Wearable Prototype Start

Overview

Students start coding and assembling a wearable tech prototype, focusing on making a working version quickly, then refining it. The math connection is embedded through interpreting real-world quantities with positive and negative numbers, coordinates, and absolute value when measuring and testing prototype behaviors.

Learning intentions

• Students will be able to use signs of numbers to describe prototype changes in opposite directions (e.g., “above/below,” “on/off,” “increase/decrease” readings) and explain what 0 means in the situation.
• Students will be able to interpret and graph points in all four quadrants to track sensor readings during testing.
• Students will be able to interpret absolute value as distance from zero when comparing how far sensor readings move from a baseline.
• Students will begin coding and assembling a wearable prototype that meets the functional success criteria.

Success criteria

• Students produce a prototype that can be switched on and performs at least one intended response reliably (functional).
• Students record test results using a simple coordinate graph and explain what positive, negative, and 0 mean for their specific measurements.
• Students use absolute value to compare “how far” a reading moved from baseline during testing.
• Students can explain how their prototype’s behavior relates to their measured values.

Curriculum links

• The Number System — understanding positive and negative numbers together to describe opposite directions and explaining the meaning of 0 (6.NS.C.5).
• The Number System — understanding absolute value as distance from 0 and interpreting it as magnitude in context (6.NS.C.7c).
• The Number System — solving real-world problems by graphing points in all four quadrants, including using coordinates to discuss distances with the same x or y (6.NS.C.8).
• Microbit mini-unit connection: testing and refining prototypes using measured quantities and basic data representation.

Lesson structure (45 minutes)

1. 0–5 min · Launch + goal check. Teacher shows 2 quick wearable prototypes (finished or in-progress) and asks: “What makes one prototype ‘work’?” Students turn and talk, then share 1–2 success features (e.g., turns on, responds, consistent).

2. 5–12 min · Math-in-testing demo. Teacher draws a number line and a simple coordinate grid. Example: “When the sensor is above baseline, the reading is +; below baseline, the reading is −; baseline is 0.” Students copy a mini example, then answer aloud: “What does 0 mean here?” and “If my reading is −12, is that above or below baseline?”

3. 12–20 min · Set up prototypes (coding + assembly). Teacher models the first coding steps (choose a simple response such as LED blink or display message) and shows how to assemble the wearable using provided parts and a secure method (tape/snap ties). Students in groups of 2–3 build their starter wearable and write the first working code block; teacher circulates to confirm power and basic response.

4. 20–30 min · Quick test + record data. Teacher instructs a “2-test sprint”: Test A (baseline), Test B (manipulated condition). Record two numbers: x-change and y-change (or two sensor readings mapped to axes). Students collect two data points, label them with sign (+/−), and graph both points in the coordinate plane (all four quadrants if students get mixed signs).

5. 30–38 min · Absolute value distance comparison. Teacher shows: “If baseline is 0, then absolute value tells the magnitude of the shift from baseline.” Students compute at least one absolute value (e.g., distance from 0) and write a sentence: “My reading moved ____ units from baseline, because |value| = ____.”

6. 38–43 min · Functional check + teacher conference. Teacher uses a quick checklist: turns on, responds, and data is recorded. Students get a 30-second pass/fail check and revise immediately if the prototype fails (with teacher support).

7. 43–45 min · Exit ticket (1 minute + collect). Teacher displays an exit ticket prompt on the board. Students submit: one sentence explaining what 0 means in their measurement, plus one absolute value statement (e.g., “|−7| = 7”).

Resources

• Microbit units (enough for groups), USB cables, battery packs if used
• Wearable components (sensor, simple fabric/clip/tape, conductive thread or basic connectors)
• Pre-printed starter coding sheet or starter blocks reference card
• Data recording sheet with:
• baseline value row
• two test readings
• coordinate grid for graphing
• one line for absolute value reasoning
• Markers, scissors, tape, zip ties/fasteners
• Timer for sprint testing
• Teacher checklist for quick functionality verification

Assessment

• Formative during build: teacher checks that code starts and the wearable responds at least once.
• Formative during graphing: teacher observes students placing points with correct sign and using quadrant awareness.
• Formative during math talk: students explain what 0 and negative values represent in their test context.
• Exit ticket: 0-meaning explanation + one correct absolute value calculation.

Differentiation

• Support: provide sentence starters for math explanations (“0 means…, so a negative reading means…”). Also offer a “ready-to-test” code starter for students who are stuck.
• Support: use a partially completed coordinate grid (axes already labeled) and a baseline highlighted on the number line.
• Additional time: allow students who need it to complete the second test sprint before moving to refinement, prioritizing functional prototypes.
• Extension for early finishers: require students to add a third data point and compare distances using absolute value (Which test moved farther from baseline?).