Common Core State Standards
MATH.PRACTICE.MP1
Make sense of problems and persevere in solving them. Understands the approaches of others to solving complex problems.
MATH.PRACTICE.MP3
Construct viable arguments and critique others’ reasoning. Analyzes situations by breaking them into cases.
MATH.PRACTICE.MP3
Construct viable arguments and critique others’ reasoning. Justified their conclusion.
MATH.PRACTICE.MP3
Construct viable arguments and critique others’ reasoning. Communicates conclusion to others.
MATH.PRACTICE.MP3
Construct viable arguments and critique others’ reasoning. Responds to the arguments of others.
MATH.PRACTICE.MP3
Construct viable arguments and critique others’ reasoning. Makes plausible arguments that take into account the context from which the data arose.
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.A.2
Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read, and evaluate expressions in which letters stand for numbers.
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 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.
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.
Develop a simple understanding of an algorithm (e.g., search, sequence of events, or sorting) using computer-free exercises. Describe how a simulation can be used to solve a problem. Make a list of sub-problems to consider while addressing a larger problem. Understand the connections between computer science and other fields.
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
Computing Practice and Programming.
Use developmentally appropriate multimedia resources (e.g., interactive books and educational software) to support learning across the curriculum.
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.
Construct a program as a set of step-by-step instructions to be acted out (e.g., make peanut butter and jelly sandwich activity).
Identify factors that distinguish humans from machines.
LEVEL 2/6-9
Computational Thinking.
Describe the process of parallelization as it relates to problem-solving.
Define an algorithm as a sequence of instructions that can be processed by a computer.
Evaluate ways that different algorithms may be used to solve the same problem.
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.
Use a variety of multimedia tools and peripherals to support personal productivity and learning throughout the curriculum.
Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
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.
Recognize that computers are devices that execute programs.
Use developmentally appropriate, accurate terminology when communicating about technology.
Describe what distinguishes humans from machines, focusing on human intelligence versus machine intelligence and ways we can communicate.
LEVEL 3A/9-12
Computational Thinking.
Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).
Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
LEVEL 3A/9-12
Computing Practice and Programming.
Describe a variety of programming languages available to solve problems and develop systems.
LEVEL 3B/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.
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
Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
KEY STAGE 2
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
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.
Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming.
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.
Develop and apply their analytic, problem-solving, design, and computational thinking skills