In it Goes, Out it Comes

Students will work with input and output using numbers and letters.

A lesson plan for grade 4 Mathematics

By Angeli Jarman

Learn more

Related pages

• In math, "elegant" means "cool"!: An elegant solution to a math problem is one that requires less time and work. Encouraging students to find such solutions will help them build number sense or numeracy.
• Math Fun: We have compiled some of our favorite mathematics instructional resources to help students develop a sense of numbers and how they are used by us everyday. Students will have fun practicing their skills and trying new problem-solving ideas.
• Beginning lesson on Coordinate Grids-First Quadrant: Students will investigate the first quadrant of the Cartesian coordinate system. They will use online activities developed by Shodor.org to identify the coordinates of points, or plot specific points. Then students will progress to an activity where they direct a robot through a mine field laid out on the coordinate plane. Permission has been granted for the use of the materials as part of the workshop - "Interactivate Your Bored Math Students" by Shodor Education Foundation, Inc.

Related topics

• Learn more about mathematics.

Help

Please read our disclaimer for lesson plans.

Legal

Learning outcomes

Students will:

• understand the concepts of input and output.
• formulate a rule for their answer.
• test their rule sufficiently to be sure that it works.
• work with applying an equation to letters of the alphabet to code words and messages.

Teacher planning

Time required for lesson

4 days

Materials/resources

pencil and notebook paper

Technology resources

computer access for students with Internet access
student calculators

Pre-activities

Students will need to have a basic understanding of sequence, patterns, and relationships. They will also have to be familiar with the use of guess and test.

Activities

Day 1
Today we will become familiar with the terms input and output. We will do this activity a few times together as a whole class. Teacher will make a table on the board having two columns: Input and Output. A number will be given for the input and recorded in the table. A student will decide on the operation for the rule. Another student will decide on the number to use for the rule. We will solve for the output at least 5 sequences. Repeat process as often as needed. Then the teacher will extend it further by repeating same procedure but by adding an extra step in the solving for output.
Example: (Input)x2+4=

Students will then create 5 input/output tables to complete along with the rule. Each table must have at lease 10 sequences of pairs. Students can use calculators. At least two of the 5 must have two steps to solve.

Day 2
Students will use the computer lab to work with Number Muncher at
http://shodor.org/interactivate/activities/numbercruncher/index.html#
The how selection will help with directions as to how to play. Another game that students can use at this point would be at
http://shodor.org/interactivate/activities/fm/index.html
This is called Function Machine. Again the how button will be beneficial. Both games will help students in developing an equation for the rule and applying it enough times to be pretty sure that they have the correct rule.

Day 3
Today we will be using the alphabet as our input and applying a rule to get a numerical output. The process will be similar to Day 1. The following will need to be on the board so that the students can easily refer to it:
Original Letter to Number Equivalencies:
A B C D E F G H I J K L M
0 1 2 3 4 5 6 7 8 9 10 11 12

N O P Q R S T U V W X Y Z
13 14 15 16 17 18 19 20 21 22 23 24 25

Start with a simple word, cat. The input would be 2, 0, 19. Devise your rule and apply it to your input. Cat has now changed to something else. Do a few more easy words with students to ensure that they understand the process. Then have them to do their name. They will decide on their own rule. They can then exchange papers with someone to see if they can figure out each other’s rule.

Day 4
The students will preferably need access to the computer lab. They will go to
http://shodor.org/interactivate/activities/caesar/index.html
This game is called Caesar Cipher and by using the how selection directions are readily available. The computer will do the encoding for the students here. The students give the rule. It will help them with understanding the input/output process. When they are comfortable with the process, they will go to
http://shodor.org/interactivate/activities/caesar2/index.html
This is Caesar Cipher II, which involves the students determining the rule. This is quite difficult at first; you may want to let the children work in pairs at this point.

Assessment

Teacher observation
Student participation
The following rubric for performance:

Category:

1. Excellent
2. Good
3. Satisfactory
4. Needs Improvement

Mathematical Concepts:

1. Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).
2. Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).
3. Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).
4. Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.

Mathematical Reasoning

1. Uses complex and refined mathematical reasoning.
2. Uses effective mathematical reasoning.
3. Some evidence of mathematical reasoning.
4. Little evidence of mathematical reasoning.

Checking

1. The work has been checked by two classmates and all appropriate corrections made.
2. The work has been checked by one classmate and all appropriate corrections made.
3. Work has been checked by one classmate but some corrections were not made.
4. Work was not checked by classmate OR no corrections were made based on feedback.

Working with Others

1. Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.
2. Student was an engaged partner but had trouble listening to others and/or working cooperatively.
3. Student cooperated with others, but needed prompting to stay on-task.
4. Student did not work effectively with others.

Supplemental information

The teacher will need the alphabet code chart found at http://shodor.org/interactivate/activities/caesar/index.html

Related websites

The teacher and students will use the following games from Project Interactivate http://shodor.org/interactivate/activities/caesar/index.html#
http://shodor.org/interactivate/activities/caesar2/index.html
http://shodor.org/interactivate/activities/numbercruncher/index.html
http://shodor.org/interactivate/activities/pnumbercruncher/index.html
http://shodor.org/interactivate/activities/fm/index.html

Comments

This plan was adapted from a series of activites and lessons found at Project Interactivate at wwww.shodor.org.