Lesson Plan

Date: 16/1/15
Unit: Maths

Time: 40 minutes

Level: Grade 6

Curriculum
Mathematics Level Description
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral
part of mathematics content across the three content strands: Number and Algebra, Measurement
and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of
working mathematically within the content and describe how the content is explored or developed.
They provide the language to build in the developmental aspects of the learning of mathematics.
At this year level:
Understanding includes describing properties of different sets of numbers, using fractions and
decimals to describe probabilities, representing fractions and decimals in various ways and
describing connections between them, and making reasonable estimations
Fluency includes representing integers on a number line, calculating simple percentages, using
brackets appropriately, converting between fractions and decimals, using operations with fractions,
decimals and percentages, measuring using metric units, and interpreting timetables
Problem Solving includes formulating and solving authentic problems using fractions, decimals,
percentages and measurements, interpreting secondary data displays, and finding the size of
unknown angles
Reasoning includes explaining mental strategies for performing calculations, describing results for
continuing number sequences, explaining the transformation of one shape into another, explaining
why the actual results of chance experiments may differ from expected results

Lesson Objectives:
For students to demonstrate their understanding of the problem through algebraic
expressions.
Manipulate various ways of understanding and solving the problem.
For students to create a rule which applies to the problem.

Students Prior Knowledge:

Students have previously looked at number sentences which to find unknown quantities in Grade 5.
(Use equivalent number sentences involving multiplication and division to find unknown
quantities (ACMNA121). Specifically, in regards to this lesson they have already covered indices,
making tables and creating formulas. They are familiar with problem solving questions and exploring
different methods to come to an accurate conclusion.

LESSON STRUCTURE:
Time

Introduction & Motivation:

Teaching Approaches &

Resources

Students will be presented with a three part problem:

5 mins
Part one:
If there were three cars wanting to enter the rink after
being charged and three cars wanting to exit the rink to
be charged what is the minimum amount of moves that
could be taken?
If there is n amount of cars on each side create an
algebraic expression to find the minimum amount of
moves for the bumper cars to move to opposite ends of
the lane way.
Part two:
What is the least amount of moves it would take for 7
cars to enter and 7 cars to exit the rink? If it takes 5
seconds per move, would all the cars be able to be in
their final position in under 4 minutes?

Time
10
mins

They will begin to silently think for 2 minutes

about how they can solve the problem.
The teacher will lead class discussion which will
clarify any uncertainties students have.
Students will then move into their maths groups.

Main Content:

Students will have a stimulus at their group station

(masking tape, tennis balls, magnets, or counters)
They must use this stimulus to show how the
problem could be solved.
Students can use the stimulus to visually represent,
physically move or write how the problem can be
solved.
Group 1:
This group will use masking tape and their bodies
to represent the problem.
Students will stand on the masking tape cross on
the ground and themselves one of the bumper cars.
Students will converse and work out the minimal
amount of moves to swap the red cars and blue
cars.

Teaching Approaches &

Resources

10
mins

Group 2:
This group will use magnets to rearrange the cars
order.
Students will count the number of moves they take
to move the cars from one side to the other.
This visual representation will help students to see
the number of moves it takes.
Group 3:
This group will use tennis balls to work out the
minimum number of moves it would take for the
cars to moves from one side to the other.
Group 4:
This group will manipulate counters to work out the
minimum number of moves.
Counters will easily allow students to count the
moves.

Students will come to the conclusion that the

minimum number of moves for 6 cars is 15.
This will be done through constructing an algebraic
expression.

n=(c +1)21
where n is the number of moves taken
and c is the number of cars

Students will then apply the rule to part two of the

question. The will then use their knowledge of time
to come to a conclusion.

Part two:
What is the least amount of moves it would take for 7
cars to enter and 7 cars to exit the rink? If it takes 5
seconds per move, would all the cars be able to be in
their final position in under 4 minutes?
n = number of moves taken
c = number of cars
n=( c+ 1 )21
2
n=(7+1) 1
n=821
= 641
=63 moves x 5 seconds
=63 60
315
=
60
=5 minutes and 15 seconds
The cars would not be able to reach their final
position in under 4 minutes.

Students must show their working out for their

problem.
Support and/or Extension
Activities
The teacher can scaffold and
prompt students learning with
the extension question.
Students can graph on Excel
or Desmos to further
understand and represent their
data.

Time
5 mins

Conclusion:

The class will come together and discuss the

different methods they used.
The teacher can prompt students to explain and
visually demonstrate the ways they can to their
conclusions.
Students can write their answers on the board.

Teaching Approaches &

Resources
Prompting questions
Further explanation
The students Zone of
proximal development
will be challenged for
students as they work
in groups.

Assessment of Learning
This is a summative piece of assessment. The teacher will be able to determine the capabilities of the
class and find areas where scaffolding is necessary.

Safety Considerations

Students will have to take care of the equipment they use.