Mathematics Grade 6 CBC Free Schemes of Work
MENTOR MATHEMATICS ACTIVITIES. GRADE 6 SCHEMES OF WORK
School Teacher’s Name Term Year
| 3 | ||||||||||
| Wk | Ls n | Strand/Theme | Sub strand | Specific learning outcomes | Key inquiry Questions | Learning experiences | Learning Resources | Assessment methods | Ref l | |
| 1 | 1 | MEASURE MENT
TIME |
Converting time from 12- hour clock system to 24- hour clock system | By the end of the lesson, the learner should be able to:
a) Convert time from 12h to 24h system, b) Use it devices for learning more on reading time and for leisure, c) Appreciate use of time in both 12h and 24h systems. |
How can we time from 12- hour clock system to 24- hour clock system? | • Learners in pairs/groups or as individuals to convert time from the 12h to 24h system and 24h to 12h using a chart.
• Learners in pairs/groups or as individuals to play digital games involving time on 12h and 24 h systems. |
Analogue and digital clocks, digital watches, stop watches
Mentor Maths Grd 6 TG Pg. 106-107
Mentor Maths Grd 6 Learners Book Pg.135-136 |
Written Quizzes | ||
| 2 | Converting time from 24- hour clock system to 12- hour clock system | By the end of the lesson, the learner should be able to:
a) Convert time from 24h to 12h system, b) Use it devices for learning more on reading time and for leisure, c) Appreciate use of time in both 12h and 24h systems. |
How can we time from 12- hour clock system to 24- hour clock system? | • Learners in pairs/groups or as individuals to convert time from the 12h to 24h system and 24h to 12h using a chart.
• Learners in pairs/groups or as individuals to play digital games involving time on 12h and 24 h systems. |
Analogue and digital clocks, digital watches, stop watches
Mentor Maths Grd 6 TG Pg. 106-107
Mentor Maths Grd 6 Learners Book Pg.135-136 |
Written Quizzes | ||||
| 3 | Interpreting travel timetables | By the end of the lesson, the learner should be able to:
a) Interpret travel timetable in different situations, b) Use it devices for learning more on reading time and for leisure, |
How do we interpret travel timetables? | • Learners in pairs/groups or as individuals to interpret travel timetables.
• Learners in pairs/groups or as individuals to determine time durations using travel timetables |
Analogue and digital clocks, digital watches, stop watches
Mentor Maths Grd 6 TG Pg. 109-110 |
Written Quizzes | ||||
| c) Appreciate use of time in both 12h and 24h systems. | Mentor Maths Grd 6 Learners Book Pg.138-141 | ||||||||
| 4 | By the end of the lesson,
the learner should be able to: a) Interpret travel timetable in different situations, b) Use it devices for learning more on reading time and for leisure, c) Appreciate use of time in both 12h and 24h systems. |
How do we interpret travel timetables? | • Learners in pairs/groups or as individuals to interpret travel timetables.
• Learners in pairs/groups or as individuals to determine time durations using travel timetables |
Analogue and digital clocks, digital watches, stop watches
Mentor Maths Grd 6 TG Pg. 109-110
Mentor Maths Grd 6 Learners Book Pg.138-141 |
Written
Quizzes |
||||
| 5 | By the end of the lesson,
the learner should be able to: a) Interpret travel timetable in different situations, b) Use it devices for learning more on reading time and for leisure, c) Develop curiosity use of time in both 12h and 24h systems. |
How do we
interpret travel timetables? |
• Learners in pairs/groups or as individuals to interpret travel timetables.
• Learners in pairs/groups or as individuals to determine time durations using travel timetables |
Analogue and
digital clocks, digital watches, stop watches
Mentor Maths Grd 6 TG Pg. 109-110
Mentor Maths Grd 6 Learners Book Pg.138-141 |
Written
Quizzes |
||||
| 2 | 1 | Money | Price list | By the end of the lesson,
the learner should be able to: a) identify and make a price list b) Use it devices to learn about price list, c) Appreciate the importance of price list in real life situations. |
What is the
importance of a price list in business? |
• Learners in pairs/groups or as individuals to prepare price lists.
• Learners in pairs/groups to use IT devices to play digital games. |
Price list,
classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 111
Mentor Maths Grd 6 Learners Book Pg.142-143 |
Written
Quizzes |
|
| 2 | Budget | By the end of the lesson,
the learner should be able to: |
How can we prepare a budget? | • Learners in pairs/ groups or as individuals to discuss | Price list, classroom shop, | Written
Quizzes |
| a) Prepare a simple budget,
b) Use it devices to learn about budget, c) Appreciate the importance of budget in real life situations. |
factors to consider when preparing a simple budget
• Learners in pairs/groups to use IT devices to play digital games. • Learners in pairs/groups or as individuals to prepare a budget. |
electronic money tariff charts Mentor Maths Grd 6 TG Pg. 112-113
Mentor Maths Grd 6 Learners Book Pg.143-145 |
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| 3 | Profit | By the end of the lesson,
the learner should be able to: a) Work out profit in real life situations, b) Use it devices to learn about profit, c) Appreciate profit in real life situations. |
How can we
make a profit in a business? |
• Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in real life situations and share with other groups.
• Learners in pairs/groups or as individuals work out questions involving profit and loss |
Price list,
classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 114
Mentor Maths Grd 6 Learners Book Pg.146-147 |
Written
Quizzes |
|||
| 4 | By the end of the lesson,
the learner should be able to: a) Work out profit in real life situations, b) Use it devices to learn about profit, c) Appreciate profit in real life situations. |
How can we make a profit in a business? | • Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in real life situations and share with other groups.
• Learners in pairs/groups or as individuals work out questions involving profit and loss |
Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 114
Mentor Maths Grd 6 Learners Book Pg.146-147 |
Written
Quizzes |
||||
| 5 | Loss | By the end of the lesson,
the learner should be able to: a) Work out loss in real life situations, b) Use it devices to learn about loss, c) Appreciate loss in real life situations. |
When do we
make a loss? |
• Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in real life situations and share with other groups.
• Learners in pairs/groups or as individuals work out questions involving profit and loss |
Price list,
classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 115-116
Mentor Maths Grd 6 Learners Book Pg.148-149 |
Written
Quizzes |
|||
| 3 | 1 | By the end of the lesson,
the learner should be able to: |
When do we
make a loss? |
• Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in | Price list,
classroom shop, |
Written
Quizzes |
| a) Work out loss
in real life situations, b) Use it devices to learn about loss, c) Appreciate loss in real life situations. |
real life situations and share with other groups.
• Learners in pairs/groups or as individuals work out questions involving profit and loss |
electronic money tariff charts Mentor Maths Grd 6 TG Pg. 115-116
Mentor Maths Grd 6 Learners Book Pg.148-149 |
|||||||
| 2 | Types of taxes: income tax | By the end of the lesson,
the learner should be able to: a) Identify income tax as a type of tax in real life situations, b) Use it devices to learn about tax, c) Appreciate importance of taxes in real life situations. |
Why do we pay taxes to the government? | • Learners in pairs/groups or as individuals to discuss income and value added tax (VAT) as types of taxes. | Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 117
Mentor Maths Grd 6 Learners Book Pg.149-151 |
Written
Quizzes |
|||
| 3 | Value Added
Tax |
By the end of the lesson,
the learner should be able to: a) Identify value added tax as a type of tax in real life situations, b) Use it devices to learn about tax, c) Appreciate importance of taxes in real life situations. |
Why do we
pay taxes to the government? |
• Learners in pairs/groups or as individuals to discuss income and value added tax (VAT) as types of taxes. | Price list,
classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 118-119
Mentor Maths Grd 6 Learners Book Pg.151-153 |
Written
Quizzes |
|||
| 4 | GEOMETRY | Lines | By the end of the lesson,
the learner should be able to: a) Construct parallel lines in different situations, b) identify parallel lines in the immediate environment c) Appreciate use of lines in daily life. |
How can we construct parallel lines? | • Learners in pairs/ groups or as individuals to construct parallel lines using geometrical instruments. | Chalk board ruler, 30cm ruler, straight edges
Mentor Maths Grd 6 TG Pg. 120-121
Mentor Maths Grd 6 Learners Book Pg.154-155 |
Written
Quizzes |
| 5 | By the end of the lesson,
the learner should be able to: a) Construct parallel lines in different situations, b) identify parallel lines in the immediate environment c) Appreciate use of lines in daily life. |
How can we construct parallel lines? | • Learners in pairs/ groups or as individuals to construct parallel lines using geometrical instruments. | Chalk board ruler, 30cm ruler, straight edges
Mentor Maths Grd 6 TG Pg. 120-121
Mentor Maths Grd 6 Learners Book Pg.154-155 |
Written
Quizzes |
||||
| 4 | 1 | Bisecting a line | By the end of the lesson,
the learner should be able to: a) Bisect lines through construction, b) give reasons why we bisect lines c) Appreciate use of lines in daily life. |
Why do we bisect a line? | • Learners in pairs/groups or as individuals to bisect lines using geometrical instruments. | Chalk board ruler, 30cm ruler, straight edges
Mentor Maths Grd 6 TG Pg. 121-122
Mentor Maths Grd 6 Learners Book Pg.156-158 |
Written
Quizzes |
||
| 2 | By the end of the lesson,
the learner should be able to: a) Bisect lines through construction, b) give reasons why we bisect lines c) Appreciate use of lines in daily life. |
Why do we
bisect a line? |
• Learners in pairs/groups or
as individuals to bisect lines using geometrical instruments. |
Chalk board ruler,
30cm ruler, straight edges
Mentor Maths Grd 6 TG Pg. 121-122
Mentor Maths Grd 6 Learners Book Pg.156-158 |
Written
Quizzes |
||||
| 3 | Constructing perpendicular lines | By the end of the lesson,
the learner should be able to: a) identify perpendicular lines in different situations, b) Use it devices for more learning on lines and leisure c) Appreciate use of lines in daily life. |
Why do we need to construct perpendicular lines? | • Leaners in pairs/groups or as individuals to construct perpendicular lines using geometrical instruments.
• Learners in pairs/groups or as individuals to play digital games. |
Chalk board ruler, 30cm ruler, straight edges
Mentor Maths Grd 6 TG Pg. 123-124
Mentor Maths Grd 6 Learners Book Pg.158-160 |
Written
Quizzes |
| 4 | By the end of the lesson,
the learner should be able to: a) Construct perpendicular lines in different situations, b) Use it devices for more learning on lines and leisure c) Appreciate use of lines in daily life. |
Why do we need to construct perpendicular lines? | • Leaners in pairs/groups or as individuals to construct perpendicular lines using geometrical instruments.
• Learners in pairs/groups or as individuals to play digital games. |
Chalk board ruler, 30cm ruler, straight edges
Mentor Maths Grd 6 TG Pg. 123-124
Mentor Maths Grd 6 Learners Book Pg.158-160 |
Written
Quizzes |
||||
| 5 | Angles | Identifying angles on a straight line | By the end of the lesson,
the learner should be able to: a) identify angles on a straight line in different situations, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life. |
Where can we use angles in real life? | • Learners in pairs/groups or as individuals to identify angles on a straight line practically. | Unit angles, protractors, rulers
Mentor Maths Grd 6 TG Pg. 124-125
Mentor Maths Grd 6 Learners Book Pg.161-162 |
Written
Quizzes |
||
| 4 | 1 | By the end of the lesson,
the learner should be able to: a) identify angles on a straight line in different situations, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life. |
Where can we
use angles in real life? |
• Learners in pairs/groups or
as individuals to identify angles on a straight line practically.
• Learners in pairs/groups or as individuals to play digital games involving angles. |
Unit angles,
protractors, rulers
Mentor Maths Grd 6 TG Pg. 124-125
Mentor Maths Grd 6 Learners Book Pg.161-162 |
Written
Quizzes |
|||
| 2 | Measuring angles on a straight line | By the end of the lesson,
the learner should be able to: a) identify angles on a straight line in different situations, b) use IT devices for learning more on angles and for |
How can we measure angles on a straight line? | • Learners in pairs/groups or as individuals to measure angles on a straight line in degrees
• Learners in pairs/groups or as individuals to play digital games involving angles. |
Unit angles, protractors, rulers
Mentor Maths Grd 6 TG Pg. 126 |
Written
Quizzes |
| enjoyment,
c) Appreciate use of angles in real life. |
Mentor Maths Grd 6 Learners Book Pg.163-165 | ||||||||
| 3 | By the end of the lesson,
the learner should be able to: a) measure angles on a straight line in different situations, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life. |
How can we measure angles on a straight line? | • Learners in pairs/groups or as individuals to measure angles on a straight line in degrees
• Learners in pairs/groups or as individuals to play digital games involving angles. |
Unit angles, protractors, rulers
Mentor Maths Grd 6 TG Pg. 126
Mentor Maths Grd 6 Learners Book Pg.163-165 |
Written
Quizzes |
||||
| 4 | Angles in a
triangle |
By the end of the lesson,
the learner should be able to: a) determine the sum of angles in a triangle practically, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life. |
What is the
sum of angles in a triangle? |
• Learners in pairs/groups or as individuals to practically establish that the sum of angles in a triangle is equal to two (2) right angles.
• Learners in pairs/groups or as individuals to play digital games involving angles. |
Unit angles,
protractors, rulers
Mentor Maths Grd 6 TG Pg. 127-128
Mentor Maths Grd 6 Learners Book Pg.165-167 |
Written
Quizzes |
|||
| 5 | By the end of the lesson,
the learner should be able to: a) determine the sum of angles in a triangle practically, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life. |
What is the
sum of angles in a triangle? |
• Learners in pairs/groups or
as individuals to practically establish that the sum of angles in a triangle is equal to two (2) right angles.
• Learners in pairs/groups or as individuals to play digital games involving angles. |
Unit angles,
protractors, rulers
Mentor Maths Grd 6 TG Pg. 127-128
Mentor Maths Grd 6 Learners Book Pg.165-167 |
Written
Quizzes |
||||
| 5 | 1 | 3-D objects | Identifying 3- D objects in | By the end of the lesson,
the learner should be able to: |
Where are 3-D objects used in | • Learners in pairs/ groups or as individuals are guided to | Cubes, cuboids, cylinders, pyramids, spheres, | Written
Quizzes |
| our environment | a) Identify 3-D objects in the immediate environment,
b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life. |
the environment? | identify 3-D objects in the environment.
• Learners in pairs/groups or as individuals to play digital games. |
cut outs of rectangles, circles, and triangles of different sizes
Mentor Maths Grd 6 TG Pg. 129-130
Mentor Maths Grd 6 Learners Book Pg.168 |
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| 2 | By the end of the lesson,
the learner should be able to: a) Identify 3-D objects in the immediate environment, b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life. |
Where are 3-D objects used in the environment? | • Learners in pairs/ groups or as individuals are guided to identify 3-D objects in the environment.
• Learners in pairs/groups or as individuals to play digital games. |
Cubes, cuboids, cylinders, pyramids, spheres, cut outs of rectangles,
circles, and triangles of different sizes
Mentor Maths Grd 6 TG Pg. 129-130
Mentor Maths Grd 6 Learners Book Pg.168 |
Written
Quizzes |
||||
| 3 | Identifying
edges, faces and vertices in a cube |
By the end of the lesson,
the learner should be able to: a) Identify vertices, faces and edges in a cube, b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life. |
Where can we
use a cube as a 3-D objects? |
• Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment.
• Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and pyramids in different situations. |
Cubes, cuboids,
cylinders, pyramids, spheres, cut outs of rectangles, circles, and triangles of different sizes
Mentor Maths Grd 6 TG Pg. 130 |
Written
Quizzes |
| Mentor Maths Grd 6 Learners Book Pg.169 | |||||||||
| 4 | Identifying edges, faces and vertices in a cuboid | By the end of the lesson,
the learner should be able to: a) Identify vertices, faces and edges in a cuboid, b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life. |
Where can we use a cuboid as a 3-D objects? | • Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment.
• Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and pyramids in different situations. |
Cubes, cuboids, cylinders, pyramids, spheres, cut outs of rectangles,
circles, and triangles of different sizes
Mentor Maths Grd 6 TG Pg. 131
Mentor Maths Grd 6 Learners Book Pg.170 |
Written
Quizzes |
|||
| 5 | Identifying
edges, faces and vertices in a cylinder |
By the end of the lesson,
the learner should be able to: a) Identify vertices, faces and edges in a cylinder, b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life. |
Where can we
use a cuboid as a 3-D objects? |
• Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment.
• Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and pyramids in different situations. |
Cubes, cuboids,
cylinders, pyramids, spheres, cut outs of rectangles, circles, and triangles of different sizes
Mentor Maths Grd 6 TG Pg. 132
Mentor Maths Grd 6 Learners Book Pg.171 |
Written
Quizzes |
|||
| 6 | 1 | Identifying
edges, faces and vertices in a pyramid |
By the end of the lesson,
the learner should be able to: a) Identify vertices, faces and edges in a pyramid, |
Where can we
use a cuboid as a 3-D objects? |
• Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment.
• Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and |
Cubes, cuboids,
cylinders, pyramids, spheres, cut outs of rectangles, circles, and triangles of different sizes |
Written
Quizzes |
| b) Use IT devices for learning more on 3-D objects and for enjoyment,
c) Appreciate use of 3-D objects in real life. |
pyramids in different situations. |
Mentor Maths Grd 6 TG Pg. 133
Mentor Maths Grd 6 Learners Book Pg.172 |
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| 2 |
HANDLING DATA |
Bar Graphs: collecting and representing data in frequency tables | By the end of the lesson,
the learner should be able to: a) Collect and represent data from real life situations using tables, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
Why do we collect data? | • Learners in pairs/groups or as individuals are guided to collect data and organize it in a frequency table.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 135-136
Mentor Maths Grd 6 Learners Book Pg.174-175 |
Written
Quizzes |
||
| 3 | By the end of the lesson,
the learner should be able to: a) Collect and represent data from real life situations using tables, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
Why do we
collect data? |
• Learners in pairs/groups or
as individuals are guided to collect data and organize it in a frequency table.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph
worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 135-136
Mentor Maths Grd 6 Learners Book Pg.174-175 |
Written
Quizzes |
||||
| 4 | Representing data through piling | By the end of the lesson,
the learner should be able to: a) Represent data from real life situations through piling, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
How do you represent data? | • Learners in pairs/groups or as individuals to represent information through piling similar objects like matchboxes vertically.
• Learners in pairs/groups or as individuals to use IT devices to learn more on |
Bar graph worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 137 |
Written
Quizzes |
| representing data using bar graphs. | Mentor Maths Grd 6 Learners Book Pg.176-177 | ||||||||
| 5 | By the end of the lesson,
the learner should be able to: a) Represent data from real life situations through piling, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
How do you represent data? | • Learners in pairs/groups or as individuals to represent information through piling similar objects like matchboxes vertically.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 137-138
Mentor Maths Grd 6 Learners Book Pg.176-177 |
Written
Quizzes |
||||
| 7 | 1 | Representing data using bar graphs | By the end of the lesson,
the learner should be able to: a) Represent data from real life situations using bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
How can bar
graphs be used in real life situations? |
• Learners in pairs/groups to represent information by drawing bar graphs.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph
worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 139-140
Mentor Maths Grd 6 Learners Book Pg.177-179 |
Written
Quizzes |
||
| 2 | By the end of the lesson,
the learner should be able to: a) Represent data from real life situations using bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
How can bar graphs be used in real life situations? | • Learners in pairs/groups to represent information by drawing bar graphs.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 139-140
Mentor Maths Grd 6 Learners Book Pg.177-179 |
Written
Quizzes |
| 3 | By the end of the lesson,
the learner should be able to: a) Represent data from real life situations using bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
How can bar graphs be used in real life situations? | • Learners in pairs/groups to represent information by drawing bar graphs.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 139-140
Mentor Maths Grd 6 Learners Book Pg.177-179 |
Written
Quizzes |
||||
| 4 | Interpreting information from bar graphs | By the end of the lesson,
the learner should be able to: a) Interpret information from bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
How can we interpret information from bar graphs? | • Learners in pairs/groups to discuss information represented on bar graphs.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 141-142
Mentor Maths Grd 6 Learners Book Pg.180-183 |
Written
Quizzes |
|||
| 5 | By the end of the lesson,
the learner should be able to: a) Interpret information from bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life. |
How can we
interpret information from bar graphs? |
• Learners in pairs/groups to discuss information represented on bar graphs.
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Bar graph
worksheets, data graph worksheets, data samples from different sources
Mentor Maths Grd 6 TG Pg. 141-142
Mentor Maths Grd 6 Learners Book Pg.180-183 |
Written
Quizzes |
||||
| 8 | 1 | By the end of the lesson,
the learner should be able to: a) Interpret information from bar graphs, |
How can we interpret information from bar graphs? | • Learners in pairs/groups to discuss information represented on bar graphs. | Bar graph worksheets, data graph worksheets, data samples from different sources | Written
Quizzes |
| b) Use it devices for learning more on bar graphs and for leisure,
c) Appreciate use of bar graphs in real life. |
• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs. |
Mentor Maths Grd 6 TG Pg. 141-142
Mentor Maths Grd 6 Learners Book Pg.180-183 |
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| 2 | ALGEBRA | Forming simple Inequalities | By the end of the lesson,
the learner should be able to: a) Discuss the meaning of algebraic inequality symbols., b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life |
How can we form simple inequalities using the unknown? | • Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘
< ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations. |
Digital inequality worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 143-144
Mentor Maths Grd 6 Learners Book Pg.184-185 |
Written
Quizzes |
||
| 3 | By the end of the lesson,
the learner should be able to: a) Form simple inequalities in one unknown involving real life situations, b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life |
How can we
form simple inequalities using the unknown? |
• Learners in pairs/ groups or
as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘ < ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations. |
Digital inequality
worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 143-144
Mentor Maths Grd 6 Learners Book Pg.184-185 |
Written
Quizzes |
||||
| 4 | By the end of the lesson,
the learner should be able to: a) Form simple inequalities in one unknown involving real life situations, b) Use it devices to simplify inequalities and play digital games involving inequalities. |
How can we form simple inequalities using the unknown? | • Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘
< ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one |
Digital inequality worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 143-144 |
Written
Quizzes |
| c) Appreciate use of algebraic expressions in real life | unknown using different operations. | Mentor Maths Grd 6 Learners Book Pg.184-185 | |||||||
| 5 | Forming simple Inequalities | By the end of the lesson,
the learner should be able to: a) Form inequalities using different operations b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life |
How can we form simple inequalities using the unknown? | • Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘
< ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations. |
Digital inequality worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 144-145
Mentor Maths Grd 6 Learners Book Pg.186 |
Written
Quizzes |
|||
| 9 | 1 | By the end of the lesson,
the learner should be able to: a) Form inequalities using different operations b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life |
How can we
form simple inequalities using the unknown? |
• Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘
< ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations. |
Digital inequality
worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 144-145
Mentor Maths Grd 6 Learners Book Pg.186 |
Written
Quizzes |
|||
| 2 | By the end of the lesson,
the learner should be able to: a) Form inequalities using different operations b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life |
How can we form simple inequalities using the unknown? | • Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘
< ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations. |
Digital inequality worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 144-145
Mentor Maths Grd 6 Learners Book Pg.186 |
Written
Quizzes |
| 3 | Simplifying simple inequalities | By the end of the lesson,
the learner should be able to: a) Simplify simple inequalities in one unknown involving real life situations, b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life |
How can we simplify inequalities with one unknown? | • Learners in pairs/ groups or as individuals to simplify algebraic inequalities in one unknown.
• Learners in pairs/groups or as individuals to use IT devices to simplify algebraic inequalities and play digital games. |
Digital inequality worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 145-146
Mentor Maths Grd 6 Learners Book Pg.187-188 |
Written
Quizzes |
|||
| 4 | By the end of the lesson,
the learner should be able to: a) Simplify simple inequalities in one unknown involving real life situations, b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life |
How can we simplify inequalities with one unknown? | • Learners in pairs/ groups or as individuals to simplify algebraic inequalities in one unknown.
• Learners in pairs/groups or as individuals to use IT devices to simplify algebraic inequalities and play digital games. |
Digital inequality worksheets; greater than, less than or equal to, sorting cards
Mentor Maths Grd 6 TG Pg. 145-146
Mentor Maths Grd 6 Learners Book Pg.187-188 |
|||||
| 5 |
ASSESSMENT/CLOSING |
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