Data representation Lesson plan 1 2 variant

Long-term plan unit:

 10.1B Data representation

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Conversion between number system

Learning objectives(s) that this lesson is contributing to

10.2.1.1 Convert decimal numbers to binary numbers and vice versa

Assessment criteria

●       Translates numbers from decimal to binary

●       Translations of the number of one number system to another

Success criteria

All learners will be able to know:

Know what is a numeral system, binary system and decimal system alphabet

Most learners will be able to know:

How to translate numbers from decimal to binary and vice versa

Some learners will be able to know:

How to translate numbers from decimal to binary and vice versa

Understand translations of the number of one number system to another

Use different methods of translation decimal numbers to binary

Language objectives

Useful phrases for dialogue / writing

Numeral system is a ____

Translate number from binary system to decimal system…

Binary numeral system ...

Decimal numbering system ...

The octal number system ...

Hex number system ...

The translation algorithm is carried out ........

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English, math

ICT skills

Numeral system

Advantages and disadvantages of numeral system

Previous learning

Multiplication table (7-9 grade)

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-5

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.

10.2.1.1 Convert decimal numbers to binary numbers and vice versa

Familiarizing students with the topic of the lesson and its objectives.

Presentation

(slides #2-3)

Slide #6

Middle

5-10

10-15

15-30

30-32

30-37

Updating knowledge.

Teacher:

1)      What is the number system?

Answer: The number system is a way to write numbers using special characters - numbers.

2)      What are the number systems?

Answer: SS are positional and non-positional.

3)      How old are each of you in binary, octal, hexadecimal number systems?

Students answer questions.

Discuss in pairs what positional and non-positional numbers are, completing the task

The digit is the position of the digit in the number.

The basis (basis) of the positional number system is the number of digits or other characters used to record numbers in the given number system.

There are many positional systems, since any number not less than 2 can be taken as the basis of the number system.

Teacher: What numbers are written using Roman numerals?

MMIV = 1000 + 1000 + (5 - 1) = 2004

LXV = 50 + 10 + 5 = 65

CMLXIV = (1000 - 100) + 50 + 10 + (5 - 1) = 964

Question: Follow the steps.

MMMD + LX = (1000 + 1000 + 1000 + 500) + (50 + 10) = 3560

In the positional number system, any real number can be represented as:

Aq = ± (an-1qn-1 + an-2qn-2 + ... a0q0 + a-1q-1 + a-2q-2 + ... a-mq-m)

Here:

A is the number itself

q - the base of the number system

ai - digits of this number system

n- is the number of digits of the integer part of the number

m- is the number of digits of the fractional part of the number

Imagine a decimal number A = 4718, 63 in expanded form.

In which number system is the number written?

What is the basis of this number system? (q = 10)

What is the number of digits of the integer part of a number (n = 4)

What is the number of digits of the fractional part of a number (m = 2)

Theory. Teacher examine the algorithm for converting decimal numbers into binary SS by angle division, study the algorithm for converting from binary CC to decimal.

Students will learn the algorithm for converting decimal numbers to octal, hexadecimal (interchange the information, each student exchanges information with others)

Teacher shows the video about Binary to Decimal conversion.

Teacher:  Let’s do extra tasks individually

1. In the class there are 11102 girls and 11002 boys. How many students are there in the class?

2. What is the decimal equivalent of the numbers 101012, 11012?

3. I have 100 brothers. The youngest is 1000 years old, and the oldest is 1111 years old. Senior is in 1001 grade. Could it be like that?

Presentation

(slide #4-5, 7-12)

https://www.youtube.com/watch?v=wPvI19DmWQw

Slide #13

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

Students should prepare a smart card with the finished material (Homework)

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?