| RATIONALIZED GRADE 6 MENTOR MATHEMATICS SCHEMES OF WORK TERM 2
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| Week | Lesson | Strand /Theme |
Sub-strand | Specific-Learning outcomes | Key Inquiry Question(S) | Learning/ Teaching Experience | Learning
Resources |
Assessment Methods | Reflection | ||
| 1 | 1 | Measurement | Relationship between circumference and diameter | By the end of the lesson, the learner should be able to: a) State the relationship between circumference and diameter. b) Work out practice exercise 11 on page 103 c) Appreciate the relationship between circumference and diameter. |
· Learners are guided to state the relationship between circumference and diameter.
· Learners are guided to work out practice exercise 11 on page 103 |
What do you notice when you divide the circumference of each object with its diameter?
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Mentor Mathematics Learner’s Book Grade 6 pg. 23-24
Ruler Circular objects Strings Digital devices |
· Oral questions Oral Report Observation
· Written exercise
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| 2 | Measurement | Area; Area of triangles | By the end of the lesson, the learner should be able to:
a) State the formula of working out area of triangles. b) Work out the area of different parts of triangles. c) 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
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| 3 | Measurement | Area of combined shapes | By the end of the lesson, the learner should be able to:
a) Trace and cut out the figures as shown in the learner’s book. b) Combine the cut-outs and find the area of the combined shape. c) 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.
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How do you calculate the area of combined shapes? | Mentor Mathematics Learner’s Book Grade 6 pg. 108-109
Multiplication tables Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 4 | Measurement | Area of combined shapes | By the end of the lesson, the learner should be able to:
a) Draw combined shapes of rectangles, squares and triangles. b) Determine the area of the figures they have drawn c) Enjoy of calculating area of combined shapes.
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· 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
Multiplication tables Ruler Digital devices |
· Oral questions Oral Report Observation
· Written exercise
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| 5 | Measurement | Capacity; Relationship between millimetres and litres | By the end of the lesson, the learner should be able to:
a) State the relationship between millimetre and litres. b) Do an experiment that will show the relationship between millimetres into litres. c) 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.
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Where are litres and millimetre used in day-to-day life? | Mentor Mathematics Learner’s Book Grade 6 pg. 112-113
Ruler Digital devices
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· | ||||
| 2 | 1 | Measurement | Relationship between cubic centimetres and litres | By the end of the lesson, the learner should be able to:
a) State the relationship between cubic centimetres and litres. b) Do an experiment that will show the relationship between cubic centimetres and litres. c) Appreciate the relationship between millimetres and litres.
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· In pairs, learners are state the relationship between cubic centimetres and litres.
· In groups, learners to do an experiment that will show the relationship between cubic centimetres and litres. |
What is the relationship between cubic centimetres and litres? | Mentor Mathematics Learner’s Book Grade 6 pg. 113
Ruler Digital devices |
· Oral questions Oral Report Observation
· Written exercise
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| 2 | Measurement | Relationship between cubic centimetres into millilitres. | By the end of the lesson, the learner should be able to:
a) Fill small containers with water and measure the capacity in millimetres using a container graduated in millimetres. b) Watch a video on measuring capacity in millimetres. c) 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
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· Oral questions Oral Report Observation
· Written exercise
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| 3 | Measurement | Convert litres into millilitres | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting litres into millilitres b) Convert litres into millilitres. c) Have fun and enjoy converting millimetres into centimetres.
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· Individually, learners to identify the formula of converting litres into millilitres
· In groups, learners are guided to convert litres into millilitres. · Learners are guided to use digital device, search for a game involving capacity and play the game. |
How do you convert litres into millilitres? | Mentor Mathematics Learner’s Book Grade 6 pg. 114-115
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 4 | Measurement | Converting millilitres into litres | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting millilitres into litres. b) Convert millilitres into litres. c) 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
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How do you convert millilitres into litres? | Mentor Mathematics Learner’s Book Grade 6 pg. 115-116
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 5 | Measurement | Converting litres into cubic centimetres | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting litres into cubic centimetres. b) Convert litres into cubic centimetres. c) Have fun and enjoy converting litres into cubic centimetres.
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· Individually, learners to identify the formula of converting litres into cubic centimetres
· In groups, learners are guided to convert litres into cubic centimetres
· Individually, learners are guided to do practice exercise 4 on page 117
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How do you convert litres into cubic centimetres? | Mentor Mathematics Learner’s Book Grade 6 pg. 117
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 3 | 1 | Measurement | Converting cubic centimetres into litres. | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting cubic centimetres into litres. b) Convert cubic centimetres into litres. c) 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
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How do you convert cubic centimetres into litres? | Mentor Mathematics Learner’s Book Grade 6 pg. 118
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 2 | Measurement | Converting millilitres into cubic centimetres | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting millilitres into cubic centimetres b) Convert millilitres into cubic centimetres. c) 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
|
· Oral questions Oral Report Observation
· Written exercise
|
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| 3 | Measurement | Converting cubic centimetres into millilitres | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting cubic centimetres into millilitres. b) Convert cubic centimetres into millilitres. c) Have fun and enjoy converting cubic centimetres into millilitres.
|
· Individually, learners to identify the formula of converting cubic centimetres into millilitres.
· In groups, learners are guided to convert cubic centimetres into millilitres · Individually, learners are guided to do practice exercise 7 on page 120 |
How do you convert cubic centimetres into millilitres? | Mentor Mathematics Learner’s Book Grade 6 pg. 120
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 4 | Measurement | Mass; Tonne as a unit of measuring mass | By the end of the lesson, the learner should be able to:
a) State the figure on page 121 about John’s truck. b) Share their opinion with other people. c) Appreciate and respect each other opinion.
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· 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.
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Which unit of measurement is used to measure large amounts of masses? | Mentor Mathematics Learner’s Book Grade 6 pg. 121
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 5 | Measurement | Items measured in tonnes | By the end of the lesson, the learner should be able to:
a) Talk about the pictures on page 121. b) Identify the items whose mass can be measured in tonnes. c) Work out exercise 1 on page 122. d) Appreciate and respect each other opinion. |
· Learners are guided to talk about the pictures on page 121
· Learners are guided to identify the items whose mass can be measured in tonnes. · Individually, learners to work out exercise 1 on page 122 |
What is the importance of measuring mass? | Mentor Mathematics Learner’s Book Grade 6 pg. 121-122
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 4 | 1 | Measurement | Relationship between the kilogram and the tonne | By the end of the lesson, the learner should be able to:
a) State the relationship between kilogram and the tonne. b) Demonstrate the formula that you will use to determine the relationship between kilogram and the tonne. c) Appreciate the relationship between kilogram and the tonne.
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· 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.
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What is the relationship between kilogram and tonne? | Mentor Mathematics Learner’s Book Grade 6 pg. 122
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 2 | Measurement | Estimating mass in tonnes | By the end of the lesson, the learner should be able to:
a) Fill in the in the learner’s book by estimating the mass of items in tonnes. b) Match the items with their estimate masses on page 123 c) Appreciate and respect each other opinion.
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· In groups, learners are guided to fill in the in the learner’s book by estimating the mass of items in tonnes.
· Individually, learners to match the items with their estimate masses on page 123
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How you estimate mass in tonnes? | Mentor Mathematics Learner’s Book Grade 6 pg. 123
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 3 | Measurement | Converting kilograms to tonnes | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting kilograms to tonnes b) Convert kilograms to tonnes. c) Have fun and enjoy converting kilograms to tonnes.
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· 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? | Mentor Mathematics Learner’s Book Grade 6 pg. 123-124
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 4 | Measurement | Converting tonnes to kilograms | By the end of the lesson, the learner should be able to:
a) Identify the formula of converting tonnes to kilograms. b) Convert tonnes to kilograms. c) Have fun and enjoy converting tonnes to kilograms.
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· 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? | Mentor Mathematics Learner’s Book Grade 6 pg. 124-125
Ruler Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 5 | Measurement | Addition of mass in tonnes and kilograms. | By the end of the lesson, the learner should be able to:
a) Work out addition involving mass in tonnes and kilograms. b) Determine the mass of items in tonnes and kilograms using addition. c) Have fun and enjoy working out mass of items in tonnes and kilograms using addition.
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· 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 5 on page 126
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How do you add mass in tonnes and kilograms? | Mentor Mathematics Learner’s Book Grade 6 pg. 125-126
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 5 | 1 | Measurement | Subtraction of mass in tonnes and kilograms | By the end of the lesson, the learner should be able to:
a) Work out subtraction involving mass in tonnes and kilograms. b) Determine the mass of items in tonnes and kilograms using subtraction. c) 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
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How do you subtract mass in tonnes and kilograms? | Mentor Mathematics Learner’s Book Grade 6 pg. 127-128
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 2 | Measurement | Multiplication of mass in tonnes and kilograms | By the end of the lesson, the learner should be able to:
a) Work out multiplication involving mass in tonnes and kilograms. b) Determine the mass of items in tonnes and kilograms using subtraction. c) Have fun and enjoy working out mass of items in tonnes and kilograms using subtraction. |
· Learners are guided to work out multiplication involving mass in tonnes and kilograms.
· Learners are guided to determine the mass of items in tonnes and kilograms using multiplication · Individually, learners to do practice Exercise 7 on page 129
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How do you multiply mass in tonnes and kilograms? | Mentor Mathematics Learner’s Book Grade 6 pg. 128-129
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 3 | Measurement | Division of mass in tonnes and kilograms | By the end of the lesson, the learner should be able to:
a) Work out division involving mass in tonnes and kilograms. b) Determine the mass of items in tonnes and kilograms using division. c) Have fun and enjoy working out mass of items in tonnes and kilograms using division.
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· 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? | Mentor Mathematics Learner’s Book Grade 6 pg. 129-130
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 4 | Measurement | Time; Identifying time in a.m and p.m | By the end of the lesson, the learner should be able to:
a) Look at the pictures in learner’s book and read thee time in each clock face. b) Study and discuss the a.m and p.m time chart on page 131 c) Have fun identifying time in a.m and p.m |
· In groups, learners are guided to look at the pictures in learner’s book and read thee time in each clock face.
· In groups, learners to study and discuss the a.m and p.m time chart on page 131
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What time of the day do you eat your lunch? | Mentor Mathematics Learner’s Book Grade 6 pg. 131-132
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 5 | Measurement | Writing time in a.m and p.m | By the end of the lesson, the learner should be able to:
a) Write time in a.m and p.m b) Discuss their school daily routine. c) Enjoy writing time in a.m and p.m
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· 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? | Mentor Mathematics Learner’s Book Grade 6 pg.133
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 6 | 1 | Measurement | 24-hour clock system | By the end of the lesson, the learner should be able to:
a) Study and discuss the 24-hour clock system chart on page 134 b) Practice writing time in 24-hour clock system. c) Enjoy writing and reading time in 24-hour clock system.
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· In groups, learners are guided to study and discuss the 24-hour clock system chart on page 134
· Learners are guided to practice writing time in 24-hour clock system. |
What do you notice about the time in a.m and p.m when read in 24- hours clock system? | Mentor Mathematics Learner’s Book Grade 6 pg. 134-135
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 2 | 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:
a) Identify how to convert time from 12-hour clock system to 24-hour clock system. b) Convert time from 12-hour clock system to 24-hour clock system. c) Have fun and enjoy converting time from 12-hour clock system to 24-hour clock system.
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· 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? | Mentor Mathematics Learner’s Book Grade 6 pg. 135-136
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 3 | Measurement | 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) Identify how to convert time from 24-hour clock system to 12-hour clock system. b) Convert time from 24-hour clock system to 12-hour clock system. c) 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? | Mentor Mathematics Learner’s Book Grade 6 pg. 136-137
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 4 | Measurement | Travel Timetables | By the end of the lesson, the learner should be able to:
a) State the meaning of departure and arrival time. b) Do group activity in learner’s book 6 page 138 c) Appreciate the use of departure and arrival time during traveling. |
· Learners are guided to state the meaning of departure and arrival time.
· In groups, learners are guided to do group activity in learner’s book 6 page 138 |
What is meaning of departure time?
What is the meaning of arrival time?
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Mentor Mathematics Learner’s Book Grade 6 pg. 138-129
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 5 | Measurement | Travel Timetables | By the end of the lesson, the learner should be able to:
a) Record the time they carry out different activities at school. b) Write the time in 12 or 24-hour clock system c) Appreciate the importance of keeping time in day to day activities.
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· 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? | Mentor Mathematics Learner’s Book Grade 6 pg. 140-141
Digital devices
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· Oral questions Oral Report Observation
· Written exercise
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| 7 | 1 | Money | Price list | Bytheendofthelesson,
thelearnershouldbeableto: a) identifyandmakeapricelist b) Use it devices to learnaboutpricelist, c) Appreciate the importanceofpricelistinreal life situations. |
• Learnersinpairs/groupsoras individuals to prepareprice lists.
• Learners in pairs/groups touseIT devicestoplaydigitalgames. |
Whatisthe
importance ofa price list inbusiness? |
Price list,
classroom shop,electronic moneytariff chartsMentorMathsGrd6TGPg. 111
MentorMathsGrd6 Learners BookPg.142-143 |
Written
Quizzes |
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| 2 | Budget | Bytheendofthelesson,
thelearnershouldbeableto: a) Prepareasimplebudget, b) Use it devices to learnabout budget, Appreciate the importanceofbudgetin real lifesituations. |
• Learnersinpairs/groupsorasindividualsto discuss
factors to consider whenpreparingasimplebudget • Learners in pairs/groups touse IT devices to play digitalgames. • Learnersinpairs/groupsoras individuals to prepare abudget. |
Howcanweprepare abudget? | Price list,classroomshop, electronic moneytariff chartsMentorMathsGrd6TGPg.112-113
MentorMathsGrd6 Learners BookPg.143-145 |
Written
Quizzes |
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| 3 | Profit | Bytheendofthelesson,
thelearnershouldbeableto: a) Work out profitin reallife situations, b) Use it devices to learnabout profit, c) Appreciate profit in reallife situations. |
Howcanwe
make a profitinabusiness? |
• Learners in pairs/groups oras individuals to discuss themeaningof profitandlossinreal life situations and sharewithother groups.
• Learnersinpairs/groupsoras individuals work outquestions involving profitandloss |
Price list,
classroom shop,electronic moneytariff chartsMentorMathsGrd6TGPg. 114
MentorMathsGrd6 Learners BookPg.146-147 |
Written
Quizzes |
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| 4 | Bytheendofthelesson,
thelearnershouldbeableto: a) Workout profit inreallife situations, b) Use it devices to learnabout profit, c) Appreciateprofitinreallife situations. |
How can wemake a profitinabusiness? | • Learners in pairs/groups oras individuals to discuss themeaningof profitandlossinreal life situations and sharewithother groups.
• Learnersinpairs/groupsoras individuals work outquestions involving profitandloss |
Price list,classroom shop,electronic moneytariff chartsMentorMathsGrd6TGPg. 114
MentorMathsGrd6 Learners BookPg.146-147 |
Written
Quizzes |
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| 5 | Loss | Bytheendofthelesson,
thelearnershouldbeableto: a) Workoutloss inreallife situations, b) Use it devices to learnaboutloss, c) Appreciatelossinreallifesituations. |
Whendowe
makealoss? |
• Learners in pairs/groups oras individuals to discuss themeaning of profit and loss inreal life situations and sharewithother groups.
• Learnersinpairs/groupsoras individuals work outquestions involving profitandloss |
Price list,
classroom shop,electronic moneytariff chartsMentorMathsGrd6TGPg.115-116 MentorMathsGrd 6LearnersBookPg.148-149 |
Written
Quizzes |
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| 8 | Half term break | ||||||||
| 9 | 1 | Bytheendofthelesson,
thelearnershouldbeableto: |
Whendowe
makealoss? |
• Learners in pairs/groups oras individuals to discuss themeaningof profitandlossin | Price list,
classroomshop, |
Written
Quizzes |
|||
| a) Workoutloss
inreallife situations, b) Use it devices to learnaboutloss, c) Appreciatelossinreallifesituations. |
reallifesituationsandsharewithother groups.
• Learnersinpairs/groupsoras individuals work outquestions involving profitandloss |
electronic moneytariff chartsMentorMathsGrd6TGPg.115-116
MentorMathsGrd6 Learners BookPg.148-149 |
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| 2 | Types of taxes:incometax | Bytheendofthelesson,
thelearnershouldbeableto: a) Identifyincome tax asatype of tax in real lifesituations, b) Use it devices to learnabout tax, c) Appreciate importance oftaxesinreallifesituations. |
Why do wepay taxes tothegovernment? | • Learnersinpairs/groupsoras individuals to discussincome and value added tax(VAT)astypesof taxes. | Price list,classroom shop,electronic moneytariff chartsMentorMathsGrd6TGPg. 117
MentorMathsGrd6 Learners BookPg.149-151 |
Written
Quizzes |
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| 3 | ValueAdded
Tax |
Bytheendofthelesson,
thelearnershouldbeableto: a) Identify value added tax asa type of tax in real lifesituations, b) Use it devices to learnabout tax, c) Appreciate importance oftaxesinreallifesituations. |
Whydowe
pay taxes tothegovernment? |
• Learnersinpairs/groupsoras individuals to discussincome and value added tax(VAT)astypesoftaxes. | Price list,
classroom shop,electronic moneytariff chartsMentorMathsGrd6TGPg.118-119
MentorMathsGrd6 Learners BookPg.151-153 |
Written
Quizzes |
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| 4 | GEOMETRY | Lines | Bytheendofthelesson,
thelearnershouldbeableto: a) Construct parallel linesindifferentsituations, b) identify parallel lines intheimmediateenvironment c) Appreciate use of linesin dailylife. |
How can weconstructparallellines? | • Learnersinpairs/groupsoras individuals to constructparallel lines usinggeometricalinstruments. | Chalk board ruler,30cm ruler,straightedges
MentorMathsGrd6TGPg.120-121
MentorMathsGrd 6LearnersBookPg.154-155 |
Written
Quizzes |
| 5 | Bytheendofthelesson,
thelearnershouldbeableto: a) Construct parallel linesindifferentsituations, b) identify parallel lines intheimmediateenvironment c) Appreciate use of linesin dailylife. |
How can weconstructparallellines? | • Learnersinpairs/groupsoras individuals to constructparallel lines usinggeometricalinstruments. | Chalk board ruler,30cm ruler,straightedges
MentorMathsGrd6TGPg.120-121
MentorMathsGrd 6LearnersBookPg.154-155 |
Written
Quizzes |
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| 10 | 1 | Bisectinga line | Bytheendofthelesson,
thelearnershouldbeableto: a) Bisectlinesthroughconstruction, b) givereasonswhywebisectlines c) Appreciate use of lines indailylife. |
Why do webisectaline? | • Learnersinpairs/groupsoras individuals to bisect linesusing geometricalinstruments. | Chalk board ruler,30cm ruler,straightedges
MentorMathsGrd6TGPg.121-122 MentorMathsGrd6 Learners BookPg.156-158 |
Written
Quizzes |
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| 2 | Bytheendofthelesson,
thelearnershouldbeableto: a) Bisectlinesthroughconstruction, b) givereasonswhywebisectlines c) Appreciate use of lines indailylife. |
Whydowe
bisect aline? |
• Learnersinpairs/groupsor
asindividualstobisectlinesusing geometricalinstruments. |
Chalk board ruler,
30cm ruler,straightedges MentorMathsGrd6TGPg.121-122 MentorMathsGrd6 Learners BookPg.156-158 |
Written
Quizzes |
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| 3 | Constructingperpendicularlines | Bytheendofthelesson,
thelearnershouldbeableto: a) identify perpendicularlinesindifferentsituations, b) Use it devices for morelearningon linesandleisure c) Appreciate use of lines indailylife. |
Why do weneed toconstructperpendicularlines? | • Leanersinpairs/groupsoras individuals to constructperpendicular lines usinggeometricalinstruments.
• Learnersinpairs/groupsoras individuals to play digitalgames. |
Chalk board ruler,30cm ruler,straightedges
MentorMathsGrd6TGPg.123-124
MentorMathsGrd6 Learners BookPg.158-160 |
Written
Quizzes |
| 4 | Bytheendofthelesson,
thelearnershouldbeableto: a) Construct perpendicularlinesindifferentsituations, b) Use it devices for morelearningon linesandleisure c) Appreciate use of lines indailylife. |
Why do weneed toconstructperpendicularlines? | • Leanersinpairs/groupsoras individuals to constructperpendicular lines usinggeometricalinstruments.
• Learnersinpairs/groupsoras individuals to play digitalgames. |
Chalk board ruler,30cm ruler,straightedges
MentorMathsGrd6TGPg.123-124
MentorMathsGrd 6LearnersBookPg.158-160 |
Written
Quizzes |
||||
| 5 | Angles | Identifyingangles on astraightline | Bytheendofthelesson,
thelearnershouldbeableto: a) identify angles on astraight line in differentsituations, b) use IT devices for learningmore on angles and forenjoyment, c) Appreciateuseofanglesin reallife. |
Where can weuse angles inreal life? | • Learnersinpairs/groupsoras individuals to identifyangles on a straight linepractically. | Unit angles,protractors,rulers
MentorMathsGrd6TGPg.124-125
MentorMathsGrd6 Learners BookPg.161-162 |
Written
Quizzes |
||
| 11 | 1 | Bytheendofthelesson,
thelearnershouldbeableto: a) identify angles on astraight line in differentsituations, b) use IT devices for learningmore on angles and forenjoyment, c) Appreciate use of anglesin reallife. |
Where canwe
useanglesinreal life? |
• Learnersinpairs/groupsor
as individuals to identifyangles on a straight linepractically.
• Learnersinpairs/groupsoras individuals to play digitalgamesinvolvingangles. |
Unitangles,
protractors,rulers
MentorMathsGrd6TGPg.124-125
MentorMathsGrd6 Learners BookPg.161-162 |
Written
Quizzes |
|||
| 2 | Measuringangles on astraightline | Bytheendofthelesson,
thelearnershouldbeableto: a) identify angles on astraight line in differentsituations, b) use IT devices for learningmore on anglesand for |
How can wemeasure angleson a straightline? | • Learnersinpairs/groupsoras individuals to measureangles on a straight line indegrees
• Learnersinpairs/groupsoras individuals to play digitalgamesinvolvingangles. |
Unit angles,protractors,rulers
MentorMathsGrd6TGPg. 126 |
Written
Quizzes |
| enjoyment,
c)Appreciateuseofanglesin reallife. |
MentorMathsGrd6 Learners BookPg.163-165 | ||||||||
| 3 | Bytheendofthelesson,
thelearnershouldbeableto: a) measure angles on astraight line in differentsituations, b) use IT devices for learningmore on angles and forenjoyment, c) Appreciateuseofanglesin reallife. |
How can wemeasure angleson a straightline? | • Learnersinpairs/groupsoras individuals to measureangles on a straight line indegrees
• Learnersinpairs/groupsoras individuals to play digitalgamesinvolvingangles. |
Unit angles,protractors,rulers
MentorMathsGrd6TGPg. 126 MentorMathsGrd6 Learners BookPg.163-165 |
Written
Quizzes |
||||
| 4 | Anglesina
triangle |
Bytheendofthelesson,
thelearnershouldbeableto: a) determine the sumof angles in a trianglepractically, b) use IT devices for learningmore on angles and forenjoyment, c) Appreciateuseofanglesin reallife. |
Whatisthe
sumofanglesinatriangle? |
• Learnersinpairs/groupsoras individuals to practicallyestablish that the sum ofangles in a triangle is equaltotwo(2)rightangles.
• Learnersinpairs/groupsoras individuals to play digitalgamesinvolvingangles. |
Unitangles,
protractors,rulers
MentorMathsGrd6TGPg.127-128
MentorMathsGrd6 Learners BookPg.165-167 |
Written
Quizzes |
|||
| 5 | Bytheendofthelesson,
thelearnershouldbeableto: a) determine the sumof angles in a trianglepractically, b) use IT devices for learningmore on angles and forenjoyment, c) Appreciateuseofanglesin reallife. |
Whatisthe
sumofanglesinatriangle? |
• Learnersinpairs/groupsor
as individuals to practicallyestablish that the sum ofangles in a triangle is equaltotwo(2)rightangles.
• Learnersinpairs/groupsoras individuals to play digitalgamesinvolvingangles. |
Unitangles,
protractors,rulers
MentorMathsGrd6TGPg.127-128
MentorMathsGrd6 Learners BookPg.165-167 |
Written
Quizzes |
||||
| 12-13
14 |
Revision and
end term assessment
|
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