#### Type:

Full Course, Lesson Plan, Video

#### Description:

This module introduces the concepts and processes of abstraction and pattern generalization, the third step in Computational Thinking. Examples of abstraction are shown and resources for teaching abstraction skills in the classroom are introduced.

#### Subjects:

• Computer Science > Coding
• Computer Science > Computational Thinking
• Computer Science > Computers in Society
• Computer Science > Human Computer Interaction

#### Education Levels:

• Professional Education & Development
• Vocational Training

#### Keywords:

Computational, thinking, decomposition, pattern, recognition, abstraction, generalization, algorithm, design, problem, solving, critical, computer, science, Next Generation Science Standards

English

#### Access Privileges:

Public - Available to anyone

#### Collections:

None
Update Standards?

#### CCSS.Math.Content.1.OA.D.7: Common Core State Standards for Mathematics

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

#### CCSS.Math.Content.1.OA.D.8: Common Core State Standards for Mathematics

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

#### CCSS.Math.Content.3.OA.A.4: Common Core State Standards for Mathematics

Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

#### CCSS.Math.Content.3.OA.B.5: Common Core State Standards for Mathematics

Apply properties of operations as strategies to multiply and divide.

#### CCSS.Math.Content.4.OA.A.1: Common Core State Standards for Mathematics

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

#### CCSS.Math.Content.4.OA.A.2: Common Core State Standards for Mathematics

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

#### CCSS.Math.Content.4.OA.A.3: Common Core State Standards for Mathematics

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

#### CCSS.Math.Content.4.OA.C.5: Common Core State Standards for Mathematics

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.

#### CCSS.Math.Content.5.OA.A.1: Common Core State Standards for Mathematics

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

#### CCSS.Math.Content.5.OA.A.2: Common Core State Standards for Mathematics

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

#### CCSS.Math.Content.5.OA.B.3: Common Core State Standards for Mathematics

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

#### CCSS.Math.Content.1.NBT.A.1: Common Core State Standards for Mathematics

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

#### CCSS.Math.Content.1.NBT.B.3: Common Core State Standards for Mathematics

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and

#### CCSS.Math.Content.2.NBT.A.4: Common Core State Standards for Mathematics

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

#### CCSS.Math.Content.2.NBT.B.7: Common Core State Standards for Mathematics

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

#### CCSS.Math.Content.4.NBT.A.2: Common Core State Standards for Mathematics

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

#### CCSS.Math.Content.5.NBT.A.1: Common Core State Standards for Mathematics

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

#### CCSS.Math.Content.5.NBT.A.3b: Common Core State Standards for Mathematics

Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

#### CCSS.Math.Content.5.NBT.B.6: Common Core State Standards for Mathematics

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

#### CCSS.Math.Content.5.NBT.B.7: Common Core State Standards for Mathematics

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

#### CCSS.Math.Content.K.MD.B.3: Common Core State Standards for Mathematics

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

#### CCSS.Math.Content.2.MD.D.10: Common Core State Standards for Mathematics

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

#### CCSS.Math.Content.3.MD.B.3: Common Core State Standards for Mathematics

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

#### CCSS.Math.Content.3.MD.B.4: Common Core State Standards for Mathematics

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

#### CCSS.Math.Content.4.MD.B.4: Common Core State Standards for Mathematics

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

#### CCSS.Math.Content.5.MD.B.2: Common Core State Standards for Mathematics

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

#### CCSS.Math.Content.2.MD.B.6: Common Core State Standards for Mathematics

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

#### CCSS.Math.Content.3.MD.A.1: Common Core State Standards for Mathematics

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

#### CCSS.Math.Content.3.MD.C.7c: Common Core State Standards for Mathematics

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

#### CCSS.Math.Content.4.MD.A.1: Common Core State Standards for Mathematics

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.

#### CCSS.Math.Content.5.MD.C.5b: Common Core State Standards for Mathematics

Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

#### CCSS.Math.Content.K.G.B.5: Common Core State Standards for Mathematics

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

#### CCSS.Math.Content.3.G.A.1: Common Core State Standards for Mathematics

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

#### CCSS.Math.Content.5.G.A.1: Common Core State Standards for Mathematics

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

#### CCSS.Math.Content.5.G.A.2: Common Core State Standards for Mathematics

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

#### CCSS.Math.Content.5.G.B.4: Common Core State Standards for Mathematics

Classify two-dimensional figures in a hierarchy based on properties.

#### CCSS.Math.Content.6.G.A.2: Common Core State Standards for Mathematics

Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

#### CCSS.Math.Content.7.G.A.1: Common Core State Standards for Mathematics

Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

#### CCSS.Math.Content.7.G.A.2: Common Core State Standards for Mathematics

Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

#### CCSS.Math.Content.7.G.B.4: Common Core State Standards for Mathematics

Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

#### CCSS.Math.Content.3.NF.A.3b: Common Core State Standards for Mathematics

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

#### CCSS.Math.Content.3.NF.A.3c: Common Core State Standards for Mathematics

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

#### CCSS.Math.Content.3.NF.A.3d: Common Core State Standards for Mathematics

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or

#### CCSS.Math.Content.4.NF.A.1: Common Core State Standards for Mathematics

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

#### CCSS.Math.Content.4.NF.A.2: Common Core State Standards for Mathematics

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or

#### CCSS.Math.Content.4.NF.C.5: Common Core State Standards for Mathematics

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

#### CCSS.Math.Content.4.NF.C.6: Common Core State Standards for Mathematics

Use decimal notation for fractions with denominators 10 or 100.

#### CCSS.Math.Content.4.NF.C.7: Common Core State Standards for Mathematics

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or

#### CCSS.Math.Content.5.NF.A.1: Common Core State Standards for Mathematics

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

#### CCSS.Math.Content.5.NF.B.3: Common Core State Standards for Mathematics

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

#### CCSS.Math.Content.5.NF.B.4a: Common Core State Standards for Mathematics

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.

#### CCSS.Math.Content.7.RP.A.1: Common Core State Standards for Mathematics

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

#### CCSS.Math.Content.7.RP.A.2a: Common Core State Standards for Mathematics

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

#### CCSS.Math.Content.7.RP.A.2b: Common Core State Standards for Mathematics

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

#### CCSS.Math.Content.7.RP.A.2c: Common Core State Standards for Mathematics

Represent proportional relationships by equations.

#### CCSS.Math.Content.6.NS.C.6a: Common Core State Standards for Mathematics

Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.

#### CCSS.Math.Content.6.NS.C.6b: Common Core State Standards for Mathematics

Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

#### CCSS.Math.Content.6.NS.C.6c: Common Core State Standards for Mathematics

Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

#### CCSS.Math.Content.6.NS.C.7a: Common Core State Standards for Mathematics

Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.

#### CCSS.Math.Content.6.NS.C.7b: Common Core State Standards for Mathematics

Write, interpret, and explain statements of order for rational numbers in real-world contexts.

#### CCSS.Math.Content.6.NS.C.7c: Common Core State Standards for Mathematics

Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.

#### CCSS.Math.Content.6.NS.C.7d: Common Core State Standards for Mathematics

Distinguish comparisons of absolute value from statements about order.

#### CCSS.Math.Content.6.EE.A.1: Common Core State Standards for Mathematics

Write and evaluate numerical expressions involving whole-number exponents.

#### CCSS.Math.Content.6.EE.A.2a: Common Core State Standards for Mathematics

Write expressions that record operations with numbers and with letters standing for numbers.

#### CCSS.Math.Content.6.EE.A.2b: Common Core State Standards for Mathematics

Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.

#### CCSS.Math.Content.6.EE.A.2c: Common Core State Standards for Mathematics

Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

#### CCSS.Math.Content.6.EE.A.3: Common Core State Standards for Mathematics

Apply the properties of operations to generate equivalent expressions.

#### CCSS.Math.Content.6.EE.A.4: Common Core State Standards for Mathematics

Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

#### CCSS.Math.Content.6.EE.B.6: Common Core State Standards for Mathematics

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

#### CCSS.Math.Content.6.EE.B.7: Common Core State Standards for Mathematics

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

#### CCSS.Math.Content.6.EE.B.8: Common Core State Standards for Mathematics

Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

#### CCSS.Math.Content.6.EE.C.9: Common Core State Standards for Mathematics

Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

#### CCSS.Math.Content.7.EE.A.2: Common Core State Standards for Mathematics

Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.

#### CCSS.Math.Content.7.EE.B.4a: Common Core State Standards for Mathematics

Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

#### CCSS.Math.Content.7.EE.B.4b: Common Core State Standards for Mathematics

Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

#### MS-ETS1-4: Next Generation Science Standards

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

#### S2470528: Next Generation Science Standards

Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.

#### S2470887: Next Generation Science Standards

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships.

#### S2470916: Next Generation Science Standards

Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

#### S2472143: Next Generation Science Standards

Analyze complex real-world problems by specifying criteria and constraints for successful solutions.

#### S2471414: Next Generation Science Standards

Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.

#### S2470734: Next Generation Science Standards

Develop a model to represent patterns in the natural world.

#### S2471190: Next Generation Science Standards

Develop a model to predict and/or describe phenomena.

#### S2471200: Next Generation Science Standards

Laws are regularities or mathematical descriptions of natural phenomena.

#### S2471320: Next Generation Science Standards

Use mathematical representations to describe and/or support scientific conclusions and design solutions.

#### S2471740: Next Generation Science Standards

Create a computational model or simulation of a phenomenon, designed device, process, or system.

#### S2470551: Next Generation Science Standards

Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

#### S2470845: Next Generation Science Standards

Similarities and differences in patterns can be used to sort and classify natural phenomena.

#### S2470967: Next Generation Science Standards

Similarities and differences in patterns can be used to sort and classify designed products.

#### S2471410: Next Generation Science Standards

Patterns can be used to identify cause and effect relationships.

#### S2471572: Next Generation Science Standards

Patterns in rates of change and other numerical relationships can provide information about natural systems.

#### S2471678: Next Generation Science Standards

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

#### S2470804: Next Generation Science Standards

Cause and effect relationships are routinely identified, tested, and used to explain change.

#### S2470846: Next Generation Science Standards

Cause and effect relationships are routinely identified and used to explain change.

#### S2470878: Next Generation Science Standards

A system can be described in terms of its components and their interactions.

#### S2471575: Next Generation Science Standards

Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy, matter, and information flows within systems.

#### S2471765: Next Generation Science Standards

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.

#### S2471766: Next Generation Science Standards

Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.

#### S2471809: Next Generation Science Standards

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

#### S2470656: Next Generation Science Standards

Science assumes natural events happen today as they happened in the past.

#### S2470657: Next Generation Science Standards

Many events are repeated.
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Carolyn Hendrix
July 18, 2016
The information presented is key to being able to solve problem across the subject areas of the high school equivalency exams.
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