WEEK #10: 31st October to 4th November

Class: 1-1, 1-2, 1-3 and 1-6

Subject: Math

Lesson: 1
Topic: Number Theory
Sub-topic: Number Systems
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 29
 Number Bases- http://www.purplemath.com/modules/numbbase.htm

Previous Knowledge:
 Students are familiar with place values.

Objectives: Through the power-point presentation, students will be able to:

 Define the term ‘number system’.
 Identify digits used in each of the number systems.
 Create examples of numbers for each of the number systems.
 Classify numbers into their respective number system.
 Appreciate the importance of number systems in real life.

Concepts:
Number System
-Is a writing system for expressing numbers of a given set, using digits or other symbols.
-Counting is done in groups, and the base of a number is the size of the group used.
-Our normal counting system is base ten - Decimal System.
-A suffix in a number indicates the base used.

Number Systems: bases 2 – binary – uses the digits 0 and 1 only. E.g. 1012
base 3 – ternary – uses the digits 0, 1, and 2. E.g 1213
base 5 – quinary – uses the digits 0, 1, 2, and 4. E.g 1345
base 7 – septenary – uses the digits 0, 1, 2, 3, 4, 5, and 6. E.g 3567
base 10 – denary – uses the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. E.g 97510
… etc,

Skills:
1. Identify digits used in each of the number systems.
2. Create examples of numbers for each of the number systems.
3. Classify numbers into their respective number system.
Attitudes:
1. Actively participate in class discussion.
2. Appreciate the application of number systems in real life.

Materials:
 2 small balls, laptop, projector, posted note, chalk.

Introduction:
 Pass the ball activity: Teacher will give a ball to the student in the first row and to the
student in the last row. Students will start passing the ball on teachers signal. When the
teacher says STOP then the persons with a ball will be asked a question each. Sample
question: Which will be the place value of 3 in the number 346? Which will be the place
value of the 6 in the number 56.7?

Development:
Power-Point Presentation:
 Students will be introduced with the concept ‘number systems’.
 Teacher will then explain that each of the number systems uses a specific number of
digits. Students will be provided with the digits used for the base 2, base 4 and base 6
number systems.
 They will then be asked to identify the digits used in the base 3, 5, 7, 8, 9, and 10 number
systems. They will be allowed five minutes for this task. After the five minutes, students
will be asked to share their answers.
 As a class, the answers will be checked and corrections made if necessary.
 Then, students will be provided with examples of numbers in base 2, base 5 and base 10.
 Students will be grouped in pairs and will be instructed to create examples of numbers in
base 3, 4, 6, 7, 8, and 9. Three examples of each. They will be allowed ten minutes for
this.
 After the ten minutes, volunteers will be asked to share their examples with the class by
to write their examples on the board. Examples will be checked as a class and correction
made if necessary.
 Teacher will explain that humans use mainly the base 10 and base 2 number systems.
Base 10 for counting and base 2 as a computer language.

Closure:
 Exit Slip: Students will be allowed one minutes to write on posted note provided, one
main thing learned in today’s lesson. Through the picking of names form name box,
students will be asked to share their responses.

Conclusion:
 Students will classify numbers into their respective number systems through the
answering of five main questions. They will be allowed three minutes for this.
Questions: Is 2465 an example of a base 2 number? Is the number 6585 an example of a base 5
number? Give an example of a base 3 number. I the number 5327 an example of a base 7
number? Give an example of a base 10 number.
Extended Activity:
 Students will be asked to create a flip book on the number systems. Each division will
contain a specific number system (e.g. base 2 to base 10) and in the inside of each
division they will write the digits used in the system and two examples of numbers in the
system.

Lesson Evaluation:
Lesson: 2
Topic: Number Theory
Sub-topic: Denary System (Base 10)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 29-30
 Denary System - /Math/Numeration%20and%20Place%20Value.pdf

Previous Knowledge:
 Students are familiar with the digits used in each of the nine main number systems (base
2 up to base 10).

Objectives: Through discussion and demonstration on the denary system, students will be able
to:
 Describe at least two main properties of the denary system.
 Compute the expanded form of at least two denary numbers with the aid of place value
chart representing the powers of ten.
 Become aware of the notation used when working with the denary number system.

Concepts:
Denary System (Base Ten System)

Base 10
- Uses 10 digits  0,1,2,3,4,5,6,7,8,9 [these are the 10 digits on a calculator]
- Commonly used base for counting  denary system or decimal system
- Each digit of a number in base 10 is linked to a place value which is a power of 10.

Thus:
The number 973410 in its expanded form can be computed as shown below:

Ten- Thousands Hundreds Tens Ones

thousands
104= 103 = 1000 102= 100 101= 10 100 = 1
10000
9 7 3 4

= The number 9734

= (9X103) + (7X102) + (3X101) + (4X100)
= (9X1000) + (7X100) + (3X10) + (4X1)
= 9,000 + 700 + 30 + 4
Skills:
1. Describe at least two main properties of the denary system.
2. Communicate findings of think-pair-share.
3. Compute the expanded form of at least two denary numbers with the aid of place value
chart representing the powers of ten.

Attitudes:
1. Cooperate in think-pair-share.
2. Actively participate in class discussion.
3. Become aware of the notation used when working with the denary system.

Materials:
 Word Search, laptop, projector, posted note and worksheet on the denary system.

Introduction:
 Word Search: Students will be provided with a word search paper and will be allowed 2
minutes to search for nine specific terms (binary, ternary, quaternary, quinary, senary,
septenary, octonary, nonary, and denary).

Development:
 Teacher will introduce the concept ‘Denary System’.
 Think-Pair-Share: Students will be allowed one minute to brainstorm on two main
properties of the denary (base 10) system. Then, students will pair according to rows and
will be allowed two minutes to write the two main properties. After that, volunteers will
be asked to share their answers. Teacher will elaborate on the responses and will provide
students with one more property.
 Students will then be asked to draw a place value chart for non-decimal numbers and
teacher will demonstrate how to use the place value chart to represent powers of ten.
 Students will then be demonstrated how to use the place value chart representing the
powers of ten to compute the expanded form of a base 10 number.
 Students will then be assigned five specific base 10 numbers and will be instructed to
represent the numbers with the aid of the place value chart and to use the chart to
compute the expanded form of the numbers. They will be allowed ten minutes for this
task and then volunteers will be asked to share their answers. As a class, the answers will
be checked and corrections made if necessary.

Closure:
 Orally, the lesson will be reviewed.

Conclusion:
 Students will be provided with the following diagram:
 On postedExpanded
note provided,
Form: students will be
allowed two minutes to write the numeral
and the expanded form of the numeral
represented by the blocks on the diagram. To
be collected.

Extended Activity:
 Students will complete a worksheet in which they are to compute the expanded form of
given denary numbers.

Lesson Evaluation:
Lesson: 3
Topic: Number Theory
Sub-topic: Binary System (Base 2)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 28-29
 Binary System - http://www.mathsisfun.com/binary-number-system.html

Previous Knowledge:
 Students are familiar with the denary system; its properties and how to compute the
expanded form of based 10 numbers.

Objectives: Through discussion and demonstration on the binary system, students will be able
to:
 Describe at least two main properties of the binary system.
 Compute the expanded form of at least two binary numbers with the aid of place value
chart representing the powers of two.
 Become aware of the notation used when working with base 2 number system.

Concepts:
Bicimal Sytsem (Binary System)

Base 2:
-In the binary system or bicimal system, we count in base two and use two digits, 0 and 1.
-Since the base or scale is 2 each digit in a number has a place value in terms of powers of 2.

Thus: The number 11012 in its expanded form can be computed as shown below:

24 =16 23 = 8 22 = 4 21 = 2 20 = 1

1 1 0 1

= (1X23) + (1X22) + (0X21) + (1X20)

= (1X23) + (1X22) + (1X20)
= (1X8) + (1X4) + (1X1)
=8+4+1

Skills:
1. Describe at least two main properties of base 2 number system.
2. Communicate findings of think-pair-share.
3. Compute the expanded form of at least two binary numbers with the aid of place value
chart representing the powers of two.
Attitudes:
1. Actively participate in class discussion.
2. Become aware of the notation used when working with base 2 number system.
3. Carefully follow instructions.

Materials:
 Posted notes, laptop, projector, index cards and worksheet on base 10 number system.

Introduction:
 Entrance Slip: On index card provided, students will be allowed one minute to write one
main thing they learnt about the decimal system. Volunteers will be asked to share their
responses.

Development:
 Teacher will introduce the concept ‘Binary System’.
 Students will be presented with two main properties of the binary system; however the
statements will have missing words. Students will be allowed three minutes to fill in the
blanks. Then, volunteers will be asked to share their answers. Teacher will elaborate on
the responses.
 Students will be presented with a place value chart for the binary system and will then be
demonstrate how to use the place value chart to represent powers of two.
 Students will then be demonstrated how to use the place value chart representing the
powers of two to compute the expanded form of a base 2 number.
 Students will then be assigned five specific base 2 numbers and will be instructed to
represent the numbers with the aid of the place value chart and to use the chart to
compute the expanded form of the numbers. They will be allowed ten minutes for this
task and then volunteers will be asked to share their answers. As a class, the answers will
be checked and corrections made if necessary.

Closure:
 Orally, the lesson will be reviewed.

Conclusion:
 Flash cards: Students will be provided with an index card and will be asked to write a
binary number (containing five digits) of their own and to compute the expanded form of
that binary number. They will be allowed three minutes and then cards will be collected.

Extended Activity:
 Students will complete a worksheet in which they are to compute the expanded form of
given binary numbers.

Lesson Evaluation:
Lesson: 4
Topic: Number Theory
Sub-topic: Denary System Vs. Binary System
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 28-29
 Denary System - /Math/Numeration%20and%20Place%20Value.pdf
 Binary System - http://www.mathsisfun.com/binary-number-system.html

Previous Knowledge:
 Students are familiar with the digits used in the binary system (base 2).

Objectives: Through grouping and presentation on the denary and binary system, students will
be able to:
 Compute the expanded form of at least one denary and a binary number.
 Differentiate between the denary system and the binary system by identifying at least one
main difference between them.
 Appreciate the importance of denary and binary system in real life.

Concepts:
Denary System:
- Uses 10 digits  0,1,2,3,4,5,6,7,8,9 [these are the 10 digits on a calculator]
- Commonly used base for counting  denary system or decimal system
- Each digit of a number in base 10 is linked to a place value which is a power of 10.

Ten-thousands Thousands Hundreds Tens Ones

104= 10000 103 = 1000 102= 100 101= 10 100 = 1

Binary System:
-In the binary system or bicimal system, we count in base two and use two digits, 0 and 1.
-Since the base or scale is 2 each digit in a number has a place value in terms of powers of 2.

Sixteens Eights Fours Twos Ones

24 =16 23 = 8 22 = 4 21 = 2 20 = 1

Skills:
1. Compute the expanded form of at least one denary and a binary number.
2. Differentiate between the denary system and the binary system.
3. Communicate results of group activity.

Attitudes:
1. Actively participate in introductory activity.
 2. Cooperate in group activity.
3. Carefully follow instructions.

Materials:
 Newsprint, markers, small box, strips of paper with numbers, and posted notes.

Introduction:
 All students will be asked to stand beside their chairs. Teacher will explain that when she
says ‘0’ students are to sit and when she says ‘1’ they are to stand. They need to carefully
listen to what the teacher is saying in order to follow properly. (Practicing good listening
skills, having fun and at the same time reviewing the digits used in the binary system)

Development:
 Students will be placed in groups of four through the numbering method. Each group will
be numbered (group1, group2, etc…).
 Students will then be provided with newsprint and markers.
 Each group will hand pick a specific strip of paper from a small box. The strip of paper
will contain a specific base 10 number and base 2 number. In groups, students will draw a
place value chart for each number. In addition, students will be instructed to use the place
value chart to compute the expanded form of both numbers. They will be allowed 10
minutes for this activity.
 After the 10 minutes, reporters from each group will do a 2 minutes presentation of the
solutions.
 Teacher will elaborate on the presentations.

Closure:
 Orally, as a class, students will review on the denary system and binary system.

Conclusion:
 Exit Slip: On index card provided, students will be allowed two minutes to write one
main difference between the denary system and the binary system.

Extended Activity:
 Students will write a journal on the importance and at least two applications of the denary
and binary system, respectively, in real life. This will be done in a paragraph form
composed of at least six sentences.

Lesson Evaluation:
Lesson: 5
Topic: Number Theory
Sub-topic: Converting from Denary to Binary
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 32
 Converting Denary to Binary: http://homepage.ntlworld.com/g.knott/elect484.htm

Previous Knowledge:
 Students are familiar with at least one main difference between the denary and the binary
system.

Objectives: Through demonstration on how to convert from denary to binary, students will be
able to:
 Describe the ladder method.
 Convert at least three numbers from denary to binary through the use of the ladder
method.
 Recognize the use of proper division when converting from denary to binary.

Concepts:
Converting from Denary to Binary:
=> The denary number equivalent in base 2 is obtained from the remainders under division by 2,
taken in a specific order; from the last remainder up to the first remainder. This can also be
referred to as a ladder method.

Example: Covert 12410 to Binary Number.

Solution:
2 124
2 62 R 0
2 31 R 0
2 15 R 1
2 7 R1
2 3 R1
1
Ans: 12410 = 1111002

Skills:
1. Convert numbers from denary to binary.
2. Use the ladder method to convert from denary to binary.
3. Properly divide by two.

Attitudes:
1. Actively participate in class activities.
 2. Communicate findings of think-pair-share.
3. Carefully follow as teacher demonstrates.

Materials:
 Name box, index card, chalk and poster with notes.

Introduction:
 Pass the ball activity: Teacher will give a ball to the student in the first row and to the
student in the last row. Students will start passing the ball on teachers signal. When the
teacher says STOP then the persons with a ball will be asked a question each. Sample
question: Which digits are used in the denary system? Which digits are used in the binary
system? Which is a difference between denary and binary system?

Development:
 Think-pair-share: Students will be allowed a minute to brainstorm on a way/method to
convert numbers form denary to binary. Then, students will be asked to pair according to
rows and will be allowed two minutes to convert a denary number to binary. Through the
picking of names from name box, students will be asked to share. Teacher will elaborate
on the responses.
 Students will then be explained and demonstrated how to convert a number from denary
to binary through the use of the ladder method. Students will be asked to follow as
teacher demonstrates.
 Students will be demonstrated and explained three other examples.
 Students will then be allowed five minutes to convert two denary number to binary on
their own. Teacher will be going around assisting students. After the five minutes,
volunteers will be asked to demonstrate the solution on the board. The rest will be asked
to evaluate their answers.
 Teacher will then demonstrate a final example and students input will be requested as the
conversion takes place.

Closure:
 Through questioning technique, lesson will be summarized. Sample questions: Which
method can we use to covert from denary to binary? We divide the denary number by the
number __? What is placed on the right hand side of the dividend? If there is no
remainder which number will we write?

Conclusion:
 Flash Cards: On index card provided, students will be allowed three minutes to convert
one number form denary to binary using the ladder method. To be collected.

Extended Activity:
 Students will be assigned five different numbers to convert from denary to binary.

Lesson Evaluation:
Lesson: 6
Topic: Number Theory
Sub-topic: Converting from Denary to Binary
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 32, 35
 Converting Denary to Binary: http://homepage.ntlworld.com/g.knott/elect484.htm

Previous Knowledge:
 Students are aware that numbers can be converted from denary to binary.

Objectives: Through grouping and presentation on converting from denary to binary, students
will be able to:
 Convert at least ten numbers from denary to binary through the use of the ladder method.
 Appreciate the use of proper division when converting from denary to binary.

Concepts:
Converting from Denary to Binary:
=> The denary number equivalent in base 2 is obtained from the remainders under division by 2,
taken in a specific order; from the last remainder up to the first remainder. This can also be
referred to as a ladder method.

Example: Covert 12410 to Binary Number.

Solution:
2 124
2 62 R 0
2 31 R 0
2 15 R 1
2 7 R1
2 3 R1
2 1 R1
0 R1
Ans: 12410 = 11111002

Skills:
1. Convert numbers from denary to binary.
2. Use the ladder method to convert from denary to binary.
3. Properly divide by two.

Attitudes:
1. Cooperate in group activity.
2. Actively participate in class discussion.
3. Carefully follow instructions.
Materials:
 Newsprint, markers, stopwatch, posted notes and cryptogram puzzle.

Introduction:
 All students will be asked to stand beside their chairs. Teacher will explain that when she
says ‘10’ students are to sit and when she says ‘2’ they are to jump two times. They need
to carefully listen to what the teacher is saying in order to follow properly. (Practicing
good listening skills, having fun and at the same time reviewing the two main number
systems)

Development:
 Students will be placed in groups of four through the numbering method. Each group will
be numbered (group1, group2, etc…).
 Students will then be provided with newsprint and markers.
 Each group will hand pick a specific strip of paper from a small box. The strip of paper
will contain a specific set of denary numbers. In groups, students will convert each
denary number to binary. The solutions will be written on the newsprint. They will be
allowed 10 minutes for this activity.
 After the 10 minutes, reporters from each group will do a 2 minutes presentation of the
solutions.
 Teacher will elaborate on the presentations.

Closure:
 The main steps followed when converting form denary to binary will be summarized
orally.

Conclusion:
 On posted note provided, students will be allowed two minutes to convert their age
number form denary to binary. To be collected.

Extended Activity:
 Students will complete a cryptogram puzzle composed on converting from denary to
binary.

Lesson Evaluation:
Lesson: 7
Topic: Number Theory
Sub-topic: Converting from Denary to other bases
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 35-36, 42-43

Previous Knowledge:
 Students know how to convert numbers from denary to binary.

Objectives: Through the tic-tac-toe game on converting numbers from denary to other bases,
students will be able to:
 Convert at least nine numbers from denary to binary, quinary and octonary, respectively.
 Appreciate the importance of carrying out proper division when converting from denary
to binary, quinary and octonary.

Concepts:
Converting form Base 10 to Other Base:
=>The denary number equivalent in base (n) [where n is a positive integer] is obtained from the remainders under
division by (n), taken in a specific order; from the last remainder up to the first remainder. This can also be referred
to as the ladder method.

Example: Convert 42210 into Quinary Number.

Solution:
5 422
5 84 R 2
5 16 R 4
5 3 R1
0 R3

Ans: 42210 = 31425

Example: Convert 49610 into Octonary Number.

Solution:
8 496
8 62 R 0
8 7 R6
0 R7

Ans: 49610 = 7608

Skills:
1. Convert numbers from denary to other bases.
2. Use the ladder method to convert numbers from denary to other bases.

Attitudes:
 1. Actively participate in tic-tac-toe game.
2. Cooperate in group activity.
3. Carefully follow instructions while playing the game.

Materials:
 X and O labels, laptop, projector, tic-tac-toe board, coin, set of questions.

Introduction:
 Class will be divided into two; group X and group O.

Development:
Tic-Tac-Toe:
 Teacher will select two players to start with; one from each group. These persons will be
asked to step to the front since they will be the ones answering.
 In order to identify who will be going first, a coin will be tossed.
 Player 1 will be asked to choose a square and to complete the problem corresponding to
that square. Meanwhile the person is solving it on the board, the rest of students will need
to solve it on their notebooks but will not be allowed to help the participant.
 Player 2 will be required to check the answer. If it is correct, player 1 places his or her X
or O on the board. If it is not correct, player 1 does not get the box. Then player 2 takes a
turn. (If player 1 was wrong, player 2 can choose that box or a different box.) Then,
player 1 will check the answer to determine if player 2 can place his or her X or O on the
board.
 After the first round, each player will be asked to select another participant from their
group. Play continues using this rotation until someone gets three in a row and the
corresponding group will be the winner!

Closure:
 Orally, the lesson will be summarized.

Conclusion:
 On index card provided, students will convert a denary number to binary, quinary and
octonary. They will be allowed three minutes for this task. To be collected.

Extended Activity:
 Students will complete a worksheet composed of ten questions based on converting
numbers from denary to other bases.

Lesson Evaluation:
Lesson Evaluations for Week #3:
Lesson 1 & 2:
1. What concepts or skills do the students need to be retaught?
Students were able to represent sequences of numbers through graphic illustration. They were
able to practice and better understand rule identification.
2. What concept or skills do the students need to practice?
Students are to practice more on the rule identification of sequences.
3. What concept or skills are the students ready to be introduced to?
Students are to be assessed on number sequences; rule identification and completion of
sequences.
Lesson #3:
1. What concepts or skills do the students need to be retaught?
Students completed the questions in the quiz within the time allotted. Overall, above an 80% of
passes was obtained.
2. What concept or skills does the students need to practice?
Students are to practice more on the rule identification of sequences.
3. What concept or skills are the students ready to be introduced to?
Students are to be introduced to place values.
Lesson #4:
1. What concepts or skills do the students need to be retaught?
Students were able to easily identify the place values of non-decimal numbers. They found no
difficulty in learning this concept.
2. What concept or skills do the students need to practice?
Students were able to practice identifying the place value of digits in more than ten numbers in
class.
3. What concept or skills are the students ready to be introduced to?
Students are to be introduced to place values of decimal numbers.
Lesson #5:
1. What concepts or skills do the students need to be retaught?
Students were able to differentiate between the place values of decimal and non-decimal
numbers. They were able to note that for decimal numbers the ‘th’ is present at the end of the
terms.
2. What concept or skills do the students need to practice?
Students are to continue practicing identifying the place values of digits on decimal numbers.
3. What concept or skills are the students ready to be introduced to?
Students are to be assessed on the identification of place values in decimal and non-decimal
numbers.
Lesson 6 & 7:
1. What concepts or skills do the students need to be retaught?
Students were able to follow instructions properly for the jeopardy game. They were assessed as
they answered the questions of the jeopardy game. Students are able to differentiate between the
place values for decimal and non-decimal numbers.
2. What concept or skills do the students need to practice?
Students are to practice good sportsmanship.
3. What concept or skills are the students ready to be introduced to?
Students are to be introduced to number systems.

Note: Lessons 1 and 5 took more than one session hence lessons 6 and 7 will be moved to next week.