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Atg Week 1

The Adaptive Teaching Guide for Computer Programming covers algorithms, pseudocode, arrays, and binary files, requiring students to have basic programming knowledge and skills. The lesson includes various activities such as analyzing problems, group challenges, and coding exercises to reinforce understanding and application of these concepts. Post-lesson activities focus on debugging and enhancing code, fostering collaboration and communication among students.

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Jay Selibio
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9 views5 pages

Atg Week 1

The Adaptive Teaching Guide for Computer Programming covers algorithms, pseudocode, arrays, and binary files, requiring students to have basic programming knowledge and skills. The lesson includes various activities such as analyzing problems, group challenges, and coding exercises to reinforce understanding and application of these concepts. Post-lesson activities focus on debugging and enhancing code, fostering collaboration and communication among students.

Uploaded by

Jay Selibio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ADAPTIVE TEACHING GUIDE

MET 1: Computer Programming 12 Lesson 5: Algorithm, Pseudocodes, Arrays,


and Binary Files

Prerequisite Content-knowledge:
 Basic understanding of how computers execute instructions.
 Familiarity with logic, flowcharts, and simple programming constructs.
 Previous exposure to basic programming in any language (e.g., Python, C++,
Java).
Prerequisite Skill:
 Ability to read and trace simple code snippets.
 Logical reasoning and problem decomposition.
 Experience with basic file operations and array manipulation.

Prerequisites Assessment: (prompting prior knowledge, prompting effortful


thinking)
Viewing Activity: Students will watch a video: "Understanding Algorithms and Data
Structures"
Process Questions:
1. What is an algorithm, and how is it used in solving programming problems?
2. What is the role of pseudocode in planning a solution?
3. How do arrays help in managing collections of data?
4. What is the purpose of binary files and when are they used?

Pre-lesson Remediation Activity:


5. For Students with Insufficient Content-Knowledge and/or Skills:
 Conduct an overview session on algorithm basics and data types.
 Use interactive code tracing and flowchart-building activities.
6. Activity: "Logic Warm-up Drill" – Flowchart and pseudocode matching
game.
7. For Students with Fairly Sufficient Content-Knowledge and/or Skills:
Engage in exercises involving dry runs of code using arrays and file
operations.
8. Activity: "Debug the Algorithm" – Identify errors in pseudocode and
suggest fixes.

Introduction:
1. Time Frame: 4 hours per week
2. Knowledge (RUA):
o Recognition: Identify algorithms, pseudocode, arrays, and file
operations in a given code or scenario.
o Understanding: Explain how these concepts function and relate to
each other.
o Application: Implement basic programs using algorithms, pseudocode,
arrays, and binary file operations.
3. Context of Application: Personal coding projects, academic assessments, and
programming competitions.
4. Overview of the Lesson:
o Definition and characteristics of algorithms
o Writing and interpreting pseudocode
o Array operations (initialization, traversal, modification)
o Reading from and writing to binary files
5. Time Frame: Students are expected to complete the lesson in 4 hours in a
week.
6. Knowledge (RUA):
o Recognition: Identify key components of a business plan in different
contexts.
o Understanding: Explain the impact of market research and financial
planning on business success.
o Application: Demonstrate the ability to create and present a business
plan through practical exercises.

Student’s Experiential Learning:


Objectives:
 Describe the purpose of algorithms and pseudocode.
 Implement basic array-based solutions to programming problems.
 Perform binary file read/write operations in code.
Chunk 1: Algorithms and Pseudocode
Activity1: Analyze sample problems and write pseudocode solutions.
Formative Questions:
1. What makes an algorithm efficient?
2. How does pseudocode help in planning a solution?
3. Can your pseudocode be translated to a working code?
Activity 2: Group challenge – Convert real-world tasks (e.g., making a
sandwich) into pseudocode.
Discussion:
Algorithm Design Elements:
 Input → Process → Output
 Sequence, Selection, and Iteration
Chunk 2: Objectives: Arrays and Binary Files
 Understand how arrays store and manipulate data.
 Use binary files to store persistent data.
Activity: Code Lab – Implement a student records system using arrays and
save/load data via binary files.
Formative Questions:
What are the advantages of using arrays?

 What are the advantages of using arrays?


 How do binary files differ from text files in data storage?
 What potential issues can arise when handling files?
Discussion:
Key Concepts:
 Array operations: initialize, insert, delete, search, update
 Binary file operations: fopen(), fread(), fwrite(), fclose()
Synthesis Activity: Coding Challenge
Activity: Create a program that:
1. Accepts a list of student grades (using arrays)
2. Sorts the data (algorithm)
3. Saves the result to a binary file
4. Loads it back and displays it
Success Criteria:
 Correct implementation of all components
 Efficient algorithm use
 Accurate file reading/writing
Process Questions:
 How did your team approach the design of the solution?
 Which part of the program posed the most difficulty?
 How did your understanding of algorithms help in solving the challenge?

RUA of Student Learning: Code It Out


Instructions:
1. Divide students into groups.
2. Each group writes a mini-program integrating pseudocode, arrays, and binary
files.
3. Present code and logic flow to the class.
4. Class discusses strengths and areas for improvement.

Post-lesson Remediation Activity: Communication Breakdown Prevention Plan


LC: Discuss marketing practices that can be adopted.
Instructions:
1. Students will be divided into 3 groups.
2. Each group will write a short story that shows business challenges and how
the characters deal with them.
3. The story should also include the strategies that the characters use to
overcome business challenges.
4. After writing the story, the students should perform a role play about the story.
5. After the role play, other groups will identify the business challenges shown
and the strategies used by the students.

Post-Lesson Remediation Activity


Activity: Debug and Enhance
Instructions:
 Each group receives buggy or incomplete code using arrays and binary
files.
 Identify issues and improve the algorithm or pseudocode.
 Document changes and explain improvements.
Reflection Questions:
 What errors were most common?
 What strategies helped you debug the code?
 How can you avoid similar issues in your own projects?

Prepared by: JAY MARCH C. SELIBIO,LPT


Teacher

Checked by: CHRISTIAN T. NARCA,LPT,MAED


Principal

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