Lesson Plan – Phase 2

Student 2331018M Class Primary 6/7

Date 09/03/2020

Lesson Title Algebra: Basic Equations (Concrete Materials)

Curriculum
I can apply my knowledge of number facts to solve problems where an unknown
Links
value is represented by a symbol or letter. MTH 2-15a
(Es&Os)

Learning
I am learning to solve basic equations using concrete materials
Intentions

Success  I can place the concrete materials on one side of the equation
Criteria  I can figure out the concrete materials to be placed on the other side of the
(Evidence of equation to balance it
Learning)  I can balance the equation

Key  Whiteboards
Resources  Concrete Materials (Cubes)
 Whiteboard pens

Health & N/A

Safety

Time Content & Pedagogy & Assessment Opportunities*

Links to Children have solved basic equations using patterns/relationships. For example: a
Previous table(t) can seat 8 children(c), how many children would 5 tables accommodate?
Learning
c=8 => c=8*t => c=8*5 => c = 40

Children are aware of addition and subtraction.

 Opening Share LI.
Phase
On a whiteboard, write an equation and explain to the children how you would solve it.

6+*=9

First of all, place 9 cubes on the right side of the equation. Then, place 6 cubes on the
left side of the equation. Ask children how much you need to balance the equation. How
much do I need to add to 6 to make it 9? FORMATIVE ASSESSMENT

Co-construct the Success Criteria with the children. Ask them what the main steps are
to balance the equation.

Explain to the children that they will be balancing the equations that are written up at the
board. These will be written up at the board prior to the start of the lesson.

Ask children if they have any questions or if something is unclear.

Ask one child to go and collect the whiteboards. Ask another child to collect the
whiteboard pens.

Place the cubes in the middle of the group so they are accessible to everyone.

Core Children will use the cubes to balance the equations written up on the board.
Learning
Once they finish, ask them to bring the whiteboard to you and assess/evaluate their
understanding.

During the task, ask children to explain what they are doing and the reason behind their
thinking. Why did you put … cubes? How did you know? What would happen if you had
… instead of …? OBSERVATION & VERBAL FEEDBACK

Fast Finishers: children can create their own equations to be given to a friend to solve.

Differentiation: I will facilitate their learning by identifying which students need extra
support.

Closing Revisit LI and SC.

Phase
Children evaluate whether they feel that they have achieved the SC for this learning
experience.

Give out a sticky note to each child and ask them to write how they find the lesson, what
they did well and/or if there was anything difficult.

* Give consideration to differentiation, formative assessment and homework as appropriate.

Lesson Plan Template University of Glasgow

 EVALUATION OF THE LEARNING EXPERIENCE

(Include references to SPR)

Evaluation of Pupil Learning

Most children were on the task and completed it successfully. At the start, children
were not using the cubes; however, they were struggling to solve the equation, so I
encouraged them to use the concrete material as it would help them visualise the
problem. Then, throughout the activity, all children used the cubes to help them to
balance the equations.

Evidence of All children finished the equations on the board and moved on creating their own
Learning ones.

Children were sitting on the carpet and they struggled to write on the whiteboards
or to sit comfortably as some of them were laying on the floor. However, they still
managed to complete the activity.

All children achieved successfully the LI and SC.

Revisit and consolidate their learning on balancing equations.

Areas for
Development
Next lesson will be on solving equations on their jotters.

Reflective Analysis of Teaching and Strategies for Development

Resources were well-planned and suited to the needs of the children (3.1.1)

Incorporating the cubes in my lesson made the learning much more active: it has
been successful as children were very engaged and involved in their learning
Evidence of
(3.1.3)
Effective
Practice
The pupils did become distracted by each other at some points and had to be
refocused (3.1.3)

In my teaching, I ensured to support and guide pupils throughout the lesson (3.1.4)

I would ensure to make appropriate use of the space as children were not
comfortable on the carpet: I could have moved the group on the tables (3.2.1)
Areas for
Development
Ensure to provide challenge in your tasks: I could have added some challenging
equations rather than giving only basic ones (3.1.4)

Lesson Plan Template University of Glasgow