ACSE Region III  Playing with Order of Operations in Google Draw
Overview
In this performance task, students will have the opportunity to demonstrate the use of flowcharts in Google Draw and then create their own flowchart to show their understanding of the Order of Operations.
ACSE Order of Operations using Google Draw
Grade: 5  CS Strand(s): 5.3 The student will analyze, correct, and improve (debug) an algorithm that includes sequencing, events, loops, conditionals, and variables.  Math Strand(s): 5.7 The student will simplify whole number numerical expressions using the order of operations. 
Subject Integration: Math  
Designer(s): Kelly Gearhart, Kristina Kelly, Mary Ellen Arthurs 
 What learning targets will be demonstrated on this performance task?
The Student will Know:  The Student will Do: 


Connections between computer science standards and content(s) standard(s) chosen for this task:

 Guide to synthesize your Student Prompt to set the stage for the Performance Task
Goal  Your task/goal is to improve and use a flowchart to solve an expression. Your problem/challenge/obstacle is to improve the flowchart to and solve the expression correctly. 
Role  You are/Your job is a textbook designer. You have been asked to improve the sequence and upgrade flowchart and write a caption explaining how to use the flowchart to solve PEMDAS equations. 
Audience  Your target audience are other textbook companies. Your clients are the CEOs of textbook companies. 
Situation  Your context/situation that your company wants to update their outdated order of operations flowchart to help readers solve for correct answers. 
Product/ Performance  You will create an upgraded flowchart in order to solve a problem using order of operations (PEMDAS). You will need to develop an upgraded chart so that textbook users can understand and use PEMDAS. Once you have completed your flowchart you will switch with another textbook design team to test the flowcharts for accuracy. You will discuss with another group which flowchart is more effective. 
Success Criteria  You will be judged by how easily people can follow the updated flow chart and how successful the other group(s) are with your flowchart. Your product/performance must be efficient in helping solve order of operations expressions and consistently use mathematical language to help communicate thinking. 
Student Prompt: Textbook companies are getting ready to create and distribute updated textbooks (S). You are a textbook designer and you need a flowchart to illustrate the sequence of PEMDAS to 5th grade students (R). The chart will be featured in the newest version of the textbook that the whole state of Virginia will use (A). The current chart needs improvements and specific conditionals so that people can follow the steps to simplify an expression using your chart (G). Your job is to analyze the current flow chart and make the improvements that it needs so the textbooks users can solve any problem using order of operations or PEMDAS (P). 
 What prior content or skill use is necessary for students to be successful on this task.
Students need to have instruction in order of operations. They need to be able to compute using the four basic operations, recognize parentheses and their purpose, and recognize an exponent (although they are not required to use exponents at this grade). They also need to know how to use Google Draw with shapes, text boxes and arrows. 
 Directions for teachers administering this performance task

 Considerations for differentiating this assessment.

VI. Student Handouts
Open the links below to create copies: 
VII. Modified VDOE Skills Rubric
Computer Science Skills draft revision 8/2020
Strand  Exceeds Expectations (4)  Meets Expectations (3)  Developing (2)  Emerging (1)  Not observed (0) 
Algorithms and Programming  The algorithm (flow chart) is complex and includes sequencing, multiple loops, ifstatements, and/or variables and exceeds assigned tasks.  Algorithm (flow chart) includes appropriate use of sequencing, loops, ifstatements, and/or variables and accomplished assigned task.  The algorithm (flow chart) does not accomplish the task and/or incorrectly uses sequencing, loops, ifstatements, or variables as assigned.  The algorithm (flow chart) does not accomplish the task and does not include sequencing, loops, ifstatements, or variables as assigned.  
Uses an iterative design process in the construction and debugging of algorithms. The debugging process led to a change of the algorithm.  Uses an iterative design process in the construction and debugging of algorithms.  Uses an iterative design process in the construction of an algorithm although debugging did not occur.  The iterative design process was not used in the construction of an algorithm.  
Simplify larger problems into appropriate smaller problems that align to the intended task and minimize repeated work.  Decomposes larger problems into appropriate smaller problems that align to the intended task.  Decomposes problems into smaller problems. Portions of the subproblems do not align with the intended task.  Unable to decompose a problem into smaller problems.  
Math SOL 5.7  The student will simplify whole number numerical expressions using the order of operations using multiple sets of parentheses.  The student will simplify whole number numerical expressions using the order of operations using parentheses.  The student will simplify whole number numerical expressions using the order of operations using multiplication, division, addition, and subtraction.  Unable to simplify whole number numerical expressions using the order of operations.  
CommunicationandReasoning  Reasoning or justification is comprehensive Consistently uses precise mathematical language to communicate thinking  Demonstrates reasoning and/or justifies solution stepsSupports arguments and claims with evidenceUses mathematical language to communicate thinking  Reasoning or justification of solution steps is limited or contains misconceptions provides limited or inconsistent evidence to support arguments and claimsUses limited mathematical language to partially communicate thinking  Provides no correct reasoning or justification does not provide evidence to support arguments and claimsUses no mathematical language to communicate thinking 