Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 11:00-11:45 Date: /6/19 Students’ Prior Knowledge:

Learning Area: Math – Backtracking #1 They identify and explain strategies for finding
unknown quantities in number sentences involving
the four operations. (Yr 5 standard)
Strand/Topic from the Australian Curriculum

Continue and create sequences involving whole

numbers, fractions and decimals. Describe the rule
used to create the sequence (ACMNA133)
Select and apply efficient mental and written strategies
and appropriate digital technologies to solve problems
involving all four operations with whole
numbers (ACMNA123)

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: Understanding, problem solving and reasoning

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:

 Understand that an equation can be inversed by substituting opposite operations

 Use inversion to find the missing piece of an equation

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

Make a bonus sheet This is a hard topic so just go really slowly during
Learn this well and practice explaining it explicit. Have lots of examples.

LESSON EVALUATION (to be completed AFTER the lesson)

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Assessment of Lesson Objective and Suggestions for Improvement:

The students performed very well academically in this lesson. Many of the students grasped the concepts
very quickly which was a surprise because I think conceptually this has been our hardest topic so far this
term. They all completed the workbook and most had a go at the problem-solving question which we then
did as a class on the board.

Teacher self-reflection and self-evaluation:

This is the best block of explicit teaching I have done. I have finally learnt to go slow enough and do enough examples
and I think it paid off. Partly it was the planning because I had every step of how I wanted to teach it laid out. And I
constantly referred to it which meant I didn’t get flustered or lost track of where I was.
Better marking as they went from me as well.

[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:
.
Quick revision on the topics we have done in math so far this term.
2 mins 7-10=
78/5
(16 divided by 4) + (4 x 8) divided by 4=

3 mins OK! Our new topic is….

Put an impossibly hard algebra equation on the board an say that it’s our new
topic.
(4x + 5y) – 6/y = 2435
Who knows what the first step is in solving this algebraic equation?
I’m kidding… This is some year 12 stuff and this equation isn’t even real.
But, our new topic is in the field of algebra.
Briefly talk about how scary the word algebra is and the stigma behind it. But
really, algebra is just patterns and the real new topic we are starting today is
called backtracking.
Backtracking is a technique we can learn that helps us to identify the unknown
number in an equation. That might sound difficult but it’s actually very simple
and your about to find out why.
And algebra is all about finding the unknown and using patterns do to so.
They don’t typically call it algebra throughout primary school because it is a
scary word, however, it’s in the curriculum from pre-primary. So, if you weren’t
aware you have actually been preparing for this topic for the last 7 years

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

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15 mins
Who can remember what an inverse operation is? I touched on it very briefly
earlier this term.

What is the opposite of a plus?

What is the opposite of a multiply?

By swapping the operations to their opposites, we can backtrack to find an

answer.

1+2=3
3-2=1

2x3=6
6 divided by 3=2

What is the question was written like this?

?x3=6

We might be able to use our timetables to figure that out because it’s a simple
equation. But what if the equation wasn’t this simple and we needed to find
this missing number.

We could flip the equation and invert the operations… 6 divided by 3=2

Lets try a couple harder ones.

? divided by 3=4

Let’s flip and invert!

4 x 3 = 12

What if there were some brackets involved?

(5x2)-3=7

(7+2) divided by 3=5

Is the equation sign an operation?

Ok so what if we take away a number in a similar equation

(?x3) + 6=21

(21-6) divided by 3=5

Okay so let’s put that answer back in our first equation to see if it works…

Let’s do another one

(?x10) divided by 4=5

(5x4) divided by 10 = 2

I’m going to do one more before we go try some our-selves.

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(?-3) x 12=36

(36 divided by12) +3 =6

Explain bonus sheet before they head back to their desks

Send 3 groups back to their desks, first group back with their books open to
page 46 and listening (terrific)
25-30 Then send the next 3 groups (same)
mins
For remainder of the lesson they will be working on pages 46 and 47
Over the shoulder marking the whole time.
Have the bonus sheet on standby.

Lesson Closure:(Review lesson objectives with students)

2 mins
Do the last question from page 46 on the whiteboard as a class.

(?x4)-8=8

We will be doing another lesson on this tomorrow and then a test on

Wednesday.

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

Hand over to Mr Gray for religion?

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

Formative revision questions on the terms work.

Over the shoulder marking for workbook.