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Time Is Money (Updated!)

A crucial component of computational thinking is building and understanding models. In this application exercise, students utilize two methods of modeling to simulate the purchase of an electronic device with the money earned from an after school job.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation 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 open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:90 minutes

Grades:6-8

Score Type:Mixed Graded

Available Language: English

Objectives:

Students create a flowchart to help solve a problem.
Students create a data model determine how they will save for a future purchase.

Subjects:

Algorithm Development

Technology Education > Information Technology > Programming > Algorithm Development

Analyze Algorithms

Technology Education > Information Technology > Programming > Analyze Algorithms

Creativity and Innovation

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

Critical Thinking and Decision Making Process

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process

Engineering

Science > Concepts and Processes > Data Analysis and Interpretation > Engineering

Engineering

Science > Concepts and Processes > Problem Solving > Engineering

Experimentation

Technology Education > Information Technology > Technology Use In Society > Design Process > Experimentation

Graphic Applications (includes pictures, labels, diagrams, charts)

Technology Education > Information Technology > Software Applications > Graphic Applications (includes pictures, labels, diagrams, charts)

Investing and Saving

Social Studies > Economics > Personal and Consumer > Personal Finances > Investing and Saving

Math in Daily Life

Mathematics > Process Standards > Math in Daily Life

Methods/Steps/Strategies

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

Methods/Steps/Strategies

Mathematics > Process Standards > Computation > Methods/Steps/Strategies

Operations/Addition

Mathematics > Number Operations > Money > Operations/Addition

Problem Solving

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

Problem Solving

Technology Education > Information Technology > Student Use > Problem Solving

Problem-solving

Mathematics > Process Standards > Models/Representations > Problem-solving

Programming

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

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets

Technology Education > Information Technology > Software Applications > Spreadsheets

Student Collaboration

Library Media > Information Literacy > Student Use - Digital Media > Student Collaboration

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

	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.

ISTE

S.1.c	Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.4.b	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
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.a	Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
S.7.b	Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
S.7.c	Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

CSTA

2-AP-10

Use flowcharts and/or pseudocode to address complex problems as algorithms. (P4.4, P4.1)

CCSS

ELA-Literacy.W.6.6	Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.7.6	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Math.Practice.MP1	Make sense of problems and persevere in solving them.
Math.Practice.MP4	Model with mathematics.
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).

Aligned to National and State Standards

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