Micro:bit Start-Up

Overview

Students will learn the micro:bit hardware basics and set up the MakeCode coding environment to run simple input/output programs. They will then connect micro:bit outputs to a short fraction story problem to practice interpreting and computing division of fractions.

Learning intentions

Students will be able to:

• WALT identify parts of the micro:bit and safely power/turn it on.
• WALT set up MakeCode and download or connect to program the micro:bit.
• WALT use input/output blocks (buttons, accelerometer, LEDs, and messages).
• WALT run and debug a simple program by checking expected behavior.
• WALT represent a fraction-sharing story with division of fractions and connect the result to a micro:bit display.

Success criteria

“I can…”

• Turn on the micro:bit and confirm it shows output on the LED screen.
• Build a MakeCode program using input and output blocks (like button presses and LED display).
• Correctly run my program on the micro:bit and fix at least one bug.
• Compute a division-of-fractions answer from a story context and match it to a micro:bit output (example: show the numerator after simplification).

Curriculum links

• Number System: interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions using visual models and equations.
• Number System: connect rational number meaning in real contexts (e.g., outputs represent quantities).
• Engineering habits: plan and test solutions, use feedback to improve a prototype, and communicate reasoning.

Lesson structure (45 minutes)

1. 0–5 min · Hook (micro:bit reveal). Teacher shows the micro:bit LED behavior briefly and asks: “What kinds of information can a micro:bit sense or show?” Students turn and talk with a partner, then share one idea.

2. 5–12 min · Hardware + power basics. Teacher demonstrates turning on the micro:bit (USB connection), points out buttons and LED matrix, and models safe handling. Students follow along physically: locate buttons, watch the LED matrix, and confirm the board turns on.

3. 12–20 min · MakeCode setup. Teacher introduces MakeCode workspace and shows how to create a new micro:bit project and select the correct device. Students log in/locate their account or device pairing method, open MakeCode, and build a tiny “hello” program that scrolls a short message or flashes LEDs.

4. 20–30 min · Direct teach: input/output blocks. Teacher models two quick programs:

• Button A changes LED pattern (or brightness)
• Button B displays a short icon/message Students replicate one program, then run it on their own micro:bit.

5. 30–37 min · Micro debug sprint (engineering habits). Teacher gives a common failure example (program doesn’t run, wrong button mapping, or expected LEDs don’t appear) and demonstrates a quick troubleshooting checklist. Students run the program, compare expected vs. actual, and fix one issue (change a block, confirm device, or re-download).

6. 37–45 min · Fraction story connection (math application). Teacher displays the story: “How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally?” Students write an equation as division of fractions: ((1/2) \div 3). Teacher prompts them to connect to division of fractions by a fraction form by rewriting (3) as (3/1): ((1/2) \div (3/1)). Students compute the quotient and choose a micro:bit output:

• Option A: Show the numerator of the simplified fraction on the LED (numerator only)
• Option B: Show a simple encoding (for example: 1 = “1/6” reached) Students enter their computed result and run a final “display” program (flash that number or show a short message like “1/6”).

Resources

• micro:bit boards (one per student or shared pairs)
• USB cables compatible with micro:bit connections
• Computers/tablets with internet access and MakeCode available
• Project handout with two input/output starter block diagrams (Button A and Button B)
• Fraction story prompt card (including the chocolate sharing example)
• Charging/power safety guidance posted
• Optional: small LED test strip or checklist poster for debugging steps
• Timer for transitions

Assessment

• Formative check during setup: teacher circulates to verify students can power on and successfully run their first “hello” program.
• Live observation during the input/output replication: confirm each student can trigger output using button input.
• Fraction quick check at the end: students compute the quotient and choose the correct encoded/number output; teacher spot-checks work.

Differentiation

• Support: provide sentence starters for the fraction equation (e.g., “Each person gets = ( ) ÷ ( ).”) and a block bank showing exactly which input/output blocks to use.
• Support for tech: pair students (1 coder, 1 device manager) and provide a “debug checklist” reference on the desk.
• Extension: students create a second fraction story and use a different input trigger (accelerometer shake or button A+B combined) to display the answer code.
• EAL/SEN: allow students to demonstrate understanding by showing the computed fraction in words (“one sixth”) even if they need help with number formatting; use visual fraction model quick drawings on the prompt card.

Curated micro:bit resources (no links)

• MakeCode micro:bit “Getting Started” guide (begin with creating a new project and downloading to the device)
• MakeCode block references for micro:bit inputs (buttons, accelerometer) and outputs (LED matrix, show number/message)
• micro:bit classroom activity starter sets for LED/button interaction projects
• micro:bit troubleshooting guides focused on download/connection and checking the selected board target