Neeti Patel 1

Common Assignment
Lesson Plan/Activity
Teacher: Neeti Patel

Standards: 

NY Standard Math 6.EE.B.6 - Use variables to represent numbers and write expressions when solving a real-world
or mathematical problem; understand that a variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set

Ontario Curriculum Expectation - By the end of Grade 6, students will: – demonstrate an understanding of different
ways in which variables are used (e.g., variable as an unknown quantity; variable as a changing quantity)

Topic: Grade 6 Math – Variables and Expressions

Measurable Objective: Students will be able to correctly match written mathematical statements with expressions
that include adding and subtracting with variables

Lesson Plan/Activity:
 The lesson will start with a general discussion about what we call people when we don’t know their names
- Teacher will give examples like “Hey you”, “buddy”, or “pal” and then ask students to give their own
suggestions
- Teacher will make the point that if we don’t know someone’s name we don’t call them “person” or
“human” because its easier to call them something shorter
 Next, the teacher will continue the discussion in the context of math with a quick review of the formula for Area
of a rectangle
- “Just like people’s names when we don’t have the exact numbers, what do we use in place of them?”
This question will guide the thinking that if we don’t know the numbers we use words in our Math
formulas
“Area = length times width; When we don’t know the numbers we just call it ‘length’ or width’
- Students will be asked if they remember any other such formulas they have seen this year or in
previous years
 The use of words will be connected to the use of variables or single alphabets which represent numbers
- The board will have various statements involving adding/subtracting numbers with an unknown
number
Statements
A number plus five A number minus 10 Six more than a number 3 less than a number

- “ On the board we have what are called statements. These statements include an unknown number and
something we are doing to that unknown number. Let’s read these statements together”
- Students will be asked if “a number” can be replaced with something that is a little shorter and simpler
- Teacher will explain to students that instead of using words or phrases to represent a number, we can
instead use a single letter or symbol to represent the unknown number. The teacher will rewrite the
first statement in the table with a few variables of her choice
A number plus five x plus five x+5
A plus five A + five
$ plus five $ + five
plus five + five
- “So instead of the term ‘a number’ I decided to use the letter ‘x’ in place of the unknown number.
When you use a letter or symbol to represent a number it is called a ‘Variable’. The great thing is that
you can use any letter or symbol that you want, just like I did!”
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- “Once you pick the variable you can change the word ‘plus’ to its sign as well. If you forget what some
of your math symbols mean, just take a look at the poster on the side wall we created at the beginning
of the year”
- The teacher will then rewrite the remaining three statements with help from the students. Students will
be asked to think about common symbols they see in their surroundings or letters from different
languages that they speak at home
- Students will fill out the rest of the table based on participation and suggestions from each other. Once
a majority of the class has had enough time to note down the completed table, the teacher will then
explain the matching activity
- All students in the classroom will be given a piece of paper with either a written statement or its
matching mathematical expression. Once the teacher has finished with the lesson, students will have
the chance of going around the classroom and finding their ‘match’. Mathematical expressions will
include variables that are letters from the English alphabet, Arabic syllables, and common symbols
found in the housing development
- A poster board with empty slots will be kept in the front of the classroom for students to organize their
matches. Once all the matches are made, the teacher will go over them with the whole class.

Scaffolding:
 All students will have a worksheet which includes the definition and examples of the term variable
- The table with the four statements will also be on this worksheet and students will be able to fill it out
as the teacher fills it out on the board
 The teacher will provide numerous examples of variables and statements both in writing and verbally
 Each group table will have letter, symbol, and number blocks. As the class is converting the remaining three
written statements into expressions together, students will be encouraged to use the blocks to arrange these
expressions on their desks

Differentiation:
 The two ENL students and students who are reading 3-5 years below grade level will have worksheets which
will include more written details and examples
- Specifically, half of the table will be filled, and a list will be included at the bottom of the worksheet
with suggestions for all the variables they can use
- For ENL students, translations for key words will also be provided
 While students are thinking of suggestions to share with the class, the teacher will walk around and approach
some students individually to check for understanding
 Before the activity starts, students will be given time to read and understand what is on their slip.
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The class-wide matching activity requires the understanding that variables are used to

represent unknown numbers. Students will also become familiar with connection between

written statements and mathematical expressions which involve variables. Both of these

components are directly stated in the NYS standard and thus the activity aligns with the chosen

standard. The corresponding Canadian standard focuses more on understanding the use of

variables and not so much on written expressions involving variables. The activity still aligns

with the standard because students will have to recognize the variables to match them with the

statements. The Canadian standard also includes variables as a changing quantity. This aspect of

the standard is not addressed in the lesson plan or activity.

The learning activity is designed with student interest and engagement in mind.

Collaboration is a very important skill which students should build on from a young age. Thus,

central to the activity is collaboration. This benefits student because they get to work with each

other and learn how to interact and contribute to a team setting. The lesson and the activity are

designed to put the students and their knowledge under focus. By allowing them to suggest

letters and symbols from their environment, students will also be able to see that math is not just

found in the classroom but can also be found in their usual surroundings. Various Culturally

Responsive Teaching and DASA strategies have been used in the lesson. Factors such as

scaffolding and differentiated instruction have also been considered in the design of the lesson

and activity.

An important CRT strategy used in the learning activity is that of ‘Student-Controlled

Classroom Discourse’. Involving the students in the completion of the table gives them the direct

opportunity to express and test their own understanding. It also gives them the chance to dive

into their previous knowledge and lived experiences to suggest symbols and letters that are
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important to them. Seeing their suggestions fill up the table on their worksheet shows students

that they have control during the lesson and their ideas are being acknowledge and appreciated.

The same can be said for the matching activity at the end where the students are entirely

responsible for finding the matches and have to rely on each other to achieve a common goal.

Apart from the instruction at the beginning, the teacher becomes a less active present for the

majority of the lesson.

Another CRT strategy used in the lesson activity is ‘Cultural Sensitivity’. The lesson

includes Arabic symbols in the teacher’s example and in the matching activity. These symbols

will bring some familiarity for the Arabic students and can also be used to give them the stage to

share they mean with the rest of the class. This would be especially useful for the two students

from Yemen who are having difficulty fitting in with the rest of the class. Seeing another

language and hearing about it from their peers will generate curiosity and can encourage

dialogue among the students (Gollnick & Chinn, 2017, p. 262). As mentioned, the activity will

also include symbols found in the physical surroundings of the school. This way students will be

able to connect their learning to their physical community and help them see that variables are all

around them.

To a slightly lesser extent, the lesson also uses the CRT strategy of ‘Teacher as

Facilitator’. The teacher acts as the ‘instructor’ only for the earlier components of the lesson. As

the lesson proceeds, the teacher’s role takes on the duties of a guide and then eventually a

consultant during the matching activity. As mentioned earlier, direct instruction lasts for a short

time after which the students have the stage and the teacher is mainly there to support and

process their ideas and suggestions.

Apart from the CRT strategies, various DASA strategies have also been used in the

learning activity. Strategies of improving student engagement and student-centered instruction

are two of the biggest on used. As explained earlier, the activity allows students to take on a

more active role in the classroom through their suggestions and discussions with each other. A

classroom environment is created where students feel that they are responsible and contributing

members whose ideas are just as valid as anyone else’s. The rise in self-esteem from this

validation is something they can take outside the classroom and into the larger school or

community environment as well. According to this DASA, this type of engagement also

strengthens the bond between the students and the teacher because neither has ‘more power’ than

the other. A very similar rationale can be given for the use of student-centered instruction in this

lesson. By encouraging the students to fill the table as a class and through the matching activity,

the lesson is centered around the students and their interactions with each other.

Another DASA strategy used has to do with allowing movement within the classroom.

Whether it is to access resources, finding their match, or filling in the chart in the front of the

room students have many opportunities to move around during the lesson. Even while they are at

their desk, discussions with each other and the manipulatives will have them moving as well.

Movement around the classroom gives students the chances to interact with each other and their

surroundings. This way they become more familiar, and eventually comfortable within the

classroom environment. If the student feels comfortable inside the classroom, they are more

likely to participate during lessons and may also feel less hesitant about approaching the teacher

if they have any concerns. Allowing freedom of movement also ties in with the strategy of

creating flexible space within the classroom. This strategy is not directly used in the lesson

activity, but a flexible classroom space allows for easy and efficient movement in the classroom.
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Other than the CRT and DASA strategies, there are certain factors which are essential for

designing the learning experience. One of these factors is scaffolding instruction. It is important

that student understanding is supported at different levels or stages during instruction. With a

class like this where students have such diverse needs, this scaffolding is especially crucial. One

way instruction is scaffolded in this lesson is through the student worksheet. This partially-filled

worksheet supports the verbal instruction that the teacher is giving. It gives students a way to

follow along with the explanation and make notes if they need to. For students who better grasp

information through reading or through visuals, this worksheet will be especially useful for

them. For kinesthetic learners, manipulatives will prove very beneficial as they will be able to

see and hold the variables that are being discussed. Manipulatives, in general, are very

advantageous as a scaffolding technique in math because they help make mathematical symbols

and concepts seem more real or tangible. As the students are filling out the table as a class, the

teacher will verbally repeat and write students’ suggestions on the board so students can write

them in their tables as well. The connection between written statements and mathematical

expressions will be reinforced with the use of these various examples. The group work involved

in the activity is a scaffold as well. African American students in urban settings live in close-knit

family and neighborhood contexts and are constantly interacting and working with each other

(Ukpokodu, 2011). Bringing this communal frame into their learning can significantly increase

their comfort and engagement levels.

Another important factor considered while designing this lesson is that of differentiating

instruction. As mentioned, the classroom in question includes a very diverse group of students in

terms of learning ability. Such diversity is best supported by introducing small yet impactful

differences in instruction and delivery. The lesson incorporates differentiation through the
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worksheet that the students are provided. For ENL students and students reading below grade-

level, these worksheets would include more examples and a larger part of the table will be filled

out. Although there are more words to read on their sheets, the overall benefit is that they don’t

miss out on the information while the teacher is giving verbal instruction. Key phrases and

examples will also be highlighted on these worksheets. Specifically, for the ENL students,

certain words such as variable, symbol, represent, and others will have the translation beside

them. The teacher will underline key words or phrases on the board and will say examples

verbally more than once. While students are thinking of their own symbols and letters, the

teacher will also go around the class and talk to these students to check for understanding.

Students will be encouraged to help each other when filling up the worksheet. For the matching

activity, students will be given some time at the beginning of the activity to read over their

phrases or expressions. The teacher will go around and make sure that students understand what

their slip says and what type of match they should be looking for.
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References

Dignity Act Task Force. (2012). The New York State Dignity for All Students Act.

https://www.nyscfss.org/dasa-laws-and-regulations

Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston

Pearson.

Ukpokodu, O. N. (2011). How Do I Teach Mathematics in a Culturally Responsive Way?

Identifying Empowering Teaching Practices. Multicultural Education, 18(3), 47. ERIC.

https://eric.ed.gov/?id=EJ955945