Author:
Kelly Gearhart, Kristina Kelly, Acse Grant
Subject:
Computer Science, Algorithms and Programming, Mathematics, Computation and Estimation, Patterns, Functions, and Algebra
Material Type:
Lesson
Level:
Upper Primary
Tags:
  • ACSE Region III
  • Algorithm
  • Compsci
  • Flowchart
  • Google Draw
  • Order of Operations
  • PEMDAS
  • Pemdas
  • Region 3
  • VDOE
  • VDOE Computer Science
  • google-draw
  • order-of-operations
  • pemdas
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    ACSE Region III - Playing with Order of Operations in Google Draw

    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: 5CS 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

     

    1. What learning targets will be demonstrated on this performance task?
    The Student will Know: The Student will Do:
    • The order of operations (PEMDAS)
    • How to manipulate Google Draw
    • The words sequence, conditional, and loops
    • Identify parts of a flowchart that can be improved to help them solve order of operations equations
    • Adjust and improve the original Google Draw flow chart
    • Solve a PEMDAS expression using their improved flowchart
    Connections between computer science standards and content(s) standard(s) chosen for this task:
    • Identify the conditions of knowing when to move on to the next step or loop a step in an order of operation expression
    • Improve and correct a flowchart in order to better understand the sequence of steps in an order of operations problem

     

    1. Guide to synthesize your Student Prompt to set the stage for the Performance Task
    GoalYour 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.
    RoleYou 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.
    AudienceYour target audience are other textbook companies. Your clients are the CEOs of textbook companies.
    SituationYour context/situation that your company wants to update their outdated order of operations flowchart to help readers solve for correct answers.
    Product/ PerformanceYou 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 CriteriaYou 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).

     

    1. 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.

     

    1. Directions for teachers administering this performance task
    • Time: 1 class period
    • Materials: Copy of flow chart (in Google Draw) or teacher projects on the screen and students use paper and pencil to copy and improve the chart.
    • Space: Classroom or virtual learning space.
    • Technology: Google Draw, Google Slides, SeeSaw, and/or projector for teachers.
    • Allow your students time to practice on Google Draw for 2-4 sessions before completing this activity. Encourage students to draw shapes and arrows when they practice.
    • Watch: Selections, Sequences, and Loops to introduce students to the vocabulary words needed for this activity.
    • Display word wall for students to reference during the assessment.
    • Upon completion of the task teachers can have students test another flowchart and score a rubric to give peer feedback.
    1. Considerations for differentiating this assessment.
    • Students with visual impairments may need a large copy of the chart printed.
    • Expressions will be differentiated by level of complexity according to student needs.

     

    VI.        Student Handouts    

    Open the links below to create copies:

     

    VII.      Modified VDOE Skills Rubric

     

    Computer Science Skills- draft revision 8/2020

    StrandExceeds Expectations (4)Meets Expectations (3)Developing (2)Emerging (1)Not observed (0)
    Algorithms and ProgrammingThe algorithm (flow chart) is complex and includes sequencing, multiple loops, if-statements, and/or variables and exceeds assigned tasks.Algorithm (flow chart) includes appropriate use of sequencing, loops, if-statements, and/or variables and accomplished assigned task.The algorithm (flow chart) does not accomplish the task and/or incorrectly uses sequencing, loops, if-statements, or variables as assigned.The algorithm (flow chart) does not accomplish the task and does not include sequencing, loops, if-statements, 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 sub-problems do not align with the intended task.Unable to decompose a problem into smaller problems. 
    Math SOL 5.7The‌ ‌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. 
    CommunicationandReasoningReasoning or justification is comprehensive Consistently uses precise mathematical language to communicate thinkingDemonstrates reasoning and/or justifies solution stepsSupports arguments and claims with evidenceUses mathematical language  to communicate thinkingReasoning 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 thinkingProvides no correct reasoning or justification does not provide evidence to support arguments and claimsUses no mathematical language to communicate thinking