# Key Stage 1 Famous for more than Five MinutesMathematicians

Learn about the key figures of Ada Lovelace and Alan Turing and learn about the fields of mathematics in which they worked. Compare modern-day and older technologies for calculating and programming and create a model mathematical function machine. Photograph patterns in the environment, use and create algorithms for common daily tasks. Finally, create and de-bug algorithms to solve ‘Bee-Bot’ problems.

## Session 1 Who were Ada Lovelace and Alan Turing?

### Objectives

History

• Know where the people and events studied fit within a chronological framework.
• Learn about the lives of significant individuals in the past who have contributed to national and international achievements.

Computing

• Use technology safely and respectfully, keeping personal information private.
• Recognise common uses of information technology beyond school.

### Planning and Activities

Learn about the lives and achievements of Ada Lovelace and Alan Turing. Undertake a ‘Turing Test’.

Teaching Outcomes
To discover and share information about Ada Lovelace and Alan Turing; To place key information accurately on a timeline.
To use the internet safely; To interrogate an online ‘chatbot’.

Children will:

• Discover and share key facts about the lives and main achievements of Ada Lovelace and Alan Turing.
• Place key dates on a class timeline.
• Undertake their own ‘Turing tests’ with an online ‘chatbot’.

### Provided Resources

• Introducing Ada and Alan presentation
• Picture and fact cards

### You Will Need

• A pocket calculator
• A timeline, ca. 1800-present day
• Computers or tablets

## Session 2 Coins, codes and conundrums!

### Objectives

Maths

• Interpret and construct simple tally charts and tables.
• Reason mathematically by following a line of enquiry.
• Develop an argument, justification or proof using mathematical language.
• Solve problems by applying mathematics to a variety of routine and non-routine problems.

### Planning and Activities

Explore Alan Turing’s maths. Investigate probability. Solve logic problems. Crack secret codes.

Teaching Outcomes
To discuss and record the likely and actual outcomes when tossing a coin many times; To solve logic problems drawn from a range of contexts, including codes.

Children will:

• Investigate probability by conducting a large-scale coin-tossing investigation.
• Solve logic problems, creating pieces for display.
• Crack secret codes.

### Provided Resources

• Alan Turing’s maths presentation
• Code-breaking activity sheets
• Logic problems activity sheets

• Coins

## Session 3 It all adds up!

### Objectives

History

• Explore changes within and beyond living memory.

Design and Technology

• Design and make purposeful, functional and appealing products for themselves and other users.

Maths

• Solve one-step problems that involve addition and subtraction or multiplication and division.
• Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

### Planning and Activities

Compare Babbage’s  ‘Difference Engine’ with a modern calculator. Make a junk model ‘function machine’.

Teaching Outcomes
To find out about Charles Babbage’s ‘Difference Engine’ and compare it with a modern calculator.
To design, build and decorate a ‘function machine’.
To create at least one function for a machine, changing a range of input numbers using a precisely defined operation.

Children will:

• Ask questions about Babbage’s ‘difference engine’, comparing it with a modern calculator.
• Make a ‘function machine’ using junk modelling.
• Write input and output numbers for different machine functions.

### Provided Resources

• Function machine plan

### You Will Need

• Sticky notes
• Calculators
• Craft and junk modelling resources

## Session 4 Can you spot a pattern?

### Objectives

Maths

• Work with patterns of shapes, including those in different orientations.
• Order and arrange combinations of mathematical objects in patterns and sequences.

Computing

• Use technology safely and respectfully and to purposefully create, organise, store, manipulate and retrieve digital content.

### Planning and Activities

Explore patterns and shapes in nature. Photograph patterns found outside for display.

Teaching Outcomes
To explore and describe the patterns and shapes in a range of natural contexts.
To record observed and created patterns with digital imaging.

Children will:

• Explore pattern and shape in nature.
• Use the outdoor environment to create and describe mathematical patterns, photographing them for display.

### Provided Resources

• Patterns in nature presentation
• Drawing patterns

### You Will Need

• Digital cameras or smartphones or tablets
• Clipboards

## Session 5 What is an algorithm?

### Objectives

Computing

• Understand what algorithms are.

### Planning and Activities

Follow algorithms to perform basic tasks. Create own algorithms using pictures or written instructions.

Teaching Outcomes
To understand the term algorithm, and how algorithms are used to complete everyday tasks.

Children will:

• Follow algorithms (a repeatable process often used to solve a problem) to perform basic tasks.
• Create their own algorithms for everyday tasks, using picture sequences and written instructions.

### Provided Resources

• Algorithm writing frame
• Baking algorithm images

### You Will Need

• Tablets or computers

## Session 6 Algorithms, troubleshooting and programming

### Objectives

History

• Explore changes within and beyond living memory.

Computing

• Understand how algorithms are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
• Create and debug simple programs.

### Planning and Activities

Compare modern and older methods of programming. Program a ‘Bee-Bot’ (or similar). Create algorithms to solve problems.

Teaching Outcomes
To research and compare methods of computer programming between the times of Lovelace and Turing and the present day.
To program a ‘Bee-Bot’ (or similar); To follow symbolic algorithms, de-bugging them if necessary; To create algorithms to solve ‘Bee-Bot’ (or similar) problems.

Children will:

• Compare modern with older methods of programming.
• Learn how to write a simple program.
• Debug pre-written symbolic algorithms.
• Create algorithms to solve problems.

### Provided Resources

• Picture and fact cards
• Is there a bug in the system presentation

### You Will Need

• Tablets/Bee-Bots (or similar), with associated baseboards