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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
|
2.6 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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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 |
Oral questions
Written exercise
Group work
|
|
| 3 | 2 |
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 |
Oral questions
Written exercise
Group work
|
|
| 3 | 3 |
Geometry
|
Lines - Constructing parallel lines
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct parallel lines use geometrical instruments correctly appreciate use of lines in daily life |
Learners use rulers to draw horizontal lines Learners use compasses to mark arcs Learners construct parallel lines step by step |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 175
Geometrical instruments Compasses Rulers |
Oral questions
Written exercise
Observation
|
|
| 3 | 4 |
Geometry
|
Lines - Constructing parallel lines
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct parallel lines use geometrical instruments correctly appreciate use of lines in daily life |
Learners use rulers to draw horizontal lines Learners use compasses to mark arcs Learners construct parallel lines step by step |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 175
Geometrical instruments Compasses Rulers |
Oral questions
Written exercise
Observation
|
|
| 3 | 5 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
Geometry
|
Angles - 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 |
Oral questions
Written exercise
Observation
|
|
| 5 | 1 |
Geometry
|
Angles - Measuring angles on a straight line
|
By the end of the
lesson, the learner
should be able to:
understand how to use a protractor measure angles on a straight line accurately appreciate the importance of accurate measurements |
Learners study diagrams showing angles Learners use protractors to measure angles Learners identify that angles on a straight line are supplementary |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 184
Protractors Geometrical instruments Angle charts |
Oral questions
Written exercise
Practical assessment
|
|
| 5 | 2 |
Geometry
|
Angles - Measuring angles on a straight line
|
By the end of the
lesson, the learner
should be able to:
understand how to use a protractor measure angles on a straight line accurately appreciate the importance of accurate measurements |
Learners study diagrams showing angles Learners use protractors to measure angles Learners identify that angles on a straight line are supplementary |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 184
Protractors Geometrical instruments Angle charts |
Oral questions
Written exercise
Practical assessment
|
|
| 5 | 3 |
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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 6 | 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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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 |
Oral questions
Written exercise
Observation
|
|
| 6 | 5 |
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 |
Oral questions
Written exercise
Observation
|
|
| 7 | 1 |
Geometry
|
Angles - Constructing equilateral triangles
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct equilateral triangles use compasses and rulers accurately show interest in constructing geometric shapes |
Learners make sketches of equilateral triangles Learners follow step-by-step procedures to construct triangles Learners measure and verify angles and sides |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 191
Geometrical instruments Compasses Rulers |
Oral questions
Written exercise
Practical assessment
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 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
|
|
| 8 | 3 |
Geometry
|
3-D Objects - 3-D objects in the environment
|
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 |
Oral questions
Written exercise
Observation
|
|
| 8 | 4 |
Geometry
|
3-D Objects - Edges, faces and vertices
|
By the end of the
lesson, the learner
should be able to:
define edges, faces, and vertices identify edges, faces, and vertices on charts show interest in properties of 3-D objects |
Learners study charts showing cubes and cuboids Learners identify faces, edges, and vertices Learners understand that edges are where faces meet and vertices are where edges meet |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 201
Charts of 3-D objects Cubes Cuboids |
Oral questions
Written exercise
Group work
|
|
| 8 | 5 |
Geometry
|
3-D Objects - Edges, faces and vertices
|
By the end of the
lesson, the learner
should be able to:
define edges, faces, and vertices identify edges, faces, and vertices on charts show interest in properties of 3-D objects |
Learners study charts showing cubes and cuboids Learners identify faces, edges, and vertices Learners understand that edges are where faces meet and vertices are where edges meet |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 201
Charts of 3-D objects Cubes Cuboids |
Oral questions
Written exercise
Group work
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
Geometry
|
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
|
|
| 10 | 1 |
Data Handling
|
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 |
Oral questions
Written exercise
Group work
|
|
| 10 | 2 |
Data Handling
|
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 |
Oral questions
Written exercise
Group work
|
|
| 10 | 3 |
Data Handling
|
Bar Graphs - Preparing frequency tables to represent data
|
By the end of the
lesson, the learner
should be able to:
collect data from real life situations organize data in frequency tables value the importance of data organization |
Learners observe examples of frequency tables Learners complete frequency tables with tally marks Learners calculate frequencies from tally marks |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 208
Tally cards Data collection sheets Worksheets |
Oral questions
Written exercise
Individual work
|
|
| 10 | 4 |
Data Handling
|
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
|
|
| 10 | 5 |
Data Handling
|
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 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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 |
Oral questions
Written exercise
Practical assessment
|
|
| 12 | 1 |
Data Handling
|
Bar Graphs - Representing data using bar graphs
|
By the end of the
lesson, the learner
should be able to:
interpret data from tables represent data on bar graphs collect data from the environment value the importance of clear data representation |
Learners study data on patient visits to a health center Learners use suitable scales to represent data on bar graphs Learners organize data in the form of bar graphs Learners collect data on food eaten at home Learners represent the information on bar graphs |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 215
Graph paper Rulers Pencils Data tables |
Oral questions
Written exercise
Home-based project
|
|
| 12 | 2 |
Data Handling
|
Bar Graphs - Representing data using bar graphs
|
By the end of the
lesson, the learner
should be able to:
interpret data from tables represent data on bar graphs collect data from the environment value the importance of clear data representation |
Learners study data on patient visits to a health center Learners use suitable scales to represent data on bar graphs Learners organize data in the form of bar graphs Learners collect data on food eaten at home Learners represent the information on bar graphs |
How can bar graphs be used in real life situations?
|
MENTOR Mathematics Learner's Book Grade 6, page 215
Graph paper Rulers Pencils Data tables |
Oral questions
Written exercise
Home-based project
|
|
| 12 | 3 |
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 | 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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