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

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

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Numbers in Symbols

By the end of the lesson, the learner should be able to:
recognize numbers up to millions in symbols, read these numbers correctly, and value the role of symbols in representing numbers

Learners participate in interactive activities using number charts and cards to read and identify numbers up to millions in symbols. They work in groups to create number cards, match numerals to their word form, and engage in number recognition games that strengthen their ability to read large numbers fluently.

How are numbers represented in symbols?

MENTOR Mathematics Grade 6 Learner's Book, page 5
Number charts/cards

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Reading Numbers

By the end of the lesson, the learner should be able to:
read numbers up to 100,000 in words, interpret numbers from written text, and enjoy reading large numbers correctly

Learners practice reading numbers up to hundred thousand in words using prepared number charts and cards. They engage in peer teaching exercises where they take turns reading numbers aloud to each other, providing feedback and corrections. They also participate in reading comprehension activities involving numeric information from real-life contexts.

How do we read large numbers correctly?

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

Oral questions Written exercise Group work

1.0 Numbers

1.1 Whole Numbers: Writing 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

Oral questions Written exercise Group work

1.0 Numbers

1.1 Whole Numbers: Forming Numbers

By the end of the lesson, the learner should be able to:
form different numbers by rearranging digits up to 100,000, analyze the relationship between digit positions and number value, and show creativity in forming different numbers

Learners engage in digit rearrangement activities where they explore how different arrangements of the same digits create numbers of different values. They work in collaborative groups to form as many different numbers as possible from given digits, then analyze patterns in the resulting values and discuss how digit position affects the number's magnitude.

How many different numbers can we form using the same digits?

MENTOR Mathematics Grade 6 Learner's Book, page 9
Number cards

Written exercise Group presentation Observation

1.0 Numbers

1.1 Whole Numbers: Forming Numbers

By the end of the lesson, the learner should be able to:
form different numbers by rearranging digits up to 100,000, analyze the relationship between digit positions and number value, and show creativity in forming different numbers

Learners engage in digit rearrangement activities where they explore how different arrangements of the same digits create numbers of different values. They work in collaborative groups to form as many different numbers as possible from given digits, then analyze patterns in the resulting values and discuss how digit position affects the number's magnitude.

How many different numbers can we form using the same digits?

MENTOR Mathematics Grade 6 Learner's Book, page 9
Number cards

Written exercise Group presentation Observation

1.0 Numbers

1.1 Whole Numbers: Ordering Numbers

By the end of the lesson, the learner should be able to:
compare numbers up to 100,000, arrange them in ascending and descending order, and recognize the importance of ordering numbers in real life

Learners participate in interactive ordering activities with number cards. They work in groups to arrange numbers from smallest to largest and vice versa, discussing strategies for comparing large numbers. They create visual number lines and engage in games that require quick comparison and ordering of multiple numbers to reinforce their understanding of number relationships.

How do we arrange numbers from smallest to largest and vice versa?

MENTOR Mathematics Grade 6 Learner's Book, page 10
Number cards

Oral questions Written exercise Group work

1.0 Numbers

1.1 Whole Numbers: Rounding Off

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

Oral questions Written exercise Group presentation

1.0 Numbers

1.1 Whole Numbers: Squares Introduction

By the end of the lesson, the learner should be able to:
identify the concept of squaring numbers, calculate squares of whole numbers up to 100, and appreciate the pattern in square numbers

Learners engage in discovery-based activities where they multiply numbers by themselves and identify the patterns that emerge. They use grid paper to create visual representations of square numbers, exploring the geometric meaning of squares. Through guided discussion, they develop understanding of squares as repeated multiplication and begin to recognize common square numbers.

How do we square a number?

MENTOR Mathematics Grade 6 Learner's Book, page 12
Number cards
Multiplication table

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Squares Application

By the end of the lesson, the learner should be able to:
compute squares of whole numbers up to 100, apply squares in solving real-life problems, and show interest in using square numbers in context

Learners investigate real-world applications of square numbers through practical problem-solving scenarios. They work in groups to identify situations where calculating area requires squaring (such as finding the area of square plots), and develop mini-projects that demonstrate how squares are used in everyday contexts like construction, agriculture, and design.

Where are squares of numbers used in real life?

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

Oral questions Written exercise Project work

1.0 Numbers

1.1 Whole Numbers: Square Roots Introduction

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

Oral questions Written exercise Observation

1.0 Numbers

1.1 Whole Numbers: Square Roots Application

By the end of the lesson, the learner should be able to:
extract square roots of perfect squares up to 10,000, use square roots to solve problems, and value the application of square roots in real-life situations

Learners investigate practical applications of square roots through problem-solving activities related to real-world contexts. They work collaboratively to identify scenarios where finding a square root provides a solution, such as determining the side length of a square garden when given its area, or calculating distances using the Pythagorean relationship. They create and solve their own application problems.

How are square roots useful in real life?

MENTOR Mathematics Grade 6 Learner's Book, page 14
Number cards
Digital devices

Oral questions Written exercise Project work

1.0 Numbers

1.1 Whole Numbers: Assessment

By the end of the lesson, the learner should be able to:
solve problems involving whole numbers concepts, evaluate their understanding of whole numbers, and show confidence in applying their knowledge

Learners demonstrate their mastery of whole number concepts through varied assessment activities. They independently solve problems involving place value, total value, reading and writing numbers, ordering, rounding off, squares and square roots. They engage in self-assessment to identify areas of strength and improvement, and participate in peer review to strengthen collaborative learning.

How can we apply what we've learned about whole numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 15
Assessment worksheet

Written assessment Group work Individual presentation

1.0 Numbers

1.0 Numbers: Digital Activities

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

Practical assessment Observation Peer assessment

1.0 Numbers

1.1 Whole Numbers: Real-life Application

By the end of the lesson, the learner should be able to:
identify applications of whole numbers in daily life, connect classroom learning to real-world scenarios, and value whole numbers in various contexts

Learners engage in contextual learning activities that connect mathematical concepts to everyday experiences. They collect examples of whole numbers used in real situations from newspapers, magazines, and their environment. In collaborative groups, they create presentations showcasing these examples and explaining how mathematical understanding enhances their ability to interpret and engage with the world around them.

Where do we use whole numbers in our daily lives?

MENTOR Mathematics Grade 6 Learner's Book, page 17
Real-life examples
Newspapers and magazines

Oral questions Group discussions Project work

1.0 Numbers

1.1 Whole Numbers: Real-life Application

By the end of the lesson, the learner should be able to:
identify applications of whole numbers in daily life, connect classroom learning to real-world scenarios, and value whole numbers in various contexts

Learners engage in contextual learning activities that connect mathematical concepts to everyday experiences. They collect examples of whole numbers used in real situations from newspapers, magazines, and their environment. In collaborative groups, they create presentations showcasing these examples and explaining how mathematical understanding enhances their ability to interpret and engage with the world around them.

Where do we use whole numbers in our daily lives?

MENTOR Mathematics Grade 6 Learner's Book, page 17
Real-life examples
Newspapers and magazines

Oral questions Group discussions Project work

1.0 Numbers

1.2 Multiplication: 4-digit by 2-digit

By the end of the lesson, the learner should be able to:
calculate products of up to a 4-digit number by a 2-digit number, apply the expanded form method in multiplication, and develop patience when solving complex multiplication problems

Learners develop multiplication skills through structured practice activities. Using the expanded form method, they break down complex multiplication problems into manageable steps. They work through guided examples, discussing each step in the process, before attempting increasingly challenging problems independently. They verify their answers using different checking methods to build confidence in their calculations.

How do we multiply numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 20
Multiplication chart

Oral questions Written exercise Observation

1.0 Numbers

1.2 Multiplication: Alternative Methods

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

Oral questions Written exercise Group work

1.0 Numbers

1.2 Multiplication: Estimation by Rounding

By the end of the lesson, the learner should be able to:
estimate products through rounding, apply estimation skills in calculations, and value the importance of estimation in everyday life

Learners develop estimation skills through practical approximation activities. They practice rounding numbers to the nearest ten before multiplication to obtain quick estimates of products. Through collaborative problem-solving, they discuss when estimation is appropriate and how accurate their estimates are compared to the exact answers. They create real-life scenarios where estimation would be useful and share them with their peers.

When is it useful to estimate products?

MENTOR Mathematics Grade 6 Learner's Book, page 22
Number cards

Oral questions Written exercise Observation

1.0 Numbers

1.2 Multiplication: Estimation by Compatibility

By the end of the lesson, the learner should be able to:
estimate products using compatible numbers, implement compatibility strategies in calculation, and appreciate the efficiency of using compatible numbers

Learners discover compatibility strategies through guided exploration activities. They identify number pairs that work well together (compatible numbers) and practice adjusting given numbers to more compatible forms for easier mental calculation. In collaborative groups, they create estimation challenges using compatibility methods and discuss how this approach differs from rounding, evaluating the relative accuracy of each method.

How does using compatible numbers help in estimation?

MENTOR Mathematics Grade 6 Learner's Book, page 23
Number cards

Oral questions Written exercise Observation

1.0 Numbers

1.2 Multiplication: Patterns

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

Oral questions Written exercise Group presentation

1.0 Numbers

1.2 Multiplication: Real-life Application

By the end of the lesson, the learner should be able to:
recognize multiplication in everyday situations, solve real-world problems involving multiplication, and value the use of multiplication in daily life

Learners connect multiplication to practical contexts through application-based activities. They identify real-life situations where multiplication is used, such as calculating costs of multiple items, determining areas, or finding total quantities in arrays. They develop and solve their own word problems based on authentic scenarios, and use digital tools to explore interactive multiplication applications that showcase real-world relevance.

Where do we use multiplication in everyday life?

MENTOR Mathematics Grade 6 Learner's Book, page 25
Digital devices
Real-life examples

Oral questions Group discussions Project work

1.0 Numbers

1.3 Division: 4-digit by 2-digit

By the end of the lesson, the learner should be able to:
divide a 4-digit number by a 2-digit number, use the relationship between multiplication and division, and develop accuracy in division calculations

Learners strengthen division skills through structured problem-solving activities. They explore the relationship between multiplication and division as inverse operations, using this connection to perform division of up to 4-digit numbers by 2-digit numbers. Through collaborative work, they develop and refine division strategies, checking answers through multiplication and discussing common challenges and misconceptions.

How is division related to multiplication?

MENTOR Mathematics Grade 6 Learner's Book, page 26
Multiplication chart

Oral questions Written exercise Observation

1.0 Numbers

1.3 Division: 4-digit by 3-digit

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

Oral questions Written exercise Observation

1.0 Numbers

1.3 Division: Estimation

By the end of the lesson, the learner should be able to:
estimate quotients by rounding, apply estimation skills in division problems, and appreciate the value of estimation in daily calculations

Learners practice estimation strategies specific to division through practical activities. They apply rounding techniques to both dividend and divisor to create simplified division problems, comparing their estimated answers to the exact quotients. Through problem-solving scenarios, they explore situations where estimation is particularly useful, discussing the appropriate level of precision needed in different contexts and the benefits of quick approximation.

When do we need to estimate quotients?

MENTOR Mathematics Grade 6 Learner's Book, page 28
Number cards

Oral questions Written exercise Observation

1.0 Numbers

1.3 Division: Combined Operations

By the end of the lesson, the learner should be able to:
solve problems with multiple operations, apply the correct order of operations, and develop systematic approaches to mixed operations problems

Learners build computational fluency through multi-step problem-solving. They explore the standard order of operations (PEMDAS/BODMAS) through guided investigation, solving problems that combine two or three operations with 2-digit numbers. In collaborative groups, they create their own multi-step problems, exchange them with classmates, and discuss different solution strategies to develop flexible approaches to complex calculations.

What is the order of operations?

MENTOR Mathematics Grade 6 Learner's Book, page 29
Number cards

Oral questions Written exercise Group work

1.0 Numbers

1.3 Division: Combined Operations

By the end of the lesson, the learner should be able to:
solve problems with multiple operations, apply the correct order of operations, and develop systematic approaches to mixed operations problems

Learners build computational fluency through multi-step problem-solving. They explore the standard order of operations (PEMDAS/BODMAS) through guided investigation, solving problems that combine two or three operations with 2-digit numbers. In collaborative groups, they create their own multi-step problems, exchange them with classmates, and discuss different solution strategies to develop flexible approaches to complex calculations.

What is the order of operations?

MENTOR Mathematics Grade 6 Learner's Book, page 29
Number cards

Oral questions Written exercise Group work

1.0 Numbers

1.3 Division: Advanced Combined Operations

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

Oral questions Written exercise Group work

1.0 Numbers

1.3 Division: Real-life Application

By the end of the lesson, the learner should be able to:
connect division to real-life contexts, solve practical division problems, and value the importance of division in everyday situations

Learners explore authentic applications of division through contextual problem-solving. They identify real-world scenarios where division is used (such as sharing resources, determining rates, or finding unit costs) and develop problem-solving approaches that connect mathematical operations to practical situations. They use digital resources to explore interactive simulations that showcase division in various contexts, and create presentations explaining how division enhances understanding of everyday phenomena.

Where is division used in real life?

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

Oral questions Group discussions Project work

1.0 Numbers

1.4 Fractions: LCM

By the end of the lesson, the learner should be able to:
determine the LCM of given numbers, apply LCM in fraction operations, and appreciate the role of LCM in mathematics

Learners develop understanding of Least Common Multiple through structured investigation. Using number cards, they identify common multiples of different number pairs and determine the smallest of these multiples (LCM). Through guided discovery and collaborative problem-solving, they explore different methods for finding LCM, such as listing multiples or using prime factorization. They discuss the importance of LCM in various mathematical contexts, particularly in fraction operations.

How do we find the LCM of numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 33
Number cards

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Addition using LCM

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Subtraction using LCM

By the end of the lesson, the learner should be able to:
subtract fractions with different denominators, apply LCM in fraction subtraction, and develop precision in fraction calculations

Learners strengthen fraction subtraction skills through structured practice. They apply their understanding of LCM to create equivalent fractions with common denominators, then subtract the numerators. Through guided problem-solving and collaborative discussion, they identify common misconceptions and develop accurate calculation techniques. They use concrete manipulatives and visual representations to reinforce conceptual understanding of fraction subtraction, connecting symbolic notation to concrete models.

How do we subtract fractions using LCM?

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Adding Mixed Numbers Method 1

By the end of the lesson, the learner should be able to:
convert mixed numbers to improper fractions, add mixed numbers through improper fractions, and value multiple approaches to fraction addition

Learners develop skills in mixed number addition through a systematic approach. They practice converting mixed numbers to improper fractions using the formula (whole number × denominator + numerator)/denominator. Using this method, they transform mixed number addition problems into improper fraction addition, finding common denominators as needed. Through collaborative problem-solving, they develop fluency with the conversion process and discuss the advantages and limitations of this approach to mixed number addition.

How do we add mixed numbers?

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

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Adding Mixed Numbers Method 2

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

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Subtracting Mixed Numbers

By the end of the lesson, the learner should be able to:
perform subtraction of mixed numbers, apply appropriate techniques for borrowing when needed, and develop confidence in fraction subtraction

Learners build proficiency in mixed number subtraction through structured activities. They explore different subtraction methods, including converting to improper fractions and subtracting whole numbers and fractions separately. They practice the borrowing technique when the fraction being subtracted is larger than the fraction from which it is being subtracted. Through collaborative problem-solving, they compare strategies, identify common errors, and develop confidence in selecting appropriate approaches for different problem types.

How do we subtract mixed numbers?

MENTOR Mathematics Grade 6 Learner's Book, page 38
Fraction charts

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Reciprocals Introduction

By the end of the lesson, the learner should be able to:
understand the concept of reciprocals, find the reciprocal of whole numbers, and appreciate the relationship between a number and its reciprocal

Learners develop understanding of reciprocals through exploratory activities. They investigate the concept of reciprocals as multiplicative inverses, discovering that multiplying a number by its reciprocal always equals 1. They practice finding reciprocals of whole numbers between 1 and 10 and explore patterns in reciprocal values. Through collaborative discussion, they develop understanding of the reciprocal as the "flipped" version of a fraction, with the numerator and denominator exchanged.

What is a reciprocal?

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

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Reciprocals of Fractions

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Squares of Fractions

By the end of the lesson, the learner should be able to:
calculate squares of fractions, apply squaring techniques to fractions, and value precision in fraction calculations

Learners develop skills in fraction operations through guided practice. They explore the process of squaring fractions by multiplying a fraction by itself, discovering that both numerator and denominator must be squared separately. Through visual models and concrete examples, they build conceptual understanding of what squaring means for fractions. They practice calculating squares of fractions with single-digit numerators and up to 2-digit denominators, discussing patterns they observe in the results.

How do we square a fraction?

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

Oral questions Written exercise Observation

1.0 Numbers

1.4 Fractions: Fractions to Percentages

By the end of the lesson, the learner should be able to:
convert fractions to percentages, use equivalent fractions with denominator 100, and appreciate the connection between fractions and percentages

Learners explore fraction-percentage relationships through practical conversion activities. They practice changing fractions to equivalent forms with denominator 100 through multiplication, recognizing that fractions with denominator 100 directly correspond to percentages. Through collaborative problem-solving, they develop fluency with conversion techniques and explore alternative methods for fractions that don't convert easily to denominator 100. They create visual models showing the equivalence between fractions and percentages to reinforce conceptual understanding.

How do we convert fractions to percentages?

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Percentages to Fractions

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

Oral questions Written exercise Group work

1.0 Numbers

1.4 Fractions: Applications

By the end of the lesson, the learner should be able to:
solve real-life problems involving fractions, apply fraction operations in context, and appreciate the relevance of fractions in everyday situations

Learners connect fraction concepts to real-world scenarios through contextual problem-solving. They identify everyday situations where fractions are used (such as measurements, time, sharing resources, etc.) and develop problem-solving approaches that apply fraction operations to authentic contexts. Working collaboratively, they create and solve their own word problems involving fraction operations, discussing effective solution strategies and the practical value of fraction knowledge.

Where do we use fractions in real life?

MENTOR Mathematics Grade 6 Learner's Book, page 43
Real-life examples
Fraction manipulatives

Oral questions Written exercise Project work

1.0 Numbers

1.5 Decimals: Place Value

By the end of the lesson, the learner should be able to:
identify decimal place values up to ten thousandths, read decimals with understanding of place value, and appreciate the extension of place value to decimals

Learners explore decimal place value through concrete and visual representations. Using place value apparatus, they investigate how the base-10 system extends to the right of the decimal point, identifying the values of positions up to ten thousandths. They practice identifying the place value of digits in various decimal numbers and create their own decimal examples with specific place value requirements. Through collaborative discussion, they develop precise mathematical language for describing decimal place values.

How do we identify place values in decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 44
Place value apparatus

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Decimal Places

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

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Rounding Off

By the end of the lesson, the learner should be able to:
round decimals to specified decimal places, apply appropriate rounding rules, and value estimation in decimal contexts

Learners develop decimal rounding skills through progressive practice. They explore rounding rules for decimals, focusing on how to determine whether to round up or down based on the digit that follows the rounding position. Through guided examples and collaborative problem-solving, they practice rounding decimals to 1, 2, and 3 decimal places, discussing potential applications of decimal rounding in real-world contexts like measurement and finance. They create their own rounding challenges for peers, reinforcing procedural fluency through teaching others.

When do we need to round off decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 46
Number cards with decimals

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Decimals to Fractions

By the end of the lesson, the learner should be able to:
convert decimals to equivalent fractions, represent decimals visually as fractions, and appreciate multiple representations of numbers

Learners explore numerical representation through conversion activities. Using square/rectangular grids as visual aids, they develop understanding of decimals as another way to represent fractions. They practice converting decimals to fractions by identifying the place value of the last digit (to determine the denominator) and removing the decimal point (to create the numerator), then simplifying where possible. Through collaborative problem-solving, they establish connections between different representations of the same quantity, strengthening conceptual understanding.

How do we convert decimals to fractions?

MENTOR Mathematics Grade 6 Learner's Book, page 47
Square/rectangular grid

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Fractions to Decimals

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

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Decimals to Percentages

By the end of the lesson, the learner should be able to:
convert decimals to percentages, multiply decimals by 100 to find percentages, and value the connections between different numerical forms

Learners strengthen mathematical conversion skills through targeted practice. They explore the relationship between decimals and percentages, discovering that multiplying a decimal by 100 converts it to an equivalent percentage. Through guided examples and collaborative problem-solving, they develop fluency with the conversion process and discuss real-world contexts where such conversions are useful. They create their own decimal-percentage conversion challenges and exchange them with peers, reinforcing understanding through teaching and explaining.

How do we convert decimals to percentages?

MENTOR Mathematics Grade 6 Learner's Book, page 49
Decimal and percentage charts

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Decimals to Percentages

By the end of the lesson, the learner should be able to:
convert decimals to percentages, multiply decimals by 100 to find percentages, and value the connections between different numerical forms

Learners strengthen mathematical conversion skills through targeted practice. They explore the relationship between decimals and percentages, discovering that multiplying a decimal by 100 converts it to an equivalent percentage. Through guided examples and collaborative problem-solving, they develop fluency with the conversion process and discuss real-world contexts where such conversions are useful. They create their own decimal-percentage conversion challenges and exchange them with peers, reinforcing understanding through teaching and explaining.

How do we convert decimals to percentages?

MENTOR Mathematics Grade 6 Learner's Book, page 49
Decimal and percentage charts

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Percentages to Decimals

By the end of the lesson, the learner should be able to:
change percentages to decimal form, divide percentages by 100 to find decimals, and appreciate mathematical conversions

Learners develop mathematical flexibility through conversion practice. They investigate the relationship between percentages and decimals, discovering that dividing a percentage by 100 converts it to an equivalent decimal. Through guided examples and collaborative problem-solving, they develop procedural fluency with the conversion process and explore connections between different numerical representations. They create reference charts showing equivalent forms (fractions, decimals, percentages) for common values to support mathematical communication across different representations.

How do we convert percentages to decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 50
Percentage and decimal charts

Oral questions Written exercise Group work

1.0 Numbers

1.5 Decimals: Addition

By the end of the lesson, the learner should be able to:
add decimals up to 4 decimal places, align decimal points properly in addition, and develop accuracy in decimal calculations

Learners strengthen decimal operation skills through structured practice. Using place value apparatus to support conceptual understanding, they explore the process of decimal addition, focusing on proper alignment of decimal points to ensure place values are correctly added. Through guided examples and collaborative problem-solving, they practice adding decimals with varying numbers of decimal places up to 4 decimal places, discussing potential pitfalls and developing strategies for accurate calculation.

How do we add decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 51
Place value apparatus

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Subtraction

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

Oral questions Written exercise Observation

1.0 Numbers

1.5 Decimals: Real-life Applications

By the end of the lesson, the learner should be able to:
identify uses of decimals in everyday contexts, solve practical problems involving decimals, and appreciate the relevance of decimals in daily life

Learners connect decimal concepts to authentic contexts through application-based activities. They explore real-world uses of decimals in areas such as measurement, money, and data representation. Through digital resources and practical examples, they develop problem-solving approaches that apply decimal operations to everyday situations. Working collaboratively, they create their own contextual problems involving decimals and discuss how decimal understanding enhances their ability to interpret and engage with quantitative information in the world around them.

Where are decimals applicable in real life?

MENTOR Mathematics Grade 6 Learner's Book, page 53
Digital devices
Real-life examples

Oral questions Group discussions Project work

1.0 Numbers

1.5 Decimals: Assessment

By the end of the lesson, the learner should be able to:
demonstrate mastery of key decimal concepts, solve problems involving various decimal operations, and show confidence in applying decimal knowledge

Learners consolidate understanding through comprehensive assessment activities. They independently solve problems involving decimal place value, rounding, conversions between different number representations, and decimal operations. They engage in self-assessment to identify areas of strength and areas for improvement, and participate in peer assessment activities to deepen their understanding through teaching and explaining concepts to others.

How can we apply what we've learned about decimals?

MENTOR Mathematics Grade 6 Learner's Book, page 53
Assessment worksheet

Written assessment Self-assessment Peer assessment