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B8 Comp WK7

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3 views

B8 Comp WK7

Uploaded by

Thomas Akpado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Fayol Inc.

0547824419
THIRD TERM
WEEKLY LESSON NOTES – B8
WEEK 7
Week Ending: 11-08-2023 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B8 Class Size: Sub Strand: Introduction to Programming
Content Standard: Lesson:
Indicator:
B8.4.1.1. Show an understanding of
B8.4.1.1.1 Describe the basic concepts in programming
the concept of programming 1 of 2
Performance Indicator: Core Competencies:
Learners can describe the basic concepts in programming CC8.2: CP6.1
Reference: Computing Curriculum Pg. 36

Activities For Learning & Assessment Resources Progression


Starter (5mins) Pictures and Describing the
videos basic concepts
Revise with learners to review their understanding in the previous lesson. in programming

Share performance indicators and introduce the lesson.

Main (35mins)

Introduce the concept of programming and its importance in the world of


technology.

Explain that programming involves giving instructions to a computer to


perform specific tasks.

Discuss key concepts such as algorithms, variables, and control structures.

Provide a simple problem or task to solve (e.g., making a peanut butter and
jelly sandwich).

In groups, ask learners to design a step-by-step algorithm to complete the


task.

Introduce the concepts of variables and control structures (e.g., loops,


conditionals).

Demonstrate how variables can store and manipulate data, and how control
structures help control the flow of a program.

Provide examples and encourage learners to identify variables and control


structures in familiar scenarios.

Task learners to design a simple algorithm for a problem of their choice.


Allow learners to share their algorithms and discuss their thinking process
with the class if time permits

Assessment

1. What is programming, and why is it important in the world of


technology?
2. What are some key concepts in programming? Explain algorithms,
variables, and control structures.
3. In groups, design an algorithm for a simple task of your choice. Share
your algorithm with the class.
4. How do variables help in programming, and why are they important?
5. What are control structures, and how do they control the flow of a
program?

Reflection (10mins)
Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.


Homework/Project Work/Community Engagement Suggestions
Task learners to design a simple algorithm for a problem of their choice
Potential Misconceptions/Student Learning Difficulties
None
Week Ending: 11-08-2023 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B8 Class Size: Sub Strand: Introduction to Programming
Content Standard: Lesson:
Indicator:
B8.4.1.1. Show an understanding of
B8.4.1.1.1 Describe the basic concepts in programming
the concept of programming 2 of 2
Performance Indicator:
Core Competencies:
Learners can create a table to compare how the same arithmetic notations
CC8.2: CP6.1
are represented in coding and in classroom mathematics
Reference: Computing Curriculum Pg. 36

Activities For Learning & Assessment Resources Progression


Starter (5mins) Pictures and Describing the
videos basic concepts
Revise with learners to review their understanding in the previous lesson. in programming

Share performance indicators and introduce the lesson.

Main (35mins)

Explain the importance of arithmetic operations in programming for


performing calculations and manipulating data.

Discuss common arithmetic operations such as addition, subtraction,


multiplication, and division.

Provide learners with a table template with columns for arithmetic


notation, mathematical representation, and coding representation.

Arithmetic Coding Classroom


Notation Representation Mathematics
Addition + +
Subtraction - -
Multiplication * ×
Division / ÷
Exponentiation ** or ^ ^ or
Exponentiation
Parentheses () ()
Square Root sqrt() or **0.5 √
Absolute Value abs() │ │ or
Floor Division // ÷ (with quotient)
Modulo % % (Remainder)
Order of Follows Follows
Operations PEMDAS/BODM PEMDAS/BODMAS
AS
Guide learners to fill in the table by comparing arithmetic notations
commonly used in mathematics and their equivalent representations in
coding languages (e.g., "+" for addition, "-" for subtraction).

Review the completed comparison table as a class, discussing any


differences or similarities between the two representations.
Provide additional examples and ask learners to identify the corresponding
coding representation for given arithmetic expressions.

Assessment

1. What are some common arithmetic operations used in programming?


2. Create a comparison table with arithmetic notations, mathematical
representation, and coding representation.
3. Give an example of an arithmetic expression in mathematics, and identify
its coding representation.
4. How does the coding representation of arithmetic notations differ from
the mathematical representation?
5. Why is it important for programmers to understand and translate
mathematical concepts into coding representations?

Reflection (10mins)
Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.


Homework/Project Work/Community Engagement Suggestions
Task learners to design a simple algorithm for a problem of their choice
Potential Misconceptions/Student Learning Difficulties
None

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