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Course 4 | Lesson 22

Extreme Challenge - Comprehensive


Lesson time: 45 Minutes

Lesson Overview

The final stage in this course is intended to test comprehension and transfer of all concepts to blended puzzles.

Teaching Summary

Getting Started

Introduction

Activity: Extreme Challenge - Comprehensive

Extreme Challenge - Comprehensive

Lesson Objectives

Students will:

  • Choose from many techniques to find the one that best suits each problem
  • Think critically about what they need to accomplish, given the tools that they have

Getting Started

Introduction

If your class has made it this far, their skills are probably already on point. Now, it's time to test those skills!

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

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