Montclair K12 CS Education Grant 22-23
Grades 3-5 Binary Code
Adopted from: Grade: 3-5 Lesson duration:
[Link]
numbers/how-binary-digits-work-junior/#key-
question
Topic/Title of lesson: How do binary digits work?
STANDARD(s) ADDRESSED [Link].2: Compare the amount of storage space required for different types of data.
(Include the performance expectation number and text [Link].3: Organize and present collected data visually to communicate insights gained from
of each standard.) different views of the data.
CS PRACTICE(s) that students will engage in Pattern recognition, Algorithmic thinking
throughout the lesson.
CS CORE IDEA(s) or Data can be organized, displayed, and presented to highlight relationships.
SUB-CONCEPT(s) related to the performance
expectation(s). Individuals can select, organize, and transform data into different visual representations and
communicate insights gained from the data.
CENTRAL FOCUS (The central focus is an
overarching goal of the lesson or big idea for student Conceptualize how billions of circuits inside a digital device are like switches that turn on
learning.) and off. By turning on and off, the device is able to communicate as a “bit” (binary digit) that
can be on or off/black or white/ 0 or 1. Six bits together make up a byte.
EU/EQ (The enduring understanding(s) and/or How do you think a digital device stores information?
essential question(s) that guide the lesson.)
PRIOR KNOWLEDGE AND CONCEPTIONS
(What prior knowledge, skills and/or academic Number sense and pattern recognition
language do these students need to have that will help
them be successful with this lesson? Any
misconceptions you may anticipate?)
UDL/PLANNED SUPPORT
Montclair K12 CS Education Grant 22-23
(Discuss the universally designed decisions guided by learner diversity and/or individualized adaptations for the variety of learners in your class/group who may
require different strategies/support (e.g., children with IEPs or 504 plans, English language learners, children at different points in the developmental continuum,
struggling readers, and/or gifted children).
UDL: Multiple means of representation Multiple means of expression Multiple Means of engagement
How are you universally designing your
lesson with your focus learner in mind? Vocabulary will be printed in the Students can communicate what Students can participate by
What other characteristic of diverse classroom, and provided in their
learners are considering through UDL? they know verbally, worksheet volunteering in the activity,
worksheet. Terms will be spoken as
they are applied in the lesson.
completion (individually or with discussion, think-pair-share,
Demonstration cards visually represent a peer), and exit slip. individual work.
binary through color, dot, number of
dots.
ADAPTATIONS with focus learner
noted: If you were not able to meet your
focus learners needs through UDL, what
individual adaptations will you use to
meet your focus learners needs
(especially ELLS)
ACADEMIC VOCABULARY/ Vocabulary: bit, byte, binary, ASCII, code, decode, Describe the supports for each language demand in this
LANGUAGE computational thinking lesson. Address whole class and individual needs.
Vocabulary will be printed in the classroom, and provided in
their worksheet. Terms will be spoken as they are applied in
the lesson.
LEARNING OBJECTIVES LEARNING CRITERIA (How will you know that ASSESSMENT (What will be the preassessment, formative,
students have met and/or are moving toward meeting that or summative assessment(s) in this lesson?)
LO?)
Explain a bit and byte Students explain in their own words with a bit and byte are Whole class discussion, think-pair-share with notes, exit slip.
during class discussions, and individually on the exit slip.
Demonstrate how 0 and 1, black and Students identify patterns in the relationship between 0 Students communicate how 0 and 1, black and dot-facing cards
white facing cards represent a bit and 1, black and dot-facing cards represent a bit represent on and off.
Analyze patterns in binary cards to code a Students can code and decode messages in binary in pairs Students communicate how 0 and 1, black and dot-facing
message or individually cards, on and off can represent letters, numbers, symbols.
Apply computational thinking Students communicate how they arrived at answers. Students recognize patterns in numbers, face of card, and
letters.
Collaborate and develop interpersonal Student engagement in the form of volunteering to Observe student participation by raising hands, volunteering,
skills participate or answer a question, ask questions, positive asking questions.
interaction with peers, self-aware.
Montclair K12 CS Education Grant 22-23
MATERIALS, RESOURCES, and INSTRUCTIONAL TECHNOLOGY
What resources and technology do you need to teach the lesson: What materials, technology will students need?
Weblink: [Link] Six copies of binary cards for demonstration
numbers/how-binary-digits-work-junior/#key-question Binary cards for each student.
Code/decode worksheet for each student.
Video of lesson: Exit slip for each student.
[Link]
INSTRUCTIONAL STRATEGIES AND LEARNING ACTIVITIES
(Describe explicitly what the teacher and the students will do to meet learning outcomes. Use bulleted or numbered list)
What is the teacher doing? What are students doing? (including adaptions)
LAUNCH/ Ask what is the next card, and go through the 6 student volunteers hold large binary cards at the front of the
Beginning ( mins) subsequent cards to assess pattern recognition. room. the 1st bit “1 dot” card is on. Other cards are off.
How will you engage
students and capture their
interest? 3-7 minutes
LEARNING This activity is teacher led using inquiry to evaluate ● Group students into pairs
ACTIVITIES/ students’ understanding of the terms bit, byte, and ● Give each pair a set of the smaller binary cards
Middle ( mins) binary code. ● Explain to students that we're working with just two
“I do” “We do” “You do”
digits, so they are called binary digits. (You could
How will you explain/
demonstrate knowledge Example questions to pose: explore the meaning of the "bi" prefix with words like
/skills required of each How would we show 3 dots? Begin by asking: how bicycle, biennial, bilingual and bicultural.) Binary
objective? How will you many dots are on the left-most card? Count digits are so common that we have a short name for
ensure that students have together that there are 8 dots. Let’s look at the them: write "binary digit" on a piece of paper, then
multiple opportunities to number line. Is 8 bigger than 3? Let’s hide it rip off the "bi" at the start, and the "t" at the end, put
practice? How will you
address the academic because it’s too big. Now let’s look at the next it together and ask what the combined word ("bit")
language demands? card, how many dots can we see? spells. This is the short name for a binary digit, which
How would you make the number 6? is why we've been referring to the cards as bits; the 4
cards that they have are actually 4 bits.
● Now let’s count from the smallest number that we can
make, up to the highest number
a. What is the smallest number? (they may suggest 1,
then realise that it’s actually 0).
● Get the number 0 displayed on the cards (i.e. no dots
Montclair K12 CS Education Grant 22-23
showing)
● Now count up 1, 2, 3, 4 …. (each pair should work
out these numbers between them)
● Once they start to get into a routine, ask: how often
are we seeing the 1-dot card? (every second time,
every odd number)
a. What other patterns are we seeing? (the 2-dot card
flips on every second count, the 4-dot on every 4th
and so on; the 8 dot card doesn't do much; this may
be challenging for some students to recognise, and the
main goal is that they are aware that the 1-dot card
flips every time, and that every second number is an
odd number).
CLOSURE/ Teacher conducts a whole group debrief to recall Students complete an exit slip
End ( mins) takeaways and distributes exit slips.
How will students
summarize and state the
significance of what they
learned? 3-7 minutes
Extension/Reinforcement/Homework:
Family/Community Engagement—
* Please attach copies of assessments and/or handouts to be used