Project {FUTURE} – Math in Action

Subjects

Computer ScienceMathematicsSocial Emotional Learning

Coding Robots Involved

KaibotScreen Free

Difficulty

Beginner

Grade Range

K - 5

Project {FUTURE} – Math in Action

Standards

Framework	Standards
ACARA	AC9TDI2K01AC9TDI2K02AC9TDI2P01AC9TDI2P02AC9TDI4K03AC9TDI4P02AC9TDI4P04AC9TDI6K03AC9TDI6P02AC9TDI6P05AC9TDIFK01AC9TDIFK02

Framework	Standards
MEN	Pensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Uso diversas estrategias de cálculo y de estimación para resolver problemas en situaciones aditivas y multiplicativasSolución de problemas con Tecnología e Informática Grados 1 a 3 - Corrijo errores en secuencias de pasos ordenados aplicando pensamiento lógico-algorítmicoSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasosSolución de problemas con Tecnología e Informática Grados 4 a 5 - Estructuro secuencias de instrucciones para resolver un reto o problema

Framework

Standards

MEN

Pensamiento numérico y sistemas numéricos Grados 1 a 3 - Reconozco significados del número en diferentes contextosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Resuelvo y formulo problemas en situaciones aditivas y multiplicativas en diferentes contextos y dominios numéricosPensamiento numérico y sistemas numéricos Grados 1 a 3 - Uso diversas estrategias de cálculo y de estimación para resolver problemas en situaciones aditivas y multiplicativasSolución de problemas con Tecnología e Informática Grados 1 a 3 - Corrijo errores en secuencias de pasos ordenados aplicando pensamiento lógico-algorítmicoSolución de problemas con Tecnología e Informática Grados 1 a 3 - Elaboro un algoritmo a partir de información de mi entorno mediante una secuencia de pasosSolución de problemas con Tecnología e Informática Grados 4 a 5 - Estructuro secuencias de instrucciones para resolver un reto o problema

Framework	Standards
NEM	Fase 3: Lenguajes - Registro y/o resumen de informacion consultada: registra informacion por medio de escritura, esquema, dibujo, fotografia o videoFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones, formula algoritmos, argumenta y toma decisiones en la resolucion de situaciones problematicasFase 6: De lo Humano y lo Comunitario - Tecnologia - Evaluacion de sistemas tecnologicos: evalua procesos como parte de la innovacion y mejora continua

Framework

Standards

NEM

Fase 3: Lenguajes - Registro y/o resumen de informacion consultada: registra informacion por medio de escritura, esquema, dibujo, fotografia o videoFase 4: Lenguajes - Comprension y produccion de textos instructivos: usa numerales y terminos secuenciales; describe el orden secuencial de un procedimientoFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones, formula algoritmos, argumenta y toma decisiones en la resolucion de situaciones problematicasFase 6: De lo Humano y lo Comunitario - Tecnologia - Evaluacion de sistemas tecnologicos: evalua procesos como parte de la innovacion y mejora continua

Framework	Standards
NZC	Computational Thinking - PO2Mathematics P1 Number - Counting forwards or backwards from any whole number between 1 and 10, and then between 1 and 20Mathematics P1 Number - The last number counted is the number of objects in the collection (the cardinality principle)

Framework	Standards
UKNC	Computing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing KS3 - Use technology purposefully to create, organise, store, manipulate and retrieve digital contentMathematics KS1 - Count, read and write numbers to 100 in numerals and count in multiples of twos, fives and tensMathematics KS1 - Recall and use addition and subtraction facts to 20 fluentlyMathematics KS1 - Represent and use number bonds and related subtraction facts within 20Mathematics KS1 - Solve problems involving arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contextsMathematics KS1 - Solve problems with addition and subtraction using concrete objects and pictorial representationsMathematics KS2 - Add and subtract numbers mentally, including adding three one-digit numbersMathematics KS2 - Add and subtract numbers with up to three digits using formal written methods of columnar addition and subtractionMathematics KS2 - Develop efficient mental methods using commutativity and associativityMathematics KS2 - Identify multiples and factors, including finding all factor pairs of a number and common factors of two numbersMathematics KS2 - Recall multiplication and division facts for multiplication tables up to 12 × 12Mathematics KS2 - Recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term ruleMathematics KS2 - Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones)Mathematics KS2 - Solve problems involving multiplying and adding, including using the distributive lawMathematics KS3 - Extend and formalise knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically

Framework

Standards

UKNC

Computing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing KS3 - Use technology purposefully to create, organise, store, manipulate and retrieve digital contentMathematics KS1 - Count, read and write numbers to 100 in numerals and count in multiples of twos, fives and tensMathematics KS1 - Recall and use addition and subtraction facts to 20 fluentlyMathematics KS1 - Represent and use number bonds and related subtraction facts within 20Mathematics KS1 - Solve problems involving arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contextsMathematics KS1 - Solve problems with addition and subtraction using concrete objects and pictorial representationsMathematics KS2 - Add and subtract numbers mentally, including adding three one-digit numbersMathematics KS2 - Add and subtract numbers with up to three digits using formal written methods of columnar addition and subtractionMathematics KS2 - Develop efficient mental methods using commutativity and associativityMathematics KS2 - Identify multiples and factors, including finding all factor pairs of a number and common factors of two numbersMathematics KS2 - Recall multiplication and division facts for multiplication tables up to 12 × 12Mathematics KS2 - Recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term ruleMathematics KS2 - Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones)Mathematics KS2 - Solve problems involving multiplying and adding, including using the distributive lawMathematics KS3 - Extend and formalise knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically

Framework	Standards
CA-CS	3-5.AP.123-5.AP.133-5.AP.143-5.AP.153-5.AP.163-5.AP.173-5.AP.183-5.CS.13-5.CS.2CA.1.OA.A.2CA.1.OA.B.4CA.2.OA.A.1CA.2.OA.C.4CA.3.OA.A.1CA.3.OA.A.2CA.3.OA.B.5CA.4.NBT.A.2CA.4.OA.B.4CA.5.OA.B.3CA.K.CC.A.2CA.K.CC.B.4K-2.AP.12K-2.AP.13K-2.AP.14K-2.AP.15K-2.AP.16K-2.AP.17K-2.AP.18K-2.CS.1K-2.CS.2
CCSS	1.OA.A.21.OA.B.42.OA.A.12.OA.C.43.OA.A.13.OA.A.23.OA.B.54.NBT.A.24.OA.B.45.OA.B.3K.CC.A.2K.CC.B.4K.CC.B.5
CSTA	1A-AP-091A-AP-111A-AP-141B-AP-081B-AP-10E1-ALG-01E1-PRO-04E1-PRO-05E1-PRO-06E1-PRO-07E2-ALG-01E2-ALG-02E2-PRO-04E2-PRO-05E2-PRO-06E2-PRO-07E3-ALG-01E3-PRO-04E3-PRO-05E3-PRO-06E3-PRO-07E3-PRO-08E4-ALG-01E4-PRO-04E4-PRO-05E4-PRO-06E4-PRO-07E4-PRO-08E5-ALG-01E5-PRO-04E5-PRO-05E5-PRO-06E5-PRO-07E5-PRO-08EK-ALG-01EK-ALG-02EK-ALG-03EK-PRO-04EK-PRO-05EK-PRO-06EK-PRO-07
FL-CS	MA.1.AR.1.2MA.1.AR.2.2MA.2.AR.1.1MA.2.AR.3.1MA.3.AR.1.1MA.3.AR.1.2MA.3.AR.2.1MA.4.AR.3.1MA.4.NSO.1.2MA.5.AR.3.2MA.6.AR.3.2MA.K.NSO.2.1MA.K.NSO.3.1SC.1.CS.2.1SC.1.CS.2.2SC.1.CS.2.3SC.1.CS.3.1SC.2.CS.2.1SC.2.CS.2.2SC.2.CS.2.3SC.2.CS.3.1SC.2.PE.1.1SC.2.PE.3.1SC.2.PE.3.3SC.3.CS.2.3SC.3.PE.1.1SC.3.PE.1.2SC.3.PE.3.1SC.3.PE.3.3SC.3.PE.3.4SC.4.PE.1.1SC.4.PE.1.2SC.4.PE.1.3SC.4.PE.3.1SC.4.PE.3.2SC.5.PE.1.1SC.5.PE.1.2SC.5.PE.1.3SC.5.PE.1.4SC.5.PE.2.1SC.5.PE.3.1SC.5.PE.3.2SC.5.PE.3.3SC.5.PE.4.1SC.6.PE.1.1SC.6.PE.1.2SC.6.PE.1.3SC.6.PE.2.1SC.6.PE.3.1SC.6.PE.3.2SC.6.PE.3.3SC.K.CS.2.1SC.K.PE.1.1SC.K.PE.1.2SC.K.PE.3.2SC.K.PE.3.3SC.K12.CTR.4.1SC.K12.CTR.5.1SC.K5.CS.1.1SC.K5.CS.2.4SC.K5.CT.1.1
IA-CS	1A-AP-08
ISTE	1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c
NY-CS	2-3.AP.12-3.AP.102-3.AP.112-3.AP.22-3.AP.32-3.AP.42-3.AP.82-3.AP.92-3.CS.12-3.CS.22-3.CT.12-3.CT.32-3.DA.22-3.DL.12-3.DL.24-6.AP.14-6.AP.104-6.AP.114-6.AP.124-6.AP.134-6.AP.144-6.AP.24-6.AP.34-6.AP.44-6.AP.84-6.AP.94-6.CS.14-6.CS.24-6.CT.14-6.CT.34-6.CT.44-6.CT.64-6.DA.24-6.DL.14-6.DL.2K-1.AP.1K-1.AP.2K-1.AP.3K-1.AP.4K-1.AP.5K-1.AP.6K-1.AP.7K-1.AP.8K-1.CS.1K-1.CS.2K-1.CT.1K-1.CT.3K-1.DA.1K-1.DL.1K-1.DL.2NY.1.OA.2NY.1.OA.4NY.2.OA.1NY.2.OA.4NY.3.OA.1NY.3.OA.2NY.3.OA.5NY.4.NBT.2NY.4.OA.4NY.5.OA.3NY.K.CC.2NY.K.CC.4
SC-CS	1.ATO.21.ATO.41.CS.1.11.CS.1.21.CS.2.22.ATO.12.ATO.42.CS.1.32.CS.2.22.CS.2.33.AP.3.13.AP.3.23.AP.4.23.ATO.13.ATO.23.ATO.53.CS.3.13.CS.3.24.AP.1.14.AP.2.24.AP.3.14.AP.3.24.AP.4.24.ATO.44.NSBT.25.AP.2.15.AP.2.25.AP.3.15.AP.3.25.AP.4.15.ATO.3K.CS.1.1K.CS.1.2K.CS.2.1K.CS.3.1K.IC.1.1K.NS.2K.NS.4
TEKS	§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)TEKS.1.3.BTEKS.1.3.DTEKS.2.4.CTEKS.2.6.ATEKS.3.4.DTEKS.3.4.GTEKS.3.4.HTEKS.4.2.BTEKS.4.5.ATEKS.5.4.DTEKS.6.4.DTEKS.K.2.BTEKS.K.2.C
UT-CS	1.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.13.AP.13.AP.23.AP.33.AP.43.AP.53.AP.63.CS.13.CT.13.CT.23.IC.14.AP.14.AP.24.AP.34.AP.44.CS.14.CT.14.IC.14.IC.25.AP.15.AP.25.AP.35.AP.45.AP.55.AP.65.CS.15.CT.15.IC.15.IC.2K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.2UT.1.OA.2UT.1.OA.4UT.2.OA.1UT.2.OA.4UT.3.OA.1UT.3.OA.2UT.3.OA.5UT.4.NBT.2UT.4.OA.4UT.5.OA.3UT.K.CC.2UT.K.CC.4

Developed by Heather Peters and Heidi Williams, the Math in Action program teaches mathematical concepts such as number sense, operations, inequalities and factor pairs with the support of the KaiBot.