• Explain how their game logic answers the question: which input values make the win condition true.

Success criteria

Students can:

• Set a target number and store it in a variable.
• Use button presses to increment/decrement a guess variable.
• Check conditions (equal/not equal) to display win/try-again feedback.
• Describe (in words) how their code determines the correct outcome for a given guess.

Curriculum links

• Expressions and Equations: understand solving an equation/inequality as answering which values make it true; use substitution to test given numbers.
• Expressions and Equations: write expressions that record operations with numbers and letters (variables).
• Expressions and Equations: use variables to represent numbers when solving or answering a real-world/math question.

Lesson structure (45 minutes)

1. 0–5 min · Hook and model. Teacher demonstrates a finished “Guess the Number” sketch on a projected screen and asks, “What button presses change the game state, and what does ‘win’ mean?” Students quickly share answers with a partner.

2. 5–12 min · Quick direct teach: variables + condition. Teacher guides students to identify the “equation” inside the game: guess = target and the question “Which guess value makes the condition true?” Students complete a 3-sentence “logic journal” prompt: target is __, guess is __, win happens when __.

3. 12–20 min · Guided logic check (substitution practice). Teacher writes a sample target and two example guesses on the board (e.g., target = 7, guess = 6 and 7). Students do substitution: “Does guess = target hold?” and record outcomes (try again vs win) in their notes, then name what the code should display.

4. 20–33 min · Build time: create the game skeleton. Teacher circulates while students assemble the Micro:bit blocks:

• Initialize variables: target, guess, and optional attempts.
• Choose how to set target (example: fixed number for testing, then random later).
• Add button controls: one button increments guess, the other decrements guess. Students run, test, and adjust until guess updates correctly on the LED display.

5. 33–40 min · Add win/feedback logic. Teacher demonstrates how to implement the condition check: if guess = target then show a win pattern and stop; otherwise show a “try again” pattern (and optionally show direction hints like “high/low”). Students integrate condition blocks and ensure the correct feedback triggers when they reach the target.

6. 40–45 min · Share + exit check. Students do a rapid “two stars and a wish” gallery check (one improvement, one success). Then they complete an exit ticket: “Write the win condition in words. If target is __ and guess is __, does the player win?”

Resources

• Micro:bit devices and USB cables (or teacher demo unit if needed)
• Micro:bit programming environment (block-based) ready on each computer/tablet
• Pre-made starter template for “Guess the Number” (optional but recommended)
• Variable name cards (target, guess, attempts)
• Printed game logic journal (quick substitution practice)
• Timer/visual agenda slide
• LED feedback icons worksheet (win/try again/high/low)

Assessment

• Formative during build: teacher checks that students correctly update guess with each button press and that variables are named and used consistently.
• Formative during feedback logic: teacher questions students, “What value makes the win condition true?” while students test.
• Exit ticket: win condition in words plus a quick substitution check using one target/guess pair.

Differentiation

• Support: provide sentence starters such as “The win happens when ___ equals ___” and a checklist for required blocks (variables, buttons, condition, feedback).
• Support for EAL/SEN: allow verbal responses for the logic journal and exit ticket; include a word bank (target, guess, win, try again, equals).
• Extension: after the basic version works, challenge students to add “attempts” counting and a win screen that includes the attempt number.
• Math challenge for advanced students: require students to add a “high/low” hint by checking whether guess < target or guess > target and explain the condition using substitution examples.