LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 1.45 – 2:45 Date: 14/6/18 Students’ Prior Knowledge:

Learning Area: Mathematics, measurement - Interpreting data from graphs/tables (Gomaths

- pg.50)
- Relating units of length (Gomaths - pg.50)
- Some have started solving problems involving
length (Gomaths - pg.51)
- Converting units of length between km, m, cm,
mm (Gomaths - pg.53)

Strand/Topic from SCASA: WK 7

Connect decimal representations to the metric - Compare the different distances around a 3D
system (ACMMG135) object
Convert between common metric units of length, mass and
capacity (ACMMG136)

Solve problems involving the comparison of lengths and

areas using appropriate units (ACMMG137)

Connect volume and capacity and their units of

measurement (ACMMG138)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
√ √
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Fluency, Problem solving
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• Complete page 50,51,52,53 of their Gomaths books
• Answer a variety of metric unit conversion questions

Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

- Prepare questions to ask the students during the
lesson Extending questions: Jessica's shoebox is 20
e.g – For introduction/review to engage students learning centimetres long and 10 centimetres wide. How many
“What have we been learning about in our previous more millimetres is the length of the shoebox than the
measurement lessons?” width?
- Make sure the whiteboard is clear of any writing
- Make sure the whiteboard pen works well and will
not run out during the lesson
- Paper, scissors, rock (22)
- Maths trail (22)

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 - Tub of counters to distribute as students answer
questions or offer responses - this ensures all
students participate. 1 counter = 1 faction point
- Timer
- Optional Tally - Me vs You whole class incentive
Enabling prompts: break down the question s
- Scaffold the steps and apply
- Target teach focus group – Arki, Jake M,
Annalise, Jaxon, Freya, Amber gradual
release as students demonstrate competence
- Use positive reinforcement to encourage
desirable work habits 


LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
1. Teacher introduces students to the layout of today’s lesson segment where they will
- Paper, scissors, rock game be introduced.
- Pages 50,51,52,53 of their Gomaths books
- Maths trail Whiteboard
- Teacher writes these steps up on the whiteboard. Paper, scissors, rock
worksheets (22)
2. Students get into pairs and play the paper, scissors, rock game Object (e.g eraser,
(Appendix 1) (Fluency) sharpener etc)
15mins - Teacher recommends students play with a partner they work well
with, otherwise they should move.
- One sheet per partner (22) and two objects per pair
- Working out paper is recommended
- Teacher then calls out the answers for the students to self-mark.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Complete pages 50,51,52,53 of Gomaths books Gomaths books

20mins - On-task discussion is encouraged

2. Once completed all pages, in pairs students are required to go on a Maths trail (22)
maths trail (Appendix 2) around the school filling out a worksheet as
20mins they go. (Problem solving)
- One worksheet between two (1 group of three is allowed)
- Teacher writes down the students’ names within the group before
they leave and gives them 20mins (teacher records the times they
need to be back by)

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 Lesson Closure:(Review lesson objectives with students)

Discuss answers to the maths trail

5mins

Transition: (What needs to happen prior to the next lesson?)

Have the student councillors collect the worksheets and return them to the
teacher. The students pack up their desk and remain seating in their chairs
until the teacher dismisses the students that are packed up and facing the
teacher.

Assessment: (Were the lesson objectives met? How will these be judged?)
*Name list

= Still developing, has basic knowledge, needs modelling

= Achieving standards, though confused in some parts

= Deeper understanding, high reasoning and application

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 Conversions
Paper, Scissors, Rock game
Directions: Place your markers on start. Play paper, scissors, rock.
The winner of the match moves their marker up one space and solves
the problem. Repeat. The first player to reach the finish line wins!

FINISH FINISH

71 m = ______ cm 44 m = ______ cm

89 cm = ______ m 12 cm = ______ m

________ m = 5 km ________ m = 12 km

27 km = ______ m 6 km = ______ m

_________ mm = 13 cm _________ mm = 69 cm

33 cm = _________ mm 103 cm = _________ mm

START START
Player One: Player Two:
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 Math’s Trail
Fastest pair with all correct answers receives a prize!
P.S marks deducted for running and screaming

1. Walk to the drink fountains underneath the stairs.

If each tap is 7cm long in length, how many millimeters is the tap?

2. Walk to the top netball court.

If the netball court is 20m long in length, how many centimeters is the netball
court?

3. Walk to the undercover area.

If one quarter of the hand ball court is 1.5m how many centimeters is the whole
hand ball court inClosure:(Review
Lesson length? lesson objectives with
students)

Discuss answers to page 51 of GO Maths journal

4. Walk toDiscuss
the oval.the different mental strategies the students
If the oval used
is 500m
to find in
thelength,
totals how many km is the oval?
How many cm is the oval?
“How can you find out which direction around the
How many
box will require the most amount mm is the oval?
of string?”
(Problem solving)

5. Walk to the football posts

If the football posts are 13m in length, how many km are the posts?
How many cm are the posts?
How many mm are the posts?

6. Walk to the tree in the middle of the courtyard (adjacent to the netball
courts)
- Collect 1 leaf (OFF THE GROUND) to prove you went to the site.
If the leaf is 5cm in length, how many mm is the leaf?

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