Roque Riverol

Information Technology
2-1, 2-2, 2-3, & 2-4
Second Semester
January - June 2016
Week 10 (March 8th - March 11th)

Lesson Content Objectives Teaching Strategies Assessments Resource

Topic: Octal & Hexadecimal Students will be able to: Introduction: Log on to IT for
Numbering System
Numbering System 1. Teacher will co over the CSEC (Roland
concept of converting Class participation Birbal and
Subtopic:
Octal & 1. Convert from Base 8 to from Base 2 to 10 and Michelle Taylor)
Hexadecimal Octal Base 10.
vice versa.
Numbering System
An older computer base system is CXC
"octal", or base eight. The digits in Development: Information
Lesson 1
octal math are 0, 1, 2, 3, 4, 5, 6, and 2. Convert from Base 10 1. Teacher will Technology
Class: 2-1 7. The value "eight" is written as "1 demonstrate the Base 8 & (Kelvin Skeete)
Tue (1:15 – 1:55)
eight and 0 ones", or 108. to Base 8. base 16 numbering Group activity
● Convert 35710to the system with the help of
Class: 2-2
corresponding base-eight the base 2 and base 10. estm.edu.bz/mo
Thu (1:15 – 1:55)
number. 3. Convert from Base 16 2. Students will learn how odle
Class: 2-3 I will do the usual repeated division, to convert from base 10 to
Wed (1:15 – 1:55) this time dividing by 8 at each step: to Base 10. base 8 and base 16.
3. Practice will be given.
Class: 2-4 4. Student will now learn http://www.pur
Mon (11:15 –
2. Convert from Base 10 how to convert back from plemath.com/m
11:55)
base 8 and 16 to base 10. odules/numbba
to Base 16. se3.htm
Previous ● 5. More practice will be
knowledge: Then the corresponding octal given.
Students already
number is 5458.
know how to
convert from base Conclusion:
2 to 10.
● Convert 5458 to the 1. Teacher will revisit what
corresponding decimal was taught today by
number. asking student to go on
I will follow the usual procedure, the board to demonstrate.
counting off the digits from the 2. Assignment will be
RIGHT, starting at zero: given to allow student to
DIGITS: 545
get more practice.
NUMBERING: 2 1 0
Then I'll do the addition and
multiplication:
● 5×82 + 4×81 + 5×80 Assignment
● = 5×64 + 4×8 + 5×1
● = 320 + 32 + 5
● = 357
Then the corresponding decimal
number is 35710.

Hexadecimal
In base ten, we had digits 0 through
9. In base eight, we had digits 0
through 7. In base 4, we had digits 0
through 3. In any base system, you
will have digits 0 through one-less-
than-your-base. This means that, in
hexadecimal, we need to have
"digits" 0 through 15. To do this, we
would need single solitary digits that
stand for the values of "ten",
"eleven", "twelve", "thirteen",
"fourteen", and "fifteen". But we
don't. So, instead, we use letters.
That is, counting in hexadecimal, the
sixteen "numerals" are:
● 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A,
B, C, D, E, F

In other words, A is "ten" in "regular"

numbers, B is "eleven", C is
"twelve", D is "thirteen", E is
"fourteen", and "F" is fifteen. It is
this use of letters for digits that
makes hexadecimal numbers look
so odd at first. But the conversions
work in the usual manner.
● Convert 35710 to the
corresponding
hexadecimal number.
● Here, I will divide repeatedly
by 16, keeping track of the
remainders as I go. (You
might want to use some
scratch paper for this.)

○
● Reading off the digits,
starting from the top and
wrapping around the right-
hand side, I see that35710 =
16516.
● Convert 16516 to the
corresponding decimal
number.
● List the digits, and count
them off from the RIGHT,
starting with zero:
○ di ○ 1
gi
ts 6
:

○ n ○ 2
u
m 1
b
e
ri 0
n
g
:
● Remember that each digit in
the hexadecimal number
represents how many
 copies you need of that
power of sixteen, and
convert the number to
decimal:
○ 1×162 + 6×161 +
5×160
○ = 1×256 + 6×16
+ 5×1
○ = 256 + 96 + 5
○ = 357
● Then 16516 = 35710.
● Convert 6393310 to the
corresponding
hexadecimal number.
● I will divide repeatedly by
16, keeping track of my
remainders:

○
● From the long division, I can
see that the hexadecimal
number will have a "fifteen"
in the sixteen-cubeds
column, a "nine" in the
sixteen-squareds column,
an "eleven" in the sixteens
column, and a "thirteen" in
the ones column. But I
cannot write the
hexadecimal number as
"1591113", because this
would be confusing and
imprecise. So I will use the
letters for the "digits" that
 are otherwise too large,
letting "F" stand in for
"fifteen", "B" stand in for
"eleven", and "D" stand in
for "thirteen". Copyright ©
Elizabeth Stapel 1999-2011 All
Rights Reserved
● Then 6393310 = F9BD16.

Reference: Moodle for Handouts

Evaluation of Week 9:

Students were engaged in the lesson. They found this exercise interesting and easy. They were able to do the exercise without any problems. They especially liked the game at the end of
the lesson where the boys played against the girls. Throughout all the classes, the girls turned up to be better than the boys.
 Roque Riverol
Information Technology
2-1, 2-2, 2-3, & 2-4
Second Semester
January - June 2016
Week 10 (March 8th - March 11th)

Lesson Content Objectives Teaching Strategies Assessments Resource

Topic: Continuation - Microsoft Word Students will be able to: Introduction: Log on to IT for
Word Processing CSEC (Roland
1. Select appropriate editing
Now that students are able to type Birbal and
features in the preparation of 1. Teacher will revisit what
Subtopic: students already know and Michelle Taylor)
effectively and efficiently, they will a document.
Microsoft Word include into the lesson the
embark on formatting a word document new topics to be discussed
2. Describe commonly Student participation
Lesson 2 & 3 and attempted.
to meet certain criterias. Features such available features.
2. Teacher will go over
as: Margins, tab stops, line spacing, inserting bullets, numbering, CXC Information
Class: 2-1 3. Select appropriate header, & footers with Technology
Thu (8:15 – 9:35) page breaks, page numbers, left and formatting features for the (Kelvin Skeete)
students.
right justification, centre line, underline, preparation of a document. 3. Students will get a chance
Class: 2-2 to demonstrate how to
highlight, uppercase, bold, and italic will
Mon (1:55 – 3:15) 4. Use headers, footers, perform certain formatting
be taught in this session. footnotes and endnotes features on the computer.
estm.edu.bz/moo
Class: 2-3 appropriately.
dle
Fri (8:15 – 9:35) Development:
In addition to what was taught in the 5. Insert bullets and 1. Teacher will go about
Class: 2-4 numbering. showing students how to
previous weeks, other topics such as: insert a table into a word file.
Fri (9:35 – 11:15)
● Bullets and numbering 2. Teacher will demonstrate
6. Insertion of tables within a
how to go about entering a
Previous ● Character & Page Formatting document.
formula into a table.
knowledge: 3. Teacher will show students
● Header & Footer
Students have 6. Perform calculations within a list of all the formulas that
already been using ● Tables a table in Microsoft Word. can be included into a table
word processing in Microsoft Word.
● Calculations
applications. 4. Students will learn how to
do calculations within a word
document.
5. Class activity will be given
so student can have practice. Class activity

Conclusion:
1. Students will retrieve a
document that have been
uploaded to moodle. This
document contains all
necessary instructions.
 2. Students will attempt the
exercise and teacher will
monitor students’ progress.
3. Students will upload their
final product to moodle when
they finished.

Graded activity.

Evaluation of Week 9:

Students followed along with the teacher and they were able to finish the exercise. They were participative and did all that was expected of them.