CS Principles 2018 Standards Alignment

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

CPP - Computing Practice & Programming

CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
CPP.L2:8 - Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).

CT - Computational Thinking

CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving (e.g., problem statement and exploration, examination of sample instances, design, implementation and testing).
CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a computer.

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.

4.1.2 - Express an algorithm in a language. [P5]

4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
4.1.2C - Algorithms described in programming languages can be executed on a computer.
4.1.2F - The language used to express an algorithm can affect characteristics such as clarity or readability but not whether an algorithmic solution exists.
4.1.2I - Clarity and readability are important considerations when expressing an algorithm in a language.

5.2 - People write programs to execute algorithms.

5.2.1 - Explain how programs implement algorithms. [P3]

5.2.1E - Program execution automates processes.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

Standards Alignment

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.

4.1.1 - Develop an algorithm for implementation in a program. [P2]

4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
4.1.1H - Different algorithms can be developed to solve the same problem.
4.1.1I - Developing a new algorithm to solve a problem can yield insight into the problem.

4.1.2 - Express an algorithm in a language. [P5]

4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.

4.2 - Algorithms can solve many but not all computational problems.

4.2.4 - Evaluate algorithms analytically and empirically for efficiency, correctness, and clarity. [P4]

4.2.4F - Finding an efficient algorithm for a problem can help solve larger instances of the problem.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
5.4.1I - Programmers justify and explain a programâ€™s correctness.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

2-AP-17 - Systematically test and refine programs using a range of test cases.
3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

Standards Alignment

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts

2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]

2.2.3C - Code in a programming language is often translated into code in another (lowerlevel) language to be executed on a computer.

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.

4.1.1 - Develop an algorithm for implementation in a program. [P2]

4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
4.1.1E - Algorithms can be combined to make new algorithms.
4.1.1F - Using existing correct algorithms as building blocks for constructing a new algorithm helps ensure the new algorithm is correct.
4.1.1G - Knowledge of standard algorithms can help in constructing new algorithms.
4.1.1H - Different algorithms can be developed to solve the same problem.
4.1.1I - Developing a new algorithm to solve a problem can yield insight into the problem.

5.2 - People write programs to execute algorithms.

5.2.1 - Explain how programs implement algorithms. [P3]

5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
5.2.1B - Program instructions are executed sequentially.
5.2.1D - An understanding of instruction processing and program execution is useful for programming.
5.2.1E - Program execution automates processes.
5.2.1J - Simple algorithms can solve a large set of problems when automated.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

2-AP-17 - Systematically test and refine programs using a range of test cases.
3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

CPP - Computing Practice & Programming

CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
CPP.L2:8 - Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).
CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).

CT - Computational Thinking

CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing and evaluation).
CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a computer.
CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a characterâ€™s behavior in a video game as driven by rules and algorithms).

Computer Science Principles

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.1.2 - Develop a correct program to solve problems. [P2]

5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
5.1.2I - A programmerâ€™s knowledge and skill affects how a program is developed and how it is used to solve a problem.

5.1.3 - Collaborate to develop a program. [P6]

5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.

5.2 - People write programs to execute algorithms.

5.2.1 - Explain how programs implement algorithms. [P3]

5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
5.2.1B - Program instructions are executed sequentially.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

5.4.1A - Program style can affect the determination of program correctness.
5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
5.4.1E - Locating and correcting errors in a program is called debugging the program.
5.4.1I - Programmers justify and explain a programâ€™s correctness.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
3B-AP-11 - Evaluate algorithms in terms of their efficiency, correctness, and clarity.

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration

CL.L2:2 - Collaboratively design, develop, publish and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum. concepts.
CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

CPP - Computing Practice & Programming

CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).

CT - Computational Thinking

CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing and evaluation).
CT.L2:12 - Use abstraction to decompose a problem into sub problems.
CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a computer.
CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts

2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]

2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.

2.2.2 - Use multiple levels of abstraction to write programs. [P3]

2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.

5.3 - Programming is facilitated by appropriate abstractions.

5.3.1 - Use abstraction to manage complexity in programs. [P3]

5.3.1A - Procedures are reusable programming abstractions.
5.3.1B - A function is a named grouping of programming instructions.
5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

5.4.1A - Program style can affect the determination of program correctness.
5.4.1B - Duplicated code can make it harder to reason about a program.
5.4.1C - Meaningful names for variables and procedures help people better understand programs.
5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

CS - Computing Systems

3A-CS-01 - Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects.

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

CPP - Computing Practice & Programming

CPP.L1:6-06 - Implement problem solutions using a block based visual programming language.
CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).

CT - Computational Thinking

CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing and evaluation).
CT.L2:12 - Use abstraction to decompose a problem into sub problems.
CT.L2:4 - Evaluate ways that different algorithms may be used to solve the same problem.
CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a characterâ€™s behavior in a video game as driven by rules and algorithms).
CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
CT.L3A:4 - Compare techniques for analyzing massive data collections.

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts

2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]

2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.

2.2.2 - Use multiple levels of abstraction to write programs. [P3]

2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.

2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]

2.2.3A - Different programming languages offer different levels of abstraction.
2.2.3D - In an abstraction hierarchy, higher levels of abstraction (the most general concepts) would be placed toward the top and lower level abstractions (the more specific concepts) toward the bottom.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.1.2 - Develop a correct program to solve problems. [P2]

5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.

5.1.3 - Collaborate to develop a program. [P6]

5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
5.1.3E - Collaboration facilitates developing program components independently.
5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.

5.3 - Programming is facilitated by appropriate abstractions.

5.3.1 - Use abstraction to manage complexity in programs. [P3]

5.3.1A - Procedures are reusable programming abstractions.
5.3.1B - A function is a named grouping of programming instructions.
5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
5.3.1D - Procedures have names and may have parameters and return values.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

2-AP-13 - Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Standards Alignment

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts

2.2.2 - Use multiple levels of abstraction to write programs. [P3]

2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.

2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]

2.2.3A - Different programming languages offer different levels of abstraction.
2.2.3B - High level programming languages provide more abstractions for the programmer and make it easier for people to read and write a program.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.1.2 - Develop a correct program to solve problems. [P2]

5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
5.1.2E - Documentation about program components, such as blocks and procedures, helps in developing and maintaining programs.
5.1.2F - Documentation helps in developing and maintaining programs when working individually or in collaborative programming environments

5.3 - Programming is facilitated by appropriate abstractions.

5.3.1 - Use abstraction to manage complexity in programs. [P3]

5.3.1D - Procedures have names and may have parameters and return values.
5.3.1E - Parameterization can generalize a specific solution.
5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
5.3.1M - Application program interfaces (APIs) and libraries simplify complex programming tasks.
5.3.1N - Documentation for an API/library is an important aspect of programming.
5.3.1O - APIs connect software components, allowing them to communicate.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Standards Alignment

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts

2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]

2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.

2.2.2 - Use multiple levels of abstraction to write programs. [P3]

2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.

5.3 - Programming is facilitated by appropriate abstractions.

5.3.1 - Use abstraction to manage complexity in programs. [P3]

5.3.1A - Procedures are reusable programming abstractions.
5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
5.3.1D - Procedures have names and may have parameters and return values.
5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

5.4.1C - Meaningful names for variables and procedures help people better understand programs.
5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
5.4.1E - Locating and correcting errors in a program is called debugging the program.
5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
5.4.1I - Programmers justify and explain a programâ€™s correctness.
5.4.1J - Justification can include a written explanation about how a program meets its specifications.
5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

2-AP-14 - Create procedures with parameters to organize code and make it easier to reuse.
3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

CPP - Computing Practice & Programming

CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).

CT - Computational Thinking

CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a characterâ€™s behavior in a video game as driven by rules and algorithms).
CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.

4.1.1 - Develop an algorithm for implementation in a program. [P2]

4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.1.2 - Develop a correct program to solve problems. [P2]

5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.

5.3 - Programming is facilitated by appropriate abstractions.

5.3.1 - Use abstraction to manage complexity in programs. [P3]

5.3.1A - Procedures are reusable programming abstractions.
5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
5.3.1D - Procedures have names and may have parameters and return values.
5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

5.4.1C - Meaningful names for variables and procedures help people better understand programs.
5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
5.4.1E - Locating and correcting errors in a program is called debugging the program.
5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
5.4.1I - Programmers justify and explain a programâ€™s correctness.
5.4.1J - Justification can include a written explanation about how a program meets its specifications.
5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

3A-AP-15 - Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance and explain the benefits and drawbacks of choices made.

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

CPP - Computing Practice & Programming

CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).

CT - Computational Thinking

CT.L2:12 - Use abstraction to decompose a problem into sub problems.
CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a characterâ€™s behavior in a video game as driven by rules and algorithms).
CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts

2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]

2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.

2.2.2 - Use multiple levels of abstraction to write programs. [P3]

2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.

2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]

2.2.3A - Different programming languages offer different levels of abstraction.
2.2.3B - High level programming languages provide more abstractions for the programmer and make it easier for people to read and write a program.

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.

4.1.1 - Develop an algorithm for implementation in a program. [P2]

4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.1.2 - Develop a correct program to solve problems. [P2]

5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.

5.1.3 - Collaborate to develop a program. [P6]

5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
5.1.3E - Collaboration facilitates developing program components independently.
5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.

5.3 - Programming is facilitated by appropriate abstractions.

5.3.1 - Use abstraction to manage complexity in programs. [P3]

5.3.1A - Procedures are reusable programming abstractions.
5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
5.3.1D - Procedures have names and may have parameters and return values.
5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

5.4.1C - Meaningful names for variables and procedures help people better understand programs.
5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
5.4.1E - Locating and correcting errors in a program is called debugging the program.
5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
5.4.1I - Programmers justify and explain a programâ€™s correctness.
5.4.1J - Justification can include a written explanation about how a program meets its specifications.
5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

2-AP-18 - Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
3A-AP-22 - Design and develop computational artifacts working in team roles using collaborative tools.
3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

IC - Impacts of Computing

3A-IC-27 - Use tools and methods for collaboration on a project to increase connectivity of people in different cultures and career fields.