Teachers’ Planning Guide – Class 6

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MATHEMATICS CURRICULUM 2018-19

Teachers’ Planning Guide
Class 6

Number Theory and Arithmetic

Geometry and Measures

Algebra and
∞√𝝅℃ ∛≠% Function
Statistics and
Probability

31 – Industrial Area, Gurumangat Road, Gulberg III, Lahore, Pakistan

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 Teachers’ Planning Guide – Class 6

Table of Contents
How to read; Teachers’ Planning Guides ............................................................................................ 3
Value Education and Cross-Curriculum Links...................................................................................... 4
Class 6 ................................................................................................................................................. 5
Term wise Syllabus Breakup ............................................................................................................... 5
Term-I .............................................................................................................................................. 5
Term-II ............................................................................................................................................. 6
Curriculum Planners ......................................................................................................................................7
Term I ..................................................................................................................................................................7
Exemplar Lesson Planner .......................................................................................................................... 26

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 Teachers’ Planning Guide – Class 6

How to read; Teachers’ Planning Guides

To facilitate teachers, Mathematics curriculum strands are planned in three phases.

1. Curriculum Framework: based on Content Grid, Attainment Targets and

Progression Grids (2 to 5) and (6 to 8)

2. Unit Plans: based on content areas on-going and other learning objectives,
grouped together into topics creating a logical progressive sequence of learning
including Problem Solving.

3. Lesson Plans:
Multiple lesson plans have been added to facilitate teachers in ABLs, PBLs, IBLs,
Differentiated Classroom Learning and Flipped Classroom Learning.

Although a time scale has been specified for each lesson, a teacher may, depending upon
the needs in the class, increase or decrease the amount of time allocated for any particular
activity, or adapt number of days allocated to a particular unit, while always making an
effort to cover all the topics within the term.

Learning Goals and Grade Levels

The goals for Mathematics identify, in broad terms, the 'knowledge, skills and
understanding' that students should attain at the end of each grade level. Learning Goals
in this curriculum consist of descriptions highlighting the types and range of performance
that students learning at that level should characteristically demonstrate.

In the New Interactive and Integrated Mathematics Curriculum we recognise four broad
themes relating to teaching Mathematics within the strands:

1. Using and applying Mathematics (especially mental Maths and estimation)

2. Developing confidence with numbers and concepts
3. Skills for working with shapes and measures in everyday contexts
4. Understanding and using data sources as a means for describing the world.

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 Teachers’ Planning Guide – Class 6

Value Education and Cross-Curriculum Links

Promoting students' spiritual, moral, social and cultural development through
Mathematics

We realise that many see Mathematics as entirely abstract, but we hope that teachers
using this curriculum will appreciate the wide-ranging benefits, applications and
implications for encouraging students to be confident and life-long maths-users, and to
explore connections between subjects and relationships with the world beyond the
classroom.

For example, Mathematics provides opportunities to promote:

1. Spiritual development, through helping pupils to obtain an insight into the infinite, and
through explaining the underlying mathematical principles behind some of the beautiful
natural forms and patterns in the world around us (for example, the representation of
the Fibonacci sequence of numbers in nature and the use of the 'Golden Rectangle' in
architecture).

2. Moral development, helping pupils recognise how logical reasoning can be used to
consider the consequences of particular decisions and choices and helping them learn the
value of mathematical truth.

3. Social development, through helping pupils work together productively on complex

mathematical tasks and helping them see that the result is often better than any of them
could achieve separately.

4. Cultural development, through helping pupils appreciate that mathematical thought

contributes to the development of culture and is becoming increasingly central to a
global, highly technological future, and through recognising that mathematicians from
many cultures have contributed to the development of modern society.

Maths and Value Education

Teachers should try to match Mathematics Habits and Skills with 12 core values mentioned in the
Values Education curriculum while incorporating them in their lesson plans

12 Core Values
Peace Respect Love Tolerance
Honesty Humility Cooperation Happiness
Responsibility Simplicity Freedom Unity

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 Teachers’ Planning Guide – Class 6

Class 6 Term wise Syllabus Breakup

Term-I
Sub-Strands Topic/Concept Week Allocation

NUMBER THEORY AND ARITHMETIC

Number System Primes, Highest Common Factor and Lowest

3
Factors and Multiples Common Multiple

Estimation 1

Integers 2
Integers, Rational Numbers and Real Numbers
Rational Numbers 2.5

GEOMETRY AND MEASURES

Basic Geometrical Concepts Basic Geometry

2
and Properties

Symmetry 0.5

STATISTICS AND PROBABILITY

Bar Graphs/ Pictograms/ Statistical Data Handling/ Mean, Median & Mode 3
Central Tendency

Total No. of Weeks for Term-I: 14

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 Teachers’ Planning Guide – Class 6

Class 6 Term wise Syllabus Breakup

Term-II
Sub-Strands Topic/Concept Week Allocation

NUMBER THEORY AND ARITHMETIC

Ratio
Ratio, Rate Time and Speed 2
Time

Percentage Percentage 1.5

GEOMETRY AND MEASURES

Geometrical Constructions Geometrical Constructions 1.5

Polygons (Triangles) Triangles, Quadrilaterals and Polygons 1.5

Perimeter and Area of Simple

Perimeter and Area of Plane Figures 2
Geometrical

ALGEBRA AND FUNCTIONS

Sequences Number Patterns 1

Functions and Graphs Functions and Linear Graphs 2

Basic Algebra and Algebraic

Algebra Manipulation 3.5
Linear Equations & Simple Inequalities

Project 1

Total No. of Weeks for Term-II:

16

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 Teachers’ Planning Guide – Class 6

Curriculum Planners
Term I
Class 6

Teaching Strategy-
Integration with
Drilling the
KEY: Teaching Strategy (CPA) Teaching strategy (ABL) Teaching strategy (PBL/IBL) Teaching Strategy- FCR+DCR Cross curricular links numbers and rules
Science/ICT/Art/Geo

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 Teachers’ Planning Guide – Class 6

Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Ch.1 Primes, HCF & LCM Chapter No.

Sub-strand
Strand

Topic
Students should be able to: Ex. No Pg. No. Q No. Practice Q No. WB-1 page Q No.
Now Pg..
No
No

• Recognise all kinds of Real Numbers (using definitions and .. 4-7 .. .. ..

examples)
Number Theory and

Number System
Number Theory

• locate different kinds of Real Numbers on a Real Number System .. .. .. ..

Arithmetic

flow chart
• differentiate between prime and composite numbers 1A/RE-1 13/23 1,10/3 006 2 2 1, 2, 3
• solve word problems involving prime and composite numbers 14 11,12 .. ..
(investigation)
• compare real numbers WS .. ..
Words to
Remember Mental Maths Questions: Thought Provoking Questions
Real numbers: •Drill times table • If it is a natural number then it is a ____ number, if it is •How would you relate the following numbers using Venn diagram a) Integers,
rational, a whole number then it is an ___, if it is an integer then it is a ____number natural numbers and whole numbers b) rational and irrational numbers • Why do you
irrational, and finally if it is a rational number then it is a ___ number. (You can ask think 0 and 1 are neither prime and nor composite numbers?
integers, whole, this in several different ways) • Drill divisibility rules every morning so that
natural, even, they are on their fingertips.
odd, prime;
composite Recall: Common Errors
numbers, flow 1- Differentiate between odd and even numbers Students' consider 1 to be a prime number. They need to be explained using the
chart, compare, 2- Differentiate between prime and composite numbers definition of prime numbers that it is not a prime number.
number line, 3- Order and compare positive and negative numbers
Lesson Support

divisibility rules, 4-Decimals 5-Fractions 6- Times tables 7- Divisibility tests

Real World Connection/Explore yourself! Facts to Remember

RSA : Whenever you buy something using your credit card on online portals say at On December 15, 2005, Dr Curtis Cooper and Dr Steven Boone who are part of the
Amazon, eBay or Flipkart, prime numbers spring into action. Before your card GIMPS (Great Internet Messene Prime Search) project discovered another new record
number is sent over the wires, it must be encrypted for security, and once it’s
prime number: 230402457 -1. This is a number with 9 152 052 digits!
received by the merchant, it must be decrypted. One of the most common
encryption schemes, the RSA algorithm, is based on prime numbers. It uses a “public
key,” information that is publicly available, and a “private key,” something that only
the decoding party (merchant) has. Roughly speaking, the public key consists of a
large number that is the product of two primes, and the private key consists of those
two primes themselves. It’s very difficult to factor a given large number into primes.
For example, it took researchers two years recently to factor a 232-digit number,
even with hundreds of parallel computers. That’s why the RSA algorithm is so
effective.

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 Teachers’ Planning Guide – Class 6

Maths
Resources Teaching Strategy- FCR+DCR
Addendum 6• • Use the real number system in the addendum at pg. no. 3-6. • Use flow chart to place different kinds of numbers in order to show how they are related to each
Real number other. • Use Venn diagram and Carroll diagram for sorting various kinds of numbers. (connected with sorting, sets) • Use My 100's chart to investigate prime
system •Flow numbers using Sieve of Eratosthenes pg.: 005. • To memorise the concept use S3 strategy of concept map, example prime numbers etc.
chart • Venn
diagram, Carroll
Assessment Questions
diagram
•Divisibility rules Q: Use flow chart to relate real number system. • a) Show the relation between the following sets using Venn diagram. A= {2,4,6}, B={2,3,5,7,11}, C={-3.-2,-1,0,1}
• My 100's chart b) Which kind of numbers are represented by set A, B and C? Q: Divisibility rule for 11 is ..... Q: 5 and 7 are ___ prime numbers.
• Number line
Manipulatives:
Number line,
number cards
201,

INVESTIGATE: Use My 100's chart to investigate prime numbers using Sieve of Eratosthenes TB: pg.: 005.

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 Teachers’ Planning Guide – Class 6

Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Chapter No.
Sub-strand
Strand

Topic
Ex. No Pg. No. Q No. Practice Q No. WB-1 page Q No.
Students should be able to: Now Pg.
No
No

• memorise and apply the divisibility rules of 2,3,4,5,6,7,9,10,11 and 13 .. .. ..

as and when required. 2 and 3

Ch.1 Primes, Highest Common Factor and Lowest Common Multiple • differentiate between factors and multiples (through facts/properties) 1B 21 9,11 .. ..
• identify and list all the possible factors of a given number WS .. .. .. ..
• identify and list multiples of the given numbers WS .. .. .. ..
• express a given number as a product of its prime factors 1A 13 2 .. ..
Number Theory and Arithmetic

a) using division method .. ..

b) using factor tree diagram .. ..
Factors and Multiples
Number Theory

• express a number using index notation (to express their solutions)(the .. .. .. .. .. 2 4 abc
objective needs to be met along the other mentioned in this section)
• find the HCF and LCM of the given set of numbers (3 numbers at max) 1B 21 1-5 .. .. 3 10, 11, 12
using division method .. .. 13
using factorisation method (Hint: use index notation for quick .. ..
solutions)
• solve word problems involving HCF and LCM 6- .. ..
8,10,(12-
15)*
• identify and list all the perfect squares and cubes between a given WS .. .. .. ..
range
• compute the square root and cube root of the given numbers 1A/RE- 13/23 3- .. .. 2 5
1 5/1,2
• solve word problems involving square roots and cube roots (and 14/23 8,9/4- .. ..
estimation) 8
Words to
Remember Mental Maths Questions: Thought Provoking Questions
Lesson Support

Divisibility rule, Q. What is the smallest prime number? A prime number has only __ factors. Q. Q: Why 0 and 1 are neither prime nor composite numbers? Q. A whole number if is
factors, Drill first 15 perfect squares and cubes with students. Q: Factors of a number not a prime number then it must be a composite number. Agreed. Justify your
multiples, are always ___ than or equal to the number while multiples of a number are answer. Q: What is the HCF of 3 and 13? What can you deduce from this answer?
prime factors, always ___ or equal to the number. Does this mean that the number itself is
division both the factor and the multiple of the number?
method, factor
tree method,

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 Teachers’ Planning Guide – Class 6

HCF, LCM,
Recall: Common Errors
power, index
1- Divisibility rules of 2,4,5,10,25,100 Students consider that LCM should have smaller value as it is the least common
notation,
2- Prime and composite numbers multiple while HCF should have larger value as it is the highest common factor.
squares, cubes,
3- Factors, Multiples and Common Multiples However, it is the other way round. This confusion should be removed by explaining
square-root,
4- HCF and LCM (by listing the factors and multiples respectively and them using the definition of multiples and factors.
cube-root.
highlighting the highest common factor and least common multiple)

Real World Connection/Explore yourself! Facts to Remember

Traveling with Factors:
Factors are also useful when traveling. If you travel 720 miles on vacation, you
need to know how many hours you must drive so you can plan your trip. At an
average speed of 60 mph, it would take 12 hours to get to your destination
(60 x 12 = 720).
The Olympic flame symbolises the light of spirit, knowledge and life and it is a
messenger of peace. A torch relay of the Olympic flame made its first appearance in
the modern games in a year that is a perfect square. Which year was that? (Answer:
It made its first appearance at the 1936 Berlin Olympic Games.)

Maths
Resources Teaching Strategy- FCR+DCR
Addendum 6- • Factors of a number are always less than or equal to the number • multiples are always greater than or equal to the number • use trial division method to
divisibility investigate whether the given number is prime or composite.
rules, My 100's
chart Assessment Questions
Q: Is 997 a prime number? (Use trial division method). Q. Find the smallest value of n such that the LCM or n and 15 is 45.

Challenge yourself!
Pg.: 024 Q1, 2, 5: In groups challenge your students to look for their solution in the minimum time possible.

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 Teachers’ Planning Guide – Class 6

Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Chapter No.
Sub-strand
Strand

Topic
Ex. No Pg. No. Q No. Practice Q No. WB-1 page Q No.
Students should be able to: Now Pg.
No
No

• estimate the squares, cubes, square roots and cube roots (Q7 to be 1A 14 6,7 .. ..
solved using estimation instead of using calculator)
Number Theory and

• memorise first 15 squared numbers and cube numbers WS .. .. .. ..

Number Theory

• estimate a given number or set of numbers to the specific number of 3A/RE- 62/78 1,2,4 .. .. 20 1-5,9b,10acd,
Arithmetic

Estimation

Ch.1 and 3
decimal places 3 11b,14-17,21b

3A/RE- 62/78 3,5- 72 1,2

3 7/1,5,6,7
• solve word problems involving rounding off
3B 71 5-7 .. ..
Words to
Remember Mental Maths Questions: Thought Provoking Questions
estimate, Q: 365 rounded off to the nearest ten is ___. Q: 365.93 rounded off to the When do we need to round up or round down the figure in our daily life, in spite of the
squares, cubes, nearest tenth is ___. fact that the mathematical rule says it is to be rounded down or up respectively.
square-root,
cube-roots,
decimal places, Recall: Common Errors
rounding off 1- Round off numbers to the nearest tens, hundreds, thousands, tenths, and When rounding off look at the original number not the already rounded off number to
hundredths get the correct answer. E.g. 44 924 will be 45 000 when rounded off to the nearest
thousand and will be 40 000 when rounded off to the nearest ten thousand. Students
Lesson Support

round off the already rounded off value to get the answer 46 000 (in the second case),
which is incorrect.

Real World Connection/Explore yourself! Facts to Remember

The exact number of candies in a jar cannot be determined by looking at it, The number of times crickets chirp can be used to estimate the temperature
because most of the candies are not visible. The amount can be estimated
by presuming that the portion of the jar that cannot be seen contains an
amount equivalent to the amount contained in the same volume for the
portion that can be seen. Hence you have to estimate the amount of
candies in the jar.

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 Teachers’ Planning Guide – Class 6

Maths
Resources Teaching Strategy- FCR+DCR
Addendum-6: Start your lesson by first giving real-life examples of rounding off the digits. Followed by the Class discussion on page 059. Discuss the questions that follows. Share
Number line magazines or newspapers cuttings showing the rounded off numbers. Ask which words help them figure out that the numbers have been rounded off? (over, around
Manipulative: etc.)
Number line
Assessment Questions
Different types of rounding in real life is a part of assessment questions. Q: Round off 256 397 to the nearest thousand. Q: One chocolate costs $ 25, Sofia has $130.
How many chocolates she can buy? Justify your answer. Q: Paint is sold in tins of 0.75 litre. 4 litre paint is required to paint the walls of Ali's bedroom. How many tins
should Ali buy to paint his room? Justify your answer.

Estimation in our daily lives: Estimate the total number of hours your
classmates spent surfing the internet or using mobile phones in a month
Performance Task pg. and write a detailed report on how you obtain your estimation.
no. 076
Group Work: Present the results obtained in the performance
task report in the table form on MS. Excel. On the same sheet
Integration with convert the data into a bar graph. Write your deductions and
ICT present it to the whole class. Further conclude how it affects
students' performance in the class.

INVESTIGATE: Different types of rounding in real life on page no. 067

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 Teachers’ Planning Guide – Class 6

Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th

Chapter No.
Sub-strand
Strand Ed

Topic
Ex. No Pg. No. Q No. Practice Q No. WB-1 page Q No.
Students should be able to: Now Pg..
No
No

• recognise integers as directed numbers and represent integers on a number 2A 30 1,2,4,8

line

Ch.2 Integers, Rational Numbers and Real Numbers

• know the meaning of an absolute value of the integers .. 029 .. .. ..
Number Theory and Arithmetic

• order and compare integers 2A/RE- 30/54 3,5,7/1,2

2
• use directed numbers in practical situations .. .. .. 27/36 2/1,2
Number Theory

• apply order of operations on integers to evaluate a given arithmetical .. ..

expression (restrict to max. 6 integers)
Integers

a) addition and subtraction 2B/RE-2 36/55 1-5/3 .. ..

b) multiplication and division 2C/RE-2 42/55 1-6/4 .. ..
c) three to four operations simultaneously 2B/RE-2 43/55 7,9/5 .. ..
• use following laws to solve arithmetical expressions: .. .. .. .. ..
a) commutative and associative laws of addition and multiplication
b) distributive laws of multiplication over subtraction and over addition Ex. 2e: Q: 1-3. Please refer to D1-6th Edn. Pg. 45, 46, 47 for properties

• solve word problem involving integers 2A 37 6-9 .. ..

Words to
Remember Mental Maths Questions: Thought Provoking Questions
solve, recognise, 2+2=? 6+6=? 10+10=? 100+100=? ….If I owe you $ 10, how would I represent it Why do we call integers the directed numbers? What is an absolute value of -
order, compare, using a number? If the height above the sea level is taken +100m then how will you 20? Absolute value indicates the ___ ? (magnitude) Q: Is it true that -2 > -3?
integers, number represent the depth/height below the sea level?
line, absolute
Lesson Support

value, addition,
subtraction, Recall: Common Errors
multiplication, 1- Order and compare positive and negative numbers On the number line, all the numbers are marked in equal intervals. Marking with
division, 2- Solve word problems involving positive and negative integers and temperature 3- equal intervals is important when we do measurements. As on measuring
commutative law of Addition, subtraction, multiplication and division of whole numbers cylinders and thermometers. Students do not consider this point while marking
addition and
on the number line. Make sure that the students mark numbers at equal
subtraction,
distances.
distributive law of
subtraction over
addition
Real World Connection/Explore yourself! Facts to Remember

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 Teachers’ Planning Guide – Class 6

•When temperature falls below 0°C, it is recorded using negative numbers. •Some Every positive integer has a corresponding negative integer. (e.g. -3 and 3)
companies use negative numbers to reflect their losses. E.g. Profit = - $2 million
which implies that the company has incurred a loss of 2 million dollars.

Maths Resources Teaching (CPA)

Addendum-6: Step 1: Draw a flow chart on the board and ask a student to indicate the position of integers on the flow chart. Step 2: Ask student to marks 5 numbers on each side of
Number lines 0 on the number line. (Some will write -5 to 0 to 5, others might write as -25 to 0 to 25 etc. ). Step 3: Show your students the thermometer and ask them to record the
(horizontal and highest and the lowest readings marked on it. Ask them to share where they have seen negative numbers in the real life (for instance weather forecast, depth of water
vertical) below sea level etc.)
thermometer Section 2.1: negative numbers: Teachers should teach students to read the negative number -2 as negative 2, not minus 2 (negative is a state while minus is an
template, operation). e.g.. if you give $ 5 and you owe your friend $2, how much do you have left? Since nothing is mentioned about you returning money to your friend, you
Manipulatives: have $5 left. Thus $ 2 is a state of owing money. However, if you return $2 to your friend, you have $5 + (-$2) = $5-$2=$3 left i.e. 5-2 is an operation of returning
Number line, money..........Students should also learn about the absolute value of a number because they will need it in addition and subtraction of integers.
integer discs., (Note that every pair of number disc 1 and -1 gives zero.)
number cards Section 2.2: Concrete: We will be using the integer discs to help student add or subtract the integers. Then we will move on to the pictures in the book on page 31 to
201, 34 and finally to the abstract stage by following the two key concepts: Key concept 1: Adding a negative number is the same as subtracting the absolute value of the
number, e.g. 5+(-2)=5-2. Key concept 2: Subtracting a negative number is the same as adding the absolute value of the number, e.g. 5-(-2) =5+2. Avoid teaching
students '-x - = +' now because the idea behind 5 - (-2) is subtraction not multiplication.

Section 2.3: Multiplication and Division of integers: Concrete: The idea of flipping over a disc to obtain the negative of a number, e.g. - (-3) = 3 is important in
teaching multiplication involving negative numbers. For pictorial representation see page 38 and 39. Finally move on to the abstract multiplication and division of
integers following the rules mentioned on pg. 39 and 40 respectively. Further: Follow PEDMAS for mathematical operation order to be followed for solving a
mathematical expression.

Assessment Questions
Q: Evaluate: a) (-3+3) x 6 -14 b) 4 x (-5) x (-6) c) 50 ÷ (-8) ÷ (-5) Q: Order the following set of integers in ascending order: 6, 26, -6, 0, -26 Q: Compare 25 and -25
using signs.

Look through some newspapers to search for two examples of negative numbers. What is the boiling temperature of water? What is the
How are negative numbers used in two examples? freezing point of water? How do water behave at 4°C?
Discuss with your science teacher and come up with the
Integration with answer. Atoms, Molecules and ions.• Recognise that an
Activity
Science ion is formed when an atom gains or loses an
electron.(gain +1, loses -1, integers are used to represent
loss and gain)

Investigate the number of zeros in one million, one billion and one trillion. What comes after trillion? And how many zeros it has? What pattern does the number of
INVESTIGATE: zeros in each term follows?

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 Teachers’ Planning Guide – Class 6

Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Chapter No.
Sub-strand
Strand

Topic
Students should be able to: Ex. No Pg. No. Q No. Practice Q WB-1 Q No.
Now Pg.
No
No. page No

• identify and list rational numbers from the given set of numbers WS .. .. .. ..
Number Theory and

• order and compare rational numbers WS .. .. .. ..

Number Theory

Rational Numbers
Arithmetic

• apply four operations on rational numbers to evaluate the given 2D/RE- 52/55 3,5,7,8,9,17,9 Pg. 56 Ex. 3b: Q : 12 12, 14
arithmetical expression (restrict to max. 4 rational numbers) 2 1, 2 of D1-6th Edn.
Ch.2
• solve related word problems 2D/WS 53 16,18 .. .. 14 24, 26
• differentiate between terminating and recurring decimals WS .. .. Pg. 56 Ex. 3b: Q :
3,4,5 of D1-6th
• express fractions as recurring or non-recurring decimals WS .. .. Edn.
Words to
Remember Mental Maths Questions: Thought Provoking Questions
identify, list, Q: 1/2 + 2 =? Q: 1/3 -1 =? Q: 1 - 27/36 How many rational numbers are between 1 and 2? π is the ratio between the ______
order, compare, of a circle to its ____. (Answer: circumference of a circle to its diameter).
solve, evaluate,
differentiate,
express, rational Recall: Common Errors
numbers,
1- Equivalent Fractions and decimals Solving word problems with rational numbers is found difficult by the students. To
terminating and
2- Order and compare positive and negative numbers (using number line) overcome this we have introduced bar models. Practice them with the students quite
non-terminating
3- Solve word problems involving positive and negative integers and often to get their grip on the concepts and method. Students are expected to use bar
decimals,
temperature 4- Addition, subtraction, multiplication and division of model to solve word problems in exams.
Lesson Support

recurring and
whole numbers and decimals
non-recurring
decimals
Real World Connection/Explore yourself! Facts to Remember
Fractions are used frequently in everyday life. How often do you say The ancient Greek mathematician Pythagoras believed that all numbers were
things such as ' I'd like half a glass ' , or ' Two-thirds of the class were rational, but one of his students Hippasus proved (using geometry, it is thought) that
sick'? Cooks use fractions all the time in their recipes: Take 2 1/2 cups of you could not write the square root of 2 as a fraction, and so it was irrational.
flour and mix in 1/4 teaspoonful of salt...'

Maths Resources Teaching Strategy (CPA)

Addendum-6: • Draw a flow chart on the board and ask students where the rational numbers appear on it. Apply four operations on rational numbers. Further divide rational
Number line, numbers into terminating, recurring or non-recurring decimals. Use equivalent fractions to start with the concept. Concrete: Show them the fractions using
flow chart, interlocking blocks or circular discs. Draw the pictures of the fractions using circles or rectangles on the board and finally come to the abstract representation of
Manipulative: the fractions using mathematical language.
Number line,
interlocking

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 Teachers’ Planning Guide – Class 6

cubes, circular
Assessment Questions
discs,
Q: Represent all rational numbers between 5 and 7 using number line. Q: Identify irrational numbers from: √2, π, 22/7, 3.3, 1/3, 0, 99. Q: Sort rational, irrational,
integers and whole numbers using Carroll diagram/ Venn diagram. Q: Evaluate: 1/2 -3/5; 1 2/3 -9/7; 5 7/6 x 36 + 1 Q: Compare 5/6 and 3/7 Q: Order the given
numbers in ascending order: 0.25, 1/5, -0.2, 5/8

Two quantities are said to be in the golden ratio if the ratio of the
greater quantity to the smaller quantity is approximately 1.618 : 1 . Did
you know that the Acropolis in Athens was build according to the golden
ratio?
A: Draw a rectangle which follows this golden ratio.
Integration with Divide a square into two halves in as many ways as you can use
Explore! B: Search the internet to find out how the golden ratio is used in our
Art and Design your art and design skills.
daily life. C: Calculate the length and width of your home LCD and finally
deduce it's length to breadth ration, compare this ratio with your class
mates. Is the ratio same or different? So What can you deduce from your
findings. (Keep this data intact as it will be required in another topic)

Group work: ....Where There's a Will There's a Way: A rich man owned 17 shop houses. When he died, the rich man specified in his will that the 17 shop houses
will be shared among his three daughters in the following way: 1/2 to the eldest daughter, 1/3 to the second daughter and 1/9 to the youngest daughter........The
three daughters wondered how they could divide a shop house into parts without destroying it. They decided to seek their aunt's advice. ....What do you think
INVESTIGATE:
their aunt must have advised them, such that all the three daughters would have received their share fairly?
Write down their aunt's advice and work out the share of each daughter, finally share your findings with the whole class.

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Page 17 of 27
 Teachers’ Planning Guide – Class 6

Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Chapter No.
Learning Objectives

Number Theory Sub-strand

Strand

Topic
Ex. No Pg. Q No. Practice Q No. WB-1 page Q No.
Students should be able to: Now Pg.
No No
No
.
• sort different kinds of numbers, shapes, angles etc using Venn WS . .. .. ..
Number Theory
& Arithmetic

diagram or Caroll diagram .

Sorting

WS
a) real numbers b) angles c) polygons d) factors and multiples . .. .. ..
.
Words to
Remember Mental Maths Questions: Thought Provoking Questions
Venn diagram, •List the factors and multiples of 36. • What are rational numbers? • What What could be the different ways to sort real numbers? Think of some real life
Carroll diagram, are prime numbers? • What are the directed numbers/integers? •Define a example of sorting done at your end.
sorting, polygons, regular polygon
real numbers,
angles, factors Recall: Common Errors
and multiples 1- Use Venn/Carroll diagrams to sort the following: Students find it hard to sort numbers/object as they have to consider multiple
Lesson Support

• shapes, numbers, common multiples, common factors etc. properties simultaneously. Work with less numbers/objects and simple properties
for sorting at the beginning and then move to the complex ones.

Real World Connection/Explore yourself! Facts to Remember

Its Sunday night, you have to go to school tomorrow. All your uniform A sorting algorithm is also called Bogo sort. What this sorting algorithm does is, it
accessories are mixed up. What will you do now? You’ll definitely sort out generates a new permutation of the given list of numbers each time, until the
your uniform accessories from the mess. For example the socks, tunic etc. correct sorted list comes out.

Maths Resources Teaching Strategy- FCR+DCR

Addendum-6: Sorting is to be taught as and when required to master the concepts. These objectives shall be met side by side with the main content.
Venn and Carroll
diagrams
Assessment Questions
Q: Sort the given set of numbers using the given Venn/Carroll diagrams. Q: Draw a flow chart of real numbers.

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Page 18 of 27
 Teachers’ Planning Guide – Class 6

Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Chapter No.
Sub-strand
#NAME?

Topic
Ex. No Pg. No. Q No. Practice Q No. WB-1 Q No.
Students should be able to: Now Pg..
No
page No

• identify and outline the properties of the following geometrical video .. .. .. ..

Basic Geometrical Concepts and Properties figures:
a) a point .. .. .. ..
b) a line vs a line segment .. .. .. ..
Geometry and Measures

c) a ray .. .. .. ..
Ch. 10 Basic Geometry

d) intersecting lines vs parallel lines vs perpendicular lines .. .. .. ..

Geometry

e) planes vs curved surfaces .. .. .. ..

f) angle .. .. .. ..
• recall how to draw and measure angles using protractor 10A 242 1 .. ..
• recall a) right angle b) acute angle c) obtuse angle d) straight line 2 .. ..
angles e) adjacent angles and f) supplementary angles
• differentiate between g) complementary and supplementary angles 3,4,5,6,10 .. ..
and calculate unknown angles using their properties
• identify and outline the properties of h) vertically opposite angles i) 7,8,9,11,12,13 .. ..
angle at a point j) reflex angle
Words to
Remember Mental Maths Questions: Thought Provoking Questions
identify, outline, Q: Acute angle is less than ____. Obtuse angles are greater than____ and What could be the sum of angles at a point?
geometrical less than ____. Right angle = ___. Supplementary angles add up to ____.
figures, point,
Recall: Common Errors
line, line
1- Draw and measure angles using protractor While drawing angles students normally do not consider the point of reference and
segment, ray,
2- a) right angle b) acute angle c) obtuse angle d) straight line angles e) mark the angle where ever they find the value of the angle say 60° which is in fact the
Lesson Support

intersecting lines,
adjacent angles and f) supplementary angles 120°, by learning the definitions of the angles students can overcome this mistake.
parallel lines,
perpendicular
lines, planes,
angles, Angles:
right, acute,
obtuse, straight
line, adjacent,
supplementary,
vertically
opposite, reflex,
at a point,

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Page 19 of 27
 Teachers’ Planning Guide – Class 6

alternate,
Real World Connection/Explore yourself! Facts to Remember
corresponding,
• Architects and contractors need to calculate angles very precisely to • The word ‘geometry’ comes from the Greek words ‘geo’, meaning earth, and
interior.
create a structure which stands upright and allows rainwater to run off the ‘metria’, meaning measure.
roof. • Cycling is a popular sport across the world. Top cyclists practise on
special cycle tracks called velodromes. The velodromes are usually banked
at an angle of 42° to prevent cyclists from falling off at the bends.
Maths Resources Teaching Strategy- FCR+DCR
Addendum-6:
Geometry and
Grid Pad (plane
Assessment Questions
papers),
Assessment sheet / Rubric
Geometry box,
analogue clock
Grade 6: Term II: Reflection of light:
• Illustrate direction of beam of light travelling from the source
by a straight line with an arrow
• Explain and be able to illustrate with the help of ray diagram
.. Integration with how light from a source is reflected by a mirror and enters our
Explore!
Science eyes
• Recognise that when a beam light is reflected from a surface
its direction changes

Cross curricular links

Connect the idea of angles with that of the angles formed by the minute and hour hands of the clock, between various directions on the NEWS Compass.

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Page 20 of 27
 Teachers’ Planning Guide – Class 6

Chapter No.
Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Sub-strand
Strand

Topic
Ex. No Pg. No. Q No. Practice Q No. WB-1 page Q No.
Students should be able to: Now Pg.
No
No

• identify and state the line/s of symmetry of the given figure WS .. .. .. ..

Geometry &

Symmetry
Geometry
Measures

• make the given object or figure symmetrical .. .. .. ..

WS
a) about one line of symmetry .. .. .. ..
b) about two lines of symmetry .. .. .. ..
Words to
Remember Mental Maths Questions: Thought Provoking Questions
identify, state, • A circle has ___ lines of symmetry? • A regular Which alphabets have rotational symmetry?
line of symmetry, triangle/pentagon/hexagon … has ___ lines of symmetry.
line of reflection,
object, image Recall: Common Errors
1- Identify and complete shapes/figures using reflective symmetry The points of symmetry are not taken perpendicular to the line of symmetry. Make
2- Create symmetrical patters with two lines (horizontal and vertical) of sure that right from the beginning students plot points acroos the line of symmetry
symmetry using same perpendicular distance.
Lesson Support

Real World Connection/Explore yourself! Facts to Remember

• The Taj Mahal in India is one of the seven wonders of the world. It has a • The width of an ideal face would be two-third its length, while a nose would be no
line of symmetry. It is an example of symmetry in architecture.(show its longer than the distance between the eyes. Is said to be symmetrical. • When you
picture to your students) • Tessellation comes from Latin word Tessellar- a look in a mirror you see your reflection. Shape can also be reflected in a mirror. The
small square stone or tile, used in ancient Roman mosaics. shape is the object and its reflection is the image.

Maths Resources Teaching Strategy- FCR+DCR

Addendum-6:
Geometry and
Grid Pad : plane
papers, grids,
Geometry box, Assessment Questions
Q: Reflect the given shape in the given line.

Make a collection of pictures or photographs which show symmetry in Grade 6: Term II: Shadows:
nature. Display these in your class. Science • Identify factors affecting the size and position of the shadow
Activity
Integration of an object
• Recognise differences between shadows and reflections.

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Page 21 of 27
 Teachers’ Planning Guide – Class 6

Can you draw a triangle with a) no lines of symmetry, b) one line of symmetry, c) three lines of symmetry? Repeat for a quadrilateral. What about a five-sided
INVESTIGATE: shape.

Cross curricular links

Basic Geometrical Figures: Perpendicular lines, Coordinate system

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Page 22 of 27
 Teachers’ Planning Guide – Class 6

Learning Objectives Content From New Syllabus Mathematics Book 1 & Workbook 1- 7th Ed

Addendum 6 Section B Mean, Median Ch.15 Statistical Data Handling Chapter No.
Sub-strand
Strand

Topic
Students should be able to: Ex. No Pg. No. Q No. Practice Q No. WB-1 Q No.
Now Pg.
No
page No

• Draw and interpret Pictogram (CRV) 15A/RE-15 373/387 1,2/1,5(I, .. .. 176/179 1/7(exclude iv)
iii)
• Draw and interpret Bar graphs (CRV) and Multiple Bar 15A/15B 373/384 3,4,5,6/4 .. .. 176/180 2/8a/9a-f
graphs (i-iii) /181
• Draw and interpret Line graphs (CRV) 15B 384 8,9,11,13 379 1 178/181 5/9g/12,13
/183
• Convert: .. .. .. .. .. .. ..
Pictograms to Bar graphs WS .. .. .. .. .. ..
Bar Graphs/ Pictograms/ Central Tendency/Types of Data

Bar graphs to Bar- Line graphs and vice versa WS .. .. .. .. .. ..

• calculate the range, mean, median and mode of the given .. .. .. .. ..
data. (CRV)
• calculate the central tendency of the given data and how is it .. .. .. .. ..
Statistics and Probability

effected by the addition of a new value in the data.

a) range WS .. .. .. ..
and Mode
Statistics

b) mean 17A/17B/R 82/96/1 1,2,3,5,6, 75/76/ ../1/3

E-17 02 7c/6i/1 77/79
Addendum For further practice you may
refer to the questions in
c) median 17B/RE-17 96/102 1,2b,6ii/ 86/88 ../2 workbook 2 (7th edition) page
1 no.198-204.
d) mode 3,4a,4d,5 90/92 ../c
i,,6iii/1
• Differentiate between the: .. .. .. ..
continuous data .. .. .. ..
categorical data .. .. .. ..
discrete data in relation to the type of graphs .. .. .. ..
WS

WS

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Page 23 of 27
 Teachers’ Planning Guide – Class 6

Words to
Remember Mental Maths Questions: Thought Provoking Questions
draw, interpret, 1- Data can be collected using __ or through conducting __. 1- With the statistical diagrams information, what kind of decision can be made? Discuss! 2- Is
convert, (Questionnaires; interviews) 2- Statistics involves __, __, __ and it useful to use one symbol to represent one pupil in a pictogram? Discuss!
differentiate, interpreting the information collected. (Collecting, classifying,
calculate, tabulating) 3- In a vertical bar graph frequency is taken on __ axis.
analyse, 4- clues: discrete data, survey includes both boys and girls, results
pictogram, bar of both boys and girls are to be represented in the same graph.
graph, multiple Which graph is recommended for this data?
bar graph, line
Recall: Common Errors
graph, range,
1. Read, draw and interpret pictograms, bar charts, bar line charts, Mostly students are unable to take appropriate scales on either axes. Also they do not label the
mean, median,
line graphs and conversion graphs axes. To avoid such errors we have provided labelled axes and the space to fill in the labels on
mode, discrete
2. Find the range, mean, median and mode of the given data each axis.
data, continuous
data, categorical
data, tallies, Real World Connection/Explore yourself! Facts to Remember
frequency At hotels, restaurants and many public places, feedback forms are 1- The term 'mode' comes from the French word meaning fashion.
distribution table readily available. These forms help the management to judge if 2- Bar charts are used when we want to compare data values with ease.
Lesson Support

there are areas that need improvements. The management aim is
to ensure quality service to clients and customers.
3- A line graph is used to study the changes (trends/fluctuations) of data over a period of
time.
4- Good Data Collection: You can get the information that you want from carefylly developed
questions
5- A pictogram, also called icon, is the most simple and efficient way to convey a message or
an idea and has been used throughout civilization – from the prehistoric age, to ancient
Egypt, until today. ... Nowadays icons serve a more utilitarian purpose.

Maths Resources Teaching strategy (PBL)

Graph, Grid and See the PBL folder
Geometry Pads;
Geometrical 1- Central tendencies: Range= max value - min value; Mean: Ʃx/N; Mean of grouped data= Ʃfx/Ʃf; Median= the middle value of the numerically ordered data; Mode=
Instruments, 30- the most frequent value of the data 2- Pictograms are interesting. However it can be difficult to estimate the frequency accurately. A bar chart can be used for more
cm ruler; accurate and easier reading. 3-Types of data: i) Continuous data is measured data such as length. It has to be divided into suitable groups by rounding, such as 'to the
Addendum-6 nearest metre'. e.g. heights of buildings, volumes of liquids and so on. ii) Categorical data is usually non-numerical data such as people's names, colours of sweets,
(Section B (2)- countries of the world and so on. iii) Discrete data is data that takes individual values such as shoe sizes. Discrete data can be counted. E.g. scores at a games match,
Mean, Median examination marks and so on. 4- Types of data and best suited statistical graphs: i) Continuous data: simple histograms ii) Categorical data: pictogram and bar
and Mode graphs iii) Discrete data: bar graph (Ref. Cambridge O Level Mathematics) **Whether data is discrete or continuous. Discrete data can only take certain values like
Section C (3) number of children in a family can be 2, 3 but not 3.5 while continuous data can take on any value like the height of a person can be 1.4m, or 1.47 m or 1.471 m
Statistical depending on how accurately you can measure it.
Graphs)

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Page 24 of 27
 Teachers’ Planning Guide – Class 6

Assessment Questions
Students will be provided with the data in different forms (random, tabulated, graphs) and will be asked to interpret and analyse the data.
See the activities in the PBL folder. Present your findings using MS office. Details provided in the PBL
Activity Integration with ICT document

Cross curricular links

Basic Geometrical Figures: Perpendicular lines, Coordinate system

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Page 25 of 27
 Exemplar Lesson Planner
The City School
Class: 6 Subject: Mathematics Topic/Unit/Skill: Rational Numbers

Date: _____________ Duration: 70 minutes Term: First

OBJECTIVES:
• Identify and list rational numbers from the given set of numbers
• Order and compare rational numbers
• Apply four operations on rational numbers to evaluate the given arithmetical expression (restrict to max. 4 rational
numbers)
(In this lesson we will be selecting addition and subtraction only)

VALUES INTEGRATION: Respect & Tolerance

RESOURCES:
Manipulatives: Number line, interlocking cubes, circular discs
Printed: Addendum-6: Number line, flow chart

MENTAL MATHS ACTIVITY: 5 Min

Q: 1/2 + 2 =?
Q: 1/3 -1 =?
Q: 1 - 27/36

METHODOLOGY:
Recall: 5 Min
1- Equivalent Fractions and decimals
2- Order and compare positive and negative numbers (using number line)
3- Solve word problems involving positive and negative integers and temperature 4- Addition, subtraction,
multiplication and division of whole numbers and decimals

Real World Connection: 5 Min

Fractions are used frequently in everyday life. How often do you say things such as ' I'd like half a glass ‘, or '
Two-thirds of the class were sick'? Cooks use fractions all the time in their recipes: Take 2 1/2 cups of flour
and mix in 1/4 teaspoonful of salt...'

Teaching Strategy:
Draw a flow chart on the board and ask students where the rational numbers appear on it. 5 Min
Application of addition and subtraction on rational numbers. 20 Min
Concrete: Show them the fractions using interlocking blocks or circular discs.
Draw the pictures of the fractions using circles or rectangles on the board and finally come to the
abstract representation of the fractions using mathematical language
Thought Provoking Questions
 How many rational numbers are between 1 and 2?
 π is the ratio between the ______ of a circle to its ____. (Answer: circumference of a circle to its
diameter).

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Studies Department only. Page 26 of 27
ASSESSMENT FOR LEARNING: 10 Min
Q: Represent all rational numbers between 5 and 7 using number line.
Q: Identify irrational numbers from: √2, π, 22/7, 3.3, 1/3, 0, 99.
Q: Sort rational, irrational, integers and whole numbers using Carroll diagram/ Venn diagram.
Q: Evaluate: 1/2 -3/5; 1 2/3 -9/7
Q: Compare 5/6 and 3/7
Q: Order the given numbers in ascending order: 0.25, 1/5, -0.2, 5/8

WRAP UP/PLENARY: 5 Min

1- All natural numbers are also _____ numbers.
2- Is pi a rational number? What about 22/7?

Facts to Remember:
The ancient Greek mathematician Pythagoras believed that all numbers were rational, but one of his students
Hippasus proved (using geometry, it is thought) that you could not write the square root of 2 as a fraction, and so it
was irrational.

ASSIGNMENT/S (CLASS/HOME): 15 Min

Ex. No Pg. No. Q No. Practice Now Pg. No Q No. WB-1 page No Q No.

WS .. .. .. ..
WS .. .. .. ..
2D/RE-2 52/55 3,5,7,8,9,17,9 Pg. 56 Ex. 3b: Q: 1, 2 of D1-6th Edn. 12 12, 14

LESSON EVALUATION:

To evaluate the lesson one must consider and reflect upon the following points:

- To what extent I was able to follow my set lesson plan?

- What areas I was not able to cover during the lesson? Reasons for not covering the specific areas.
- What went well in my lesson?
- What went wrong in my lesson?
- What surprised me?
- How should I plan it differently next time for a better implementation?
- Was I able to create students’ interest in the lesson?

Note: Use proper mathematical words mentioned in the curriculum planners under ‘Words to Remember’ and make sure that
the students repeat them as and when required during the lesson. Also keep referring to the ‘Common Errors’ mentioned in the
curriculum planner and guide them accordingly. ’ Facts to Remember’ can be used as and when required while building up the
concept to build up students interest in the lesson/concept.
…………………………………………………………………………………………………………………………………………………………………………………………..

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