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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Numbers
|
Whole numbers;
Place value of digits in a number
|
By the end of the
lesson, the learner
should be able to:
Identify place value of digits up to hundreds of thousands. Solve questions involving whole numbers Appreciate the use of place value in real life situations. |
Learners are guided to identify place value of digits up to hundreds of thousands.
In groups of 3, learners are guided to use abbacus for learning more on place values. In groups of 3, learners are guided to use a place value chart to find the place value of each digit. |
Where is the ordering of numbers used in real life?
|
Mentor; Mathematics Learner's Book Grade 6 pg. 1-2
Number charts Abbacus |
Oral questions Observation
Written exercise
|
|
| 2 | 2 |
Numbers
|
Whole numbers;
Place value of digits in a number
|
By the end of the
lesson, the learner
should be able to:
Identify place value of digits up to millions. Work out place value of digits UpTo millions Appreciate the use of whole numbers in real life situations. |
Learners are guided to identify place value of digits up to millions.
|
How do you use place value of digits up to a million?
|
Mentor Mathematics Learner's Book Grade 6 pg. 3
Number line |
Oral questions Observation
Written exercise
|
|
| 2 | 3 |
Numbers
|
Whole numbers;
Total value of digits in a number
|
By the end of the
lesson, the learner
should be able to:
Identify total value of digits up to hundreds of thousands. Work out total value of digits UpTo hundreds of thousands Appreciate the use of total value in real life situations. |
Learners are guided to identify total value of digits up to hundreds of thousands.
|
How do you calculate the total value of digits?
|
Mentor; Mathematics Learner's Book Grade 6 pg. 4
Number line |
Oral questions Observation
Written exercise
|
|
| 2 | 4 |
Numbers
|
Whole numbers;
Using numbers in symbols
|
By the end of the
lesson, the learner
should be able to:
Identify numbers in symbols. Make a number chart and read the numbers he/she has formed. Appreciate the use of numbers in symbols. |
Learners are guided to identify numbers in symbols.
In pairs, learners are guided to make a number chart and read the numbers he/she has formed. |
When do we use number in symbols in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 5-7
Number line |
Oral questions Observation
Written exercise
|
|
| 2 | 5 |
Numbers
|
Whole numbers;
Using numbers in symbols
|
By the end of the
lesson, the learner
should be able to:
Identify numbers in symbols. Make number cards and use them to form 7-digit numbers. Appreciate the use of numbers in symbols. |
Learners are guided to identify numbers in symbols.
In pairs, learners are guided to make number cards and use them to form 7-digit numbers. |
Where can we find such big numbers in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 5-7
Number charts Number cards |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Numbers
|
Whole numbers;
Reading, writing and relating numbers in words
|
By the end of the
lesson, the learner
should be able to:
Read and write numbers up to hundreds of thousands in words. Use numbers up to hundreds of thousands in real life. Appreciate the importance of writing numbers in words. |
Learners are guided to read numbers up to hundreds of thousands in symbols from charts or cards.
individual's learners are guided to read and write numbers up to hundreds of thousands in words. Learners are guided to use numbers up to hundreds of thousands in real life. |
How do you write numbers in words?
|
Mentor Mathematics Learner's Book Grade 6 pg. 7-9
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 3 | 2 |
Numbers
|
Whole numbers;
Reading and writing numbers in words
|
By the end of the
lesson, the learner
should be able to:
Read and write relate numbers up to millions in words. Use numbers up to millions in real life. Appreciate the use of whole numbers in real life situations. |
Learners are guided to read numbers up to millions in symbols from charts or cards.
Learners are guided to use numbers up to millions in real life. |
Where is ordering of numbers used in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 7-9
Number charts Number cards Digital devices |
Oral questions Observation
Written exercise
|
|
| 3 | 3 |
Numbers
|
Whole numbers;
Writing numbers in an ascending order
|
By the end of the
lesson, the learner
should be able to:
Define ascending order of number. Identify numbers in an ascending order. Make number cards and arrange numbers in an ascending order. Appreciate the importance of ascending numbers. |
Learners are guided to define ascending order of number.
Learners are guided to arrange numbers in an ascending order. Learners are guided to identify numbers in an ascending order. In pairs, learners are guided to make number cards and arrange numbers in an ascending order. |
What is the meaning of ascending order or numbers?
|
Mentor Mathematics Learner's Book Grade 6 pg. 9-11
Number charts Number cards Digital devices |
Oral questions Observation
Written exercise
|
|
| 3 | 4 |
Numbers
|
Whole numbers;
Writing numbers in a descending order
|
By the end of the
lesson, the learner
should be able to:
Define descending order of number. Arrange numbers in a descending order. Have fun and enjoy ordering numbers in a descending order. |
Learners are guided to define descending order of number.
Learners are guided to arrange numbers in a descending order. |
What is the meaning of descending order or numbers?
|
Mentor Mathematics Learner's Book Grade 6 pg. 11-13
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 3 | 5 |
Numbers
|
Whole numbers;
Writing numbers in a descending order
|
By the end of the
lesson, the learner
should be able to:
Identify numbers in a descending order. Make number cards and arrange numbers in a descending order. Appreciate the importance of descending numbers. |
Learners are guided to identify numbers in a descending order.
In pairs, learners are guided to make number cards and arrange numbers in a descending order. |
How do you write numbers in a descending order?
|
Mentor Mathematics Learner's Book Grade 6 pg. 11-13
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 4 | 1 |
Numbers
|
Whole numbers;
Rounding off numbers to the nearest thousand
|
By the end of the
lesson, the learner
should be able to:
Make a number card, draw a number line and pick a number card and match it to its positions on the number line. Round off each number to the nearest thousand. Have fun and enjoy rounding off numbers. |
In groups of 3 learners are guided to make a number card, draw a number line and pick a number card and match it to its positions on the number line.
Learners are guided to round off each number to the nearest thousand. |
How do you round off numbers to the nearest thousand?
|
Mentor Mathematics Learner's Book Grade 6 pg. 14-17
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 4 | 2 |
Numbers
|
Whole numbers;
Rounding off numbers to the nearest thousand
|
By the end of the
lesson, the learner
should be able to:
Make number cards and rearrange the digits to form 5-digit numbers. Round off numbers to the nearest thousand. Have fun and enjoy rounding off numbers. to the nearest thousands. |
In groups of 3 learners are guided to make number cards and rearrange the digits to form 5-digit numbers.
Learners are guided to round off numbers to the nearest thousand. |
How do you round off numbers to the nearest thousand?
|
Mentor Mathematics Learner's Book Grade 6 pg. 14-17
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 4 | 3 |
Numbers
|
Whole numbers;
Squares of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of square number. Draw a square grid and work out the total number of the small square. Appreciate the meaning of square number. |
Learners are guided to define the meaning of square number.
In groups of 3, learners are guided to draw a square grid and work out the total number of the small square. |
How else can you know the total number of the small squares without counting each square?
|
Mentor; Mathematics Learner's Book Grade 6 pg. 18-20
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 4 | 4 |
Numbers
|
Whole numbers;
Squares of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Identify squares of whole numbers. Make number cards, pick a number card and work out the square of the number on the card. Have fun and enjoy calculating the square of whole numbers. |
Learners are guided to identify squares of whole numbers.
In groups, learners are guided to make number cards, pick a number card and work out the square of the number on the card. |
What do we call the product of a number by itself?
|
Mentor Mathematics Learner's Book Grade 6 pg. 19-20
Number charts |
Oral questions Observation
Written exercise
|
|
| 4 | 5 |
Numbers
|
Whole numbers;
Square roots of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of perfect square. Work out square root of numbers of numbers Have fun and enjoy working out questions about square root. |
Learners are guided to define the meaning of perfect square.
In pairs, learners are guided work out square root of numbers In groups of 3 learners are guided to draw a square grid and work out the square root of small numbers |
What is the meaning of perfect square?
How to work out questions about square root?
|
Mentor Mathematics Learner's Book Grade 6 pg. 21-22
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 5 | 1 |
Numbers
|
Whole numbers;
Square roots of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Identify square roots of whole numbers. Work out square root of numbers by factor method Appreciate the use of square root in daily life. |
Learners are guided to identify square roots of whole numbers.
In pairs, learners are guided to work out square root of numbers by factor method In groups of 3 learners are guided to make number cards, pick a number card and work out the square root of the number on the card. |
How is square root applied in daily life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 21-22
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 5 | 2 |
Numbers
|
Multiplications of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Multiply up to 4-digit number by up to 1 digit number. Arrange in rows 4 digit number by a one digit number Appreciate the use of multiplication in real life. |
Learners are guided to multiply up to 4-digit number by up to 1-digit number in real life.
In groups, learners are guided to arrange 4 digit number by a one digit number |
Where is multiplication used in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 23-24
Number charts |
Oral questions Observation
Written exercise
|
|
| 5 | 3 |
Numbers
|
Multiplications of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Multiply up to 4 digit number by a 2 digit number without regrouping and regrouping Work out multiplications using with both Have fun and enjoy working out multiplications of whole numbers. |
individual's learners are guided to make number cards, pick a card and work out the multiplication.
Learners are guided to work out multiplications using his/her owmethod. |
How do you work out multiplication of whole numbers using the method learnt?
|
Mentor Mathematics Learner's Book Grade 6 pg. 25-28
Number charts |
Oral questions Observation
Written exercise
|
|
| 5 | 4 |
Numbers
|
Estimating product by rounding off numbers to the nearest tens,
Multiplication patterns |
By the end of the
lesson, the learner
should be able to:
Estimate product by rounding off factors to the nearest ten, co in different situations. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product. Have fun and enjoy estimating product by rounding off factors. Identify multiplication patterns. Make patterns involving multiplication of numbers with product not exceeding 10000 in different situations. Have fun and enjoy creating multiplication patterns. |
In groups of 3 learners are guided to estimate product by rounding off factors to the nearest ten in different situations.
In groups of 3 learners are guided to make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product. In pairs, learners are guided to identify multiplication patterns. |
How can you estimate products of numbers?
|
Mentor Mathematics Learner's Book Grade 6 pg. 28-33
|
Oral questions Observation
Written exercise
|
|
| 5 | 5 |
Numbers
|
Division of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Divide up to a 4-digit number by up to a 2-digit number with and without a remainder Work out division with remainders and without a remainder Appreciate the use of division of whole numbers in real life situation. |
Learners are guided to divide up to a 4-digit number by up to a 2-digit numbers
In groups of 3 learners are guided to work out division of numbers with a remainder and without a remainder |
Where is division used in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 34-37
|
Oral questions Observation
Written exercise
|
|
| 6 | 1 |
Numbers
|
Division of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Divide up to a 4-digit number by UpTo a 3 digit number with and without a remainder work out division with remainders and without a remainder Have fun and enjoy working out division of whole numbers. |
In groups of 3 learners are guided to work out the division.
Individually, learners are guided to work out division of numbers. |
How do you work out division of whole numbers?
|
Mentor Mathematics Learner's Book Grade 6 pg. 37-48
|
Oral questions Observation
Written exercise
|
|
| 6 | 2 |
Numbers
|
Estimating quotient by rounding off numbers
|
By the end of the
lesson, the learner
should be able to:
Estimate quotients by rounding off the dividend and divisor to the nearest ten Demonstrate multiplication is the opposite of division. Have fun and enjoy estimating quotient by rounding off numbers. |
Learners are guided to estimate quotients by rounding off the dividend and divisor to the nearest ten in real life.
Learners are guided to demonstrate multiplication is the opposite of division. |
How can we estimate quotients?
|
Mentor Mathematics Learner's Book Grade 6 pg. 47-48
|
Oral questions Observation
Written exercise
|
|
| 6 | 3 |
Numbers
|
Combined operations
|
By the end of the
lesson, the learner
should be able to:
Discuss how to work out combined operations. Perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations. Have fun and enjoy working out combined operations. |
Learners are guided to discuss how to work out combined operations.
individual's learners are guided to perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations. |
How do you work out combined operations?
|
Mentor Mathematics Learner's Book Grade 6 pg. 42-47
Number charts |
Oral questions Observation
Written exercise
|
|
| 6 | 4 |
Numbers
|
Fractions; Least Common Multiple (LCM)
|
By the end of the
lesson, the learner
should be able to:
Identify Least Common Multiple (LCM) of given numbers. Demonstrate addition of fractions using the LCM. Enjoy addition of fractions using LCM. |
In pairs, learners are guided to identify Least Common Multiple (LCM) of given numbers.
In pairs, learners are guided to demonstrate addition of fractions using the LCM. |
What is LCM?
How can you use the LCM to add fractions?
|
Mentor Mathematics Learner's Book Grade 6 pg. 48-51
Number charts |
Oral questions Observation
Written exercise
|
|
| 6 | 5 |
Numbers
|
Subtraction of fractions using the LCM
Addition of mixed numbers |
By the end of the
lesson, the learner
should be able to:
Demonstrate subtraction of fractions using LCM. Convert mixed numbers into improper fractions and add Appreciate the use of addition of mixed numbers in real life. |
In pairs, learners are guided to demonstrate subtraction of fractions using LCM. In pairs, learners are guided to convert mixed numbers into improper fractions. In pairs, learners are guided to Practice addition of mixed numbers |
How can you use the LCM to subtract fractions?
|
Mentor Mathematics Learner's Book Grade 6 pg. 52-55
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 7 | 1 |
Numbers
|
Subtraction of mixed numbers
|
By the end of the
lesson, the learner
should be able to:
Identify subtraction of mixed numbers. Practice subtraction of mixed numbers. Appreciate the use of subtraction of mixed numbers in real life. |
Learners are guided to identify subtraction of mixed numbers.
Learners are guided to practice subtraction of mixed numbers. In groups of 3 learners are guided to work out substraction mixed numbers |
Where do we use subtraction of mixed numbers in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 55-57
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 7 | 2 |
Numbers
|
Reciprocal of fractions
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of reciprocal of fractions. Demonstrate reciprocal of fractions. Have fun and enjoy working out reciprocal of fractions. |
Learners are guided to define the meaning of reciprocal of fractions.
In groups or in pairs, learners are guided to demonstrate reciprocal of fractions. |
What is reciprocal of fractions?
|
Mentor Mathematics Learner's Book Grade 6 pg.57-58
|
Oral questions Observation
Written exercise
|
|
| 7 | 3 |
Numbers
|
Square of a fraction
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of square of a fraction. Demonstrate square of a fraction. Have fun and enjoy calculating square of a fraction. |
Learners are guided to define the meaning of square of a fraction.
in pairs, learners are guided to demonstrate square of a fraction. In groups of 3 learners are guided to make number cards, pick a number card and work out the square of the fraction. |
What do we call the product of a fraction multiplied by itself?
|
Mentor Mathematics Learner's Book Grade 6 pg. 59-60
Number charts |
Oral questions Observation
Written exercise
|
|
| 7 | 4 |
Numbers
|
Equivalent fractions
|
By the end of the
lesson, the learner
should be able to:
Identify equivalent fractions using fraction board or chart. Convert fractions to equivalent fractions. Appreciate the use of fractions in real life. |
Learners are guided to identify equivalent fractions using fraction board or chart.
In pairs, learners are guided to convert fractions to equivalent fractions. |
Where are fractions used in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 61-62
|
Oral questions Observation
Written exercise
|
|
| 7 | 5 |
Numbers
|
Percentage as a fraction
|
By the end of the
lesson, the learner
should be able to:
Identify percentage as a fraction. Draw a square, shade some squares and calculate the percentage of shaded square. Appreciate the use of percentage as a fraction. |
In groups of 3 learners are guided to identify percentage as a fraction.
In groups, learners are guided to draw a square, shade some squares and calculate the percentage of shaded square. |
How to work out percentage as a fraction.
|
Mentor Mathematics Learner's Book Grade 6 pg. 62
Number charts |
Oral questions Observation
Written exercise
|
|
| 8 |
Midterm Break and Exams |
||||||||
| 9 | 1 |
Numbers
|
Conversion of fractions to percentages
|
By the end of the
lesson, the learner
should be able to:
Convert fractions to percentage. Work out fraction into percentage and vice versa Have fun and enjoying conversion of fractions to percentage. |
Learners are guided to convert fractions to percentage.
Learners are guided to convert percentages to fractions. |
How do you convert fractions to percentage?
|
Mentor Mathematics Learner's Book Grade 6 pg. 63-66
Number charts |
Oral questions Observation
Written exercise
|
|
| 9 | 2 |
Numbers
|
Decimals; Place value of decimals up to ten thousandths
|
By the end of the
lesson, the learner
should be able to:
Identify place value of decimals up to ten thousandths. Draw a place value chart identify and place value of decimals. Appreciate decimals up to thousandths in real life situations. |
Learners are guided to identify place value of decimals up to ten thousandths.
Learners are guided to draw a place value chart and identify place value of decimals. |
Where do you use decimals in real life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 67-69
Number charts |
Oral questions Observation
Written exercise
|
|
| 9 | 3 |
Numbers
|
Rounding of decimals
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of decimal places. Round of decimals up to ten thousandths. Have fun and enjoy rounding off decimals. |
Learners are guided to define the meaning of decimal places.
In pairs, learners are guided to round of decimals up to ten thousandths. |
How do you round off decimals?
|
Mentor Mathematics Learner's Book Grade 6 pg. 69-73
Number charts |
Oral questions Observation
Written exercise
|
|
| 9 | 4 |
Numbers
|
Conversion of decimals to fractions
|
By the end of the
lesson, the learner
should be able to:
Convert decimals to fractions. Have fun and enjoy converting decimals to fractions. |
individual's learners are guided to convert decimals to fractions.
|
How do you convert decimals to fractions?
|
Mentor Mathematics Learner's Book Grade 6 pg. 74-75
Number charts Number cards |
Oral questions Observation
Written exercise
|
|
| 9 | 5 |
Numbers
|
Conversion of fractions to decimals
|
By the end of the
lesson, the learner
should be able to: identify decimals and fraction
Convert fractions to decimals. Have fun and enjoy converting fractions to decimals. |
individual's learners are guided to convert fractions to decimals.
In groups of 3 learners are guided on conversion of fractions to decimals. |
How do you convert fractions to decimals?
|
Mentor Mathematics Learner's Book Grade 6 pg. 75-76
|
Oral questions Observation
Written exercise
|
|
| 10 | 1 |
Numbers
|
Conversion of percentages to decimals |
By the end of the
lesson, the learner
should be able to: identify percentages and decimals
Convert percentages to decimals. Have fun and enjoy converting percentages to decimals. |
individual's learners are guided to convert decimals to percentages.
In pairs, groups or individual's learners are guided to convert percentages to decimals |
How do you convert decimals to percentages
|
Mentor Mathematics Learner's Book Grade 6 pg. 77-80
|
Oral questions Observation
Written exercise
|
|
| 10 | 2 |
Numbers
|
Addition of decimals
|
By the end of the
lesson, the learner
should be able to:
Add decimals up to ten thousandths. Use place value chart to add decimals up to ten thousandths. Have fun and enjoy addition of decimals. |
Learners are guided to add decimals up to ten thousandths.
In pairs, learners are guided to use place value chart to add decimals up to ten thousandths. |
What is the importance of addition of decimals?
|
Mentor Mathematics Learner's Book Grade 6 pg. 81-83
Number chart |
Oral questions Observation
Written exercise
|
|
| 10 | 3 |
Numbers
|
Subtraction of decimals
|
By the end of the
lesson, the learner
should be able to:
Subtract decimals up to ten thousandths. Use place value chart to subtract decimals up to ten thousandths. Have fun and enjoy subtraction of decimals. |
Learners are guided to subtract decimals up to ten thousandths.
In pairs, learners are guided to use place value chart to subtract decimals up to ten thousandths. |
What is the importance of subtraction of decimals?
|
Mentor Mathematics Learner's Book Grade 6 pg. 83-85
Number charts |
Oral questions Observation
Written exercise
|
|
| 10 | 4 |
Measurement
|
Length; Millimetre (mm) as a unit of measuring length
|
By the end of the
lesson, the learner
should be able to:
Identify millimeter (mm) as a unit of measuring length. Use a ruler to draw lines of different length and measure the lines and give the answer in millimeters. Appreciate the use of millimeter in measuring length in real life situations. |
Learners are guided to Identify millimeter (mm) as a unit of measuring length
In groups of 3 learners are guided to use a ruler to draw lines of different length and measure the lines and give the answer in millimeters. |
How do you measure distance?
|
Mentor Mathematics Learner's Book Grade 6 pg. 86-87
Ruler |
Oral questions Observation
Written exercise
|
|
| 10 | 5 |
Measurement
|
Relationship between millimetres and centimetres
|
By the end of the
lesson, the learner
should be able to:
State the relationship between millimetre and centimeter. Convert millimetres into centimetres. Have fun and enjoy converting millimetres into centimetres. |
Learners are guided to state the relationship between millimetre and centimeter.
In groups of 3 ,learners are guided to convert millimetres into centimetres |
Why do we measure distance?
|
Mentor Mathematics Learner's Book Grade 6 pg. 87-89
Ruler |
Oral questions Observation
Written exercise
|
|
| 11 | 1 |
Measurement
|
Converting centimetres into millimetres
|
By the end of the
lesson, the learner
should be able to:
Measure the length of the teacher's table in centimetres Convert centimetres into millimetres. Have fun and enjoy converting millimetres into centimetres. |
Learners are guided to measure the length of the teacher's table in centimetres.
In pairs, learners are guided to state the relationship between centimetres and millimetres. Learners to do practical exercise 3 on page 90 |
What is the length of the teachers table in millimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 89-90
Ruler |
Oral questions Observation
Written exercise
|
|
| 11 | 2 |
Measurement
|
Additional involving length in centimetres and millimetres |
By the end of the
lesson, the learner
should be able to
Work out addition involving length in centimetres and millimetres. Determine distance in centimetres and millimetres involving addition. Have fun and enjoy working out addition involving length in centimetres and millimetres. |
Learners are guided to work out addition involving length in centimetres and millimetres. Learners are guided to determine distance in centimetres and millimetres involving addition |
What is the length of the Mathematics learner's book in millimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 92-93
Ruler |
Oral questions Observation
Written exercise
|
|
| 11 | 3 |
Measurement
|
Subtraction involving length in centimetres and millimetres
|
By the end of the
lesson, the learner
should be able to:
Work out subtraction involving length in centimetres and millimetres. Determine distance in centimetres and millimetres involving subtraction. Have fun and enjoy working out subtraction involving length in centimetres and millimetres. |
Learners are guided to work out subtraction involving length in centimetres and millimetres.
Learners are guided to determine distance in centimetres and millimetres involving subtraction. Individually, learners to do practice Exercise 6 on page 94 |
How do you determine the length of the sugarcane that remained on page 93?
|
Mentor Mathematics Learner's Book Grade 6 pg. 93-95
Ruler |
Oral questions Observation
Written exercise
|
|
| 11 | 4 |
Measurement
|
Multiplication involving length in centimetres and millimetres.
|
By the end of the
lesson, the learner
should be able to:
Work out multiplication involving length in centimetres and millimetres. Determine distance in centimetres and millimetres involving multiplication. Have fun and enjoy working out multiplication involving length in centimetres and millimetres. |
Learners are guided to work out multiplication involving length in centimetres and millimetres.
Learners are guided to determine distance in centimetres and millimetres involving multiplication Individually, learners to do practice Exercise 7 on page 96 |
How do you multiply length in centimetres and millimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 95-97
Ruler |
Oral questions Observation
Written exercise
|
|
| 11 | 5 |
Measurement
|
Division involving length in centimetres and millimetres
|
By the end of the
lesson, the learner
should be able to:
Work out division involving length in centimetres and millimetres. Determine distance in centimetres and millimetres involving division. Have fun and enjoy working out division involving length in centimetres and millimetres. |
Learners are guided to work out division involving length in centimetres and millimetres.
Learners are guided to determine distance in centimetres and millimetres involving division Individually, learners to do division Exercise 7 on page 96 |
How calculate division involving length in centimetres and millimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 97-98
Ruler |
Oral questions Observation
Written exercise
|
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| 12 | 1 |
Measurement
|
Circumference of a circle
|
By the end of the
lesson, the learner
should be able to:
Collect different circular objects. Using a string and a ruler, measure their circumference and record. Trace and draw a circular object and then measure its circumference. Enjoy measuring circumferences of circular objects. |
Learners are guided to collect different circular objects. Using a string and a ruler, measure their circumference and record.
In groups of 3, learners are guided to trace and draw a circular object and then measure its circumference |
What is circumference?
|
Mentor Mathematics Learner's Book Grade 6 pg. 99
Ruler Circular objects Strings |
Oral questions Observation
Written exercise
|
|
| 12 | 2 |
Measurement
|
Diameter and radius
Relationship between circumference and diameter |
By the end of the
lesson, the learner
should be able to:
Collect different circular objects. Using a string and a ruler, measure their diameter radius and record. Trace and draw a circular object and then measure their diameter and radius. Enjoy measuring diameter and radius of circular objects. |
Learners are guided to collect different circular objects. Using a string and a ruler, measure their diameter radius and record
Learners are guided to trace and draw a circular object and then measure their diameter and radius Learners are guided to state the relationship between circumference and diameter. Learners are guided to work out practice exercise 11 on page 103 |
What is diameter?
What is radius?
|
Mentor Mathematics Learner's Book Grade 6 pg. 100
Ruler Circular objects Strings |
Oral questions Observation
Written exercise
|
|
| 12 | 3 |
Measurement
|
Area; Area of triangles
|
By the end of the
lesson, the learner
should be able to:
State the formula of working out area of triangles. Work out the area of different parts of triangles. Appreciate the formula of working out area of triangles and rectangles. |
In pairs learners are guided to state the formula of working out area of triangles.
Learners are guided to work out the area of different parts of triangles |
What is the formula of working out area of triangles?
|
Mentor Mathematics Learner's Book Grade 6 pg. 105-107
Ruler |
Oral questions Observation
Written exercise
|
|
| 12 | 4 |
Measurement
|
Area of combined shapes
|
By the end of the
lesson, the learner
should be able to:
Trace and cut out the figures as shown in 's book. Combine the cut-outs and find the area of the combined shape. Appreciate the areas of combined shapes. |
Learners are guided to trace and cut out the figures as shown in the learner's book
Learners are guided to combine the cut-outs and find the area of the combined shape Learners to find the area of different combined shapes. |
How do you calculate the area of combined shapes?
|
Mentor Mathematics Learner's Book Grade 6 pg. 108-109
Multiplication tables Ruler Digital devices |
Oral questions Observation
Written exercise
|
|
| 12 | 5 |
Measurement
|
Area of combined shapes
|
By the end of the
lesson, the learner
should be able to:
Draw combined shapes of rectangles, squares and triangles. Determine the area of the figures they have drawn Enjoy of calculating area of combined shapes. |
Learners are guided to draw combined shapes of rectangles, squares and triangles
Learners are guided to determine the area of the figures they have drawn |
How do you calculate the area of combined shapes?
|
Mentor Mathematics Learner's Book Grade 6 pg. 108-109
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Oral questions Observation
Written exercise
|
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