Karen North
knorth@houstonisd.org or knorth@cs.rice.edu
Westside High School, Houston ISD
8^th - 9^th Grade

Integrated Computer Science / Algebra combination course

• Plan and program transformations of trapezoids applying computer science design concepts.

• Build a foundation in algebra needed to reduce barriers for success in Advanced Placement math and computer science classes.
• Improve data analysis, planning and problem solving skills
• Give teachers another tool to use with students to practice algebraic computation skills.
• Increase number of underrepresented students studying computer science in college by starting an interest in programming in middle and high school.
• Build computer science lessons that correlate with major algebra concepts.

TEKS and TAKS Objective 6 - Geometry and Spatial Reasoning
The student will demonstrate an understanding of geometric relationships and spatial reasoning.

TEKS Objective (C)(7) - Solving Problems.

The student uses appropriate computer-based productivity tools to create and modify solutions to problems.

Prerequisite Skills:

1. Completion of graphic programming module lessons found online at link below.

• Mastery of planning graphics by plotting points on graph paper in a reflected one-quadrant plane
• Mastery of drawing commands.

1. Mastery of basic HTML commands to program a web page.

1. Plan a graphic by plotting points on a Cartesian Plane using positive and negative slope and points.
2. Analyze data to see patterns for movement and repetition of objects.
3. Reflect a trapezoid over a horizontal or vertical line.
4. Translate a trapezoid up, down and over from an original point.
5. Dilate a shape to increase or decrease the size.
6. Program rectangles and circles to enhance the graphic design

Future: Ratio/proportion unit repeating above using a ratio of 4:3 for rectangles and 3:4:5 for triangles. Design aspect relates to 4:3 ratio of width/height for monitors.

1. Start a canvas that is 400 X 400 (You can vary size of canvas for each student to prevent copying of code.)
2. On graph paper plot a trapezoid in Quadrant I whose base and top are parallel to the x-axis and sides have different slopes. Note: This project is repeated in the slope lessons and a specific slope and Y-intercept are given.
3. Reflect the trapezoid over the x-axis.
4. Translate the trapezoid to another position.
5. Add circles and rectangles that are dilated.
6. Add more shapes in various positions to create an aesthetic design.
7. Display graphic on a web page with code, communicating algebraic concepts mastered

1. DrScheme IDE (free): http://www.drscheme.org
2. Integrated Lessons: www.knorth.info
3. Graphic Programming Module: http://teachertech.rice.edu/Participants/knorth/Scheme/webScheme.html
4. 4-Quadrant Plane code: http://teachertech.rice.edu/Participants/knorth/CS/cs.htm
5. AP College Board Article "Supporting Girls in CS by programming with graphics": http://apcentral.collegeboard.com/members/article/1,3046,151-165-0-27701,00.html
6. Houston A+ Challenge Project Grant: http://www.houstonaplus.org/teach_as_research_winners.htm
7. Self-Evaluation form and module format from Applied Educational Systems: http://www.aeseducation.com/

1. Hands-on Test: Plan and program a trapezoid in Quadrant I and reflect over Y-axis.
2. Objective: www.quizlab.com online testing; search for math quiz on transformations or email and I will forward to your QuizLab account.
3. Project and Test Rubric:

• 40% trapezoid plotted correctly on graph paper
• 10% documentation.
• 40% each trapezoid programmed correctly portioned per object.
• 10% self-evaluation on project