Scratch programming and
Numeracy in Senior
Primary Classes
(NCTE/Lero)
Summer Course 2012
Module 4
© Lero, NCTE 2012
Module 4 will cover:




The use of random operators to demonstrate outcomes of a
random data process in Scratch
The use of Scratch to draw and demonstrate more complex
shapes and patterns
The use of a timer in Scratch
Discussion on how Scratch can support Numeracy in the
classroom
© Lero, NCTE 2012
Random operators in Scratch
support the strand unit chance

The child should be enabled to
◦ identify and list all possible outcomes of simple
random processes
 discuss and list all possible outcomes of:
rolling a die (1, 2, 3, 4, 5, 6)
 tossing two coins (2 heads, 2 tails, head and tail)
 drawing a cube from a bag containing blue, red
and green cubes (blue cube, red cube, green
cube)
(NCCA, 1999)
© Lero, NCTE 2012
Loops/ repeats allow you to:

Speed up a programs

Create more intricate drawings

Write short programs that continue
independent of user input
© Lero, NCTE 2012
A timer:
• Can add a sense of excitement to games and
other programs.
• Supports children’s understanding of the strand
unit time.
© Lero, NCTE 2012
Discussion Time

Make a list of software you use in
teaching and learning

How do you feel Scratch is
similar/different from software you
have listed
© Lero, NCTE 2012
Today we have...




Used random operators to demonstrate outcomes of a
random data process in Scratch
Used Scratch to draw and demonstrate more complex
shapes and patterns
Used a timer in Scratch
Discussed how Scratch can support Numeracy in the
classroom
© Lero, NCTE 2012