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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 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
|
|
| 1 | 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 |
|
|
| 1 | 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
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
Geometry
|
Constructing of perpendicular lines
|
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. |
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 |
How do you construct perpendicular lines?
|
Mentor Mathematics Learner's Book Grade 6 pg. 159-160
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Geometry
|
Angles; Angles on a straight line
|
By the end of the lesson, the learner should be able to:
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. |
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 |
What are angles?
|
Mentor Mathematics Learner's Book Grade 6 pg. 161
Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
Geometry
|
Pyramids
|
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 |
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 |
What is a pyramid?
|
Mentor Mathematics Learner's Book Grade 6 pg. 171-173
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Data Handling
|
Bar graphs; Representing data using frequency tables
|
By the end of the lesson, the learner should be able to:
Identify data using frequency tables. Represent data using frequency tables. Work out practice exercise 1 Appreciate the use of frequency tables. |
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 |
How do you represent data using frequency tables?
|
Mentor Mathematics Learner's Book Grade 6 pg. 174-175
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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 | 1 |
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 | 2 |
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 | 3 |
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?
|
Mentor Mathematics Learner's Book Grade 6 pg. 187-188
Digital devices |
Oral questions Oral Report Observation
Written exercise
|
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