Standards

Alignment Guide

Coding and Computational Thinking with VEX V5

Curriculum Standards Alignment Guide
Computer Science Teachers Association (CSTA), Computer Science Principles (CSP),
Next Generation Science Standards (NGSS), Common Core Mathematics, Common
Core English Language Arts, International Society for Technology in Education (ISTE)

Last Updated: 11/2021

 Coding and Computational
Thinking with VEX V5

The Standards
These standards are aligned with the instruction in Coding and Computational Thinking with VEX V5
to ensure that all students are given clear and precise instructions and that teaching practices focus
on the learning objectives. These standards can be used to track student performance and to set
expectations for student achievement.

1. Computer Science Teacher Association Standards (CSTA) | Pg. 3-4

2. Computer Science Principles (CSP) | Pg. 5

3. Next Generation Science Standards (NGSS) | Pg. 6

4. Common Core Mathematics | Pg. 7

5. Common Core English Language Arts | Pg. 8
6. International Society for Technology in Education (ISTE) | Pg. 9

The Big Ideas

Robotics can be something you teach with, as well as something you teach about. Coding and
Computational Thinking with VEX V5 uses robots, and covers robotics content, but ultimately seeks
to give students experience and access to a much broader set of skills and perspectives of
Computational Thinking.

1. Role of the Programmer

2. Sense, Perceive, Plan, Act

3. Making Sense of Systems

4. Planning in Pseudocode

5. Computational Thinking applies Everywhere

2
 Coding and Computational
Thinking with VEX V5

Computer Science Teacher Association Standards

Standard Connection to Curriculum

1-AP-14: Debug (identify and fix) errors in an Students rearrange and modify the sequence in
algorithm or program that includes sequences and algorithms and in Try It activities to test and debug
simple loops. programs.

1B-AP-09: Create programs that use variables to Students define and use variables in programs for
store and modify data. Variables are used to store the robot to store and retrieve data. For example,
and modify data. students create a variable for a sensor threshold
value that is used in an operation compared to the
sensor analog value.

1B-AP-10: Create programs that include Students write programs that include commands
sequences, events, loops, and conditionals. in a sequential order, repeated behaviors with
loops, and decision-making behaviors with
conditionals.
2-AP-13: Design and iteratively develop programs Students write programs decision-making
that combine control structures, including nested behaviors by nesting if-else conditional
loops and compound conditionals. statements inside loops to enable robot line
tracking.
2-AP-19: Document programs in order to make Students practice pseudocoding and code
them easier to follow, test, and debug. commenting that allows for easier program
comprehension, troubleshooting, and debugging.
2-AP-14: Create procedures with parameters to Students make large programs simpler and
organize code and make it easier to reuse. organized by writing functions with parameters.
For example, students recognize repeated
behaviors in line tracking behaviors and turn those
sections of code into functions so that those
sections can be reused, and the program is easier
to read.

2-AP-12: Design and iteratively develop programs Students control programs by using WaitUntil
that combine control structures, including nested commands, conditional loops, and if-else
loops and compound conditionals. statements. For example, to enable the robot to
perform line tracking behaviors, students embed
if-else statements that are nested within a
conditional loop.

2-AP-11: Create clearly named variables that Students define and use variables in programs for
represent different data types and perform the robot to store and retrieve data.
operations on their values.

2-AP-10: Use flowcharts and/or pseudocode to Students develop pseudocode to organize and
address complex problems as algorithms. sequence an algorithm that addresses a complex
problem.

3A-AP-16: Design and iteratively develop Students design programs to create solutions for
computational artifacts for practical intent, model challenges that are based on real-world
personal expression, or to address a societal challenges robots face.
issue by using events to initiate instructions.

3
 Coding and Computational
Thinking with VEX V5

(Continued) Computer Science Teacher Association Standards

Standard Connection to Curriculum

3A-AP-17: Decompose problems into smaller Challenges within the curriculum directs students
components through systematic analysis, using to decompose problems into smaller components
constructs such as procedures, modules, and/or and build solutions up accordingly.
objects.

3B-DA-05: Use data analysis tools and techniques Sensors and other components on the robot
to identify patterns in data representing complex collect analog values that the students analyze
systems. and apply to enhance the accuracy of their
programs and better predict solution outcomes.

3B-AP-10: Use and adapt classic algorithms to Challenge activities result in the creation of a
solve computational problems. (simple) algorithmic solution and an
accompanying program that implements it.
3A-AP-21: Evaluate and refine computational Students debug and modify their own programs to
artifacts to make them more usable and make improvements and compare the outcomes.
accessible.

4
 Coding and Computational
Thinking with VEX V5

Computer Science Principles

Standard Connection to Curriculum

LO 1.1.1: Use computing tools and Challenge activities result in the creation of a (simple)
techniques to create artifacts. algorithmic solution and an accompanying program that
implements it.
LO 1.1.3: Analyze computational Students perform debugging on their own code, as well as
artifacts. debugging example solutions in practice programs and
Check Your Understanding questions.
LO 1.3.1: Use programming as a Challenges are designed so that there are multiple solutions
creative tool. to a problem along with some extra challenges and
extension activities. Students use programming to solve
model challenges based on real-world events and can solve
these challenges based on their own ability and agency.
LO 2.2.1: Develop an abstraction. Robots gather information about the world through sensors,
which turn physical qualities of the world into digital
abstractions. Students must understand and work with this
data to develop then implement their solution algorithms.
LO 2.3.1: Use models and simulations Students construct and use a “program flow” model of
to raise and answer questions. programming itself to understand how the robot uses data to
make decisions and control the flow of its own commands.
LO 3.2.1: Use computing to facilitate “Try It” activities allow students to uncover new concepts
exploration and the discovery of and make connections with the learning material and real-
connections in information. world applications of robotics.
LO 4.2.1: Express an algorithm in a Students plan, write, and produce algorithms in VEXcode
language. Pro.
LO 5.2.1: Use abstraction to manage Students use the process of abstraction by writing
complexity in programs. pseudocode and creating functions so that complex
programs are organized, accurate, and easier to read.
LO 5.3.1: Evaluate a program for Students perform debugging on their own code, as well as
correctness. debugging example solutions in practice programs and
Check Your Understanding questions.
LO 5.3.2: Develop a correct program. Programmed solutions to challenges must work.
LO 5.4.1: Employ appropriate Students use mathematical concepts in programming by
mathematical and logical concepts in writing conditional statements with comparison operators
programming. and finding relationships in the number of wheel rotations
and distance travelled or degrees turned.
LO 7.2.1: Connect computing with Students discuss how the process of abstraction and
innovations in other fields. decomposition in programming and robotics can be applied
to other subjects and fields of work.

5
 Coding and Computational
Thinking with VEX V5

Next Generation Science Standards

Standard Connection to Curriculum

MS-ETS1-2: Evaluate competing design Solving challenges requires students to create and evaluate
solutions using a systematic process to both hardware and software designs according to scenario
determine how well they meet the scoring criteria.
criteria and constraints of the problem.

MS-ETS1-4: Develop a model to When solving more difficult and complex challenges,
generate data for iterative testing and students are guided toward iterative testing and refinement
modification of a proposed object, tool, processes. Students must optimize program parameters and
or process such that an optimal design design.
can be achieved.

HS-ETS1-2: Design a solution to a Problem Solving methodology for challenges directs

complex real-world problem by breaking students to break down large problems into smaller solvable
it down into smaller, more manageable ones, and build solutions up accordingly; challenges give
problems that can be solved through students opportunities to practice, each of which is based on
engineering. a real-world robot
HS-ETS1-3. Evaluate a solution to a Some Discussion Questions require students to consider
complex real-world problem based on real-world policies (e.g. requiring sensors on automobiles)
prioritized criteria and trade-offs that based on the impact of that decision.
account for a range of constraints,
including cost, safety, reliability, and
aesthetics as well as possible social,
cultural, and environmental impacts.

6
 Coding and Computational
Thinking with VEX V5

Common Core Mathematics

Standard Connection to Curriculum

CCSS.MATH.CONTENT.7.G.B.4: Know Students calculate and use circumference to discover a
the formulas for the area and proportional relationship with robot turns.
circumference of a circle and use them
to solve problems

CCSS.MATH.CONTENT.7.RP.A.2: Students use ratio language to describe and make use of

Recognize and represent proportional the relationship between quantities such as Wheel Rotations
relationships between quantities. and Distance Traveled.

CCSS.MATH.CONTENT.6.G.A.3: Draw Students program shapes with specific (x, y, w, h)

polygons in the coordinate plane given parameters to a coordinate system on the robot brain’s
coordinates for the vertices; use screen.
coordinates to find the length of a side
joining points with the same first
coordinate or the same second
coordinate. Apply these techniques in
the context of solving real-world and
mathematical problems.
CCSS.MATH.CONTENT.2.MD.A.1: Students measure the distance the robot travels using a
Measure the length of an object by measuring tool.
selecting and using appropriate tools
such as rulers, yardsticks, meter sticks,
and measuring tapes.

7
 Coding and Computational
Thinking with VEX V5

Common Core English Language Arts

Standard Connection to Curriculum

CCSS.ELA-LITERACY.RST.9-10.7: Students write pseudocode that consists of a hybrid
Translate quantitative or technical language between written English and coding syntax
information expressed in words in a and then translate it into code.
text into visual form (e.g., a table or
chart) and translate information
expressed visually or
mathematically (e.g., in an equation)
into words.
CCSS.ELA-LITERACY.RST.9-10.9: Students compare the results they find after the robot
Compare and contrast findings executes their program to how it is shown in the
presented in a text to those from curriculum.
other sources (including their own
experiments), noting when the
findings support or contradict
previous explanations or accounts.

8
 Coding and Computational
Thinking with VEX V5

International Society for Technology in Education

Standard Connection to Curriculum

1.5: Students develop and Students learn “Big Ideas” such as program flow,
employ strategies for role of the programmer, planning in pseudocode,
understanding and solving and more to develop problem solving skills in
problems in ways that leverage computer science.
the power of technological
methods to develop and test
solutions.
1.5a: Students formulate problem Students create solutions to challenges by using
definitions suited for technology- sensor data to predict outcomes, planning in
assisted methods such as data pseudocode, and then translating the pseudocode
analysis, abstract models and into an algorithmic program which is a form of
algorithmic thinking in exploring abstraction.
and finding solutions.
1.5b: Students collect data or Students use sensors to collect data and program
identify relevant data sets, use the robot to respond according to the data
digital tools to analyze them, and analyzed.
represent data in various ways to
facilitate problem- solving and
decision-making.
1.5c: Students break problems During the process of pseudocoding, students
into component parts, extract key decompose large solutions into smaller tasks in
information, and develop order to understand what exactly the robot is
descriptive models to understand needed to do.
complex systems or facilitate
problem-solving.

1.5d: Students understand how Students write programs for the robot including
automation works and use sequences of commands and control commands
algorithmic thinking to develop a so that the robot can complete challenges
sequence of steps to create and autonomously.
test automated solutions.

9
 Coding and Computational
Thinking with VEX V5

The Big Ideas

§ Big Idea #1: Role of the Programmer

Students learn the roles and responsibilities of a programmer, which is to identify the
task, plan out a solution, decompose that solution into steps that the robot can carry out,
and then explain the steps to the robot through a program. As a programmer, it is
important to keep programs precise. If you want the robot to do something, you need to
communicate that idea with mathematical and logical precision, or it won’t quite be what
you intended. ¨

§ Big Idea #2: Sense, Perceive, Plan, Act

Sensors provide information about the world. The program uses that information to
figure out when to stop. And then the robot acts accordingly. Sense, Perceive, Plan, Act
(SPPA) summarizes the four critical capabilities that every robot must have in order to
operate effectively. ¨

§ Big Idea #3: Make Sense of Systems

To understand the way something works, students construct a mental “model” of it that
captures the important features and rules of the system. This helps with understanding
Program Flow and how other similar systems work and execute programs. ¨

§ Big Idea #4: Planning in Pseudocode

Students learn to plan complex programs in pseudocode so that their programs can be
accurate and organized. The process of pseudocoding involves the decomposition of
large tasks into smaller steps. And then abstracting those steps to be translated into
code so that the robot can understand its task. ¨

§ Big Idea #5: Computational Thinking Applies Everywhere

These skills – mathematical and logical clarity, using data, systems thinking with mental
models, and problem solving – are not just for robotics. They are key to solving many
problems in the world.

10