Grade 5 · Coding & Electronics · Lesson 57

Robot Route: Repeat the Steps

Replace repeated commands with a counted loop and check that the result stays the same.

Time2 × 45 minutesTeamsPairs; switch maker and tester rolesEquipmentPaper cards and a tabletop grid; no computer

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Generated project illustrations are shared by the two grade versions of this project. Follow your grade’s directions and starter recipe—not the pictured screen or hidden wiring.

Project overview: Illustrative paper robot route project
01Project overview
Making detail: Illustrative paper robot route project
02Making detail
Testing the project: Illustrative paper robot route project
03Testing the project

Student directions · Grade 5

What will you make and do?

You will write two paper programs for the same robot route: a full list and a shorter list using repeat cards. Both must produce the same moves and finish.

Teacher overview: Students will plan the specific object described below, make and test a first version, then use their results to improve it. Read one step together, demonstrate the unfamiliar action, and let students complete that step before moving on.

  1. 1Plan your project

    Mark the start, starting direction and goal on a 4 × 4 grid. Draw a route with a group of repeated forward moves.

  2. 2Make the first parts

    Write every move and turn as a separate card. Follow the long program once and record the final square and direction.

  3. 3Put it together

    Replace a repeated group with a repeat card, count and clear brackets. Keep a turn outside the brackets unless it really belongs in the repeated group.

  4. 4Test it fairly

    Run the repeat version three times from the identical start. Expand the loop aloud and compare its finish with the long program.

  5. 5Improve one part

    Fix one wrong count or bracket. Retest both versions and count written cards separately from actual robot moves.

  6. 6Show and turn in

    Turn in both programs, the route and test record. Explain why fewer written cards do not necessarily mean fewer physical moves.

How will you know it works?

  • Long and loop versions reach the same finish from the same start.
  • Repeat count and loop boundaries are clear.
  • Student explains why a shorter program can still make the same number of moves.

Before you move on

Explain which measurement, input or design choice you are testing. Predict the result and record what stays the same so your comparison is fair.

Machine cutting, printer setup and electrical power-on require adult approval. A basic-materials model is a valid way to demonstrate the design when equipment is unavailable.

Keep your plan, test notes and before-and-after evidence with the printable design brief below. Use the detailed teacher plan and any coding guide for tool instructions. These steps continue across the lesson’s meetings, not all in one sitting.

Beginner sequence · Step 1 of 3

Start here

Readiness check: Students can follow forward and turn commands. If not, begin with the Grade 3 Robot Route warm-up before introducing repeat.

Exact starter recipe

Start bottom-left facing up; goal is top-right on a 4 × 4 grid.
Long version: FORWARD, FORWARD, FORWARD, TURN RIGHT, FORWARD, FORWARD, FORWARD
Loop version: REPEAT 3 [FORWARD], TURN RIGHT, REPEAT 3 [FORWARD]
The repeat card runs its enclosed command exactly three times. Turns still stay in place.

Make the simplest version work first. Then use the test and extension in this lesson.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Practiced

3-5-ETS1-1

Define the user's need for robot route: repeat the steps and agree on the listed success criteria and limits.

What students show: A stated user need and checked criteria; this is engineering-design practice, not a separate coding standard.
Practiced

3-5-ETS1-2

Compare two possible routes, pet behaviors, or switch arrangements before selecting one for the user.

What students show: Two small plans and a reason for the selected design.
Assessed

3-5-ETS1-3

Repeat the stated test under the same conditions, identify a failure, change one feature, and retest.

What students show: Before-and-after test entries and an explanation connecting the change to the result.

Materials

  • Paper 4 × 4 square grid, start marker and goal marker
  • Large cardboard robot token with a clear front arrow
  • Paper command cards: forward one square, turn left, turn right; repeat cards for Grade 5
  • Pencils, timer optional, and printable design brief

Teacher preparation

  1. Check readiness: Students can follow forward and turn commands. If not, begin with the Grade 3 Robot Route warm-up before introducing repeat.
  2. Prepare repeat brackets and count cards; show which cards are inside the loop.
  3. Choose a route with repeated actions and mark its fixed starting direction.
  4. Prepare the printable design brief at the end of this page. Use the project picture as inspiration, not a technical diagram or a required artistic finish.

Step by step

How to teach it

Class 1 · 0–5

Meet the beginner challenge

  1. Create a compact paper program for a robot delivery route. Compare a full command list with a repeat-based version that reaches the same goal.
  2. Read the criteria together. Ask students to predict what the system should do.
Class 1 · 5–12

Model one working action

  1. Write a complete route from the start to the delivery square using forward and turn cards.
  2. Trace the route and mark any command that repeats without interruption.
  3. Use the exact starter recipe below. Ask a student to explain the action before demonstrating a second step.
Class 1 · 12–20

Compare two small plans

  1. Sketch or arrange two possible solutions using the same materials.
  2. Compare each plan against the criteria; choose one and state a reason.
Class 1 · 20–38

Build the smallest working version

  1. Replace a repeated group with a repeat card and count. Keep turn cards outside unless a turn is meant to repeat.
  2. Have one partner expand the repeat into individual moves while the other checks the token.
  3. Compare both versions from the identical start. Record the actual moves as well as the number of written cards.
Class 1 · 38–45

Check and save

  1. Show one working action. Record where you stopped and what you need next.
  2. Keep the command cards in order in a labeled envelope.
  3. Return materials and reset the workspace.
Class 2 · 0–8

Rebuild understanding

  1. Read the saved plan and predict the first test.
  2. Reset the starting state and test the simplest action.
Class 2 · 8–22

Test fairly

  1. Run the long version once and record the ending square and direction.
  2. Run the repeat version three times from the same starting state. Record whether its finish matches.
  3. Distinguish fewer written instructions from fewer robot moves; the loop does not automatically shorten the physical path.
Class 2 · 22–35

Improve one thing

  1. Identify the first point where the result differed from the prediction.
  2. Change one instruction, code block, or mechanical feature. Repeat exactly the same test.
  3. If the core skill is secure, offer the extension; otherwise use the support option.
Class 2 · 35–45

Share evidence and clean

  1. Let another pair try the project with your directions.
  2. Use the worksheet to show an original result, a change, and the new result.
  3. Save or label the work, then return materials.

Assessment

  • Long and loop versions reach the same finish from the same start.
  • Repeat count and loop boundaries are clear.
  • Student explains why a shorter program can still make the same number of moves.
  • Student predicts an outcome before testing.
  • Test record distinguishes expected and actual results.
  • Student explains why the revision helps; neat decoration and speed are not assessment criteria.

Supports & extensions

  • Use a single repeat-three-forward loop first; leave turns outside the loop.
  • Offer larger cards or tools, a stabilized work surface, picture cues, partner assistance, and spoken or dictated evidence.
  • Extension after success: Create a new blocked-square route and explain when a loop helps and when an ordinary sequence is clearer.

Safety & responsible use

  • Use a tabletop grid and large paper cards. Do not blindfold students or use a walking robot activity near furniture.
  • Use school scissors with adult-prepared cardboard tokens; keep small pieces away from younger visitors.

No-machine alternative

Use drawn brackets around arrows on paper and a finger-sized marker; no computer is needed.

Printable student design brief

The challenge

Create a compact paper program for a robot delivery route. Compare a full command list with a repeat-based version that reaches the same goal.

Success criteria

  • Long and loop versions reach the same finish from the same start.
  • Repeat count and loop boundaries are clear.
  • Student explains why a shorter program can still make the same number of moves.

Constraints

  • Tabletop only; one command moves or turns the token, not both.
  • Use two 45-minute meetings; start with the working system before decoration.
  • Keep test conditions consistent and change only one feature at a time.

Engineer’s notes

Our delivery goal and starting direction…
Draw two routes and explain the one you chose.
Write the full command list. Underline a repeated group.
Write the repeat version and expand one loop by hand.
Test 1 / 2 / 3: ending square… direction… match?…
Card count before / after… Actual move count before / after…
The bug and evidence for our fix…

Printable beginner test record

Predict. Try. Improve.

Name ____________________ Partner ____________________

Our success rule: __________________________________________________

TrialInput / actionExpected resultFirst resultResult after one change
1
2
3
4
5
6
7
8
9
10

Use three rows for the introductory tests or all ten for switch reliability. Write the held, released, or other-key state for each sensing test.

One thing we changed: ______________________________________________

Things we kept the same: ____________________________________________

Our evidence shows: _________________________________________________

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