FCPS Program of Studies

Mathematics Curriculum

Computer Science

This course is intended to provide students with experiences in using computer programming techniques and skills to solve problems that can be set up as mathematical models. Programming concepts, problem-solving strategies, and mathematical applications should be integrated throughout the course. Students develop detailed knowledge of the fundamental structure of a computer system, with emphasis on problem solving and structured programming. Skills in defining, writing, and running programs on a computer are developed through an individual approach that allows the student to work with both mathematical and non-mathematical problems. Java will be the major programming language.

Last Updated: 08/16/12 05:04 PM

MTH.CS

Standard 1

APPLY PROGRAMMING TECHNIQUES TO SOLVE PRACTICAL PROBLEMS

Benchmark 1.a

Apply Programming Techniques to Solve Practical Problems

	Indicator 1.a.1
	Design and implement computer programs to solve consumer problems

	Indicator 1.a.2
	Analyze and interpret data

	Indicator 1.a.3
	Design and implement computer programs to solve mathematical problems

MTH.CS

Standard 2

DESIGN/WRITE/TEST/DEBUG/DOCUMENT A PROGRAM

Benchmark 2.a

Design/Write/Test/Debug/Document a Program

	Indicator 2.a.1
	Describe a computer program

	Indicator 2.a.2
	List and describe the stages involved in writing a computer program

	Indicator 2.a.3
	Describe the function of an algorithm

	Indicator 2.a.4
	Describe interaction between hardware & software in program execution

	Indicator 2.a.5
	Understand the process of compiling and executing a program

	Indicator 2.a.6
	Determine what a given statement will output

	Indicator 2.a.7
	Debug a program

	Indicator 2.a.8
	Provide required documentation for a program

	Indicator 2.a.9
	Choose an appropriate programming paradigm for problem solving

MTH.CS

Standard 3

WRITE SPECIFICATIONS THAT DEFINE THE CONSTRAINTS OF A GIVEN PROBLEM

Benchmark 3.a

Write Specifications that Define the Constraints of a Given Problem

	Indicator 3.a.1
	For a given problem, describe the pre- and post-conditions, and output

	Indicator 3.a.2
	Determine whether or not a problem is solvable

	Indicator 3.a.3
	Write program specifications that define the constraints of a problem

MTH.CS

Standard 4

DESIGN A STEP-BY-STEP PLAN (ALGORITHM) TO SOLVE A GIVEN PROBLEM

Benchmark 4.a

Design a Step-By-Step Plan (Algorithm) to Solve a Given Problem

	Indicator 4.a.1
	Design a step-by-step plan to solve a problem

	Indicator 4.a.2
	Utilize diagrams and organizational structures for problem-solving

MTH.CS

Standard 5

DIVIDE A GIVEN PROBLEM INTO MODULES BY TASK AND IMPLEMENT THE SOLUTION

Benchmark 5.a

Divide a Given Problem into Modules by Task and Implement the Solution

	Indicator 5.a.1
	Determine the need for user-defined and pre-existing sub-tasks

	Indicator 5.a.2
	Divide a problem into logical sub-tasks

	Indicator 5.a.3
	Implement sub-tasks

	Indicator 5.a.4
	Implement a main program that invokes the sub-tasks to solve a problem

MTH.CS

Standard 6

DESIGN AND IMPLEMENT THE INPUT PHASE OF A PROGRAM

Benchmark 6.a

Design and Implement the Input Phase of a Program

	Indicator 6.a.1
	Design a screen layout to facilitate input

	Indicator 6.a.2
	Design program input source

	Indicator 6.a.3
	Construct input statements to read values into a program

	Indicator 6.a.4
	Determine the contents of variables assigned by input statements

MTH.CS

Standard 7

DESIGN AND IMPLEMENT THE OUTPUT PHASE OF A COMPUTER PROGRAM

Benchmark 7.a

Design and Implement the Output Phase of a Computer Program

	Indicator 7.a.1
	Design an output layout

	Indicator 7.a.2
	Access various output devices

	Indicator 7.a.3
	Use output statements

MTH.CS

Standard 8

DESIGN AND IMPLEMENT COMPUTER GRAPHICS

Benchmark 8.a

Design and Implement Computer Graphics

	Indicator 8.a.1
	Design and implement computer graphics

	Indicator 8.a.2
	Determine and set screen and background colors

	Indicator 8.a.3
	Describe the role of graphics in the computer environment

MTH.CS

Standard 9

DEFINE SIMPLE VARIABLE DATA TYPES

Benchmark 9.a

Define Common Variable/Object Data Types

	Indicator 9.a.1
	Define common variable/object data types

MTH.CS

Standard 10

USE APPROPRIATE VARIABLE DATA TYPES INCLUDING STRUCTURED DATA TYPES

Benchmark 10.a

Use common variable/object data types

	Indicator 10.a.1
	Use common variable/object data types

MTH.CS

Standard 11

DESCRIBE THE WAY THE COMPUTER STORES/ACCESSES/PROCESS VARIABLES

Benchmark 11.a

Describe the Way the Computer Stores, Accesses, and Processes Variable

	Indicator 11.a.1
	Determine when the use of a variable is appropriate

	Indicator 11.a.2
	Describe how a computer stores, accesses, and processes variables

	Indicator 11.a.3
	Understand the difference between passing by reference and passing by

	Indicator 11.a.4
	Differentiate between local and global variables

	Indicator 11.a.5
	Compare and contrast variables and constants

MTH.CS

Standard 12

TRANSLATE A MATHEMATICAL EXPRESSION INTO A COMPUTER STATEMENT

Benchmark 12.a

Translate a Mathematical Expression into a Computer Statement

	Indicator 12.a.1
	Translate a mathematical expression into a computer statement

	Indicator 12.a.2
	Understand the order of precedence in a computer statement

	Indicator 12.a.3
	Write variable assignment statements

	Indicator 12.a.4
	Construct and evaluate expressions with multiple arithmetic operations

MTH.CS

Standard 13

SELECT AND IMPLEMENT BUILT-IN FUNCTIONS

Benchmark 13.a

Select and Implement Built-In Functions

	Indicator 13.a.1
	Understand how to find and select available library functions

	Indicator 13.a.2
	Use library functions in designing programs

MTH.CS

Standard 14

IMPLEMENT CONDITIONAL STATEMENTS

Benchmark 14.a

Implement Conditional Statements

	Indicator 14.a.1
	Construct a simple Boolean expression to evaluate a given condition

	Indicator 14.a.2
	Construct an “if” statement to perform a specific task

	Indicator 14.a.3
	Construct an “if/else” statement to perform a specific task

	Indicator 14.a.4
	Use conditional statements for decision making in programs

	Indicator 14.a.5
	Construct nested "if/else" statements to perform a specific task

	Indicator 14.a.6
	Understand and use compound Boolean statements

MTH.CS

Standard 15

IMPLEMENT LOOPS, INCLUDING ITERATIVE LOOPS

Benchmark 15.a

Implement Loops, including Iterative Loops

	Indicator 15.a.1
	Determine when a loop is needed in a program

	Indicator 15.a.2
	Implement loops into programs including definite and indefinite loops

	Indicator 15.a.3
	Implement nested loops into programs

MTH.CS

Standard 16

SELECT AND IMPLEMENT APPROPRIATE DATA STRUCTURES

Benchmark 16.a

Select and Implement Appropriate Data Structures

	Indicator 16.a.1
	Understand and use arrays for a given problem

	Indicator 16.a.2
	Fill an array with data

	Indicator 16.a.3
	Access and process data from an array

MTH.CS

Standard 17

IMPLEMENT PRE-EXISTING SORT AND SEARCH ROUTINES

Benchmark 17.a

Implement Pre-Existing Sort and Search Routines

	Indicator 17.a.1
	Implement pre-existing algorithms into a program

	Indicator 17.a.2
	Implement simple sort and search routines

MTH.CS

Standard 18

TEST A PROGRAM, USING AN APPROPRIATE SET OF DATA

Benchmark 18.a

Test a Program, Using an Appropriate Set of Data

	Indicator 18.a.1
	Test a program, using an appropriate and complete set of data

MTH.CS

Standard 19

DEBUG A PROGRAM, USING APPROPRIATE TECHNIQUES

Benchmark 19.a

Debug a Program Using Appropriate Techniques

	Indicator 19.a.1
	Debug a program using controlled breaks and other debugging tools

	Indicator 19.a.2
	Identify the differences among syntax, runtime, and logic errors

MTH.CS

Standard 20

DESIGN/WRITE/TEST/DEBUG/DOCUMENT A COMPLETE STRUCTURED PROGRAM

Benchmark 20.a

Design/Write/Test/Debug/Document a Complete Structured Program

	Indicator 20.a.1
	Design, write, test, debug, and document a complete structured program

MTH.CS

Standard 21

RECOGNIZE THE ETHICAL AND SOCIAL IMPLICATIONS OF COMPUTER USE

Benchmark 21.a

Recognize the Ethical and Social Implications of Computer Use

	Indicator 21.a.1
	Investigate careers and real-world applications of computer science

	Indicator 21.a.2
	Investigate the social and ethical implications of computer use

	Indicator 21.a.3
	Use the Internet as a research tool as well as a programming medium

	Indicator 21.a.4
	Trace the history of computer science during the information age

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)