ALEX Lesson Plan

     

Converting Numbers from Base 10 to Binary, Octal, and Hexadecimal

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Morgan Boyd
Organization:Retirement
  General Lesson Information  
Lesson Plan ID: 35679

Title:

Converting Numbers from Base 10 to Binary, Octal, and Hexadecimal

Overview/Annotation:

The lesson will develop knowledge for other bases besides base 10. The lesson will investigate base 2, base 8, and base 16. The student will write numbers using expanded notation.

This lesson results from the ALEX Resource Gap Project.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 9-12
Discrete Mathematics
4 ) Convert between base ten and other bases. (Alabama)

Local/National Standards:

 

Primary Learning Objective(s):

The student will be able to convert numbers from base 10 to base 2, base 8, and base 16.

Additional Learning Objective(s):

The student will be able to write numbers of different bases in expanded notation.

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Pencil

Notebook

Calculator

Videos to explore for base 2, base 8, and base 16:

https://www.youtube.com/watch?v=wn5ZqcbIid0 (base 2)

https://www.youtube.com/watch?v=fYGUHTmn7lo (base 8)

https://www.youtube.com/watch?v=4um7-QbpAQ8 (base 16)

Worksheets to be copied for all students:

http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=numSys_bin.pl&bin_range=2&language=0&memo=&answer=1&x=119&y=15 (base 2)

http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=numSys_octal.pl&oct_range=3&language=0&memo=&answer=1&x=64&y=19 (base 8)

http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=numSys_hex.pl&hex_range=0&language=0&memo=&answer=1&x=125&y=19 (base 16)

Accelerated students: Copy as needed

http://east82.com/howto/ip_addressing/docs/Conversion_Worksheet.pdf

Bell Ringer Exponents in the attachments

Exit slip conversions in the attachments (copy for all students)

Technology Resources Needed:

Background/Preparation:

Teacher:

The teacher needs to preview the videos. The teacher needs to have knowledge of binary, octal, and hexadecimal languages. 

Student:

The student needs prerequisite knowledge of place value and how exponents are used with bases. The student needs to recall expanded notation from previous years.

  Procedures/Activities: 

Before:

As students enter the room, the teacher will have the bell ringer, Bell Ringer Exponents, on the interactive whiteboard. The students will answer the questions in their notebook. The teacher will allow the students to talk to a partner for a minute. The teacher will call on students to answer questions on the interactive whiteboard. The teacher will show answers by changing the color.

During:

  1. The teacher will introduce the video for changing from the decimal to the binary system. (https://www.youtube.com/watch?v=wn5ZqcbIid0 )(Base 2)
  2. The teacher will hand out the worksheet, (Base 2), http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=numSys_bin.pl&bin_range=2&language=0&memo=&answer=1&x=119&y=15.
  3. The teacher will allow students to work in groups of 4. One student will be a peer-tutor.
  4. The teacher will review the answers on the interactive whiteboard. The teacher will do an informal assessment.
  5. The teacher will introduce the video for changing from the decimal to the octal system. (https://www.youtube.com/watch?v=fYGUHTmn7lo )(Base 8)
  6. The teacher will hand out the worksheet, (Base 8). http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=numSys_octal.pl&oct_range=3&language=0&memo=&answer=1&x=64&y=19 
  7. The teacher will allow students to work in groups of 4. One student will be a peer-tutor.
  8. The teacher will review the answers on the interactive whiteboard. The teacher will do an informal assessment.
  9. The teacher will introduce the video for changing from the decimal to the hexadecimal system. (https://www.youtube.com/watch?v=4um7-QbpAQ8 )(Base 16)
  10. The teacher will hand out the worksheet, (Base 16) http://www.math-aids.com/cgi/pdf_viewer_7.cgi?script_name=numSys_hex.pl&hex_range=0&language=0&memo=&answer=1&x=125&y=19 
  11. The teacher will allow students to work in groups of 4. One student will be a peer-tutor.
  12. The teacher will review the answers on the interactive whiteboard. The teacher will do an informal assessment.
  13. Accelerated students will be assigned the following worksheet that is in the materials section: http://east82.com/howto/ip_addressing/docs/Conversion_Worksheet.pdf

After:

The teacher will assign the exit slip, Exit slip conversions, that is in the attachment section. This will be the formal assessment.



Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

Acceleration:

The students will be assigned a worksheet to change from bases other than base 10.

Accelerated students: Copy as needed

http://east82.com/howto/ip_addressing/docs/Conversion_Worksheet.pdf

Intervention:

The intervention will be to place students in groups of 4 and one must be a peer-tutor. The teacher will monitor the students during the group activity. The teacher will do one-on-one instruction.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.