GRADE 6 OXFORD LET’S DO MATHEMATICS
SCHEME OF WORK TERM 1 2023
SCHOOL 
GRADE 
LEARNING AREA 
TERM 
YEAR 
GRADE 6 
MATHEMATICS 
1 
2023 
Week 
Lesson 
Strand /Theme 
Substrand 
SpecificLearning outcomes 
Key Inquiry Question(S) 
Learning/ Teaching Experience 
Learning Resources 
Assessment Methods 
Reflection 
1 
1 
Numbers 
Whole numbers; 
By the end of the substrand, the learner should be able to:

Where is the ordering of numbers used in real life? 
Learners are guided to identify place value of digits up to hundreds of thousands.
In groups, learners are guided to use digital devices for learning more on place values.
In groups, learners are guided to use a place value chart to find the place value of each digit. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 13 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Whole numbers; Place value of digits in a number 
By the end of the substrand, the learner should be able to:

How do you use place value of digits up to a million? 
Learners are guided to identify place value of digits up to millions. In groups, learners are guided to play digital games involving numbers. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 35 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Whole numbers; Total value of digits in a number 
By the end of the substrand, the learner should be able to:

How do you calculate the total value of digits? 
Learners are guided to identify total value of digits up to hundreds of thousands.
In groups, learners are guided to use digital devices for learning more on total value. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 67 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Whole numbers; Total value of digits in a number 
By the end of the substrand, the learner should be able to:

How do you calculate the total value of digits? 
Learners are guided to identify total value of digits up to millions. In groups, learners are guided to play digital games involving numbers. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 78 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Whole numbers; Using numbers in symbols 
By the end of the substrand, the learner should be able to:

When do we use number in symbols in real life? 
Learners are guided to identify numbers in symbols.
In pairs, learners are guided to make a number chart and read the numbers he/she has formed. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 89 
Oral questions Oral Report Observation Written exercise 

2 
1 
Numbers 
Whole numbers; Using numbers in symbols 
By the end of the substrand, the learner should be able to:

Where can we find such big numbers in real life? 
Learners are guided to identify numbers in symbols.
In pairs, learners are guided to make number cards and use them to form 7digit numbers. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 910 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Whole numbers; Reading, writing and relating numbers in words 
By the end of the substrand, the learner should be able to:

How do you write numbers in words? 
Learners are guided to read numbers up to hundreds of thousands in symbols from charts or cards. In groups, pairs or as individual’s learners are guided to read, write and relate numbers up to hundreds of thousands in words. Learners are guided to use numbers up to hundreds of thousands in real life. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 1011 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Whole numbers; Reading, writing and relating numbers in words 
By the end of the substrand, the learner should be able to:

Where is ordering of numbers used in real life? 
Learners are guided to read numbers up to millions in symbols from charts or cards. In groups, pairs or as individual’s learners are guided to read, write and relate numbers up to millions in words. Learners are guided to use numbers up to millions in real life. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 1213 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Whole numbers; Writing numbers in an ascending order 
By the end of the substrand, the learner should be able to:

What is the meaning of ascending order or numbers? 
Learners are guided to define ascending order of number. Learners are guided to arrange numbers in an ascending order. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 1315 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Whole numbers; Writing numbers in an ascending order 
By the end of the substrand, the learner should be able to:

How do you write numbers in an ascending order? 
Learners are guided to identify numbers in an ascending order. In pairs, learners are guided to make number cards and arrange numbers in an ascending order. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 1517 
Oral questions Oral Report Observation Written exercise 

3 
1 
Numbers 
Whole numbers; Writing numbers in a descending order 
By the end of the substrand, the learner should be able to:

What is the meaning of descending order or numbers? 
Learners are guided to define descending order of number. Learners are guided to arrange numbers in a descending order. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 1719 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Whole numbers; Writing numbers in a descending order 
By the end of the substrand, the learner should be able to:

How do you write numbers in a descending order? 
Learners are guided to identify numbers in a descending order. In pairs, learners are guided to make number cards and arrange numbers in a descending order. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 1721 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Whole numbers; Rounding off numbers to the nearest thousand 
By the end of the substrand, the learner should be able to:

How do you round off numbers to the nearest thousand? 
In groups, learners are guided to make a number card, draw a number line and pick a number card and match it to its positions on the number line. Learners are guided to round off each number to the nearest thousand. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 2122 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Whole numbers; Rounding off numbers to the nearest thousand 
By the end of the substrand, the learner should be able to:

How do you round off numbers to the nearest thousand? 
In groups, learners are guided to make number cards and rearrange the digits to form 5digit numbers. Learners are guided to round off numbers to the nearest thousand. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 2324 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Whole numbers; Squares of whole numbers 
By the end of the substrand, the learner should be able to:

How else can you know the total number of the small squares without counting each square? 
Learners are guided to define the meaning of square number. In groups, learners are guided to draw a square grid and work out the total number of the small square. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 2425 
Oral questions Oral Report Observation Written exercise 

4 
1 
Numbers 
Whole numbers; Squares of whole numbers 
By the end of the substrand, the learner should be able to:

What do we call the product of a number by itself? 
Learners are guided to identify squares of whole numbers. In groups, learners are guided to make number cards, pick a number card and work out the square of the number on the card. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 26 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Whole numbers; Square roots of whole numbers 
By the end of the substrand, the learner should be able to:

What is the meaning of square root? How do you use a factor tree? 
Learners are guided to define the meaning of square root. Learners are guided to calculate the square root of whole numbers by using a factor tree. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 2728 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Whole numbers; Square roots of whole numbers 
By the end of the substrand, the learner should be able to:

What is the meaning of perfect square? How to work out questions about square root? 
Learners are guided to define the meaning of perfect square.
In pairs, learners are guided to use a computer, a tablet or a mobile phone connected to the internet and work out questions about square root. In groups, learners are guided to draw a square grid and work out the square root of the number of small square. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 2930 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Whole numbers; Square roots of whole numbers 
By the end of the substrand, the learner should be able to:

How is square root applied in daily life? 
Learners are guided to identify square roots of whole numbers.
In pairs, learners are guided to use a computer, a tablet or a mobile phone connected to the internet and inquire where the knowledge of square root is applied in daily life. In groups, learners are guided to make number cards, pick a number card and work out the square root of the number on the card. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 3031 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Multiplications of whole numbers 
By the end of the substrand, the learner should be able to:

Where is multiplication used in real life? 
Learners are guided to multiply up to 4digit number by up to 2digit number in real life. In groups, learners are guided to play digital games involving multiplication of whole numbers. In groups, learners are guided to use IT devices for learning more on multiplication. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 3435 
Oral questions Oral Report Observation Written exercise 

5 
1 
Numbers 
Multiplications of whole numbers 
By the end of the substrand, the learner should be able to:

How do you work out multiplication of whole numbers using the method learnt? 
In groups, pairs or as individual’s learners are guided to make number cards, pick a card and work out the multiplication. Learners are guided to work out multiplications using his/her own method. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 3538 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Estimating product by rounding off factors 
By the end of the substrand, the learner should be able to:

How can you estimate products of numbers? 
In groups, pairs or as individual’s learners are guided to estimate product by rounding off factors to the nearest ten in different situations. In groups or pairs, learners are guided to make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 3839 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Multiplication patterns 
By the end of the substrand, the learner should be able to:

How can you form patterns involving multiplication? 
In pairs, learners are guided to identify multiplication patterns. In pairs, learners are guided to make patterns involving multiplication of numbers with product not exceeding 10000 in different situations. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 4041 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Division of whole numbers 
By the end of the substrand, the learner should be able to:

Where is division used in real life? 
Learners are guided to divide up to a 4digit number by up to a 3digit number where the dividend is greater than the divisor in real life. In groups, learners are guided to use digital devices for learning more on division of whole numbers. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 4144 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Division of whole numbers 
By the end of the substrand, the learner should be able to:

How do you work out division of whole numbers? 
In groups, learners are guided to make number cards, pick a number card and work out the division. In groups, learners are guided to play digital games involving division of whole numbers. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 4447 
Oral questions Oral Report Observation Written exercise 

6 
1 
Numbers 
Estimating quotient by rounding off numbers 
By the end of the substrand, the learner should be able to:

How can we estimate quotients? 
Learners are guided to estimate quotients by rounding off the dividend and divisor to the nearest ten in real life.
Learners are guided to demonstrate multiplication is the opposite of division. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 4748

Oral questions Oral Report Observation Written exercise



2 
Numbers 
Combined operations 
By the end of the substrand, the learner should be able to:

How do you work out combined operations? 
Learners are guided to discuss how to work out combined operations. In groups, pairs or individual’s learners are guided to perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations.

Oxford; Mathematics Learner’s Book Grade 6 pg. 4950 
Oral questions Oral Report Observation Written exercise



3 
Numbers 
Fractions; Least Common Multiple (LCM) 
By the end of the substrand, the learner should be able to:

What is LCM? How can you use the LCM to add fractions? 
In pairs, learners are guided to identify Least Common Multiple (LCM) of given numbers. In pairs, learners are guided to demonstrate addition of fractions using the LCM. In groups, learners are guided to use digital devices for learning more on addition of fractions using LCM. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 5153 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Subtraction of fractions using the LCM 
By the end of the substrand, the learner should be able to:

How can you use the LCM to subtract fractions? 
In pairs, learners are guided to identify subtractions of fractions using LCM. In pairs, learners are guided to demonstrate subtraction of fractions using LCM. In groups, learners are guided to use digital devices for learning more on subtractions of fractions using LCM. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 5455 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Addition of mixed numbers 
By the end of the substrand, the learner should be able to:

Where do we use addition of mixed numbers in real life? 
In pairs, learners are guided to convert mixed numbers into improper fractions. In pairs, learners are guided to Practice addition of mixed numbers. In groups, learners are guided to use digital devices for learning more on addition of mixed numbers. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 5558 
Oral questions Oral Report Observation Written exercise 

7 
1 
Numbers 
Subtraction of mixed numbers 
By the end of the substrand, the learner should be able to:

Where do we use subtraction of mixed numbers in real life? 
Learners are guided to identify subtraction of mixed numbers. Learners are guided to practice subtraction of mixed numbers. In groups, learners are guided to use digital devices for learning more on subtraction of mixed numbers. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 5860 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Reciprocal of fractions 
By the end of the substrand, the learner should be able to:

What is reciprocal of fractions? 
Learners are guided to define the meaning of reciprocal of fractions. In groups or in pairs, learners are guided to demonstrate reciprocal of fractions. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 6062 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Square of a fraction 
By the end of the substrand, the learner should be able to:

What do we call the product of a fraction multiplied by itself? 
Learners are guided to define the meaning of square of a fraction. In groups or in pairs, learners are guided to demonstrate square of a fraction. In groups, learners are guided to make number cards, pick a number card and work out the square of the fraction. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 6264 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Conversation of fractions to equivalent fractions 
By the end of the substrand, the learner should be able to:

Where are fractions used in real life? 
Learners are guided to identify equivalent fractions using fraction board or chart. In pairs, learners are guided to convert fractions to equivalent fractions. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 6465 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Percentage as a fraction 
By the end of the substrand, the learner should be able to:

How to work out percentage as a fraction. 
In groups, learners are guided to identify percentage as a fraction. In groups, learners are guided to draw a square, shade some squares and calculate the percentage of shaded square. In groups, learners are guided to use digital devices for learning more on percentage as a fraction. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 65 
Oral questions Oral Report Observation Written exercise 

8 
1 
Numbers 
Conversion of fractions to percentages 
By the end of the substrand, the learner should be able to:

How do you convert fractions to percentage? 
Learners are guided to convert fractions to percentage. In pairs, learners are guided to use digital devices for learning more on conversion of fractions to percentage. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 6667 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Conversion of percentages to fractions 
By the end of the substrand, the learner should be able to:

How do you convert percentage to fractions? 
Learners are guided to convert percentages to fractions. In pairs, learners are guided to use digital devices for learning more on conversion of percentage to fraction. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 6768 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Decimals; Place value of decimals up to ten thousandths 
By the end of the substrand, the learner should be able to:

Where do you use decimals in real life? 
Learners are guided to identify place value of decimals up to ten thousandths. Learners are guided to draw a place value chart identify place value of decimals. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 6970 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Rounding of decimals 
By the end of the substrand, the learner should be able to:

How do you round off decimals? 
Learners are guided to define the meaning of decimal places. In pairs, learners are guided to round of decimals up to ten thousandths. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 7075 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Conversion of decimals to fractions 
By the end of the substrand, the learner should be able to:

How do you convert decimals to fractions? 
In pairs, groups or individual’s learners are guided to convert decimals to fractions. In groups, learners are guided to use digital devices for learning more on conversion of decimals to fractions. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 7576 
Oral questions Oral Report Observation Written exercise 

9 
1 
Numbers 
Conversion of fractions to decimals 
By the end of the substrand, the learner should be able to:

How do you convert fractions to decimals? 
In pairs, groups or individual’s learners are guided to convert fractions to decimals. In groups, learners are guided to use digital devices for learning more on conversion of fractions to decimals. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 7677 
Oral questions Oral Report Observation Written exercise 


2 
Numbers 
Conversion of decimals to percentages 
By the end of the substrand, the learner should be able to:

How do you convert decimals to percentages 
In pairs, groups or individual’s learners are guided to convert decimals to percentages. In groups, learners are guided to use digital devices for learning more on conversion of decimals to percentages. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 7778 
Oral questions Oral Report Observation Written exercise 


3 
Numbers 
Conversion of percentages to decimals 
By the end of the substrand, the learner should be able to:

How do you convert percentages to decimals? 
In pairs, groups or individual’s learners are guided to convert percentages to decimals. In groups, learners are guided to use digital devices for learning more on conversion of percentages to decimals. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 7879 
Oral questions Oral Report Observation Written exercise 


4 
Numbers 
Addition of decimals 
By the end of the substrand, the learner should be able to:

What is the importance of addition of decimals? 
Learners are guided to add decimals up to ten thousandths. In pairs, learners are guided to use place value apparatus to add decimals up to ten thousandths. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 7981 
Oral questions Oral Report Observation Written exercise 


5 
Numbers 
Subtraction of decimals 
By the end of the substrand, the learner should be able to:

What is the importance of subtraction of decimals? 
Learners are guided to subtract decimals up to ten thousandths. In pairs, learners are guided to use place value apparatus to subtract decimals up to ten thousandths. 
Oxford; Mathematics Learner’s Book Grade 6 pg. 8284 
Oral questions Oral Report Observation Written exercise 

10 
ASSESSMENT 