Teaching STEM | Computer Science, Coding, Data, Robotics, Digital Technologies

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Innovative Teaching Ideas

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Grade Levels

1st - 10th, Higher Education, Adult Education, Homeschool, Staff

Subjects

Computer Science - Technology, Critical Thinking, Robotics

Resource Type

Activities, Professional Development

Standards

CCSS5.OA.B.3

CCSS6.RP.A.1

CCSS6.RP.A.2

CCSS6.RP.A.3

CCSS6.RP.A.3a

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PDF
Internet Activities

Pages

181 pages

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Description

Teach STEM, COMPUTER SCIENCE, CODING, DATA, ARTIFICIAL INTELLIGENCE, ROBOTICS and CRITICAL THINKING with supreme CONFIDENCE in 2024. Discover proven teaching strategies, lesson plans, ideas and resources that provide a wealth of information on this innovative and engaging curriculum area.

Kevin Cummins (MA, Education & Technology Melbourne), an accomplished educator with over a decade of experience coaching STEM and Digital Technologies, provides a step-by-step guide to teaching the following areas in this 180-PAGE INTERACTIVE e-BOOK.

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⭐ Algorithmic Design and Analysis
⭐ Data collection, analysis, and Visualization

⭐ Machine Learning & Artificial Intelligence
⭐ Digital Citizenship (rights and responsibilities)
⭐ Digital Systems
⭐ Aligned to the Australian, U.S. Common Core, and British Curriculums

And much more high-quality content designed to turn teachers and students from TECH CONSUMERS TO CREATORS.

There is an ENTIRE YEAR of teaching ideas and content here, plus you will receive all future additions and revisions FOR FREE.

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Total Pages

181 pages

Answer Key

Does not apply

Teaching Duration

Lifelong tool

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Standards

to see state-specific standards (only available in the US).

CCSS5.OA.B.3

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

CCSS6.RP.A.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

CCSS6.RP.A.2

Understand the concept of a unit rate 𝘢/𝘣 associated with a ratio 𝘢:𝘣 with 𝘣 ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

CCSS6.RP.A.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

CCSS6.RP.A.3a

Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

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