CTAI, Class 4

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.
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 4 level.

Learning Outcomes

Abstract Thinking

Students will be able to solve moderate to highly moderate problems with partially visible or incomplete ideas, using:

Different viewpoints of 3-D objects, Changes in shapes after flips, turns, cuts/folds, or rotations, Hidden or missing parts in incomplete shapes or patterns
Mirror images and identical halves based on symmetry (NEW at Class 4)

Content creator note: Class 4 advances from Class 3 by moving from "hidden/unseen" to "partially visible or incomplete" ideas. The key addition is symmetry, mirror images and identical halves. Also introduces cuts as a transformation alongside flips/turns/folds/rotations. Difficulty level is "moderate to highly moderate."

Pattern Recognition

Students will be able to identify patterns involving one or more changes, using:

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

Content creator note: Class 4 expands from "1 or 2 changes" (Class 3) to "one or more changes", meaning patterns can now involve multiple simultaneous attribute changes. The framing is broader, allowing more complex pattern structures.

Decomposition

Students will be able to break down problems involving a cluster of moderate clues, using information from:

Number clues (place values, sum/difference/product), 3-D objects and their parts (faces, edges, corners), Step-by-step exchanges or transfers (money, objects, digits, quantities), Tables or charts with multiple pieces of information
Conditions for counting/grouping/sorting items (NEW at Class 4)

Content creator note: Class 4 moves from "2-3 clues" to a "cluster of moderate clues." Two key advances: (1) number clues now explicitly include place values and operations (sum/difference/product), and (2) a new category of counting/grouping/sorting with conditions is introduced. The word "quantities" is added to exchanges.

Algorithmic Thinking

Students will be able to follow a set of well-defined, elaborate conditions to solve moderate to complex problems involving:

Number sequences formed using simple operations, Movements on grids or direction-based paths, Values that increase or decrease across steps, Multi-step instructions involving moves, changes, transfers, swaps (NEW)
People/Events arranged in an order using attributes or chronological clues (expanded from Class 3)
Simple counting instructions (NEW at Class 4)

Content creator note: Class 4 advances from "clear step-by-step rules" to "well-defined, elaborate conditions" and from basic problems to "moderate to complex." Key additions: swap operations, ordering by multiple attributes/chronological clues (not just before/after/in-between), and counting instructions. The "before/after/in-between" of Class 3 is now generalised to attributes and chronological clues.

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, Worksheets should be more challenging than Class 3, increased complexity in clue structures and conditions

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

Symmetry and mirror images: Identifying lines of symmetry, mirror reflections, identical halves, a major new concept at this level
Shape transformations: Flips, turns, cuts, folds, rotations applied to 2D and 3D shapes
Multi-attribute patterns: Patterns where multiple properties change simultaneously
Place value and operations as clues: Using mathematical operations (sum, difference, product) and place value as decomposition clues
Counting, grouping, and sorting: Problems with conditions that require systematic counting or categorisation
Swap operations: Algorithmic problems involving exchanges and swaps
Ordering by attributes: Arranging people/events by multiple characteristics or chronological clues
Grid navigation: More complex movement problems on grids with directional paths

Progression from Class 3 to Class 4

CT Skill	Class 3	Class 4
Abstract Thinking	Hidden/unseen ideas	Partially visible/incomplete ideas; adds symmetry and mirror images
Pattern Recognition	Simple patterns, 1-2 changes	Patterns with one or more changes (broader scope)
Decomposition	2-3 clues	Cluster of moderate clues; adds counting/grouping/sorting
Algorithmic Thinking	Clear step-by-step rules	Well-defined, elaborate conditions; adds swaps, ordering by attributes