GRADE
SANTA CRUZ
LEVEL
SCHOOL: INTEGRATED NATIONAL 8 - CRYSTAL
DETAILED AND
HIGH SCHOOL
LESSON SECTION:
PLAN LEARNING
TEACHER: STEPHANIE H. PACQUIAO TLE- CSS
AREA:
TEACHIN
G DATES June 07, 2023
QUARTER: FOURTH
AND 8:30a.m. to 9:30a.m.
TIME:
OBJECTIVES
A. CONTENT The learners demonstrate an understanding of concepts and underlying
STANDARD principles in performing measurements and calculations.
B. PERFORMAN The learners shall be able to accurately measure and calculate based on a
CE given tasks
STANDARD
LO 2. Carry out measurements and calculation
2.2 Obtain accurate measurements for job
C. MOST
TLE_IACSS9-12PMC-IIb-d-11
ESSENTIAL
LEARNING
At the end of the lesson, the students should be able to:
COMPETENCI
A. determine the different types of data representation;
ES
B. perform calculation needed to complete the workplace tasks; and
(Write LC code
C. recognize the importance of obtaining accurate measurements for the
for each)
job.
CONTENT
Number System and Their Representation
LEARNING RESOURCES
LEARNERS MODULE
T.L.E. – Grade 8
A. REFERENCES
Quarter 3 – CSS Module 5: Carry out Measurements and
Calculation
B. OTHER PowerPoint Presentation
LEARNING Visual Aids
RESOURCES
C. STRATEGY 4As (Activity, Analysis, Abstraction, Application)
PROCEDURES
1. Prayer
2. Greetings
3. Checking of Attendance
4. Management of Learner’s Behavior.
A. PRELIMINARY
ACTIVITIES
5. Classroom Structure.
Review
Direction: Choose the number of the correct answer.
1. What is the equivalent Storage value of bit (b) with decimal value of
0 or 1?
a. Character c. 1 text
b. Half page of text d. Two minutes of MP3 file.
2. What is the equivalent Storage value of byte (B) with decimal value
of 8 bits?
a. Character c. 1 text
b. Half page of text d. Two minutes of MP3 file
3. What is the equivalent Storage value of kilobyte (KB) with decimal
value of 10001 bytes?
a. Character c. 1 text
b. Half page of text d. Two minutes of MP3 file
Self-assessment tool
B. REVIEWING Anticipation Guide. It is a tool for gathering information on what learners
PREVIOUS know about a new unit of study. It allows learners to self-assess their
LESSON knowledge before a unit of study and then to re-assess their knowledge
after the unit is completed (Regier, 2012).
HOW TO DO IT?
1. The learners write their responses before participating in the
target unit or study.
2. The learners respond either “Agree” or “Disagree” to statements
on a particular topic.
3. The learners can answer the same anticipation guide at the end
of the lesson to revisit their answers prior to the lesson.
ACTIVITY
“CRACKED THE BINARY CODE”
The students will be group into 3 and they will crack the binary code and
identify the meaning of the words.
Rubrics
10-The letters of the binary code are arranged correctly and the definition
given is correct.
5- The letters of the binary code are arranged correctly but the definition
C. ESTABLISHIN given is wrong
G THE 0- The letters of the binary were not correctly arranged and the definition
PURPOSE OF given is wrong.
THE LESSON
It is one technique or set of symbols to represent number in
computer system.
This number system has 8 digits from 0 to 7 and the base is 8
because it has only 8 digits (1,2,3,4,5,6,7 and 8) unlike binary
which has only 2.
This number system has 10 digits from 0 – 9 with a base of 10
because it has 10 digit 1,2,3,4,5,6,7,8 and 9.
ANALYSIS
After performing the activity, the students will answer question based on the
activity that they do and base on their own perspective.
It is a technique or set of symbols to represent a number in a
computer system?
This Number system has 8 digits from 0-7?
This number system is represented by 0 -9 with a base of 10?
What is the importance of having a symbol, language, and
representation?
What is the use of binary? is it important?
ANNOTATIONS
KRA 1: Content Knowledge and Pedagogy
Objective 3. Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
Through the guided questions, the teacher and the students have a
communication regarding the subject. Through questions the students give and
justify their opinions.
ABSTRACTION
The teacher will reveal that the lesson for the day is Type of Data
Representation. The teacher will ask the student about their
insights, prior knowledge and their experiences relevant to the
topic.
Type of Data Representation
Upon processing of different types of files in computer, these complex
types of data are coded to binary form which takes a lot of memory or
processor time. To develop better handling long streams there must be
less limitation in processing data. To reduce and manage the stream of
binary digit, higher number system is used for computing for better speed
and memory usage optimization.
WITHIN
How to store Inputted Data into the Computer
Some input data can go directly to the computer for processing. Input in
this category includes bar codes, speech that enters the computer through
a microphone, and data entered by means of a device that converts
motions to on-screen action.
LO 2. Input data into the computer (EPAS)
D. DISCUSSING 2.1 Enter data into the computer using appropriate program/application
NEW 2.2 Check information in accordance with standard operating procedures
CONCEPTS 2.3 Store inputted data in storage media according to requirements
AND TLE_IAEPAS9-12PCO-Id-e-5
PRACTICING
NEW SKILLS/
DEVELOPING
MASTERY
The learners will compare the human language to computer language
Number System and Their Representation
Number system is one technique or set of symbols to represent number in
computer system. Every value input into the computer memory has a
specific number system. The following are types of number system.
1. Binary Number System – this number system is represented by 0 and
1. For this system the base is 2.
2. Octal Number System – this number system has 8 digits from 0 to 7
and the base is 8 because it has only 8 digits (1,2,3,4,5,6,7 and 8) unlike
binary which has only 2.
3. Decimal Number system – this number system has 10 digits from 0 – 9
with a base of 10 because it has 10 digit 1,2,3,4,5,6,7,8 and 9.
4. Hexadecimal Number System – this number system is composed of 16
alphanumeric values from 0 to 9 and A to F
(1,2,3,4,5,6,7,8,9,A,B,C,D,E,F). Here A Is 10, B is 11, C is 12, D is 13, E is
14 and F is 15.
Converting Decimal to Binary
Rule: Divide the decimal continuously by 2 as shown in the example. The
remainder forms the binary equivalent of the decimal number. The
remainders are read from the bottom-up to get the binary equivalent.
Answer with remainder is considered as 1 and 0 for no remainder.
ACROSS
Division
Division is the opposite of multiplication. If 3 groups of 4 make 12 in
multiplication, 12 divided into 3 equal groups give 4 in each group in
division. The main goal of dividing is to see how many equal groups are
formed or how many are in each group when sharing fairly.
Grade 3(Mathematics)
divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2-3 digit numbers by 10 and 100
M3NS-IIg-51.3
Example: Convert 100 to its binary equivalent.
The students will watch video about conversion of decimal to binary
(teacher’s self-made video)
E. FINDING APPLICATION
PRACTICAL
APPLICATION The students will convert the following decimal into binary and they
S OF will do that by group.
CONCEPTS
AND SKILLS
IN DAILY
LIVING
The group will be grade according to fastest correct answer
presented.
5 POINTS EACH
A. DIRECTION: Convert the following decimal to binary number system.
1. 456 = ________________________
2. 164 = ________________________
3. 987 = ________________________
4. 222 = ________________________
5. 522 = ________________________
ANSWER KEY
1. 111001000
2. 10100100
3. 1111011011
4. 11011110
5. 1000001010
F. MAKING The student will summarize/ synthesize what they have learned in the
GENERALIZA- lesson by providing one line answer for the following open-ended
TIONS ABOUT statement given below;
THE LESSON
Number System and their Representation is helpful for me
because__________________.
Obtaining accurate measurements is important for me
ANNOTATIONS
KRA 1: Content Knowledge and Pedagogy
Objective 3. Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
Through the guided questions, the teacher and the students have a
communication regarding the subject. Through questions the students give and
justify their opinions.
because_______________.
G. VALUING THE Human and computer will never understand each other without the help
LESSON of binary system. It provides output like text, video, photo and other
according to human instruction. As a learner, do you think is important of
obtaining accurate measurements for the job.
_________________________________________________________________________
________.
H. EVALUATING The students will answer the posttest using google forms.
LEARNING
A. DIRECTIONS: Choose the letter of the correct answer. Write your
answer on the space provided for each item.
________1. What values can a binary digit hold?
a. 0 and 0 b. 0 and 1 c. 1 and 2 d. A and B
________2. It is a technique or set of symbols to represent number in
computer system.
a. Binary System c. Number System
b. Decimal System d. Octal System
________3. This Number system has 8 digits from 0-7.
a. Binary System c. Number System
b. Decimal System d. Octal System
________4. This Number system has 10 digits from 0-9.
a. Binary System c. Number System
b. Decimal System d. Octal System
________5. This Number system has 16 digits from 0-9 and A to F.
a. Binary System c. Hexadecimal System
b. Decimal System d. Octal System
Self-assessment tool
I. ADDITIONAL ASSIGNMENT
ACTIVITIES Make research on how to convert Binary Units
FOR • To convert binary from smaller to larger unit requires division.
APPLICATION • To convert binary from larger to smaller unit requires
AND multiplication.
REMEDIATIO
N
REMARKS
Note: this is the
part of DLP in The lesson Carry out Measurements and Calculation under MELC LO 2.
which teacher Carry out measurements and calculation
shall document 2.1 Select appropriate measuring instrument to achieve required outcome
specific instances 2.2 Obtain accurate measurements for job
that result in 2.3 Perform calculation needed to complete task using the four
continuation of mathematical fundamental operations addition (+), subtraction (-),
lessons to the multiplication (x), and division (÷)
following day in 2.4 Use calculation involving fractions, percentages and mixed numbers to
case of re- complete workplace tasks
teaching, 2.5 Self-check and correct numerical computation for accuracy
insufficient time, 2.6 Read instruments to the limit of accuracy of the tool
transfer of TLE_IACSS9-12PMC-IIb-d-11
lessons to the will continue until June 8, 2023 (Thursday).
following day as
a result of class
suspension, etc.
REFLECTION
A. Number of
learners who Sections:
reached 80% ______ out of_______ reached 80 % and above in the evaluation.
and above in
the evaluation.
B. Number of
learners who
require There are______ out of _______ who attained below 80 % in the given
remediation. evaluation which requires remediation.
Reference: DepEd Order no. 42 s. 2016-Policy Guidelines on Daily Lesson Preparation for the K to
12 Basic Education Program
Prepared by: Observed by:
ANNOTATIONS
KRA 3: Curriculum and Planning
Objective [Link]
Planned, managed and implemented developmentally sequenced
H. PACQUIAO VILMA [Link] and learning
VILLARANTE
processes to meet curriculum requirements
Demonstration Teacher and varied teaching contexts.
MASTER TEACHER II
Date: JUNE 07, 2023 Date: JUNE 07, 2023
The teacher will complete and meet the lesson from the start up to end of the class.