[DLIT] (3) 8 :
2) Analyze a given list of sub-problems while addressing a larger problem.
Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.
[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
Examples: Sequencing cards for unplugged activities, online coding practice.
[DLIT] (4) 8 :
2) Formulate a list of sub-problems to consider while addressing a larger problem.
Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.
[DLIT] (4) 9 :
3) Show that different solutions exist for the same problem or sub-problem.
[DLIT] (4) 10 :
4) Detect and debug logical errors in various basic algorithms.
Example: Trace the path of a set of directions to determine success or failure.
[DLIT] (4) 13 :
7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
[DLIT] (5) 8 :
2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.
[DLIT] (5) 12 :
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
[DLIT] (5) 14 :
8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.
Examples: Set initial value of a variable, updating variables.
[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) 14 :
8) Create a program that initializes a variable.
Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.
[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) 13 :
7) Create a program that updates the value of a variable in the program.
Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).
[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.
[DLIT] (8) 9 :
3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.
Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
Display a is the largest number.
Display c is the largest number.
Display b is the largest number.
Display c is the greatest number.
Step 5: Stop
[DLIT] (8) 13 :
7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.
Examples: Make a game, interactive card, story, or adventure game.
[DLIT] (8) 29 :
23) Design a digital artifact to propose a solution for a content-related problem.
Example: Create a presentation outlining how to create a cost-efficient method to melt snow on roads during the winter.
[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.