If this scheme pleases you, click here to download.
WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 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. State the relationship between millimetre and centimeter. Convert millimetres into centimetres. Have fun and enjoy converting millimetres into centimetres. |
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. Learners are guided to state the relationship between millimetre and centimeter. In groups, learners are guided to convert millimetres into centimetres |
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
|
|
1 | 2 |
Measurement
|
Converting centimetres into millimetres
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. 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 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 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 teachers table in millimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 89-90
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 90-91 |
Oral questions Oral Report Observation
Written exercise
|
|
1 | 3 |
Measurement
|
Addition involving length in centimetres and millimetres
Subtraction involving length in centimetres and millimetres |
By the end of the lesson, the learner should be able to:
Work out addition involving length in centimetres and millimetres. Determine distance in centimetres and millimetres involving addition. Have fun and enjoy working out addition involving length in centimetres and millimetres. 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 addition involving length in centimetres and millimetres.
Learners are guided to determine distance in centimetres and millimetres involving addition 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 |
What is the distance from the duster to the book?
What is the distance from the book to the pencil?
|
Mentor Mathematics Learner's Book Grade 6 pg. 92-93
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 93-95 |
Oral questions Oral Report Observation
Written exercise
|
|
1 | 4 |
Measurement
|
Multiplication involving length in centimetres and millimetres.
Division involving length in centimetres and millimetres |
By the end of the lesson, the learner should be able to:
Work out multiplication involving length in centimetres and millimetres. Determine distance in centimetres and millimetres involving multiplication. Have fun and enjoy working out multiplication involving length in centimetres and millimetres. 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 multiplication involving length in centimetres and millimetres.
Learners are guided to determine distance in centimetres and millimetres involving multiplication Individually, learners to do practice Exercise 7 on page 96 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 do you multiply length in centimetres and millimetres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 95-97
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 97-98 Multiplication table |
Oral questions Oral Report Observation
Written exercise
|
|
1 | 5 |
Measurement
|
Circumference of a circle
Diameter and radius |
By the end of the lesson, the learner should be able to:
Collect different circular objects. Using a string and a ruler, measure their circumference and record. Trace and draw a circular object and then measure its circumference. Enjoy measuring circumferences of circular objects. 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 circumference and record.
In groups, learners are guided to trace and draw a circular object and then measure its circumference 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 circumference?
|
Mentor Mathematics Learner's Book Grade 6 pg. 99
Ruler Circular objects Strings Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 100 |
Oral questions Oral Report Observation
Written exercise
|
|
2 | 1 |
Measurement
|
Relationship between circumference and diameter
Area; Area of triangles |
By the end of the lesson, the learner should be able to:
State the relationship between circumference and diameter. Work out practice exercise 11 on page 103 Appreciate the relationship between circumference and diameter. 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. |
Learners are guided to state the relationship between circumference and diameter.
Learners are guided to work out practice exercise 11 on page 103 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 do you notice when you divide the circumference of each object with its diameter?
|
Mentor Mathematics Learner's Book Grade 6 pg. 23-24
Ruler Circular objects Strings Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 105-107 Multiplication tables |
Oral questions Oral Report Observation
Written exercise
|
|
2 | 2 |
Measurement
|
Area of combined shapes
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. Draw combined shapes of rectangles, squares and triangles. Determine the area of the figures they have drawn Enjoy of calculating area of combined shapes. |
Learners are guided to 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. 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
|
|
2 | 3 |
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. State the relationship between cubic centimetres and litres. Do an experiment that will show the relationship between cubic centimetres 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. 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. |
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 |
|
|
2 | 4 |
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. Identify the formula of converting litres into millilitres Convert litres into millilitres. Have fun and enjoy converting millimetres into centimetres. |
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. 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. |
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
|
|
2 | 5 |
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. Identify the formula of converting litres into cubic centimetres. Convert litres into cubic centimetres. Have fun and enjoy converting litres into cubic 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 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 |
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
|
|
3 | 1 |
Measurement
|
Converting cubic centimetres into litres.
Converting millilitres into cubic centimetres |
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. 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 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 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 cubic centimetres into litres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 118
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 119 |
Oral questions Oral Report Observation
Written exercise
|
|
3 | 2 |
Measurement
|
Converting cubic centimetres into millilitres
Mass; Tonne as a unit of measuring mass |
By the end of the lesson, the learner should be able to:
Identify the formula of converting cubic centimetres into millilitres. Convert cubic centimetres into millilitres. Have fun and enjoy converting cubic centimetres into millilitres. State the figure on page 121 about John's truck. Share their opinion with other people. Appreciate and respect each other opinion. |
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 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. |
How do you convert cubic centimetres into millilitres?
|
Mentor Mathematics Learner's Book Grade 6 pg. 120
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 121 |
Oral questions Oral Report Observation
Written exercise
|
|
3 | 3 |
Measurement
|
Items measured in tonnes
Relationship between the kilogram and the tonne |
By the end of the lesson, the learner should be able to:
Talk about the pictures on page 121. Identify the items whose mass can be measured in tonnes. Work out exercise 1 on page 122. Appreciate and respect each other opinion. 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. |
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 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 importance of measuring mass?
|
Mentor Mathematics Learner's Book Grade 6 pg. 121-122
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 122 |
Oral questions Oral Report Observation
Written exercise
|
|
3 | 4 |
Measurement
|
Estimating mass in tonnes
Converting kilograms to tonnes |
By the end of the lesson, the learner should be able to:
Fill in the in 's book by estimating the mass of items in tonnes. Match the items with their estimate masses on page 123 Appreciate and respect each other opinion. Identify the formula of converting kilograms to tonnes Convert kilograms to tonnes. Have fun and enjoy converting kilograms to tonnes. |
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 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 you estimate mass in tonnes?
|
Mentor Mathematics Learner's Book Grade 6 pg. 123
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 123-124 |
Oral questions Oral Report Observation
Written exercise
|
|
3 | 5 |
Measurement
|
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. Work out addition involving mass in tonnes and kilograms. Determine the mass of items in tonnes and kilograms using addition. Have fun and enjoy working out mass of items in tonnes and kilograms using addition. |
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 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 |
How do you convert tonnes to kilograms?
|
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
|
|
4 | 1 |
Measurement
|
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. Work out multiplication involving mass in tonnes and kilograms. |
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 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 |
How do you subtract mass in tonnes and kilograms?
|
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
|
|
4 | 2 |
Measurement
|
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. Look at the pictures in learner's book and read thee time in each clock face. Study and discuss the a.m and p.m time chart on page 131 Have fun identifying time in a.m and p.m |
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 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 |
How do you divide mass in tonnes and kilograms?
|
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
|
|
4 | 3 |
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 Study and discuss the 24-hour clock system chart on page 134 Practice writing time in 24-hour clock system. Enjoy writing and reading time in 24-hour clock system. |
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 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 time do you go to bed?
|
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
|
|
4 | 4 |
Measurement
|
Converting time from 12-hour clock system to 24-hour clock system
Converting time from 24-hour clock system to 12-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. 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 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 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 12-hour clock system to 24-hour clock system?
|
Mentor Mathematics Learner's Book Grade 6 pg. 135-136
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 136-137 |
Oral questions Oral Report Observation
Written exercise
|
|
4 | 5 |
Measurement
|
Travel Timetables
Travel Timetables |
By the end of the lesson, the learner should be able to:
State the meaning of departure and arrival time. Do group activity in learner's book 6 page 138 Appreciate the use of departure and arrival time during traveling. 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. |
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 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. |
What is meaning of departure time?
What is the meaning of arrival time?
|
Mentor Mathematics Learner's Book Grade 6 pg. 138-129
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 140-141 |
Oral questions Oral Report Observation
Written exercise
|
|
5 | 1 |
Measurement
|
Money; Price list
Budget |
By the end of the lesson, the learner should be able to:
Define a price list. Observe the picture on learner's book and draw the items. Use the chart and fill in the table on learner's book. Appreciate the importance of a price list. 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 price list
In groups, learners are guided observe the picture on learner's book and draw the items. Individually, learners are guided to use the chart and fill in the table on learner's book 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 is a price list?
|
Mentor Mathematics Learner's Book Grade 6 pg. 142-143
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 143 |
Oral questions Oral Report Observation
Written exercise
|
|
5 | 2 |
Measurement
|
Factors to consider when preparing a budget
Factors to consider when preparing a budget |
By the end of the lesson, the learner should be able to:
State the factors to consider when preparing a budget. Explain how the factors enable them to achieve our budgeting plan. Appreciate the factors to consider when preparing a budget. 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 state the factors to consider when preparing a budget
In pairs, learners are guided to explain how the factors enable them to achieve our budgeting plan. 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 |
State the factors to consider when preparing a budget?
|
Mentor Mathematics Learner's Book Grade 6 pg. 144
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 144-145 |
Oral questions Oral Report Observation
Written exercise
|
|
5 | 3 |
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. State the importance of profit. Work out practice exercise 3. Appreciate the importance of profit. |
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 Learners are guided to state the importance of profit Learners are guided to work out practice exercise 3 |
What is profit?
What is the difference between the buying price and the selling price?
|
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
|
|
5 | 4 |
Measurement
|
Loss
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. Explain the meaning of buying and selling price. Work out practice exercise 4. Enjoy working out different prices of items. |
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 Learners are guided to explain the meaning of buying and selling price Learners are guided to work out practice exercise 4 |
How do you calculate loss?
|
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
|
|
5 | 5 |
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 Explain the meaning of income tax. Listen to a radio programme on income tax. Appreciate the importance of income tax |
Learners are guided to define tax
In groups, learners are guided to discuss the importance of tax to the government Learners are guided to explain the meaning of income tax In groups, learners are guided to listen to a radio programme on income tax. |
What is tax?
|
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
|
|
6 | 1 |
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 Explain the meaning of Value Added Tax (VAT) Make a poster on value added tax Appreciate the use of Value Added Tax (VAT) |
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 In groups, pairs or as individual's learners are guided to explain the meaning of Value Added Tax (VAT) Learners are guided to make a poster on value added tax |
How does the deducted money help the government?
|
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
|
|
6 | 2 |
Measurement
Geometry |
Value Added Tax (VAT)
Lines; Constructing parallel lines |
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) Identify parallel lines in the environment. Trace the lines on learner's book Have fun and enjoy constructing parallel lines |
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 Learners are guided to identify parallel lines in the environment Learners are guided to trace the lines on learner's book |
What is the importance of Value Added Tax (VAT)?
|
Mentor Mathematics Learner's Book Grade 6 pg. 152-153
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 154 |
Oral questions Oral Report Observation
Written exercise
|
|
6 | 3 |
Geometry
|
Lines; Constructing parallel lines
Lines; Constructing parallel lines |
By the end of the lesson, the learner should be able to:
Outline the procedure of constructing parallel lines. Construct parallel lines. Have fun and enjoy constructing parallel lines. Outline the procedure of constructing parallel lines using compass. Work out Practice exercise 1 on learner's book. Appreciate the use of parallel lines. |
Learners are guided to outline the procedure of constructing parallel lines
In groups, learners to construct parallel lines In pairs, learners to outline the procedure of constructing parallel lines using compass In groups, learners to work out Practice exercise 1 on learner's book |
How do you construct parallel lines?
|
Mentor Mathematics Learner's Book Grade 6 pg. 154-155
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 155 |
|
|
6 | 4 |
Geometry
|
Bisecting a line
Bisecting a line |
By the end of the lesson, the learner should be able to:
Explain the meaning of bisecting a lines. Trace the lines on learner's book. Have fun and enjoy bisecting a line. Outline the procedure of bisecting a line Bisect a line. Have fun and enjoy bisecting a line |
In groups, learners are guided to explain the meaning of bisecting a lines
Learners are guided to trace the lines on learner's book. In groups, learners are guided to outline the procedure of bisecting a line Individually, learners to bisect a line |
What is bisecting a line?
|
Mentor Mathematics Learner's Book Grade 6 pg. 1
56 Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 156-157 |
Oral questions Oral Report Observation
Written exercise
|
|
6 | 5 |
Geometry
|
Bisecting a line
Constructing of perpendicular lines |
By the end of the lesson, the learner should be able to:
Outline the procedure of bisecting a line using compass. Work out Practice exercise 2 on learner's book Have fun and enjoy bisecting a line. Explain the meaning of perpendicular lines Trace the lines on learner's book. Have fun and enjoy constructing perpendicular lines. |
In groups, learners are guided to outline the procedure of bisecting a line using compass.
Individually, learners to work out Practice exercise 2 on learner's book In groups, learners to explain the meaning of perpendicular lines In groups, learners are guided to trace the lines on learner's book |
How do you bisect a line?
|
Mentor Mathematics Learner's Book Grade 6 pg. 156-158
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 158 |
Oral questions Oral Report Observation
Written exercise
|
|
7 | 1 |
Geometry
|
Constructing of perpendicular lines
Angles; Angles on a straight line |
By the end of the lesson, the learner should be able to:
Outline the procedure of constructing of perpendicular lines. Use digital devices, search for a video on lines. Work out Practice exercise 3 on learner's book Have fun and enjoy bisecting a line. Identify the angles formed in learner's book. Use digital devices, search for a video about angles on a straight line. Appreciate angles on a straight line. |
In groups, learners to outline the procedure of constructing of perpendicular lines
In groups, learners are guided to use digital devices, search for a video on lines. In pairs, learners to work out Practice exercise 3 on learner's book Individually, learners to identify the angles formed in learner's book. In groups, learners are guided to use digital devices, search for a video about angles on a straight line |
How do you construct perpendicular lines?
|
Mentor Mathematics Learner's Book Grade 6 pg. 159-160
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 161 |
Oral questions Oral Report Observation
Written exercise
|
|
7 | 2 |
Geometry
|
Angles; Angles on a straight line
Measuring angles on a straight line |
By the end of the lesson, the learner should be able to:
Identify the angles in the diagram on learner's book. Work out practice exercise 1 Appreciate the use of angles on a straight line Measure angles using a protractor. Find the sum of the angles in each diagram. Appreciate the use of protractor. |
Individually, learners to identify the angles in the diagram on learner's book
In groups, learners are guided to work out practice exercise 1 Learners are guided to measure angles using a protractor In groups or pairs, learners to find the sum of the angles in each diagram |
How do you identify angles on a straight line?
|
Mentor Mathematics Learner's Book Grade 6 pg. 162
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
7 | 3 |
Geometry
|
Measuring angles on a straight line
Angles in a triangle |
By the end of the lesson, the learner should be able to:
Measure the angles on learner's book using a protractor. Calculate the size of the angles marked by letters on learner's book. Work out practice exercise 2. Appreciate the importance of measuring angles on a straight line. Trace and cut out the different angles of triangles. Work out practice exercise 3 on learner's book Use digital devices, search for a game involving angles and play the game. Have fun and enjoy playing different games involving angles. |
Learners are guided to measure the angles on learner's book using a protractor
Learners are guided to calculate the size of the angles marked by letters on learner's book. Learners are guided to work out practice exercise 2 In pairs, learners are guided to trace and cut out the different angles of triangles In groups, learners are guided to work out practice exercise 3 on learner's book. In groups, learners are guided to use digital devices, search for a game involving angles and play the game |
How do you work out the size of angles?
|
Mentor Mathematics Learner's Book Grade 6 pg. 164-165
Ruler Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 165-167 |
Oral questions Oral Report Observation
Written exercise
|
|
7 | 4 |
Geometry
|
3-D Objects; 3-D objects in the environment
3-D Objects; 3-D objects in the environment |
By the end of the lesson, the learner should be able to:
Identify the shape of different objects in the environment. Draw different objects in the environment. Appreciate different 3-D objects in the environment. Take a walk around the school compound. Take pictures of 3-D objects in the environment. Print the pictures and stick them in the correct column in a table. Have fun and enjoy taking pictures of 3-D objects. |
In groups, learners are guided to identify the shape of different objects in the environment
Individually, learners to draw different objects in the environment In pairs, learners to take a walk around the school compound. In groups, learners are guided to take pictures of 3-D objects in the environment Learners to print the pictures and stick them in the correct column in a table |
What are 3-D objects?
|
Mentor Mathematics Learner's Book Grade 6 pg. 168
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
7 | 5 |
Geometry
|
Edges, faces and vertices
Cubes |
By the end of the lesson, the learner should be able to:
Explain the meaning of edges, faces and vertices. Draw edges, faces and vertices of squares and rectangles. Appreciate the importance of edges, faces and vertices. Define a cube. Use locally available materials and model a cube. Calculate the number of faces, vertices and edges of cubes Have fun and enjoy modelling a cube. |
Individually, learners to explain the meaning of edges, faces and vertices
In groups, learners are guided to draw edges, faces and vertices of squares and rectangles Learners are guided to define a cube Learners are guided to use locally available materials and model a cube. Individually, learners to calculate the number of faces, vertices and edges of cubes |
What are edges, faces and vertices?
|
Mentor Mathematics Learner's Book Grade 6 pg. 169
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
8 | 1 |
Geometry
|
Cuboids
Cylinders |
By the end of the lesson, the learner should be able to:
Define a cuboid. Use locally available materials and model a cuboid. Calculate the number of faces, vertices and edges of cuboids Have fun and enjoy modelling a cuboid Define a cylinder. Use locally available materials and model a cylinder. Calculate the number of faces, vertices and edges of cylinder Have fun and enjoy modelling a cylinder. |
Learners are guided to define a cuboid
Learners are guided to use locally available materials and model a cuboid Individually, learners to calculate the number of faces, vertices and edges of cuboids Learners are guided to define a cylinder Learners are guided to use locally available materials and model a cylinder Individually, learners to calculate the number of faces, vertices and edges of cylinder |
What is a cuboid?
|
Mentor Mathematics Learner's Book Grade 6 pg. 170
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 171 |
Oral questions Oral Report Observation
Written exercise
|
|
8 | 2 |
Geometry
Data Handling |
Pyramids
Bar graphs; Representing data using frequency tables |
By the end of the lesson, the learner should be able to:
Define a pyramid Use locally available materials and model a pyramid Calculate the number of faces, vertices and edges of pyramids Have fun and enjoy modelling a pyramid Identify data using frequency tables. Represent data using frequency tables. Work out practice exercise 1 Appreciate the use of frequency tables. |
Learners are guided to define a pyramid
Learners are guided to use locally available materials and model a pyramid Individually, learners to calculate the number of faces, vertices and edges of pyramid In groups, learners to identify data using frequency tables In groups, learners to represent data using frequency tables. In pairs, learners are guided to work out practice exercise 1 |
What is a pyramid?
|
Mentor Mathematics Learner's Book Grade 6 pg. 171-173
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 174-175 |
Oral questions Oral Report Observation
Written exercise
|
|
8 | 3 |
Data Handling
|
Representing data through piling
Representing data using bar graphs |
By the end of the lesson, the learner should be able to:
Identify data through piling Represent data through piling Work out practice exercise 2 Appreciate the importance of representing data through piling. Identify data using bar graphs Represent data using bar graphs. Work out practice exercise 3 Appreciate the use of bar graphs. |
In groups, learners to identify data through piling
In groups, learners to represent data through piling In pairs, learners are guided to work out practice exercise 2 In groups, learners to identify data using bar graphs In groups, learners to represent data using bar graphs. In pairs, learners are guided to work out practice exercise 3 |
How do you represent data through piling?
|
Mentor Mathematics Learner's Book Grade 6 pg.176-177
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 177-179 |
Oral questions Oral Report Observation
Written exercise
|
|
8 | 4 |
Data Handling
Algebra |
Interpreting information from bar graphs
Inequalities; Forming simple inequalities |
By the end of the lesson, the learner should be able to:
Explain how to interpret information from bar graphs. Interpreting information from bar graphs. Work out practice exercise 4 Have fun and enjoy interpreting information from bar graphs. Identify simple inequalities. Form simple inequalities. Work out practice exercise 1 Have fun and enjoy forming simple inequalities. |
Individually, learners are guided to explain how to interpret information from bar graphs
In groups, learners to interpreting information from bar graphs In pairs, learners are guided to work out practice exercise 4 Learners are guided to identify simple inequalities In pairs, learners are guided to form simple inequalities. In groups, learners are guided to work out practice exercise 1 |
How do you interpret information from bar graphs?
|
Mentor Mathematics Learner's Book Grade 6 pg. 180-183
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 184-185 |
Oral questions Oral Report Observation
Written exercise
|
|
8 | 5 |
Algebra
|
Forming simple inequalities
Simplifying simple inequalities |
By the end of the lesson, the learner should be able to:
Explain the use of simple inequalities in real life. Form simple inequalities. Work out practice exercise 2 Appreciate the use of simple inequalities. Explain how to simplify simple inequalities. Simplify simple inequalities. Work out practice exercise 3 Have fun and enjoy simplifying simple inequalities. |
Learners are guided to explain the use of simple inequalities in real life
In groups, learners are guided to form simple inequalities. Learners are guided to work out practice exercise 2 In pairs, groups or individual's learners are guided to explain how to simplify simple inequalities In groups, learners are guided to simplify simple inequalities. In pairs, learners are guided to work out practice exercise 3 |
What is the use of simple inequalities?
|
Mentor Mathematics Learner's Book Grade 6 pg. 186
Digital devices Mentor Mathematics Learner's Book Grade 6 pg. 187-188 |
Oral questions Oral Report Observation
Written exercise
|
|
9 |
REVISION FOR KPSEA |
Your Name Comes Here