Sie sind auf Seite 1von 5

The task the teacher set students was to apply, show and to instil the students newly

acquired mathematical skills. They also had to display computational thinking. They had to

create real world applicable scenarios which this programs includes which prompted the user

to implement mathematical decision-making and memory. This students work is an example

of mastery of the Digital Technologies content descriptor Implement digital solutions, as

simple visual programs, involving branching, iteration, and user input (ACARA, 2015,

ACHGK051). The Shopping scenario implements the users computational thinking. To

complete these tasks students needed to think recursively, conceptually and to interpret codes

as data and vice versa. The task also requires students to think abstractly by forming ideas of

mathematical solutions, removed from an actual example, and apply them to a real-life or

imagined context. This example uses mathematical problem solving and algorithms where

the student has set the variable of money to change when the user selects the items on

Mums shopping list. The tasks that have been set are at a grade six level of problem-solving

by students using fairly easy solutions, problem-solving scenarios and simple programming

as students have been familiar with Scratch from an early age.

This task is suitable for a grade six class as they are using computational thinking to

create problem-solving programs, which prompts the user to solve the problem. They have to

use their imagination and creativity to think of real world scenarios in which mathematical

skills could be implemented. They are implementing digital solutions and creating

algorithms using the Scratch programming. This program includes branching where the

student has programmed the system. When the user inputs data for their answer to their

name, age or when they move their mouse-pointer over the items to purchase Tera it will give

the user two or more options. The students show mastery by having to accommodate for the

user response. In the Frankies shopping centre scene, this student has created a process of

instructions and sounds which is a repetitious cycle of commands that Tera issues. If the user
selects other items, then a sound appears when hovering the mouse pointer over one of the

unwanted items. The user has to input the correct items, which are the banana, orange and

apple to attain the next scene.

Scratch project URL: https://scratch.mit.edu/projects/117968088/


References

Australian Curriculum Assessment and Reporting Authority. (2015). Foundation to

Year 10 Curriculum: Digital technologies, (ACTDIP020). Retrieved from

http://www.australiancurriculum.edu.au/technologies/digital

technologies/curriculum/f-10?layout=1