tcc3 Algorithms Primary

Module 3:
Algorithms
Primary
2
Teachers Can Code

● 16 Digital Technologies professional learning modules
○ mix of primary/secondary and coding/non-coding
● modules cover:
○ key concepts, e.g. data representation and algorithms
○ coding and data analysis skills
○ projects and assessment
● modules delivered statewide in a train the trainer model
© Department of Education
Western Australia 2018
3
Agenda
● what is an algorithm?
● teachers use and teach algorithms every day
○ grammar, spelling, counting, arithmetic, ...
● defining algorithms simply and unambiguously
● unpacking the algorithms thread of content descriptions
We will also demonstrate a range of practical classroom activities.
Algorithms
WA Curriculum: scope and sequence 4
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“
A description of the steps and decisions required to solve a
problem. For example, to find the largest number in a list of
positive numbers:
● note the first number as the largest.
● look through the remaining numbers, in turn, and if a number is larger than
the number found in 1, note it as the largest.
● repeat this process until complete. The last noted number is the largest in
the list.
An algorithm may be described in many ways. Flowcharts are
often useful in visualising an algorithm.
WAC: Digital Technologies glossary (page 26)
Algorithms
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An algorithm is a precise description of the steps and
decisions needed to solve a problem. Algorithms will need to
be tested before the final solution can be implemented. Anyone
who has followed or given instructions, or navigated using
directions, has used an algorithm.
https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/structure/
Algorithms
12
Lego algorithmics Ac
it
!
[redacted] [redacted]
Algorithms
13
Lego algorithmics Ac
it
!
Photo: © Owen Brasier Photo: © Owen Brasier

Used with permission. Used with permission.
Algorithms
14
Sequences
Algorithms
15
Decisions (branching)
Algorithms
16
A real-world branching example
Algorithms
17
Loops
Algorithms
18
Bee-Bot activity Ac
it
Photo: © Owen Brasier
!
Used with permission.

Algorithms
19
Wom-bot activity Ac
it
!

Algorithms
20
Ac
it
!
Making a Vegemite
sandwich
Peanut Butter & Jelly Sandwich:

https://www.youtube.com/watch?v=cDA3_5982h8
Photo: CC-BY-SA-3.0
Algorithms https://commons.wikimedia.org/wiki/File
:Vegemiteontoast_large.jpg
21
Making a Vegemite sandwich Ac

it
● How do you make a Vegemite sandwich?
!
● How much detail for each step?
● What order must the steps be done in?
● How does the algorithm generalise?
● What about making lots of sandwiches?
Algorithms
Photo: CC-BY-NC-ND-2.0
22
https://www.flickr.com/photos/crazybobbles/343877524/
Sorting as a general algorithm
© Department of Education Sound of sorting: https://www.youtube.com/watch?v=kPRA0W1kECg

Algorithms
23
Cars are not pencils
Depending on what you

Die Kunst, aufzuräumen
Ursus Wehrli sort will change the
ISBN-13: 978-3036952970
sorting algorithm
Algorithms
24
I’m thinking of a number... Ac

it
!
Algorithms
Searching a phone book 25
Ac
it
!

https://www.youtube.com/watch?v=o2LqhHoAXxI&feature=youtu.be&t=1m25s
Algorithms
26
Bebras Australia Computational Thinking Challenge
https://www.bebras.edu.au/
Algorithms
27
An unplugged activity Ac
from the ACA it
!
Algorithms
28
Blind pictures Ac
it
!
[redacted]

Algorithms
29
Blind pictures Ac
it
!

Algorithms
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F-2
Follow, describe and represent a sequence of steps
and decisions (algorithms) needed to solve simple problems
3-4 Define simple problems, and describe and follow a sequence of

steps and decisions (algorithms) needed to solve them
5-6 Design, modify and follow simple algorithms involving sequences

of steps, branching, and iteration
Algorithms
Au
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la 31
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7-8 Design algorithms represented diagrammatically and in English,
and trace algorithms to predict output for a given input and to
identify errors
9-10 Design algorithms represented diagrammatically and in
structured English and validate algorithms and programs through
tracing and test cases
Algorithms
Au
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Algorithms Creating and using Testing la 32
C
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A sequence of steps and Follow, describe, represent Solve simple problems u
F-2 decisions (algorithms) m
a sequence of steps and Describe, follow (algorithms) needed to solve
3-4
decisions (algorithms) simple problems
simple algorithms involving Design, modify, follow

5-6 sequences of steps, branching,
and iteration
Design algorithms Design, represented Trace algorithms to predict

diagrammatically and in English output for a given input and to
7-8
identify errors
Design, represented Validate algorithms and

9-10 diagrammatically and in programs through tracing and
structured English test cases
Algorithms
Follow, describe and represent a sequence of steps 33
F-2
and decisions (algorithms) needed to solve simple
problems
PP Generate and record design ideas through describing, drawing,

modelling and/or a sequence of written or spoken steps
1 Develop and communicate design ideas through describing, drawing,

modelling and/or a sequence of written or spoken steps
2 Develop, communicate and discuss design ideas through describing,

drawing, modelling and/or a sequence of steps
Algorithms
Define simple problems, and describe and follow 34
3-4
a sequence of steps and decisions (algorithms)
needed to solve them
3 Create a sequence of steps to solve a given task
3 Use visually represented sequenced steps (algorithms), including steps

with decisions made by the user (branching)
4 Define a sequence of steps to design a solution for a given task
Algorithms
35
5-6
Design, modify and follow simple algorithms involving
sequences of steps, branching, and iteration
5 Design, follow and represent diagrammatically, a simple sequence of

steps (algorithm), involving branching (decisions) and iteration
(repetition)
5 Define a problem, and set of sequenced steps, with users making a

decision to create a solution for a given task
Algorithms
36
5-6
Design, modify and follow simple algorithms involving
sequences of steps, branching, and iteration
6 Design, modify, follow and represent both diagrammatically, and in

written text, simple algorithms (sequence of steps) involving branching
(decisions) and iteration (repetition)
6 Define a problem, and set of sequenced steps, with users making

decisions to create a solution for a given task
Algorithms
37
Design algorithms represented diagrammatically
7-8
and in English, and trace algorithms to predict
output for a given input and to identify errors
7 Produce a simple plan designed to solve a problem, using a sequence of

steps
8 Design plans, using a sequence of steps, and represent them
diagrammatically and in English, to solve a problem and to predict
output for a given input to identify errors
8 Produce a simple plan designed to solve a problem, using a sequence of
steps
Algorithms
Design algorithms represented diagrammatically 38
9-10 and in structured English and validate algorithms
and programs through tracing and test cases

9 Design algorithms, represented diagrammatically and in structured
English, and validate plans and programs through tracing
10 Design algorithms represented diagrammatically and in structured

English, including iteration
10 Validate algorithms and programs using common acceptable methods
Algorithms
39
Summary
● we follow, create and modify algorithms every day
○ including rules, recipes, instructions, directions, ...
● teachers teach algorithms all the time
○ e.g. maths, spelling, ...
● algorithms are hard to define succinctly and unambiguously
● Digital Technologies provides a deep understanding of algorithms
used across all learning areas
Algorithms
40
© Department of Education Western Australia 2018
Except where noted, this presentation and support materials are copyright Department of Education Western Australia
2018 and made available under the Creative Commons Attribution-NonCommercial 3.0 (CC BY NC) licence.
Cover image copyright Department of Education Western Australia 2016.
Copyright of the Western Australian Curriculum
Any Western Australian Curriculum content is copyright, and used with the permission of, the School Curriculum and
Standards Authority (SCSA). This permission does not constitute SCSA endorsement of the presentation.
Copyright of the Australian Curriculum
Any Australian Curriculum content in this presentation is copyright, and used with the permission of, the Australian
Curriculum, Assessment and Reporting Authority (ACARA) under the Creative Commons Attribution 4.0 (CC BY) licence.
This permission does not constitute ACARA endorsement of the presentation.
Copyright of the Australian Government Department of Education and Training
Any Australian Computing Academy content developed for the National Digital Technologies Challenges project is
copyright, and used with the permission of, the Australian Government Department of Education and Training under the
Creative Commons Attribution 4.0 (CC BY) licence.

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Module 3:

Teachers Can Code

We will also demonstrate a range of practical classroom activities.

Photo: © Owen Brasier Photo: © Owen Brasier

A real-world branching example

Photo: © Owen Brasier

Photo: © Owen Brasier

Peanut Butter & Jelly Sandwich:

Making a Vegemite sandwich Ac

Sorting as a general algorithm

© Department of Education Sound of sorting: https://www.youtube.com/watch?v=kPRA0W1kECg

Cars are not pencils

Depending on what you

I’m thinking of a number... Ac

Photo: © Owen Brasier

Bebras Australia Computational Thinking Challenge

Photo: © Owen Brasier

Photo: © Owen Brasier

3-4 Define simple problems, and describe and follow a sequence of

5-6 Design, modify and follow simple algorithms involving sequences

simple algorithms involving Design, modify, follow

Design algorithms Design, represented Trace algorithms to predict

Design, represented Validate algorithms and

PP Generate and record design ideas through describing, drawing,

1 Develop and communicate design ideas through describing, drawing,

2 Develop, communicate and discuss design ideas through describing,

3 Use visually represented sequenced steps (algorithms), including steps

4 Define a sequence of steps to design a solution for a given task

5 Design, follow and represent diagrammatically, a simple sequence of

5 Define a problem, and set of sequenced steps, with users making a

6 Design, modify, follow and represent both diagrammatically, and in

6 Define a problem, and set of sequenced steps, with users making

7 Produce a simple plan designed to solve a problem, using a sequence of

and programs through tracing and test cases

10 Design algorithms represented diagrammatically and in structured

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