Programming 1A

A puzzle-based introduction to coding concepts for beginners where they learn sequencing, pattern recognition, loops, and conditional logic. Request Quote

Course Summary
  • Grades 1 - 2
  • Beginner level
  • 12 lessons
  • Tynker Blocks
    • Web
Course Includes
  • 12 lessons
  • 62 activities
  • Enhanced Creativity Tools
  • Automatic Assessment
  • Tutorials and Reviews
  • Coding Puzzles
  • Answer Keys
No previous coding experience required.

Lesson Plan

Lesson: Squares, Triangles, and Staircases

Time: 80+ mins


Students navigate a racer to solve drawing puzzles that include squares, triangles, and staircases.

New Code Blocks

  • None


  • None


Students will...
  • Apply knowledge of angles to turn the racer in the correct direction
  • Identify patterns in a sequence
  • Recognize and describe patterns
  • Use “repeat” loops to create solutions


  • Computers (1 per student) with student account access to

Warm-Up (20 minutes)

1. Draw a circle on the classroom board and divide it into four equal slices. Write “0 degrees” at the top and “90 degrees” at the right.
2. Ask, “Remember this circle from the previous lesson? Who can remind the class what we call a 90 degree angle?” (right angle)
3. Ask, "How many degrees do I need to turn to see what’s to my right?" (90 degrees right)
4. Explain that 180 degrees is half of a full rotation. Label 180 degrees on the circle.
5. Ask, "How many degrees do I need to turn to see what’s behind me?" (180 degrees)
6. Say, “If I need to turn to see what’s past my right, the angle needs to be larger than 90 degrees. We will explore this concept in today’s Tynker puzzles.”

Getting Started (20 minutes)

As a class, solve “Module 2: Triangle.”
1. Open “Module 2: Triangle.”
2. Remind students the goal of these puzzles will be to help the racer follow the green lines and collect orbs.
3. Remind students to think of the “turn right” code block as “rotate right.”
4. Remind students the “forward 400” block moves the racer 400 units forward in whatever direction it’s facing.
5. Say, “Remember from our warm-up, if we need to turn to see what’s past our right, the angle needs to be larger than 90 degrees.”
6. Think out loud through the solution: forward 400 - turn right 120 degrees - forward 400 - turn right 120 degrees - forward 400 - turn right 120 degrees.
7. Write the pattern on the classroom board: “forward 400, turn right 120 degrees, forward 400, turn right 120 degrees, forward 400, turn right 120 degrees.”
8. Ask, “Who can identify the pattern?”
9. Circle each pair of “forward 400, turn right 120 degrees” statements, so you have three circles.
10. Ask, “How many times does the ‘forward 400, turn right 120 degrees’ pattern repeat?”
11. As a class, solve the puzzle using the “repeat” code block.

Activities (40 minutes)

1. Use Loops (Puzzle)
  • Students can solve this puzzle by placing the “forward 400” and “turnRight 90” blocks four times, but encourage them to use the “repeat” block.
  • Explain to your students that they have to put two different code blocks inside the “repeat” block. Encourage students to work together.
2. Triangle (Puzzle)
  • Students can solve this puzzle with only “forward 400” and “turnRight 120” blocks, but encourage them to work together and use a “repeat” block.
  • Remind students to write down the steps and identify the pattern before using any code blocks.
3. Staircase Going Down (Puzzle)
  • The vertical lines of the staircase are shorter than the horizontal lines, but no “forward 100” block is provided. Tell students they will have to change one of the “forward” block numbers by left-clicking on the number and manually set the “forward” value to "100."
  • Encourage students to work together and use a “repeat” block.
  • Give students a hint: Four code blocks go inside the "repeat" block.
4. Staircase Going Up (Puzzle)
  • The racer is not facing the correct direction initially, so it should be rotated first rather than moved first. This is different from previous puzzles where the racer was initially facing the correct direction.
  • Similar to the previous puzzle, the “forward” code block has a value of 400, so students will have to change the value to trace the shorter vertical lines.

Optional Activities (20 minutes)

More Sequencing and Angle Practice
1. Draw simple straight-lined shapes on the classroom board (e.g., the letter “M,” pentagon, trapezoid)
2. Use your classroom eraser to take the place of the racer. As a class, figure out how many degrees you should turn your eraser to trace (or erase) each shape.
3. To move forward, say “forward.” Don’t focus on assigning a forward value.


CCSS-ELA: MP.1, K.G.A.1, 2.G.A.1
CCSS-Math: MP.1, 1.OA.B.3, 1.GA.1, 1.GA.2, 2.OA.B.2, 2.NBT.A.1.A, 2.GA.1, 2.GA.2
CSTA: 1A-AP-09, 1A-AP-10, 1A-AP-11, 1A-AP-12, 1A-AP-14, 1A-AP-15 
CS CA: K-2.AP.12, K-2.AP.13, K-2.AP.14, K-2.AP.16, K-2.AP.17
ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c