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.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.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.

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 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

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

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

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 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