Lesson Plan- Maths- algebra investigation- Y6 PDF

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Summary

Applying algebra to an investigation....

Description

Please highlight as appropriate This is largely the school’s planning I planned this with support from school I planned this independently

SubjectMaths

LESSON PLAN Date th

7 May 2021

Duration of Lesson

1hour

Year Grou p 6

NC / Development Matters Links Links to all parts of algebra in the NC: -‘use simple formulae’, -‘generate and describe linear number sequences’, -‘express missing number problems algebraically’, -‘find pairs of numbers that satisfy an equation with two -unknowns’, -‘enumerate possibilities of combinations of two variables’..

My teaching target appropriate to this lesson -To explain clearly and support children’s investigation skills, by using the right vocabulary and using good explanations so children understand. Implications from Previous Learning / Assessment and Possible Misconceptions -Children will be using past weeks knowledge of algebra to support them in this investigation. -Children should now know how to: -Form an equation and answer the equation -Understand bar model, understand part whole model, understand the idea to scales (keeping the equation equal). -Use this knowledge to answer worded questions. Possible misconceptions -Children may think ab is a + b when it is actually a x b. -Children may follow the procedure of working out the equation wrong, as they may not do the inverse of the sign to work out the answer. -Children may find worded questions confusing and misinterpret them.

Learning Intentions/Success Criteria LO: To apply knowledge of algebra to an investigation Indicative Time

5 mins

What am I going to teach? What do I want the children to learn? Key vocabulary- children to choose a key vocab word. Then write a definition, an example of the word and non-examples of this word.

5 mins Fluent 5- children to independently do 5 maths questions- these questions will be a refresher for the children and are areas of

How am I going to facilitate this?

-Supply children with a key vocab sticker. -Support children in discussing the meaning and example/ non-examples

for

this

word.

-Allow children to do independently but offer supported if needed. -Supply whiteboards and pen or rough books for children to write answers down.

5 mins

15 mins

10 mins

maths they have covered before. -After about 5 minutes, I will discuss answers with the children.

Anchor task- Task based on previous knowledge to formatively assess children’s knowledge on this area of maths. -This task is based on finding pair values in algebra. -Children will have 5 minutes to independently do this task, but I if they need to support I will support them in this. -After this time, I will go through task with children and they can explain and reason their answers. Investigation into ways to write an equation, the different ways to write it, the different options to fill in an equation. Such as: 3a+b=40…. A=12 B=4/ A=11 B=7/ A=10 B=10 etc… -Through an equation, numbered question. -To do our turn (whole class) and then ‘your turn’ (Children’s turn).

20 mins Investigation into ways to write an equation, the different ways to write it, the different options to fill in an equation. Such as: 3a+b=40…. A=12 B=4/ A=11 B=7/ A=10 B=10 etc… -Through a worded question. -To do our turn (whole class) and then ‘your turn’ (Children’s turn).

Repeat investigation with worded questions and

-Allow children to do independently so I can assess their previous learning. -If children do need help, of course I will help. -Go through answers after with children and discuss how and why for their answers.

-Support children in an investigation by doing ‘our turn’ then ‘your turn’. - Allow children to investigate themselves and share their ideas. -Talk in partners to share and develop their ideas.

number questions.

Role of adults (TS 8) -Teacher to support group of children who are working towards expected. -I will have question table for children who would like extra support. Classroom Management (TS 4 and 7) -Ensure children are on task -Ensure children have all the equipment they need such as whiteboards, rough books, task sheet. Health and Safety (TS 1 and Part 2) -Ensure all windows are open due to COVID-19 -Ensure chairmen sanitise hands due to COVID-19 Assessment: Who will I be assessing? How will I assess? What am I assessing? When will I be assessing? (TS 6) -I will assess during lesson, through children’s responses, answers and use of mathematical language, in the right context and use of. -I will assess from children’s books when marking and look for if children got answers right. Extension/Further Activities (TS 1 and 5) -Depending on whether children will get investigations finished, I will supply a new random question for children to investigate.

Evaluation and Future Planning Impact on Children’s Learning and Evidence for this

Impact on My Learning

Implications for My Future Practice...