Computers, tools, and teamwork
Students learn the parts of a computer, pick the right tool for a task, and work through basic glitches like a frozen app or a missing file. They practice sharing devices and ideas with classmates.
What does a student learn in
This is the stretch when students stop being users of computers and start thinking like the people who build them. They write short programs with loops and steps in order, break a big problem into smaller pieces, and fix bugs when something doesn't work. Students also learn how the internet moves information between people and why passwords and kindness online matter. By spring, they can plan, build, and improve a simple program or animation and explain how it works.
- Coding basics
- Debugging
- Problem solving
- Internet safety
- Online citizenship
- Data and patterns
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Networks and online safety
Students learn how devices talk to each other and how information travels across the internet. They practice safe habits like strong passwords, careful sharing, and recognizing when something online does not look right.
- 3
Working with data
Students gather information, sort it, and turn it into charts or tables. They look for patterns and use what they find to back up an idea, the way a scientist or a sports fan might.
- 4
Coding and problem solving
Students break a big problem into smaller steps and write programs to solve it. They build games, animations, or simple tools, then test and fix their code until it works the way they want.
- 5
Computing in the real world
Students think about how technology shapes daily life, from apps and games to who gets left out. They talk about fairness, honesty about other people's work, and being kind online.
Mastery Learning Standards
The required skills a student should display by the end of Grade 4.
Concepts
Concepts
- Grades 3-5
Identify, select, and apply hardware, software
Students learn to pick the right tools for a computer task, whether that means choosing an app, using a specific piece of equipment, or figuring out what to do when something stops working.
- Grades 3-5
Explain how computer networks and the Internet enable communication…
Students learn how computers connect to each other through networks and the internet to send messages, share files, and keep information private in transit.
- Grades 3-5
Collect, transform, and represent data
Students gather information, organize it into charts or graphs, and use those visuals to spot patterns and back up their conclusions with real numbers.
- Grades 3-5
Design, develop, and analyze algorithms and programs to solve problems…
Students write step-by-step instructions that a computer can follow to solve a problem or build something new. They test those instructions, spot what goes wrong, and fix it.
- Grades 3-5
Investigate the social, ethical, legal
Students look at how computers and apps affect everyday life, including who benefits, who gets left out, and what rules help keep things fair.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades 3-5 | Students learn to pick the right tools for a computer task, whether that means choosing an app, using a specific piece of equipment, or figuring out what to do when something stops working. | NH-CSDF.C1.3-5 |
| Explain how computer networks and the Internet enable communication… Grades 3-5 | Students learn how computers connect to each other through networks and the internet to send messages, share files, and keep information private in transit. | NH-CSDF.C2.3-5 |
| Collect, transform, and represent data Grades 3-5 | Students gather information, organize it into charts or graphs, and use those visuals to spot patterns and back up their conclusions with real numbers. | NH-CSDF.C3.3-5 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades 3-5 | Students write step-by-step instructions that a computer can follow to solve a problem or build something new. They test those instructions, spot what goes wrong, and fix it. | NH-CSDF.C4.3-5 |
| Investigate the social, ethical, legal Grades 3-5 | Students look at how computers and apps affect everyday life, including who benefits, who gets left out, and what rules help keep things fair. | NH-CSDF.C5.3-5 |
Practices
Practices
- Grades 3-5
Foster an inclusive computing culture that values diverse perspectives and…
Students learn to work alongside classmates with different backgrounds and ideas when solving problems with technology. The goal is building computing habits that make space for everyone.
- Grades 3-5
Collaborate around computing — divide work, share ideas
Students work with classmates to build a project: splitting up tasks, sharing ideas, and folding in each other's feedback before the project is done.
- Grades 3-5
Identify and define problems that can be solved with computation and decompose…
Students look at a big problem, decide whether a computer could help solve it, and break it into smaller steps a program could handle one at a time.
- Grades 3-5
Use abstractions to simplify complexity, generalise solutions
Students find patterns in a problem and use those patterns to build a simpler rule or solution that works across more than one situation. Instead of solving the same problem five times, they solve it once and apply it broadly.
- Grades 3-5
Create computational artifacts — programs, simulations, models — by applying…
Students write and revise programs or simulations by testing them, spotting problems, and making improvements in repeated rounds until the work does what they intended.
- Grades 3-5
Systematically test computational artifacts and refine them based on evidence…
Students run their program, find what breaks or confuses, and fix it. They repeat that cycle until the program works the way it should.
- Grades 3-5
Communicate clearly with appropriate vocabulary, visualizations
Students explain how a program or digital tool works, using the right words and visuals to back up their thinking. That might mean labeling a diagram, describing steps in a process, or pointing to specific results as proof.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades 3-5 | Students learn to work alongside classmates with different backgrounds and ideas when solving problems with technology. The goal is building computing habits that make space for everyone. | NH-CSDF.P1.3-5 |
| Collaborate around computing — divide work, share ideas Grades 3-5 | Students work with classmates to build a project: splitting up tasks, sharing ideas, and folding in each other's feedback before the project is done. | NH-CSDF.P2.3-5 |
| Identify and define problems that can be solved with computation and decompose… Grades 3-5 | Students look at a big problem, decide whether a computer could help solve it, and break it into smaller steps a program could handle one at a time. | NH-CSDF.P3.3-5 |
| Use abstractions to simplify complexity, generalise solutions Grades 3-5 | Students find patterns in a problem and use those patterns to build a simpler rule or solution that works across more than one situation. Instead of solving the same problem five times, they solve it once and apply it broadly. | NH-CSDF.P4.3-5 |
| Create computational artifacts — programs, simulations, models — by applying… Grades 3-5 | Students write and revise programs or simulations by testing them, spotting problems, and making improvements in repeated rounds until the work does what they intended. | NH-CSDF.P5.3-5 |
| Systematically test computational artifacts and refine them based on evidence… Grades 3-5 | Students run their program, find what breaks or confuses, and fix it. They repeat that cycle until the program works the way it should. | NH-CSDF.P6.3-5 |
| Communicate clearly with appropriate vocabulary, visualizations Grades 3-5 | Students explain how a program or digital tool works, using the right words and visuals to back up their thinking. That might mean labeling a diagram, describing steps in a process, or pointing to specific results as proof. | NH-CSDF.P7.3-5 |
Common Questions
What should students be able to do with computers by the end of these grades?
Students should log in, open the programs they need, save and find their work, and fix small problems like a frozen window or muted sound. They should also write simple programs that follow a set of steps, and explain what their program does and why.
How can families support computer learning at home in just a few minutes a day?
Ask students to teach a small task back, like how they saved a file or made a sprite move. Try a free block-coding site for ten minutes a few times a week. Talk through how a website or app might be collecting information.
Does a student need a computer at home to keep up?
No. A phone or tablet is enough for most practice at this age, and the library is a strong backup. What matters more is regular short practice and conversation about how technology works, not the device itself.
How should coding be sequenced across the year?
Start with unplugged steps and sequencing, then move into block-based programs with loops, then add events and simple conditionals. Save bigger projects with debugging and peer feedback for the second half of the year, once vocabulary and routines are steady.
What does mastery look like by the end of the year?
A student can take a small problem, break it into steps, build a working program, test it, and explain what they changed when it broke. They can also describe how data moves across a network and name one impact a piece of technology has on people.
How do I help students who get stuck or frustrated when code does not work?
Coach a debugging routine: read the steps aloud, predict what should happen, run it, and compare. Praise the fix, not the first try. Pair students so one explains while the other types, then switch.
How should online safety and digital citizenship fit into the year?
Weave it into the work instead of saving it for one unit. When students share a project, talk about credit and permission. When they sign in somewhere, talk about passwords and what the site might track.
My child mostly plays games on the computer. Is that wasted time?
Not always. Ask what choices the game makes for the player, what rules it follows, and how they would change it. Those questions turn play into the same thinking students do when they design and test their own programs.
What skills usually need the most reteaching?
Decomposition and testing. Students often jump to a full solution and then cannot say where it broke. Build in short routines where they plan the steps first, then test one piece at a time and record what they observed.