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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
2.0 Measurement
|
2.4 Mass - The tonne as a unit of mass (14 Lessons)
|
By the end of the
lesson, the learner
should be able to:
Identify the tonne as a unit for measuring mass Understand contexts where tonnes are used Show interest in units of mass measurement |
Learners:
Discuss tonne as a unit of measuring mass Identify items commonly measured in tonnes Discuss contexts where tonnes are appropriate units Research and share examples |
What is a tonne and when do we use it?
|
MENTOR Mathematics Grade 6 Learner's Book, page 150
Pictures of heavy items Mass measurement charts |
Oral questions
Research presentations
Written exercise
|
|
| 2 | 2 |
2.0 Measurement
|
2.4 Mass - Items measured in tonnes
|
By the end of the
lesson, the learner
should be able to:
Identify real-life items measured in tonnes Appreciate contexts where tonnes are appropriate Value the relevance of mass measurement |
Learners:
Discuss items in the environment measured in tonnes Categorize items by appropriate mass units Create posters showing items measured in tonnes Present their findings to the class |
What items are typically measured in tonnes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 151
Pictures of heavy items Visual aids Reference materials |
Group presentations
Observation
Project assessment
|
|
| 2 | 3 |
2.0 Measurement
|
2.4 Mass - Relationship between kilogram and tonne
2.4 Mass - Estimating mass in tonnes |
By the end of the
lesson, the learner
should be able to:
Establish the relationship between kilogram and tonne Understand that 1000 kg equals 1 tonne Show interest in mass measurement relationships |
Learners:
Discuss and establish that 1000 kg = 1 tonne Create conversion charts showing the relationship Relate to other measurement relationships (e.g., 1000 g = 1 kg) Share their understandings |
What is the relationship between kilogram and tonne?
|
MENTOR Mathematics Grade 6 Learner's Book, page 152
Mass conversion charts Visual aids MENTOR Mathematics Grade 6 Learner's Book, page 153 Pictures of heavy items Reference materials |
Oral questions
Written exercise
Observation
|
|
| 2 | 4 |
2.0 Measurement
|
2.4 Mass - Converting kilograms to tonnes
|
By the end of the
lesson, the learner
should be able to:
Convert kilograms to tonnes accurately Apply conversion skills to solve problems Show interest in mass conversions |
Learners:
Apply the relationship that 1000 kg = 1 tonne Convert various measurements from kilograms to tonnes Solve word problems involving conversions Share conversion strategies |
How do we convert kilograms to tonnes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 154
Conversion charts Worksheets Calculators |
Written exercise
Oral questions
Class assignment
|
|
| 2 | 5 |
2.0 Measurement
|
2.4 Mass - Converting tonnes to kilograms
|
By the end of the
lesson, the learner
should be able to:
Convert tonnes to kilograms accurately Apply conversion skills to solve problems Value precision in measurement |
Learners:
Apply the relationship that 1 tonne = 1000 kg Convert various measurements from tonnes to kilograms Solve real-life problems involving conversions Create conversion tables |
How do we convert tonnes to kilograms?
|
MENTOR Mathematics Grade 6 Learner's Book, page 155
Conversion charts Worksheets Calculators |
Written exercise
Group activities
Project work
|
|
| 3 | 1 |
2.0 Measurement
|
2.4 Mass - Addition of mass in tonnes and kilograms
|
By the end of the
lesson, the learner
should be able to:
Add masses given in tonnes and kilograms Regroup kilograms to tonnes when necessary Show interest in mass calculations |
Learners:
Add masses given in tonnes and kilograms Regroup 1000 kg to 1 tonne when necessary Solve word problems involving addition of mass Create addition problems for peers to solve |
How do we add masses in tonnes and kilograms?
|
MENTOR Mathematics Grade 6 Learner's Book, page 156
Addition worksheets Calculators |
Written exercise
Oral questions
Peer assessment
|
|
| 3 | 2 |
2.0 Measurement
|
2.4 Mass - Subtraction of mass in tonnes and kilograms
|
By the end of the
lesson, the learner
should be able to:
Subtract masses given in tonnes and kilograms Regroup 1 tonne to 1000 kg when necessary Value accuracy in calculation |
Learners:
Subtract masses given in tonnes and kilograms Regroup 1 tonne to 1000 kg when necessary Solve real-life problems involving subtraction of mass Discuss subtraction strategies |
How do we subtract masses in tonnes and kilograms?
|
MENTOR Mathematics Grade 6 Learner's Book, page 157
Subtraction worksheets Calculators |
Written exercise
Observation
Class assignment
|
|
| 3 | 3 |
2.0 Measurement
|
2.4 Mass - Multiplication of mass
2.4 Mass - Division of mass |
By the end of the
lesson, the learner
should be able to:
Multiply masses in tonnes and kilograms by whole numbers Regroup kilograms to tonnes when necessary Show interest in mass calculations |
Learners:
Multiply masses given in tonnes and kilograms by whole numbers Regroup 1000 kg to 1 tonne when necessary Solve word problems involving multiplication of mass Share multiplication strategies |
How do we multiply masses in tonnes and kilograms?
|
MENTOR Mathematics Grade 6 Learner's Book, page 158
Multiplication worksheets Calculators MENTOR Mathematics Grade 6 Learner's Book, page 159 Division worksheets |
Written exercise
Oral questions
Observation
|
|
| 3 | 4 |
2.0 Measurement
|
2.4 Mass - Real-life applications of mass
|
By the end of the
lesson, the learner
should be able to:
Apply mass measurement concepts to real-life situations Solve practical problems involving mass Appreciate the relevance of mass measurement |
Learners:
Identify real-life situations where mass measurement is used Solve practical problems involving mass Discuss applications in transportation, farming, etc. Create their own mass-related problems |
Where do we use mass measurement in daily life?
|
MENTOR Mathematics Grade 6 Learner's Book, page 160
Real-life examples Reference materials |
Project work
Oral presentation
Written exercise
|
|
| 3 | 5 |
2.0 Measurement
|
2.4 Mass - Digital mass measurement
|
By the end of the
lesson, the learner
should be able to:
Use digital tools for mass measurement Appreciate technology in measurement Show interest in modern measurement techniques |
Learners:
Explore digital weighing tools and applications Discuss advantages of digital measurement Compare traditional and digital measurement methods Present findings to the class |
How has technology changed mass measurement?
|
MENTOR Mathematics Grade 6 Learner's Book, page 161
Digital weighing devices (if available) Pictures of digital scales |
Practical assessment
Observation
Group presentation
|
|
| 4 | 1 |
2.0 Measurement
|
2.4 Mass - Consolidation activities
|
By the end of the
lesson, the learner
should be able to:
Apply all concepts related to mass measurement Solve integrated problems involving mass Show confidence in mass measurement applications |
Learners:
Review key concepts of mass measurement Solve mixed problems involving conversions and operations Assess their understanding of mass concepts Discuss areas needing further practice |
How do we apply mass measurement concepts to solve problems?
|
MENTOR Mathematics Grade 6 Learner's Book, page 162
Review worksheets Calculators |
Written assessment
Peer assessment
Self-assessment
|
|
| 4 | 2 |
2.0 Measurement
|
2.5 Time - a.m. and p.m. notation (10 Lessons)
|
By the end of the
lesson, the learner
should be able to:
Identify time in a.m. and p.m. notation Understand the 12-hour clock system Show interest in time measurement |
Learners:
Discuss time in a.m. (ante meridiem) and p.m. (post meridiem) Identify morning hours as a.m. and afternoon/evening hours as p.m. Read time from analog and digital clocks Classify different activities by a.m. or p.m. occurrence |
Why do we use a.m. and p.m. to express time?
|
MENTOR Mathematics Grade 6 Learner's Book, page 163
Analog and digital clocks Time charts |
Oral questions
Written exercise
Observation
|
|
| 4 | 3 |
2.0 Measurement
|
2.5 Time - Writing time in a.m. and p.m.
2.5 Time - 24-hour clock system |
By the end of the
lesson, the learner
should be able to:
Write time correctly using a.m. and p.m. notation Apply 12-hour clock system in daily activities Value accuracy in time expression |
Learners:
Write various times using a.m. and p.m. notation Create daily schedules using a.m. and p.m. Discuss conventions for writing time Share schedules with classmates |
How do we write time using a.m. and p.m. notation?
|
MENTOR Mathematics Grade 6 Learner's Book, page 164
Time worksheets Clocks MENTOR Mathematics Grade 6 Learner's Book, page 165 24-hour clock displays Time conversion charts |
Written exercise
Group activities
Project work
|
|
| 4 | 4 |
2.0 Measurement
|
2.5 Time - Converting 12-hour to 24-hour time
|
By the end of the
lesson, the learner
should be able to:
Convert time from 12-hour to 24-hour system Apply conversion procedures consistently Show interest in time systems |
Learners:
Convert various times from 12-hour to 24-hour notation Apply the rule that p.m. times add 12 hours to the hour value Create conversion tables Share conversion strategies |
How do we convert time from 12-hour to 24-hour system?
|
MENTOR Mathematics Grade 6 Learner's Book, page 166
Conversion worksheets Time charts |
Written exercise
Group activities
Class assignment
|
|
| 4 | 5 |
2.0 Measurement
|
2.5 Time - Converting 24-hour to 12-hour time
|
By the end of the
lesson, the learner
should be able to:
Convert time from 24-hour to 12-hour system Apply conversion procedures accurately Value systematic approaches to conversion |
Learners:
Convert various times from 24-hour to 12-hour notation Apply the rule that hours after 12 subtract 12 and add p.m. Solve problems involving time conversion Discuss conversion strategies |
How do we convert time from 24-hour to 12-hour system?
|
MENTOR Mathematics Grade 6 Learner's Book, page 167
Conversion worksheets Time charts |
Written exercise
Oral questions
Observation
|
|
| 5 | 1 |
2.0 Measurement
|
2.5 Time - Reading travel timetables
|
By the end of the
lesson, the learner
should be able to:
Read and understand travel timetables Extract information from timetables Show interest in practical applications of time |
Learners:
Examine various travel timetables (bus, train, plane) Identify departure and arrival times in timetables Discuss information contained in timetables Answer questions based on timetables |
How do we read and interpret travel timetables?
|
MENTOR Mathematics Grade 6 Learner's Book, page 168
Sample timetables Worksheets |
Written exercise
Group activities
Practical assessment
|
|
| 5 | 2 |
2.0 Measurement
|
2.5 Time - Interpreting travel timetables
|
By the end of the
lesson, the learner
should be able to:
Interpret information from travel timetables Calculate travel durations from timetables Value time management in travel |
Learners:
Calculate duration between departure and arrival times Determine waiting times at intermediate stops Solve problems based on travel timetables Create their own sample timetables |
How do we calculate travel times using timetables?
|
MENTOR Mathematics Grade 6 Learner's Book, page 169
Sample timetables Calculators |
Written exercise
Group work
Project assessment
|
|
| 5 | 3 |
2.0 Measurement
|
2.5 Time - Creating travel schedules
2.5 Time - Digital time tools |
By the end of the
lesson, the learner
should be able to:
Create simple travel schedules using appropriate time notation Plan itineraries based on timetables Appreciate planning and organization |
Learners:
Create travel schedules for hypothetical journeys Use appropriate time notation (12-hour or 24-hour) Include relevant details in their schedules Present schedules to the class |
How do we create effective travel schedules?
|
MENTOR Mathematics Grade 6 Learner's Book, page 170
Sample schedules Planning templates MENTOR Mathematics Grade 6 Learner's Book, page 171 Digital time devices (if available) Pictures of digital tools |
Project work
Peer assessment
Presentation
|
|
| 5 | 4 |
2.0 Measurement
|
2.5 Time - Consolidation activities
|
By the end of the
lesson, the learner
should be able to:
Apply all concepts related to time measurement Solve integrated problems involving time Show confidence in time-related applications |
Learners:
Review key concepts of time measurement Solve mixed problems involving time conversions and calculations Assess their understanding of time concepts Discuss areas needing further practice |
How do we apply time measurement concepts to solve problems?
|
MENTOR Mathematics Grade 6 Learner's Book, page 172
Review worksheets Clocks |
Written assessment
Peer assessment
Self-assessment
|
|
| 5 | 5 |
2.0 Measurement
|
2.6 Money - Budgeting (8 Lessons)
|
By the end of the
lesson, the learner
should be able to:
Understand the concept of a budget Identify components of a simple budget Value financial planning |
Learners:
Discuss the meaning and purpose of budgeting Identify income and expenses as key budget components Examine sample budgets and discuss their structure Share opinions on the importance of budgeting |
What is a budget and why is it important?
|
MENTOR Mathematics Grade 6 Learner's Book, page 173
Sample budgets Budget templates |
Oral questions
Group discussion
Observation
|
|
| 6 | 1 |
2.0 Measurement
|
2.6 Money - Preparing simple budgets
|
By the end of the
lesson, the learner
should be able to:
Prepare simple budgets for various scenarios Balance income and expenses in a budget Show interest in personal financial management |
Learners:
Create simple budgets for given scenarios Categorize items as income or expenses Calculate totals and determine if budget is balanced Share budgets and discuss strategies |
How do we prepare a balanced budget?
|
MENTOR Mathematics Grade 6 Learner's Book, page 174
Budget worksheets Calculators |
Written exercise
Project work
Peer assessment
|
|
| 6 | 2 |
2.0 Measurement
|
2.6 Money - Buying and selling prices
|
By the end of the
lesson, the learner
should be able to:
Understand concepts of buying and selling prices Identify buying and selling prices in commercial contexts Appreciate basic business concepts |
Learners:
Discuss meanings of buying price and selling price Identify examples of buying and selling prices Create lists of items with their buying and selling prices Role-play buying and selling scenarios |
What are buying and selling prices in business?
|
MENTOR Mathematics Grade 6 Learner's Book, page 175
Price lists Role-play materials |
Oral questions
Written exercise
Role-play assessment
|
|
| 6 | 3 |
2.0 Measurement
|
2.6 Money - Calculating profit
2.6 Money - Calculating loss |
By the end of the
lesson, the learner
should be able to:
Understand the concept of profit Calculate profit from buying and selling prices Value ethical business practices |
Learners:
Discuss the meaning of profit in business Calculate profit using the formula: Profit = Selling Price - Buying Price Solve problems involving profit calculation Discuss real-life examples of profit |
How do we calculate profit in business?
|
MENTOR Mathematics Grade 6 Learner's Book, page 176
Profit calculation worksheets Calculators MENTOR Mathematics Grade 6 Learner's Book, page 177 Loss calculation worksheets |
Written exercise
Group activities
Class assignment
|
|
| 6 | 4 |
2.0 Measurement
|
2.6 Money - Types of taxes
|
By the end of the
lesson, the learner
should be able to:
Identify different types of taxes Understand the purpose of taxation Value taxation as a civic responsibility |
Learners:
Discuss different types of taxes (income tax, VAT, etc.) Examine examples of taxes in daily transactions Discuss the purpose and importance of taxes Research how tax money is used |
What are the different types of taxes and why do we pay them?
|
MENTOR Mathematics Grade 6 Learner's Book, page 178
Tax information materials Sample receipts with tax |
Oral questions
Research presentation
Written exercise
|
|
| 6 | 5 |
2.0 Measurement
|
2.6 Money - Income tax
|
By the end of the
lesson, the learner
should be able to:
Understand the concept of income tax Calculate simple income tax examples Appreciate the role of income tax in society |
Learners:
Discuss income tax as a percentage of earnings Examine simple examples of income tax calculation Solve basic income tax problems Discuss how income tax contributes to society |
What is income tax and how is it calculated?
|
MENTOR Mathematics Grade 6 Learner's Book, page 179
Income tax worksheets Calculators |
Written exercise
Group activities
Class assignment
|
|
| 7 | 1 |
2.0 Measurement
|
2.6 Money - Value Added Tax (VAT)
|
By the end of the
lesson, the learner
should be able to:
Understand the concept of Value Added Tax Calculate VAT on purchases Show interest in consumer taxation |
Learners:
Discuss VAT as a percentage added to purchases Examine receipts showing VAT charges Calculate VAT amounts for various items Solve problems involving VAT |
What is Value Added Tax and how is it calculated?
|
MENTOR Mathematics Grade 6 Learner's Book, page 180
Sample receipts VAT calculation worksheets Calculators |
Written exercise
Practical assessment
Observation
|
|
| 7 | 2 |
2.0 Measurement
|
2.6 Money - Consolidation activities
|
By the end of the
lesson, the learner
should be able to:
Apply all concepts related to money management Solve integrated problems involving budgeting, profit/loss, and taxation Show confidence in financial literacy |
Learners:
Review key concepts of money management Solve mixed problems involving budgeting, profit/loss, and taxes Assess their understanding of financial concepts Discuss areas needing further practice |
How do we apply financial literacy concepts in daily life?
|
MENTOR Mathematics Grade 6 Learner's Book, page 181
Review worksheets Calculators |
Written assessment
Project work
Self-assessment
|
|
| 7 | 3 |
Geometry
|
Lines - Constructing parallel lines
|
By the end of the
lesson, the learner
should be able to:
identify what parallel lines are draw parallel lines in different situations appreciate use of lines in daily life |
Learners trace lines and measure the distance between them at intervals Learners identify parallel lines in the environment Learners share their findings with other groups |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 175
Geometrical instruments Rulers Objects with parallel lines Compasses |
Oral questions
Written exercise
Group work
|
|
| 7 | 4 |
Geometry
|
Lines - Bisecting a line
|
By the end of the
lesson, the learner
should be able to:
explain what bisecting a line means bisect lines by construction appreciate use of lines in daily life |
Learners trace given lines Learners measure angles at points of intersection Learners measure line segments and compare |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 177
Geometrical instruments Protractors Rulers |
Oral questions
Written exercise
Practical assessment
|
|
| 7 | 5 |
Geometry
|
Lines - Bisecting a line
|
By the end of the
lesson, the learner
should be able to:
follow steps to bisect a line construct perpendicular bisectors value the importance of precision in measurements |
Learners draw straight lines and mark points Learners use compasses to make arcs above and below the line Learners draw vertical lines through intersection points |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 178
Geometrical instruments Compasses Rulers |
Oral questions
Written exercise
Observation
|
|
| 8 | 1 |
Geometry
|
Lines - Construction of perpendicular lines
|
By the end of the
lesson, the learner
should be able to:
identify what perpendicular lines are measure angles formed by perpendicular lines appreciate use of perpendicular lines in daily life |
Learners trace lines and measure angles Learners identify that perpendicular lines form 90° angles Learners share findings with other groups |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 179
Geometrical instruments Protractors Rulers |
Oral questions
Written exercise
Group work
|
|
| 8 | 2 |
Geometry
|
Lines - Construction of perpendicular lines
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct perpendicular lines construct perpendicular lines through a given point show interest in applying line constructions in real life |
Learners draw lines and mark points Learners use compasses to make arcs Learners connect intersection points to create perpendicular lines Learners watch video clips on lines |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 180
Digital devices Geometrical instruments Internet resources |
Oral questions
Written exercise
Practical assessment
|
|
| 8 | 3 |
Geometry
|
Angles - Angles on a straight line
Angles - Measuring angles on a straight line |
By the end of the
lesson, the learner
should be able to:
identify angles formed on a straight line recognize angles in real life situations show curiosity in identifying angles in the environment |
Learners look at pictures to identify angles formed Learners identify angles formed by Jimmy and Mary with a string Learners take walks to identify angles on straight lines |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 183
Pictures showing angles Objects with angles MENTOR Mathematics Learner's Book Grade 6, page 184 Protractors Geometrical instruments Angle charts |
Oral questions
Written exercise
Observation
|
|
| 8 | 4 |
Geometry
|
Angles - Working out sum of angles on a straight line
|
By the end of the
lesson, the learner
should be able to:
recall that angles on a straight line sum up to 180° work out sum of angles on a straight line value the importance of angles in real life situations |
Learners study diagrams with angles on straight lines Learners measure angles and verify their sum is 180° Learners calculate missing angles on straight lines |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 185
Protractors Geometrical instruments Angle worksheets |
Oral questions
Written exercise
Group work
|
|
| 8 | 5 |
Geometry
|
Angles - Angles in a triangle
|
By the end of the
lesson, the learner
should be able to:
identify angles in a triangle trace and examine triangles appreciate the application of angles in triangular structures |
Learners trace and cut out triangles Learners cut angles of triangles and arrange them on straight lines Learners discover that angles in a triangle sum up to 180° |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 187
Triangular cut-outs Scissors Paper |
Oral questions
Written exercise
Practical assessment
|
|
| 9 | 1 |
Geometry
|
Angles - Angles in a triangle
|
By the end of the
lesson, the learner
should be able to:
calculate missing angles in triangles apply the principle that angles in a triangle sum to 180° show interest in solving angle problems |
Learners measure angles in triangles Learners work out missing angles using the sum property Learners solve problems involving triangles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 188
Protractors Triangular shapes Worksheets |
Oral questions
Written exercise
Individual work
|
|
| 9 | 2 |
Geometry
|
Angles - Angles in a rectangle
|
By the end of the
lesson, the learner
should be able to:
identify angles in rectangles perform activities to find sum of angles in rectangles appreciate rectangles in the environment |
Learners trace and cut rectangles Learners cut along diagonals to form triangles Learners establish that angles in a rectangle sum to 360° |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 189
Rectangular cut-outs Scissors Paper |
Oral questions
Written exercise
Group work
|
|
| 9 | 3 |
Geometry
|
Angles - Constructing equilateral triangles
|
By the end of the
lesson, the learner
should be able to:
identify properties of equilateral triangles measure sides and angles of equilateral triangles appreciate equilateral triangles in designs |
Learners look at given triangles Learners measure sides and angles of triangles Learners discover that equilateral triangles have equal sides and angles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 190
Triangular shapes Rulers Protractors MENTOR Mathematics Learner's Book Grade 6, page 191 Geometrical instruments Compasses |
Oral questions
Written exercise
Observation
|
|
| 9 | 4 |
Geometry
|
Angles - Constructing right angled triangles
|
By the end of the
lesson, the learner
should be able to:
identify properties of right-angled triangles recognize right angles in set squares value right-angled triangles in structures |
Learners examine set squares Learners measure angles in set squares Learners identify right angles (90°) in triangles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 193
Set squares Protractors Right-angled objects |
Oral questions
Written exercise
Observation
|
|
| 9 | 5 |
Geometry
|
Angles - Constructing right angled triangles
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct right-angled triangles use geometric instruments correctly appreciate the use of right angles in construction |
Learners make sketches of right-angled triangles Learners construct right angles using compasses Learners complete triangles and verify 90° angles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 194
Geometrical instruments Compasses Rulers Protractors |
Oral questions
Written exercise
Practical assessment
|
|
| 10 | 1 |
Geometry
|
Angles - Constructing isosceles triangles
|
By the end of the
lesson, the learner
should be able to:
identify properties of isosceles triangles measure sides and angles of isosceles triangles show interest in geometric shapes |
Learners examine given triangles Learners measure sides and angles to identify equal parts Learners discover that isosceles triangles have two equal sides and angles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 195
Triangular shapes Rulers Protractors |
Oral questions
Written exercise
Group work
|
|
| 10 | 2 |
Geometry
|
Angles - Constructing isosceles triangles
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct isosceles triangles use geometrical instruments accurately appreciate isosceles triangles in real life |
Learners make sketches of isosceles triangles Learners follow step-by-step procedures to construct triangles Learners measure and verify that two sides and angles are equal |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 196
Geometrical instruments Compasses Rulers Protractors |
Oral questions
Written exercise
Practical assessment
|
|
| 10 | 3 |
Geometry
|
3-D Objects - 3-D objects in the environment
3-D Objects - Edges, faces and vertices |
By the end of the
lesson, the learner
should be able to:
identify 3-D shapes in the environment classify 3-D objects based on their shapes appreciate 3-D objects in daily life |
Learners talk about given 3-D shapes Learners identify shapes of objects Learners take walks to identify 3-D objects in the environment |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 200
3-D objects Pictures of 3-D shapes MENTOR Mathematics Learner's Book Grade 6, page 201 Charts of 3-D objects Cubes Cuboids |
Oral questions
Written exercise
Observation
|
|
| 10 | 4 |
Geometry
|
3-D Objects - Edges, faces and vertices in cubes
|
By the end of the
lesson, the learner
should be able to:
model cubes using local materials count faces, edges, and vertices in cubes value the importance of cubes in packaging |
Learners use locally available materials to model cubes Learners count faces, edges, and vertices in open and closed cubes Learners share findings with other groups |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 202
Locally available materials Cube models Paper |
Oral questions
Written exercise
Practical assessment
|
|
| 10 | 5 |
Geometry
|
3-D Objects - Edges, faces and vertices in cuboids
|
By the end of the
lesson, the learner
should be able to:
model cuboids using local materials count faces, edges, and vertices in cuboids appreciate cuboids in packaging |
Learners use locally available materials to model cuboids Learners count faces, edges, and vertices in open and closed cuboids Learners share findings with other groups |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 203
Locally available materials Cuboid models Paper |
Oral questions
Written exercise
Group work
|
|
| 11 | 1 |
Geometry
|
3-D Objects - Edges, faces and vertices in cylinders
|
By the end of the
lesson, the learner
should be able to:
model cylinders using local materials identify faces and edges in cylinders show interest in cylindrical objects |
Learners use locally available materials to model cylinders Learners count faces and edges in open and closed cylinders Learners share findings with other groups |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 204
Locally available materials Cylinder models Paper |
Oral questions
Written exercise
Practical assessment
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| 11 | 2 |
Geometry
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3-D Objects - Plane figures in 3-D objects
|
By the end of the
lesson, the learner
should be able to:
identify nets of 3-D objects recognize plane figures in 3-D objects appreciate the relationship between 2-D and 3-D shapes |
Learners study nets of cubes, cuboids, and cylinders Learners identify squares, rectangles, and circles in nets Learners describe plane figures found in 3-D objects |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 205
Nets of 3-D objects Cut-outs of rectangles, squares, and circles |
Oral questions
Written exercise
Project work
|
|
| 11 | 3 |
Data Handling
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Bar Graphs - Preparing frequency tables to represent data
|
By the end of the
lesson, the learner
should be able to:
identify frequency distribution tables draw a frequency table of real-life situation data appreciate use of frequency tables in real life |
Learners use small sticks to record their favorite colors Learners count the sticks on each color Learners represent information in a frequency table Learners share their work with other groups |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 207
Small sticks Color charts Tally cards MENTOR Mathematics Learner's Book Grade 6, page 208 Data collection sheets Worksheets |
Oral questions
Written exercise
Group work
|
|
| 11 | 4 |
Data Handling
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Bar Graphs - Representing data using pictographs
|
By the end of the
lesson, the learner
should be able to:
understand what pictographs are represent data from real life situations using pictographs appreciate pictographs for data display |
Learners observe information in tables Learners represent the information using pictures Learners share their work with other groups |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 209
Picture cards Charts Data tables |
Oral questions
Written exercise
Group work
|
|
| 11 | 5 |
Data Handling
|
Bar Graphs - Representing data using pictographs
|
By the end of the
lesson, the learner
should be able to:
select appropriate keys for pictographs create pictographs with suitable keys show interest in representing data visually |
Learners observe tables showing daily production of cars Learners use keys to represent data in pictographs Learners select appropriate keys for different data sets |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 210
Picture cards Charts Data tables |
Oral questions
Written exercise
Project work
|
|
| 12 | 1 |
Data Handling
|
Bar Graphs - Representing data through piling
|
By the end of the
lesson, the learner
should be able to:
understand the concept of data piling represent data from real life situations through piling value the importance of different data presentation methods |
Learners use empty matchboxes and flashcards Learners select favorite fruits and pile matchboxes Learners count and record the piles Learners discuss importance of fruits in diet |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 211
Empty matchboxes Flashcards Data charts |
Oral questions
Written exercise
Practical assessment
|
|
| 12 | 2 |
Data Handling
|
Bar Graphs - Representing data through piling
|
By the end of the
lesson, the learner
should be able to:
organize data into piles compare data through pile heights appreciate visual representation of data |
Learners observe data on wild animals Learners represent the data by piling Learners compare different pile heights to interpret data |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 212
Blocks or cubes Data cards Charts |
Oral questions
Written exercise
Group work
|
|
| 12 | 3 |
Data Handling
|
Bar Graphs - Representing data using bar graphs
|
By the end of the
lesson, the learner
should be able to:
understand bar graphs draw axes for bar graphs select appropriate scales for bar graphs organize data on bar graphs appreciate the use of bar graphs in data presentation |
Learners study frequency tables of colored blocks Learners make equal color blocks to represent numbers Learners identify most and least favorite color blocks Learners draw horizontal and vertical axes Learners choose suitable scales Learners label graphs and draw bars of equal width |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 213
Colored blocks Graph paper Rulers MENTOR Mathematics Learner's Book Grade 6, page 215 Pencils Data tables |
Oral questions
Written exercise
Practical assessment
|
|
| 12 | 4 |
Data Handling
|
Bar Graphs - Interpreting information from bar graphs
|
By the end of the
lesson, the learner
should be able to:
understand how to read bar graphs interpret information from bar graphs analyze data from bar graphs make comparisons from bar graph data appreciate bar graphs as a means of communication |
Learners study a bar graph showing fruits sold by a vendor Learners identify days with most and least sales Learners compare sales on different days Learners determine total fruits sold in a week Learners study a bar graph showing favorite foods Learners identify most and least popular foods Learners calculate differences between food choices |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 217
Bar graphs Chart paper Worksheets |
Oral questions
Written exercise
Group work
|
|
| 12 | 5 |
Data Handling
|
Bar Graphs - Interpreting information from bar graphs
|
By the end of the
lesson, the learner
should be able to:
extract specific information from bar graphs analyze trends in bar graph data draw conclusions from bar graph data appreciate data analysis for problem-solving |
Learners study a bar graph showing blood donation volunteers Learners identify days with highest and lowest volunteers Learners calculate differences between days Learners determine totals for different time periods Learners study a bar graph showing favorite sports Learners identify most and least popular sports Learners calculate differences between sports preferences |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 220
Bar graphs Worksheets Chart paper |
Oral questions
Written exercise
Class quiz
|
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