1_Computer Science Grade 10 Logical operations Data repr Lesson plan 2 2 variant

Long-term plan unit:

 10.1B Data representation

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Logical operations (disjunction, conjunction, inversion) 2 lesson

Learning objectives(s) that this lesson is contributing to

10.2.2.1 use logical operations (disjunction, conjunction, inversion)

Assessment criteria

• know the basic concepts of the algebra of logic;

• explain the basic logical operations

• explain the basic logic functions (conjunction, disjunction, implication, equivalence, negation)

Success criteria

All learners will be able to know:

describe simple and complex, true and false statements,

• define logical operations (AND - conjunction, OR - disjunction, NOT - inversion);

Most learners will be able to know:

• compare logical operations (AND - conjunction, OR - disjunction, NOT - inversion);

• solve logical operations (AND - conjunction, OR - disjunction, NOT - inversion);

• classify logical operations (AND - conjunction, OR - disjunction, NOT - inversion);

Some learners will be able to know:

• create logical expressions corresponding to complex statements.

Language objectives

Useful phrases for dialogue / writing

• construct simple and complex statements

• designation of logical operations;

• priority of logical operations.

Dictionary of specific terms and terminology:

it is applied for …

to solve a logical problem with the help of the truth table it is necessary ...

conditional formatting is intended for ...

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English, math

Previous learning

From a grade 7–9 course, students have an  idea of logical operations and truth tables.

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

Organizational moment:

Question for students:

-                      Can you remember what we discussed in our previous lesson?

Teacher:

Ok, let’s continue to learn new topic “Logical operations (disjunction, conjunction, inversion)”

Presentation

Slides #1-2

Middle

3-10

10-15

15-17

17-18

18-38

Teacher: Ok. Write in your copybook:

·         Logic is the science of forms and ways of thinking.

·         The main forms of thinking are the concept, statement (judgment), conclusion.

·         The concept is a form of thinking, which reflects the essential features of the object.

 - Give the concept of a desk, window, closet, lamp.

·         A statement is a form of thinking in which something is asserted or denied.

   A statement can be either true or false.

Ex.: 2x2=4 (True), Astana is a capital of Italy (False).

Individual work.

Teacher: Which of the following sentences are statements and WHY?  Determine their truth. (30 sec)

a)  The number 3 is even.

b)  Aktau - the capital of Mangystau

c)  Erase from the board.

d) This year marks the 25th anniversary of Kazakhstan's independence

e) Who is on duty today?

Teacher: From simple statements can be complex design. For example: from «Helen loves to dance" and "Helen – excellent student" you can get "Excellent student Helen loves to dance."

Teacher: From complex statements select simple:

a) Everyone is taught to read and write at school.

b) Tomorrow will be good weather and we will go on a tour.

c) It is not true that any ten–grader - an excellent student.

Teacher: The conclusion - the conclusion of a new statement of the known old.

The first statement: Pascal Language is named after the French scientist Blaise Pascal.

The second statement: the Author of Pascal is Nicklaus Wirth. Third statement: B. Pascal in 1642 invented an adding machine.

3) Make a conclusion.

(Nicklaus Wirth is the author of the language of Pascal, who is named after the French scientist and inventor of the French meter)

Teacher divides students by group.

Work on the cards. (5 min)

Option 1.

1.    Give the definition of logical multiplication (conjunction). Build a table of truth.

2.    Select simple statements from the following complex statement: "I will go to Moscow, meet friends there, and we will have an interesting time. «Write down a complex statement in the form of a logical formula.

3.    What is the value of the logical expression, if A=0, B=0, C=1?

Option 2.        

1.    Give the definition of logical addition (disjunction). Build a table of truth.

2.    Select simple statements from the following complex statement: «the number 32 is divided by 4, divided by 2 and is even." Write down a complex statement in the form of a logical formula.

3.    What is the value of the logical expression, if A=1, B=0, C=1?

Option 3.

1.    Give the definition of logical negation (inversion). Build a table of truth.

2.    Select simple statements from the following complex statement: «the Number 7 is simple; it is divided by one and by itself." Write down a complex statement in the form of a logical formula.

3.    What is the value of the logical expression, if A=1, B=0, C=0?

Slide #3

Slide #4

Slide #5

Slide #6

Slide #7

The end of the lesson

38 - 40

At the end of the lesson, learners reflect on their learning:

Put an assessment on a 3-point scale

(1 - I do not know, 2 - I understand, 3 - I apply)

•      What knows?

•      What remained unclear?

•      What is necessary to work on?

Slide #8

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.

Use this section to record the methods that you will use to assess what the students have learned during the lesson.

Health and safety check links.

Used active exercises.

Items applied from the Safety Rules in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from

this lesson about the class or individuals that will inform my next lesson?