Constructing_Truth _Tables_ Data repr Lesson plan 1 variant

Long-term plan unit:

 10.1B Data representation

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Constructing truth tables

Learning objectives(s) that this lesson is contributing to

10.2.2.2 construct truth tables for the given logical expression

Assessment criteria

●       Consider the algorithm for constructing truth tables

●       Teach to construct a truth table

Success criteria

All learners will be able to know:

- know and be able to work out the truth tables for NOT, AND, OR logic gates;

Most learners will be able to know:

- be comfortable with the use of symbols to represent each gate;

Some learners will be able to know:

- be able to produce a truth table for a given Boolean logic formula;

Language objectives

Learners can:

use the vocabulary and terminology to describe difference between NOT, AND, OR, NAND, NOR functions and convert English sentences into logic

Subject-specific vocabulary and terminology:

truth tables, logic gates, Boolean gates and statements, NOT, OR, AND, NAND, NOR,  built, express, true, false

Useful sets of phrases for dialogue and writing:

We can build / express (this) in Boolean statements.

How can we build / express (this) in Boolean statements.

How can we express … as a Boolean statement?

When … is not true / true / false, … is true / not true / false.

In this statement, … means …

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English, math, physic

Previous learning

Multiplication table (7-9 grade)

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-10

Organizational moment:

Question for students:

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

Teacher:

-                      I want (would like) to introduce today’s topic about …/

-                      What do you think today’s topic is?

The presentation of the theme and lesson objectives.

10.2.2.2 construct truth tables for the given logical expression

Teacher asks questions:

1. What types of statements are divided according to their structure?

2. The truth of which statements is contractual?

3 What is the truth of the statements calculated?

4. How are simple sentences denoted in the algebra of sentences?

5. How is the truth of such statements indicated?

6. What connects variables in formulas of algebra of statements?

7. What are the logical operations?

Presentation

Slides #1-2

Slide #3

Middle

10-20

20-25

25 - 37

Theory

Teacher offers to formulate definition of truth tables.

After learners’ answers display definition of truth tables. Learners answer questions and then write definition(s) in copybook

Teacher offers to specify the order of logical operations. After learners’ answers show correct answer.

Teacher explains an algorithm for constructing the truth table

Teacher offers to carry out tasks fill in the truth table of a logical expression:

1)      ¬ (А ˄ В)

2)      А ˅ ¬ В ˅ С

Work in pairs. Teacher offers to carry out tasks find the meaning of expressions followed by  self-assessment:

1)      1 AND (0 OR NOT 0) = 

2)      NOT (0 OR 1) AND 1 = 

For self-assessment teacher demonstrates correct answer

1)      1 AND (0 OR NOT 0) =  1*(0+1) = 1

2)      NOT (0 OR 1) AND 1 =  0*1= 0

Formative assessment

Teacher offers to carry out tasks followed self-assessment.

For self-assessment teacher demonstrates correct answer.

Slides #5-8

Slide #9-10

Slide #11

The end of the lesson

37 - 40

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

✓            What has been learned

✓            What remained unclear

✓            What needs more attention

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?