Data representation 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:

Conversion between number system 2 lesson

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, octal,  hexadecimal alphabet

Most learners will be able to know:

How to translate numbers from decimal to n-based system and vice versa

Some learners will be able to know:

How to translate numbers from decimal to n-based system and vice versa

Understand translations of the number of one number system to another

Use different methods of translation n-based numbers

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

Previous learning

Multiplication table (7-9 grade)

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-13

Organizational moment:

Question for students:

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

Students should represent their smart card(poster) in pair – home work

Presentation

Slides #1-2

Middle

13-18

18-22

22-34

34-36

36-38

Teacher divides students into two group (Using any method). Teacher gives students the handout with theoretical material to convert decimal to binary number. After students read the material they need to explain to another group how their method converts numbers:

1 group: Performing Short Division by Two with a Remainder

2 group: Descending Powers of Two and Subtraction

Students choose any 5 numbers to represent method

Each group presents (explain) their method. (Each group has 2 minutes)

Individual work

Fill in and translate from one number system to another table.

(cards can be prepared for each student)

Аnswer:

Peer assessment

Students can swap work and check each other's work.

Teacher show exercise on slides and students should solve it

Slide #3

Slides #6-8

The end of the lesson

38 - 40

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

✓            What has been learned

✓            What remained unclear

✓            What needs more attention

Reflection Thermometer:

                          36,6⁰С  interesting, useful

                          38⁰С is not interesting, hard

                          34⁰С useless, priceless

Presentation

(slide #9)

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?