Lesson Plan
Session title
Sequences, Functions and Graphs: Generalising
Dates
20 April, 2022
Location
Room 109
Learner group
Grade 6
Duration
1 period
Group size
12 per class
Learning aims
The students should be able to define a sequence, functions, construct a table of relation to a given function. Learners will use
graphical representations of linear relationships, making sense of y = mx + c and relating them to real life context and using
knowledge of linear functions.
A statement which provides the scope of
the subject and the overall intent of the
course
Learning objectives
What are learners expected to learn after
completing the lesson? These should be
specific and able to be assessed.
Inclusion
How will you make your lesson inclusive?
At the end of the lesson students will:
 identify and evaluate linear functions,
 complete a function table for a linear function,
 find the value of a constant in a linear function given the value of a function at a particular value,
 identify ordered pairs of values that satisfy a given linear function,
 substitute a linear algebraic expression into a linear function.
Language: Terminologies in English are related to Uzbek and Russian languages. This will help the students recognize the terms
in their own language and familiarize themselves to these as they take the Cambridge curriculum.
Dependencies: Students need to remember the previous lessons expressions and equations (i.e., variable and unknown) linear
relationships, constructing a table, representing functions through mapping, graphs, algebraic equations in order to fully visualize
how linear functions work.
Time
5 minutes
What are you doing?
The teacher introduces the activity to the
students, explains the learning objectives of the
period, and reiterates the mechanics of the
activity.
What are your students doing?
The students will have stations rotation as their
activity for the day. They should be able to utilize
their skills and knowledge of functions in relation
to real-life applications and communicate as
pairs in finishing the tasks at hand.
As mechanics,
 Everyone will be working by pairs.
 Each pair is given five (5) minutes to do
the task/s demanded in each station.
 At the end timer buzzes, each pair must
move to the next station on their right.
Lesson plan template
Learning materials and resources
PowerPoint Presentation
Lesson Plan
Time
30 minutes
What are you doing?
What are your students doing?
The teacher roams around to entertain questions
and sees how student learning takes place in
each station.
The students work in pairs and perform the task
assigned to them. They will deal with problems
relating to real life context to the fulfilment of the
learning objectives of the day.
This part of the activity fosters differentiated
learning among students by asking them to
perform various tasks.
Station Alpha
While performing this task, students must
determine the coefficients of the function having
some values, and also draw a graph of the
function.
Station Bravo
Here students will be given the first term of the
arithmetic progression and the difference, using
their knowledge, they will have to determine the
formula of the n-th term and find the value of the
50th
Station Charlie
This problem offers opportunities to consider
different methods of finding terms of the
sequence.
Station Delta
This problem is one of a set of functions or a
family of linear functions. Students should graph
several functions and describe the common
parts, analise the graph.
Station Echo
This problem leads the students in realizing how
linear functions could be used in real life. This
can be used to introduce importance.
Station Foxtrot
This problem focuses on recognizing the function
through its graph, so, students will determine the
equation for the given graph.
Lesson plan template
Learning materials and resources
Pen and paper
Laptop
Lesson Plan
Time
10 minutes
What are you doing?
What are your students doing?
The teacher asks the students to stop what they
are doing and report on what has transpired in
the station assigned to them. Some students are
expected not to finish the task but explain among
their classmates the rigors of the activity.
The students share to the class what happened
in their station. Upon sharing what has
transpired, the classmates are expected to
contribute some strategies on how to finish the
task more efficiently.
This part of the activity encourages reflective
learning among students and at the same time
enhances their metacognitive skill through deep
introspection on how they either lead to the
answer or do the steps that they arrived at.
For the groups where the activity has not yet
been done, this will be extended as an
assignment where they can consult their teacher
for further assistance.
Lesson Evaluation: Include what you feel went well and what you would like to improve.
Lesson plan template
Learning materials and resources
PowerPoint Presentation