If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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 | 2 |
1.0 Numbers
|
1.6 Inequalities: Forming Inequalities
1.6 Inequalities: Simplifying |
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 MENTOR Mathematics Grade 6 Learner's Book, page 56 Cards with inequalities Charts |
Oral questions
Written exercise
Group work
|
|
| 1 | 3 |
1.0 Numbers
|
1.6 Inequalities: Solving
|
By the end of the
lesson, the learner
should be able to:
find values that satisfy given inequalities, apply appropriate methods to solve inequalities, and appreciate the logical process of solving inequalities |
Learners develop algebraic reasoning through systematic problem-solving. They explore methods for solving simple inequalities involving one unknown, applying inverse operations to isolate the variable while maintaining the inequality relationship. Through guided examples and collaborative investigation, they practice solving inequalities of increasing complexity and verify their solutions by substituting values into the original inequality. They discuss how inequality solutions differ from equation solutions (representing ranges rather than specific values) and develop strategies for expressing and checking solutions.
|
How do we solve inequalities to find the unknown value?
|
MENTOR Mathematics Grade 6 Learner's Book, page 57
Inequality cards |
Oral questions
Written exercise
Observation
|
|
| 1 | 4 |
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 | 5 |
1.0 Numbers
|
1.6 Inequalities: Digital Activities
1.6 Inequalities: Assessment |
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 MENTOR Mathematics Grade 6 Learner's Book, page 60 Assessment worksheet |
Practical assessment
Observation
Peer assessment
|
|
| 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
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
|
|
| 3 | 2 |
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 | 3 |
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
|
|
| 3 | 4 |
2.0 Measurement
|
2.1 Length - Relationship between circumference and diameter
2.1 Length - Finding circumference using formula |
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 MENTOR Mathematics Grade 6 Learner's Book, page 108 Worksheet with problems |
Written exercise
Practical assessment
Observation
|
|
| 3 | 5 |
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 | 1 |
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 | 2 |
2.0 Measurement
|
2.2 Area - Area of triangles (6 Lessons)
2.2 Area - Finding area of triangles |
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 MENTOR Mathematics Grade 6 Learner's Book, page 119 Triangular shapes Rulers Calculators |
Observation
Practical work
Oral questions
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
2.0 Measurement
|
2.2 Area - More combined shapes
|
By the end of the
lesson, the learner
should be able to:
Calculate area of complex combined shapes Apply appropriate strategies to find areas Value systematic approaches to problem-solving |
Learners:
Analyze more complex combined shapes Apply appropriate strategies to calculate total area Discuss different approaches to finding areas Present solutions to the class |
What strategies can we use to find areas of complex shapes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 121
Worksheets with combined shapes Grid paper Calculators |
Written exercise
Group presentation
Peer assessment
|
|
| 4 | 5 |
2.0 Measurement
|
2.2 Area - Estimating area of circles
|
By the end of the
lesson, the learner
should be able to:
Estimate area of circles by counting squares Develop estimation skills for irregular shapes Show interest in area approximation methods |
Learners:
Draw circles on square grid paper Count complete squares within the circle Estimate area by counting squares and partial squares Compare their estimation techniques and results |
How can we estimate the area of a circle?
|
MENTOR Mathematics Grade 6 Learner's Book, page 122
Square grid paper Circular objects Compasses |
Practical assessment
Observation
Written exercise
|
|
| 5 | 1 |
2.0 Measurement
|
2.2 Area - Applications of area
2.3 Capacity - Relationship between cubic centimetres, millilitres and litres (6 Lessons) |
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 MENTOR Mathematics Grade 6 Learner's Book, page 139 Cubic centimetre blocks Measuring cylinders Water |
Project work
Oral presentation
Written exercise
|
|
| 5 | 2 |
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 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
2.0 Measurement
|
2.3 Capacity - Real-life applications of capacity
|
By the end of the
lesson, the learner
should be able to:
Apply capacity measurement to real-life situations Solve practical problems involving capacity Value the relevance of capacity measurement |
Learners:
Identify situations where capacity measurement is used Solve practical problems involving capacity Discuss applications in cooking, manufacturing, etc. Create their own real-life capacity problems |
Where do we use capacity measurement in daily life?
|
MENTOR Mathematics Grade 6 Learner's Book, page 144
Real-life containers Measuring tools |
Project work
Oral presentation
Written exercise
|
|
| 6 | 1 |
2.0 Measurement
|
2.4 Mass - The tonne as a unit of mass (14 Lessons)
|
By the end of the
lesson, the learner
should be able to:
Identify the tonne as a unit for measuring mass Understand contexts where tonnes are used Show interest in units of mass measurement |
Learners:
Discuss tonne as a unit of measuring mass Identify items commonly measured in tonnes Discuss contexts where tonnes are appropriate units Research and share examples |
What is a tonne and when do we use it?
|
MENTOR Mathematics Grade 6 Learner's Book, page 150
Pictures of heavy items Mass measurement charts |
Oral questions
Research presentations
Written exercise
|
|
| 6 | 2 |
2.0 Measurement
|
2.4 Mass - Items measured in tonnes
2.4 Mass - Relationship between kilogram and tonne |
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 MENTOR Mathematics Grade 6 Learner's Book, page 152 Mass conversion charts |
Group presentations
Observation
Project assessment
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
2.0 Measurement
|
2.4 Mass - Converting kilograms to tonnes
|
By the end of the
lesson, the learner
should be able to:
Convert kilograms to tonnes accurately Apply conversion skills to solve problems Show interest in mass conversions |
Learners:
Apply the relationship that 1000 kg = 1 tonne Convert various measurements from kilograms to tonnes Solve word problems involving conversions Share conversion strategies |
How do we convert kilograms to tonnes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 154
Conversion charts Worksheets Calculators |
Written exercise
Oral questions
Class assignment
|
|
| 6 | 5 |
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 | 1 |
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 | 2 |
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
|
|
| 7 | 3 |
2.0 Measurement
|
2.4 Mass - Division of mass
2.4 Mass - Real-life applications 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 MENTOR Mathematics Grade 6 Learner's Book, page 160 Real-life examples Reference materials |
Written exercise
Group activities
Class assignment
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
2.0 Measurement
|
2.5 Time - Converting 24-hour to 12-hour time
2.5 Time - Reading travel timetables |
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 MENTOR Mathematics Grade 6 Learner's Book, page 168 Sample timetables Worksheets |
Written exercise
Oral questions
Observation
|
|
| 8 | 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
|
|
| 9 | 1 |
2.0 Measurement
|
2.5 Time - Creating travel schedules
|
By the end of the
lesson, the learner
should be able to:
Create simple travel schedules using appropriate time notation Plan itineraries based on timetables Appreciate planning and organization |
Learners:
Create travel schedules for hypothetical journeys Use appropriate time notation (12-hour or 24-hour) Include relevant details in their schedules Present schedules to the class |
How do we create effective travel schedules?
|
MENTOR Mathematics Grade 6 Learner's Book, page 170
Sample schedules Planning templates |
Project work
Peer assessment
Presentation
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
2.0 Measurement
Geometry |
2.5 Time - Consolidation activities
Lines - Constructing parallel lines |
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 MENTOR Mathematics Learner's Book Grade 6, page 175 Geometrical instruments Rulers Objects with parallel lines |
Written assessment
Peer assessment
Self-assessment
|
|
| 9 | 4 |
Geometry
|
Lines - Constructing parallel lines
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct parallel lines use geometrical instruments correctly appreciate use of lines in daily life |
Learners use rulers to draw horizontal lines Learners use compasses to mark arcs Learners construct parallel lines step by step |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 175
Geometrical instruments Compasses Rulers |
Oral questions
Written exercise
Observation
|
|
| 9 | 5 |
Geometry
|
Lines - Bisecting a line
|
By the end of the
lesson, the learner
should be able to:
explain what bisecting a line means bisect lines by construction appreciate use of lines in daily life |
Learners trace given lines Learners measure angles at points of intersection Learners measure line segments and compare |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 177
Geometrical instruments Protractors Rulers |
Oral questions
Written exercise
Practical assessment
|
|
| 10 | 1 |
Geometry
|
Lines - Bisecting a line
Lines - Construction of perpendicular lines |
By the end of the
lesson, the learner
should be able to:
follow steps to bisect a line construct perpendicular bisectors value the importance of precision in measurements |
Learners draw straight lines and mark points Learners use compasses to make arcs above and below the line Learners draw vertical lines through intersection points |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 178
Geometrical instruments Compasses Rulers MENTOR Mathematics Learner's Book Grade 6, page 179 Protractors |
Oral questions
Written exercise
Observation
|
|
| 10 | 2 |
Geometry
|
Lines - Construction of perpendicular lines
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct perpendicular lines construct perpendicular lines through a given point show interest in applying line constructions in real life |
Learners draw lines and mark points Learners use compasses to make arcs Learners connect intersection points to create perpendicular lines Learners watch video clips on lines |
Why do we need to draw lines?
|
MENTOR Mathematics Learner's Book Grade 6, page 180
Digital devices Geometrical instruments Internet resources |
Oral questions
Written exercise
Practical assessment
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
Geometry
|
Angles - Working out sum of angles on a straight line
Angles - Angles in a triangle |
By the end of the
lesson, the learner
should be able to:
recall that angles on a straight line sum up to 180° work out sum of angles on a straight line value the importance of angles in real life situations |
Learners study diagrams with angles on straight lines Learners measure angles and verify their sum is 180° Learners calculate missing angles on straight lines |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 185
Protractors Geometrical instruments Angle worksheets MENTOR Mathematics Learner's Book Grade 6, page 187 Triangular cut-outs Scissors Paper |
Oral questions
Written exercise
Group work
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
Geometry
|
Angles - Constructing equilateral triangles
|
By the end of the
lesson, the learner
should be able to:
identify properties of equilateral triangles measure sides and angles of equilateral triangles appreciate equilateral triangles in designs |
Learners look at given triangles Learners measure sides and angles of triangles Learners discover that equilateral triangles have equal sides and angles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 190
Triangular shapes Rulers Protractors MENTOR Mathematics Learner's Book Grade 6, page 191 Geometrical instruments Compasses |
Oral questions
Written exercise
Observation
|
|
| 11 | 3 |
Geometry
|
Angles - Constructing right angled triangles
|
By the end of the
lesson, the learner
should be able to:
identify properties of right-angled triangles recognize right angles in set squares value right-angled triangles in structures |
Learners examine set squares Learners measure angles in set squares Learners identify right angles (90°) in triangles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 193
Set squares Protractors Right-angled objects |
Oral questions
Written exercise
Observation
|
|
| 11 | 4 |
Geometry
|
Angles - Constructing right angled triangles
|
By the end of the
lesson, the learner
should be able to:
follow steps to construct right-angled triangles use geometric instruments correctly appreciate the use of right angles in construction |
Learners make sketches of right-angled triangles Learners construct right angles using compasses Learners complete triangles and verify 90° angles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 194
Geometrical instruments Compasses Rulers Protractors |
Oral questions
Written exercise
Practical assessment
|
|
| 11 | 5 |
Geometry
|
Angles - Constructing isosceles triangles
|
By the end of the
lesson, the learner
should be able to:
identify properties of isosceles triangles measure sides and angles of isosceles triangles show interest in geometric shapes |
Learners examine given triangles Learners measure sides and angles to identify equal parts Learners discover that isosceles triangles have two equal sides and angles |
Where can you use angles in real life?
|
MENTOR Mathematics Learner's Book Grade 6, page 195
Triangular shapes Rulers Protractors MENTOR Mathematics Learner's Book Grade 6, page 196 Geometrical instruments Compasses |
Oral questions
Written exercise
Group work
|
|
| 12 | 1 |
Geometry
|
3-D Objects - 3-D objects in the environment
|
By the end of the
lesson, the learner
should be able to:
identify 3-D shapes in the environment classify 3-D objects based on their shapes appreciate 3-D objects in daily life |
Learners talk about given 3-D shapes Learners identify shapes of objects Learners take walks to identify 3-D objects in the environment |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 200
3-D objects Pictures of 3-D shapes |
Oral questions
Written exercise
Observation
|
|
| 12 | 2 |
Geometry
|
3-D Objects - Edges, faces and vertices
|
By the end of the
lesson, the learner
should be able to:
define edges, faces, and vertices identify edges, faces, and vertices on charts show interest in properties of 3-D objects |
Learners study charts showing cubes and cuboids Learners identify faces, edges, and vertices Learners understand that edges are where faces meet and vertices are where edges meet |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 201
Charts of 3-D objects Cubes Cuboids |
Oral questions
Written exercise
Group work
|
|
| 12 | 3 |
Geometry
|
3-D Objects - Edges, faces and vertices in cubes
3-D Objects - Edges, faces and vertices in cuboids |
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 MENTOR Mathematics Learner's Book Grade 6, page 203 Cuboid models |
Oral questions
Written exercise
Practical assessment
|
|
| 12 | 4 |
Geometry
|
3-D Objects - Edges, faces and vertices in cylinders
|
By the end of the
lesson, the learner
should be able to:
model cylinders using local materials identify faces and edges in cylinders show interest in cylindrical objects |
Learners use locally available materials to model cylinders Learners count faces and edges in open and closed cylinders Learners share findings with other groups |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 204
Locally available materials Cylinder models Paper |
Oral questions
Written exercise
Practical assessment
|
|
| 12 | 5 |
Geometry
|
3-D Objects - Plane figures in 3-D objects
|
By the end of the
lesson, the learner
should be able to:
identify nets of 3-D objects recognize plane figures in 3-D objects appreciate the relationship between 2-D and 3-D shapes |
Learners study nets of cubes, cuboids, and cylinders Learners identify squares, rectangles, and circles in nets Learners describe plane figures found in 3-D objects |
How do we use containers in daily life?
|
MENTOR Mathematics Learner's Book Grade 6, page 205
Nets of 3-D objects Cut-outs of rectangles, squares, and circles |
Oral questions
Written exercise
Project work
|
Your Name Comes Here