Lesson Plan for Programming 5 Math for Computing (Week 1)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Analyze and apply the basic mathematical concepts relevant to computing.
b. Show appreciation for the role of mathematics in the field of computer science.
c. Demonstrate the ability to solve basic mathematical problems using computing tools.

II. Subject Matter

Topic: Mathematical Foundations for Computing
References: "Mathematics for Computer Science" by Eric Lehman, F Thomson Leighton, and
Albert R Meyer; Class textbook; Online resources.
Materials: Whiteboard, markers, projector, printed handouts, computers/laptops with
mathematical software.

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review of previous lesson or prerequisite knowledge

B. Motivation
"How do you think mathematics is used in computing?"
C. Activity
Task #1: Self-introduction of students in their first day in class.
Task#2: The learners will complete the first two columns in the KWL Chart (Know, Want to
Know, Learned) before proceeding to the next activity.
D. Analysis
The learners will be asked the following questions:
- How do you find the activity?
- What difficulty have you encountered?
- Based on the activity, how do mathematical concepts apply to computing?
- Can you identify a real-world problem where these concepts are essential?
E. Abstraction
Introduce the fundamental mathematical concepts that are foundational to computing, such as
logic, set theory, and functions.
F. Application
Students will solve a set of problems using a mathematical software tool that demonstrates the
application of the concepts discussed.
IV. Evaluation
An oral recitation covering the basic concepts introduced in the lesson.

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V. Assignment
Students will be tasked to research a particular mathematical concept and its application in
computing to be presented in the next class.

VI. Closure
“Mathematics is a language.”
— Josiah Willard Gibbs, American scientist

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 Lesson Plan for Programming 5 Math for Computing (Week 2)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Analyze and apply the principles of computer-based calculations in solving mathematical
problems.
b. Demonstrate a positive attitude towards using technology in mathematics by actively
participating in discussions and activities.
c. Effectively use computer software to perform calculations and analyze data.

II. Subject Matter

Topic: Introduction to Computer-Based Calculations
References: "Computer-Based Calculations" Chapter 2 (PDF)
Materials:
 Computers with calculation software (e.g., Microsoft Excel, Google Sheets)
 Projector for demonstration
 Whiteboard and markers

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Briefly discuss previous topics related to basic mathematical concepts.
B. Motivation
Activity: Show a short video on how technology is transforming mathematics and
calculations in various fields
C. Activity
Group Activity: Divide students into small groups and assign each group a different
calculation problem (e.g., budgeting, statistics). Each group will use a computer to
perform the calculations using the software.
D. Analysis
Questions to ask students:
 What tools did you use to perform your calculations?
 How did using the software change your approach to solving the problem?
 Were there any challenges you faced while using the software, and how did you
overcome them?
E. Abstraction

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 Discussion Proper: Introduce the various types of computer-based calculations, such as
basic arithmetic, statistical analysis, and financial modeling. Explain the importance of
accuracy and efficiency in these calculations.
F. Application
Students will solve a set of problems using a mathematical software tool that
demonstrates the application of the concepts discussed.

IV. Evaluation
Conduct a short activity (5 questions) at the end of the lesson to assess understanding of
computer-based calculations and the software used.

V. Assignment
Homework: Students will create a personal budget using the software discussed in class.
They should include at least five different expenses and calculate the total cost.

VI. Closure
"Mathematics is the language with which God has written the universe." - Galileo Galilei

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 Lesson Plan for Programming 5 Math for Computing (Week 3)

I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Analyze and perform binary addition and subtraction operations accurately
b. Show appreciation for the significance of binary arithmetic in computer science and
technology
c. Demonstrate the ability to manipulate binary numbers through hands-on practice using
worksheets and calculators

II. Subject Matter

Topic: Binary Addition and Subtraction
References:
 "Introduction to Binary Arithmetic" (textbook)
 Online resources on binary number systems
Materials:
 Whiteboard and markers
 Worksheets with binary addition and subtraction problems
 Calculators (optional)
 Projector for demonstration

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the decimal number system and its conversion to binary.
B. Motivation
 Activity: Display a short animation or video that illustrates how computers use binary
numbers to perform calculations.
 Motive Questions:
 Why do you think computers use binary instead of decimal numbers?
 Can you think of examples in technology where binary arithmetic is crucial?
C. Activity
 Group Activity: Divide students into pairs and provide them with a set of binary addition
and subtraction problems. Each pair will work together to solve the problems on a
whiteboard, demonstrating their thought process.
D. Analysis
 Questions to ask students:
 What patterns did you notice while adding binary numbers?
 How did you handle carrying over in binary addition?
 What challenges did you face while subtracting binary numbers, and how did you
resolve them?

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E. Abstraction
Discussion Proper: Introduce the rules of binary addition (0+0=0, 0+1=1, 1+0=1,
1+1=10) and binary subtraction (0-0=0, 1-0=1, 1-1=0 and borrowing when needed).
Explain the importance of understanding these operations in computer programming and
digital electronics.
F. Application
Present a scenario where students must convert a decimal number (e.g., 13) to binary,
perform binary addition (e.g., adding 1010 and 0011), and convert the result back to
decimal.
Discuss how these operations are used in programming and data representation.
IV. Evaluation
Conduct a short quiz with 5 binary addition and subtraction problems to assess students'
understanding of the concepts taught.
V. Assignment
Homework: Students will complete a worksheet with additional binary addition and
subtraction problems. They will also convert a list of decimal numbers (1-10) to binary
and back to decimal.
VI. Closure
"Mathematics is not about numbers, equations, computations, or algorithms: it is about
understanding." - William Paul Thurston

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 Lesson Plan for Programming 5 Math for Computing (Week 4)

I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Apply the rules of binary multiplication and division to solve binary arithmetic problems.
b. Appreciate the role of binary operations in computer science and digital technology.
c. Demonstrate proficiency in performing binary multiplication and division through hands-on
practice with worksheets and calculators.

II. Subject Matter

Topic: Binary Multiplication and Division
References:
- "Understanding Binary Arithmetic" (textbook)
- Online resources on binary operations
Materials:
- Whiteboard and markers
- Worksheets with binary multiplication and division problems
- Calculators (optional)
- Projector for demonstration

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap binary addition and subtraction concepts, emphasizing the importance of
binary operations.

B. Motivation
Activity: Show a short video or animation that explains how binary multiplication and division
are used in computer algorithms.
Motive Questions:
 How do you think computers perform multiplication and division operations?
 Why is it important to understand binary arithmetic in the context of technology?

C. Activity
Group Activity: Divide students into small groups and provide each group with a set of binary
multiplication and division problems. Each group will work together to solve the problems on a
whiteboard, demonstrating their calculations step-by-step.

D. Analysis
Questions to ask students:
- What strategies did you use to multiply binary numbers?

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 - How does binary division compare to decimal division?
- What challenges did you encounter while performing binary operations?

E. Abstraction
Discussion Proper: Introduce the rules for binary multiplication (like decimal multiplication but
using binary digits) and binary division (including how to handle remainders). Explain the
significance of these operations in programming, data processing, and digital circuits.

F. Application
Present a scenario where students must multiply two binary numbers (e.g., 1010 and 110) and
divide a binary number (e.g., 1100 by 10). Discuss how these operations are used in coding, data
storage, and computer algorithms.

IV. Evaluation
Conduct a short activity with 5 binary multiplication and division problems to assess students'
understanding of the concepts taught.

V. Assignment
Homework: Students will complete a worksheet with additional binary multiplication and
division problems. They will also convert a list of binary multiplication problems into decimal
and verify their answers.

VI. Closure
"Pure mathematics is, in its way, the poetry of logical ideas." - Albert Einstein

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 Lesson Plan for Programming 5 Math for Computing (Week 5)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Explain the concept of floating-point representation and its significance in computing.
b. Recognize the importance of accurate numerical representation in computer applications and
express an appreciation for the complexities involved.
c. Demonstrate the ability to convert decimal numbers to their floating-point representation
through hands-on exercises.

II. Subject Matter

Topic: Floating-Point Representation in Computing
References:
- "Computer Organization and Design" by Patterson and Hennessy
- Online resources and articles on floating-point arithmetic
Materials:
- Whiteboard and markers
- Projector for presentations
- Worksheets with conversion exercises
- Calculators

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Briefly revisit the concepts of binary representation and integer storage in computers.

B. Motivation
Activity: Show a short video clip demonstrating how floating-point arithmetic is used in
scientific calculations, gaming, and graphics.
Motive Questions:
- How do computers handle very large or very small numbers?
- Why do you think precision is important in computing?

C. Activity
Group Activity: Divide students into small groups and provide them with a decimal number.
Each group will convert the decimal number into its floating-point representation (using the
IEEE 754 standard) and present their findings to the class.

D. Analysis
Questions to ask students:
 What are the components of a floating-point number?

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  How does floating-point representation differ from fixed-point representation?
- What are some potential issues that can arise from using floating-point arithmetic?

E. Abstraction
Discussion Proper: Introduce the IEEE 754 standard for floating-point representation, explaining
the structure of a floating-point number (sign bit, exponent, and mantissa). Discuss the
implications of rounding errors and precision limitations in floating-point calculations.

F. Application
Present a scenario in scientific computing where floating-point representation is crucial (e.g.,
calculating gravitational forces in astrophysics). Provide a sample problem where students must
convert a decimal number into floating-point representation and discuss the potential impact of
precision errors in real-world applications.

IV. Evaluation
Conduct an activity with a few questions about the components of floating-point representation
and a conversion exercise to assess understanding.

V. Assignment
Homework: Students will find a real-world example of floating-point representation usage (e.g.,
in gaming, scientific simulations) and write a short report explaining the importance of accurate
representation in that context.

VI. Closure
“Without mathematics, there’s nothing you can do. Everything around you are mathematics.
Everything around you are numbers.”
— Shakuntala Devi, Indian writer and mental calculator

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 Lesson Plan for Programming 5 Math for Computing (Week 6 - 7)

I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Identify and describe the basic number sets used in computing, including natural numbers,
integers, rational numbers, and real numbers.
b. Appreciate the significance of different number sets in computing and express interest in
exploring their applications.
c. Demonstrate the ability to categorize examples of numbers into their respective sets through
interactive exercises.

II. Subject Matter

Topic: Basic Number Sets in Computing
References:
 "Discrete Mathematics and Its Applications" by Kenneth H. Rosen
 Online articles on number systems in computing
Materials:
 Whiteboard and markers
 Projector for presentations
 Handouts with definitions and examples of number sets
 Worksheets for categorization exercises

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on basic arithmetic operations and their relevance in
computing.
B. Motivation
Activity: Present a short puzzle where students must determine which number set a given
number belongs to (e.g., Is -3 a natural number? Is 1/2 a rational number?).
C. Activity
Group Activity: Divide students into small groups and provide each group with a set of numbers.
Each group will categorize the numbers into the appropriate sets (natural, integers, rational, and
real numbers) and present their reasoning to the class.
D. Analysis
Questions to ask students:
 What distinguishes natural numbers from integers?
 Can you give examples of rational and irrational numbers?
 How do different number sets affect the way computers process information?
E. Abstraction
Discussion Proper: Introduce the definitions and characteristics of basic number sets:

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  Natural Numbers: Counting numbers starting from 1 (1, 2, 3, ...).
 Integers: Whole numbers that include negative numbers, zero, and positive
numbers (..., -3, -2, -1, 0, 1, 2, 3, ...).
 Rational Numbers: Numbers that can be expressed as a fraction of two integers
(e.g., 1/2, 3, -4/5).
 Real Numbers: All numbers on the number line, including rational and irrational
numbers (e.g., √2, π).
F. Application
Discuss how different number sets are used in computer programming, such as how
integers are used for counting and indexing, while floating-point numbers (real numbers)
are used for scientific calculations. Provide a sample coding problem that requires the use
of different number types.

IV. Evaluation
Conduct a short activity with multiple-choice and true/false questions about the
definitions and characteristics of the basic number sets.

V. Assignment
Homework: Students will create a visual representation (e.g., a Venn diagram) that
illustrates the relationships between the different number sets and provides examples for
each set.

VI. Closure
"Numbers are the building blocks of all mathematics." - Unknown

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 Lesson Plan for Programming 5 Math for Computing (Week 8 - 9)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Understand and explain the basic set operations (union, intersection, difference, and
complement) and their applications in computing.
b. Appreciate the significance of set operations in data organization and manipulation, expressing
interest in their practical applications.
c. Demonstrate the ability to perform set operations using given data sets through hands-on
exercises.

II. Subject Matter

Topic: Set Operations in Computing
References:
 "Discrete Mathematics and Its Applications" by Kenneth H. Rosen
 Online resources on set theory and operations
Materials:
 Whiteboard and markers
 Projector for presentations
 Handouts with definitions and examples of set operations
 Worksheets for practice exercises
III. Learning Tasks:
A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on basic number sets and their relevance in
computing.
B. Motivation
Activity: Present a scenario where two groups of students (e.g., students enrolled in Math
and students enrolled in science) are combined. Ask students to think about how they
would identify students who are in both classes, only in Math, only in science, or in
neither.
C. Activity
Group Activity: Divide students into small groups and provide them with two sets of data
(e.g., Set A: {1, 2, 3, 4, 5} and Set B: {4, 5, 6, 7, 8}). Each group will perform the

 Union (A ∪ B)
following operations on the sets:

 Intersection (A ∩ B)
 Difference (A - B and B - A)
 Complement (if the universal set is defined as {1, 2, 3, 4, 5, 6, 7, 8, 9, 10})
Afterward, they will present their findings to the class.
D. Analysis

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 Questions to ask students:
 What did you notice about the intersection of the two sets?
 How does the union of two sets differ from their intersection?
 Can you think of real-world examples where these set operations might be useful?
E. Abstraction

 Union (A ∪ B): The set of elements that are in A, in B, or in both.

Discussion Proper: Introduce the definitions and properties of set operations:

 Intersection (A ∩ B): The set of elements that are common to both A and B.
 Difference (A - B): The set of elements that are in A but not in B.
 Complement: The set of all elements in the universal set that are not in A (denoted
as A').
Discuss the importance of these operations in data management and
programming.
F. Application
Discuss how set operations can be applied in database management systems (DBMS) for
querying data. For example, using SQL to find common records in two tables
(intersection) or to combine records from multiple tables (union).

IV. Evaluation
Conduct a practice exercise with multiple-choice and fill-in-the-blank questions about the
definitions and characteristics of set operations.

V. Assignment
Homework: Students will create a Venn diagram representing two sets of their choice and
illustrate the results of the set operations (union, intersection, and difference) on their
diagram.

VI. Closure
What is mathematics? It is only a systematic effort of solving puzzles posed by nature.
— Shakuntala Devi

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 Lesson Plan for Programming 5 Math for Computing (Week 9 - 10)

I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Explain the fundamental concepts of Boolean algebra, including basic operations (AND, OR,
NOT) and their truth tables.
b. Recognize the importance of Boolean algebra in computer science and express a positive
attitude towards its applications in logic and circuit design.
c. Demonstrate the ability to construct truth tables and evaluate Boolean expressions using given
variables.

II. Subject Matter

Topic: Boolean Algebra I in Computing
References:
 "Digital Design" by M. Morris Mano
 Online resources on Boolean algebra and logic circuits
Materials:
 Whiteboard and markers
 Projector for presentations
 Handouts with definitions, truth tables, and examples of Boolean operations
 Worksheets for practice exercises

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on set operations and their relevance in computing.
B. Motivation
Activity: Present a simple logic puzzle that requires students to determine the outcome
based on given conditions (e.g., "If it is raining AND you have an umbrella, will you go
outside?").
C. Activity
Group Activity: Divide students into small groups and provide them with a set of Boolean
expressions (e.g., A AND B, A OR NOT B). Each group will create truth tables for their
expressions and evaluate them for different combinations of A and B (0 and 1).
Afterward, they will present their truth tables to the class.
D. Analysis
Questions to ask students:
 What do you notice about the output of the AND operation compared to the OR
operation?
 How does the NOT operation affect the input value?

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  Can you identify any real-life scenarios where these logical operations are
applicable?
E. Abstraction
Discussion Proper: Introduce the definitions and properties of Boolean operations:
 AND (·): The output is true only if both inputs are true.
 OR (+): The output is true if at least one input is true.
 NOT (¬): The output is the inverse of the input.
Discuss the significance of these operations in the design of digital circuits and
computer algorithms, including examples of how they are used in programming
and data processing.
F. Application
Discuss how Boolean algebra is used in search engines to filter results (e.g., using AND,
OR, NOT to refine search queries) and in computer programming for decision-making
processes (e.g., conditional statements).
IV. Evaluation
Conduct a practice exercise at the board with multiple-choice questions and true/false
statements about the definitions and truth tables of Boolean operations.
V. Assignment
Homework: Students will create truth tables for a set of given Boolean expressions and
write a short paragraph explaining how Boolean algebra is relevant in a specific
computing context (e.g., programming, networking, or digital circuit design).
VI. Closure
The chief end of mathematical study must be to make the students think.
— John Wesley Young, American mathematician

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 Lesson Plan for Programming 5 Math for Computing (Week 11 - 12)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Analyze and simplify complex Boolean expressions using Boolean laws and theorems.
b. Appreciate the importance of simplification in digital circuit design and express confidence in
applying Boolean algebra to solve problems.
c. Effectively use Boolean algebra software tools or logic simulators to model and simplify
Boolean expressions.

II. Subject Matter

Topic: Boolean Algebra II in Computing
References:
 "Digital Logic Design" by John F. Wakerly
 Online resources and tutorials on Boolean algebra simplification
Materials:
 Whiteboard and markers
 Projector for presentations
 Handouts with Boolean laws and examples
 Computers with Boolean algebra software or logic simulation tools

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on basic Boolean operations and their truth tables.
B. Motivation
Activity: Present a logic circuit that is overly complicated and ask students to identify
potential simplifications.
Motive Questions:
 Why is it important to simplify Boolean expressions in circuit design?
 What challenges might arise from using complex circuits instead of simplified
ones?
C. Activity
Group Activity: Divide students into small groups and provide each group with a set of
complex Boolean expressions. Ask them to apply Boolean laws (such as De Morgan's
Theorems, Distributive Law, etc.) to simplify these expressions. After simplification, they
will present their results and reasoning to the class.
D. Analysis
Questions to ask students:
 What Boolean laws did you apply to simplify your expressions?
 How did simplifying the expression affect the overall logic circuit design?

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  Can you think of a scenario where a simplified expression would be more
beneficial than a complex one?
E. Abstraction
Discussion Proper: Introduce and explain the key Boolean laws and theorems used for
simplification, including:
 Identity Law
 Null Law
 Idempotent Law
 Complement Law
 Distributive Law
 De Morgan’s Theorems
Discuss their significance in reducing the number of gates required in digital
circuits, leading to more efficient designs.
F. Application
Discuss how simplified Boolean expressions are used in the design of microprocessors
and how they can lead to cost savings and improved performance in electronic devices.
Provide a sample problem where students must simplify a Boolean expression and
explain its implications in a hypothetical circuit design.
IV. Evaluation
Formative Assessment: Conduct a long quiz that includes multiple-choice questions on
Boolean laws and a few problems requiring students to simplify Boolean expressions.
V. Assignment
Homework: Students will find a real-world application of Boolean algebra in computing
(e.g., search algorithms, digital circuit design) and write a one-page report explaining the
application and how simplification plays a role in it.
VI. Closure
Mathematics is not about numbers, equations, computations, or algorithms: it is about
understanding.
— William Paul Thurston, American mathematician

PREPARED BY:
Jenalyn B. Tipon

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