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Monday, 14 November 2022 11:49

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	Sub-strand	Specific-Learning 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 sub-strand, the learner should be able to: Make predictions based on the picture and anticipate possible outcomes. Listen and pronounce sounds and words correctly related to the theme. Appreciate the importance of accurate pronunciation of words.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Mention a proverb, an idiom and a metaphor used in the narrative. Construct sentences orally using words related to the theme. Appreciate the use of vocabulary for oral communication.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 1-2*	Oral questions Oral Report Observation
	3	Child Labour	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Identify types of child labour. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of narratives.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Select appropriate reading materials from a library or online sources. Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning.	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 life-long learning	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Spell words correctly for effective communication. Create a crossword puzzle using some of the new words he/she has learnt. Appreciate the importance of print and no print reference materials to obtain information.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 4-5*	Oral questions Oral Report Observation
	2	Child Labour	Grammar in use; Word classes: Determiners	By the end of the sub-strand, the learner should be able to: Define the meaning of determiners. Demonstrate the correct use of determiners during communication. Appreciate the use of determiners in communication	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 Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines	Oral questions Oral Report Observation
	3	Child Labour	Grammar in use; Word classes: Determiners	By the end of the sub-strand, the learner should be able to: Identify determiners used in sentences and texts. Construct sentences using some, enough, each and a lot of. Appreciate the importance of determiners	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 6-7*	Oral questions Oral Report Observation
	4	Child Labour	Writing; Guided Writing	By the end of the sub-strand, the learner should be able to: Discuss the importance of forms. Record specific details in specific places in variety of forms. Appreciate the importance of forms.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 8-10*	Oral questions Oral Report Observation
3	1	Child Labour	Writing; Guided Writing	By the end of the sub-strand, the learner should be able to: Design forms for use in collecting information on child labour. Fill in the information in the form related to the theme. Appreciate the importance of filling in the forms with the correct details.	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 Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines	Oral questions Oral Report Observation
	2	Cultural and Religious Celebrations	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Construct sentences using simile, metaphor and proverbs. Appreciate the importance of using simile, metaphor and proverbs in communication.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Pronounce words and sounds related to the theme for effective communication. Share experiences of a celebration he/she attended. Enjoy telling stories about cultural and religious celebrations.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 11-12*	Oral questions Oral Report Observation
	4	Cultural and Religious Celebrations	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Articulate sounds accurately for effective communication. Practice saying tongue twisters with sounds /l/ and /r/ Appreciate the use of tongue twisters.	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/	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Identify characters, places and events in a story. Predict the events in the story for comprehension. Have fun sharing experiences of a wedding he/she attended	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 12-15*	Oral questions Oral Report Observation
	2	Cultural and Religious Celebrations	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Read and discuss the comprehension story ‘Wedding ceremonies’ Identify events in the story, ‘Wedding ceremonies’ for logical and fluent flow. Have fun and enjoy reading the story, ‘Wedding ceremonies’	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Recite the poem, ‘Celebration the harvest’ Describe the people in the poem and mention the activities in the poem. Have fun and enjoy reciting a poem.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 15-16*	Oral questions Oral Report Observation
	4	Cultural and Religious Celebrations	Grammar in use; Word Classes: Nouns	By the end of the sub-strand, the learner should be able to: Read the conversation between Rebecca and Robert. Compare the nouns in columns A and B as used in the conversation. Appreciate the use of nouns in communication.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 17-19*	Oral questions Oral Report Observation
5	1	Cultural and Religious Celebrations	Writing; Creative Writing	By the end of the sub-strand, the learner should be able to: State the differences between concrete nouns and abstract nouns. Construct sentences using concrete nouns and abstract nouns. Have fun and enjoy creating a crossword puzzle using abstract and concrete nouns.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 19-20*	Oral questions Oral Report Observation
	2	Cultural and Religious Celebrations	Writing; Creative Writing	By the end of the sub-strand, the learner should be able to: Write composition about cultural and religious celebration of about 150-200 words. Use suitable expressions, abstract and concreate nouns to the composition interesting. Appreciate the importance of expressions to make composition interesting.	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 150-200 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	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 20*	Oral questions Oral Report Observation
	3	Etiquette-Telephone	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: Listen to the polite words and phrases use from a recording. Construct sentences using vocabulary related to the theme ‘Telephone’ Appreciate the importance of correct pronunciation of sounds, words, phrases and expressions.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 21-22*	Oral questions Oral Report Observation
	4	Etiquette-Telephone	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: State why it is important to be polite. Role play the telephone conversation between Jose and Rose. Have fun and enjoy role playing the telephone conversation between Jose and Rose.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 22-23*	Oral questions Oral Report Observation
6	1	Etiquette-Telephone	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: Give clear directions on how to go to the nearest market form school. Play a game of giving directions on how to get to a particular place in the school compound. Appreciate the importance of giving clear directions. Explain why it is important to give clear direction	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 23-24*	Oral questions Oral Report Observation
	2	Etiquette-Telephone	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Define values. Read the conversation, ‘Kindness for kindness’ and answer simple direct and indirect questions based on the conversation. Appreciate the importance of values in everyday life.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 24-27*	Oral questions Oral Report Observation
	3	Etiquette-Telephone	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Relate events in the story with their life experiences. Create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Appreciate use of digital device to read online stories.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 27*	Oral questions Oral Report Observation
	4	Etiquette-Telephone	Grammar in Use; Use of Correlative Conjunctions	By the end of the sub-strand, the learner should be able to: Identify sentences in which the language pattern is used (either…or and neither…nor) Construct sentences using either...or and neither…nor Appreciate the use of language patterns in sentences correctly.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 28*	Oral questions Oral Report Observation
7	1	Etiquette-Telephone	Grammar in Use; Use of Correlative Conjunctions	By the end of the sub-strand, the learner should be able to: Identify sentences in which the language pattern is used (show…how, where, who) Construct sentences using show… how, where and who. Appreciate the use of language patterns in sentences correctly	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 28-30*	Oral questions Oral Report Observation
	2	Etiquette-Telephone	Writing; Writing: Numbers, Abbreviations and Acronyms	By the end of the sub-strand, the learner should be able to: Define abbreviations and acronyms. Read the story and highlight the abbreviations and acronyms. Appreciate the importance of abbreviations and acronyms.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 30-32*	Oral questions Oral Report Observation
	3	Etiquette-Telephone	Writing; Writing: Numbers, Abbreviations and Acronyms	By the end of the sub-strand, the learner should be able to: Identify numbers, abbreviations and acronyms in texts and passages. Apply accurate and consistent spelling in print script for writing fluency. Appreciate the use of accurate and consistent spelling in a variety of print scripts for effective communication.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 32-33*	Oral questions Oral Report Observation
	4	Etiquette-Telephone	Writing; Writing: Numbers, Abbreviations and Acronyms	By the end of the sub-strand, the learner should be able to: Write a poem using polite words and phrases. Recite the poem he/she has written and make corrections. Have fun and enjoy reciting the poem.	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	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Construct sentences orally using words related to the theme. Use vocabulary related to the theme in variety of context. Appreciate the importance of correct use of stress in communication.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: List words whose meaning differ according to pronunciation. Pronounce words using the correct stress. Have fun and enjoy taking part in language games involving word stress.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Recite the poem. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of emergency services.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Make predictions based on the pictures and anticipate possible outcomes in a story. Identify causes of fire. Appreciate the use of pictures to communicate.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 37-38*	Oral questions Oral Report Observation
9	1	Emergency Rescue Services	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Describe and interpret visual correctly. Draw a picture to show what can happen during a fire accident. Appreciate appropriateness of visuals in conjunction with peers.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *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 sub-strand, the learner should be able to: Define indefinite pronouns. Simulate, dramatize or role play a conversation featuring indefinite pronouns. Appreciate the correct use of indefinite pronouns in communication.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 38-39*	Oral questions Oral Report Observation
	3	Emergency Rescue Services	Grammar in Use; Word classes: Pronouns	By the end of the sub-strand, the learner should be able to: Define relative pronouns. Use relative pronouns correctly in sentences. Appreciate the correct use of relative pronouns in communication.	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 39-40*	Oral questions Oral Report Observation
	4	Emergency Rescue Services	Writing; Functional Writing	By the end of the sub-strand, the learner should be able to: Identify the key parts of an official letter in preparation for writing. Write an official letter using the correct format. Appreciate the role of official letters in communication	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.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 40-43*	Oral questions Oral Report Observation
10				ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

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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*	*Sub-strand*	*Specific-Learning outcomes*	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	*Numbers*	Whole numbers; Place value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify place value of digits up to hundreds of thousands. Use digital devices for learning more on place values. Appreciate the use of place value in real life situations.	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.	Place value apparatus Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 1-3*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Whole numbers; Place value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify place value of digits up to millions. Play digital games involving numbers. Appreciate the use of whole numbers in real life situations.	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.	Place value apparatus Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 3-5*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Total value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify total value of digits up to hundreds of thousands. Use digital devices for learning more on total value. Appreciate the use of total value in real life situations.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 6-7*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Total value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify total value of digits up to millions. Play digital games involving numbers. Appreciate the use of total value.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 7-8*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Whole numbers; Using numbers in symbols	By the end of the sub-strand, the learner should be able to: Identify numbers in symbols. Make a number chart and read the numbers he/she has formed. Appreciate the use of numbers in symbols.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 8-9*	Oral questions Oral Report Observation Written exercise
2	1	*Numbers*	Whole numbers; Using numbers in symbols	By the end of the sub-strand, the learner should be able to: Identify numbers in symbols. Make number cards and use them to form 7-digit numbers. Appreciate the use of numbers in symbols.	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 7-digit numbers.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 9-10*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Whole numbers; Reading, writing and relating numbers in words	By the end of the sub-strand, the learner should be able to: Read, write and relate numbers up to hundreds of thousands in words. Use numbers up to hundreds of thousands in real life. Appreciate the importance of writing numbers in words.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 10-11*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Reading, writing and relating numbers in words	By the end of the sub-strand, the learner should be able to: Read, write and relate numbers up to millions in words. Use numbers up to millions in real life. Appreciate the use of whole numbers in real life situations.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 12-13*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Writing numbers in an ascending order	By the end of the sub-strand, the learner should be able to: Define ascending order of number. Arrange numbers in an ascending order. Have fun and enjoy ordering numbers in an ascending order.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 13-15*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Whole numbers; Writing numbers in an ascending order	By the end of the sub-strand, the learner should be able to: Identify numbers in an ascending order. Make number cards and arrange numbers in an ascending order. Appreciate the importance of ascending numbers.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 15-17*	Oral questions Oral Report Observation Written exercise
3	1	*Numbers*	Whole numbers; Writing numbers in a descending order	By the end of the sub-strand, the learner should be able to: Define descending order of number. Arrange numbers in a descending order. Have fun and enjoy ordering numbers in a descending order.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 17-19*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Whole numbers; Writing numbers in a descending order	By the end of the sub-strand, the learner should be able to: Identify numbers in a descending order. Make number cards and arrange numbers in a descending order. Appreciate the importance of descending numbers.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 17-21*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Rounding off numbers to the nearest thousand	By the end of the sub-strand, the learner should be able to: Make a number card, draw a number line and pick a number card and match it to its positions on the number line. Round off each number to the nearest thousand. Have fun and enjoy rounding off numbers.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 21-22*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Rounding off numbers to the nearest thousand	By the end of the sub-strand, the learner should be able to: Make number cards and rearrange the digits to form 5-digit numbers. Round off numbers to the nearest thousand. Have fun and enjoy rounding off numbers. to the nearest thousands.	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 5-digit numbers. Learners are guided to round off numbers to the nearest thousand.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 23-24*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Whole numbers; Squares of whole numbers	By the end of the sub-strand, the learner should be able to: Define the meaning of square number. Draw a square grid and work out the total number of the small square. Appreciate the meaning of square number.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 24-25*	Oral questions Oral Report Observation Written exercise
4	1	*Numbers*	Whole numbers; Squares of whole numbers	By the end of the sub-strand, the learner should be able to: Identify squares of whole numbers. Make number cards, pick a number card and work out the square of the number on the card. Have fun and enjoy calculating the square of whole numbers.	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.	Number charts Number cards Digital devices *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 sub-strand, the learner should be able to: Define the meaning of square root. Calculate the square root of whole numbers by using a factor tree. Appreciate the use of factor tree to work out the square root.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 27-28*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Square roots of whole numbers	By the end of the sub-strand, the learner should be able to: Define the meaning of perfect square. Use a computer, a tablet or a mobile phone connected to the internet and work out questions about square root. Have fun and enjoy working out questions about square root.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 29-30*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Square roots of whole numbers	By the end of the sub-strand, the learner should be able to: Identify square roots of whole numbers. 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. Appreciate the use of square root in daily life.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 30-31*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Multiplications of whole numbers	By the end of the sub-strand, the learner should be able to: Multiply up to 4-digit number by up to 2-digit number in real life. Play digital games involving multiplication of whole numbers. Appreciate the use of multiplication in real life.	Where is multiplication used in real life?	Learners are guided to multiply up to 4-digit number by up to 2-digit 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.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 34-35*	Oral questions Oral Report Observation Written exercise
5	1	*Numbers*	Multiplications of whole numbers	By the end of the sub-strand, the learner should be able to: Make number cards, pick a card and work out the multiplication. Work out multiplications using his/her own method. Have fun and enjoy working out multiplications of whole numbers.	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.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 35-38*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Estimating product by rounding off factors	By the end of the sub-strand, the learner should be able to: Estimate product by rounding off factors to the nearest ten in different situations. 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. Have fun and enjoy estimating product by rounding off factors.	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.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 38-39*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Multiplication patterns	By the end of the sub-strand, the learner should be able to: Identify multiplication patterns. Make patterns involving multiplication of numbers with product not exceeding 10000 in different situations. Have fun and enjoy creating multiplication patterns.	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.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 40-41*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Division of whole numbers	By the end of the sub-strand, the learner should be able to: Divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real life. Use digital devices for learning more on division of whole numbers. Appreciate the use of division of whole numbers in real life situation.	Where is division used in real life?	Learners are guided to divide up to a 4-digit number by up to a 3-digit 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.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 41-44*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Division of whole numbers	By the end of the sub-strand, the learner should be able to: Make number cards, pick a number card and work out the division. Play digital games involving division of whole numbers. Have fun and enjoy working out division of whole numbers.	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.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 44-47*	Oral questions Oral Report Observation Written exercise
6	1	*Numbers*	Estimating quotient by rounding off numbers	By the end of the sub-strand, the learner should be able to: Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life. Demonstrate multiplication is the opposite of division. Have fun and enjoy estimating quotient by rounding off numbers.	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.	Number charts Number cards Digital devices Multiplication tables Oxford; Mathematics Learner’s Book Grade 6 pg. 47-48	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Combined operations	By the end of the sub-strand, the learner should be able to: Discuss how to work out combined operations. Perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations. Have fun and enjoy working out combined operations.	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.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 49-50*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Fractions; Least Common Multiple (LCM)	By the end of the sub-strand, the learner should be able to: Identify Least Common Multiple (LCM) of given numbers. Demonstrate addition of fractions using the LCM. Enjoy addition of fractions using LCM.	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.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 51-53*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Subtraction of fractions using the LCM	By the end of the sub-strand, the learner should be able to: Identify subtractions of fractions using LCM. Demonstrate subtraction of fractions using LCM. Enjoy subtracting fractions using LCM.	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.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 54-55*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Addition of mixed numbers	By the end of the sub-strand, the learner should be able to: Convert mixed numbers into improper fractions. Practice addition of mixed numbers. Appreciate the use of addition of mixed numbers in real life.	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.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 55-58*	Oral questions Oral Report Observation Written exercise
7	1	*Numbers*	Subtraction of mixed numbers	By the end of the sub-strand, the learner should be able to: Identify subtraction of mixed numbers. Practice subtraction of mixed numbers. Appreciate the use of subtraction of mixed numbers in real life.	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.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 58-60*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Reciprocal of fractions	By the end of the sub-strand, the learner should be able to: Define the meaning of reciprocal of fractions. Demonstrate reciprocal of fractions. Have fun and enjoy working out reciprocal of fractions.	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.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 60-62*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Square of a fraction	By the end of the sub-strand, the learner should be able to: Define the meaning of square of a fraction. Demonstrate square of a fraction. Have fun and enjoy calculating square of a fraction.	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.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 62-64*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Conversation of fractions to equivalent fractions	By the end of the sub-strand, the learner should be able to: Identify equivalent fractions using fraction board or chart. Convert fractions to equivalent fractions. Appreciate the use of fractions in real life.	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.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 64-65*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Percentage as a fraction	By the end of the sub-strand, the learner should be able to: Identify percentage as a fraction. Draw a square, shade some squares and calculate the percentage of shaded square. Appreciate the use of percentage as a fraction.	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.	Number charts Number cards Digital devices Fraction board 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 sub-strand, the learner should be able to: Convert fractions to percentage. Use digital devices for learning more on conversion of fractions to percentage. Have fun and enjoying conversion of fractions to percentage.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 66-67*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Conversion of percentages to fractions	By the end of the sub-strand, the learner should be able to: Convert percentages to fractions. Use digital devices for learning more on conversion on percentage to fraction. Have fun and enjoy converting percentage to fractions.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 67-68*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Decimals; Place value of decimals up to ten thousandths	By the end of the sub-strand, the learner should be able to: Identify place value of decimals up to ten thousandths. Draw a place value chart identify place value of decimals. Appreciate decimals up to thousandths in real life situations.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 69-70*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Rounding of decimals	By the end of the sub-strand, the learner should be able to: Define the meaning of decimal places. Round of decimals up to ten thousandths. Have fun and enjoy rounding off decimals.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 70-75*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Conversion of decimals to fractions	By the end of the sub-strand, the learner should be able to: Convert decimals to fractions. Use digital devices for learning more on conversion of decimals to fractions. Have fun and enjoy converting decimals to fractions.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 75-76*	Oral questions Oral Report Observation Written exercise
9	1	*Numbers*	Conversion of fractions to decimals	By the end of the sub-strand, the learner should be able to: Convert fractions to decimals. Use digital devices for learning more on conversion of fractions to decimals. Have fun and enjoy converting fractions to decimals.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 76-77*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Conversion of decimals to percentages	By the end of the sub-strand, the learner should be able to: Convert decimals to percentages. Use digital devices for learning more on conversion of decimals to percentages. Have fun and enjoy converting decimals to percentages.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 77-78*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Conversion of percentages to decimals	By the end of the sub-strand, the learner should be able to: Convert percentages to decimals. Use digital devices for learning more on conversion of percentages to decimals. Have fun and enjoy converting percentages to decimals.	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.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 78-79*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Addition of decimals	By the end of the sub-strand, the learner should be able to: Add decimals up to ten thousandths. Use place value apparatus to add decimals up to ten thousandths. Have fun and enjoy addition of decimals.	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.	Number charts Number cards Digital devices Place value apparatus *Oxford; Mathematics Learner’s Book Grade 6 pg. 79-81*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Subtraction of decimals	By the end of the sub-strand, the learner should be able to: Subtract decimals up to ten thousandths. Use place value apparatus to subtract decimals up to ten thousandths. Have fun and enjoy subtraction of decimals.	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.	Number charts Number cards Digital devices Place value apparatus *Oxford; Mathematics Learner’s Book Grade 6 pg. 82-84*	Oral questions Oral Report Observation Written exercise
10	ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

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