Day 1
01 Welcome 02 Intro to CSP 03 Break 04 Course & Exam 05 Previously on... 06 Model Lesson #1: U1L2 07 Lunch 08 Model Lesson #2: U1L3 09 Break 10 Binary Number Systems 11 Plugged and Unplugged Lessons 12 Understanding the Lesson 13 Wrap-up
Day 2
14 The Teacher's Role 15 Role in Assessment 16 Break 17 Implementation Plan 18 TLO #1: U1L7 19 Previously on... 20 Lunch 21 TLO #2: U1L9 22 Break 23 TLO #3: U1L10 24 Unit 1 - Connections 25 Assessment 26 Wrap Up
Day 3
27 Ourselves & Our Position 28 Break 29 Previously, On… Unit 2 30 TLO #4: U2L2 31 TLO #5: U2L3 32 Lunch 33 Addressing Unconscious Bias 34 Break 35 TLO #6: U2L4 36 Unit 2 Connections 37 Identity and Bias 38 Wrap-up
Day 4
39 Recruiting & Retaining Students 40 Break 41 Previously, On...Unit 3 42 TLO #7: U3L2 43 Previously, on… U3L3 - 4 44 Lunch 45 TLO #8: U3L6 46 Break 47 Previously on… U3L7 48 Model Lesson #3: U3L8 49 Unit 3 Connections 50 Belonging and Differentiation 51 Wrap Up
Day 5
52 Mapping Equity 53 Values and Assessment 54 Break 55 Assessment Approach 56 Code.org Platform 57 Lunch 58 AP Scavenger Hunt 59 Planning Your Year 60 Closing Ceremonies

Session 10: Where this is going: Binary Number Systems

25 minutes

lesson exploration

Purpose

We show that binary numbers don't need to be scary and this doesn't need to be overly math-y. This session puts a bow on the two previous lessons to show how we build on-ramps to content in order to make it more approachable to students.

Objectives

  • Participants will be able to use the binary number system to translate between decimal and binary representations of a number.
  • Participants will see how the two model lessons help provide a mental model and motivation for the binary number system.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up
  • Optional - Create large Flippy-do out of chart paper (See facilitator tip)

Facilitator Supplies:

Participant Materials:

Agenda

Introduction to the Activity (2 minutes)

Connecting Circle/Square with Binary (15 minutes)

Connecting to the Learning Goals (8 minutes)

Facilitation Guide

Introduction to the Activity (2 minutes)

(2 minutes) Introducing the Mental Model

Remarks

We just saw in Unit 1 Lessons 2 and 3. These lessons are hands-on for students and work towards building a “mental model” for the Binary Number system. A “mental model” is a representation of how something works. Lesson 4 is on Binary numbers. We are not going to do a TLO on Lesson 4, but we do want you to see the CS content in that lesson. So, we will not be needing our “hats” for this activity.

Connecting Circle/Square with Binary (15 minutes)

Facilitator Tip

It can be helpful to make a “display sized” Flippy Do out of chart paper. If you have chart paper available, consider making a large one to use at the front of class to help demonstrate how the Flippy Do works.

Use the slides to guide your presentation here. These slides are taken directly from the Lesson 4 slide deck.

  • (1 minute) Key beats of the lesson.
  • (7 minutes) Transitioning from circles/squares to binary numbers
  • (3 minutes) Create your Flippy Do
  • (4 minutes) Practice with the Flippy Do and the activity guide - suggest doing some conversions in both directions (from binary to decimal and decimal to binary)

Have participants do part of the Activity Guide for the lesson with any remaining time after you have presented.

Connecting to the Learning Goals (8 minutes)

Remarks

(1 minute) It can be tempting to want to go deep into the math behind binary number systems and number systems in general, but that is beyond the scope of the lesson and the course. Let’s look at the objectives of Lesson 4:

Facilitator Tip

The point here is to show participants that they do not need to go deeper into the content with this lesson. If a participant tries to talk about base 16 or other systems, gently steer them back to the learning goals to guide their thinking about what this lesson is about.

Students will be able to:

  • Represent decimal numbers using combinations of binary (base 2) digits 0 and 1
  • Represent binary numbers using combinations of decimal (base 10) digits 0-9
  • Explain how the position of each binary digit determines its place value and numeric value

(3 minutes) With a partner discuss the following:

  • As the teacher, how will you know if your students will be able to do these things during the lesson?
  • What skills and knowledge have students learned thus far that prepare them to be successful in this lesson?

(4 minutes) Whole room share out on the above prompts.