a1tD0000003mDgLIAU

Course: Motion and Math
10: Flash (Bonus Lesson)

  • 6-8 grade
  • Intermediate

Lesson Description:

In this lesson, the students are making NAO’s eyes flash
while she is dancing.


 

Standards Covered

CCSS.MATH.CONTENT.6.NS.A.1

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

CCSS.MATH.CONTENT.6.NS.B.3

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

CCSS.MATH.CONTENT.6.NS.B.4

Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..

CCSS.MATH.CONTENT.7.RP.A.1

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

CCSS.MATH.CONTENT.7.RP.A.2

Recognize and represent proportional relationships between quantities.

CCSS.MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP2

Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3

Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4

Model with mathematics.

image description

Lesson Modules


Teaching Tips:


POSE!
 
Problem of the Day:
How do I make NAO’s eyes flash while she is dancing?

Vocab:
  • Blink Rate
Students will be able to...
Use behavior layers in a timeline to make NAO’s eyes flash while he is dancing.

Content
Students will investigate division with and without remainders by having NAO’s eye LEDs flash during a
dance.


Learning Overview:
  1. Intro: Students will follow NAO in a dance
  2. Problem Solving:  Students will solve problems similar to “how many times will NAO’s eyes
    flash during an action that takes x seconds".
  3. Creative Time:  Students will use what they learned to add LEDs to their dance.
  4. Reflection: The class will discuss what they learned and show off their creations
Before the Lesson:
Load lessonBonus_1 Choregraphe file onto one of the robots. Give the robot at least 2 feet on all sides to do his dance. Clear a space for students to gather and watch the NAO. They will be mirroring NAO’s movements, so be sure to leave enough space for them to move!



--next pane--

 
LESSON INTRO

Get the students to stand arms-distance apart. Have the students follow NAO in a dance.

 


BEFORE THE CLASS

First, wash your hands. Make this a daily routine. The robots are white and get dirty easily.


OBSERVATION

You will be following NAO's movements, so be sure to clear a space for everyone. Listen carefully what your teacher will explain and follow the direction.

 

Teaching Tips:

 


PROBLEM SOLVING


Introduction (5 minutes)
Pose the problem of the day and show students the lessonBonus_2 Choregraphe file.

Student Discovery (5 minutes)
Have the students fill out the “Make a Plan” page. Students need to know how to

  1. Control the NAO’s LEDs
  2. Divide

Activity (10 minutes)
Have a student volunteer read the first problem from the “Blink Rate” page. Give the students a few minutes to try and solve the problem. Discuss.
Do the same for the next problem. Solutions to these problems can be found in the reference sheet.



 


 
MAKE A PLAN!
 

"I want NAO's LEDs to blink while she dances!"

 
Question 1What do I know?
What do you already know about programming the robot that could help you solve this problem? 

Question 2: What do I need to find out?
What do you need to learn in order to solve this problem? 

Question 3: Draw a picture
Draw a picture of what you want NAO to do.
**drawing tool here

Question 4: Relevant boxes
Look for Choregraphe Boxes. Which ones might be helpful in solving this problem?



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BLINK RATE!

Diego wants NAO to nod her head down for 5 frames, up for 7 frames (a cycle length of 12 frames). He wants her eyes to be green when her head is going down, but orange when her head comes back up.

Question 5: For how many seconds should NAO's eyes be green?

Question 6: For how many seconds should NAO's eyes be orange?


Rhonda wants NAO's eyes to blink on for 0.5 seconds, off for 0.5 seconds while NAO touches his toes for 31 frames.

Question 7: For how many frames will NAO's eye LEDs be on per cycle?

Question 8: For how many frames will NAO's eye LEDs be off per cycle?

Question 9: What is the cycle length of NAO's eye blink?

Question 10: How many full blink cycles will happen before NAO finishes touching his toes? Draw a timeline to help you figure it out!


 

Teaching Tips:



CREATIVE TIME
 


Teacher Talk Time (5 minutes)
Refresh the students’ knowledge on controlling NAO’s eye
LEDs. Instructions are in the reference sheet.

Plan Time (10 minutes)
Have students plan their dance on the “My Dance!“ page.

Implement (15 minutes)
Students program their robot to do the moves they planned. If they are doing any leg motions (even from past lessons) they must have a co-pilot as well as teacher approval and supervision.
Be sure to sketch the program in the corresponding space provided.


 

 


MY DANCE
 

Question 1: Which LEDs do I want to use?

Question 2: What pattern do I want to make with the LEDs?

Question 3: What dance moves will NAO do while the LEDs flash?



I am doing leg motions. [yes] [no]

 ​* if [yes] is clicked the following contents show up.


------begin---


My co-pilot is _______________  
Signature: __________________ *drawing tool


Teacher Sign Off

* drawing tool here

---end---


Teaching Tips:



Reflection (5 minutes)
Have the students fill out the “Reflect” activity.  Discuss their entries.​


After the Lesson:
  1. Transfer the students’ Choregraphe files onto the thumb drive and delete the file from the computer.
  2. Pack up the NAO’s, computers and router.
 
REFLECT


Question 1:
What patterns did I make today?



Question 2:
What did I make NAO do today?



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After the Lesson
 
  1. Transfer your Choregraphe files onto the thumb drive from your teacher and delete the file from the computer.
  2. Help your teacher packing up the NAO robot computers and router with an extreme care.