Fayol Inc.

0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 6
Week Ending: 21st OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Indicator: Lesson:
B7.4.2.1.Analyse the correct step-by-step B7.4.2.1.1 Understand the use of sequence,
procedure in solving any real-world problem selection and iteration in writing a programme. 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CC8.2: CP6.1
programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Write numbers (1-10) in an orderly arrangement to represent sequence. Write down any
Have learners observe the pattern and talk about it. set of numbers
(e.g. 1-10) in an
Task learners to write thier itinerary for the day in a logical order to orderly
depict sequence. arrangement to
represent a
Share performance indicators and introduce the lesson. sequence.

2. Present a case
Main (35 mins) study where
there is more
Brainstorm learners for the meaning of sequence, selection and iteration than one option
in writing a programme to choose from
Sequence is the order in which the statements in programing are executed one after and still the same
another. The sequence of a program is extremely important as carrying out outcome is
instructions in the wrong order leads to a program performing incorrectly. achieved.
Show pictures to learners to see a practical example of how a computer 3. Develop a
boots. solution to a
problem which
uses iteration to
control the flow
of the program.
Explain sequencing as the means through which the computer runs a
code in order, one line at a time from the top to the bottom of a
program. It starts at line 1, then executes line 2, then line 3 and so on
until it reaches the last line of the program.

Present a case study that has more than one option to choose from and still
achieve the same outcome with any option chosen. For example, tea with or
without sugar options can still meet a beverage outcome (selection).

Develop a solution to a problem which uses iteration to control the flow of the
programme (iteration).

Guide la to describe the meanings of the term’s algorithm, decomposition and

abstraction.

Demonstrate practically by using Programs such as lightbot for practical lessons.

Assessment
Present a case study where there is more than one option to choose
from, and yet any option selected leads to the same outcome

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List a set of numbers (61-100) in an orderly arrangement to represent a sequence.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 21st OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Indicator: Lesson:
B7.4.2.1.Analyse the correct step-by-step B7.4.2.1.1 Understand the use of sequence,
procedure in solving any real-world problem selection and iteration in writing a programme. 2 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CC8.2: CP6.1
programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Write numbers (1-10) in an orderly arrangement to represent sequence. Write down any
Have learners observe the pattern and talk about it. set of numbers
(e.g. 1-10) in an
Task learners to write thier itinerary for the day in a logical order to orderly
depict sequence. arrangement to
represent a
Share performance indicators and introduce the lesson. sequence.

2. Present a case
Main (35 mins) study where
there is more
Brainstorm learners for the meaning of sequence, selection and iteration than one option
in writing a programme to choose from
Sequence is the order in which the statements in programing are executed one after and still the same
another. The sequence of a program is extremely important as carrying out outcome is
instructions in the wrong order leads to a program performing incorrectly. achieved.
Show pictures to learners to see a practical example of how a computer 3. Develop a
boots. solution to a
problem which
uses iteration to
control the flow
of the program.

Explain sequencing as the means through which the computer runs a

code in order, one line at a time from the top to the bottom of a
program. It starts at line 1, then executes line 2, then line 3 and so on
until it reaches the last line of the program.
Present a case study that has more than one option to choose from and still
achieve the same outcome with any option chosen. For example, tea with or
without sugar options can still meet a beverage outcome (selection).

Develop a solution to a problem which uses iteration to control the flow of the
programme (iteration).

Guide la to describe the meanings of the term’s algorithm, decomposition and

abstraction.

Demonstrate practically by using Programs such as lightbot for practical lessons.

Assessment
Present a case study where there is more than one option to choose
from, and yet any option selected leads to the same outcome

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List a set of numbers (61-100) in an orderly arrangement to represent a sequence.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming