CTAI, Class 3

Stage: Preparatory | Hours/Year: 50 Components: CT Skills only (no AI at this stage) Delivery: Integrated into Mathematics and TWAU (The World Around Us) Taught by: Subject teachers (Maths, TWAU) using special worksheets and handbooks

Curricular Goals

Goal	Description
CG-1	Develops basic problem-solving skills with procedural fluency to solve daily-life problems, as a step towards CT.
CG-2	Develop basic capacities of analytical thinking, verbal, and visual reasoning.
CG-3	Demonstrate understanding of basic computer concepts, including hardware and software.

Competencies

Code	Competency
C-1	Solves puzzles and daily-life problems through visual representations, interpreting the texts and analysing the given information.
C-2	Solve problems and understand complex ideas by identifying patterns, applying patterns to new cases, rules, and relationships in abstract, non-verbal information (shapes, symbols, diagrams).
C-3	Learns to systematically count and list all permutations or combinations given a constraint, in simple situations (e.g., forming a committee of two from a group of five).
C-4	Selects appropriate methods and tools for computing simple data, such as mental computation, estimation, or paper-and-pencil calculation, in accordance with the context.
C-5	Makes connections among concepts, procedures, and representations in problem-solving contexts.
C-6	Develops familiarity with parts of a computer, input/output devices, file management, internet safety, educational software, and block-based coding (e.g., Scratch).

Note: CG and Competency codes are shared across the Preparatory Stage (Classes 3-5). The learning outcomes below differentiate the Class 3 level.

Learning Outcomes

Abstract Thinking

Students will solve problems with hidden or unseen ideas using:

Different viewpoints of 3-D objects, Changes in shapes after flips, turns, folds, or rotations, Hidden or missing parts in incomplete shapes or patterns

Content creator note: At Class 3 level, abstract thinking involves basic spatial reasoning, viewing 3D objects from different angles, simple shape transformations (flip/turn/fold/rotate), and finding hidden or missing parts. Problems should use concrete visual representations.

Pattern Recognition

Students will be able to identify simple patterns involving 1 or 2 changes in consecutive terms, using:

Numbers, Shapes/images, Letters, A mix of the above

Content creator note: Patterns at Class 3 should be simple, only 1 or 2 attributes changing between consecutive terms. Examples: number sequences with a constant difference, shape sequences with one property changing (e.g., colour or size), letter sequences with simple alphabetical logic.

Decomposition

Students will be able to break down problems involving 2-3 clues from:

Number clues/names, 3-D objects and their parts (faces, edges, corners), Step-by-step exchanges or transfers (money, objects, digits), Tables or charts with multiple pieces of information

Content creator note: Decomposition at Class 3 uses a small number of clues (2-3). Problems should involve extracting information from simple tables/charts, understanding parts of 3D shapes, or following basic exchange/transfer scenarios.

Algorithmic Thinking

Students will be able to follow clear step-by-step rules to solve problems involving:

Number sequences formed using simple operations, Movements on grids or direction-based paths, Events arranged using before/after/in-between clues, Values that increase or decrease across steps, Multi-step instructions involving moves, changes, or transfers

Content creator note: Algorithmic thinking at Class 3 means FOLLOWING given rules/instructions (not creating them). Problems should provide clear, step-by-step instructions for students to execute, grid navigation, sequential ordering of events, and simple procedural tasks.

Pedagogy Suggestions

Hands-on activities, games, and puzzles using worksheets, Allow students to interpret charts, diagrams, and visual representations, Teach students to break larger problems into smaller ones, Use collaborative tasks and peer discussions while solving problems, Use simple digital tools and hands-on activities to help children think in an organised way, Fun math games, puzzles, and exercises

Assessment Methods

Written tests with CT questions and puzzles, Interactive group activities (e.g., treasure hunts), Teacher Observation Journal, Assessments linked to core subjects (Mathematics and TWAU)

Key Content Areas for Teaching

Spatial reasoning: Viewing 3D objects from different perspectives, understanding how shapes change with flips/turns/folds/rotations
Simple patterns: Identifying patterns with 1-2 changes in number/shape/letter sequences
Breaking down clues: Working with 2-3 clues involving numbers, 3D object properties, exchanges, or table data
Following instructions: Executing step-by-step procedures on grids, in number sequences, and in ordering tasks
Visual interpretation: Reading and extracting information from charts, diagrams, and visual representations
Basic computer literacy: Parts of a computer, input/output devices, file management, internet safety, block-based coding (Scratch)

Complexity Markers (How Class 3 Differs from Class 4-5)

Abstract Thinking: Basic level, hidden/unseen ideas (not partially visible or multi-layered), Pattern Recognition: Simple patterns with 1-2 changes only, Decomposition: Limited to 2-3 clues (not clusters or interconnected clues), Algorithmic Thinking: Following "clear step-by-step rules" (not elaborate conditions or multi-layered rules)