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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Measurement
|
Multiplication of mass in tonnes and kilograms
|
By the end of the lesson, the learner should be able to:
Work out multiplication involving mass in tonnes and kilograms. Determine the mass of items in tonnes and kilograms using subtraction. Have fun and enjoy working out mass of items in tonnes and kilograms using subtraction. |
Learners are guided to work out 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 multiply mass in tonnes and kilograms?
|
Mentor Mathematics Learner's Book Grade 6 pg. 128-129
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 2 |
Measurement
|
Division of mass in tonnes and kilograms
|
By the end of the lesson, the learner should be able to:
Work out division involving mass in tonnes and kilograms. Determine the mass of items in tonnes and kilograms using division. Have fun and enjoy working out mass of items in tonnes and kilograms using division. |
Learners are guided to work out division involving mass in tonnes and kilograms.
Learners are guided to determine the mass of items in tonnes and kilograms using division. Individually, learners to do practice Exercise 8 on page 130 |
How do you divide mass in tonnes and kilograms?
|
Mentor Mathematics Learner's Book Grade 6 pg. 129-130
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 3 |
Measurement
|
Time; Identifying time in a.m and p.m
|
By the end of the lesson, the learner should be able to:
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 |
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 |
What time of the day do you eat your lunch?
|
Mentor Mathematics Learner's Book Grade 6 pg. 131-132
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 4 |
Measurement
|
Writing time in a.m and p.m
|
By the end of the lesson, the learner should be able to:
Write time in a.m and p.m Discuss their school daily routine. Enjoy writing time in a.m and p.m |
Learners to write time in a.m and p.m
In groups, learners are guided to discuss their school daily routine. Learners to use digital devices, search for a video clip on telling time in A.M and P.M. Watch the video clip |
What time do you go to bed?
|
Mentor Mathematics Learner's Book Grade 6 pg.133
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 5 |
Measurement
|
24-hour clock system
|
By the end of the lesson, the learner should be able to:
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. |
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 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
Measurement
|
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. |
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?
|
Mentor Mathematics Learner's Book Grade 6 pg. 138-129
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Measurement
|
Travel Timetables
|
By the end of the lesson, the learner should be able to:
Record the time they carry out different activities at school. Write the time in 12 or 24-hour clock system Appreciate the importance of keeping time in day to day activities. |
In pairs, groups or individual's learners are guided to record the time they carry out different activities at school.
In groups, learners are guided to write the time in 12 or 24-hour clock system. |
How do you calculate the time taken by a bus, train or plane from the departure time to arrival time?
|
Mentor Mathematics Learner's Book Grade 6 pg. 140-141
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Measurement
|
Money; Price list
|
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. |
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 |
What is a price list?
|
Mentor Mathematics Learner's Book Grade 6 pg. 142-143
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 5 |
Measurement
|
Budget
|
By the end of the lesson, the learner should be able to:
Define a budget. State the importance of a budget. Work out total income and expenses. Appreciate the importance of a budget. |
Learners are guided to define a budget
In groups, learners are guided to state the importance of a budget. Individually, learners to work out total income and expenses |
What us a budget?
Why is it important to prepare a budget?
|
Mentor Mathematics Learner's Book Grade 6 pg. 143
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Measurement
|
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. |
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. |
State the factors to consider when preparing a budget?
|
Mentor Mathematics Learner's Book Grade 6 pg. 144
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 2 |
Measurement
|
Factors to consider when preparing a budget
|
By the end of the lesson, the learner should be able to:
Make flashcards on factors to consider when preparing a budget. Work out practice exercise 2 Appreciate the importance of preparing a budget. |
Learners are guided to make flashcards on factors to consider when preparing a budget
In groups, pairs or as individual's learners are guided to work out practice exercise 2 |
How will the factors enable them to achieve our budgeting plan?
|
Mentor Mathematics Learner's Book Grade 6 pg. 144-145
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Measurement
|
Profit
|
By the end of the lesson, the learner should be able to:
Explain the meaning of profit. Read the story on learner's book and answer the questions that follow. Appreciate the use of buying price and selling price. |
Learners are guided to explain the meaning of profit
Learners are guided to read the story on learner's book and answer the questions that follow |
What is profit?
What is the difference between the buying price and the selling price?
|
Mentor Mathematics Learner's Book Grade 6 pg. 146
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
Measurement
|
Profit
|
By the end of the lesson, the learner should be able to:
State the importance of profit. Work out practice exercise 3. Appreciate the importance of profit. |
Learners are guided to state the importance of profit
Learners are guided to work out practice exercise 3 |
What is the importance of profit?
|
Mentor Mathematics Learner's Book Grade 6 pg. 146-147
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
Measurement
|
Loss
|
By the end of the lesson, the learner should be able to:
Explain the meaning of loss. Read the story on learner's book and answer the questions that follow. Appreciate the formula of calculating loss. |
Learners are guided to explain the meaning of loss
Learners are guided to read the story on learner's book and answer the questions that follow |
How do you calculate loss?
|
Mentor Mathematics Learner's Book Grade 6 pg. 148
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
Measurement
|
Loss
|
By the end of the lesson, the learner should be able to:
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 buying and selling price
Learners are guided to work out practice exercise 4 |
How do you work out loss of items?
|
Mentor Mathematics Learner's Book Grade 6 pg. 148-149
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
Measurement
|
Income tax
|
By the end of the lesson, the learner should be able to:
Find out other types of income taxed imposed by the government. Work out income tax of different salaries. Appreciate the use of income tax |
Learners to use digital devices to find out other types of income taxed imposed by the government.
Learners are guided to work out income tax of different salaries |
How does the deducted money help the government?
|
Mentor Mathematics Learner's Book Grade 6 pg. 150-151
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Measurement
|
Value Added Tax (VAT)
|
By the end of the lesson, the learner should be able to:
Explain the meaning of Value Added Tax (VAT) Make a poster on value added tax Appreciate the use of Value Added Tax (VAT) |
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 |
What is value added tax?
|
Mentor Mathematics Learner's Book Grade 6 pg. 151-152
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Measurement
|
Value Added Tax (VAT)
|
By the end of the lesson, the learner should be able to:
State the importance of Value Added Tax (VAT) Use digital devices, search for a video clip on budget. Work out Practice Exercise 6 Appreciate the importance of Value Added Tax (VAT) |
Learners are guided to state the importance of Value Added Tax (VAT)
Learners are guided to use digital devices, search for a video clip on budget Learners are guided to work out Practice Exercise 6 |
What is the importance of Value Added Tax (VAT)?
|
Mentor Mathematics Learner's Book Grade 6 pg. 152-153
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1 |
Geometry
|
Lines; Constructing parallel lines
|
By the end of the lesson, the learner should be able to:
Identify parallel lines in the environment. Trace the lines on learner's book Have fun and enjoy constructing parallel lines |
Learners are guided to identify parallel lines in the environment
Learners are guided to trace the lines on learner's book |
What are parallel lines?
|
Mentor Mathematics Learner's Book Grade 6 pg. 154
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 2 |
Geometry
|
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. |
Learners are guided to outline the procedure of constructing parallel lines
In groups, learners to construct parallel lines |
How do you construct parallel lines?
|
Mentor Mathematics Learner's Book Grade 6 pg. 154-155
Ruler Digital devices |
|
|
| 5 | 3 |
Geometry
|
Lines; Constructing parallel lines
|
By the end of the lesson, the learner should be able to:
Outline the procedure of constructing parallel lines using compass. Work out Practice exercise 1 on learner's book. Appreciate the use of 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 using compass?
|
Mentor Mathematics Learner's Book Grade 6 pg. 155
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
Geometry
|
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. |
In groups, learners are guided to explain the meaning of bisecting a lines
Learners are guided to trace the lines on learner's book. |
What is bisecting a line?
|
Mentor Mathematics Learner's Book Grade 6 pg. 1
56 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 5 |
Geometry
|
Bisecting a line
|
By the end of the lesson, the learner should be able to:
Outline the procedure of bisecting a line Bisect a line. Have fun and enjoy bisecting a line |
In groups, learners are guided to outline the procedure of bisecting a line
Individually, learners to bisect a line |
How do you bisect a line?
|
Mentor Mathematics Learner's Book Grade 6 pg. 156-157
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 1 |
Geometry
|
Bisecting a line
|
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. |
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 |
How do you bisect a line?
|
Mentor Mathematics Learner's Book Grade 6 pg. 156-158
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 2 |
Geometry
|
Constructing of perpendicular lines
|
By the end of the lesson, the learner should be able to:
Explain the meaning of perpendicular lines Trace the lines on learner's book. Have fun and enjoy constructing perpendicular lines. |
In groups, learners to explain the meaning of perpendicular lines
In groups, learners are guided to trace the lines on learner's book |
What are perpendicular lines?
|
Mentor Mathematics Learner's Book Grade 6 pg. 158
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
Geometry
|
Angles; 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 |
Individually, learners to identify the angles in the diagram on learner's book
In groups, learners are guided to work out practice exercise 1 |
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
|
|
| 6 | 5 |
Geometry
|
Measuring angles on a straight line
|
By the end of the lesson, the learner should be able to:
Measure angles using a protractor. Find the sum of the angles in each diagram. Appreciate the use of protractor. |
Learners are guided to measure angles using a protractor
In groups or pairs, learners to find the sum of the angles in each diagram |
What do you notice about the sum of 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 | 1 |
Geometry
|
Measuring angles on a straight line
|
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. |
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 |
How do you work out the size of angles?
|
Mentor Mathematics Learner's Book Grade 6 pg. 164-165
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Geometry
|
Angles in a triangle
|
By the end of the lesson, the learner should be able to:
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. |
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 angles in a triangle?
|
Mentor Mathematics Learner's Book Grade 6 pg. 165-167
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Geometry
|
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. |
In groups, learners are guided to identify the shape of different objects in the environment
Individually, learners to draw different objects in the environment |
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 | 4 |
Geometry
|
3-D Objects; 3-D objects in the environment
|
By the end of the lesson, the learner should be able to:
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 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 |
Which 3-D objects have you seen?
|
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
|
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. |
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 |
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
|
Cubes
|
By the end of the lesson, the learner should be able to:
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. |
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 is a cube?
|
Mentor Mathematics Learner's Book Grade 6 pg. 169
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
Geometry
|
Cuboids
|
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 |
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 |
What is a cuboid?
|
Mentor Mathematics Learner's Book Grade 6 pg. 170
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Geometry
|
Cylinders
|
By the end of the lesson, the learner should be able to:
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 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 cylinder?
|
Mentor Mathematics Learner's Book Grade 6 pg. 171
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4 |
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 | 5 |
Data Handling
|
Representing data through piling
|
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. |
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 |
How do you represent data through piling?
|
Mentor Mathematics Learner's Book Grade 6 pg.176-177
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 1 |
Data Handling
|
Representing data using bar graphs
|
By the end of the lesson, the learner should be able to:
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 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 using bar graphs?
|
Mentor Mathematics Learner's Book Grade 6 pg. 177-179
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 2 |
Data Handling
|
Interpreting information from bar graphs
|
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. |
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 |
How do you interpret information from bar graphs?
|
Mentor Mathematics Learner's Book Grade 6 pg. 180-183
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 3 |
Algebra
|
Inequalities; Forming simple inequalities
|
By the end of the lesson, the learner should be able to:
Identify simple inequalities. Form simple inequalities. Work out practice exercise 1 Have fun and enjoy forming simple inequalities. |
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 form simple inequalities?
|
Mentor Mathematics Learner's Book Grade 6 pg. 184-185
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 4 |
Algebra
|
Forming 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. |
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 |
What is the use of simple inequalities?
|
Mentor Mathematics Learner's Book Grade 6 pg. 186
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 5 |
Algebra
|
Simplifying simple inequalities
|
By the end of the lesson, the learner should be able to:
Explain how to simplify simple inequalities. Simplify simple inequalities. Work out practice exercise 3 Have fun and enjoy simplifying simple inequalities. |
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 |
How to simplify simple inequalities?
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Mentor Mathematics Learner's Book Grade 6 pg. 187-188
Digital devices |
Oral questions Oral Report Observation
Written exercise
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