Beaconhouse School System

Johar Town Campus, Boys Middle

Cover Sheet for Lesson Plan

Subject: Mathematics Grade Level: VI Week/Dates: 2nd/16th January – 23rd January 2018 Term: 2nd

Day Topic Time Resources Strategy Homework

Exercise 1e,
1 Square & Cube Roots 80 mins Handouts Group Activity
Q3

Exercise 1e,
2 Square & Cube Roots 80 mins - Group Activity
Q4 (a,b)

Exercise 1e,
3 Square & Cube Roots 40 mins A-4 Sheets Pair Work
Q6

4 short word
4 Square & Cube Roots 40 mins - Group Activity
problems

4 short word
5 Square & Cube Roots 60 mins - Group Activity
problems
Subject: Mathematics Topic: Square & Cube Roots Date: 16 th – 23rd January 2018

Subject: Mathematics
Class: VI
Date: 16th – 23rd January 2018
Topic: Ratio, Rate and Proportions
Planned By: Ms. Hanna Qayyum
Shared With: Ms. Rafia Sohail & Ms. Zara Anjum
Learning Outcomes Methodology Time Resources Assessment
80 mins Handouts Students will be assessed
Lesson-1 Mental Math: through:
Students will be able to: Who Wants To Be A Mathematician? – Oral quiz session from students. 15 mins  participation in the
 Identify the class
difference between Starter Activity (Group Activity):  responses during the
perfect squares and Class will be divided in groups and each group would be given a number grid. lesson
cube roots Students will then identify and color the perfect squares from those numbers. 15 mins  group work
 Calculate squares and
(Question 1- Exercise 1e)
square roots
Main Lesson:
Teacher will explain to students that what are perfect squares and square roots.
20 mins
After this, groups of students will be given another number grid, which will be used
by them to solve Q2, Exercise 1e, in groups.

Written Task:
Exercise 1e, Pg, 20, Q1 and Q2, in groups on the number grids provided. 25 mins

Homework:
Exercise 1e, Pg, 20, Q3, complete in copies.

Plenary:
5 mins
How can you differentiate between prime and composite numbers?
Evaluation of Student’s learning: Evaluation of teaching:

 What did the students learn in this lesson?  If you were to teach this lesson again,
what would you do differently? Why?
 What did they actually do?

 What were they not able to do /understand?

 Find all the ‘perfect squares’ between 50 and 150.

50 51 52 53 54 55 56 57 58

59 60 61 62 63 64 65 66 67

68 69 70 71 72 73 74 75 76

77 78 79 80 81 82 83 84 85

86 87 88 89 90 91 92 93 94

95 96 979 899 100 101 102 103 104

105 106 107 108 109 110 111 112 113

114 115 116 117 118 119 120 121 122

123 124 125 126 127 128 129 130 131

132 133 134 135 136 137 138 140 141

142 143 144 145 146 147 148 149 150

Subject: Mathematics Topic: Square & Cube Roots Date: 16 th – 23rd January 2018

Learning Outcomes Methodology Time Resources Assessment

Mental Math: 80 mins
Lesson-2 Who Wants To Be A Mathematician? – Oral quiz session from students. 15 mins Students will be assessed
Students will be able to: through:
Students will be able to: Starter Activity (Pair Work):  response in the
 Identify the Teacher is going to list certain numbers on the board and students in pairs will 10 mins mental math and
difference between identify perfect squares from them. starter activity
perfect squares and  participation during
cube roots Main Lesson: the main lesson
 Calculate the square The difference between squares and square roots will be further highlighted today. 25 mins  written task
roots of the given
With the help of practice questions. Teacher will explain students that how prime
numbers
factorization can be used to find the positive square root of large numbers.

Written Task:
25 mins
Exercise 1e, Pg, 20, Q4 (c- e) in copies.

Homework:
Exercise 1e, Pg, 20, Q4 (a- b), in copies.

Plenary:
5 mins
What are perfect squares?

Evaluation of Student’s learning: Evaluation of teaching:

 What did the students learn in this lesson?  If you were to teach this lesson again,
what would you do differently? Why?
 What did they actually do?

 What were they not able to do /understand?

Subject: Mathematics Topic: Square & Cube Roots Date: 16 th – 23rd January 2018

Learning Outcomes Methodology Time Resources Assessment

Mental Math: 40 mins A4 sheet

Lesson-3 Answer Fast: Class will be divided in to two teams. Both teams will be asked to Students will be
Students will be able to give a question related to square and square roots to the other team. A 5 mins assessed through:
 Identify the difference  response in the
member from the second team will come forward and solve the given question
between cubes and mental math and
in the shortest possible time to win.
cube roots starter activity
 Find the cube roots of  participation during
Starter Activity (Group Activity:
the given numbers the main lesson
Students in groups will write down the perfect squares and cubes between 70- 10 mins  written task
100, on an A4 sheet.

Main Lesson:
 Teacher will explain the difference between squares, cubes, square roots
and cube roots. 10 mins
 The method of prime factorization, for finding the cube roots, will be
discussed with the help of various examples solved on the board.

Written Task: 10 mins

Students will do the following question in the copies.
Find the cube roots of the following numbers:
a) 125 b) 343 c) 1331 d) 3375
Homework:
Exercise 1e, Pg, 21, Q6 complete, in copies.

Plenary: 5 mins
What is the cube root of 6859?

Evaluation of Student’s learning: Evaluation of teaching:

 What did the students learn in this lesson?  If you were to teach this lesson again, what
would you do differently? Why?
 What did they actually do?

 What were they not able to do /understand?

Subject: Mathematics
Learning Outcomes
Lesson-4
Students will be able to
 Use the concept of
squares and cube to solve
word problems.
Evaluation of Student’s learning:
 What did the students learn in this lesson?
 What did they actually do?
Topic: Square & Cube Roots Date: 16 th – 23rd January 2018
Methodology Time Resources Assessment
Mental Math: 40 mins
Answer Fast: Class will be divided in to two teams. Both teams will be asked 10 mins Students will be assessed
to give a question related to square and square roots to the other team. A through:
 answers in the mental
member from the second team will come forward and solve the given
math
question in the shortest possible time to win.
 responses in the
starter activity
Starter Activity (Group Activity):
 written task
Students in groups will be asked to discuss and share with the class that what 5 mins
is the difference between the shape of the square and cube and how do they
think the concept of squares and cubes apply to these shapes.
Main Lesson:
Teacher will explain the application of squares and cubes in the concepts like 10 mins
area and volume, through illustration on the board. The word problems of
exercise 1e, i.e. Q8 and Q10, will be then discussed,
Written Task:
Exercise 1e, Pg, 21, Q8 and Q10, in copies. 10 min
Homework:
Q1. Find the area of a square tile with length of 53 cm.
Q2. A square picture frame on the wall is 96 cm in length, find the area it is
covering. 5 mins
Q3. One side of an ice-cube is 5 cm in length. Find the volume of the ice
cube.
Q4. If a cubic water tank is 18 cm in width, find the volume of the tank.
Plenary:
In 3-dimensional shapes like cube, which is more likely to be used- squares or
cubes?
Evaluation of teaching:
 If you were to teach this lesson again, what
would you do differently? Why?
  What were they not able to do /understand?
Subject: Mathematics
Learning Outcomes
Lesson-5
Students will be able to
 Use the concept of square
roots and cube roots to
solve word problems.
Topic: Square & Cube Roots Date: 16 th – 23rd January 2018
Methodology Time Resources Assessment
Mental Math: 60 mins
Answer Fast: Class will be divided in to two teams. Both teams will be asked Students will be assessed
to give a question related to square and square roots to the other team. A 15 mins through:
 response in the mental
member from the second team will come forward and solve the given
math
question in the shortest possible time to win. Today the winning team for the
 attentiveness and
week will be announced. participation the
starter activity and
Starter Activity (Group Activity):
main lesson
Teacher will write certain numbers on the boards, all being the perfect 10 mins  written task
squares or cubes of different numbers. Students in groups will have to
identify the perfect squares and cubes from them.
Main Lesson:
By giving the recap of last class, teacher will build upon the already
developed concepts of the students and will explain that how square roots 15 mins
and cube roots can be useful in word problems. The difference between area
and volume will be clearly explained here.
Written Task: 15 mins
Exercise 1e, Pg, 21, Q9 and Q11, in copies.
Homework:
Q1. A square has an area of 81 cm2. What is the length of each side of the
square?
Q2. A cube has a volume of 343 m3. Find the length of each side of the cube.
Q3. If the volume of a cubic tank is 4096 cm 3, find the length of each
dimension of the tank.
Q4. Find the length of the one side of a square if its area is known to be 324.
Plenary:
Find the perfect square root of 2025. 5 mins
Evaluation of Student’s learning: Evaluation of teaching:

 What did the students learn in this lesson?  If you were to teach this lesson again, what
would you do differently? Why?
 What did they actually do?

 What were they not able to do /understand?