1.0 Numbers

1.5 Decimals: Place Value

By the end of the lesson, the learner should be able to:
identify decimal place values up to ten thousandths, read decimals with understanding of place value, and appreciate the extension of place value to decimals

Learners explore decimal place value through concrete and visual representations. Using place value apparatus, they investigate how the base-10 system extends to the right of the decimal point, identifying the values of positions up to ten thousandths. They practice identifying the place value of digits in various decimal numbers and create their own decimal examples with specific place value requirements. Through collaborative discussion, they develop precise mathematical language for describing decimal place values.

How do we identify place values in decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 44
Place value apparatus

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Decimal Places
1.5 Decimals: Rounding Off

By the end of the lesson, the learner should be able to:
connect place value to decimal places, interpret decimals based on their place values, and develop precision in working with decimal notation

Learners strengthen decimal understanding through comparative analysis. They explore the relationship between decimal place values and the number of decimal places, recognizing that the number of decimal places refers to the count of digits to the right of the decimal point. Through systematic investigation, they practice identifying both the place value of specific digits and the total number of decimal places in various numbers. They create their own decimal examples with specified numbers of decimal places and challenge peers to identify place values.

What is the relationship between place value and decimal places?

MENTOR Mathematics Grade 6 Learner's Book, page 45
Decimal place value chart
MENTOR Mathematics Grade 6 Learner's Book, page 46
Number cards with decimals

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Decimals to Fractions

By the end of the lesson, the learner should be able to:
convert decimals to equivalent fractions, represent decimals visually as fractions, and appreciate multiple representations of numbers

Learners explore numerical representation through conversion activities. Using square/rectangular grids as visual aids, they develop understanding of decimals as another way to represent fractions. They practice converting decimals to fractions by identifying the place value of the last digit (to determine the denominator) and removing the decimal point (to create the numerator), then simplifying where possible. Through collaborative problem-solving, they establish connections between different representations of the same quantity, strengthening conceptual understanding.

How do we convert decimals to fractions?

MENTOR Mathematics Grade 6 Learner's Book, page 47
Square/rectangular grid

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Fractions to Decimals

By the end of the lesson, the learner should be able to:
transform fractions into decimal form, apply division to convert fractions to decimals, and show interest in the relationship between fractions and decimals

Learners develop numerical conversion skills through systematic practice. Using square/rectangular grids as visual support, they explore the relationship between fractions and their decimal equivalents. They practice converting fractions to decimals through division (numerator ÷ denominator), identifying patterns in the results (terminating vs. repeating decimals). Through collaborative investigation, they discover fraction-decimal equivalents for common fractions and create reference charts to support future work with rational numbers.

How do we convert fractions to decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 48
Square/rectangular grid

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Decimals to Percentages

By the end of the lesson, the learner should be able to:
convert decimals to percentages, multiply decimals by 100 to find percentages, and value the connections between different numerical forms

Learners strengthen mathematical conversion skills through targeted practice. They explore the relationship between decimals and percentages, discovering that multiplying a decimal by 100 converts it to an equivalent percentage. Through guided examples and collaborative problem-solving, they develop fluency with the conversion process and discuss real-world contexts where such conversions are useful. They create their own decimal-percentage conversion challenges and exchange them with peers, reinforcing understanding through teaching and explaining.

How do we convert decimals to percentages?

MENTOR Mathematics Grade 6 Learner's Book, page 49
Decimal and percentage charts

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Percentages to Decimals

By the end of the lesson, the learner should be able to:
change percentages to decimal form, divide percentages by 100 to find decimals, and appreciate mathematical conversions

Learners develop mathematical flexibility through conversion practice. They investigate the relationship between percentages and decimals, discovering that dividing a percentage by 100 converts it to an equivalent decimal. Through guided examples and collaborative problem-solving, they develop procedural fluency with the conversion process and explore connections between different numerical representations. They create reference charts showing equivalent forms (fractions, decimals, percentages) for common values to support mathematical communication across different representations.

How do we convert percentages to decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 50
Percentage and decimal charts

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Addition
1.5 Decimals: Subtraction

By the end of the lesson, the learner should be able to:
add decimals up to 4 decimal places, align decimal points properly in addition, and develop accuracy in decimal calculations

Learners strengthen decimal operation skills through structured practice. Using place value apparatus to support conceptual understanding, they explore the process of decimal addition, focusing on proper alignment of decimal points to ensure place values are correctly added. Through guided examples and collaborative problem-solving, they practice adding decimals with varying numbers of decimal places up to 4 decimal places, discussing potential pitfalls and developing strategies for accurate calculation.

How do we add decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 51
Place value apparatus
MENTOR Mathematics Grade 6 Learner's Book, page 52

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Real-life Applications

By the end of the lesson, the learner should be able to:
identify uses of decimals in everyday contexts, solve practical problems involving decimals, and appreciate the relevance of decimals in daily life

Learners connect decimal concepts to authentic contexts through application-based activities. They explore real-world uses of decimals in areas such as measurement, money, and data representation. Through digital resources and practical examples, they develop problem-solving approaches that apply decimal operations to everyday situations. Working collaboratively, they create their own contextual problems involving decimals and discuss how decimal understanding enhances their ability to interpret and engage with quantitative information in the world around them.

Where are decimals applicable in real life?

MENTOR Mathematics Grade 6 Learner's Book, page 53
Digital devices
Real-life examples

Oral questions Group discussions Project work

1.0 Numbers

1.5 Decimals: Assessment

By the end of the lesson, the learner should be able to:
demonstrate mastery of key decimal concepts, solve problems involving various decimal operations, and show confidence in applying decimal knowledge

Learners consolidate understanding through comprehensive assessment activities. They independently solve problems involving decimal place value, rounding, conversions between different number representations, and decimal operations. They engage in self-assessment to identify areas of strength and areas for improvement, and participate in peer assessment activities to deepen their understanding through teaching and explaining concepts to others.

How can we apply what we've learned about decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 53
Assessment worksheet

Written assessment Self-assessment Peer assessment

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

1.0 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

1.0 Numbers

1.6 Inequalities: Simplifying
1.6 Inequalities: Solving

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
MENTOR Mathematics Grade 6 Learner's Book, page 57
Inequality cards

Oral questions Written exercise Group work

1.0 Numbers

1.6 Inequalities: Real-life Application

By the end of the lesson, the learner should be able to:
connect inequalities to real-world situations, model practical problems using inequalities, and value the applicability of inequalities in daily life

Learners explore authentic applications of inequalities through contextual problem-solving. They identify real-world situations that can be modeled using inequalities (such as budget constraints, time limitations, or physical boundaries) and develop mathematical approaches to analyzing these scenarios. Working collaboratively, they create their own real-life problems that involve inequalities and discuss how inequality concepts provide valuable tools for describing constraints and making decisions in everyday contexts.

Where are inequalities used in real life?

MENTOR Mathematics Grade 6 Learner's Book, page 58
Real-life examples

Oral questions Group discussions Project work

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

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

2.0 Measurement

2.1 Length - Millimetres as units of length (14 Lessons)
2.1 Length - Relationship between millimetres and centimetres

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
Rulers
Measurement conversion charts

Oral questions Observation Written exercise

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

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

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

2.0 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

2.0 Measurement

2.1 Length - Multiplication of lengths
2.1 Length - Division 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
MENTOR Mathematics Grade 6 Learner's Book, page 104
Division worksheets

Written exercise Group activities Class assignment

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

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

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

2.0 Measurement

2.1 Length - Finding circumference using formula
2.1 Length - Real-life applications of circumference

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
MENTOR Mathematics Grade 6 Learner's Book, page 109
Real-life circular objects
Measuring tools

Written exercise Group work Class assignment

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

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

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

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

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

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

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

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

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

2.0 Measurement

2.3 Capacity - Converting litres to cubic centimetres
2.3 Capacity - Converting cubic centimetres to litres

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
MENTOR Mathematics Grade 6 Learner's Book, page 143

Written exercise Oral questions Observation

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

2.0 Measurement

2.4 Mass - The tonne as a unit of mass (14 Lessons)

By the end of the lesson, the learner should be able to:

Identify the tonne as a unit for measuring mass
Understand contexts where tonnes are used
Show interest in units of mass measurement

Learners:
Discuss tonne as a unit of measuring mass
Identify items commonly measured in tonnes
Discuss contexts where tonnes are appropriate units
Research and share examples

What is a tonne and when do we use it?

MENTOR Mathematics Grade 6 Learner's Book, page 150
Pictures of heavy items
Mass measurement charts

Oral questions Research presentations Written exercise

2.0 Measurement

2.4 Mass - Items measured in tonnes

By the end of the lesson, the learner should be able to:

Identify real-life items measured in tonnes
Appreciate contexts where tonnes are appropriate
Value the relevance of mass measurement

Learners:
Discuss items in the environment measured in tonnes
Categorize items by appropriate mass units
Create posters showing items measured in tonnes
Present their findings to the class

What items are typically measured in tonnes?

MENTOR Mathematics Grade 6 Learner's Book, page 151
Pictures of heavy items
Visual aids
Reference materials

Group presentations Observation Project assessment

2.0 Measurement

2.4 Mass - Relationship between kilogram and tonne
2.4 Mass - Estimating mass in tonnes

By the end of the lesson, the learner should be able to:

Establish the relationship between kilogram and tonne
Understand that 1000 kg equals 1 tonne
Show interest in mass measurement relationships

Learners:
Discuss and establish that 1000 kg = 1 tonne
Create conversion charts showing the relationship
Relate to other measurement relationships (e.g., 1000 g = 1 kg)
Share their understandings

What is the relationship between kilogram and tonne?

MENTOR Mathematics Grade 6 Learner's Book, page 152
Mass conversion charts
Visual aids
MENTOR Mathematics Grade 6 Learner's Book, page 153
Pictures of heavy items
Reference materials

Oral questions Written exercise Observation

2.0 Measurement

2.4 Mass - Converting kilograms to tonnes

By the end of the lesson, the learner should be able to:

Convert kilograms to tonnes accurately
Apply conversion skills to solve problems
Show interest in mass conversions

Learners:
Apply the relationship that 1000 kg = 1 tonne
Convert various measurements from kilograms to tonnes
Solve word problems involving conversions
Share conversion strategies

How do we convert kilograms to tonnes?

MENTOR Mathematics Grade 6 Learner's Book, page 154
Conversion charts
Worksheets
Calculators

Written exercise Oral questions Class assignment

2.0 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

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

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

2.0 Measurement

2.4 Mass - Multiplication of mass
2.4 Mass - Division of mass

By the end of the lesson, the learner should be able to:

Multiply masses in tonnes and kilograms by whole numbers
Regroup kilograms to tonnes when necessary
Show interest in mass calculations

Learners:
Multiply masses given in tonnes and kilograms by whole numbers
Regroup 1000 kg to 1 tonne when necessary
Solve word problems involving multiplication of mass
Share multiplication strategies

How do we multiply masses in tonnes and kilograms?

MENTOR Mathematics Grade 6 Learner's Book, page 158
Multiplication worksheets
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 159
Division worksheets

Written exercise Oral questions Observation

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

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

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

2.0 Measurement

2.5 Time - a.m. and p.m. notation (10 Lessons)
2.5 Time - Writing time in a.m. and p.m.

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
MENTOR Mathematics Grade 6 Learner's Book, page 164
Time worksheets
Clocks

Oral questions Written exercise Observation

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

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

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

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

2.0 Measurement

2.5 Time - Interpreting travel timetables
2.5 Time - Creating travel schedules

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
MENTOR Mathematics Grade 6 Learner's Book, page 170
Sample schedules
Planning templates

Written exercise Group work Project assessment

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

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

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

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

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
MENTOR Mathematics Learner's Book Grade 6, page 178
Compasses

Oral questions Written exercise Practical assessment

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

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

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

Geometry

Angles - Measuring angles on a straight line
Angles - Working out sum of 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
MENTOR Mathematics Learner's Book Grade 6, page 185
Angle worksheets

Oral questions Written exercise Practical assessment

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

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

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

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

Geometry

Angles - Constructing equilateral triangles
Angles - Constructing right angled 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
MENTOR Mathematics Learner's Book Grade 6, page 193
Set squares
Protractors
Right-angled objects

Oral questions Written exercise Practical assessment

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

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

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

Geometry

3-D Objects - 3-D objects in the environment
3-D Objects - Edges, faces and vertices

By the end of the lesson, the learner should be able to:

identify 3-D shapes in the environment
classify 3-D objects based on their shapes
appreciate 3-D objects in daily life

Learners talk about given 3-D shapes
Learners identify shapes of objects
Learners take walks to identify 3-D objects in the environment

How do we use containers in daily life?

MENTOR Mathematics Learner's Book Grade 6, page 200
3-D objects
Pictures of 3-D shapes
MENTOR Mathematics Learner's Book Grade 6, page 201
Charts of 3-D objects
Cubes
Cuboids

Oral questions Written exercise Observation

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

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

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

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

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
MENTOR Mathematics Learner's Book Grade 6, page 208
Data collection sheets
Worksheets

Oral questions Written exercise Group work

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

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

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

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

Data Handling

Bar Graphs - Representing data using bar graphs

By the end of the lesson, the learner should be able to:

understand bar graphs
draw axes for bar graphs
select appropriate scales for bar graphs
organize data on bar graphs
appreciate the use of bar graphs in data presentation

Learners study frequency tables of colored blocks
Learners make equal color blocks to represent numbers
Learners identify most and least favorite color blocks
Learners draw horizontal and vertical axes
Learners choose suitable scales
Learners label graphs and draw bars of equal width

How can bar graphs be used in real life situations?

MENTOR Mathematics Learner's Book Grade 6, page 213
Colored blocks
Graph paper
Rulers
MENTOR Mathematics Learner's Book Grade 6, page 215
Pencils
Data tables

Oral questions Written exercise Practical assessment

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

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