That's just mean, no need to got that high up, and you also risk the students getting bored and giving up. I'd go to fewer amounts (5 to 10) and then explain th

That's just mean, no need to got that high up, and you also risk the students getting bored and giving up. I'd go to fewer amounts (5 to 10) and then explain the loop. If they then complain it's complicated you tell them "imagine you had to copy this thing million times!".