GRADE 6 CONCEPTS - (NSC) by Janice Bowes-Wellington: 2020

Thursday, December 17, 2020

Percentage ( Lesson 3)

FOCUS QUESTION

How can I represent shared portions?

SPECIFIC OBJS.

1. Tell what percentage of a set of object is shown.

2. solve problems requiring the conversion of fractions to percentages and vice versa.

3. Recognize that 100 % is a whole.

4. Express one number as a percentage of another that is a multiple of 10

CONTENT SUMMARY

Video clip - Lattice method of multiplying

ENGAGE

Review past lesson on percentage by way of a race car competition.

What does percent mean?

How do we find percentages of quantities?

How do we find the percentages of fractions?

EXPLORE

Today we will be expressing one number as a percentage of the other.

You must have done a lot of tests in your lifetime. How do you find percentage score of test you have gotten which were marked out of certain points? I'm sure you would have found out different ways. Let us examine some of he ways.

EXPLAIN: Explain what is meant by percentage.

Explain the steps involved in finding what percentage a number is of another number.

EXTEND/ELABORATE

Complete the activities on the teacher's blogsite.

EVALUATE

1. What percentage of the diagram below is coloured red?

2. What percentage of 60 is 10?

FOLLOW UP PRACTICE ECERCISES

Grade 6 – Mathematics Lesson Plan (5E Model)

Topic: Percentage
Focus Question: How can I represent shared portions?
Duration: 1 hour
Objectives:
By the end of the lesson, students should be able to:

Review what percentage is.
Recognize that 100% is a whole.
Express one number as a percentage of another when the second number is a multiple of 10.

Materials Needed:

Counters (beans, bottle caps, LEGO blocks)
Chart paper & markers
Pie chart or bar chart templates
Fraction-to-percentage conversion chart
Calculators (optional)
chromebooks, teacher's blogsite
projector

1. ENGAGE (5 minutes)

Activity:

Present a scenario: "A pizza is cut into 10 slices. If you ate 3 slices, how can we describe this as a fraction, decimal, and percentage?"
Show a real pizza image (or use an actual pizza or paper cut-out circles).
Ask:
- "What does 100% represent in this pizza?"
- "If you eat half, what percentage is that?"
Connect their answers to the idea that percentage is a way to represent parts of a whole, with 100% meaning the entire thing.

STEM link:

Discuss how percentages are used in packaging labels to show nutrient content (e.g., 20% protein).

2. EXPLORE (10 minutes)

Activity:

Give students 3 quick hands-on tasks using objects (beans, bottle caps, LEGO blocks, or counters).
Each group gets 10, 20, and 30 counters and must find:
1. What is 50% of their set?
2. What is 20% of their set?
3. What is 70% of their set?
Students record results in a table.

Differentiation:

Tier 1 (Support): Provide visual fraction-percentage charts.
Tier 2 (Core): Allow students to calculate using multiplication/division by 10.
Tier 3 (Challenge): Ask them to also represent results as fractions and decimals.

3. EXPLAIN (15 minutes)

Concept Teaching Points:

Definition: Percentage means "per hundred" (symbol %).
100% = a whole: Connect to real-life examples (full tank of gas, total score in a game).
Finding a percentage when total is a multiple of 10:
- Example: Find 30% of 50
  - Step 1: Find 10% of 50 → $50 ÷ 10 = 5$
  - Step 2: Multiply by 3 → $5 × 3 = 15$
  - Therefore, 30% of 50 = 15.

Visual Aids:

Use a pie chart and bar model to show the same percentage visually.
Write several examples on the board and solve with the class.

4. ELABORATE (15 minutes)

STEM Integrated Project:

Scenario: "A recycling club collected plastic bottles. Group A collected 40 bottles, Group B collected 60 bottles. Represent each group’s contribution as a percentage of the total."
Students work in pairs to:
1. Add totals.
2. Find each group's percentage contribution.
3. Present results as fraction, decimal, and percentage.
Extension (Challenge): Create a pie chart showing the data.

Differentiation in Elaboration:

Tier 1: Teacher works closely with them using smaller numbers.
Tier 2: Independent work with standard numbers.
Tier 3: Larger numbers and graphical representation.

5. EVALUATE (15 minutes)

Three-Tier Evaluation

Tier 1 – Basic (Recall)

What is 100% of 30?
What is 50% of 20?
Write 25% as a fraction.

Tier 2 – Core (Application)

Find 40% of 50.
If you have 70 marbles and give away 35, what percentage is given away?
Express 6 as a percentage of 30.

Tier 3 – Extended (Reasoning & Representation)

In a class of 40 students, 28 have completed their homework. What percentage have completed it? Represent your answer as a fraction, decimal, and percentage.
A shop has a “20% off” sale. If a jacket costs $5,000, how much is the discount and the new price?

Assessment Tools:

Observation checklist during group work.
Peer marking for quick tasks.
Teacher review of final answers and charts.

Tuesday, December 15, 2020

Honouring Our Country - National Symbols & Emblems (Lesson 4)

FOCUS QUESTION

How do we show respect and loyalty for our country?

SPECIFIC OBJS.

1. Show respect for our national symbols and emblems

2. Explain what national symbols and emblems are and analyze their importance to nationhood

3. Observe etiquette to be adhered to regarding national symbols and emblems

4. Assess the role and responsibilities of the citizens in acknowledging and maintaining pride in or national symbols

5. Show respect for individuals who hold public office

CONTENT SUMMARY

ENGAGE

Review what our national symbols and emblems are, and their importance to nationhood.

Form of a Kahoot game.

Kahoot

EXPLORE

Do you think it is also important to respect persons who are in public offices in our country?

Who are some of these persons?

Do you notice any difference in the way they are addressed?

I want you to read the excerpt from your SOCIAL STUDIES text below on how persons in public offices should be addressed and treated.

EXPLAIN

Explain why it is important to respect persons in public offices in Jamaica.

EXTEND/ELABORATE

Complete the readings on the page and make your notes.

EVALUATE

1. "Honourable ______________" is coming to visit your school's Independence Day celebrations. This person is the /a:

(a) Governor General

(b) Mayor

(d) Councillor

2. The highest title used to address a leader in Jamaica is _______ .

(a) Right Honourable

(b) His Excellence

(d) Your Worship

3. Kadian, the grade six prefect, will be introducing the Prime Minister at the Reading Expo. What title should she use when addressing the Prime Minister? _______________________________

4. List at least 3 protocols to be observed when singing the National Anthem.

A__________________________

B__________________________

C__________________________

5.Which of the following events would the National Anthem be least likely played?

(a) a funeral service

(b) The opening of Parliament

(d) Independence celebration

Saturday, December 12, 2020

SCIENCE - Energy, Light and Sound (Lesson 3)

FOCUS QUESTION

How does light behave?

SPECIFIC OBJS

1. Value individual effort and team work

2. Investigate the properties of light

3. Investigate some effects of reflection/refraction in everyday life

4. Carry out fair tests in conducting investigations on the properties of light

CONTENT SUMMARY

Light is a form of energy. It is detected by the eyes and it enables vision. Light behaves differently when it comes in contact with different types of materials. All objects are either transparent, opaque or translucent.

Light can be reflected, refracted or absorbed.

PROPERTIES OF LIGHT include:

ü Light travels in a straight line from a source.

ü Light travels fast

ü Light has a dual nature

ü Light can vary in intensity

ü Light interacts with matter

ü Light is comprised of many colours

Light carries energy and information

ENGAGE

Let's review our last lesson on light.

What is reflection?

Which materials are considered good reflectors?

What are the properties of light we have looked at?

What are opaque materials?

What are transparent materials?

Why are shadows formed?

EXPLORE

Today we are going to look at another property of light.

Look at the chart below. We are going to perform the given activity.

Now can you tell what refraction is?

Why did the pencil appear bent?

What is the property of light discovered?

Now I want you to watch the video clip below. It will show you what happens to light as it passes through different lenses.

Video: Behaviour of light with lenses.

Here are two closer diagrams that show the behaviour of light as it passes through concave and convex lenses.

Let us take a look at what happens to light as it passes through different colours.

Have you ever wondered why things have different colours.?

Why some objects appear black/white?

Let us watch the video below to learn more?

Video: Why objects have colours.

EXPLAIN

Explain what refraction is.

How does light behave as it passes through water, lenses, mirrors?

Explain why the behaviour occurs for each.

EXTEND/ELABORATE

Watch this video clip to learn more about refraction. Please make your notes.

Video: Refraction

EVALUATE

1. Why does the straw below appear bent?

(a) Light is being reflected (b) It is showing an image

2. What property of light is tested below?

(a) reflection (b) refraction (c) image (d) echo

3. Complete the worksheet below.

4. Complete the worksheet below.

5. The diagram below shows a student using a flashlight to shine a light on a mirror.

What is the most likely result of the light shining on the mirror? The light will ______ .

(A) pass through the mirror

(B) be absorbed by the mirror

(D) make the mirror luminous

6. The table below shows what should happen to light when it comes in contact with different objects.

Which object has the tick mark at the incorrect location?

(A) coin (B) clear glass window (C) silver spoon (D) candle

7. What will happen when light passes through a concave lens?

(a) light rays will diverge (b) light rays will converge

8.Why does an object appear black?

(a) all light is reflected (b) all light is absorbed (c) all shadows are formed (d) all light pass through

9. Why does an object appear white?

(a) all light is reflected (b) all light is absorbed (c) shadows are formed (d) light is refracted

10. Name the lenses below.

11. Read each statement below. Indicate whether a statement is true.

STATEMENT	True	False
In a plane or flat mirror, right side of the object appears to be on the left side, and left appears to be on the right.	0	0
In a plane or flat mirror, the image formed is erect and the same size as the object.	0	0
The image formed in a plane mirror is at the same distance behind the mirrors as the object is in front of it.	0	0
When an object is placed before a mirror that curves inwards, the image formed is upside down and much smaller than the object.	0	0
An image formed by a mirror that bulges out is erect but smaller in size than the real object.	0	0

Tuesday, December 8, 2020

Author's view Point - Language strand: Comprehension

FOCUS QUESTION

What was Jamaica's road to independence?

SPECIFIC OBJS.

Identify viewpoints in narratives and make distinctions between those of the characters and those of the author.

CONTENT SUMMARY

The point of view of a story is the perspective from which a story is told. Writers may choose to tell their story from one of three perspectives: First-person: chiefly using "I" or "we" Third-person: chiefly using "he," "she," or "it," which can be limited—single character knowledge—or omniscient—all-knowing.

ENGAGE

Today we will be looking at point of view in narratives. What do you think this means?

What are your thoughts?

EXPLORE

Let us read the following together.

The point of view of a story is the perspective from which a story is told. Writers may choose to tell their story from one of three perspectives:

Now read the chart below to see the different point of view from which an author can write.