Miss Hall's Second Grade Math Class - Computational Thinking

Place Value & Computational Thinking

Computer Science & Place Value

Gamification of learning allows children to engage in higher thinking and to express themselves creatively. Computer Science is a tough subject, for teachers to teach and children to learn. However, adding a game element to it breaks down the most important components into something both understandable and relatable.

Place Value Breakdown, Number Sorting Relay, and Place Value Artwork are than engaging math activities that serve as an introduction to foundational concepts in Computer Science. The concepts abstraction, decomposition, pattern recognition, and algorithmic thinking are the basis for learning understanding of computers and computational thinking. Through these activities, students practice breaking down complex problems (like multi-digit numbers), identifying patterns in data sets, and following or creating step-by-step processes.

New Jersey State Standards

NJSLS: 2.NBT.A. Understanding place value

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

NJSLS: 2.NBT.B. Building upon place value understanding and properties of operations to add and subtract

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
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.

ISTE Standards

1.4.c Prototypes

Students develop, test and refine prototypes as part of a cyclical design process.

1.5.d Algorithmic Thinking

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

1.5.c Decompose Problems

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

Universal Design For Learning

Engagement: Sustaining Effort & Persistence

8.2.:Optimize challenge and support
8.3.: Foster collaboration, interdependence, and collective learning
8.4.: Foster belonging and community

Representation: Building Knowledge

3.2: Highlight and explore patterns, critical features, big ideas, and relationships

Expression: Expression & Communication

5.2.: Use multiple tools for construction, composition, and creativity

NJSLS Computer Science & Design Thinking

Data & Analysis:

8.1.2.DA.3: Identify and describe patterns in data visualizations.

Algorithms & Programing

8.1.2.AP.1: Model daily processes by creating and following algorithms to complete tasks
8.1.2.AP.4: Break down a task into a sequence of steps.

Assistive Technology & Differentiation

Provide tactile tools (base-10 blocks, linking blocks) for hands-on learners.
Provide simplified numbers (e.g., two-digit or three-digit) for students needing additional support.
Offer scaffolding with color-coded place value charts.
Pair students strategically for peer tutoring.
Model multi-modal communication of expectations and activities:(Verbal explanations, written explanations, and visuals)
Strategically pair students with peers who either have similar academic struggles, IEP modifications. Or pair students who need additional support with peers that can provide peer to peer support
Provide number cards with larger fonts, contrasting colors, or less visual clutter on for students with visual impairments or Visual Processing Disorder .
Assign roles within groups (e.g., "Reader," "Sorter") to support students who struggle with multitasking.
Chunk assignment to a smaller amount for to sort for students who require reduced cognitive load
Offer pre-drawn templates for students who may struggle with freehand drawing & fine motor skills
Model multi-modal communication of expectations and activities:(Verbal explanations, written explanations, and visuals)
Provide place value guide sheets to reinforce concepts to learners who may need additional support