Displaying items by tag: Term 1
Grade 6 JKF New Primary English  Grade 6 Schemes of Work Term 1 2023
GRADE 6 JKF NEW PRIMARY ENGLISH
SCHEME OF WORK TERM 1 2023
SCHOOL 
GRADE 
LEARNING AREA 
TERM 
YEAR 

GRADE 6 
ENGLISH 
1 
2023 
Week 
Lesso n 
Strand /Theme 
Substrand 
SpecificLearning outcomes 
Key Inquiry Question(S) 
Learning/ Teaching Experience 
Learning Resources 
Assessment Methods 
Reflection 
1 
1 
Child Labour 
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension 
By the end of the substrand, the learner should be able to:

What is the narrative about? How can we improve our pronunciation? Why should we listen attentively? 
In pairs, learners are guided to make predictions based on the picture and anticipate possible outcomes. Learners are guided to listen and pronounce sounds and words correctly related to the theme. 
JKF; New Primary English Learner’s Book Grade 6 pg. 1 
Oral questions Oral Report Observation 


2 
Child Labour 
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension 
By the end of the substrand, the learner should be able to:

Which words in the narrative have the same sound as the one in the word ear? 
Learners to identify words and phrases containing the word ‘ear’ Learners are guided to construct sentences orally using words related to the theme. Learners are guided to construct sentences orally using words related to the theme. 
JKF; New Primary English Learner’s Book Grade 6 pg. 12 
Oral questions Oral Report Observation 


3 
Child Labour 
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension 
By the end of the substrand, the learner should be able to:

What is child labour? Who is a teenager?

Learners are guided to identify types of child labour. Learners are guided to demonstrate the understanding of new words by applying them in relevant context. Learners are guided to use digital devices such as smart phone to record a member of the group retelling the story. 
JKF; New Primary English Learner’s Book Grade 6 pg. 2 
Oral questions Oral Report Observation 


4 
Child Labour 
Reading; Extensive Reading 
By the end of the substrand, the learner should be able to:

Which books do you find in the library?
How do you decide which materials is good for you to read? 
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine) Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for lifelong learning 
JKF; New Primary English Learner’s Book Grade 6 pg. 3 
Oral questions Oral Report Observation 

2 
1 
Child Labour 
Reading; Extensive Reading 
By the end of the substrand, the learner should be able to:

How to create a crossword puzzle? How to spell words correctly? 
Learners are guided to spell words correctly for effective communication. In groups, learners are guided to create a crossword puzzle using some of the new words he/she has learnt. 
JKF; New Primary English Learner’s Book Grade 6 pg. 45 
Oral questions Oral Report Observation 


2 
Child Labour 
Grammar in use; Word classes: Determiners 
By the end of the substrand, the learner should be able to:

What are determiners? 
Learners are guided to define the meaning of determiners. In groups, learners are guided to read sentences containing determiners in print or electronic materials. Learners are guided to demonstrate the correct use of determiners during communication. 
JKF; New Primary English Learner’s Book Grade 6 pg. 6

Oral questions Oral Report Observation 


3 
Child Labour 
Grammar in use; Word classes: Determiners 
By the end of the substrand, the learner should be able to:

How do you construct sentences using determiners? 
Learners are guided to identify determiners used in sentences and texts. Learners are guided to construct sentences using some, enough, each and a lot of. 
JKF; New Primary English Learner’s Book Grade 6 pg. 67

Oral questions Oral Report Observation



4 
Child Labour 
Writing; Guided Writing 
By the end of the substrand, the learner should be able to:

What is a form used for? Why do we fill forms? What details do we fill in forms? 
Learners are guided to select the information to be filled in the forms. In groups, learners are guided to discuss the importance of forms. In groups, learners are guided to record specific details in specific in variety of forms. In pairs, learners are guided to download forms and fill them. 
JKF; New Primary English Learner’s Book Grade 6 pg. 810 
Oral questions Oral Report Observation 

3 
1 
Child Labour 
Writing; Guided Writing 
By the end of the substrand, the learner should be able to:

How do you design a form? Why is it important to fill forms correctly?

In groups, learners are guided to design forms for use in collecting information on child labour. In groups, learners are guided to fill in the information in the form related to the theme. 
JKF; New Primary English Learner’s Book Grade 6 pg. 10

Oral questions Oral Report Observation 


2 
Cultural and Religious Celebrations 
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension 
By the end of the substrand, the learner should be able to:

What have you learnt from the passage? Why should we listen carefully? 
Learners are guided to listen to a passage about cultural and religious celebration. In pairs, learners are guided to identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Learners are guided to construct sentences using simile, metaphor and proverbs. 
JKF; New Primary English Learner’s Book Grade 6 pg. 11 
Oral questions Oral Report Observation 


3 
Cultural and Religious Celebrations 
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension 
By the end of the substrand, the learner should be able to:

What are cultural and religious celebrations? 
Learners are guided to pronounce words and sounds related to the theme for effective communication. In groups, learners are guided to share experiences of a celebration he/she attended. 
JKF; New Primary English Learner’s Book Grade 6 pg. 1112 
Oral questions Oral Report Observation 


4 
Cultural and Religious Celebrations 
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension 
By the end of the substrand, the learner should be able to:

Which words have similar sounds? 
Learners are guided to articulate sounds accurately for effective communication. Learners are guided to practice saying tongue twisters with sounds /l/ and /r/ 
JKF; New Primary English Learner’s Book Grade 6 pg. 12 
Oral questions Oral Report Observation 

4 
1 
Cultural and Religious Celebrations 
Reading; Intensive Reading 
By the end of the substrand, the learner should be able to:

What do we learn from the title of a story? How do we predict events in a story? 
Learners are guided to identify characters, places and events in a story. Learners are guided to make prediction of what a story is about: what happens in the story using the title and picture in the story. 
JKF; New Primary English Learner’s Book Grade 6 pg. 1215 
Oral questions Oral Report Observation 


2 
Cultural and Religious Celebrations 
Reading; Intensive Reading 
By the end of the substrand, the learner should be able to:

What do we learn from the story? How do we tell the meaning of unknown words in a story? 
Learners are guided to read and discuss the comprehension story ‘Wedding ceremonies’ Learners are guided to identify events in the story, ‘Wedding ceremonies’ for logical and fluent flow. Learners are guided to respond correctly to factual and inferential questions for comprehension. 
JKF; New Primary English Learner’s Book Grade 6 pg. 15 
Oral questions Oral Report Observation 


3 
Cultural and Religious Celebrations 
Reading; Reading a poem 
By the end of the substrand, the learner should be able to:

What do we learn from the title of the poem? What do we learn from the poem? 
Learners are guided to Recite the poem, ‘Celebration the harvest’ In pairs, learners are guided to describe the people in the poem and mention the activities in the poem. 
JKF; New Primary English Learner’s Book Grade 6 pg. 1516 
Oral questions Oral Report Observation 


4 
Cultural and Religious Celebrations 
Grammar in use; Word Classes: Nouns 
By the end of the substrand, the learner should be able to:

What are nouns? 
Learners are guided to read the conversation between Rebecca and Robert. Learners are guided to compare the nouns in columns A and B as used in the conversation. 
JKF; New Primary English Learner’s Book Grade 6 pg. 1719 
Oral questions Oral Report Observation 

5 
1 
Cultural and Religious Celebrations 
Writing; Creative Writing 
By the end of the substrand, the learner should be able to:

What is the difference between concrete nouns and abstract nouns? 
Learners are guided to state the differences between concrete nouns and abstract nouns. Learners are guided to construct sentences using concrete nouns and abstract nouns. Learners are guided to create and complete crossword puzzle using concrete and abstract noun. 
JKF; New Primary English Learner’s Book Grade 6 pg. 1920 
Oral questions Oral Report Observation 


2 
Cultural and Religious Celebrations 
Writing; Creative Writing 
By the end of the substrand, the learner should be able to:

How do we express ideas on different topics? What will be in the first paragraph? What will be in the other paragraphs? How will the story end? 
Learners are guided to write composition about cultural and religious celebration of about 150200 words. Learners are guided to use suitable expressions, abstract and concreate nouns to the composition interesting. In pairs, learners are guided to proof read their composition 
JKF; New Primary English Learner’s Book Grade 6 pg. 20 
Oral questions Oral Report Observation 


3 
EtiquetteTelephone 
Listening and Speaking; Pronunciation and vocabulary 
By the end of the substrand, the learner should be able to:

Why should we listen to others? What kind of language should we use during a phone call? 
Learners are guided to listen to the polite words and phrases use from a recording. Learners are guided to construct sentences using vocabulary related to the theme ‘Telephone’ In pairs, learners are guided to practice use of polite word and phrases. In pairs, learners are guided to access correct pronunciation of sounds, words, phrases and expressions from digital text. 
JKF; New Primary English Learner’s Book Grade 6 pg. 2122 
Oral questions Oral Report Observation 


4 
EtiquetteTelephone 
Listening and Speaking; Pronunciation and vocabulary 
By the end of the substrand, the learner should be able to:

Why is it important to be polite? Which words, phrases or expressions do we use to show politeness? 
Learners are guided to state why it is important to be polite. Learners are guided to role play the telephone conversation between Jose and Rose. Learners are guided to answer factual and inferential questions from the conversation. 
JKF; New Primary English Learner’s Book Grade 6 pg. 2223 
Oral questions Oral Report Observation 

6 
1 
EtiquetteTelephone 
Listening and Speaking; Pronunciation and vocabulary 
By the end of the substrand, the learner should be able to:

How do we give clear directions? 
Learners are guided to give clear directions on how to go to the nearest market form school. Learners are guided to play a game of giving directions on how to get to a particular place in the school compound. 
JKF; New Primary English Learner’s Book Grade 6 pg. 2324 
Oral questions Oral Report Observation 


2 
EtiquetteTelephone 
Reading; Intensive Reading 
By the end of the substrand, the learner should be able to:

What values do you think everyone should have? 
Learners are guided to define the meaning of values. In pairs, learners are guided to read the conversation, ‘Kindness for kindness’ and answer simple direct and indirect questions based on the conversation. 
JKF; New Primary English Learner’s Book Grade 6 pg. 2427 
Oral questions Oral Report Observation 


3 
EtiquetteTelephone 
Reading; Intensive Reading 
By the end of the substrand, the learner should be able to:

How do you get information from a text? 
Learners are guided to relate events in the story with their life experiences. Learners are guided to create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Learners are guided to use digital devices to read online stories for comprehension. 
JKF; New Primary English Learner’s Book Grade 6 pg. 27 
Oral questions Oral Report Observation 


4 
EtiquetteTelephone 
Grammar in Use; Use of Correlative Conjunctions 
By the end of the substrand, the learner should be able to:

How do you identify correct sentences?

In pairs, learners are guided to identify sentences in which the language pattern is used (either…or and neither…nor) In pairs, learners are guided to construct sentences using either...or and neither…nor Learners are guided to fill in the blank spaces in sentences using the sentences pattern for clarity in communication. 
JKF; New Primary English Learner’s Book Grade 6 pg. 28 
Oral questions Oral Report Observation 

7 
1 
EtiquetteTelephone 
Grammar in Use; Use of Correlative Conjunctions 
By the end of the substrand, the learner should be able to:

Why is it important to construct correct sentences? 
In pairs, learners are guided to identify sentences in which the language pattern is used (show…how, where, who) In pairs, learners are guided to construct sentences using show… how, where and who. Learners are guided to fill in the blank spaces in sentences using the sentences pattern for clarity in communication. 
JKF; New Primary English Learner’s Book Grade 6 pg. 2830 
Oral questions Oral Report Observation 


2 
EtiquetteTelephone 
Writing; Writing: Numbers, Abbreviations and Acronyms 
By the end of the substrand, the learner should be able to:

What are abbreviations? What are acronyms? 
Learners are guided to define abbreviations and acronyms. Learners are guided to read the story and highlight the abbreviations and acronyms. 
JKF; New Primary English Learner’s Book Grade 6 pg. 3032 
Oral questions Oral Report Observation 


3 
EtiquetteTelephone 
Writing; Writing: Numbers, Abbreviations and Acronyms 
By the end of the substrand, the learner should be able to:

How are numerals written in a passage? 
In pairs, learners are guided to identify numbers, abbreviations and acronyms in texts and passages. In pairs, learners are guided to apply accurate and consistent spelling in print script for writing fluency. 
JKF; New Primary English Learner’s Book Grade 6 pg. 3233 
Oral questions Oral Report Observation 


4 
EtiquetteTelephone 
Writing; Writing: Numbers, Abbreviations and Acronyms 
By the end of the substrand, the learner should be able to:

Why should we write legibly and neatly? 
Learners are guided to write a poem using polite words and phrases. Learners are guided to recite the poem he/she has written and make corrections 
JKF; New Primary English Learner’s Book Grade 6 pg. 33 
Oral questions Oral Report Observation 

8 
1 
Emergency Rescue Services 
Listening and Speaking; Pronunciation and vocabulary 
By the end of the substrand, the learner should be able to:

Why should we pronounce words correctly? 
Learners are guided to construct sentences orally using words related to the theme. Learners are guided to use vocabulary related to the theme in variety of context. 
JKF; New Primary English Learner’s Book Grade 6 pg. 34 
Oral questions Oral Report Observation 


2 
Emergency Rescue Services 
Listening and Speaking; Pronunciation and vocabulary 
By the end of the substrand, the learner should be able to:

Which words change meaning depending with pronunciation? 
Learners are guided to list words whose meaning differ according to pronunciation. Learners are guided to practice saying words using correct stress for examples extract (noun) extract (verb), record (noun) record (verb), progress (noun) progress (verb) In groups, learners are guided to take part language games involving word stress. 
JKF; New Primary English Learner’s Book Grade 6 pg. 35 
Oral questions Oral Report Observation 


3 
Emergency Rescue Services 
Listening and Speaking; Pronunciation and vocabulary 
By the end of the substrand, the learner should be able to:

What is an ambulance? What is the work of an ambulance? 
Learners are guided to recite the poem. Learners are guided to demonstrate the understanding of new words by applying them in relevant context. 
JKF; New Primary English Learner’s Book Grade 6 pg. 36 
Oral questions Oral Report Observation 


4 
Emergency Rescue Services 
Reading; Intensive Reading: Visuals 
By the end of the substrand, the learner should be able to:

Why do you like pictures? How can we use pictures to communicate?

Learners are guided to make predictions based on the pictures and anticipate possible outcomes in a story. Learners are guided to identify causes of a fire. 
JKF; New Primary English Learner’s Book Grade 6 pg. 3738 
Oral questions Oral Report Observation 

9 
1 
Emergency Rescue Services 
Reading; Intensive Reading 
By the end of the substrand, the learner should be able to:

What are some of the messages that pictures communicate 
Learners are guided to describe and interpret visual correctly. Learners are guided to draw a picture to show what can happen during a fire accident In groups, learners are guided to share experiences about a fire accident they witnessed. 
JKF; New Primary English Learner’s Book Grade 6 pg. 38 
Oral questions Oral Report Observation 


2 
Emergency Rescue Services 
Grammar in Use; Word classes: Pronouns 
By the end of the substrand, the learner should be able to:

What is indefinite pronoun? Why should we use indefinite pronouns? 
Learners are guided to define indefinite pronouns. In groups, learners are guided to simulate, dramatize or role play a conversation featuring indefinite pronouns. Learners are guided to create a list of sentences with indefinite pronouns. Learners are guided to fill in the gaps correctly using indefinite pronouns. 
JKF; New Primary English Learner’s Book Grade 6 pg. 3839 
Oral questions Oral Report Observation 


3 
Emergency Rescue Services 
Grammar in Use; Word classes: Pronouns 
By the end of the substrand, the learner should be able to:

What is a relative pronouns? Why should we use relative pronouns? 
Learners are guided to define relative pronouns. Learners are guided to use relative pronouns correctly in sentences. Learners are guided to fill in the gaps correctly using indefinite pronouns.
In pairs, learners are guided to engage in online/offline games involving pronouns such as dice and word search. 
JKF; New Primary English Learner’s Book Grade 6 pg. 3940 
Oral questions Oral Report Observation 


4 
Emergency Rescue Services 
Writing; Functional Writing 
By the end of the substrand, the learner should be able to:

How to write an official letter? 
In pairs, learners are guided to identify the key parts of an official letter in preparation for writing. Learners are guided to write an official letter using the correct format. 
JKF; New Primary English Learner’s Book Grade 6 pg. 4043 
Oral questions Oral Report Observation 

10 



ASSESSMENT 





Grade 6 Oxford Let's Do Mathematics  Grade 6 Schemes of Work Term 1 2023
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 