lOMoARcPSD|51503986

1.Lesson Plan Grade 8 Coding & Robotics T1 WK1 & WK2

Mathematics (Studocu University - South Africa)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)
 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

Lesson Plan: Week 1-2: Algorithms

Term 1 2 3 4 PILLAR/STRAND: CODING Grade 7,8,9 Week 1
TERM 1: WEEK 1 & 2
C1: Computational Thinking
C2: Present Solutions Informal Assessment.
C3: Read & Execute Commands
Competencies: Assessment
C4: Debugging

• Printed 4x4 grid templates (one per student or pair).

Resources: • Pre-written algorithms for Predict and Run stages. Teaching Methodologies & Classroom
(What am I going to use • Markers or pencils. Management
teach/guide/support) • Reusable grid materials (plastic covered A2 sheets or rope grids).
• Example visuals: Pre-drawn grid templates and example algorithms.

Learning intentions (What will Success Criteria (How will learners show that they 1. Problem-Based Learning (PBL):
o Present scenarios (e.g., grid navigation, crane
learners learn?) have learned?) operations) as problems to solve.
• Learners will understand what an • Learners can predict the outcomes of a pre-written o Encourage critical thinking and collaboration.
algorithm is through problem-solving algorithm. 2. Cooperative Learning:
• Learners can test and debug instructions. o Assign roles in group activities (e.g., navigator,
activities. debugger).
• Learners will predict the outcomes of • Learners can write and present clear step-by-step o Rotate roles to ensure all learners participate.
pre-written algorithms. instructions to navigate a grid. 3. Pair Programming:
• Learners can explain how algorithms relate to everyday o Learners work in pairs to write and test
• Learners will write, test, and debug algorithms.
tasks.
step-by-step instructions to navigate • Learners can identify and fix errors in pre-written and o Swap roles between driver and navigator.
a grid. 4. Deliberate Practice:
self-created algorithms. o Start with simple tasks and gradually increase
• Learners will collaborate with peers to • Learners demonstrate effective collaboration in groups complexity.
present and explain their solutions. or pairs. 5. Science of Learning:
• Leaners will debug simple errors in o Use dual coding (combine visuals and text) to
step-by-step instructions. explain concepts.
o Use retrieval practice to review previous
lessons.

Page 1 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

Lesson Presentation: 50 minutes C1✔ C2✔ C3✔ C4✔ C5 C6 C7

Focus: Coding Activity: 45 minutes R1 R2 R3 R4 R5 R6 R7
D1 D2 D3 D4 D5 D6 D7 D8 D9
Teacher Guidelines:
Introduction to Algorithms
Week 1: WEEK 2
WK2-ACTIVITY 1: THE MUSHROOM MAZE
WK1-Activity 1: What is an Algorithm?
Learning Objectives:
Learning Objectives:
• Understand how to follow a predefined sequence of instructions (algorithm).
• Understand the concept of an algorithm through analogies. • Relate algorithmic thinking to a real-world scenario.
• Write a simple algorithm for everyday tasks.
Teacher Instructions: Teacher Instructions:
1. Preparation (Before the Lesson): 1. Preparation (Before the Lesson):
o Arrange the classroom for group or pair activities. • Materials Needed:
o Prepare visual aids like posters or slides with the definition of an algorithm. o Printed or projected grids showing the starting positions of Sad, Tail, and
Talky.
o Set up a short video clip (1-2 minutes) explaining algorithms with examples. o Individual or group copies of the grid and paths for learners.
(https://www.youtube.com/watch?v=FN2RM-CHkuI) o Pencils, markers, or crayons for learners to trace paths.
2. Introduction (5 Minutes): • Setup:
o Explain what an algorithm is: "An algorithm is a set of step-by-step instructions to o Test the task yourself to ensure the arrows guide the beavers to the
solve a problem or complete a task." mushrooms correctly.
o Show video to class: https://www.youtube.com/watch?v=FN2RM-CHkuI o Prepare a sample completed grid to demonstrate during the introduction.
o Teacher Example: Brushing Your Teeth • Review Algorithms:
1. Walk to the sink. o Briefly explain the concept of an algorithm as "a set of step-by-step
2. Pick up the toothbrush. instructions to achieve a specific goal."
3. Turn on the tap and rinse the toothbrush with water. o Emphasize the importance of following instructions precisely, just as in coding
4. Turn off the tap. tasks.
5. Open the toothpaste cap. 2. Introduction (5 Minutes):
6. Squeeze a small amount of toothpaste (pea-sized) onto the toothbrush bristles. • Explain the Objective:
7. Close the toothpaste cap. o Say: "Today, you will guide the beavers—Sad, Tail, and Talky—to their
8. Start brushing your teeth: mushrooms by following the arrows provided on the grid. This will show you
o Brush the front teeth in small circular motions for 20 seconds. how algorithms help solve problems step by step."
o Brush the back teeth in small circular motions for 20 seconds. • Clarify the Instructions:
o Brush the chewing surfaces of the teeth for 20 seconds. o Learners must:
o Brush your tongue gently for 10 seconds. ▪ Follow only the arrows given on the grid.
9. Turn on the tap and rinse your mouth with water. ▪ Record the final square (e.g., A3, B2) where each beaver ends up.
10. Spit out the water into the sink. ▪ Avoid adding or modifying arrows.
11. Rinse the toothbrush with water and place it back in the holder.

Page 2 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

12. Turn off the tap • Highlight Key Concepts:

o Say: "This activity will teach you the importance of following steps in the
3. Guided Discussion (5 Minutes): correct sequence, just like an algorithm in coding."
o Show the video clip and ask: o "Skipping or changing a step might lead the beavers to the wrong place, which
is why clear instructions are critical."
▪ "What do you notice about the steps in these examples?"
▪ "What happens if we miss a step or do them out of order?" 3. Main Activity (15 Minutes):
4. Activity (15 Minutes): • Step-by-Step Guidance:
o Task: Divide learners into pairs or small groups. o Distribute Materials: Hand out the grids to individuals or groups.
o Ask learners to: o Work on Paths: Instruct learners to:
▪ Write an algorithm for a simple task such as tying shoelaces or making a cup of ▪ Locate the starting positions of Sad, Tail, and Talky on the grid.
tea. ▪ Follow the arrows step by step to trace each beaver's path to their
mushroom.
▪ Include detailed steps, ensuring clarity and logical order.
▪ Record the final square for each beaver once they finish tracing the
▪ Group Sharing: Have groups share their algorithms with others. Ask a paths.
volunteer group to act out an algorithm to demonstrate. o Monitor Progress:
5. Wrap-Up Discussion (5 Minutes): ▪ Walk around the classroom to provide support.
o Reintroduce the Term Algorithm and Its Importance in Coding ▪ Ensure learners are only using the arrows provided and not making
• Begin by revisiting the definition: "An algorithm is a set of step-by-step any modifications.
instructions to solve a problem or complete a task."
4. Reflection (5 Minutes):
• Explain: "In coding, algorithms tell a computer exactly what to do. If the steps
• Facilitate a Class Discussion:
are not clear, the computer cannot complete the task correctly." o Ask:
• Highlight: "Algorithms form the foundation of all computer programs, from 1. "Did each beaver end up at their mushroom successfully? Why or why not?"
simple calculators to complex artificial intelligence systems." ▪ Expected Responses: "Yes, because we followed the arrows exactly," or
"No, because we skipped a step or misunderstood the path."
o Discussion Point 1: "Why do we need clear and precise instructions in coding?" 2. "How does following arrows relate to writing an algorithm?"
▪ Expected Responses: "Each arrow represents a step in an algorithm, and all
• Guide learners to reflect on their activity: steps must be in the correct order."
o "Think about your algorithm for brushing teeth. What would happen if you • Emphasize Key Learnings:
missed a step, like forgetting to pick up the toothbrush?" o Reinforce that:
o Encourage responses like: "If we miss a step, the task might not get done or ▪ "Algorithms must be clear and precise to achieve the intended outcome."
might be done incorrectly." ▪ "If we don't follow the steps accurately, the result will not be correct."
• Explain:
o "Computers do not think or make assumptions like humans. They only follow
WK2-ACTIVITY 2: CRANE OPERATIONS
instructions exactly as written. If the instructions are unclear or incomplete, the Learning Objectives:
program will not work properly." • Apply understanding of algorithms to solve a real-world problem.
o Provide a relatable analogy: "Think of coding like giving directions to a robot. If • Develop step-by-step instructions for a crane to complete a task.
you tell it to 'turn left,' but forget to say how far, it might spin endlessly!"

Page 3 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

• Reflect on the importance of debugging and optimizing algorithms.

o Discussion Point 2: "How does this apply when programming a computer to follow
instructions?" Teacher Instructions:
o Connect the activity to real-world coding: 1. Preparation (Before the Lesson):
o "When we write code, we are giving a computer an algorithm to follow. Just like • Materials:
o Print or project the crane operation scenario, including the list of commands:
the steps we wrote for brushing teeth, the instructions in code must be precise
Left, Right, Up, Down, Grab, Release.
and in the correct order." o Provide learners with paper, pencils, and activity sheets to write their
o Share an example: "Imagine you're programming a robot to make a sandwich. If algorithms.
the steps are out of order, it might add the filling before getting the bread!" o Prepare a visual or physical demonstration of the crane operation (e.g., use a
o Emphasize: drawing, a small toy crane, or a simple visual simulation on the board).
o "Debugging is also an important part of coding. Just like you tested and • Setup:
improved your algorithms today, programmers test their code to find and fix o Create pre-written algorithms with intentional errors for demonstration
mistakes." purposes (e.g., missing steps or out-of-order commands).
o Arrange the classroom for group activities if learners will swap and test
o Wrap up with a thought-provoking question:
algorithms.
o "Can you think of other situations in real life where precise instructions are
important, like following a recipe or building furniture?" 2. Introduction (5 Minutes):
• Explain the Scenario:
o Teacher Tips for Wrap-Up o Present the activity with a relatable context:
• Encourage learners to share their reflections and build on each other's ideas. "Imagine you're operating a crane in a busy shipping yard. Your task is to swap
the positions of two crates, A and B. The crane follows specific commands, and
• Use examples from the activity to reinforce key points.
you’ll need to give it step-by-step instructions to complete the task."
• Keep the discussion interactive by asking follow-up questions and prompting learners to • Demonstrate the Commands:
think critically. o Show how each command (e.g., Left, Right, Grab, Release) works using a visual
or verbal example:
WK1-Activity 2: Navigating the Grid ▪ Example: "To move Crate A to the right, the crane must: Move Right,
Learning Objectives: Grab, Move Left, Release."
• Write and debug algorithms for grid navigation. o Reinforce that commands must be clear and precise, just like a coding
algorithm.
• Develop a basic understanding of how algorithms apply to problem-solving in coding..
Teacher Instructions: • Set the Objective:
1. Preparation (Before the Lesson):
o Say: "Your goal is to write an algorithm that swaps Crate A and Crate B
efficiently, without missing any steps or adding unnecessary ones."
o Materials Needed:
• 4x4 grid templates (one per pair or small group). 3. Main Activity (15 Minutes):
• Navigation symbols (arrows for up, down, left, and right).
Step 1: Writing the Algorithm
• Printed activity sheets with grid navigation challenges.
• Divide learners into small groups or pairs.
• Markers or pencils for drawing arrows and writing instructions.
• Hand out activity sheets with the crane scenario and the list of available commands.
o Setup:

Page 4 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

• Arrange desks for pairs or small groups to work collaboratively. • Instruct learners to:
• Test the example navigation algorithm on the grid to ensure clarity during the o Write a step-by-step algorithm to swap Crate A (on the left) with Crate B (on
the right).
demonstration.
o Use simple, clear language, such as:
2. Introduction (5 Minutes):
▪ "Move Down, Grab, Move Up, Move Right."
o Explain the Concept: • Remind learners to double-check their instructions for completeness and accuracy.
▪ Start by saying: "An algorithm is a set of step-by-step instructions to solve a
problem. Today, we'll learn how to write algorithms to navigate a grid." Step 2: Testing and Debugging
o Use a Visual Example: • After learners write their algorithms:
▪ Display a pre-drawn 4x4 grid on the board or a slide. Place a starting point o Groups swap their algorithms with another group.
(e.g., A1) and an end point (e.g., C3). o One group "acts out" the algorithm using the commands provided, while the
other observes and evaluates.
▪ Walk learners through an example algorithm, narrating each step:
• Encourage learners to identify errors (e.g., missing steps, incorrect sequence) and
▪ "Step 1: Move right to B1."
suggest corrections.
▪ "Step 2: Move down to B2." • Allow groups to revise and retest their algorithms.
▪ "Step 3: Move right to C2."
▪ "Step 4: Move down to C3." 4. Reflection and Optimization (10 Minutes):
▪ Emphasize that each step must be precise to avoid errors. • Facilitate a group discussion to consolidate learning:
o Highlight Key Ideas: o Guiding Questions:
▪ "Each move in the grid represents one step in the algorithm, just like steps 1. "What errors did you find, and how did you fix them?"
in a recipe."
▪ Expected responses: "We missed a grab command," or
"We placed the crate in the wrong spot because we
▪ "If we skip or misplace a step, the algorithm won't work as intended." skipped a step."
2. "How can we make the instructions shorter or more efficient?"
3. Activity (25 Minutes): ▪ Encourage learners to think about combining steps or
o Step 1: Writing Algorithms removing unnecessary moves.
• Divide learners into pairs or small groups. 3. "Why is it important for algorithms to be precise and clear?"
▪ Highlight that unclear instructions can lead to errors,
• Distribute 4x4 grid templates.
wasted time, or unintended outcomes, just like in real-
• Challenge learners to write an algorithm to navigate from a given starting point (e.g., world coding tasks.
A1) to an endpoint (e.g., C4) on the grid. • Wrap-Up:
• Encourage learners to: o Say: "Debugging and optimizing algorithms is a critical part of coding and
o Use arrows (→, ↓, ↑, ←) or descriptive text (e.g., “right,” “down”) to write each robotics. These skills help us solve problems efficiently and accurately."
step.
o Keep instructions clear and sequential. Teaching Methodologies & Classroom Management
o Step 2: Testing Algorithms 1. Problem-Based Learning (PBL):
• Groups exchange their algorithms with another group. o Present scenarios (e.g., grid navigation, crane operations) as problems to
• Each group tests the algorithm they received by tracing the path on the grid with solve.
o Encourage critical thinking and collaboration.
arrows or markers.

Page 5 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

• Observe whether the algorithm successfully reaches the endpoint. 2. Cooperative Learning:
Step 3: Debugging Algorithms o Assign roles in group activities (e.g., navigator, debugger).
o Rotate roles to ensure all learners participate.
• If the algorithm doesn’t navigate the grid successfully:
3. Pair Programming:
o Groups identify errors (e.g., missing steps, incorrect directions). o Learners work in pairs to write and test algorithms.
o Suggest corrections and revise the algorithm. o Swap roles between driver and navigator.
• Encourage groups to retest their corrected algorithms to ensure accuracy. 4. Deliberate Practice:
o Start with simple tasks and gradually increase complexity.
5. Science of Learning:
4. Reflection (5 Minutes):
o Use dual coding (combine visuals and text) to explain concepts.
o Facilitate a class discussion using these guiding questions: o Use retrieval practice to review previous lessons.
1. "How is navigating a grid similar to solving problems in coding?"
▪ Expected responses: "We have to follow steps in the right order,
just like in coding."
2. "What happens if a step is missing or incorrect?"
▪ Expected responses: "The program won't work, or it might lead
to the wrong result."
3. "How does debugging help improve algorithms?"
▪ Expected responses: "It helps us find and fix mistakes, so the
algorithm works correctly."
o Conclude with: "Debugging is an essential part of coding because it ensures our
instructions are clear and accurate."

LEARNER ACTIVITIES:
o See the Learner Activity Worksheets below.

Page 6 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

GRADE 8 ACTIVITY SHEETS:

Week 1 – Introduction to Algorithms

Activity 1: Writing Everyday Algorithms

Objective: Write a step-by-step algorithm for an everyday task.
Instructions:
1. Work with your partner to choose one of the following TASKS:
o Option 1: How to tie a shoelace.
o Option 2: Making a cup of tea.
2. Write each step clearly and in order.
3. Use at least 7- 12steps to complete the task.
4. Take turns acting as the "robot" and following the algorithm exactly as written.
Example: Making a Sandwich
1. Take two slices of bread.
2. Spread butter on one slice.
3. Add the filling (e.g., cheese or peanut butter).
4. Place the second slice on top.
5. Cut the sandwich in half.

Task Name: ____________________________

1.
2.
3.
4.
5.
6.
Page 7 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

7.
8.
9.
10.
11.
12.
Reflection Questions:
• Was your algorithm easy to follow?
• What happened if a step was unclear or missing?

Page 8 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

WK1: Activity 2 – Navigating the Grid - Algorithms

This activity will help you practice writing and testing step-by-step instructions, called algorithms,
to navigate a robot through a grid.
Objective:
Write and debug algorithms to navigate a 4x4 grid.

Symbols
Use the following symbols to help you understand the robot's movements:
➡ Move Forward
↩Turn left
↪ Turn right

These symbols will make it easier to visualize the robot's path.

TASK:
Work in pairs to complete the following tasks. Follow the steps below:
1. Predict (5 minutes):
Look at the provided 4x4 grid and predict where the robot will end up following this algorithm:
a. ➡ Move forward 1 step
b. ↪ Turn right
c. ➡ Move forward 1 step
d. ↩Turn left
e. ➡ Move forward 1 step

Mark the predicted path on the grid using a pencil or marker.

A B C D

2. Run (5 minutes):
Act as the robot and follow the instructions exactly as written. Compare the result to your
prediction.
Page 9 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

__________________________________________________________________________
__________________________________________________________________________

3. Investigate (5 minutes):
Identify any errors in the instructions or execution. Write down what went wrong:
Error(s):
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

4. Modify 10 minutes:
Rewrite the instructions to fix any errors. Use the space below to write your updated
algorithm:
New Algorithm:
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________

5. Create (10 minutes):

Create your own algorithm to navigate the grid from the start to the endpoint. Add an obstacle and
describe how to avoid it. You can use the grits below or create your own.
A B C D A B C D

1
1
2
2

3
3

Guiding Questions:
1. Did the robot follow the path you expected? Why or why not?
__________________________________________________________________________
__________________________________________________________________________

2. How did you correct any errors in the algorithm?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Page 10 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

Page 11 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

Grade 8: Week 2
Activity 1: The Mushroom Maze

Objective: Guide the beavers to their mushrooms using an algorithm.

Instructions:
• Locate the starting positions of Sad, Tail, and Talky on the grid.
• Follow the arrows provided to trace the path for each beaver.
• Do not create or modify any arrows. Only follow the arrows as given.
• Record the final square for each beaver (e.g., A3, B2).
Grid and Paths:

1. Sad →

2. Tail →

3. Talky →

Figure 2: GRIT

Answers
Figure 1: Activity Mushroom Maze
1. Sad __________________ D1

2. Tail __________________A4

3. Talky_________________C3

Reflection Questions:
• Did each beaver end up at their mushroom successfully? Why or why not?
__________________________________________________________________________
__________________________________________________________________________
• How does following arrows relate to writing an algorithm?

Page 12 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

__________________________________________________________________________
__________________________________________________________________________

Page 13 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

WK2: Activity 2 – Solve Real World Problem - Algorithms

Activity: Crane Operations

Objective

Apply your understanding of algorithms to design step-by-step instructions for a crane to

swap the positions of two crates.

Scenario

The crane in a shipping yard can move crates using the following commands:

1. Left

2. Right

3. Up

4. Down

5. Grab

6. Release

The crane starts with Crate A on the left position and Crate B on the right position. Your task
is to write a set of instructions to swap the positions of the two crates.

Section 1: Question

Which is he correct set of instructions to swap the position of the two crates? Write down the
letter of the correct answer in the appropriate block on your answer sheet

A. (Down, Grab, Up, Right, Right, Down, Release, Up) (Down, Grab, Left, Down, Release,
Up) (Down, Grab, Up, Right, Down, Release, Up)

B. (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left, Down,
Release, Up) (Right, Down, Grab, Up, Right, Down, Release)

C. (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left, Down,
Release, Up) (Right, Grab, Up, Right, Down, Release)
Page 14 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

D. (Right, Right, Down, Grab, Up) (Left, Left, Down, Release, Up)

Section 2: Test and Debug

Swap your algorithm with another group. One group will act out the crane's movements while
the other observes. Test to see if the instructions successfully swap the crates.

While testing, ask:

• Are there any missing steps?

• Are the steps in the right order?

• Is anything unclear?

Write any improvements or corrections to your algorithm below:

1.

2.

3.

Section 3: Reflection

1. What did you learn about algorithms from this activity?

2. Why is it important for each step in an algorithm to be precise and clear?

Page 15 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

MEMO

WK1: Activity 1 – Writing Everyday Algorithms

Objective:

Write a step-by-step algorithm for an everyday task.

Sample Algorithms for the Tasks:

Option 1: How to Tie a Shoelace

1. Pick up one shoelace in each hand.

2. Cross the right shoelace over the left shoelace.

3. Pull the right shoelace under the left shoelace and tighten to form the base knot.

4. Make a loop (bunny ear) with the right shoelace.

5. Wrap the left shoelace around the base of the right loop.

6. Push the left shoelace through the small hole formed near the base.

7. Pull both loops tightly to secure the knot.

8. Adjust the loops to ensure they are even.

9. Check if the shoelace is tight enough to keep the shoe on.

Option 2: Making a Cup of Tea

1. Fill a kettle with water.

2. Turn on the kettle and wait for the water to boil.

3. Place a tea bag in a cup.

4. Pour the boiling water into the cup, over the tea bag.

5. Let the tea steep for 3-5 minutes.

6. Remove the tea bag and discard it.

7. Add sugar or sweetener (optional).

8. Add milk (optional).

9. Stir the tea with a spoon.

Page 16 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

10. Taste and adjust sweetness or milk as needed.

11. Place the spoon in the sink or dishwasher.

12. Enjoy your cup of tea.

Reflection Questions with Sample Responses:

1. Was your algorithm easy to follow?

Sample Answer:

o Yes, it was clear because the steps were detailed and written in the correct sequence.

2. What happened if a step was unclear or missing?

Sample Answer:

o The task could not be completed properly. For example, in tying shoelaces, if the step to
pull the left shoelace through the small hole was unclear, the knot could not be tied.

Teacher Notes:

• Encourage learners to write algorithms in small, manageable steps to avoid confusion.

• When acting as the "robot," exaggerate following their instructions literally (e.g., pretending not to
know where the tea bag is if the algorithm doesn't specify). This helps learners see the importance
of clarity and precision.

• Use the reflection questions to prompt critical thinking about the role of algorithms in daily tasks
and coding.

• Highlight that debugging (fixing unclear or missing steps) is part of improving any algorithm.

Page 17 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

WK1: ACTIVITY 2 – NAVIGATING THE GRID - ALGORITHMS

Objective:

Write and debug algorithms to navigate a 4x4 grid.

TASK

Predicted Path:

• There are multiple correct answers

1. ➡ Move forward 1 step (A1 → A2)

2. ↪ Turn right (facing down)

3. ➡ Move forward 2 steps (A2 → B3)

4. ↪ Turn right (facing down)

5. ➡ Move forward 2 steps (B3 → B4 → B5)

Investigation of Errors:

1. Potential Error(s):

o Learners may predict incorrectly if they misunderstand the turning directions.

o Learners may not follow the sequence precisely, leading to deviations from the correct
path.

2. Error Identification:

o Ensure learners document issues, e.g., "Turned left instead of right at Step b," or "Missed a
forward move."

Possible Corrected Algorithm (There are more than one correct answer)

Example for "Create Your Own Algorithm":

Scenario:

• Start at A1 and reach C4 while avoiding an obstacle at B3.

Algorithm:

Page 18 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

1. ➡ Move forward 2 steps (A1 → A2 → A3)

2. ↪ Turn right (facing down)

3. ➡ Move forward 1 step (A3 → B4)

4. ↩ Turn left (facing left)

5. ➡ Move forward 1 step (B4 → C4)

Reflection Questions with Sample Answers:

1. Did the robot follow the path you expected? Why or why not?
Sample Answer:

o Yes, the robot followed the expected path because the algorithm was written correctly.
However, errors occurred during execution due to misunderstanding the turn directions.

2. How did you correct any errors in the algorithm?

Sample Answer:

o I reviewed the steps and realized the turn directions were reversed in one step. I corrected
the mistake by specifying the correct direction (e.g., turning right instead of left).

Summary for Teachers:

This activity emphasizes step-by-step thinking and debugging, foundational skills in coding. Encourage
learners to be precise in their instructions and critical in their reflections. Use their answers to the guiding
questions to assess their understanding of algorithmic thinking and debugging.

Page 19 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

WEEK 2

WK2: Activity 1 – The Mushroom Maze

Objective:

Guide the beavers to their mushrooms using an algorithm.

Correct Answers:

1. Sad: D1

o Path: Follow the arrows starting from Sad's initial position to reach square D1.

2. Tail: A4

o Path: Follow the arrows starting from Tail's initial position to reach square A4.

3. Talky: C3

o Path: Follow the arrows starting from Talky's initial position to reach square C3.

Reflection Questions with Sample Answers

1. Did each beaver end up at their mushroom successfully? Why or why not?
Sample Answer:
o Yes, all the beavers reached their mushrooms because the arrows provided clear and
precise instructions, and the steps were followed in the correct sequence. If any beaver
missed its mushroom, it would indicate that some steps were skipped or executed
incorrectly.
2. How does following arrows relate to writing an algorithm?
Sample Answer:
o Following the arrows is like executing an algorithm because it involves performing a
sequence of predefined steps. If the sequence is followed exactly as intended, the task is
completed successfully. Algorithms, like the arrows, must be clear, step-by-step, and
unambiguous to achieve the desired result.

Summary for Teachers:

This memo provides the correct final positions for each beaver and highlights the importance of sequence
and clarity in algorithms. Encourage learners to reflect on the process and link it to real-world coding

Page 20 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

scenarios where following step-by-step instructions is essential. Use their answers to the reflection
questions to assess their understanding of the relationship between the activity and algorithmic thinking.

Page 21 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)

 lOMoARcPSD|51503986

Western Cape Education Department

Ashric Don
Directorate: Curriculum GET

WK2: Activity 2 – Solve Real World Problem - Algorithms

Objective:
Apply your understanding of algorithms to design step-by-step instructions for a crane to swap the
positions of two crates.

Section 1: Correct Answer

The correct answer is:
B. (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left, Down, Release, Up)
(Right, Down, Grab, Up, Right, Down, Release)

Section 2: Test and Debug

Key Points to Review During Testing:
1. Are there any missing steps?
o Example Error: Forgetting to "Grab" the crate before moving it.
o Example Fix: Add a "Grab" command before moving the crane to its new position.
2. Are the steps in the correct order?
o Example Error: Placing the "Release" command before positioning the crate correctly.
o Example Fix: Reorganize the steps to ensure "Release" happens after the crate is correctly
positioned.
3. Is anything unclear?
o Example Error: Using vague commands or skipping a step.
o Example Fix: Rewrite unclear instructions with precise language and sequence.

Section 3: Reflection
1. What did you learn about algorithms from this activity?
Sample Answers:
• Algorithms must follow a clear and logical sequence to be effective.
• Small errors in an algorithm can lead to incorrect or incomplete outcomes.
• Testing and debugging are essential to ensure the algorithm works as intended.
2. Why is it important for each step in an algorithm to be precise and clear?
Sample Answers:
• Computers and machines rely on exact instructions to function correctly.
• Ambiguity or missing steps can lead to incorrect actions or failures.
• Clear instructions save time and resources by reducing the need for repeated corrections.

Summary for Teachers:

This memo provides the key points for evaluating learners' algorithms. During the testing and debugging
phase, ensure learners focus on identifying missing or misordered steps and encourage reflection on the
importance of precision and clarity in algorithms. These discussions will help solidify the connection
between coding concepts and real-world problem-solving

Page 22 of 22

Downloaded by Siyathokoza Khumalo (ndelandolose@gmail.com)