Objective: 

Students will use computational thinking to create a decision-making flowchart that helps convert between different units of measurement, such as inches to feet or centimeters to meters, using conditional logic (if-then statements).

Materials Needed: 

• Index cards

• Chart paper

• Markers

Steps:

• Introduction: 

  • Begin by discussing unit conversions and the importance of following specific steps when converting between units (e.g., converting inches to feet). 

  • Explain how computers use conditional logic to solve similar problems, following “if-then” rules to process data.

• Group Activity:

  •  In pairs, students will write various conversion problems on index cards (e.g., "convert 36 inches to feet"). 

  • They will use decomposition to break the process into smaller steps and create a flowchart showing the decision-making process (e.g., “If converting inches to feet, then divide by 12”).

• Creating the Flowchart: 

  • Students will organize the steps of their conversions into a flowchart, applying conditionals for each type of conversion. 

  • This helps simulate how computers solve multi-step problems.

• Presentation: 

  • Each group will present their flowchart and explain how conditional logic helps guide the conversion process, showing how breaking down steps makes complex problems easier to solve.

Equity and Access: 

Provide pre-made conversion problems for students needing extra support and encourage mixed-ability groupings.

Real-World Connection: 

Show how professionals like architects and engineers use unit conversions and conditional decision-making to ensure that measurements are accurate when working on construction projects or designing blueprints, ensuring safety and precision.

CS Practice(s): 

• Recognize and Define Computational Problems: Students apply “if-then” logic to determine the steps in unit conversions.

Standard(s): 

• CA CCSS Mathematics 5.MD.1

• CA CS 3-5.AP.13

Objective: 

Students will use Scratch or another coding platform to create an interactive program that converts units of measurement, such as inches to feet or meters to kilometers. They will apply computational thinking through sequencing, variables, and loops.

Materials Needed: 

• Tablets or computers 

Steps:

• Introduction: 

  • Review the process of converting units of measurement, such as converting between inches and feet. 

  • Introduce the concept of using variables and loops to automate repeated calculations.

• Group Activity: 

  • In pairs, students will use a coding platform to design a simple conversion tool. 

  • They will input a variable for the measurement (e.g., inches) and write a program that converts it to another unit (e.g., feet) by dividing by 12. 

  • The program will display both the input and converted value.

• Creating and Coding: 

  • Students will write code that includes user input (e.g., entering a number of inches) and output (e.g., displaying the equivalent feet). 

  • They will apply loops and conditionals to handle multiple conversions, allowing users to perform several calculations without restarting the program.

• Presentation and Testing: 

  • Each group will test their program and present it to the class, explaining how they used variables and loops to handle the conversions efficiently. 

  • Students will compare different approaches and reflect on how coding improved their understanding of unit conversions.

Equity and Access: 

Provide pre-made templates for students who need additional guidance. Group students with varying levels of coding experience for peer support.

Real-World Connection: 

Explain how software engineers design programs, like those in fitness trackers or travel apps, that automatically convert units (e.g., miles to kilometers) for users in different parts of the world, improving accessibility and convenience.

CS Practice(s): 

• Creating Computational Artifacts: Students use a coding platform to design a tool for unit conversions.

Standard(s): 

• CA CCSS Mathematics 5.MD.1

• CA CS 3-5.AP.11

• CA CS 3-5.AP.12

• CA CS 3-5.AP.13