An interesting and very quick way of processing

Meet Khan Dan, one of my Grade 1 students. Yesterday the students were working in pairs writing directions and programming these into the BeeBots in ICT. Firstly they had to write and test the directions for the BeeBot to travel around any one of the square marble tiles on the floor. As you can see from Khan Dans' directions the tile was 2 BeeBot commands forward, (F 2) a left hand turn, (L 1) and two more commands etc. Most of the students tested each command and wrote it down, one at a time before putting in all the commands and getting their BeeBot to travel around the course correctly. As each pair completed I suggested they write directions for 4 tiles, which made a much bigger square. Most students rubbed off their board and went about testing each command again. Not Khan Dan. She looked straight away at the tiles and the commands and crossed out each of the F2's individually and beside each one wrote F4, then she put a tick beside L1. Straight away she programmed in the commands and had the BeeBot travelling around 4 tiles in a trice.
For a wee sweetheart who is 6 she had figured out that the tiles were square, but of more interest was the fact that she realsied although we were now using 4 tiles instead of 1, the directions were just double. When looking at one tile in a group of 4, she didn't naturally suspect like her peers that the area was so much bigger therefore the command forward had to be bigger eg 22 or 102 as some did. Also of note was the fact she had recognised that the left hand turn would remain the same.
I've had 80 Year ones through my lab and no-one processed and solved the problem as fast as or with that line of reasoning and be able to explain it all, as Khan Dan. One bright wee cookie. Incidentally today was Year 2, and they were doing the same thing. No one displayed the logic Khan Dan did. Others eventually realised the patterning was F4, L1, F4 etc