ICSE Class  Maths Syllabus

2020-21

Mathematics
The Core concepts of Mathematics for Class VI are as follows:

Class VI

Number System

Ratio and Proportion

Algebra

Geometry

Mensuration

Data Handling

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 Theme 1: Number System

The idea about numbers that children built-up up to class V is of representing the
number of items/objects in a collection. But in class VI children have to initiate the
learning of numbers that are abstract which starts with negative numbers and
extension of whole numbers to integers. This is the stage where the collection of
integers is seen as a system that satisfy certain properties and have correlated
structure.
A preparation of the extension of fractions and integers to rational numbers also
takes place in this class. A gradual move helps children in developing these concepts.
Let children observe various patterns while applying operations on integers and
fractions (common and decimals). Generalization of these patterns will lead to many
properties of integers and decimal fractions.
The multiples and factors of numbers can be obtained by just playing with numbers.
Therefore, it is expected that children will learn about these concepts through a
play way method. Children will be enabled to explore and develop their own rules for
finding HCF and LCM of two or more numbers.

Learning Outcomes:
Children will be able to:
create situations around them in which they find negative numbers;
through situations like money transactions, measuring of height budget etc. child uses
larger numbers and thus appreciates their use;
reduces fractions involving larger numbers to simplest (lowest) forms;
identify a situation for a given fraction (like proper, improper, equivalent, etc.);
construct examples through which they demonstrate the addition and subtraction of integers;
create daily life situations where opposites are involved and represent such quantities by
positive and negative numbers;
make their own strategies of ordering, adding and subtracting integers;
use divisibility rules to find factors of a number;
demonstrate ways of finding HCF and LCM of two numbers;
devise strategies to identify appropriate situations to use the concepts of HCF and LCM.

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 Number System
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

Numbers

 Word problems on number  Revising previous concepts learnt  Number cards to create
operations involving large by children. large numbers.
numbers This would  Building on children’s previous  Number cards to
include conversions of units learning. demonstrate operations
of length & mass (from the  Extending number up to 8 digits on numbers.
larger to the smaller units). through patterns that exist in  Maths Kit.
numbers up to five digits and then  Multiplication table
citing/observing daily life situations chart.
e.g. cost of property,
 Involving children in the activities
that include classification of
numbers on the basis of their
properties like even, odd, multiples
and factors. These properties can be
used to classify numbers in to
various categories.
Natural numbers and
Whole numbers.

 Natural numbers.  Provide opportunities to children to  Maths Kit.

 Whole numbers. understand that whole numbers are  Geoboard with rubber
 Properties of numbers extension of natural numbers with band.
(commutative, associative, the number zero included in it.  Videos/Life history of
distributive, additive  Provide children opportunities to Mathematicians and their
identity, multiplicative perform operations of natural contributions.
identity). numbers with zero and to form rules
 Number line. like when zero is added to any
number or subtracted from any
number the result is the same
number.

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 Number System
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

Negative Numbers and

Integers

 Need for negative numbers.  Conducting activities in the classes  Maths Kit.
 Connection of negative in groups of 4-5 children to  Geoboard with rubber
numbers in daily life. represent opposite situations by band.
 Representation of negative numbers like moving up and down
numbers on number line. from a reference point, paying and
 Ordering of negative getting some amount etc.
numbers, Integers.  Asking children to extend the
 Identification of integers on number line to represent negative
the number line, numbers and zero along with natural
 Operation of addition and numbers and let them realise that
subtraction of integers, corresponding to every positive
 Addition and subtraction of numbers there is a negative number
integers on the number line and vice-versa.
 Comparison of integers,
ordering of integers.
Fractions
 Maths Kit
 Revision of Fractions,  Encouraging children to
proper, improper and demonstrate similar such products
mixed fractions by activity by paper folding and to generalise
only (no sums to be set that product of two fractions can be
from this topic) obtained by multiplying the
 Equivalent fractions. numerators to get numerator and
 Comparison of fractions, denominator can be obtained by
 Operations on fractions multiplying denominators.
(Avoid large and
complicated unnecessary
tasks). (Moving towards
abstraction in fractions).
 Addition and Subtraction of
like and unlike fractions,
day to day application
problems using fractions.
 Word problems involving
addition and subtraction of
decimals (two operations
together on money, mass,
length and temperature).

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 Number System
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

Playing with Numbers

 Encouraging children to create
 Simplification of brackets. number patterns through which  Maths Kit.
 Multiples and factors, HCF and LCM can be discussed.
(Revision of the prime
factorisation by tree method
 Conducting activities for number
operations to be performed by
and division method to be
children which through discussions
done in class but no could help them to know the
problems to be set for different properties like closure,
evaluation from these.) commutativity, associativity etc.

 HCF and LCM, prime  Creating situations in which

numbers are required to be
factorization and division
represented for opposite situations,
method for HCF and LCM,
like directions, give and take
the property LCM × HCF =
situations etc. And discuss with
product of two numbers.
children about the ways to represent
such situations by numbers.
All the above concepts are to be  Presenting daily life situations and
embedded in children’s pictures to introduce fractions and
contexts so that it brings out decimals like representing part of a
the significance and provide whole as number, a dot mark placed
motivation to the child for to separate rupees and paisa, metre
learning these ideas. and centimetre, kilometre and
metre, litre and millilitre etc.
 Encouraging children to look at the
pictures showing sum and difference
of like fractions and to generalize.
 Letting children work on their own
to evolve and understand that to add
or subtract two unlike fractions it is
required to convert them into
equivalent fractions of same
denominators (like fractions).
Life Skills: Solving daily life problems

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 Theme 2: Ratio and Proportion
There are many situations when two quantities are compared by using properties of
division of numbers, like heights of two objects as one is half of other or double of
other. Using such contexts the terminologies related to ratios need to be brought
in home for children. The theme in this class mainly focuses on the basic idea of
ratios and proportions which ultimately lead to the major applications of arithmetic
in our daily life called commercial ‘mathematics’. Percentage, unitary method, simple
and compound interests, time and speed, work and time and profit and loss will be
focused on in classes VII and VIII. Hence building a strong foundation in Class VI
about ratio and proportion is very important.

Learning Outcomes:
Children will be able to:
understand how the comparison of two quantities through ratio is different from comparisons
done earlier;
explain the meaning of proportion;
try to construct examples that require the concept of ratio
solve problems related to speed, distance and time.

Ratio and Proportion

Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

 Difference between fraction  Revising previous concepts learnt  Maths Kit.

and ratio. by children.
 Concept of Ratio.  Building on children’s previous
 Proportion as equality of learning.
two ratios.  Presenting situations before the
 Word problems on ratio children that would prompt them to
and proportions. form patterns and feel the need for
(Only simple daily life a symbol in place of number.
problems to be included)  Organising discussions in the class
 Idea of percent as fraction to show different methods of
with 100 as denominator comparison of quantities are
 Idea of speed and simple helpful in different situation(s).
daily life problems related  Encouraging children to create
to speed, time and distance. examples to show the difference
between comparison of quantities
done through operation of
subtraction and that through
division (ratio)
 Discussing examples to show the
difference between ratio and
proportion and to relate them.
Life skill: solving daily life problems

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 Theme 3: Algebra

Children have idea of using symbols/letters for numbers from very early classes.
Even in class I children use to solve problem like 5+ = 7, + = 9 etc. and in
class V they learnt that perimeter of a square is 4 x where x is it’s side. Thus the
introduction of this topic should be made through these examples which children are
already acquainted with and avoid directly bring the abstract idea of variable,
unknowns and constants. The aim of this theme in this class is that children will be
enabled to understand algebra as generalization patterns on numbers in term of using
a letter of any number. Ultimately children learn that algebra is generalization of
arithmetic and hence we use all rules as we have in number operations.

Learning Outcomes:
Children will be able to:
describe variable and unknown through patterns and through appropriate word problems and
generalise (example 5 × 1 = 5 , etc.);
understand unknowns through examples with simple contexts (single operations as per the
examples given);
define terminology associated with algebra like literal numbers, terms, expressions, factor,
coefficient, polynomials, degree, like and unlike terms;
frame algebraic expressions (No operations on algebraic expressions);
evaluate value of algebraic expressions by substituting a number for the variable.

Algebra
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

 Introduction to constants,  Revising previous concepts  Maths Kit

variable and unknown learnt by children.
through patterns and  Building on children’s previous
through appropriate word learning.
problems and  Providing situations which can
generalisations (For example be mathematically expressed by
1+3=22, 1+3+5=32, using numbers and letters in
1+3+5+7=42 , sum of first n place of numbers like any even
odd numbers = n2.). number is double of a natural
(This is only for introduction to number can be expressed as:
the theme. Detailed discussion Even number= 2n, where n is a
and numerical problems not natural number.
required).

 Introduction to unknowns
through examples with
simple contexts (single
operations)
 Terminology associated with
algebra- like literal numbers,

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 Algebra
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

terms, expressions, factor,

coefficient, polynomials,
degree, like and unlike terms.
 Framing algebraic
expressions.
Evaluation of algebraic
expressions by substituting a
value for the variable.
(Operations on algebraic
expressions not required)
 Introduction to linear
equation in one variable.
(Only one operation at a time
e.g., : x+6 = 10, x-4 = 5, 2x =
8, x/2 =5).

Skills: Developing efficient strategies for numerical calculation, describing relationships and
applying algebraic techniques

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 Theme 4: Geometry

Children in this class should be now in Van Heile’s level 2 of geometry learning i.e.
Properties are perceived at Level 2, but they are isolated and unrelated. At Level
2 children would say "I know it's a rectangle because it is closed; it has 4 sides and
4 right angles; opposite sides are parallel; opposite sides are congruent; diagonals
bisect each other; adjacent sides are perpendicular; etc...." All the properties
known are listed since the student doesn't perceive any relationship between the
properties, e.g., one implies the other. There is no knowledge of necessary and
sufficient conditions. Like wise children develop their understanding about properties
of other shapes and figure in this class.

Learning Outcomes:
Children will be able to:
differentiate between different geometrical figures on the basis of their observable properties;
classify angle into different types on the basis of their measurement;
understand the difference between different types of triangles and the basis on which they are
classified;
classify quadrilaterals as rectangle and square;
classify angles in different groups/types;
attempt to prepare solids using their nets;
try to see the logic behind drawing an angle of certain measure using geometrical properties;
identify 3-d shapes and their parts;
identify 2-d symmetrical objects;
construct angles of different measures using compasses.

Geometry
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

 Basic geometrical ideas (2  Revising previous concepts  Maths Kit.

-D): learnt by children.  Cardboard, Hardboard,
Introduction to geometry. Its  Building on children’s previous cutter, pencil, adhesive,
linkage with and reflection in learning. scale.
everyday experiences.  Performing activities in which  Geometry Boxes.
students can be shown concrete  Geoboard with rubber
Line, line segment, ray. models and pictures of different band.
Open and closed figures. geometrical shapes.
Interior and exterior of  Involving children in activities
closed figures. to identify, angles, triangles &
Curvilinear and linear quadrilaterals and their nets.
boundaries  Asking children to make models
Angle — Vertex, arm, and Nets of 3-D shapes to get an
interior and exterior. idea of their number of edges,
Triangle — vertices, sides, faces and corners (vertices) etc.
angles, interior and  Conduct discussion on number
and type of corners, edges and

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 Geometry
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

exterior, altitude and faces after showing solid objects

median. to the children like models of
Quadrilateral — Sides, cubes and cuboids.
vertices, angles, diagonals,  Activity to identify various
adjacent sides and opposite shapes of quadrilaterals by the
sides (only convex children based on observation
quadrilaterals are to be  Performing activities with
discussed), mirrors in which children are
asked to observe the reflections
NOTE: Only the property: the
of one part of a shape with its
sum of interior angles of a
image and image with the other
quadrilateral is 360 degree to
part. This will be followed by
be done. Different types of
discussion.
quadrilaterals are not to be
done in detail, only the
 Using the activity of folding of a
paper cut out of a shape along
properties to be stated and the
specific lines to show the
child can be asked to identify
reflection symmetry in case the
or recognise the figure without
two halves exactly cover each
using any property conditions,
other.
only through observation.
 Providing children
Circle — Centre, radius, opportunities to draw an angle
diameter, arc, sector, measuring 60° using compass.
chord, segment, semicircle, On the basis of this construction
circumference, interior and let them construct other angles
exterior. that measure 120° and 90°.
Only the basic terms to be  Providing opportunities to
taught children to draw different
geometrical figures that involve
 Understanding angles of various measures, line
Elementary Shapes (2-D segments etc.
and 3-D):  Encouraging children to
Measure of Line segment. construct perpendicular
Measure of angles. bisector of line segment using
Pair of lines – Intersecting compass and angles of measure
and perpendicular lines, 300, 150, 450, etc. using
Parallel lines. protractor.
NOTE: Only the concept of
perpendicular and parallel
lines to be covered. Angles
formed by two lines and
their transversal not be
done (e.g. corresponding,
alternate angles etc)

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 Geometry
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

Types of angles- acute,

obtuse, right, straight,
reflex, complete and zero
angle.
Classification of triangles
(on the basis of sides, and
of angles).
Types of quadrilaterals –
rectangle and square
Identification of 3-D
shapes: Cubes and
Cuboids, Identification and
locating in the
surroundings.
NOTE: Project work on
‘Identification and locating
in the surroundings’ to be
included.
Elements of 3-D figures.
(Faces, Edges and
vertices).
Only cubes and cuboids
Nets for cube and cuboids
NOTE: Collaborate with the
art class to cover this part
 Constructions (using
Straight edge Scale,
protractor, compasses)
Drawing of a line segment.
Perpendicular bisector.
Construction of angles
(using protractor).
NOTE: Use of a protractor
to be taught only

Angle 60°, 120° (Using

Compasses)
Construction of a circle.
Integration: Arts Education
Skills: to identify, visualise and quantify measures, relating abstract information to real life
situations

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 Theme 5: Mensuration

In the previous three classes children were learning the measurement of various
quantities like length, mass, temperature and time. Mathematically proficient
students communicate precisely by engaging in discussion about their reasoning using
appropriate mathematical language. The terms students should learn to use with
increasing precision are area, surface area, volume, decomposing, edges, dimensions,
net, vertices, face, base, height and diagonal. Children continue to strengthen their
understanding that area is the number of squares needed to cover a plane figure.
Thy will also know the formulas for rectangles. “Knowing the formula” does not mean
memorization of the formula but to have an understanding of why the formula works
and how the formula relates to the measure (area) and the figure. All children should
be enabled to develop this understanding.

Learning Outcomes:
Children will be able to:
demonstrate the idea of area and volume of shapes;
calculate the perimeter of different shapes given, she tries to formulate the perimeter of shapes
like rectangle, square;
calculate the areas of rectangle and square by dividing them into appropriate smaller units. she
tries to think of such small units;
use conversion of units of mass, money, time and capacity in different daily life situations.

Mensuration
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

 Concept of perimeter and  Revising previous concepts learnt by  Maths Kit.

introduction to area children.  Use of visuals available in
 Concept of area, Area of a  Building on children’s previous classroom and in
rectangle and a square learning. surroundings.
 Conversion of units  Organising discussion in the
(Mass, time, money, and classroom on the measurement of
capacity) from smaller to boundary of a closed shape (2-D) and
larger and vice-versa. naming this measure as perimeter.
(Only relevant  Forming small groups of 3-4 children
conversions e.g., milli, to evolve ways to find the measure of
centi, m/l/g, kilo to be a region enclosed by a closed shape on
included) a plane surface. This discussion will
lead to understanding the concept of
 Counter examples to area.
different misconceptions
related to perimeter and
 Encouraging children through small
hints to drive the rule/formula to find
area (Only discussion in
class, no problems or the area of a rectangle when the two
assessments to be done) adjacent sides are known.
 3 D Figures- Cubes and
 Providing opportunities to solve
cuboids simple daily life problems involving

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 Mensuration
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

 Introduction of Volume perimeter and area of rectangular

regions.
 Encouraging crafts teachers to teach
making of cubes and cuboids using
nets. Discussing parts of a 3-D shape
(faces, edges, vertices) in class using
the shapes created by students.

Skills: solving daily life problems

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 Theme 6: Data Handling

This theme focusses on building on and reinforcing children’s understanding of

numbers, they begin to develop their ability to think statistically. Children recognize
that a data distribution may not have a definite centre and that different ways to
measure centre yield different values. The mean measures centre in the sense that
it is the value that each data point would take on if the total of the data values
were redistributed equally, and also in the sense that it is a balance point.

Learning Outcomes:
Children will be able to:
understand the use of organizing data;
represent data through bar graph;
identify patterns in numbers and shapes;
identify daily life situations in which the information is required to be properly arranged;
explore different ways to organise and represent data;
appreciate the need for finding a representative value for given data;
find mean of data having not more than ten observations.

Data Handling
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources

 Collection of data to examine  Revising

by
previous concepts learnt
children.
 Maths Kit
a hypothesis
 Newspapers.
 Collection and organisation  Building on children’s previous
learning.  TV Programmes.
of data - examples of
organising it in tally bars and
a table.
 Encouraging children through
discussion (whole class/in small
 Construction of bar graphs groups) to reason out why data
should be organised. Children can
for given data interpreting
bar graphs. be motivated to use their own ways
in organizing data.
 Mean of data not having  Asking children to explore their
more than ten observations
own ways of representing the data
in the form of diagrams/ pictures
(Bar Graph) and in tables of
numbers.
 Providing children various
situations for interpreting data
given in tabular or pictorial form
like newspaper cuttings, TV
programmes etc.
Integration: Arts Education
Life Skills: Understanding and interpreting data, drawing inferences

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