Lesson Plan

• Describe the main categories of algorithm errors (syntax, logical, boundary, infinite‑loop, efficiency).
• Explain the systematic step‑by‑step procedure for locating errors in pseudocode.
• Apply the procedure to identify and correct errors in given algorithms, justifying each correction.
• Analyse the impact of corrections on algorithm correctness and efficiency.

• Projector and screen
• Whiteboard and markers
• Printed worksheets with flawed pseudocode examples
• Laptops/computers with a simple IDE or pseudocode editor
• Error‑finding checklist handout
• Exit‑ticket cards

Begin with a quick poll: “What happens when a program runs but gives the wrong answer?” Connect this to students’ prior experience writing simple loops and conditionals. Explain that today they will learn a reliable checklist to spot and fix such mistakes, and they will be able to demonstrate their success by correctly revising a flawed algorithm.

1. Do‑now (5') – Students match error categories to brief descriptions on a mini‑quiz.
2. Mini‑lecture (10') – Review error types and introduce the 7‑step error‑finding procedure with the flowchart.
3. Guided practice (15') – In pairs, students trace Example 1 (maximum value) using the checklist, identify errors, and propose corrections.
4. Whole‑class debrief (10') – Groups share their corrections; teacher highlights justification and efficiency considerations.
5. Independent practice (15') – Students work on Practice Question 1, rewrite the pseudocode, and peer‑review using the checklist.
6. Exit ticket (5') – Each student writes one error they found today and how they fixed it.

Recap the checklist steps and emphasise how systematic tracing prevents overlooked mistakes. Collect exit tickets to gauge understanding, and assign a homework worksheet containing two new algorithms for students to error‑check and correct before the next lesson.