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Sorting Algorithms

Classroom Resource Information

Title:

Sorting Algorithms

URL:

https://classic.csunplugged.org/sorting-algorithms/

Content Source:

Other
CS Unplugged

Type:

Learning Activity

Overview:

Computers are often used to put lists into some sort of order, for example, names into alphabetical order, appointments or e-mail by date, or items in numerical order. Sorting lists helps us find things quickly, and also makes extreme values easy to see. If you sort the marks for a class test into numeric order, the lowest and highest marks become obvious.

If you use the wrong method, it can take a long time to sort a large list into order, even on a fast computer. Fortunately, several fast methods are known for sorting. In this activity, children will discover different methods for sorting and see how a clever method can perform the task much more quickly than a simple one.

Content Standard(s):

Digital Literacy and Computer Science DLIT (2018) Grade: 3	20) Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task. Examples: Sorting alphabetically, finding a path across a cluttered room. Unpacked Content Evidence Of Student Attainment: Students will: compare human and computer performance on similar tasks to understand whether human or computer is better suited to the task. contrast human and computer performance on similar tasks to understand whether human or computer is better suited to the task. Teacher Vocabulary: human and computer relationship human and computer performance compare and contrast Knowledge: Students know: the similarities and differences in human/computer performance of similiar tasks. the benefits and disadvantages of human/computer performances of similar tasks. the characteristics of human performance/computer performance of tasks. Skills: Students are able to: compare and contrast human and computer performance on similar tasks. to understand whether human or computer is better suited to the task. Understanding: Students understand that: at times, human or computer may be better suited for a similar task. there are similarities and differences in human and computer performance on similar tasks.
Digital Literacy and Computer Science DLIT (2018) Grade: 4	16) Gather and organize data to answer a question using a variety of computing and data visualization methods. Examples: Sorting, totaling, averaging, charts, and graphs. Unpacked Content Evidence Of Student Attainment: Students will: gather data to answer a question using a variety of computing and data visualization methods. organize data to answer a question using a variety of computing and data visualization methods how to use various computing methods. Teacher Vocabulary: gather data organize data computing methods data visualization methods Knowledge: Students know: strategies to gather data to answer a question using a variety of computing and data visualization methods. strategies to organize data to answer a question using a variety of computing and data visualization methods. Skills: Students are able to: gather and organize data to answer a question using a variety of computing and data visualization methods. Understanding: Students understand that: a variety of computing and data visualization methods can be used to answer a question. there are strategies for gathering and organizing data to answer a question using a variety of computing and data visualization methods. different solutions call for certain types of computing and data visualization.
Digital Literacy and Computer Science DLIT (2018) Grade: 5	2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm. Examples: Program the movement of a character, robot, or person through a maze. Define a variable that can be changed or updated. Unpacked Content Evidence Of Student Attainment: Students will: create an algorithm to solve a problem. detect and debug logical errors within an algorithm. Teacher Vocabulary: algorithm debug detect logical errors Knowledge: Students know: an algorithm is a logical set of steps to solve a problem. detecting and debugging logical errors within an algorithm will ensure the algorithm serves to solve a problem successfully. Skills: Students are able to: create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm. Understanding: Students understand that: debugging an algorithm is searching for logical errors within the algorithm. an algorithm is a set of steps to solve a problem. how to create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
Digital Literacy and Computer Science DLIT (2018) Grade: 5	3) Create an algorithm that is defined by simple pseudocode. Unpacked Content Evidence Of Student Attainment: Students will: create set of steps that is written in simple pseudocode. Teacher Vocabulary: algorithm pseudocode Knowledge: Students know: simple pseudocode resembles language used to communicate with computers. Skills: Students are able to: create an algorithm that is written in simple pseudocode. Understanding: Students understand that: an algorithm that is written in simple pseudocode is similar to an algorithm written using a programming language.
Digital Literacy and Computer Science DLIT (2018) Grade: 6	5) Identify algorithms that make use of sequencing, selection or iteration. Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping). Unpacked Content Evidence Of Student Attainment: Students will: find algorithms that demonstrate the three basic programming structures. Teacher Vocabulary: algorithm sequence selection iteration Knowledge: Students know: differences between the three basic programming structures. Skills: Students are able to: explain the differences in sequencing, selection, and iteration. Understanding: Students understand that: differences exist in sequencing, selection, and iteration.
Digital Literacy and Computer Science DLIT (2018) Grade: 7	3) Create algorithms that demonstrate sequencing, selection or iteration. Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until. Unpacked Content Evidence Of Student Attainment: Students will: create an algorithm using one of the three basic programming structures: sequencing, selections, or iterations. Teacher Vocabulary: algorithm sequence selection iteration Knowledge: Students know: how to use the programming structures to create algorithms and how many algorithms make use of all three programming structures. Skills: Students are able to: create and recognize various programming structures found in algorithms. Understanding: Students understand that: each structure sequencing, selections, and iterations have a purpose.

Tags:

algorithm, equation, expression, order, sort

License Type:

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This resource provided by:

Author:

Aimee Bates

ALEX Classroom Resource

Sorting Algorithms