[DLIT] (6) 7 :
1) Remove background details from an everyday process to highlight essential properties.
Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.
[DLIT] (6) 12 :
6) Identify steps in developing solutions to complex problems using computational thinking.
[DLIT] (6) 13 :
7) Describe how automation works to increase efficiency.
Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.
[DLIT] (6) 36 :
30) Discuss and apply the components of the problem-solving process.
Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.
[DLIT] (7) 11 :
5) Solve a complex problem using computational thinking.
[DLIT] (7) 12 :
6) Create and organize algorithms in order to automate a process efficiently.
Example: Set of recipes (algorithms) for preparing a complete meal.
[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.
[DLIT] (7) 36 :
30) Apply the problem-solving process to solve real-world problems.
[DLIT] (8) 8 :
2) Explain how abstraction is used in a given function.
Example: Examine a set of block-based code and explain how abstraction was used.
[DLIT] (8) 11 :
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.
[DLIT] (8) 12 :
6) Describe how algorithmic processes and automation increase efficiency.
[DLIT] (8) 35 :
29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.
Examples: Create a public service announcement or design a computer program, game, or application.