Make sense of problems and persevere in solving them. Plans a solution pathway rather than simply jumping into a solution attempt.
Make sense of problems and persevere in solving them. Uses concrete objects or pictures to help conceptualize and solve a problem.
Construct viable arguments and critique others’ reasoning. Analyzes situations by breaking them into cases.
Model with Mathematics. Makes assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.
Model with Mathematics. Improves the model to better serve its purpose.
Model with Mathematics. Reflects on whether the results make sense.
Represent and interpret data. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Use appropriate tools strategically. Uses technological tools to explore and deepen conceptual understanding.
Geometric measurement: understand concepts of angle and measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
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.
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
Computational Thinking. Recognize that software is created to control computer operations.
Computational Thinking.Describe how a simulation can be used to solve a problem.
Computational Thinking. Make a list of sub-problems to consider while addressing a larger problem.
Computing Practice and Programming. Construct a set of statements to be acted out to accomplish a simple task (e.g., turtle instructions).
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.
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).
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).
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).
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.
Computing Practice and Programming. Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
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).
Computers and Communication Devices: Use developmentally appropriate, accurate terminology when communicating about technology.
Computational Thinking: Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).
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 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