As an extension to my unit on determining the general term for a linear series, my students learned to flowchart the process and then create Scratch programs that implemented their process. My students have widely varying degrees of proficiency with Scratch. Many of them had been successful creating games but most had never tackled creating a program to solve a mathematical problem. To help them understand some of the fundamental concepts of programming, and to try to bring them all to a similar level of understanding, I created a series of mini-lesson videos on programming in Scratch. Each of the 10 videos tackles a single concept and runs from 2 to 6 minutes.