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

MATH.PRACTICE.MP3

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

MATH.PRACTICE.MP4

Model with Mathematics. Reflects on whether the results make sense.

MATH.PRACTICE.MP4

Model with Mathematics. Makes assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.

MATH.PRACTICE.MP4

Model with Mathematics. Improves the model to better serve its purpose.

MATH.PRACTICE.MP5

Use appropriate tools strategically. Uses technological tools to explore and deepen conceptual understanding.

MATH.CONTENT.6.NS.C.5

Apply and extend previous understandings of numbers to the system of rational numbers. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

MATH.CONTENT.6.EE.B.6

Reason about and solve one-variable equations and inequalities. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

CCSS.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.

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/K-3

ComputingPractice and Programming: Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.

LEVEL 1/3-6

Computing Practice and Programming: Use technology tools (e.g., multimedia and text authoring, presentation, web tools, digital cameras and scanners) for individual and collaborative writing, communication and publishing activities.

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: Collaboratively design, develop, publish, and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum concepts.

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: Design, develop, publish, and present products (e.g., webpages, mobile applications, animations) using technology resources that demonstrate and communicate curriculum concepts.

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
Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.

Level 3A/9-12

Collaboration: Work in a team to design and develop a software artifact.

Level 3B/9-12

Collaboration.
Evaluate programs written by others for readability and usability.

Level 3B/9-12

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

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 2

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analyzing, evaluating and presenting data and information

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;

Key stage 4

Develop their capability, creativity and knowledge in computer science, digital media and information technology

Key stage 4

Develop and apply their analytic, problem-solving, design, and computational thinking skills