Sub Strand 3.3: Identifiers and Operators

Software Development: Identifiers and Operators

Strand 3.0: Software Development

Sub Strand 3.3: Identifiers and Operators

Specific Learning Outcomes

By the end of the sub strand, the learner should be able to:

a) explain the reserved terminology in programming language

b) declare variables and constants in a programming language

c) use input and output statements in a programming language

d) use operators in a programming language

e) appreciate the role of identifiers and operators in programming

Suggested Learning Experiences

The learner is guided to:

• discuss the reserved words used in programming languages (structure, syntax, error identifiers, and data types)
• write computer programs using a high-level language (Python, C, C++, C#, Java, Ruby, Scratch, Swift, Go)
• watch a video clip on the declaration of variables and constants
• use variables and constants in a program
• assign data types to variables in a program
• use standard libraries in programming language
• write and execute programs that accepts input and displays output
• write and execute a program on traffic control that accept input and display output
• use available resources to search for programming languages (arithmetic, assignment, increment and decrement, relational, logical)
• discuss the categories of programming operators (arithmetic, assignment, increment and decrement, relational, logical)
• watch a video demonstrating the order of precedence in the evaluation of operators
• write and execute programs that involve the use of operators
• develop print or digital content to educate peers on the role of identifiers and operators in programming

Suggested Key Inquiry Question(s)

1. What is the importance of structured programming language?
2. How are variables declared in programming languages?

Core Competencies to be Developed

• Learning to Learn: the learner watches a video on the order of precedence of operators used in programming, then writes and executes programs that involve the use of operators
• Creativity and Imagination: the learner writes a program that accepts user inputs and displays outputs

Values

• Responsibility: the learner demonstrates self-initiative when writing and executing a program on traffic control that accepts input and displays output
• Respect: the learner appreciates others’ effort as they discuss the structure of a programming language

Pertinent and Contemporary Issues (PCIs)

Citizenship Education: the learner enhances social cohesion by sharing experiences on writing programs for traffic control that accept input and display output