INTERMEDIATE PHASE
GRADE 6LESSON PLANS
2012
Platinum MATHEMATICS
CONTENTS PAGE
MATHEMATICS WORKSCHEDULE GRADE 6
TERM 1
TERM 2
TERM 3
TERM 4
EXEMPLAR TEACHING GUIDELINE – GRADE 6
Topic 1: Count, order, compare and represent whole numbers
TERM 1: PLATINUM LESSON PLANS – GRADE 6
Topic 1: Count, order, compare and represent whole numbers
Topic 2: Number Sentences
Topic 3: Addition and subtraction
Topic 4: Common fractions
Topic 5: Time
Topic 6: Properties of 2D shapes
Topic 7: Data handling
Topic 8: Numeric patterns
TERM 2: PLATINUM LESSON PLANS – GRADE 6
Topic 9: Count, order, compare and represent whole numbers
Topic 10: Multiplication
Topic 11: Properties of 3-D objects
Topic 12: Geometric patterns
Topic 13: Symmetry
Topic 14: Division
Topic 15: Decimal fractions
Topic 16: Capacity and volume
TERM 3: PLATINUM LESSON PLANS – GRADE 6
Topic 17: Count, order, compare and represent whole numbers
Topic 18: Mass
Topic 19: Addition and subtraction
Topic 20: Viewing objects
Topic 21: Properties of 2D shapes
Topic 22: Transformations
Topic 23: Percentages
Topic 24: Temperature
Topic 25: Data handling
Topic 26: Numeric patterns
Topic 27: Length
TERM 4: PLATINUM LESSON PLANS – GRADE 6
Topic 28: Count, order, compare and represent whole numbers
Topic 29: Multiplication
Topic 30: Common fractions
Topic 31: Properties of 3-D objects
Topic 32: History of measurement
Topic 33: Perimeter, area and volume
Topic 34: Division
Topic 35: Number sentences
Topic 36: Transformations
Topic 37: Position and movement
Topic 38: Probability
MATHEMATICS WORKSCHEDULE GRADE 6
TERM 1
WEEKS / TOPIC / TIME ALLOCATION AS PER CAPS / UNITS WITHIN EACH TOPIC1 / Topic 1: Count, order, compare and represent whole numbers / 2 hours / 1. Read and write large numbers
2. Count large numbers
3. Use place value to order numbers
4. Use symbols to compare numbers
1 – 2 / Topic 2: Number sentences / 3 hours / 1. Number sentences with multiple
operations
2. Equivalent number statements
2 / Revision / 0.5 hours
2 – 3 / Topic 3: Addition and subtraction / 7 hours / 1. Estimation
2. Have fun with calculators
3. Use the column method to add
4. Use the column method to subtract
5. Addition and subtraction are inverseoperations
6. Solve addition and subtractionproblems
3 – 5 / Topic 4: Common fractions / 10 hours / 1. What is a fraction?
2. Fractions by grouping
3. Equivalent fractions
4. Compare and order fractions
5. Add and subtract fractions
6. Solve problems with fractions
5 / Revision / 0.5 hours
5 / Formal Assessment:
Assignment – Different number
systems / 0.5 hours
5 – 6 / Topic 5: Time / 4 hours / 1. Read and write time
2. Convert units of time
3. Time zones
4. Interpret calendars
6 – 8 / Topic 6: Properties of 2-D shapes / 8 hours / 1. Identify and name 2-D shapes
2. Angles and lines in 2-D shapes
3. Compare and sort 2-D shapes
4. Identify and draw 2-D shapes
8 / Revision / 0.5 hours
8 – 10 / Topic 7: Data handling / 10 hours / 1. Collect and organise data
2. Read and draw pictographs
3. Read and draw bar graphs
4. The mode and median in a set of data
5. Interpret and make sense of graphs
6. Work through a data cycle
10 / Topic 8: Numeric patterns / 4 hours / 1. Flow diagrams
2. Interesting properties of multiplication
3. Multiplication and division are inverse operations
4. Find missing rules and numbers
10 / Revision / 0.5 hours
10 / Formal Assessment: Test / 1 hour
TERM 2
WEEKS / TOPIC / TIME ALLOCATION AS PER CAPS / UNITS WITHIN EACH TOPIC1 / Topic 9: Count, order, compare
and represent whole numbers / 1 hour / 1. Work with nine-digit numbers
2. Round off whole numbers
1 – 2 / Topic 10: Multiplication / 5 hours / 1. Factors and multiples
2. Break up numbers to multiply
3. Estimate answers
4. Use the column method to multiply
5. Solve multiplication problems
2 / Revision / 0.5 hours
2 – 3 / Topic 11: Properties of 3-D objects / 5 hours / 1. Identify 3D objects
2. Construct 3D objects
3. Describe, sort and compare 3D
objects
4. Interpret drawings of 3D objects
3 – 4 / Topic 12: Geometric patterns / 6 hours / 1. Extend patterns and look for rules
2. Tables and flow diagrams
3. Look for patterns and rules
4. More fun with patterns
4 / Revision / 0.5 hours
4 – 5 / Topic 13: Symmetry / 2 hours / 1. Line symmetry
2. Rotational symmetry
5 / Formal Assessment: Test / 1 hour
5 – 6 / Topic 14: Division / 8 hours / 1. Work with factors
2. Work with prime factors
3. Multiplication and division as inverse
operations
4. Use the long division method
5. Solve division problems
6. Solve problems by comparing quantities of the same kind
7. Solve problems by comparing two
different quantities
6 / Revision / 0.5 hours
6 – 8 / Topic 15: Decimal fractions / 10 hours / 1. Read and write decimal fractions
2. Count in decimals
3. Convert decimal fractions
4. Multiply and round off decimals
5. Compare and order decimals
6. Add and subtract decimals
7. More calculations with decimals
8. Solve problems with decimal fractions
8 - 9 / Topic 16: Capacity and volume / 5 hours / 1. The capacity of containers
2. Estimate and measure capacity
3. Convert units of capacity
4. Compare and order capacities
5. Solve problems involving capacity
10 / Revision / 0.5 hours
10 / Formal Assessment: Exam practice / 1 hour
TERM 3
WEEKS / TOPIC / TIME ALLOCATION AS PER CAPS / UNITS WITHIN EACH TOPIC1 / Topic 17: Count, order, compare
and represent whole numbers / 1 hour / 1. Place value and expanded notation
2. Read, write and order nine-digitnumbers
1 – 2 / Topic 18: Mass / 5 hours / 1. Units of measure for mass
2. Read measuring scales
3. Estimate and measure mass
4. Convert between units of mass
5. Solve problems involving mass
2 / Revision / 0.5 hours
2 – 3 / Topic 19: Addition and subtraction / 8 hours / 1. Estimate answers
2. Use the column method to add
3. Use the column method to subtract
4. Addition and subtraction are inverse operations
5. Add and subtract with brackets
6. Solve addition and subtractionproblems
4 / Topic 20: Viewing objects / 3 hours / 1. Different viewpoints
2. Draw views from different viewpoints
4 / Revision / 0.5 hours
4 – 5 / Topic 21: Properties of 2-D shapes / 4 hours / 1. Identify, describe and compare 2-Dshapes
2. Draw 2-D shapes
5 – 6 / Topic 22: Transformations / 3 hours / 1. Use transformations to describepatterns
2. Describe patterns around us
6 / Revision / 0.5 hours
6 – 7 / Topic 23: Percentages / 5 hours / 1. Understand the meaning ofpercentage
2. Convert fractions to percentages
3. Decimal fractions and percentages
4. Find the percentage of a whole number
7 / Topic 24: Temperature / 1 hour / 1. Read, compare and order temperature
2. Calculations with temperature
7 / Revision / 0.5 hours
7 – 9 / Topic 25: Data handling / 9 hours / 1. Collect, organise and represent data
2. Find the mode and median of datasets
3. Interpret and analyse data
4. Compare graphs on the same topic
Formal Assessment: Project –
Data Handling
9 / Topic 26: Numeric patterns / 5 hours / 1. Special types of sequences
2. Find the rule
9 / Revision / 0.5 hours
10 / Topic 27: Length / 5 hours / 1. Estimate and measure lengths
2. Convert units of length
3. Order lengths
4. Solve problems involving lengths
10 / Formal Assessment: Test / 1 hour
TERM 4
WEEKS / TOPIC / TIME ALLOCATION AS PER CAPS / UNITS WITHIN EACH TOPIC1 / Topic 28: Count, order, compare
and represent whole numbers / 1 hour / 1. Read and write large numbers
2. Round off, compare and order large
numbers
1 – 2 / Topic 29: Multiplication / 5 hours / 1. Estimate answers
2. Multiply using the column method
3. Solve problems with multiplication
2 / Revision / 0.5 hours
2 – 3 / Topic 30: Common fractions / 5 hours / 1. Find equivalent forms and comparecommon fractions
2. Different fractions for different contexts
3. Convert decimals and common fractions
4. Convert percentages and commonfractions
5. Add and subtract common fractions
6. Calculate and solve problems withfractions
3 / Formal Assessment:
Assignment – Percentages, profit and loss / 5 hours
3 – 4 / Topic 31: Properties of 3-D objects / 5 hours / 1. Model 3-D objects
2. Sort and compare 3-D objects
3. Interpret 3-D drawing
4. Identify nets
4 / Revision / 0.5 hours
4 / Topic 32: History of measurement / 1 hour / 1. Where did measurement begin?
2. How things have changed
4 – 6 / Topic 33: Perimeter, area and
volume / 7 hours / 1. Measure perimeter
2. Area
3. The area of rectangles
4. Volume
5. Surface area of an object
6 / Revision / 0.5 hours
6 – 7 / Topic 34: Division / 7 hours / 1. Use long division
2. Inverse operations
3. Solve problems with division
7 / Formal Assessment:
Investigation – Use simple
budgets and accounts / 1 hour
7 – 8 / Topic 35: Number sentences / 3 hours / 1. Number sentences and rules
2. Solve a number statement
3. Use number sentences when solving problems
4. Multiple choice questions
8 / Revision / 0.5 hours
8 – 9 / Topic 36: Transformations / 1 hours / 1. Recognise transformations in patterns
2. Enlarge a shape
3. Reduce a shape
4. Compare the size and shape of triangles and quadrilaterals
9 / Topic 37: Position and movement / 2 hours / 1. Find positions on maps and grids
2. Work with street maps
3. Describe how to change positions on a grid
4. Maps and compass directions
9 / Revision / 0.5 hours
9 / Topic 38: Probability / 2 hours / 1. List possible outcomes of experiments
2. Record outcomes of experiments
10 / Formal Assessment: Exam Practice / 1 hour
EXEMPLAR TEACHING GUIDELINE – GRADE 6
Subject: Mathematics / Grade: 6Topic 1: Count, order, compare and represent whole numbers
Duration: 2 hours / Term 1, Week 1CAPS Content / NUMBERS, OPERATIONS AND RELATIONSHIPS
1.1 Whole numbers
- Counting
- Ordering
- Representing
- Place value of digits
Unit 1: Read and write large numbers
Unit 2: Count large numbers
Unit 3: Use place value to order numbers
Unit 4: Use symbols to compare numbers
LEARNING ACTIVITY / TEACHING METHODS / APPROACH / RESOURCES
LESSON 1:
Unit 1: Read and write large numbers / Duration: 30 minutes
Preparation and suggested resources
Place value cards; number lines that are marked but not numbered, over the place value boundaries; place value table – blank; numbers written in words on large cards.
Common errors
Learners misread or write incorrectly numbers which have zeros, such as
2 009 050. Emphasise the importance of each place holder. Practise reading the numbers in sets of three and emphasise that each space represents a word (thousand, hundred). If necessary, allow learners to work with smaller numbers before moving onto six-digit numbers.
Key words
whole number
Mental Maths (10 minutes daily)
See the Mental Maths section at the back of the Teacher’s Guide.
Teaching guidelines
1. Using the place value cards, allow learners to create a variety of two, three, four,
five and six digit numbers on the board.
2. Once you have at least fifteen different numbers, ask for volunteers to first read
the numbers out and then to write the numbers down in words.
3. Explain to the learners that it is important when reading to group the digits in
threes.
4. Now read through the examples on page 4 in the Learner’s Book.
5. Reinforce the use of a zero as a placeholder. If necessary, place a few examples on
the board and ask the learners to give the place value of those zeros.
6. Once the learners understand how to read and write the numbers out, allow them
to start Exercise 1.1.
7. Walk around and monitor the learners’ progress and assist where necessary.
Support and extension guidelines
1. Learners can make up 10 six-digit numbers, using their place value cards. Each
number needs to be written out in words.
2. Learners can also complete Target Worksheet 1. / Platinum Mathematics Grade 6 Learner's Book and Teacher's Guide
DBOE Mathematics Grade 6 Workbook Term 1 and 2
Place value cards, number lines, place value table
Mental Maths 10 minutes (TG page 180)
Exercise 1.1 (LB page 4)
Incorporate the exercises in theDBOE Workbook Term 1 and 2 (page 2)
LESSON 2:
Unit 2: Count large numbers / Duration: 30 minutes
Preparation and suggested resources
Place value cards; number lines that are marked but not numbered, over the place value boundaries; place value table – blank; numbers written in words on large cards.
Common errors
Learners misread or write incorrectly numbers which have zeros, such as 209 050. Emphasise the importance of each place holder. Practise reading the numbers in sets of three and emphasise that each space represents a word (thousand, hundred).
Mental Maths (10 minutes daily)
See the Mental Maths section at the back of the Teacher’s Guide.
Teaching guidelines
1. Revise 6-digit numbers. Ask a few volunteers to come to the board. Say a number
and ask the learners to write it down in figures.
2. Include a few examples with zeros in place holders.
3. Ask the learners to now choose one of the numbers and count in twos, for the
next ten numbers, going forwards and then going backwards.
4. Each time ask the volunteer to count forwards or backwards, either adding on or
subtracting the number they have chosen.
5. Ask the other learners to monitor their counting.
6. Once the learners are comfortable counting forwards and backwards, read
through the example on page 5 in the Learner’s Book.
7. Place a few more examples on the board and allow the learners to count orally.
8. Learners can now complete Exercise 1.2.
For homework, the learners can complete outstanding class work.
Support and extension guidelines
Find examples of large numbers (six-digits), such as telephone numbers, and practise reading them. The Challenge changes the focus from reading a number to understanding the place value of each number. Allow learners to write the number they think matches the verbal description and to read their answers out loud to check if they have found the correct number. Then using the squares of paper from the game, choose a number to add on or to subtract from, allowing the learners to count forwards and backwards up to five numbers from the original number.
Challenge: Guided instruction
The ‘Challenge’ extends their understanding that basic number bonds still apply with very large numbers. Encourage learners to find and use the pattern that emerges and to use this to continue the task to 22 222 222 and 11 111 111.
Game
1. Learners play in pairs.
2. Prepare the squares of paper beforehand.
3. Cut out (or fold and neatly tear) ten squares of paper.
4. On each piece of paper, write one of these instructions: +50; –50; +100; –100;
+150; –150; +200; –200; +250; –250. Shuffle these numbers and place them face
down on the table.
5. On another page, each write down the number 100 000. Now take turns to pick
up a number and add it to or subtract it from your number until all the numbers
have been used. Check each other’s working. The highest number wins.
Mental Maths 10 minutes (TG page 180)
Exercise 1.2 (LB page 5)
Incorporate the exercises in theDBOE Workbook Term 1 and 2 (page 4)
LESSON 3:
Unit 3: Use place value to order numbers / Duration: 30 minutes
Preparation and suggested resources
Place value cards; number lines that are marked but not numbered, over the place value boundaries; place value table – blank; numbers written in words on large cards.
Common errors
Learners make errors when ordering numbers.
Learners simply often misread the numbers, mistaking a six digit number for five-digit number or similar. This usually happens when the numbers look similar at first glance: 345 687, 34 597; 3 456 700. Encourage learners to count the digits in each number first and to look carefully at the value of each digit in turn from the highest place value.
Mental Maths (10 minutes daily)
See the Mental Maths section at the back of the Teacher’s Guide.
Teaching guidelines
1. Revise the value of digits in numbers to 999 999.
2. Draw a place value table onto the board and ask for a volunteer to write
999 999 in the table.
3. Ask the volunteer to determine the value of each digit.
4. Ask the learners to give you a few more numbers, with a variety of digits, to write
onto the board.
5. Discuss the value of various digits with the learners.
6. Work through the example on page 6 of the Learner’s Book, writing the number
onto the board.
7. Ask the learners to explain the value of the digits in 456 129.
8. Write four examples onto the board and ask the learners to explain the value of
each digit.
9. Revise with the learners the process of ordering numbers. The more digits the
whole number has, the larger it becomes, so a six-digit number will always be
larger than a five-digit number. If the hundred thousand digits are the same, then
they need to look at the ten thousand digits and so on, until they find a digit that
is larger in the one number than in the second example.
10. Finally go through the second example on page 6 of the Learner’s Book. Get
learners to order the four numbers written onto the board.
11. Read through the ‘Did you know’ feature on page 6 of the Learner’s Book.
12. Learners can now begin Exercises 1.3 and 1.4.
Support and extension guidelines
Roll a dice six times (or turn over three-digit cards) to generate six-digit numbers. Use these to complete a set of six random six-digit numbers (or continue using the dice/cards to generate the rest of the number). Ask learners to put these numbers in order.
Mental Maths (TG page 180)
Exercise 1.3 & 1.4 (LB page 6)
Incorporate the exercises in theDBOE Workbook Term 1 and 2 (page 6)
LESSON 4: Use symbols to compare numbers / Duration: 30 minutes
Preparation and suggested resources
Place value cards; number lines that are marked but not numbered, over the place value boundaries; place value table – blank; numbers written in words on large cards.
Common errors
Learners make errors when ordering numbers.
Learners simply often misread the numbers, mistaking a six-digit number for five-digit number or similar. This usually happens when the numbers look similar at first glance: 345 687; 34 597; 3 456 700. Encourage learners to count the digits in each number first and to look carefully at the value of each digit in turn from the highest place value.
Mental Maths (10 minutes daily)
See the Mental Maths section at the back of the Teacher’s Guide.
Teaching guidelines
1. Using the six-digit numbers that the learners created during the previous lesson,
allow the learners to pair the numbers into two columns of ten numbers.
2. Ask for volunteers to read out the pairs of numbers, one by one.
3. Then get the volunteers to decide which number is larger out of the pair. Work
through the column.
4. Get the other learners to monitor the answers given.
5. Revise with the learners how they use place value to determine which number is
larger.
6. Each digit is compared until they find a digit which is higher in place value.
7. That number is now of a higher value.
8. If one number has more digits than the second number, then it is automatically