1.0 Numbers

1.1 Whole Numbers: Place Value

By the end of the lesson, the learner should be able to:
identify place value of digits up to millions, apply this knowledge when reading large numbers, and show interest in using place value in daily life

Learners work collaboratively in pairs or groups to use place value apparatus such as abacus, place value charts and cards to identify and demonstrate the place value of digits up to millions. They manipulate concrete materials to represent different place values, discuss their observations, and create their own examples using number cards.

How do we read and write numbers in symbols and in words?

MENTOR Mathematics Grade 6 Learner's Book, page 1
Place value apparatus
Number charts

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Total Value
1.1 Whole Numbers: Numbers in Symbols
1.1 Whole Numbers: Reading Numbers

By the end of the lesson, the learner should be able to:
determine total value of digits up to millions, use total value in calculations, and appreciate the importance of total value in mathematics

Learners engage in hands-on activities with place value apparatus to distinguish between place value and total value. They conduct practical exercises where they determine the total value by multiplying each digit by its place value, then compare results with peers to reinforce understanding of how digit position affects its value.

What is the difference between place value and total value?

MENTOR Mathematics Grade 6 Learner's Book, page 1
Place value apparatus
Number charts
MENTOR Mathematics Grade 6 Learner's Book, page 5
Number charts/cards
MENTOR Mathematics Grade 6 Learner's Book, page 6

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Writing Numbers
1.1 Whole Numbers: Forming Numbers
1.1 Whole Numbers: Ordering Numbers

By the end of the lesson, the learner should be able to:
write numbers up to 100,000 in words, express numerical information in written form, and appreciate proper notation in writing numbers

Learners practice converting numerals to written words using varied activities. They create their own number cards with numerals on one side and words on the other to use as study aids. In groups, they develop number puzzles where answers must be written in words, challenging their peers to solve them while reinforcing proper number writing conventions.

How do we write large numbers in words?

MENTOR Mathematics Grade 6 Learner's Book, page 8
Number charts/cards
MENTOR Mathematics Grade 6 Learner's Book, page 9
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 10

Oral questions Written exercise Group work

1.0 Numbers

1.1 Whole Numbers: Rounding Off
1.1 Whole Numbers: Squares Introduction
1.1 Whole Numbers: Squares Application

By the end of the lesson, the learner should be able to:
round off numbers up to 100,000 to the nearest thousand, apply rounding in estimations, and appreciate rounding as a useful everyday skill

Learners explore rounding concepts through hands-on activities using number lines and place value understanding. Working in collaborative groups, they practice rounding numbers up to hundred thousand to the nearest 1,000, discussing the rules for rounding and how to determine whether to round up or down. They create their own rounding challenges using number cards and share them with other groups.

When do we need to round off numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 11
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 12
Multiplication table
Square shaped objects

Oral questions Written exercise Group presentation

1.0 Numbers

1.1 Whole Numbers: Square Roots Introduction
1.1 Whole Numbers: Square Roots Application
1.1 Whole Numbers: Assessment

By the end of the lesson, the learner should be able to:
comprehend the concept of square roots, find square roots of perfect squares up to 10,000, and show curiosity in exploring the relationship between squares and square roots

Learners engage in exploratory activities to discover the concept of square roots as the inverse of squaring. They use manipulatives to create square arrangements, then determine what number, when multiplied by itself, gives the total. Through guided inquiry, they develop methods for finding square roots and create their own reference charts of perfect squares and their square roots.

What is the relationship between squares and square roots?

MENTOR Mathematics Grade 6 Learner's Book, page 13
Number cards
Square root table
MENTOR Mathematics Grade 6 Learner's Book, page 14
Digital devices
MENTOR Mathematics Grade 6 Learner's Book, page 15
Assessment worksheet

Oral questions Written exercise Observation

1.0 Numbers

1.0 Numbers: Digital Activities
1.1 Whole Numbers: Real-life Application
1.2 Multiplication: 4-digit by 2-digit

By the end of the lesson, the learner should be able to:
access digital resources for learning whole numbers, interact with number games and activities, and develop enthusiasm for using technology in mathematics

Learners explore mathematical concepts through technology-enhanced activities. They use available digital devices to engage with interactive number games, simulations, and learning applications that reinforce whole number operations. They collaborate in small groups to solve digital challenges, discuss strategies, and share discoveries about how technology can support mathematical learning.

How can digital tools help us learn about numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 16
Digital devices
Educational apps
MENTOR Mathematics Grade 6 Learner's Book, page 17
Real-life examples
Newspapers and magazines
MENTOR Mathematics Grade 6 Learner's Book, page 20
Multiplication chart

Practical assessment Observation Peer assessment

1.0 Numbers

1.2 Multiplication: Alternative Methods
1.2 Multiplication: Estimation by Rounding
1.2 Multiplication: Estimation by Compatibility

By the end of the lesson, the learner should be able to:
use different methods for multiplication, select appropriate multiplication strategies for different contexts, and appreciate the variety of approaches to multiplication

Learners explore multiple approaches to multiplication through comparative activities. They investigate fact families, skip counting, and multiplication chart methods, discussing the advantages of each approach for different types of problems. Working in groups, they solve the same multiplication problem using different methods, then share their findings to develop a more comprehensive understanding of multiplication strategies.

What are different ways to multiply numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 21
Multiplication chart
Digital devices
MENTOR Mathematics Grade 6 Learner's Book, page 22
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 23

Oral questions Written exercise Group work

1.0 Numbers

1.2 Multiplication: Patterns
1.2 Multiplication: Real-life Application
1.3 Division: 4-digit by 2-digit

By the end of the lesson, the learner should be able to:
identify multiplication patterns, create patterns with products not exceeding 1,000, and show interest in exploring mathematical patterns

Learners investigate mathematical patterns through guided discovery activities. They create and extend multiplication patterns using number cards, identifying relationships between consecutive terms. They collaborate in groups to design their own multiplication pattern challenges, explaining the rules they've used to generate the patterns and challenging other groups to determine the pattern rule and predict subsequent terms in the sequence.

How do multiplication patterns work?

MENTOR Mathematics Grade 6 Learner's Book, page 24
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 25
Digital devices
Real-life examples
MENTOR Mathematics Grade 6 Learner's Book, page 26
Multiplication chart

Oral questions Written exercise Group presentation

1.0 Numbers

1.3 Division: 4-digit by 3-digit
1.3 Division: Estimation
1.3 Division: Combined Operations

By the end of the lesson, the learner should be able to:
perform division of a 4-digit number by a 3-digit number, apply long division techniques, and show perseverance when solving complex division problems

Learners develop proficiency in complex division through scaffolded practice. Using the long division method, they work systematically through increasingly challenging problems, dividing 4-digit numbers by 3-digit numbers where the dividend is greater than the divisor. They collaborate to identify and overcome common stumbling points, developing persistence in problem-solving and accuracy in calculation through peer support and guided practice.

What is the long division method?

MENTOR Mathematics Grade 6 Learner's Book, page 27
Multiplication chart
MENTOR Mathematics Grade 6 Learner's Book, page 28
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 29

Oral questions Written exercise Observation

1.0 Numbers

1.3 Division: Advanced Combined Operations
1.3 Division: Real-life Application
1.4 Fractions: LCM

By the end of the lesson, the learner should be able to:
perform calculations involving all four operations, solve complex multi-step problems, and demonstrate confidence in tackling challenging calculations

Learners develop computational mastery through increasingly complex problem-solving activities. They solve calculations involving all four operations with up to 3-digit numbers, applying the correct order of operations and showing all steps. They engage in collaborative problem analysis, discussing efficient solution strategies and detecting common errors. They create real-world scenarios that require multiple operations to solve, connecting mathematical processes to authentic contexts.

How do we solve problems with multiple operations?

MENTOR Mathematics Grade 6 Learner's Book, page 30
Number cards
MENTOR Mathematics Grade 6 Learner's Book, page 31
Digital devices
Real-life examples
MENTOR Mathematics Grade 6 Learner's Book, page 33

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Addition using LCM
1.4 Fractions: Subtraction using LCM
1.4 Fractions: Adding Mixed Numbers Method 1

By the end of the lesson, the learner should be able to:
add fractions with different denominators, use LCM to find common denominators, and show interest in fraction addition

Learners build skills in fraction addition through progressive activities. They identify the LCM of different denominators to create equivalent fractions with a common denominator, then add the numerators to find the sum. Through hands-on manipulatives and visual models, they develop conceptual understanding of why common denominators are necessary for fraction addition. They work collaboratively to solve increasingly complex addition problems, discussing effective strategies and common challenges.

How do we add fractions using LCM?

MENTOR Mathematics Grade 6 Learner's Book, page 34
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 35
MENTOR Mathematics Grade 6 Learner's Book, page 36

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Adding Mixed Numbers Method 2
1.4 Fractions: Subtracting Mixed Numbers
1.4 Fractions: Reciprocals Introduction

By the end of the lesson, the learner should be able to:
add mixed numbers by separating whole numbers and fractions, compare different methods of adding mixed numbers, and appreciate efficient calculation techniques

Learners explore an alternative method for mixed number addition through comparative problem-solving. They practice adding mixed numbers by separating the whole number and fraction parts, adding them separately, and then combining the results (converting improper fractions to mixed numbers as needed). Through collaborative work, they solve the same problems using both methods (conversion to improper fractions vs. separate addition) and discuss which approach is more efficient for different problem types.

What's another way to add mixed numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 37
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 38
MENTOR Mathematics Grade 6 Learner's Book, page 39
Number cards

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Reciprocals of Fractions
1.4 Fractions: Squares of Fractions
1.4 Fractions: Fractions to Percentages

By the end of the lesson, the learner should be able to:
determine reciprocals of proper fractions, interchange numerator and denominator to find reciprocals, and show interest in exploring fraction reciprocals

Learners extend their understanding of reciprocals to fractions through guided discovery. They practice finding reciprocals of proper fractions up to 2-digit denominators by interchanging the numerator and denominator. Through collaborative problem-solving, they explore the relationship between fractions and their reciprocals, noticing patterns in how the value changes (e.g., fractions less than 1 have reciprocals greater than 1). They create visual models to illustrate the concept and discuss real-world applications of reciprocals.

How do we find the reciprocal of a fraction?

MENTOR Mathematics Grade 6 Learner's Book, page 40
Fraction charts
MENTOR Mathematics Grade 6 Learner's Book, page 41
MENTOR Mathematics Grade 6 Learner's Book, page 42
Percentage charts

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Percentages to Fractions
1.4 Fractions: Applications
1.5 Decimals: Place Value

By the end of the lesson, the learner should be able to:
convert percentages to fractions, express percentages as fractions with denominator 100, and show interest in the relationship between different mathematical representations

Learners strengthen mathematical conversion skills through systematic practice. They explore the relationship between percentages and fractions, recognizing that percentages are fractions with denominator 100 (per cent = per hundred). Through guided activities, they practice converting percentages to fractions and simplifying where possible. They develop understanding of the connection between different mathematical representations (decimals, fractions, percentages) and discuss when each representation is most useful in real-world contexts.

How do we convert percentages to fractions?

MENTOR Mathematics Grade 6 Learner's Book, page 43
Percentage charts
Real-life examples
Fraction manipulatives
MENTOR Mathematics Grade 6 Learner's Book, page 44
Place value apparatus

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Decimal Places
1.5 Decimals: Rounding Off
1.5 Decimals: Decimals to Fractions

By the end of the lesson, the learner should be able to:
connect place value to decimal places, interpret decimals based on their place values, and develop precision in working with decimal notation

Learners strengthen decimal understanding through comparative analysis. They explore the relationship between decimal place values and the number of decimal places, recognizing that the number of decimal places refers to the count of digits to the right of the decimal point. Through systematic investigation, they practice identifying both the place value of specific digits and the total number of decimal places in various numbers. They create their own decimal examples with specified numbers of decimal places and challenge peers to identify place values.

What is the relationship between place value and decimal places?

MENTOR Mathematics Grade 6 Learner's Book, page 45
Decimal place value chart
MENTOR Mathematics Grade 6 Learner's Book, page 46
Number cards with decimals
MENTOR Mathematics Grade 6 Learner's Book, page 47
Square/rectangular grid

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Fractions to Decimals
1.5 Decimals: Decimals to Percentages
1.5 Decimals: Percentages to Decimals
1.5 Decimals: Addition

By the end of the lesson, the learner should be able to:
transform fractions into decimal form, apply division to convert fractions to decimals, and show interest in the relationship between fractions and decimals

Learners develop numerical conversion skills through systematic practice. Using square/rectangular grids as visual support, they explore the relationship between fractions and their decimal equivalents. They practice converting fractions to decimals through division (numerator ÷ denominator), identifying patterns in the results (terminating vs. repeating decimals). Through collaborative investigation, they discover fraction-decimal equivalents for common fractions and create reference charts to support future work with rational numbers.

How do we convert fractions to decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 48
Square/rectangular grid
MENTOR Mathematics Grade 6 Learner's Book, page 49
Decimal and percentage charts
MENTOR Mathematics Grade 6 Learner's Book, page 50
Percentage and decimal charts
MENTOR Mathematics Grade 6 Learner's Book, page 51
Place value apparatus

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Subtraction
1.5 Decimals: Real-life Applications
1.5 Decimals: Assessment

By the end of the lesson, the learner should be able to:
subtract decimals up to 4 decimal places, implement proper alignment of decimal points, and show precision in decimal operations

Learners develop computational accuracy with decimal operations through progressive practice. Using place value apparatus to reinforce conceptual understanding, they explore the process of decimal subtraction, focusing on proper alignment of decimal points and borrowing techniques when necessary. Through guided examples and collaborative problem-solving, they practice subtracting decimals with varying numbers of decimal places up to 4 decimal places, identifying common errors and developing strategies for precise calculation.

How do we subtract decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 52
Place value apparatus
MENTOR Mathematics Grade 6 Learner's Book, page 53
Digital devices
Real-life examples
Assessment worksheet

Oral questions Written exercise Observation

1.0 Numbers

1.6 Inequalities: Introduction
1.6 Inequalities: Forming Inequalities
1.6 Inequalities: Simplifying

By the end of the lesson, the learner should be able to:
recognize inequality symbols, interpret the meaning of greater than and less than, and develop interest in mathematical relationships

Learners explore mathematical comparison through concrete examples. They investigate the meaning and usage of inequality symbols ('>' and '<'), using number lines and real objects to develop intuitive understanding of greater than and less than relationships. Through collaborative activities, they practice identifying which symbol correctly describes the relationship between two quantities, and discuss how inequalities differ from equations in what they communicate about number relationships.

How do we solve simple inequalities?

MENTOR Mathematics Grade 6 Learner's Book, page 54
Number cards
Inequality symbols
MENTOR Mathematics Grade 6 Learner's Book, page 55
MENTOR Mathematics Grade 6 Learner's Book, page 56
Cards with inequalities
Charts

Oral questions Written exercise Observation

1.0 Numbers

1.6 Inequalities: Solving
1.6 Inequalities: Real-life Application
1.6 Inequalities: Digital Activities

By the end of the lesson, the learner should be able to:
find values that satisfy given inequalities, apply appropriate methods to solve inequalities, and appreciate the logical process of solving inequalities

Learners develop algebraic reasoning through systematic problem-solving. They explore methods for solving simple inequalities involving one unknown, applying inverse operations to isolate the variable while maintaining the inequality relationship. Through guided examples and collaborative investigation, they practice solving inequalities of increasing complexity and verify their solutions by substituting values into the original inequality. They discuss how inequality solutions differ from equation solutions (representing ranges rather than specific values) and develop strategies for expressing and checking solutions.

How do we solve inequalities to find the unknown value?

MENTOR Mathematics Grade 6 Learner's Book, page 57
Inequality cards
MENTOR Mathematics Grade 6 Learner's Book, page 58
Real-life examples
MENTOR Mathematics Grade 6 Learner's Book, page 59
Digital devices
Educational apps

Oral questions Written exercise Observation

1.0 Numbers
Geometry
Geometry

1.6 Inequalities: Assessment
Lines - Constructing parallel lines
Lines - Constructing parallel lines

By the end of the lesson, the learner should be able to:
demonstrate understanding of inequalities concepts, solve various inequality problems, and develop confidence in mathematical reasoning

Learners consolidate understanding through comprehensive assessment activities. They independently solve problems involving recognizing, forming, simplifying, and solving inequalities, demonstrating their mastery of key concepts. They engage in self-assessment to identify areas of strength and areas for improvement, and present their solutions to peers, explaining their reasoning and approach to enhance mathematical communication skills.

How can we apply our knowledge of inequalities?

MENTOR Mathematics Grade 6 Learner's Book, page 60
Assessment worksheet
MENTOR Mathematics Learner's Book Grade 6, page 175
Geometrical instruments
Rulers
Objects with parallel lines
Compasses

Written assessment Presentation Project work

Geometry

Lines - Bisecting a line
Lines - Construction of perpendicular lines

By the end of the lesson, the learner should be able to:

explain what bisecting a line means
bisect lines by construction
appreciate use of lines in daily life

Learners trace given lines
Learners measure angles at points of intersection
Learners measure line segments and compare

Why do we need to draw lines?

MENTOR Mathematics Learner's Book Grade 6, page 177
Geometrical instruments
Protractors
Rulers
MENTOR Mathematics Learner's Book Grade 6, page 178
Compasses
MENTOR Mathematics Learner's Book Grade 6, page 179

Oral questions Written exercise Practical assessment

Geometry

Lines - Construction of perpendicular lines
Angles - Angles on a straight line
Angles - Measuring angles on a straight line

By the end of the lesson, the learner should be able to:

follow steps to construct perpendicular lines
construct perpendicular lines through a given point
show interest in applying line constructions in real life

Learners draw lines and mark points
Learners use compasses to make arcs
Learners connect intersection points to create perpendicular lines
Learners watch video clips on lines

Why do we need to draw lines?

MENTOR Mathematics Learner's Book Grade 6, page 180
Digital devices
Geometrical instruments
Internet resources
MENTOR Mathematics Learner's Book Grade 6, page 183
Pictures showing angles
Objects with angles
MENTOR Mathematics Learner's Book Grade 6, page 184
Protractors
Angle charts

Oral questions Written exercise Practical assessment

Geometry

Angles - Working out sum of angles on a straight line
Angles - Angles in a triangle
Angles - Angles in a triangle

By the end of the lesson, the learner should be able to:

recall that angles on a straight line sum up to 180°
work out sum of angles on a straight line
value the importance of angles in real life situations

Learners study diagrams with angles on straight lines
Learners measure angles and verify their sum is 180°
Learners calculate missing angles on straight lines

Where can you use angles in real life?

MENTOR Mathematics Learner's Book Grade 6, page 185
Protractors
Geometrical instruments
Angle worksheets
MENTOR Mathematics Learner's Book Grade 6, page 187
Triangular cut-outs
Scissors
Paper
MENTOR Mathematics Learner's Book Grade 6, page 188
Triangular shapes
Worksheets

Oral questions Written exercise Group work

Geometry

Angles - Angles in a rectangle
Angles - Constructing equilateral triangles
Angles - Constructing equilateral triangles

By the end of the lesson, the learner should be able to:

identify angles in rectangles
perform activities to find sum of angles in rectangles
appreciate rectangles in the environment

Learners trace and cut rectangles
Learners cut along diagonals to form triangles
Learners establish that angles in a rectangle sum to 360°

Where can you use angles in real life?

MENTOR Mathematics Learner's Book Grade 6, page 189
Rectangular cut-outs
Scissors
Paper
MENTOR Mathematics Learner's Book Grade 6, page 190
Triangular shapes
Rulers
Protractors
MENTOR Mathematics Learner's Book Grade 6, page 191
Geometrical instruments
Compasses

Oral questions Written exercise Group work

Geometry

Angles - Constructing right angled triangles
Angles - Constructing isosceles triangles

By the end of the lesson, the learner should be able to:

identify properties of right-angled triangles
recognize right angles in set squares
value right-angled triangles in structures

Learners examine set squares
Learners measure angles in set squares
Learners identify right angles (90°) in triangles

Where can you use angles in real life?

MENTOR Mathematics Learner's Book Grade 6, page 193
Set squares
Protractors
Right-angled objects
MENTOR Mathematics Learner's Book Grade 6, page 194
Geometrical instruments
Compasses
Rulers
MENTOR Mathematics Learner's Book Grade 6, page 195
Triangular shapes

Oral questions Written exercise Observation

Geometry

Angles - Constructing isosceles triangles
3-D Objects - 3-D objects in the environment
3-D Objects - Edges, faces and vertices

By the end of the lesson, the learner should be able to:

follow steps to construct isosceles triangles
use geometrical instruments accurately
appreciate isosceles triangles in real life

Learners make sketches of isosceles triangles
Learners follow step-by-step procedures to construct triangles
Learners measure and verify that two sides and angles are equal

Where can you use angles in real life?

MENTOR Mathematics Learner's Book Grade 6, page 196
Geometrical instruments
Compasses
Rulers
Protractors
MENTOR Mathematics Learner's Book Grade 6, page 200
3-D objects
Pictures of 3-D shapes
MENTOR Mathematics Learner's Book Grade 6, page 201
Charts of 3-D objects
Cubes
Cuboids

Oral questions Written exercise Practical assessment

Geometry

3-D Objects - Edges, faces and vertices in cubes
3-D Objects - Edges, faces and vertices in cuboids
3-D Objects - Edges, faces and vertices in cylinders

By the end of the lesson, the learner should be able to:

model cubes using local materials
count faces, edges, and vertices in cubes
value the importance of cubes in packaging

Learners use locally available materials to model cubes
Learners count faces, edges, and vertices in open and closed cubes
Learners share findings with other groups

How do we use containers in daily life?

MENTOR Mathematics Learner's Book Grade 6, page 202
Locally available materials
Cube models
Paper
MENTOR Mathematics Learner's Book Grade 6, page 203
Cuboid models
MENTOR Mathematics Learner's Book Grade 6, page 204
Cylinder models

Oral questions Written exercise Practical assessment

Geometry
Data Handling
Data Handling

3-D Objects - Plane figures in 3-D objects
Bar Graphs - Preparing frequency tables to represent data
Bar Graphs - Preparing frequency tables to represent data

By the end of the lesson, the learner should be able to:

identify nets of 3-D objects
recognize plane figures in 3-D objects
appreciate the relationship between 2-D and 3-D shapes

Learners study nets of cubes, cuboids, and cylinders
Learners identify squares, rectangles, and circles in nets
Learners describe plane figures found in 3-D objects

How do we use containers in daily life?

MENTOR Mathematics Learner's Book Grade 6, page 205
Nets of 3-D objects
Cut-outs of rectangles, squares, and circles
MENTOR Mathematics Learner's Book Grade 6, page 207
Small sticks
Color charts
Tally cards
MENTOR Mathematics Learner's Book Grade 6, page 208
Data collection sheets
Worksheets

Oral questions Written exercise Project work

Data Handling

Bar Graphs - Representing data using pictographs
Bar Graphs - Representing data through piling

By the end of the lesson, the learner should be able to:

understand what pictographs are
represent data from real life situations using pictographs
appreciate pictographs for data display

Learners observe information in tables
Learners represent the information using pictures
Learners share their work with other groups

How can bar graphs be used in real life situations?

MENTOR Mathematics Learner's Book Grade 6, page 209
Picture cards
Charts
Data tables
MENTOR Mathematics Learner's Book Grade 6, page 210
MENTOR Mathematics Learner's Book Grade 6, page 211
Empty matchboxes
Flashcards
Data charts

Oral questions Written exercise Group work

Data Handling

Bar Graphs - Representing data through piling
Bar Graphs - Representing data using bar graphs
Bar Graphs - Representing data using bar graphs
Bar Graphs - Interpreting information from bar graphs
Bar Graphs - Interpreting information from bar graphs

By the end of the lesson, the learner should be able to:

organize data into piles
compare data through pile heights
appreciate visual representation of data

Learners observe data on wild animals
Learners represent the data by piling
Learners compare different pile heights to interpret data

How can bar graphs be used in real life situations?

MENTOR Mathematics Learner's Book Grade 6, page 212
Blocks or cubes
Data cards
Charts
MENTOR Mathematics Learner's Book Grade 6, page 213
Colored blocks
Graph paper
Rulers
MENTOR Mathematics Learner's Book Grade 6, page 215
Pencils
Data tables
MENTOR Mathematics Learner's Book Grade 6, page 217
Bar graphs
Chart paper
Worksheets
MENTOR Mathematics Learner's Book Grade 6, page 220

Oral questions Written exercise Group work