# Standard 5: Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. [with sub-standards 5a-5d]

See all Instructional Ideas for Standard 5: Computational Thinker.

## 5a. Formulate problem definitions

Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

#### Collaborate to solve a school problem | Become the School Librarian Team | 3-5, 6-8, 9-12

This instructional idea requires students to create a problem statement focused on increasing the amount of books their peers checkout from a classroom or school library, and that statement must include ideas for collecting and analyzing data. In a follow-up learning activity, students can implement their ideas, which will address … Read more

*English Language Arts | 11th-12th, 3rd - 5th, 6th - 8th, 9th-10th*

#### Compare data from 2 bar charts | Students Compute like Computers to Solve Real Problems (Lesson 4 of 7) | K-2

In part 4, students compare organized data from two different bar graphs; then they identify and articulate a challenge that arises from the comparison. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, … Read more

## 5b. Collect & analyze data

Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

#### Collect and analyze data on books | Be a Hollywood Producer | 6-8, 9-10, 11-12

In this activity, students determine which book from class should be made into a movie, by gathering and comparing evidence through the internet about the profitability and customer sentiment of each book like a Hollywood Producer would. They will source their evidence evaluate its validity, ultimately making a claim as … Read more

*English Language Arts | 11th-12th, 6th - 8th, 9th-10th*

#### Visualize numerical data | Students Compute like Computers to Solve Real Problems (Lesson 2 of 7) | K-2

In lesson 2, students visualize numerical data into bar graphs after collecting and organizing data into numerical values using free educational technology. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately offering … Read more

#### Understand representative samples | Be US Census Bureau’s Chief Analyst (Lesson 2 of 5) | 6-8

In Part 2, calculate statistics from different types of samples from a population and compare them to determine what conditions make a sample representative of a population. In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor … Read more

#### Analyze data in bar charts | Students Compute like Computers to Solve Real Problems (Lesson 3 of 7) | K-2

In part 3, students interpret visualized numerical data. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately offering solutions and testing them.

#### Organize categorical data | Students Compute like Computers to Solve Real Problems (Lesson 1 of 7) | K-2

In part 1, students prepare to visualize numerical data by collecting and organizing data into numerical values using free educational technology. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately offering solutions … Read more

## 5c. Extract key information & form descriptive models

Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

#### Create a plot-line using digital tools | Be a Savvy Reader | 3-5, 6-8

This instructional idea has students breaking down a narrative into its component parts, which is the purpose for the original outline. Next, by answering the questions and then recreating the plot line based on their responses, students are developing descriptive models for alternatives to the narrative.

*English Language Arts | 3rd - 5th, 6th - 8th*

#### Compare data from 2 bar charts | Students Compute like Computers to Solve Real Problems (Lesson 4 of 7) | K-2

In part 4, students compare organized data from two different bar graphs; then they identify and articulate a challenge that arises from the comparison. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, … Read more

## 5d. Automation & algorithmic thinking

Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

#### Visualize numerical data | Students Compute like Computers to Solve Real Problems (Lesson 2 of 7) | K-2

In lesson 2, students visualize numerical data into bar graphs after collecting and organizing data into numerical values using free educational technology. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately offering … Read more

#### Recite steps for algorithmic thinking | Students Compute like Computers to Solve Real Problems (Part 7 or 7) | K-2

In part 7, students review and codify the steps they have taken, like a computer, to analyze and interpret numerical data to derive insights. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, … Read more

#### Test solutions you brainstormed | Students Compute like Computers to Solve Real Problems (Lesson 6 of 7) | K-2

In part 6, students will test and evaluate some of their brainstormed solutions to a problem they identified using data representing an event. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately … Read more

#### Brainstorm solutions to a problem | Students Compute like Computers to Solve Real Problems (Lesson 5 of 7) | K-2

In part 5, using a digital collaboration board, students will brainstorm solutions to a problem they have identified using data representing an event. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately … Read more

#### Analyze data in bar charts | Students Compute like Computers to Solve Real Problems (Lesson 3 of 7) | K-2

In part 3, students interpret visualized numerical data. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately offering solutions and testing them.

#### Organize categorical data | Students Compute like Computers to Solve Real Problems (Lesson 1 of 7) | K-2

In part 1, students prepare to visualize numerical data by collecting and organizing data into numerical values using free educational technology. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately offering solutions … Read more