Banana Tales

common core state standards

MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them. Plans a solution pathway rather than simply jumping into a solution attempt.

MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them. Uses concrete objects or pictures to help conceptualize and solve a problem.

MATH.PRACTICE.MP3

Construct viable arguments and critique others’ reasoning. Analyzes situations by breaking them into cases.

MATH.CONTENT.6.EE.A.2

Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read, and evaluate expressions in which letters stand for numbers.

ELA-Literacy.RST.6-8.3

Key Ideas and Details.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

ELA-Literacy.RST.6-8.4

Craft and Structure.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

ELA-Literacy.RST.6-8.7

Integration of Knowledge and Ideas.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

ELA-Literacy.RST.9-10.4

Craft and Structure.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

ELA-Literacy.RST.9-10.7

Integration of knowledge and Ideas. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CSTA K-12 Computer Science Standards

Level 1/K-3

Computational Thinking. Recognize that software is created to control computer operations.

Level 1/3-6

Computational Thinking: Make a list of sub-problems to consider while addressing a larger problem.

Level 1/K-3

Computing Practice and Programming: Construct a set of statements to be acted out to accomplish a simple task (e.g., turtle instructions).

Level 1/3-6

Computing Practice and Programming: Construct a program as a set of step-by-step instructions to be acted out (e.g., make peanut butter and jelly sandwich activity).

Level 2/6-9

Computational Thinking: Use the basic steps in algorithmic problem- solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, evaluation).

LEVEL 2/6-9

Computational Thinking: Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).

Level 2/6-9

Collaboration.

Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Level 2/6-9

Computing Practice and Programming: Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.

Level 2/6-9

Computing Practice and Programming: Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).

Level 2/6-9

Computers and Communication Devices: Use developmentally appropriate, accurate terminology when communicating about technology.

Level 3A/9-12

Computational Thinking: Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).

Level 3A/9-12

Computational Thinking: Compare and contrast simple data structures and their uses (e.g., arrays and lists).

Level 3B/9-12

Collaboration.

Evaluate programs written by others for readability and usability.

National curriculum in England

Key stage 1

Create and debug simple programs.

Key stage 1

Use logical reasoning to predict the behavior of simple programs.

Key stage 2

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Key stage 2

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Key stage 2

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

KEY STAGE 3

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

Key stage 3

Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

Key stage 3

Use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions.

Key stage 3

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming;

Key stage 4

Understand how instructions are stored and executed within a computer system;

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