Point out Scratch’s built-in variables before students create their own variables so that students become familiar with variable-related blocks.
Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point.
Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once.
Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done.
Have students create polygons in Scratch to help them practice debugging and reasoning about geometry.
Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch.
Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane.
Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously.