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| 6 | Hexagon |
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| any other number | Unknown |
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1. Fill out a [Planning Worksheet](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/SNAP%20script%20Design%20and%20Planning%20Worksheet.docx) for the above script. Make sure you consider all aspects of the program carefully.
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1. Fill out a [planning worksheet](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/SNAP%20script%20Design%20and%20Planning%20Worksheet.docx) for the above script. Make sure you consider all aspects of the program carefully.
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2. Write the program. Be sure that your program works correctly in all cases.
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## Part 3: Quadrilateral Fever
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## Part 3: Quadrilateral fever
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Quadrilaterals come in many different varieties. Add scripting to your script so that, if the user is thinking of is a quadrilateral, you ask more questions to find out which type of quadrilateral it is. Your script should give the most specific name that applies. The following table describes the quadrilaterals you should know about from most to least specific:
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## Material and Preparation
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* [Do now 2.1](do_now_21.md.html)
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* [2.1 slide Deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%202.1.pptx)
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* [2.1 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%202.1.pptx)
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* [Exterior angles review](Geometry_Exterior_Angles.pdf)
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* [Lab 2.1 - Squares and triangles Redux](lab_21.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20Word/Lab%202.1%20Triangles%20and%20Squares%20Redux.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20PDF/Lab%202.1%20Triangles%20and%20Squares%20Redux.pdf)).
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* Looping real world examples
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* [Water cycle](https://pmm.nasa.gov/education/water-cycle)
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* [Still I Ris"](https://m.poets.org/poetsorg/poem/still-i-rise)
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* [Still I Rise](https://m.poets.org/poetsorg/poem/still-i-rise)
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* [Happy](https://genius.com/Pharrell-williams-happy-lyrics)
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* [Example](http://snap.berkeley.edu/snapsource/snap.html#present:Username=brettwo&ProjectName=Lesson%202.1%20Example)
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* [Unit 2 Tips](unit_2_tips.md.html)
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* Video Resource: [https://youtu.be/XbZqfRGPom0](https://youtu.be/XbZqfRGPom0)
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* Video Quiz: See Additional Curriculum Materials accessed from the TEALS Dashboard.
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* [Snap! tips][]: 0, 3, 7, 9, 10, 14, 15, 16, 17
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* Video resource: [https://youtu.be/XbZqfRGPom0](https://youtu.be/XbZqfRGPom0)
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* Video quiz: See Additional Curriculum Materials accessed from the TEALS Dashboard.
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## Pacing guide
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## Accommodation and differentiation
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* More advanced students can add additional shapes, including a five-pointed star without interior lines.
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* Particularly advanced students can be encouraged to build pictures by combining multiple shapes (e.g. a house built of squares of various sizes).
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* For students struggling with the mathematics, make the [exterior angles review](Geometry_Exterior_Angles.pdf) available showing various shapes and their respective angles as a reference for students through unit 2.
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More advanced students can add additional shapes, including a five-pointed star without interior lines.
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Particularly advanced students can be encouraged to build pictures by combining multiple shapes (e.g. a house built of squares of various sizes).
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For students struggling with the mathematics, make the [exterior angles review](Geometry_Exterior_Angles.pdf) available showing various shapes and their respective angles as a reference for students through unit 2.
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[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
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* [Do now 2.2](do_now_22.md.html).
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* [2.2 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%202.2.pptx)
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* [Lab 2.2 - Yellow brick road](lab_22.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20Word/Lab%202.2%20Yellow%20Brick%20Road.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20PDF/Lab%202.2%20Yellow%20Brick%20Road.pdf)).
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* [Unit 2 tips](unit_2_tips.md.html)
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### Video resources
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* [https://youtu.be/bons028VLEU](https://youtu.be/bons028VLEU)
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* [https://youtu.be/Y5lZQRawsFk](https://youtu.be/Y5lZQRawsFk)
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* Video Quiz - See Additional Curriculum Materials accessed from the TEALS Dashboard.
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* [Snap! tips][]: 0, 3, 7, 9, 10, 14, 15, 16, 17
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* Video resources
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* [https://youtu.be/bons028VLEU](https://youtu.be/bons028VLEU)
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* [https://youtu.be/Y5lZQRawsFk](https://youtu.be/Y5lZQRawsFk)
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* Video Quiz - See Additional Curriculum Materials accessed from the TEALS Dashboard.
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## Pacing Guide
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| 25 minutes | Yellow brick road Activity |
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| 10 minutes | Debrief and wrap-up |
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## Instructor's Notes
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## Instructor's notes
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### Review
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Advanced students can be encouraged to change the size of the bricks, which will require not only altering the number of steps moved but also the number if iterations in the loops. You can also ask students to draw a building/house using only squares. For example, they can be instructed to draw where they live, favorite building, or school.
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[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
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Students will be able to...
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* Apply **Ask** and **Receive** blocks.
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* Apply **ask** and **receive** blocks.
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* Apply simple conditional, **if** and **if-else** blocks, to alter control flow in a program.
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## Materials and preparation
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* [Do now 2.3](do_now_23.md.html).
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* [2.3 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%202.3.pptx)
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* [Lab 2.3 - What shape is that?](lab_23.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20Word/Lab%202.3%20What%20Shape%20Is%20That.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20PDF/Lab%202.3%20What%20Shape%20Is%20That.pdf))
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* [Unit 2 tips](unit_2_tips.md.html)
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### Video resource
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* [https://youtu.be/t3k3wOxO1xI](https://youtu.be/t3k3wOxO1xI)
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* [Snap! tips][]: 0, 3, 7, 9, 10, 14, 15, 16, 17
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* Video resource - [https://youtu.be/t3k3wOxO1xI](https://youtu.be/t3k3wOxO1xI)
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* Video quiz: See additional curriculum materials accessed from the TEALS dashboard.
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* [Flocabulary](https://www.flocabulary.com/unit/coding-conditionals/)
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* Video quiz: See additional curriculum materials accessed from the TEALS dashboard.
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## Pacing guide
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Show students the relational operators (<, >, and =).
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* These should be fairly intuitive to most students.
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![less than](images/lessthan.png)
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![greater than](images/greaterthan.png)
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![equal to](images/equalto.png)
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### Activity
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* HCI Research at Berkeley 32:10-46:25
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* [Multi Touch Apps and Toolkits](http://www.youtube.com/watch?v=3VZ7D01T2Yc&t=32m0s) 32:00-End
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[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
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* [Do now 2.4: Debugging](do_now_24.md.html)
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* [Lab 2.4 - Guessing game](lab_24.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20Word/Lab%202.4%20Guessing%20Game.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20PDF/Lab%202.4%20Guessing%20Game.pdf))
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* [The Box Variable Activity](https://teachinglondoncomputing.org/resources/inspiring-unplugged-classroom-activities/the-box-variable-activity/) materials (Optional)
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* [Unit 2 tips](unit_2_tips.md.html)
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### Video resources
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* [https://youtu.be/YMVo9Wdpv5s](https://youtu.be/YMVo9Wdpv5s)
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* [https://youtu.be/ps8tc0cQsGg](https://youtu.be/ps8tc0cQsGg)
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* Video Quiz: See Additional Curriculum Materials accessed from the TEALS Dashboard.
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* [Snap! tips][]: 0, 3, 7, 9, 10, 14, 15, 16, 17
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* Video resources
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* [https://youtu.be/YMVo9Wdpv5s](https://youtu.be/YMVo9Wdpv5s)
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* [https://youtu.be/ps8tc0cQsGg](https://youtu.be/ps8tc0cQsGg)
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* Video Quiz: See Additional Curriculum Materials accessed from the TEALS Dashboard.
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## Pacing guide
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## Accommodation and differentiation
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Advanced students can be encouraged to implement statistics (best score, average guesses/game, number of time each secret number chosen, etc.)
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Advanced students can be encouraged to implement statistics (best score, average guesses/game, number of time each secret number chosen, etc.).
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Struggling students can be given script that completes part 1.1, and possibly also part 1.2, to get them started.
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Struggling students can be given script that completes part 1.1, and possibly also part 1.2, to get them started
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Students who are particularly overwhelmed should focus only on parts 1.2 and 2.2.
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Students who are particularly overwhelmed should focus only on parts 1.2 and 2.2
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[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
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* [Lab 2.5 - Triangles of all kinds](lab_25.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20Word/Lab%202.5%20Triangles%20of%20All%20Kinds.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20PDF/Lab%202.5%20Triangles%20of%20All%20Kinds.pdf))
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* [Exterior angles review](Geometry_Exterior_Angles.pdf)
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* [Heron's formula](https://en.wikipedia.org/wiki/Heron%27s_formula)
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* [Unit 2 tips](unit_1_tips.md.html)
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### Video resources
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* [https://youtu.be/XXS9aDlN14s](https://youtu.be/XXS9aDlN14s)
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* Video Quiz: See Additional Curriculum Materials accessed from the TEALS dashboard.
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* [Snap! tips][]: 0, 3, 7, 9, 10, 14, 15, 16, 17
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* Video resource - [https://youtu.be/XXS9aDlN14s](https://youtu.be/XXS9aDlN14s)
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* Video quiz: See Additional Curriculum Materials accessed from the TEALS dashboard.
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## Pacing guide
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Practice evaluating Boolean expressions, starting simple and moving to more complex nested operations.
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* Start with simple expressions: e.g. `5 < 7 AND 4 > 2`.
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* Start with simple expressions:
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![And conditional statement](images/AND-conditionals.png)
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* Introduce the variable _x = 7_:
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![And conditional statement](images/ANDwithvariables.png)
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Introduce variables: e.g. `x = 7; x < 5 OR x > 10`.
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* Nest operations operations using _x = 4, y = -3_:
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![And conditional statement](images/ComplexBooleans.png)
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* Nest operations: e.g. `(x = 4; y = -3; x == y OR (x > 0 AND y < 0))`.
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* Discuss situations in which the Boolean operators might be needed.
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Advanced students, especially those who have taken higher levels of math, can be encouraged to add additional functionality, such as using [Heron's formula](https://en.wikipedia.org/wiki/Heron%27s_formula) to calculate the triangles area or using trigonometry to attempt to draw the triangle.
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[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
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* [Pong project](project_2.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Projects/Projects%20Word/Project%202%20Pong.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Projects/Projects%20PDF/Project%202%20Pong.pdf))
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* Pong planning worksheet: ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Projects/Projects%20Word/Project_2_Pong_Planning_Worksheet.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Projects/Projects%20PDF/Project_2_Pong_Planning_Worksheet.pdf))
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* [Lab day lesson](lab_day_lesson.md.html)
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* [Unit 2 tips](unit_2_tips.md.html)
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* [Snap! tips][]: 0, 3, 7, 9, 10, 14, 15, 16, 17
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## Pacing guide
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### Review and introduction
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* Play a review game (such as [GrudgeBall](http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html) to remind students of the skills and concepts have been learned in this unit.
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* Play a review game to remind students of the skills and concepts have been learned in this unit.
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* Variables
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* Operators
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* Remind students that their solutions to previous assignments are an excellent resource when trying to accomplish similar tasks.
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* If students need significant assistance, focus them on the ball’s movement, as it is both the most computationally interesting part of the assignment.
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[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
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| 6 | Hexagon |
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| any other number | Unknown |
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1. Fill out a [Planning Worksheet](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/SNAP%20script%20Design%20and%20Planning%20Worksheet.docx) for the above script. Make sure you consider all aspects of the program carefully.
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1. Fill out a [planning worksheet](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/SNAP%20script%20Design%20and%20Planning%20Worksheet.docx) for the above script. Make sure you consider all aspects of the program carefully.
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2. Write the program. Be sure that your program works correctly in all cases.
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## Part 3: Quadrilateral Fever
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## Part 3: Quadrilateral fever
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Quadrilaterals come in many different varieties. Add scripting to your script so that, if the user is thinking of is a quadrilateral, you ask more questions to find out which type of quadrilateral it is. Your script should give the most specific name that applies. The following table describes the quadrilaterals you should know about from most to least specific:
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## Material and Preparation
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* [Do now 2.1](do_now_21.md)
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* [2.1 slide Deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%202.1.pptx)
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* [2.1 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%202.1.pptx)
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* [Exterior angles review](Geometry_Exterior_Angles.pdf)
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* [Lab 2.1 - Squares and triangles Redux](lab_21.md) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20Word/Lab%202.1%20Triangles%20and%20Squares%20Redux.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%202%20PDF/Lab%202.1%20Triangles%20and%20Squares%20Redux.pdf)).
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* Looping real world examples
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* [Water cycle](https://pmm.nasa.gov/education/water-cycle)
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* [Still I Ris"](https://m.poets.org/poetsorg/poem/still-i-rise)
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* [Still I Rise](https://m.poets.org/poetsorg/poem/still-i-rise)
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* [Happy](https://genius.com/Pharrell-williams-happy-lyrics)
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* [Example](http://snap.berkeley.edu/snapsource/snap.html#present:Username=brettwo&ProjectName=Lesson%202.1%20Example)
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* [Unit 2 Tips](unit_2_tips.md)
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* Video Resource: [https://youtu.be/XbZqfRGPom0](https://youtu.be/XbZqfRGPom0)
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* Video Quiz: See Additional Curriculum Materials accessed from the TEALS Dashboard.
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* [Snap! tips][]: 0, 3, 7, 9, 10, 14, 15, 16, 17
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* Video resource: [https://youtu.be/XbZqfRGPom0](https://youtu.be/XbZqfRGPom0)
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* Video quiz: See Additional Curriculum Materials accessed from the TEALS Dashboard.
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## Pacing guide
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## Accommodation and differentiation
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* More advanced students can add additional shapes, including a five-pointed star without interior lines.
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* Particularly advanced students can be encouraged to build pictures by combining multiple shapes (e.g. a house built of squares of various sizes).
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* For students struggling with the mathematics, make the [exterior angles review](Geometry_Exterior_Angles.pdf) available showing various shapes and their respective angles as a reference for students through unit 2.
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More advanced students can add additional shapes, including a five-pointed star without interior lines.
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Particularly advanced students can be encouraged to build pictures by combining multiple shapes (e.g. a house built of squares of various sizes).
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For students struggling with the mathematics, make the [exterior angles review](Geometry_Exterior_Angles.pdf) available showing various shapes and their respective angles as a reference for students through unit 2.
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[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true

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