Start each lesson with a warmup activity to revisit previous knowledge. Remember that sixth grade students will still enjoy math games, so use these for your starter activity. If you have an interactive whiteboard, make use of the many games available and ensure that you select games that are accessible to all your pupils. Try a round of times tables or division questions. For an active class, write some math questions on a soccer ball. Have students stand or sit in a circle and throw or roll the ball around. Whoever catches it must answer the question that she is touching. Make sure you detail your activity on your math plan.
Writing the learning objective and success criteria on the board lets your students know the point of the lesson. Make sure that you have written this learning objective and the success criteria on your math plan. Ask students what they already know about the topic you are teaching. Have each student talk to a partner to clarify ideas, and then ask your class to feed back, writing down any relevant points made on the whiteboard.
If teaching students a new math method or concept, explain it clearly. Your method for doing this should be detailed on your planning, as should any examples that you are going to share, along with answers. Demonstrate the method on the whiteboard, showing each step clearly. Then have students work together to solve a problem using the method you have shown. Ask for feedback, and have a volunteer pair show their work to the rest of the class. Ask your class if the method or concept is clear; students could show a simple thumbs up or down.
Allocate students activities differentiated according to ability. Differentiations should be clearly shown on your planning, along with the names of each student with details of the task they will be expected to complete. While your class is working, refer to the learning objective and success criteria often; this way a student can check if he is on track. Move around the class, offering assistance to any students who are struggling. If you find that several students are stuck on the same ideas, bring them together and work with them as a group so that students are not left waiting for you to help them individually.
On your math plan, detail the timing of your lesson to ensure that the lesson is completed and that there is sufficient time for feedback at the end. Feedback should happen at the end of the lesson, not after recess or the next day, so that any issues are fresh in your students' minds. Bring students together and go over the topic once more. Have some questions detailed on your planning to ask students to check understanding.
Finish with self-assessment. Try using "heads down, thumbs up." Each students puts her head on the desk with her eyes closed and shows "thumbs up" if she is happy that she has met the learning objective, or "thumbs down" if she hasn't. All students can be honest without feeling self-conscious. Note any concerns on your planning, so you can incorporate any issues into your plans for the next math lesson.