LESSON PLAN NUMBER: Math 01.06.

2022

SUBJECT: MATH TEACHER: MKALA CLASS: 6

TOPIC: Number System DATE:
SUBTOPIC: Place Values DURATION: 60 minutes

LESSON OBJECTIVES PREPARATION

Learner’s Book Section 1.1
6Np.01 Understand and explain the value of each Workbook Section 1.1
Additional teaching ideas for Section 1.1
digit in decimals (tenths, hundredths and Resource sheet 1A
Resource sheet 1B
thousandths). Resource sheet 1C
Resource sheet 1D
Resource sheet 1E

TEACHING AND LEARNING OUTLINE

INTRODUCTION. Time allocation: 20 minutes
Give learners time to answer the Getting started questions in their exercise books. After
10 minutes, ask learners to swap their books with a partner and check their partner’s answers as you
discuss the questions as a class. After the class have marked their work, walk round and check if there are any questions
that learners struggled with. You may want to recap particular concepts as a class. Refer to the Background knowledge
section at the start of this unit for suggestions for how to address gaps in learners’ prior knowledge.

MAIN LESSON. Total time allocation: 30 minutes

Learners work in pairs for this activity. Give each learner a set of 0–9 digit cards. Each pair of learners take turns to
make a 4-, 5- or 6-digit number that has 3 decimal places, for example 27.819. Ask learners to tell their partner the
value of each digit to see if they agree.

Ask learners questions such as:

 In 226.831 which digit is in the tenths place?
 In 19.053 the digit in the hundredths place is …?
 In 1.943 what does the digit 3 represent?

Then ask learners to use their cards to try and make a number based on information about each place value. For
example:
My number has 4 tens, 5 tenths, 6 thousandths, 2 ones and 1 hundredth. What is my number?

Learners continue to take turns and make numbers using the digit cards, but this time they hide the number from
their partner and give clues about each place value, similarly to the example given above.

Display a place value chart and write down the number 2002.2. Mark it on the chart and read it aloud as
‘two thousand and two point two’.
Ask questions about each digit in turn:
• What is the value of this digit?
• How many times larger is the value of this 2 than this 2?
You may find it useful to demonstrate the relationship between digits using arrows, for example:
1000 100 10 1 0.1 0.01

2 0 0 2 2

2 ones are 10 times bigger than 2 tenths.

Repeat with other numbers up to two decimal places, for example, 3003.33.
Watch out for learners who do not read decimal numbers correctly: we read the number 1.23 as ‘one point two,
three’ and not as ‘one point twenty-three’ because the digits 2 and 3 represent two tenths and 3 hundredths not 2
tens and 3 ones. Similarly, we read 1.02 as ‘one point zero, two’.
Explain that we can extend the range of numbers that we used in Stage 5 to include thousandths.
Practise writing and saying numbers shown on a place value chart. For example, ‘What is the shaded number?

Planeray 10 minutes

Ask learners to match pairs of equivalent calculations, then ask them to explain their answers by giving a pair of calculations,
for example:
× 10 × 100 is equivalent to × 10 × 10 × 10
5 × 10 × 100 5 × 10 × 10 × 10

MATERIALS/EQUIPMENT DIFFERENTIATION
A display copy of Resource sheet 1B, a 0–9 dice or Plan some questions that can be used to support
spinner (one for each pair). learners who find the concept difficult. For example,
mark on your lesson plan particular questions that
are straightforward.
Provide any learners who are struggling with a place
value grid that can be used throughout the lesson.
Challenge confident learners to make up games to
support less confident learners.

REFERENCES HOME TASKS

1 Learners can design a poster that shows how to
multiply and divide by 10, 100 and 1000. They should
use whole numbers and decimals and include
drawings, pictures or photographs. They could use
real life examples, such as:
• 1 metre is 100 times as long as 1 centimetre
• 1 cent is 100 times smaller than 1 dollar.
LESSON PLAN NUMBER: COMPUTING 02.06.2022

SUBJECT: MATH TEACHER: MKALA CLASS: 6

TOPIC: Number System DATE:

SUBTOPIC: Multiply and divide whole numbers and decimals by 10, 100
DURATION: 60 minutes
and 1000

LESSON OBJECTIVES PREPARATION

6Np.02 Use knowledge of place value to multiply and divide whole Learner’s Book Section 1.1
numbers and decimals by 10, 100 and 1000.
Workbook Section 1.1

Additional teaching ideas for Section

1.1

TEACHING AND LEARNING OUTLINE

INTRODUCTION. Time allocation: 10 minutes

Activate prior knowledge by asking students to turn to a partner and recite their multiplication facts using the
factor 10. After both partners have had a chance to say their facts, ask them to discuss the patterns they used
to find the answers. Allow a few partners to share their answers with the class

MAIN LESSON. Total time allocation: 30 minutes

Write a number on the board, e.g. 541, and ask one third of the class to multiply it by 10, another third to multiply it by
100 and the remaining third to multiply it by 1000. Record the answers and ask learners:
What is the same and what is different about these answers?

Repeat this activity but this time use division of 10,100 and 1000.
Repeat this activity again but start with a decimal instead of an integer.

 Ask learners to choose their own 3-digit number with 2 decimal places, for example 3.45, and to record
what it would be after it is multiplied by 10, 100 and 1000 and divided by 10, 100 and 1000
o Remind children that multiplying and dividing by 10, 100 and 1000 has an effect on
the place value of digits in a number, and does not move the decimal point
 Whole numbers are not written with a decimal point
 Trailing zeros in decimal place values do not affect the value of a number and are not
required in their answer.

Using a calculator, place any number in the display press the x button, put in 10 or 100 or 1000 Press = What
happens? Try with different numbers. What happens? Do you think it will always happen? Why?
Put a number into the display press divide then 10, 100 or 1000. What happens? Can you predict what the answer
will be for any number and multiplying or dividing by 10, 100 or 10000? Check. Were you right?

Planeray 10 minutes
Ask learners to match pairs of equivalent calculations, then ask them to explain their answers by giving a pair of
calculations, for example:

× 10 × 100 is equivalent to × 10 × 10 × 10

5 × 10 × 100 5 × 10 × 10 × 10

MATERIALS/EQUIPMENT DIFFERENTIATION
 chart paper The children are given whole amounts to multiply by
 markers 10, 100 or 1000 to develop their understanding of
place value and what happens when we multiply by
10,100 and 1000. They have 3 blocks so that they can
work out x by 10 first, then 100 and then 1000 so
that they can see what happens to the number each
time and develop their understanding as to why the
digits move that many places. Additionally, the
children may want to use the place value chart
provided in the purple activity to help explain what is
happening to the digits. For a further challenge, the
children can write their final amounts in words.

REFERENCES HOME TASKS

Ask children to use the following cards to make a

loop-card game by matching the correct
answers. They could print and cut these cards
out, or copy them at home
LESSON PLAN NUMBER: Math 03.06.2022

SUBJECT: MATH TEACHER: MKALA CLASS: 6

TOPIC: Number System DATE:

SUBTOPIC: Multiply and divide whole numbers and decimals by 10, 100
DURATION: 60 minutes
and 1000

LESSON OBJECTIVES PREPARATION

6Np.03 Compose, decompose and regroup numbers, including Learner’s Book Section 1.1
decimals (tenths, hundredths and thousandths).
Workbook Section 1.1

Additional teaching ideas for Section

1.1

TEACHING AND LEARNING OUTLINE

INTRODUCTION. Time allocation: 10 minutes

Ask students if they know the meaning of compose. Write it on the chart paper. Define it as coming together to
make something. For example, Four is composed of four ones. Ask students if they can now guess the meaning of
decompose. Write it on the chart paper. Define it as to separate into smaller or simpler parts. For example, the
number 42 can be decomposed into four tens and two ones. Explain that today students will be composing and
decomposing numbers within 20. Elaborate that these skills will help us add and subtract.

MAIN LESSON. Total time allocation: 30 minutes

Distribute student whiteboards and markers. Instruct students to follow along on their whiteboards with you as you
draw on the chart paper. Draw a number bond: a circle on the top, with two circles underneath connected to the
top circle with lines. In the bottom circles, write the numbers 6 and 3, respectively. Ask students to turn and tell
their partner the sum of 6 and 3. Say, “What is composed of 6 and 3?” Record the number 9 in the top circle.
Instruct students to erase the numbers in their number bond while you draw a new one. Write the number 14 in
the top circle, and leave the bottom two circles blank. Ask students to turn and tell their partner the easiest way to
decompose the number 14. Explain that there is more than one correct way. Ask student volunteers to share their
strategies for decomposition. Choose one and record it on your paper.

Lead learners understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

100 can be thought of as a bundle of ten tens -- called a 'hundred

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or
nine hundreds (and 0 tens and 0 ones)

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens
and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds
Planeray 10 minutes

Assess student abilities informally through class discussion and independent work time. Have students turn in their
worksheets for you to review for understanding and accuracy

MATERIALS/EQUIPMENT DIFFERENTIATION
 Large cards with examples of decompositions
(both correct and incorrect). For example:

o 10 = 5 + 1 + 4 Review simple decomposition with the Break the

Numbers Down worksheet. Call students who need
o 10 = 4 + 2 + 3 + 2
extra support to work in a small group with you.
o 620 = 600 + 15 + 5

Index Cards

REFERENCES HOME TASKS

Ask children to use the following cards to make a

loop-card game by matching the correct answers.
They could print and cut these cards out, or copy
them at home
LESSON PLAN NUMBER: Math 04.06.2022

SUBJECT: MATH TEACHER: MKALA CLASS: 6

TOPIC: Number System DATE:

SUBTOPIC: Rounding decimal numbers DURATION: 60 minutes

LESSON OBJECTIVES PREPARATION

6Np.04 Round numbers with 2 decimal places to the nearest Learner’s Book Section 1.2
tenth or whole number hundredths and thousandths). Workbook Section 1.2
Additional teaching ideas for
Section 1.2
Resource sheet 1F

TEACHING AND LEARNING OUTLINE

INTRODUCTION. Time allocation: 10 minutes

Rounding Bingo

Ask each learner to draw a 2 by 2 grid and write a whole number between 0 and 10 in each cell. Read out a number
with 1 decimal place between 0.1 and 9.9 inclusive. Learners must round the number to the nearest whole number.
If the answer is on their grid, the learner crosses it out.
MAIN LESSON. Total time allocation: 30 minutes
Show a picture of someone in a local shop. Explain that the person wants a rough idea (approximation) of
what they are spending as they go round the shop. Ask what they might do.

Discuss any ideas that are offered including using a calculator and systems for scanning goods. You may need to
guide learners towards the idea that one way of approximating is to round the prices to make them easier to
add.

Remind learners that we can round numbers in different ways, for example, in earlier stages, we rounded
whole numbers to the nearest 10, 100, 1000. The smaller the number we round to the greater the degree of
accuracy, for example
• 3456 is 3460 to the nearest 10
• 3456 is 3500 to the nearest 100
• 3456 is 3000 to the nearest 1000.
Ask learners to imagine that one item in the shop costs
$5.56. How much is this to the nearest dollar?
Another item costs $6.05, what is this to the nearest dollar?

Answer: $6

Demonstrate these using a number line.

• Round 5.56 to the nearest whole number:

rounds up to 6
 5.0 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 6.0

5.56

• Round 6.05 to the nearest whole number:

rounds down to 6

6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 7.0

6.05

Planeray 10 minutes

Ask learners to give feedback on the presentation, giving as many good points as they can and just one
suggestion for improvement. Learners will show they are critiquing when they explain their points for
improvement.

•Ask learners to complete the Check your progress exercise in the Learner’s Book. Address any issues that arise and
consider using the worksheets to give learners confidence before they work on the Unit 1 test.
MATERIALS/EQUIPMENT DIFFERENTIATION
Picture for displaying to the class You can support less confident learners by
suggesting they draw their own number lines. You
Price Tags can challenge more confident learners to work in
pairs to produce a puzzle or game that involves
rounding for the rest of the class to use

REFERENCES HOME TASKS

Ask learners to collect examples of numbers used in
news items or reports and to say whether the number
is likely to be exact or rounded
LESSON PLAN NUMBER: Math 05.06.2022

SUBJECT: MATH TEACHER: MKALA CLASS: 6

TOPIC: Number System DATE:

SUBTOPIC: Counting and sequences DURATION: 60 minutes

LESSON OBJECTIVES PREPARATION

6Nc.01 Count on and count back in steps of constant size, Have the following ready
including fractions and decimals, and extend beyond zero Learner’s Book Section 2.1
to include negative numbers. Workbook Section 2.1
Additional teaching ideas for Section 2.1
Resource sheet 2A
Resource sheet 2B
Resource sheet 2C Resource sheet 2D

TEACHING AND LEARNING OUTLINE

INTRODUCTION. Time allocation: 10 minutes
Use a counting stick, divided by lines into 10 sections, as a model for counting on and back. Decide what the start
and end numbers will be, and ask learners to work out what each line in-between represents. Point to each line and
ask learners to say the number out loud in unison. Repeat this several times, sometimes counting on and sometimes
counting back. Use this to count in fractions, decimals and negative numbers. Include some examples where zero is
in the middle of the counting stick.

MAIN LESSON. Total time allocation: 30 minutes

Individually ask learners to draw an empty number line. Give them a starting number and a constant size to count
in, then ask them to annotate each step on the number line. In further similar examples, vary the placement of the
number you give them, sometimes at the beginning of the number line (so they will count on), at the end (so they
will count back) or in the middle (so they have to count on and count back). Use a variety of integers, fractions,
decimals and negative numbers
Ask learners to start at 7.5 and count back in 0.4s:
7.5, 7.1, 6.7, …

Ask learners questions about the sequence such as:

 Will one of the numbers in this sequence be 1? How do you know?
 Will one of the numbers in this sequence be 0? How do you know?
 Will one of the numbers this sequence be -1.8? How do you know?

Learners will show they are generalising (TWM.02) when they notice certain properties of the sequence and
use these to answer the questions above.

Planeray 10 minutes

Assess student abilities informally through class discussion and independent work time. Have students turn in their
worksheets for you to review for understanding and accuracy
MATERIALS/EQUIPMENT DIFFERENTIATION
Counting stick, empty number line Review simple decomposition with the Break the
Numbers Down worksheet. Call students who need
extra support to work in a small group with you.

REFERENCES HOME TASKS

Ask children to use the following cards to make a

loop-card game by matching the correct answers.
They could print and cut these cards out, or copy
them at home

LESSON PLAN NUMBER: COMPUTING 05.06.2022

 SUBJECT: MATH TEACHER: MKALA CLASS: 6

TOPIC: Number System DATE:

SUBTOPIC: DURATION: 60 minutes

LESSON OBJECTIVES PREPARATION

TEACHING AND LEARNING OUTLINE

INTRODUCTION. Time allocation: 10 minutes

MAIN LESSON. Total time allocation: 30 minutes

Planeray 10 minutes

MATERIALS/EQUIPMENT DIFFERENTIATION

REFERENCES HOME TASKS