Lesson Plan: Math 6-8 Code Or Not to Code

ProQuest Standards-Based Learning Activity

To Code or Not to Code -- Teacher Plan

APPROPRIATE FOR: Math, Grades 6-8

TIMELINE: Three class periods

NCTM MATHEMATICS Standards Addressed Through This Lesson

Source: http://standards.nctm.org/document/appendix/numb.htm

Standard 2 | Patterns, Functions
In grades 5-8, the mathematics curriculum should include explorations of patterns and functions so that students can:

· Describe, extend, analyze, and create a wide variety of patterns;

· Describe and represent relationships with tables, graphs, and rules;

· Analyze functional relationships to explain how a change in one quantity results in a change in another;

· Use patterns and functions to represent and solve problems.

Standard 6 | Algebra
In grades 5-8, the mathematics curriculum should include explorations of algebraic concepts and processes so that students can:

· Understand the concepts of variable, expression, and equation;

· Represent situations and number patterns with tables, graphs, verbal rules, and equations and explore the interrelationships of these representations;

· Analyze tables and graphs to identify properties and relationships;

· Develop confidence in solving linear equations using concrete, informal, and formal methods;

· Investigate inequalities and nonlinear equations informally;

· Apply algebraic methods to solve a variety of real-world and mathematical problems.

Standard 6 | Problem Solving

In grades 5-8, the mathematics curriculum should include numerous and varied experiences with problem solving as a method of inquiry and application so that students can:

· Use problem-solving approaches to investigate and understand mathematical content;

· Formulate problems from situations within and outside mathematics;

· Develop and apply a variety of strategies to solve problems, with emphasis on multi-step and non-routine problems;

· Verify and interpret results with respect to the original problem situation;

· Generalize solutions and strategies to new problem situations;

· Acquire confidence in using mathematics meaningfully.

Standard 10 | Communication

In grades 5-8, the study of mathematics should include opportunities to communicate so that students can:

· Model situations using oral, written, concrete, pictorial, graphical, and algebraic methods;

· Reflect on and clarify their own thinking about mathematical ideas and situations;

· Develop common understandings of mathematical ideas, including the role of definitions;

· Use the skills of reading, listening, and viewing to interpret and evaluate mathematical ideas;

· Discuss mathematical ideas and make conjectures and convincing arguments.

Learning Expectations/Objectives

· Students will develop an understanding of patterns, their uses and their functions throughout history.

· Students will research different types of codes and ciphers.

· Students will develop a code or cipher.

· Students will create a poster displaying the code or cipher and its translation.

· Students will do research on ASCII, Caesar and a third cipher or code of their choice.

MATERIALS

· Computer with access to eLibrary, SIRS Knowledge Source, or SIRS Discoverer and a printer

· Poster paper

· Colored pens and pencils

ACTIVITY Process: Directions to the Teacher

Description of Activity

In this activity, students will research codes and ciphers on ProQuest and use the information they gather to develop a code or cipher of their own.

Background Information/Scenario

Codes and ciphers have been used to protect the integrity of written communications for centuries. Early codes were developed to encrypt sensitive information in times of war to deceive enemies and spies. In general, a code replaces words, phrases or sentences with groups of letters or numbers. A cipher rearranges letters or uses substitutes to disguise a message.

Students are fascinated with secrets, and codes/ciphers are messages written in secret. In this project, students will develop an understanding of codes/ciphers and their underlying patterns, plus their uses and functions throughout history. Students will research different types of codes/ciphers and then develop a code or cipher of their own, displaying what they’ve learned on a poster. Finally, students will conduct research on ASCII, the Caesar cipher and a third cipher or code of their choice.

Outline of Procedures -- Day One

1. Discuss the learning objective with the students.

2. Go over the rubric to be sure students understand what you expect them to learn and accomplish.

3. Provide copies of the activities for the students.

4. Discuss common codes:

Pig Latin where the first consonant is put last and ay is added. For instance, “dog” would become “ogday” and “tree” would become “reetay.” If the word begins with a vowel just add “yay.” For instance, “egg” would become “eggyay” and “eight” would become “eightyay.”

5. Have students individually explore ProQuest to learn more about codes and ciphers. Here are some pathfinder key words to use for the search: Codes and Ciphers; Caesar Cipher; Signs and symbols; ASCII; Encryption

6. Students will research the history of ASCII using the ProQuest resources above.

7. Assign Activity 1.

Outline of Procedures -- Day Two

8. Students access ProQuest and conduct research on the history of the Caesar cipher using the links above.

9. Check Activity 1 for accuracy.

10. Assign Activity 2.

11. Have students access ProQuest to find and copy a code or cipher that intrigues them. Many of the articles above contain code and cipher examples. They should copy the code and write a short riddle or joke using the code. They should write the answer to the riddle on a separate sheet of paper.

Outline of Procedures -- Day Three

12. Check Activity 3. Students should exchange riddles and translate the ones they receive.

13. Tell students, “Using what you have learned about codes, you are to create your own code or cipher. You may use one of the codes or ciphers you found on ProQuest to give you an idea, but your code should be original. Write a message using the code you have created.”

14. Students should make a poster to display the code they have created. They must include on the poster an explanation of how the code/cipher works, including a sample and its English translation. They may use a table to illustrate the code/cipher, and add the bigchalk research sites they visited on the poster (or turn them in notebook form). Remind students to include Activities 1 and 2 either on their poster or in their notebook.

Conclusion/Finished Work

Posters should be complete. (See rubric.) If students choose to hand in a notebook with their poster it should have all of the components listed in the rubric.

ASSESSMENT
Scoring Rubric

3 You translated the ASCII code accurately and used the Caesar Cipher successfully to write a letter. Your poster (and/or notebook) is complete, descriptive, well organized, easy-to-read and your spelling is accurate. Your code/cipher is creative and accurate.

2 You made minor errors in translating the ASCII code, in using the Caesar Cipher or in inventing your own code. Your poster (and/or notebook) is complete and descriptive, but could be better-organized or easier to read and has a few misspelled words.

1 You translated the codes incorrectly. Your poster (and/or notebook) is incomplete or lacks organization.

0 Major elements of this assignment are missing or incorrect. Schedule a conference with your teacher before reworking your poster.

Optional Extended Enrichment Activities

Depending on their level of interest, you could offer your pupils extra credit for researching the answers to the following questions using ProQuest:

· How are codes used to organize mail? How are codes used in time of war? How were codes used in WWII?

ANSWER KEYS: Activity 1: Mathematics is the language of the universe; Activity 2: Answers will vary depending on what the student produces.

To Code or Not to Code

A Math Lesson – Student Version

Codes and ciphers have been used for centuries to protect the security of written communications. The first codes were developed to encrypt (or scramble) sensitive information in times of war to deceive enemies and spies.

In general, a code replaces words, phrases or sentences with groups of letters or numbers. A cipher rearranges letters or uses substitutes to disguise a message.

Do you know how to speak Pig Latin? Pig Latin puts the first consonant of a word last and adds “ay.” For instance, “dog” becomes “ogday” and “tree” becomes “reetay.” If the word begins with a vowel, you just add “yay” – “egg” becomes “eggyay” and “eight” becomes “eightyay.” Pig Latin is one example of a code that can be used to disguise written communications.

In this activity you will develop an understanding of code and cipher patterns and their uses throughout history. You will research different types of codes/ciphers, then develop a code or cipher of your own. You’ll create a poster displaying the code or cipher along with an example and its translation.

Finally, you’ll conduct research on ASCII, the Caesar cipher and a third cipher/code of choice.

During this activity you will…

· Develop an understanding of patterns, their uses and their functions throughout history.

· Conduct research on ASCII, Caesar and a third cipher/code of your choice.

· Develop a code/cipher and create a poster displaying an example and its translation.

DAY ONE

1. Read over the activities and the rubric before you begin. Think about the codes you already know.

2. Go to ProQuest eLibrary or SIRS Discoverer or SIRS SKS to begin your research. Use these key words to start your searches:
Codes and Ciphers; Caesar Cipher; Signs and Symbols; ASCII;

Encryption

3. Complete Activity 1.

DAY TWO

4. Go back to ProQuest and research the Caesar Cipher. Keep accurate notes. Your teacher will check Activity 1 while you are doing your research.

5. Complete Activity 2.

6. Go back to ProQuest and find and copy a code or cipher that intrigues you. Write a short riddle in this code. Put the answer to your riddle on a separate sheet of paper.

DAY THREE

7. Using what you have learned, create your own code or cipher. You may use one of the codes or ciphers you found at ProQuest as a starting point, but your code must be original. Write a message in your code.

8. Make a poster to display the code or cipher you invented. Explain how it works. Include a sample and its English translation. You may want to use a table to illustrate the code/cipher key.

9. Now you have a choice! You may either display your activities and notes (including ProQuest resources you used) on your poster or you can compose them in notebook form.

CONCLUSION/FINISHED WORK

Posters should be complete. (See rubric.) If you choose to hand in a notebook with your poster it should have all of the components listed in the rubric.

ASSESSMENT
Scoring Rubric

4 You translated the ASCII code accurately and used the Caesar Cipher successfully to write a letter. Your poster (and/or notebook) is complete, descriptive, well organized, easy-to-read and your spelling is accurate. Your code/cipher is creative and accurate.

3 You made minor errors in translating the ASCII code, in using the Caesar Cipher or in inventing your own code. Your poster (and/or notebook) is complete and descriptive, but could be better-organized or easier to read and has a few misspelled words.

2 You translated the codes incorrectly. Your poster (and/or notebook) is incomplete or lacks organization.

1 Major elements of this assignment are missing or incorrect. Schedule a conference with your teacher before reworking your poster.

Research

You will be evaluated based on these criteria:

· Did you use ProQuest to collect information?

· Did you take complete notes on the information you found?

· Did you select an interesting, but easy to use code/cipher to write your riddle in and did you use the code/cipher correctly?

Writing

· You will be assessed on how closely you followed the steps listed in the rubric.

ACTIVITY 1

American Standard Code for Information Interchange (ASCII) is a code used by computers. In ASCII, a number represents each English character. Use the tables to decode the following ASCII message.

77658472697765847368783

3273833284726932766578

7185657169327970328472

6932857873866982836946

ASCII Number 32 46 65 66 67 68 69 70 71

English Character space . A B C D E F G

ASCII Number 72 73 74 75 76 77 78 79 80

English Character H I J K L M N O P

ASCII Number 81 82 83 84 85 86 87 88 89

English Character Q R S T U V W X Y

ACTIVITY 2

A cipher is a secret code. To decode it, you must know the key. Caesar Cipher, used by Julius Caesar, substitutes one letter for another by shifting each letter in the alphabet three places: A becomes D, B becomes E, and so on. In Caesar Cipher, dog is grj.

Write out the Caesar Cipher.

Write a short note to a friend in Caesar Cipher.

On a separate sheet of paper write the translation.

Give the note and Caesar Cipher to your friend and ask them to translate the note.

Correct any errors you made in writing the cipher.