1.0 Numbers

1.1 Whole Numbers: Place Value

By the end of the lesson, the learner should be able to:
identify place value of digits up to millions, apply this knowledge when reading large numbers, and show interest in using place value in daily life

Learners work collaboratively in pairs or groups to use place value apparatus such as abacus, place value charts and cards to identify and demonstrate the place value of digits up to millions. They manipulate concrete materials to represent different place values, discuss their observations, and create their own examples using number cards.

How do we read and write numbers in symbols and in words?

MENTOR Mathematics Grade 6 Learner's Book, page 1
Place value apparatus
Number charts

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Total Value
1.1 Whole Numbers: Numbers in Symbols

By the end of the lesson, the learner should be able to:
determine total value of digits up to millions, use total value in calculations, and appreciate the importance of total value in mathematics

Learners engage in hands-on activities with place value apparatus to distinguish between place value and total value. They conduct practical exercises where they determine the total value by multiplying each digit by its place value, then compare results with peers to reinforce understanding of how digit position affects its value.

What is the difference between place value and total value?

MENTOR Mathematics Grade 6 Learner's Book, page 1
Place value apparatus
Number charts
MENTOR Mathematics Grade 6 Learner's Book, page 5
Number charts/cards

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Reading Numbers
1.1 Whole Numbers: Writing Numbers
1.1 Whole Numbers: Forming Numbers

By the end of the lesson, the learner should be able to:
read numbers up to 100,000 in words, interpret numbers from written text, and enjoy reading large numbers correctly

Learners practice reading numbers up to hundred thousand in words using prepared number charts and cards. They engage in peer teaching exercises where they take turns reading numbers aloud to each other, providing feedback and corrections. They also participate in reading comprehension activities involving numeric information from real-life contexts.

How do we read large numbers correctly?

MENTOR Mathematics Grade 6 Learner's Book, page 6
Number charts/cards
MENTOR Mathematics Grade 6 Learner's Book, page 8
MENTOR Mathematics Grade 6 Learner's Book, page 9
Number cards

Oral questions Written exercise Group work

1.0 Numbers

1.1 Whole Numbers: Ordering Numbers
1.1 Whole Numbers: Rounding Off
1.1 Whole Numbers: Squares Introduction

By the end of the lesson, the learner should be able to:
compare numbers up to 100,000, arrange them in ascending and descending order, and recognize the importance of ordering numbers in real life

Learners participate in interactive ordering activities with number cards. They work in groups to arrange numbers from smallest to largest and vice versa, discussing strategies for comparing large numbers. They create visual number lines and engage in games that require quick comparison and ordering of multiple numbers to reinforce their understanding of number relationships.

How do we arrange numbers from smallest to largest and vice versa?

MENTOR Mathematics Grade 6 Learner's Book, page 10
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 11
MENTOR Mathematics Grade 6 Learner's Book, page 12
Multiplication table

Oral questions Written exercise Group work

1.0 Numbers

1.1 Whole Numbers: Squares Application
1.1 Whole Numbers: Square Roots Introduction

By the end of the lesson, the learner should be able to:
compute squares of whole numbers up to 100, apply squares in solving real-life problems, and show interest in using square numbers in context

Learners investigate real-world applications of square numbers through practical problem-solving scenarios. They work in groups to identify situations where calculating area requires squaring (such as finding the area of square plots), and develop mini-projects that demonstrate how squares are used in everyday contexts like construction, agriculture, and design.

Where are squares of numbers used in real life?

MENTOR Mathematics Grade 6 Learner's Book, page 12
Number cards
Square shaped objects
MENTOR Mathematics Grade 6 Learner's Book, page 13
Square root table

Oral questions Written exercise Project work

1.0 Numbers

1.1 Whole Numbers: Square Roots Application
1.1 Whole Numbers: Assessment
1.0 Numbers: Digital Activities

By the end of the lesson, the learner should be able to:
extract square roots of perfect squares up to 10,000, use square roots to solve problems, and value the application of square roots in real-life situations

Learners investigate practical applications of square roots through problem-solving activities related to real-world contexts. They work collaboratively to identify scenarios where finding a square root provides a solution, such as determining the side length of a square garden when given its area, or calculating distances using the Pythagorean relationship. They create and solve their own application problems.

How are square roots useful in real life?

MENTOR Mathematics Grade 6 Learner's Book, page 14
Number cards
Digital devices
MENTOR Mathematics Grade 6 Learner's Book, page 15
Assessment worksheet
MENTOR Mathematics Grade 6 Learner's Book, page 16
Educational apps

Oral questions Written exercise Project work

1.0 Numbers

1.1 Whole Numbers: Real-life Application
1.2 Multiplication: 4-digit by 2-digit

By the end of the lesson, the learner should be able to:
identify applications of whole numbers in daily life, connect classroom learning to real-world scenarios, and value whole numbers in various contexts

Learners engage in contextual learning activities that connect mathematical concepts to everyday experiences. They collect examples of whole numbers used in real situations from newspapers, magazines, and their environment. In collaborative groups, they create presentations showcasing these examples and explaining how mathematical understanding enhances their ability to interpret and engage with the world around them.

Where do we use whole numbers in our daily lives?

MENTOR Mathematics Grade 6 Learner's Book, page 17
Real-life examples
Newspapers and magazines
MENTOR Mathematics Grade 6 Learner's Book, page 20
Multiplication chart

Oral questions Group discussions Project work

1.0 Numbers

1.2 Multiplication: Alternative Methods
1.2 Multiplication: Estimation by Rounding
1.2 Multiplication: Estimation by Compatibility

By the end of the lesson, the learner should be able to:
use different methods for multiplication, select appropriate multiplication strategies for different contexts, and appreciate the variety of approaches to multiplication

Learners explore multiple approaches to multiplication through comparative activities. They investigate fact families, skip counting, and multiplication chart methods, discussing the advantages of each approach for different types of problems. Working in groups, they solve the same multiplication problem using different methods, then share their findings to develop a more comprehensive understanding of multiplication strategies.

What are different ways to multiply numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 21
Multiplication chart
Digital devices
MENTOR Mathematics Grade 6 Learner's Book, page 22
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 23

Oral questions Written exercise Group work

1.0 Numbers

1.2 Multiplication: Patterns
1.2 Multiplication: Real-life Application

By the end of the lesson, the learner should be able to:
identify multiplication patterns, create patterns with products not exceeding 1,000, and show interest in exploring mathematical patterns

Learners investigate mathematical patterns through guided discovery activities. They create and extend multiplication patterns using number cards, identifying relationships between consecutive terms. They collaborate in groups to design their own multiplication pattern challenges, explaining the rules they've used to generate the patterns and challenging other groups to determine the pattern rule and predict subsequent terms in the sequence.

How do multiplication patterns work?

MENTOR Mathematics Grade 6 Learner's Book, page 24
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 25
Digital devices
Real-life examples

Oral questions Written exercise Group presentation

1.0 Numbers

1.3 Division: 4-digit by 2-digit
1.3 Division: 4-digit by 3-digit
1.3 Division: Estimation

By the end of the lesson, the learner should be able to:
divide a 4-digit number by a 2-digit number, use the relationship between multiplication and division, and develop accuracy in division calculations

Learners strengthen division skills through structured problem-solving activities. They explore the relationship between multiplication and division as inverse operations, using this connection to perform division of up to 4-digit numbers by 2-digit numbers. Through collaborative work, they develop and refine division strategies, checking answers through multiplication and discussing common challenges and misconceptions.

How is division related to multiplication?

MENTOR Mathematics Grade 6 Learner's Book, page 26
Multiplication chart
MENTOR Mathematics Grade 6 Learner's Book, page 27
MENTOR Mathematics Grade 6 Learner's Book, page 28
Number cards

Oral questions Written exercise Observation

1.0 Numbers

1.3 Division: Combined Operations
1.3 Division: Advanced Combined Operations
1.3 Division: Real-life Application

By the end of the lesson, the learner should be able to:
solve problems with multiple operations, apply the correct order of operations, and develop systematic approaches to mixed operations problems

Learners build computational fluency through multi-step problem-solving. They explore the standard order of operations (PEMDAS/BODMAS) through guided investigation, solving problems that combine two or three operations with 2-digit numbers. In collaborative groups, they create their own multi-step problems, exchange them with classmates, and discuss different solution strategies to develop flexible approaches to complex calculations.

What is the order of operations?

MENTOR Mathematics Grade 6 Learner's Book, page 29
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 30
MENTOR Mathematics Grade 6 Learner's Book, page 31
Digital devices
Real-life examples

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: LCM
1.4 Fractions: Addition using LCM

By the end of the lesson, the learner should be able to:
determine the LCM of given numbers, apply LCM in fraction operations, and appreciate the role of LCM in mathematics

Learners develop understanding of Least Common Multiple through structured investigation. Using number cards, they identify common multiples of different number pairs and determine the smallest of these multiples (LCM). Through guided discovery and collaborative problem-solving, they explore different methods for finding LCM, such as listing multiples or using prime factorization. They discuss the importance of LCM in various mathematical contexts, particularly in fraction operations.

How do we find the LCM of numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 33
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 34
Fraction charts

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Subtraction using LCM
1.4 Fractions: Adding Mixed Numbers Method 1
1.4 Fractions: Adding Mixed Numbers Method 2

By the end of the lesson, the learner should be able to:
subtract fractions with different denominators, apply LCM in fraction subtraction, and develop precision in fraction calculations

Learners strengthen fraction subtraction skills through structured practice. They apply their understanding of LCM to create equivalent fractions with common denominators, then subtract the numerators. Through guided problem-solving and collaborative discussion, they identify common misconceptions and develop accurate calculation techniques. They use concrete manipulatives and visual representations to reinforce conceptual understanding of fraction subtraction, connecting symbolic notation to concrete models.

How do we subtract fractions using LCM?

MENTOR Mathematics Grade 6 Learner's Book, page 35
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 36
MENTOR Mathematics Grade 6 Learner's Book, page 37

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Subtracting Mixed Numbers
1.4 Fractions: Reciprocals Introduction

By the end of the lesson, the learner should be able to:
perform subtraction of mixed numbers, apply appropriate techniques for borrowing when needed, and develop confidence in fraction subtraction

Learners build proficiency in mixed number subtraction through structured activities. They explore different subtraction methods, including converting to improper fractions and subtracting whole numbers and fractions separately. They practice the borrowing technique when the fraction being subtracted is larger than the fraction from which it is being subtracted. Through collaborative problem-solving, they compare strategies, identify common errors, and develop confidence in selecting appropriate approaches for different problem types.

How do we subtract mixed numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 38
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 39
Number cards

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Reciprocals of Fractions
1.4 Fractions: Squares of Fractions
1.4 Fractions: Fractions to Percentages

By the end of the lesson, the learner should be able to:
determine reciprocals of proper fractions, interchange numerator and denominator to find reciprocals, and show interest in exploring fraction reciprocals

Learners extend their understanding of reciprocals to fractions through guided discovery. They practice finding reciprocals of proper fractions up to 2-digit denominators by interchanging the numerator and denominator. Through collaborative problem-solving, they explore the relationship between fractions and their reciprocals, noticing patterns in how the value changes (e.g., fractions less than 1 have reciprocals greater than 1). They create visual models to illustrate the concept and discuss real-world applications of reciprocals.

How do we find the reciprocal of a fraction?

MENTOR Mathematics Grade 6 Learner's Book, page 40
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 41
MENTOR Mathematics Grade 6 Learner's Book, page 42
Percentage charts

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Percentages to Fractions
1.4 Fractions: Applications
1.5 Decimals: Place Value

By the end of the lesson, the learner should be able to:
convert percentages to fractions, express percentages as fractions with denominator 100, and show interest in the relationship between different mathematical representations

Learners strengthen mathematical conversion skills through systematic practice. They explore the relationship between percentages and fractions, recognizing that percentages are fractions with denominator 100 (per cent = per hundred). Through guided activities, they practice converting percentages to fractions and simplifying where possible. They develop understanding of the connection between different mathematical representations (decimals, fractions, percentages) and discuss when each representation is most useful in real-world contexts.

How do we convert percentages to fractions?

MENTOR Mathematics Grade 6 Learner's Book, page 43
Percentage charts
Real-life examples
Fraction manipulatives
MENTOR Mathematics Grade 6 Learner's Book, page 44
Place value apparatus

Oral questions Written exercise Group work

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
1.5 Decimals: Fractions to Decimals
1.5 Decimals: Decimals to Percentages

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
MENTOR Mathematics Grade 6 Learner's Book, page 48
MENTOR Mathematics Grade 6 Learner's Book, page 49
Decimal and percentage charts

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Percentages to Decimals
1.5 Decimals: Addition

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

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Subtraction
1.5 Decimals: Real-life Applications
1.5 Decimals: Assessment

By the end of the lesson, the learner should be able to:
subtract decimals up to 4 decimal places, implement proper alignment of decimal points, and show precision in decimal operations

Learners develop computational accuracy with decimal operations through progressive practice. Using place value apparatus to reinforce conceptual understanding, they explore the process of decimal subtraction, focusing on proper alignment of decimal points and borrowing techniques when necessary. Through guided examples and collaborative problem-solving, they practice subtracting decimals with varying numbers of decimal places up to 4 decimal places, identifying common errors and developing strategies for precise calculation.

How do we subtract decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 52
Place value apparatus
MENTOR Mathematics Grade 6 Learner's Book, page 53
Digital devices
Real-life examples
Assessment worksheet

Oral questions Written exercise Observation

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
2.1 Length - Converting millimetres to centimetres
2.1 Length - Addition of lengths in centimetres and 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
MENTOR Mathematics Grade 6 Learner's Book, page 100
Measurement materials
Conversion worksheets
MENTOR Mathematics Grade 6 Learner's Book, page 101
Addition worksheets
Rulers

Written exercise Peer assessment Class assignment

2.0 Measurement

2.1 Length - Subtraction of lengths in centimetres and millimetres
2.1 Length - Multiplication of lengths
2.1 Length - Division of lengths

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
MENTOR Mathematics Grade 6 Learner's Book, page 103
Multiplication worksheets
MENTOR Mathematics Grade 6 Learner's Book, page 104
Division worksheets

Written exercise Oral questions Observation

2.0 Measurement

2.1 Length - Circumference of a circle
2.1 Length - Diameter and radius

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
MENTOR Mathematics Grade 6 Learner's Book, page 106
Drawing materials

Practical assessment Observation Written exercise

2.0 Measurement

2.1 Length - Relationship between circumference and diameter
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:

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

Written exercise Practical assessment Observation

2.0 Measurement

2.1 Length - Consolidation activities
2.2 Area - Area of triangles (6 Lessons)

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
MENTOR Mathematics Grade 6 Learner's Book, page 118
Rectangular/square paper
Scissors
Grid paper

Written assessment Peer assessment Self-assessment

2.0 Measurement

2.2 Area - Finding area of triangles
2.2 Area - Area of combined shapes
2.2 Area - More combined shapes

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
MENTOR Mathematics Grade 6 Learner's Book, page 120
Cutouts of combined shapes
Grid paper
MENTOR Mathematics Grade 6 Learner's Book, page 121
Worksheets with combined shapes

Written exercise Practical assessment Observation

2.0 Measurement

2.2 Area - Estimating area of circles
2.2 Area - Applications of area

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
MENTOR Mathematics Grade 6 Learner's Book, page 123
Real-life application examples
Measuring tools
Calculators

Practical assessment Observation Written exercise

2.0 Measurement

2.3 Capacity - Relationship between cubic centimetres, millilitres and litres (6 Lessons)
2.3 Capacity - Converting litres to millilitres
2.3 Capacity - Converting millilitres to litres

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

Identify relationship among cubic centimetres, millilitres and litres
Understand volumetric measurement concepts
Appreciate connections between volume and capacity

Learners:
Experiment with 1 cm³ cube containers and water
Establish that 1 cm³ equals 1 ml
Discover that 1000 ml equals 1 litre
Discuss relationships between units

What is the relationship between cubic centimetres, millilitres, and litres?

MENTOR Mathematics Grade 6 Learner's Book, page 139
Cubic centimetre blocks
Measuring cylinders
Water
MENTOR Mathematics Grade 6 Learner's Book, page 140
Conversion charts
Measuring containers
Worksheets
MENTOR Mathematics Grade 6 Learner's Book, page 141

Practical assessment Observation Oral questions

2.0 Measurement

2.3 Capacity - Converting litres to cubic centimetres
2.3 Capacity - Converting cubic centimetres to litres
2.3 Capacity - Real-life applications of capacity

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

Convert 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
MENTOR Mathematics Grade 6 Learner's Book, page 144
Real-life containers
Measuring tools

Written exercise Oral questions Observation

2.0 Measurement

2.4 Mass - The tonne as a unit of mass (14 Lessons)
2.4 Mass - Items measured in tonnes

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
MENTOR Mathematics Grade 6 Learner's Book, page 151
Visual aids
Reference materials

Oral questions Research presentations Written exercise

2.0 Measurement

2.4 Mass - Relationship between kilogram and tonne
2.4 Mass - Estimating mass in tonnes
2.4 Mass - Converting kilograms to 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
MENTOR Mathematics Grade 6 Learner's Book, page 154
Conversion charts
Worksheets
Calculators

Oral questions Written exercise Observation

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

2.0 Measurement

2.4 Mass - Subtraction of mass in tonnes and kilograms
2.4 Mass - Multiplication of mass
2.4 Mass - Division of mass

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

Written exercise Observation Class assignment

2.0 Measurement

2.4 Mass - Real-life applications of mass
2.4 Mass - Digital mass measurement
2.4 Mass - Consolidation activities

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

Apply mass measurement concepts to real-life situations
Solve practical problems involving mass
Appreciate the relevance of mass measurement

Learners:
Identify real-life situations where mass measurement is used
Solve practical problems involving mass
Discuss applications in transportation, farming, etc.
Create their own mass-related problems

Where do we use mass measurement in daily life?

MENTOR Mathematics Grade 6 Learner's Book, page 160
Real-life examples
Reference materials
MENTOR Mathematics Grade 6 Learner's Book, page 161
Digital weighing devices (if available)
Pictures of digital scales
MENTOR Mathematics Grade 6 Learner's Book, page 162
Review worksheets
Calculators

Project work Oral presentation Written exercise

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
2.5 Time - Converting 12-hour to 24-hour time
2.5 Time - Converting 24-hour to 12-hour time

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
MENTOR Mathematics Grade 6 Learner's Book, page 166
Conversion worksheets
Time charts
MENTOR Mathematics Grade 6 Learner's Book, page 167

Oral questions Written exercise Observation

2.0 Measurement

2.5 Time - Reading travel timetables
2.5 Time - Interpreting travel timetables

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

Read and understand travel timetables
Extract information from timetables
Show interest in practical applications of time

Learners:
Examine various travel timetables (bus, train, plane)
Identify departure and arrival times in timetables
Discuss information contained in timetables
Answer questions based on timetables

How do we read and interpret travel timetables?

MENTOR Mathematics Grade 6 Learner's Book, page 168
Sample timetables
Worksheets
MENTOR Mathematics Grade 6 Learner's Book, page 169
Calculators

Written exercise Group activities Practical assessment

2.0 Measurement

2.5 Time - Creating travel schedules
2.5 Time - Digital time tools
2.5 Time - Consolidation activities

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

Create simple travel schedules using appropriate time notation
Plan itineraries based on timetables
Appreciate planning and organization

Learners:
Create travel schedules for hypothetical journeys
Use appropriate time notation (12-hour or 24-hour)
Include relevant details in their schedules
Present schedules to the class

How do we create effective travel schedules?

MENTOR Mathematics Grade 6 Learner's Book, page 170
Sample schedules
Planning templates
MENTOR Mathematics Grade 6 Learner's Book, page 171
Digital time devices (if available)
Pictures of digital tools
MENTOR Mathematics Grade 6 Learner's Book, page 172
Review worksheets
Clocks

Project work Peer assessment Presentation

2.0 Measurement

2.6 Money - Budgeting (8 Lessons)
2.6 Money - Preparing simple budgets

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

Understand the concept of a budget
Identify components of a simple budget
Value financial planning

Learners:
Discuss the meaning and purpose of budgeting
Identify income and expenses as key budget components
Examine sample budgets and discuss their structure
Share opinions on the importance of budgeting

What is a budget and why is it important?

MENTOR Mathematics Grade 6 Learner's Book, page 173
Sample budgets
Budget templates
MENTOR Mathematics Grade 6 Learner's Book, page 174
Budget worksheets
Calculators

Oral questions Group discussion Observation

2.0 Measurement

2.6 Money - Buying and selling prices
2.6 Money - Calculating profit
2.6 Money - Calculating loss

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

Understand concepts of buying and selling prices
Identify buying and selling prices in commercial contexts
Appreciate basic business concepts

Learners:
Discuss meanings of buying price and selling price
Identify examples of buying and selling prices
Create lists of items with their buying and selling prices
Role-play buying and selling scenarios

What are buying and selling prices in business?

MENTOR Mathematics Grade 6 Learner's Book, page 175
Price lists
Role-play materials
MENTOR Mathematics Grade 6 Learner's Book, page 176
Profit calculation worksheets
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 177
Loss calculation worksheets

Oral questions Written exercise Role-play assessment

2.0 Measurement

2.6 Money - Types of taxes
2.6 Money - Income tax
2.6 Money - Value Added Tax (VAT)

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

Identify different types of taxes
Understand the purpose of taxation
Value taxation as a civic responsibility

Learners:
Discuss different types of taxes (income tax, VAT, etc.)
Examine examples of taxes in daily transactions
Discuss the purpose and importance of taxes
Research how tax money is used

What are the different types of taxes and why do we pay them?

MENTOR Mathematics Grade 6 Learner's Book, page 178
Tax information materials
Sample receipts with tax
MENTOR Mathematics Grade 6 Learner's Book, page 179
Income tax worksheets
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 180
Sample receipts
VAT calculation worksheets

Oral questions Research presentation Written exercise

2.0 Measurement
Geometry

2.6 Money - Consolidation activities
Lines - Constructing parallel lines

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

Apply all concepts related to money management
Solve integrated problems involving budgeting, profit/loss, and taxation
Show confidence in financial literacy

Learners:
Review key concepts of money management
Solve mixed problems involving budgeting, profit/loss, and taxes
Assess their understanding of financial concepts
Discuss areas needing further practice

How do we apply financial literacy concepts in daily life?

MENTOR Mathematics Grade 6 Learner's Book, page 181
Review worksheets
Calculators
MENTOR Mathematics Learner's Book Grade 6, page 175
Geometrical instruments
Rulers
Objects with parallel lines

Written assessment Project work Self-assessment

Geometry

Lines - Constructing parallel lines
Lines - Bisecting a line
Lines - Bisecting a line

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
MENTOR Mathematics Learner's Book Grade 6, page 177
Protractors
MENTOR Mathematics Learner's Book Grade 6, page 178

Oral questions Written exercise Observation

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
MENTOR Mathematics Learner's Book Grade 6, page 180
Digital devices
Internet resources

Oral questions Written exercise Group work

Geometry

Angles - Angles on a straight line
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:

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
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 Observation

Geometry

Angles - Angles in a triangle
Angles - Angles in a rectangle

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
MENTOR Mathematics Learner's Book Grade 6, page 188
Protractors
Triangular shapes
Worksheets
MENTOR Mathematics Learner's Book Grade 6, page 189
Rectangular cut-outs

Oral questions Written exercise Practical assessment

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

Geometry

Angles - Constructing right angled triangles
Angles - Constructing isosceles 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
MENTOR Mathematics Learner's Book Grade 6, page 194
Geometrical instruments
Compasses
Rulers
MENTOR Mathematics Learner's Book Grade 6, page 195
Triangular shapes

Oral questions Written exercise Observation

Geometry

Angles - Constructing isosceles triangles
3-D Objects - 3-D objects in the environment

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

Oral questions Written exercise Practical assessment

Geometry

3-D Objects - Edges, faces and vertices
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:

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
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 Group work

Geometry

3-D Objects - Edges, faces and vertices in cylinders
3-D Objects - Plane figures in 3-D objects

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
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 Practical assessment

Data Handling

Bar Graphs - Preparing frequency tables to represent data
Bar Graphs - Representing data using pictographs

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
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
Bar Graphs - Representing data through piling
Bar Graphs - Representing data through piling

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
MENTOR Mathematics Learner's Book Grade 6, page 211
Empty matchboxes
Flashcards
Data charts
MENTOR Mathematics Learner's Book Grade 6, page 212
Blocks or cubes
Data cards

Oral questions Written exercise Project work

Data Handling

Bar Graphs - Representing data using bar graphs
Bar Graphs - Interpreting information from bar graphs
Bar Graphs - Interpreting information from 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
MENTOR Mathematics Learner's Book Grade 6, page 217
Bar graphs
Chart paper
Worksheets
MENTOR Mathematics Learner's Book Grade 6, page 220

Oral questions Written exercise Practical assessment