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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
|
2.1 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 | 2 |
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 | 3 |
2.0 Measurement
|
2.1 Length - Converting centimetres to millimetres
2.1 Length - Converting millimetres to centimetres |
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 MENTOR Mathematics Grade 6 Learner's Book, page 100 Measurement materials Conversion worksheets |
Written exercise
Peer assessment
Class assignment
|
|
| 2 | 4 |
2.0 Measurement
|
2.1 Length - Addition 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 |
Written exercise
Group activities
Class assignment
|
|
| 2 | 5 |
2.0 Measurement
|
2.1 Length - Subtraction of lengths in centimetres and millimetres
|
By the end of the
lesson, the learner
should be able to:
Subtract lengths given in centimetres and millimetres Regroup centimetres to millimetres when necessary Value accuracy in subtraction operations |
Learners:
Subtract lengths given in cm and mm Regroup 1 cm to 10 mm when necessary Solve real-life problems requiring subtraction of lengths Discuss strategies for subtraction with regrouping |
How do we subtract lengths in centimetres and millimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 102
Subtraction worksheets Measuring tools |
Written exercise
Oral questions
Observation
|
|
| 3 | 1 |
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 | 2 |
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 | 3 |
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
|
|
| 3 | 4 |
2.0 Measurement
|
2.1 Length - Diameter and radius
2.1 Length - Relationship between circumference and diameter |
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 MENTOR Mathematics Grade 6 Learner's Book, page 107 String Calculators |
Oral questions
Written exercise
Practical assessment
|
|
| 3 | 5 |
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 | 1 |
2.0 Measurement
|
2.1 Length - Real-life applications of circumference
|
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 |
Project work
Oral presentation
Written exercise
|
|
| 4 | 2 |
2.0 Measurement
|
2.1 Length - Consolidation activities
|
By the end of the
lesson, the learner
should be able to:
Apply all concepts related to length and circumference Solve integrated problems involving length measurement Show confidence in length measurement applications |
Learners:
Review key concepts of length measurement Solve mixed problems involving conversions, operations, and circumference Assess their understanding of length concepts Discuss areas needing further practice |
How do we apply length measurement concepts to solve problems?
|
MENTOR Mathematics Grade 6 Learner's Book, page 110
Review worksheets Measuring tools |
Written assessment
Peer assessment
Self-assessment
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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 | 1 |
2.0 Measurement
|
2.2 Area - More combined shapes
2.2 Area - Estimating area of circles |
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 MENTOR Mathematics Grade 6 Learner's Book, page 122 Square grid paper Circular objects Compasses |
Written exercise
Group presentation
Peer assessment
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
2.0 Measurement
|
2.3 Capacity - Relationship between cubic centimetres, millilitres and litres (6 Lessons)
|
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 |
Practical assessment
Observation
Oral questions
|
|
| 5 | 4 |
2.0 Measurement
|
2.3 Capacity - Converting litres to millilitres
|
By the end of the
lesson, the learner
should be able to:
Convert litres to millilitres accurately Apply conversion skills to solve problems Show interest in capacity measurement |
Learners:
Apply the relationship that 1 litre = 1000 ml Convert various measurements from litres to millilitres Solve word problems involving conversions Share strategies for conversion |
How do we convert litres to millilitres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 140
Conversion charts Measuring containers Worksheets |
Written exercise
Practical assessment
Observation
|
|
| 5 | 5 |
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 | 1 |
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 | 2 |
2.0 Measurement
|
2.3 Capacity - Converting cubic centimetres to litres
2.3 Capacity - Real-life applications of capacity |
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 MENTOR Mathematics Grade 6 Learner's Book, page 144 Real-life containers Measuring tools |
Written exercise
Group activities
Project work
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
2.0 Measurement
|
2.4 Mass - Relationship between kilogram and tonne
|
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 |
Oral questions
Written exercise
Observation
|
|
| 7 | 1 |
2.0 Measurement
|
2.4 Mass - Estimating mass in tonnes
|
By the end of the
lesson, the learner
should be able to:
Estimate masses of various objects in tonnes Develop estimation skills for large masses Value estimation as a practical skill |
Learners:
Estimate masses of large objects in tonnes Compare estimates with actual masses when available Discuss strategies for making reasonable estimates Refine estimation techniques through practice |
How can we estimate mass in tonnes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 153
Pictures of heavy items Reference materials |
Estimation exercises
Group discussion
Observation
|
|
| 7 | 2 |
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 | 3 |
2.0 Measurement
|
2.4 Mass - Converting tonnes to kilograms
2.4 Mass - Addition of mass in tonnes and 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 MENTOR Mathematics Grade 6 Learner's Book, page 156 Addition worksheets |
Written exercise
Group activities
Project work
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
2.0 Measurement
|
2.4 Mass - Consolidation activities
2.5 Time - a.m. and p.m. notation (10 Lessons) |
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 MENTOR Mathematics Grade 6 Learner's Book, page 163 Analog and digital clocks Time charts |
Written assessment
Peer assessment
Self-assessment
|
|
| 8 | 5 |
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
|
|
| 9 |
Mid term assessment and break |
||||||||
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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
|
|
| 12 | 1 |
2.0 Measurement
|
2.6 Money - Calculating profit
|
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 |
Written exercise
Group activities
Class assignment
|
|
| 12 | 2 |
2.0 Measurement
|
2.6 Money - Calculating loss
2.6 Money - Types of taxes |
By the end of the
lesson, the learner
should be able to:
Understand the concept of loss Calculate loss from buying and selling prices Show interest in business risk management |
Learners:
Discuss the meaning of loss in business Calculate loss using the formula: Loss = Buying Price - Selling Price Solve problems involving loss calculation Discuss scenarios that might lead to losses |
How do we calculate loss in business?
|
MENTOR Mathematics Grade 6 Learner's Book, page 177
Loss calculation worksheets Calculators MENTOR Mathematics Grade 6 Learner's Book, page 178 Tax information materials Sample receipts with tax |
Written exercise
Oral questions
Observation
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 13-14 |
End time Assessment and closing |
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