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)