Table of ContentsIntroduction1.1Video Tutorials1.2Curriculum Map1.3Curriculum Assets1.4Unit 1: Programming & Java (2 weeks)Lesson 1.01: Using Eclipse & Practice It2.1Lesson 1.02: Algorithms & Computational Thinking2.2Lesson 1.03: String & Console Output2.3Lesson 1.04: Common Errors & Comments2.4Lesson 1.05: Static Methods & Method Calls (1/2)2.5Lesson 1.06: Static Methods & Method Calls (2/2)2.6Lesson 1.07: Programming Project2.7Lesson 1.08: Finding & Fixing Errors2.8Lesson 1.09: Review2.9Lesson 1.99: (Unit 1 Test)2.10Unit 2: Working with Data & Basic ControlFlow (3 weeks)Lesson 2.00: Test Review & Reteach3.1Lesson 2.01: Basic Data Concepts3.2Lesson 2.02: Declaring & Assigning Variables3.3Lesson 2.03: String Concatenation & Increment Decrement Operators3.4Lesson 2.04: Mixing Types & Casting3.5Lesson 2.05: for Loops3.6Lesson 2.06: nested for Loops3.7Lesson 2.07: Scope & Pseudocode3.8Lesson 2.08: Programming Project3.91

Lesson 2.09: Programming Project3.10Lesson 2.10: Finding & Fixing Errors3.11Lesson 2.11: Review3.12Lesson 2.99: (Unit 2 Test)3.13Unit 3: Advanced Data & Control Flow (4weeks)Lesson 3.00: Test Review & Reteach4.1Lesson 3.01: Parameters4.2Lesson 3.02: Limitations of Parameters & Multiple Parameters4.3Lesson 3.03: Return Values4.4Lesson 3.04: Programming Project4.5Lesson 3.05: Using Objects & String Processing4.6Lesson 3.06: Interactive Programs & Scanner Objects4.7Lesson 3.07: Pokémon Battle Programming Project4.8Lesson 3.08: Finding & Fixing Errors4.9Lesson 3.09: Relational Operators & if/else4.10Lesson 3.10: Nested if/else Statements4.11Lesson 3.11: Reducing Redundancy4.12Lesson 3.12: Cumulative Algorithms4.13Lesson 3.13: while Loops4.14Lesson 3.14: Random Numbers4.15Lesson 3.15: Fencepost & Sentinel Loops4.16Lesson 3.16: Boolean Logic (2 Days)4.17Lesson 3.17: Finding & Fixing Errors4.18Lesson 3.18: Review4.19Lesson 3.99: (Unit 3 test)4.20Test 2 GuideLesson 3.XX: Frac Calc4.20.14.21Unit 4: Arrays, Lists, & Files (4 weeks)2

Lesson 4.00: Test Review & Reteach5.1Lesson 4.01: Array Basics5.2Lesson 4.02: For-Each Loop & Arrays Class5.3Lesson 4.03: Printing, Searching, & Testing for Equality (2 Days)5.4Lesson 4.04: Reference Semantics5.5Lesson 4.05: Shifting Values & Arrays of Objects5.6Lesson 4.06: Nested Loop Algorithms & Rectangular Arrays5.7Lesson 4.07: ArrayList5.8Lesson 4.08: Finding & Fixing Errors5.9Lesson 4.09: Magpie Lab (5 Days)5.10Lesson 4.10: Review5.11Lesson 4.99: (Unit 4 test)5.12Unit 5: Object-Oriented Programming (4weeks)Lesson 5.00: Test Review & Reteach6.1Lesson 5.01: Object Oriented Programming6.2Lesson 5.02: Object State & Behavior6.3Lesson 5.03: Object Initialization: Constructors6.4Lesson 5.04: Encapsulation6.5Lesson 5.05: Finding & Fixing Errors6.6Lesson 5.06: Picture Lab (9 Days)6.7Lesson 5.07: Review6.8Lesson 5.99: (Unit 5 test)6.9Unit 6: Inheritance & Polymorphism (4weeks)Lesson 6.00: Test Review & Reteach7.1Lesson 6.01: Inheritance Basics (2 Days)7.2Lesson 6.02: Overriding Methods & Accessing Inherited Code7.3Lesson 6.03: Interacting with the Object Superclass7.43

Lesson 6.04: Polymorphism7.5Lesson 6.05: Has-a Relationships7.6Lesson 6.06: Interfaces7.7Lesson 6.07: Programming Project (5 Days)7.8Lesson 6.08: Finding & Fixing Errors7.9Lesson 6.09: Review7.10Lesson 6.99: (Unit 6 test)7.11Test 5 GuideLesson 6.XX: Text Excel7.11.17.12Unit 7: Searching & Sorting (3 weeks)Lesson 7.00: Test Review & Reteach8.1Lesson 7.01: Searching Algorithms8.2Lesson 7.02: Sorting Algorithms8.3Lesson 7.03: Elevens Lab (16 Days)8.4Lesson 7.04: Review8.5Lesson 7.99: (Unit 7 test)8.6Test 6 Guide8.6.1Unit 8: Recursion (2 weeks)Lesson 8.00: Test Review & Reteach9.1Lesson 8.01: Thinking Recursively9.2Lesson 8.02: Writing Recursive Solutions9.3Lesson 8.03: Mechanics of Recursion9.4Lesson 8.04: MergeSort9.5Lesson 8.05: Finding & Fixing Errors9.6Lesson 8.06: Review9.7Lesson 8.07: (Unit 8 quiz)9.8Lesson 8.08: Quiz Review & Reteach9.9Unit 9: AP Test Review (3 weeks)4

Lesson 9.00: Reviewing for the AP Exam10.1Unit 10: Post-AP Exam Projects (4–5 weeks)SpaceBattleArena11.1TEALS Minecraft Modding11.2AppendixAbout This edegments12.45

IntroductionAbout the AP Computer Science ACurriculumThe TEALS Program has designed these curriculum materials for the use of teachers andvolunteer tech professionals in high school classrooms. Any teacher with prior programmingexperience (or access to a computer science professional) can use this curriculum to teachthe AP Computer Science A course.This curriculum is based on and aligned with Professor Stuart Reges' course at theUniversity of Washington, CSE 142. The course uses the textbook Building Java Programs:A Back to Basics Approach, by Stuart Reges and Marty Stepp. The course is aligned withthe AP Computer Science A standards. TEALS has received AP Audit certification forprevious versions of the course and syllabus. Since these materials are new in 2015–2016,TEALS will apply to have the new syllabus approved. Once the CollegeBoard approves thenew syllabus, partner schools may use the “claim identical” function of the AP Audit websiteto obviate the need for their own curriculum audit.This curriculum uses principles of universal design for learning (UDL). The curriculum waswritten for and tested in classrooms with diverse learners; students with individualizededucation plans, English language learners, students who have received sub-optimal mathor language instruction in the past, students who are gifted/talented, students who areotherwise “outside the average.” See Additional Resources for more information on universaldesign for learning.Accessing the CurriculumThe AP Computer Science A Curriculum GitBook is located r-science-a/details.For contributions to the curriculum, the AP Computer Science A GitHub repository is locatedat the curriculumEach classroom has different physical, cultural, academic, and scheduling needs. Therefore,we have tried to create a collection of lessons and materials that are adaptable to mostsituations. TEALS volunteers and classroom teachers will find different aspects of the6

Introductioncurriculum useful; you should expect to skip over certain notes to focus on the informationthat is most useful to you.We have provided classroom management tips and engagement tips for TEALS volunteers,who are new to the classroom setting. Experienced teachers and volunteers will likelychoose to skip such details and focus on the step-by-step lecture notes.You may browse the Curriculum Map for an overview of the pacing, objectives, andassessments.Year Round PacingThe table-of-contents (included with Introduction materials) contains course-grained timeestimates on the scale of weeks and days so teachers can plan accordingly. Units 6 and 8include extra days in the time-estimate so teachers can re-adjust their unit plans if they haveshifted due to unexpected class cancellations or drift.Daily StructureEvery classroom is different, and we expect that instructors will adapt the daily structure ofthe class to suit their students' needs. That said, we've designed most of the lessons usingthe following daily structure:Hook & InstructionEach lesson plan begins with one or several options for short (from seconds to 5minutes) engaging or mystifying activities that introduce students to the topics to beintroduced later in the lesson.Lecture notes, student prompts, and quick-assessments (with answers) are outlined insubsection “Introduction.” If you are teaching in a flipped classroom, this section can bepre-recorded for students to view at home. For additional resources on flipping yourclassroom, please refer to “Additional Resources” below.Student PracticeStudent practice/activities are outlined with step-by-step instructions including pacingsuggestions and alternative stopping points. Any special materials or preparationneeded for the hook, lecture, or activity are listed in the Materials & Prep section.Warmup / DoNow / Boardwork/Ticket-to-leave7

IntroductionSince each classroom progresses at different rates, we have not included warm-up andcool-down questions (though time has been scheduled in the Pacing Guide for one orboth of these activities). You should choose your questions based on the topics you feltwere most challenging or confusing for your students. A good source for short-answerand multiple choice questions is the Barron's AP Computer Science A review book,which TEALS ships to each AP CS A volunteer.ScaffoldingThe Glossary of Education Reform defines scaffolding as:A variety of instructional techniques used to move students progressively toward strongerunderstanding and, ultimately, greater independence in the learning process.Instructors provide successive levels of temporary support that help students reach higherlevels of comprehension than they would have been able to achieve without assistance.Support is gradually removed as students move towards mastery, which occurs whenstudents demonstrate skills and knowledge without any outside assistance.The University of Washington course CSE 142 and associated textbook do not contain muchscaffolding. This curriculum attempts to wrap the content of the UW course with scaffoldingappropriate for high school classes. Some classes may not require scaffolding, and otherclasses may need even more scaffolding than those steps suggested within the lesson plan.ExamplesMost lecture notes and classroom examples are slightly modified versions of the examplesoutlined in the textbook. When the class needs additional examples, or re-teaching,instructors can refer directly to the textbook for a fresh set of similar examples andexplanations. The "additional resources" section of this document lists some other sourcesfor examples and labs.References to the textbookSome classrooms are using earlier editions of the Building Java Programs textbook. Toavoid confusion, we have written all reading and practice assignments by chapter andsection rather than page number. In cases where practice problems or assignments differbetween editions, we have copied those assignments (with reference) into printabledocuments.Homework Assignments8

IntroductionAs written, the homework assignments contain material to be assigned, but are not phrasedin terms of learning goals. Teachers should choose specific learning goals for the evening'swork depending on student progress and timing within the week and school year, thenphrase the assignment in terms of learning goals, not output.For example, rather than "read section 3.1" assign the reading by saying "for tomorrow, beprepared to pass data into methods using parameters. Section 3.1 in the textbook will showyou how."PokémonThroughout the course, this curriculum includes lab assignments using the Pokémonuniverse as a subject-matter domain (often replacing textbook assignments on less salienttopics like compound interest). The Pokémon storyline and game rules are familiar to maleand female students from all socioeconomic backgrounds, available across the digital divideas both a card game and a video game, and are available in 10 different languages (English,Spanish, Portuguese, Dutch, French, German, Italian, Korean, Chinese, and Japanese).Because the game relies on statistics, modulo operators, and the underlying 32-bit integerthat characterizes any given Pokémon, we will be using this theme to introduce students tomuch of the AP CS A curriculum. Students will be entering the AP CS A course with varyingdegrees of math literacy, and framing mathematical challenges in this familiar framework ishelpful for avoiding stereotype threat and math anxiety.To learn more about the Pokémon storyline, game rules, underlying formulae, andcharacters, visit For a more general introduction to thePokémon franchise, visit Test PreparationThe curriculum is designed with AP Test Prep in mind. All of the Unit tests are in the APexam format. In classes where many students will take the exam, instructors shouldgradually adjust the testing environment to mimic that of the exam:Always provide/allow the AP Java Quick ReferenceMove from open-note (see “Tricky Code Cheat Sheet”) to closed-noteThe AP exam has 40 multiple choice questions in 75 minutes ( 2 minutes per question).On the earlier tests, start at a slower pace (perhaps 4 minutes per question). As thecourse progresses, work to a pace even faster than the actual test (90 seconds perquestion).9

IntroductionVocabularyA comprehensive vocabulary list for each unit is provided for teachers to generate wordwalls in their classroom. Some classrooms will be able to omit certain vocabulary words; asoffered, the lists offered include words that English language learners and students withprevious sub-optimal instruction may find challenging.Error-Checking LessonsOne class period in each unit has been devoted to student correction and resubmission ofwork. While it may be tempting to “win back” class time by skipping these sessions, westrongly encourage teachers to leave these sessions in.When students have the opportunity to fix their work and earn back full or partial credit, itgives students agency over their grade and teaches students to examine and reflect upontheir own learning. On a practical note, when error-checking lessons are included, teachersneed only grade answers as correct/incorrect, since students will be challenged with findingand fixing the errors on their own later. Finally, students that have answered all or most oftheir work correctly receive a day off to do silent work/play on their own, which positivelyreinforces students to put in the initial effort to win a day off.Video TutorialsTiming and Pacing — Adjusting lessons and the curriculum map for the speed of yourlearnersProjects and Labs — Choosingn whether your class completes the AP labs or theprojects (FracCalc/TextExcel)Supporting Visual-Spatial Learners — Using the physical space in your classroom toenhance learningParson's Problems — Assessing high-level programming skills quickly with Parson'sProblemsGrudgeball — Reviewing material by playing a class game of GrudgeballDigital Tools Associated with This CurriculumIntegrated Design Environment (IDE) — EclipseCoding in Java requires the Java Development Kit and a text editor or IDE. There are manyJava IDEs available. Currently most of the TEALS classrooms use Eclipse. Unit 1 includesdirections for installing Eclipse.10

IntroductionPractice-It!Professors Marty Stepp and Jessica Miller created the Practice-It online tool that allowsstudents to complete Java exercises from the BJP textbook and get immediate feedback ontheir results. Detailed instructions for teacher and student registration on the site areincluded in Unit 1 lessons.As of the 2015–2016 school year, TEALS classes do not have access to the Practice-Itdashboard for tracking student progress on the exercises. Instead, instructors can use oneof the following methods:1. Students take screen shots of their total correct problems (a table is available on theirhome dashboard), and submit the screenshots by email or form submission on yourchosen learning management system.2. Implement the Practice-It Grade Retrieval Tool created by Mauricio Del Carpio (ofBishop Blanchet High School). Step-by-step instructions for installation are included inthe Practice It Grade Retrieval document included with the other Introduction materials.Detecting Cheating with MOSSAlthough the curriculum does not specifically outline an approach for monitoring cheating,many teachers have found it easier, faster, and less stressful to use a free plagiarismdetection program offered by Stanford at aiken/moss/. Teacherswill still need to manually inspect code flagged by MOSS, but the program does catchcommon tactics including renaming variables and reordering methods.Occasionally, teachers have difficulty registering for an account. If this occurs, you areencouraged to email the program's creator Alex Aiken directly, at [email protected] ResourcesThe free web-based game Code Hunt ( offers opportunitiesfor students to find and fix errors by “discovering the missing code segments.”Assignments/Levels are automatically graded, and students can compete against eachother to hone their programming skills.Similar to PracticeIt, CodingBat ( offers Java practiceproblems with instant feedback for students. The problems in CodingBat are distinctfrom those in the Building Java Programs textbook. CodingBat has a teacher11

Introductiondashboard, and a system of badges to motivate learners. Instructors can also uploadtheir own sets of java problems for their classes to complete.If you are interested in learning more about principles of universal design for learning,please visit erging EdTech has collected a sample of 20 digital tools to increase collaboration inthe classroom. One of them might be perfect for your classroom:See 20 Fun Free Tools for Interactive Classroom Collaboration. Other tools forcollaboration that have been successfully used in TEALS classrooms include Twiddla,Vyew, Skype, and Google Hangouts.If your classroom does not already have a digital grade management system, previousTEALS teaching teams have used Moodle, Canvas, Schoology, Excel Online, andGoogle Forms.To create digital, self-grading, and responsive quizzes, Google Forms and Socrativeoffer free tools and tutorials to use their systems.If you are stationed in a high-performing school, or in a school where many studentshave already mastered other programming languages, you may want to considerflipping (or inverting) your classroom. To learn more about the theory and practice ofteaching in a flipped classroom, Vanterbilt Univerisity offers a comprehensiveintroduction and links to practical resources/examples ipping-the-classroom.You should still be able to use most of the resources offered in this curriculum, but youwill have to shuffle how you use the lesson plans. Some quick recommendations:1. Use the lecture notes as given, but record the lecture for student viewing.2. Where lecture activities have been suggested (e.g. think-pair-shares), considerembedding questions into your lesson plans.3. Save class competitions for in-class, and leave reading and easy Practice-it, selfcheck, and worksheet exercises for home review.As you read through the lesson plans, you will find several classroom teaching activitiesand strategies appear repeatedly. Brief video tutorials modeling these activities can befound within the TEALS repository. Keep an eye out for specific adjustments to thelesson plans for error-checking and test review. While these lesson plans look identicalat first glance, small adjustments have been made for content, timing, and AP test prep.Giving feedback on the curriculum12

IntroductionTEALS intends for this curriculum to be a starting point; it's our first attempt at a completeAP CS A curriculum. We'll continue evolving and adapting the curriculum and associatedmaterials as we learn more about teaching AP CS A. To participate in this process, we inviteTEALS team members and independent teachers using this curriculum to submit edits andsuggestions via the discussion forum on the TEALS dashboard, or [email protected]

Video TutorialsAP CS A Video TutorialsThe following are a set of video tutorials to help guide new teachers on the TEALScurriculum.VideosTiming and Pacing: Adjust lessons and the curriculum map for the speed of yourlearnersProjects and Labs: Choose whether your class completes the AP Labs or theProjects(FracCalc/TextExcel)Space: Using the physical space in your classroom to enhance learningParson's Problems: Assessing high-level programming skills quickly with Parson'sProblemsGrudgeball: Review materials using by plaing a game of Grudgeball14

Curriculum MapAP CS A Curriculum MapThe following curriculum map is a day-by-day listing of the AP Computer Science course inchronological order. Each row represents one day of class, based on a medium-paced class.Readings from the textbook and homework assignments are included on the day when theyshould be assigned. Refer to the Introduction document for information about how to adjustthis pacing for your specific classroom.ContentsUnit 1: Programming & Java (2 weeks)Unit 2: Working with Data & Basic Control Flow (3 weeks)Unit 3: Advanced Data & Control Flow (4 weeks)Unit 4: Arrays, Lists, & Files (4 weeks)Unit 5: Object-Oriented Programming (4 weeks)Unit 6: Inheritance & Polymorphism (4 weeks)Unit 7: Searching & Sorting (3 weeks)Unit 8: Recursion (2 weeks)Unit 9: AP Test Review (3 weeks)Unit 10: Post-AP Exam Projects (4–5 weeks)AbbreviationsWS — WorksheetSC — Self-Check problem (in the textbook)EX — Exercise (in the textbook)PP — Programming Project (in the textbook)Unit 1: Programming & Java (2 weeks)Unit 1 SlidesUnit 1 Word Bank15

Curriculum MapCurriculum AssetsLPTitleIn Class1.01Using Eclipse &Practice-ItWS 1.1.1WS 1.1.2Explore Pokémon(,console, web site)1.02Algorithms &ComputationalThinkingPB&J1.2Reflect on PB&JassignmentContinue exploringPokémon1.03String & ConsoleOutputPractice-ItSC 1.6–9,1.11–14LP Welcome1.3EX 1.1–51.04Common Errors &CommentsWS 1.41.4EX 1.6–91.05Static Methods &Method CallsPractice-ItSC 1.22, 1.23,1.26, 1.291.5EX 1.11, 1.12, 1.14,1.161.06Static Methods &Method CallsLP StarFiguresLPPikachuChatterOutline ch 1PP 1.1, 1.31.07ProgrammingProjectPP 1.2, 1.5Note check (addsummaries if needed)1.08Finding & FixingErrorsFix homeworkReviewReviewquestionsWS 1.9Practice testUnit 1 TestTest 0 Section ITest 0 SectionII1.09[1.99]ReadingReviewch 1HomeworkSubmit questions forreviewStudy1.0116

Curriculum MapLesson 1.01Using Eclipse & Practice-ItObjectivesStudents will be able to open Eclipse, create and save a file inEclipse, and use Practice-It.AssessmentsStudents will demonstrate Plug-In and Un-Plug procedures for theteacher.Students will log in and submit a sample problem in Practice-It.In ClassWS 1.1.1WS 1.1.2ReadingHomeworkExplore Pokémon (, console, web site)1.02Lesson 1.02Algorithms & Computational ThinkingObjectivesStudents will be able to define algorithms, programs, hardware,software, and operating systems.Students will be able to describe the relationships between theseconcepts and components.AssessmentsStudents will write sample algorithms, assemble and debug aprogram that directs the instructor to make a peanut butter & jellysandwich.In ClassPB&JReading1.2HomeworkReflect on PB&J assignmentContinue exploring Pokémon1.03Lesson 1.03String & Console OutputObjectivesStudents will correctly assemble a complete program that uses aclass header, body, and main method.Students will correctly use print, println, and escape sequences.AssessmentsStudents will create a starter Pokémon programStudents will complete several Practice-It questions.In ClassPractice-ItSC 1.6–9, 1.11–14LP WelcomeReading1.3HomeworkEX 1.1–517

Curriculum Map1.04Lesson 1.04Common Errors & CommentsObjectivesStudents will create simple programs with commentsStudents will be able to list and apply the steps necessary for avoidingsyntax errors.AssessmentsStudents will complete a worksheet (WS 1.4).Students will develop a personal check-list for spotting syntax errors.In ClassWS 1.4Reading1.4HomeworkEX 1.6–91.05Lesson 1.05Static Methods & Method CallsObjectivesStudents will use procedural decomposition to plan complex programsusing structure diagrams.Students will manage complexity by using method calls.AssessmentsStudents will complete Practice-It problems.In ClassPractice-ItSC 1.22, 1.23, 1.26, 1.29Reading1.5HomeworkEX 1.11, 1.12, 1.14, 1.161.06Lesson 1.06Static Methods & Method CallsObjectivesStudents will use structure diagrams to plan complex programs.Students will manage complexity by using method calls.AssessmentsStudents will complete Practice-It problems, students will write astructured Pikachu program.In ClassLP StarFiguresLP PikachuChatterReadingHomeworkOutline ch 1PP 1.1, 1.31.0718

Curriculum MapLesson 1.07Programming ProjectObjectivesStudents will construct a program containing method calls and staticmethods.AssessmentsStudents will submit a complete, functional program by the end ofclass.In ClassPP 1.2, 1.5ReadingHomeworkNote check (add summaries if needed)1.08Lesson 1.08Finding & Fixing ErrorsObjectivesStudents will find errors in their returned homework assignments, andcorrect their code.AssessmentsStudents will re-submit all homework assignments with correctedanswers.In ClassFix homeworkReadingReview ch 1HomeworkSubmit questions for review1.09Lesson 1.09ReviewObjectivesStudents will identify weaknesses in their Unit 1 knowledge.AssessmentsStudents will create a personalized list of review topics to guidetonight’s study session.In ClassReview questionsWS 1.9Practice testReadingHomeworkStudy1.99Unit 1 TestProgramming & JavaIn ClassTest 0 Section ITest 0 Section II19

Curriculum MapUnit 2: Working with Data & Basic Control Flow(3 weeks)Unit 2 SlidesUnit 2 Word BankCurriculum AssetsLPTitleIn ClassReadingHomework2.00Test Review &ReteachReview test2.1 except for“Mixing types andCasting”Test corrections2.01Basic DataConceptsWS 2.12.2 up to “StringConcatenation”SC 2.1-2.3(4th: 2.1",2.3,"2.4)2.02Declaring &AssigningVariablesWS 2.2Practice-It SC2.7, 2.11(4th: 2.8,"2.13) E 2.1Rest of 2.2SC 03StringConcatenation& IncrementDecrementOperatorsGrudgeballRest of 2.2SC 2.4(4th: 2.5)2.04Mixing Types &CastingWS 2.4Poster 2.42.3 up to “Nestedfor Loops"finish WS 2.4for LoopsWS 2.5Practice-It SC2.18,2.23,2.24(4th:2.21,2.26,"2.27)2.3 “Nested forLoops”SC 2.19-2.21(4th: 2.22-2.24)nested forLoopsPractice-It SC2.28-2.30(4th: 2.312.33), E 2.52.4 “Scope” and“Pseudocode"SC 2.26", 2.27(4th: 2.29,2.30),E

Curriculum Map2.07Scope &PseudocodeWS 2.7Discuss PP2.12.08ProgrammingProjectStart PP 2.4Outline ch 2(omit 2.5)2.09ProgrammingProjectComplete PP2.4[TBD practicequestion]2.10Finding & FixingErrorsFix HW2.11Review (Reviewquestions)WS 2.11practice test(Unit 2 Test)Test 1 SectionITest 1 SectionII[2.99]Read 2.4 “ClassConstants”Review ch 2 (omit2.5)SC 2.31-2.33(4th 2.34-2.36)Submitquestions forreviewStudy2.00Lesson 2.00Test Review & ReteachObjectivesStudents will re-learn or strengthen content knowledge and skills fromUnit 1.AssessmentsStudents will re-submit test answers with updated corrections forpartial or full credit, depending on instructor preference.In ClassReview testReading2.1 except for “Mixing Types and Casting”HomeworkTest corrections2.0121

Curriculum MapLesson 2.01Basic Data ConceptsObjectivesStudents will be able to identify and categorize data types.Students will identify operators and operands, and will correctly applyrules or precedence.AssessmentsUsing operator/operand expression sets, students will use rules ofprecedence to correctly write code that yields a given answer.Using operator/operand expression sets, students will create theirown expressions and predict the output.In ClassWS 2.1Reading2.2 up to “String Concatenation”HomeworkSC 2.1–3 (4th: 2.1, 2.3, 2.4)2.02Lesson 2.02Declaring & Assigning VariablesObjectivesStudents will be able to identify, declare, and assign variables.AssessmentsStudents will write a program that converts temperature fromFarenheit to Celsius.In ClassWS 2.2Practice-ItSC 2.7, 2.11 (4th: 2.8, 2.13)E 2.1ReadingRest of 2.2HomeworkSC 2.5, 2.6, 2.9, 2.12–15 (4th: 2.6, 2.7, 2.10, 2.14–17)2.03Lesson 2.03String Concatenation & Increment Decrement OperatorsObjectivesStudents will apply the rules of string concatenation, students willcorrectly interpret incrementing and decrementing statements.AssessmentsStudents will evaluate statements and predict output during a game ofgrudgeball.In ClassGrudgeballReadingRest of 2.2HomeworkSC 2.4 (4th: 2.5)2.0422

Curriculum MapLesson 2.04Mixing Types & CastingObjectivesStudents will be able to describe which types automatically convertinto others when appearing together in expressions, and predict howan expression with mixed types will evaluate.Students will be able to convert types by casting.AssessmentsStudents will use “Zombie Rules” of precedence to correctly writecode that yields a given answerSudents will create their own expressions & predict output bycompleting and trading worksheets.In ClassWS 2.4Poster 2.4Reading2.3 up to “Nested for Loops”HomeworkFinish WS 2.42.05Lesson 2.05for LoopsObjectivesStudents will trace loops to predict program behaviorStudents will construct loops to execute simple tasks.AssessmentsStudents will trace and construct loops in Practice-It problems.In ClassWS 2.5Practice-ItSC 2.18, 2.23, 2.24 (4th: 2.21, 2.26, 2.27)Reading2.3 “Nested for Loops”HomeworkSC 2.19–21 (4th: 2.22–24)2.06Lesson 2.06Nested for LoopsObjectivesStudents will trace nested loops to predict program behaviorStudents will construct loops to execute simple tasks.AssessmentsStudents will trace and construct nested loops in Practice-It problems.In ClassPractice-ItSC 2.28–30 (4th: 2.31–33)E 2.5Reading2.4 “Scope” and “Pseudocode”HomeworkSC 2.26, 2.27 (4th: 2.29, 2.30)E 2.423

Curriculum Map2.07Lesson 2.07Scope & PseudocodeObjectivesStudents will be able to identify the scope of a variable and identifycommon scope errors.AssessmentsStudents will complete a worksheet.In ClassWS 2.7Discuss PP 2.1ReadingRead 2.4 “Class Constants”HomeworkSC 2.31–33 (4th 2.34–36)2.08Lesson 2.08Programming ProjectObjectivesStudents will plan and construct a structured program containingnested loops.AssessmentsStudents will submit a complete, functional program by the end ofnext class.In ClassStart PP 2.4ReadingHomeworkOutline ch 2 (omit 2.5)2.09Les

Lesson 1.99: (Unit 1 Test) Unit 2: Working with Data & Basic Control Flow (3 weeks) Lesson 2.00: Test Review & Reteach Lesson 2.01: Basic Data Concepts Lesson 2.02: Declaring & Assigning Variables Lesson 2.03: String Concatenation & Increment Decrement Operators Lesson 2.04: Mixing Types & Casting Lesson 2.0