Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
End –of- Summer Report
I was assigned in Dr. Guofei’s Laboratory which deals with computer malware detection,
network security and intrusion and detection.
They are actually doing research on the
structures of botnets and they were also doing research to solve practical security problems.
They are working on internet malware detection, defense and analysis. Intrusion detection,
anomaly detections, and web and social networking security. The purpose of my classroom
project is to integrate what I have learned in doing research with Dr. Gu’s group which is on
botnet structures. I will be working on cryptography applied to linear equation.
Since I am
really fired up and inspired to bring engineering to my students, I will also integrate science
lessons in my math class that deals with linear and nonlinear functions. The TAKS/STAAR/TEKS
objectives are A1 .3, A.3 (A) , A.3 (B), A.4 (C), A.7 (A), A.7 (B). The class objective is the students
will be able to find the equation given an arithmetic sequence and relate it to y = mx + b.
On the first day, students will be given a pre-test. After the pre-test, the HOOK will be
presented and then the power point presentation about engineering and what I did. I will show
them what cryptography is and will explain to them how to encrypt and decrypt. I will also
show them some video clips on the relevance of the research.
After showing the video, I will
explain to them how to find the key which is finding the equation of an arithmetic sequence. I
will give them some practice worksheets and a homework.
On the second day, we will review the previous lesson. From there, I will discuss how to find
the inverse of the equation.
Finding the inverse of an equation will help in deciphering the
secret message Each letter in the alphabet will correspond to a certain number. After giving
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
the students some practice work on how to decipher a message, I will now give them a
decoding activity. The students will be working in pairs doing cooperative learning. I will be
doing a whole group instruction at first after which they will work with a pair.
For the decoding activity, the class will be asked to form in groups of two. Each pair will be
given a message in form of numbers. They will be given an encrypted key to be used but this is
a sequence where they have to transform it into a linear form. After they get the linear
form(encrypted) they will find the decrypted key(inverse function) where they will plug-in the
cipher text so that they will be able to decipher the message. Materials needed for this lesson
are pre-test/post-test, worksheets for the finding the equations and the inverse of the
equations. Worksheet for the decoding activity.
The students are expected to find the equation of a sequence by paper and by mental
computation. They are expected to find the inverse of an equation. Apply that knowledge to
decipher messages through codes into plaintext messages. This lesson will help the student
master the concept of finding linear equations and getting the inverse. I will also ask the
students to create their own secret message using the key and encrypted key and decrypted
key. They have to create a secret message which is not profane but should be soundly
acceptable.
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
PRE-TEST/POST-TEST in LINEAR EQUATION/SEQUENCES
Direction: Choose the letter that corresponds to the correct answer.
1.
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
2.
3.
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
4.
5.
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
6.
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
7.
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
8.
9. The nth term of a sequence is defined by 3n + 7. The 35th term is how much
less than the 39th term?
A) 4
10.
B) 12
C) 19
D) 33
Given the sequence -5, -2, 1, 4, … which equation best represents the
sequence?
A) y = 3x – 5
B) y = -3x – 5
C) y = 3x -8
D) y = -3x - 8
Louena L. Manluctao, East Early College High School, Houston ISD, Algebra 1, 9th grade, 2 instructional
days
.