1.0 Numbers

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

By the end of the lesson, the learner should be able to:
recognize numbers up to millions in symbols, read these numbers correctly, and value the role of symbols in representing numbers

Learners participate in interactive activities using number charts and cards to read and identify numbers up to millions in symbols. They work in groups to create number cards, match numerals to their word form, and engage in number recognition games that strengthen their ability to read large numbers fluently.

How are numbers represented in symbols?

MENTOR Mathematics Grade 6 Learner's Book, page 5
Number charts/cards
MENTOR Mathematics Grade 6 Learner's Book, page 6

Oral questions Written exercise Observation

1.0 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:
write numbers up to 100,000 in words, express numerical information in written form, and appreciate proper notation in writing numbers

Learners practice converting numerals to written words using varied activities. They create their own number cards with numerals on one side and words on the other to use as study aids. In groups, they develop number puzzles where answers must be written in words, challenging their peers to solve them while reinforcing proper number writing conventions.

How do we write large numbers in words?

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

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

Oral questions Written exercise Group work

1.0 Numbers

1.1 Whole Numbers: Squares Introduction
1.1 Whole Numbers: Squares Application

By the end of the lesson, the learner should be able to:
identify the concept of squaring numbers, calculate squares of whole numbers up to 100, and appreciate the pattern in square numbers

Learners engage in discovery-based activities where they multiply numbers by themselves and identify the patterns that emerge. They use grid paper to create visual representations of square numbers, exploring the geometric meaning of squares. Through guided discussion, they develop understanding of squares as repeated multiplication and begin to recognize common square numbers.

How do we square a number?

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

Oral questions Written exercise Observation

1.0 Numbers

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

By the end of the lesson, the learner should be able to:
comprehend the concept of square roots, find square roots of perfect squares up to 10,000, and show curiosity in exploring the relationship between squares and square roots

Learners engage in exploratory activities to discover the concept of square roots as the inverse of squaring. They use manipulatives to create square arrangements, then determine what number, when multiplied by itself, gives the total. Through guided inquiry, they develop methods for finding square roots and create their own reference charts of perfect squares and their square roots.

What is the relationship between squares and square roots?

MENTOR Mathematics Grade 6 Learner's Book, page 13
Number cards
Square root table
MENTOR Mathematics Grade 6 Learner's Book, page 14
Digital devices

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Assessment
1.0 Numbers: Digital Activities

By the end of the lesson, the learner should be able to:
solve problems involving whole numbers concepts, evaluate their understanding of whole numbers, and show confidence in applying their knowledge

Learners demonstrate their mastery of whole number concepts through varied assessment activities. They independently solve problems involving place value, total value, reading and writing numbers, ordering, rounding off, squares and square roots. They engage in self-assessment to identify areas of strength and improvement, and participate in peer review to strengthen collaborative learning.

How can we apply what we've learned about whole numbers?

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

Written assessment Group work Individual presentation

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

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

Oral questions Written exercise Group work

1.0 Numbers

1.2 Multiplication: Estimation by Rounding
1.2 Multiplication: Estimation by Compatibility

By the end of the lesson, the learner should be able to:
estimate products through rounding, apply estimation skills in calculations, and value the importance of estimation in everyday life

Learners develop estimation skills through practical approximation activities. They practice rounding numbers to the nearest ten before multiplication to obtain quick estimates of products. Through collaborative problem-solving, they discuss when estimation is appropriate and how accurate their estimates are compared to the exact answers. They create real-life scenarios where estimation would be useful and share them with their peers.

When is it useful to estimate products?

MENTOR Mathematics Grade 6 Learner's Book, page 22
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 23

Oral questions Written exercise Observation

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

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

Oral questions Written exercise Observation

1.0 Numbers

1.3 Division: Estimation
1.3 Division: Combined Operations

By the end of the lesson, the learner should be able to:
estimate quotients by rounding, apply estimation skills in division problems, and appreciate the value of estimation in daily calculations

Learners practice estimation strategies specific to division through practical activities. They apply rounding techniques to both dividend and divisor to create simplified division problems, comparing their estimated answers to the exact quotients. Through problem-solving scenarios, they explore situations where estimation is particularly useful, discussing the appropriate level of precision needed in different contexts and the benefits of quick approximation.

When do we need to estimate quotients?

MENTOR Mathematics Grade 6 Learner's Book, page 28
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 29

Oral questions Written exercise Observation

1.0 Numbers

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

By the end of the lesson, the learner should be able to:
perform calculations involving all four operations, solve complex multi-step problems, and demonstrate confidence in tackling challenging calculations

Learners develop computational mastery through increasingly complex problem-solving activities. They solve calculations involving all four operations with up to 3-digit numbers, applying the correct order of operations and showing all steps. They engage in collaborative problem analysis, discussing efficient solution strategies and detecting common errors. They create real-world scenarios that require multiple operations to solve, connecting mathematical processes to authentic contexts.

How do we solve problems with multiple operations?

MENTOR Mathematics Grade 6 Learner's Book, page 30
Number cards
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

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Adding Mixed Numbers Method 2
1.4 Fractions: Subtracting Mixed Numbers

By the end of the lesson, the learner should be able to:
add mixed numbers by separating whole numbers and fractions, compare different methods of adding mixed numbers, and appreciate efficient calculation techniques

Learners explore an alternative method for mixed number addition through comparative problem-solving. They practice adding mixed numbers by separating the whole number and fraction parts, adding them separately, and then combining the results (converting improper fractions to mixed numbers as needed). Through collaborative work, they solve the same problems using both methods (conversion to improper fractions vs. separate addition) and discuss which approach is more efficient for different problem types.

What's another way to add mixed numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 37
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 38

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Reciprocals Introduction
1.4 Fractions: Reciprocals of Fractions

By the end of the lesson, the learner should be able to:
understand the concept of reciprocals, find the reciprocal of whole numbers, and appreciate the relationship between a number and its reciprocal

Learners develop understanding of reciprocals through exploratory activities. They investigate the concept of reciprocals as multiplicative inverses, discovering that multiplying a number by its reciprocal always equals 1. They practice finding reciprocals of whole numbers between 1 and 10 and explore patterns in reciprocal values. Through collaborative discussion, they develop understanding of the reciprocal as the "flipped" version of a fraction, with the numerator and denominator exchanged.

What is a reciprocal?

MENTOR Mathematics Grade 6 Learner's Book, page 39
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 40
Fraction charts

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Squares of Fractions

By the end of the lesson, the learner should be able to:
calculate squares of fractions, apply squaring techniques to fractions, and value precision in fraction calculations

Learners develop skills in fraction operations through guided practice. They explore the process of squaring fractions by multiplying a fraction by itself, discovering that both numerator and denominator must be squared separately. Through visual models and concrete examples, they build conceptual understanding of what squaring means for fractions. They practice calculating squares of fractions with single-digit numerators and up to 2-digit denominators, discussing patterns they observe in the results.

How do we square a fraction?

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

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Fractions to Percentages
1.4 Fractions: Percentages to Fractions

By the end of the lesson, the learner should be able to:
convert fractions to percentages, use equivalent fractions with denominator 100, and appreciate the connection between fractions and percentages

Learners explore fraction-percentage relationships through practical conversion activities. They practice changing fractions to equivalent forms with denominator 100 through multiplication, recognizing that fractions with denominator 100 directly correspond to percentages. Through collaborative problem-solving, they develop fluency with conversion techniques and explore alternative methods for fractions that don't convert easily to denominator 100. They create visual models showing the equivalence between fractions and percentages to reinforce conceptual understanding.

How do we convert fractions to percentages?

MENTOR Mathematics Grade 6 Learner's Book, page 42
Fraction charts
Percentage charts
MENTOR Mathematics Grade 6 Learner's Book, page 43

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Applications
1.5 Decimals: Place Value

By the end of the lesson, the learner should be able to:
solve real-life problems involving fractions, apply fraction operations in context, and appreciate the relevance of fractions in everyday situations

Learners connect fraction concepts to real-world scenarios through contextual problem-solving. They identify everyday situations where fractions are used (such as measurements, time, sharing resources, etc.) and develop problem-solving approaches that apply fraction operations to authentic contexts. Working collaboratively, they create and solve their own word problems involving fraction operations, discussing effective solution strategies and the practical value of fraction knowledge.

Where do we use fractions in real life?

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

Oral questions Written exercise Project 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

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

Oral questions Written exercise Observation

1.0 Numbers

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

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

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

How do we convert decimals to percentages?

MENTOR Mathematics Grade 6 Learner's Book, page 49
Decimal and percentage charts
MENTOR Mathematics Grade 6 Learner's Book, page 50
Percentage and decimal charts

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Addition
1.5 Decimals: Subtraction

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

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

How do we add decimals?

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

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Real-life Applications
1.5 Decimals: Assessment

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

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

Where are decimals applicable in real life?

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

Oral questions Group discussions Project work

2.0 Measurement

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

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

Use the millimetre (mm) as a unit of measuring length
Identify appropriate contexts for using millimetres
Develop an appreciation for precision in measurement

Learners:
Discuss and identify millimetre as a unit of measuring length using rulers
Examine objects that require measurement in millimetres
Measure small objects using rulers marked in millimetres
Compare measurements and discuss the importance of precision

Why do we need smaller units to measure length?

MENTOR Mathematics Grade 6 Learner's Book, page 98
Rulers marked in millimetres
Small objects for measurement
Rulers
Measurement conversion charts

Oral questions Observation Written exercise

2.0 Measurement

2.1 Length - Converting centimetres to millimetres

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

Convert centimetres to millimetres confidently
Apply conversion skills to solve practical problems
Appreciate the need for unit conversions in measurement

Learners:
Convert given measurements from centimetres to millimetres
Create and solve conversion problems in pairs/groups
Apply the relationship that 1 cm = 10 mm in various contexts
Share conversion strategies

How do we convert centimetres to millimetres?

MENTOR Mathematics Grade 6 Learner's Book, page 99
Conversion charts
Measurement worksheets

Written exercise Peer assessment Class assignment

2.0 Measurement

2.1 Length - Converting millimetres to centimetres
2.1 Length - Addition of lengths in centimetres and millimetres

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

Convert millimetres to centimetres accurately
Solve practical problems involving conversions
Value precision in measurement and calculation

Learners:
Convert given measurements from millimetres to centimetres
Discuss the process of dividing by 10 when converting from mm to cm
Solve real-life problems requiring mm to cm conversions
Create measurement conversion tables

How do we convert millimetres to centimetres?

MENTOR Mathematics Grade 6 Learner's Book, page 100
Measurement materials
Conversion worksheets
MENTOR Mathematics Grade 6 Learner's Book, page 101
Addition worksheets
Rulers

Written exercise Observation Project work

2.0 Measurement

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

Written exercise Oral questions Observation

2.0 Measurement

2.1 Length - Division of lengths
2.1 Length - Circumference of a circle

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

Divide lengths in centimetres and millimetres by whole numbers
Regroup centimetres to millimetres when necessary
Show interest in solving division problems involving length

Learners:
Divide lengths given in cm and mm by whole numbers
Regroup 1 cm to 10 mm when necessary
Solve practical division problems involving length
Share division strategies

How do we divide lengths in centimetres and millimetres?

MENTOR Mathematics Grade 6 Learner's Book, page 104
Division worksheets
Measuring tools
MENTOR Mathematics Grade 6 Learner's Book, page 105
Circular objects
String
Rulers

Written exercise Oral questions Observation

2.0 Measurement

2.1 Length - Diameter and radius
2.1 Length - Relationship between circumference and diameter

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

Identify diameter as a line passing through the center of a circle
Identify radius as the distance from center to circumference
Appreciate the relationship between diameter and radius

Learners:
Identify and measure diameter of circular objects
Identify and measure radius of circular objects
Establish that diameter equals twice the radius
Create diagrams showing diameter and radius

What is the relationship between diameter and radius?

MENTOR Mathematics Grade 6 Learner's Book, page 106
Circular objects
Rulers
Drawing materials
MENTOR Mathematics Grade 6 Learner's Book, page 107
String
Calculators

Oral questions Written exercise Practical assessment

2.0 Measurement

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

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

Apply the formula C = πd to find circumference
Apply the formula C = 2πr to find circumference
Appreciate the application of formulas in mathematics

Learners:
Use the formula C = πd to find circumference when given diameter
Use the formula C = 2πr to find circumference when given radius
Solve practical problems involving circumference
Share solution strategies

How do we calculate the circumference of a circle?

MENTOR Mathematics Grade 6 Learner's Book, page 108
Calculators
Worksheet with problems
MENTOR Mathematics Grade 6 Learner's Book, page 109
Real-life circular objects
Measuring tools

Written exercise Group work Class assignment

2.0 Measurement

2.1 Length - Consolidation activities
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

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

Written exercise Practical assessment Observation

2.0 Measurement

2.2 Area - More combined shapes
2.2 Area - Estimating area of circles

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

Calculate area of complex combined shapes
Apply appropriate strategies to find areas
Value systematic approaches to problem-solving

Learners:
Analyze more complex combined shapes
Apply appropriate strategies to calculate total area
Discuss different approaches to finding areas
Present solutions to the class

What strategies can we use to find areas of complex shapes?

MENTOR Mathematics Grade 6 Learner's Book, page 121
Worksheets with combined shapes
Grid paper
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 122
Square grid paper
Circular objects
Compasses

Written exercise Group presentation Peer assessment

2.0 Measurement

2.2 Area - Applications of area
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

2.0 Measurement

2.3 Capacity - Converting litres to millilitres

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

Convert litres to millilitres accurately
Apply conversion skills to solve problems
Show interest in capacity measurement

Learners:
Apply the relationship that 1 litre = 1000 ml
Convert various measurements from litres to millilitres
Solve word problems involving conversions
Share strategies for conversion

How do we convert litres to millilitres?

MENTOR Mathematics Grade 6 Learner's Book, page 140
Conversion charts
Measuring containers
Worksheets

Written exercise Practical assessment Observation

2.0 Measurement

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

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
MENTOR Mathematics Grade 6 Learner's Book, page 142
Cubic containers

Written exercise Group activities Class assignment

2.0 Measurement

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

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

Convert cubic centimetres to litres
Apply conversion skills to solve problems
Show interest in volume and capacity relationships

Learners:
Apply the relationship that 1000 cm³ = 1 litre
Convert various measurements from cubic centimetres to litres
Solve real-life problems involving conversions
Share conversion strategies

How do we convert cubic centimetres to litres?

MENTOR Mathematics Grade 6 Learner's Book, page 143
Conversion charts
Cubic containers
Worksheets
MENTOR Mathematics Grade 6 Learner's Book, page 144
Real-life containers
Measuring tools

Written exercise Group activities Project work

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

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

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

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

What is the relationship between kilogram and tonne?

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

Oral questions Written exercise Observation

2.0 Measurement

2.4 Mass - Converting kilograms to tonnes
2.4 Mass - Converting tonnes to kilograms

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
MENTOR Mathematics Grade 6 Learner's Book, page 155

Written exercise Oral questions Class assignment

2.0 Measurement

2.4 Mass - Addition of mass in tonnes and kilograms
2.4 Mass - Subtraction of mass in tonnes and kilograms

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

Add masses given in tonnes and kilograms
Regroup kilograms to tonnes when necessary
Show interest in mass calculations

Learners:
Add masses given in tonnes and kilograms
Regroup 1000 kg to 1 tonne when necessary
Solve word problems involving addition of mass
Create addition problems for peers to solve

How do we add masses in tonnes and kilograms?

MENTOR Mathematics Grade 6 Learner's Book, page 156
Addition worksheets
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 157
Subtraction worksheets

Written exercise Oral questions Peer assessment

2.0 Measurement

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

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

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

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

How do we multiply masses in tonnes and kilograms?

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

Written exercise Oral questions Observation

2.0 Measurement

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

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

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

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

Where do we use mass measurement in daily life?

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

Project work Oral presentation Written exercise

2.0 Measurement

2.4 Mass - Consolidation activities

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

Apply all concepts related to mass measurement
Solve integrated problems involving mass
Show confidence in mass measurement applications

Learners:
Review key concepts of mass measurement
Solve mixed problems involving conversions and operations
Assess their understanding of mass concepts
Discuss areas needing further practice

How do we apply mass measurement concepts to solve problems?

MENTOR Mathematics Grade 6 Learner's Book, page 162
Review worksheets
Calculators

Written assessment Peer assessment Self-assessment

2.0 Measurement

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

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

Identify time in a.m. and p.m. notation
Understand the 12-hour clock system
Show interest in time measurement

Learners:
Discuss time in a.m. (ante meridiem) and p.m. (post meridiem)
Identify morning hours as a.m. and afternoon/evening hours as p.m.
Read time from analog and digital clocks
Classify different activities by a.m. or p.m. occurrence

Why do we use a.m. and p.m. to express time?

MENTOR Mathematics Grade 6 Learner's Book, page 163
Analog and digital clocks
Time charts
MENTOR Mathematics Grade 6 Learner's Book, page 164
Time worksheets
Clocks

Oral questions Written exercise Observation

2.0 Measurement

2.5 Time - 24-hour clock system
2.5 Time - Converting 12-hour to 24-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

Oral questions Written exercise Observation

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

2.0 Measurement

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

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

Interpret information from travel timetables
Calculate travel durations from timetables
Value time management in travel

Learners:
Calculate duration between departure and arrival times
Determine waiting times at intermediate stops
Solve problems based on travel timetables
Create their own sample timetables

How do we calculate travel times using timetables?

MENTOR Mathematics Grade 6 Learner's Book, page 169
Sample timetables
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 170
Sample schedules
Planning templates

Written exercise Group work Project assessment

2.0 Measurement

2.5 Time - Digital time tools
2.5 Time - Consolidation activities

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
MENTOR Mathematics Grade 6 Learner's Book, page 172
Review worksheets
Clocks

Practical assessment Observation Oral 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

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

Oral questions Written exercise Role-play assessment

2.0 Measurement

2.6 Money - Calculating loss
2.6 Money - Types of taxes

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

Understand the concept of loss
Calculate loss from buying and selling prices
Show interest in business risk management

Learners:
Discuss the meaning of loss in business
Calculate loss using the formula: Loss = Buying Price - Selling Price
Solve problems involving loss calculation
Discuss scenarios that might lead to losses

How do we calculate loss in business?

MENTOR Mathematics Grade 6 Learner's Book, page 177
Loss calculation worksheets
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 178
Tax information materials
Sample receipts with tax

Written exercise Oral questions Observation

2.0 Measurement

2.6 Money - Income tax
2.6 Money - Value Added Tax (VAT)

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

Understand the concept of income tax
Calculate simple income tax examples
Appreciate the role of income tax in society

Learners:
Discuss income tax as a percentage of earnings
Examine simple examples of income tax calculation
Solve basic income tax problems
Discuss how income tax contributes to society

What is income tax and how is it calculated?

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

Written exercise Group activities Class assignment

2.0 Measurement

2.6 Money - Consolidation activities

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

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

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

How do we apply financial literacy concepts in daily life?

MENTOR Mathematics Grade 6 Learner's Book, page 181
Review worksheets
Calculators

Written assessment Project work Self-assessment