Lesson Study

This report presents a lesson study conducted with Year 4 primary students to strengthen their mathematical reasoning and justification skills within a budgeting context. The lesson centred on a realistic scenario in which Mrs. Green aims to create a healthy breakfast hamper with a €25 budget. Students worked in groups, each adopting a character from a concept cartoon – Sally, Maze, Tina, or Finn – who presented different suggestions or challenges related to the hamper’s contents. Using a justification fan and a familiar problem- solving mat, students critically evaluated and justified their assigned character’s choices, with one group tasked to independently design a suitable hamper. The activity was carefully structured to engage students at varying levels of mathematical ability and encourage the use of precise mathematical language. Observations and group presentations revealed how the structure of the task supported deeper reasoning and reflection. The lesson was purposefully selected due to previously identified students’ difficulties in articulating mathematical justifications. This report outlines the lesson study process and discusses how the approach helped foster critical thinking, collaborative learning, and clearer mathematical communication.

This report presents a lesson study conducted with Year 4 and 5 students at Gozo College Ġużé Aquilina Primary and Special Unit Sannat, focusing on exploring the relationship between mass and capacity through problem-solving. The open-ended investigation is centred around a real-world scenario, which challenges students to investigate the common misconception that 1 litre always equals 1 kilogram. Through a hands-on approach involving different liquids and measuring tools, students collaborated in mixed-ability groups to compare, calculate and reason mathematically. The lesson integrated Universal Design for Learning (UDL), formative assessment and inclusive pedagogies to ensure all learners could participate meaningfully. Reflections from the teaching team highlighted key student misconceptions, strengths in collaboration and the value of structured inquiry for deepening conceptual understanding. The study illustrates how lesson study fosters professional collaboration, inclusive teaching strategies and responsive lesson design in support of the 21st century skills.