MakeCode First Program

Overview

Students will build their first MakeCode program using block-based logic to control the micro:bit LEDs. The lesson connects to grade-appropriate number sense by having students describe inputs, outputs, and “positions” of LEDs using signed directions and distances from zero.

Learning intentions

• Students will create a simple MakeCode program that turns the micro:bit LED display on and off using basic blocks.
• Students will explain how input triggers output in a program (even if the “input” is just a button press).
• Students will use integers and absolute value language to describe the display position as a distance from 0.
• Students will debug by testing changes and revising their program.

Success criteria

• I can write a MakeCode program that responds to an input (button press) by lighting specific LEDs.
• I can describe what my program does in plain words using “if/when … then …”.
• I can explain what 0 means in my situation (center/no distance) and use distance-from-zero reasoning (absolute value).
• I can make at least one improvement after a test shows the output is not what I expected.

Curriculum links

• The Number System: use positive and negative numbers together to describe opposite directions/values and explain the meaning of 0 in real contexts.
• The Number System: interpret absolute value of a rational number as distance from 0 and as magnitude for a positive or negative quantity.
• The Number System: interpret statements about relative position on a number line (used when students compare “left/right” or “up/down” LED coordinates).

Lesson structure (45 minutes)

1. 0–5 min · Hook (micro:bit demo). Teacher shows a finished micro:bit MakeCode program lighting LEDs, then asks: “When you press a button, what changes?” Students do a quick think-write: “Input is ___, output is ___.”
2. 5–12 min · Mini direct teach: blocks and control flow. Teacher walks students through the MakeCode interface (blocks, categories, drag-and-drop) and demonstrates a simple “on button A pressed → show LEDs” flow. Students echo by selecting the same blocks and placing them into a blank program.
3. 12–20 min · Guided build: first LED program. Teacher provides step-by-step targets (Show LEDs pattern when Button A is pressed; clear LEDs on another action). Students build the program on their devices and run it right away to confirm it works.
4. 20–28 min · Math connection: describing LED positions. Teacher projects a simple coordinate idea for the LED matrix: “Center row/column is 0; moving up/left is negative; moving down/right is positive.” Teacher models one example: “If an LED is 2 steps above the center, that’s -2 and the distance from center is |-2| = 2.” Students answer two quick prompts on paper or in a notebook:

• “An LED is 3 steps to the left of center: what is the signed value? what is the absolute value (distance)?”
• “Which is farther from 0: -1 or 4?”

5. 28–38 min · Independent practice: pattern challenge + test/debug. Teacher explains the challenge: “Modify your code so Button B lights a different 2–3 LED pattern (or a longer ‘blink’).” Students change at least one block, test, and use a short debug routine: “What I expected → what happened → one change I will try.”
6. 38–44 min · Share-out (gallery walk with quick language). Teacher has pairs share their input/output description using the sentence frame: “When Button __ is pressed, my micro:bit __.” Students circulate (or rotate seats) and record one useful idea they observe from another group.
7. 44–45 min · Exit ticket (1-minute check). Teacher collects an exit ticket with two parts:

• Part A: Write one sentence describing your program’s input and output.
• Part B: If an LED coordinate is -5, what is the absolute value and what does it mean in words?

Resources

• micro:bit devices (or simulator if needed)
• laptops/desktops with MakeCode access
• printed or on-screen “step cards” for the first LED program
• LED matrix coordinate reference sheet (center is 0; directions labeled)
• student notebooks or exit ticket slips
• teacher demo setup (projector)

Assessment

• During build time: teacher checks that students placed correct “on button pressed → show/clear” blocks.
• During position prompts: teacher listens for correct signed direction and correct meaning of absolute value as distance from 0.
• Exit ticket: verifies input/output explanation and absolute value reasoning.

Differentiation

• Support: provide sentence starters for debugging (“I expected…, but… I will change…”) and a partially filled MakeCode workspace template for students who need it.
• Support: include a visual coordinate poster showing negative/positive directions relative to center.
• Advanced learners: provide pre-made code snippets with multiple LED patterns or a short blink sequence; students modify which pattern appears on Button B.
• EAL/SEN: allow responses using drawings (e.g., mark -3 on the coordinate diagram and circle the distance) plus optional word banks (“left,” “right,” “distance,” “0 means center”).