ICT_Grade10_Data presentation_Build truth tables_Lesson plan

Long-term unit:

Unit 2. Data presentation.

Date:

Teacher’s name:

Grade: 10

Number present:

Abssent:

Theme of the Lesson:

How to build a truth table for a logical expression? 

Learning objective(s) that this lesson is contributing to (NIS Program)

 10.2.2.2 build truth tables for a given logical expression

10.2.2.1 use logical operations (disjunction, conjunction, inversion)

Lesson objectives

To consider the algorithm for constructing truth tables.

To build a truth table for a logical expression.

Assessment criteria

Learners

• can build truth tables for a logical expression;

• apply logical operations;

• comply with the order of logical operations;

• solve logical problems using truth tables.

Language objectives

To formulate an algorithm for doing a logical expression.

To explain which logical operations present in a logical expression.

To write logical expressions, build a truth table.

To read a suggested logical expression.

Value links

Information culture of students, teamwork, responsibility, use of resources, healthy lifestyle

School’s mission, vision and Global Citizenship

Achieving personal mission, success, education in the development of the material of the lesson and the application of the gained knowledge.

Cross curricular links

Subjects of a naturally mathematical cycle

ICT skills

Work in applications, search Internet resources.

Previous learning

Students are familiar with the basics of the algebra of logic: what logic is, inference, statement. They know the logical operations: disjunction, conjunction, inversion, use logical connectives AND, OR, NOT.

Procedure

Planned Lesson Stages

Planned activities

Resources

Before the lesson

1.Make the test using the link http://master-test.net/ or use the ready one http://master-test.net/ru/quiz/testing/id/24536

2.Prepare the Excel table of two sheets for automatic assessment using the context of the previous lesson.

3.Send the link of the test using a local net.

4.Print suggested resources or prepare your own ones.

Start

7 mins

3 mins

(F) Ask learners to follow the link and do the test. Fix learners’ results in the table. Open sheet 2 and present the results.

Make the test analysis and comments to the errors.

Basic logical operationshttp://master-test.net/ru/quiz/testing/id/24536

Middle

1 mins

1 mins

3mins

2mins

1mins

5mins

2mins

5mins

1mins

5mins

6mins

(D) What is it? Open the resource 1 (PPT, slide 2) and ask students to answer the question.

(C) Using the resource 2, ask learners to find the pair.

(P) Suggest a simple logical problem for solving in pairs. (solution in the resource 3)

(C) Organize a discussion on solving this logical problem.

Offer to answer the following questions: How to simplify the process of solving the problem? How not to get lost in the arguments? How to prevent erroneous reasoning?

(C, F) Suggest that students consider the table (resource 4) and answer the following questions:

·         What logical operation result is in column C?

·         What logical operation result is in column D?

·         What logical operation will be used and what will be the answer in column E?

(D, E) Announcement of the topic of the lesson, learning objectives, lesson objectives, assessment criteria.

(D, E) Ask students to read the definition of “Truth Table” (TT). Give an example of a logical expression, consider the TT construction algorithm. Demonstrate the step-by-step solution of a logical expression. Suggest consideration of the formula for determining the number of rows in the table. Slide 9

(C) Ask students to consider the order in which they perform actions in logical operations (if students are familiar with this material, then it is needed to repeat it). Slide 10

(P, F) Ask pairs to build TT in notebooks for the suggested logical expression. Slide 11. Ask the pairs to conduct a self-assessment. Slide 13.

(I, F) Invite students to solve a series of logical expressions using truth tables. To assess the results, use the peer-assessment.

DIFFERENTIATION (resource 6). For more-able students, suggest building a truth table for complex sentences (resource 5).

Free logic element simulator http://www.kolls.net/gatesim/

www.logic.ly

Algorithm for constructing truth tables: http://mir-logiki.ru/virag_tabl

Building truth tables for logical expressions  https://www.youtube.com/watch?v=vWLGKw0U5TU

End

3 mins

Reflection of achieving the objectives. Resource 5

Homework if necessary.

Differentiation - how do you plan to provide more support? What tasks do you plan to set for more-able students?

Assessment - How do you plan to check students' level of learning?

Health & Safety

Differentiation will be used when dividing into groups for working with text.

Peer-assessment, formative assessment by criteria. The teacher checks the written work using the criteria of success

Students will work in pairs, move around the class and will be active.

The assignments on the assessment sheet are in accessible font that does not harm the eyes.

Reflection on the lesson

Were the objectives of the lesson / learning objectives realistic?

Have all students reached the LO?

If not, why?

Is the differentiation correct in the lesson?

Have the lesson temporal stages been sustained?

What were the deviations from the lesson plan and why?

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

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 achievements/difficulties of individuals that will inform my next lesson?