Gr6-Term1- LP-Wk-3-9.09.24-13.09.24.docx

lesson planning

1. Academic Year 2024-2025
Name of the Teacher: Manila
Praveen
Term:1 21st Century Skills:
Digital-Game-Based Learning and Assessment.
critical thinking, problem-solving, creativity, and communication
Subject: Mathematics Unit:1 National Identity Integration:
A system of social and moral values associated with the lifestyle of the people
in UAE in the past, present and future
Week/Date: Wk-3 09.09.24-13.09.24
Day:1
Grade: 6 Real Life Application:
connect math concepts to familiar objects in Real life
Subject: Mathematics ICT Integration:
Instructional Tools like Interactive Whiteboards and Student Response
Systems,
Online Learning and Blended Classrooms
Resources: Note book ,Learners Book, Workbook.
Time
Breakout
Learning Outcome: Critical Thinking Question:
5 Minutes
Learning Intentions:


55
Minutes
Lesson Structure
5 MinutesStart-up Activity:

2. Academic Year 2024-2025
15
Minutes
Modelling:
Differentiated Student Centre Activities (25min)
Organisational structure of lesson:

3. Academic Year 2024-2025
Group 1
Names of the students
Group 2
Names of the students
Group 3
Names of the
students
Group 4
Names of the students
Task 1: Math learner’s book
Challenge 1:
page no:22 Ex:1.5(3)
Task 2: Math learner’s book
Challenge 2:
page no:22 Ex:1.5(6)
Task 3: Math
learner’s book
Challenge 3:
pageno:22
Ex:1.5(7,8)
Tak4
Create own questions
Creative thinker
Independent Enquirer
Plenary: (5 minutes) Homework:
Workbook Page:no:16
Reflection:
What went well: Even better if:
Name of the Teacher: Manila Praveen Term:1 21st Century Skills:
Digital-Game-Based Learning and Assessment.
critical thinking, problem-solving, creativity, and communication
Subject: Mathematics Unit:1 National Identity Integration:

4. Academic Year 2024-2025
A system of social and moral values associated with the lifestyle of the
people in UAE in the past, present and future
Week/Date: Wk-3
Day:2
Grade: 6 Real Life Application:
connect math concepts to familiar objects in Real life
Subject: Mathematics ICT Integration:
Instructional Tools like Interactive Whiteboards and Student Response
Systems,
Online Learning and Blended Classrooms
Resources: Note book ,Learners Book, Workbook.
Time
Breakout
Learning Outcome:

Critical Thinking Question:
5 Minutes
Learning Intentions:

Success Criteria:

45
Minutes
Lesson Structure
5 MinutesStart-up Activity:

5. Academic Year 2024-2025
15
Minutes
Modelling:
Differentiated Student Centre Activities (25min)
Organisational structure of lesson:
Group 1
Names of the students
Group 2
Names of the students
Group 3
Names of the
students
Group 4
Names of the students

6. Academic Year 2024-2025
Task 1: Math learner’s book
Challenge 1:
page no:17 Ex:1.6(1,2)
Task 2: Math learner’s book
Challenge 2:
page no:17 Ex:1.6(3,4)
Task 3: Math
learner’s book
Challenge 3:
pageno:18
Ex:1.6(5,6)
Tak4
Create own questions
Creative thinker
Independent Enquirer
Plenary: (5 minutes) Homework:
Workbook Page:no:17,18
Reflection:
What went well: Even better if:

7. Academic Year 2024-2025
Week/Date: Wk-3
Day:3
Grade: 6 Real Life Application:
connect math concepts to familiar objects in Real life
Subject: Mathematics ICT Integration:
Instructional Tools like Interactive Whiteboards and Student Response
Systems,
Online Learning and Blended Classrooms
Resources: Note book ,Learners Book, Workbook.
Time
Breakout
Learning Outcome:

Critical Thinking Question:
5 Minutes
Extension activity,
learners could explain how the result in part b
is related to the diagram in Question 14. You
could also ask ‘Can you identify a sequence of
numbers that increase by a constant amount?
Can you describe it?Learning Intentions:

Success Criteria:

45
Minutes
Lesson Structure
5 MinutesStart-up Activity:

8. Academic Year 2024-2025
15
Minutes
Vocabulary
Modelling of outcomes: (10min):
Activity:
Main teaching ideas Think like a mathematician Question 12
Learning intention: To investigate a pattern and to develop the ability to think mathematically. Resources: Learners should have worked
through Exercise 1.6, Question 12 of the Learner’s Book
Description: Check the answers to Question 12a and b. Learners should find that the differences are 3, 5, 7. Ask ‘What is the pattern?’ Make
sure learners give a clear description. Ask learners for more values to check that the pattern continues. Encourage a systematic approach, such
as doing 7² − 6² next. Ask ‘Can you predict further answers, such as 132 − 122 ?’, ‘Can you write a general rule?’ Encourage learners to give a
precise description. A proof requires algebraic skills, which will be developed later in the course. In part c, the pattern is much harder to see.
Looking at the difference between the differences is helpful. Difference 7 19 37 61 91 .. . Difference between differences 12 18 24 30 .
Differentiation ideas: If learners find Question 12 difficult, only do parts a and b. As an extension activity, learners could explain how the
result in part b is related to the diagram in Question 14. You could also ask ‘Can you identify a sequence of numbers that increase by a constant
amount? Can you describe it?
Differentiated Student Centre Activities (25min)
Organisational structure of lesson:
Group 1
Names of the students
Group 2
Names of the students
Group 3
Names of the
students
Group 4
Names of the students

9. Academic Year 2024-2025
Task 1: Math learner’s book
Challenge 1:
page no:17 Ex:1.6(1,2)
Task 2: Math learner’s book
Challenge 2:
page no:17 Ex:1.6(3,4)
Task 3: Math
learner’s book
Challenge 3:
pageno:18
Ex:1.6(5,6)
Tak4
Create own questions
Creative thinker
Independent Enquirer
Plenary: (5 minutes)
Resources: Check your progress exercise in Unit 1 of the Learner’s Book
Description: Choose any question from the Check your progress exercise. Assessment ideas:
Choose a question on a topic that learners need more practice with. Give learners an appropriate
amount of time to do the question. Let learners work in pairs and for them to try to agree on the
answer. Briefly discuss conclusions at the end. Ask ‘What have you learnt?’, ‘What do you need to
remember?’, ‘How can you make sure you do remember this?’
Homework:
Workbook Page:no:17,18
Reflection:
What went well: Even better if:

10. Academic Year 2024-2025
Week/Date: Wk-3
Day:3
Grade: 6 Real Life Application:
connect math concepts to familiar objects in Real life
Subject: Mathematics ICT Integration:
Instructional Tools like Interactive Whiteboards and Student Response
Systems,
Online Learning and Blended Classrooms
Resources: Note book ,Learners Book, Workbook.
Time
Breakout
●Learning Outcome: Understand that letters can be used to represent the
unknown numbers, variables or constants.
●Understand that the laws of arithmetic and order of operations apply to algebraic
terms and expressions (four operations)

Critical Thinking Question:
5 Minutes
Extension activity : A learner writes an
algebraic expression (e.g. 2x − 4) and their
partner writes it out in words.
Learning Intentions:

Success Criteria:
⮚ Learners can understand
unknown numbers, variables or constants.
⮚Learners understand worked examples and suggested discussions.
45
Minutes
Lesson Structure
5 MinutesStart-up Activity:
How old? (maximum 10 minutes)
Resources: Mini whiteboards
Description: This activity helps to check and practise background knowledge. It also checks understanding of the terms used in Worked
example 2.1. Ask the class to write answers on their mini whiteboards. Use common names [male and female. Substitute these names for W,
X, Y and Z below] from your region to make up sentences that are similar to those in Worked example 2.1, but use numbers, not letters for the

11. Academic Year 2024-2025
first person’s age. For example: ‘W is 10 years old. X is 2 years older than W. How old is X. ‘Y is twice as old as W. How old is Y?’ ‘Z is half
as old as W. How old is Z?’, etc. Vary the initial age and how much older/younger the second person is. Use terms such as ‘twice’, ‘three
times’ and ‘half’.
15
Minutes
Learning intention: To understand that letters can represent unknown numbers, variables or constants. To interpret answer expressions
correctly. To gain confidence, both written and oral, with using mathematical language in an everyday context. Resources: Mini whiteboards
for learners to hold up to show answers.
Description: This activity will help familiarise learners with using letters in mathematics. After working through Worked example 2.1, give
learners ‘answer expressions’ such as x + 5, x − 10, 2x and x 3 (or x ÷ 3). Ask learners to suggest a possible description or sentence for each
expression. Give a starting point, for example: ‘Salim has x apples [that is, Salim has some apples, but I don’t know how many, so I put x
rather than guessing]’, ‘Daphne has x dollars’ or ‘Alfonso has x days of holiday’. x + 5 could be: ‘Bjorn has x + 5 apples’, ‘Simca has x + 5
dollars’ or ‘Andy has x + 5 days of holiday’. Make sure you cover all four operations.
Differentiation ideas: Be very flexible about the answers. As long as an answer could make sense, allow it. To understand that letters can be
used to represent unknown numbers, variables or constants. To understand that a situation can be represented either in words or as an algebraic
expression, and to move between using words and algebra (linear with integer coefficients). To understand that the laws of arithmetic and order
of operations apply to algebraic terms and expressions (four operations). Resources: Notebooks, Learner’s Book.
Differentiated Student Centre Activities (25min)
Organisational structure of lesson:
Group 1
Names of the students
Group 2
Names of the students
Group 3
Names of the
students
Group 4
Names of the students
Task 1: Math learner’s book
Challenge 1:
page no:34 Ex:2.1(1,2)
Task 2: Math learner’s book
Challenge 2:
page no:35 Ex:2.1(3,4)
Task 3: Math
learner’s book
Challenge 3:
pageno:35
Ex:2.1(5,6)
Tak4
Create own questions
Creative thinker
Independent Enquirer

12. Academic Year 2024-2025
Plenary: (5 minutes)
I think of a number (5–10 minutes)
Resources: Mini whiteboards or notebooks Description: On the board write ‘5 7 n’.Ask learners to
think back to Question 5, in which they wrote an expression for sentences such as ‘I think of a
number x. I multiply the number by 6, then add 1.’ Ask learners to make as many expressions as
possible using 5, 7 and n. For example: 5n − 7, 5n + 7, 7n − 5, 7n + 5. Set a time limit of between 3
and 5 minutes. Learners must be able to start all expressions with ‘I think of a number’
Homework:
Workbook Page:no:20,21
Reflection:
What went well: Even better if: