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

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

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Reading 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

Oral questions Written exercise Group work

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

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

Oral questions Written exercise Group work

1.0 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:
round off numbers up to 100,000 to the nearest thousand, apply rounding in estimations, and appreciate rounding as a useful everyday skill

Learners explore rounding concepts through hands-on activities using number lines and place value understanding. Working in collaborative groups, they practice rounding numbers up to hundred thousand to the nearest 1,000, discussing the rules for rounding and how to determine whether to round up or down. They create their own rounding challenges using number cards and share them with other groups.

When do we need to round off numbers?

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

Oral questions Written exercise Group presentation

1.0 Numbers

1.1 Whole Numbers: Squares Application

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

Oral questions Written exercise Project work

1.0 Numbers

1.1 Whole Numbers: Square Roots Introduction

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

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Square Roots Application
1.1 Whole Numbers: Assessment

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

Oral questions Written exercise Project work

1.0 Numbers

1.0 Numbers: Digital Activities

By the end of the lesson, the learner should be able to:
access digital resources for learning whole numbers, interact with number games and activities, and develop enthusiasm for using technology in mathematics

Learners explore mathematical concepts through technology-enhanced activities. They use available digital devices to engage with interactive number games, simulations, and learning applications that reinforce whole number operations. They collaborate in small groups to solve digital challenges, discuss strategies, and share discoveries about how technology can support mathematical learning.

How can digital tools help us learn about numbers?

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

Practical assessment Observation Peer assessment

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

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

Oral questions Written exercise Observation

1.0 Numbers

1.2 Multiplication: Estimation by Compatibility
1.2 Multiplication: Patterns

By the end of the lesson, the learner should be able to:
estimate products using compatible numbers, implement compatibility strategies in calculation, and appreciate the efficiency of using compatible numbers

Learners discover compatibility strategies through guided exploration activities. They identify number pairs that work well together (compatible numbers) and practice adjusting given numbers to more compatible forms for easier mental calculation. In collaborative groups, they create estimation challenges using compatibility methods and discuss how this approach differs from rounding, evaluating the relative accuracy of each method.

How does using compatible numbers help in estimation?

MENTOR Mathematics Grade 6 Learner's Book, page 23
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 24

Oral questions Written exercise Observation

1.0 Numbers

1.2 Multiplication: Real-life Application

By the end of the lesson, the learner should be able to:
recognize multiplication in everyday situations, solve real-world problems involving multiplication, and value the use of multiplication in daily life

Learners connect multiplication to practical contexts through application-based activities. They identify real-life situations where multiplication is used, such as calculating costs of multiple items, determining areas, or finding total quantities in arrays. They develop and solve their own word problems based on authentic scenarios, and use digital tools to explore interactive multiplication applications that showcase real-world relevance.

Where do we use multiplication in everyday life?

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

Oral questions Group discussions Project work

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

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

Oral questions Written exercise Observation

1.0 Numbers

1.3 Division: Combined Operations

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

Oral questions Written exercise Group work

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

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

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Addition using LCM
1.4 Fractions: Subtraction using LCM

By the end of the lesson, the learner should be able to:
add fractions with different denominators, use LCM to find common denominators, and show interest in fraction addition

Learners build skills in fraction addition through progressive activities. They identify the LCM of different denominators to create equivalent fractions with a common denominator, then add the numerators to find the sum. Through hands-on manipulatives and visual models, they develop conceptual understanding of why common denominators are necessary for fraction addition. They work collaboratively to solve increasingly complex addition problems, discussing effective strategies and common challenges.

How do we add fractions using LCM?

MENTOR Mathematics Grade 6 Learner's Book, page 34
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 35

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Adding Mixed Numbers Method 1

By the end of the lesson, the learner should be able to:
convert mixed numbers to improper fractions, add mixed numbers through improper fractions, and value multiple approaches to fraction addition

Learners develop skills in mixed number addition through a systematic approach. They practice converting mixed numbers to improper fractions using the formula (whole number × denominator + numerator)/denominator. Using this method, they transform mixed number addition problems into improper fraction addition, finding common denominators as needed. Through collaborative problem-solving, they develop fluency with the conversion process and discuss the advantages and limitations of this approach to mixed number addition.

How do we add mixed numbers?

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

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Adding Mixed Numbers Method 2

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

Oral questions Written exercise Observation

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

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

Oral questions Written exercise Group work

1.0 Numbers

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

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

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Percentages to Fractions

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Applications

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

Oral questions Written exercise Project work

1.0 Numbers

1.5 Decimals: Place Value
1.5 Decimals: Decimal Places

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

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

How do we identify place values in decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 44
Place value apparatus
MENTOR Mathematics Grade 6 Learner's Book, page 45
Decimal place value chart

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Rounding Off

By the end of the lesson, the learner should be able to:
round decimals to specified decimal places, apply appropriate rounding rules, and value estimation in decimal contexts

Learners develop decimal rounding skills through progressive practice. They explore rounding rules for decimals, focusing on how to determine whether to round up or down based on the digit that follows the rounding position. Through guided examples and collaborative problem-solving, they practice rounding decimals to 1, 2, and 3 decimal places, discussing potential applications of decimal rounding in real-world contexts like measurement and finance. They create their own rounding challenges for peers, reinforcing procedural fluency through teaching others.

When do we need to round off decimals?

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

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

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

How do we convert decimals to percentages?

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

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Percentages to Decimals

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

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

How do we convert percentages to decimals?

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

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Addition
1.5 Decimals: Subtraction

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

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

How do we add decimals?

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

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Real-life Applications

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

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

Where are decimals applicable in real life?

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

Oral questions Group discussions Project work

1.0 Numbers

1.5 Decimals: Assessment
1.6 Inequalities: Introduction

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

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

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

MENTOR Mathematics Grade 6 Learner's Book, page 53
Assessment worksheet
MENTOR Mathematics Grade 6 Learner's Book, page 54
Number cards
Inequality symbols

Written assessment Self-assessment Peer assessment

1.0 Numbers

1.6 Inequalities: Forming Inequalities

By the end of the lesson, the learner should be able to:
create simple inequalities with one unknown, translate verbal statements into inequality form, and show creativity in mathematical expression

Learners develop mathematical modeling skills through progressive activities. They practice converting verbal descriptions of inequality relationships into mathematical notation using appropriate symbols and variables. Through guided examples and collaborative problem-solving, they explore different operations that can be included in inequalities, creating mathematical expressions that represent various real-world constraints and conditions. They create their own word problems that can be modeled using inequalities and challenge peers to translate them into mathematical form.

How do we form inequalities?

MENTOR Mathematics Grade 6 Learner's Book, page 55
Number cards
Inequality symbols

Oral questions Written exercise Group work

1.0 Numbers

1.6 Inequalities: Simplifying

By the end of the lesson, the learner should be able to:
simplify inequality expressions, collect like terms in inequalities, and develop systematic approaches to mathematical manipulation

Learners build algebraic manipulation skills through structured practice. Using cards or charts with inequality expressions, they explore techniques for simplifying inequalities, focusing on collecting like terms to create clearer expressions. Through guided examples and collaborative problem-solving, they develop understanding of how simplification preserves the inequality relationship while making it easier to interpret. They create their own inequality expressions for peers to simplify, reinforcing procedural fluency through teaching and explanation.

How do we simplify inequalities?

MENTOR Mathematics Grade 6 Learner's Book, page 56
Cards with inequalities
Charts

Oral questions Written exercise Group work

1.0 Numbers

1.6 Inequalities: Solving
1.6 Inequalities: Real-life Application

By the end of the lesson, the learner should be able to:
find values that satisfy given inequalities, apply appropriate methods to solve inequalities, and appreciate the logical process of solving inequalities

Learners develop algebraic reasoning through systematic problem-solving. They explore methods for solving simple inequalities involving one unknown, applying inverse operations to isolate the variable while maintaining the inequality relationship. Through guided examples and collaborative investigation, they practice solving inequalities of increasing complexity and verify their solutions by substituting values into the original inequality. They discuss how inequality solutions differ from equation solutions (representing ranges rather than specific values) and develop strategies for expressing and checking solutions.

How do we solve inequalities to find the unknown value?

MENTOR Mathematics Grade 6 Learner's Book, page 57
Inequality cards
MENTOR Mathematics Grade 6 Learner's Book, page 58
Real-life examples

Oral questions Written exercise Observation

1.0 Numbers

1.6 Inequalities: Digital Activities

By the end of the lesson, the learner should be able to:
use technology to explore inequality concepts, engage with digital inequality tools, and show enthusiasm for technology-enhanced mathematics learning

Learners extend their understanding through technology-enhanced exploration. Using available digital devices, they engage with interactive applications that visualize inequality concepts and provide practice with forming, simplifying, and solving inequalities. Through collaborative digital activities, they explore dynamic representations of inequalities and discuss how technology can enhance understanding of mathematical relationships. They share discoveries and strategies for effectively using digital tools to support mathematics learning.

How can digital tools help us understand inequalities?

MENTOR Mathematics Grade 6 Learner's Book, page 59
Digital devices
Educational apps

Practical assessment Observation Peer assessment

1.0 Numbers
2.0 Measurement

1.6 Inequalities: Assessment
2.1 Length - Millimetres as units of length (14 Lessons)

By the end of the lesson, the learner should be able to:
demonstrate understanding of inequalities concepts, solve various inequality problems, and develop confidence in mathematical reasoning

Learners consolidate understanding through comprehensive assessment activities. They independently solve problems involving recognizing, forming, simplifying, and solving inequalities, demonstrating their mastery of key concepts. They engage in self-assessment to identify areas of strength and areas for improvement, and present their solutions to peers, explaining their reasoning and approach to enhance mathematical communication skills.

How can we apply our knowledge of inequalities?

MENTOR Mathematics Grade 6 Learner's Book, page 60
Assessment worksheet
MENTOR Mathematics Grade 6 Learner's Book, page 98
Rulers marked in millimetres
Small objects for measurement

Written assessment Presentation Project work

2.0 Measurement

2.1 Length - Relationship between millimetres and centimetres

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

Establish the relationship between millimetres and centimetres
Convert measurements between millimetres and centimetres
Show interest in the relationship between units of length

Learners:
Measure lengths of various objects in both millimetres and centimetres
Record measurements and discuss patterns observed
Establish that 1 centimetre equals 10 millimetres
Practice converting measurements between units

How are millimetres related to centimetres?

MENTOR Mathematics Grade 6 Learner's Book, page 98
Rulers
Measurement conversion charts

Oral questions Written exercise Group work assessment

2.0 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

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

Subtract lengths given in centimetres and millimetres
Regroup centimetres to millimetres when necessary
Value accuracy in subtraction operations

Learners:
Subtract lengths given in cm and mm
Regroup 1 cm to 10 mm when necessary
Solve real-life problems requiring subtraction of lengths
Discuss strategies for subtraction with regrouping

How do we subtract lengths in centimetres and millimetres?

MENTOR Mathematics Grade 6 Learner's Book, page 102
Subtraction worksheets
Measuring tools

Written exercise Oral questions Observation

2.0 Measurement

2.1 Length - Multiplication of lengths
2.1 Length - Division of lengths

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

Multiply lengths in centimetres and millimetres by whole numbers
Regroup millimetres to centimetres when necessary
Apply multiplication skills to solve real-life problems

Learners:
Multiply lengths given in cm and mm by whole numbers
Regroup 10 mm to 1 cm when necessary
Solve word problems involving multiplication of lengths
Create visual representations of multiplication problems

How do we multiply lengths in centimetres and millimetres?

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

Written exercise Group activities Class assignment

2.0 Measurement

2.1 Length - Circumference of a circle

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

Identify circumference as the distance around a circle
Measure the circumference of circular objects practically
Value the concept of circumference in real-life applications

Learners:
Identify the circumference as the distance around a circle
Measure circumference of circular objects using string and ruler
Record measurements and discuss methods used
Relate circumference to everyday circular objects

What is the circumference of a circle and how do we measure it?

MENTOR Mathematics Grade 6 Learner's Book, page 105
Circular objects
String
Rulers

Practical assessment Observation Written exercise

2.0 Measurement

2.1 Length - Diameter and radius

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

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

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

What is the relationship between diameter and radius?

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

Oral questions Written exercise Practical assessment

2.0 Measurement

2.1 Length - Relationship between circumference and diameter
2.1 Length - Finding circumference using formula

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

Establish the relationship between circumference and diameter
Identify π (pi) as the ratio of circumference to diameter
Show interest in mathematical relationships

Learners:
Measure circumference and diameter of various circular objects
Calculate the ratio of circumference to diameter
Discover that this ratio is approximately 3.14 (π)
Discuss the significance of π in mathematics

What is the relationship between circumference and diameter?

MENTOR Mathematics Grade 6 Learner's Book, page 107
Circular objects
String
Calculators
MENTOR Mathematics Grade 6 Learner's Book, page 108
Worksheet with problems

Written exercise Practical assessment Observation

2.0 Measurement

2.1 Length - Real-life applications of circumference

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

Apply knowledge of circumference to solve real-life problems
Appreciate the relevance of circumference in daily life
Value precision in measurement and calculation

Learners:
Identify circular objects in the environment
Solve real-life problems involving circumference
Discuss practical applications of circumference
Create and solve their own real-life problems

Where do we use the concept of circumference in real life?

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

Project work Oral presentation Written exercise