Lesson Plan for the week of February 27-March 03, 2023

Subject: Science
Grade: 6
Duration: 2 x 60 minutes
Unit Title: MATERIALS – PROPERTIES AND USES
Focus Question: What are some properties of common materials and their everyday uses?
Attainment Targets:
• Recognize the importance of energy to life processes, everyday life, and the relationship
between energy and matter.
• Gain an understanding of and apply the engineering design process.
• Gain an understanding of and apply aspects of the scientific method.
• Begin to appreciate the influence and limitations of science.
• Demonstrate a positive attitude towards the use of scientific language.
• Demonstrate positive interpersonal skills in order to foster good working relationships.
Key Concepts/Vocabulary: Properties of materials
Hazardous, waste, dispose, impact, materials, properties, strength, absorb, transparent, light,
biodegradable and non- biodegradable.
Skills: Communicate, create, think critically, research, record, create table, communicate, think
critically (evaluate, apply, draw conclusions), compare, think critically, create, collaborate,
manipulate, observe, analyze, make conclusions, plan, design, predict, draw conclusions, apply
and synthesize
Content Summary: The properties of a material are important because they help you to
determine how you handle and use objects made from specific materials. Some materials are
more suitable than others for a particular purpose.
Materials/Resources:
1. The New Integrated GSAT Science Workbook
2. Primary Science for the National Standards Curriculum
1. Mission Science Student’s Book 6
2. video, pictures, textbook, lab stations
Prior Knowledge: Students should already have knowledge of:
1. Properties of material.
Day 1
Topic: Correct Choose- Properties of Materials
Objectives: At the end of the lesson students should be able to:
1. List some properties of materials that determine the choice of objects for specific purposes in
everyday life.
2. Generate predictions of material properties based on observations and experience.

Engage:
Two pictures will be projected or placed on the board. They will observe them and then answer
the following questions.

What is shown in the first picture? Books

2. What type bag would you choose to put these books in?
a. Plastic bag b. Canvas bag
3. Why?
4. What is shown in the second picture?
5. Which would you use to soak up water that is on the floor?
a. sponge b. paper towel c. tissue
6. Which do you think is most suitable?
7. Why?
Have students give logical reasons as to their answer.
Have short discussion about the importance of selecting the right or most suitable material based
on its property or what you want to use it to do. Display the term ‘properties of materials’ and
then brainstorm.
Ask students the following questions:

✔What comes to mind when you see the term ‘properties of material’?

✔ Based on things you use every day, what are some properties you can think of? (List)
Explore:
Students will complete task in groups.
Hypotheses:
The properties of materials help you choose objects for specific uses.
Students will carefully examine each of the five sets of pictures below.
These are some of the activities that takes place on house-cleaning and laundry day at the
Jones’s house. The entire family helps. (Pictures can be seen in the First steps in Science page
184)

a) Mom starts at one end of the kitchen where there are lots of objects to be cleaned.
b) Nadale is helping her to clean the fridge.
c) Grandpa Jones and Ashton chat while they wash the dishes.
d) Junior washes his clothes.
e) Little Mickalia is helping by sweeping up the laundry room.
f) Dad cleans the bathroom.
For each of the object shown in each scene students will first identify and agree upon its use(s) or
purpose(s). They will decide on the material(s) of which they think it is made. Each group will
be given a scene to examine, identify and list five different objects, or parts of objects made from
different materials. They will complete the table on given paper.
Materials and their properties. (Example of table)
Object Material(s) it is Properties of Why is the
made from material(s) material most
suitable?
Mop handle Plastic Hard, strong, Light, will not
light break
Kettle Metal

Explain:
Each group will present their findings and tell why they have decided on each picture.
The following questions could be used to gear students’ responses.
1. What material is each object made of?
2. What properties does each material have?
3. Do you think the properties you have identify for each material make the material most
suitable for making that object, when you consider what it is used for?
Have a short discussion after each presentation.
Extend:
In pairs students will use all five pictures to list and group all the objects made of similar
materials that they have listed in the table complete in the explore activity. (Teacher should write
the names of all the objects on the board for students to see) Students will watch video to sum up
everything learnt.
https://www.youtube.com/watch?v=veUUii1U8-o-
Physical Properties of Materials | Science Video for Kids | Kids Academy
Evaluation:
1. List some properties of materials that determine the choice of objects for specific purpose in
everyday life.
2. Generate predictions of material properties based on observations and experience.
a. A plastic bag that burst on the way home.
b. A mop that easily and quickly dries up water from the floor.
c. Nails attaching to a magnet.

3. Have students write in their journal what they have learnt from the lesson done. (If time
doesn’t allow have students do it for homework)
Teacher’s Evaluation:

Day 2
Topic: The Impact of Material on Society
Sub topic: Improper Waste Disposal
Content Summary:
Plastic or rubber materials are examples of materials that will not decay quickly. Aluminum
cans, plastic and glass bottles can never decay, not in your lifetime.
That is why it is important to dispose of them properly. Paper and food materials decay easily.
3 Rs
Reduce the amount of waste you need to dispose.
Reuse items instead of throwing them away.
Recycle by using all or parts of an object to make something new.
Biodegradable is when something/an object is capable of being decomposed by bacteria or other
living organisms and thereby avoiding pollution. Non- biodegradable is when something/an
object cannot be changed to a harmless natural state by the action of bacteria, and may therefore
damage the environment.
Landfill- Harmful chemicals, such as acids and poisonous substances, such as arsenic, mercury
and lead, can leak out of landfill sites and enter rivers and the sea. These can poison fish and
other wildfire. Trees may be cut down to create landfill sites and there is also an increase in
pollution and noise for lorries.
Burning - Even if used to make electricity, the smoke and gases from burning solid waste can
pollute the air and increase global warming.
Litter - Litter can kill and harm living things by blocking rivers and streams. The litter, such as
old nets, plastic bags and other packaging, can strangle animals or choke or poison then if they
eat it. Marine mammals and turtles can drown if they are trapped in old nets.
Objectives: At the end of the lesson students should be able to:
1. Evaluate how the disposal of selected materials affect the environment
2. Assess the impact of different materials on the society.

Engage: Three students will be chosen to do a role play about disposing of waste materials.
(First Step in Science Text, pg 203)
Jared: Hey, guys! Look at this brand new ZX60 cell phone I just bought! It's nice, eh?
Austin: But why Jared? Nothing was wrong with your other phone. So what did you do with that
other one?
Shane: Yeah, why did you change it Jared? We bought those banger phones’ the same time, and
mine still works just fine.
Jared: Well I wanted to be able to take selfies. Now I can! See! I just dumped that old ‘banger’
in the garbage.
Austin: In the garbage? You don’t have any sense, man? What you think is going to happen to
all of those parts and those batteries now?
Jared: I really don’t know! And anyway why should I care about what happens to an old cell
phone? It will just rot. Right?
Allow students to talk about role play briefly. Students will then tell what they think will happen
to the old cell phone that Jared threw away. (Write their responses on the board so as to later
confirm answers.)
OR
Students will discuss the ways in which they dispose of their garbage at homes.
Students will look at pictures projected on the board or share in Google meet.

The pictures above show what might happen when persons like Jared throw away old cell
phones, computers and other things that do not rot.
Ask the following questions.
What do you think Jared would say if he saw all of those cell phones and computers that people
have thrown away? Students will view video from YouTube “ Nuh Dutty up Jamaica”
https://youtu.be/g4VyDYCIDz4

Explore:
There was a recent ban on the use of plastic bags in Jamaica.
Answer the following questions
1. When you dump used plastic and other materials in wastelands, drain and gullies, where do
you suppose they go?
2. Do they rot?
3. What do you think can happen if the waste is hazardous?
4. How long do you think it will take materials such as plastics to decay?
5. Give three reasons why you agree or disagree with the banning of plastic bags.
6. What are the 3 Rs as it relates to disposing waste?
7. Define the terms biodegradable and non- biodegradable.
Present your information using a song, poem, as a debate etc.
Explain:
Have students present their information as students listen to critique it. Teacher will clear up any
misconception. Have a brief discussion about recycling and the importance of doing so in a
whole class discussion.
Extend:
1. Students will read page 202 of their Carlong First Steps In Science Book
6, on what happens when waste disposal is not managed properly.
2. ‘NUH DUTTY UP JAMAICA’ is a public education campaign that is trying to help
Jamaicans understand the effects on their health and the environment of improperly disposal of
waste materials. Have students watch video
https://www.youtube.com/watch?v=TJhwujkdTC0
Nuh Dutty up Jamaica PSA2 https://www.youtube.com/watch?v=WeRtfAm-Ub8
Nuh Dutty up Jamaica PSA3
https://www.youtube.com/watch?v=VFbCeGWYyaM –Plastic Pollution?-
Plastic Solution!
Talk about what video(s) watch is about and how pollution impacts society.
Evaluate:
In a paragraph tell three ways we can reduce/ the negative impacts of different types of materials
based on how we dispose of them.
Teacher’s Evaluation:
Subject: Social Studies
Duration: 60 minutes x 2
Theme: The physical environment and its impact on human activities
Focus Question: How can we classify the landmasses and water bodies of the world?
Attainment Targets:
 Understand the process and forces that have influenced the physical and built
environment.
 Use technology to communicate ideas, information and work collaboratively to support
individual needs and contribute to the learning of others.
 Use technology to design and develop creative products to demonstrate their learning and
understanding of basic technology operations
Materials: Dictionary, computer/tablet, crayons, plain paper, blank map, orange or spherical
fruit, markers, textbook, Google/PowerPoint presentation, YouTube videos, live worksheet,
atlas, globe, digital map.
Skills:
● Identifying features on a map
● Making distinctions
● Ranking information
● Calculating area
● gathering information from pictures/diagrams
● map making
● presenting information in tabular form
Objectives: At the end of the lesson students should be able to:
1. Differentiate between landforms and water bodies (continent, island, oceans, sea, gulf, river,
bay, peninsula, isthmus)
2. State the absolute and relative location of landforms and water bodies.
3. Create thematic map showing the name and location of the continents, major rivers and oceans
of the world.
4. Use various criteria to classify landmasses and water bodies
Content:
Bodies of Water
Without both freshwater and saltwater, life on this planet would be impossible. Water not only
supports plants and animals, it helps distribute heat on the earth.
OCEANS AND SEAS
The ocean is an interconnected body of salt water that covers about 71 percent of our planet. It
covers a little more than 60 percent of the Northern Hemisphere and about 81 percent of the
Southern Hemisphere. Even though it is one ocean, geographers divide it into four main parts:
the Atlantic Ocean, the Pacific Ocean, the Indian Ocean, and the Arctic Ocean, which is
sometimes considered part of the Atlantic. The largest of the oceans is the Pacific. The waters
near Antarctica are sometimes called the Southern Ocean.
Water Bodies
River – is a water body that finally merges into a bigger water body. The point where it meets a
larger water body is called the mouth of the river.
Delta – Sometimes river makes a triangular fan kind of area where it merges into a larger water
body that is around its mouth. This is known as delta.
Lake – It is a water body surrounded by land from everywhere. Do you what is anything
surrounded by land on all sides is called? Landlocked!
Can you guess what would be exactly opposite of a lake? Island! Island is a piece of land
surrounded by water on all sides.
Peninsula – Peninsula, on the other hand, is land projecting out into a body of water, surrounded
by water on three sides.
Coast/Shore – A place where water meets the land is a coast or shore. Of course, you would
know what a sandy shore is called? Your favourite place – Beach !!
Day 1:
Teaching Learning Activities
Engage:
Students will watch a video
https://www.youtube.com/watch?v=bNWuQD7QHBc
about water bodies in the world. They will answer question me the major water bodies
mentioned in the video. Example: oceans, seas and rivers. OR Teacher will show students
pictures/globe of major water bodies in the world then ask questions relating to the material.
Explore:
Students will examine a digital map/wall map/atlas map of the Caribbean and locate and name a
sea, ocean, river and gulf. Students will use their atlases to label a thematic map showing the
names and location of the continent and oceans of the world. (Online maps) Students will also be
ask to match pictures with words on blank maps given to them.
Explain
Students will use the information from pictures dictionary (drawings on paper) to assist with
description and making distinctions between the features of major water bodies. Example: What
is the difference between a peninsula and gulf, sea and ocean?
Elaborate:
Students will examine the map of the Caribbean and locate and name an island, archipelago,
isthmus, peninsula and continent. They will use the dictionary to assist with descriptions and
making distinctions between features. They will tell the difference between landforms and water
bodies. Example: landforms are the natural feature of the solid surfaces of the earth and water
bodies refer to the areas of fresh or salt water on the earth’s surface.
Evaluation:
Students will write a letter to his or her friend telling them about what they have learnt from the
lesson.
OR
Use an atlas world map to locate 6 different Seas and name them.
OR
Student will complete page 99 in their PEP Practice textbook. (Curriculum Base Text)
OR
Jamaica Primary Social Studies Student Workbook pages 45-50.
Evaluation:

Day 2:
Teaching Learning Activities
Engage:
Students will watch a video https://www.youtube.com/watch?v=wYYakyS_HOg that will share
information about the seven continents.
OR
Students will observe picture of a map with the continents in the Jamaica Primary Social Studies
Text book, page 103.They will name the seven continents.
Explore:
In groups, students will classify the different landmass and water bodies. They will share what
they learnt with their classmates. They will also be asked to rank the oceans and continents in
terms of size.
Explain
From the atlas or online maps, examine the map of the Caribbean, locate and name an island,
archipelago, isthmus, peninsula and continent. They will explain the difference between each
landform using a dictionary (online/offline). Then, identify Caribbean countries which are
mainland territories.
https://slideplayer.com/slide/7841455/
https://youtu.be/OFrow6K_37w
Elaborate:
Tiers 1 and 2
With the use of graph paper students will calculate the area of the oceans of the world. They will
rank the oceans in order of size, then find the sum of the area of all continents and the sum of the
area of all oceans and use this to calculate the percentage of land to water. Share their findings
Tier 3
Students will be given a cut out of world map of continents and oceans to place in ranks in
ascending order.
Evaluation:
Tier 3
Students will be given a worksheet to identify the different water bodies and landforms.
Tier 2
Students will create a table of the major rivers in each continent ranked according to size.
Tier 1
Students will write a letter to a friend telling him or her what they learnt about landforms and
water bodies.
Extended learning
Students will complete exercises on pages 48-50 in the Jamaica Primary Social Studies Student
Workbook.
Subject: Language Arts
Duration: 5 x 60 minutes.
Unit title/Theme: The physical environment and its impact-landforms
Focus question: How do we use our expression, to show our understanding of land formation
and their impact on the environment?
Attainment Targets:

• Listen to, recall understand and respond to speaker’s messages, whether implicit or explicit

• Explain and comment on speakers’ use of language, including use of SJE and JC, and their use
of vocabulary, grammar and other features.
ICT Attainment Target: Use technology to communicate ideas, information and understanding
for a variety of purposes
Language Strand: Reading with Fluency & Recognition (Word Rec. & Vocab. Development.)
Attainment Target: Use a range of word recognition clues to identify new words.
Specific Objectives: students should be able to:
 Identify analogies and other word relationships, including synonyms and antonyms to
determine the meaning of words in sentences.

Engage:

Each group will be given a sentence strip for them to read among themselves and identify a word
that can be used to replace the phrase highlighted.
E.g. Gary made up his mind to do better work next term. _______
The sailor saved the life of the drowning boy. _______
Explore:
Read light related words in the context of sentences and use context clues to
determine the synonyms and antonyms for the targeted words as well as the
meaning of homophones

Explain:
Each group will present their sentence to the class where the phrase and the corresponding
word will be written on the board. Through discussion pupils will realize that they are finding the
synonyms which are words similar in meaning. Allow them to identify pairs of such manner
which will be written on the board.
Extend:
Students will listen keenly to some sentences been read aloud and supply a synonym. Eg.
The poor woman was not in her right mind. _________
Evaluate:
Students will complete Ex. From their Primary English Book.

Reflection:

Day 2

Strands: Language Structure (Grammar & Conventions)

Materials: blank leaves, The New Primary English 6, computer speakers

Attainment Targets: 1.
 Use and adapt a range of sentence structures according to context, distinguishing between
SJE and JC
 Write sentences, paragraphs and extended pieces which are grammatically accurate and
correctly punctuated, using SJE and JC Skills: Use Past Perfect Tense
Key vocabulary: present tense, past tense, regular, irregular verbs

Content: The tense of a verb tells you when a person did something or when something existed
or happened. In English, there are three main tenses: the present, the past, and the future. The six
basic verb tenses are past, present, future, past perfect, present perfect, and future perfect. The
perfect tenses involve more complex time relationships. They build upon simple tenses by
combining a verb with has, have, or had.
The present perfect tense describes a past event that’s still happening in the present. In
“Shelly has danced since she was a toddler,” the verb tense helps convey the length of time
Shelly’s been dancing.
The past perfect tense describes a past event in relation to another event that occurs closer to the
present. For example: “Mark had fed the dog by the time he went to school.” The past participle
(had) shows that Mark performed the first action (fed) before the section action (went to school).
Past participles are used to form the past perfect tense, present perfect tense, and future perfect
tense. 
The PAST PERFECT TENSE indicates that an action was completed (finished or "perfected") at
some point in the past before something else happened. This tense is formed with the past
tense form of "to have" (HAD) plus the past participle of the verb (which can be either regular or
irregular in form)
Passage: One important thing to know about light is that it travels and behaves as waves. It had
been proven that light reflects when it was shone on a shiny surface. When the same light source
was shone on a clear class it had gone through because the glass was transparent. Objects such as
frosted glass and plastic gloves had allowed a small amount of light to pass through, therefore
they had proven to be translucent. The moon is an illuminated object because it had gotten its
light from the sun.

Specific Objectives: Students should be able to:

1. Practice using various tenses: present, past, future, continuous, past perfect)

Engage:
The expectations of the lesson will be shared with the students. The video titled, irregular verbs -
The cat song’ will be shown to the students.
https://www.youtube.com/watch?v=4be5ARBawVU

Explore & explain:

The content of the video will be discussed orally, during which the present, past and past
participle of verbs will be highlighted.
The students will be given a passage to read and underline the verbs in the passage. They will be
asked to state the tense that most of the passage is written in.
The students will be shown a video titled, ‘Past Perfect’. After which they will explain what past
perfect tense are. The passage will further be analysed for the past perfect tense.
https://www.youtube.com/watch?v=-TrE6VdtgLE

Elaborate:
Students will draw a slip containing a past time from a bag e.g. ‘in February.’ They will then
state something he or she had already done by that time using the past perfect tense. For
example, “I had already applied to school in February.’ The content and correctness of each
sentence will be discussed orally.
Evaluation:
The students will answer questions 3, 5, 6, 8, 12, 13 &14 on page 20 in their Language Arts
workbook- instruction: Underline the correct form of the verb in each of the following sentences.

They will write the questions in their note books. The slower students will do only four of the
questions.

Reflection:

Day 3

Strand: Writing (writing narrative)

Specific Objectives: Students should be able to:

Use adjectives, adverbd and descriptive pharses to create effects in writing

Content Outline:

DESCRIPTIVE WRITING is the clear description of people, places, objects, or events using
appropriate details. An effective description will contain sufficient and varied elaboration of
details to communicate a sense of the subject being described. Details used are usually sensory
and selected to describe what the writer sees, hears, smells, touches, and tastes.
  Introduction. That is where the author briefly introduces the subject or the object of the
essay. Introduction has to be written in an engaging manner to draw readers’ attention
and convince them read further rather than switch to something else.
 Main Body. The subject or object of descriptive essay is further explored and explained
in detail in the body of the essay. The author can describe every particular aspect of the
subject/object depending on what he/she considers important.
 Conclusion. It is the last but not least important component of a descriptive essay. In this
part, the author provides his own thoughts and conclusion of the subject or object of the
essay, which depends greatly on author’s writing style, imagination, and analytical skills.

Day 4:

Objectives: By the end of the lesson, students should be able to:

 Use adjectives, adverbs and descriptive pharses to create effects in writing

Teaching Methods: Cooperative learning, games, music

Teaching/Learning Activities:

Engage

1. Students will be engaged in an activity, which requires for them to use their five senses.
Students will be asked to close their eyes and imagine they were on the beach with their
family having a good time. Students will answer the questions below

 what they see

 What they hear
 How they feel
 How the water taste
 How it smells

Explore

2. In groups, students will be given a picture to write a descriptive paragraph about.

  What was the paragraph about?
 What type of writing do you think it is?

One reporter from each group will stand and present their descriptive paragraph.

Explain

3. After they read what they have written, both the students and teacher will be engaged in a
collaborative class discussion regarding what a descriptive essay is and the different parts
that it consists of. The teacher will introduce students to the mnemonic to help them write
their descriptive essay.

S- Surprise your reader

E- Engage your readers’ five senses.

L- Allow your reader to live your experience

L- Use the different figurative languages

4. Students will review the steps used when writing descriptive paragraphs. They will use
the steps to critique the paragraphs written by the different groups

Elaborate

5. Students will be asked to write the descriptive paragraph using the scenario: imagine you
were at the beach over the Christmas holiday. Write a descriptive essay describing how
you felt, what you saw and heard, how it tasted and how it smelled.

Evaluate

6. Students and teacher will develop a check list to evaluate students writing.

Evaluation:
Day 4

Specific Objectives: Students should be able to:

 Set and answer questions before, during and after reading to guide understanding of text
information
Content summary: Prediction is fundamental to comprehension. According to Duffy, predicting
is the strategy most relied upon as we begin reading. Good readers anticipate meaning. They do
this by predicting what they think is going to happen in the selection and by revising their
predictions as they read. As soon as a reader sees the title of a selection, looks at a picture on a
cover, or even reads a first line, prior knowledge is sparked, and on the basis of that prior
knowledge, predictions or hypotheses take flight. Duffy contends that the secret to making
predictions as one begins to read is to combine the clues the author provides with previous
experiences to make valid guesses about what will occur.

Engage:
• Students will watch videos of volcanoes erupting and then discuss what is seen
Explore:
• As whole group, they will read a passage about volcanoes, with their elbow partners, students
will use the information gathered to answer prediction based question such as :
What do you think would happen if a volcano erupts of the coast of Kingston?
What do you think Jamaicans would do if a volcano erupts at night especially the silent type?
Explain:
• Students will discuss the reasons for making such predictions.
• They will then respond to questions such as:
How were you able to arrive at particular predictions?
Are predictions always accurate?
How does prediction help in reading?
Elaboration:
Students will complete given tasks within groups.
• Tier 1: write an additional paragraph to extend a story;
• Tier 3: Illustrate what will happen after having listened to part of a story;
• Tier 2: Using a given setting description, complete the story
Evaluate:
Ongoing evaluation was done to check if students were able to make appropriate predictions
based on given information.
Reflection:
Subject: Mathematics
Unit Title: Number
Focus Question: What relationships are there between numbers?
Attainment Target
Students will:
1. Model patterns, expressions and number relationships using concrete object

Key Vocabulary: fraction, proper fraction, improper fraction, mixed fraction, whole number,

Numerator, denominator

Materials: Fraction chart, paper cut - outs, bulla, Primary Mathematics for Jamaica

Skills: * recognizing like fractions

* recording results
* computing fractions
* folding paper accurately
* identifying types of fractions
Specific Objectives: Pupils will be able to:
1. Use the four basic operations to compute with fractional numbers

Day One (1)

Sub-Topic: Addition mixed number with unlike denominator.

Objectives: At the end of the lesson students should be able to:
 Add mixed number fractions and reduce where necessary.
 Solve worded problems using fractions

Procedures/Activities:
Engage:
Students will be engaged in revision of the previous lesson where students will add and subtract
mixed number with same denominator. They will complete eight problems in about 5-10 minutes
to complete this. Students will then exchange and mark as a whole group we correct the
worksheet.
Explore:

Teacher will introduce adding of mixed numbers with same denominators

through demonstration of two methods that can be used.

METHOD 1:

When adding mixed numbers with unlike denominators:

 Add the whole numbers

 Rename each fractions using equivalent fraction
 Add the numerators
2 1 + 3 1

6 4

(2+ 3) = 5 ( add the whole numbers)

1 +1 LCM = 12

6 4

2 + 3 = 5 ( rename each fraction with an equivalent fraction and add the numerators)

12 12

METHOD 2: When adding mixed numbers with unlike denominators:

 Change the fractions to an improper fraction

 Find the LCM
 Add the numerators
2 1 + 3 1

6 4

13 + 13 (change to improper fraction)

6 4

26 + 39= 65= 5 5
 12 12 12

Explain:
Students will be engaged in solving workable examples as teacher walks around the classroom
to check for student understanding of the problems. Students will then go up to the board and
teach us how to answer the problems they just worked on.

Evaluate: Students will independently complete the following in notebook (will be

written on the board):

Extend/Elaborate: Students will complete page 70 of

The New Integrated Approach Mathematics Workbook 5

Teacher’s Reflection:

Day Two (2)

Sub-Topic: Subtracting mixed number with unlike denominator.

Objectives: At the end of the lesson students should be able to:
  Recall previous lesson on adding mixed numbers and reduce where
necessary.
 Subtract mixed numbers with unlike denominators and reduce
where necessary.
 Solve worded problems using fractions

Procedures/Activities:
Engage:
1. Students will be engaged in revision of the previous lesson.
2. Students will be challenged to a pre-test of 3 questions.

Example:
a) It takes 2⅔ hours to travel to Toronto from Waterloo while travelling
with the GO. However, driving takes 1⅛ hours. How much time do you save by
driving?
b) Jessica is 19 1/2 years old today. How old was she 2 ¼ years ago?

Explore:

Teacher will check the pre-test challenge and guide students through demonstration how to
Subtract mixed numbers with unlike denominators

METHOD 1:

When subtracting numbers with unlike denominators:

 Subtract the whole numbers

 Rename each fractions using equivalent fraction
 Subtract the numerators
3 1 - 2 1

4 6
(3-2) = 1 ( subtract the whole numbers)

1 -1 LCM = 12

4 6

3-2 = 1 ( rename each fraction with an equivalent fraction and subtract the numerators)

12 12

METHOD 2: When subtracting mixed numbers with unlike denominators:

 Change the fractions to an improper fraction

 Find the LCM
 subtract the numerators
31 - 2 1

4 6

13 - 13 (change to improper fraction)

4 6

39 - 26= 13= 1 1

12 12 12

Explain: 3. Students will be engaged in solving workable examples in groups of

threes. Students will share their answers with the class.

Evaluate: Students will independently complete

the following in notebook (will be written on
the board):
Extend/Elaborate: Students will complete page 77-78 in Mathematics Workbook 5.

Homework: Complete page 79 in Mathematics Workbook 5.

Teacher’s Reflection:

Day Three (3)

Sub-Topic: Multiplying Fractions by Fractions.

Objectives: At the end of the lesson students should be able to:
 Review subtraction of mixed numbers and fractions from whole
numbers.
 Multiply fractions using like and unlike denominators

Procedures/Activities:
Engage: 1. Students will be engaged in revision of the previous lesson in a group
challenge of solving 5 problems. Activity will be done in a relay
format, where one member will complete the task on the
board, tag another group member until the task is complete.

Explore: 2. Students will be given the problem task below to write number
sentence.
 Problem Task:
In Andrea’s garden, ³/₈ is planted with flowers, and ²/₃ of that flower
section has red roses. What fraction of the entire garden is planted with red roses?

a) Students will be guided by teacher in using an area model to solve the

problem:
³/₈ x ²/₃

b) Students will be placed in groups of five to shade a rectangle (or

square), partitioned vertically, to represent ³/₈ (shown in red) and each
group will be given another rectangle (or square), partitioned horizontally, to
represent ²/₃ (shown below in blue on transparency).

c) Students will be guided into superimposing the two squares to show the
product of the 2fractions to be ⁶/₂₄ or ¹/4 .

N.B. Teacher will ask students appropriate questions to help them to

recognize that the area that is double-shaded represents the product

d) Students will be asked to work independently to record the previous

activities in their notebooks, using the fractional pieces as a guide to the
 appropriate fractional parts. Students will be guided into multiplying one
proper fraction by another.

Explain: 3. Students will be asked to explain in their own words how to multiply
fractions with and without models.

For example:
a)
2 x 5 = 10 (multiply numerators and denominators)

6 6 36

2 x 3 =2 x 3 = 6

6 4 =6 4 = 24 (multiply numerators and denominators

vertically or cancel where necessary)

b) What is the product of 1/₂ and ⁴/₅ ? Answer: ⁴/₁₀

Evaluate: Students will independently complete the following in notebook:
1. Find the product of the following:
a) ⁶/₁₁ × ⁴/₉
b) ²/₃ × ⁹/₁₀

2. Draw rectangles showing the products of the following:

a) ¹/₄ × ⁴/₅
b) ²/₃ × ⁵/₈

Extend/Elaborate: Students will complete page 81 of The New Integrated Approach

Mathematics Workbook 5

Teacher’s Reflection:
 Day Four (4)

Sub-Topic: Multiplying Mixed numbers by Mixed Numbers.

Objectives: At the end of the lesson students should be able to:
 Recall multiplication of fractions by fractions.
 Multiply mixed numbers by mixed numbers
 Multiply mixed numbers by fractions and whole numbers
 Solve multiplication of fractions in worded problems format.

Procedures/Activities:
Engage: 1 Students will be placed in groups with a worksheet of 10 questions and
challenged to complete the task to review multiplication of
fractions fractions in 5 minutes

Explore: 2. Students will be introduced to multiplication of mixed numbers through

demonstration.
2 1 x 1 3
2 5
7 x 8 (change to improper fraction)
2 5
= 7 x 8 = 28 =5 3 (cancel)
2 5 5 5
=4
Explain: Teacher will allow students to read aloud from text-Mathematics Workbook
5 page 80-“Points to remember” for more information on multiplying mixed
numbers. Following this another example will be done engaging students in
the steps.

Example: 2 1/3 x 2 2/5

Evaluate: Students will independently complete the following in notebook

given worksheet showing all working.

Extend/Elaborate: Students will complete page 82 of The New Integrated Approach

Mathematics Workbook 5

Teacher’s Reflection:

Day Five (5)

Sub-Topic: Multiplying Mixed numbers by Mixed Numbers.

Objectives: At the end of the lesson students should be able to:
 Recall multiplication of fractions by fractions and multiply mixed
numbers by mixed numbers
 Use models to represent division of fractions
 Accurately solve division problems that involve fractional numbers

Procedures/Activities:
Engage: 1 Students will be placed in pairs and each pair will be given a set of cards
with the prime numbers from 2 to 19. each student will be asked to select a
 card from the set. Both numbers selected will be used to form an improper
fraction. Students will be required to convert the improper fraction formed
to a mixed number. The first pair to successfully convert three improper
fractions to mixed numbers will be declared winner.

Explore: 2. Students will be given strips of paper to solve the problem below.
Miss Ruby the dress maker has 3⁵/₈ meters of cloth that she wants to cut
into ¹/₂ meter lengths. How many ¹/₂ meter lengths of cloth will Miss Ruby
have?
Sample:

Divide the pieces in halves.

Explain: 1. Students and teacher will discuss the previous activity using the
following guided questions:
 How many halves will Miss Ruby get from her 3⁵/₈ metres of cloth?
 What is the relationship between ¹/₈ and the divisor? (¹/₈ is ¹/₄ of the
divisor, which is 1/2).
 Use fraction pieces to establish this relationship.
NB Students should realize that there are 7 halves in 3 ⁵/₈. There is also ¹/₈ left, which is
¹/₄
of the divisor. Therefore, there are 7 ¹/₄ halves in 3 ⁵/₈. Miss Ruby will have 7 complete
¹/₂ metre lengths of cloth.
2. Students will work in pairs using fraction pieces to model two problem
situations posed to them, and write a mathematical sentence that
represents the situation. Following that both teacher and students will solve
on the board
Problem:
Richard has 3½ cups of raisins to make rock buns. The recipe uses 1/3 cup
of raisins in each batch. How many batches of rock buns can Richard make?

Step 1- Convert to improper fraction 3½= 7/2

Step 2- Change the division sign to multiple and write the reciprocal of
1/3= 3/1
Step 3- Proceed to solve (cancel if necessary)
7/2 x 3/1= 21/2= 10 ½

Evaluate: Students will independently complete the following in notebook

Mr. Williams has a half of a container of ice cream and wants to

divide it into one-cup servings to share with the students in my
class. A cup is one-sixteenth of the container. How many cups would he
get?
a. Use diagrams to model the worded problem.
b. Write a number sentence and show how to solve the problem

Extend/Elaborate: Students will complete page 83-84 of The New Integrated

Approach Mathematics Workbook 5
Homework: Page 85 of The New Integrated Approach Mathematics Workbook
5