Page 1 of 139

GRADE 6
UNITS

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 2 of 139

Mathematics
UNIT OF WORK

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 3 of 139

OVERVIEW OF SUBJECT CONTENT GRADE 6

SUBJECT TERM 1 TERM 2 TERM 3

Mathematics Number (5 weeks) Number (4 weeks) Number (3 weeks)
 Representation of Sets  Number properties  Problem Solving Procedures
 Number value: exponential form  Computing with fractional numbers:
 Use of Calculator addition, subtraction, multiplication and
division.
 Representing shared portions (ratio and
percentage).
Measurement (2 weeks) Measurement (3 weeks) Measurement (3 weeks)
 Scale drawing  Units of area and surface area.  Applying measurement
 Units of time  Derive formulae in measurement formulae.
 Perimeter situations: volume.  Parts of a circle.
 Investigating pi.
Geometry (3 weeks) Geometry (2 weeks) Geometry (1 week)
 Properties of Geometric shapes  Compare and contrast geometric  Use of protractor.
(2 D’s and 3 D’s) shapes.
 Congruence
 Concept of Reflection within the
Cartesian Plane.
Algebra (2 weeks) Algebra (1 week)
 Using variables: word problems.  Simple equations
 Using variables: number sentences.
 Using variables: substitution.
 Using Patterns and making predictions
Statistics and Probability (4 weeks) Statistics and Probability (3
 Collecting and representing data weeks)
 Stem and leaf  Interpreting tables and
graphs.
 Outcomes of an event.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 4 of 139

Aims
The study of Mathematics should enable students to:

 Acquire the necessary mathematical skills and learn concepts that will be used in real life situations and related disciplines.
 Develop the necessary processes for the acquisition and application of mathematical concepts and skills.
 Recognise and integrate mathematical ideas with other disciplines.
 Develop positive attitudes toward mathematics.
 Make effective use of a variety of mathematical tools (including information and communication technology) in the learning and application of mathematical concepts and skills
 Produce imaginative and creative products arising from mathematical concepts and skills.
 Develop the abilities to reason logically, communicate mathematically, learn independently and cooperatively.

The role of Mathematics in the curriculum

Students need to develop the necessary mathematical competence to function in society. This includes the ability to count, measure, handle money and do straightforward calculations with confidence.
Students will also be able to conceptualize spatial properties, gather and graphically represent data in different ways, manipulate mathematical ideas or apply mathematical knowledge to new situations
and to communicate these effectively. Competence within Mathematics contributes to learning in all other subjects.

Contribution to the competencies

Mathematics contributes to all three of the Framework competencies: knowledge, skills and Attitude. The subject is an ideal context for the development of critical thinking and problem solving skills,
and for making judgments. It should provide opportunity to work independently and in teams.

Range of activities
Students should be involved in a range of practical activities through which they can explore mathematical properties and relationships. They plan their own investigations and explore different ways of
solving problems. By learning mathematics in a practical way, they should be able to relate its operations and principles to real life situations. Wherever possible, students should explore the
mathematical uses of a range of ICT equipment.

Standards
There are five Strands with distinct Standards within them.

STRANDS

Number Measurement Geometry Algebra Statistics and Probability

STANDARDS

Number Representation Number Operation and Application Use the correct units, Explore paths, geometric Employ algebraic reasoning Collect, organise, interpret and
tools and attributes to shapes and space and through the use of expressions, represent data and make inferences by
Know the value of numerals, Use the basic operations, number estimate, compare and make generalization equations and formulae to applying knowledge of statistics and
associate them with their relationships, patterns, number facts, carry out the processes about geometric interpret, model and solve probability.
names, numbers, ordinals calculators and appropriate software of measurement to relationships within the problems involving unknown
and use concrete objects to to compute and estimate in order to given degree of environment. quantities.
model patterns, expressions solve real world problems involving accuracy.
and numbers. fractions, percentages and decimals.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 5 of 139

Strand: Number

Standards Grade 4 Grade 5 Grade 6

Attainment Targets Attainment Targets Attainment Targets

 Know and use the values of numerals and associate  Model patterns, expressions and number relationships  Use models to explain their conceptual
them with their names, numbers and ordinals. using concrete objects. understanding of rational numbers (fractions).

 Operate with numbers and number patterns.  Make and interpret Venn diagrams.  Make and interpret Venn diagrams.

 Understand and apply fractional ideas.  Use computation, estimation and calculators
 Use computation, estimation and calculators appropriately to solve real world problems
 Explain the processes of the basic operations, use appropriately to solve real world problems including including problems with fractions and decimals.
estimation appropriately, and demonstrate proficiency problems with fractions and decimals.
with basic facts.  Know the value of numbers and associate them
with their names and numbers.

 Use ratio to solve real world problems.

Benckmarks Benckmarks Benckmarks
Number Representation Use knowledge of sets to describe the set, name and Describe a set and differentiate between the set of real Identify members of a set and associate same with
Know the value of numerals, list their elements/members. numbers. the property of the given set.
associate them with their
names, numbers, ordinals and
Read and write number names, and numerals using the Read and write number names, and numerals using Read and write number names, and numerals using
use concrete objects to model
Hindu – Arabic Place Value System up to 7 digits. the Hindu – Arabic Place Value System up to 8 digits. the Hindu – Arabic Place Value System to include
patterns, expressions and
numbers. exponential form.

Number Operation and Demonstrate an understanding of the use of numbers Demonstrate an understanding of the use of numbers;
Application and types of numbers to include; prime, composite and number properties and types of numbers; prime factors
fractional numbers. and fractional numbers.

Compute with whole numbers accurately and fluently; Compute with whole numbers accurately and fluently;
Use the basic operations, use these skills to find answers in realistic problem use these skills to find answers to realistic problem
number relationships, situations. situations.
patterns, number facts,
calculators and dynamic Model the number operations: addition and
software to compute and subtraction of two digit numbers. Model the number operations: division of five digit
estimate in order to solve numbers by up to three digit numbers.
real world problems
involving fractions, Model the number operations: multiplication of
percentages and decimals. four digit numbers by up to two digit numbers.

Model the number operation: Division of five digit

numbers by up to two digit numbers

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 6 of 139

Compute with fractional numbers quickly and Compute with fractional numbers quickly and Compute with fractional numbers quickly and
accurately; use these skills to find answers in realistic accurately; use these skills to find answers in realistic accurately; use these skills to find answers in realistic
problem situations. problem situations. problem situations.

Model the number operations: addition and subtraction. Model the number operations: addition, subtraction and Model the number operations: addition, subtraction,
multiplication. multiplication and division.

Use approximation and estimation with numbers Use approximation and estimation with numbers up to Demonstrate the understanding of percentages
involving division. the nearest thousand. in realistic situations.

Use ratio as comparison in problem solving and

decision making.

Apply and justify the use of a variety of problem solving Apply and justify the use of a variety of problem solving Apply and justify the use of a variety of problem
strategies in two step problems. steps in identifying missing facts. solving steps involving decimals and percentages.

Use mathematical tools to reinforce proof and aid

computation.

Know and use terms associated with financial institutions. Demonstrate an understanding of financial institutions
and their functions.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 7 of 139

Strand: Measurement

Standard Grade 4 Grade 5 Grade 6

Attainment Target Attainment Target Attainment Target

 Explain and carry out the processes of estimation and  Select appropriate units and tools to measure to the  Select appropriate units and tools to measure to
measurement, including the selection of desired degree of accuracy. the desired degree of accuracy.
appropriately precise units.
 Derive informally, and use formulae for
measurement activities/situations.
Benchmarks Benchmarks Benchmarks

Use the correct units, Estimate and measure distances, and use these to solve Estimate and measure distances, and use these to solve
tools and attributes to related problems involving conversion between related problems involving conversion between Use measurements in the environment.
estimate, compare and millimetres, centimetres, metres and kilometres. millimetres, centimetres, decimeters, metres and
carry out the processes of kilometres.
measurement to given
degree of accuracy. Read and write time and know the relationships Read and write time and know the relationships and
between units of time. compute with units of time.

Estimate and measure liquid capacity or volume, while Know, use and interpret relationships between units of
converting between millilitres and litres. measurement: liquid capacity or volume.

Estimate and measure mass while converting between Know, use and interpret relationships between units of Understand the concept of area; estimate and
kilograms and tonne. measurement: mass. measure to solve related everyday problems.

Understand the concept of temperature; estimate and Estimate and measure temperature in given situations. Investigate, estimate and compute the volume of
measure using standard units. rectangular solids.

Know the meaning of milli, centi, deci and kilo; choose Associate the measurement of a quantity (distance, Associate the measurement of a quantity (distance,
and use appropriate units of measure. volume/capacity, mass, temperature) with the units and time, volume/capacity, mass) with the units and
instruments best used. instruments best used.

Estimate and measure perimeter.

Estimate and measure distance and area using standard Use the formula for area of a rectangle to compute the Investigate the parts of a circle and identify the
metric units. area of rectangular region; estimate the area of an relationships that exist between them.
irregular shape by counting squares.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 8 of 139

Strand: Geometry

Standard Grade 4 Grade 5 Grade 6

Attainment Target Attainment Target Attainment Target

 Describe the relationships
 Identify, describe, compare and classify geometric between and among geometric figures and explain  Make generalizations about geometric relations and
figures and their properties. spatial relationships. explore geometrical transformations.

 Select appropriate units and tools to measure angles

to the desired degree of accuracy.
Benchmarks Benchmarks Benchmarks

Explore paths, geometric Know that angles are measured in degrees and that one Recognize horizontal, vertical and intersecting line
shapes and space and whole turn is 360 ; compare and order angles less segments. Explore concepts of angle formation, naming and
make generalization than, greater than or equal to 90 from different measuring.
about geometric orientations. Estimate and draw acute, right, obtuse or reflex angles;
relationships within the use a protractor to measure and draw an angle to a
environment. suitable degree of accuracy.

Explore the ideas of symmetry in geometric figures Identify common shapes and objects, and classify them Explore the ideas of symmetry in geometric figures
and shapes. by noting their properties; including their line and shapes found in the environment.
symmetry.

Describe the location and properties of geometric Describe positions using cardinal points and Understand and use the concept of reflection within
shapes after a slide, flip or turn. understand the concept of reflection. the Cartesian plane.

Make and explore geometric shapes: polygons, non- Make and explore geometric shapes: non-polygons and Make and explore geometric shapes and solids, and
polygons and compound shapes; and apply knowledge polygons not exceeding 8 sides; and apply knowledge apply knowledge of their properties to problem solving
of their properties to problem solving situations. of their properties to problem solving situations. situations.

Model and explore prisms (cubes and cuboids) by Model and explore pyramids (triangular and square Model and explore polyhedron (tetrahedron and
noting their properties and nets. base) by noting their properties and nets. octahedron) by noting their properties and nets.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 9 of 139

Strand: Algebra

Standard Grade 4 Grade 5 Grade 6

Attainment Target Attainment Target Attainment Target

 Explain the meaning and use of simple formulae.  Identify and explain basic algebraic concepts.
 Interpret expressions and equations involving
 Use open sentence to express relationships among  Use open sentences to express relationships among variables.
quantities, model and explain the solution of simple quantities, model and explain the solution of simple
equations, using diagrams and concrete materials. equations, using diagrams and concrete materials.
Benchmarks Benchmarks Benchmarks

Employ algebraic Generate and describe patterns and develop rules Investigate, describe and represent patterns; and Investigate patterns, create algebraic expressions and
reasoning through the use associated with them. develop generalization. make predictions.
of expressions, equations
and formulae to interpret,
model and solve Represent and analyse algebraic expressions and Use operation symbols to complete number sentences;
problems involving equations. identify the order of operations given algebraic
unknown quantities. expressions.

Find the number that the symbol (a letter of the Substitute a number for a variable in a simple Use substitution in formulae, algebraic sentences and
English alphabet or other pictures) represents to make mathematical sentence. inequalities in problem solving with up to two
a mathematical sentence true. variables.

Investigate changes in variables in algebraic Use arithmetic operations to solve simple equations
expressions and equations. and word problems.

Understand and apply algebraic thinking in problem

situations.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 10 of 139

Strand: Statistics and Probability

Standard Grade 4 Grade 5 Grade 6

Attainment Target Attainment Target Attainment Target

 Collect, organize, graph, describe and interpret data  Explore complex problems by gathering statistics  Make and interpret a variety of graphs, charts and
in a problem-solving context. from real-world situations. tables.

 Identify and apply the mean averages as a measure  Make and interpret a variety of graphs, charts and  Explain the relationship between a probability and
of central tendency. tables. the event that gives rise to this number.

 Explore the concept of chance.  Distinguish among and apply the appropriate
measures of central tendency (mean, median, mode)
and dispersion (range).

 Explore the concept of chance.

Benchmarks Benchmarks Benchmarks

Collect, organise, Distinguish between and identify a population and a Identify the characteristics of sampling techniques. Identify patterns, describe and predict outcomes from
interpret and represent sample. data collected.
data and make inferences
by applying knowledge of Collect, organize, represent and present data.
statistics and probability.
Find and interpret the mean and median of a set of Discuss the uses of tables and graphs; draw simple Discuss the uses of tables and graphs and solve related
discrete data. graphs and interpret data represented in these graphs. problems using data

Interpret data presented in bar graphs, line graphs, Estimate, calculate and interpret the mean, mode,
pictographs and pie charts. median and range of a set of discrete data.

Understand and apply probability concepts when Understand and apply probability concepts; identifying Understand and apply probability concepts; identifying
making predictions. possible outcomes of an experiment. all possible outcomes of an experiment.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 11 of 139

Prior Learning
UNIT OF WORK GRADE 6 TERM 1 UNIT 1
Check that students can:-
Strand: Number  Describe a set including the empty set.
 Differentiate between sets of counting, whole, odd, even, prime, composite and fractional
Suggested Time: 5 weeks numbers.
 Name any set using braces.
About the Unit
In this unit students will
 Identify members of a set and associate same with the property of the given set.
 Read and write number names, and numerals using the Hindu – Arabic Place Value System to include exponential form.
 Demonstrate an understanding of the use of numbers; number properties and types of numbers: prime, composite and fractional
numbers.

Focus Question 1: What are the special symbols and language I use Benchmark: Identify members of a set and associate same with the
when I work with sets? property of the given set.

Standard_Number Representation: Mathematics Objectives:

Know the value of numerals, associate them with their names, numbers,  Identify members of finite and infinite sets.
ordinals and use concrete objects to model patterns, expressions and  Associate the members of a set with the properties of that set.
numbers  Name and list members in the intersection or union of two sets.
 Draw Venn diagrams to show the intersection or union of two sets.
Sub-title: Sets  Use the symbols associated with set operations – intersection
and union.

ICT Attainment Target:

COMMUNICATION & COLLABORATION - use technology to
communicate ideas, information and understanding for a variety of
purposes
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING- Students appreciate digital tools and resources to plan and
conduct research, aid critical thinking, manage projects, solve problems
and make informed decision.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 12 of 139

DIGITAL CITIZENSHIP-Students recognise the human, ethical, social,

cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment

Students will: ● Constructing sets Accuracy in:

 Use two () rings drawn or otherwise to enclose a variety of objects. Sort objects using  Sorting of objects
just one ring (inside or outside) then two rings to discover the need to overlap them and ● Drawing Venn
discover the idea of intersection among two sets. (Allow students to critically analyse diagrams ● Problems solved
each stage). Use drawing tools in word processing software to create and sort objects and
shapes base on teacher given scenarios. ● Reasoning ● Writing set notation
 List the members and count the number of members in various subsets of an assortment
of Venn diagrams (including non-general ones). Describe these intersections in words and ● Interpreting a ● Create equivalent set,
in terms of set algebra. E.g. A ∩ B or A U B given Venn finite set and infinite
diagram set card
 Solve a variety of problems involving: the set language, groups to which they belong, ● Solve problems ● Problem solving
symbols and the listing of sets. Use online social medium such as blogs to share and ● Work in groups ● Group participation
critique solution to a Varity of Venn Diagram; using set language.
● Operate
 In groups using sets statements written in words, rewrite each using set notations. Share electronic device
with other groups e.g. the letter “s” is a member of the set of letters in the word SETS as:
s ∈ {s, e, t, s}. Repeat process with other letters and words, numbers, shapes etc...
● Use productive
 In groups, create equivalent set cards (using pictures, words/letters and numbers). tools to
Shuffle cards together then arrange them face down in a 6 x 4 grid. Take turns to turn communicate
over two cards at a time. If the cards match (i.e. show equivalent sets) the students keep information
them. Continue until everyone has had a chance. The player with the most cards win
when there are o more cards on the grid.

 In pairs create cards of infinite and finite sets e.g. counting numbers, factors of 12, and
letters in the word MANGO including empty sets. Exchange set of cards with other

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 13 of 139

groups. Sort the cards into two groups: Finite sets and Infinite sets. Record information in
tabular form and then share with the entire class.

 In groups examine the characteristics of given objects (e.g. set of different plants), then
organize and represent them using a Venn diagram. Have students critically analyze the
Venn diagram.

Learning Outcomes
Students will be able to:
● Place objects on a Venn diagram correctly.
● Solve problems associated with sets.
● Distinguish between finite sets, infinite sets, disjoint set, intersecting sets and
null/empty sets.
● Participate in group activities.

Points to Note Extended Learning

●  - intersection  Investigate where in real life set is used. For example a
●  - union shopping list.
● { }-brackets  Allow students to work in pairs. One will device a single
●  is an element of or member of Venn diagram showing intersecting sets and disjoint sets
● Sets can be linked to Science with the classification of living and non-living and write questions about the Venn diagram. The other
things. student will answer the questions.
 Create a Venn diagram to represent the similarities and
INTRODUCTION : My Plate differences between a Food Web and a Food Chain.
Nutrition is how we get the food we need to grow healthy and strong. Vitamins and  Students will sort a given list of foods into the relevant
minerals help our bodies to function and grow. . food groups, .
Eating good foods is especially important for children because they are still
 Allow students to discuss possible situations for which a
growing. Our bodies need nutrition to grow strong healthy bones and muscles. If
you don't get all the vitamins and minerals you need while you are growing, you Venn Diagrams might be used.
won't grow as tall and as strong as you could be. There are five main food groups
 Students can create Venn diagrams based on the food
that you should eat every day. By eating a variety of foods in each of these food
that they find in their school [Link] may use
groups, you will get the nutrition you need to grow and be healthy.
textures,colours,ingredients anything that can be

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 14 of 139

classified as a group..
 Grains - breads, cereal, pasta, rice
 Dairy - milk, cheese, yogurt  Challenge students to create Venn diagrams of items
 Fruits - apples, oranges, berries, grapes, bananas other than food,Students can also create “Venn
collages”in which pictures are used to illustrate grouped
 Vegetables - broccoli, beans, spinach, carrots, peas
items as opposed to words or numbers.
 Protein - beef, chicken, pork, eggs, nuts, fish

Nelson, Ken. (2015). Biology for Kids: Nutrition. Ducksters. Retrieved from
[Link]
Have students make a list of foods in different food groups.
From these lists create other groups such as food from plants and food from
animals (Further arrange foods into different nutrients and then, group them
accordingly).

Resources Key vocabulary

Attribute pieces, Worksheet, Strings, Equivalent set cards, Computers and any other Finite, Infinite set, Intersection, Equivalent set, Union, Equal
available resources, Internet. set, Disjoint sets, Venn diagram, Symbols, Null Set.
Link To Other Subjects Social Studies
Geography
History
Language
Sciences (Physics, Biology, chemistry)
Visual Arts

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 15 of 139

Prior Learning

Check that students can:-

• Read and write whole numbers up to eight digits.
• Identify the place values of ten, hundred, and thousand in numbers shown in decimal form.
• Identify and distinguish between counting, whole, odd, even, prime, composite and fractional numbers.
• Identify the factors of a number.
• Identify common factors of two given numbers.
• Identify multiples of a number and the common multiples of two or more numbers.

Focus Question 2: Benchmark: Read and write number names, and numerals using the
How do I write numbers in different number systems? Hindu – Arabic Place Value System to include exponential form.

Standard_Number Representation: Objectives:

Know the value of numerals, associate them with their names,  Read, write and use numbers, using the principle of place value, in
numbers, ordinals and use concrete objects to model patterns, the Hindu - Arabic system of numeration.
expressions and numbers.  Write numbers in exponential form.

Sub-title: Exponents

 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING

AND DECISION MAKING – Students use appropriate
digital tools and resources to plan and conduct
research, aid critical thinking, manage projects, solve
problems and make informed decisions.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 16 of 139

Suggested Teaching and Learning Activities Key Skills: Assessment:

Students will: Accuracy in:

● In groups, using sets of 0-9 digit cards and a place value chart, shuffle cards and place the ● Form numerals ● Numbers in
top card face up on the table. Write the digit in the column of their choice on their place ● Write numbers in numerals
value table. Take turns repeating for another six cards. NOTE: A player may not move a words ● Numbers in
digit once they have written it down. When all the players have made a seven digit ● Present numbers words
number, the player with the smallest [or largest, as the case may be] number wins. on place value ● Completed
table place value
● With teacher’s guidance, draw a place value chart (7 columns, labelled ones to millions) ● Work in groups chart with
on cartridge paper displayed on board. Take turns writing their numbers from group ● Solve problems numbers
activity above on chart displayed on board (e.g. 8 904 762). Read each number aloud, ● Expand numbers ● Problem solving
and then write number in words (i.e. eight million, nine hundred four thousand, seven ● Practise division ● Numbers in
hundred sixty-two). expanded form
● Numbers in
● In groups, using sets of cards showing whole numbers up to 7-digits written in numerals exponent
and the corresponding numbers written in words, shuffle cards together and then ● Group
arrange them face down in a 6 by 4 grid. Take turns to flip over two cards. If the cards participation
match (i.e. show the same number) the student keeps them. NOTE: The winner is the
player with the most cards when there are no more cards in the grid.

● Revise how to write a number using expanded notation e.g. 4 763 921 expands into 4
000 000 + 700 000 + 60 000 + 3 000 + 900 + 20 + 1. Write out each number formed in
previous activity in the place value chart, first in words, then in expanded notation.
Write numbers in order from least to greatest. Discuss strategies for ordering the
numbers (e.g. first by the number of digits, and then by comparing the values of the
digits in each place in turn from greatest place value to least place value).

● View video tutorial on Place Value up to Millions then use a spreadsheet software to
practice to reinforce concept.

● Practise division facts from the time tables.

● In standing circular formation, throw a beanbag to another student and call out a
statement requiring a division operation, for example “63 divided by 9”. The student

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 17 of 139

catches the beanbag giving the correct answer, 7 and then throws it to another calling out
another question. NOTE: When a student answers a question incorrectly, he sits. The last
person who remains is deemed the winner. Adjust the difficulty of the questions to suit the
ability of the students. To increase the challenge, incorporate a timed element,
challenging the class to complete the activity within a given time.
● Revise the concept of common factors. List the factors of sets of numbers e.g. 24, 36, 18.
Then identify the common ones and determine the highest of those which are common.
Now review the term Highest Common Factor (HCF). Identify HCF of sets of numbers i.e.
HCF of 24, 18 and 36 (6).
● Manipulate interactive online “Factor and multiples game” to enhance multiplication.
● With teacher’s guidance, discuss prime factors. Investigate the factors of numbers and
then identify those that are prime numbers e.g. 24 (2 and 3). Now identify the prime
factors of two or more numbers e.g. 24 and 36 (2 and 3).
● Solve real-life problems involving HCFs. For example: There are two Grade 6 classes at
Gina’s school. There are eighteen students in one class and twenty-four in the other.
Each class has to divide into equal-sized groups to make teams for Sports Day.
(a) What is the largest number of students that each group will have?
(b) How many groups will there be in each class?
● In groups, using sets of number cards, shuffle cards together and place them face down in
a pile on the table. Take turns to turn over the top card. The student who turned over
the card writes a division sentence with number on the card as the divisor. For example,
if they turn over a 7, they might write 42 ÷ 7 = 6. NOTE: Students score 1 point for each
digit in a correct answer up to a maximum of 3 points. The calculator is used to check
answers when needed – especially for larger division facts e.g. 2 800 ÷ 7 = 400.
● Recall composite and prime numbers. Model methods of factorising with teacher’s
guidance (e.g. using a grid or a factor tree) expressed as a product of primes in both
standard and exponent form i.e.
(a) 24 = 2 x 2 x 2 x 3 = 23 x 31
(b) 36 = 2 x 2 x 3 x 3 = 22 x 32
Explain the convention that primes are always listed in
order, from lowest to highest
(E.g. 12 = 22 x 31 and NOT 12 = 31 x 22).

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 18 of 139

Learning Outcomes
Students will be able to:
● Present numbers in numerals;
● Write numbers in words;
● Complete place value chart with numbers;
● Solve problems related real-life situations;
● Write numbers in expanded form;
● Write numbers in exponent;
● Complete tasks cooperatively in groups.
● Participate in discussion forums to communicate and collaborate safely with pair
solutions for a Varity of mathematics problems.
● Use word processing software to produce stimulate critical thinking about sets

Points to Note Extended Learning

● Standard, expanded, exponential and scientific forms are ways to write ● Encourage students to draw an extended place
and use numbers. value chart with nine columns (places up to
● Make connection with scientific notation in representing very large hundreds of millions). Write numbers with up to 9
numbers in Science and Social Studies. digits in numerals and in words.
● Mention that scientific notation is also used to express very small ● Introduce students to scientific notation (e.g. 2.5 x
numbers, using negative powers of ten. 108). Explain how scientific notation works, and
● Explain the convention that primes are always listed in order, from lowest explain that it is very useful method of representing
to highest (e.g. 12 = 22 x 31 and NOT 18 = 31 x 22) and working with very large numbers. Then give
students large numbers written in standard notation
INTRODUCTION to express in scientific notation, and vice versa.
● Challenge students to match digits with their word
“BEE” IN MATHEMATICS? names – apart from their place value (e.g. 357 000; 7
350 000; 753 000; 5 307 000 etc.).
There are over 30,000 species of bees and in most of them the bees live solitary ● Give students small composite numbers to express
lives. The one most of us know best is the honeybee and it, unusually, lives in a as a product of their primes in exponent form –
colony called a hive and they have an unusual Family Tree. First, some unusual using both methods of factorization (i.e. grid and
factor tree).

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 19 of 139

facts about honeybees such as: not all of them have two parents .In a colony of ● Allow students to search through business
honeybees there is one special female called the queen. There are magazines and science logs for very large numbers
many worker bees who are female too but unlike the queen bee, they produce no being presented using scientific notation. Make
entry in their journals on why very large numbers
eggs. There are some drone bees who are male and do no work. Males are
are presented in this form.
produced by the queen's unfertilised eggs, so male bees only have a mother but
no father! All the females are produced when the queen has mated with a male Have students work in groups or in pairs to create
and so have two parents. Females usually end up as worker bees but some are fed new animal species. Invite students to imagine that
with a special substance called royal jelly which makes them grow into queens they have discovered a new species of animal, never
ready to go off to start a new colony when the bees form a swarm and leave their seen before. Allow them to draw a picture of their
home (a hive) in search of a place to build a new nest.! animal, describe its physical and behavourial
characteristics, describe its habitat, and then create
its name.

Resources: Key vocabulary:

● Place value chart ● Hindu-Arabic number system
● Sets of cards with 0-9 digit ● Whole
● Cards with whole numbers/words up to 7-digits ● Exponent
● Beanbag ● Scientific notation
● Timer ● Expanded form
● Calculator ● Standard form
● Business magazines/logs ● Factors/common/HCF
● Science journals/logs ● Prime numbers/factors
● journals ● Composite
● computer and any other available technologies ● Product
● worksheet
● Internet
● Blogs
● Word processing software

Link To other Subjects Social Studies, Geography, History, Language, Sciences (Physics, Biology, chemistry)
Visual Arts

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 20 of 139

UNIT OF WORK GRADE 6 TERM 1 Unit 2

Prior Learning
Check that students:
Strand: Measurement
● Know the relationship between units of
measurement for length/distance
Suggested Time: 2 weeks ● understand the concepts of ratio, fractions

About the Unit

In this unit, students will:
 Estimate and measure distances to include scale drawing.
 Know the relationships between units of time on the 12-hour and 24-hour clocks.
 Measure and calculate perimeter.

Focus Question: Benchmark: Use measurements in the environment.

How do I calculate and use the various measurements around me?

Standard_Measurement: Objectives:
Use the correct units, tools and attributes to estimate, compare and carry out ● Interpret a simple scale drawing and calculate actual distances
the processes of measurement to a given degree of accuracy. using the scale on a road map or floor plan.
● Use the 24-hour clock in problem situations.
● Calculate the perimeter of irregular polygons and regular polygons
● Calculate the measurement of one side of a polygon given the
perimeter and the lengths of the other sides.

ICT AT(s): COMMUNICATION AND COLLABORATION - Use technology to

communicate ideas, information and understanding for a variety of purposes.

RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION MAKING -

use technology to develop a logical process for decision making and problem
solving.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 21 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment

Students will: Accuracy in:

● Be engaged in discussion about scales on a map/scale drawing - how written, their importance in real ● measure, scale
life and how to interpret them. drawing, cooperate Calculation of
with others, distances, self
● Work in pairs to measure their heights then use their own heights and a stick figure to represent problem solving representations
themselves, where 1 cm on the stick figure represents 20 cm in actual height (1 : 20). ● identify situations,
compare times, Time conversions
● In groups, calculate actual distances from scales on given maps or from projected maps of different develop algorithm
countries via web search. ● estimate Calculation of
perimeter
● measure
Calculation of the
● experiment length of unknown
sides in polygons
● problem solving
Estimation
● calculate
perimeter Problem solving
● Work in groups Active group
participation
● navigate software
● Investigate, discuss and explain the use of the 24-hr clock. Identify situations where this feature is used ● use search engine
in the society. Make comparison with regular 12-hr clock as well as write times using the 24-hour clock. safely to perform
single topic
● Write a list of a.m. times in 12-hr clock notation and convert to a 24-hr clock time. E.g. 1:00 p.m. = 1300 searches
hrs (13:00 hrs).

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 22 of 139

● Develop rule for converting p.m. time to 24-hr clock time.

● In groups, estimate the perimeter of a variety of polygons (regular and irregular) in the classroom; e.g.
books, table, desk, etc.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 23 of 139

● In pairs, measure the sides of polygons in their classroom, polygons brought by teacher or themselves
and use the measurements obtained to calculate the perimeter of those figures.

● Experiment, in groups, to find the length of an unknown side in any polygon given the polygon drawn to
scale, its perimeter and the length of other sides.

Learning Outcomes:
Students will be able to:
● Develop, read and interpret scale drawings;
● Express time in both 12-hr and 24-hr format;
● Estimate and calculate the perimeter of regular and irregular polygons;
● Problem solve with pairs to arrive at solutions for given tasks;
● Calculate unknown dimensions of regular and irregular polygons given perimeter and the lengths
of other sides.
● Complete tasks cooperatively in groups.
● Navigate digital maps to explore units of measurement

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 24 of 139

Points to Note Extended Learning

 Link scale drawing activities with Social Studies by allowing  Research and write an essay providing details of three occupations that
students to calculate the distance between parish capitals in depend on the use of the 24-hr clock.
Jamaica, distance from Jamaica and countries in the continents
 Challenge students to cite evidence to determine to which professional is
INTRODUCTION: FLIP THAT HOUSE the concept of scale drawing most important.
Real estate refers to a piece of land, including the air above it and the  Let students use web sites for scale drawing which later show designs as
three dimensional objects. [Link]
ground below it, and any buildings or structures on it. Real estate
 Student will visit or interview resource person from parish council to talk
can include business and/or residential properties, and are about policies and standards that govern the construction industry.
generally sold either by a realtor or directly by the individual  Make a model of a garden in any polygonal shape using a given
perimeter.
who owns the property. Every real estate has a diagram or blueprint?

Engage the students into a discussion as to how important is a diagram

or blueprint in the construction of a house?

Who are the people involved? Have students make a list of

professionals who relate to this area of focus. Give them an
opportunity to explain each professional do. Who is responsible for
making the blueprint? Ask students to bring a variety of home design
magazines and newspapers. Students will have 10 minutes to browse
through the magazines and cut out ideas for their own “dream houses”
that they would like to construct in the future.

Distribute samples of blueprint and have students measure the

dimension of specified sides. Give them an opportunity to determine
whether a house could be constructed using such measurements. Ask
the students, “Who would want to live in a house of such size?

Discuss the importance of measurements on a blueprint compared to

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 25 of 139

the actual distances on a road map or floor plan.

Call students attention to the concept of scale drawing and discuss its
importance to cartographers, geologists and building contractors. Have
students measure and convert units as necessary

Further engage children in discussions as to how long it would take to

construct a house. Call students attention to the general start time of a
workday. Can a house of that size be built in a day? Connect these
responses to the 24_hour clock.

Have students create a table illustrating time in pm on the 12-hour

clock and its equivalence on the 24-hour clock.

12-hour clock 1:00pm 2:03pm 4:00pm 5:00pm

24-hour clock

[Link]
instant&ion=1&espv=2f constructing or&ie=UTF-
8#q=WHAT+IS+REAL+ESTATE

Read
more: [Link]
sMylqY

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 26 of 139

[Link]

Resources: Key vocabulary:

 Rulers  Ratio
 Height chart  Real estate
 World map  blueprint
 Map of Jamaica  Scale drawing
 Regular and irregular polygons  Regular polygons
 Internet  Irregular polygons
 Computer  24-hr clock
 Multimedia projector and any other available technologies  Two-dimensional

Link To other Subjects Social Studies

Geography
History
Language
Sciences (Physics, Biology, chemistry)
Visual Arts

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 27 of 139

UNIT OF WORK GRADE 6 TERM 1 Unit 3

Strand: Geometry Prior Learning

Check that students can:
 Make and explore geometric shapes: non-
Suggested Time: 3 weeks polygons and polygons not exceeding 8 sides.
 Apply knowledge of Geometric shapes and
About the Unit their properties to problem solving situations.
In this unit, students will
 Make and explore geometric shapes and solids, and apply knowledge of their properties to problem solving situations.

Focus Question 1: Benchmark: Make and explore geometric shapes and solids, and apply knowledge of their
What are the properties of solid figures? properties to problem solving situations.

Standard_Geometry: Objectives:
Explore paths, geometric shapes and space and make  Recognize faces, edges, vertices of a solid and classify solids according to the number
generalization about geometric relationships within the and shape of their faces.
environment.  Describe, design or create three dimensional shapes.
 Represent and solve problems using geometrical models.
 Describe the physical world in terms of geometric concepts and talk about
mathematical findings.

ICT AT(s): COMMUNICATION AND COLLABORATION –

participate in discussion forums to communicate and
collaborate safely with people inside and outside the
country.

DESIGNING AND PRODUCING - Using word processing

software to produce original document incorporation
organisational features.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 28 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment

Students will:  Discriminate  Completion of

● Examine models of solids (polyhedra) that are used in real-life situations e.g. milk boxes, and table showing
and tins. Sort and group the solid shapes. (These can be provided by teacher or collected differentiate faces, edges and
by students. Discuss the number and shape of the faces and edges and the number of solids vertices
vertices. Develop a table displaying their findings.  Tabulate  Identification
● Construct a variety of polyhedra either by sketching and assembling nets or use drawing properties and description
tool in word processing software or any simple graphic software to construct different of Solids of Polyhedron in
polyhedra (eg. Using line segments from a word processing drawing tool to construct a the environment
cube.)  Construct  Comparison
● Highlight the different faces by colouring and explaining (written or orally) how each solids  Group
polyhedron could be used in the real world, for example, as Christmas decorations and  Compare participation
buildings.  Discuss  Problem
● In groups, create some of these “real world” items. Share and compare finished products.  Work in groups situations
● In groups, identify, discuss and write the aspects of the environment which can be  Solve problems solved.
described using, geometric shapes e.g. trunk of a tree, drum, glue stick, towel paper rolls,  Operate
tin of paint, the Jamaican $1, $5, $10 and $20 coins, die (prisms) the top of a mountain electronic
suggest a pyramid. devices
● Talk about the differences between two and three dimensional objects. Join online  Insert
discussion (blogs or any other social platform) created by teacher to confer ideas about illustrations
two and three dimension object.  Communicate
● Use the cube to investigate the number of squares on one face. information
● Explain the strategy used to ascertain the number of squares on one face. using online
● Determine the total number of squares on the cube. journal

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 29 of 139

Learning Outcomes:
Students will be able to:
● Use plane shapes to create a solid.
● Classify/group solids according to their properties from a given set.
● List, identify and compare aspects of geometric shapes in the environment.
● Construct at least one polyhedron
● Investigate the relationship between the faces, edges and vertices of solids.
● Design three dimensional solids using sticks, straws, strips of cardboard, etc.
● Identify the ‘net’ for a specific solid.
● Engage in real-life problem situations.
● Work cooperatively in groups to complete given tasks.
● Participate in discussion forums to communicate information about two and three
dimension objects.
● Use word processing software to produce drawings of various polyhedron

Points to Note: Extended Learning

INTRODUCTIONS

REDUCE, REUSE AND RECYCLE

The state of our environment today is such that it needs all the help that we can give it.
Global warming is increasing to the detriment of the polar ice caps which are one of the major
regulators of our global climate. Carbon Dioxide, one of the major greenhouse gases is
building up in the atmosphere and one of the causes of these is denudation of forests all over
the world. Although there has been some concerted effort pollution remains one of the major
problems facing us today. The generation of trash is also at an all time high. The bottom line is
that our environment is in dire straits and all of us need to do our part for the environment
One way of helping the environment is by recycling. Recycling is the process of collecting
materials that have been discarded and are considered waste and [Link]

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 30 of 139

reduces pollution and preserves the environmental condition

[Link]

Discuss how recycling help the environment (Reduce landfill, Reduce Energy
Consumption,Decrease pollution,Cost.) Invitea resource person from Jamaica’s
Environmental Trust or National Environmental Agency( NEPA) to talk to students about
how to take care of the environment.

There are various subject areas to which this concept is linked. For example;  The numbers 1, 3, 6, and 10 are triangular
 In Art and Craft, students use shapes to create patterns. numbers. Name the next three triangular numbers
 The shape of the food Pyramid in Science depicts a Pyramid. that extend the pattern. E.g.
e.g.

 Extension: The numbers 1, 4, 9, and 16 are square

 There is also a link with Physical Education where the shape of the netball court numbers. Name the next three square numbers
depicts a using illustration.
 Encourage students to cut and paste pictures
depicting various polyhedra as used in real-life
situations into their scrapbooks. Label each
correctly.
 Allow students to make journal entries explaining
what they learned during the activities above.
 Encourage students to use recycled 3D shapes
from the environment to design a robot and give
an outline as to what the robot was created for.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 31 of 139

 Allow students to spend a number of days

weighing the food waste, and chart the data. Then
write a report a then publish the results within the
school, and or do a presentation for students and
staff members re:saving money by reducing food
waste and composing the waste they can’t avoid.
Ask students to share the information with
members of the school board.

Resources: Key vocabulary:

 Sticks Polygons, Lines of symmetry, Rhombus ,
 Straws Polyhedron/polyhedral, Prism , Pyramids, Nets , Sphere ,
 Nets of polyhedra Vertex/vertices, Edges , Faces , Cube, Cuboid
 Solid shapes Quadrilateral, Isosceles , Scalene , Parallelogram , Prism ,
 Boxes Cylinder , Sphere, denudation, environment, recycle,
 Magazines design, robot, pollution, preserve, detriment etc.
 Newspaper
 Tins
 Journals
 Scrapbooks
 Internet
 Word processing software
 Computer and any other available technologies

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 32 of 139

Prior Learning
Check that students can:
Identify and name plane shapes
About the Unit

In this unit, students will:

o Identify and distinguish between the various properties of select polyhedra.

Focus Question 2: How are the characteristics of geometric solids similar Benchmark:
and different? Model and explore polyhedron (tetrahedron and octahedron) by noting
their properties and nets.

Standard_Geometry: Mathematics Objectives:

Explore paths, geometric shapes and space and make generalization about
geometric relationships within the environment.  Draw and describe nets of prisms : triangular base
 Identify and create solids that are polyhedra (tetrahedron, hexahedron,
and octahedron).
Sub-theme: Properties of Polyhedra  Classify solid shapes (prisms, pyramids and polyhedron) according to
their properties.
ICT Attainment Target (s):
COMMUNICATION AND COLLABORATION - use technology to
communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.

DESIGNING AND PRODUCING - use digital tools to design and

produce creative multimedia products to demonstrate their learning
and understanding of basic technology operations.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 33 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will:  Classif  Draw
 Draw and describe the nets of the triangular prism when given the actual solid using the following  Drawg required
categories;  Distinguish net.
o Number of edges between  Accurately
o Number of faces properties describe
o Shape of faces  Construct solid
o Shape of cross section nets of solids  Categorize
 Describe according to
properties of properties.
solids
 Engage in
group
activities
 Fold the nets of square based and triangular based pyramids to create the solids. They will glue the bases of
two square based pyramids together to create octahedron .

Discussion should be based on the number of visible faces

 Classify various solids using the following categories.

Name of solid Number of edges Number of vertices Number of faces Shape of faces

Learning Outcomes

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 34 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will be able to:

 Accurately draw and describe nets of select solids;

 Identify and create solids that are polyhedral;
 Correctly classify solid shapes (prisms, pyramids and polyhedron) according to their properties.

Points to Note Extended Learning

 Use concrete models of examples and non-examples of polyhedra to  Have students roll the polyhedral and trace the connected faces of the
aid students as the lessons progresses. solids to create different nets of the same solids. Ask students to describe
the nets they produce, stating why the nets may look different but
 Students should be given adequate opportunities to explore polyhedra produce the same solid.
in order to concretise their understanding of their properties.
 Place polyhedra and non-polyhedra in a bag. Have students place one
hand in the bag to feel one of the solids. The students must describe the
solid, stating the vertices, faces (number of and shape) and edges, to the
class and determine which polyhedra or non-polyhedra it is. The student
must show the solid to the class when done and the replace it in the bag.

Resources: Key vocabulary:

 Solids  Polyhedra, Tetrahedron
 Multimedia projector  Cubes/cuboids
 Nets of solids  Octahedron, Hexahedron
 Internet-generated devices (smartphones, tablets, laptops ect.)  Faces, Edges, Vertices
 Charts/Tables  Pyramid
 Prism
Links to other subjects:
 Nets
 Visual Arts (Shapes)
 Solids
 Science (Physics/Engineering: Designs)
 Properties/Characteristics

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 35 of 139

UNIT OF WORK GRADE 6 TERM 1 Unit 4

Strand: Statistics and Probability Prior Learning

Check that students:
Suggested Time: 4 weeks  Understand the concepts population and data;
 Are able to explain idea of a sample
About the Unit  Are able to develop questionnaire and use them to
collect data
In this unit, students will:
 Are able to represent data using bar graphs, pie chart,
 Identify patterns, describe and predict outcomes from data collected pictograph, etc.
 Discuss the uses of tables and graphs and solve related problems using data.
Focus Question: Benchmark:
In what ways can I represent and interpret information?  Identify patterns, describe and predict outcomes from data collected.
 Discuss the uses of tables and graphs and solve related problems
using data.

Standard_Statistics and Probability: Objectives:

Collect, organise, interpret and represent data and make inferences by  Collect data using direct observation, experiments, interviews and
applying knowledge of statistics and probability. questionnaires.
 Identify patterns and trends in data and make inferences from these
patterns and trends.
 Represent data using the stem and leaf plot.
ICT Attainment Target: COMMUNICATION & COLLABORATION -  Discuss the appropriate uses of various tables and graphs.
participate in discussion forums to communicate and collaborate  Solve problems in which data is given by means of a graph or diagram.
safely with people inside and outside the country.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 36 of 139

Suggested Teaching and Learning Activities Key Skills Assessment

Students will: Observe details/events Oral and written

● Develop instruments for data collection in groups or as whole class with the assistance of teacher. ● Collect data presentations of data
● In pairs, collect data for 10 minutes during their break period about any trends that can be observed at ● Represent data demonstrate
such time. E.g. number of students who purchase fruit juice compared to those who purchase sodas. ● Interpret graphs understanding of
● In groups, conduct interviews in class or among classes to find out other students favourite fruits,
● Solve problems concepts learnt:-
nationality, favourite colour, number of siblings, favourite national hero, etc.
● Represent data collected using bar graphs, pictographs, etc. and make group presentations. Ask peers ● Present and ● Presentations
questions for clarity after presentations have been made. Rate groups presentations using established explain data orally ● Interpretations
criteria. ● Make oral ● Collage
● Discuss the importance of a stem-and-leaf plot. Use test score data or game score data to create stem- presentations ● Summaries
and-leaf plots as whole class, in small groups and individually. Example: the following scores were ● Read and interpret ● Problem
obtained by 9 players on a cricket team: 25, 10, 0, 3, 16, 45, 30, 16, 5. Represent the information on a graphs solving
stem-and-leaf plot.
● Write summaries ● Group
● Watch an online math video tutorial on creating a stem and leaf plot, and then use data collected to
create their own (use an online interactive steam and leaf plotter). Use the same information to create ● Work in groups participation
a bar, pie or pictographs via the spreadsheet. ● Design and
STEM LEAF produce
0 0 3 5 ● Browse and search
1 0 6 6 ● Operate electronic
2 5 devices
3 0
4 5

● Make group presentations about how to create, interpret and when best to use a pie chart,
histogram, bar graph, line graph, and pictograph or engage in online discussion via social media
created by teacher to confer with local and international students about the usage of different
statistical charts and diagrams.
● Assist the schools’ Principal plan a recycling programme. They should collect data about what the
school has used in the past and how much could be saved in the future. Data should be represented
on suitable graphs. Observe and discuss data presented to identify trends. Pupils will
use words such as: fluctuate, increase, decrease, etc, to make their descriptions.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 37 of 139

● Read and interpret information presented in graphs. Answer questions based on data presented in
graphs.
● Cut variety of graphs from newspapers, magazines, etc. to make a collage.
● Use information presented in graphs to write summaries.
● Do an interactive online quiz for reinforcement.

Learning Outcomes:
Students will be able to:
● Observe for details;
● Represent data in a variety of forms;
● Give oral presentations;
● Rate peers’ work;
● Ask questions for clarity;
● Select appropriate graphs for presenting data;
● Evaluate the appropriateness of graphs for representing data;
● Read and interpret data presented in graphs;
● Cooperate with group members;
● Generate summaries from graphs;
● Engage in problem solving situations;
● Complete tasks cooperatively in groups.
● Work in groups to use social media to engage in statistical discussion.

Points to Note: Extended Learning:

 From data presented on various lists, graphs and tables, students may be required to  Research information on the following statisticians:
identify and calculate the mean, mode, median and range. David Harold Blackwell, Sir Ronald Aylmer Fisher,
 Link statistics to data collecting areas of Science, Social Studies, Religious Education Gertrude Mary Cox, Florence Nightingale David, John
etc. Wilder Tukey. David R. Brillinger.
  Challenge students to work in groups in putting
 Introduction : Weather, Weather, Let’s Come Together! together portfolios on various ways in which statistics
is used in their daily activities as well as in other real-

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 38 of 139

life situations.
The weather is all around us, all the time. It is an important part of our lives and one that we  Ask pupils to use their imagination and problem
cannot control. Weather is the day-to-day conditions of a particular place. solving skills, working together or individually to
For example: It was raining today at school. design a futuristic device to assist with the collection
of weather information. Encourage students to name
Yesterday it was sunny at home. their inventions.
Weather reports have been broadcast on the BBC for 90 years. The first in-vision weather
forecast, with the forecaster on screen, was seen on BBC TV 60 years ago. The presenters used
hand-drawn charts to show weather systems. Technology has moved on a lot since then, but
people are still just as interested in finding out what the weather is.

[Link]

Whether the sun is shining, the rain is pouring, there are gale force winds or snow is expected,
everyone is interested to know what weather is on the way.
We can gather several information from a weather report whether it is current or historical.
Therefore we can compare, interpret, analyse, and make observations and predictions. This
information can be illustrated using graphical representation. The following chart shows the
average monthly high and low temperatures as well as the average monthly rainfall amount for
New York City.

Consider the table below:

Explain to students that another way to represent data is a stem and leaf plot. This type of graph
divides each piece of data into a stem and leaf with a two – digit number, the tens digit is the
stem, and the units digit is the leaf; for instants , the stem of 36 is 3, and the leaf is 6. (For larger
numbers, the stems and leafs may change.

In fact it is unusual to use the units digit as the leaf if the rainge of the number is more than a
100.) All numbers with the same stem are grouped together. Work with the class to create a stem
and leaf plot. Divide the class into 3 groups, having each group work respectively on:
 high temperatures,
 low temperatures
 and rainfall.
Encourage children to pay special attention to the section of the graph which represents the stem

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 39 of 139

and which the leaf.

Students will represent data showing high temperatures and low temperatures on respective stem
and leaf plot.

New York City average monthly temperatures & rainfall

Month High (ºF) Low (ºF) Rainfall (mm)

January 38 25 84
February 40 26 81
March 49 34 97
April 60 43 104
May 70 53 107
June 79 63 91
July 84 68 107
August 83 67 102
September 76 60 102
October 65 49 79
November 54 41 102
December 42 30 91
Ask students to:
 Make oral presentations based on the data used on their stem and leaf plot.
 Determine what conclusion can be drawn from a comparison between high and low
temperatures in given months.
 Record the months with rainfall over 100 mm and what could the cause/reasons for this.

Encourage students to recognise trends, fluctuations, and constants.

Challenge the students to collect data from newspaper clippings and collate their own stem and
stem plot.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 40 of 139


Divide the class into groups. Have one group gather information on the temperature in
the atmosphere over a 5 day period at a specific time 10 am.

 Second group will collect information on wind speed at the same time over a 5 day
period.

 Students will represent data showing high temperatures and low temperatures on
respective stem and leaf plot.

[Link]

 Whether the sun is shining, the rain is pouring, there are gale force winds or snow is
expected, everyone is interested to know what weather is on the [Link] can gather
several information from a weather report whether it is current or historical. Therefore
we can compare, interpret, analyse, and make observations and predictions. This
information can be illustrated using graphical representation.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 41 of 139

Resources: Key vocabulary:

 Pupil-made questionnaires  Stem-and-leaf plot
 Newspapers  Bar graphs
 Magazines  Pie charts
 Portfolios  Pictograph
 Glue  Line graph
 Paper  Data
 Scissors  Tables
 Online math video tutorial on stem and leaf plot  Graph
 Computer and any other available technologies  Histogram
 Internet

Link To other Subjects Social Studies

Geography
History
Language
Sciences (Physics, Biology, chemistry)
Visual Arts

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 42 of 139

UNIT OF WORK GRADE 6 TERM 2 Unit 1

Prior Learning
Strand: Number Check that students:
 Know types of numbers.
Suggested Time: 4 weeks  Identify the factors and multiples of a number.
 Describe types of fractions.
About the Unit  Compute whole numbers.
In this unit, students will:
 Demonstrate an understanding of the use of numbers; number properties and types of numbers; prime factors.
 Compute with fractional numbers quickly and accurately; use these skills to find answers in realistic problem situations.
 Represent shared portions (ratio and percentage).

Focus Question 1: Benchmark:

What should I know about numbers in the Hindu-Arabic number Demonstrate an understanding of the use of numbers; number properties and types
systems? of numbers; prime factors and fractional numbers.

Standard_Number Representation: Objectives:

Know the value of numerals, associate them with their names,  List all the prime factors of a given number.
numbers, ordinals and use concrete objects to model patterns,  Write a composite number as a product of:
expressions and numbers. (a) Primes
(b) Primes in exponential form.
Sub-title:
 Identify the Highest Common Factor (H.C.F.) of two numbers.
Number Properties including fractional numbers.  Differentiate between multiples and factors.
 Identify the reciprocal of a whole number or fractional number.
 Use the four basic operations to compute with fractional numbers.

ICT Attainment Target:

DIGITAL CITIZENSHP – Students recognise the human, ethical, social, cultural and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 43 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will:
 Complete “Prime Number Sieve” using the hundred board: starting with the number four, colour all  List prime factors  Find the Greatest
other numbers that are multiplies of two (even numbers). The uncoloured numbers are prime  Write products of common factor
numbers. Use web search to find “Prime Numbers between 1 and 100” game and play to locate all primes of a set of
Prime Numbers up to 100.  Write products of numbers
primes using  Find the Product
 Select a coloured number from the same hundred board and circle all the factors(excluding 1) for this of primes
exponents
number. Which of the circled number is not coloured? What two statements can be made about  Compute with  Product of
these circled uncoloured numbers? - These are the prime factors of the number chosen. Extend fractions primes using
activity to find prime factors for other numbers.  Work in groups exponents
 Use colour-coded factor trees to write a composite number as a product of its prime.  Use selected ICT  Totals,
tools differences,
Products, and
quotients
generated from
computations
84= 2 x 2 x 3 x 7
 Group
 Use online resources to play: ―Factor and Multiplication Jeopardy‖ game in groups of four. participation
 Extend writing composite numbers as products of primes in exponential form: 22 x 3 x 7
 List multiples of given pairs of numbers, selecting factors that are common noting the one with the
greatest value(H.C.F.)
 Play factor and multiple games.
 Play fraction games(fraction bingo/fraction dominoes) to review fractional numbers
 Use models (e. g. pattern blocks) to review addition and subtraction of fractions. Extend the activities
to include multiplication and division.

3 3 6 3 9 1
+ = + = or 1 as illustrated.
4 8 8 8 8 8

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 44 of 139

Learning Outcomes
Students will be able to:
 Differentiate between prime and composite numbers;
 Write composite numbers as a product of primes;
 Write composite numbers as a product of primes in exponential form;
 Identify the highest common factor from list of common factors generated;
 Make observations about the use of factors and multiples;
 Compute with fractions;
 Work cooperatively in groups.
 Observe moral principles when using digital tools to play games that reinforce multiplications facts

Points to Note Extended Learning

 2 is the only even prime number.  Challenge students to use their knowledge of H.C.F to solve
 1 is neither prime nor composite worded problems e.g. Sarah is making fruit baskets. She has 30
 To divide by a fraction; multiply by its reciprocal. bananas, 12 mangoes and 24 cherries. What is the greatest
 INTRODUCTION number of baskets she can make if each type of fruit is distributes
WHAT’S IN A NAME? equally among the baskets?
 Encourage students to find out the industries in which H.C.F are
The Atlantic hurricane season is from June 1 to November 30, but most hurricanes occur
most likely used.
during the autumn months. Each year, hurricane names are assigned in alphabetical order
known as the ABC Order. The list of names is recycled every six years From 1950 to 1952,  Encourage students to make a mnemonic to assist them in
tropical cyclones of the North Atlantic Ocean were identified by the phonetic alphabet remembering the steps for dividing with fracions.
(Able-Baker-Charlie-etc.), but in 1953 the US Weather Bureau switched to women's names.  Create newspaper. Arrange students into groups and provide
The rest of the world eventually caught on, and naming rights now go by the World each group with a list of Retiring Names of the Worst Hurricanes.
Meteorological Organization, which uses different sets of names depending on the part of Ask each group to choose from the list a hurricane that affected
the world the storm is in. Around the U.S., only women's names were used until 1979, Jamaica, research the hurricane, and then create a newspaper
when it was decided that they should alternate a list that included men's names too. about [Link] graphics, advertisements, and cartoons that
There's 6 different name lists that alternate each year. If a hurricane does significant reflect the concerns of person affected.
damage, its name is retired and replaced with another. Tropical storms occur in several of
the world's oceans, and except for their names, they are essentially the same type of
storm. In the Atlantic Ocean, Gulf of Mexico, and the Eastern Pacific Ocean, they are called
hurricanes. In the Western Pacific Ocean, they are called typhoons. In the Indian Ocean,
the Bay of Bengal, and Australia, these types of storms are called cyclones.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 45 of 139

[Link]

Have students create a table for the total number of hurricanes for each year over
a ten year period or provide class with a list of hurricanes which occurred over
similar period. Let students classify the names in gender (male or female). For each
name, let students count and record the number of digits. Discuss with class the
factors, of each number.

List prime factors of the number, write four or five multiples of that number.
Discuss with class the HCF of a set of numbers. What’s the largest number the can
make from the first 6 single digits. Write the reciprocal of that whole number.

Which year has the most hurricanes? From this information students can research
the ones that affected Jamaica .

Eg.
Hurricane Number of letters Prime factors
Kathrina 8 2

Resources: Key vocabulary:

 Hundred boards Exponent, Prime factor, Multiples
 Games Greatest Common Factor(G.C.F.)
 Factor trees Highest common Factors (H.C.F.)
 Crayons Composite numbers, Number system, Hindu-Arabic System,
 Fraction models e.g. fraction blocks Reciprocal, cyclones, Gulf Of Mexico, Pacific, Retired,Hurricanes,
 Computer and any other available technologies Recyled.
Internet

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 46 of 139

Prior Learning
Check that students can:
 Express fractional numbers in decimal form beginning with those having denominators of 10, 100, and 1000.
 Place in serial order any set of decimal fractions.
 Add or subtract decimal numbers to three decimal places.
 Find the product of a whole number and a decimal number to three places of decimals.
 Solve problems (including worded problems and money) requiring the addition or subtraction of decimal
numbers.
 Estimate products when one factor is a decimal number less than 1.
 Multiply a decimal number by 10, 100 and 1000.
 Rename two or more fractional numbers with unlike denominators to show the same denominator.
 Compare fractional numbers in any form.
 Add or subtract unlike fractions including mixed numbers with or without renaming.
 Write story problems to generate the sum and difference of decimals and compute the answers.
 Write and solve (worded) problems which require decimal computations.
 Round a mixed number to the nearer whole number.
 Round a decimal number to the nearer whole number, tenth or hundredth.
 Solve problems which require operations on fractional numbers.
 Find the product of two proper fractions.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 47 of 139

Focus Question 2: Benchmarks:

How can I represent shared portions?  Use ratio as comparison in problem solving and decision making.
 Demonstrate the understanding of percentages in realistic situations.
Standard_Number Representation: Objectives:
Know the value of numerals, associate them with  Use ratio to compare quantities.
their names, numbers, ordinals and use concrete  Write a ratio to compare the numbers of items in two sets or two parts of a single set.
objects to model patterns, expressions and  Write a ratio using the formats 1: 5, 1 to 5, or 1/5.
numbers.  Write equivalent ratios for a given ratio.
 Solve problems which require the use of equivalent ratios.
Sub-title: Shared-portions  Apply the concept of ratio to percentage forms and use the symbol % correctly.
 Tell what percentage of a set or object is shown.
 Write a percentage as a fraction with a denominator of 100, or, in its simplest form and/or as a
decimal.
 Solve problems requiring the conversion of fractions to percentages and vice versa.
 Recognise that 100% is a whole.
 Express one number as a percentage of another number that is a multiple 10.
[measurement and money may be used].
 Calculate a given percentage of a number, amount of money, measure of mass, capacity, etc.
 Calculate the entire amount when a percentage of the amount is known. [Multiples of 5].

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 48 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will:  Use ratio  Comparison of
 Use concrete/semi-concrete materials, to model the concept of ratio. With teacher, discuss:  Write ratio rational
I. Items in a set  Model ratio quantities
II. comparing quantities  Solve problems  Formats of ratio
III. equivalent ratio  Work in groups  Models of
IV. Expressing ratio in terms of percentage.  Write equivalent rational amounts
ratios  Problem solving
 Explore the format of writing ratio in terms of:
 Convert ratios to situations
I. a:b percentage  Group
II. a to b  Convert participation
III. a/b. percentage to  Equivalent ratios
 Use activities which involve recipes such as “Three Peas Salad” to consolidate the concepts fractions  Ratios and
mentioned.  Calculate ratios percentages
 Explore in groups:  Calculate  Percentages and
I. the concept of percentage percentages fractions
 Use calculator  Percentage
II. the use of percentage in their own experiences (e.g. grades at school, interest at
amount
bank) to explore the concept of percentages.
 In groups investigate and explore the use of percentage as fractions as well as decimals e.g. 48% =
48
= 0.48.
100
 Use shading of parts of the “100 squares grids” as in “Caribbean Primary Mathematics”- Level 6,
pp. 96, 97, to discuss and calculate percentages of sets, money and measure (using the correct
symbols).
 Hold up a counting stick/object or draw a horizontal line with 100 divisions on board with
teacher’s guidance. Count on from zero in 9s pointing to the next division as they say each
number e.g. 0, 9, 18, 27, ... etc. Count back again. Repeat a few times gradually increasing the
pace.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 49 of 139

 Share 40 counters among some of their classmates such that for every 1 counter a male takes a
female takes 3 counters. Discuss the total number taken by males to the total number taken by
females. Create equal groups using counters among the same gender to establish other
equivalent ratios. Example: 10 : 30, 5: 15, 2:6.
 Illustrate how ratios can be written as fractions and percentages. Show how they can be
simplified. For example, 8 shaded squares out of a total of 40 squares is:
I. As a ratio of shaded to un-shaded: 8:32 or 4:16 or 2:8 or 1:4.
II. As a fraction of the total: 8/40 or 4/20 or 2/10 or 1/5.
III. As a percentage of the total: 8/40 = 20/100 = 20%.
 Review the concept of equivalent fractions and introduce the concept of equivalent ratios.
Express two quantities as a ratio in its simplest form. For example: A boy is 15 years old and a girl
is 12 years old. Write the following ratios in their simplest forms:
a. The boy’s age to the girl’s age,
b. The girl’s age to the boy’s age.
 In pairs, engage in solving real-life ratio problems, for example:
A. In a class, there are 25 Grade 5 students and 15 Grade 6 students. Write in their
simplest forms, the ratios of:
I. Grade 5 students to Grade six students,
II. Grade 6 students to Grade 5 students.
B. There are 27 students in Mr. Hall’s class. They are divided in the ratio 5:4 – girls to
boy. How many girls and how many boys are in the class?
 In pairs, using a set of 1-20 number cards, shuffle cards and deal two cards face-up on the table to
form a ratio (e.g. dealing 4 and 18 would give the ratio 2:9). Write the ratio in their books. Then
write the ratio in its simplest form (if it isn’t already) and list five equivalent ratios.
 Solve word problems which ask them to divide a certain quantity according to a given ratio. For
example:
A. Share 96 sweets among Mark, Sue and Bev so that Mark gets twice as many as
Sue, and Bev gets one and a half times Mark’s share.
B. Share 54 marbles in the ratio [Link] respectively.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 50 of 139

 Use coloured beads or counters to model each ratio above. Then solve word problems by
making copies of the ratio until the correct total quantity is reached.
 Practice matching simple fractions (e.g. ½, ¼, 1/5, 1/10, 1/20, 1/50, 27/100) to percentage
amounts using coloured pencils and decimal paper divided into hundredths.
 In groups of four, using 36 blank cards, write fractions in lowest terms matching percentage
cards i.e. ½ = 50%, 1/5 = 20%, 27/100 = 27% etc. Shuffle cards together and deal 6 cards to each
player. Place remainder of cards in a face down pile. Take turns to:
I. Draw a card
II. Play a set of three matching cards if they have them
III. Discard a card face up.
NOTE: Players may choose to draw a card from the top of the deck or from the top of the
discard pile. The first player to make two sets of three cards wins the game.
 Draw fraction diagrams modelled by teacher. Calculate the percentage of each diagram that is
shaded and write the answer on a separate sheet of paper. Then exchangeswap diagrams and
calculate the percentage of each diagram that is shaded.
 Divide class into teams of six. On a sheet of paper, write the number 1. Next to it, write a
percentage expressed as a mixed number i.e. 45 ¼%. In 30 seconds, convert the percentage to a
decimal and write it down (i.e. 0.4525). Do the same with three other percentages written in
mixed number. Pass paper on after each question so that everyone gets a chance to write the
answer. Keep a note of each question and answer. After 10 questions, confer to decide on
answers using calculator. Then exchange papers and mark each other’s answers.
 In groups, using sets of percentage cards, number cards, and a calculator, shuffle each set of
cards separately and place them in two face-down piles. Take turns to turn over the top card
from each pile i.e. 45% and 80 and all players find the percentage of the number (e.g. find 45% of
80). Then check answers on the calculator.
 Discuss and use as many clippings from newspapers/magazines as possible involving discounts,
sales, finding a percentage increase or decrease, and finding the percentage of sales tax in a
[Link] a shopping experience which require the application of the concepts taught.
For example: A clothes store having a massive sale.
A recent increase in GCT from 16.5% to 20% etc.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 51 of 139

I. An item used to cost $120. The discounted price is $90. What was the percentage of the
discount?
II. Last week a loaf of bread cost $185. This week’s its price is 10% higher. What is the new
price?

III. Last week a litre of milk cost $130. This week its price is 5% lower. What is the new
price?
 Cut and paste articles on percentages from newspapers, magazines and other articles in their
scrapbooks. Write in their journals their understanding of each percentage amount being
displayed in articles.
 In groups, make a chart depicting the conversion of percentages to ratios to decimals to fractions
i.e. 50% = 3:6 = 0.5 = ½.
Learning Outcomes
Students will be able to:
 Compare ratios;
 Form ratios;
 Model rational amounts;
 Engage in problem solving situations;
 Take part in group activities cooperatively;
 Create equivalent ratios;
 Convert ratios to percentages and vice versa;
 Convert percentages to fractions, decimals and vice versa;
 Calculate percentage amounts/quantities.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 52 of 139

Points to Note Extended Learning

 Ratio and percentage are to be linked to amounts in other
Mathematics strands, Science and Social Studies.  Challenge students to use ratios between pairs of quantities to find
 Ratio is a kind of Fraction. one of the quantities when the other quantity is given. For example:
 A ratio is a comparison of two numbers or quantities. You mix 8 parts white paint with 2 parts black paint to make a
 To introduce the language and notation, it is most effective to refer particular shade of grey.
to pictures, sketches or objects. I. Write the ratio of black paint to white paint in its
 Percents are used in many everyday life situations e.g. in sales, simplest form.
discount prices mortgages etc. II. You have 2.5 litres of black paint. How many litres of
 A percent is out of 100. white paint do you need to add to make the particular
 It is realistic to introduce percentage to students using money. shade of grey?
 Percent is derived from the Greek term “Centum” which means out  Allow students to write their own word problems involving ratios.
of 100. Share their problems with the class, asking the rest of the class to
 Link aspects of ratio and percentage to activities in Science, Social solve them.
Studies, Religious Education, Physical Education etc.  Allow students to create their own problem solving on real-life
situations on finding percentages of quantities. For example:
Cookie Bonanza! I. Isabella is 1.5 metres tall. Her younger brother is 65% of
Fast food is almost a child’s haven, whether it is KFC or Burger King etc. her height. How tall is he?
II. Mother bought a bag of Irish potatoes weighing 0.75kg.
they look forward to having their meals. But do they know they are also She uses 90% of the potatoes to make chips. What weight
considered restaurants? A restaurant is a business which prepares and of potatoes is left?
serves food and drinks to customers in exchange for money, either paid III. A baker pours out ¾ litre of coconut oil from a container
before the meal, after the meal, or with an open account.
to bake buns. He uses 25% of it. How much oil did the
baker use?
Meals are generally served and eaten on premises, but many restaurants
 In pairs, make their own sets of percentage cards and models
also offer take-out and food delivery services. Restaurants vary greatly in depicting equivalent ratios to add to their “Math Kit”.
appearance and offerings, including a wide variety of the main  Allow students to create their own portfolios showing how they
chef's cuisines and service models. In order to keep their customers would calculate percentages of amounts as used in their daily
activities. For example:
coming the chef has to be creative. A chef plans the preparation and
I. What percentage of their pocket money is used for
cooking of food for a restaurant, caterer, hotel, or other lunch?
commercial venue. The first restaurant proprietor is believed to II. What percentage of their weekly allowance is used for
have been one A. Boulanger, a soup vendor, who opened his travelling?
III. What percentage of their monthly allowance is saved?

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 53 of 139

business in Paris in 1765.

Using the chef’s special of the day, teacher will engage students in
a discussion about the ingredients and work out their proportions.
Your mathematics task is to:
1) calculate the ratio of chocolate to cornflakes, and then:
2) work out the amount of ingredients to make 21 cakes.

1) We can see that the ratio of chocolate to cornflakes is 20:15

But this can be simplified further. The Greatest Common Factor is 5, so:

If we have 20 parts chocolate to 15 parts cornflake, divide each side by 5

and we get 4:3

This is the ratio of chocolate to cornflakes.

2) We need to work out how much chocolate and cornflake we need to

make 21 cookies.
The recipe is for 1 cake but we want 21, so multiply both ingredients by (21
cakes / 1 cake), or simply by 21:
21×20 = 420
21×15 = 315
So to make our 21 cakes we need:
420 g of chocolate
315 g of cornflakes
Question: If we only had 400g of chocolate, how many
cakes could we make, and what quantity of cornflakes would we
need?

From this activity the students will realise that ratio is a comparison using
division of 2 numbers. Ratios can be written in 3 ways (1:4, 1 to 4, and 1/4).
Have students brainstorm to see if they can come up with the three ways
(or maybe tell them that the fraction is one of the ways, can they come up

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 54 of 139

with the other 2?). With all three ways written on the board, have students
read aloud the way one "reads" a ratio (E.g. one to four). Have students fill
in the last column of the blackboard chart with the ratio representations of
the fractions. The whole class portion of the lesson is over. Now for the fun
part...

Harriet Hedgehog Serves about 10. Ingredients: 175g (6oz) margarine

175g (6oz) caster sugar 2 eggs, size 3 150g (5oz) self-raising flour 5ml (1
tsp) baking powder 25g (1oz) Cadbury cocoa 1 small orange Orange
food colouring 350g (12oz) chocolate butter icing 2 large packets
Cadbury milk chocolate Buttons 1 glacé cherry 2 roasted coffee beans,
raisins or small sweets
Questions about the Hedgehog Cake
1. How many grams of margarine would be in each serving of
cake?
2. How many grams of cocoa would be in each serving of cake?
3. What fraction of the orange would be in each serving of cake?
4. What fraction of a packet of Chocolate Buttons would be in each
serving of cake?
5. If 150g is equivalent to 5oz, what is the ratio of grams to ounces
in its simplest form?6. Which is the imperial unit of measurement
used in the recipe?
7. This recipe is for a cake that serves 10 people. How much flour
would you need to use if you wanted it to serve 15 people?
8. How much chocolate butter icing would you need?
9. How much baking powder would you need to make a cake that
serves 20 people?
10. How much sugar would you need?

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 55 of 139

Resources: Key vocabulary:

 Counting sticks/objects  Ratio
 4 x 10 rectangular grid  Percentage
 Ruler  Equivalent
 Sets of 1-20 number cards  Fraction
 Coloured beads or counters  Decimal
 Sets of 24 cards, 12 showing fractions in their simplest form whose  Problem solving
denominator is a factor of 100 and 12 showing matching fractions
with a denominator of 100, for each group of four students
 Decimal paper
 Coloured pencils/crayons / Sheets of paper / Calculator
 Scrapbook
 “Math kit” / Journals /Portfolios / Number cards
 Clippings involving percentages from newspapers and magazines
 Cartridge paper

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 56 of 139

Prior Learning
Check that students can:
 Convert from mixed number to improper fraction and vice versa.
 Divide a whole number by a one, two or three digit number.
 Estimate the answer to division problems and judge the reasonableness of
Suggested Time: 1 week
computed answers.
 Apply the inverse relationship between multiplication and division.
About the Unit
In this unit, students will:
● Compute with fractional numbers quickly and accurately; use these skills to find answers in realistic problem situations.
● Model the number operations: addition, subtraction, multiplication and division
Focus Question 3: Benchmark:
How can I manipulate fractional numbers? Compute with fractional numbers quickly and accurately; use these skills to
find answers in realistic problem situations.

Model the number operations: addition, subtraction, multiplication and division.

Standard_Number: Mathematics Objectives:

Number Operation and Application ● Divide a fraction, mixed number or a decimal fraction by a whole
number.
Use the basic operations, number relationships, patterns, number facts, calculators ● Divide a whole number by any fractional number.
and dynamic software to compute and estimate in order to solve real world problems ● Divide a decimal fraction by a power of ten.
involving fractions, percentages and decimals.
● Divide a decimal fraction by another decimal fraction to two or three
places of decimals.
● Solve problems involving the division of fractional numbers.
Sub-theme: Division using decimal fractions
● Compute with whole numbers, common and decimal fractions using the
four operations.
ICT Attainment Target (s):
COMMUNICATION AND COLLABORATION - Students use technology to
communicate ideas and information, and work collaboratively to support
individual needs and contribute to the learning of others.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 57 of 139

Suggested Teaching and Learning Activities – Focus Question 3 Key Skills Assessment
Students will: ● Divide fractions ● Completed
Recipes
● Engage in a discussion on whether they cook at home or not.
● Multiply ● Journal
fractions Entries

● Completed
● Reason Portfolios

● PowerPoint
● Say what they cook and if they follow a recipe or not. Presentation
● Problem-solve
● Explain if they have ever had to double, triple, or halve a recipe.
● Multiply and divide a recipe to feed groups of various sizes. ● Group
● Use unit rates or proportions and think critically about real world applications of a baking ● Engage in Discussions
problem. meaningful
● Fractions
discussions accurately
divided
● Create their own classroom survey or use previously generated questions to study the class and
describe the set [class] in fractional parts. This lesson requires that students identify fractions in ● Work ● Fractions
real-world contexts from a set of items that are not identical. For example, what fraction of the collaboratively accurately
class is male/female? multiplied

● Write in ● Menus
● In groups, select a question from the survey and be given envelopes that contain as many scrap Journals
pieces of paper as there are students in the class. Record their groups’ question and answer ● Survey
choices, if appropriate, on the envelopes. For example, if the students ask about gender, they
● Create ● Data
should include two choices, male or female. If it is not possible to identify all the possible choices,
portfolios analyses
the students should leave their question in an open-ended format. For example, a question about
types of pets should be left open-ended, as one might not be able to anticipate the variety of pets
represented in the class. ● Compute using

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 58 of 139

operations

● Conduct the survey by passing the envelopes around the room and giving each student a chance
to respond. Before starting the survey, have the students remove all the paper from their group’s ● Prepare
envelope and leave it at their table. Use these slips to record and submit their answer to each PowerPoint
survey question. Begin the survey by having group members respond to the question on their
envelope first, writing their answer on a slip of paper and placing it in the envelope. When
● Create menu
finished with that question, pass their envelope to the next group, and so forth, until all the
students have had a chance to respond to all the questions. (If the students in your class would
benefit from getting up and moving around the room, instruct the students to leave the ● Organize ideas
envelopes at each table and move from table to table to answer the questions.)

● Think critically
● Once data are collected, in groups, tally the responses in their envelope, record the number and
represent the quantity as a fraction, for example, 12 out of 24 students (12/24 or 1/2) have
brown eyes. In groups, reduce their fractions to lowest terms by finding the greatest common ● Deduce ideas
factor. For example, suppose 18/24 (or 3/4) of the class owns a pet. The greatest common factor
for 18 and 24 is 6. The students might find it helpful to list all the factors for the numerator and
● Share and
the denominator, 18 and 24 in this example, and locate the greatest common factor. This can be
compare
done strategically by checking in order each pair of factors that when multiplied yield a particular
product. For example, to exhaust all the factors of 18, one would begin with 1 × 18, then 2 × 9,
then 3 × 6. Since 4 is not a factor, the student would move on to 5 and then to 6. Six has already ● Present ideas
been generated with 3 × 6. When the student begins to duplicate factors, they know they have
exhausted the list.
● Conduct survey

● Divide the numerator and denominator by the greatest common factor to reduce the fraction. For
example, for 18/24, the students should divide both the numerator and denominator by 6 to ● Collect data
reduce the fraction to 3/4.
● In groups, organize their data in a chart and share it with the class. Then, record all fractional
● Represent data
representations and may choose to record appropriate statistics on their chart, for example,

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 59 of 139

mean, median, range, and mode for numerical data.

● Reduce
● In groups, create their bar graph using the Bar-Grapher by selecting the option to input their own fractions
data.

● After creating their graph, label the data in fractional parts and reduce all fractions to lowest
terms. For example, this chart should be labeled with dog being 15/26, cats being 8/26 or 4/13,
birds being 2/26 or 1/13, and 1/26 iguana. Share and compare their graphs with the class and
discuss how they used fractions in collecting the data depicted on each graph.
Learning Outcomes
Students will be able to:
● Accurately divide fractions by mixed number, decimal fractions and whole numbers;
● Divide whole numbers accurately by fractional numbers;
● Correctly divide decimal fractions by powers of ten;
● Accurately divide decimal fractions by decimal fractions to two or three places of decimals;
● Actively engage in solving problems involving the division of fractional numbers;
● Accurately compute with whole numbers, common and decimal fractions using the four operations.

Points to Note Extended Learning

● Give students another recipe and ask them to
find the amount of each ingredient needed for a
different number of servings.

● Allow students to bring in their own recipes for

chocolate chip cookies. If possible, test the
conversions by baking the cookies and
comparing the results. Ask students to write a
Feeding Frenzy Activity Sheet

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 60 of 139

Distribute the Feeding Frenzy Activity Sheet to each student. Explain to students that they will journal entry about the way math was applied in
be looking at a recipe for chocolate chip cookies, and modifying it to feed different numbers of this lesson and the other skills that they needed
people. They will be calculating how to prepare 12 cookies for a family meal, 60 cookies for a or learned.
party, 24 cookies for a class event, and 300 cookies for a bake sale. They need to determine how
much of each ingredient they will need. ● Students could plan an entire dinner party for
Before students begin their work, let them know that they should give all the answers as 12, complete with shopping list. Have students
fractions because that is how ingredients are measured. They may choose to first find the bring in recipes for the dishes they wish to
amount as a decimal, but must then convert it to a fraction for their answer. For example, they prepare, and then adjust all the recipes to serve
12.
should record rather than 0.75. Also, review the common abbreviations for measurements:
● tsp = teaspoon ● Many recipe websites can automatically adjust a
● Tbsp = tablespoon recipe to the desired number of servings. Have
● c = cup students explore these recipes, and then write
Allow students to begin working. After a few minutes, bring the class together to discuss about how the conversions they did in class
strategies being used. Put an example of each strategy on the board as students contribute. compare to those on the websites.
Students may be using proportions, finding a unit rate, using a diagram to model the situation,
or using another method not listed here. ● Have students convert all the units to the
simplest form for a particular ingredient. For
Method #1: Proportions
example, students should have found that
One way to solve the problem is to set up proportions. You may want to guide students to keep
tsp of vanilla is needed for 60 servings of
their proportions consistent by setting up a sample proportion for the chocolate chips used in
chocolate chip cookies. Since 3 tsp =1 Tbsp, it
the 60-serving recipe as follows:
would be easier to measure out 1 Tbsp + tsp of
vanilla.

● Students could convert all measurements into

Remind students to keep the same units in the numerator and in the denominator. Emphasize grams and other metric units, which are
the labels and the importance of common units. At the same time, let students know they may standard baking units in Europe, and then
set it up differently and still be correct. For example: multiply the recipe for 300 servings. How does
the process compare using different units?
Which units are easier to calculate? Which units
are easier to use when baking?

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 61 of 139

As long as the units are consistent, a proportion is correct. In the first proportion, both the ● Encourage students to keep a journal of their
servings values (original and new) were on the bottom. In the second proportion, both were on learning experience.
the left.
● Create a portfolio of ideas for their dinner party.
Method #2: Unit Rate
● Present ideas for dinner party in the form of a
Students may also find a unit rate, either by finding the amount of each ingredient used for 1
PowerPoint presentation.
serving, or by finding the amount for 12 servings, since 12 is the greatest common factor of all
the serving amounts. You may want to use the flour measurement as an example on the board:

= , so each serving should contain c of flour

For 72 servings: 72 × = c.

Method #3: Diagrams

A third method students may use is drawing diagrams to represent the fractions. For example,

they may draw 2 full cups and of a cup to represent c flour. Then, to get 24 servings, they

can shade of each drawing, since 24 is of 36. This results in the calculation:

+ + = c flour

Other Methods
Finally, students can use various methods of manipulating the numbers. For example, to get

from 36 to 12, students may divide by 3. Then to get from 36 to 24, students may realize it’s

as much. In this case, they may double the recipe, then divide by 3, essentially multiplying by
in 2 steps.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 62 of 139

Since students have already had some time to work on the table, ask volunteers to demonstrate
these methods and share with the other students. Make sure students realize that there are
many correct methods. Students who have been struggling up to this point will now have
multiple starting points. Allow students time to work on the activity sheet individually, while
circulating throughout the room to help where needed and informally check that all students
are on the right track.
Make measuring cups, sand, and bowls available to student. If you have enough, provide the
materials to each student. Otherwise, set up a work station where students can come up and
use the manipulatives when they feel they need them. As they work, encourage students to
measure out the amount of the ingredient to check the reasonableness of their answers. You
may want to have the pre-measured amount of each ingredient at the front of the room for
reference. Students can then measure out the amount they calculated for 60 servings, for
example, and compare the physical amounts. Since 60 is nearly double 36, they can see that the
physical amounts look like approximately double the original. Similarly, their amount for 24
servings should look less than the amount for 36 servings. While this is just an estimation, it can
help students visualize their answers and catch mistakes.
Once students have finished, go over the answers as a class. Ask students what methods they
used. Discuss as a class how the different methods all led to the same, correct answers. You may
wish to challenge students by having them consider why different methods can lead to the
same answer, since this may be surprising to some students. Encourage them to bring real-
world baking ideas and experiences into their answers. For example, in practice, you don't
always double the amounts of all ingredients when you want to double the number of servings.

Feeding Frenzy Answer Key

Review the answers available on the Feeding Frenzy Answer Key. When you discuss Question 2,
students should realize that you cannot purchase half a bag of chocolate chips. Therefore, the

answers are 3 bags and 13 bags, not bags and bags. For Question 4, talk about the fact
that when making such a large number of cookies, you may not have to make exactly that
number. You can make more batter and either make the cookies a little bigger, or make extra
cookies.

If it becomes necessary to divide the lesson into two segments, this might be a logical beginning

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 63 of 139

point for the second part of the lesson.

An example of a bar graph of previously collected student data is shown below:

● If necessary, remind students to consider what the fractions represent, how the data
was collected, how categories were established, and how finding the lowest common
factor simplified the process of reducing the fraction.
Resources: Key vocabulary:
● Multimedia Projector ● fraction
● Internet-generated devices (smartphones, tablets, laptops etc.) ● mixed
● Accessories (connections, softwares) ● proper
● Measuring cup and spoon ● improper
● Sand ● divide
● Large mixing bowl ● multiply
● Feeding Frenzy Activity Sheet ● problem-solve
([Link] ● menu
8/[Link]) ● recipe
● Feeding Frenzy Answer Key ● ratios
([Link] ● proportions
8/[Link]) ● survey

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 64 of 139

● Journals ● data
● Portfolios ● graphs
● Scrapbooks ● endangered species
● Five to six envelopes (one envelope for each small group)
● Scrap paper the size of a standard adhesive note (enough for each envelope to contain
one slip for each student in the class)
● Survey Activity Sheet
([Link]
5/[Link])
● Bar Grapher ([Link]
Links to other subjects:
● Home and Family (Food Preparation, Recipes/Menus, Culinary Designs)
● Business Basics (Money Management)
● Science (Integrated: Mixtures, Chemical Reactions, Endangered Species)
● ICT (Research, Graphs)
● Language Arts (Journal Entries)
● HFLE (Social grouping)
● Visual Arts (Designs)

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 65 of 139

UNIT OF WORK GRADE 6 TERM 2 Unit 2

Strand: Measurement

Suggested Time: 3 weeks

About the Unit

In this unit, students will: Prior Learning
● Understand the concept of area; Check that students:
● Estimate and measure to solve related everyday problems; ● Know and understand the concept of perimeter.
● Investigate, estimate and compute the volume of rectangular solids. ● Able to identify different polygons.
● Know the properties of polygons with up to 10 sides.

Focus Question: Benchmarks:

How do I derive and use formulae in  Understand the concept of area; estimate and measure to solve related everyday problems.
measurement situations?  Investigate, estimate and compute the volume of rectangular solids.

Standard_Measurement: Objectives:
Use the correct units, tools and attributes ● Explore the tiling of a plane using different shapes.
to estimate, compare and carry out the ● Identify shapes which will cover a plane exactly and those that will not.
processes of measurement to given ● Differentiate between the size and use of the following units: square centimetre, square metre, hectare
degree of accuracy. and square kilometre.
● Name and measure regions, compute the area of regions shaped as rectangles and right- angled
triangles individually; in combination or as the surfaces of three dimensional objects.
● Solve problems involving area measures.
● Develop the idea of a ‘unit solid’.
● Build unit solids of volume 1 dm3 and 1m3.
● Calculate the volume of a rectangular prism when given the number of unit solids in one layer and the
number of layers.
● Investigate and use the formula for the volume of a rectangular prism to solve problems.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 66 of 139

ICT Attainment Target

RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION MAKING - Students use appropriate digital tools and resources to
plan and conduct research, aid critical thinking, manage projects, solve problems and make informed decisions.
DESIGNING AND PRODUCING - Students use digital tools to design and produce creative multimedia products to demonstrate their learning and
understanding of basic technology operations.
DIGITAL CITIZENSHIP - Students recognise the human, ethical, social, cultural and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities Key Skills Assessment

Students will: ● Differentiate, Accuracy in:

● In pairs, use one or more shapes to create patterns as they explore the tiling of a plane. estimate, ● Patterns
create created
● Trace
● Outline ● Estimations
● Measure ● Recorded
● Calculate dimensions
● Watch an online video tutorial on “Area and Perimeter” then generate songs, games, dramatizations, ● Record and areas
mimes and dance to differentiate both concepts. ● Solve problem ● Calculations
● Hypothesize ● Constructed
● In groups, estimate how many 1 square-centimetre (1cm2) or 1 square-metre (1m2) tiles can cover a
given squared, rectangular or triangular region. Cover region with unit square to test their estimations ● Test hypothesis solids
or use drawing tools in word processing software to create and prove that 144 square units is all it take ● Calculate area ● Problem
to fully populate the area of a 12 by 12 square. of shaded and solving
un-shaded ● Active group
● Select and paste predesigned furniture (made by teacher from cardboard, cartridge paper or any portions participation
suitable material) on square paper. Students should then trace the outline of their rooms (bathroom,
● Calculate
kitchen, bedroom, etc.), record their dimensions and the area of each room.
surface area
● Work with a partner to calculate the area of shaded and un-shaded portions of polygonal shapes. ● Construct
solids
● Work

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 67 of 139

cooperatively
● Observe trends
● Create
algorithm
● Browse and
search

● Insert
 Use cut-outs of the top view of various furniture as well as a squared paper (which represent the floor)
to design layout of a room. Arrange the given cutouts on the squared paper. illustrations
• Record the dimensions of each furniture, ● Observe moral
• Determine the amount of surface coverage occupied by each furniture.
• Determine the amount of available space left in the room. principles
when using
● Assume the role of a gleaner page designer. They will arrange articles and advertisements cut-outs from digital
newspaper on a blank sheet so that the maximum area is used. Students should bear in mind that the materials
amount of money made by a newspaper company highly depends on the number of advertisement in
the paper.

● Use a combination of 2-Dimensional shapes to form 3-Dimensional objects and calculate the surface
area of 3-D objects created or use drawing tool in word processing software or any simple graphic
software to construct 3-Dimensional object from 2-dimensional (eg. Using squares from a word
processing drawing tool to construct a cube.)

● Build unit solids from nets supplied by teacher in small groups.

● Match objects on a list (e.g. letter size paper, plot of land (small and huge) with the appropriate unit to
measure their areas.

● Use volume and the dimensions of solid objects to generate formula for calculating the volume of such
objects. Apply formulae to find the volume of similar solids of different dimensions.

● Create an electronic portfolio with information/pictures/drawings, poems etc. about identifying,

differentiating and finding area of 2-D and 3-D shapes.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 68 of 139

Learning Outcomes:
Students will be able to:
● Use shapes to create patterns (tessellation);
● Use appropriate units in measurement situations;
● Calculate area and volume;
● Differentiate between volume and surface area;
● Construct solids;
● Problem solve situations involving areas/perimeters/polygons/solid shapes;
● Engage in group activities cooperatively.
● Recognize and acknowledge ownership of video tutorials online
● Use word processing software to produce 3-dimension shapes using 2-dimensional drawing
objects

Points to Note Extended Learning

 Volume may be linked with Science by allowing students to place objects  Pupils may research information on Archimedes’ principle.
(e.g. die, interlocking cubes, rubix cube, stones etc.) in measuring  In pairs, allow students to cut and paste pictures from
cylinder/cup containing water. Use different colour rubber bands to mark magazines, newspapers, and the Internet depicting solid
off initial water height and the new height after objects are placed in shapes used in real-life situations e.g. buildings, furniture etc.
water. Record the heights, calculate the difference in heights to arrive at Then label each appropriately i.e. cube, pyramid, sphere etc.
the volume of the object.  Allow students to make their own solid shapes using
 Link tessellation with abstract art/ elements and principles of design in strawboard, paste/glue, poster paint and paint brushes.
visual arts. Allow students to use a variety of colours when creating Label each correctly then add them to their “Math Kit”.
designs.  Encourage students to make journal entries on what they
Introduction have learned from the activities above. Share responses with
the entire class.
Track and Field

Track and field is a sport which combines various athletic disciplines based on the
skills, work and dedication towards running,jumping, and throwing. The name is
derived from the sport's typical venue: a stadium with an oval running

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 69 of 139

track enclosing a grass field where the throwing and jumping events take place.

The running events, which include sprints, middle and long-distance events,
and hurdling, are won by the athlete with the fastest time. The jumping and
throwing events are won by the athlete who achieves the greatest distance or
height. Regular jumping events include long jump, triple jump, high jump and pole
vault, while the most common throwing events are shot put, javelin, discus and
hammer.

At international level the two most prestigious international track events are at the
Olympic Games and the IAAF World Championship.

Have students critique events so as 100m, 200m, 400m, 800m, 1500m etc. Discuss
results from recent games and determine the number of laps required to complete
each event. Infuse terms such as: total distance around, curve, and dimension. Let
children categorize track events describing them as line segments (eg.100m) and
complete figures (eg.400m).

Encourage children to examine critically a diagram of a track and have them draw
the different shapes seen. Let children provide evidence to illustrate the combine
figures /shapes involved in a 400m race.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 70 of 139

The track is in fact a compound shape which consists of two semicircles and a
rectangle. In groups, have children derive a formula for calculating the perimeters of
the shapes involve in a 400m race. (2πr+2L+2W)

Resources: Key vocabulary:

 Square paper  Volume
 Predesigned furniture  Area
 Unit tiles  Surface area
 Poster paints / Strawboard  Dimension
 Paint brushes / Ruler  2-dimensional
 Nets of solids  3-dimensional
 Glue /Journals /Scrapbooks  Edge
 “Math Kit”  Vertex
 Magazines/newspapers  Face
 Computer  Tessellate
 Internet  Hectare
 Word processing software
 Printer and any other available technologies

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 71 of 139

Prior Learning
UNIT OF WORK GRADE 6 TERM 2 UNIT 3 Check that students can:-
 Identify common shapes and objects
Strand: Geometry
 Classify common shapes and objects by noting their
properties; including their lines of symmetry.
Suggested Time: 2 weeks

About the Unit

In this unit students will
 Explore the ideas of symmetry in geometric shapes found in the environment

Focus Question 1: Benchmark:

What are the properties of the various plane figures around us? Explore the ideas of symmetry in geometric figures and
shapes found in the environment.

Standard_Geometry: Objectives:
Explore paths, geometric shapes and space and make generalization about  Identify and count the number of lines of symmetry
geometric relationships within the environment. in compound plane figures.

Sub-theme: Symmetry  Describe congruence in plane and solid shapes.

 Distinguish between similar and congruent figures
(triangles and quadrilaterals).

DESIGNING AND PRODUCING - Students use digital tools to design and produce creative multimedia products to demonstrate their
learning and understanding of basic technology operations.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment

Students will:  Compare shapes  Congruency of plane

 Examine ‘package photographs’ of various sizes and discuss similarities  Identify line of shapes
and differences. Establish and discuss the terms ‘similarity and symmetry  Lines of symmetry
congruence.’  Investigate on objects and

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 72 of 139

 Discuss the various properties which make shapes congruent. Discuss congruency plane shapes.
examples as well as non- examples of objects within the environment  Discuss findings  Explanations for
which are congruent.  Classify congruency
 Create patterns  Group participation
 Use geo-board and elastic band to create geometric shapes. Use other
 Work in groups  Problem solving
elastic bands and establish the number of lines of symmetry within each
 Solve problems
shape.
 Insert
 In groups, create a design for grill work using patterns which are illustrations
symmetrical with at least two (2) of symmetry
 Create designs by using plain paper and paint/ink to explore the idea of
congruency and symmetry in art using ink blobbing techniques. Discuss
the designs forms highlighting congruency and symmetry.

 In groups, given several plane shapes, use plane paper to cut-out

shapes that are congruent to the ones given. Or use drawing tools in
word processing software create 2- Dimensional shapes and show using
line segments the number of lines of symmetry each has eg:

 Be given various shapes to and asked to identify those which are

congruent/not congruent but bear some likeness e.g. Two triangles
having three sides, however the lengths of their sides are not the same.

 Collect a variety of plane shapes and solid figures, then in groups

compare and classify them in various ways. Have discussion including
rationale for the particular classification.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 73 of 139

Learning Outcomes:
Students will be able to:
 Identify properties that make shapes congruent.
 Identify congruent shapes and objects.
 Classify and justify classification of grouping of shapes
 Explain congruency
 Identify lines of symmetry in shapes and also recognize that
diagonal lines are also lines of symmetry in some shapes for
example the square.
 Engage in problem real-life problem situations.
 Complete tasks cooperatively in groups.
 Use word processing software to produce drawings 2- Dimensional
shapes

Points to Note: Extended Learning:

 The lines of symmetry in any plane shape, is the line that  Use the flags of the Caribbean and flags of the world to
cuts/divides the shape in two equal parts when folded identify the number of lines of symmetry.
along that line.
 The line of symmetry in an object is that imaginary line
where you could fold the image and have both halves
matching exactly.
 Blobbing integrates Art with Mathematics.  Identify objects in the environment that have line of
Let’s Dance! symmetry. For example,

Dance is the art form in which human movement becomes the

medium for sensing, understanding, and communicating ideas,
feelings, and experiences. It can be incorporated in any aspect of
learning as it is another way to communicate. Dance provides a
way of discussing symmetry in dance, math and everyday living.
When dancers use symmetry, they think about a line of symmetry

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 74 of 139

as a vertical line from head to toes dividing their bodies into right  Explore other geometric shapes in the environment as well.
and left halves.
 Instruct students to complete the ― Symmetry Scanvenger
The teacher will engage the students in musical piece and ask the Hunt‖ in where they will find classroom objects that are
student to pay attention to when both halves are exact mirror symmetrical. Ask students to share their findings and talk about
images (bilateral symmetry) or when they are different. those that do not have line of symmetry and why.

Resources: Key vocabulary:

 Paint  Symmetry/symmetrical
 Plane paper  Congruent
 Solids  Identical
 Plane shapes  Plane shapes
 Mirrors
 Graph sheets

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 75 of 139

Prior Learning
Check that students can:
 Locate points on a grid;
 Identify the coordinates;
 Carry out basic transformations.
About the Unit

In this unit, students will:

o Use Cartesian plane to explore, identify, and reflect plane shapes or designs in quadrants.

Focus Question 2: How do I use the Cartesian plane? Benchmark:

Understand and use the concept of reflection within the Cartesian plane.
Standard_Geometry: Mathematics Objectives:
Explore paths, geometric shapes and space and make generalization about  Explore how a coordinate system identifies location and use the first
geometric relationships within the environment. quadrant of the Cartesian plane to plot points.

 Perform reflection of a shape or design in a horizontal or vertical line in

Sub-theme: Cartesian Plane the first quadrant of the Cartesian plane.

ICT Attainment Target (s):

DESIGNING AND PRODUCING - use digital tools to design and
produce creative multimedia products to demonstrate their learning
and understanding of basic technology operations.

RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND

DECISION MAKING - recognise the human, ethical, social, cultural
and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 76 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will:  Plotting  Correctly
points locating an
 Use the coordinates to identify the location for each of the named aliens object using
 Identifying the
locations coordinates

 Reflecting an  Accurately
image in a plotting points
horizontal and on a grid
vertical line.
 Accurately
 Making reflecting
generalization object in a
horizontal and
vertical line

 Making
 Plot, then connect the following points to reveal a picture on the Cartesian plane generalization
s about the
image of an
object under a
reflection.

A(1,5), B(2,3), C(4,2), D(6,1), E(8,1), F(11,3), G(14,1), H(12,5), I(14,9), J(11,7), K(8,9), L(6,9)
M(4,8), N(2,7)

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 77 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
 Use Lines A and B as the mirror lines, reflect the given object across each.

 Complete Figure A to show a reflection of Figure B across the Line A.

 Reflect Figure B using Line B to form Figure C.
 What do you noticed about the distance of each figure from the mirror line?
 Are the figures the same size? Justify your response.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 78 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment

 Identify from the given list below a possible reflection of the F in Line 1 and 2.

Learning Outcomes
Students will be able to:
 Locate an object given the coordinates.
 Plot points on a grid.
 Reflect object in a horizontal and vertical line.
 Make generalizations about the image of an object under a reflection.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 79 of 139

Points to Note Extended Learning

 Encourage students to write meaningful
reflections in Journals on the learning experience
gained.
 Allow make groups’ PowerPoint presentations
Direction on researched information re the Cartesian
Plane.
As x increases, the point moves further right.
When x decreases, the point moves further to the left.

As y increases, the point moves further up.

When y decreases, the point moves further down.

Writing Coordinates
The coordinates are always written in a certain order: the horizontal
distance first, then the vertical distance.

This is called an "ordered pair" (a pair of numbers in a special order)

And usually the numbers are separated by a comma, and parentheses are
put around the whole thing like this:

(3,2)

Example: (3,2) means 3 units to the right, and 2 units up

Example: (0,5) means 0 units to the right, and 5 units up.

In other words, only 5 units up.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 80 of 139

The Origin
The point (0,0) is given the special name "The Origin", and is sometimes
given the letter "O".

Abscissa and Ordinate

You may hear the words "Abscissa" and "Ordinate" ... they are just
the x and y values:

Abscissa: the horizontal ("x") value in a pair of coordinates: how

far along the point is

Ordinate: the vertical ("y") value in a pair of coordinates: how far up

or down the point is

Four Quadrants
When we include negative values, the x and y axes divide the Cartesian
plane into 4 pieces: Quadrants I, II, III and IV. They are numbered
in a counter clockwise direction. In Quadrant I both x and y are
positive,
In Quadrant II x is negative (y is still positive),
In Quadrant III both x and y are negative, and
In Quadrant IV x is positive again, while y is negative.

Resources: Key vocabulary:

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 81 of 139

 Cartesian plane  Reflection

 Object to be reflected  horizontal
 Multimedia projector  vertical
 Internet-generated devices (smartphones, laptops, tablets etc.)  plot
 Graph sheets/Grid paper  Transformations
 Coordinates
 Quadrants
Links to other subjects:
 Geography (Locations, Cardinal Points)
 Visual Arts (Shapes)
 Language Arts (written explanations)

UNIT OF WORK GRADE 6 TERM 2 Unit 4

Prior Learning
Strand: Algebra Check that students:
 Are familiar with the concept algebra;
Suggested Time: 2 weeks  Are knowledgeable of open and closed mathematical sentences;
 Are able to find variables using addition and subtraction.
About the Unit
In this unit, students will:
 Use substitution in formulae, algebraic sentences and inequalities in problem solving.
Focus Question 1: Benchmark:
How can I use symbols in solving real world problems? Use substitution in formulae, algebraic sentences and inequalities in
problem solving with up to two variables.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 82 of 139

Standard_Algebra: Objectives:
Employ algebraic reasoning through the use of expressions, equations and  Use substitution in formulae, algebraic sentences and inequalities in
formulae to interpret, model and solve problems involving unknown problem solving.
quantities.  Use operation symbols to complete number sentences.
 Substitute a number for a variable in a mathematical sentence with
ICT Attainment Target (s):
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND up to two variables.
DECISION MAKING - recognise the human, ethical, social, cultural
and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities Key Skills Assessment

Students will: Examples of

 Observe teacher supplied cards with examples of equations, expressions, inequalities, open ● Define terms equations,
sentences, closed sentences and variables. Write, in their own words, a definition for each term ● Discuss expressions,
in small groups. Participate in whole class discussion about the terms. Write further examples of ● Mental closed sentences
equations, expressions, open sentences, closed sentences. calculations and open
● Problem solving sentences
 In groups, make algebra songs or acoustic poems including the use of the terms: equations,
variable, operations, expressions. Present poems or songs created to class. Create class ● Problem writing Songs and poems
anthology of algebra songs and poems. ● Identify trends created
● Write equations Accurateness of
 Play the game "I THINK OF A NUMBER" where teacher will ask a representative from each ● Work in groups games responses
group to come to the front of the class. Each group representative will be given particular Written
commands which should be done mentally. Example: The teacher may say: Think of a number
equations
greater than 10; add 2 to it then minus 5; what is your result? Individuals will vocalize their
responses and the other members of their group should supply the original number they Completed tables
thought of. For each correct response the teacher will award points to the groups. The group Statements
with the most points at the end of game wins. NOTE: The teacher may increase the complexity Group
of the operations as is appropriate for his/her class. participation

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 83 of 139

 Complete charts by solving given equations. Example:

3 times a number (Q)

plus 4 equals (L)

Q 5 7 9 11 13

L 19 25
 Examine tables for trends, then use trends/patterns identified to write equations and calculate
unknown values. Example:

F 2 6 8 12 15 28
P 7 11 13 23 30

 Write expressions in groups for other groups to solve given the value(s) of the variable(s)
involved. Example: A group may say: If T=3 and B=9, what is the value of TB? The target group
should quickly substitute the values of T and B in the expression to arrive at the answer: 3×9=27.
Students should also give worded problems for their peers to solve.
 Discuss the meaning and use of the following signs in inequalities: ≤, ≥, <, >. Examine inequalities
and explore the range of values that the variable can take in given inequalities. Example: M × 2 ≥
18 (M multiplied by two is greater than or equal to 18). In this inequality the value of M could be
greater than or equal to 9.
 Draw cards from a bag and use a combination of those cards drawn to create number sentences.
Example: 36 – 19 = 17 Students should then remove signs and allow their peers to insert the
correct operation to make the statement true.
 Discuss the order of operations in statements that have more than one operation. Use
knowledge of order of operations to identify appropriate symbol(s) that will make mathematical
statements true.

Learning Outcomes:
Students will be able to:
● Define basic terms associated with algebra;
● Write equations from observed patterns;

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 84 of 139

● Write possible values to satisfy inequalities;

● Solve equations;
● Create their own mathematical expressions;
● Substitute number values for variables;
● Work cooperatively with peers.

Points to Note: Extended Learning:

 Variable: a symbol used to represent an unknown amount.  Students may follow the link below to have fun with
 Expression: A mathematical expression is an incomplete mathematical statement, e.g. algebra. Teachers may also work through the activities
35 + q with students.
 Equation: A statement that two expressions are equal. E.g. 3V – 2 = 25 [Link]
 oot/[Link] . Teachers may also use
 Division and multiplication are done first depending on the order in which they appear any other appropriate link.
from left to right.  Encourage students to work in pairs in creating number
 That is, if multiplication comes first in the problem it should be done first. sentences. Exchange with partners and allow them to
 Addition and subtraction are done after multiplication and division. find answers. Do same with algebraic expressions.
 If the addition comes before the subtraction when reading from left to write, do the
addition before the subtraction. The Sailors and Coconuts Problem
 If the problem has a bracket or parenthesis, you should solve what is in the brackets
As a group, work to solve the following problem. Explain
first.
 Link aspects of algebra with activities in Science, Social Studies etc. your strategy and the reason you chose that strategy. Three
sailors were marooned on a deserted island that was also
The Mangoes Problem inhabited by a band of monkeys. The sailors worked all day
to collect coconuts but were too tired that night to count
Read the mangoes problem to the students. them, They agreed to divide them equally the next
morning. During the night, one sailor woke up and decided
One night the King couldn't sleep, so he went down into the Royal kitchen, where he found a to take his share. He found that he could make three equal
bowl full of mangoes. Being hungry, he took 1/6 of the mangoes. piles, with one coconut left over, which he threw to the
monkeys. Thereupon, he put his own share in a pile down
Later that same night, the Queen was hungry and couldn't sleep. She, too, found the

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 85 of 139

mangoes and took 1/5 of what the King had left. the beach, and left the remainder in a single pile near
where they all slept. Later that night, the second sailor
Still later, the first Prince awoke, went to the kitchen, and ate 1/4 of the remaining mangoes. awoke and, likewise, decided to take his share of coconuts.
He also was able to make three equal piles, with one
Even later, his brother, the second Prince, ate 1/3 of what was then left. coconut left over, which he threw to the monkeys.
Somewhat later, the third sailor awoke and did exactly the
Finally, the third Prince ate 1/2 of what was left, leaving only three mangoes for the servants. same thing with the remaining coconuts. In the morning, all
three sailors noticed that the pile was considerably smaller,
How many mangoes were originally in the bowl?
but each thought that he knew why and said nothing. When
they then divided what was left of the original pile of
coconuts equally, each sailor received seven and one was
left over, which they threw to the monkeys. How many
coconuts were in the original pile?

Before students actually solve the problem, ask them to discuss, in groups, possible
strategies for solving the problem. Possible strategies include:
 guess and check
 draw a picture
 work backward
 write an equation (use a variable)

Distribute the The Mangoes Problem activity sheet so students may see the text of the
entire problem and have a place to show their work.

This problem can also be used for a variety of instructional purposes, including assessment,
where the focus might be on assessing students' ability to use a variety of strategies, or as a
task for a cooperative-problem-solving group, where the goal is to use as many different
strategies as possible in solving the problem.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 86 of 139

The following sections:

The draw-a-picture strategy may lead to some of your most interesting observations.
Students may first draw six circles and shaded one to represent the one-sixth the King took.
They then would explain that the Queen ate one-fifth of what was left, so they would have
shaded one of the remaining five circles. The process is continued until students have shaded
the last of the original six circles drawn. Since the last circle represents three mangoes, the
solution must be 3 + 3 + 3 + 3 + 3 + 3, writing each 3 above one of the circles they had
shaded.

Other students may draw a picture but divide a pie into six wedges. In the image below, one
student shaded one wedge, noted five remaining wedges, and shaded one of them. She
continued until she had shaded five of the six wedges. Finally, thinking about the sixth
wedge, she said, "That's three."

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 87 of 139

Work backward:This strategy requires three steps: start at the end of the problem (the 3
remaining mangoes); reverse each of the steps in the problem, being careful to determine
the amount at this step; and work the problem from end to beginning by performing the
inverse operation at each step.

Applying these steps to the mangoes problem results in the following:

1. At the end 3 mangoes are left, representing one-half of the pile that the third
Prince took. Thus, the third Prince had 6 mangoes before removing his half.
2. To determine how many the second Prince had before removing his third, we
must realize that the 6 mangoes left after removal represent two-thirds of the
pile from which he took his third. Thus, 6 is two-thirds of the number in the pile,
or 6 × 3/2 = 9, the number in the pile before removal.
3. By continuing backward in this manner, 9 mangoes represent three-fourths of the
pile before the first Prince took his, so 9 × 4/3 = 12 mangoes were in the pile the
first Prince used.
4. Similarly, the Queen's pile was 12 × 5/4, or 15, and the King's must have been
15 ×6/5, or 18, the answer to the problem.

The following illustrates one student’s method for solving this problem:

 outline each of the four previously mentioned solution methods for the mangoes
problem,
 discuss how grade six school students approached the problem, and
 suggest two interesting generalizations of the problem.

Guess and check: The guess-and-check strategy starts with an original guess for how many
mangoes were in the bowl prior to the King's entry into the kitchen. Students then use the
structure of the problem to see if their initial guess works to solve the problem correctly. If

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 88 of 139

their initial guess fails to work, they make another, it is hoped "better," guess and check to
see if it works. They continue this process until they make a correct guess. Some students
may make wild and unreasonable guesses, so teachers should point out how to make
"reasonable" first guesses and discuss the importance of making a table to collect and
organize the data.

Students might realize that an initial guess has to be divisible by 6 so that the King could take
one-sixth of the mangoes. For example, a student might guess that 24 mangoes were in the
bowl originally. When checking this guess, however, the student will find that it results in 4,
not 3, mangoes at the end. Since this outcome is too many mangoes, the student would
revise his or her initial guess downward to 18, the next smallest multiple of 6. This number
does, in fact, work.

Not all students will necessary note the relevance of the initial guess's being a multiple of 6.
An initial guess may be 14, suggesting that students are not aware of the relevance of
divisibility by 6. For their guess of 14, students may get off track and do the following
computation on a calculator:

14 - 1/2 - 1/3 - 1/4 - 1/5 - 1/6

Draw a picture: The easiest solution method to this problem is surprising in its simplicity.
Start by drawing a rectangle to represent all mangoes in the original pile prior to the removal
of any of them. Since the King took one-sixth of this pile, divide the rectangle into six equal
strips and "remove" one strip. Notice that five strips remain, from which the Queen removed
one-fifth, so this one-fifth is also represented by one of the original strips. Continuing, when
the first Prince removes one-fourth of what is left, the one-fourth is represented by one of
the strips. Similarly, the one-third, one-half, and 3 remaining mangoes are each represented
by a strip. In the final analysis, since the 3 mangoes equal one strip and originally six strips
were involved, the number of original mangoes must have been 6 × 3 = 18.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 89 of 139

The draw-a-picture strategy presents a nice concrete, visual representation of the problem.

"Six represents two-thirds of something, so one-third must be three. So to get three-thirds,

you must add the six (for two-thirds) to three (for one-third) and you have nine mangoes."
Then, going the next-backward step, he said, "Nine needs one-fourth" (his words, meaning
that since nine is three-fourths of the previous amount, it "needs" another fourth of this
amount added to it), "so nine is three-fourths: divide by three (i.e., 9/3) and add this to nine,
obtaining twelve." He continued quickly in this way to the final, correct solution.

Write an equation (use a variable): Some middle school students might try this approach,
especially if they are flexible in their algebraic thinking. Let x be the number of mangoes in
the bowl before any are removed.

1. Since the King removed (1/6)x, then x - (1/6)x mangoes are left after his removal.
Thus, (5/6)xmangoes are left.
2. The Queen removed one-fifth of (5/6)x, so (5/6)x - (1/5)(5/6)x, or (4/6)x, mangoes
are left after her removal.
3. The first Prince removed one-fourth of (4/6)x mangoes, so (4/6x - (1/4)(4/6)x, or
(3/6)x, mangoes are left after the first Prince's removal.
4. The second Prince removed one-third of (3/6)x, so (3/6)x - (1/3) (3/6)x, or
(2/6)x, mangoes are left.
5. Finally, the third Prince removed one-half of (2/6)x, leaving 3 mangoes, so (2/6)x -
(1/2)(2/6)x = 1/6x = 3. Solving 1/6x = 3 results in x = 18.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 90 of 139

Resources: Key vocabulary:

 Number cards Algebra , Constant , Open sentence, Closed sentence,
 Charts/tables Expression/statement
 Computer/laptop Variable, Inequality , Equation
 Internet
 Multi-media projector
 Soft wares
 Accessories

Prior Learning
Check that students can:
About the Unit  Write algebraic expressions from worded problems.
 Represent patterns in tabular form.
In this unit, students will:
o Investigate patterns, create algebraic expressions and make predictions.
Focus Question 2: How can I create generalizations from given patterns? Benchmark: Investigate patterns, create algebraic
expressions and make predictions.

Standard_Algebra: Mathematics Objectives:

Employ algebraic reasoning through the use of expressions, equations and  Calculate common differences between consecutive terms
formulae to interpret, model and solve problems involving unknown quantities. in patterns and use these to make predictions.

 Investigate tables of values to develop algebraic

Sub-theme: Algebraic Expressions expressions to represent any term in a simple numeric
pattern and use these expressions to make predictions.
ICT Attainment Target (s):
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND
DECISION MAKING - recognise the human, ethical, social, cultural and legal
issues and implications surrounding the use of technology and practice online
safety and ethical behaviour.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 91 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will:  Making
 Investigate the scenario in which they are given two options to choose the one that yields more observation Accuracy in:
money.  Making Prediction  Identifying common
 Generalizing difference
Option 1 Option 2  Reasoning and  Completing number
proof patterns
On day one you are given $85 and for the On day one you are given $350 and for  Identifying
next six (6) days you receive $240 each the next six (6) days you receive $160
relationships  Writing variable
 Manipulating
day. each day. expression for
variables
number patterns
 Modelling &
representation  Solving simple
Guided Questions:  Using variables to equation
1. Which is the better option? represent a  Justifying conclusion
2. On which day are the options the closest? quantity  Modelling problem
3. On which day does the better option becomes more than the other?  Conjecturing  Understanding
4. How much money would you receive on the 7th day for each option?  Justifying
solving an equation
conclusion
as a process of
 Model the responses for the options using suitable illustrations.  Computing
 Solving equation answering a
 Write an algebraic expression for the amount of money you would receive on any given day for
both options.  Making question
comparison

Learning Outcomes
Students will be able to:
o Create algebraic expressions
o Write equations from patterns
o Make predictions from pattern

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 92 of 139

Points to Note Extended Learning

Important items to note about this unit are the explicit objectives to be  Consider this measurement problem with its connection to this unit.
assessed, appropriate use of the assessment and suggested activities The Problem here is to find all the rectangular areas that can be enclosed by
and detailed explanation for why this unit content was chosen. The a perimeter of 24 centimetres.
teacher may need to explain how this content is related to other units The problem can now be tiered to meet the students readiness levels:
at lower grade levels and in other subject areas throughout the Tier 1: Students construct rectangles using grid paper. The students record
academic year. perimeter (24 cm), length, width & area in a table of values and look for
pattern
Tier 2: Students used the table of values to create ordered pairs for
dimensions and areas. They will plot these ordered pairs on a graph and
investigate relationships. They could investigate which dimensions result in
the greatest area and decide if their solution can be generalised.
Tier 3:Students could be asked to create a rectangle whose area in 36cm2
Then, How many different rectangular shapes are possible? , Is there a
pattern? , Which dimension result in the least perimeter?
Finally, can we generalise the solution?
Resources: Key vocabulary:
 Grid/graph papers ,  Numeric pattern
 square paper tiles  Variable
 internet & computers  Algebraic expression
 pattern cards  equation
 cards with algebraic expressions  common difference

Links to other subjects

Observation , conjecturing, drawing conclusion and making prediction are useful skills for Science & Social Studies

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 93 of 139

UNIT OF WORK GRADE 6 TERM 3 Unit 1

Prior Learning
Check that students:
Strand: Number
● Show knowledge of financial institutions and their functions.
Suggested Time: 3 weeks ● Describe terms used in savings and loans.
● Tell the importance of being honest.
About the Unit
In this unit, students will:
● Demonstrate an understanding of financial institutions and their functions.

Focus Question: Benchmark:

How can I make better use of my money? Demonstrate an understanding of financial
institutions and their functions.

Standard_Number Operation and Application: Objectives:

Use the basic operations, number relationships, patterns, number facts, calculators and dynamic ● Show knowledge of financial institution.
software to compute and estimate in order to solve real world problems involving fractions, ● Identify types of financial institutions.
percentages and decimals. ● Complete bank deposit and withdrawal
slips.

ICT Attainment Target

 COMMUNICATION AND COLLABORATION - Students use technology to communicate

ideas and information, and work collaboratively to support individual needs and contribute to
the learning of others.

 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION

MAKING - Students use appropriate digital tools and resources to plan and conduct research,
aid critical thinking, manage projects, solve problems and make informed decisions.

 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social, cultural and legal
issues and implications surrounding the use of technology and practice online safety and ethical
behaviour.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 94 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment

Students will:  Prepare Accuracy in:

questionnaire  Simulation
 In groups, gather information from a reputable financial institution as it relates to the various costs it would  Collect data Brochure
incur to build a profitable hotel. Build a high-profit yielding hotel using snap cubes. Discuss and note that  Listen and  Complete
building costs, rules and regulations, taxes, and income are all variables that will be required to take into observe for withdrawal/dep
consideration. details osit forms
 Role play scenes  Group
 Prepare a questionnaire to get information about the functions of financial institutions – at least two pieces  Prepare participation
of information. Use questionnaire to collect information from people within their communities about their brochure  Problem solving
knowledge of the roles and functions of financial institutions or in groups conduct an online or offline  Complete bank  PowerPoint
research on the roles and functions of financial institutions. With teacher assistance create a digital story on forms Presentation
the functions of financial institutions for class discussion.  Debate
 Work in groups
 Solve real-life  Journal entries
 Listen to and observe while representatives from the various financial institutions make presentations about
situations  Role-play
the roles and functions, as well as the products and services offered by their institutions. Ask pertinent  Share and  Models of
questions for clarifications after presentations. These presentations can be captured using image capturing compare hotels
device and played back for class discussions.  Debate moot  Completed
 Role-play worksheets
 Participate in group simulation exercises where they will pretend to be clients and workers from different  Create  Designs of
financial institutions (commercial banks, building societies, credit unions, insurance companies, etc.). Use PowerPoint hotels
appropriate terminologies and demonstrate instances of honesty.  Conduct
electronic
 Pretend to be proprietors/founders of a financial institution. Prepare brochures to provide details of the
search
products and services offered by their respective institutions.
 Observe moral
 Complete sample withdrawal and deposit slips/forms using scenarios provided by teachers. principles
 operate
 Engage in discussions on real-life situations in which a company/country is faced with financial problems. electronic
Debate the moot: “A country should export more and import less in order to avoid financial woes”. devices
 design and

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 95 of 139

 Create PowerPoint Presentations on the moot above highlighting key ways in which companies/countries produce
can prevent financial problems. Compare and share presentations with the entire class. Make journal  design hotels
entries on what they have learnt from other groups’ presentations.  apply concepts
 create models of
 With teacher’s guidance, role-play a scenario in Gordon House in which the annual budget is being read. hotels
Take sides on whether or not the budget for the up-coming fiscal year is enough to manage the country’s  investigate
affairs and what they would have done if they were the Minister of Finance. Make journal entries on what  draw
conclusions
they have learnt from the experience.
 critique
 Use the drama modes “Tableau / still pictures” and “Thought tracking” to create scenes in a financial  analyse
 organize data
institution.

Learning Outcomes
Students will be able to:
● Prepare questionnaire;
● State the roles of financial institutions;
● Identify types of financial institutions;
● Complete withdrawal/deposit forms;
● Solve real-life situations;
● Debate moot effectively;
● Create and present PowerPoint;
● Role-play budget debate;
● Make entries in journals;
● Work cooperatively.
● Plan and Conduct research using the internet

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 96 of 139

Points to Note: Extended Learning:

Introduction: Hotel Snap: Building for Profit  Change the number of cubes, as few as 10-15 cubes for slower kids,
and maybe up to 100 cubes for quicker students.

 Also for slower kids, have the Excel file readily available on
computers so kids can go back and forth between checking their profit
margin and tweaking their hotel design — so no calculations are
needed on their part, they just need to be able to know how to count
the different types of rooms.

 Quicker students can create the spreadsheet; it's great practice for
understanding how cells work and formulating equations.
Unfortunately, way too many hotels are ‗started‘ by people who are completely  Adjust the time for individual and group work based on your
unmindful of the fact that they could need anything more than that. Even more expectations.
unfortunately, the ending is frequently a disappointing, if not unhappy, one in
such cases. For you to start a hotel, you must consider the following:  Modify, take away, or add to the rules and guidelines.
 Capital or access to adequate (although not unlimited) capital,
and FINANCING won‘t be a problem.  Change any of the costs/income/tax numbers.
 Limited, if any, hotel experience.
 Sensibility when it comes to business, you‘re not expecting to get rich  Change how you reward accuracy or penalize mistakes.
quickly, you‘re in it for the long haul, and your expectations about life
are generally realistic.  Ask each group to estimate and rank the profit margins of other teams'
 A respectable, decent person who desires to be part of a respectable hotels just by looking at them (like on a -5 to +5 scale, -5 for biggest
venture in which you can take pride; not someone who‘s in it for the loss and +5 for biggest profit).
fast buck, who just wants to launch it next year, hoping to sell it off the
following year for a quickie profit, and/or who‘d just be trying to milk  Ask, "What if all costs and tax stay the same, but now the incomes for
the last five dollars out of a $3.98 INVESTMENT for however long it the rooms are all reversed so that 4-window-1-roof earns only $125
took to find some sucker to buy it. while 1-window-0-roof earns $600? How would you build your hotel
 Make sure that you have enough materials such that each student has: using the same rules?"

 50 snap cubes (stored in zip bags)  Formative: while they are working, ask student groups to ―think out
loud‖ as they experiment;

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 97 of 139

 The Rules and Guidelines Reference Sheet  Randomly check methodology for student groups calculating profits;
 Building Costs, Tax, and Income Reference Sheet  Summative: Have students calculate the profit or loss from 3D pictures
of smaller hotels;
 Scoring Activity Sheet (one for each student plus one for each group)
 Have students explain how they systematically determined per-cube
 To begin the lesson, tell students that they will be working in teams to costs based on location of each cube in the hotel.
see who can build the BEST HOTEL. THE BEST HOTEL will be
determined by who can make the highest profit. However, there are
certain rules and regulations in how the hotel must be built. Distribute
the Rules and Guidelines Activity Sheet and the Building Costs, Tax,
and Income Activity Sheet. ● Field trips to financial institutions.
● In groups, make a collection of financial articles depicting financial
 Display the Rules and Guidelines Activity Sheet with a document layouts in a portfolio.
camera, or have students follow along while you review each bullet
● Cut and paste pictures of various currencies from the internet into
point as a class. Although there are pictures that demonstrate non-
their scrapbooks and label each appropriately.
examples, displaying physical models using a document camera may be
helpful for visual learners. Either way, be sure to check for ● Allow students to research further on the roles and functions of
comprehension by asking students why each non-example is invalid. financial institutions.
Here are the answers:

 [The first hotel is balanced on the edges of the cubes, rather than the
faces.

 If you picked up the second hotel, one cube would be left behind.

 There is a room in the center of the first floor that does not have a
window.

 Lastly, all three examples use fewer than 50 cubes.]

 Once you review the rules and guidelines, ask students how profit is
calculated. [Profit = Income - Expenses.] Display the Building Costs,
Tax, and Income Activity Sheet on the document camera (or have
students follow along). Review with students how the expenses and
income will be calculated in this lesson.

 Once all the information has been shared with students, check for

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 98 of 139

understanding with a few pre-made smaller examples (hotels that use

~10 cubes). Ask students whether or not each structure will work, and
why or why not. If you choose to, one of the mini-hotels could be used
to perform a sample profit calculation.

 Now, distribute the cubes to each student for individual work.

Announce that they have 15 minutes to explore by themselves until they
are grouped into teams. Give them verbal cues such that they have
enough time to fill out their Scoring Activity Sheet. While students
work, walk around to make sure that they are following all the rules and
guidelines.

Make Sure You…Activity Sheet

 After 15 minutes, group students into their teams, and give them the
following instructions:

 ―Take your hotel and Scoring Activity Sheet with you to your team.
You will have 25 minutes to work. During this time, you need to: (1)
share and discuss your individual hotel, (2) choose the best hotel and
modify it (if you wish). You are also welcome to start from scratch, but
be careful of your time! (3) Use a new Scoring Activity Sheet to
calculate your team‘s profit. (4) Lastly, you will also need to write
down why you built you hotel they way you did on the Activity Sheet.‖

 These set of directions can be printed distributed (or shown on the

projector).

 Allow students to begin choosing their group hotel. Monitor the groups,
checking for understanding, listening for strategies, and reminding them
of the time remaining. Once 25 minutes has passed, ask students to
break down the hotels that were not selected, put the cubes back into
the zip bags, and return them to the front.

 Ask student groups to share their hotel designs, their total profit

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 99 of 139

(including their income & expenses), and why they chose to build the
hotel that they did. As students present, you will want to write their
total profit on the board for reference. Give each team 5 minutes to
present.

 After all students have presented, ask students to get back into their
groups with their hotel. Ask, ―If you could relocate just 5 cubes on your
hotel, where would you place them?‖ Allow ten minutes for each group
to brainstorm. They should not change their hotel; this is purely a what-
if scenario.

 As students do this, walk around the room and make note of good
suggestions. After ten minutes, choose those students to share their
recommendations.

Scoring Excel Spreadsheet

 To conclude this activity, collect groups‘ Scoring Activity Sheets, and

use the Scoring Excel Spreadsheet to give them their final score.
Announce the winner during the next class period.

 Financial institutions are establishments focusing on dealing with

financial transactions, such as savings, investments, loans, mortgages
and deposits.
 Types of financial institutions include organizations such as
commercial banks, central bank, insurance companies, credit unions
and building societies.

Resources: ● Financial Key vocabulary: ● Withdrawal

articles/newspapers/magazines ● Interest ● Mortgage
Websites: ● Scrapbooks ● Invest/investment ● Rate
[Link] ● Portfolio ● Loan ● Principal
/02/28/what-does-it-take-to-start-a- ● Various countries’ currencies ● Savings ● Central bank
hotel/ taken from the internet ● Saving account ● Bank of Jamaica

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 100 of 139

50 Snap Cubes/Cuisenaire ● Props for role-play ● Building societies ● Tax

blocks/Building blocks per team, stored in ● Computer image capturing ● Commercial banks ● Finance
zip bags device ● Insurance company ● Tableau
● Multimedia projector and any ● Credit unions ●
Rules and Guidelines Reference Sheet
other available Technologies ● Deposit
Building Costs, Tax, and Income
Reference Sheet

Scoring Activity Sheet

Scoring Excel Spreadsheet, for the teacher

Document camera (optional)

Internet-generated devices e.g. tablet,

Iphones, laptops, smart phones e.g.

 Copies of withdrawal and deposit

forms
● Resource persons from financial
institutions
● Paper
● Crayon
● Computer/laptop
● Internet
● Journal

Links to other Subjects:

 Social Studies
 Science
 Language Arts
 Visual Arts
 Information Technology

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 101 of 139

Prior Learning
Check that students can:
 Write and solve worded problems involving the use of any one basic
operation.
 Determine the operations to be used to solve worded problems when
no numbers are given.
 Analyze data for problems to discover missing facts essential to their
solution.

About the Unit

In this unit, students will:

● Generate arithmetic and algebraic ideas in the form of stories, patterns, designs, and models to build deductive reasoning and critical-
thinking skills in solving real world problems.
Focus Question 2: Benchmark:
What real life problems can I solve using arithmetic and algebra? Apply and justify the use of a variety of problem solving strategies involving
decimals and percentages.

Standard_Number: Mathematics Objectives:

Number Operation and Application ● Write story problems to generate calculations involving decimals, using the four
operations.
● Identify the ‗hidden question‘ in a two-step problem.
Use the basic operations, number relationships, patterns, number facts, calculators ● Write and solve mathematical sentences for a two-step problem.
and dynamic software to compute and estimate in order to solve real world problems ● Generate number patterns and identify their rules using algebra.
involving fractions, percentages and decimals. ● Solve problems requiring the use of percentages.

Sub-theme: Problem solving

ICT Attainment Target (s):
COMMUNICATION AND COLLABORATION - Students use technology to
communicate ideas and information, and work collaboratively to support
individual needs and contribute to the learning of others.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 102 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will: ● Identify patterns ● Patterns
created
Miles of Tiles - The Pool Border Problem:
● Engage in ● Written
Introductory Activity: meaningful algebraic
discussions expressions
● Begin the day's lesson with a story, such as:
● Models
Last night, I saw the most wonderful pool. It had beautiful tiles all around it. So this morning, I asked my constructed
● Write algebraic
landlord if he would install a pool in the backyard of my apartment. At first, he thought I was crazy, but I
expressions
told him I'd make him a deal. I told him that if he built my dream pool, I would install the tiles around the ● Journal entries
edges of the pool. So, he made a deal with me. He told me that he'd install a pool with an area of 36 square
metres. ● Group
● Create patterns discussions
● Be asked, "If my pool has an area of 36 square meters, what are the possible dimensions of the pool?"
Elicit from students all possible dimensions of the pool, using only whole numbers: 1 metre by 36 ● Representatio
metres, 2 metres by 18 metres, 3 metres by 12 metres, 4 metres by 9 metres, and 6 metres by 6 ● Create designs n of findings
metres.
● Story
● Led to understand that you are on a budget, so their help is needed in determining the least number ● Problem-solve Problems
of tiles that could be used around the outside edge of the pool. Using the overhead projector, display
a 4 metres by 9 metres pool. Be informed that each algebra tile represents a ● PowerPoint
1 metre by 1 metre tile. Predict the number of tiles that would be needed to complete a border along ● Work presentation
the edges of the entire pool. collaboratively
● Completed
● On the board, record guesses for the number of tiles needed. You may want to have the class reach a Portfolios
consensus regarding the number of tiles that will be necessary, or you may want them to discover this ● Construct models
in their groups as part of the learning activities below. (For a 4 metres by 9 metres pool, the class ● Groups’
should conclude that the border will consist of 30 tiles: the perimeter of the pool is 26 metres, and recorded data
one tile is needed for each metre of perimeter; in addition, 4 tiles are needed at the corners, as shown ● Represent findings
below.) ● Calculated

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 103 of 139

weights of cars

● Write in Journals ● Completed

Internet-
generated
● Write story Worksheets
problems

● Generate number
Learning Activities: patterns
● Be guided by teacher as they work in groups of four to investigate the number of tiles needed for
pools of various sizes with an area of 36 square metres. For the group exploration, provide the
following directions: ● Deduce
information
❖ Sitting together, build pools and make borders around the pools.
❖ Record the number of tiles needed for each pool.
❖ Look for a pattern. ● Logically arrange
❖ Finally, come up with an algebraic expression that relates the length and width to the number of tiles
information
needed.

● Be allowed to devise their own way of working together or you may want to assign the following roles
● Share and
to members of the group: writer, responsible for filling in the group's chart; cutter, responsible for the
scissors; sticker, responsible for the glue; and speaker, who will present the group's findings to the compare
class. information

● Be assigned one of the various pool sizes (from the introductory activity) to each group. The students
in each group are responsible for constructing a model of the pool they are assigned. In addition, the ● Research
group should consider all of the various pool sizes and look for a pattern that relates the length and information
width to the number of tiles needed.

● Be allowed time to construct a model of the pool they have been assigned. Students should use ● Predict outcomes
centimetre unit cubes” to the length needed to form a border around their pool. Students may also
use the 1 cm by 20 cm strips (see url in resources) to investigate pools of sizes other than the one they

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 104 of 139

were assigned, or they can investigate using the grid paper. As students are working, circulate and use ● Make meaningful
effective questions to help the groups identify the relationship between the length and width and the descriptions
number of tiles.

● After about 15-20 minutes, in groups, present their findings. (Depending on the number of students in ● Measure
your class, this may mean that two speakers are presenting the same material, or it may mean that
some sizes will not have been assigned.)

● Explore in groups, the listed expressions in order to arrive at the one that will produce the algorithm
that gives the correct number of tiles.

❖ 2l + 2w + 4
❖ 2(l + w) + 4
❖ 2(l + w + 2)
❖ 2(l + 2) + 2(w + 2) - 4
❖ (l + 2)(w + 2) - lw

● After presentation of their findings, describe one of the expressions that they have not discovered,
and ask them to consider whether or not this alternative method is equivalent to their expression. For
instance, you might say, "I was thinking that I would add the length and the width, double that result,
and then add 4."

● Translate their method into an algebraic expression. Discuss the order of operations.

● Demonstrate how the algebraic expression found by their group is equivalent to the alternate
expression that was suggested. (You may wish to repeat this step if several groups found different
expressions. This discussion may allow for an explanation of the distributive property, the order of
operations, the associative and commutative properties, and other topics.)

● Be posed with questions, such as: "Which pool size would require the fewest number of tiles?"
Conclude that the 6 metres by 6 metres pool will require 28 tiles, and that this is the fewest number
needed for any 36 square metres pool.

● Be engaged in class discussion based on: "Which pool would produce the longest swim lap?” Students

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 105 of 139

may suggest that the 1 metre by 36 metres pool is best, because it is the longest. Point out that such a
pool would not be wide enough. Students may argue for the 2 metres by 18 metres and 3 metres by
12 metres pools as the best candidates. While 4 metres by 9 metres and 6 metres by 6 metres would
be wide enough, they would not be long enough for swimming laps.

Weighing Your Car:

● Discuss weight and pressure as a whole class. Engage in further discussions on:
Would it hurt more if a cat or a cow stepped on your toe?
How much weight would be on your toe?"
● Speculate on why the cow hurts more than the cat.
● About how much air pressure is in a car tyre?
❖ How do you measure it?
❖ Would knowing the pressure in a car tyre tell us anything about the weight of the car?
❖ Why do large vehicles have larger or more tyres?

● Arrange in groups of four so that there are multiple levels in each group. Allow each member in the
group to:
1. Record all information on the Activity Sheet and make sure that each student completes their own
Activity Sheet. Recorder is a good job for someone who has low math skills;
2. Measure the footprint of the tyre (in inches) and report information to the recorder;
3. Use a tire gauge to measure the air pressure in each tyre and report the information to the recorder;
4. Do the multiplication in the chart without a calculator.

● Assist each other when needed and verify accurate results on all measurements and calculations.
Then, answer the Questions 1 and 2 on the “How Much Does a Car Weigh?” Activity Sheet.
● See how close they came to the real weight of the car by, checking the owner's
manual or look at the specification plate on the inside of the driver's side door.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 106 of 139

Learning Outcomes
Students will be able to:
● Coin story problems generated to calculate decimals, using the four operations;
● Solve two-step problems;
● Solve mathematical sentences for a two-step problems;
● Generate number patterns using algebra;
● Problem-solve using percentages;
● Collaboratively complete activities in groups;
● Engage in meaningful discussions.

Points to Note Extended Learning

● Explain to students that because the sizes are not ideal for the dream pool, you would ● Allow students to present their findings to the
like them to consider other patterns for pools. On the board or overhead, show them class.
Design 1, which is a 1 metre by 2 metres ; Design 2, which is a 2 metres by 3 metres
pool; Design 3, which is a 3 metres by 4 metres pool; and Design 4, which is a 4 metres ● Encourage students to share their expression for
by 5 metres pool. Ask them to use this pattern to predict what Design 5 would look like, the number of tiles. For Design n, the length of
and then use their drawing to determine the number of tiles needed for the border of the pool is n + 1, and the width is n.
the Design 5 pool. Similarly, have students determine the number of tiles needed for Consequently, numerous expressions could
Design 11, as well as for Design ‘n’. represent the number of tiles needed for the
border of Design ‘n’:
● These questions are meant to generate a discussion that will perk the interests of the
students before doing the activity. They will discover answers as the lesson proceeds. ❖ 2(n + 1) + 2n + 4
❖ 4n + 6
● Students may have learned in science that Pressure = Force ÷ Area. This means that ❖ 2(2n + 3)
pressure is a measure of how the applied force is distributed over an area. In our case, ❖ 2(n + 1 + n + 2)
the force is the earth's gravitational force on the car (i.e., the weight of the car.) This ❖ (n + 3)(n + 2) - n(n - 1)
weight is distributed over the ground by the surface area of the tire touching the
ground. ● Encourage students to use the expressions to

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 107 of 139

confirm the number of border tiles for Design 6

and Design 11.

● Allow students to make entries in math Journals

to express their ideas regarding what they
learned about algebra and the power of algebra.

● Allow several students to share their thoughts

by creating blogs.
● How Much Does a Car Weigh? Activity Sheet:
([Link]
● Encourage students to put together information
8/[Link])
on patterns and designs created in portfolios.
● Give students directions for how to find the data for the table in Question 3. Explain
● Allow students to research ideas for an App. to
that they will use two pieces of poster board to find the length and width of the tire's
generate patterns and designs in problem-
footprint. They should slide one piece of poster board in front and one behind the tire,
solving, and present using
or one on either side, to see where the tire is touching the ground. They need to be sure
PowerPoint/Slideshare.
that the poster board is straight at both ends. Students will use a ruler to measure the
distance between the two pieces of poster board. (See photo below.) Because using a
● Have students explain how they could use this
tire gauge can be challenging, they should have have a second group member check the
method to estimate the weight of a load of corn
pressure before recording it. For calculating the area, they can assume the footprint is a
in a wagon. They should identify what
perfect rectangle, and to find the weight that the tire is supporting, they can multiply
information they would need to know.
the area of the footprint by the air pressure.
● Have students use the weight of a car as
● When all the measurements and calculations are complete, have students complete
identified by a manufacturer to predict how
Question 4. Then, discuss as a class the actual weight of the car before having students
much weight each tyre supports.
complete Question 5.
● Ask, "Have you ever been to a State Fair? At the
● Prompt students to review what they have learned with a question they must answer
2008 Iowa State Fair, Freight Train, a boar, set a
on paper before they can leave the class. The following are possible questions that
record weighing 1,259 pounds. How much
could be asked.
weight would each leg would? How would
● What have you learned today about:
Freight Train's legs compare to those of a 600-
❖ Weighing cars?
pound boar?"
❖ PSI?
❖ Using a tire gauge?

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 108 of 139

❖ Tire footprints? ● Give the students the weight that a tire is

❖ Distribution of weight? supporting and each tire's air pressure. Have
❖ Multiplying with fractions? students work the problem backwards to find
❖ Anything else? the area of the tire footprint and a reasonable
● Other questions might deal with how the students worked together in groups. What length of tire footprint and tire width.
have you learned today about:
❖ Working as a team? ● Compare each student’s results on their “How
❖ Being responsible for your job? Much Does a Car Weigh?” Activity Sheet to the
❖ Helping others? actual weight.

● Note: To calculate the surface area of the part of the tyre that touches the ● Have students write Journal entries to explain
ground by multiplying the length and width of the footprint. Your answer how 30 pounds per square inch of air in your
should be in square inches. Repeat the steps above for each of the car's tyres can hold up a car that weighs two tons.
four tires. Add the weight of all the tyres together to get the total weight of
the car.
Resources: Key vocabulary:
● Internet-generated devices (laptops, smartphones, tablets etc.) ● patterns
● Accessories (connections) ● algebraic expression
● Multimedia projector ● decimals
● Transparencies with 1 cm grids ● percentages
● Approximately 30 unit algebra tiles ● designs
([Link] for a set of printable ● models
algebra tiles) ● problem-solve
● 1 large piece of poster board with a 1 cm grid ● area
● Markers ● perimeter
● 1 cm by 20 cm strips ● surface
([Link] for a set of ● pressure
printable 1 cm strips) ● weight
● Unit cubes ● surface area
● Glue stick ● tonnes
● Grid paper ● inches
● Approximately 40 unit algebra tiles ● footprint of tyre
● Notebooks/Journals ● square units
● portfolios

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 109 of 139

● scrapbooks
● Strips of poster board
● Ruler
● Tire gauge
● How Much Does a Car Weigh? Activity Sheet
● Tire
● Car
Links to other subjects
● Science (Integrated/Engineering: Construction, Pressure/Weight)
● Home and Family (Materials)
● Visual Arts (Patterns)
● Language Arts (Journal Entries)
● ICT (Graphic/Patterns/Designs)
● HFLE (Cooperative/Social Grouping)

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 110 of 139

UNIT OF WORK GRADE 6 TERM 3 Unit 2

Prior Learning
Strand: Measurement Check that students:
 Know the basic parts of a circle.
Suggested Time: 3 weeks  Are able to use a compass.

About the Unit

In this unit, students will:
 Investigate the parts of a circle and identify the relationships that exist between them
 Associate the measurement of a quantity (distance, time, volume/capacity, mass) with the units and instruments best used.

Focus Question 1: Benchmark:

What are the relationships between the parts of a circle? Investigate the parts of a circle and identify the relationships
that exist between them.

Standard_Measurement: Objective(s):
Use the correct units, tools and attributes to estimate, compare and carry out the  Identify parts of a circle. [Radius, diameter, centre,
processes of measurement to a given degree of accuracy. circumference, sector].
 Investigate the numerical relationship between the
circumference of a circle and its radius and diameter.
 Solve problems involving the estimation and
calculation of the circumference of a circle.
 Use the compass to draw circles to create designs.

ICT Attainment Target:

RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND
DECISION MAKING - Students use appropriate digital tools and resources to
plan and conduct research, aid critical thinking, manage projects, solve problems
and make informed decisions.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 111 of 139

Suggested Teaching and Learning Activities Key Skills Assessment

Students will: ● Calculate  Completed

● Tabulate worksheets
 Estimate the age of schoolyard trees. Measure circumference of trees in order to find ● Measure  Established
diameter and calculate age of local trees using a growth rate table. ● Report relationships
 View teacher-created presentation on the Circle. Discuss the attributes of the different ● Categorize between radii
parts of the circle - radius, diameter, chord, segment, sector, etc. in their own words ● Identify patterns and diameters
through observation or in groups browse and discuss online information about parts of ● Estimate  Calculations of
a circle. ● Graph missing values
 In pairs, use rulers to measure the lengths of diameters and radii in five circles of ● Make observations  Group
different sizes. Record their measurements then compare to establish the relationship ● Summarize participation
between the diameter of a circle and its radius. Calculate the measurement of radius or
● Use concepts to solve non-  Completion of
diameter of different circles using established relationship.
routine problems
 Mark off the length of the diameter of four different sized circles and experiment to problem-
find the relationship between the circumference and the diameter of each using string, ● Formulate solving
flexible ruler, etc. Use derived relationship to calculate the circumference of given ● Investigate situations
circles (group activity). N.B. Teacher should explain to students that the relationship ● Draw conclusions  Constructed
established gives the value pi (π =22/7). ● Connect circles
 In groups, use their compass to draw circles of specified radius on square paper or grid ● Critique
sheet. ● Analyze
 In pairs, create colourful abstract art pieces using arcs, sectors, circles, etc.
● Prove
● Discuss
● Investigate the parts of a
circle
● Compute circumference,
radius, diameter
● Solve problems
● Construct circles
● Work in groups
● Conduct electronic search

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 112 of 139

Learning Outcomes:
Students will be able to:
● Identify and describe the different parts of the circle;
● Calculate the value of the diameter given the radius and vice versa;
● Compute the circumference of a circle given the radius or diameter;
● Engage in problem solving situations;
● Complete activities cooperatively in groups.
● Create colourful art pieces
● Plan and conduct research on the parts of a circle

Points to Note: Extended Learning:

Introduction: As Old As A Tree  Journal Entry– Tell friends how they would
determine the age of a tree that is on your tree
table.

 Go for a hunt to find the oldest tree in their

schoolyard or neighborhood. Justify information
by providing work to calculate the age. Provide a
photo if possible.

 Journal Entry - How can a tree that has a longer

diameter be younger than a tree with a shorter
diameter? Find an example using the tree table
used in the lesson.

 Read about cross dating and how wooden objects

All trees grow, not only in height each year, but in diameter. Have you seen a tree stump can be dated based on dendochronology. Explain
and noticed the light and dark rings on it? These rings represent the annual growth of the the math involved to the class through an oral
tree. presentation or Power Point presentation.

In the spring, when the weather is wet, trees grow more quickly than at other times during  If it‘s possible to visit a local park, look for a
the year. This rapid growth produces thin-walled (low density) cells. This growth produces downed tree and count the rings to check its age.
the light colored rings, and is called early wood or spring wood. Also find its diameter. Find other trees in the
same general area of the same type. Using what

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 113 of 139

During the summer, when the weather becomes drier, growth begins to slow, and the tee they know about the age of the downed tree, see
produces thick-walled (higher density) cells which form the thin dark rings next to the light if they can compute the age of the live trees using
ones. This growth is called latewood, or summer wood. One light and one dark colored band a ratio or proportion equation.
equal one year‘s growth. Counting the number or growth rings on a stump will tell you how
 Ask students to approximate the size of their tree
old the stump was when the tree fell or was cut down.
20 years ago. Then have them discuss or write an
explanation of this African Proverb: “The best
The pattern of the rings will also tell you something about the history of the tree‘s life.
time to plant a tree is 20 years ago. The next
Rings that appear narrow and bunched together are the result of bad growing conditions, best time is today.”
such as drought or unusually cold weather. Rings that are wider than the rest indicate better
than average growing condition, such as unusually warm and wet weather, or a fertilization  Graph a species‘ diameter versus its age
source added to the soil. using either of the Lumberjack Tables. Is it
a straight line? If not, why do you think it
There are three ways to determine the age of a tree. The most accurate way is to count rings, isn‘t? Compare different trees graphs to see
but only if the tree has been cut down. Core samples can be taken from live trees, but the if the slopes are different. How does the
process can cause damage to the tree. The third way uses math. Scientists have created slope change if the tree is a faster growing
tables based on the growth rate of trees. Given the diameter of a tree, the tables can be used tree?
to estimate the age of a tree.
 Write arguments for and against the moot
"A circle is not a polygon".
Source: Adapted from "Who Lives Here?", Pack Forest Teacher's Guide. Center for
Sustainable Forestry at Pack Forest, 2005
 Encourage students, in groups, to cut and
paste pictures depicting the use of circles in
Introduce the lesson by allowing students to talk about trees that they have in their yard or
real-life situations in their scrapbooks i.e.
on their street. Ask if they ever wondered how old some of the trees are. Explain that hula hoops, basketball ring etc.
scientists use different ways to calculate the age. Allow students to volunteer any prior
knowledge of how this is done. If not, talk about growth rings and core samples. Bring in a  Allow students to use circles to design table
cross section of a tree if one is available or share the Tree Rings overhead. mats. Then add completed mats to their
―Math kits‖.
 Encourage students to make entries in their
Ask students why it would be difficult to measure the diameter of the tree. [You can‘t put a
journals on the experience gained from the
ruler or tape measure through the tree.] For lower grade students discuss the definition of π. activities above.
It is the ratio of a circle‘s circumference to its diameter. The value of π is a little more than
3. Review the formula for circumference, as well. C= π × diameter. Lumberjacks would

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 114 of 139

only need reminding to change the circumference formula to solve for diameter, giving D =
C ’ π.

For rangers, use an example to help students understand why D = C ’ π. Ask, ―What
happens if you know the circumference, but not the diameter?‖ Round π to 3 to simplify the
problem so students can focus on the algebra. Show students the equation 15= 3 × □. What
is the relationship between the 15 and the 3 that could give you an answer? [15 ÷ 3 = 5] This
should help students see that to find the diameter they can always divide the circumference
by π. So diameter = circumference ’ π.

For both levels, model the use of the formula with a circumference of 40. Plug the quantity
40 in to the formula D=C ’ π. It would be good practice for students to estimate first, using
the approximation π ≈ 3. With a circumference of 40, D ≈ 40 ’ 3 ≈ 39 ’ 3 = 13. This will
show if the answer is reasonable. Next use a calculator to find the actual answer and round
to the nearest whole number. When using calculators, rangers should use 3.14 as pi because
it may be easier for them to work with fewer decimal places when rounding. As you work
through the example, you may want to review rounding to the nearest whole number, as
they will need to do this to record their diameters. Lumberjacks should use the π button on
their calculators.

Next, take the chosen table and display it on an interactive whiteboard or overhead
projector. Use the diameter of a pin oak tree as an example.

The Ranger Table shows the pin oak has a growth rate of 3. By multiplying the diameter
times the growth rate, you can get the estimated age of the tree from the example above. 13
× 3 =39 years old

The Lumberjack Urban Table only lists diameters in multiples of 5. 13 inches is between 10

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 115 of 139

and 15. The age for pin oak is between 27 and 38 for a diameter of 13 inches. For an
accurate calculation, set up a proportion. 10 is to 13 as 27 is to what? (10/13 = 27/n cross
multiply and solve for n) [35 years old] For a quick estimate show students the following:
the middle of 27 and 38 is 32.5. Since 13 is a little more than half of 10 -15, the answer
would be a little more than 32.5, maybe around 34 years old.

Divide the class into groups of 3 or 4 students. Small groups will allow all students to be
involved. Distribute activity sheets and have students gather materials needed for their
group. For the Lumberjack Activity Sheet, tell the class which table they will be using and
have them record it on their paper. Take the class out to the school yard to one of the trees
listed on the table. Model the activity with the whole group, before sending them off to
collect their own data. Using a piece of string, have a few children work together to measure
the circumference of the trunk. The proper height to measure at is 4 feet. For younger
students, that would be at about their eye level. Middle school students can measure at their
shoulder height. Tell them that it is important that the string be at the same height around the
tree to get the most accurate reading. (You may want to bring a 4 ft. piece of string for each
group to use as a check for the height of the measurement of the circumference. Mark the
measurement on the string with a marker. Choose two other students to use a yard stick to
measure the string to the mark. You may have to review with the younger students what to
do if the string is longer than the yardstick. Record the measurement on a small whiteboard.
Choose another student to use the formula and find the diameter (using the calculator).
Round to the nearest whole number and determine the age of the tree as modeled in the
classroom using the Tree Table.

Assign two of the previously identified trees to each group to measure. Calculations can be

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 116 of 139

done outdoors or back in the classroom.

Groups record their data on the Ranger Talk or Lumberjack Talk overhead for all to see.
Which tree was the oldest? Which tree was the youngest? Looking at the master sheet, was
the oldest tree the one with the longest diameter? If not, why? [Different trees grow at
different rates.] Using the Ranger Table, ask the students if the growth rate is larger, does
that mean that type of tree grows faster? [The higher the growth rate, the slower a tree
grows!] You may want to clarify this by comparing a dogwood to an aspen. If a dogwood
diameter was 1 inch, it would be 7 years old: 1×7. An aspen that measured 1 inch would
only be 2 years old: 1×2. A dogwood only grows 1/7 of an inch in one year. An aspen grows
½ of an inch in one year.

Using either of the Lumberjack Tables, ask students if the trees seem to grow at the same
rate no matter what their age? How could you prove that? [A particular tree does not grow at
the same rate throughout its life. If you graph the years versus diameter, you will see that it
is not a straight line.]

 Make link with circles and aspects of planets in Social Studies i.e. spherical, lines of
latitude/longitude, Equator, Prime Meridian etc.
 Link with Religious Education e.g. Circle of Life, AUM etc.
 Pupils may use hairpins to fit circles of the same size together to create a sphere.

Resources: Key Vocabulary:

 Radius
 Websites:  Diameter
 Chord
[Link]  Sector
tree  Segment
 Circumference
[Link]
 Quadrant

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 117 of 139

farms/environmentaleducation/teachers/handouts/how-old-is-that-tree  Arc
 Pi (π)
 Tree identification guide  Protractor
 Tree markers – wire clothes hangers covered with paper (from dry cleaner)  Compass
 Cross section of a tree (if available)  Circle
 String  Polygons
 Markers
 Yardsticks Links to other Subjects:
 Calculators
 Clipboards (optional)  Science
 Overhead projector or interactive whiteboard  Social Studies
 Small whiteboard  Language Arts
 Whiteboard marker and eraser  Information Technology
 Ranger Talk or Lumberjack Talk Activity Sheet
 Ranger Table or Lumberjack Tables
 Tree Rings Overhead
 Ranger Talk or Lumberjack Talk Overhead
 Circles
 String
 Flexible ruler
 Compass
 Ruler
 Square paper
 Grid sheet
 Crayons
 Plain paper
 Safety scissors
 ―Math Kit‖
 Magazines/newspapers
 Journals
 Scrapbooks
 Computer
 Multimedia projector and any other available technologies

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 118 of 139

Prior Knowledge:
Check that students:
 Choose and use the most appropriate metric units and their abbreviations in a
given measurement situation.

Focus Question 2: Benchmark:

How can I use various measurements around me? Associate the measurement of a quantity (distance, time,
volume/capacity, mass) with the units and instruments best used.

Standard_Measurement: Use the correct units, tools and attributes to Objective(s):

estimate, compare and carry out the processes of measurement to a ● Calculate any one of the measures of distance, time and rate
given degree of accuracy. of travel (average speed) given the measures of the other
two.
● Apply the principles of measurement to road safety.

ICT Attainment Target

COMMUNICATION AND COLLABORATION - Students use

technology to communicate ideas and information, and work
collaboratively to support individual needs and contribute to the
learning of others.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 119 of 139

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
● Recall ● Accurate calculations
 In groups, develop skills in collecting and recording data using real-world situations of bouncing ● Tabulate ● Active group
tennis balls. Use data collected to formulate relationships between dependent and independent ● Record participation
variables in their experiment i.e. distance, time and speed. ● Report ● Problem solving
● Graph achieved by
 View video clips on varying speed limits then explain what the information presented on road
signs depicting speed limits means. Discuss the implications of driving over the speed limit for a ● Estimate application of
specified zone. Further discuss how knowledge of speed limits can help us to arrive at our ● Make observations different strategies
destination on time without having to exceed the speed limit. ● Compare ● Completed
● Investigate worksheets
● Apply concepts ● Report of findings
● Formulate
● Discuss
● Dramatize
 In groups, dramatize good safety practices that should be used by pedestrians and other road ● Cooperate
users in small groups. Critique presentations done by their peers. ● Critique
● Analyze
 In pairs, use average speed to calculate the distance covered by a vehicle over a particular time. ● Prove
(Distance = average speed × time)
● Make deductions
● Calculate
● Work in groups
● Solve problems
● Operate electronic
devices

 In groups, make deductions of how to calculate time and average speed through examination of
the formula: Distance = average speed × time. Calculate time or average speed given any two
components.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 120 of 139

Learning Outcomes:
Students will be able to:
● Observe, understand and explain road signs;
● Practice safety measures;
● Calculate distance, time, average speed;
● Cooperate with peers to complete assigned task;
● Engage in problem solving situations.

Points to Note: Extended Learning:

Introduction: Bouncy Bounced Balls  Encourage students to conduct an experiment

using, for example, concrete floors and then
carpeted floors to investigate the effect of
differences in the surfaces.
 Students can also explore different activities
that test their sense of time.

 Students can do the following activities in

pairs; in each instance they many want to
The design of a tennis ball results in aeronautics and helps you play a better tennis game. The balls observe if they overestimate or underestimate
often fly through the air and bounce high off the ground. The mobile ball bounces for many reasons. the time and try the task again.
These reasons include kinetic energy, shape, materials and the gas manipulated into the ball. o Clap your hands so you clap exactly one
clap per second for ten seconds.
Students form teams of four to bounce a tennis ball. Pose the problem: o Turn a page in a book at exactly one page
every two seconds for twenty seconds.
How many times can each team member bounce and catch a tennis ball in two minutes? o Sit still for thirty seconds, letting the timer
know by raising your hand when you
A bounce is defined as dropping the ball from the student's waist. One student keeps the time while the think thirty seconds has passed.
second student bounces and catches the ball, the third student counts the bounces, and the fourth student o Walk at the speed of one foot per second
records the data in a table showing both the number of bounces during each ten-second interval and the for fifteen seconds.
cumulative number of bounces. Each trial consists of a two-minute experiment, with the number of o Walk the length of your classroom in
bounces recorded after every ten seconds (or twenty seconds for fewer data points). The timekeeper calls exactly ten seconds. At what speed were
out the time at ten-second intervals. When the time is called, the counter calls out the number of bounces you traveling?
that occurred during that ten-second interval. The recorder records this count and keeps track of the
cumulative number of bounces.  Students can examine how the time required

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 121 of 139

The same process is followed by each student, with the students rotating roles, so that each student can to walk a given distance varies as the length of
collect a set of data. All the students must bounce the ball on the same surface (e.g., tile, carpet, their stride varies. Often it is reported that
concrete) because differences in the surface could affect the number of bounces. many students initially misjudged time. A
Distribute the Bouncing Tennis Balls Recording Sheet to the students. suggestion to overcome this problem is to let
Once the data have been collected, each student prepares a graph showing the cumulative bounces over them explore the activities in teams: have
two minutes. This graph can be constructed by using the Line of Best Fit Tool. them sit for an undisclosed time (e.g., 30
Alternatively, students may graph the data by hand, by using a graphing calculator, or by using a seconds) and make guesses about the amount
spreadsheet, depending on the students' experiences and on what information the teacher wants to gather of time that had elapsed. Source: Adapted
about what the students know and are able to do. from Jones and Day (1998, pp. 18-19)
During the activity, it is important to observe the students. Note which students made graphs correctly,
paying attention to how they used the idea of scale to set up the time and distance axes. Listen to  Allow pupils to undertake a project of
students' conversations about their graphs, attending to comments that indicated the students realized Mathematics in Road Safety in small groups.
that the number of bounces depends on the length of time the ball is bounced and that patterns develop  In groups, allow students to cut and paste
when the ball is bounced in a consistent way. various ROAD SIGNS taken from the
Students present their results to classmates by showing their graphs. The discussion can involve what the Internet, magazines, and newspapers into their
students found easy and what they found difficult in completing this task. Students' discussions can be scrapbooks. Then label each sign
revealing. During the discussion, think about these guiding questions: appropriately.
 Can the students identify what varies in the experiment? Do they comment on the dependent and  Make journal entries on the importance of
independent variables either implicitly, in their conversations about the graphs, or explicitly, obeying each ROAD SIGN.
using correct terminology?
 Do they discuss whether the points should be connected with a line? The numbers of bounces
are discrete data, so they should not be connected.
 Decisions about the scale for each of the axes are important. Do the students understand what
the graphs would look like if the scales changed?
 When directed to sketch lines on their graphs in order to notice trends, do they demonstrate
some sense that the steepness of a line is related to the number of bounces per second?
Your observations related to these and other questions will yield information about what your students
appear to know and are able to do that will guide you in making instructional decisions.
Building a Sense of Time and Its Relation to Distance and Speed
Initially students need to become aware of their own understanding of time, change over time, and the
use of new kinds of measure (i.e., rates). Posing such questions as those listed below focuses their
attention on these ideas (adapted from Kleiman et al. 1998).
 How do you measure time? Distance? Speed?
 Give an example of something that might be able to travel at two feet per second.
 What is the difference between traveling at two feet per second and two feet per minute or two
feet per hour?

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 122 of 139

In this context, distance is how far the object or person moves (travels). Speed is how fast the object or
person is moving (traveling). Both are described in terms of direction. Distance is measured in such
units as feet, miles, or metres, kilometres. Speed is measured in relation to time using units such as
meters per second or miles per hour.

 Link aspect of Road Safety in areas of Social Studies.

 Average speed is to be linked with means of transportation in Social Studies.
 Average speed is the time it takes to cover a given distance.

Resources: Key vocabulary:

 Pedestrian
 Websites:  Average speed (rate of travel)
[Link]  Time
bounce/  Distance
[Link]  Clock
 Bouncing Tennis Balls Recording Sheet  Watch
 Tennis balls, one for each team of four students  Length
 A clock or watch with a second hand  Measurement
 Centimetre graph paper, a spreadsheet program, or a graphing calculator (optional)
 Road signs
 Road signs
 Traffic
 Scrapbooks
 Journals
 Computer
 Speaker

Links to other Subjects:

 Science
 Information Technology
 Physical Education
 Language Arts
 Visual Arts

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 123 of 139

UNIT OF WORK GRADE 6 TERM 3 UNIT 3 Prior Learning

Strand: Geometry Check that students can:-
 Identify and name angles
Suggested Time: 1 week  Use a protractor to measure angles
 Use letters to label angles
About the Unit
In this unit students will
● Explore concepts of angle formation, drawing, naming and measuring.

Focus Question: How do I use my tools effectively in constructing angles? Benchmark:

Explore concepts of angle formation,
drawing, naming and measuring.

Standard_Geometry: Objective:
Explore paths, geometric shapes and space and make generalization about geometric relationships  Draw and measure angles
within the environment. using the protractor.

Sub-theme: Angles

ICT Attainment Target

 COMMUNICATION & COLLABORATION - Students use technology to communicate ideas and
information, and work collaboratively to support individual needs and contribute to the
learning of others.

 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social, cultural and legal
issues and implications surrounding the use of technology and practice online safety and
ethical behaviour.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 124 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment

Students will:  Design Estimated, drawn and

 Construct measured angles
 In groups, change the scale of an object, measure and draw angles using a  Create
protractor. Create own dartboard. Manipulate dartboard to emphasize  Make
properties of angles and angle pairs. Construct circle graphs. Practise to draw observations Active group
 Draw participation
circle and measure angles to more accurately create circle graphs.
conclusions
Task 1: In pairs, use protractor and ruler to construct the following.  Investigate Problem solving
 Modify achieved effectively
 Draw a line segment.
 Critique
 Indicate with a dot, along the line segment the point at which the angle must be Finished constructed
 Analyze
drawn. dartboards
 Draw angles
 Place the centre of the protractor at the dot with the baseline along the line  Estimate angles
segment.  Measure angles
 Find the required angle on the scale, counting from zero on the baseline and then  Work in groups
mark a small dot at the edge of the protractor.  Solve problem
 Join the dots with a ruler to form the required angle.  operate
 Label the angle with capital letters, For e.g. electronic
device
 Observe moral
principles using
digital material

Task 2: In groups, have students play Protractor football.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 125 of 139

● Give each student a sheet of paper with the outline of a football field/netball
court.
● On the field there are a number of players. One player at the centre.
● The person in the centre kicks the ball to any player on the field. That player then
kicks the ball towards the goal. When this is done an angle is formed.
● Use your ruler to draw a straight line from the centre to the chosen player, then
to the goal post.
● Use protractor to measure the angle that is formed.
Task3: Draw and measure other angles.
 For e.g. 90°, 135°, 75°, 120°, 45°, 160°, 30°, 175° etc.
 Use interactive protractor from a website to explore different angles and
measurement.

Learning Outcomes:
Students will be able to:
 Estimate the size of different angles.
 Draw and measure different angles.
 Completed portfolios with given tasks.
 Work cooperatively in groups.
 Engage in real-life problem situations.
 Use selected ICT tools to explore angles

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 126 of 139

Points to Note: Extended Learning

Introduction: Bull’s Eye  Allow students to complete activity

sheets and finish dartboards and
check for accuracy.
 Change the scale and ask students
to calculate the measurements for
The bull’s-eye, or bull's-eye, is the centre of a target, and by extension the name given to any another dartboard.
shot that hits the bull’s-eye. By extension, the word bull’s-eye can refer to any design or pattern  Assess understanding by asking
featuring prominent concentric circles, visually suggesting an archery target, and "hitting the individual students questions from
bull’s-eye" is a term for an unexpectedly good success. the activity.
In archery, the term bull’s-eye is not used, the centre being referred to as the Gold. Hitting the
most central ring of an international target is worth 10 points, or an Imperial target 9 points  Consider having students research
in target archery. how the point values were
In darts, it is 5 foot 8 inches (1.73m) above the floor. Before the start of a match players usually determined. Does it make sense
throw closest to the bull to decide who has the advantage of throwing first. A "double bull’s-eye" that the point values differ yet the
is a smaller, inner circle and counts for 50 points while an outer bull is worth 25 points. Two
treble 20's when combined with a double bull’s-eye is worth 170 points in darts which is the segments are all the same? Where
highest possible checkout. In the World Prix which has a double start format a double bull’s-eye did the numbering scheme come
can begin a leg. from?
 Have students explore scale and
Give students an opportunity to work with scale, concentric circles, and angles, and to display a
little artistic creativity. Using a dartboard as the focus of this lesson, students will practice how different measures vary
drawing concentric circles calculated by applying a 2:1 scale to the measurements of a regulation according to scale. In a 2:1 scale,
dartboard. If possible, hang a regulation dartboard in your classroom for students to examine some measurements such as width
before starting this activity. If you do not have a dartboard, ask a student to bring one in if they are halved, while others such as
have one at home. Otherwise, display the Regulation Dartboard Overhead so students who are
unfamiliar with the game can see what it looks like. area are quartered. Use scale
models of other shapes to facilitate
Distribute the paper and other craft supplies that students will need to construct their the exploration.
dartboards. However, rather than distributing the activity sheet at this point, consider  Challenge students to use a ruler to
beginning the lesson by asking students the following questions:
draw line segment AB, 7cm in

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 127 of 139

 Has anyone played darts? length. At point A, using a

[If so, have the student(s) briefly explain the rules and scoring. If not, you may want to look up protractor, measure an angle of
the rules in advance and familiarize yourself with the game.] 60°, with AB as the baseline. Draw a
 What are some of the attributes of a regulation dartboard?
line segment from A passing
[Attributes include concentric circles, 20 equal sized sectors, 20 congruent central angles,
numbers along the outside ring, a bull's-eye, 6 scoring rings, and multiple colors, among others.] through the required angle. At
 How many degrees are there in a circle? If we have 20 equal segments, what is the point B, using a protractor,
measure of each angle? measure a second angle of 45°,
[There are 360° in a circle. If there are 20 segments, each segment has an angle measure of 18°.] using BA as the baseline. Draw a
 What are concentric circles? line segment from B passing
[Circles that share a common center] through the required angle. Make
 A regulation dartboard has a diameter of 18". If we want to make a scale drawing that
sure the two lines intersect each
will fit on a 12" by 12" piece of paper and leave at least a 1" margin on all 4 sides, what
scale factor should we use? other at a vertex.
[To get a 1" margin, students will have to keep their scaled diameter at 10" or less. A scale factor
of 2:1, which results in a scaled diameter of 9" would be the easiest to calculate. Other scale  Allow students to now complete
factors are possible, depending on the ability level of your students. Try to discourage smaller the following after carrying out the
scales — they may make it more difficult to correctly draw the concentric circles.] activity above:
 What are some ways we could find the center of our paper to mark as the center of our  Describe the shape formed.
circles?  Using a protractor, measure and
[Some students may suggest using a ruler and making the 6-inch point horizontally and vertically
state the size of the unknown angle
thus creating four equal quadrants. This is a good strategy if you also have the draw the x- and y-
formed.
axis since the dartboard can be separated into 4 quadrants. Some students may suggest folding
their paper; this is fine but they need to keep in mind that their dartboard will then have creases.  Measure and state the lengths of
If they do not want creases on their paper, they could also fold another sheet and use it as a the other sides of the polygon.
template.]
This activity works best with a partner but can also be done individually. Once the students
understand concentric circles, have agreed on a scale they will use, and know how to find and
mark the center they are now ready to begin working with a partner to begin their calculations
and constructing their dartboards. Depending on the class and as an option for differentiation, all
students can use the same scale or different scales. An optional Hitting Your Mark Activity Sheet
is provided. The activity sheet is set up for students to use a 2:1 scale to create a dartboard with
a 9 inch diameter. You may want to make this available for students who might have difficulty
keeping track of their scaled fractions.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 128 of 139

Students will use the marked center to draw the largest circle using the compass. Have students
double-check their radius and diameter for accuracy. Have them compare their actual
measurements to those calculated and documented on their measurement handout. If you
compasses cannot accommodate a circle with a radius of 4.5 inches, you may want to create a
template for this outer circle that student can trace or allow students to explore ways to draw
circles on their own.
Students should measure and check for accuracy the width of each ring on a regulation
dartboard. If an actual dartboard is not available, students can rely on the measurements
provided on the Hitting Your Mark Activity Sheet.
Using a protractor, students should then proceed to draw the first 18° angle, with sides
extending to the edge of the circle, representing 1 scoring sector of the dartboard. Instruct
students to verify the measure of each angle for accuracy before proceeding. Students will get
the best results if they work in quadrants dividing each quadrant into five sectors.
Once students have made, verified, and adjusted all measurements, allow them to add design
attributes and personalize their dartboards. Hanging up the finished dartboards for viewing.
Consider hanging them up in the halls with student names hidden and have students vote for
their favorites based on overall design, neatness, and accuracy. You may want to have three or
more awards so more students have an opportunity to be recognized for their particular
strength. Ask students if they would like to donate their dartboards so that they can be displayed
as examples for next year’s students.
 Angles are measured in degrees. The total number of degrees in a complete turn is 360°.
 Link aspects of angles with areas in Social Studies and Physical Education e.g. Planets,
Lines of latitude/longitude, Track and Field.

Resources: Key Vocabulary:

 Angle
 Website(s):  Protractor
[Link]
 Degree
 Protractor
 Compass  Revolution
 Ruler  Supplementary
 Calculator  Complementary
 12"×12" sheets of cardstock or paper

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 129 of 139

 Paper in various colors  Compass

 Markers or colored pencils  Acute
 Scissors
 Obtuse
 Glue
 Rules of darts (optional)  Straight
 Regulation dartboard for reference (optional but very useful)  Reflex
 Regulation Dartboard Overhead (if a real dartboard is unavailable)  Adjacent
 Hitting Your Mark Activity Sheet  Interior
 Hitting Your Mark Answer Key  Exterior
 Protractor
 Corresponding
 Compass
 Ruler  Alternate
 Sheets of plane paper Link to other Subjects:
 Computer and any other available technologies  Science
 Internet  Visual Arts
 Physical Education
 Information Technology
 Language Arts

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 130 of 139

UNIT OF WORK GRADE 6 TERM 3 UNIT 4 Prior Learning

Check that students can:
Strand: Algebra  Write algebraic expressions
 Write algebraic equations
Suggested Time: 1 week  Substitute the value of a variable in an expression.

About the Unit

In this unit, students will:
o Use arithmetic operations to solve simple equations and word problems.

Focus Question 1: How do I derive the solution of an equation? Benchmark: Use arithmetic operations to solve simple equations and
word problems.

Standard_Algebra: Mathematics Objectives:

Employ algebraic reasoning through the use of expressions, equations  Determine the solution to a simple equation with one variable.
and formulae to interpret, model and solve problems involving
unknown quantities  Solve word problems involving the four arithmetic operations with
one or two digit numbers.
Sub-theme: Simple Equations

ICT Attainment Target (s):

RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND
DECISION MAKING - recognise the human, ethical, social, cultural
and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 131 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
Students will:  Inferring Accuracy of:
 Communicating  Oral responses
 Analysing  Algebraic
 Problem solving equations
 Observing  Modelling
 Generalizing

 Place different combinations of unit weights and an ―unknown‖ weight on the balance so
that balance is attained. For example, in the diagram below

represents the unit weight and

represents the unknown weight

 be guided to write an equation to describe the balanced weights. For example: 2x + 3= 9 or

2 + 3 = 9. They will add or remove weights from both sides of the balance, maintaining
balance. At each adjustment students will write an equation to describe the new situation
modeled.

 be divided into groups at the teacher‘s discretion. Each group will then be given a balance
and a set of marked/known weights and a few unknown. Each group will be asked to try to
create a balance situation using at least one of the unknown weights. They will be asked to

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 132 of 139

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment
write an equation to describe the modeled situation. The students will be asked to use the
weights provided to determine the value of the unknown in terms of the unit weights by
adding or removing weights so that balance is maintained.

 Record the mathematical sentences for each step that they took.

 Use the scenario below to write an equation:

On Sunday, Steve had $250 in his saving pan. On Monday he put $p

into his saving pan. On Tuesday he put another $p into her saving pan. He
continued putting in $p every day. At the end of the week he had $970.

 Write an algebraic equation to represent the total amount of money Steve saved.
 Find the amount of money Steve saved each day.

Learning Outcomes
Students will be able to:
 Solve algebraic equations.
 Work cooperatively in groups

Points to Note Extended Learning

 Multiple representations must be used in modelling  At a fair a group of people pay $60 for tickets. The price for a child ticket is $2
responses or solutions. This will aid students and the price for an adult ticket is $4. If there were 6 more adults than children
understanding and facilitate ease of transition from one determine the number of persons in the group.
topic to the next.
 Allow students to share their understanding with their  Ricardo had $5 and his brother Marcus had $15. Their father gave them each
peers as this may aid in clearing misunderstandings. an equal amount of money. If Ricardo now has twice the amount of money as
Marcus, how much money was given to each boy?

 You are making a jug of fruit punch which consist of water, lime juice, mango

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 133 of 139

juice and pineapple syrup in precise amounts. There is a small problem

however, there are only two measuring cups one holds 150 ml and the other
holds 60 ml (the cups do not have any markings). The mix requires 120 ml of
lime juice, 180 ml mango juice and 240 ml syrup. Using the measuring cups you
have explain or show how you would measure out the ingredients. Using ‘a’ to
represent the 60 ml container and ‘b’ to represent the 150 ml container create
simplified algebraic equations to represent the amount of each ingredient.

Resources: Key vocabulary:

 Realia for modelling  Variable
 Objects of varying masses  Equation
 Beam balance  Expression
 Multi-media projector  Quantity
 Internet-generated devices (Laptops, tablets,  Constant
smartphones etc.)
 Tables/charts
Links to other subjects:
 Business Basics (Money Management)
 Science (Integrated: Models)
 Visual Arts (Shapes/Designs0
 Home and Family (Culinary Arts)
 Language Arts (Written expressions)

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 134 of 139

UNIT OF WORK GRADE 6 TERM 3 Unit 5

Strand: Statistics and Probability

Suggested Time: 3 weeks

About the Unit Prior Learning

In this unit, students will: Check that students:
 Understand and apply probability concepts;  Understand the concept of probability
 Identify all possible outcomes of an experiment.

Focus Question: Benchmark:

How do I measure and use probabilities? Understand and apply probability concepts; identifying all possible
outcomes of an experiment.

Standard_Statistics and Probaility: Objective(s):

Collect, organise, interpret and represent data and make inferences by  State the probability of a simple event.
applying knowledge of statistics and probability.  State the range of probability values.
 Perform and report on a variety of probability experiments.
 Formulate all possible outcomes of an experiment. For example,
ICT Attainment Target (s):
tossing a fair coin, rolling a fair die.
COMMUNICATION AND COLLABORATION - use technology to  Make inferences and draw conclusions based on experiments and
collected data.
communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.

RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND

DECISION MAKING - recognise the human, ethical, social, cultural
and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 135 of 139

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:  Classify Accuracy in:

 Discuss  Classification of
 In groups, discover the havoc that wildfire can cause. After learning about the factors that  Make observations probability terms
contribute to the spreading of a wildfire, use a probability model to determine the portion
of an area that might be destroyed by a wildfire.  Draw conclusions  Experiments formulated
 Research  Drawing Conclusions from
● View a video tutorial on “the introduction to probability”. Then discuss the meanings of  Compare experiments
the terms probability, outcome, possible event, impossible event and certain event.  Investigate  Representations
● In groups, classify the following events as either possible, impossible, certain, favourable,
 Critique of possible outcomes
improbable, good chance, unlikely, definite, likelihood, never, no chance, always, poor
 Analyze  Problem situations
chance, cannot, equally, likely etc. State whether each can have a probability that is zero,
less than one or one. Provide examples of events that can be classified as impossible,  Apply concepts  Group participation
possible and certain.  Cite evidence  Presentation of poem
● In pairs, carry out an experiment for a company that wants to have a patty eating contest  Experiment
with children to advice the company about the shortest or most appropriate time period
 Problem solve
(1 minute, 2 minutes, etc.) to give for completion of the task. Write a letter to the
company advising them of their proposal for the contest. Give reasons for their proposal.  Represent
● Define the term 'fair chance'.  Express probability
● Design probability experiments with fair chances – with teacher’s guidance. in a variety of ways
● Explore and find all possible outcomes from the toss or roll of one or two coin(s) or die  Create poems
(dice). Draw table to show all possible outcomes.
 Work in groups
● Use the letters in their first names, middle names or surnames to express the likelihood
of obtaining a vowel. Express their answers as vulgar fractions, decimal fractions, ratios
and percentages.
● Develop an acoustic poem about probability in small groups. Present poem in
probability poetry sharing session.

Of Learning Outcomes:
Students will be able to:
● Use terms associated with probability accurately;
● Express the likelihood of events in fractions, ratios and percentages;
● Calculate the likelihood of particular outcomes on a fair die or coin;

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 136 of 139

● Apply probability to the solution of problems in their everyday lives;

● Engage in activities that reflect real-life situations;
● Complete given tasks cooperatively in groups.

Points to Note: Extended Learning

Introduction: Factors that Contribute to Wildfires  Allow students to further investigate this
scenario with the Illuminations Fire Tool.
 Challenge students to use the Fire Tool to
investigate the percent of the forest that
burns for various probabilities. They can
enter probabilities of 0.25, 0.5, and 0.75 to
replicate the experiment that was done
Wildfires can be ignited by a variety of occurrences. In addition to lightning, human-related activities start
with coins, or they can try other
a large number of fires every year. Unattended or out-of-control campfires, a discarded burning cigarette,
arson, or even equipment use can set off a blaze. probabilities. Note that the Fire Tool uses
an example with far more trees than would
Once a forest fire has started, many factors contribute to its spread and intensity.
be reasonable if the experiment were done
 Fuel - such as leaves, needles, grass, branches, and logs with coins.
 Weather, including temperature, humidity, precipitation, and wind  Encourage students to reconsider the
question about the relationship between
 Topography, or landscape of the area, as steep slopes offer greater potential for increased fire
intensity and more obstacles for fire fighting. the probability of the fire spreading and the
percent of the forest that burned. Student
Tell students that the lessons in this unit will help them to answer the following questions:
opinions will likely have changed after
 If you live in an area where wildfires occur, what can you do to protect your family and
property? conducting the simulations in this lesson.
 That is, how can you reduce the probability of a fire spreading to your home?  Allow students to research and share
information about the following careers
 Explain that this lesson, in particular, will allow them to understand the factors that cause a that involve heavy use of statistics and
wildfire to spread, and they will run a simulation to understand the devastation that a wildfire can probability: actuarial studies, meteorology
cause. and epidemiology.
 If a wildfire has occurred recently in your area, you may want to reference it during the

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 137 of 139

introduction to this lesson. You may also want to show a picture of a forest fire, such as the one
that is shown on the Wildfire Overhead.  Encourage students to make journal entries
 Explain that forest fires begin for many reasons, including natural causes (lightning strikes) and about real-life activities/experiences which
human interactions (careless campfires, dropped cigarettes). Then, ask students to generate a list involve the use of probability.
of factors that might cause a forest fire to spread. You might want to pose the following question:
 Once a forest fire begins, what factors influence whether it remains small and contained, or
whether it will rage out of control?

Students may suggest the following reasons:

 Density of Trees – if the trees are spread out, there is less chance of the fire "jumping" from one
tree to another
 Recent Weather – dry, warm weather may have caused the trees to dry out, making them more
susceptible to fire
 Steepness of Ground – fire travels faster up a steep slope than over flat ground or down a hill
 Amount of Wind – strong winds can push the fire
 Rain and Snow – a small fire might be squelched by wet conditions
After this discussion, distribute the Heating Up activity sheet. Have students compare their list of factors
with the information in the diagram. Then have students create a chart that lists the four components of the
fire environment, and for each component, have them list at least three factors. Students can enter this
information into the chart on the activity sheet, or they can use the Heating Up Chart Maker.
Explain to students that organizing data in a table makes it is easy to see relationships among the various
parts.
When students have completed their charts, conduct a class discussion in which students describe the
following:
 An area in which a wildfire is likely to spread very quickly [windy, steep slopes, dry and dead
trees for fuel]
 An area in which a wildfire is likely to spread slowly [wet ground, rainy, flat terrain, healthy trees]
Once students understand the factors that contribute to the probability of a fire spreading, explain that they
will model the spread of a forest fire with coin tosses. To show students how the simulation will work,
display a 5 × 5 grid on the blackboard or overhead projector. Explain that the grid represents a forest, and
each square represents a portion of the forest; a fire has started in the middle square (color it red), and the
simulation will determine how the fire spreads.
One by one, flip a coin for each of the four squares adjacent to the middle square. If the coin lands heads,
the square catches on fire; if it lands tails, the square does not catch on fire. Squares that catch on fire
should be colored red. Squares that do not catch on fire should be marked to indicate that they have been
tested; however, a square that does not catch on fire now may catch fire later if another adjacent square

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 138 of 139

catches fire. (You may therefore wish to only mark along the side adjacent to the on-fire square, to show
that a square could catch fire from a different direction.) When it is no longer possible for a square to catch
fire from any direction, color it green. Repeat this process for any square adjacent to an on-fire square.
Continue the demonstration until students have a thorough understanding of how the simulation is
conducted.
Then, divide students into pairs, and randomly assign each pair a letter, A, B, or C. Explain that each pair
will flip two coins to determine if the fire spreads. Students in Group A will simulate a fire where the
probability of spreading is low, Group B will simulate a fire with a slightly higher probability, and
Group C will simulate a fire with the highest probability of spreading.
Students may believe that the percent of the forest that will burn is directly proportional to the probability
of the fire spreading. That is, students may think that if the probability of spreading is 30%, then 30% of
the forest will go up in flames. The following question should be asked prior to students performing the
simulation; then, it should be asked again after the simulation is completed:
How do you think the probability of the fire spreading and the amount of forest that will burn are related?
That is, if the probability of the fire spreading to an adjacent tree is 25%, what percent of the forest do you
think will burn? What percent will burn if the probability is 75%? Make a conjecture.
As students conduct the simulation, adjacent squares catch fire if:
 Group A: Both coins land heads
 Group B: The coins are different
 Group C: Either coin lands heads
Distribute the Wildfire Simulation student sheet, and allow students time to complete the simulation and
answer the questions. (Note that this activity is simplistic in its execution, but it may take a long time to
complete because of repeated coin flips. To shorten the activity, you may wish to have students use a 3 × 3
or 4 × 4 grid instead.) Then review the results with the class. Have students within the same groups (A, B,
and C) compare their results.
1. What is the probability of catching fire for each group? [When two coins are tossed, there are four
possible outcomes: HH, HT, TH, and TT. For A, only the first outcome causes the fire to spread,
so the probability for A is 1/4. For B, two possibilities cause the fire to spread, so the probability is
1/2. For C, the probability is 3/4.]
2. In general, did more squares catch fire for group A, B, or C? [The numbers will vary, but on
average, the number of squares that catch fire will be fewest for A and greatest for C, with B
somewhere in the middle.]
3. What was the average number of squares that caught fire for each group? [For A, the average will
be 1-3; for B, the average will be 11-14; and for C, the average will be 20-25.]
 Probability is a measure of the likelihood of an event occurring. This can range from zero to one

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017

 Page 139 of 139

(100%).
 If the likelihood of something occurring is zero then it is classified as an impossible event.
 A certain event has a 100% chance of occurring.
 Link aspects of probability with activities in Science, Social Studies, Language arts etc.

Resources: Key vocabulary:

 Overhead/video, coins, teacher-generated/Internet-generated tables, floor space, grid/graph paper,  Probability
Internet-generated devices e.g. smart phone, tablet, laptop, overhead/multimedia projector,  Certain
markers i.e. red and green, Resource Personnel i.e. Fire Department  Impossible
 Website for overhead: [Link]  Possible
8/[Link]  Event
 Website for simulation activity sheet:  Outcome
[Link]
[Link]
Links to other Subjects:
 Website for ―Heating Up” activity sheet:
[Link]
[Link] ● Science
 Website for ―Heating Up Chart Maker”: ● Social Studies
 Website for ―Fire Tool”: [Link] ● Information Technology
 Dice ● Language Arts
● Visual Arts
 Coins
 Coloured counters
 Marbles
 Decks of cards
 Journals
 Computer
 Multimedia projector and any other available resources

NSC Mathematics: Grade 6, Terms 1 – 3, Version 5, June 2017