Python 101
An introduction to Python for intermediate or advanced coders in upper middle or high school with a focus on game design.
- GRADES 7+
- ADVANCED
- WEB
Answer Key
Module 2: Trickier Trap 1
Module 3: Trickier Trap 2
Module 6: Trickier Trap 3
Module 7: Trickier Trap 4
Module 11: Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Lesson 6 : Expressions
Python 101
Time: 40+ minutes
Introduction
Commands Introduced
Vocabulary
Objectives
Materials
Warm-Up
(5 minutes)
Activities
(35 minutes)
Facilitate as students complete all Expressions modules on their own:
1. What are Expressions? (Document)
2. Trickier Trap 1 (Puzzle)
3. Trickier Trap 2 (Puzzle)
4. What are Numbers? (Document)
5. What is Operator Precedence? (Document)
6. Trickier Trap 3 (Puzzle)
7. Trickier Trap 4 (Puzzle)
8. What are Lists? (Document)
9. What are Dictionaries? (Document)
10. Review (Document)
11. Quiz (Multiple Choice)
Discussion Questions/Follow-Up Activities
(20 minutes)
U.S. Standards
-
CCSS-ELA:
SL.7.1, SL.8.1, RI.9-10.3, RI.9-10.6, L.9-10.3, L.9-10.6
-
CCSS-Math:
HSN.Q.A.1, HSN.Q.A.2, HSN.Q.A.3, HSA.CED.A.1, HSA.CED.A.3, MP.1, MP.2
-
CSTA:
2-AP-11, 2-AP-13, 2-AP-15, 2-AP-17, 3A-AP-17, 3A-AP-19, 3B-AP-11, 3B-AP-12
-
CS CA:
6-8.AP.11, 6-8.AP.12, 6-8.AP.13, 6-8.AP.15, 6-8.AP.17, 9-12.AP.12, 9-12.AP.14, 9-12.AP.16
-
ISTE:
1.c, 1.d, 4.d, 5.c, 5.d
U.K. Standards
Key stage 3
Pupils should be taught to:
-
design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
-
understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
-
undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
-
create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
-
understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns
Key stage 4
All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career. Pupils should be taught to:
-
develop their capability, creativity and knowledge in computer science, digital media and information technology
-
develop and apply their analytic, problem-solving, design, and computational thinking skills
-
understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns
Time: 40+ minutes
Introduction
Commands Introduced
Vocabulary
Objectives
Materials
Warm-Up (5 minutes)
Activities (35 minutes)
Facilitate as students complete all Expressions modules on their own:
1. What are Expressions? (Document)2. Trickier Trap 1 (Puzzle)
3. Trickier Trap 2 (Puzzle)
4. What are Numbers? (Document)
5. What is Operator Precedence? (Document)
6. Trickier Trap 3 (Puzzle)
7. Trickier Trap 4 (Puzzle)
8. What are Lists? (Document)
9. What are Dictionaries? (Document)
10. Review (Document)
11. Quiz (Multiple Choice)
Discussion Questions/Follow-Up Activities (20 minutes)
U.S. Standards
- CCSS-ELA: SL.7.1, SL.8.1, RI.9-10.3, RI.9-10.6, L.9-10.3, L.9-10.6
- CCSS-Math: HSN.Q.A.1, HSN.Q.A.2, HSN.Q.A.3, HSA.CED.A.1, HSA.CED.A.3, MP.1, MP.2
- CSTA: 2-AP-11, 2-AP-13, 2-AP-15, 2-AP-17, 3A-AP-17, 3A-AP-19, 3B-AP-11, 3B-AP-12
- CS CA: 6-8.AP.11, 6-8.AP.12, 6-8.AP.13, 6-8.AP.15, 6-8.AP.17, 9-12.AP.12, 9-12.AP.14, 9-12.AP.16
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d
U.K. Standards
Key stage 3
Pupils should be taught to:- design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
- understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
- undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
- create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
- understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns
Key stage 4
All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career. Pupils should be taught to:- develop their capability, creativity and knowledge in computer science, digital media and information technology
- develop and apply their analytic, problem-solving, design, and computational thinking skills
- understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns
You can not access this material with your current plan.
Class Presentations, Student Experience View, & Answer Keys are all included in our teacher plans!
Upgrade now to get access to our award-winning Tynker Curriculum.