Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: Computer Science
Lesson Topic: Show understanding of the relationship between assembly language and machine code
Learning Objective/s:
  • Describe the one‑to‑one relationship between assembly mnemonics and machine instructions.
  • Explain how an assembler translates opcodes and operand fields into binary/hexadecimal machine code.
  • Apply the translation process to convert a simple assembly instruction into its 16‑bit machine representation.
  • Analyse the components of a fixed‑length instruction format (opcode, operands) and their sizes.
Materials Needed:
  • Projector or interactive whiteboard for diagram display
  • Printed handout of the 16‑bit instruction format table
  • Sample assembly code worksheet
  • Laptop with an assembler simulator (e.g., MARS, custom 16‑bit assembler)
  • Whiteboard markers
  • Exit‑ticket slips
 Introduction:
Begin with a quick visual of a binary string and ask students what the computer sees versus what they write. Recall previous work on binary representation and CPU instruction cycles, linking it to today’s focus on the bridge between human‑readable code and machine code. Students will know they can translate an assembly line into its exact 16‑bit machine word by the end of the lesson.
Lesson Structure:
  1. Do‑now (5'): Students convert a short binary pattern to hexadecimal on a worksheet – checks prior knowledge.
  2. Mini‑lecture (10'): Explain opcode and operand fields using the 16‑bit diagram; highlight one‑to‑one mapping.
  3. Guided translation (15'): Walk through the ADD R1,R2,R3 example, prompting students to fill each field on their handout.
  4. Pair activity (12'): Learners receive a new assembly instruction, use the opcode table to produce the binary and hex machine code, teacher circulates for feedback.
  5. Assembler demo (8'): Show a simple assembler tool converting the pair’s code to object file, discuss how the assembler automates the steps.
  6. Check for understanding (5'): Quick quiz (Kahoot/exit ticket) with three questions on opcode lookup and field sizes.
Conclusion:
Summarise how each assembly mnemonic maps directly to a fixed‑length machine word and why this matters for low‑level programming. Ask students to write one sentence on a sticky note describing the translation steps as their exit ticket. For homework, they will translate two additional assembly instructions using the provided opcode sheet.