Platinum Mathematics Grade 6 Lesson Plans

INTERMEDIATE PHASE
GRADE 6 LESSON PLANS

2012
Platinum MATHEMATICS
CONTENTS PAGE
MATHEMATICS WORKSCHEDULE GRADE 6........................................3

TERM 1.......................................................................................................... 3
TERM 2.......................................................................................................... 4
TERM 3.......................................................................................................... 5
TERM 4.......................................................................................................... 6
EXEMPLAR TEACHING GUIDELINE GRADE 6....................................7
TOPIC 1: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS.......................7
TERM 1: PLATINUM LESSON PLANS GRADE 6................................11
TOPIC 1: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS.....................11
TOPIC 2: NUMBER SENTENCES..........................................................................12
TOPIC 3: ADDITION AND SUBTRACTION................................................................13
TOPIC 4: COMMON FRACTIONS...........................................................................14
TOPIC 5: TIME................................................................................................ 15
TOPIC 6: PROPERTIES OF 2D SHAPES..................................................................16
TOPIC 7: DATA HANDLING................................................................................. 17
TOPIC 8: NUMERIC PATTERNS............................................................................18
TOPIC 9: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS.....................19
TOPIC 10: MULTIPLICATION............................................................................... 20
TOPIC 11: PROPERTIES OF 3-D OBJECTS..............................................................21
TOPIC 12: GEOMETRIC PATTERNS.......................................................................22
TOPIC 13: SYMMETRY...................................................................................... 23
TOPIC 14: DIVISION......................................................................................... 24
TOPIC 15: DECIMAL FRACTIONS.........................................................................25
TOPIC 16: CAPACITY AND VOLUME......................................................................26
TOPIC 17: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS...................27
TOPIC 18: MASS............................................................................................. 28
TOPIC 19: ADDITION AND SUBTRACTION..............................................................29
TOPIC 20: VIEWING OBJECTS.............................................................................30
TOPIC 21: PROPERTIES OF 2D SHAPES................................................................31
TOPIC 22: TRANSFORMATIONS...........................................................................32
TOPIC 23: PERCENTAGES..................................................................................33
TOPIC 24: TEMPERATURE.................................................................................. 34
TOPIC 25: DATA HANDLING............................................................................... 35
TOPIC 26: NUMERIC PATTERNS..........................................................................36
TOPIC 27: LENGTH.......................................................................................... 37
TOPIC 28: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS...................38
TOPIC 29: MULTIPLICATION............................................................................... 39
TOPIC 30: COMMON FRACTIONS.........................................................................40
TOPIC 31: PROPERTIES OF 3-D OBJECTS..............................................................41
TOPIC 32: HISTORY OF MEASUREMENT................................................................42
TOPIC 33: PERIMETER, AREA AND VOLUME...........................................................43
TOPIC 34: DIVISION......................................................................................... 44
TOPIC 35: NUMBER SENTENCES.........................................................................45
TOPIC 36: TRANSFORMATIONS...........................................................................46
TOPIC 37: POSITION AND MOVEMENT..................................................................47
TOPIC 38: PROBABILITY....................................................................................48
2
MATHEMATICS WORKSCHEDULE GRADE 6
TERM 1
WEEK
S
12
2
TOPIC
TIME
ALLOCATIO
N AS PER
CAPS
Topic 1: Count, order,

compare and represent
whole numbers
2 hours
Topic 2: Number sentences
3 hours
Revision
Topic 3: Addition and

subtraction
35
Topic 4: Common fractions
10 hours
Revision
Formal Assessment:
Assignment Different
number
systems
0.5 hours
7 hours
Topic 5: Time
4 hours
68
Topic 6: Properties of 2-D

shapes
8 hours
8 10
Revision
Topic 7: Data handling
1. Estimation
2. Have fun with calculators
3. Use the column method to add
4. Use the column method to subtract
5. Addition and subtraction are inverse
operations
6. Solve addition and subtraction problems
1. What is a fraction?
2. Fractions by grouping
3. Equivalent fractions
4. Compare and order fractions
5. Add and subtract fractions
6. Solve problems with fractions
0.5 hours
56
1. Read and write large numbers

2. Count large numbers
3. Use place value to order numbers
4. Use symbols to compare numbers
1. Number sentences with multiple
operations
2. Equivalent number statements
0.5 hours
23
UNITS WITHIN EACH TOPIC
1.
2.
3.
4.
1.
2.
3.
4.
Read and write time

Convert units of time
Time zones
Interpret calendars
Identify and name 2-D shapes
Angles and lines in 2-D shapes
Compare and sort 2-D shapes
Identify and draw 2-D shapes
0.5 hours
10 hours
10
Topic 8: Numeric patterns
4 hours
10
10
Revision
Formal Assessment: Test
0.5 hours
1 hour
1. Collect and organise data

2. Read and draw pictographs
3. Read and draw bar graphs
4. The mode and median in a set of data
5. Interpret and make sense of graphs
6. Work through a data cycle
1. Flow diagrams
2. Interesting properties of multiplication
3. Multiplication and division are inverse
operations
4. Find missing rules and numbers
TERM 2
WEEK
S
12
2
TOPIC
compare
and represent whole
numbers
Topic 10: Multiplication
Revision
TIME
ALLOCATIO
N AS PER
CAPS
1 hour
1. Work with nine-digit numbers

2. Round off whole numbers
5 hours
1.
2.
3.
4.
5.

objects
5 hours
34
Topic 12: Geometric

patterns
6 hours
45
5
56
Revision
2 hours
1 hour
Revision
68
Topic 15: Decimal fractions
8-9
Topic 16: Capacity and

volume
10
10
Revision
Formal Assessment: Exam
practice
1. Identify 3D objects
2. Construct 3D objects
3. Describe, sort and compare 3D
objects
4. Interpret drawings of 3D objects
1. Extend patterns and look for rules
2. Tables and flow diagrams
3. Look for patterns and rules
4. More fun with patterns
0.5 hours
Topic 13: Symmetry
Topic 14: Division
Factors and multiples

Break up numbers to multiply
Estimate answers
Use the column method to multiply
Solve multiplication problems
0.5 hours
23
8 hours
1. Line symmetry
2. Rotational symmetry
1. Work with factors
2. Work with prime factors
3. Multiplication and division as inverse
operations
4. Use the long division method
5. Solve division problems
6. Solve problems by comparing quantities of
the same kind
7. Solve problems by comparing two
different quantities
0.5 hours
10 hours
5 hours
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
Read and write decimal fractions

Count in decimals
Convert decimal fractions
Multiply and round off decimals
Compare and order decimals
Add and subtract decimals
More calculations with decimals
Solve problems with decimal fractions
The capacity of containers
Estimate and measure capacity
Convert units of capacity
Compare and order capacities
Solve problems involving capacity
0.5 hours
1 hour
TERM 3
WEEK
S
12
2
TOPIC
compare
and represent whole
numbers
Topic 18: Mass
Revision
TIME
ALLOCATIO
N AS PER
CAPS
1 hour
1. Place value and expanded notation

2. Read, write and order nine-digit numbers
5 hours
1.
2.
3.
4.
5.
8 hours
Topic 20: Viewing objects
3 hours
Revision
shapes
0.5 hours
Topic 22: Transformations
3 hours
45
56
6
Revision
Identify, describe and compare 2-D shapes

Draw 2-D shapes
Use transformations to describe patterns
Describe patterns around us
1.
2.
3.
4.
1.
2.
Understand the meaning of percentage

Convert fractions to percentages
Decimal fractions and percentages
Find the percentage of a whole number
Read, compare and order temperature
Calculations with temperature
9 hours
1.
2.
3.
4.
Collect, organise and represent data

Find the mode and median of data sets
Interpret and analyse data
Compare graphs on the same topic
5 hours
1. Special types of sequences

2. Find the rule
0.5 hours
Topic 23: Percentages
5 hours
Topic 24: Temperature
1 hour
Revision
1. Estimate answers
2. Use the column method to add
3. Use the column method to subtract
4. Addition and subtraction are inverse
operations
5. Add and subtract with brackets
6. Solve addition and subtraction problems
1. Different viewpoints
2. Draw views from different viewpoints
1.
2.
1.
2.
4 hours
67
79
Units of measure for mass

Read measuring scales
Estimate and measure mass
Convert between units of mass
Solve problems involving mass
0.5 hours
Topic 19: Addition and

subtraction
23
0.5 hours
Formal Assessment: Project
Data Handling
9
Revision
0.5 hours
10
Topic 27: Length
5 hours
10
1 hour
1.
2.
3.
4.
Estimate and measure lengths

Convert units of length
Order lengths
Solve problems involving lengths
TERM 4
WEEK
S
TOPIC
TIME
ALLOCATION
AS PER
CAPS

compare
and represent whole
numbers
1 hour
1. Read and write large numbers

2. Round off, compare and order large
numbers
12
5 hours
1. Estimate answers
2. Multiply using the column method
3. Solve problems with multiplication
Revision
0.5 hours
Topic 30: Common

fractions
5 hours
Formal Assessment:
Assignment Percentages,
profit and loss
5 hours
34

objects
23
4
4
46
6
67
7
78
8
89
Revision
Topic 32: History of
measurement
Topic 33: Perimeter, area
and
volume
Revision
5 hours
1 hour
7 hours
Formal Assessment:
Investigation Use simple
budgets and accounts
1 hour
Topic 37: Position and

movement
Revision
Topic 38: Probability
Model 3-D objects

Sort and compare 3-D objects
Interpret 3-D drawing
Identify nets
1.
2.
1.
2.
3.
4.
5.
Where did measurement begin?

How things have changed
Measure perimeter
Area
The area of rectangles
Volume
Surface area of an object
0.5 hours
7 hours
Revision
1.
2.
3.
4.
0.5 hours
Topic 34: Division
Topic 35: Number

sentences
1. Find equivalent forms and compare

common fractions
2. Different fractions for different contexts
3. Convert decimals and common fractions
4. Convert percentages and common
fractions
5. Add and subtract common fractions
6. Calculate and solve problems with
fractions
3 hours
1. Use long division

2. Inverse operations
3. Solve problems with division
1. Number sentences and rules

2. Solve a number statement
3. Use number sentences when solving
problems
4. Multiple choice questions
0.5 hours
1
hours
2 hours
1. Recognise transformations in patterns

2. Enlarge a shape
3. Reduce a shape
4. Compare the size and shape of triangles
and quadrilaterals
1. Find positions on maps and grids
2. Work with street maps
3. Describe how to change positions on a
grid
4. Maps and compass directions
0.5 hours
2 hours
1. List possible outcomes of experiments

2. Record outcomes of experiments
10
Formal Assessment: Exam

Practice
1 hour
EXEMPLAR TEACHING GUIDELINE GRADE 6

Subject: Mathematics
Grade: 6
Topic 1: Count, order, compare and represent whole numbers

Duration: 2 hours
CAPS
Conte
nt
Term 1, Week 1
NUMBERS, OPERATIONS AND RELATIONSHIPS

1.1 Whole numbers
Counting
Ordering
Representing
Place value of digits

Unit 1: Read and write large numbers
Unit 2: Count large numbers
Unit 3: Use place value to order numbers
Unit 4: Use symbols to compare numbers
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Read and
write large
numbers
TEACHING METHODS / APPROACH

Duration: 30 minutes
Preparation and suggested resources

Place value cards; number lines that are marked but not numbered,
over the place value boundaries; place value table blank; numbers
written in words on large cards.
Common errors
Learners misread or write incorrectly numbers which have zeros, such
as
2 009 050. Emphasise the importance of each place holder. Practise
reading the numbers in sets of three and emphasise that each space
represents a word (thousand, hundred). If necessary, allow learners to
work with smaller numbers before moving onto six-digit numbers.
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Place value cards,
number lines, place
value table
Key words
whole number
Mental Maths (10 minutes daily)

See the Mental Maths section at the back of the Teachers Guide.
Teaching guidelines
1. Using the place value cards, allow learners to create a variety of
two, three, four,
five and six digit numbers on the board.
2. Once you have at least fifteen different numbers, ask for volunteers
to first read
the numbers out and then to write the numbers down in words.
3. Explain to the learners that it is important when reading to group
the digits in
threes.
4. Now read through the examples on page 4 in the Learners Book.
5. Reinforce the use of a zero as a placeholder. If necessary, place a
few examples on
the board and ask the learners to give the place value of those zeros.
6. Once the learners understand how to read and write the numbers
out, allow them
to start Exercise 1.1.
7. Walk around and monitor the learners progress and assist where
necessary.
Support and extension guidelines

1. Learners can make up 10 six-digit numbers, using their place value
cards. Each
number needs to be written out in words.
2. Learners can also complete Target Worksheet 1.
Mental Maths 10 minutes (TG page 180)
Exercise 1.1 (LB page 4)
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page
2)
LESSON 2:
Unit 2:
Count large
numbers
Common errors
Learners misread or write incorrectly numbers which have zeros, such
as 209 050. Emphasise the importance of each place holder. Practise
reading the numbers in sets of three and emphasise that each space
represents a word (thousand, hundred).

Teaching guidelines
1. Revise 6-digit numbers. Ask a few volunteers to come to the board.
Say a number
and ask the learners to write it down in figures.
2. Include a few examples with zeros in place holders.
3. Ask the learners to now choose one of the numbers and count in
twos, for the
next ten numbers, going forwards and then going backwards.
4. Each time ask the volunteer to count forwards or backwards, either
adding on or
subtracting the number they have chosen.
5. Ask the other learners to monitor their counting.
6. Once the learners are comfortable counting forwards and
backwards, read
through the example on page 5 in the Learners Book.
7. Place a few more examples on the board and allow the learners to
count orally.
8. Learners can now complete Exercise 1.2.
For homework, the learners can complete outstanding class work.

Find examples of large numbers (six-digits), such as telephone
numbers, and practise reading them. The Challenge changes the focus
from reading a number to understanding the place value of each
number. Allow learners to write the number they think matches the
verbal description and to read their answers out loud to check if they
have found the correct number. Then using the squares of paper from
the game, choose a number to add on or to subtract from, allowing the
learners to count forwards and backwards up to five numbers from the
original number.
Challenge: Guided instruction

The Challenge extends their understanding that basic number bonds
still apply with very large numbers. Encourage learners to find and use
the pattern that emerges and to use this to continue the task to 22
222 222 and 11 111 111.
Game
1. Learners play in pairs.

2. Prepare the squares of paper beforehand.
3. Cut out (or fold and neatly tear) ten squares of paper.
4. On each piece of paper, write one of these instructions: +50; 50;
+100; 100;
+150; 150; +200; 200; +250; 250. Shuffle these numbers and
place them face
down on the table.
5. On another page, each write down the number 100 000. Now take
turns to pick
up a number and add it to or subtract it from your number until all the
numbers
have been used. Check each others working. The highest number
wins.
10

4)
11
LESSON 3:
Unit 3: Use
place value
to order
numbers
Common errors
Learners make errors when ordering numbers.
Learners simply often misread the numbers, mistaking a six digit
number for five-digit number or similar. This usually happens when the
numbers look similar at first glance: 345 687, 34 597; 3 456 700.
Encourage learners to count the digits in each number first and to look
carefully at the value of each digit in turn from the highest place value.
Teaching guidelines
1. Revise the value of digits in numbers to 999 999.
2. Draw a place value table onto the board and ask for a volunteer to
write
999 999 in the table.
3. Ask the volunteer to determine the value of each digit.
4. Ask the learners to give you a few more numbers, with a variety of
digits, to write
onto the board.
5. Discuss the value of various digits with the learners.
6. Work through the example on page 6 of the Learners Book, writing
the number
onto the board.
7. Ask the learners to explain the value of the digits in 456 129.
8. Write four examples onto the board and ask the learners to explain
the value of
each digit.
9. Revise with the learners the process of ordering numbers. The more
digits the
whole number has, the larger it becomes, so a six-digit number will
always be
larger than a five-digit number. If the hundred thousand digits are the
same, then
they need to look at the ten thousand digits and so on, until they find
a digit that
is larger in the one number than in the second example.
10. Finally go through the second example on page 6 of the Learners
Book. Get
learners to order the four numbers written onto the board.
11. Read through the Did you know feature on page 6 of the
Learners Book.
12. Learners can now begin Exercises 1.3 and 1.4.

Roll a dice six times (or turn over three-digit cards) to generate sixdigit numbers. Use these to complete a set of six random six-digit
numbers (or continue using the dice/cards to generate the rest of the
number). Ask learners to put these numbers in order.
Mental Maths (TG page 180)
Exercise 1.3 & 1.4 (LB page 6)
6)
12
LESSON 4:
Use symbols
to compare
numbers

Common errors
Learners make errors when ordering numbers.
Learners simply often misread the numbers, mistaking a six-digit
number for five-digit number or similar. This usually happens when the
numbers look similar at first glance: 345 687; 34 597; 3 456 700.
Encourage learners to count the digits in each number first and to look
carefully at the value of each digit in turn from the highest place value.

Teaching guidelines
1. Using the six-digit numbers that the learners created during the
previous lesson,
allow the learners to pair the numbers into two columns of ten
numbers.
2. Ask for volunteers to read out the pairs of numbers, one by one.
3. Then get the volunteers to decide which number is larger out of the
pair. Work
through the column.
4. Get the other learners to monitor the answers given.
5. Revise with the learners how they use place value to determine
which number is
larger.
6. Each digit is compared until they find a digit which is higher in place
value.
7. That number is now of a higher value.
8. If one number has more digits than the second number, then it is
automatically
higher in value.
9. Revise the use of the symbols < and >.
10. The mouth of the symbol always faces towards the larger
number.
11. Read through the example on page 7 in the Learners Book.
12. Learners can now begin Exercise 1.5.
13. Read through the Did you know?

Learners complete outstanding class work. They can do the Target
Worksheet to consolidate the work taught.
Challenge: Guided instruction

Let the learners sit in pairs. Allow learners to work out what each
number is. Once they have completed that, they can start to order
them from the smallest to the biggest.
Intervention
If the learners are struggling, choose seven learners to represent the
columns from Units to Millions. Let these learners each hold a label
with units, tens, hundreds, etc. written on them. Learners can now call
out their digits place value, for example the learner holding the
Millions label can call out three million, while the learner holding the
Tens label can call out 9 tens.
8)
13
TERM 1: PLATINUM LESSON PLANS GRADE 6

Grade: 6

Duration: 2 hours
CAPS
Conte
nt
Term 1, Week 1

1.1 Whole numbers
Counting
Ordering
Representing

Unit 2: Count large numbers
Unit 3: Use place value to order numbers
Unit 4: Use symbols to compare numbers
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Read and
write large
numbers
LESSON 2:
Unit 2:
Count large
numbers

Explain to the learners that it is important when reading

numbers to group the digits in threes.
Reinforce the use of a zero as a placeholder.

2)
Revise 6-digit numbers.

Learners practise counting forwards and backwards.

4)
LESSON 3:
Unit 3: Use
place value
to order
numbers
LESSON 4:
Use symbols
to compare
numbers
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE
Mathematics
Grade 6
Workbook Term 1
and 2
Place value
cards, number
lines, place value
table, number
cards
Revise the value of digits in numbers to 999 999.

Discuss the value of various digits within a number with the
learners.
Revise with the learners the process of ordering numbers.
6)
Revise with the learners how they use place value to determine
which number is larger.
Revise the use of the symbols < and >.

8)
14
PLATINUM LESSON PLANS GRADE 6

Grade: 6
Topic 2: Number Sentences

Duration: 3 hours
CAPS
Conte
nt
Term 1, Weeks 1 - 2
PATTERNS, FUNCTIONS AND ALGEBRA

2.1 Number sentences
Write number sentences to describe problem situations
Solve and complete number sentences by inspection, trial and improvement
Check solutions by substitution

Unit 1: Solve number sentences
Unit 2: Equivalent number statements
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Solve
number
sentences

Explain how brackets are used in number sentences.

22)
LESSON 2:
Unit 2:
Equivalent
number
sentences
Revision:
Topics: 1 2
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
In this lesson learners are required to use their understanding

of properties such as order and grouping to decide on which
statements are equivalent.
Ensure that learners understand how to read the question
carefully to decide on whether there is only one correct answer,
or the possibility of more than one answer.
Exercise 2.2 2.5 (LB page 9 - 10)
22)
TG page: 11
15

Grade: 6
Topic 3: Addition and subtraction

Duration: 7 hours
CAPS
Conte
nt
Term 1, Weeks 2 - 3

1.1 Whole numbers, addition and subtraction
Number range for counting, ordering, comparing and representing, and place value of digits:
order, compare and represent numbers at least 9-digit numbers
Number range for calculations: addition and subtraction of whole numbers with at least 6-digit
number
Calculation techniques
Properties of whole numbers: recognise and use the commutative; associative; distributive
properties
Solving problems
Unit 1: Estimation
Unit 4: Use the column method to subtract
Unit 2: Have fun with calculators
Unit 5: Addition and subtraction are inverse operations
Unit 3: Use the column method to add
Unit 6: Solve addition and subtraction problems
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Estimation

Revise the rules of rounding off to the nearest 10, 100 and 1
000.
10)
LESSON 2:
Unit 2:
Have fun
with
calculators
LESSON 3:
Unit 3: use
the column
method to
add
LESSON 4:
Unit 4: Use
the column
method to
subtract
LESSON 5:
Addition and
subtraction
are inverse
Explain to the learners that when they work with their

calculators, they still need to be careful when pressing the keys
because they can press the incorrect key and get the wrong
answer.
Allow the learners to experiment with their calculators.
Explain the functions of the CE and C keys.
12)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Place value cards,
calculators,
number lines,
whiteboards,
whiteboard
markers
Remind learners that there are various methods that they have
been taught in Grade 5 to do addition. The column method is
the most effective method to use as there is little chance of
losing numbers.
58)
Remind learners that there are various methods that they can
use for subtraction. Explain to the learners that the column
method is the most effective method to use as there is little
chance of losing numbers.
Explain how learners are to exchange.
66)
Remind learners that we can use two ways to check the

accuracy of our answers, namely: estimation and inverse
operations.
Ask the learners to explain to you how they would use the two
16
operations
methods.

62)
LESSON 6:
Solve
addition and
subtraction
problems
We often use addition and subtraction to solve real-life

problems. Explain that some problems need more than one
calculation to solve them these are called multi-step
problems.
64)
17

Grade: 6

Duration:10 hours
CAPS
Conte
nt
Term 1, Weeks 3 - 5

1.2 Common fractions
Describing and ordering fractions: compare and order common fractions
Calculations with fractions: addition and subtraction of common fractions
Solving problems
Percentages: find percentages of whole numbers
Equivalent forms
Unit 1: What is a fraction?
Unit 4: Compare and order fractions
Unit 2: Fractions by grouping
Unit 5: Add and subtract fractions
Unit 3: Equivalent fractions
Unit 6: Solve problems with fractions
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
What is a
fraction?
LESSON 2:
Unit 2:
Fractions by
grouping
LESSON 3:
Unit 3:
Equivalent
fractions
LESSON 4:
Unit 4:
Compare
and order
fractions
LESSON 5:
Add and
subtract
fractions
LESSON 6:
Solve
problems
with
fractions
Revision:
Topics: 3 4
RESOURCES
This lesson focuses on revision of common fractions and the

terminology involved.
Use many different shapes as you do this work, so that the learners
dont only think of fractions in terms of only circles or rectangles.
Time must be spent emphasising the significance of the denominator

and the numerator.
Be sure to incorporate examples of fractions used in daily life.

Exercise 4.1& 4.2 (LB pages 18 - 19)
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 28)
Spend time using apparatus to divide objects up into equal groups.
Discuss how to share out the objects left over.

Exercise 4.3 4.5 (LB pages 20 - 21)
It is crucial that learners understand equivalent fractions before

progressing to addition and subtraction with different denominators.
Discuss how the denominator and the numerator are one number, and
that it is not possible to change part of a number.
Keep referring the learners to the fraction wall in this lesson.

Incorporate the exercises in DOE Workbook Term 1 and 2 (page 32)
Explain that before fractions can be compared or ordered, the

denominators have to be the same.
Revise Grade 5 work.

Insist on an open number sentence, that all the workings are shown
and that they conclude with an answer sentence.
TG page: 21
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
FORMAL ASSESSMENT TASK 60 Minutes

Assignment Different number systems
TG page: 21
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Fraction strips,
Cuisenaire rods,
fraction pieces,
fraction number
lines, different
fraction shapes,
counters, buttons,
fraction wall
18
19

Grade: 6
Topic 5: Time
Duration: 4 hours
CAPS
Conte
nt
Term 1, Weeks 5 - 6
MEASUREMENT
4.4 Time
Reading time and time instruments: read, tell and write time in 12-hour and 24-hour formats on
both analogue and digital instruments
Reading calendars
Calculations and problem-solving related to time
History of time
Unit 1: Read and write time
Unit 2: Convert units of time
Unit 3: Time zones
Unit 4: Interpret calendars
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Read and
write time

Revise telling time from analogue and digital clocks.

Revise the meaning of a.m. and p.m.
This lesson focuses on reading time and then translating 12hour time to 24-hour time and vice versa.
Ensure that they understand that they need to write the time in
words and then convert it to 12-hour time.

174)
LESSON 2:
Unit 2:
Convert
units of
time
LESSON 3:
Unit 3: Time
zones
LESSON 4:
Unit 4: Read
and use
calendars
Revise how to convert between the units of time.

Discuss the occurrence of leap years with the learners.
Ensure that the learners understand the basic words which
describe the units of time as well as words such as match the
statements.
Remind them that there are 60 seconds in one minute and then
60 minutes in one hour.
Exercise 5.2 & 5.3 (LB pages 31 - 32)
176)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Analogue clock,
digital clock,
stopwatches,
calendars, world
map, timetables
Explain why it was necessary to standardise time.

Ensure that the learners know how the time zones work.
Show learners how to count ahead or backwards or how to
calculate the time using the time zone map.
178)
The lesson focuses on calculating the passage of time over a

given period.
180)
20

Grade: 6
Topic 6: Properties of 2-D shapes

Duration: 8 hours
CAPS
Conte
nt
Term 1, Weeks 6 - 8
SPACE AND SHAPE

3.1 Properties of 2-D shapes
Know and name shapes
Features of shapes: describe, sort and compare 2-D shapes
Angles
Unit 1: Identify and name 2-D shapes
Unit 2: Angles and lines in 2-D shapes
Unit 3: Compare and sort 2-D shapes
Unit 4: Draw and identify 2-D shapes
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Identify and
name 2-D
shapes

Start this unit with a game.

Revise the basic concepts covered in the previous year.
Introduce new shapes, namely the parallelogram and the
octagon.
42)
LESSON 2:
Unit 2:
Angles and
lines in
2-D shapes
LESSON 3:
Unit 3:
Compare
and sort 2D shapes
LESSON 4:
Unit 4: Draw
and identify
2-D shapes
Revision:
Topics: 5 6
Explain the following terms through demonstration: straight

angle, acute angle, obtuse angle, reflex angle, revolution,
parallel lines.
42)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Wall charts, flash
cards, rulers, cut
out shapes, square
dotted grid paper
Stick any two shapes on the board. Get learners to list the
features of each shape.
Ensure that the learners are able to identify what the shapes
have in common and what the differences are.
42)
The purpose of this unit is to consolidate learners knowledge of

2-D shapes.
42)
TG page: 31
21

Grade: 6

Duration: 10 hours
CAPS
Conte
nt
Term 1, Weeks 8 - 10
DATA HANDLING
5.1 Collecting and organising data: collect data
5.2 Representing data: Draw a variety of graphs to display and interpret data
5.3 Analysing, interpreting and reporting data: Critically read and interpret data; analyse data by
answering
Questions; summarise data verbally and in short written paragraphs; examine ungrouped numerical
data
Unit 1: Collect and organise data
Unit 4: The mode and median in a set of data
Unit 2: Read and draw pictographs
Unit 5: Interpret and make sense of graphs
Unit 3: Read and draw bar graphs
Unit 6: Work through a data cycle
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Collect and
organise
data

Revise what the learners should know: how to collect data,

make tables to organise data, use tallies and totals.
Introduce the idea of a questionnaire. Discuss how they would
complete the questionnaire.
48)
LESSON 2:
Unit 2:
Read and
draw
pictographs
LESSON 3:
Unit 3:
Read and
draw bar
graphs
LESSON 4:
Unit 4: The
mode and
median in a
set of data
LESSON 5:
Interpret
and make
sense of
graphs
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Statistics
Revise the key words with the class.

Spend time discussing the pictograph and the key on Learners
Book page 46.
Explain the use of symbols in a pictograph.
58)
Remind learners that the graph needs a title, and that the bars
and the scale on the other axis must be labelled.
Discuss the concept of a double bar graph with the class using
the example on page 47.
62)
Remind the learners that they have already found the mode of
a data set. Introduce the term median.
Explain that to find the median, we have to put the data in
order.
208)
Remind learners how to write a paragraph and provide the

frame used in Grades 4 and 5 if necessary.
210)
22
LESSON 6:
Work
through a
data cycle
Revise the data cycle.

Point out to the learners that they also need to interpret and
summarise the data that they collect.
64)
23

Grade: 6

Duration:4 hours
CAPS
Conte
nt
Term 1, Week 10
PATTERNS , FUNCTIONS AND ALGEBRA

2.1 Numeric patterns
Investigate and extend patterns: investigate and extend numeric patterns looking for relationships
or rules of patterns
Input and output values: determine input values, output values and rules for patterns and
relationships
Equivalent forms
Unit 1: Flow diagrams
Unit 2: Interesting properties of multiplication
Unit 3: Multiplication and division are inverse operations
Unit 4: Find missing rules and numbers
LEARNING
ACTIVITY
LESSON 1:
Unit 1: Flow
diagrams

Explain clearly the description of flow diagrams and how they

can be represented.
50)
LESSON 2:
Unit 2:
Interesting
properties
of
multiplicati
on
LESSON 3:
Unit 3:
Multiplicatio
n and
division are
inverse
operations
LESSON 4:
Unit 4: Find
missing
rules and
numbers
Revision:
Topics: 7 8
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Apart from completing flow diagrams, the emphasis in this unit

is on learners writing what they notice in the diagrams. Stress
the importance of them doing this in their own words.
54)
This unit requires learners to show how division is the inverse of

multiplication, and vice versa.
The emphasis in this unit is on learners writing what they notice
in the diagrams.
56)
Work through the explanations given in the Learners Book at

the beginning of the unit with the learners.
Explain the principle: by inspection, as explained in the
Learners Book, and the principle of inverse operations.
Ensure that learners are confident before moving on to the
explanation of finding the rule.
102)
TG page: 42; LB page:

Term 1 Test: TG page: 43
24
25

Grade: 6

Duration: 1 hours
CAPS
Conte
nt
Term 2, Week 1

1.1 Whole numbers
Counting
Ordering
Comparing
Representing digits

Unit 1: Work with nine-digit numbers
Unit 2: Round off whole numbers
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Work with
nine-digit
numbers
LESSON 2:
Unit 2:
Round off
whole
numbers

Shuffle the place value cards and ask for volunteers to create
different numbers.
Continue creating numbers until you have seven numbers on
the board, ranging from a two-digit number to a nine-digit
number.
Ask the learners to compare the seven numbers.
Get the learners to organise the numbers in descending order
and then in ascending order.
Revise the place value chart with the learners.
Ensure the learners understand the rules for comparing
numbers and are able to apply them.
104)
RESOURCES
Platinum
Mathematics
Grade 6
Learner's Book
and Teacher's
Guide
DBOE
Mathematics
Grade 6
Workbook Term 1
and 2
Place value
cards, number
lines, place value
table, dice
Revise how we round off to the nearest 10. Get the learners to
explain the rule.
Ensure that all learners understand the concept of rounding off
to the nearest 5, 10, 100 and 1 000.
106)
26

Grade: 6

Duration: 5 hours
CAPS
Conte
nt
Term 2, Weeks 1 - 2

1.1 Whole numbers, multiplication
Properties of whole numbers: recognize and use the commutative; associative; distributive
properties
Solving problems
Unit 1: Factors and multiples
Unit 2: Breaking up numbers to multiply
Unit 3: Estimate answers
Unit 4: Use the column method to multiply
Unit 5: Solve multiplication problems
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Factors and
multiples

Ensure that learners are able to explain the difference between

a multiple and a factor.
Encourage the learners to pair the factors.
Find out whether learners know what to do when multiplying by
a multiple of 10.
14, 18)
LESSON 2:
Unit 2:
Breaking up
numbers to
multiply
LESSON 3:
Unit 3:
Estimate
answers
LESSON 4:
Unit 4: Use
the column
method to
multiply
LESSON 5:
Solve
multiplicatio
n problems
REVISION:
Topics: 9 10
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Table charts
Revise the breaking up methods by working through the

examples on page 67 of the Learners Book.
16)
Ensure that learners understand that estimation before you

calculate is a very important skill for them to use.

120)
Explain the vertical column method of doing multiplication.

The concept that the numbers have to be in the correct
columns is important.
136)
Just a few reminders will be necessary about estimating

answers and ensuring that the digits are in the correct columns.
138)
TG page: 53
27

Grade: 6
Topic 11: Properties of 3-D objects

Duration: 5 hours
Term 2, Weeks 2 - 3
SPACE AND SHAPE
CAPS
3.2 Properties of 3-D objects
Conte
Objects learners need to know and name

nt
Distinguish, describe, sort and compare objects

Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Identify 3-D
objects
1:
2:
3:
4:
Identify 3-D objects

Construct 3-D objects
Describe, sort and compare 3-D objects
Interpret drawings of 3-D objects

Ensure that the learners are able to define what a prism and
pyramid is.

Incorporate the exercises in DBOE Workbook Term 1 and 2 (page 42)
LESSON 2:
Unit 2:
Construct
3-D objects
LESSON 3:
Unit 3:
Describe,
compare
and sort 3D objects
LESSON 4:
Unit 4:
Interpret
drawings of
3-D objects
Work through the worked example with the class.

Demonstrate on one of the nets how the concept of a tab for
gluing the net together works.
Exercise 11.1 & 11.2 (LB page 71 - 72)
42)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Wall chart, 3-D
objects, square
grid paper,
cardboard, glue,
sticky tape, rulers,
pictures
This unit uses Exercise 11.2 to revise the features of objects

that were taught in Grade 5 and Exercise 11.3 to introduce new
concepts such as vertices and edges.
Learners discuss the differences and similarities between
objects.
Exercise 11.3 & 11.4 (LB page 73 - 74)
44)
Find pictures of 3-D objects and show learners the model of the
same object in reality, and then get learners to match up the
angles and the sides with the model.
46)
28

Grade: 6
Topic 12: Geometric patterns

Duration: 6 hours
CAPS
Conte
nt
Term 2, Weeks 3 - 4

2.2 Geometric patterns
Investigate and extend patterns: investigate and extend geometric patterns looking for
relationships or rules
Input and output values: determine input values, output values and rules for the patterns and
relationships
Equivalent forms
Unit 1: Extend patterns and look for rules
Unit 2: Tables and flow diagrams
Unit 3: Look for patterns and rules
Unit 4: More fun with patterns
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Extend
patterns
and look for
rules

Revise the concept of a number sequence with learners.

Explain to learners that they will again be asked to look for
number sequences in geometric patterns.
198)
LESSON 2:
Unit 2:
Tables and
flow
diagrams
LESSON 3:
Unit 3: Look
for patterns
and rules
LESSON 4:
Unit 4: More
fun with
patterns
REVISION:
Topics: 11
- 12
Remind learners of the trial and improvement method for

finding a rule and using flow diagrams to check a rule.
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Match sticks,
counters, dots

200)
Remind learners of the trial and improvement method for

finding a rule.
Remind learners of how they can use the inverse operations in
reverse order to find the input number when the output number
is known.
200)
Learners should be sufficiently familiar with what is required of

them to go straight into Exercises 12.5 and 12.6.
Exercise 12.5 & 12.6 (LB page 80 - 81)
200)
TG page: 62
29

Grade: 6
Topic 13: Symmetry

Duration:2 hours
Term 2, Weeks 4 -5
SHAPE AND SPACE
CAPS
Conte 3.3 Symmetry
Recognise, draw and describe lines of symmetry in 2-D shapes

nt
Unit 1: Line symmetry
Unit 2: Rotational symmetry
LEARNING
ACTIVITY
LESSON 1:
Unit 1: Line
symmetry
LESSON 2:
Unit 2:
Rotational
symmetry

This lesson revises learners existing knowledge of line

symmetry.
Exercise 13.1 & 13.2 (LB page 84 - 85)
Read through the introductory text with your class.

Work through the worked examples.
Encourage learners to be creative.
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
Small mirrors,
poster

Test: TG page: 65
30

Grade: 6
Topic 14: Division

Duration: 8 hours
CAPS
Conte
nt
Term 2, Weeks 5 - 6

1.1 Whole numbers, division
Number range for counting, ordering and representing, and place value of digits
Number range for calculations: division of at least whole 4-digit by 3-digit numbers
Number range for multiples and factors
properties
Solving problems
Unit 1: Work with factors
Unit 5: Solve division problems
Unit 2: Work with prime factors
Unit 6: Solve problems by comparing
quantities of the same kind
Unit 3: Multiplication and division as inverse operations
Unit 7: Solve problems by comparing two
different quantities
Unit 4: Use the long division method
LEARNING
ACTIVITY
LESSON 1:
Unit 1: Work
with factors
LESSON 2:
Unit 2: Work
with prime
factors
LESSON 3:
Unit 3:
Multiplication
and division
as inverse
operations
LESSON 4:
Unit 4: Use
the long
division
method
LESSON 5:
Solve division
problems
LESSON 6:
Solve
problems by
comparing
quantities of
the same
kind
RESOURCES
Briefly revise the rules for 2, 5 and 10 divisibility.
Let the rule for divisibility by 3 be an investigation.
This topic also includes some examples of dividing by multiples of 10.

Use Eratostheness sieve to help with the identification of prime numbers

less than 100.
Where the learners are to do the order of operations, it is important for

them to realise that when we have multiplication and division in the same
sum, we do not necessarily need brackets and must work from left to right,
Irrespective of which operation comes first.
Encourage learners to write the remainder as a common fraction.

The concept of long division is introduced.

Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Tables chart
Ensure that learners first estimate their answers before working out exact
answers. Remind learners to: write a number sentence, to show all
calculations and to end off with an answer sentence.
Ensure that learners are able to check their answers by using an inverse
operation or another method.
The concept of ratio fits in well with division

31
LESSON 7:
Solve
problems by
comparing
two different
quantities
REVISION:
Topics: 13 14
Simple calculations of division are done to find a unit rate for each sum.
Give examples from everyday life where we compare two different types of
quantities.
TG page: 71

Grade: 6
Topic 15: Decimal fractions

Duration: 10 hours
CAPS
Conte
nt
Term 2, Weeks 6 - 8

1.2 Decimal fractions
Recognising, ordering and place value of decimal fractions
Calculations with decimal fractions: addition and subtraction of decimal fractions of at least two
decimal places
Solving problems and equivalent forms

Unit 1: Read and write decimal fractionsUnit 5: Compare and order decimals
Unit 2: Count in decimalsUnit 6: Add and subtract decimals
Unit 3: Convert decimal fractionsUnit 7: More calculations with decimals
Unit 4: Multiply and round off decimals
Unit 8: Solve problems with decimal fractions
LEARNING
ACTIVITY
LESSON 1:
Unit 1: Read
and write
decimal
fractions
LESSON 2:
Unit 2: Count
in decimals
LESSON 3:
Unit 3:
Convert
decimal
fractions
LESSON 4:
Unit 4:
Multiply and
round off
decimals
LESSON 5:
Compare and
order
decimals
LESSON 6:
Add and
RESOURCES
The learners play place value Bingo.
Ensure that learners can explain what the difference is between tens
and tenths.
Practise the bonds to 100 and 1 000.
Make the link between working with whole numbers and working with
decimals, explaining that learners can use the same strategies.
Explain the concept of one decimal place and two decimal places.
Explain how to change decimals into fractions or convert fractions into

decimals and what you do to the denominator, you need to do with the
numerator.
Exercise 15.3& 15.4 (LB page 98)
Read through the rules of multiplying a decimal by 10 and then by

100.
Revise the general guidelines for rounding off numbers to the nearest
5, 10 and 100.
Write three or four decimal numbers on the board with the same tens
and units, but different tenths. Order the numbers with the learners.
Repeat with a set of decimal numbers with the same tens, units and
tenths, but different hundredths.
When adding decimal numbers using the column method, they need
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Place value cards,
digit cards,
calculators
32
subtract
decimals
to line up the numbers one under each other according to the digits
place value.
Refresh the column method used for addition and subtraction.
Remind learners that they must remember to insert a 0 where

necessary.
Remind learners that calculations in brackets need to be done first.

Learners are to use the inverse operation to check their answers.

LESSON 7:
More
calculations
with decimals
LESSON 8:
Solve
problems
with decimal
fractions

Grade: 6
Topic 16: Capacity and volume

Duration: 5 hours
Term 2, Weeks 8 - 9
MEASUREMENT
CAPS
4.3 Capacity /volume
Conte
Practical measuring of 3-D objects

nt
Calculations and problem-solving related to capacity/volume

Unit
Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1: The
capacity of
containers
1:
2:
3:
4:
5:
The capacity of containers

Estimate and measure capacity
Convert units of capacity
Compare and order capacities
Solve problems involving capacity

Discuss and revise the units for measuring capacity.

Explain that 1 ml is a very small amount (less than a
teaspoonful) and 1 litre is quite a large amount - the size of a
bottle of milk.
Discuss the approximate capacity of familiar containers.
38)
LESSON 2:
Unit 2:
Estimate
and
measure
capacity
LESSON 3:
Unit 3:
Convert
units of
capacity
Explain carefully how to measure the amount of liquid in a

measuring jug or cylinder.
Ensure that the learners are aware that they should take the
error of parallax into account.
Spend some time looking at a variety of scales if possible to
help learners work out what each division stands for.
38)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 1 and 2
Containers,
measuring dropper
/ syringe, milk,
juice, yogurt
containers, sand,
measuring jugs,
measuring cups,
plastic bottles,
teaspoons
In this lesson we introduce the kilolitre.

Explain that you can convert between units of capacity. Work
slowly through the examples when explaining.
33
156)
LESSON 4:
Unit 4:
Compare
and order
capacities
LESSON 5:
Solve
problems
involving
capacity
REVISION:
Topics: 15
- 16
Remind the learners that they need to convert measurements

to the same units before they compare them.
Ensure that learners understand the concepts and can order
capacities.
156)
In this lesson, the focus is on calculating with units of capacity.

Stress that one can only add and subtract capacities if the
capacities have the same units.
156)
TG page: 83
FORMAL ASSESSMENT TASK 60 minutes

Exam Practice: TG page: 83

Grade: 6

Duration: 1hour
CAPS
Conte
nt
Term 3, Week 1
Counting
Ordering
Representing

Unit 1: Place value and expanded notation
Unit 2: Read, write and order nine-digit numbers
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Place value
and
expanded
notation

Give the learners practice adding mentally a string of three,

four or five multiples of 10s, 100s and 1 000s.
Repeat the activity but with numbers not in place value order.
Learners are to explain what the value of each digit is in a
number.

2)
LESSON 2:
Unit 2:
Read, write
and order
nine-digit
numbers
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
place value cards,
number lines, place
value tables
When learners are counting, they must be able to understand

that when they add 1 to 99, they move from the tens place
value into the hundreds place value. This applies to moving
from the hundreds to the thousands, and so on.
The learners must understand the concept that the tens has
two digits, while the hundreds has three digits and eventually
the hundred millions has nine digits.
Revise with the learners how to group the digits in the numbers
and that they have to leave spaces in appropriate places.
34

76)
35

Grade: 6
Topic 18: Mass

Duration: 5 hours
Term 3, Weeks 1 - 2
MEASUREMENT
CAPS
4.2 Mass
Conte
Practical measuring of 3-D objects

nt
Calculations and problem-solving related to mass

Unit
Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Units of
measure for
mass
1:
2:
3:
4:
5:
Units of measure for mass

Read measuring scales
Estimate and measure mass
Convert between units of mass
Solve problems involving mass

Discuss which units of mass to use for each object on display.

Ask learners to estimate the mass of each object.
Use a digital scale to show learners the mass of each object.
Learners are to order the masses from the lightest object to the
heaviest object.
40)
LESSON 2:
Unit 2:
Read
measuring
scales
LESSON 3:
Unit 3:
Estimate
and
measure
mass
LESSON 4:
Unit 4:
Convert
between
units of
mass
LESSON 5:
Solve
problems
involving
mass
REVISION:
Topics: 17
Revise with the class how to read off an analogue scale with
unnumbered intervals.
40)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
bags of sand,
objects, bathroom
scales, kitchen
scales, analogue
and digital
balances, wall
chart
Revise with the class how to read off an analogue scale with
unnumbered intervals.
Learners are to practise this skill before moving on to
estimating and measuring on scales.
152)
Use a balance to remind learners how many grams are in 1 kg.

Ensure that learners understand when to multiply or divide to
convert units of mass.
Explain how to compare mass by first converting all
measurements to a common unit of mass.
154)
Remind learners how to do calculations with mass.

154)
TG page: 95
36
& 18
37

Grade: 6
Topic 19: Addition and subtraction

Duration: 8 hours
CAPS
Conte
nt
Term 3, Weeks 2 - 3

1.1 Whole numbers, addition and subtraction
Counting, ordering, comparing and representing, and place value of digits
Number range for calculations: addition and subtraction of whole numbers of at least 6-digit
numbers
properties
Solving problems
Unit 2: Use the column method to add
Unit 3: Use the column method to subtract
Unit 4: Addition and subtraction are inverse operations
Unit 5: Add and subtract with brackets
Unit 6: Solve addition and subtraction problems
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Estimate
answers
LESSON 2:
Unit 2: Use
the column
method to
add
LESSON 3:
Unit 3: Use
the column
method to
subtract
LESSON 4:
Unit 4:
Addition and
subtraction
are inverse
operations
LESSON 5:
Add and
subtract
with
brackets
LESSON 6:
Solve
RESOURCES
Ask the learners why it is important to be able to round off
numbers.
Remind learners of the process of rounding off to the nearest 10
and 100.
Explain the rules for rounding off to the nearest 1 000.
Remind learners that when using the column method, we always
start with the units digits first.
Make sure that when doing calculations the learners estimate first
and then work out the exact answer.
Remind the learners of the procedure that they followed when
using the column method in their addition calculation.
Revise the concept of place value for each digit in a number.
Explain to the learners that when using the column method for
subtraction, they need to understand the concept of exchange.
Work through all the examples with the learners so that they can
see that addition and subtraction are opposite or inverse
operations.
Explain to the learners that it is important to always complete the
calculation that is inside the brackets first.
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide

Remind learners of the correct setting out procedure, and how
important it is to show all of their working.
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Place value cards,
number lines,
whiteboards,
whiteboard
markers,
calculators
38
addition and
subtraction
problems

39

Grade: 6
Topic 20: Viewing objects

Duration: 3 hours
Term 3, Week 4
SPACE AND SHAPE
CAPS
Conte 3.5 Viewing objects
Position and views: link the position of viewer to views

nt
Unit 1: Different viewpoints
Unit 2: Draw views from different viewpoints
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Different
viewpoints

Start by looking at a collection of real life objects from different

viewpoints.
Discuss these different views.
Ask learners to draw what they see.
Use pictures of objects taken from different views and ask
learners to identify the objects and explain where the
photographer was standing to take the photograph.
44)
LESSON 2:
Unit 2:
Draw views
from
different
viewpoints
REVISION:
Topics: 19
- 20
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Pictures, models of
3-D objects
soccer ball, shoe,
cup
Through demonstration and visualisation try to get learners to

see another view and to draw what they have visualised.

Exercise 20.2 20.5 (LB page 127 - 130)
190)
TG page: 103
40

Grade: 6
Topic 21: Properties of 2-D shapes

Duration: 4 hours
Term 3, Weeks 4 - 5
SPACE AND SHAPE
CAPS
3.1 Properties of 2-D shapes
Conte
Learners need to know and name shapes

nt
Distinguish, describe, sort and compare shapes

Unit 1: Identify, describe and compare 2-D shapes
Unit 2: Draw 2-D shapes
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Identify,
describe
and
compare 2D shapes
LESSON 2:
Unit 2:
Draw 2-D
shapes

Revise the work done in Term 1.

Remind learners about all the features of 2-D shapes.
34)
Demonstrate how to draw a circle using a board compass.

Explain to learners that the dimension needed to draw
congruent circles is the radius of the circle.
Demonstrate how to measure off the radius and draw the circle.
Exercise 21.2 21.4 (LB page 133 - 135)
36)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Rulers, wall chart,
flash cards, square
grid paper,
compasses, ruler,
pencils, erasers,
small screwdriver,
board compass
41

Grade: 6

Duration: 3 hours
CAPS
Content
Term 3, Weeks 5 - 6
SPACE AND SHAPE

3.4 Transformations
Describe patterns
Enlargement and reductions

Unit 1: Use transformations to describe patterns
Unit 2: Describe patterns around us
LEARNING
ACTIVITY
LESSON 1:
Unit 1: Use
transformatio
ns to describe
patterns

Remind learners of the three types of transformations they

have studied in Grade 5.
Have a discussion with the class where you show them a
collection of pictures of tessellation patterns.
Discuss which shape is being tessellated for each pattern and
how the shape is being transformed to the next position.
Incorporate the exercises in the DBOE Workbook Term 3 and 4
(page 70)
LESSON 2:
Unit 2:
Describe
patterns
around us
Learners are to identify transformations in the patterns they
REVISION:
Topics: 21 22
RESOURCES
Platinum
Mathematics
Grade 6 Learner's
Book and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Pictures,
cardboard, rulers,
scissors, wall chart
see in nature, in our cultural heritage and in objects around

them.
(page 72)
TG page: 108
42

Grade: 6
Topic 23: Percentages

Duration: 5 hours
Term 3, Weeks 6 - 7
CAPS
1.2 Percentages
Conte
Calculations: find percentages of whole numbers

nt
Equivalent forms
Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Understand
the
meaning of
percentage
1:
2:
3:
4:
Understand the meaning of percentage

Convert fractions to percentages
Decimal fractions and percentages
Find the percentage of a whole number

It is important that the learners understand that all three types

of fractions are related and equivalent to each other and are
generally interchangeable.
Explain the term percentage and where the word originates
from.
Explain the relationship and the equivalency between the three
different kinds of fractions.
Explain that percentages must add up to a hundred when
comparing different things.
92)
LESSON 2:
Unit 2:
Convert
fractions to
percentage
s
LESSON 3:
Unit 3:
Decimal
fractions
and
percentage
s
LESSON 4:
Unit 4: Find
the
percentage
of a whole
number
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Magazines,
newspapers, quad
paper
We start by converting common fractions to percentages. Once

a denominator is a hundredth it is easy to work out the
percentage.
Remind the learners that what you do to the denominator must
also be done to the numerator.
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page)
Start the practical part of the lesson by converting decimals to

common fractions.
Explain that all the decimals first have to be converted to
common fractions, and then into percentages.
94)
Discuss why the percentage must first be converted to a

common fraction before one can proceed.
Explain that you then divide the whole number by the
denominator and if there is a numerator, multiply the new
number by the numerator.
Learners need to ensure that the common fraction is always in
its simplest form.
96)
43

Grade: 6
Topic 24: Temperature

Duration: 1 hour
Term 3, Week 7
MEASUREMENT
CAPS
4.5 Temperature
Conte
Practical measuring of temperature

nt
Calculations and problem-solving related to temperature

Unit 1: Read, compare and order temperature
Unit 2: Calculations with temperature
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Read,
compare
and order
temperatur
e

Explain the meaning of a maximum and minimum temperature,

and of a temperature range.
Introduce the idea of below zero temperature.
Draw a number line showing integers from 5 to +5 to show
learners how to calculate the difference in temperature
between 3C and 5C.
Discuss what affects weather temperature and how
temperature is measured using various scales and
thermometers.
126)
LESSON 2:
Unit 2:
Calculations
with
temperatur
e
REVISION:
Topics: 23
- 24
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Thermometers,
weather maps
Teach the learners how to work out the average temperature.

Ensure that the learners are confident that they can estimate
and measure temperature.
Exercise 24.3 and 24.4 (LB page 146)
128)
TG page: 114
44

Grade: 6

Duration: 9 hours
CAPS
Conte
nt
Term 3, Weeks 7 - 9
DATA HANDLING
5.1 Collecting and organising data: collect data
5.2 Representing data: Draw a variety of graphs to display and interpret data
5.3 Analysing, Interpreting and reporting data: critically read and interpret data; analyse data by
answering
questions; summarise data verbally and in short written paragraphs; examine ungrouped numerical
data
Unit 1: Collect, organise and represent data
Unit 2: Find the mode and median of data sets
Unit 3: Interpret and analyse data
Unit 4: Compare graphs on the same topic
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Collect,
organise
and
represent
data

Revise the basic concepts of how to draw up a questionnaire.

Learners will need time to draw up their questionnaires, collect
the data they need and draw their graphs.
58)
LESSON 2:
Unit 2: Find
the mode
and median
of data sets
LESSON 3:
Unit 3:
Interpret
and analyse
data
LESSON 4:
Unit 4:
Compare
graphs on
the same
topic
Revise the terms mode and median with the class.

Read through the introductory text on page 149 with the class.
Make sure all the learners know how to find the middle value
when there is an even number of data.
60)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Die, six sided
spinners
Remind the learners how to write a paragraph and provide the

frame used in Grades 4 and 5.
Work carefully through the example on page 156 with the class.
62)
Remind learners that if they count different things in different

places, or ask different people to answer a questionnaire, they
will get different data. When they get different data, their
graphs will look different.
Read through the text on page 153 with the class.
64)
FORMAL ASSESSMENT TASK

Project Data Handling
TG page: 119
45
46

Grade: 6

Duration: 3 hours
CAPS
Conte
nt
Term 3, Week 9

2.1 Numeric patterns
Investigate and extend patterns: investigate and extend numeric patterns looking for
relationships or rules of patterns
Input and output values: determine input values, output values and rules for patterns and
relationships
Equivalent forms
Unit 1: Special types of sequences
Unit 2: Find the rule
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Special
types of
sequences

Learners must know and understand the meaning of constant

difference sequences and constant ratio sequences.
Remind learners of what a sequence of numbers is.
132)
LESSON 2:
Unit 2: Find
the rule
REVISION:
Topics: 25
- 26
Remind learners of how to try a number in the flow diagram

and continue adjusting it until one is found that satisfies the
rule.
Focus the learners attention on being able to predict the next
numbers in the output sequence using the sequence rule.
134)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Squared paper,
number lines,
hundred square,
scrap paper
TG page: 122
47

Grade: 6
Topic 27: Length

Duration: 5 hours
Term 3, Week 10
MEASUREMENT
CAPS
4.1 Length
Conte
Practical measuring of 2-D shapes and 3-D objects

nt
Calculations and problem-solving related to length

Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Estimate
and
measure
lengths
1:
2:
3:
4:
Estimate and measure lengths

Convert units of length
Order lengths
Solve problems involving lengths

Discuss and revise the units for measuring length and distance.
Remind learners about the approximate length of familiar
objects.
Discuss ways of measuring.
34)
LESSON 2:
Unit 2:
Convert
units of
length
LESSON 3:
Unit 3:
Order
lengths
LESSON 4:
Unit 4:
Solve
problems
involving
lengths
Explain that to convert from a larger unit to a smaller unit, you

have to multiply, and to convert from a smaller unit to a larger
unit, you have to divide.
Show the learners how to measure distances with a trundle
wheel.
Revise the conversion between kilometres and metres.
90)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Metre stick, tape
measure, rulers,
conversion wall
chart
Ensure that learners are confident with converting between the

units of length.
Explain that when they have to order measurements of length,
it is best to convert the measurements to the same unit.
Explain that the learners must remember the final step of
converting back to the original measurements.
186)
Explain that learners can work out word problems involving

length in the same way as whole number and decimal
calculations.
188)

Test: TG page: 127
48
49

Grade: 6
Duration: 1hour
Term 4, Week 1
CAPS
Conte
nt

1.1 Whole numbers:
Counting
Ordering
Representing

Unit 2: Round off, compare and order large numbers
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Read and
write large
numbers
LESSON 2:
Unit 2:
Round off,
compare
and order
large
numbers

Ask the learners to give you nine digit numbers to use as

examples. Ask the learners to read, write and place these
numbers in expanded form.
76)
Ask the learners to round numbers off to the nearest 10 or 100

or
1 000.
Ensure that the learners can compare numbers using the
symbols < and >.
Remind learners of the rule for rounding to the nearest 5.
76)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Hundred block
chart, place value
cards
50
Duration: 5 hours
CAPS
Conte
nt

Grade: 6
Term 4, Weeks 1 -2

1.1 Whole numbers, multiplication
Number range for counting, ordering and representing, and place value of digits: order, compare
and represent
numbers at least 9-digit numbers
Number range for calculations: multiplication of at least whole 4-digit by 3-digit numbers
Properties of whole numbers: recognise and use the commutative, associative and distributive
properties
Solving problems
Unit 2: Multiply using the column method
Unit 3: Solve problems with multiplication
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Estimate
answers

Revise the importance of checking answers, while reminding

the learners that the more we round off, the less accurate our
answers will be.
136)
LESSON 2:
Unit 2:
Multiply
using the
column
method
LESSON 3:
Unit 3:
Solve
problems
with
multiplicati
on
REVISION:
Topics: 28
- 29
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Time is to be spent consolidating the column method for

multiplication.
Remind learners to check their answers.

140)
Ensure that the learners set out the problem calculations

properly.

142)
TG page: 135
51

Grade: 6
Duration: 5 hours
Term 4, Weeks 2 - 3
CAPS
Conte
nt

1.2 Common fractions
Describing and ordering fractions: compare and order common fractions
Calculations using fractions: addition and subtraction of common fractions
Solving problems
Percentages: calculate percentages of whole numbers
Equivalent forms
Unit 1: Find equivalent forms and compare common fractions
Unit 2: Different fractions for different contexts
Unit 3: Convert decimals and common fractions
Unit 4: Convert percentages and common fractions
Unit 5: Add and subtract common fractions
Unit 6: Solve problems with fractions
LEARNING
ACTIVITY
LESSON 1:
Unit 1: Find
equivalent
forms and
compare
fractions
LESSON 2:
Unit 2:
Different
fractions for
different
contexts
LESSON 3:
Unit 3:
Convert
decimals and
common
fractions
Ensure that learners understand how to convert from decimals
LESSON 4:
Unit 4:
Convert
percentages
and common
fractions
LESSON 5:
Add and
subtract
common
fractions
LESSON 6:
Solve
problems
It is important to spend more time converting common

fractions into equivalent common fractions.
Explain that when we divide the fraction we are simplifying it,
and when we multiply we are creating an equivalent fraction.
40)
Spend time discussing how the different fractions are

equivalent, but are usually used to describe different contexts.
It is important that the learners can distinguish between the
appropriate usages of the different fraction types.
42)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Fraction pieces,
pictures, recipes,
car speedometer,
counters, buttons
to common fractions or mixed numbers and vice versa.

44)
Work through the examples on page 177 of the Learners Book.
46)
Remind the learners that the denominators have to be the

same and that they should first add or subtract the whole
numbers.
48)
Remind learners of the relationship between division and

fractions.
52
with fractions

100)
FORMAL ASSESSMENT TASK

Assignment Percentages, profit and loss
TG page: 140
53

Grade: 6
Topic 31: Properties of 3-D objects
Duration: 5 hours
Term 4, Weeks 3 - 4
SPACE AND SHAPE
CAPS
3.2 3-D objects
Conte
Learners need to know and name various shapes

nt
Distinguish, describe, sort and compare objects

Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Model 3-D
objects
1:
2:
3:
4:
Model 3-D objects

Sort and compare 3-D objects
Interpret 3-D drawing
Identify nets

Revise the properties of a rectangular prism on the board.

Get one of the learners to propose a possible net.
Point out how one wrong measurement could result in the face
not fitting into the model.
Explain to learners how the activity works and that you expect
their full cooperation during the activity.

Exercise 31.1 & 31.2 (LB page 182 - 183)
30)
LESSON 2:
Unit 2: Sort
and
compare 3D
objects
LESSON 3:
Unit 3:
Interpret 3D
drawing
LESSON 4:
Unit 4:
Identify nets
REVISION:
Topics: 30
- 31
Demonstrate what a face, a vertex and an edge mean using

one of the models.

30)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Straws, string,
cotton, paper glue,
sticky tape, tissue
paper, paper glue,
paper, wall chart
displaying 3-D
objects, plastic
carrier bags, wall
chart displaying:
face, vertex, edge,
prestik, boxes
Use Exercise 31.5 as an introductory activity.

32)
Revise nets briefly on the board.
34)
TG page: 144
54

Grade: 6
Topic 32: History of measurement
Duration: 1hour
Term 4, Week 4
MEASUREMENT
CAPS
Conte 4.7 History of measurement
Know how people measured and recorded measurement in the past.

nt
Unit 1: Where did measurement begin?
Unit 2: How things have changed
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Where did
measureme
nt begin?
LESSON 2:
Unit 2: How
things have
changed

Explain to the learners what exactly happened in ancient times

when there were no proper tools and units of measurement to
measure things like time, mass, length or capacity.
Discuss the use of carob seeds to measure gems and precious
metals and how we use carat today to measure the mass for
measuring gems and precious metals.
Ensure that the learners understand the concept of using a
forearm or a hand to measure length.
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
Rulers, measuring
tape, carob seeds,
pictures
Have a class discussion with the learners based on their

homework. Discuss why they think that these strange units of
measurement had to change and become standardised or the
same in each country.
Discuss how the various units of measurement changed.
55

Grade: 6
Topic 33: Perimeter, area and volume
Duration: 6 hours
MEASUREMENT
CAPS
4.6 Perimeter, area and volume
Conte
Measurement of volume
nt
Investigate
Term 4, Weeks 4 - 6
Unit 1: Measure perimeter

Unit 2: Area
Unit 3: The area of rectangles
Unit 4: Volume
Unit 5: Surface area of an object
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Measure
perimeter

Revise the concept of measuring perimeter by modelling how

to do this on the board.
Ensure that the learners understand the concept of drawing to
scale.
182)
LESSON 2:
Unit 2: Area
LESSON 3:
Unit 3: The
area of
rectangles
LESSON 4:
Unit 4:
Volume
LESSON 5:
Surface
area of an
object
Remind the learners that they worked with area in Grade 5. Ask
them what they remember.
Pay attention to the steps used for estimating area.
36)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Rulers, squared
grid paper,
rectangles drawn
on squared paper,
blocks / cubes,
cardboard, prestik
Learners need to understand that you can calculate the area of

a rectangle by multiplying the number of blocks in the length
by the number of blocks in the breadth.
Explain the concept of working out area without counting.
116)
Remind the learners that volume and capacity are related.

Remind the learners that two differently shaped objects can
have the same volume.
Discuss how you can find the volume of a cuboid by multiplying
or adding the layers.
120)
Point out the difference between surface area and volume.

Explain that volume is three dimensional, area is twodimensional.
Point out that volume is measured in cubic units and area in
square units.
Explain that volume uses height as a third dimension while area
has only two dimensions.
56

118)
REVISION:
Topics: 32
- 33
TG page: 152
Topic 34:

Grade: 6
Division
Duration: 6 hours
CAPS
Conte
nt
Term 4, Weeks 6 - 7

1.1 Whole numbers, division
Counting
Ordering
Comparing
Representing
Number range for calculations: division of at least whole 4-digit by 3-digit numbers
Properties of whole numbers: recognize and use the commutative, associative distributive
properties
Solving problems
Unit 1: Use long division
Unit 2: Inverse operations
Unit 3: Solve problems with division
LEARNING
ACTIVITY
LESSON 1:
Unit 1: use
long
division

Discuss and explain what a remainder represents.

Briefly revisit the breaking of the divisor into factors.

Exercise 34.1 &34.2 (LB page 196)
82)
LESSON 2:
Unit 2:
Inverse
operations
LESSON 3:
Unit 3:
Solve
problems
with
division
Explain how to check the answer of a division sum by doing a

multiplication sum.
86)
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Wall chart
displaying
multiplication
tables
Show the learners practical examples of rate.

Discuss with the learners how one could compare different
quantities and different prices.
Exercise 34.5 & 34.6 (LB page 198 - 199)
52)

Investigation Use simple budgets and accounts TG page: 155
57

Grade: 6
Topic 35: Number sentences
Duration: 3 hours
CAPS
Conten
t
Term 4, Weeks 7 - 8

Number sentences
Write number sentences to describe problem situations
Solve and complete number sentences by: inspection, trial and improvement
Check answers by substitution

Unit 1: Number sentences and rules
Unit 2: Solve a number statement
Unit 3: Use number sentences when solving problems
Unit 4: Multiple choice questions
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Number
sentences
and rules

Remind learners of the rule for order of operations.
Exercise 35.1 &35.2 (LB page 202)
(page 86)
LESSON 2:
Unit 2: Solve
a number
statement
LESSON 3:
Unit 3: Use
number
sentences
when solving
problems
LESSON 4:
Unit 4:
Multiple
choice
questions
REVISION:
Topics: 34 35
Remind learners of the three different ways in which a

number statement may be solved.
RESOURCES
Platinum
Mathematics
Grade 6 Learner's
Book and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4

(page 86)
Encourage learners to: read the question carefully, associate

the numbers given in the question with the quantities that the
numbers represent, identify the unknown quantity to be
represented, write the number sentence, solve the number
sentence.
(page 98)
Emphasise the concept of equivalent statements.

Ensure that learners give the answer as the letter
representing the answer, not the answer itself.
Show learners how to recognise when there might be more
than one correct answer by carefully reading the question.
(page 88)
TG page: 160
58

Grade: 6
Duration: 3 hours
SPACE AND SHAPE
CAPS
3.4 Transformation
Conten
Describe patterns
t
Enlargement and reductions

Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1:
Recognise
transformatio
n in patterns
1:
2:
3:
4:
Term 4, Weeks 8 - 9
Recognise transformations in patterns

Enlarge a shape
Reduce a shape
Compare the size and shape of triangles and quadrilaterals

Revise the different types of transformations.

LESSON 2:
Unit 2:
Enlarge a
shape
LESSON 3:
Unit 3:
Reduce a
shape
LESSON 4:
Unit 4:
Compare the
size and
shape of
triangles and
quadrilaterals
Use this exercise to explain how a fractional scale factor

results in a reduction

(page 66)
RESOURCES
Platinum
Mathematics
Grade 6 Learner's
Book and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Pictures, grid
paper, pencils,
erasers, rulers
Learners are to complete Exercise 36.3 in the Learners Book.

(page 66)
(page 68)
59

Grade: 6
Topic 37: Position and movement
Duration: 2 hours
SPACE AND SHAPE
CAPS
Conte 3.6 Location and directions
Location and directions

nt
Unit
Unit
Unit
Unit
LEARNING
ACTIVITY
LESSON 1:
Unit 1: Find
positions on
maps and
grids
1:
2:
3:
4:
Term 4, Week 9
Find positions on maps and grids

Work with street maps
Describe how to change positions on a grid
Maps and compass directions

Introduce the concept of a grid reference to locate position.

Discuss global positioning systems and how they work.
Focus on locating positions on a grid and giving the position of
a place from a map.

202)
LESSON 2:
Unit 2:
Work with
street maps
LESSON 3:
Unit 3:
Describe
how to
change
positions on
a grid
LESSON 4:
Unit 4: Maps
and
compass
directions
REVISION:
Topics: 36
- 37
RESOURCES
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Grid paper, rulers,
maps

202)
This unit deals with describing changes in position on a seating

plan or map.
202)
Learners are to complete Exercise 37.4.
TG page: 166
60

Grade: 6
Topic 38: Probability

Duration: 2 hours
Term 4, Week 9
DATA HANDLING
CAPS
5.1 Probability
Conte
Perform simple repeated events and list possible outcomes for events
nt
Count and compare the frequency of actual outcomes for a series of trials
Unit 1: List possible outcomes of experiments
Unit 2: Record outcomes of experiments
LEARNING
ACTIVITY
LESSON 1:
Unit 1: List
possible
outcomes
of
experiment
s
LESSON 2:
Unit 2:
Record
outcomes
of
experiment
s
RESOURCES
Demonstrate how to toss a coin.

Remind learners that heads is the side with the value of the
coin printed on it.

112)
Remind learner that the word frequency means total.
Explain to the learners that they are going to do experiments
on their own and record their outcomes.
Platinum
Mathematics Grade
6 Learner's Book
and Teacher's
Guide
DBOE Mathematics
Grade 6 Workbook
Term 3 and 4
Coins, die, paper,
glue, cardboard,
toothpicks,
colouring pencils

Exercise 38.2 38.4 (LB page 219-21)
114)

Exam Practice
TG page: 169
61

Platinum Mathematics Grade 6 Lesson Plans

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Platinum Mathematics Grade 6 Lesson Plans

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INTERMEDIATE PHASE

GRADE 6 LESSON PLANS

MATHEMATICS WORKSCHEDULE GRADE 6........................................3

MATHEMATICS WORKSCHEDULE GRADE 6

Topic 1: Count, order,

Topic 2: Number sentences

Topic 3: Addition and

Topic 4: Common fractions

Topic 6: Properties of 2-D

Topic 7: Data handling

1. Read and write large numbers

UNITS WITHIN EACH TOPIC

Read and write time

Topic 8: Numeric patterns

1. Collect and organise data

1. Work with nine-digit numbers

Topic 11: Properties of 3-D

Topic 12: Geometric

Formal Assessment: Test

Topic 15: Decimal fractions

Topic 16: Capacity and

Topic 13: Symmetry

Topic 14: Division

Factors and multiples

UNITS WITHIN EACH TOPIC

Read and write decimal fractions

1. Place value and expanded notation

Topic 20: Viewing objects

Topic 22: Transformations

Identify, describe and compare 2-D shapes

Understand the meaning of percentage

Collect, organise and represent data

1. Special types of sequences

Topic 23: Percentages

Topic 24: Temperature

Units of measure for mass

Topic 19: Addition and

UNITS WITHIN EACH TOPIC

Formal Assessment: Project

Topic 26: Numeric patterns

Topic 27: Length

Formal Assessment: Test

Estimate and measure lengths

UNITS WITHIN EACH TOPIC

Topic 28: Count, order,

1. Read and write large numbers

Topic 29: Multiplication

Topic 30: Common

Topic 31: Properties of 3-D

Topic 36: Transformations

Topic 37: Position and

Topic 38: Probability

Model 3-D objects

Where did measurement begin?

Topic 34: Division

Topic 35: Number

1. Find equivalent forms and compare

1. Use long division

1. Number sentences and rules

1. Recognise transformations in patterns

1. List possible outcomes of experiments

Formal Assessment: Exam

EXEMPLAR TEACHING GUIDELINE GRADE 6