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Class 5 · Computational Thinking
Chapter 1 Teaching Pack
We the Travellers - I — implications, clue sufficiency, logical deduction and number sequences, ready to teach and print.
Where this chapter sits
The Class 5 Computational Thinking handbook is designed to sit alongside Mathematics teaching. We the Travellers - I is its opening chapter. It uses familiar whole numbers to move students from calculating an answer to explaining what a set of clues does, and does not, prove.
| Position | Handbook chapter | Thinking focus | This pack |
|---|---|---|---|
| Opening | 1 · We the Travellers - I | Implications, filtering number choices with several constraints, deciding whether clues are sufficient, and continuing a stated sequence rule | 5 periods |
| Next | 2 · Fractions | Applying the same habits of careful reading and justified conclusions to fraction situations | Plan with Maths |
The table shows the sequence confirmed by the supplied handbook excerpt. Use the current official handbook for the complete annual chapter list.
Lesson plan · 5 periods
Period 1 — Must, can, and cannot
Write: “The bus number is even.” Ask for one fact that must be true, one number that can fit, and one number that cannot fit. Keep the three headings on the board. Students often treat a possible answer as a certain answer; the headings make that mistake visible.
Land one test: a conclusion is certain only when every choice left by the statement has that feature. Do not start with terminology. Let students hear the difference between “could be” and “must be” first.
Period 2 — Use each clue as a filter
Give a short list of candidate numbers. Read one clue, cross out every candidate that fails it, then read the next. Insist that students say why each number leaves. The useful sentence frame is: “I removed ___ because it does not satisfy ___.”
Period 3 — When are clues sufficient?
A set of clues is sufficient when it leaves exactly one candidate. Check both directions: the chosen answer must pass every clue, and every alternative must fail at least one clue. If two candidates remain, more information is needed. If none remain, the clues conflict or a step is wrong.
Show a redundant clue as well. Removing a clue that changes nothing helps students see that “more clues” is not the same as “better clues”.
Period 4 — Follow the stated sequence rule
Have students write the change between neighbouring terms before naming the next term. Begin with one repeated change, then use a clearly stated alternating rule such as “add, double, add, double”. Avoid presenting a short unexplained list as if it could have only one mathematical continuation.
Period 5 — Explain and test
Run the unplugged activity in Section 05. Finish with two exit prompts: “How do you know a clue set is sufficient?” and “What makes a clue unnecessary?” Collect answers before students leave; they reveal the misconception to address before the project.
Worksheet
Name: Class & Section: Date:
A · What follows from the statement?
B · Filter the candidates
S1: It is even. S2: Its digits add to 6. S3: Its tens digit is smaller than its units digit.
What is the smallest sufficient set of statements?
S1: The ones digit is 3. S2: The tens digit is greater than 5.
Which statement is correct?
S1: Its tens digit is odd. S2: Its ones digit is even.
What is the code?
C · Are the clues enough?
S1: The code is greater than 300. S2: The code is odd.
Which is true?
S1: It is even. S2: Its digits add to 9. S3: It is greater than 30.
Which is the smallest sufficient set?
S1: Its digits add to 7. S2: It is greater than 40. S3: It is even.
What is the smallest sufficient set?
D · Explain and design
A: The tens digit is smaller than the ones digit.
B: The number is even.
C: The digits add to 8.
D: The number is greater than 40.
Find every smallest set of clues that identifies exactly one code. Name the code found by each set. A set is smallest only if no clue can be removed from it.
Answer key & teaching notes
| Q | Answer | What to watch for |
|---|---|---|
| 1 | (c) It is even | An even units digit makes the whole number even. The digit sum need not be even: 4002 has sum 6, while 4012 has sum 7. |
| 2 | (b) 65 | Use 11 − 6 to find the units digit. Some students write 56; ask which digit the statement fixed in the tens place. |
| 3 | (b) 381 | “Different digits” means no digit may appear twice. It does not mean the digits must be consecutive. |
| 4 | (b) 28 | The next addition is 7. Ask students to label the gaps +3, +4, +5, +6, +7. |
| 5 | (d) 44 | Students who stop at 26 have not applied the final clue. Require a check against all three. |
| 6 | (c) S2 and S3; code 24 | S1 is true for every candidate, so it removes nothing. S2 and S3 meet only at 24. |
| 7 | (d) Both together; code 63 | Each clue alone leaves two choices. “Both” means use their overlap, not join both lists. |
| 8 | (d) It cannot be determined | Both 34 and 54 pass both clues. Do not reward a guessed choice without a separating clue. |
| 9 | (c) 6 | After fixing 8 and 2, only 4 and 6 remain. Check the greater-than direction carefully. |
| 10 | (b) 752 | Greater than 700 fixes 7 first; even fixes 2 last. Students need not list all six permutations if they explain both placements. |
| 11 | (c) Both together; code 321 | S1 leaves 312 and 321; S2 removes 312. Each clue by itself is insufficient. |
| 12 | (b) 37 | The operation after doubling is +3. A common answer, 68, repeats the doubling step. |
| 13 | (b) S1 and S3; route 36 | Every listed number has digit sum 9, so S2 contributes no information. |
| 14 | (c) Position 3 | With positions 1 and 4 occupied, the ordered pair Aman–Bala must fill 2–3. |
| 15 | (c) S2 and S3; number 52 | S1 fits every candidate. Greater than 40 and even overlap only at 52. |
| 16 | No. Example: “It is greater than 40.” | All three choices are even. Also accept “Its tens digit is 4” or any single clue that 42 passes while 24 and 36 fail. |
| 17 | Example: “It is greater than 40.” | Also accept “Its tens digit is 4”. Test the new clue against both 27 and 47; it must remove 27 and keep 47. |
| 18 | A+C → 26; A+D → 46; C+D → 62 | All three pairs are required. B removes nothing because every candidate is even. A student giving only one pair has found an answer but not answered “every”. |
Unplugged activity · “Clue Inspectors”
Period 5 · 35 minutes · No devices, no internet, no special materials.
What you need
The board and chalk, plus one notebook page and pencil per group. Divide a class of 40 or more into eight groups of five. Students remain at their desks.
Roles in each group
Reader reads one clue at a time; Recorder keeps the candidate list; two Inspectors check crossings-out; the Reporter explains whether the clues are sufficient. Rotate roles for the second round.
How it runs
- Write the first candidate set and its clues on the board. Groups copy only the candidates.
- Reveal one clue. The Reader says it aloud; the Recorder crosses out failures; Inspectors must agree with a reason.
- Before revealing the next clue, ask every group to show with fingers how many candidates remain.
- After all clues, Reporters state the survivor and explain why every alternative failed.
- Repeat with the second round. Then ask groups which clue in each round did no useful work.
Clues: The number is below 50. · It is even. · Its tens digit is smaller than its ones digit.
Clues: Both digits are below 7. · The ones digit is 6. · The number is greater than 40.
Project brief & rubric
| Criterion | 4 — Exceeds | 3 — Meets | 2 — Approaching | 1 — Beginning |
|---|---|---|---|---|
| Unique deduction | Exactly one answer; every alternative is explicitly ruled out | Exactly one answer and all clues fit it | Intended answer, but two choices remain or one clue conflicts | No checkable answer |
| Clue reasoning | Clear elimination table and identifies a redundant or essential clue | Table shows how each clue narrows choices | Some crossings-out lack reasons | Little or no reasoning trail |
| Sequence rule | Rule is precise; all five terms and both continuations fit | Written rule and both next terms are correct | Rule or one continuation has an error | Terms do not follow a stated rule |
| Testing & clarity | Peer test leads to a useful revision; work is easy to follow | Peer-tested, complete and readable | Test recorded but response is incomplete | Not tested or too incomplete to solve |
Suggested score: 16 marks. Keep the marked artefact or a clear copy as evidence. Ask one viva question: “Which clue removes the most candidates, and how do you know?”
Evidence record
Keep one page per class for this chapter. Fill it after the project and attach or file the listed samples with it.
| Field | Record |
|---|---|
| School | |
| Class & section | |
| Chapter taught | CT Ch. 1 — We the Travellers - I |
| Periods used | |
| Dates | |
| Teacher | |
| Activity conducted | Clue Inspectors (candidate filtering and clue sufficiency) |
| Assessment used | Project — “Design a Number Journey”, rubric-scored |
| Students assessed | |
| Samples retained | ☐ 3 marked projects ☐ Group elimination sheets ☐ Completed worksheets |
| Common misconception noticed | |
| Next teaching step | |
| Teacher’s signature & date |