Game Builder

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.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.MP4

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

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.​

MATH.PRACTICE.MP5

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

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.​

MATH.CONTENT.8.F.A.1​

Define, evaluate, and compare functions. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.​

ELA-LITERACY.RI.5.10​

Range of Reading and Level of Text Complexity.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.​

ELA-LITERACY.RST.6-8.3​

Key Ideas and Details. Follow precisely a multi-step 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.9-10.3

Key Ideas and Details.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

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

Collaboration: Work cooperatively and collaboratively with peers, teachers and others using technology.​

Level 1/3-6

Collaboration: Identify ways that teamwork and collaboration can support problem solving and innovation.​

Level 1/K-3

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

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: 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

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

Computers and Communication Devices: Discuss the impact of modifications on the functionality of application programs.​

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 3

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

Key stage 3

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users​

Key stage 3

Create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability​​

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​

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