Computational Thinking (CT) is pervasive in our daily lives and is useful for problem-solving. Decision-making is a crucial part of problem-solving. In the extant literature, problem-solving strategies in educational settings are often conveniently attributed to intuition; however, it is well documented that computer programmers might even have difficulty describing about their intuitive insights during problem-solving using natural language (such as English), and subsequently convert what has been described using words into software code. Hence, a more analytical approach using mathematical equations and descriptions of CT is offered in this paper as a potential form of rudimentary scaffolding, which might be useful to facilitators and learners of CT-related activities. In the present paper, the decision-making processes during an unplugged CT activity are delineated via Grey-based mathematical equations, which is useful for informing educators who may wish to explain to their learners about the various aspects of CT which are involved in the unplugged activity and simultaneously use these mathematical equations as scaffolds between the unplugged activity and computer code programming. This theoretical manuscript may serve as a base for learners, should the facilitator ask them to embark on a software programming activity that is closely associated to the unplugged CT activity.