Logical operations (disjunction, conjunction, inversion) 2 lesson

Long-term plan unit:

 10.1B Data representation

School:

Date:

Teacher name:

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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:

Introduction to Boolean Logic

Presentation

Slides #1

Middle

5

5

5

10

Explain with video

Activity

Venn diagrams

Logic gates

Teacher divides students by group.

Slide #2-3

Slide #7-9

Slide #13-21

Slide # 23-30

The end of the lesson

5

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 #33

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?