Java Primitive Types BUNDLE: AP® CSA Unit 1
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Grade Levels
9th - 12th
Resource Type
Standards
CCSSMP1
CCSSMP2
CCSSMP5
CCSSMP6
CCSSMP7
Formats Included
- Zip
Pages
40 pages
Peace Code Happiness
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Products in this Bundle (4)
Bonus
Java Primitive Types Vocabulary for AP® CSA Unit 1
Description
This bundle includes three activities to help reinforce the concept and code covered in AP® CSA Unit 1 on Primitive Types. Each activity should take one 45-50 minute class period, or can be assigned as homework. These activities are a great supplement to your regular classwork and assignments.
BONUS: Primitive Types Vocabulary, only available with the bundle! 38 terms and definitions, with a link to a Quizlet study set.
Also included is a cheat sheet of newly introduced code, with examples.
AP® CSA standards covered in this bundle:
- 1.1 - Why Programming? Why Java?
- MOD-1.A - Call System class methods to generate output to the console.
- VAR-1.A - Create String literals.
- 1.2 - Variables & Data Types
- VAR-1.B - Identify the most appropriate data type category for a particular specification.
- VAR-1.C - Declare variables of the correct type to represent primitive data.
- 1.3 - Expressions & Assignment Statements
- CON-1.A - Evaluate arithmetic expressions in a program code.
- CON-1.B - Evaluate what is stored in a variable as a result of an expression with an assignment statement.
- 1.4 - Compound Assignment Operators
- CON-1.B - Evaluate what is stored in a variable as a result of an expression with an assignment statement.
- 1.5 - Casting & Ranges of Variables
- CON-1.C - Evaluate arithmetic expressions that use casting.
You might also like:
AP® CSA Unit 1: Primitive Types
- Practice Debugging with Mod - AP® CSA Unit 1: Java Primitive Types
- Print a Table of Polynomial Values - AP® CSA Unit 1: Java Primitive Types
- FRQ Practice - AP® CSA Unit 1: Java Primitive Types
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AP® is a registered trademark of the College Board® which does not endorse this product.
Total Pages
40 pages
Answer Key
Included with rubric
Teaching Duration
3 hours
Last updated 10 months ago
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Standards
to see state-specific standards (only available in the US).
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
CCSSMP6
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
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