This course introduces you to some of Roamer’s advanced features: Repeats, changing parameters, and procedures.

Using Roamer’s Repeat command write a program to make Roamer visit all the even numbers on the number line. Then program the Repeat feature make the robot visit all the odd numbers. Get the students to compare the two programs what do they notice.

The students should try discover if they can add:

- Two even numbers and get an odd number?
- Two odd numbers and get an even number?
- An odd and even number and get an even number?
- An odd and even number and get an odd number?

They should write Roamer programs to demonstrate their findings.

Students have the chance to:

- Extend or consolidate their understanding of odds and evens.
- Develop an understanding of sequence.
- Gain experience which help them understand the idea of formulas.
- Use mathematical language in conversation and discussion.
- Coding using a Repeat command

Students have the chance to develop:

- Their mathematical thinking skills (Cognitive: Thinking – Types of Thinking).
- Computational thinking skills by identify patterns and relationships between numbers (Cognitive: Thinking – Types of Thinking).
- Inductive thinking developing mathematical ideas which they can test (Cognitive: Thinking – Types of Thinking).

Place Roamer on a Start Mat and use the setup program to layout the slalom course. Encourage the children to play Turtle and use trial and improvement methods to work out a solution. However, insist they record a program which will get Roamer through the slalom course.

Get them to study their programs and look for patterns. Can they use the Repeat Instruction to simplify their coding?

Students have the chance to:

- Explore the idea of patterns (visual, spatial and kinaesthetic).
- See how repeat commands can simplify coding.
- Develop their spatial awareness.
- Develop their understanding of sequence.
- Use mathematical language.

Students have the chance to:

- Develop their mathematical and spatial thinking (Cognitive: Thinking – Types of Thinking).
- Use bottom-up problem-solving methods (Cognitive: Thinking – Problem Solving).
- Work with others to solve a problem (Social: Working – Teamwork).

Baron Von Bugbyte is up to his usual tricks. “I need more oil and robot spare parts, “ he growled. He ordered his Mechanical Meanies to raid King Bot’s store houses. Your responsible for the night patrols that guard the Oil Warehouse and Robbo’s Spares. Can you write a program to patrol the two stores and keep the Meanies away?

You must march between the two stores and march around them, five times.

This task gives you the chance to introduce the idea of using sketches to help you find solutions. The example below shows the complete problem, but you might find it easier to scaffold the problem into two parts:

- Going around the buildings.
- Travelling between the buildings

Students have the chance to:

- Use nested repeats.
- Understand how to split problems into smaller problems.
- Create algorithms.
- Turn algorithms into code.
- Code and test programs.

Students have the chance to:

- Work on decomposed problems (Cognitive: Thinking – Problem Solving).
- Working with others to find a solution (Social: Working – Teamwork).
- Provide a worthwhile contribution to a group project (Personal – Self Confidence).

Enter and test the program.

Mozart started composing music when he was four year-old. Here’s a chance for your students to explore simple musical sounds. Their task is to create and record a musical composition. Who knows – perhaps they can rival the great composer!

Students have the chance to:

- Listen to and recognise musical notes.
- Start to understand the link between note duration and rhythm.
- Express themselves in sound.
- Write code.
- See mathematical patterns in music.

Students have the chance to:

- Enter code into Roamer (Personal: Concentration).
- Create music (Cognitive: Thinking – Creativity).
- Use their musical intelligence (Cognitive: Thinking – Types of Thinking).

Provide students with the hand-written code sheet. Can they spot repeat patterns? Program Roamer with the simplified program.

Hint: Look at what follows the Set Music instruction (**M**). Let them use different coloured highlighters or markers to mark the same notes.

Students have the chance to:

- Recognise patterns in music.
- Recognise how mathematics, code and music share the same patterns.
- Practice reading code.
- Understand how repeats commands simplify code writing.
- Become familiar with musical notes.

- Mathematical thinking patterns (Cognitive: Thinking – Types of Thinking).
- Putting information in order (Cognitive: Managing – Planning/Organising).
- Keying in complex code (Personal: Concentration).

Video to go here.