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# Free Grade 6 Lesson Plans For Maths

SCHOOL
LEARNING AREA
DATE
TIME
ROLL
STRAND: ___________________________________________________________________
SUB STRAND: ________________________________________________________________
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
KEY INQUIRY QUESTION (S)
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LEARNING RESOURCES
______________________________________________________________________________________________________________________________________________________
ORGANISATION OF LEARNING
______________________________________________________________________________________________________________________________________________________
INTRODUCTION
______________________________________________________________________________________________________________________________________________________
LESSON DEVELOPMENT
STEP 1
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
STEP 2
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
STEP 3
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CONCLUSION:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
EXTENDED ACTIVITIES:
______________________________________________________________________________________________________________________________________________________
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Arrange numbers in an ascending order
2. Make number cards and arrange numbers in an ascending order.
3. Appreciate the importance of ascending numbers
KEY INQUIRY QUESTION (S)
How do you order numbers?
How do you arrange numbers in an ascending order?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 9-11
Number cards, number line and Manila paper
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form 5 digit numbers
 Learners will develop creativity and imagination as they form 5 digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 9
 Learners will develop creativity and imagination as they arrange in ascending order
STEP 2
Guide learners to discuss examples 9 and 10 in the learner’s book page 10
 This will promote communication and collaboration
STEP 3
Guide learners to arrange the numbers in an ascending order
STEP 4
Guide learners to work out practise exercise 5 in the learner’s book page 10 and 11
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to order in ascending order during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Arrange numbers in an descending order
2. Make number cards and arrange numbers in descending order.
3. Appreciate the importance of descending numbers
KEY INQUIRY QUESTION (S)
How do you order numbers?
How do you arrange numbers in an descending order?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 11-13
Number cards, number line and Manila paper
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form 5 digit numbers
 Learners will develop creativity and imagination as they form 5 digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 11
 Learners will develop creativity and imagination as they arrange in descending order
STEP 2
Guide learners to discuss examples 11 and 12 in the learner’s book page 12
 This will promote communication and collaboration
STEP 3
Guide learners to arrange the numbers in an descending order
STEP 4
Guide learners to work out practise exercise 5 in the learner’s book page 10 and 11
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to order in ascending order during their free time
Learners to play a digital game involving ordering numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Round off numbers to the nearest thousands
2. Make a number card, draw a number line and pick a number card and match it to its positions on the number line.
3. Appreciate use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
What do you consider when rounding off numbers to the nearest thousand?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 14-15
Number line and Manila paper, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 14
 Learners will develop critical thinking and problem solving as they round off numbers
STEP 2
Guide learners to discuss examples 13 and 14 in the learner’s book page 14 and 15
 This will help develop communication and collaboration
STEP 3
Teacher to guide learners to use video clips on rounding off numbers.
 Digital literacy is developed
STEP 4
Guide learners to work out practise exercise 7 in the learner’s book page 15
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise rounding off numbers during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: rounding off numbers to the nearest thousands
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Round off numbers to the nearest thousands
2. Make a number card, draw a number line and pick a number card and match it to its positions on the number line.
3. Appreciate use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
What do you consider when rounding off numbers to the nearest tens of thousand?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Number line and Manila paper, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 16
 Learners will develop critical thinking and problem solving as they around off numbers
STEP 2
Guide learners to discuss examples 15 and 16 in the learner’s book page 16 and 17
 This will help develop communication and collaboration
STEP 3
Teacher to guide learners to use video clips on rounding off numbers .
 Digital literacy is developed
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 8 in the learner’s book page 17
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise rounding off numbers during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
_______________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
1
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Multiply a 4 digit number by a 2 digit number in real life situations
2. Make number cards, pick a card and work out the multiplication
3. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
2
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Multiply a 4 digit number by a 2 digit number in real life situations
2. Make number cards, pick a card and work out the multiplication
3. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
3
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Multiply a 4 digit number by a 2 digit number in real life situations
5. Make number cards, pick a card and work out the multiplication
6. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Estimate products of numbers to the nearest ten and by using compatibility of numbers
2. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product.
3. Have fun and enjoy estimating product by rounding off factors
KEY INQUIRY QUESTION (S)
How can you estimate a product by rounding off numbers?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 28-31
Multiplication tables cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and practise cards to the learners
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 28 and share their answers
 The activities will help learners develop critical thinking and problem solving as they estimate products of numbers by rounding off to the nearest ten
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss example 7 and 8 on page 28-29 in the learner’s book
 This will help them develop communication and collaboration
STEP 4
Guide learners to estimate products by use of compatible numbers. Learners to understand that compatible numbers are numbers that are easy to add, subtract, multiply or divide mentally
STEP 5
Guide learners in groups to discuss examples 9 and 10 on page 30 in the learners book
CONCLUSION
Guide learners to work out practise exercise 4, 5 and 6 in the learner’s book page 30-31
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to estimate the product of different numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
5
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Estimate products of numbers to the nearest ten and by using compatibility of numbers
5. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product.
6. Have fun and enjoy estimating product by rounding off factors
KEY INQUIRY QUESTION (S)
How can you estimate a product by rounding off numbers?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 28-31
Multiplication tables cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and practise cards to the learners
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 28 and share their answers
 The activities will help learners develop critical thinking and problem solving as they estimate products of numbers by rounding off to the nearest ten
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss example 7 and 8 on page 28-29 in the learner’s book
 This will help them develop communication and collaboration
STEP 4
Guide learners to estimate products by use of compatible numbers. Learners to understand that compatible numbers are numbers that are easy to add, subtract, multiply or divide mentally
STEP 5
Guide learners in groups to discuss examples 9 and 10 on page 30 in the learners book
CONCLUSION
Guide learners to work out practise exercise 4, 5 and 6 in the learner’s book page 30-31
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to estimate the product of different numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
1
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Make patterns involving multiplication of numbers not exceeding 10,000 in different situations
2. Identify multiplication patterns.
3. Have fun and creating multiplication patterns.
KEY INQUIRY QUESTION (S)
How can you create patterns involving multiplication?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 31-33
Multiplication tables, number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put the learners in pairs and let them discover the rule of the pattern
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 31 and share their answers on multiplication patterns
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss examples 11 and 12 on page 31 and 32 in the leaner’s book
 This will enhance values of love and respect as they work in groups
STEP 4
Guide learners to work out practise exercise 7 on page 32 and 33 in the learners book
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION
Guide learners to play a digital game involving multiplication
 This promote digital literacy
EXTENDED ACTIVITIES:
Learner’s to make patterns involving multiplication of numbers up to 10,000 during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
2
STRAND: NUMBERS
SUB STRAND: division of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Divide a 4 digit number by a 2 digit number without a remainder
2. Use digital devices for learning more on division of whole numbers.
3. Appreciate the use of division of whole numbers in real life situation.
KEY INQUIRY QUESTION (S)
Where do we use division in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 34-37
Multiplication tables, number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Write a division sentence without a remainder and learners to work out using counters
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 34 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss examples 1 and 2 on page 34-35 in the learners book. Learners to divide numbers without a remainder
STEP 3
Guide learners to work out practise exercise 1 on page 35 in the learner’s book.
STEP 4
Guide the learners in groups to discuss examples 3 and 4 on page 36 in the learners book. Learners to divide numbers with remainder
 Learners will develop critical thinking and problem solving as they carry out division.
STEP 5
Guide learners to work out practise exercise 2 on page 36 and 37 in the learner,s book
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION
Guide learners to play a digital game involving multiplication
 This promote digital literacy
EXTENDED ACTIVITIES:
Learners to use the skill acquired to work out questions involving divisions during their free time
REFLECTION ON THE LESSON:
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
3
STRAND: NUMBERS
SUB STRAND: division of up to a 4 digit number by a 3 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Divide a 4 digit number by a 3 digit number without a remainder
5. Use digital devices for learning more on division of whole numbers.
6. Appreciate the use of division of whole numbers in real life situation.
KEY INQUIRY QUESTION (S)
Where do we use division in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 34-37
Multiplication tables, number cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put learners in pairs to discuss division strategies that they know
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 37 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss teacher’s examples on the chalk board.
Learners to divide the numbers without a remainder
STEP 3
.guide the learners to work out practise exercise 3 on page 38 in the learners book
STEP 4
Guide the learners in groups to discuss examples 7 and 8 on page 39 in the learner’s book. Learners to divide numbers with remainder
 Learners will develop critical thinking and problem solving as they carry out division.
CONCLUSION
Guide learners to work out practise exercise 4 on page 39 and 40 in the learner’s book
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learners to use the skill acquired to work out questions involving divisions during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: estimating quotient by rounding off the divisor and dividend to the nearest 10
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Estimate quotients by rounding off the divided and divisor to the nearest ten in real life
2. Demonstrate multiplication is the opposite of division.
3. Have fun and enjoy estimating quotient by rounding off numbers.
KEY INQUIRY QUESTION (S)
How can we estimate quotients?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 40-41
Multiplication tables, number cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put learners in pairs to discuss division strategies that they know
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 40.
Learners to round off the divisor and the divide in each card to the nearest 10
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss teacher’s examples on the chalk board.
STEP 3
Guide the learners in groups to discuss examples 9 and 10 on page 40 in the learner’s book
 Learners will develop critical thinking and problem solving as they analyse and accept each other’s quotient estimates
CONCLUSION
Guide learners to work out practise exercise 5 on page 41 in the learner’s book
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learners to apply the knowledge and skills to practise estimating quotient by rounding off numbers to the nearest tens during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 42-43
Practise cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 42 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 42 and 43 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 6 in the learners book page 43
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition and subtraction for further practise at home during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction and multiplication
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 44-45
Practise cards, puzzles, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 44 and share their answers
 The learners will develop critical thinking and problem solving as they fill in the puzzle
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 13 and 14 on page 44 in learners book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 7 in the learner’s book page 45
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition, subtraction and multiplication for further practise at home during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction, multiplication and division in different situations
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 45-47
Practise cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 45 and share their answers
 The learners will develop critical thinking and problem solving as they fill in the puzzle
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 15 and 16 on page 46 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 8 in the learner’s book page 46 and 47
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition, subtraction, multiplication and division for further practise at home during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: LCM- least common multiple
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate addition of fractions using the LCM.
3. Enjoy addition of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 48-49
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on multiples of numbers learnt in the previous grades
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 48 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 1 and 2 on page 48 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 1 in the learner’s book page 49
 .the exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise on LCM during their free time
REFLECTION ON THE LESSON:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Addition of fractions using LCM
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate addition of fractions using the LCM.
3. Enjoy addition of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number?
How do we add fractions using LCM
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 49-51
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on identify LCM of numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 49 and share their answers
 This activity will helps learners develop critical thinking and problem solving
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 3 and 4 on page 50-51 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Learners to discover that when adding fractions with different denominators, they should find LCM of the denominator first before adding
STEP 3
Guide learners to work out practise exercise 2 in the learner’s book page 51
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to add fractions using LCM during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Subtraction of fractions using LCM
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate subtraction of fractions using the LCM.
3. Enjoy subtraction of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number?
How do we subtract fractions using LCM?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 51-53
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition of fractions using LCM learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 51 and share their answers
 This activity will helps learners develop critical thinking and problem solving
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 5 and 6 on page 52-53 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to discover that when subtracting fractions with different denominators, they should find LCM of the denominator first
STEP 3
Guide learners to work out practise exercise 3 in the learner’s book page 53
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to subtract fractions using LCM during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Addition of mixed numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert mixed numbers into improper fractions.
2. Practice addition of mixed numbers.
3. Appreciate the use of addition of mixed numbers in real life.
KEY INQUIRY QUESTION (S)
1. Where are fractions used in real life?
2. How do you work out addition of mixed numbers
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 51-53
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition and subtraction of fractions using LCM learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 54 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 7 and 8 on page 54-55 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of addition of mixed numbers on the chalkboard
STEP 3
Guide learners to work out practise exercise 4 in the learner’s book page 55
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise on addition of mixed numbers during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Subtraction of mixed numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Identify subtraction of mixed numbers.
2. Practice subtraction of mixed numbers.
3. Appreciate the use of subtraction of mixed numbers in real life..
KEY INQUIRY QUESTION (S)
1. Where are fractions used in real life?
2. How do you work out subtraction of mixed numbers
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 55-57
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 55 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 9 and 10 on page 56 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of subtraction of mixed numbers on the chalkboard
STEP 3
Guide learners to work out practise exercise 5 in the learner’s book page 55-57
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise of subtraction of mixed numbers in different situation
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Reciprocals
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of reciprocal of fractions.
2. Demonstrate reciprocal of fractions.
3. Have fun and enjoy working out reciprocal of fractions.
KEY INQUIRY QUESTION (S)
How do you get reciprocal of a fraction
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on subtraction of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 57 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 57-58 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of reciprocal of fractions on the chalkboard
STEP 3
Guide learners to work out practise exercise 6 in the learner’s book page 58
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
With the help of parents to do more practise of reciprocal of fractions at home
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Reciprocals
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of reciprocal of fractions.
2. Demonstrate reciprocal of fractions.
3. Have fun and enjoy working out reciprocal of fractions.
KEY INQUIRY QUESTION (S)
How do you get reciprocal of a fraction
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on subtraction of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 57 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 57-58 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of reciprocal of fractions on the chalkboard
STEP 3
Guide learners to work out practise exercise 6 in the learner’s book page 58
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
With the help of parents to do more practise of reciprocal of fractions at home
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Squares of fraction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of square of a fraction.
2. Demonstrate square of a fraction.
3. Have fun and enjoy calculating square of a fraction
KEY INQUIRY QUESTION (S)
Where are squares of fractions used in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on reciprocals of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 59 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 13,14 and 15 on page 59-60 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of squares of fraction on the chalkboard
STEP 3
Guide learners to work out practise exercise 7 in the learner’s book page 60
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Guide the learners to use skill acquired to work out questions involving squares of fractions
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Equivalent of fractions
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
4. Define the meaning of square of a fraction.
5. Demonstrate square of a fraction.
6. Have fun and enjoy calculating square of a fraction
KEY INQUIRY QUESTION (S)
What are fractions used in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 61-62
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on squares of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 61 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 16 on page 61 in learner’s book.
Learning to learn will be promote as they convert fractions to equivalent fractions with denominator 100 in different situations
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of equivalent of fraction on the chalkboard so as to understand that equivalent fractions have different numerators and denominators but represent the same value
STEP 3
Guide learners to work out practise exercise 8 in the learner’s book page 61
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to represent equivalent fractions using real objects during free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Percentage of fraction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Identify percentage as a fraction.
2. Draw a square, shade some squares and calculate the percentage of shaded square.
3. Appreciate the use of percentage as a fraction.
KEY INQUIRY QUESTION (S)
Where are percentage used in our day to day lives?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 62-62
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on equivalent of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 62 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 17 on page 62 in learner’s book.
Learning to learn will be promote as learners learn the symbol of percentage is %
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of percentage of fraction on the chalkboard so as the learners can understand that percentage means any quantity or number expressed as part of fraction.
STEP 3
Guide learners to work out practise exercise 9 in the learner’s book page 63
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Guide the learners to do more practise on percentage fractions during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Conversion of fractions into percentage
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert fractions to percentage.
2. Use digital devices for learning more on conversion of fractions to percentage.
3. Have fun and enjoying conversion of fractions to percentage..
KEY INQUIRY QUESTION (S)
How do you convert fraction into percentage?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 63-
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on percentage of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 63 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 18 and 19 on page in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples on the chalkboard to understand that to convert fraction into percentage, multiply the given fraction by 100%
STEP 3
Guide learners to work out practise exercise 10 in the learner’s book page
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to convert fractions into percentage during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Conversion of percentage into fractions
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert percentages to fractions.
2. Use digital devices for learning more on conversion on percentage to fraction.
3. Have fun and enjoy converting percentage to fractions…
KEY INQUIRY QUESTION (S)
How do you convert percentage into fraction?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 65-66
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on conversion of fraction into percentage learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 65 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 20 and 21 on page 65 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples on the chalkboard to discover a percentage is a fraction whose denominator is 100
STEP 3
Guide learners to work out practise exercise 11 in the learner’s book page 65
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to convert percentage into fraction during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________