Class 4 · Computational Thinking
Chapter 1 Teaching Pack

Period 1 — Name what changes

Put this on the board: circle, square, triangle, circle, square, __. Ask for the missing shape, then ask the more useful question: “What repeats?” A correct answer without a rule may be a guess. Insist on a spoken rule before adding the next two terms.

Repeat with an arrow that turns right each time. Students often describe only the pictures they see. Move them towards a short instruction that could generate every step.

Period 2 — One object, different views

Stand a water bottle on the desk. Ask three students to sketch only its outline from the front, side and above. The object has not changed; the viewer has. Establish top view, front view and side view through their sketches.

Period 3 — Fold a cube in the mind

Draw the six-square net used in Worksheet Q9. Trace the four squares in a row: they wrap around as a band. The first and third become opposite; so do the second and fourth. The two remaining flaps close the top and bottom.

Do not allow students to rotate the paper while first predicting. Let them fold a copy only after recording an answer, then compare prediction with the model.

Period 4 — Count without losing your place

Use the square with two diagonals from Q10. First count the four smallest triangles. Then combine pairs into larger triangles. Mark each found triangle with a tiny code such as S1 or L1. Random pointing causes double-counting; a size-by-size list prevents it.

Period 5 — What can one straight cut do?

Give each pair a scrap rectangle. Before every cut, they draw the line and predict the two results. Compare a corner-to-corner cut, a cut between opposite sides, and a cut between adjacent sides. The position of the two endpoints controls the new shapes.

Period 6 — Use the views to rebuild

Run the unplugged activity in Section 05. End with one group explaining why a top view can stay the same even after an extra block is placed on a stack. Use Worksheet Q18 as the exit question.

Name:   Class & Section:   Date:

A · Notice the shape and the rule

B · Look from another place

C · Fold and count

D · Reason about one straight cut

E · Think harder

Period 6 · 35 minutes · No devices, internet or special kit.

What you need

For each group: three similar erasers, chalk boxes or small pencil boxes; one notebook; and one pencil. Make groups of five. A class of 40–45 becomes eight or nine groups and works at desks.

Roles

Builder, front observer, side observer, top observer, checker. If a group has six students, add a recorder. Change roles after each round.

How it runs

1. Draw a two-square front view and a one-square side view on the board. The Builder uses two objects to make a model that matches both.
2. The three Observers move to their named positions. Each sketches only the outline or grid seen from that position.
3. The Checker compares the sketches with the model. The group fixes a sketch only after the observer explains the mismatch.
4. For Round 2, place two objects side by side and the third on top of either one. Groups record front, side and top views.
5. For Round 3, remove the top object without telling the top observer. Ask which views changed. Depending on the chosen front and side positions, at least one upright view changes; the top view still shows the same two occupied places.

The project asks students to produce a small record of their spatial reasoning. One folded sheet or four notebook pages is enough.

Suggested: 16 marks total. Record the four criterion scores and one next step; do not reduce the project to neatness alone.

Complete one record for each class and chapter. Attach or store the named samples with it.