2nd Grade

Basic Facts Hop Scotch Coding provides a simple, interactive introduction to block-style coding that is perfect for Kindergarten through third graders as they learn the basics of programming and practice basic addition and subtraction facts. After completing activities such as these, they can apply similar block coding strategies to coding websites and apps for kids and eventually to more advanced languages of coding. To allow students to be most successful, please MODEL and clearly discuss directions for this activity before they complete it with groups.

OPTION 1: HOP SCOTCH CODING
In groups of 3-4, students will build a sequence of code on the floor together. Each student will then take turns walking through the sequence of code and answering the basic facts all the way from START to STOP.

OPTION 2: BOARD GAME CODING
For another option, smaller, board game style pieces and game pieces are also included. One set can be copied for each pair of students. They can build the code on a tabletop or floor space as they practice basic facts.

Includes the following:
p. 3-4: Teacher Instructions
p. 5: Coding Apps and Websites Poster
p. 6: What is Coding? Poster
p. 7: Flow Control Structures Poster
p. 8-9: Names for a Number posters
p. 10: START mat
p. 11: STOP mat
p. 12: Sequencing Arrow mat
p. 13-25: +0 mats
p. 26-38: +1 mats
p. 39-51: +2 mats
p. 52-64: +3 mats
p. 65-77: +4 mats
p. 78-90: +5 mats
p. 91-103: +6 mats
p. 104-116: +7 mats
p. 117-129: +8 mats
p. 130-142: +9 mats
p. 143-155: +10 mats
p. 156-168: +11 mats
p. 169-181: +12 mats
p. 182-194: -0 mats
p. 195-206: -1 mats
p. 207-217: -2 mats
p. 218-227: -3 mats
p. 228-236: -4 mats
p. 237-244: -5 mats
p. 245-251: -6 mats
p. 252-257: -7 mats
p. 258-262: -8 mats
p. 263-266: -9 mats
p. 267-269: -10 mats
p. 270-271: -11 mats
p. 272: -12 mat
p. 273-284: Looping mats (Names for a Number)
p. 285-286: Coding Board Game instructions and game pieces
p. 287-299: ADDITION Coding Board Game Pieces
p. 300-308: SUBTRACTION Coding Board Game Pieces
p. 309-320 ANSWER KEYS
p. 321: Credits

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