Curriculum Design Template
|OCEAN COUNTY MATHEMATICS |
|CURRICULUM |
|Content Area: Computer Science |
|Course Title: Introduction to Computer Programming |Grade Level: High School |
| |
| |Introduction to Computers | | | |
| |History of Computers | |1 week | |
| |The microcomputer | | | |
| |Binary system | | | |
| |How data is stored in memory | | | |
| |Ethical Responsibilities of the Programmer | | | |
| |
| |Introduction to C++ | | | |
| |Running a C++ Program, Program Structure | |2-3 weeks | |
| |
| |Variables and Constants | | | |
| |Using Variables | |5 weeks | |
| |Obtaining a Value from the User | | | |
| |Constants, Datatypes, String | | | |
| |ignore function | | | |
| |Output Formatting | | | |
| |
| |Program Flow | | | |
| |The if statement | |8 weeks | |
| |if-else | | | |
| |compound statements | | | |
| |nested if statements | | | |
| |else-if ladder | | | |
| |logical operators | | | |
| |do-while, while, for loops | | | |
| |counting | | | |
| |bool datatype | | | |
| |break statement | | | |
| |Generating Random Numbers | | | |
| | | | | |
| | | | | |
| | | | | |
| |
| |Function Overview | | | |
| |void, return, parameters, documenting | |7 - 8 weeks | |
| |
| |Math Functions | |3 days | |
| |pow(x,y), sqrt(x), abs(x), fabs(x), tan(x), sin(x), cos(x), | | | |
| |roundoff error. | | | |
| |
| |Ascii Chart | |1 week | |
| |American Standard for Information Interchange | | | |
| |
| |Recursion | |2 - 3 weeks | |
| |
| |Enumerated type, Switch Statement | |1 week | |
| |enum | | | |
| |switch | | | |
| |
| |Arrays and Matrices | |6 - 8 weeks | |
| |Arrays, vectors, dynamic arrays, search, String object, | | | |
| |two-dimensional arrays (matrix) | | | |
| |
| |
| |
| |
|Date Created: |May 31, 2012 |
|Board Approved on: | |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Introduction to Computers |
|Domain: |
|Unit Summary : History of Computers, understand how the microcomputer works, the binary system, how data is stored in memory, the Ethical |
|Responsibilities of the Programmer |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|Unit Essential Questions |Unit Enduring Understandings |
|What is a computer ? |Students will understand that… |
|As civilizations developed what machines were created to |Learning how to use a computer will help them to develop problem solving skills, |
|calculate and record data ? |learn their capabilities and limitations, become part of a computerized society. |
|What are the hardware components of the microcomputer ? |Civilizations have developed overtime different generations of computers that have |
|What are the four subsystems of a computer system. ? |led to the modern computer. |
|How does the base 2 binary system work and how do we |There is an ethical responsibility of the programmer and social and ethical |
|convert from decimal to binary and binary to decimal ? |consequences of computers with usage and right to privacy that must be understood. |
|What are the ethical responsibilities of a programmer ? | |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|About the history of computers |Identify first, second, third and fourth generation computers that were developed as|
|How the Microcomputer works |they learn the history of the computers. |
|The binary number system |Describe the hardware of the microcomputer. |
|The ethical responsibilities of a programmer |Convert from decimal to binary and binary to decimal. |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Introduction to C++ |
|Domain: |
|Unit Summary: C++ is the tool used to help solve problems. Students are introduced to the programming environment and to the C++ language. |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|Unit Essential Questions |Unit Enduring Understandings |
|How does a software engineer use a computer program to get|Students will understand that… |
|a computer to perform a task? |a computer must be programmed to perform tasks. |
|What is programming? |a computer program executes a sequence of instructions in rapid succession. |
|What is the C++ Program Structure? |compiling, linking, and running a program happen only in this order. |
|What is compiling, linking, and running (executing) a |C++ has a specific “punctuation” that must be followed. |
|program? |good programming style (indenting, spaces, etc.) will make a program easier to read.|
|What is a sytax error? |C++ offers libraries we can include in our code. |
|How do we display data to an output screen? |comments help make code more readable. |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|basic programming terminology |use the editor to create a new C++ file. |
|the “skeleton” of our C++ programs to be used during the |type in the basic C++ program – “HelloWorld”. |
|year. |compile, link, and run the “HelloWorld” program. |
|how to comment a program. |write a C++ program to display special characters on the output screen. |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Variables and Constants |
|Using Variables, Obtaining values from users, Datatypes, Constants, Casting, Operator |
|Precedence, Addition, Subtraction, Multiplication, Division, Modulus, ignore, output |
|formatting, tracing methodologies. |
|Domain: |
|Unit Summary : Programs are written using variables so that problems can be solved with any values. Students will learn how to declare |
|variables, assign values to variables, and use these variables in expressions to solve problems. |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|Unit Essential Questions |Unit Enduring Understandings |
|How does a computer program use variables to store and |Students will understand that… |
|manipulate data in computer memory? |variables are declared with a datatype. |
|What is a constant and why are they used? |variables may be assigned data either through assignment statements in the program |
|What is an algorithm and how are they used to create |or read in from the keyboard. |
|programs? |constants are used so that if values of constants ever change, only one line of code|
|What is meant by logical steps? |needs to be modified. |
|What is the goal of testing your program? |the modulus operator is a two step process: division and then keep the remainder. |
|What is the purpose of the modulus operator? |the order of the set of instructions that make up a program matters. |
|What is a datatype? How is data categorized? |some datatypes can be casted temporarily to another datatype (specifically int and |
|What is meant by promotion? |double). |
|How do we tell the compiler to temporarily become another |cout.width and fixed and precision functions are needed for formatting output. |
|datatype? |thorough testing is needed to find and correct logic errors. |
|What is an input stream and an output stream? |tracing correctly will show you where logic errors occur in a program. |
|How do we format our data on the output screen so it is |the ignore() function needs to be used when reading in numeric and then String data.|
|visually readable? | |
|What is an effective way to trace? | |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|how to categorize data using a datatype. |use comments to enrich the readability of a program. |
|how to initialize variables. |trace any programs related to solving problems within this unit. |
|how to assign a variable a value. |write code to solve a problem related to the unit. |
|how to write comments. |correctly cast when needed. |
|how to logically write a set of instructions. |correctly format output to enrich readability. |
|how and when to cast. |determine when to make a variable a constant. |
|how to trace. |assign variables a value whether it’s with an assignment statement or from the |
| |keyboard. |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Program Flow |
|The if-statement, if-else, compound statements, nested if statements, else-if ladder, logical |
|operators, do-while, while, for loops, counting, bool datatype, break, random numbers |
|Domain: |
|Unit Summary : |
|Students are introduced to decision making concepts and the programming features that allow for decisions to be processed. Logic skills are |
|reinforced during algorithm development. Students will categorize programming statements as either repetitive or non-repetitive and choose an |
|appropriate loop to accommodate the repetitive statements. Students will also learn about the bool datatype, how to count in a loop, how to |
|quickly exit a loop, and how to generate random numbers. |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|S-CP.1 |Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or |
| |as unions, intersections, or complements of other events (“or,” “and,” “not”). |
|S-CP.2 |Understand that two events A and B are independent if the probability of A and B occurring together is the product of their |
| |probabilities, and use this characterization to determine if they are independent. |
|S-CP.3 |Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that |
| |the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is|
| |the same as the probability of B. |
|S-CP.4 |Construct and interpret two-way frequency tables of data when two categories are associated with each object being |
| |classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional |
| |probabilities. For example, collect data from a random sample of students in your school on their favorite subject among |
| |math, science, and English. Estimate the probability that a |
| |randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other|
| |subjects and compare the results. |
|S-CP.5 |Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. |
| |For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung |
| |cancer. |
|S-CP.6 |Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer|
| |in terms of the model. |
|S-CP.7 |Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model. |
|S-CP.8 | (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and |
| |interpret the answer in terms of the model. |
|S-CP.9 | (+) Use permutations and combinations to compute probabilities of compound events and solve problems. |
|S-MD.5 |(+) Weigh the possible outcomes of a decision by assigning |
| |probabilities to payoff values and finding expected values. |
| |a. Find the expected payoff for a game of chance. For example, find |
| |the expected winnings from a state lottery ticket or a game at a fastfood |
| |restaurant. |
| |b. Evaluate and compare strategies on the basis of expected values. |
| |For example, compare a high-deductible versus a low-deductible |
| |automobile insurance policy using various, but reasonable, chances of |
| |having a minor or a major accident. |
|S-MD.6 |(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). |
|S-MD.7 | (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey |
| |goalie at the end of a game). |
|Unit Essential Questions |Unit Enduring Understandings |
|How are decisions handled in C++? |Students will understand that… |
|How are selection structures used in C++ to make runtime |logical operators will return a Boolean value that are used in decision making |
|decisions? |processes. |
| |a while and for loop is a top-checking loop. |
| |a do-while loop is a bottom-checking loop. |
| |the random function is needed to produce random numbers. |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|how and when to use the boolean datatype. |write multiple boolean expressions using relational and logical operators. |
|how and when to use short-circuiting. |use while, do-while, and for loops. |
|how to use logical operators for compound statements. |choose the correct loop when a loop is needed. |
|how to use curly braces correctly. |use curly braces correctly. |
|how to use the break statement. |use proper indentation to show the relationship between one statement and another. |
|how to trace. |use if, else-if, and nested-if structures. |
|how to generate a random number. |trace any programs related to solving problems within this unit. |
|the difference between sequential if statements and an |generate random numbers. |
|else-if ladder. | |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Functions Overview |
|void functions, return statements, value parameters, reference parameters, default parameters, function overloading |
|Domain: |
|Unit Summary : Students are introduced to writing functions. The process of breaking code into smaller, reusable segments of code separate |
|from the main function. This reinforces the topic of top-down programming design. |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|Unit Essential Questions |Unit Enduring Understandings |
|What is a user-defined function? |Students will understand that… |
|Why are writing functions beneficial to the overall design|A void function does not return any values through a return statement. |
|of the program? |A return statement can only return one value. |
|What is a function return type? |Reference parameters are used when the function needs to return more than one value.|
|What is the difference between actual and reference |Function overloading is the process by which more than one function are defined with|
|parameters? |the same name, but have different parameters. |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|how to write a function. |Write functions that do not return any values. |
|the difference between value parameters, reference |Write functions that only return one value through a return statement. |
|parameters, and when to use each. |Write functions that use reference parameters to return more than one value to the |
|what a default parameter is. |function call. |
|what function overloading is. |Use function overloading in their programs. |
|how write a function that uses a return statement. | |
|how to write functions that use reference parameters. | |
|what a “return type” is. | |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Math Functions |
|Domain: |
|Unit Summary : pow(x,y), sqrt(x), abs(x), fabs(x), tan(x), sin(x), cos(x), roundoff error. |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|A-SSE.3 |Choose and produce an equivalent form of an expression to reveal and |
| |explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the |
| |function it defines. |
|G-SRT.6 |Understand that by similarity, side ratios in right triangles are |
| |properties of the angles in the triangle, leading to definitions of |
| |trigonometric ratios for acute angles. |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|Unit Essential Questions |Unit Enduring Understandings |
|What functions are included in the math library? |Students will understand that… |
|What is the difference between abs(x) and fabs(x)? |abs(x) returns an integer value that is the absolute value of the parameters. |
| |fabs(x) returns a floating point value that is the absolute value of the parameter. |
| |the parameters for tan(x), sin(x), and cos(x) are in radians. |
| |pow(x, y) returns xy |
| |sqrt(x) returns the square root of x. |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|how to write programs that use math functions. |know when to use abs(x) versus fabs(x). |
|when to use abs(x) versus fabs(x). |how to write programs that use tan(x), sin(x), cos(x), sqrt(x), and pow(x,y). |
|that the tan(x), sin(x), and cos(x) parameters are in | |
|radians. | |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Ascii Chart |
|Domain: |
|Unit Summary : American Standard for Information Interchange (Presently UNICODE). How every character on the computer has a numeric value |
|assigned to it. |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|Unit Essential Questions |Unit Enduring Understandings |
|What is ASCII importance to computer programming? |Students will understand that… |
|What does ASCII stand for? |Every character that is used by the computer is represented by a numerical value. |
|What are the extended characters? |This value is standard on every computer, hence “UNICODE” |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|how to convert between an ASCII numerical value and a |Convert numerical values to characters and vice versa. |
|character. | |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Recursion |
|Domain: |
|Unit Summary : recursive functions |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|F-BF.1 |Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process,|
| |or steps for calculation from a context. |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
| | |
|Unit Essential Questions |Unit Enduring Understandings |
|What is a recursive function? |Students will understand that… |
|When does writing a recursive function help solve a |Most calculations that involve loops can be written with a recursive function. |
|problem? | |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|how to trace recursive functions. |trace a recursive function. |
|how to write a recursive function. |write a recursive function. |
|what infinite recursion is and its effect on the computer.| |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Enumerated Type and Switch Statement |
|Domain: |
|Unit Summary : enumerated type, switch statement |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
| | |
|Unit Essential Questions |Unit Enduring Understandings |
|How can a user-defined type be created through enumeration|Students will understand that… |
|? |The switch statement will control program flow |
|How is an enumerated type a named set of constants ? |Enumeration is used to create user defined types |
|Why are functions written to improve the usage of | |
|enumerated types ? | |
|How does the switch statement control program flow ? | |
|Why is the switch statement useful for handling enumerated| |
|types ? | |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|How to use enumerated types |use enumerated types |
|How to control program flow with the switch statement |control program flow with the switch statement |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|Unit Overview |
|Content Area: Computer Science Grade: High School |
|Unit: Arrays and Matrices |
|Domain: |
|Unit Summary : Arrays, vectors, dynamic arrays, search, String object, two-dimensional arrays (matrix) |
|Primary interdisciplinary connections: Language Arts, Social Studies, Science |
|21st century themes: Financial Literacy, Civic Literacy Global Literacy, Health Literacy. |
|Learning Targets |
|Content Standards |
|Number | Common Core Standard for Mastery |
|N-Q.1 |Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units |
| |consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|N-Q.2 |Define appropriate quantities for the purpose of descriptive modeling. |
|N-Q.3 |Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|A-REI.1 |Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, |
| |starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution |
| |method. |
|A-CED.1 |Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and |
| |quadratic functions, and simple rational and exponential functions. |
|N-VM.1 |Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, |
| |and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v). |
|N-VM.2 |Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. |
|N-VM.3 |Solve problems involving velocity and other quantities that can be represented by vectors. |
|N-VM.6 |Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network |
|Unit Essential Questions |Unit Enduring Understandings |
|How do you create an array to hold many values of the same|Students will understand that… |
|type? |Arrays can hold many values of the same datatype. |
|How do you access each value in an array using the index ?|Data in arrays are accessed using an index. |
|How does the vector library provide an implementation of |The vector class allows creation of arrays of any type. |
|an array type? |The vector class has constructors and member functions length() and resize() that |
|What are the vector member functions resize() and length()|are utilized to create the vector and process information in the vector. |
|? |It’s usually best to pass arrays as reference parameters. |
|How do you search an array to find a value ? |Searching an array is done using the index and using a simple algorithm called the |
|What is a dynamic array ? |linear search. |
|How do you create two-dimensional arrays (matrices) ? |Two-dimentional arrays are used to represent a matrix. |
|Unit Objectives |Unit Objectives |
|Students will know… |Students will be able to… |
|How to use arrays to store values. |Create and use arrays to store values. |
|How to implement arrays using the vector class. |Implement arrays using the vector class. |
|How to search an array for a specific value. |Understand range errors. |
|How to use dynamic arrays. |Search an array for a value. |
|How to use a typedef statement to associate an identifier |Use dynamic arrays. |
|with a type. |Use a typedef statement to associate an identifier with a type. |
|How to manipulate a String object as an array of chars. |Manipulate a String object as an array of characters. |
|How to employ arrays with meaningful indexes. |Employ arrays with meaningful indexes. |
|How to use two-dimensional arrays to represent a matrix. |Create two-dimensional arrays to represent a matrix. |
|How to use the struct statement to create a user-defined |Create a user-defined type using the struct statement. |
|type. | |
| |
|OCEAN COUNTY MATHEMATICS CURRICULUM |
|TOMS RIVER REGIONAL SCHOOL DISTRICT |
|Evidence of Learning |
|Formative Assessments |
|Observation |DO-NOW |
|Homework |Notebook |
|Programming Exercises |Closure question |
|Summative Assessments |
|Chapter/Unit Test |
|Quizzes |
|Programming lab graded using rubric |
|Quarterly Exam |
|Modifications (ELLs, Special Education, Gifted and Talented) |
| |
|Teacher tutoring |
|Peer tutoring |
|Cooperative learning groups |
|Modified assignments |
|Differentiated instruction |
|Native language texts and native language to English dictionary |
|Follow all IEP modifications/504 plan |
|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |
| |
|Textbook |
|Computer loaded with C++ Software/Editor. |
|Teacher’s Notes: |
| |
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