Lesson Plan

Year Level: 6 Date: Duration of lesson: 50 mins

Learning Area: Mathematics Key inquiry question: How can I become familiar with the concept of division and sharing out equally.

Year level description: (highlight the specific section)

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. The
achievement standards reflect the content and encompass the proficiencies.

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 and explaining why the actual results of chance experiments may differ from expected results.

Year level achievement standard/s: (highlight the specific section)

By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts.
They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same
number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication
and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the
metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems
involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students
compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They
interpret secondary data displayed in the media.

Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals
where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of
operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe
probabilities using simple fractions, decimals and percentages.

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 Student Prior knowledge: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recall multiplication facts to 10 x 10 and related
division facts. The student should be able to understand the addition, subtraction and multiplication concepts and be able to complete problems using these concepts.
The student should also be able to identify strategies from each of these concepts to assist in solving division problems.
Learning Outcomes: (What will the students know, do and understand):

 The student will understand that division is about the sharing of a whole into equal parts, they will be able to define the terms divide, dividend, divisor and
quotient and be able to recognize that division is the opposite of multiplication.
Learning intentions: (Written in language for the students to comprehend at their language stage (what they will know, do and understand)

 In this lesson, we will be learning about the concept of division, what it is and some strategies to solve division problems.
Strands of the learning area: Content Descriptors (include codes):

Number and Algebra Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating
decimals, with and without digital technologies (ACMNA129 - Scootle )

Cross-Curriculum Priorities and General Capabilities (only highlight the pertinent ones):

Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Numeracy: Students identify and demonstrate the division concept and the
relevant strategies in order to solve division problems. In developing accuracy,
students should be able to identify and solve problems involving division
principles and the division concept.

Literacy

Numeracy

ICT Capability

Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding

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 LESSON SEQUENCE

Timing Teaching Learning experiences Assessment of, for or as Resources (include ICT/online)
(mins) strategies and What the students will do… learning – what
organization data/evidence - linked to
What the teacher learning outcomes
will do… [constructive alignment]
INTRODUCTION – ORIENTATING PHASE
SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to…KUD (Know, Understand and Do)

Discussion Explain and discuss the learning intentions for the lesson. Assess prior knowledge of Whiteboard / interactive WB and computer
10mins Discuss prior knowledge of division and multiplication. division concept – to display learning intentions.
assessment for learning.
Modelling / Teacher will demonstrate an example of a mind map and what Paper, coloured pencils, lead pencil
demonstrating they are looking for in the mind map.

Stimulus Variation
Each student is to make a mind map of everything they know
about the division concept, e.g what it is, how we divide, words
associated with division, materials we might use to help us
divide
DEVELOPMENT – ENHANCING PHASE
SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to… KUD (Know, Understand and Do)

30mins Stimulus Variation Watch the division video until 1:20 minutes. Interactive WB / TV to project the video
Engage with https://www.youtube.com/watch?v=BFhUXNoRpQE onto so it is easily viewed by all.
Technology
As a class, students will discuss any new terms or contexts that
Discussion they have learnt from the video. The teacher will write these on Whiteboard
the board, then ask the students to give examples of each of
the terms.

Modelling / Using volunteers from the class, the teacher will model the
demonstrating concept of division by sharing counters between the students Counters
Using hands on equally.
materials
Individually, students are to write a story about the concept of
Illustrating using division (sharing a whole into equal parts). For example, “I Pencil, paper
examples have 12 counters and 4 friends, how many counters can I give
to each friend?” They must also list the dividend, divisor and
quotient

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 Role-Play Students will come back together as a class and some
Group work students will get the opportunity to demonstrate their story and Counters
share materials out evenly with their classmates.

Modelling / Teacher will model what they are looking for in the venn Whiteboard, whiteboard markers
demonstrating diagram activity.

Individual work Students will return to their desks and complete the venn Venn diagram worksheet
diagram worksheet, comparing their original knowledge and
what they know now after this class. Assessment of learning –
comparing what they have
Group work They will share their work in a group of 3-4 for feedback. learnt throughout the
Anything they would like to add can be added during this time. session. Assessment as
learning, by making changes
to their work
CLOSURE – SYNTHESISING PHASE
SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to… KUD (Know, Understand and Do)

10mins Using hands on Each student will be given counters, as the teacher reads out a Counters, paper, pencil
materials question, they must answer the question using the counters to
demonstrate. Once they have answered all the questions, they
stand in their place.
As an extension, children can write the symbolic equation next
to their counters.

Class Discussion Using kahoot, the students will complete a quiz about Assessment of learning – iPads, access to the internet, Interactive
/ use of ICT everything that was learnt in the lesson. teacher documents who WB for teacher to display questions
understands the concept and
who needs some extra help.

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…
The activities in this lesson are structured for children who are at the Materials Language Stage of the Mathematical Language Model. There are opportunities for students
in a higher level of the Language Model to complete the activities, so their knowledge and skills are being challenged as well. The class can be split throughout the lesson
to cater for all levels of the Language Model, and children also have the opportunity to complete extension questions and there are ways in which the lesson can be

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 structured in order to cater for the students who might be excelling in the division concept.

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