Gr6-Term1- LP-Wk-4-16.09.24-20.09.24.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:2 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-4 /16.09.24-20.09.24
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:
Understand that the situation can be represented either in words or a formula (single operations) and
move between two representations.
Critical Thinking Question:
5 Minutes
Learning Intentions:
Learning intention: To realise that formulae are used in everyday life and to understand that a situation can be
represented either in words or as a formula (single operation), and move between the two representations.

Success Criteria:
Learners understand the order of operations rules apply to algebra.
Learners can read a formula written in words and convert it to a formula written in algebraic terms
and vice versa.

55 Minutes Lesson Structure
5 Minutes Start-up Activity:
Resources: Mini whiteboards
Description: This activity encourages fluency with mental substitution. Write the title on your whiteboard. Underneath the title, write/display:

2. Academic Year 2024-2025
‘M = 1, A = 2, T = 3, H = 4 and S = 5.’ This activity is slightly different from the starter idea in the main Teacher’s Resource: M + A + T + H
+ S. Say ‘I will say a short expression. You work out the value of the expression in your head, write the answer on your whiteboard and then
hold it up.’ Give an example: ‘What is the value of 5A? 5A means 5 times A. A = 2, so 5A = 10.’ Ask learners for the value of any
expression using the letters MATHS that is suitable for the class. For example: 3A = 6, 4M = 4, 10T = 30, 2 + H = 6, S − 1 = 4, H ÷ 2 = 2,
etc.
15 MinutesModelling of outcomes: (10min):
Formulae (10–20 minutes) Learning intention: To realise that formulae are used in everyday life and to understand that a situation can be
represented either in words or as a formula (single operation), and move between the two representations. Resources: Notebooks
Description: After completing Question 3, tell learners that they have now seen some formulae. (Note: more than one formula = formulae, not
formulas.) In Question 3 they have used the number of hours in any number of days. Ask ‘What other formulae do you know or can you work
out?’ If there are no suggestions within 30 seconds, suggest that they start with time and guide them towards number of minutes = 60 ×
number of hours, then number of seconds = 60 × number of minutes. (If this is the second formula you put on the board, write s = 60m.) Next
you could try measurements, such as number of mm = 10 × number of cm, number of millimetres = 1000 × number of metres, cm = 100 m, m
= 1000 km.
Differentiation ideas: Common formulae include wages, cost of items (e.g. chips, as previously) and household bills, such as gas, electricity,
telephone and mobile phone. Also consider possible metric and imperial unit conversions. Use any formulae as appropriate to get learners to
join in the discussion.
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:
Math learner’s book page no:24
Ex:2.2 (1-5)
Task 2: Math learner’s book
Challenge 2:
Task 2:
Math learner’s book page no:24,25
Ex:2.2 (6-10)
Task 3: Math
learner’s book
Challenge 3:
Math learner’s
book page
no:38
Tak4
Create own questions
Creative thinker
Independent Enquirer
Extension Activity: Assign higher
values to the letters in MATHS. For
example: M = 6, A = 7, T = 8, H = 9,

3. Academic Year 2024-2025
Ex:1.5 (12,13)S = 10 or even M = 5, A = 20, T =
35, H = 50, S = 65. Remember,
however, that fluency with
substitution is the main aim here, not
how complex you can make the
subsequent sum.
Plenary: (5 minutes)
x + y = 10 (5 minutes)
Resources: Notebooks
Description: Tell learners that the expression x + y has a value of 10, but you don’t know the value
of either variable. [Remind learners that x and y are both variables.] It could be that x is 5 and y is
5. It could be that x is 12 and y is −2, but you don’t know. Tell learners they have 3 minutes to
write as many different possible values for x and y, but they must remember that x + y must add to
a value of 10. After 3 minutes, tell learners to count how many different answers they have.
Homework:
Workbook Page:
Reflection:
What went well: Even better if:
Name of the Teacher: Manila Praveen Term:1 21st Century Skills:

4. Academic Year 2024-2025
Digital-Game-Based Learning and Assessment.
critical thinking, problem-solving, creativity, and communication
Subject: Mathematics Unit:2 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-4 /16.09.24-20.09.24
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:
Understand how to manipulate algebraic expressions by collecting like terms.
Critical Thinking Question:
5 Minutes
Learning Intentions:To practise how to manipulate algebraic expressions by collecting like terms.
Success Criteria:
Learners can collect like terms, understanding that ab and ba are equivalent
55 Minutes Lesson Structure
5 Minutes Start-up Activity:
Fruit pies (10 minutes)
Resources: Notebooks
Description: Before the discussion. Tell learners that a factory makes fruit pies. Each pie contains two types of fruit. Each pie always has half
the content of one fruit and half the content of another fruit. Say ‘The factory makes apple and blackberry pies. What is three apple and
blackberry pies add five apple and blackberry pies?’ Hopefully, learners give the answer ‘eight apple and blackberry pies’. Agree, and then
write the sum on the board: 3ab + 5ab = 8ab [Ask learners to copy this into their notebooks.]
15 Minutes
Learning intention: To practise how to manipulate algebraic expressions by collecting like terms. Resources: Enter ‘transum.org collecting

5. Academic Year 2024-2025
like terms’ into a search engine. When directed to the page, learners complete the level 1 material, which changes every time it is clicked so
that no two sessions are the same. This is a free resource. Remember, learners can access this too. They might wish to practise at home, so
make sure they write down the web address of this excellent resource. There are many other similar resources available. Description: Before
or after doing Question 4. Using an electronic whiteboard will mean that all learners see the same questions. Using a suite of computers/
tablets will result in all learners seeing different questions. When you have brought up the Transum site, the screen will show several options.
Remember that the questions get harder as you go down the page, so think about which learner to ask which question.
Ask each learner, in turn, to enter their answer and then click the ‘check’ button. They can then get help from other learners if required. The
other learners can explain what mistake the learner might have made. They should not just give the answer. If each learner has individual
access to the site and you wish to limit the time spent on this activity, set a time limit. This will lead to differentiation by outcome but,
hopefully, all learners will be successful and practise a valuable skill.
Differentiation ideas
Question 7, Think like a mathematician (15 minutes) Learning intention: To understand how to manipulate algebraic expressions by
collecting like terms. To understand that xy and yx are essentially the same and that 4xy + 3yx = 7xy.
Resources: Notebooks
Description: Tell learners that you are going to give them a hint with the discussion that follows. On the board write ‘a = 3, b = 5’. Then
under it, write ‘ab = __’. Ask for answers. If learners give the answer ‘15’, ask ‘How did you get that answer?’ Reinforce that ‘ab = a × b = 3
× 5 = 15’. If learners give any other answer.
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:
Math learner’s book page no:44
Ex:2.3 (1-2)
Task 2: Math learner’s book
Challenge 2:
Task 2:
Math learner’s book page no:45
Ex:2.3 (3-4)
Task 3: Math
learner’s book
Challenge 3:
Math learner’s
book page
Tak4
Create own questions
Creative thinker
Independent Enquirer
Extension task: Encourage the more

6. Academic Year 2024-2025
no:45
Ex:2.3 (5)
confident learners to concentrate on
trying to explain why the mistakes
were made in the first place, as this
will deepen their understanding.
Plenary: (5 minutes)
What was subtracted? (10 minutes, but this is very flexible. You might decide to try just two or
three examples or to give learners more practice.) Resources: Notebooks
Description: Ask learners for expressions that can be subtracted to give, for example, 5a, 4x, 3x +
2y and 3a + 5b. If appropriate, extend to expressions such as 5x − 2y or 3a − 3b.
Homework:
Workbook Page:
page No:16,17,18
Reflection:
What went well: Even better if:
Name of the Teacher: Manila Praveen Term:1 21st Century Skills:

7. Academic Year 2024-2025
Digital-Game-Based Learning and Assessment.
critical thinking, problem-solving, creativity, and communication
Subject: Mathematics Unit:2 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-4 /16.09.24-20.09.24
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 how to manipulate the algebraic expressions by applying the distributive law with
a constant.
Critical Thinking Question:
5 Minutes
Learning Intentions:
To identify, explain and avoid mistakes when manipulating algebraic expressions by applying the distributive
law. To overcome the misconceptions listed previously.
Success Criteria:
Learners can expand the bracket with an integer.
55 Minutes Lesson Structure
5 Minutes Start-up Activity:

8. Academic Year 2024-2025
●
15 MinutesModelling of outcomes: (10min):
Learning intention: To identify, explain and avoid mistakes when manipulating algebraic expressions by applying the distributive law. To
overcome the misconceptions listed previously.
Resources: Learner’s Book
Description: Ask learners to read through Question 6. Discuss the best method to use for this question and how to make it as easy as possible.
Ask learners to write the parts of the question and to expand the brackets, giving their own answer. Learners then look at the difference
between their, hopefully, correct answers and Bethan’s incorrect answers. They should then be able to work out what she did wrong. Question
8,
Think like a mathematician (5 minutes) Learning intention: To understand how to manipulate algebraic expressions by applying the
distributive law.
Differentiation ideas: If needed, give learners support to make sure that they can see the difference between 5c − 1 and 1 − 5c
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:
Math learner’s book page no:48,49
Ex:2.4(1-3)
Task 2: Math learner’s book
Challenge 2:
Math learner’s book page no:49
Ex:2.4(3-4)
Task 3: Math
learner’s book
Challenge 3:
Math learner’s
book page
no:49,50
Ex:2.4 (5-6)
Tak4
Create own questions
Creative thinker
Independent Enquirer
Extension task:
Ask the students to make up their
own questions and to write an
incorrect answer in a deliberate way;
that is, to make a mistake that other
learners might make if they are not

9. Academic Year 2024-2025
concentrating.
Plenary: (5min):
How did we get this? (10 minutes) Resources: Notebooks.
Description: Tell learners that you expanded an expression with brackets, and you got ‘12 + 4a’
[write this on the board] as the answer. Ask learners to give a possible expression with brackets that
would give 12 + 4a as the answer. [There are not many obvious options: 1(12 + 4a), 2(6 + 2a), 4(3
+ a).]
Homework:
Workbook Page:
No:19,20
Reflection:
What went well: Even better if:
Name of the Teacher: Manila Praveen Term:1 21st Century Skills:

10. Academic Year 2024-2025
Digital-Game-Based Learning and Assessment.
critical thinking, problem-solving, creativity, and communication
Subject: Mathematics Unit:2 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-4 /16.09.24-20.09.24
Day:4
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 the situation can be represented either in words or as an equation.
Move between the two representations and solve the equation.
Critical Thinking Question:
5 Minutes
Learning Intentions:

●Success Criteria: Learners can read an equation is written in words and convert it to an
equation written in algebraic terms and vice versa.
●Learners can solve an equation with an integer coefficients with the unknown on one side.

55 Minutes Lesson Structure
5 Minutes Start-up Activity:

11. Academic Year 2024-2025
●
15 MinutesModelling of outcomes:
Balance weighing scales (10–15 minutes)
Learning intention: To show a concrete method for solving equations and to show how inverse operations work.
To understand that an equals sign means that if an operation is applied to one side, it must also be applied to the other side. Resources: None
Description: You can show this method most effectively by either drawing a set of balances on the board
If learners understand the ‘balance’ demonstration in this activity, they will find the later, more complicated algebra much easier.
Differentiation ideas: With less confident classes you could demonstrate solving x + 4 = 10 using any solid object for x and 1 cm3 blocks
for the numbers [four in the right hand with the solid object and ten in the left hand]. Unfortunately, this method works easily only for this
type of equation, but it is still useful for less confident learners before you use the imagery for ‘−’ and ‘×’ that is used in the previous
demonstration. Cross-curricular links: You could solve equations in many businesses, economics, engineering and science.
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:
Math learner’s book page no:53
Task 2: Math learner’s book
Challenge 2:
Math learner’s book page no:53,54
Task 3: Math
learner’s book
Challenge 3:
Tak4
Create own questions
Creative thinker

12. Academic Year 2024-2025
Ex:2.5(1-3) Ex:2.5(4-6) Math learner’s
book page
no:48,49
Ex:2.5(7-9)
Independent Enquirer
Extension task
write their own ‘situations’ that are
similar to those in the discussion, but
to make sure that the answer is
always equal to, for example, 20.
They can decide what the item is: 20
pencils, $20, 20 flowers, 20 cats. It
doesn’t matter. Also emphasise that
their unknown must be an integer.
Plenary: (5 minutes)
How do I remove. (5 minutes)
Description: Tell learners you are going to give them part of an equation. They need to tell you
how to isolate the x value (i.e. how to get the x by itself).
Homework:
Workbook Page:32,34
Reflection:
What went well: Even better if: