Word Problems | Whole Class
Students learn how to turn a short word problem into clear coding steps using sequence, input, process, and output. They practice identifying the important information and writing simple pseudocode for a solution.
| Term | Definition |
|---|---|
| Algorithm | A set of ordered steps used to solve a problem. |
| Sequence | The order in which steps happen. |
| Input | Information given to a program or problem. |
| Output | The result produced after solving the problem. |
| Pseudocode | Simple, everyday language used to plan code steps. |
Display a simple word problem, such as calculating the total number of apples after adding more. Ask students what information is given and what needs to be found.
Think aloud and share the important numbers and the final answer.
Model how to solve the problem using coding steps: identify input, choose the operation, and state the output. Write a short pseudocode example on the board.
Watch, listen, and repeat the steps with the teacher.
Give a second word problem. Lead the class to underline key information, decide the sequence of steps, and write pseudocode together.
Answer questions, help build the solution, and copy the class pseudocode.
Provide one quick word problem for students to solve on their own using 3-4 steps.
Work independently to identify input, process, and output.
Call on a few students to share their steps and explain their thinking.
Share responses and compare solutions.
Review that coding starts with understanding the problem, finding important information, and writing steps in order. Remind students that algorithms help us solve problems clearly and logically.
Collect the independent practice response and check whether students correctly identified the input, process, and output in the word problem.
Find one word problem at home or in a textbook, and write a 3-step algorithm or pseudocode for solving it.