Roque Riverol

Information Technology
2-1, 2-2, 2-3, & 2-4
Second Semester
January - June 2016
Week 11 (March 14th - March 18th)

Lesson Content Objectives Teaching Strategies Assessments Resource

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

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.
 Roque Riverol
Information Technology
2-1, 2-2, 2-3, & 2-4
Second Semester
January - June 2016
Week 11 (March 14th - March 18th)

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. Hands on in inserting
Now that students are able to type 1. Teacher will quickly review Birbal and
pictures into a word
Subtopic: what was taught in the last Michelle Taylor)
effectively and efficiently, they will document and maneuvering
Microsoft Word said picture around a session.
embark on formatting a word document document.
Student participation
Lesson 2 & 3 to meet certain criterias. Features such Development:
2. Select appropriate editing 1. Teacher will demonstrate CXC Information
as: Margins, tab stops, line spacing,
Class: 2-1 features in the preparation of how to insert a picture in Technology
Thu (8:15 – 9:35) page breaks, page numbers, left and a document. Microsoft Word. (Kelvin Skeete)
2. Students will have hands
right justification, centre line, underline, on and follow along with
Class: 2-2 3. Describe commonly
highlight, uppercase, bold, and italic will teacher in how to maneuver
Mon (1:55 – 3:15) available features.
the picture and place it in
be taught in this session. different places. estm.edu.bz/moo
Class: 2-3 4. Select appropriate 3. Students will receive a dle
Fri (8:15 – 9:35) formatting features for the document that they will need
In addition to what was taught in the preparation of a document. to replicate.
Class: 2-4 previous weeks, other topics such as:
Fri (9:35 – 11:15) 5. Use headers, footers, Conclusion:
● Insertion of Clipart/Picture footnotes and endnotes 1. Students will be monitored
appropriately. closely as they go through
Previous ● Bullets and numbering
knowledge: the exercise.
● Character & Page Formatting 6. Insert bullets and 2. Teacher will only intervene
Students have
already been using ● Header & Footer numbering. if he see it fit to assist
word processing student.
● Tables
applications. 6. Insertion of tables within a
● Calculations document.

7. Perform calculations within

a table in Microsoft Word. Class activity
 Graded activity.

Evaluation of Week 10:

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.