Tick each line when you can do it without looking at the guide. Each line names where it is taught and tested. Revisit the study guide for anything you cannot yet do.
Understanding
- ☐ I can say how a row, a column and a whole-table version of the same algorithm differ in their loops (study guide: One idea, three shapes).
- ☐ I can explain why a per-row accumulator is declared inside the outer loop (study guide: Worked example 1; practice: Questions 2 and 3).
- ☐ I can explain why a rotation needs a saved element and a reversal only half the length (study guide: Worked example 2; practice: Questions 6 and 10).
- ☐ I can explain why the bounds test must come before the read of a neighbour (study guide: Neighbours and bounds; practice: Question 8).
Skills
- ☐ I can find a maximum or minimum in a table, a row or a column (study guide: Maximum, minimum and where it sits; practice: Question 1).
- ☐ I can write count, any and all methods over a region (study guide: Counting, any, all, pairs and duplicates; practice: Question 9).
- ☐ I can count consecutive pairs along rows with the correct bound (study guide: Counting, any, all, pairs and duplicates; practice: Question 4).
- ☐ I can rotate or reverse a row or column in place (study guide: Worked example 2; practice: Questions 5 and 10).
Reasoning
- ☐ I can trace a method on a small table and give its result (practice: Questions 2 and 5).
- ☐ I can find the row index with the largest sum, not just the sum (study guide: Worked example 1; practice: Question 2).
- ☐ I can count neighbours of an edge or corner cell correctly (study guide: Neighbours and bounds; practice: Question 7).
- ☐ I can find and fix the bug in a faulty 2D algorithm (practice: Questions 3 and 6).