LESSON PLAN Class:______________ Ms.

Koreen Mohammed
Information Technology Fyzabad Secondary School

Section 2 PROBLEM SOLVING

Specific Objectives:
1) Introduce comuter based problem solving and the steps involved
2) Demonstrate an understanding of sequence control stucture
3) Decompose a problem into its three parts; input, processing and output.

Content:
1) Definition of problem solving and computer based problem solving
2) Steps in computer based problem solving
3) Creating sequence conrol structure using the IPO or defining diagram

Lesson Plan Specific Content- to introduce students to computer based problem solving and the steps
involved. Creating solutions involving a sequence structure; decomposing a problem into three parts;
input, processing and output.

Students should be able to:

1. Define the term problem solving
2. Explain what is meant by computer based problem solving
3. List the steps for computer based problem solving
4. Decompose a problem into its three parts to create a defining diagram or IPO diagram.
5. List keywords used to identify the three parts of a problem.
6. Construct a defining diagram
7. Construct defining diagrams and write correctly at least 2 out of 3 sequence algorithms this form
with minimum assistance from teacher.

Materials/Resources: Whiteboard and whiteboard markers, Log on to IT and Heinemann texts,

teacher handout, projector, A Guide to Problem Solving and Program Design provided by CXC,
school compound.

Summary of Lesson:
 Set Induction:
o Teacher to prompt a two-way discussion with students on if they encounter
problems, get examples and how they go about solving their problems. Task will
then be given.
o Students will be divided into three teacher chosen groups and given the task to
show the ‘new student’ his way to the canteen. Each group will be given a handout
which further explains this scenario with space provided to list the steps taken to
show new student the way to the canteen. Each group will be instructed to use
different routes. This activity should take no longer than 5 minutes.

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LESSON PLAN Class:______________ Ms. Koreen Mohammed
Information Technology Fyzabad Secondary School

TEACHER INSTRUCTION/ACTIVITY STUDENT ACTIVITY

Issue activity as described above in set induction Students to carry out instruction and return to
class within 5 minutes and remain in groups
Discussion prompted by teacher for remaining class time.
Groups will then present their solution
Summarize the events that just took place to students. verbally and in written form on the
Groups were faced with a problem – to direct a new whiteboard. (10mins)
student to the canteen - to discuss and conclude on the most
To direct the student, the solution had to be in order efficient way (shortest route) from Room17 to
(sequence), specific and have a certain number of the canteen to guide the new student.
steps.
Recognise that there was more than one solution and Students to display active listening
decide on the most efficient one.

Teacher will then instruct students to open their
Heinemann text to page 71 and read aloud the first
paragraph.
Instructed to write the last two sentences in same
paragraph, which define the term problem solving and
what it involves in its general form.
Students to read aloud the first paragraph in
page 71 as instructed
Students to write out the last two sentences
of the first paragraph on page 71.

Teacher to define computer based problem solving- Students to write down this definition
CBPS involves using a computer program which is a
series of coded instructions to solve the problem.

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LESSON PLAN Class:______________ Ms. Koreen Mohammed
Information Technology Fyzabad Secondary School

TEACHER INSTRUCTION/ACTIVITY STUDENT ACTIVITY

Instructs students to read aloud each CBPS step from Students to read aloud as instructed each
Heinemann text. After each step is read aloud, students step pg72-74 and write down the steps
are to write down the step only and teacher to briefly only.
explain its meaning.
Teacher to use example on page 72 to demonstrate how
to decompose a problem in its three parts (pg 73)
referring to step 2;
write question on board Students write question and draw a dd and
Explain the keywords that identify the input, processing complete as in page 73.
and output in a problem in order to construct defining Students receive handout and review.
diagram (dd) and draw dd.
Introduce the concept of control structures – sequence
Hand out given after verbal explanation
Question given to students to construct a defining Students to write down problems,
diagram in their books then write answer on board. complete problem in groups and one
Use an IPO diagram to illustrate the components of the representative from the group to write one
following problems – answer on board.
Enter a number, double it and print the result.
Read two numbers compute their product and display the
product and the two numbers.
Accept three numbers find their average and output the
answer.
Teacher to go around groups and observe answers and
assist when necessary.
Teacher then to respond to student answers on board
Teacher to verbally summarize tasks completed in class Students to identify questions in their
and give homework to be completed for next class handout and ask topic related questions.
instructed to read the rest of the chapter in Heinemann
text and relate that algorithms will be discussed at next
class. Teacher to invite students to relate any concerns.

Pre-knowledge:

1) Exposure to a problem and acknowledgement of ways to solve same.

2) Students were instructed to read related chapter prior to this class.

Unit Questions:
1. What is problem solving?
2. What is computer based problem solving?
3. What are the steps in CBPS?
4. What is a defining diagram?
5. What words can identify the input, processing and output parts of a problem?
6. Explain what is meant by sequence control structure.

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LESSON PLAN Class:______________ Ms. Koreen Mohammed
Information Technology Fyzabad Secondary School

Assessment: students will be assessed via verbal and written questioning, illustration and observation
means. Observation of note taking and level of participation will be noted.
Questions will be given for students to demonstrate their understanding of decomposing a problem
into its three major parts. This will be done in a group and then a representative of each group will draw
a defining diagram on the board. Teacher will observe group activity by walking around groups and
interacting where necessary.

Accommodations for differentiated instructions:

Group activity to be conducted for students to rely on each other understands.
Practical exercise to be conducted by groups for hands on approach learning preference.
Illustration on whiteboard, note taking as well as reading aloud caters for audio and visual learners.
Individual attention given during all activities as necessary.

Teacher reflections:

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