Wearable Design Showcase

Overview

Students finalize their wearable-tech projects and deliver short presentations that explain what they built, how their design and coding work together, and how the code supports the user experience. This lesson emphasizes clear communication of mathematical ideas used in the design process, including reasoning about fractions and coordinate relationships when describing measurements, layouts, and program logic.

Learning intentions

Students will be able to:

• present their wearable design using a clear structure (problem, design, code, results)
• interpret and compute quantities described with fractions in project contexts (sharing time, materials, or portions of a design)
• use coordinate/absolute value reasoning to describe location and distance in a layout plan (e.g., where components go on a template)

Success criteria

Students can:

• explain how their code produces the intended behavior (inputs → logic → output)
• describe their design process using evidence (what they tried, what changed, and why)
• include at least one real measurement or design-planning detail using fractions or coordinate/distance reasoning
• deliver a presentation that is understandable to a partner audience in 2–3 minutes

Curriculum links

• The Number System — interpreting and computing quotients of fractions (sharing and “how many fit” situations)
• The Number System — graphing points in all four quadrants and using absolute value to find distances
• The Number System — understanding signs in ordered pairs and interpreting reflections across axes (when describing left/right or above/below layouts)

Lesson structure (45 minutes)

1. 0–5 min · Opening prompt. Teacher posts a “Showcase Checklist” on the board: Problem, Design, Code, Results, One Math Detail. Students quickly turn and talk: “What is one thing your code does that your design makes possible?”

2. 5–15 min · Final build sprint (teacher circulates). Teacher directs students to complete one last refinement: verify code behavior on the micro:bit, confirm the wearable parts are secure, and ensure the presentation evidence is ready (quick demo video or “live proof”). Students work in teams of 2–3, testing and fixing issues while capturing one short result to show during their talk.

3. 15–27 min · Math detail mini-lesson (10 minutes, then stations). Teacher selects two on-board scenarios connected to wearable design:

• Fraction context: “If 1/2 lb of fabric is used for 3 identical wearables, how much does each person get?” (Students connect division of fractions to the real sharing situation.)
• Coordinate/distance context: “On a template grid, one component location is (–2, 3) and another is (–2, –1). What is the distance between them using absolute value (same x-coordinate)?” Students then complete a 2-minute station rotation: one group solves the fraction sharing item; another solves the coordinate/distance item; then they swap.

4. 27–41 min · Partner presentations (structured, timed). Teacher explains timing: each student has 2 minutes to speak, partner asks 1 question, then roles switch. Students present using the checklist and must include:

• a brief explanation of the coding logic (events, conditions, outputs)
• one math detail using either a fraction reasoning statement or a coordinate/distance statement from the board scenario (or their own template/measuring context) Teacher uses a quick rubric note sheet to listen for clarity and evidence.

5. 41–45 min · Quick wrap and exit ticket. Teacher asks students to write one sentence on a ticket: “My wearable works because ________ (code-to-design connection). One math idea I used was ________.” Students submit before leaving.

Resources

• micro:bit devices with charged/battery power or connected devices
• wearable prototypes (materials and fasteners ready)
• prepared “Showcase Checklist” slip (Problem → Design → Code → Results → Math Detail)
• a printed or digital template grid for coordinate planning
• fraction scenario cards (or board examples)
• timer visible to students
• teacher rubric/notes sheet
• student exit tickets and pencils

Assessment

• Teacher observation during the final build sprint: Can students demonstrate intended behavior reliably?
• Presentation listening: Does the student explain the code-to-design connection and include one math detail?
• Exit ticket: Check for (1) clarity of logic connection and (2) correct use of a fraction or coordinate/distance idea.

Differentiation

• Support:
• Provide sentence starters: “My wearable solves…”, “My code listens for…”, “When ___ happens, I used…”, “I measured/planned using…”
• Offer an optional “Math Detail” card with either the fraction sharing model or the coordinate/distance prompts to reduce cognitive load.
• Extension:
• Ask advanced presenters to add a second math detail (both fractions and coordinate/distance) or include sign interpretation (above/below or left/right) in their template explanation.
• EAL/SEN considerations:
• Allow students to rehearse with a partner before presenting; permit pointing to a template/grid while speaking.
• Encourage use of diagrams: a labeled code flow sketch and a small coordinate grid photo.

Extension (optional)

• Students incorporate one audience interaction: a “Quick Question Challenge” at the end of their talk (their partner chooses which math detail they want to explain or predicts what output happens if an input changes).