phase - western cape

Inte

rmed

iate

Pha

se

Wor

k Sc

hedu

les

Grade

6

Mathematics

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

MATHEMATICS

INTERMEDIATE PHASE : GRADES 4- 6 NOTE TO TEACHERS ON HOW TO USE THIS WORK SCHEDULE/TEACHER’S GUIDE This work schedule has been written to give substance to the learning outcomes and assessment standards. As a teacher using this work schedule you should be in a position to teach this learning area with greater clarity and confidence. The purpose of the work schedules is • to ensure that teachers have a common understanding of the learning outcomes and

assessment standards; • to ensure that teachers address the same content – remembering to take into account the

contexts of their learners; and • to achieve a common pace of the work within the province.

The content in the work schedules is carefully scaffolded to allow for an increased level of complexity across the phase, yet allow time for revision. The work schedules are accompanied by a teacher’s guide. When planning for the year ahead, the relevant page numbers from textbooks can be indicated in the right-hand column of the work schedule. The work schedule has been divided into 40 weeks, i.e. 10 weeks per term. Each week has information on the following 4 areas:

1. Mental Maths, with page references to the Mental Mathematics Flipbooks. The Mental Maths can be done as indicated in the work schedule or teachers can start on page 1 in the first term and progress to page 150 by the end of the year. If learners have not grasped the strategy on a particular page, the teacher must then repeat it regularly

2. Revision when a new concept is started

3. Concept to be Taught and Practised, which gives ideas on what should be taught and the sequencing of the material

4. Assessment Task, which is part of the formal assessment in Mathematics

Accompanying the work schedule is a teacher’s guide, which gives more detail on the work schedule. The following information will be found in the teacher’s guide:

1. Core concept

2. Resources

3. Integration

4. Ideas for Methodology with Activities and Examples

5. Consolidation

6. Homework/Reflection on Learning

7. Extended Activity

8. Assessment

Teachers should consult the National Curriculum Statement Policy Document as a reference to the learning outcomes and assessment standards. APPRECIATION The Department expresses its thanks to the Senior Curriculum Planners, Curriculum Advisers and Teachers who developed this work schedule.

WORK SCHEDULE MATHEMATICS

GRADE 6

TERM 1

WK LO & AS

ASSESSMENT STANDARDS & CORE TEACHING

TG

1

6.1.10 6.1.12

⇒ MENTAL MATHS: MENTAL MATHS FLIPBOOKS Start in week 2

⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Teaching use of calculators − Use a range of techniques to perform written calculations

involving: Addition and subtraction Multiplication of whole numbers

o Know your calculator − Explain the memory keys − MR M+ M- − Cancel Error − Clear memory − Square route − Constant function − Decimal functions − Use the calculator for order of operations (e.g. BODMAS -

brackets; of; division; multiplication; addition; subtraction)

Wk 1

2

6.1.9 5.1.1 5.1.1 5.1.1 6.1.4 5.1.3 5.1.4 5.1.8 6.1.2

⇒ MENTAL MATHS: MENTAL MATHS FLIPBOOKS

o Counting forwards and backwards in 2s, 3s, 5s, 10s, 25s and 50s o Rounding off to nearest thousand [No 99] o Add by rounding off to the nearest thousand (e.g. 5187 + 6987 is about 5000 + 7000) [No 17 & No 18] o Multiplication of whole numbers to at least 12 x 12

⇒ REVISION

o Ways of writing numbers in different cultures (including local) o Recognize and represent the numbers in order to describe and

compare them (e.g. whole numbers to at least 6-digit numbers) o Recognize the place value of digits in whole numbers to at least 6-

digit numbers o Round off to the nearest 5, 10, 100 or 1 000


o Converting number systems different to own (Range 1-10 000) - Revise Egyptian numeral system - Revise Roman numeral system

o Investigate one other number system (e.g. binary)

Wk 2

- 1 -

6.1.3 6.1.4 6.1.8

o Recognise, represent, describe and compare whole numbers to

at least 9 digits numbers - Read, say and write 9-digit numbers - Start with 6-digit and build up to 9 digit - Convert from numbers to words and words to numbers - Place value of whole numbers up to 9-digits (e.g. 100 000 000) - Expanded notation of numbers (e.g. 5 725 987 = 5000000 +

700000 + 20000 + 5000 + 900 + 80 +7) - Prime numbers to at least 100 (e.g. 2, 3, 5, 7,11 etc)

o Recognise the place value and value of whole numbers

- To at least 9 digit numbers - Use place value table - Build up and break down numbers - Distinguish between value and place value

HM TM M HTh TTh Th H T U 4 6 8 9 7 3 2 1 5

o Estimate, calculate, solve problems

- Round off to the nearest 5, 10, 100 or 1 000 - Use concept in basic operations - Use concept in problem solving

3 6.1.4 6.1.10 6.1.10 6.1.3 6.1.4 6.2.1 5.1.8 5.1.10 5.1.11 6.1.8 6.1.9


o Place value of 8-digit number (e.g. 21 788 352) [No 11] o Place value of 9-digit number (e.g. 502 631 948) [No 9] o Add by breaking down and doubling (e.g. 520 + 490 = double 500 plus 20 and minus 10) [No 32] o Additive inverses (e.g. write a sum with -7 in which the answer is 0) [No 27] o Count forwards in decimals using a number line (e.g. 0,1; 0,2; 0,3) [No 6]

⇒ REVISION

o Add and subtract whole numbers with at least 5-digits( e.g. 10 250 +20 350 and 30 250 – 20 350)

o Recognize place value of whole numbers to at least 9-digits o Discuss addition/ subtraction as inverse operation o Estimate answer by rounding off o Solve problems in context o Explore different techniques/ methods o Judge and discuss techniques/ methods used o Work in columns o Check answer with calculator


o Add whole numbers with at least 5-6 digits - Revise addition within number range 1 – 100 000. Increase the

number of digits if learners find 6-digits easy - Solve problems in context - Estimate answer by rounding off to nearest 5,10,100 or 1000 - Explore different techniques(e.g. building up, breaking down,

compensation etc)

Wk 3

- 2 -

6.1.10 6.1.3 6.1.8 6.1.10

- Judge and discuss methods used - Consolidate different methods - Add in columns - Check answer with calculator - Revise 0 in terms of its additive property (e.g. 37 – 37 = 0)

o Subtract whole numbers with at least 5-6 digits

- Revise subtract within number range 1 – 100 000 increase the number of digits if learners find 6-digits easy

- Practise subtraction and addition as inverse operations (e.g. 56 + 22 = 78; 78 -22 = 56; 78 – 56 =22) - Solve problem in context - Estimate answer by rounding off - Explore different techniques (e.g. building up, breaking down,

compensation etc) - Judge and discuss methods used - Consolidate different methods - Subtract in columns - Check answer with calculator

ASSESSMENT TASK 1: ACTIVITY 1. 1 (e.g. Tutorial on work covered in weeks 1-3)

4

6.1.4 6.1.9 6.1.9 6.1.3 6.2.1 5.1.8 5.1.12 5.1.10 5.1.8 6.1.9 6.1.8 6.1.3


o Place value: listen and then write down the 9-digit Number [No 10]

o Multiply x 6 – x 9 tables- not in order [No 63] o Multiply by 10 [No 64] o Multiply by 100 (e.g. 691 x 100) [No 65] o Multiply by using multiplication grid [No 66]

⇒ REVISION

o Multiplication of at least whole 3-digit by 2-digit numbers - Estimate answer by rounding off - Explore different techniques/ methods - Judge and discuss techniques/ methods used consolidate

different techniques/ methods - Check answer with calculator - Apply methods to solve problems in context


o Multiplication - Know time tables - practice regularly up to 12x12 - Multiply at least any 4-digit by 3-digit whole number - Count in multiples and factors of at least any 2-digit and 3-digit

whole number - Recognise, describe, use multiples (e.g. multiples of 6 are {6,

12 18, 24 ……..}) increase to 2- and 3-digit numbers - Recognise, describe, use factors (e.g. factors of 6 are {1, 2, 3,

6}) - Revise multiplication: 3-digit by 2-digit whole numbers - Solve problem in context - Estimate answer by rounding off

Wk 4

- 3 -

6.1.10 6.1.3

- Explore different techniques (e.g. building up, breaking down,

compensation etc.) - Judge and discuss methods used - Consolidate different methods - Multiply in columns increase to 4-digit by 3-digit whole number - Check answer with calculator

- Revise 1 in terms of its multiplication property (e.g. 4 x 41

= 1)

5 6.1.9 6.1.9 6.1.9 6.1.9 6.1.9 6.1.12 5.1.8 5.1.12 5.1.10 5.1.10 5.1.8 6.1.9 6.1.12 6.1.10 6.1.8 6.1.10


o Division of 1-digit number by 10 (e.g. 4 ÷ 10 = 0,4) [No 137] o Multiples of (e.g. 25 are 25, 50 75……) [No 81] o Multiplication & division different terms for x and ÷ [No 83] o 11 x tables-division as inverse of multiplication [No 122] o 12 x tables- division as inverse of multiplication [No 123] o Divisibility by just looking at a number (e.g. 225 225 can be ÷ 5) [No 25]

⇒ REVISION

o Division of at least whole 3-digit by 2-digit numbers o Divisibility rules (e.g. divide by 2, 5, 10 in mental mathematics

flipbooks) o Estimate answer by rounding off

- Explore different techniques/ methods - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods


o Division - Mental division: practice multiplication and division as inverse

operations(e.g. 5x8=40 then 40÷8=5 or 40÷5=8) - Check answers by doing inverse operation - Check answer with e.g. calculator - Revise division 3-digit by 2-digit whole numbers - Use divisibility rules for 2, 5, 10, 100 and 1 000 - Recognise, describe, use multiples (e.g. multiples of 6 are {6,

12 18, 24 ……..}) increase to 2- and 3-digit numbers - Recognise, describe, use factors (e.g. factors of 6 are {1, 2, 3,

6}) - Teach long division in columns with and without remainders - Increase division of whole numbers to at least any 4-digit

numbers by 3-digit numbers - Estimate answer by rounding off - Explore different techniques (e.g. building up, breaking down,

compensation etc.) - Judge and discuss methods used - Consolidate different methods - Solve problem in context

ASSESSMENT TASK 1 : ACTIVITY 1. 2 (e.g. Test work covered in weeks 1-5)

Wk 5

- 4 -

6

6.2.3 6.2.3 6.2.3 6.2.1 6.2.1 6.2.1 5.2.1 5.2.2 6.2.1 6.2.2 6.2.1 6.2.2 6.2.3


o Function machines: work out output value for a given input value [No 84] o Function machines (e.g.10 x 11 = □) [No 145] o Function machines (e.g. 25 then double + 2 = 52) [No 149] o Complete number patterns 9e.g. 32, 41, 50, 59, □) [No 101] o Complete number patterns 9e.g. 32, 41, 50, 59, □) [No 102] o Subtract by counting forward from the 2nd number (e.g. 700 – 276) [No 31]

⇒ REVISION

o Geometric and Numeric Patterns(e.g. nature, cultural context, physical or diagrammatic form, number rows, flow diagrams) - Investigate a given pattern - Recognize a given pattern - Describe pattern in learner’s own words - Extend pattern - Find missing object in a given pattern - Describe rule or relationship in learner’s own words - Learners create their own pattern


o Geometric patterns (e.g. nature context, physical or diagram form) - Identify pattern in and outside classroom - Investigate given pattern (in nature and cultural context) - Recognise the given pattern - Describe pattern it in own words - Extend the pattern - Find missing object in a pattern - Describe rule or relationship in words and number sentences - Create own patterns by doing the above

o Numeric patterns (e.g. number rows, flow charts, diagrams)

- Investigate given pattern - Recognise constant numeric patterns - Recognise patterns not limited to constant differences and

ratios - Describe constant numeric patterns in own words (e.g.

3,6,9,12…) - Describe patterns not limited to constant differences and ratios - (e.g. 3; 7; 12; 18;…..) - Extend constant numeric pattern as supplied by teacher - Extend patterns not limited to constant differences and ratios - Find missing numbers in a pattern(e.g. output/ input, flow charts

and tables) - revise the 4 basic operations - Describe rule/relationship in words and number sentences - Create own patterns by doing the above

Wk 6

- 5 -

7

6.2.1 6.2.1 6.2.1 6.2.1 5.3.1 5.3.2 6.3.1 6.3.1 6.3.2


o Add 3 numbers which are multiples of 10 (e.g. 50 + 20 + 30) [No 36] o 9x table using the multiplication board-shows the

pattern [No 26] o Subtract by counting up [No 110] o Add 4-digit multiples of 100 (e.g. 5200 + 4300) [No 38] o Show inverse operation to set sum (e.g. 8045 + 1014 = 9059 therefore 9059 – 1014 = 8045) [No 34]

⇒ REVISION

o Recognize, visualize and name 3-D objects - Name the similarities between cubes and rectangular prisms - Name the differences between cubes and rectangular prisms - Compare and sort concrete objects - Describe grouping in words - Guide learners to geometric properties using pictures and

drawings - Use number, length, and shape of faces

o Recognise, visualize and name 2-D shapes

- Name the similarities between squares and rectangles - Name the differences between squares and rectangles - Compare and sort concrete objects - Describe grouping in words - Guide learners to geometric properties using pictures and

drawings - Use number, length, and shape of faces


o Recognise, visualize, and name 3-D objects - Natural and cultural forms and geometric settings - Similarities between tetrahedrons and other pyramids - Differences between tetrahedrons and other pyramids

o Recognise, visualize, and name 2-D shapes

- Natural and cultural forms and geometric settings - Similarities between rectangles and parallelograms - Differences between rectangles and parallelograms

o Describe 3-D objects and 2-D shapes in terms of

- Faces, vertices and edges - Length of sides - Angle size of corners(e.g. � = 900)

o Classify 3-D objects and 2-D shapes in terms of

- Faces, vertices and edges - Length of sides - Angle size of corners(e.g. � = 900)

Wk 7

- 6 -

8

6.1.9 6.1.9 6.1.12 6.2.1 6.1.9 5.3.3 6.3.3


o Dividing by ten [No 21] o Multiply by 10 (e.g. 12,6 x 10) [No 67] o Divide by 10 (e.g. 489 ÷ 10) [No 68] o 11 x table: complete multiplication grid to show the

pattern [No 120] o 12 x table: complete multiplication grid to show the

pattern [No 121] ⇒ REVISION

o Investigate and compare cubes and rectangular prisms - Make models of geometric objects - Cutting open models or geometric objects (e.g. boxes) - Drawing shapes on grid paper

⇒ CONCEPT TO BE TAUGHT AND PRACTISED Practical exploration

o Investigate and compare 3-D Objects - Make 3-D models (according to geometric properties listed)

using: Drinking straws to make a skeleton Nets provided by the teacher

o Investigate and compare 2-D shapes

- Draw shapes on grid paper - Use a pair of compasses to draw circles - Use a pair of compasses to draw patterns in circles - Use a pair of compasses to draw patterns with circles

ASSESSMENT TASK 2 : ACTIVITY 2. 1 (e.g. Investigation of work covered in weeks 6-8)

Wk 8

9

6.1.1 6.2.3 6.1.4 6.1.9 6.1.9 5.4.1 5.4.2


o Counting forwards and backwards in fractions

(e.g. 101

, 102

…..) [No 1]

o Complete a number pattern (e.g. 71, 65, 59, 53, □) [No 19] o Complete a number pattern (e.g. 71, 65, 59, 53, □) [No 20] o Order numbers from smallest to largest [No 97] o Addition and subtraction of decimals (e.g. 2,13 + 1,02) [No 113]

⇒ REVISION

Time o Read, tell and write time

- Analogue time (e.g. watch/ clock with hour, minute and/or second hand)

- Digital time (notation e.g. 3:45am/pm) - 24-hour time (e.g. 07:45; 19:45)

o Solve problems o Calculate between appropriate time units including

- Decades - Centuries - Millennia

Wk 9

- 7 -

6.4.4 6.4.1

o Convert between appropriate time units including

- Decades - Centuries - Millennia


o Measurement of time - History of time - Measurement and representation (e.g. water clock) - Read, tell and write (to at least the nearest minute and second ) - Analogue time (e.g. watch / clock with hour, minute, and / or

second hand) - Digital (notation e.g. 3:45am/pm) - 24-hour time (e.g. 07:45 ; 19:45)

ASSESSMENT TASK 2 : ACTIVITY 2. 2 (e.g. Test on work covered in weeks 1-9)

10

6.1.4 6.1.10 6.1.9 6.1.9 6.4.2


o Add 4, 3-digit numbers (e.g. 400 + 300 + 200 + 100) [No 114 ] o Number pairs (e.g. 320 + 180 + □ = 700) [No 115] o Add 0,09 to a whole number (e.g. 5 + 0,09) [No 111] o Add multiples of 1000 (e.g. 15 800 + 15 000) [No 117] o Add decimals (e.g.1,31 + 1,21) [No 119]


o Solve problems - Calculate and convert between time units - Calculate differences between time zones (e.g. using maps)

Wk 10

- 8 -


GRADE 6

TERM 2

WK LO & AS

ASSESSMENT STANDARDS & CORE TEACHING

TG

1

6.1.8 6.1.9 6.1.9 6.1.9 6.1.9 5.1.3 5.1.12 6.1.3 6.1.12 6.1.8


o Check answer by approximation (e.g. 50 985 + 69 104 is about 51 000 + 70 000) [No 100] o Multiply by 60 by x 2 and then x 30 [No 128] o Multiply by 80 by x 4 and then x20 [No 129] o Number pairs (e.g. 32 + 28 + □ = 80) [No 37] o Number pairs of multiples of 100 (e.g. 1 800 + 2 000) [No 39]

⇒ REVISION

o Revise - 0 in terms of its additive property (e.g. 0 + 5 = 5) - 1 in terms of its multiplicative property (e.g. 1 X 5 = 5)

o Recognise, describe and use - The reciprocal relationship between multiplication and division

(e.g. if 5 x 3 = 15 then 15 ÷ 3 = 5 and 15 ÷ 5 = 3) ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Properties of operations o Revise

- 0 in terms of its additive property; - 1 in terms of its multiplicative property

o Recognise, describe and use

- Commutative properties - order of the numbers (e.g. 45 + 39 = 39 + 45) - Associative properties - order of operations (e.g. 7 + 6 + 3 = 13 + 3 = 16) - Distributive properties - apply an operation to two or more

numbers (e.g. 2x(4 + 5) = (2 x 4) + (2 x 5) = 8 + 10 = 18 - Use the properties (not necessarily know the names)

o Multiple operations on whole numbers with or without

brackets - Calculate the following (where there are brackets, always do

the operation inside the brackets first) 6 x 5 + 7 (6 x 5) + 7 6 x (5 + 7) - Using combinations of +; -; x; and ÷ - Reflect on the answers - Relate these to the order of operations

Wk 1

- 9 -

2

6.1.9 6.1.11 6.1.11 6.1.9 6.1.9 5.2.5 5.2.4 5.2.6 6.2.4 6.2.5 6.2.6


o Fill in x or ÷ in the sum (e.g. 350 □ 50 = 70) [No 71] o Check answers by doing inverse operation (e.g. 200÷10 = 2 so 2x10 =20 therefore the answer is incorrect) [No 75] o Round off to check answer (e.g. 2522 + 3233 is about 3000 + 3000) [No 76] o Round off to check answer (e.g. 2522 + 3233 is about 3000 + 3000) [No 141] o Multiply 2 decimal places x 100 (e.g. 12,61 x 100) [No 140]

⇒ REVISION

o Number sentences - Inspection and trial and improvement - Substitution, check solution - Describing problem situation within a context

o Patterns Discuss the relationship between different forms of representing

the same rule - Verbal descriptions (e.g. matches) - Flow diagrams - Number sentences

o Compare differences and similarities in methods of description (e.g. verbal descriptions, flow diagrams and number sentences)

o Choose appropriate and efficient method description


Number sentences o Read word problems o Write number sentences to solve and describe a problem o Learners create their own word problem based on number

sentences

o Solve or complete number sentences e.g. - □ ÷ 4 =12 - 12 ÷ □ = 4 - 12 ÷ 3 = □

o Inspection, trial-and-improvement o Substitution, checking the solutions (e.g. 2 x " – 8 = 0)

Patterns

o Discuss the relationship between different forms or representing the same rule - Verbal description - Flow diagrams - Number sentences - Tables

Wk 2

- 10 -

o Compare differences and similarities in methods of description

- Verbal description - Flow diagrams - Number sentences - Tables

o Choose appropriate and efficient methods of representation

- Verbal description - Flow diagrams - Number sentences - Tables

ASSESSMENT TASK 3 : ACTIVITY 3.1 : (e.g. Tutorial / Investigation)

3

6.1.9 6.1.9 6.1.9 6.1.9 6.1.9 5.1.3 5.1.5 6.1.3 6.1.5


o Multiply by 6 by using the factors of 6 i.e. 2 and 3 [No 49] o Recognise that if the lat digit is 5 or 0 then the number is divisible by 5 [No 22] o Multiply by 8 by using the factors of 8 i.e. x2, x2, x2 [No 50] o Recognise if the last 2 digits are divisible by 4, then the number can be ÷ 4 [No 24] o Multiplying by even numbers (e.g. 15 x 12 = 15 x6 = 90 then 90 x 2 =180) [No 48]

⇒ REVISION

o Fractions range : [ 21 , 3

1 , 41 , 5

1 , 61 , 8

1 , 91 , 10

1 , 121 ]

- Equal parts of a whole

- Notation- 1 divided by 8 (e.g. 1 ÷ 8 =81

)

- Identify fractions from diagram - Shade in and then draw fraction - Put fraction on a number line - Estimate given fractions as part of given diagram or position

on a number line (e.g. know that a 21 lies between 4

1 and 1) ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Common Fractions (Number range: denominators 1 – 100) - Explore concretely by diagrams and number lines - Recognize common fractions - Represent common fractions - Describe - Compare

o Recognize equivalent forms of common fractions (e.g. place

fractions on number line)

o Use equivalent forms of common fractions (e.g. 124

3= / e.g.

100107= )

Wk 3

- 11 -

o Write fraction as a percentage (e.g. ===10060

106

53

60%)

o Match fractions to percentage

4

6.1.9 6.1.9 6.1.7 6.1.5 5.1.5 6.1.8


o Function machine halve decimals (e.g. 0,6 ÷ 21

) [No 146]

o Factors of (e.g. 21 {1, 3, 7, 21} ) [No 144] o Name all the factors of (e.g. 36 {1,2,3,4,6,9,12,18 36} [No 82] o Ratio and proportion (e.g. how many halves in one. 2. Therefore how many halves in 2? 4 [No 30] o Fractions (e.g. one half is twice as much as one

quarter [No 28] ⇒ REVISION

o Find fractions of whole numbers which result in whole numbers(e.g. 2

1 of any 3 digit number - 21 of 200= 100)

o Estimate answer by rounding off ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Find a fraction of the whole number – answer may also have a fraction - Revise fractions of a whole - Estimate answer - Reflect, judge and discuss method used - Solve problem in context using equivalent fractions

(e.g. 21

of 11= 521 )

o Find percentage of whole (e.g. 20% of 500)

- Revise fractions of a whole - Estimate answer - Reflect, judge and discuss method used - Solve problem in context involving percentage of a whole

Wk 4

5

6.1.9 6.1.9 6.1.9 6.1.9 6.1.10 5.1.8


o Multiples of (e.g. 4 are 4, 8, 12, 16 …..) [No 80] o Function machine x 100 (e.g. 0,32 x 100) [No 147] o Function machine ÷ 100 (e.g. 0,32 ÷ 100) [No 148] o Rounding off [No 130] o Rounding off [No 131]

⇒ REVISION

o Add Fractions - Explore concretely - range: [ 2

1 , 31 , 4

1 , 51 , 6

1 , 81 , 9

1 , 101 , 12

1 ] - Add fractions using diagrams (e.g. fraction wall) - Write in words (e.g. 3 4

2 - three and two-quarters) - Use number line - Add fraction using fraction notation (e.g. 3 4

2 in context)

Wk 5

- 12 -

6.1.8

- Whole number with a common fraction - mixed numbers

(denominators are the same) - Addition (e.g. 4

1 +2 42 =3 4

3 )

⇒ CONCEPT TO BE TAUGHT AND PRACTISED o Add fractions – (Number range: denominators 1 – 100)

- Estimate answer - Reflect, judge and discuss method used - Solve problem in context using equivalent fractions

- Denominators multiples of each other (e.g. 86

82

21

=+ )

- Mixed numbers (e.g. 433

412

811 =+ )

6

6.1.9 6.1.9 6.1.5 5.1.8 6.1.8

⇒ MENTAL MATHS: MENTAL MATHS FLIPBOOKS o Multiply by doubling and halving (e.g. 3200 x 5 = halve 3200 and double 5) [No 126] o Doubling and halving [No 127] o Add 4-digit numbers multiples of 100 (e.g. 8600 + 6200) [No 116] o Rearrange fractions from smallest to largest

(e.g. 121

, 101

, 162

…….) [No 108]

o Multiplicative inverses (e.g. 51

x □ =1) [No 106]

⇒ REVISION - Subtraction (e.g. 4 4

3 - 1 41 =3 4

2 ) - Estimate answer by rounding off - Solve problems in context


o Subtract fractions (Number range: denominators 1 – 100) - Estimate answer - Reflect, judge and discuss method used - Solve problem in context using subtraction of fractions

- Denominators multiples of each other (e.g. 82

82

21

=− )

- Mixed numbers (e.g. 812

411

833 =− )

ASSESSMENT TASK 3 : ACTIVITY 3. 2 (e.g. Tutorial on fractions)

Wk 6

7

6.1.9 6.1.10 6.1.9 6.1.9 6.1.9


o Divide by 10 (e.g. 45 ÷ 10) [No 69] o Double simple fractions and decimals (e.g. double 0,24) [No 124] o Multiples of 11 are {11,22, 33, 44……} [No 142] o Equivalent fractions (e.g. four tenths = 0,4) [No 62] o Add decimals (e.g. 2,2 + 3,4) [No 40]

Wk 7

- 13 -

5.5.7 6.5.7 6.5.8 6.5.9 6.5.10

⇒ REVISION

o Data Handling - Read and interpret data in pictographs and bar graphs - Use given data - Interpret data to answer questions - Draw conclusions - Make predictions

o Probability

- Compare and classify events Certain, or

Uncertain, or Will never happen

- Probability Practical (e.g. toss a coin, role a die, spin a

spinner)

⇒ CONCEPT TO BE TAUGHT AND PRACTISED o Data and graphs in media

- Read and interpret data presented in media in graphs and consider context e.g. rural or urban, national or provincial and categories within the data - age, gender, race)other human rights issues

- Interpret data to answer questions - Draw conclusions - Make predictions

o Probability

- Rate events - Compare and classify - Predict (e.g. certain, uncertain and impossible) - Read on scale from, certain to uncertain - Write on scale from certain to uncertain

o Probability Practical

- Practically toss coin, rolling a die and spin a spinner - Record results - Answer questions on outcome

o Learners record the results of their experiments in 6.5.9

- Compare these results to the predicted outcomes - Count the frequency - Determine possible outcomes

8

ASSESSMENT TASK 4 : EXAMINATON on work covered the whole year

Wk 8

9

EXAMS

Wk 9

10

Interventions, revision and administration

Wk10

- 14 -


GRADE 6

TERM 3 WK LO &

AS ASSSESSMENT STANDARDS & CORE TEACHING TG

1

6.1.1 6.1.1 6.1.1 6.1.1 5.1.3 5.1.4 6.1.1 6.1.3


o Count in decimals (e.g. from 0,1 – 10) [No 2] o Add decimals using a number line (e.g. 0,2 + 0,4) [No 5] o More or less for decimals (e.g. what is 0,1 more than 3,3?) [No 3] o Count in decimals (e.g. from 0,7 to 9.7) [No 4] o Place value of a 7-digit number (e.g. 2 120 200) [No 8]

⇒ REVISION

o Recognise, represent, describe and compare decimal fractions- Start with 1 digit and build up to 2 digits (required for

measurement) (e.g. up to hundredths: 100

1 = 0,01) - Read, say and write up to 2 decimals - Convert from words to numbers and numbers to words

(inverse) - Notation (e.g. 10

1 = 0,1)

- Convert from common fractions to decimals (e.g. 52

= 104

= 0,4)

o Recognise place value of decimals

- Decimal numbers to at least 2-decimal numbers( e.g. one tenth= 10

1 = 0,1/ one hundredth 1001 =0,01)

- Use place value table (e.g. t / h / th : 1 234,56)

Thousand (TH)

Hundreds (H)

Tens (T)

Units (U)

Tenths (t)

Hundredths (h)

1 2 3 4 5 6

- Distinguish between numeric value and place value ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Recognise, represent, describe and compare decimal fractions( to at least 2 decimal places) - Count forwards and backwards in decimals - Read, say and write decimals - Convert from numbers to words and words to numbers - Notation (e.g. 5,678) - Start with 1 decimal place and build up to 3 decimal places - (needed for LO 4) - Place value (e.g. units t to th – 0,001) - Expanded notation of decimals (e.g.0,243 = 0,200 + 0,040 + 0,003) - Decimals to 3 decimal places

Wk 1

- 15 -

6.1.3 6.1.4

o Recognise the place value of decimals

- Name the value and place value - To at least 3 decimal places - Use place value table - Build up and break down numbers - Ddistinguish between value and place value - Use place value table (e.g.)

HM TM M HTH TTH TH H T U t h th 9 7 5 3 1 8 6 4 2 3 4 5

2

6.1.1 6.1.1 6.1.4 6.1.4 5.1.5 6.1.5


o Multiply by 10 (e.g. 500 x 10) [No 12 ] o More or less in decimals (e.g. 0,5 more than 2,1) [No 7] o Compare decimals

(e.g. which is longer 15,7m or 51,5m?) [No 13] o Ordering numbers from smallest to largest (e.g. 20,5; 22,5; 22,3; 22,0) [No 14] o Place value in decimals (e.g. 0,15 what does the 1 represent) [No 92]

⇒ REVISION

- Recognise and use equivalent forms of fractions and percentages

- Estimate equivalent forms of fractions and percentages - Calculate equivalent forms of fractions and percentages


o Recognise equivalent forms of the numbers - Write fractions as decimals - Write decimals as fractions - Write decimals as percentage - Use calculator to check answers - Solve problems in context

Wk 2

3

6.1.1 6.1.1 6.1.1 6.1.9 5.1.6


o Count in decimals (e.g. 0,01 – 1) [No 85] o Count back in decimals (e.g. from 1 till 0,87) [No 86] o More or less in decimals (e.g. what is 0,01 less than 0,72) [No 87] o Add decimals (e.g. 2,21 + 3,41) [No 118] o Identify decimal from words (e.g. zero comma four eight is 0,48) [No 91]

⇒ REVISION

o Money - Revise the concept of money - Solve problems in financial context - Buying and selling - Profit and loss - Simple budgets - Solve problems in context

Wk 3

- 16 -

6.1.6


o Money - Notation(e.g. R34,69) - Read, say and write money notation - Convert from money notation to words and words to money

notation - Convert from cents to rand and rand to cents - Exchange of coins for rand - Rounding down (5c and 10c)

o Addition of positive decimals with at least 2 decimal places o Subtraction of positive decimals with at least 2 decimal places o Solve financial problems in context of

- Buying and selling - Profit and loss - Simple budgets - Estimate answer by rounding off - Check answers with e.g. calculator - Reflect method used - Consolidate methods of calculation

ASSESSMENT TASK 5: ACTIVITY 5.1 (e.g. -Tutorial/ Investigation on decimals and percentages using money as the context)

4

6.1.9 6.1.9 6.1.1 6.1.1 6.1.6 5.1.7


o Write down the decimal (e.g. two comma two three) [No 93] o Place value of decimal (e.g. what is the value of 4 in 4,12) [No 94] o Addition and subtraction of decimals (e.g. 3,5 + □ = 6) [No 42] o Count in fractions (e.g. what comes before 0,02?) [No 88] o Add decimals (e.g. 0,2 + 0,04) [No 89]


o Continue with money and financial problems - Reading and interpreting accounts - Discounts (e.g. revise %)

⇒ REVISION

o Rate and ratio Solve problems that involve:

- Compare two or more quantities of the same kind (ratio) - Compare two quantities of different kinds (e.g. learners per

teacher)(rate)

Wk 4

- 17 -

6.1.7


o Solve problems that involve Ratio - Compare two or more quantities of the same kind (ratio)- relate

to fractions (e.g. bag with 16kg of sugar and one with 24kg) - Estimate answer by rounding off - Check answers with e.g. calculator - Reflect method used - Consolidate methods of calculation

5 6.1.9 6.1.9 6.1.9 6.1.9 6.1.7 6.1.8 6.1.8


o Multiply by 10 (e.g. 2 459 x 10) [No 135] o Equivalent fractions (e.g. 0,23 is 23 hundredths) [No 132] o Equivalent fractions (e.g. which number is equal to 3 hundredths? 3,1; 3,0; 0,3; 0,03) [No 133] o Equivalent fractions (e.g. which number equals 0,37?) [No 134] o Dividing by 100 (e.g. 1 453 ÷ 100) [No 70]


o Rate - Comparing two quantities of different kinds (e.g. rate:

wages/day, speed= distance/time) - Estimate answer by rounding off - Check answers with e.g. calculator - Reflect method used - Consolidate methods of calculation

o Revision of long multiplication (4-digit by 3-digit number) and

division (4-digit by 3-digit number) - Using columns - Estimate answer by rounding off - Check answers with e.g. calculator - Solve problems in context

ASSESSMENT TASK 5: ACTIVITY 5. 2 (e.g. investigation on rate)

Wk 5

6

6.1.9 6.1.9 6.1.4 6.1.4 6.1.9 5.4.5


o Multiply by 100 (e.g. 2 459 x 100) [No 136] o Divide by 100 (e.g. 960 ÷ 100) [No 138] o Multiply by 5000 (e.g. 15 x 5 000) [No 139] o Compare decimals

(e.g. which is longer 2,01km or 2,1km?) [No 96] o Multiply a decimal by 10 (e.g. 0,06 x10) [No 95]

⇒ REVISION

o Length - Measure length: rulers, metre sticks, tape measures and

trundle wheels

Wk 6

- 18 -

5.4.7 6.4.9 6.4.5 6.4.7 6.4.6 6.1.6 5.4.7 5.4.5 5.4.6 6.4.5 6.4.7 6.4.6 6.1.6 6.1.5

- Length using: millimetres (mm) centimetres (cm) metres (m) kilometres (km) - Do calculations using mm, cm, m, km - Convert mm ↔ m, m ↔ km - Recognize and use equivalent forms of the decimal fractions (e.g. 2000m = 2km)


o Length - Show ways how measuring was done in the past - Estimate length in learners’ experience - Measure length using rulers, metre sticks, tape measures and

trundle wheels - Choose the appropriate SI unit: mm, cm, m and km - Do calculations using mm, cm, m and km ( +, -, x and ÷ ) - Convert mm ↔ cm and m ↔ km - Solve problems involving measurement in Natural Sciences

and Technology contexts

⇒ REVISION o Mass

- Measure mass: bathroom scales, kitchen scales and balances - Mass using grams (g) and kilograms (kg) - Do calculations using g, kg - Convert g ↔ kg


o Mass - Estimate mass in learners’ experience - Measure mass using bathroom scales, kitchen scales and

balances - Choose the appropriate SI unit: g and kg - Do calculations using g and kg ( +, -, x and ÷ ) - Convert g ↔ kg - Solve problems measurement in Natural Sciences and

Technology contexts

o Recognise and use equivalent forms whilst doing the above - Decimal fractions of the form 0,5, 1,5 and 2,5 and so on, in the

context of measurement (e.g. 500g = 0.5kg = ½ kg / 5500g = 5.5kg = 5 ½ kg

- 19 -

7

6.1.1 6.1.1 6.1.4 6.1.9 6.1.9 6.1.9 5.4.5 5.4.7 6.4.5 6.4.7 6.4.6 5.4.5 5.4.7 5.4.6 6.4.5 6.4.7 6.4.6


o Estimate the position of an arrow representing a decimal number on a number line [No 79] o Estimate the position of an arrow representing a fraction on a number line [No 16] o More or less in decimals (e.g. what is 0,25 more than 0,01?) [No 90] o Compare decimals (e.g. which is greater 100,2 or 102,1?) [No 13] o Add decimals (e.g. 1,2 + 2,3) [No 35]

⇒ REVISION

o Capacity - Measure capacity: measuring jugs - Capacity using millilitres (ml) and litres (l) - Do calculations using ml, litres - Convert ml ↔ litres

o Recognise and use equivalent forms

- Decimal fractions of the form 0,5; 1,5 and 2,5 (e.g. containers: 500ml = 0.5litre = ½ litre 5500ml = 5.5litres = 5 ½ litres)


o Capacity - Estimate volume in learners’ experience - Measure capacity using measuring jugs - Choose the appropriate SI unit: ml and l - Do calculations using ml and l ( +, -, x and ÷ ) - Convert ml ↔ l - Solve problems involving measurement in Natural Sciences


⇒ REVISION o Temperature

Use appropriate measuring instruments - Thermometres to measure temperature - Temperature using degree Celsius scale - Do calculations using degree Celsius scale - Solve problems involving measurement in Natural Sciences

and Technology contexts ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Temperature - Estimate temperature in learners’ experience - Measure temperature using thermometres - Choose the appropriate SI unit degree Celsius - Solve problems involving measurement in Natural Sciences


Wk 7

- 20 -

8

6.1.9 6.1.10 6.1.10 6.1.9 6.1.9 5.4.8 6.4.8


o Multiplication and division as inverse operations (e.g. 40 ÷10 = 4 so 4 x 10 = 40) [No 44]

o Double fractions (e.g. three eighths) [No 45] o Double a 3-digit number (e.g. double 164) [No 46] o Multiply by 5 by x 10 and ÷ 2 [No 47] o Add any 3-digit numbers [No 43]

⇒ REVISION

o Perimeter ( SI units: mm, cm, m, km ) - Estimate distance around (e.g. book, desk, class, etc.) - Explore by using your body (e.g. hand, finger, strides) to

measure length outside the classroom - Select and use appropriate measuring instruments and SI unit - Use rulers or measuring tapes to find perimeter

(approximately) - Develop methods to determine perimeter of given shape (do

not use formulae) ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Practical investigation of Perimeter - Estimate distance around (e.g. book, desk, class, etc.) - Explore by using body (e.g. hand, fingers, etc.) - Explore length outside (e.g. walk, steps, run, etc.) - Explore by using a piece of string for irregular shapes - Select and use appropriate measuring instrument and SI unit - Use rulers, measuring tapes to find perimeters (approximate) - Develop methods to determine perimeter of different shapes - By investigation develop the formulae for perimeters of squares and rectangles(do not use formula)

ASSESSMENT: Informal (e.g. Investigation)

Wk 8

9

6.1.9 6.1.9 6.1.9 6.1.9 6.1.9


o Multiply by 9 by x 10 and subtract (e.g. 15 x 9 = 15 x 10 =150 150 – 15 = 135) [No 51] o Multiply by 99 by x 100 and subtract (e.g. 12 x 99 = (12 x100) – 12) [No 57] o Multiply by 101 by x 100 and add (e.g. 12 x 101 = (12 x 100) +12) [No 58]

o Equivalent fractions (e.g. 0,2 = 102

) [No 60]


) [No 61]

Wk 9

- 21 -

5.4.8 6.4.8 6.4.10

⇒ REVISION

o Area - Use cut out squares (hint: 3cm x 3cm squares to tile an area,

e.g. text book, desk, table, etc.) - Use the squares to build any shapes - Pack out the same shape on grid paper(1cm x1cm ) and draw

the outline - Count number of covered squares on grid paper - Colour in given drawings on grid paper - Determine area of different polygons on grid paper(include half

blocks) ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Practical investigation of Area - Use cut-out squares (e.g. 3cm x 3cm) to tile an area of a shape

(e.g. textbook etc.) - Use the squares to form a shape - Pack out the same shape on grid paper (1cm x 1cm) and draw

the outline - Count number of covered squares on grid - Explain a rule for working out area of squares - do not use the

formulae for calculations - Do the same as the above for a rectangle

o Investigate the relationship between perimeter and area

- Colour in given drawings on grid paper - Measure the outline of the shape (perimeter) - Compare perimeter and coloured squares - Determine the relationship of different squares and rectangles

on grid paper (include half blocks) - Compare perimeter and area of different squares and

rectangles ASSESSMENT TASK 6: TEST ON MEASUREMENT INVOLVING PRACTICAL WORK

10

6.1.9 6.1.9 6.1.9 6.1.9 6.1.9 5.4.8


o Multiply by 13 by x10 and x3 then add [No 52] o Multiply by 15 by x 10 then dividing the answer by 2 and then adding the 2 together (e.g. 16 x 15 = 16 x 10 =160, 160 ÷2 = 80, 160 + 80 = 240) [No 53] o Multiply by 25 by x 100 and ÷ 4 [No 54] o Multiply by 51 (e.g. 12 x 51 = (12 x 50) +12) [No 55] o Multiply by 49 (e.g. 12 x 49 = (12 x 50) – 12) [No 56]

⇒ REVISION

o Volume - Packing and filling of 3-D objects to find volume in cubic units - Estimate number of cubes to fill container - Fill a small container with cubes - Count the number of cubes - Estimate number of cubes from a given diagram (e.g. Tower

block)

Wk 10

- 22 -

6.4.8 6.4.11


o Practical investigation of Volume - Packing and filling of 3-D objects with cubes (i.e. volume) - Count the number of cubes - Fill small containers with cubes e.g. rectangular box - Count the number of cubes each time - Count the number of squares on each surface area/ side - Explain a rule to calculate volume- do not use the formulae for

calculations o Pack a cube containing smaller cubes

- Calculate the area of the top side - Calculate the total area of all the sides of the cube - Calculate the total cubes used to fill the object - Compare the surface area, volume and the dimensions of

rectangular prisms

- 23 -


GRADE 6

TERM 4 WK LO &

AS ASSESSMENT STANDARDS & CORE TEACHING TG

1 6.1.9 6.1.9 6.1.9 6.1.9 6.1.9 5.4.12 6.4.12


o Round off 1 decimal place to the whole number (e.g. 15,7 is about 16) [No 59]

o Know if answer of + or - will be an odd or even number [No 77] o Odd and even numbers (e.g. subtract 2 odd numbers the answer is even) [No 78] o Estimate on quantities in environment (e.g. how many numbers in your textbook?) [No 15] o Recognise if a number can be ÷3 (e.g. sum of digits is divisible by 3, then the number can be ÷3) [No 23

⇒ REVISION

o Recognise and describe right angles - Use body to show different turns (e.g. quarter, half, three

quarter, full turns) - Use geo strips to demonstrate concept of turns - Use concrete 3-D objects to recognize right angles - Use pictures of 2-D shapes to recognize right angles - Use pictures of 3-D objects to recognize right angles - Right angles inside/outside class - Use range of 2-D shapes as set in LO 3


o Angles - Recognise and describe right angles (90o) in and outside class - Recognise and describe right angles (90o) in polygons (2D) e.g.

rectangles and polyhedra (3D). - Recognise and describe angles greater than 90o in and

outside class - Recognise and describe angles greater than 90o in

polygons (2D) e.g. trapeziums and polyhedra (3D). - Recognise and describe angles less than 90o in and outside

class - Recognise and describe angles less than 90o in polygons

(2D) e.g. parallelograms and polyhedra (3D).

ASSESSMENT TASK 7: ACTIVITY 7.1 (e.g. Investigation)

Wk 1

- 24 -

2

6.1.9 6.1.10 6.1.10 6.1.4 6.1.9 5.3.5 6.3.4 6.3.6 6.3.5


o Fill in the symbol (e.g. 260 □ 40 = 90) [No 71] o Double a 4-digit number (e.g. 3 441 double 3, then 4, then 4 then 1) [No 72] o Halve a 5-digit number (e.g. 12 246 ÷ 2) [No 73] o Which decimal is longer (e.g. 20,33km or 23,03km?) [No 96] o Add 0,9 (e.g. 8 + 0,9) [No 33]

⇒ REVISION

Practical exploration o Make 2D shapes[polygons] (e.g. triangles, squares, rectangles,

pentagons, hexagons, heptagons, octagons) by using - Tessellation (tiling) - Identify line of symmetry (colour) - Identify rotational symmetry - Movement including: rotations, reflections and translations


o Revise lines of symmetry in 2-D shapes o Distinguish between symmetry and asymmetrical o Revise vocabulary

- Rotation - Reflections and - Translations

o Rotate different shapes to make patterns o Slide different shapes to make patterns o Flip different shapes to make patterns

o Recognize and describe shapes, objects, patterns with geometric

properties in - Nature - Culture

o Practical exploration:

- Draw enlargements and reductions of 2-D (at least quadrilaterals and triangles)shapes using grid paper

- Compare their size and shape

Wk 2

3

6.1.4 6.1.8 6.1.10 6.2.1 6.1.9


o Rearrange fractions from smallest to largest

(e.g. 121

, 101

, 162

…….) [No 29]

o Estimate the value of an arrow on a decimal number line [No 98] o Multiples of 10 (e.g. first 3 multiples of 30) [No 143] o Multiplication and division using different terms [No 150] o Double 5-digit number (e.g. 12 164 by doubling 1, then 2 then 1 then 6 then 4) [No 125]

Wk 3

- 25 -

5.3.7 5.3.8 6.3.7 6.3.8

⇒ REVISION

o Orientation ( view of an object held in different positions) - Look at an object from different angles/ view (e.g. left, front,

right and top) - Describe orally and in writing, changes in the view - Sketch the view

o Locate position using verbal and written instructions

- Locate and plot on a position on a coded (labeled) grid - Move between positions on a coded grid - Describe how to move between positions on a coded grid - Locate points/ positions using maps to - Trace a path between positions on a map


o Practical exploration - Draw sketches of 3-D objects from different angles/sides (e.g.

front, side, top view) - Interpret sketches of 3-D objects from different angles/sides - Match a drawing to a view/perspective

o Locate/plot positions on a coded grid o Move between positions on the grid o Locate/plot positions on a map with grids o Plan a route on a map with grids using coded directions

4 6.1.9 6.1.9 6.1.9 6.1.9 6.1.10 5.5.4 5.5.6 5.5.7 6.5.1 6.5.2 6.5.3 6.5.4


o Division of 6x - 9x tables o Revise number pairs up to 20 (e.g. 17 + 3, 16 + 4 etc) o Divide by 11 (e.g. 99 011 ÷ 11) [No 103] o Given 3 numbers complete the sum by adding the symbols [No 112] (e.g. 82 045, 83 059, 1 014 i.e. 82 045 + 1 014 = 83 059) o Multiply by 500 by x 1000 and ÷ 2 [No 74]

⇒ REVISION

o Data handling (incorporate time) - Organise and records data using -tallies -tables - Draw pictographs and bar graphs - Headings, labels, scales (many to one) - Read and interpret pictographs and bar graphs


o Data Handling (Handle as assessment task 7 – project) - Identify a problem to be investigated - Compare different sets of data (e.g. ages boys and girls) - Teach learners to set questions to obtain required data - Set questions in the form of a questionnaire - Use different sources - Distinguishes between samples and populations - Collect data by using questionnaires - Organise and record data by using tallies and tables

Wk 4

- 26 -

5

6.1.8 6.1.8 6.1.5 6.1.7 6.5.5 6.5.6


o Recognise if a number can be ÷ 12 i.e. if it can be ÷ 3 and ÷ 4 [No 104] o Recognise if a number can be ÷ 12 [No 105]


) [No 107]

o Ratio and proportion (e.g. how many tenths in 2) [No 109] ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Data handling - Examine ungrouped data - Group data ascending or descending - Interpret mode and median

o Learners use data to draw the following by hand

- Revise pictographs - Revise bar graphs - Teach double bar graphs

o Use data to draw graphs with PC (When possible)

Wk 5

6

6.1.9 6.1.9 6.1.9 6.5.7


o Find number pairs for decimals (e.g. 2,5 = 1,3 + 1,2) [No 41] o Multiply 4-digit number by 10 (e.g. 4 328 X 10) [No 135] o Revise 2 – 12 x table by playing a game


o Data handling - Read and interpret data presented in own graphs - Interpret data to answer questions - Draw conclusions - Make predictions

ASSESSMENT TASK 7: ACTIVITY 7. 2 (e.g. Project on data handling)

Wk 6

7

REVISION and CONSOLIDATION

Wk 7

8

9

ASSESSMENT TASK 8: EXAMINATION

Wk 8

Wk 9

10

ADMINISTRATION

Wk 10

- 27 -

MAT

HEM

ATIC

S: G

RAD

E 6

FO

RMA

L RE

CORD

ING

SH

EET

SCHO

OL:_

____

____

____

____

____

____

____

____

____

__

TEAC

HER:

____

____

____

____

____

____

____

____

____

___

Term

1Te

rm 2

Term

3Te

rm 4

CASS – TOTAL(TERM 1 – 4)

CONVERTED CASS MARK

ASSE

SSM

ENT T

ASK

NO

11

23

34

56

67

78

TASK 1

TASK 1

TASK 2

SUB-TOTAL

CONVERT MARK

LEVEL (1 – 4)

TASK 3

TASK 3

TASK 4 – TEST

SUB-TOTAL

CONVERT MARK

LEVEL (1 – 4)

TASK 5

TASK 6

TASK 6

SUB-TOTAL

CONVERT MARK

LEVEL (1 – 4)

TASK 7

TASK 7

TASK 8 EXAMINATION

SUB-TOTAL

CONVERT MARK

LEVEL (1 – 4)

Foundations for Learning

LO’s

AS’s

Surn

ame &

Firs

t nam

e

Mar

ks10

010

010

010

010

040

010

0

TEAC

HER:

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

/……

/……

HOD:

……

……

……

……

……

……

……

……

……

……

……

……

……

……

… .

……

/……

/……

phase - western cape

Documents