Problem Solving and Computing

Lesson 1: Intro to Problem Solving

Resources
 Problem Solving and Computing - Lesson 1
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Aluminum Boats

Goal
Build a boat that holds the most possible pennies, using a piece of aluminum foil. You will build two boats and will try to
improve your design between the first and the second.

Rules
● You may only use a single piece of foil to build your boat
● You may not touch or adjust your boat once it is in the water
● You must add pennies one at a time

Develop a Plan
● What kind of boat does your group plan to make? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Boat

● How many pennies did your boat hold?

● Why did your boat eventually sink? What needs to be improved?

Evaluate and Improve

● What are the most common kinds of problems you see among the boats tested?

● What ideas seem to be working well?

Develop a Plan
● What kind of boat does your group plan to make? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Boat

● How many pennies did your group’s new design hold?

● Why did your boat eventually sink? What needs to be improved?

Reflect
● How did working in a team make this activity easier?

● How did it make the activity more challenging?

● What helped your group overcome these challenges?

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Problem Solving and Computing
Lesson 2: The Problem Solving Process
Resources
 Problem Solving and Computing - Lesson 2
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - The Problem Solving Process

The Problem Solving Process

Having a strategy for approaching problems can help you develop
new insights and come up with new and better solutions. This
process is generally useful for solving all kinds of problems.

● Define
○ What problem are you trying to solve?
○ What are your constraints?
○ What does success look like?
● Prepare
○ Brainstorm / research possible solutions
○ Compare pros and cons
○ Make a plan
● Try
○ Put your plan into action
● Reflect
○ How do your results compare to the goals you set
while defining the problem?
○ What can you learn from this or do better next time?
○ What new problems have you discovered?

What it Looks Like

You’re going to list the strategies and processes you and your classmates already use for each step in this process. Fill
out the tables below for each of the three problems.

Building Challenge
For each step in the Problem Solving Process list the parts of this activity you believe fall within that step

● Define

● Prepare

● Try

● Reflect

What strategies did you use in solving this problem that could help you solve other problems?
A Problem You Are Good at Solving
You should have brainstormed a type of problem that you’re good at solving. Write down the steps of your process that
you believe fall into each step of the Problem Solving Process

Type of Problem: __________________________________________________________

● Define

● Prepare

● Try

● Reflect

What strategies do you use in solving this problem that could help you solve other problems?

A Problem You and a Classmate Want to Get Better at Solving

Find a classmate and talk to figure out a type of problem you both could get better at solving. Fill out the questions
below with strategies or steps you would want to use to try to solve this problem using the problem solving process.

Type of Problem: __________________________________________________________

● Define

● Prepare

● Try

● Reflect

What strategies could you use in solving this problem that could help you solve other problems?

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Problem Solving and Computing
Lesson 3: Exploring Problem Solving
Resources
 Problem Solving and Computing - Lesson 3
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Using the Problem Solving Process

Word Search
Overview
Working with a team, find the following words in the grid. They may be horizontal, vertical, or diagonal in any direction.
DEFINE, PREPARE, TRY, REFLECT, PROBLEM, SOLVE, COMPUTER, SCIENCE

Objective
Find and circle all 8 words as quickly as you can!

E S Q H J H R C F A X M G M U E B L N I
S R K E R E T U P M O C E C M Z T Y J C
D X A P N X Q L Y V K L S X X N C E H N
J M X P K W W O J Q B B O Q M H E A H T
B I U O E Y H K M O A R L F R D L P H A
N J H T Y R A E R C F L V M S C F A J M
T I R Y Q W P P H D X Q E Q U N E R G S
H Y R I M I X D Z K B M N G O J R B K U
P U B U E U J E G D T F B D T I M V V P
H V W S K F D G K V D M S O X Y O R S F
S C I E N C E W P Q T E O R I A S Q M U
H R G D Y V N H I J D C F G V H E M Z M
U O H H N A G X O Q K K B I G M T W O L
O P E I O Q G B A R V H P N N A Z E X V
Y I S W N R N U U W G H X H A E B O P N
L X D J X R P V Y J H U H X D Y F O I D
F U D J X V U K F C V D Q B P D Z I B D
F B R D S I W P K F K V T R D R G Y C R
Y E T Y O D M X H L L V P T J V I J C D
H E X K R O I P B W E T O Y X I B W V O

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Word Search” in the table.

1
Birthday Guests
Overview
A big group of 15 guests is getting together at a restaurant for a birthday. The restaurant has 3 tables that can each
seat only 5 people. Below you can find some information about the people who are attending the party.

Aysha, Ben, Carla, Damien, Eric, Fan, Genaro, Hannah, Isaias, Jessica, Kyla, Laila, Max, Nazek, Owen

Close Friends (Try to put them together) In a Fight (Try to keep them apart)
Aysha and Damien Aysha and Genaro
Max and Isaias Ben and Hannah
Nazek and Laila Fan and Max
Owen and Genaro Damien and Laila
Ben and Jessica Isaias and Owen
Genaro and Eric Kyla and Jessica

Objective
Find the best possible arrangement of guests at the party. Draw your solution in the space below. To help you can
cross out the letters of the names you’ve assigned in the row below.

A B C D E F G H I J K L M N O

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Birthday Guests” in the table.

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Redesign Your Classroom
Overview
You and your friends will be redesigning your classroom. You only have one school day to make it happen, but
otherwise how you plan it is up to you. Plan the best looking classroom that you can!

Develop Goals
Talk with your group for a few minutes. What are the most important things about the classroom? Can everyone see
the teacher? How will you move everything? Write down the goals you’ll use to decide what makes a good plan.

Goals How My Plan Helps Reach this Goal

Everyone can still see the teacher

Everyone should be able to ________.

Make a Layout
Every member of your group should separately start designing a layout. You should select what should go where and
make sure it all fits in the room. For each goal your group chose, list how your layout helps to reach it in the right
column. In the space below draw or describe your redesigned classroom.

New classroom design:

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Share Your Layout and Get Feedback
Share the layout you developed with your teammates and explain why you think it is the best possible layout given the
goals you chose. Afterwards, record their feedback and reactions to your design in the space below. Is there anything
that needs to change? How could your layout improve?

Improve and Finalize

Using the feedback from your teammates update your layout. In the space below, write down the new design that you
and your group agreed on.

Redesign

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Redesign Your Classroom” in the table.

4
Problem Solving Process Notes
Reflecting on Using the Process
How did you use each step of the problem solving process to solve this problem? Give examples of what each step
looked like as you were solving that problem.

Define Prepare Try Reflect

Word
Search

Birthday
Guests

Redesign
Your
Classroom

The Purpose of Each Step

For each step in the problem solving process, write one sentence explaining its purpose. Why is it included in the
problem solving process?

Define:_______________________________________________________________________________________

_____________________________________________________________________________________________

Prepare: _____________________________________________________________________________________

_____________________________________________________________________________________________

Try:__________________________________________________________________________________________

_____________________________________________________________________________________________

Reflect:_______________________________________________________________________________________

_____________________________________________________________________________________________

Defining Problems with Questions

Before starting to solve a problem it’s important that you have defined it well. What questions or strategies can you use
to better define or understand a problem? Record them in the space below.

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Problem Solving and Computing
Lesson 4: What is a Computer?
Resources
 Problem Solving and Computing - Lesson 4

Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - What Is A Computer? [Set A]

Cut out the following pictures and attach them to your poster
2
 Problem Solving and Computing - Lesson 4

Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - What Is A Computer? [Set B]

Cut out the following pictures and attach them to your poster
2
Problem Solving and Computing
Lesson 5: Input and Output
Resources
 Problem Solving and Computing - Lesson 5
+
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Input and Output

Key Vocabulary:

Input - the information computers get from users, devices, or other computers
Output - the information computers give to users, devices, or other computers

Pet Chooser

Try out the pet chooser app a few times to see how it works. What are its inputs and outputs?

Inputs Outputs

Story Creator

Now try the story creator app a few times. What are its inputs and outputs?

Inputs Outputs

Your App Idea

With your partner, think of a new app idea. What does the app do? What inputs and outputs does it need?

What it does Inputs Outputs

Other Inputs

So far, all of the input that we have seen comes directly from the user. With your partner, brainstorm other ways an
app might get the information that it needs.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

Improved Pet App

Try out the improved version of the pet app that gives the user information about pet stores close by, which uses new
sources of input. Determine the information that the app gets from each source of input.

User Phone Sensors Internet

Your App Idea

How could you use other sources of input to improve your app idea?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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Problem Solving and Computing
Lesson 6: Processing
Resources
 Problem Solving and Computing - Lesson 6

Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Apps with Processing

Key Vocabulary:

Processing - The thinking work computers do to turn input into output.

Apps and Processing

For each app, choose one type of processing it uses and explain how it helps turn the input into output.

App Name Type of processing How does it help turn input into output?

If the birthday is today, then it shows the happy

counting
Is It Your Birthday? birthday message.
finding a match
comparing

if/then
counting
National Park Quiz
finding a match
comparing

if/then
counting
How many
countries…? finding a match
comparing

if/then
counting
My Famous Birthday
finding a match
comparing

if/then
counting
Stamp Notebook
finding a match
comparing
More Processing
For each app, choose two types of processing it uses and explain how they help turn the input into output.

App Name Type of processing How do they help turn input into output?
(choose two)

if/then
counting
Fastest Finger
finding a match
comparing

if/then
counting
Guess the Number
finding a match
comparing

if/then
counting
Where should I live?
finding a match
comparing

Your App Idea

With your partner, think of a new app idea. What inputs does it need? What outputs? What types of processing does
it use to change the input to output?

App idea

Inputs

Outputs

Types of processing

How processing turns

helps turn input to output

2
Problem Solving and Computing
Lesson 7: Storage
Resources
 Problem Solving and Computing - Lesson 7

Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Apps with Storage

Key Vocabulary:

Storage - Information that is saved for the computer to use in the future

Sample Apps

Outfit Picker

What information should be stored?

Information Should it be stored? Why? Or why not?

Favorite color

Season

Weather

Friend Finder

Information Should it be stored? Why? Or why not?

List of friends

Friend locations

Friend requests
 Choose a Kids Movie

What information should be stored?

Information Should it be stored? Why? Or why not?

Favorite movie

What are you in the

mood for?

Do you want an
animated movie?

Recommendation

Guidelines

Now that we’ve seen some examples of input that should and should not be stored, brainstorm at least two guidelines
about what types of information should and should not be stored. Your guidelines should follow this format:

“If the information ______________________, then that information (should / should not) be stored because
_____________. For example, ____________ (should / should not) be stored.”

1. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

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Problem Solving and Computing
Lesson 8: Project - Propose an App
Resources
 Problem Solving and Computing - Lesson 8
Name(s)_______________________________________________ Period ______ Date ___________________

Project Guide - Apps and Problem Solving

Overview
Computer science is an extremely powerful tool for solving real world problems. For this
project you will combine what you’ve learned about the problem solving process and the
way computers work in order to propose an app that could help solve a real world
problem of your choosing.

You will…
● Work with a partner
● Define a real world problem
● Brainstorm ways an app could be used to help solve that problem
● Identify the inputs / outputs / storage / processing used by your app
● Share your ideas with another group for peer feedback
● Incorporate feedback to create a final version of the app
● Create a poster of your app to share with the class

You will submit...

● This completed Project Guide
● Completed Peer Review
● A poster of your app

Project Steps
Step 1: Find Your Partner
This project will be completed in pairs. List your partner’s name here: _____________________________________

Step 2: Brainstorm Problems

Brainstorm interesting and personally relevant problems. Nothing is off limits, and don’t worry yet about how computer
science can help solve the problem. You might think about

● Things you’d like to improve in your school, neighborhood, or community

● A task in your everyday life that you wish could be completed more easily
● A cause that you feel strongly about
● Something that is currently inconvenient or annoying to do

Record your brainstorm of problems in the space below.

Step 3: Choose Your Problem
Work with your partner to decide on which problem you would like to work on. As you discuss, make sure you consider
the following criteria.

● Interesting: Both group members are interested in the problem

● Well-Defined: You can explain who specifically the problem affects, what needs to change, and how you’ll be
able to tell that the problem had been solved
● Computing is Relevant: The problem is an “information problem” that can be solved with “thinking work.”

Step 4: Define Your Problem

1. What is the problem? Be as specific as possible. What needs to change or improve? Why does the problem
exist? You may need to narrow your problem’s focus. Making big changes begins with small steps!

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

2. Who does the problem affect? Be as specific as possible. Think about the age, location, life conditions,
interests, background, etc. of your audience.

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

3. How will you be able to tell that a solution to this problem has worked? Be as specific as possible. What
would you need to measure or observe to know the problem was solved?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

2
Step 5: Your App
From a high level think about how an app could be used to solve a part of the problem you identified. What features
would it need to have? How would someone use it? If you need to update your problem definition above then do so.

Name Your App: _________________________________________________________

What does your app do? Write a short description of your app as though you were describing it to someone you’d
want to use it. What does it do? Why would someone want to use it? How does it help solve the problem?

____________________________________________________
____________________________________________________
____________________________________________________

Step 6: Input, Output, Store, Process

You will sketch a version of your app and indicate what all the different outputs are. A classmate should be able to tell
how the app works based on the sketch and labels.

App Sketch: Sketch what a screen of your app will look Output Information: Label the different outputs
like based on your description above. generated by your app by writing what they are and
drawing an arrow to where they are located on the
screen. (E.g. “List of nearby parks” or “Days until friends’
birthdays”)

3
Inputs: What kind of information does your app need as input to work? Will this input come from the user, phone
sensors, or an external source (e.g. a database online)? List every piece of information your app will need to work.
Your app may have more or less than 6 inputs. Feel free to add extra sheets of paper if you need them.

Type of Information Source Example

Example: User age User / Sensor / External Example: 13 years old

Process: What sort of processing will your app use?

Store: What information will your app store permanently?

4
Step 7: Peer Review
Your teacher will provide you with a Peer Review sheet. Trade projects with another group and complete the peer
review. As part of this process you should develop new ideas for how you can improve your app.

Step 8: Finalize App and Make Poster

Based on the results of your peer feedback, make any additions or changes you need to make to how you defined your
problem or how you describe your app. Then make a poster that presents the final version of your app. Your poster
needs to include the following information.

● The name of your app

● The target audience
● The problem the app is designed to solve
● The input information the app uses
● A drawing of the output the app produces
● A description of how the app processes and stores information

To create your poster you can and should use your work from this project guide.

Step 9: Present Your App

The last step of this process is to present your app to your classmates. This may be done as a gallery walk or a class
presentation. As you present your app make sure you’re ready to talk to your classmates about the following points.

● How you defined the problem your app is designed to solve and why you decided on this specific set of people,
problems, and ways of measuring success.
● How your app is designed to work and how it aims to solve the problem.
● An overview of the information your app uses as input and output.
● An overview of how information would need to be stored or processed by your app.
● One change you made to your project based on the feedback you received

5
Apps and Problem Solving Project Student Checklist
Key Concept Extensive Evidence

App Output ❒ Your app outputs are clearly described

❒ Your app could be used to address the problem

Stored Information ❒ The stored information is listed

❒ The stored information is appropriate for the functionality

❒ Information that would change from use to use is not listed.

Problem Definition ❒ The problem is well-defined

❒ Your target audience is listed

❒ Details of the problem are listed

❒ You have described how to tell when the problem has been solved.

App Description ❒ Your app is clearly described in detail

❒ You describe what your app does and how someone would use it.

Processing Described ❒ The way that the inputs are processed to produce the output is clearly described in
terms of tasks appropriate for computing (e.g. sorting, counting)

Peer Review ❒ The peer review provides useful and constructive feedback

❒ The peer review feedback has clearly been incorporated into the final version of the
project.
 Problem Solving and Computing - Lesson 8

Peer Review - Apps and Problem Solving Project

Pre-Review
Creator’s Name: __________________________________

One thing I want feedback on is…___________________________________________________________________

______________________________________________________________________________________________

Reviewer Section
Reviewer’s Name: _________________________________

Evidence I Found Types of Evidence Ideas for More

The outputs of the app are

clearly described and could
be used to help the user
with the problem.

Stored information is listed

and makes sense for the
what the app does.
Information that would
change over time is not
listed.

The problem is well-defined,

including a who the app will
help, details of the problem,
and how to tell it has been
solved.

The app is clearly described

in detail, including what it
does and how someone
would use it.

The way that the inputs are

processed to make the
output is clearly described
in terms of tasks that make
sense for computing (e.g.
sorting, counting)
Free Response Feedback

I like… _______________________________________________________________________________________

______________________________________________________________________________________________

I wish… ______________________________________________________________________________________

______________________________________________________________________________________________

What if… _____________________________________________________________________________________

______________________________________________________________________________________________

Creator’s Reflection

1. What piece of feedback was most helpful to you? Why?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. What piece of feedback surprised you the most? Why?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

3. Based on feedback, what changes will you make to your app proposal?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2
Apps and Problem Solving Project Rubric
Key Concept Extensive Evidence Convincing Evidence Limited Evidence No Evidence

App Output The outputs of your Outputs of your app Outputs are listed, Outputs are not
app are clearly that could address but it is not clear that listed.
described and could the problem are they could be used to
be used to address listed. fully address the
the problem. problem.

Stored Information Stored information is Stored information is Stored information is Stored information is
listed and is listed and is mostly relevant to the app, not listed or does not
appropriate for the appropriate for the but some important relate to the app.
functionality. functionality of the information is
Information that app. missing.
would change from
use to use is not
listed.

Problem Defined The problem is The problem is The problem is The problem is not
well-defined, defined, including defined, but it is not defined in enough
including a target how to tell whether it clear how to know detail to understand
audience, details of has been solved. when it has been what it is.
the problem, and how solved.
to tell it has been
solved.

App Description Your app is clearly Your app is Your app is described Your app is not
described in detail, described, including in vague terms, but it described well
including what it does what it does and how is not clear exactly enough to understand
and how someone someone would use how it is to be used. what it does.
would use it. it.

Processing Described The way that the The way that the Processing is Processing is not
inputs are processed inputs are processed described, but without mentioned.
to produce the output to produce the output enough detail to
is clearly described in is clearly described. understand how the
terms of tasks output could be
appropriate for produced from the
computing (e.g. given input.
sorting, counting)

Peer Review The peer review Peer review provides Some peer feedback Peer review was not
provides useful and constructive was completed. completed.
constructive feedback, and peer
feedback, and peer review feedback has
review feedback has been responded to.
clearly been
incorporated into the
final version of the
project.
 Computer Science Discoveries

Name(s)________________________________________ Period ______ Date ________________

Computer Science Practices Reflection

How I’ve grown Practice How I want to grow

Problem Solving

Persistence

Creativity

Collaboration

Communication

1
 Problem Solving and Computing
Lesson 1a: Intro to Problem Solving - Newspaper Table
Resources
 Unit 1 Lesson 1
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Newspaper Table

Goal
Build a table that can hold as many books as possible, using only newspaper and tape. You will build two tables and
will try to improve your design between the first and the second.

Rules
● You may only use only the newspaper and tape that your teacher gives you.
● Your table must hold the books at least one foot (or 30 cm) off the ground.
● You may not touch or adjust your table while you are adding books.
● You must add books one at a time.

Develop a Plan
● What kind of table does your group plan to make? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Table

● How many books did your table hold?

● Why did your table eventually fall? What needs to be improved?

Evaluate and Improve

● What are the most common kinds of problems you see among the tables tested?

● What ideas seem to be working well?

Develop a Plan
● What kind of table does your group plan to make? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Table

● How many books did your group’s new design hold?

● Why did your table eventually fall? What needs to be improved?

Reflect
● How did working in a team make this activity easier?

● How did it make the activity more challenging?

● What helped your group overcome these challenges?

2
 Problem Solving and Computing
Lesson 1b: Intro to Problem Solving - Spaghetti Bridge
Resources
 Problem Solving and Computing - Lesson 1
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Spaghetti Bridge

Goal
Build a bridge that holds the most possible books, using spaghetti. You will build two bridges and will try to improve
your design between the first and the second.

Rules
● You may only use the spaghetti and the glue that your teacher gives you.
● The bridge must cross a one foot (or 30 cm) gap.
● You may not touch or adjust your bridge once the books are on it.
● You must add books one at a time

Develop a Plan
● What kind of bridge does your group plan to make? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Bridge

● How many books did your bridge hold?

● Why did your bridge eventually break? What needs to be improved?

Evaluate and Improve

● What are the most common kinds of problems you see among the bridges tested?

● What ideas seem to be working well?

Develop a Plan
● What kind of bridge does your group plan to make? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Bridge

● How many books did your group’s new design hold?

● Why did your bridge eventually break? What needs to be improved?

Reflect
● How did working in a team make this activity easier?

● How did it make the activity more challenging?

● What helped your group overcome these challenges?

2
 Problem Solving and Computing
Lesson 1c: Intro to Problem Solving - Paper Tower
Resources
 Problem Solving and Computing - Lesson 1
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Paper Towers

Goal
Build a tower that goes as high as possible and can stand for at least 30 seconds, using sheets of paper. You will build
two towers and will try to improve your design between the first and the second.

Rules
● You may only use the paper provided by your teacher to build your tower.
● You may not touch or adjust your tower once everyone lets go of it.

Develop a Plan
● How does your group plan to build your tower? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Tower

● Did your tower stand for 30 seconds? How tall was it?

● What needs to be or can be improved?

Evaluate and Improve

● What are the most common kinds of problems you see among the towers tested?

● What ideas seem to be working well?

Develop a Plan
● How does your group plan to build your tower? Write a description or draw a picture below.

● What are the strengths of this design? What possible weaknesses might this design have?

Test Your Tower

● Did your tower stand for 30 seconds? How tall was it?

● What needs to be or can be improved?

Reflect
● How did working in a team make this activity easier?

● How did it make the activity more challenging?

● What helped your group overcome these challenges?

2
 Problem Solving and Computing
Lesson 3a: Exploring Problem Solving - Animals Theme
Resources
 Problem Solving and Computing - Lesson 3
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Using the Problem Solving Process

Tangrams
Overview
Working with a team try to recreate the following images with the tan pieces.

Objective
Make the images as fast as you can!

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Tangrams” in the table.

1
The Perfect Pet
Overview
A group of people are trying to decide what pet will best fit their needs and lifestyle. Try to match up the pets with the
person who will work best with this pet, so that each person is matched with exactly one pet.

Cat Dog Fish Parrot Hamster Iguana Horse

Furry Furry Kept in tank Kept in cage Furry Kept in tank Lives outside
Noisy Goes outside Quiet Noisy Kept in cage Quiet Smart
Stays inside Noisy Needs water Smart Quiet Cold-blooded Noisy
Smart Colorful Colorful Colorful

Objective
Given each person’s constraints, choose one pet for each person, so that each person gets a different pet.

People Constraints Pet They Chose

Aysha Wants a pet with fur

Ben Wants a colorful pet that is also quiet

Carla Doesn’t want to trap the pet in a cage or tank

Damien Wants a pet that is smart

Eric Wants a pet that doesn’t make a lot of noise

Fan Allergic to fur and wants a smart pet

Genaro Allergic to fur, wants to spend time outside with the pet

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “The Perfect Pet” in the table.

2
Plan a Pet Adoption Event
Overview
You and your friends will be planning an adoption event for animals in shelters. You have the entire school day to make
it happen, and how you plan it is up to you. Plan the best adoption event that you can!

Develop Goals
Talk with your group for a few minutes. What are the most important things about this event? What pets will be up for
adoption? How will people know about it? Where will it be held? Write down the goals you’ll use to decide what makes
a good plan.

Goals How My Plan Helps Reach this Goal

Must have pets that are ready for

adoption.

Need enough people there to adopt most

of the pets.

Make a Plan
Every member of your group should separately start creating a plan on how the event will work. You should select how
you will let people know about it and where you will hold it at. Use the space below to explain what you should do to get
ready for the event, and what the event will look like.

Getting Ready:

What it looks like:

3
Share Your Plan and Get Feedback
Share the layout you developed with your teammates and explain why you think it is the best possible plan given the
goals you chose. Afterwards, record their feedback and reactions to your plan in the space below. Is there anything that
needs to change? How could your plan improve?

Improve and Finalize

Using the feedback from your teammates, update your plan. In the space below write down the new ideas that you and
your group agreed on.

Getting Ready:

What it looks like:

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Plan an Adoption Event” in the table.

4
Problem Solving Process Notes
Reflecting on Using the Process
How did you use each step of the problem solving process to solve this problem? Give examples of what each step
looked like as you were solving that problem.

Define Prepare Try Reflect

Tangrams

The
Perfect Pet

Plan an
Adoption
Event

The Purpose of Each Step

For each step in the problem solving process write one sentence explaining its purpose. Why is it included in the
problem solving process?

Define:_______________________________________________________________________________________

_____________________________________________________________________________________________

Prepare: _____________________________________________________________________________________

_____________________________________________________________________________________________

Try:__________________________________________________________________________________________

_____________________________________________________________________________________________

Reflect:_______________________________________________________________________________________

_____________________________________________________________________________________________

Defining Problems with Questions

Before starting to solve a problem it’s important that you have defined it well. What questions or strategies can you use
to better define or understand a problem? Record them in the space below.

5
 Problem Solving and Computing
Lesson 3b: Exploring Problem Solving - Games Theme
Resources
 Problem Solving and Computing - Lesson 3
Name(s)_______________________________________________ Period ______ Date ___________________

Activity Guide - Using the Problem Solving Process

Maze
Overview
You’ve lost all your softball gear! Starting from home base in the middle, collect all your gear located in other mazes!

Objective
Working with a team, start at the base in the middle of the maze and get to all of the other softball gear.

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Maze” in the table.

1
Partner Race Relay
Overview
Aysha, Ben, Carla, Damien, Eric, Fan, and Genaro are a team in a partner race relay. For each round of the relay, two
people run to the finish line holding a baton. Then one person runs back to return the baton to the starting line. The
race ends when everyone is at the finish line.

Rules

Each player can run the race in a different amount of time, but when they run together, they can only go as fast as the
slowest person. For example, in Round 1, Aysha and Ben take three minutes to get to the finish line, but Aysha only
takes two minutes to return the baton to the starting line, for a total round time of five minutes.

Aysha Ben Carla Damien Eric Fan Genaro

2 minutes 3 minutes 4 minutes 6 minutes 7 minutes 9 minutes 11 minutes

Objective
Decide what order the players should go in so that everyone gets to the finish line as fast as possible. Can they cross
in an hour or less? 50 minutes? 45 minutes?

Round Who races? Racing Time Who returns? Return Time Round Time Who is at the finish line?

1 Aysha, Ben 3 minutes Aysha 2 minutes 5 minutes Ben

2
3
4
5
6

Total Time: ________________________

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Partner Race Relay” in the table.

2
Make a Game
Overview
Field day is coming up and you and your friends will be making a new, special game for it. You’ve got an entire school
day to come up with a new game and its rules. Plan the most fun and exciting game that you can!

Explore Ideas
Brainstorm games you already know or look online for different ideas. Look at the different aspects of each game. Don’t
worry about making a plan yet, but make sure you notice what you like and don’t like about the games.

Develop Goals
Talk with your group for a few minutes. What are the most important things about the game? How many people can
play? What kind of game will it be? Write down the goals you’ll use to decide what makes a good plan. Don’t worry
about filling in the right-column yet.

Goals How My Plan Helps Reach this Goal

Can be played at school.

Must take about ________ minutes.

Make a Game Plan

Every member of your group should separately start designing a game. You should describe how the materials the
game requires, how to get started, what playing it might look like, and what it takes to win. For each goal your group
chose, list how your game plan helps to reach it in the right column. In the space below describe the setup and
materials needed for the game and how to play the game.

Setup/Materials

How to Play

3
Share Your Game Plan and Get Feedback
Share the game you developed with your teammates and explain why you think it is the best possible game given the
goals you chose. Afterwards, record their feedback and reactions to your game in the space below. Is there anything
that needs to change? How could your game improve?

Improve and Finalize

Using the feedback from your teammates update your game. In the space below write down the new design that you
and your group agreed on.

Setup

How to Play

Once You’re Done

Head to the last page of the activity guide and fill in the row there for the “Make a Game” in the table.

4
Problem Solving Process Notes
Reflecting on Using the Process
How did you use each step of the problem solving process to solve this problem? Give examples of what each step
looked like as you were solving that problem.

Define Prepare Try Reflect

Maze

Partner
Race
Relay

Make a
Game

The Purpose of Each Step

For each step in the problem solving process, write one sentence explaining its purpose. Why is it included in the
problem solving process?

Define:_______________________________________________________________________________________

_____________________________________________________________________________________________

Prepare: _____________________________________________________________________________________

_____________________________________________________________________________________________

Try:__________________________________________________________________________________________

_____________________________________________________________________________________________

Reflect:_______________________________________________________________________________________

_____________________________________________________________________________________________

Defining Problems with Questions

Before starting to solve a problem it’s important that you have defined it well. What questions or strategies can you use
to better define or understand a problem? Record them in the space below.