Grades 3, 4, 5

Other Massachusetts Digital Literacy and Computer Science sets

• Grades K, 1, 2
• Grades 6, 7, 8
• Grades 9, 10, 11, 12

Type five words-per-minute times grade level (e.g., for Grade 5, type 25 words/minute).3-5.DTC.a.1

Navigate between local, networked, or online/cloud environments and transfer files between each (upload/download).3-5.DTC.a.2

Use digital tools (local and online) to manipulate and publish multimedia artifacts.3-5.DTC.a.3

Communicate key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using digital tools and media-rich resources.3-5.DTC.b.1

Collaborate through online digital tools under teacher supervision.3-5.DTC.b.2

Identify digital information sources to answer research questions (e.g., online library catalog, online encyclopedias, databases, websites).3-5.DTC.c.1

Perform searches to locate information using two or more key words and techniques to refine and limit such searches.3-5.DTC.c.2

Evaluate digital sources for accuracy, relevancy, and appropriateness.3-5.DTC.c.3

Gather and organize information from digital sources by quoting, paraphrasing, and/or summarizing.3-5.DTC.c.4

Create an artifact that answers a research question and clearly communicates thoughts and ideas.3-5.DTC.c.5

Cite text-based sources using a school- or district-adopted format.3-5.DTC.c.6

Provide basic source information (e.g., Uniform Resource Locator [URL], date accessed) for non-text-based sources (e.g., images, audio, video).3-5.DTC.c.7

Identify a broad range of computing devices (e.g., computers, smart phones, tablets, robots, e-textiles) and appropriate uses for them.3-5.CS.a.1

Describe the function and purpose of various input and output devices (e.g., monitor, keyboard, speakers, controller, probes, sensors, Bluetooth transmitters, synthesizers).3-5.CS.a.2

Demonstrate an appropriate level of proficiency (connect and record data, print, send command, connect to Internet, search) in using a range of computing devices (e.g., probes, sensors, printers, robots, computers).3-5.CS.a.3

Identify and solve simple hardware and software problems that may occur during everyday use (e.g., power, connections, application window or toolbar).3-5.CS.a.4

Describe the differences between hardware and software.3-5.CS.a.5

Identify and explain that some computing functions are always active (e.g., locations function on smart phones).3-5.CS.a.6

Compare and contrast human and computer performance on similar tasks (e.g., sorting alphabetically, finding a path across a cluttered room) to understand which is best suited to the task.3-5.CS.b.1

Explain how hardware and applications (e.g., Global Positioning System [GPS] navigation for driving directions, text-to-speech translation, language translation) can enable everyone, including people with disabilities, to do things they could not do otherwise.3-5.CS.b.2

Explain advantages and limitations of technology (e.g., a spell-checker can check thousands of words faster than a human could look them up, however, a spell-checker might not know whether 'underserved' is correct or if the author's intent was to type 'undeserved').3-5.CS.b.3

Describe how a network is made up of a variety of components and identify the common components (e.g., links, nodes, networking devices).3-5.CS.c.1

Describe the need for authentication of users and devices as it relates to access permissions, privacy, and security.3-5.CS.c.2

Define and explain why devices are numbered/labeled in networks (e.g., the World Wide Web Uniform Resource Locator [URL], the Internet Protocol [IP] address, the Machine Access Code [MAC]).3-5.CS.c.3

Recognize that there are many sources of and means for accessing information within a network (e.g., websites, e-mail protocols, search engines)3-5.CS.c.4

Identify common services (e.g., driving directions apps that access remote map services, digital personal assistants that access remote information services).3-5.CS.d.1

Use numbers or letters to represent information in another form (e.g., secret codes, Roman numerals, abbreviations).3-5.CT.a.1

Organize information in different ways to make it more useful/relevant (e.g., sorting, tables).3-5.CT.a.2

Make a list of sub-problems to consider, while addressing a larger problem.3-5.CT.a.3

Define an algorithm as a sequence of instructions that can be processed by a computer.3-5.CT.b.1

Recognize that different solutions exist for the same problem (or sub-problem).3-5.CT.b.2

Use logical reasoning to predict outcomes of an algorithm.3-5.CT.b.3

Individually and collaboratively create an algorithm to solve a problem (e.g., move a character/robot/person through a maze).3-5.CT.b.4

Detect and correct logical errors in various algorithms (e.g., written, mapped, live action, or digital).3-5.CT.b.5

Describe examples of databases from everyday life (e.g., library catalogs, school records, telephone directories, contact lists).3-5.CT.c.1

Collect and manipulate data to answer a question using a variety of computing methods (e.g., sorting, totaling, averaging) and tools (such as a spreadsheet) to collect, organize, graph, and analyze data.3-5.CT.c.2

Individually and collaboratively create, test, and modify a program in a graphical environment (e.g., block-based visual programming language).3-5.CT.d.1

Use arithmetic operators, conditionals, and repetition in programs.3-5.CT.d.2

Use interactive debugging to detect and correct simple program errors.3-5.CT.d.3

Recognize that programs need known starting values (e.g., set initial score to zero in a game).3-5.CT.d.4

Individually and collaboratively create a simple model of a system (e.g., water cycle, solar system) and explain what the model shows and does not show.3-5.CT.e.1

Identify the concepts, features, and behaviors illustrated by a simulation (e.g., object motion, weather, ecosystem, predator/prey) and those that were not included.3-5.CT.e.2

Individually and collaboratively use data from a simulation to answer a question.3-5.CT.e.3