In this video segment adapted from Cyberchase, the CyberSquad observes the movement of Hacker’s robotic frog. The frog has been programmed to make a certain number of hops depending on the button that is pushed. The CyberSquad must figure out the relationship between the numbers on the buttons and the number of hops the frog makes.
Here are some Frame, Focus and Follow-up suggestions for using this video in a math lesson.
What is Frame, Focus and Follow-up?
Frame: Sometimes when we observe an activity we collect data to try to better understand what is happening. For example, a gardener may experiment by using different amounts of fertilizer on tomato plants. What kind of input and output data might the gardener record? What kind of patterns might the gardener look for in the results of this experiment?
Focus: As the CyberSquad tries to figure out how to control Hacker’s frog, they begin to experiment by pushing the buttons on the side of the frog and recording the results. As you watch this segment, record the input/output data to see if you can describe the pattern they find.
Follow Up: When the CyberSquad tries to figure out how to control Hacker’s frog, Inez says, “Input causes output, you know.” What does she mean by that, in terms of the frog's movement? Inez also says she has discovered a “rule.” What does she mean, and what is the “rule” she has discovered?
MATT: Maybe it's supposed to go somewhere special...like on a secret mission.
INEZ: Yeah! Maybe Hacker programmed it to do something really bad! She slams her hand down on the table and the frog bounces up.
DIGIT: All we know is, when Hacker pushed a button a frog hopped away!
JACKIE: We need more info! We've got to protect Motherboard!
INEZ: I wonder if the number on the button controls how many hops? Input causes output, you know. Just like getting a Sugar bomb from the scarecrow.
JACKIE: Inputting a '1'. She pushes button '1'.
INEZ: Two hops forward. Do it again, Jax ...just to make sure.
JACKIE: Input a 1-- two hops forward.
JACKIE: Same output as before.
DIGIT: Huh! A '1' gets you two. Bet'cha two gets you three hops.
DIGIT: Four hops? Somethin' must be wrong!
INEZ: Not necessarily, Didge. Maybe that's just what imputing a '2' does - makes it hop four times. She holds up four fingers.
MATT: Inputting a '2' again.
MATT: Same result for the same input!
JACKIE: Great! We're in control. I better get this down on my Skwak or we'll never keep track.
INEZ: Okay, we've tried them all ...what do we know?
JACKIE: We know the frog hops whenever we input a number and each number gives us a different number of hops.
JACKIE: Input a '1' and we get two hops ...a '2' gives us four hops...a '3' gives us six...a '4' gives us eight...and a '5' gives us ten hops.
MATT: Alright! There's a pattern there.
DIGIT: A pattern? Where?
MATT: Look. A '1' gets you two - a '2' gets you four. The hops out are always twice the number in! The numbers flash green as Matt points to them.
INEZ: That's a rule! The frog's output is always twice the input!
JACKIE: Works for me.
MATT: Me, too.
DIGIT: Hey, we forgot about these buttons!
MATT: It made a quarter turn to the right!
JACKIE: Push it again, Didge!
JACKIE; Another quarter turn!
DIGIT: If I keep pushin' the 'R' - el froggo should make a full circle!
INEZ: Try pushing the 'L' button.
JACKIE: The 'L' makes it turn left!
INEZ: Cool! With the correct input, we can make this guy go forward, left, right...we've got complete control!
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We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.