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# Course: Motion and Math4: Do the Robot

• Intermediate

### Lesson Description:

In this lesson, the students are making the NAO robot do more than one thing at a time.

## 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.RP.A.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."

### CCSS.MATH.CONTENT.6.RP.A.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

### CCSS.MATH.CONTENT.6.SP.B.5

Summarize numerical data sets in relation to their context.

### 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. ## Teaching Tips:

DO THE ROBOT

Problem of the Day:
How do I make NAO do more than one thing at a time?

Vocab:
• Rate
• Frame
• Cycle
• Action
Students will be able to...
Make NAO do two looped actions at once using parallel processing and be able to figure out which action will finish first.

Content
Students will solve rate problems using multiplication and addition with decimals.

Learning Overview:
1. Intro: Students will follow NAO in a dance
2. Problem Solving: Students will figure out which loop will finish first.
3. Creative Time: - Students will use what they learned to have two actions running in parallel.
4. Reflection: The class will discuss what they learned and show off their creations.
Before the Lesson:
Load lesson4_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!

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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 mirroring 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)
Explain to students that the goal of this lesson is to investigate what happens when you run two looped actions at the same time. How does the robot deal with this?

Student Discovery (5 minutes)
Have a volunteer read out the problem on the “Make a Plan!” page. Then have students fill out the plan organizer. When they are done, discuss ideas as a class. ​

Calculating Time (5 minutes)
Have the students fill out the “Calculating Time!” page in the student book. Discuss responses (answers in reference sheet). ​

Solve the Problem (5 minutes)
Have the students fill out the “Solve The Problem” page in their student book. Discuss responses. See answers in reference sheet.

MAKE A PLAN

"I want NAO to do more than one thing at a time!"

Read the problem below and fill out the plan diagram. You do not need to solve the problem now. Solving this problem is the goal of this lesson.

The Problem Look at the program above.

The Robot Arms timeline lasts 18 frames and is looped 2 times.

The Robot Head timeline lasts 15 frames and is looped 3 times.

Problem to Solve: Which action will finish first?

Question 1: What do I know?

Question 2: What do I need to find out?

Question 3: Draw a picture
*drawing tool here

Question 4: Relevant boxes
*Choregraphe Boxes here as a pop-up window

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CALCULATING TIME

Refer to the pictures to answer the questions. Show any calculations. Question 5: How many frames does a single cycle take?

Question 6: Since every 10 frames is a second, how many seconds does a single cycle last?

Question 7: How many times does the loop run?

Question 8: How many frames does the full action take?

Question 9: How many seconds does the full action take?

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SOLVE THE PROBLEM

The Problem: Look at the program above.

The Robot Arms timeline lasts 18 frames and is looped 2 times.

The Robot Head timeline lasts 15 frames and is looped 3 times.

Problem to Solve: Which action will finish first?

Action 1:
Question 10: How many frames will the whole first action take?

Action 2:
Question 11: How many frames will the whole second action take?

Question 12: Which action will finish first? Explain how you know this is true.

## Teaching Tips:

CREATIVE TIME

Plan (10 minutes)
Have the students fill out the “My Dance!” page in their student book. ​

Implement (20 minutes)
Students program their robot to do the dance they planned. Be sure to sketch the program in the drawing space provided.

MY DANCE

Action 1: My first action will loop ____ times.

One cycle will take ____ frames.

In total, the action will take ____ frames.
** note for developer: for the underlined space, provide short answer free boxes

Here is a sketch of what NAO will do...

Sketch:
** drawing tool here Action 2: My second action will loop ____ times.

One cycle will take ____ frames.

In total, the action will take ____ frames.
** note for developer: for the underlined space, provide short answer free boxes

Here is a sketch of what NAO will do...​

Sketch: ** drawing tool here

Question1: Which action will finish first?

## Teaching Tips:

Reflection (5 minutes)
Have the students fill out the “Reflect” page. Give them 2 minutes to journal silently. Then have them volunteer their responses to help stem a discussion.

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: Why does multiplying the number of cycles by the time of one cycle give me the total length of time the action will take?

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.