Lesson Plan – Subject

2025-26
Class VI Teacher Name Pooja Agarwal
Chapter No. 3 Chapter Name Number Play
Total Number of Periods 11
Required
Learning Objectives Learning Objectives for Patterns

 Identify and find factors and multiples of given numbers.

 Classify numbers as prime, composite, or neither.
 Find prime numbers up to a certain limit using methods like the
Sieve of Eratosthenes.
 Apply divisibility tests for 2, 3, 5, 6, 9, 10, and 11 to check if a
number is divisible by another without actual division.
 Find Highest Common Factor (HCF) and Lowest Common
Multiple (LCM) of two or more numbers.
 Express numbers as a product of prime numbers (prime
factorization).
 Use prime factorization to find HCF and LCM.
 Understand the relationship between numbers and use logical
reasoning to solve problems.

Previous Knowledge  Basic idea of counting numbers (1, 2, 3, 4, ...) and whole
Required numbers (0, 1, 2, 3, ...).
 Ability to add, subtract, multiply, and divide whole numbers.
 Quick recall of multiplication tables for easier factorization and
divisibility checking.
 Understanding how division works and what a remainder means.
 Ability to differentiate between even and odd numbers.
 Knowledge of how to arrange numbers in ascending and
descending order.
 Recognizing basic number patterns (like multiples of 2, 5, 10,
etc.).

New Vocabulary/Terms 1. Factor

Used 2. Prime Number
3. Composite Number
4. Divisibility Rules
5. Prime Factorization
6. Common Factors
7. Common Multiples
8. Highest Common Factor (HCF)
9. Lowest Common Multiple (LCM)

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 10. Co-prime Numbers
11. Perfect Number (brief mention)

TLM(Resources) Whiteboard, marker and screen for playing video

Week 12.06.25 to 14.06.25

Topic Super cells
Learning Outcome By the end of this topic, students will be able to:

 Identify and differentiate between factors and multiples.

 Recognize prime and composite numbers up to 100.
 Understand and list the factors/multiples of a number.

Methodology Supercells: The Teacher will encourage students to observe the pattern in
the NCERT textbook and have them do the given exercises.
Patterns on Numbers on the Number Line and Playing with Digits…
the teacher can initiate the topic as given in the textbook
 The students will do the exercise given in the textbook
 For more practice, the students can be given more numbers that
they will practice in their notebook.
Activity / NA
Art Integration
HW/Assessment/AOL/  Figure it out (some questions can be given as homework)
AFL
Week 19.06.25 to 21.06.25
Topic Pretty Palindromic Patterns
Learning outcome By the end of this topic, students will be able to:

 Understand the concept of palindromes:

Recognize that a palindromic number reads the same forward and
backward (e.g., 121, 1331).
 Identify palindromic numbers:
Find palindromic numbers within a given range (like 1 to 1000).
 Create palindromic patterns:
Generate palindromic sequences using simple addition patterns
(e.g., 1 + 1 = 2, 11 + 11 = 22, 111 + 111 = 222).
 Explore number symmetry:
Understand the concept of symmetry in numbers through
palindromic structures.
 Apply logic and pattern recognition:
Analyze and extend number patterns to form new palindromic
sequences.
 Develop creativity and mathematical curiosity:
Create their own "pretty" palindromic patterns using rules (like
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 reverse and add techniques).
 Solve simple puzzles involving palindromic numbers:
Work on brain teasers like "find the next palindromic number" or
"complete the pattern."

Methodology Let the teacher initiate the topic as given in the textbook. She will spend
more time having students observe patterns and elicit the given questions
from the students. Let the students think of any 4-digit number and
discover if they get to the Magic Number of Kaprekar.

Clock and Calendar Numbers

Once the topic is introduced in the class, let the students share more such
patterns within a small group.

Activity / Prime Number Bingo

Art Integration
 Objective: Identify and differentiate between prime and composite
numbers.
 How to Play:
Create a bingo board with a mixture of prime and composite
numbers.
Call out numbers, and students must mark the prime numbers on
their boards.
The first student to complete a row or column calls out "Bingo!"
 Materials: Pre-made bingo cards with numbers.
 Skills Developed: Recognizing prime numbers.

HW/Assessment/AOL/ Home task: Let the students find/bring more calendar facts and share
AFL them in class. These facts can also be stuck up on the class soft board. A
few examples are given below.
Week 23/06/25 to 27/06/25
Topic Playing with Number patterns
Learning outcome The teacher can show some patterns, ask students to talk about the
pattern and then extend the same.

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Methodology Playing with Digits
Let the teacher introduce a game to the class. From a grid of 1-100
numbers, the teacher thinks about one number silently, letting students
guess which number the teacher has thought of. For that, eight clues are
given below:
1. The number is greater than 9.
2. The number is not a multiple of 10.
3. The number is a multiple of 7.
4. The number is odd.
5. The number is not a multiple of 11.
6. The number is less than 200.
7. Its one’s digit is larger than its tens digit.
8. Its tens digit is odd.
The game is played as follows-
Tell the students that you have a number in your mind
To know this number, the students have to use four clues out of the
eight clues that are given above
One student may say the clues one by one; your response will be
either Yes or No.
After the fourth clue, the student has to think about the clues, he/she
asked, and you gave the corresponding response.
Based on this, the student has to guess the number
If the student is not able to guess the number, the process is repeated
with another student
The game proceeds in this way.
There may be a group of numbers that come under one category.
The number you thought would have properties shared by many
other numbers.
The students will be led to think about the properties of numbers.
After one student has exhausted all four clues, a discussion about
the clues and your corresponding response may be held. The
students may be asked to locate a clue, which is not helpful.

This process can be conducted for a few more numbers, and the clues can
also be changed based on the number. Once students understand the rules
of the game, they can play it in smaller groups, with one person thinking
of a number and sharing clues that will help others decode it.
In addition, the teacher can also use the Math workbook questions
(Chapter Number Play) and Math Lab activity (pg 43, 44) for evaluation.
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 Unsolved Mystery-the Collatz Conjecture
Let the teacher initiate the topic as given in the textbook. She will spend
more time having students observe patterns and elicit the given questions
from the students.
Activity / Simple Estimation
Art Integration Games and Winning Strategies
The teacher will initiate the discussion and then have the student solve the
exercises given in the book. Also, for games they need to understand and
devise the rules clearly before they starting playing again.
HW/Assessment/AOL/ Figure it out (few questions can be given as HW)
AFL

Differentiation Strategies: Five questions everyday practice

Chapter checkup worksheet
Exit slip

 Interactive Nature:
Many topics like divisibility rules and prime factorization naturally
lend themselves to puzzles, games, and patterns, keeping students
actively engaged.

 Building Logical Thinking:

It strengthens students' reasoning and analytical skills — encouraging
them to look for patterns, shortcuts, and efficient methods.

 Real-Life Connection:
Reflections Finding HCF and LCM through real-life examples (like scheduling
events or arranging items) helps students see mathematics as
practical and useful.

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