MATHEMATICS LESSON PLAN 2017-18 CLASS: 6 TH STANDARD Teacher Name : Prasanna.K.Hegde
AIMS OF LEARNING MATHEMATICS: 1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. To develop in the child rational and scientific attitude towards life.
Unit Name:- CHAPTER 1: KNOWING OUR NUMBERS No. of periods required: SKILLS/COMPETENCIES / CONCEPT SUGGESTED ACTIVITIES TLM'S Students to be able to Recall the various systems of numeration around the world, in particular the Indian system. Students to be able to form 4 digit numbers,write the numbers in ascending and descending order,identifying the greatest and smallest numbers. Read large numbers using commas and express in Indian as well as international system. Students to be able to Round off the given numbers to the nearest 10, 100, 1000, so on. Activity: A warm up session Teacher can begin the lesson by drawing the numeral system used by different civilization on the board ex Babylonians, Greek,Egyptian,Hindu, Arabic Group activity : Teacher can divide the entire class into small groups.ask each group To pick four chits from the bowl. Each group has to write down the numbers that can be formed from the digits and arrange them in ascending and descending order and write smallest and largest number obtained using those digits. Part 2: ask the groups to Write the sum of smallest and greatest numbers and write in expanded form too. Activity : rounding off numbers Flash cards of various numbers and Symbols used in different civilizations. Ppts on the development of Hindu Arabic numeration system A bowl chits with single digit written on it. Colour opens,chits display board chart paper double edged tape Flash cards Number cards With 2,3,4 digit numbers Bowl, chits with single digit EVALUATION TOOLS & TECHNIQUES MCQ on number system using different situations. Quiz on the Indian system of numeration. Work sheet on arranging the numbers in ascending and descending order. Quiz on rounding of given numbers to the nearest tens, hundreds, thousands. Date of Activities
Students to be able to Understand and estimate the sum, difference or product of given numbers. Students to be made aware of various units of measurement conversion of one unit to another. Conversion from roman numeral to Indian and vice versa Every student is asked to write down any two digits,three four digit and four digit numbers of their choice,teacher explains the methodologies involved in rounding off numbers to the nearest tens, hundreds and thousands. Estimation of outcome in this activity, student will estimate the outcome when numbers are added, subtracted and multiplied. rap book activity: students can made to draw paste images of objects and write appropriate units of measurement below it number written on it (prepare multiple chits of a single digit) Flash cards with images of objects Flash cards of roman Numerals. Worksheets on estimation of sum, difference and product of given numbers. Match the following Worksheet on conversion of units Quiz Quiz Teacher introduces the rules for writing roman numeral. Teacher signature H.M signature
Unit Name:- CHAPTER 2 : WHOLE NUMBERS No. of periods required: SKILLS/COMPETENCIES / CONCEPT SUGGESTED ACTIVITIES TLM'S Concept of whole numbers Predecessor and successor of a whole number. Group activity to find the predecessor and successor of number given on the chit Ppt of history of whole numbers EVALUATION TOOLS & TECHNIQUES MCQ on history of \ numbers Date of Activities Fundamental operation on whole numbers. Verification of properties closure,commutative,associative,distributive Discussion of history of numbers. Activity using number line with number cards Activity: paint a dice with four operations written on it instead of numbers.use the number line and throw the die. the operation which faces must be performed. Group activity : children work in groups. each group verify one of the property and exchange their findings with the other group Chits having numbers Number line and dice painted as mentioned Flash card Worksheet Slip test Work sheet Teacher signature H.M signature
Unit Name:- CHAPTER 3: PLAYING WITH NUMBERS No. of periods required: SKILLS/COMPETENCIES / CONCEPT SUGGESTED ACTIVITIES TLM'S Understanding the meaning of the term factor. To be able to find the factors of the given numbers. To understand the difference between a factor and a multiple. To be able to identify Prime and Composite numbers. To be able to resolve a given number into its prime factors. To be able to find the HCF and LCM of the given numbers by prime factorization methods. To be able to resolve a number into its prime factors. Individual Activity : In order to introduce the concept of factors, the students can be taught to represent the given number using ARRAYS. The Number 10. 10 = 2x5 10=1X10 The factors of 10 are 1,2,5,10. 9=3x3 9=1x9 The factors of 9 are 1,3,9 Using this, the concept of factor can be drilled, its properties, odd and even numbers, prime and composite numbers can be explained by arranging the given number using arrays. Group activity 2; Sieve of Eratosthenes to identify prime numbers between 1 and 100. Group activity 3; A game of thambola can be organized to consolidate the Flash card depicting various numbers. Cutouts of various geometrical shapes namely circles and squares. PPT on factors and multiples. PPT on sieve of Eratosthenes Number card depicting numbers from 1 to 100. Rectangular slips of paper containing numbers. 1 5 6 6 8 2 4 9 6 1 1 2 4 9 3 3 2 1 3 7 7 EVALUATION TOOLS & TECHNIQUES Teacher can use flash cards with word like factor, multiple, composite, prime, divisibility, lowest, highest to bring out the meaning of the word and use them in sentences. Teacher can use a verity of tools to evaluate the child's learning. concept and need based Worksheets. *MCQ. Small games with numbers using number cards to reinforce and evaluate students learning on factors, multiples, prime numbers, composite numbers, divisibility rule. Date of Activities
To find the LCM of the given numbers. knowledge of prime numbers, composite, odd and even numbers. To find the LCM and the HCF of the given numbers. Individual activity 4; Representation of a multiple of a number using arrays. To understand and apply the knowledge of the rules of divisibility by 2,3,4,S,6,8,9,10 of a given number. To be able to identify the common factors and the common multiples. To be able to solve day to day life problems by identifying the use of LCM or HCF appropriately for each question. Multiples of 3 Activity ; Factor tree Activity :Teacher to prepare a flow chart depicting test of divisibility for 2,3,4,5,6,8,9,1D, Rules for test of divisibility to be taught first, handout of a flow chart of the same to be given to each student to consolidate the students learning. A game on identifying numbers divisible by 2,3,4,5,6,8,9 or 10 can be played. teacher asks the students to mark the numbers divisible by 2 or 3 or 4 using different colours for each numbers. Teacher can elicit prime numbers, even numbers, odd number, LCM and HCF using this activity. This can be used as a recapitulation activity. Number cards Number cards with numbers written Ladder cards. Number card depicting numbers from 1 to 100 and 100 to 999. PPT on rules of divisibility for 2 3,4,S,6,8,9,10 Quiz on factors and 5 multiples Role play on factors and multiples. question based on mental maths that emphasis on factors and multiples. Slip test can be conducted. Teacher can design worksheets with focus on the main concept to be tested. (need based worksheets can be administered depending on the requirement either to a particular group or the whole class) Home work to be given.
Unit Name:- CHAPTER 4: Basic Geometric ideas No. of periods required: Importance of geometry as a branch of mathematics. How it is used in architecture cloth designing, engineering etc Understanding basic concepts point, line segment, line etc intersecting lines: If two lines pass through a common point they are called intersecting lines Few pictures are shown to see geometrical patterns. Students are asked to mark few points and name them. Folding and unfolding a piece of paper line segment can be mark, name the end points, measure the length Draw few English alphabets and colour the intersecting parts X T M Z Pictures of buildings. Geo board Rubber bands Colour paper strips Ask the students to find out geometrical shapes and designs around. Measure the length & breadth of the Maths c.w. Draw a line segment, name it, and measure its length. Angle formation: When two rays are line segments meet at a point we get an Angle. Parallel lines: Two line are said to be parallel if they do not meet. Curve, simple curve, simple closed curve Children identify the angles from the surroundings Identify the parallel lines in the class room and around. Eg: edged of a books and edges of black board, beam of light from a light house etc. Draw 5 each: Simple closed curve Open curves Closed but not simple Clock PPT Chart paper Colour pens Naming the vertex and arms of the given angles. Name the angles in the given figures. (Quadrilaterals can be given). Draw rough diagrams of two angles which have 1) one point in common 2) two points in common 3) three points in common Polygon: A simple closed a Draw any three closed curves/figures made only. Ice-cream sticks Draw polygons 3 sided, 4
curve made only of line Segments. Types of polygons: Circle and parts of circles Line segments and name them. Name the polygons based on their sides. List out the quadrilaterals in the class rooms Make a chart showing all quadrilaterals and write their properties. Paste a circle cut of on a card board. Fix a pin at the centre. Tie a thread to the pin using the thread show all the parts of circle. Collage work: (group work) make a beautiful collage using all the geometrical figures learnt in this lesson. Color papers Circle cut outs scissors. sided, 5 sided etc in different ways. Draw rough sketches of Polygons. Write adjacent angles, opposite angles, adjacent sides, opposite sides. Draw any circle. Mark its centre. Radius, diameter, arc, segment, Sector. A point interior, a point exterior. Teacher signature H.M signature
Unit Name:- CH. 5: UNDERSTANDING ELEMENTARY SHAPES No. of periods required: SKILLS/COMPETENCIES / CONCEPT SUGGESTED ACTIVITIES TLM'S EVALUATION TOOLS & TECHNIQUES Date of Activities Angles when2 rays or 2 line segments meet at a point we get an angle, vertex and arms of an angle kinds of angles acute,right,obtuse Triangles, types of triangles based on sides and based on angles. Polygon and naming the polygon based on number of sides differentiate between 2d and 3d figures Through different postures of physical exercises, idea of angles types of angles is introduced. Using clock identifying the types of angles. Activity : to measure the sides of different triangular cut outs and conclude Observe the cutout of polygons and count the number of sides and write their name. Observe things around you and classify as 2d and 3d Things around you Clock Triangular cutouts Polygon cutouts Models of 2d and 3d card board cutouts Observe around you, draw or discuss where they find angles..also classify the type of angles Work sheet with figures and measures. Worksheet Collect a few things and classify them as 2d and 3d Worksheet Quadrilaterals and types of quadrilateral. Group activity: students observe the shapes and classify the various types of quadrilaterals. Teacher signature H.M signature
Unit Name:- CH. 6: INTEGERS No. of periods required: 1) Learn the importance and necessity of integers to solve certain problems. The point is driven that subtraction OF smaller number from larger number is not possible in whole numbers by taking suitable examples Hence the negative numbers are introduced. Activity 1 : for representing as integer : Students are asked to consider climbing stair case as positive integer and hence climbing down the staircase as negative, the number of steps the child climbs up or down is represented using integer. The students record the jumps they make and indicate as integer. Things around Them, a drawing of a staircase. Flash cards having quantities opposite quantities are given.they pair them and identify the quantities that can be represented using positive and negative integers. 2) Extend the number family from whole numbers to integers and representing on the number line. Activity 2 : Students discuss in groups and list out situations which are opposite in nature for eg: profit and loss, increase and decrease so on and identify the quantities which can represented as positive integers and as negative Integers. Activity 3: Draw a number line on a paper strip or on a floor 7 0+1+2+3+4+5 21 Represent as integer: 1) Temperatures 4degree below zero 2) Profit of 300 rs Sample questions: 1) Add -3+ (-4) using
3) Visualize integers on the number line and use it for performing addition and subtraction of integers Ask a student to stand on the integer given to him to add a positive integer he jumps towards the right and to add a left integer he jumps that many steps towards the left and obtain the answer as the number on which he lands after the jump. For eg: to add 2 + (-5) from+2, he jumps five steps towards the left and concludes -3 as the answer. Activity 4: Consider red colored cards as positive and green colored cards as negative. Paper strips and flags or number line painted on the floor. number line 2) Find the sum of +4 and -3 To add +4 and -2, child picks four red cards and 2 green cards,keeping in mind one positive and one negative yields zero, child concludes having two red cards left the answer to be + 2 A pack of few red coloured and green coloured cards Teacher signature H.M signature
Unit Name:- CH.7: FRACTIONS No. of periods required: Date of Activities 1) Concept of a fraction 2) Terminology numerator,denominator,proper fraction, improper fraction, mixed fraction, like fraction,un like fraction 3) Equivalent fraction Certain shade figures are given and student identifies the fractional part which shaded and vice versa that is figure is given and students shaded the fractional part asked to be shaded. Certain fraction are given and students identify the numerator and denominator and classify them as proper or improper and convert improper to mixed fraction and vice versa Work sheet having fractional part. Work sheet having various figures and fractional part mentioned to be shaded. Paper strips coloured as shown. Sample question: 1) Shade ¼ of given figure. 2) What part of the given figure shaded. 3) identify the numerator and denominator in 4/5 4) If numerator is 3 and denominator is 8 write the fraction figure. 4) Comparing of fraction when fractions are like and fractions are unlike 5) Addition and subtraction of fraction. Certain visual examples are given to differentiate like and unlike fractions. 1/3 Hence their sum is 5,6 as shown below 2/3 Also, the teacher discusses the working rule of adding and 1/3 and 2/3 are like fraction since
1/12 1/12 1/12 1/12 1/12 1/12 1/12 1/12 1/12 1/12 1/12 1/12 subtracting fractions. Coloured as shown total number of parts that is denominators same. 1/3 1/2 1/4 1/3,1/2, and ¼ are unlike terms, total number of parts that is since the denominators are not same. Fraction wall 1 ½ ½ ¼ ¼ ¼ ¼ 1/6 1/6 1/6 1/6 1/6 1/6 Coloured strips Prepare a fraction wall using paper strips of equal size as shown and identify equivalent fraction and can also be used for comparing fractions like ½ >1 & so on Work sheet having questions involving equivalent fraction, which is greater, and arranging fractions in ascending order strips Complete the grid 1/3 <2/3 and hence adding both the parts we get 3/3 =1 + 2/3 1/2 2/5
1/3 To add 2/3 and 1/2 we express them as equivalent fractions as shown. Hence their sum is 5/6 shown below Also, the teacher discuss the working rule of adding and subtracting fractions. Teacher signature H.M signature
Unit Name:- CH. 8: DECIMALS No. of periods required: Date of Activities Understanding the concepts of decimal and extending the place value systems To understand the part of whole we represent a Unit by a block Block board Write the follow decimal in the mace value table 19.4 0.3, 20s.9. Very unit is represented by a block which is divided into 10 equal parts means each part is 1/10 written as 0.1 in decimal representation. Square and rectangular block with colored dots are to be given to observers and write the decimal number Colour chalk and paper Write as decimal 3 70+8/10.88/10.4/10 Every fraction with denominator 10 can be in decimal notation Blank grids are to be given to indicate the given decimal using dots. Blocks/grid s made of card boards Express as decimal 2mm,4kg 20g. Each block divided into 100 equal parts means each part is 1/100 written as 0.01 in decimal notation ln the place value table as we go from left to right the multiplying factors become 1/10 of the previous. Shading activity to shade the given decimal representation in the given block/grid using colors To write the given decimal numbers in the cardboard models of number lines as well as place value chart. Models of number line Model of place value chart Show the following on it number line 1.1,2.5,1.9,0.2 Write as fraction in lowest terms 0.125,0.004,0.05 Which ls greater 0.3 or
All decimal can be represented on a number Every decimal number can be written as fraction. Comparison of decimals: Star with whole part,10 part etc Decimals are used in our daily life like units of money length and weight Decimal cards and fraction cards are given to match the same values on both cards A good number of decimal are given to observe the whole part, 10" part,100 part and 1000" part n order to compare greater/smaller Many daily life situations based on money transaction, distance calculation length measurement etc Addition and subtraction of decimals can be done in shopping bills, weight of quantity etc Rectangular strips of decimal grids line Flash cards of decimals and fractions Different values of money, weight etc. Shopping bills 0.4,1.008 or 1.800 Express as decimal 9m 7cm,70km 5cm. Find the sum 0.007+8.5+30.08 Subtract 12.25 from 20.75 find the value of 9.765-6.28. Addition and subtraction of decimal Adding the total and subtracting to find the reaming balance in the bills. Teacher signature H.M signature
Unit Name:- CH. 9: DATA HANDLING No. of periods required: Date of Activities Collection of data, Organization of data use of tally marks Representation of data pictograph, bar graph Interpretation of data bar graph, pictograph Group activity : each group collect a data of their choice like heights of students or weights of students or choice of their ice cream flavor so on and tabulate the data using tally marks and analyse the data for example who is the tallest,what is the most preferable ice cream flavor so on Individual activity : record your marks in various subjects and compare with earlier performances and represent them using pictograph as well as bar graph Health cards marks card Rates on items Score card of any sport Questions on some sample pictographs. Preparing pictograph for the given data. Bar graphs on weather reports, Change in climatic conditions to study and interpret. Bar graph preparation to depict the performance report, comparing the performance of any two subjects. Teacher signature H.M signature
Unit Name:- Chapter 10 _Mensuration No. of periods required: 1. Understanding concept of perimeter and area. 2. Derivation of formula for area and perimeter of rectangle and square. 3. Application of formula to solve different real life problems. Activity 1 :(group) Students are given stamp size photo, passport size photo so on students take a card board required to mount the photo with a space of one cm all over and tape it on all sides. They find the size of card board required and the length of ribbon required Activity 2: certain situations are listed out and students categorize them as situations related to area or perimeter Activity 3: Draw a figure or trace apalm or leaf on a graph pare and by counting the number of squares find the area. Repeat the activity by taking different rectangles and squares and derive the formula for area of rectangles and squares. Photo of different sizes Flash card Having Situations from daily life Graph paper Classify as problems related to area or perimeter 1) Ploughing a field 2) Fencing a garden Find area and perimeter of given figure With measures Find area of a rectangle of sides 3cms and 4 cms Given unit squares make 1) figures having same area different perimeter and hence find them. 2) figures having same perimeter different area and hence find them. Date of Activities Teacher signature H.M signature
Unit Name:- CH. 11: ALGEBRA No. of periods required: To observe the patterns to make latter of English alphabet and other sheets Children are asked to observe the patterns of varies shapes in the surroundings. Black board Find the rule which gives the number of match sticks required to make.t,v,z,u Date of Activities The number of times a given share repeated: to make general rule. To identify the number of match sticks required to make one pattern and then multiples of it to frame a general rule Colour chalk Find the general for the above. Concept of Variable meaning and representation Use of variable to express relations in any practical situation To calculate the number of match sticks required for collection of patterns in alphabets like L,V etc Number of patterns varies each time so it is a variable denoted usually as X Counting materials like pebbles, boo, pens etc. Small models geometrical shapes of The side of an equilateral triangle is shown by p express it's perimeter. Give expressions a) 7 added to b, b) p/s Fundamental operation using variables Perimeter of a square =S+S+S+S=4S,Regular hexagon = 6L Chart paper Find the correct solution from the values In the bracket n+12=20(12,8,20,0) Properties of numbers using variables Commutative property :a+b=b+a and a*b=b*a where a and b are variables Colour papers Complete the table An equation is condition on a X+3=5,then x=5
variable Value of the variable to balance the equation is the solution Solving the equation by using different methods Algebra in daily life 3=2,5 m+2=12 then m=12 2=10/5=2 if value of x=10 is x+10=30?,10+10 is not equal to 30 so x=20 is a solution Children are guided to verify the given values using different methods like trial and error. Usage of algebra in converting the verbal situations as expression. Flash cards Number cards. Power point presentation Downloaded videos Teacher signature H.M signature
Unit Name:- CH.12: RATIO & PROPORTION. No. of periods required: Date of Activities Meaning of ratio comparison of two quantities Representing the ratio symbolically of quantities of same unit Writing ratios as fractions and in lowest terms Writing ratios of different things in a collection. Counting and comparing the things available in the surrounding and comparing by taking the difference. Writing the compared things symbolically using ":" which means is as is to. eg: number of pens: number of pencils As 20:25 To write the compared quantities as fractions and simplifying to lowest forms. 20:25 =20/25 or 4:5 A collection of geometrical shapes will be given and they will be asked to write the ratio of any two shapes. Black board Colour chalk Counting materials like pebbles, books, pens etc. Small models of geometrical shapes. Find the ratio of number of boys to number of girls in a class of 35.students with 15 girls. Find the ratio of 33km to 121 km. 40cm to 1.5m. Simplify 450: 1800 5008 : 2016 Write the ratio of 20 mangoes to number of oranges in a bag of 50 fruits. Writing equivalent ratios with equality proportions Checking the proportionality of two equal ratios Writing the pairs of ratios representing the same values. 1:2 = 20:40 =1:2.1,2,20 & 40 are said to be in proportion. Students are asked to check the product of extremes and products of means, if they are equal they are said to be in proportion. Students are asked to check the Chart paper Colour papers Write any 4 equivalent ratios for 5:8. Check if they are in proportion 16:24::20:30 Change the order of above example and check.
The terms of proportion and their order Finding the value of missing term in the proportion Unitary method proportionality by changing the position of the 4 terms. One of the four terms will be missing, the students are asked to find the value using the proportionality rule. Students are asked to find the value of one unit first and then the value of given number of units. Flash cards Number cards. Power point presentations Find the value of X 8:9::x:27 If the cost of 7m cloth is Rs.294, find the cost of 5m cloth. Application of proportion in daily life situations Students are encouraged and guided by the teacher to solve the problems on proportions in real life examples. Downloaded videos Teacher signature H.M signature
Unit Name:- CH. 13: SYMMETRY No. of periods required: Meaning of the word symmetry The objects or pictures which have evenly balanced proportions are called symmetrical lf we can fold a picture through a line and both have match exactly, then that line is called line of symmetry Developing skills to draw symmetrical shapes and their line of symmetries Teacher shows few pictures which are symmetrical and explains. List out few things from your surroundings which are symmetrical. Make two ink Blot devils and draw the line of symmetry of both. Paper folding activity Find out the number of lines of symmetry of the following shapes by folding. Graph sheet Mirror Leaves Cut out of geometrical Figures Work sheet Complete the given figure. Write the number of line of symmetry in the given figure Date of Activities Able to understand that some figures can have no line of symmetry, one line of symmetry, two line of symmetry or more than two lines of symmetry They appreciate the symmetrical figures and the applications in our daily life and aesthetic values. Equilateral triangle Square Rectangle Collect symmetrical designs and make an album. Draw a rangoli and find out number of lines of symmetry in that. Rangoli patterns PPT Draw the three English alphabet each to show which have only.
Eg: Taj mahal It's construction is completely based on it's symmetric nature. By counting or measuring one half we can find the total pillars and other things. Teacher signature H.M signature
Unit Name:- CH.14: PRACTICAL GEOMETRY No. of periods required: Drawing of geometrical shapes that is familiar to them. Correct usage of geometrical instruments to avoid the errors. To draw circle, line segment etc using ruler and compasses. To make a copy of the given line segment. To draw perpendicular lines. Paper folding using colour paper. To draw a perpendicular bisector of a given line segment. To draw an angle of a given Students are asked to draw the geometric shapes that they know like square, rectangle, circle etc. Teacher will demonstrate the correct use of geometrical instruments along with probable errors that can occure. Demonstration by teacher followed by practice of students. Making of a copy of the given line segment using tracing paper, divider and colour pen. Demonstration by the teacher using ruler and compasses. Paper folding using colour paper. Demonstration by the teacher using ruler and compasses or protractor. Black board Colour chalk, Model of geometry box Card board models of geometrical instruments Small models of geometrical shapes. Chart paper, tracing paper. Colour papers Draw a circle of radius 3.2cm. Construct a line segment of length 5.6 cm using ruler and compasses. Draw a line segment PQ, without measuring construct a copy of it. Draw a line segment AB. Mark any point M on it. Through M draw a perpendicular to AB. Draw a perpendicular bisector to PQ= 8.4cm and measure both the parts. Draw an angle of 75=. And make a copy of it. Draw an angle of 140 and draw the axis of symmetry. Date of Activities
measure and making a copy of it. To draw the bisector of an angle. To draw angles of special measure like 90, 135 etc. To find the examples of perpendicular lines and angles. Paper folding using colour paper & tracing paper. Demonstration by the teacher using ruler and compasses or protractor. Paper folding using colour paper.. Demonstration by the teacher using ruler and compasses. Demonstration by the teacher using ruler and compasses or protractor. To observe and list out the examples from the surroundings. Flash cards Cards of different type of angles of different measures. Power point presentation Downloaded videos Draw the following angles: 90, 120, 85,45,135 List out the examples of perpendicular lines. Make the models of perpendicular lines and various angles. Teacher signature H.M signature