After students watch the video and before practicing, come together for a whole-class discussion. Use student answers to the questions provided as the basis for discussion.

Note student contributions on the board so everyone can see and build upon each other’s ideas. Remind them to refer to their journals or visuals from the video to help them express their ideas with clarity. 

Foreground group work expectations at the start. To learn more about roles for collaboration in coding, view this article about pair programming. Ask questions like:

• How is your group going to get started on this activity?
• How will you make sure everyone contributes to driving and coding?

Distribute the Step 2 task card to each student (Google / .docx / .pdf). Remember, the goal of driving the robot to complete the task is for students to develop a physical model of the task, from which they will build a computational model when they begin coding. Ensure that all students are taking the time necessary to drive, document, and path plan during the driven portion of Guided Practice. Establishing good habits with simple tasks will help later on as the tasks get more complex. 

As students complete their driving practice, circulate around the room and check in with students about their learning. Ask questions like: 

• What is something you're paying attention to while driving that you think will help you to code? Why is that important to you? 
• Did everyone drive and document the same way? What is similar or different? How can you combine your ideas into a shared plan?

Distribute the Step 3 task card to each student after they have met the success criteria for driving, and shared their path plan with you (Google / .docx / .pdf). Students will then use their plans as the basis for building their VEXcode projects. Encourage students to add to their driving documentation as they build and test their projects, to help them identify what strategies and details are most helpful. They can also use undo and redo button to help them. Remind students that they can return to driving at any time to help them code their project successfully.

Students are encouraged to use the Robot Protractor printed out while planning their path. If students do not have access to a printer, print this for them.

As students are coding the robot, circulate around the room and engage students in discussions to learn about their coding progress and understandings. Ask questions like:

• How are you using what you learned in the lesson to choose your angle measurements?
• How do you think precision and the speed at which the robot travels are related?
• How did your group collaborate to complete this task together? 

Step 4 is designed to promote student iteration and exploration by moving between driving and coding to improve their projects and find the best strategy for the task. Students should use the Predict-Drive-Measure-Code process to help them improve one thing about their robot's movement at a time, focusing on small angle adjustments to precision, which will improve their overall speed. They should cycle through the process repeatedly to improve their project. To facilitate this process, ask questions like:

• Did the results of your testing match your prediction? What adjustments do you need to make? 
• How does predicting the angle before you drive help you to improve the precision of your robot's movements?
• Is improving the precision of your angles helping your robot to drive around all three barrels more quickly? How do you know?
• What have you documented in your journal throughout this process? How can you improve your documentation process?

Guide students to share their learning in a whole-class discussion. The questions students answered in their journal are the starting point for discussion. Ask follow-up questions to guide students to converge their thinking around shared understandings. Follow up with questions like: 

• If someone asked you to explain your strategy for completing the timed challenge, what would you say?
• How did you find your angles and distances? What are some of the different ways? How do you think this lesson might help you moving forward?
• What do you know about coding your robot now that you didn't know before practicing? What evidence do you have to support that? 

Add to the shared list of VEXcode coding practices from Lesson 2, based on what students share. These artifacts should reflect the class’s current understanding of coding their robots.