Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Beaconhouse School System
Scheme of Work (Up to: end of October 2023)
Mathematics
Class 6
Academic Year 2023 -2024
Introduction:
As a teacher, using a scheme of work at the beginning of the school year can help you plan and organize your lessons effectively. Here are
some instructions on how to use a scheme of work:
Familiarize Yourself with the Scheme of Work:
Review the scheme of work thoroughly to understand the content, objectives, and sequence of lessons for the entire year. Familiarizing
yourself with the document will give you an overview of what topics and skills you need to cover during the year.
Set Clear Learning Objectives:
Translate the Attainment Targets into Learning Outcomes for each lesson; which should be specific, measurable, achievable, relevant, and
time-bound (SMART). The learning outcomes will guide your lesson planning and assessment strategies.
Plan the Yearly Schedule based on the Scheme of Work:
It is always a good practice to design a yearly calendar or planner based on the scheme of work and the Academic Calendar (available on
Index). Consider holidays, exams, and other events that might affect the teaching schedule.
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Break-Down Units into Lessons:
For each unit in the scheme of work, break down the content into individual lessons. Consider the time required for each lesson and the
progression of topics. This will help you maintain a logical flow of learning throughout the year. You may want to refer to the Progression Matrix
for more clarity.
Gather Teaching Resources:
Identify the resources you will need for each lesson, such as textbooks, workbooks, multimedia materials, and any other relevant resources.
Collect or create these materials in advance to ensure smooth delivery during the school year.
Differentiate Instruction:
Pay attention to the diverse learning needs and abilities of your students. You may use the suggested strategies and activities in the scheme of
work to accommodate different learning styles and provide support for students who may need extra assistance.
Plan Assessment Strategies:
Plan your assessment strategies based on the scheme of work. Determine how you will evaluate student progress and understanding for each
unit and lesson. Use a variety of assessment methods, including formative and summative assessments.
Note: As part of our sustainability drive and digital transformation, photocopying/printing is highly discouraged.
Note: Teachers are encouraged to utilize the provided inquiry questions to stimulate student curiosity, critical thinking and drive their
exploration of the topics
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
For currency-related problems:
It is advised that wherever international money arises in any book being used in schools, schools must explain to students that each country in
the world has its own currency (money) and a name is given to its currency (money). For example money used in England is called ‘Pounds
and Pence’, money used in America is called ‘Dollars and Cents’ money used in Pakistan is called ‘Rupees and Paisas’.
Having clarified this, teachers are advised to present money-related problems to students in Pakistani currency ‘Rupees and Paisas’ (wherever
appropriate). However, it should be ensured that the skill being practiced in those questions is not changed.
Mathematic skills are developed through continued practice. Therefore reinforcement of skills is built in within the SOW and each concept is
revisited over a period of time.
The time mentioned for each unit is a suggested time-frame. Teachers have the flexibility to give more or less time to a unit ensuring
that they are not too far away from the suggested topics for each term.
ATs/SLOs highlighted in green are not part of Oxford New Syllabus Mathematics Book 1 (updated 7th edition). Relevant resources for these will
be shared on TLC.
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Term 1 Term 2
(15 Weeks) (15 Weeks)
● Numbers (2 weeks) ● Algebra (4.5 weeks)
● The Four Operators (2 weeks) o Sequence and Patterns (1 week)
● Factors and Multiples (1.5 weeks) o Algebraic Expressions (2 weeks)
● Square and Cube Roots (1 week) o Algebraic Equations and Inequalities (1.5 weeks)
● Fractions, Decimals and Percentages (3 weeks) ● Length, Mass, Capacity, Time and Money (1 week)
● Ratio, Rate and Proportion (1.5 weeks) ● Perimeter, Area and Volume (2 weeks)
● Geometry (4 weeks) ● Statistics (3.5 weeks)
o 2-D and 3-D shapes (1 week) o Frequency Distribution and Statistical Graphs (2 weeks)
o Line and Angle Properties (1.5 weeks) o Measures of Central Tendency (1.5 weeks)
o Construction of Angles, Bisectors and Polygons (1.5 weeks) ● Sets (2 weeks)
● Probability (2 weeks)
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Term 1
Strand: Number and Algebra
Unit: Numbers
Duration: 2 weeks
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed) Suggested Strategies Suggested Resources
● Read and write whole numbers (including numbers greater KWL (Know, Want to Know, and Learned): At the ● Number lines marked
than 1 million) beginning of the unit, ask students what they know in positive & negative
● Use the concept of place value to identify the place value of about whole numbers, decimals, and integers (K). numbers
each digit in decimal numbers (up to 3 decimal places) and Throughout the unit, have them share what they want ● Large thermometer or
integers (up to one million) to know (W) and, at the end, reflect on what they a picture of
● Classify whole numbers into even and odd numbers have learned (L) thermometer that is
● Recognize integers (positive and negative) numbered above and
● Use number line to illustrate the position of whole numbers, Think-Pair-Share: Have students think individually below zero
fractions and decimals (including negative numbers) about a question, discuss their thoughts with a ● Abacus
● Use negative numbers in different contexts, and calculate partner, and then share with the whole class. ● Decimal place value
intervals across zero Questions for generating discussion: chart
● Identify the absolute value of the given integer ● Why and how man first felt the need to have ● Number line marked in
● Arrange the absolute and numerical values of the given numbers in his life? tenths/hundredths
integers in ascending or descending order ● What type of numbers do you see around ● Decimal number cards
yourself? ● Numbered cards
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
● Use symbols <, > and = to compare different types of real ● What type of numbers you cannot see in real life ● Base ten material
numbers (e.g. negative numbers) ● Weather chart
● Round any real number to a required degree of accuracy (up to ● Fraction wall/number
3 decimal places for decimal numbers) Effective Questioning: Use thought-provoking line
questions to stimulate critical thinking and encourage
students to articulate their understanding of whole
numbers, decimals, and integers. For example, "Can
you explain the difference between a whole number
and a decimal number?"
Another, another, another: Give the students a
statement on even numbers and ask them to give an
example that matches it, and then another and
another. For instance, the teacher says: “4 is an even
number because it is divisible by 2”, thereafter ask
the students for another even number….and
another….and another.
Real-Life Absolute Value: Present real-life
situations where students need to calculate the
absolute value of integers, such as distance from one
point to another. This helps students see the
relevance of absolute value in practical scenarios
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Thumbs Up/Down: Use thumbs up/down as a quick
formative assessment. Ask questions like, "Is the
absolute value of -7 the same as the absolute value
of 7?" Students respond with a thumbs up if they
agree and thumbs down if they disagree, allowing for
immediate feedback
Use of visual aids: Use number cards with various
multi-digit numbers (smaller and greater than one
million) written on them and ask students to read
them and compare their sizes
Real World Applications: Investigate real life
situations where rounded/approximate numbers are
given and figure out possible original numbers
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Strand: Number and Algebra
Unit: The Four Operators
Duration: 2 weeks
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed) Suggested Strategies Suggested Resources
● Perform mental calculations (involving mixed operations and Mental Math checks: Quick mental tests on mixed ●
integers less than 100) operation (e.g. 22÷11×10, 50+60×5, 50÷5+4×3 etc.)
● Add and subtract positive and negative integers (with or
without number lines) Using Visual Aids: Choose set of counters in
● Multiply and divide positive and negative integers different colours to represent positive and negative
● Know the closure property of addition and multiplication integers. Matching sets of both colours represent
● Develop an understanding of associative, distributive and zero. For example, blue chips represent negative
commutative properties for addition and multiplication integers, while red chips represent positive integers.
● Recognize ‘0’ as an additive identity and ‘1’ as a multiplicative To solve the problem of (+3) + (–7), set out three red
identity chips and seven blue ones. Physically match up pairs
● Identify additive inverse of an integer of red and blue chips to equate them to zero, and
● Develop an understanding of Order of Mathematical remove the remaining chips. The remaining four blue
Operations (BODMAS) chips represent the solution (–4)
● Use the concept of order of operations to solve numerical
expressions involving real numbers (including decimal Group discussion: Review the concept of
numbers) multiplication by asking students how they can
● Use commutative, associative and distributive properties of the represent 4 x 2. Include a discussion of commutative
four operations in real number calculations property, multiplication as repeated addition, and
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
● Multiply multi–digit whole numbers by a multi-digit whole multiplication as groups. Ask students whether they
number using the formal written method of long multiplication can apply their understanding of multiplication of
● Divide multi-digit whole numbers by up to 2-digit whole positive integers to model (–5) × (+3). Discuss their
numbers using the methods of long division and short division; thinking and bring in the definition of commutative
interpreting remainders as whole numbers or fractions, as property, so that the question can be understood as
appropriate for the context (+3) × (–5) or three groups of –5. Then apply the
● Solve problems with real-life contexts that involve addition, knowledge for division of integers
subtraction, multiplication and division of real numbers
Interactive Whiteboard Activities: Use interactive
whiteboards to engage students in solving real-world
problems involving order of operations. Students can
drag and drop numbers and symbols to complete the
expressions
Multiplication Speed Drills: Conduct timed
multiplication drills to improve students' fluency in
multiplying multi-digit whole numbers
Divide and Conquer: Use the long division method
to solve multi-digit whole number division problems.
Break down the steps to make it easier for students
to understand
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Strand: Number and Algebra
Unit: Factors and Multiples
Duration: 1.5 weeks
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed) Suggested Strategies Suggested Resources
● Find factors of numbers (up to 3-digits) Factor Finding Relay: Set up stations with ●
● Find multiples of numbers (up to 2-digits) numbers, and ask students to find the factors of
● Recognize prime and composite numbers < 100 each number as they progress through the relay.
● Find prime factors of a given number (up to 4-digits) - The team that correctly finds the factors wins the
expressing its factors in the index notation (base and race
exponent) – (using either factor tree or division methods)
● Find common factors and common multiples of a set of multi– Effective Questioning: During the factor finding
digit numbers (up to 3 different numbers) activities, ask students questions like "Can you find
● Find HCF of (up to 3 different whole numbers) using either any other factors of this number?" or "Why is this
prime factorization or listing methods number a factor of the given number?" to encourage
● Find LCM of (up to 3 different whole numbers) using either critical thinking and deeper understanding
prime factorization or listing methods
● Use LCM and HCF in simple problem solving – involving real Making Learning Visible: Display a chart or
world contexts bulletin board showing the factors and multiples of
different numbers. Have students add their findings
to the display, making the learning process visible to
everyone
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Prime and Composite Numbers Scavenger Hunt:
Organize a scavenger hunt where students search
for numbers and categorize them as prime or
composite. They can record their findings and
discuss their reasoning
Thumbs Up/Down: When discussing the difference
between prime and composite numbers, ask
students to show thumbs up for prime and thumbs
down for composite to assess their understanding
Interactive LCM and HCF Wall Display: Create an
interactive wall display showing examples of finding
LCM and HCF. Students can add their own
examples and solutions to the display
If This is the Answer, What’s the Question?
Present the HCF or LCM of two numbers and ask
students to come up with possible pairs of numbers
that lead to the given HCF or LCM
Think Pair Share: After solving real-world problems
involving HCF and LCM, ask students to think
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
individually, pair up to discuss their solutions, and
then share their findings with the class
Strand: Number and Algebra
Unit: Square and Cube Roots
Duration: 1 week
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed) Suggested Strategies Suggested Resources
● Recognize square of a number as multiplication with itself Square Number Visuals: Create visual aids like ●
● Calculate squares of numbers up to 2 digits charts or posters displaying square numbers and
● Know the following: their values. Use different colors or shapes to make
o Perfect square numbers the patterns more apparent
● Know the following properties:
o the square of a proper fraction is less than itself Perfect Square Hunt: Give students a list of
o the square of a decimal less than 1, is less than itself numbers, and they have to identify which ones are
perfect squares. This activity can be done individually
or in small groups
Using Real-world examples: Square Numbers in
Nature - Encourage students to look for patterns of
square numbers in the natural world, such as the
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
number of petals on flowers or the arrangement of
leaves on plants
Strand: Number and Algebra
Unit: Fractions, Decimals and Percentages
Duration: 3 weeks
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed) Suggested Strategies Suggested Resources
● Identify and convert between different forms of fractions (e.g. Data Collection and Analysis (Learning through ●
proper fractions, improper fractions, equivalent fractions and real-life examples): Have all students make up one
mixed numbers) multiple-choice question to ask the class and let them
● Add, subtract, multiply and divide simple and mixed fractions collect the data on to be able to calculate the fraction,
by integers and fractions (expressing the answer in its simplest decimal and percentage of students choosing a
form) particular answer
● Simplify fractions by cancelling all common factors (to express
it in its lowest form) Fraction Manipulatives: Use fraction manipulatives
● Add and subtract decimal numbers (up to 5 decimal places) like fraction bars or circles to help students visualize
● Multiply a decimal numbers with whole numbers and decimal and understand the concept of fractions. They can
numbers (up to 3 decimal places only) – (by converting explore equivalent fractions and practice operations
decimals to fractions or by direct multiplication) with fractions using these concrete tools
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
● Divide decimal numbers by whole numbers and decimal Group Work: Organize group work where students
numbers (up to 2 decimal places) – (by converting decimals to collaborate to simplify fractions using the process of
fractions or by direct division) canceling common factors
● Convert and use equivalences between fractions, decimals and
percentages, in different contexts Think-Pair-Share: Present students with decimal
● Calculate percentage of quantities (with and without a addition, subtraction, multiplication, or division
calculator) problems. Ask them to think individually, pair up with
● Express one quantity as a percentage of another a partner to discuss their solutions, and then share
● Calculate percentage increase and percentage decrease their approaches with the class
● Calculate reverse percentage (simple problems, reverse
increase problems and reverse decrease problems) Calculator Practice: Allow students to use
● Compare two quantities by calculating their percentage (simple calculators to check their answers and verify their
cases) decimal and percentage calculations, especially for
● Solve word problems related to fractions and percentages in multiplication and division
real life contexts
Estimation: Encourage students to estimate the
results of decimal operations before performing the
actual calculations. This helps them develop a sense
of reasonableness in their answers
Visual Representations: Use visual aids like
fraction bars, decimal grids, and pie charts to
illustrate the relationships between fractions,
decimals, and percentages. This helps students
grasp the concept of equivalences
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Show Me How: Ask students to demonstrate how
they convert a fraction to a decimal or a percentage
using manipulatives or visual aids. This helps identify
any misconceptions and reinforces the learning
process
Real-Life Applications: Provide real-life scenarios
that involve converting between fractions, decimals,
and percentages. For example, ask students to
calculate discounts in a sale or determine the
percentage of students who prefer a particular
activity
Role-Playing Activities: Organize role-playing
activities where students act as buyers and sellers,
calculating discounts or taxes in different transactions
Create a Fraction-Decimal-Percentage Wall: Set
up a classroom wall display where students can add
examples of fractions, decimals, and percentages
they encounter in everyday life. This makes learning
visible and reinforces the connections between the
representations
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Strand: Number and Algebra
Unit: Ratio, Rate and Proportion
Duration: 1.5 weeks
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed) Suggested Strategies Suggested Resources
● Use the concept of fractions to express quantities as ratio (at Effective Questioning: Ask questions that prompt ●
most 2 quantities) and rate students to think critically about the difference
● Find equivalent ratios (simple cases) between ratios and rates. For example, "How is a
● Simplify ratios ratio different from a rate? Can you provide real-life
● Recognize the difference between ratio and rate examples of each?"
● Know that ratio has no units, but rate has units
● Recall conversion between fractions, decimals, ratios and Show Me How: Encourage students to demonstrate
percentages how they find equivalent ratios and simplify ratios
● Solve word problems related to real-life situations involving using visual aids or models
ratios and simple rates
Making Learning Visible: Create a classroom
display highlighting different real-life situations where
ratios and rates are applied. This helps students
relate these concepts to everyday experiences
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Beaconhouse – Scheme of Work – Mathematics - Class 6 – AY 2023-24 v1
Thumbs Up/Down: After solving problems involving
ratios and rates, ask students to indicate their level of
understanding with a thumbs-up or thumbs-down
If This Is the Answer, What's the Question?:
Provide a ratio or rate as the answer and ask
students to generate questions that would lead to
that answer
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