20

Course 4 | Lesson 20

# Super Challenge - For Loops

Lesson time: 60 Minutes

## Lesson Overview

Students use a mix of different environments to test their knowledge of for loops.

## Teaching Summary

### Activity: Super Challenge - For Loops

Super Challenge - For Loops

## Lesson Objectives

### Students will:

• Predict the number of steps needed to increment in each for loop iteration
• Determine how to use a for loop in a way that makes sense for each unique puzzle
• Decompose large complex problems into smaller pieces

## Connections and Background Information

### PARCC / Smarter Balanced Assessment Skills

• Click / tap
• Drag and drop
• Select object
• Select and drag / slide

### ISTE Standards (formerly NETS)

• 1a. Apply existing knowledge to generate new ideas, products, or processes
• 1c. Use models and simulation to explore complex systems and issues
• 4b. Plan and manage activities to develop a solution or complete a project
• 6a. Understand and use technology systems
• 6c. Troubleshoot systems and applications
• 6d. Transfer current knowledge to learning of new technologies

### CSTA K-12 Computer Science Standards

• CT.L1:3-01 Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems
• CL.L1:3-02 Work cooperatively and collaboratively with peers teachers, and others using technology
• CT.L1:6-01 Understand and use the basic steps in algorithmic problem-solving
• CT.L2-01 Use the basic steps in algorithmic problem solving to design solutions
• CT.L2-06 Describe and analyze a sequence of instructions being followed
• CT.L2-12 Use abstraction to decompose a problem into sub problems
• CT.L2-14 Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions
• CT.L3A-03 Explain how sequence, selection, iteration, and recursion are building blocks of algorithms
• CPP.L1:6-05 Construct a program as a set of step-by-step instructions to be acted out
• CPP.L1:6-06 Implement problem solutions using a block-based visual programming language

### Next-Gen Science Standards

• 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem

### Common Core Mathematical Practices

• 1. Make sense of problems and persevere in solving them
• 2. Reason abstractly and quantitatively
• 4. Model with mathematics
• 6. Attend to precision
• 7. Look for and make use of structure
• 8. Look for and express regularity in repeated reasoning

### Common Core Math Standards

• 3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units)
• 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
• 4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself
• 4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement
• 4.MD.C.7 Recognize angle measure as additive
• 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines

### Common Core Language Arts Standards

• L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships
• L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic
• L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships