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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 minutes

Grades:6-8

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Abstraction, Algorithms, Decomposition, Diversity, Informational Text, Inputs, Outputs, Social Justice, abstraction, decomposition, hierarchy, variables


Objectives:

  • Students will identify inputs and outputs of a given algorithm.
  • Students will apply abstraction in order to identify important variables in creating an algorithm.
  • Students will create a hierarchy by dividing a problem into multiple parts through decomposition.
  • Students will develop a problem statement.

Subjects:

Accessibility and Usability 

Technology Education > Information Technology > Internet > Accessibility and Usability 

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Algorithm Development 

Technology Education > Information Technology > Programming > Algorithm Development 

All Aspects

Language Arts > Communication > Group Work > All Aspects

Analyze Algorithms 

Technology Education > Information Technology > Programming > Analyze Algorithms 

Collaboration

Mathematics > Process Standards > Problem Solving > Collaboration

Creativity and Innovation 

Technology Education > Digital Literacy > Student Use > Creativity and Innovation 

Critical / Analytical Thinking

Language Arts > Life Skills Daily Life > Critical / Analytical Thinking

Engineering

Science > Concepts and Processes > Student Application > Questioning > Engineering

Engineering

Science > Concepts and Processes > Problem Solving > Engineering

Engineering

Science > Concepts and Processes > Student Application > Design Experiments > Engineering

Equitable Access 

Technology Education > Digital Literacy > Student Use > Equitable Access 

Impact on Society and Daily Life 

Technology Education > Information Technology > Programming > Impact on Society and Daily Life 

Methods/Steps/Strategies

Mathematics > Process Standards > Problem Solving > Methods/Steps/Strategies

Problem Solving

Social Studies > Process and Literacy Skills > Social Science - History > Problem Solving

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Programming

Science > History / Technology / Social Perspectives > Computer Science > Programming

Respond

Language Arts > Communication > Listening Strategies / Context > Respond

Special Needs Adaptations 

Technology Education > Information Technology > Technology Use In Society > Special Needs Adaptations 

Teamwork and Collaboration

Technology Education > Information Technology > Technology Use In Society > Design Process > Teamwork and Collaboration

To Perform Some Task

Science > History / Technology / Social Perspectives > Engineering / Engineering Design Process > Model Construction > To Perform Some Task

how-to / process writing

Language Arts > Writing > Directions Instructions > how-to / process writing
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
S.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
S.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms. (P4.4, P4.1)
2-IC-21 Discuss issues of bias and accessibility in the design of existing technologies. (P1.2)
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Math.Practice.MP1 Make sense of problems and persevere in solving them.
ELA-Literacy.RST.6-8.7 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.WHST.6-8.3a Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
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