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# Course: Motion and Math6: All Together NAO

• Intermediate

### Lesson Description:

In this lesson, the students are making the NAO robot do many actions at once in one timeline.

## 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.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.2

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of$5 per hamburger." (Expectations for unit rates in this grade are limited to non-complex fractions.)

### 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.7.NS.A.1

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

### 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:

I DON'T WANT TO FALL!

Problem of the Day:
How do I make NAO do many actions at once in one timeline?

Vocab:
• Simultaneous
• Keyframe
Students will be able to...
Make NAO move his arms and head at the same time in the same timeline box.

Content
Students will do basic division by counting how many times NAO can do one action while completing another.

Learning Overview:
1. Intro: Students will follow NAO in a dance
2. Problem Solving:  Students will combine head and arm motions on the NAO.
3. Creative Time: Students will use what they learned to create their combined movement.
4. Reflection: The class will discuss what they learned and show off their creations
Before the Lesson:
Load lesson6_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 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 combine motions. Load and run the lesson6_2 choregraphe file. This is a dance where NAO nods his hand while he moves his hand. Explain to students that this is different than what they have done before because this motion is all being controlled within the same timeline box. This is a different technique than having two timeline boxes running in parallel. Each has their own advantage. When students reflect on this lesson they will be asked when one is more advantageous than the other. Be sure to compare these options during this time.

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

1. Layer timeline keyframes

Teacher Talk Time (5 minutes)
Show students how to layer keyframes in timeline. Have them fill out the “Bye Bye Bye!” page. You might want to replay the dance so students can watch more closely. Discuss their answers after a few minutes. Read the reference sheet for possible answers.

MAKE A PLAN

"I want NAO to move his head and arms at the same time!!"

Question 1: What do I know?

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.

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

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BYE BYE BYE!

Watch the Bye Bye Bye dance and answer the following questions.

Question 5: How many times does NAO do a full head nod cycle while moving her right arm from left to right?

Question 6: If it takes NAO 1.8 seconds to move her arm, how many frames is that?

Question 7: How many frames must it take to do a full head cycle?

Question 8: Place the keyframes pictured below on the timeline to recreate this dance. A frame may have 0, 1, 2 or more keyframes stored.

## Teaching Tips:

CREATIVE TIME

Plan (5 minutes)
Have the students fill out the “My Dance!” page in their student book. They should plan simultaneous head and arm motions.

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

MY DANCE

Write a sentence describing what you want NAO to do. Then use the boxes to illustrate
that action.

Question 1:

** drawing tool here

Question 2:
While his arms...

** drawing tool here

## Teaching Tips:

Reflection (10 minutes)
Have the students fill out the “Reflect” activity. 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:
When is using two boxes in parallel (see Lesson 4) better than controlling all motion in one timeline box? When is it worse?

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.