| Content |
problem decomposition through modularity |
Computer Science 11 |
No CCG |
| Keyword: modularity |
Elaboration: use of methods/functions to reduce complexity, reuse code, and use function parametersreturn values |
|
| Content |
techniques for operations on and searching of arrays and lists |
Computer Science 11 |
No CCG |
| Keyword: operations |
Elaboration: append, remove, insert, delete |
| Keyword: searching |
Elaboration: searching algorithms (e.g., linear and binary searches) |
|
| Content |
development of algorithms to solve problems in multiple ways |
Computer Science 11 |
No CCG |
| Keyword: development of algorithms |
Elaboration: step-wise refinement, pseudocode or flowcharts, translating between pseudocode and code and vice versa |
|
| Content |
use of control flow to manipulate program execution |
Computer Science 11 |
No CCG |
| Keyword: control flow |
Elaboration: decision structures (e.g., if-then-else)loops (e.g., for, while, nested loops) |
|
| Content |
ways to construct and evaluate logical statements |
Computer Science 11 |
No CCG |
| Keyword: logical statements |
Elaboration: logical operators (AND, OR, NOT)relational operators (<, >, <=, >=, ==, !=, or <>)logical equivalences (e.g., De Morgan’s laws), simplification of logical statements, truth tables |
|
| Content |
variable scope |
Computer Science 11 |
No CCG |
| Keyword: scope |
Elaboration: local versus global |
|
| Content |
basic programming concepts |
Computer Science 11 |
No CCG |
| Keyword: basic programming concepts |
Elaboration: variables, constants, mathematical operations, input/output, generating random numbers |
|
| Content |
ways to represent basic data types |
Computer Science 11 |
No CCG |
| Keyword: basic data types |
Elaboration: number systems (e.g., binary, hexadecimal)strings, integers, characters, floating point |
|
| Curricular Competency |
Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with computer science concepts |
Computer Science 11 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: by:collaborating with Elders and knowledge keepers among local First Peoplesexploring the First Peoples Principles of Learning (http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Princi…; e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time)making explicit connections with learning mathematicsexploring cultural practices and knowledge of local First Peoples and identifying mathematical connections |
| Keyword: knowledge |
Elaboration: local knowledge and cultural practices that are appropriate to share and that are non-appropriated |
| Keyword: practices |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)Aboriginal Education Resources (www.aboriginaleducation.ca)Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/) |
|
| Curricular Competency |
Use mistakes as opportunities to advance learning |
Computer Science 11 |
Connecting and reflecting |
| Keyword: mistakes |
Elaboration: include syntax, semantic, run-time, and logic errors |
| Keyword: opportunities to advance learning |
Elaboration: by:analyzing errors to discover misunderstandingsmaking adjustments in further attempts (e.g., debugging)identifying not only mistakes but also parts of a solution that are correct |
|
| Curricular Competency |
Connect mathematical and computer science concepts with each other, other areas, and personal interests |
Computer Science 11 |
Connecting and reflecting |
| Keyword: Connect mathematical and computer science concepts |
Elaboration: to develop a sense of how computer science helps us understand the world around us (e.g., daily activities, local and traditional practices, popular media and news events, social justice, cross-curricular integration) |
|
| Curricular Competency |
Reflect on mathematical and computational thinking |
Computer Science 11 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: share the mathematical and computational thinking of self and others, including evaluating strategies and solutions, extending, posing new problems and questions |
|
| Curricular Competency |
Take risks when offering ideas in classroom discourse |
Computer Science 11 |
Communicating and representing |
| Keyword: discourse |
Elaboration: is valuable for deepening understanding of conceptscan help clarify students’ thinking, even if they are not sure about an idea or have misconceptions |
|
| Curricular Competency |
Use computer science and mathematical vocabulary and language to contribute to discussions in the classroom |
Computer Science 11 |
Communicating and representing |
| Keyword: discussions |
Elaboration: partner talks, small-group discussions, teacher-student conferences |
|
| Curricular Competency |
Represent computer science ideas in concrete, pictorial, symbolic, and pseudocode forms |
Computer Science 11 |
Communicating and representing |
| Keyword: Represent |
Elaboration: using models, tables, flow charts, words, numbers, symbolsconnecting meanings among various representationsusing concrete materials and dynamic interactive technology |
|