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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 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. Use digital devices for learning more on place values. 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, learners are guided to use digital devices for learning more on place values. In groups, 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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 1-3
Place value apparatus Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 3-5 |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 2 |
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. Use digital devices for learning more on total value. Appreciate the use of total value in real life situations. |
Learners are guided to identify total value of digits up to hundreds of thousands.
In groups, learners are guided to use digital devices for learning more on total value. |
How do you calculate the total value of digits?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 6-7
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 7-8 |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 3 |
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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 8-9
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 9-10 |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 4 |
Numbers
|
Whole numbers;
Reading, writing and relating numbers in words
|
By the end of the
lesson, the learner
should be able to:
Read, write and relate 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.
In groups, pairs or as individual's learners are guided to read, write and relate 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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 10-11
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 12-13 |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 5 |
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. Arrange numbers in an ascending order. Have fun and enjoy ordering numbers in an ascending order. |
Learners are guided to define ascending order of number.
Learners are guided to arrange numbers in an ascending order. |
What is the meaning of ascending order or numbers?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 13-15
Number charts Number cards Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 1 |
Numbers
|
Whole numbers;
Writing numbers in an ascending order
Whole numbers; Writing numbers in a descending order |
By the end of the
lesson, the learner
should be able to:
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 identify numbers in an ascending order.
In pairs, learners are guided to make number cards and arrange numbers in an ascending order. |
How do you write numbers in an ascending order?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 15-17
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 17-19 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 2 |
Numbers
|
Whole numbers;
Writing numbers in a descending order
Whole numbers; Rounding off numbers to the nearest thousand |
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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 17-21
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 21-22 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Numbers
|
Whole numbers;
Rounding off numbers to the nearest thousand
Whole numbers; Squares of whole numbers |
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, 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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 23-24
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 24-25 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 26
Number charts Number cards Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 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 square root. Calculate the square root of whole numbers by using a factor tree. Appreciate the use of factor tree to work out the square root. |
Learners are guided to define the meaning of square root.
Learners are guided to calculate the square root of whole numbers by using a factor tree. |
What is the meaning of square root?
How do you use a factor tree?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 27-28
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 29-30 |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Numbers
|
Whole numbers;
Square roots of whole numbers
Multiplications of whole numbers |
By the end of the
lesson, the learner
should be able to:
Identify square roots of whole numbers. Use a computer, a tablet or a mobile phone connected to the internet and inquire where the knowledge of square root is applied in daily life. 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 use a computer, a tablet or a mobile phone connected to the internet and inquire where the knowledge of square root is applied in daily life. In groups, 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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 30-31
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 34-35 Multiplication tables |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 2 |
Numbers
|
Multiplications of whole numbers
Estimating product by rounding off factors |
By the end of the
lesson, the learner
should be able to:
Make number cards, pick a card and work out the multiplication. Work out multiplications using his/her own method. Have fun and enjoy working out multiplications of whole numbers. |
In groups, pairs or as 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 own method. |
How do you work out multiplication of whole numbers using the method learnt?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 35-38
Number charts Number cards Digital devices Multiplication tables Oxford; Mathematics Learner's Book Grade 6 pg. 38-39 |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Numbers
|
Multiplication patterns
Division of whole numbers |
By the end of the
lesson, the learner
should be able to:
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 pairs, learners are guided to identify multiplication patterns.
In pairs, learners are guided to make patterns involving multiplication of numbers with product not exceeding 10000 in different situations. |
How can you form patterns involving multiplication?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 40-41
Number charts Number cards Digital devices Multiplication tables Oxford; Mathematics Learner's Book Grade 6 pg. 41-44 |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
Numbers
|
Division of whole numbers
|
By the end of the
lesson, the learner
should be able to:
Make number cards, pick a number card and work out the division. Play digital games involving division of whole numbers. Have fun and enjoy working out division of whole numbers. |
In groups, learners are guided to make number cards, pick a number card and work out the division.
In groups, learners are guided to play digital games involving division of whole numbers. |
How do you work out division of whole numbers?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 44-47
Number charts Number cards Digital devices Multiplication tables |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
Numbers
|
Estimating quotient by rounding off numbers
Combined operations |
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 in real life. 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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 47-48
Number charts Number cards Digital devices Multiplication tables Oxford; Mathematics Learner's Book Grade 6 pg. 49-50 |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
Numbers
|
Fractions; Least Common Multiple (LCM)
Subtraction of fractions using the 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. In groups, learners are guided to use digital devices for learning more on addition of fractions using LCM. |
What is LCM?
How can you use the LCM to add fractions?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 51-53
Number charts Number cards Digital devices Fraction board Oxford; Mathematics Learner's Book Grade 6 pg. 54-55 |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
Numbers
|
Addition of mixed numbers
Subtraction of mixed numbers |
By the end of the
lesson, the learner
should be able to:
Convert mixed numbers into improper fractions. Practice addition of mixed numbers. Appreciate the use of addition of mixed numbers in real life. |
In pairs, learners are guided to convert mixed numbers into improper fractions.
In pairs, learners are guided to Practice addition of mixed numbers. In groups, learners are guided to use digital devices for learning more on addition of mixed numbers. |
Where do we use addition of mixed numbers in real life?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 55-58
Number charts Number cards Digital devices Fraction board Oxford; Mathematics Learner's Book Grade 6 pg. 58-60 |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 60-62
Number charts Number cards Digital devices Fraction board |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Numbers
|
Square of a fraction
Conversation of fractions to equivalent fractions |
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 groups or in pairs, learners are guided to demonstrate square of a fraction. In groups, 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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 62-64
Number charts Number cards Digital devices Fraction board Oxford; Mathematics Learner's Book Grade 6 pg. 64-65 |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Numbers
|
Percentage as a fraction
Conversion of fractions to percentages |
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, 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. In groups, learners are guided to use digital devices for learning more on percentage as a fraction. |
How to work out percentage as a fraction.
|
Oxford; Mathematics Learner's Book Grade 6 pg. 65
Number charts Number cards Digital devices Fraction board Oxford; Mathematics Learner's Book Grade 6 pg. 66-67 |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1 |
Numbers
|
Conversion of percentages to fractions
Decimals; Place value of decimals up to ten thousandths |
By the end of the
lesson, the learner
should be able to:
Convert percentages to fractions. Use digital devices for learning more on conversion on percentage to fraction. Have fun and enjoy converting percentage to fractions. |
Learners are guided to convert percentages to fractions.
In pairs, learners are guided to use digital devices for learning more on conversion of percentage to fraction. |
How do you convert percentage to fractions?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 67-68
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 69-70 |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 2 |
Numbers
|
Rounding of decimals
Conversion of decimals to fractions |
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?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 70-75
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 75-76 |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 3 |
Numbers
|
Conversion of fractions to decimals
|
By the end of the
lesson, the learner
should be able to:
Convert fractions to decimals. Use digital devices for learning more on conversion of fractions to decimals. Have fun and enjoy converting fractions to decimals. |
In pairs, groups or individual's learners are guided to convert fractions to decimals.
In groups, learners are guided to use digital devices for learning more on conversion of fractions to decimals. |
How do you convert fractions to decimals?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 76-77
Number charts Number cards Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
Numbers
|
Conversion of decimals to percentages
Conversion of percentages to decimals |
By the end of the
lesson, the learner
should be able to:
Convert decimals to percentages. Use digital devices for learning more on conversion of decimals to percentages. Have fun and enjoy converting decimals to percentages. |
In pairs, groups or individual's learners are guided to convert decimals to percentages.
In groups, learners are guided to use digital devices for learning more on conversion of decimals to percentages. |
How do you convert decimals to percentages
|
Oxford; Mathematics Learner's Book Grade 6 pg. 77-78
Number charts Number cards Digital devices Oxford; Mathematics Learner's Book Grade 6 pg. 78-79 |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 5 |
Numbers
|
Addition of decimals
Subtraction of decimals |
By the end of the
lesson, the learner
should be able to:
Add decimals up to ten thousandths. Use place value apparatus 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 apparatus to add decimals up to ten thousandths. |
What is the importance of addition of decimals?
|
Oxford; Mathematics Learner's Book Grade 6 pg. 79-81
Number charts Number cards Digital devices Place value apparatus Oxford; Mathematics Learner's Book Grade 6 pg. 82-84 |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 |
Midterm |
||||||||
| 7 | 1 |
Measurement
|
Length; Millimetre (mm) as a unit of measuring length
Relationship between millimetres and centimetres |
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, 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
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 87-88 |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
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 State the relationship between centimetres and millimetres. 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 Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Measurement
|
Converting centimetres into millimetres
Addition involving length in centimetres and millimetres |
By the end of the
lesson, the learner
should be able to:
Measure the length of the Mathematics learner's book in millimetres and record. Work out practice exercise 4 on page 91 Appreciate the importance of converting millimetres into centimetres. |
Learners are guided to measure the length of the Mathematics learner's book in millimetres and record.
In groups, pairs or as individual's learners are guided to work out practice exercise 4 on page 91 |
What is the length of the Mathematics learner's book in millimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 90-91
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 92-93 |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Measurement
|
Subtraction involving length in centimetres and millimetres
Multiplication 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 Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 95-97 |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Measurement
|
Division involving length in centimetres and millimetres
Circumference of a circle |
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 Multiplication table Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 99 Circular objects Strings |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
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 to take a walk outside the classroom, draw perfect circles using wood ash and determine their diameter, radius and circumference. |
What is diameter?
What is radius?
|
Mentor Mathematics Learner's Book Grade 6 pg. 100
Ruler Circular objects Strings Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 23-24 |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
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 groups, pairs or as individual's 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 Multiplication tables Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
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 Oral Report Observation
Written exercise
|
|
| 8 | 4 |
Measurement
|
Capacity; Relationship between millimetres and litres
Relationship between cubic centimetres and litres |
By the end of the
lesson, the learner
should be able to:
State the relationship between millimetre and litres. Do an experiment that will show the relationship between millimetres into litres. Appreciate the relationship between millimetres and litres. |
Learners are guided to state the relationship between millimetre and litres.
In groups, learners to do an experiment that will show the relationship between millimetres into litres. |
Where are litres and millimetre used in day-to-day life?
|
Mentor Mathematics Learner's Book Grade 6 pg. 112-113
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 113 |
|
|
| 8 | 5 |
Measurement
|
Relationship between cubic centimetres into millilitres.
Convert litres into millilitres |
By the end of the
lesson, the learner
should be able to:
Fill small containers with water and measure the capacity in millimetres using a container graduated in millimetres. Watch a video on measuring capacity in millimetres. Appreciate the relationship between cubic centimetres into millilitres. |
In groups, learners are guided to fill small containers with water and measure the capacity in millimetres using a container graduated in millimetres.
Learners are guided to watch a video on measuring capacity in millimetres. |
What is the relationship between cubic centimetres into millilitres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 113-114
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 114-115 |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 1 |
Measurement
|
Converting millilitres into litres
Converting litres into cubic centimetres |
By the end of the
lesson, the learner
should be able to:
Identify the formula of converting millilitres into litres. Convert millilitres into litres. Have fun and enjoy converting millimetres into centimetres. |
Individually, learners to identify the formula of converting millilitres into litres.
In groups, learners are guided to convert millilitres into litres Individually, learners are guided to do practice exercise 3 on page 116 |
How do you convert millilitres into litres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 115-116
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 117 |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 2 |
Measurement
|
Converting cubic centimetres into litres.
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of converting cubic centimetres into litres. Convert cubic centimetres into litres. Have fun and enjoy converting cubic centimetres into litres. |
Individually, learners to identify the formula of converting cubic centimetres into litres
In groups, learners are guided to convert cubic centimetres into litres. Individually, learners are guided to do practice exercise 5 on page 118 |
How do you convert cubic centimetres into litres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 118
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 3 |
Measurement
|
Converting millilitres into cubic centimetres
Converting cubic centimetres into millilitres |
By the end of the
lesson, the learner
should be able to:
Identify the formula of converting millilitres into cubic centimetres Convert millilitres into cubic centimetres. Have fun and enjoy converting millilitres into cubic centimetres. |
Individually, learners to identify the formula of converting millilitres into cubic centimetres.
In groups, learners are guided to convert millilitres into cubic centimetres Individually, learners are guided to do practice exercise 6 on page 119 |
How do you convert millilitres into cubic centimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 119
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 120 |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 4 |
Measurement
|
Mass; Tonne as a unit of measuring mass
Items measured in tonnes |
By the end of the
lesson, the learner
should be able to:
State the figure on page 121 about John's truck. Share their opinion with other people. Appreciate and respect each other opinion. |
Learners are guided to state the figure on page 121 about John's truck.
In groups or pairs, learners to share their opinion with other people. |
Which unit of measurement is used to measure large amounts of masses?
|
Mentor Mathematics Learner's Book Grade 6 pg. 121
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 121-122 |
Oral questions Oral Report Observation
Written exercise
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| 9 | 5 |
Measurement
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Relationship between the kilogram and the tonne
Estimating mass in tonnes |
By the end of the
lesson, the learner
should be able to:
State the relationship between kilogram and the tonne. Demonstrate the formula that you will use to determine the relationship between kilogram and the tonne. Appreciate the relationship between kilogram and the tonne. |
In pairs, learners are guided to state the relationship between kilogram and the tonne.
In groups, learners are guided to demonstrate the formula that you will use to determine the relationship between kilogram and the tonne. |
What is the relationship between kilogram and tonne?
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Mentor Mathematics Learner's Book Grade 6 pg. 122
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 123 |
Oral questions Oral Report Observation
Written exercise
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| 10 | 1 |
Measurement
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Converting kilograms to tonnes
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of converting kilograms to tonnes Convert kilograms to tonnes. Have fun and enjoy converting kilograms to tonnes. |
Individually, learners to identify the formula of converting kilograms to tonnes.
In groups, learners are guided to convert kilograms to tonnes. Learners to use digital devices, search for a video clip on converting kilograms to tonnes. |
How do you convert kilograms to tonnes?
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Mentor Mathematics Learner's Book Grade 6 pg. 123-124
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
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| 10 | 2 |
Measurement
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Converting tonnes to kilograms
Addition of mass in tonnes and kilograms. |
By the end of the
lesson, the learner
should be able to:
Identify the formula of converting tonnes to kilograms. Convert tonnes to kilograms. Have fun and enjoy converting tonnes to kilograms. |
Individually, learners to identify the formula of converting tonnes to kilograms.
In groups, learners are guided to convert tonnes to kilograms. Individually, learners are guided to do practice exercise 4 on page 125 |
How do you convert tonnes to kilograms?
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Mentor Mathematics Learner's Book Grade 6 pg. 124-125
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 125-126 |
Oral questions Oral Report Observation
Written exercise
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| 10 | 3 |
Measurement
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Subtraction of mass in tonnes and kilograms
Multiplication of mass in tonnes and kilograms |
By the end of the
lesson, the learner
should be able to:
Work out subtraction involving mass in tonnes and kilograms. Determine the mass of items in tonnes and kilograms using subtraction. Have fun and enjoy working out mass of items in tonnes and kilograms using subtraction. |
Learners are guided to work out addition involving mass in tonnes and kilograms.
Learners are guided to determine the mass of items in tonnes and kilograms using addition Individually, learners to do practice Exercise 6 on page 127 |
How do you subtract mass in tonnes and kilograms?
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Mentor Mathematics Learner's Book Grade 6 pg. 127-128
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 128-129 |
Oral questions Oral Report Observation
Written exercise
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| 10 | 4 |
Measurement
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Division of mass in tonnes and kilograms
Time; Identifying time in a.m and p.m |
By the end of the
lesson, the learner
should be able to:
Work out division involving mass in tonnes and kilograms. Determine the mass of items in tonnes and kilograms using division. Have fun and enjoy working out mass of items in tonnes and kilograms using division. |
Learners are guided to work out division involving mass in tonnes and kilograms.
Learners are guided to determine the mass of items in tonnes and kilograms using division. Individually, learners to do practice Exercise 8 on page 130 |
How do you divide mass in tonnes and kilograms?
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Mentor Mathematics Learner's Book Grade 6 pg. 129-130
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 131-132 |
Oral questions Oral Report Observation
Written exercise
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| 10 | 5 |
Measurement
|
Writing time in a.m and p.m
24-hour clock system |
By the end of the
lesson, the learner
should be able to:
Write time in a.m and p.m Discuss their school daily routine. Enjoy writing time in a.m and p.m |
Learners to write time in a.m and p.m
In groups, learners are guided to discuss their school daily routine. Learners to use digital devices, search for a video clip on telling time in A.M and P.M. Watch the video clip |
What time do you go to bed?
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Mentor Mathematics Learner's Book Grade 6 pg.133
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 134-135 |
Oral questions Oral Report Observation
Written exercise
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| 11 | 1 |
Measurement
|
Converting time from 12-hour clock system to 24-hour clock system
|
By the end of the
lesson, the learner
should be able to:
Identify how to convert time from 12-hour clock system to 24-hour clock system. Convert time from 12-hour clock system to 24-hour clock system. Have fun and enjoy converting time from 12-hour clock system to 24-hour clock system. |
Learners are guided to
identify how to convert time from 12-hour clock system to 24-hour clock system. In pairs, learners are guided to convert time from 12-hour clock system to 24-hour clock system. Individually, learners are guided to do practice exercise 4 on page 136 |
How do you convert time from 12-hour clock system to 24-hour clock system?
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Mentor Mathematics Learner's Book Grade 6 pg. 135-136
Digital devices |
Oral questions Oral Report Observation
Written exercise
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|
| 11 | 2 |
Measurement
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Converting time from 24-hour clock system to 12-hour clock system
Travel Timetables |
By the end of the
lesson, the learner
should be able to:
Identify how to convert time from 24-hour clock system to 12-hour clock system. Convert time from 24-hour clock system to 12-hour clock system. Have fun and enjoy converting time from 24-hour clock system to 12-hour clock system. |
Learners are guided to
identify how to convert time from 24-hour clock system to 12-hour clock system. In pairs, learners are guided to convert time from 24-hour clock system to 12-hour clock system. Individually, learners are guided to do practice exercise 5 on page 137 |
How do you convert time from 24-hour clock system to 12-hour clock system?
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Mentor Mathematics Learner's Book Grade 6 pg. 136-137
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 138-129 |
Oral questions Oral Report Observation
Written exercise
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| 11 | 3 |
Measurement
|
Travel Timetables
Money; Price list |
By the end of the
lesson, the learner
should be able to:
Record the time they carry out different activities at school. Write the time in 12 or 24-hour clock system Appreciate the importance of keeping time in day to day activities. |
In pairs, groups or individual's learners are guided to record the time they carry out different activities at school.
In groups, learners are guided to write the time in 12 or 24-hour clock system. |
How do you calculate the time taken by a bus, train or plane from the departure time to arrival time?
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Mentor Mathematics Learner's Book Grade 6 pg. 140-141
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 142-143 Ruler |
Oral questions Oral Report Observation
Written exercise
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| 11 | 4 |
Measurement
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Budget
Factors to consider when preparing a budget |
By the end of the
lesson, the learner
should be able to:
Define a budget. State the importance of a budget. Work out total income and expenses. Appreciate the importance of a budget. |
Learners are guided to define a budget
In groups, learners are guided to state the importance of a budget. Individually, learners to work out total income and expenses |
What us a budget?
Why is it important to prepare a budget?
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Mentor Mathematics Learner's Book Grade 6 pg. 143
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 144 |
Oral questions Oral Report Observation
Written exercise
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| 11 | 5 |
Measurement
|
Factors to consider when preparing a budget
|
By the end of the
lesson, the learner
should be able to:
Make flashcards on factors to consider when preparing a budget. Work out practice exercise 2 Appreciate the importance of preparing a budget. |
Learners are guided to make flashcards on factors to consider when preparing a budget
In groups, pairs or as individual's learners are guided to work out practice exercise 2 |
How will the factors enable them to achieve our budgeting plan?
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Mentor Mathematics Learner's Book Grade 6 pg. 144-145
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
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| 12 | 1 |
Measurement
|
Profit
Profit |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of profit. Read the story on learner's book and answer the questions that follow. Appreciate the use of buying price and selling price. |
Learners are guided to explain the meaning of profit
Learners are guided to read the story on learner's book and answer the questions that follow |
What is profit?
What is the difference between the buying price and the selling price?
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Mentor Mathematics Learner's Book Grade 6 pg. 146
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 146-147 |
Oral questions Oral Report Observation
Written exercise
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| 12 | 2 |
Measurement
|
Loss
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of loss. Read the story on learner's book and answer the questions that follow. Appreciate the formula of calculating loss. |
Learners are guided to explain the meaning of loss
Learners are guided to read the story on learner's book and answer the questions that follow |
How do you calculate loss?
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Mentor Mathematics Learner's Book Grade 6 pg. 148
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 148-149 |
Oral questions Oral Report Observation
Written exercise
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|
| 12 | 3 |
Measurement
|
Types of taxes
Income tax |
By the end of the
lesson, the learner
should be able to:
Define tax. Discuss the importance of tax to the government. Appreciate the importance of tax |
Learners are guided to define tax
In groups, learners are guided to discuss the importance of tax to the government |
What is tax?
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Mentor Mathematics Learner's Book Grade 6 pg. 149
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 150 |
Oral questions Oral Report Observation
Written exercise
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| 12 | 4 |
Measurement
|
Income tax
Value Added Tax (VAT) |
By the end of the
lesson, the learner
should be able to:
Find out other types of income taxed imposed by the government. Work out income tax of different salaries. Appreciate the use of income tax |
Learners to use digital devices to find out other types of income taxed imposed by the government.
Learners are guided to work out income tax of different salaries |
How does the deducted money help the government?
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Mentor Mathematics Learner's Book Grade 6 pg. 150-151
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 151-152 |
Oral questions Oral Report Observation
Written exercise
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|
| 12 | 5 |
Measurement
|
Value Added Tax (VAT)
|
By the end of the
lesson, the learner
should be able to:
State the importance of Value Added Tax (VAT) Use digital devices, search for a video clip on budget. Work out Practice Exercise 6 Appreciate the importance of Value Added Tax (VAT) |
Learners are guided to state the importance of Value Added Tax (VAT)
Learners are guided to use digital devices, search for a video clip on budget Learners are guided to work out Practice Exercise 6 |
What is the importance of Value Added Tax (VAT)?
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Mentor Mathematics Learner's Book Grade 6 pg. 152-153
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
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