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Grade 6 Mathematics

Unit: Divisibility and Digital Games
Lesson: 2 of 6
Duration: 45 minutes
Class: 22 students (7 girls, 3 students from community class, 3 with IEPs, 4 with ADHD)
Location: Sutton, Ontario

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Curriculum Expectations (Ontario Mathematics, Grade 6)

Overall Expectation:

• Number Sense and Numeration:
  Demonstrate an understanding of factors and multiples and use this understanding to solve problems involving divisibility and common multiples.
  (Referencing: 6NS6 - determine the divisibility of numbers and apply divisibility rules.)

Specific Expectations:

• 6NS6: Apply divisibility rules to multiples of 2, 3, 5, 9, and 10, and use this understanding to solve problems involving factors and multiples.
• 6NS7: Solve problems that involve divisibility and factors in familiar contexts.

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Learning Goals / “I Can” Statements

• I can identify divisibility rules for 2, 3, 5, 9, and 10.
• I can apply divisibility rules to solve real-world problems.
• I can work with a partner to explain and justify my reasoning for divisibility.

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Success Criteria

• Correctly apply divisibility rules to identify if numbers are divisible by 2, 3, 5, 9, and 10.
• Solve word problems that require using divisibility rules with minimal errors.
• Demonstrate clear communication and teamwork in partner activities.
• Use strategies and tools thoughtfully to support understanding (e.g., manipulatives, charts, calculators).

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Materials and Resources

• Whiteboard and markers
• Projector or Smartboard (optional)
• Divisibility rules chart (dyslexia-friendly format: coloured background with large sans-serif font)
• Problem-solving worksheets with real-world scenarios
• Base-10 blocks or number tiles (for hands-on learners)
• Timer
• IEP accommodations materials (visual schedules, breaks, simplified language)

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Lesson Breakdown

1. Connecting to Prior Knowledge (5 minutes)

• Review divisibility rules for 2, 3, 5, 9, and 10 with the class using a colourful chart displayed on the board.
• Use a think-pair-share quick activity: Students say one number divisible by 3 or 5 that they know.

2. Explicit Teaching and Modelling (10 minutes)

• Model applying divisibility rules on the board with clear examples.
• Incorporate a digital game-like scenario: "You are organizing a digital game tournament, where teams must have players in numbers divisible by 2, 3, 5, 9, or 10."
• Show students how to check the team numbers for divisibility step-by-step.
• Utilise visual supports (number lines, colour codes) to support students needing scaffolding.

3. Guided Partner Practice (15 minutes)

• Students work in pairs to complete a worksheet with 6-8 real-world problems requiring divisibility rule application: e.g., "A tablet app allows 36 players to enter the tournament. Is this number divisible by 2, 3, 5...?"
• One problem specifically designed to challenge higher-level thinkers, encouraging them to explain which divisibility rule(s) apply and why.
• Encourage verbal communication and reasoning between partners.
• Teacher circulates and offers targeted support for students with ADHD and IEPs by prompting focus and offering manipulatives as needed.

4. Class Discussion and Sharing (10 minutes)

• Select pairs to share their solutions and reasoning with the class.
• Emphasize mathematical language, justification, and strategies used.
• Teacher models how to troubleshoot any common misconceptions gently.

5. Summary and Reflection (5 minutes)

• Recap the divisibility rules and the importance of knowing when numbers are divisible in real life (including gaming contexts).
• Ask students to write or draw one way they used divisibility rules today (can be a sentence or a quick sketch for diverse learners).
• Set the tone for the next lesson facing factors and multiples deeper with games.

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Differentiation Strategies

• For Students with IEPs and Community Class:

  • Use simplified language and step-by-step instructions.
  • Provide manipulatives and visual supports.
  • Pair with a trained peer for scaffolding.
  • Allow alternate response modes (drawing or verbal explanations).

• For Students with ADHD:

  • Provide frequent movement breaks every 10-15 min.
  • Use timers and clear routines.
  • Seat in low-distraction areas.

• For Dyslexic Learners:

  • Provide worksheets in dyslexia-friendly fonts and coloured backgrounds.
  • Break down questions into smaller chunks.
  • Offer audio instructions or read aloud support.

• For Advanced Learners:

  • Extension task: Create their own word problem involving divisibility rules for peers to solve.
  • Challenge with composite numbers and combined rules (e.g., numbers divisible by both 3 and 5).

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Assessment for Learning

• Observation of pair work: Are students correctly applying divisibility rules?
• Review student worksheets for accuracy and reasoning.
• Use exit slip: One “I can...” statement written or drawn by each student about today’s learning.
• Informally gauge understanding during class discussion and correct misconceptions immediately.

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Additional Notes

• Encourage positive reinforcement through digital gamification language ("Level up your maths skills!").
• Encourage collaboration and peer teaching for social-emotional skills, important given the class makeup.
• Ensure that students with behavioural challenges have clear expectations and contingency plans in place.

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End of Plan