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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
1.0 Numbers
|
1.6 Inequalities: Introduction
|
By the end of the
lesson, the learner
should be able to:
recognize inequality symbols, interpret the meaning of greater than and less than, and develop interest in mathematical relationships |
Learners explore mathematical comparison through concrete examples. They investigate the meaning and usage of inequality symbols ('>' and '<'), using number lines and real objects to develop intuitive understanding of greater than and less than relationships. Through collaborative activities, they practice identifying which symbol correctly describes the relationship between two quantities, and discuss how inequalities differ from equations in what they communicate about number relationships.
|
How do we solve simple inequalities?
|
MENTOR Mathematics Grade 6 Learner's Book, page 54
Number cards Inequality symbols |
Oral questions
Written exercise
Observation
|
|
| 1 | 3 |
1.0 Numbers
|
1.6 Inequalities: Forming Inequalities
|
By the end of the
lesson, the learner
should be able to:
create simple inequalities with one unknown, translate verbal statements into inequality form, and show creativity in mathematical expression |
Learners develop mathematical modeling skills through progressive activities. They practice converting verbal descriptions of inequality relationships into mathematical notation using appropriate symbols and variables. Through guided examples and collaborative problem-solving, they explore different operations that can be included in inequalities, creating mathematical expressions that represent various real-world constraints and conditions. They create their own word problems that can be modeled using inequalities and challenge peers to translate them into mathematical form.
|
How do we form inequalities?
|
MENTOR Mathematics Grade 6 Learner's Book, page 55
Number cards Inequality symbols |
Oral questions
Written exercise
Group work
|
|
| 1 | 4 |
1.0 Numbers
|
1.6 Inequalities: Simplifying
|
By the end of the
lesson, the learner
should be able to:
simplify inequality expressions, collect like terms in inequalities, and develop systematic approaches to mathematical manipulation |
Learners build algebraic manipulation skills through structured practice. Using cards or charts with inequality expressions, they explore techniques for simplifying inequalities, focusing on collecting like terms to create clearer expressions. Through guided examples and collaborative problem-solving, they develop understanding of how simplification preserves the inequality relationship while making it easier to interpret. They create their own inequality expressions for peers to simplify, reinforcing procedural fluency through teaching and explanation.
|
How do we simplify inequalities?
|
MENTOR Mathematics Grade 6 Learner's Book, page 56
Cards with inequalities Charts |
Oral questions
Written exercise
Group work
|
|
| 1 | 5 |
1.0 Numbers
|
1.6 Inequalities: Solving
1.6 Inequalities: Real-life Application |
By the end of the
lesson, the learner
should be able to:
find values that satisfy given inequalities, apply appropriate methods to solve inequalities, and appreciate the logical process of solving inequalities |
Learners develop algebraic reasoning through systematic problem-solving. They explore methods for solving simple inequalities involving one unknown, applying inverse operations to isolate the variable while maintaining the inequality relationship. Through guided examples and collaborative investigation, they practice solving inequalities of increasing complexity and verify their solutions by substituting values into the original inequality. They discuss how inequality solutions differ from equation solutions (representing ranges rather than specific values) and develop strategies for expressing and checking solutions.
|
How do we solve inequalities to find the unknown value?
|
MENTOR Mathematics Grade 6 Learner's Book, page 57
Inequality cards MENTOR Mathematics Grade 6 Learner's Book, page 58 Real-life examples |
Oral questions
Written exercise
Observation
|
|
| 2 | 1 |
1.0 Numbers
|
1.6 Inequalities: Digital Activities
|
By the end of the
lesson, the learner
should be able to:
use technology to explore inequality concepts, engage with digital inequality tools, and show enthusiasm for technology-enhanced mathematics learning |
Learners extend their understanding through technology-enhanced exploration. Using available digital devices, they engage with interactive applications that visualize inequality concepts and provide practice with forming, simplifying, and solving inequalities. Through collaborative digital activities, they explore dynamic representations of inequalities and discuss how technology can enhance understanding of mathematical relationships. They share discoveries and strategies for effectively using digital tools to support mathematics learning.
|
How can digital tools help us understand inequalities?
|
MENTOR Mathematics Grade 6 Learner's Book, page 59
Digital devices Educational apps |
Practical assessment
Observation
Peer assessment
|
|
| 2 | 2 |
1.0 Numbers
|
1.6 Inequalities: Assessment
|
By the end of the
lesson, the learner
should be able to:
demonstrate understanding of inequalities concepts, solve various inequality problems, and develop confidence in mathematical reasoning |
Learners consolidate understanding through comprehensive assessment activities. They independently solve problems involving recognizing, forming, simplifying, and solving inequalities, demonstrating their mastery of key concepts. They engage in self-assessment to identify areas of strength and areas for improvement, and present their solutions to peers, explaining their reasoning and approach to enhance mathematical communication skills.
|
How can we apply our knowledge of inequalities?
|
MENTOR Mathematics Grade 6 Learner's Book, page 60
Assessment worksheet |
Written assessment
Presentation
Project work
|
|
| 2 | 3 |
2.0 Measurement
|
2.1 Length - Millimetres as units of length (14 Lessons)
|
By the end of the
lesson, the learner
should be able to:
Use the millimetre (mm) as a unit of measuring length Identify appropriate contexts for using millimetres Develop an appreciation for precision in measurement |
Learners:
Discuss and identify millimetre as a unit of measuring length using rulers Examine objects that require measurement in millimetres Measure small objects using rulers marked in millimetres Compare measurements and discuss the importance of precision |
Why do we need smaller units to measure length?
|
MENTOR Mathematics Grade 6 Learner's Book, page 98
Rulers marked in millimetres Small objects for measurement |
Oral questions
Observation
Written exercise
|
|
| 2 | 4 |
2.0 Measurement
|
2.1 Length - Relationship between millimetres and centimetres
|
By the end of the
lesson, the learner
should be able to:
Establish the relationship between millimetres and centimetres Convert measurements between millimetres and centimetres Show interest in the relationship between units of length |
Learners:
Measure lengths of various objects in both millimetres and centimetres Record measurements and discuss patterns observed Establish that 1 centimetre equals 10 millimetres Practice converting measurements between units |
How are millimetres related to centimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 98
Rulers Measurement conversion charts |
Oral questions
Written exercise
Group work assessment
|
|
| 2 | 5 |
2.0 Measurement
|
2.1 Length - Converting centimetres to millimetres
|
By the end of the
lesson, the learner
should be able to:
Convert centimetres to millimetres confidently Apply conversion skills to solve practical problems Appreciate the need for unit conversions in measurement |
Learners:
Convert given measurements from centimetres to millimetres Create and solve conversion problems in pairs/groups Apply the relationship that 1 cm = 10 mm in various contexts Share conversion strategies |
How do we convert centimetres to millimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 99
Conversion charts Measurement worksheets |
Written exercise
Peer assessment
Class assignment
|
|
| 3 | 1 |
2.0 Measurement
|
2.1 Length - Converting millimetres to centimetres
|
By the end of the
lesson, the learner
should be able to:
Convert millimetres to centimetres accurately Solve practical problems involving conversions Value precision in measurement and calculation |
Learners:
Convert given measurements from millimetres to centimetres Discuss the process of dividing by 10 when converting from mm to cm Solve real-life problems requiring mm to cm conversions Create measurement conversion tables |
How do we convert millimetres to centimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 100
Measurement materials Conversion worksheets |
Written exercise
Observation
Project work
|
|
| 3 | 2 |
2.0 Measurement
|
2.1 Length - Addition of lengths in centimetres and millimetres
2.1 Length - Subtraction of lengths in centimetres and millimetres |
By the end of the
lesson, the learner
should be able to:
Add measurements involving centimetres and millimetres Regroup millimetres to centimetres when necessary Show interest in solving addition problems involving length |
Learners:
Add lengths given in cm and mm Regroup 10 mm to 1 cm when necessary Solve practical addition problems involving length Create addition problems for peers to solve |
How do we add lengths in centimetres and millimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 101
Addition worksheets Rulers MENTOR Mathematics Grade 6 Learner's Book, page 102 Subtraction worksheets Measuring tools |
Written exercise
Group activities
Class assignment
|
|
| 3 | 3 |
2.0 Measurement
|
2.1 Length - Multiplication of lengths
|
By the end of the
lesson, the learner
should be able to:
Multiply lengths in centimetres and millimetres by whole numbers Regroup millimetres to centimetres when necessary Apply multiplication skills to solve real-life problems |
Learners:
Multiply lengths given in cm and mm by whole numbers Regroup 10 mm to 1 cm when necessary Solve word problems involving multiplication of lengths Create visual representations of multiplication problems |
How do we multiply lengths in centimetres and millimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 103
Multiplication worksheets Measuring tools |
Written exercise
Group activities
Class assignment
|
|
| 3 | 4 |
2.0 Measurement
|
2.1 Length - Division of lengths
|
By the end of the
lesson, the learner
should be able to:
Divide lengths in centimetres and millimetres by whole numbers Regroup centimetres to millimetres when necessary Show interest in solving division problems involving length |
Learners:
Divide lengths given in cm and mm by whole numbers Regroup 1 cm to 10 mm when necessary Solve practical division problems involving length Share division strategies |
How do we divide lengths in centimetres and millimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 104
Division worksheets Measuring tools |
Written exercise
Oral questions
Observation
|
|
| 3 | 5 |
2.0 Measurement
|
2.1 Length - Circumference of a circle
|
By the end of the
lesson, the learner
should be able to:
Identify circumference as the distance around a circle Measure the circumference of circular objects practically Value the concept of circumference in real-life applications |
Learners:
Identify the circumference as the distance around a circle Measure circumference of circular objects using string and ruler Record measurements and discuss methods used Relate circumference to everyday circular objects |
What is the circumference of a circle and how do we measure it?
|
MENTOR Mathematics Grade 6 Learner's Book, page 105
Circular objects String Rulers |
Practical assessment
Observation
Written exercise
|
|
| 4 | 1 |
2.0 Measurement
|
2.1 Length - Diameter and radius
|
By the end of the
lesson, the learner
should be able to:
Identify diameter as a line passing through the center of a circle Identify radius as the distance from center to circumference Appreciate the relationship between diameter and radius |
Learners:
Identify and measure diameter of circular objects Identify and measure radius of circular objects Establish that diameter equals twice the radius Create diagrams showing diameter and radius |
What is the relationship between diameter and radius?
|
MENTOR Mathematics Grade 6 Learner's Book, page 106
Circular objects Rulers Drawing materials |
Oral questions
Written exercise
Practical assessment
|
|
| 4 | 2 |
2.0 Measurement
|
2.1 Length - Relationship between circumference and diameter
|
By the end of the
lesson, the learner
should be able to:
Establish the relationship between circumference and diameter Identify π (pi) as the ratio of circumference to diameter Show interest in mathematical relationships |
Learners:
Measure circumference and diameter of various circular objects Calculate the ratio of circumference to diameter Discover that this ratio is approximately 3.14 (π) Discuss the significance of π in mathematics |
What is the relationship between circumference and diameter?
|
MENTOR Mathematics Grade 6 Learner's Book, page 107
Circular objects String Calculators |
Written exercise
Practical assessment
Observation
|
|
| 4 | 3 |
2.0 Measurement
|
2.1 Length - Finding circumference using formula
|
By the end of the
lesson, the learner
should be able to:
Apply the formula C = πd to find circumference Apply the formula C = 2πr to find circumference Appreciate the application of formulas in mathematics |
Learners:
Use the formula C = πd to find circumference when given diameter Use the formula C = 2πr to find circumference when given radius Solve practical problems involving circumference Share solution strategies |
How do we calculate the circumference of a circle?
|
MENTOR Mathematics Grade 6 Learner's Book, page 108
Calculators Worksheet with problems |
Written exercise
Group work
Class assignment
|
|
| 4 | 4 |
2.0 Measurement
|
2.1 Length - Real-life applications of circumference
2.1 Length - Consolidation activities |
By the end of the
lesson, the learner
should be able to:
Apply knowledge of circumference to solve real-life problems Appreciate the relevance of circumference in daily life Value precision in measurement and calculation |
Learners:
Identify circular objects in the environment Solve real-life problems involving circumference Discuss practical applications of circumference Create and solve their own real-life problems |
Where do we use the concept of circumference in real life?
|
MENTOR Mathematics Grade 6 Learner's Book, page 109
Real-life circular objects Measuring tools MENTOR Mathematics Grade 6 Learner's Book, page 110 Review worksheets |
Project work
Oral presentation
Written exercise
|
|
| 4 | 5 |
2.0 Measurement
|
2.2 Area - Area of triangles (6 Lessons)
|
By the end of the
lesson, the learner
should be able to:
Understand the concept of area of triangles Relate area of triangles to area of rectangles/squares Show interest in measuring area of triangular shapes |
Learners:
Explore the relationship between triangles and rectangles/squares Cut diagonals in rectangles/squares to form triangles Discover that triangles formed have half the area of the original shape Discuss findings and make connections |
How is the area of a triangle related to the area of a rectangle?
|
MENTOR Mathematics Grade 6 Learner's Book, page 118
Rectangular/square paper Scissors Grid paper |
Observation
Practical work
Oral questions
|
|
| 5 | 1 |
2.0 Measurement
|
2.2 Area - Finding area of triangles
|
By the end of the
lesson, the learner
should be able to:
Apply the formula Area = ½ × base × height Calculate area of triangles in square centimetres Value precision in area calculation |
Learners:
Apply the formula Area = ½ × base × height Calculate areas of various triangles in square centimetres Measure dimensions of triangles and calculate their areas Share solution strategies |
How do we calculate the area of a triangle?
|
MENTOR Mathematics Grade 6 Learner's Book, page 119
Triangular shapes Rulers Calculators |
Written exercise
Practical assessment
Observation
|
|
| 5 | 2 |
2.0 Measurement
|
2.2 Area - Area of combined shapes
|
By the end of the
lesson, the learner
should be able to:
Identify combined shapes involving rectangles and triangles Calculate area of combined shapes Appreciate the application of area in composite figures |
Learners:
Identify combined shapes made up of rectangles/squares and triangles Break down combined shapes into rectangles/squares and triangles Calculate areas of individual shapes and add them Create their own combined shapes and find their areas |
How do we find the area of combined shapes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 120
Cutouts of combined shapes Grid paper Calculators |
Written exercise
Group work
Project assessment
|
|
| 5 | 3 |
2.0 Measurement
|
2.2 Area - More combined shapes
|
By the end of the
lesson, the learner
should be able to:
Calculate area of complex combined shapes Apply appropriate strategies to find areas Value systematic approaches to problem-solving |
Learners:
Analyze more complex combined shapes Apply appropriate strategies to calculate total area Discuss different approaches to finding areas Present solutions to the class |
What strategies can we use to find areas of complex shapes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 121
Worksheets with combined shapes Grid paper Calculators |
Written exercise
Group presentation
Peer assessment
|
|
| 5 | 4 |
2.0 Measurement
|
2.2 Area - Estimating area of circles
|
By the end of the
lesson, the learner
should be able to:
Estimate area of circles by counting squares Develop estimation skills for irregular shapes Show interest in area approximation methods |
Learners:
Draw circles on square grid paper Count complete squares within the circle Estimate area by counting squares and partial squares Compare their estimation techniques and results |
How can we estimate the area of a circle?
|
MENTOR Mathematics Grade 6 Learner's Book, page 122
Square grid paper Circular objects Compasses |
Practical assessment
Observation
Written exercise
|
|
| 5 | 5 |
2.0 Measurement
|
2.2 Area - Applications of area
|
By the end of the
lesson, the learner
should be able to:
Apply area concepts to solve real-life problems Appreciate the relevance of area in daily activities Value mathematical skills in practical situations |
Learners:
Identify real-life situations where area calculations are needed Solve practical problems involving area Discuss applications of area in construction, agriculture, etc. Create and solve their own real-life area problems |
Where do we use area measurements in real life?
|
MENTOR Mathematics Grade 6 Learner's Book, page 123
Real-life application examples Measuring tools Calculators |
Project work
Oral presentation
Written exercise
|
|
| 6 | 1 |
2.0 Measurement
|
2.3 Capacity - Relationship between cubic centimetres, millilitres and litres (6 Lessons)
2.3 Capacity - Converting litres to millilitres |
By the end of the
lesson, the learner
should be able to:
Identify relationship among cubic centimetres, millilitres and litres Understand volumetric measurement concepts Appreciate connections between volume and capacity |
Learners:
Experiment with 1 cm³ cube containers and water Establish that 1 cm³ equals 1 ml Discover that 1000 ml equals 1 litre Discuss relationships between units |
What is the relationship between cubic centimetres, millilitres, and litres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 139
Cubic centimetre blocks Measuring cylinders Water MENTOR Mathematics Grade 6 Learner's Book, page 140 Conversion charts Measuring containers Worksheets |
Practical assessment
Observation
Oral questions
|
|
| 6 | 2 |
2.0 Measurement
|
2.3 Capacity - Converting millilitres to litres
|
By the end of the
lesson, the learner
should be able to:
Convert millilitres to litres accurately Apply conversion skills to practical problems Value precision in measurement |
Learners:
Apply the relationship that 1000 ml = 1 litre Convert various measurements from millilitres to litres Solve real-life problems requiring ml to l conversions Create conversion tables |
How do we convert millilitres to litres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 141
Conversion charts Measuring containers Worksheets |
Written exercise
Group activities
Class assignment
|
|
| 6 | 3 |
2.0 Measurement
|
2.3 Capacity - Converting litres to cubic centimetres
|
By the end of the
lesson, the learner
should be able to:
Convert litres to cubic centimetres Understand the volumetric equivalence Appreciate the relationship between capacity and volume |
Learners:
Apply the relationship that 1 litre = 1000 cm³ Convert various measurements from litres to cubic centimetres Solve problems involving conversions Discuss practical applications |
How do we convert litres to cubic centimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 142
Conversion charts Cubic containers Worksheets |
Written exercise
Oral questions
Observation
|
|
| 6 | 4 |
2.0 Measurement
|
2.3 Capacity - Converting cubic centimetres to litres
|
By the end of the
lesson, the learner
should be able to:
Convert cubic centimetres to litres Apply conversion skills to solve problems Show interest in volume and capacity relationships |
Learners:
Apply the relationship that 1000 cm³ = 1 litre Convert various measurements from cubic centimetres to litres Solve real-life problems involving conversions Share conversion strategies |
How do we convert cubic centimetres to litres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 143
Conversion charts Cubic containers Worksheets |
Written exercise
Group activities
Project work
|
|
| 6 | 5 |
2.0 Measurement
|
2.3 Capacity - Real-life applications of capacity
|
By the end of the
lesson, the learner
should be able to:
Apply capacity measurement to real-life situations Solve practical problems involving capacity Value the relevance of capacity measurement |
Learners:
Identify situations where capacity measurement is used Solve practical problems involving capacity Discuss applications in cooking, manufacturing, etc. Create their own real-life capacity problems |
Where do we use capacity measurement in daily life?
|
MENTOR Mathematics Grade 6 Learner's Book, page 144
Real-life containers Measuring tools |
Project work
Oral presentation
Written exercise
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 8-9 |
Midterm assessment |
||||||||
| 9 |
Midterm break |
||||||||
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 3 |
2.0 Measurement
|
2.4 Mass - Multiplication 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 |
Written exercise
Oral questions
Observation
|
|
| 10 | 4 |
2.0 Measurement
|
2.4 Mass - Division of mass
|
By the end of the
lesson, the learner
should be able to:
Divide masses in tonnes and kilograms by whole numbers Regroup 1 tonne to 1000 kg when necessary Value systematic approaches to calculation |
Learners:
Divide masses given in tonnes and kilograms by whole numbers Regroup 1 tonne to 1000 kg when necessary Solve real-life problems involving division of mass Discuss division strategies |
How do we divide masses in tonnes and kilograms?
|
MENTOR Mathematics Grade 6 Learner's Book, page 159
Division worksheets Calculators |
Written exercise
Group activities
Class assignment
|
|
| 10 | 5 |
2.0 Measurement
|
2.4 Mass - Real-life applications of mass
2.4 Mass - Digital mass measurement |
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 MENTOR Mathematics Grade 6 Learner's Book, page 161 Digital weighing devices (if available) Pictures of digital scales |
Project work
Oral presentation
Written exercise
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 3 |
2.0 Measurement
|
2.5 Time - Writing time in a.m. and p.m.
|
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 |
Written exercise
Group activities
Project work
|
|
| 11 | 4 |
2.0 Measurement
|
2.5 Time - 24-hour clock system
|
By the end of the
lesson, the learner
should be able to:
Understand the 24-hour clock system Relate 12-hour to 24-hour clock system Appreciate alternative time notation systems |
Learners:
Discuss the 24-hour clock system and its advantages Create a chart showing 12-hour and 24-hour equivalents Practice reading time in 24-hour notation Discuss contexts where 24-hour system is commonly used |
What is the 24-hour clock system and why is it used?
|
MENTOR Mathematics Grade 6 Learner's Book, page 165
24-hour clock displays Time conversion charts |
Oral questions
Written exercise
Observation
|
|
| 11 | 5 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
2.0 Measurement
|
2.5 Time - Reading travel timetables
2.5 Time - Interpreting 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 MENTOR Mathematics Grade 6 Learner's Book, page 169 Calculators |
Written exercise
Group activities
Practical assessment
|
|
| 12 | 3 |
2.0 Measurement
|
2.5 Time - Creating travel schedules
|
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 |
Project work
Peer assessment
Presentation
|
|
| 12 | 4 |
2.0 Measurement
|
2.5 Time - Digital time tools
|
By the end of the
lesson, the learner
should be able to:
Use digital tools for time management Appreciate technology in time measurement Show interest in modern time-keeping |
Learners:
Explore digital time tools (clocks, watches, apps) Discuss advantages of digital time-keeping Compare traditional and digital time tools Present findings to the class |
How has technology changed the way we measure and manage time?
|
MENTOR Mathematics Grade 6 Learner's Book, page 171
Digital time devices (if available) Pictures of digital tools |
Practical assessment
Observation
Oral presentation
|
|
| 12 | 5 |
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
|
|
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