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Number Bases

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64 views

Number Bases

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year6
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© © All Rights Reserved
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THE OAKWOOD MONTESSORI SCHOOL

WEEKLY LESSON PLAN


Christmas Term

Class: Year 6

Week: 9

Date: Monday 11 – Friday 15 November 2024

Subject: Mathematics

Topic: Number Bases

Objectives: By the end of this lesson, students should be able to:

● Identify numbers written in other bases.


● Write numbers from base 10 to other bases.
● Write numbers from other bases to base 10.
● Carry out basic operations in different number bases.

Materials needed: Riddles

Procedure:

LESSON 1: IDENTIFYING, WRITING AND READING NUMBERS IN BINARY

● The teacher invites the pupils to the work centre.


Starter (10 mins)

Start with a riddle:

 "I am a number, but I live in a world where I can only use 0s and 1s.
Who am I?" (Answer: A Binary number).

 "I am a number, but I live in a world where I can only use 0s to 9s.
Who am I?" (Answer: A Decimal number).

 "I am a number, but I live in a world where I can only use 0s to 7s. Who
am I?" (Answer: An octal number).
 "I am a number, but I live in a world where I can only use 0s to 4s. Who
am I?" (Answer: A quinary number).

 Introduce the concept of number bases using these riddles and more.
Explain that different number systems exist (binary, decimal, octal,
hexadecimal, etc) based on the digits they use.

Main lesson (40 mins)

● Introduce the lesson and state the objectives clearly.

● Ask the pupils to state what they know about number bases. Build on
their response to explain the concept of number bases in Math.

● Write a few numbers on the board in different bases (e.g., Binary:


1010₂, Decimal: 29₁₀, Octal: 17₈, Hexadecimal: 1A₁₆). Ask students to
identify which base each number belongs to by recognizing the
symbols used.
● Use binary to explain how data is stored on computers.
● Introduce hexadecimal as a common base used in coding and digital
systems.
● Proceed to the lesson on changing from denary to binary. Explain the
steps involved in doing this and work out examples with the students
for better understanding.

● Ask the students to try reversing the obtained numbers from the above
exercise to denary; direct them as it gets difficult by explaining the
concept with examples and then challenge them to complete the initial
task.

● Test the students’ independent ability to change binary to denary and


vice versa
● Assign tasks to help evaluate task.

● Review the day’s objective.

LESSON 2: CHANGING DENARY TO OTHER BASES AND VICE VERSA


(40 minutes)
Starter (10 mins)

● Assign a worksheet to each student as they solve the associated


questions within the stated time. (EXPONENTIAL NOTATION SKILL
SHOULD BE TESTED)

Main Lesson

● Welcome the students for another round of the lesson.


● Run a quick check on their strength on binary-denary activities.
● State the objective of the lesson clearly.
● Ask the students the names of other number bases and instruct them
to put down the right names in their notes.
● Tell the students that you would be challenging them to change denary
numbers to other bases. Explain to them that the method is the same
as changing denary to binary but the multiplier will be the power and
not always 2.
● Take an example and then challenge them with a question.
● Present the solution to the question on the board and commend the
students’ attempt. Encourage those with wrong figures to follow the
steps shown and reattempt the question for accurate answer.
● Repeat the last step with two more questions and then proceed to
challenge on changing from other bases to denary system.
● Evaluate the students independently on this. Review, commend and
correct individual attempts.
● Review the objective and notify them of the last objective.

LESSON 3: OPERATIONS IN DIFFERENT BASES (40 minutes)

● Welcome the students for the final presentation of the week.


● State the objective of the day and encourage them to participate
actively.
● Ask the students to solve 1012 + 112 . Explain the method of adding in
binary; remind the students that zero and one are the only digits that
are used in the binary system. Ask the students to check the
correctness of their answers to the sum based on the digits used – any
number with another digit is considered incorrect.
● Attempt the sum of the board for confirmation and correction.
● Give more tasks in addition in binary form.
● Proceed to subtraction and then to multiplication and division of binary.
Repeat steps 3 to five for each of the operations.
● Assign sufficient independent activity on the above contents and direct
their steps when necessary.
● When the students have shown a good understanding of the concept of
operations with binary numbers, extend the lesson to other bases.
(Endeavour to differentiate the activities based on the abilities of the
students).
● Review the objectives of the lesson and assign more practice tasks for
mastery.

Age: 10 - 11 years

Control of error: Teacher’s Directions

GUIDED/INDEPENDENT PRACTICES: Exercises from Understanding


Mathematics Book 6, pages 212 – 219 and Inside Out Mathematics Book
6, page 20 to 25
EXTENSION: Exercises from Understanding Mathematics Book 6, pages
212 – 219 and Inside Out Mathematics Book 6, page 20 to 25

IRENE MADUBUONU

Approved

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