# Write programs to solve problems

### Competency Level : 10.1 Analyzes the problem

Time: Two periods

Learning Outcome:

Identifies inputs and outputs

Explores solution space

Content:

Identification of inputs and outputs

Identification of possible alternate process steps

Concepts and terms that need to be highlighted:

Input, process and output.

Need for variables to store data.

There are several solutions possible for the same problem.

Deciding on the best solution.

Guidance for lesson plans:

1. Select simple problems from day-to-day life.
2. Ensure that students understand the problem well.
3. Instruct them to write down the solution in their own way.
4. Identify inputs, process steps and outputs.
5. Instruct them to present the solutions.
6. Select the best solution.
7. Repeat steps (2)-(6) for simple problems for which there are solutions that can be mathematically modeled.
8. Select problems, solutions for which will not exceed 5 or 6 steps.

Guidance for assessment and evaluation

1. Provide several problems, both mathematically modeled and general
2. Instruct students to identify inputs, process steps and outputs.
3. Instruct them to design and document the solution as they think best

### Competency Level 10.2 Uses control structures in developing algorithms to solve problems

Time: Two periods

Learning Outcome:

Explains purpose of algorithms

Describes control structures

Applies control structures to develop algorithms

Content:

Introduction to algorithms: purpose

Control structures for developing algorithms

Sequence

Selection

Repetition (Repetition)

Concepts and terms that need to be highlighted:

Algorithm, sequence, selection and iteration, Boolean conditions

Guidance for lesson planning:

1. Explain the term algorithm clearly with examples.
2. Discuss examples of processes involving sequence.
3. Discuss examples of processes involving single selection,
4. where condition for selection is Boolean (either direct or resulting from an arithmetical operation)
5. where it is not essential to have an alternative if a condition is false.
6. Discuss examples of processes involving iteration
7. Two categories of conditions used for repetitive processes: repeat while a condition is true and repeat until a condition is true.
8. Explain the Difference between the two repetitive process
9. Find real life examples as well as mathematical examples.

Guidance for assessment and evaluation:

1. Provide problems involving sequence only, sequence and selection , selection and iteration.
2. Provide non-mathematical and mathematical problems (eg. Grade 10 mathematical problems), solutions for which do not exceed 5-6 steps pseudo code

### Write programs to solve problems 