2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

DATES 18 – 20 Jan 23 – 27 Jan 30 Jan – 03 Feb 06 – 10 Feb 13 – 17 Feb 20 – 24 Feb 27 Feb – 03 Mar 06 – 10 Mar 13 – 17 Mar 22 – 24 Mar 27 – 31 Mar
HOURS PER
9 hrs 12 hrs 12 hrs 3 hrs 12 hrs 3/6 hrs 6/3 hrs
TOPIC
TOPICS, REVISION OF GRADE 5 WORK (to be WHOLE NUMBERS WHOLE NUMBERS FORMAL WHOLE NUMBERS REVISION FORMAL
CONCEPTS integrated into the topics, Addition and subtraction Multiplication ASSESSMENT TASK Division ASSESSMENT
AND SKILLS accordingly) Number range for calculations Number range for calculations Number range for calculations TASK
WHOLE NUMBERS  Addition and subtraction of whole numbers with at  Multiplication of at least whole 4-digit by 3-digit ASSIGNMENT  Division of at least whole 4-digit by 3-digit TEST
Counting, ordering, comparing, least 5-digit and 6-digit numbers numbers Whole numbers numbers All topics
representing and place value (6-9- Calculation techniques  Multiple operations on whole numbers with or without  Counting,  Multiple operations on whole numbers with or
digit numbers)  Use any two of the range of techniques to brackets ordering, without brackets
 Order, compare and represent perform and check written and mental calculations comparing, Calculation techniques
numbers up to at least 9-digit with whole numbers including: Calculation techniques representing and  Use any two of the range of techniques to
numbers  Estimation  Use any two of the range of techniques to perform and place value perform and check written and mental calculations
 Represent prime numbers to at  Adding, subtracting in columns check written and mental calculations with whole numbers  Addition and with whole numbers including:
least 100  Building up and breaking down numbers including: subtraction  Estimation
 Recognize the place value of digits  Rounding off and compensating  Estimation  Multiplication  Long division
in whole numbers to at least 9-digit  Using a number line  Multiplying in columns Note: Assignment to  Building up and breaking down numbers
numbers  Using addition and subtraction as inverse  Building up and breaking down numbers be completed in class  Using multiplication and division as inverse
 Round off to the nearest 5, 10, 100 operations  Doubling and halving within 3 hrs operations
and 1 000  Using a calculator  Using multiplication and division as inverse  Using a calculator
Note: operations Note:
 Ensure that the strategies used do not  Using a calculator  Ensure that the strategies used do not
compromise conceptual understanding Note: compromise conceptual understanding
 Calculator must only be used to check the  Ensure that the strategies used do not compromise  Calculator must only be used to check the
correctness of the solution conceptual understanding correctness of the solution
Properties of whole numbers  Calculator must only be used to check the Properties of whole numbers
 Recognise and use the commutative, associative, correctness of the solution  Recognise and use the distributive property of
distributive properties of whole numbers whole numbers
 0 in terms of its additive property Number range for multiples and factors  1 in terms of its multiplicative property
Solving problems  Multiples of 2-digit and 3-digit numbers Solving problems
 Solve problems involving whole numbers,  Factors of 2-digit and 3-digit whole numbers  Solve problems involving whole numbers,
including:  Prime factors of numbers to at least 100 including:
 Financial contexts  Financial contexts
 Measurement contexts Properties of whole numbers  Measurement contexts
 Recognise and use the commutative, associative,  Comparing two or more quantities of the
distributive properties of whole numbers same kind (ratio)
 1 in terms of its multiplicative property  Comparing two quantities of different kinds
Solving problems (rate)
 Solve problems involving whole numbers, including:  Grouping and equal sharing with remainders
 Financial contexts
 Measurement contexts
 Comparing two or more quantities of the same kind
(ratio)
 Comparing two quantities of different kinds (rate)
DATE WORK
COMPLETED
PREREQUISITE  Counting, ordering, comparing,  Addition and subtraction of 5-digit numbers  Multiplication of 3-digit by 2-digit numbers  Division of 3-digit by 2-digit numbers
SKILL OR PRE- representing and place value of (4-6-  Properties of operations with whole numbers  Prime numbers  Multiples of 2-digits whole numbers to at least 100
KNOWLEDGE digit numbers)  Multiples of 2-digits whole numbers to at least 100  Factors of 2-digit whole numbers to at least 100
 Represent odd and even numbers to  Factors of 2-digit whole numbers to at least 100  Properties of operations with whole numbers
at least 1 000.  Properties of operations with whole numbers

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

DATES 3 hrs 12 – 14 Apr 17 – 21 Apr 24 – 26 Apr 04 – 05 May 08 – 12 May 15 – 19 May 22 – 26 May 29 May – 02 Jun 05 – 09 Jun 12 – 15 Jun 19 – 23 Jun
HOURS PER
6 hrs 6 hrs 6 hrs 15 hrs 12 hrs 4 hrs 6 hrs
TOPIC
TOPICS, FORMAL NUMBER SENTENCES NUMERIC PATTERNS GEOMETRIC PATTERNS COMMON FRACTIONS DECIMAL FRACTIONS REVISION OF ASSESSMENT
CONCEPTS AND ASSESSMENT TASK  Write number Investigate and extend patterns Investigate and extend patterns Describing and ordering fractions Recognising, ordering and place value TERM 1 & 2 TASK
SKILLS INVESTIGATION sentences to describe of decimal fractions WORK TEST
 Investigate and extend  Investigate and extend  Compare and order common fractions, including
problem situations numeric patterns looking for geometric patterns looking specifically tenths and hundredths  Count forwards and backwards in All term 1 & 2 topics
Note: Administer an  Solve and complete relationships or rules of for relationships or rules of Calculations with fractions: decimal fractions to at least two
investigation on any number sentences by: patterns: patterns: decimal places
 Addition and subtraction of common fractions in which
ONE of the term 2  Inspection  Sequences not limited to  Represented in physical one denominator is a multiple of another  Compare and order decimal
topics before a constant difference or or diagram form fractions to at least two decimal
 Trial and  Addition and subtraction of mixed numbers
teaching it ratio places
improvement  Sequences not limited
 Fractions of whole numbers  Place value of digits to at least two
 Check solutions by  Of learner’s own creation to a constant difference
or ratio Solving problems decimal places
substitution  Represented in tables
 Of learner’s own  Solve problems in contexts involving common fractions, Calculations with decimal fractions
 Describe observed
creation including grouping and sharing  Addition and subtraction of decimal
relationships or rules in
learner’s own words  Describe observed Percentages fractions of at least two decimal
relationships or rules in  Find percentages of whole numbers places
Input and output values
learner’s own words  Multiply decimal fractions by 10 and
 Determine input values, output Equivalent forms
Input and output values 100
values and rules for the  Recognise and use equivalent forms of common
patterns and relationships  Determine input values, fractions with 1-digit or 2-digit denominators (fractions in Solving problems
using: output values and rules for which one denominator is a multiple of another)  Solve problems in context involving
 flow diagrams the patterns and decimal fractions
 Recognise equivalence between common fraction and
relationships using:
 tables percentage forms of the same number Equivalent forms:
 Flow diagrams
Equivalent forms  Recognise equivalence between
 Tables common fraction and decimal
 Determine equivalence of fraction forms of the same number
different descriptions of the Equivalent forms
same relationship or rule  Determine equivalence of  Recognise equivalence between
presented: different descriptions of the common fraction, decimal fraction
same relationship or rule and percentage forms of the same
 Verbally number
presented:
 In a flow diagram
 Verbally
 In a table
 In a flow diagram
 By a number sentence
 In a table
 By a number sentence
DATE WORK
COMPLETED
PREREQUISITE Number sentences at  Investigate and extend  Investigate and extend  Whole numbers  Common fractions
SKILL OR PRE- the level of Grade 5 patterns patterns  Equal sharing  Percentages
KNOWLEDGE  Describe patterns in own  Describe patterns in own  Fractions of whole numbers  Compare and order tenths and
words words hundredths
Equivalence
 Describe general rules  Fractions of whole numbers
observed in patterns
Equivalence
 Determine input and output
values

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 5 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

DATES 18 – 21 Jul 24 – 28 Jul 31 Jul – 04 Aug 07 – 11 Aug 14 – 18 Aug 21 – 25 Aug 28 Aug – 01 Sep 04 – 08 Sep 11 – 15 Sep 18 – 22 Sep 26 – 29 Sep

HOURS PER
TOPIC 6 hrs 12 hrs 9 hrs 6 hrs 9 hrs 6 hrs 4 hrs

TOPICS, FORMAL LENGTH PROPERTIES OF 2D SHAPES SYMMETRY PROPERTIES OF 3D OBJECTS AREA, PERIMETER AND REVISION FORMAL
CONCEPTS AND ASSESSMENT Practical measuring Range of shapes Recognize, draw and describe lines of Range of objects VOLUME ASSESSMENT
SKILLS TASK symmetry in 2-D shapes Perimeter TASKS
 Estimate and practically measure  Regular and irregular polygons  Recognise, visualize and name 3-D
PROJECT 2D shapes and 3D objects using objects in the environment and  Measure perimeter using rulers TEST
‒ Triangles, squares, rectangles,
Note: The project measuring instruments such as: parallelograms, other quadrilaterals, TRANSFORMATIONS (6 hrs) geometric settings, focusing on: or measuring tapes All term 3
must cover a ‒ Rulers pentagons, hexagons, heptagons, ‒ rectangular prisms topics
combination of Use transformations to make composite
‒ Metre sticks octagons shapes ‒ cubes Measurement of area
topics from term
1-3 and must be ‒ Tape measures  Similarities and differences between  Make composite 2D shapes including shapes ‒ tetrahedrons  Continue to find areas of regular
completed before rectangles and parallelograms with line symmetry by tracing and moving a 2D and irregular
‒ Trundle wheels ‒ pyramids
the end of term 3 shape in one or more of the following ways: shapes by counting squares on
 Record, compare and order lengths  Similarities and differences between
of shapes and objects in Features of shapes ‒ By rotation tetrahedrons and other pyramids grids
millimetres (mm), centimetres (cm),  Describe, sort and compare 2D shapes in‒ By translation  Develop rules for calculating the
metres (m), kilometres (km) terms of ‒ By reflection areas of squares and rectangles
Characteristics of objects
‒ Number of sides
 Describe, sort and compare 3-D
Calculations and problem-solving ‒ Length of sides Use transformations to make tessellations objects in terms of: Measurement of volume
 Solve problems in contexts ‒ Size of angles  Make tessellated patterns including some ‒ number and shape of faces  Continue to find volume/capacity
involving length  Acute patterns with line symmetry by tracing and of objects by packing or filling
‒ number of vertices them
 Convert between  Right moving 2D shapes in one or more of the following
ways: ‒ number of edges  Develop an understanding of
millimetres (mm),  Obtuse
‒ By rotation Further activities why the volume of
centimetres (cm),  Straight
‒ By translation  Make 3D models using: rectangular prisms is given by
metres (m) and  Reflex length multiplied by width
‒ By reflection ‒ drinking straws, toothpicks
kilometres (km)  Revolution etc. multiplied by height
 Conversions should include Further activities ‒ nets
common fractions and decimal Describe patterns Investigate
fractions forms to 2 decimal places  Draw 2D shapes on grid paper
 Refer to lines, 2D shapes, 3D objects and/or lines  Relationship between perimeter
 Draw circles, patterns in circles and of symmetry and/or rotations and/or reflections
patterns with circles using a pair of and area of
and/or translations when describing patterns:
compasses rectangles and squares.
‒ In nature
 Relationship between surface
‒ From modern everyday life area and volume of rectangular
Angles
‒ From our cultural heritage prisms
 Recognise and name the following angles
in 2D shapes:
‒ Acute Enlargement and reductions
‒ Right  Draw enlargement and reductions of 2D shapes
to compare size and shape of
‒ Obtuse
‒ Triangles
‒ Straight
‒ Quadrilaterals
‒ Reflex
‒ Revolution

DATE WORK
COMPLETED

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

DATES 18 – 21 Jul 24 – 28 Jul 31 Jul – 04 Aug 07 – 11 Aug 14 – 18 Aug 21 – 25 Aug 28 Aug – 01 Sep 04 – 08 Sep 11 – 15 Sep 18 – 22 Sep 26 – 29 Sep

HOURS PER
TOPIC 6 hrs 12 hrs 9 hrs 6 hrs 9 hrs 6 hrs 4 hrs

PREREQUISITE  Estimating, measuring, recording,  Similarities and differences between  2D shapes

SKILL OR PRE- comparing and ordering length
KNOWLEDGE  Use measuring instruments
 Units of length
 Solve problems in contexts
 Conversions limited to whole
numbers and common fractions
squares and rectangles  Symmetry
 Recognise and describe angles in 2D  Similarities and differences between cubes
shapes: and rectangular prisms
‒ Right angles  Describe, sort and compare 3-D objects in
‒ Angles smaller than right angles terms of:
‒ Angles greater than right angles ‒ Shape of faces
 Describe, sort and compare 2D shapes in ‒ Number of faces
terms of ‒ Flat and curved surfaces
‒ Straight and curved sides
‒ Number of sides
‒ Lengths of sides
‒ Angles in shapes, limited to right
angles, angles smaller than right
angles and angles greater than
right angles

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 6 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

DATES 10 – 13 Oct 16 – 20 Oct 23 – 27 Oct 30 Oct - 03 Nov 06 – 10 Nov 13 – 17 Nov 20 – 24 Nov 27 Nov – 01 Dec 04 – 08 Dec 11 – 15 Dec
HOURS PER
9 hrs 6 hrs 6 hrs 12 hrs 6 hrs 6 hrs 6 hrs 3 hrs
TOPIC
TOPICS, MASS TIME CAPACITY AND VOLUME DATA HANDLING USE ALL FOUR BASIC REVISION FORMAL ASSESSMENT TASK
CONCEPTS AND Practical measuring Reading time and time Practical measuring Collecting and organising data OPERATIONS TO SOLVE TEST
SKILLS instruments PROBLEMS IN CONTEXT
 Estimate and practically measure 3D  Estimate and practically Collect data Term 3 & 4 topics and
objects using measuring instruments  Read, tell and write time in 12- measure 3D objects using Solving problems
 Use tally marks and tables for recording fundamental topics of term 1
such as: hour and 24-hour formats on measuring instruments such  Solve problems in contexts
both analogue and digital as:  Use simple questionnaires (yes/no type response) involving whole numbers and &2
‒ Bathroom scales (analogue
and digital); instruments in: ‒ Measuring spoons  Order data from smallest group to largest group fractions, including:
‒ Kitchen scales (analogue and ‒ Hours ‒ Measuring cups, Note: PROVIDE LEARNERS WITH DATA TO SAVE TIME ‒ Financial contexts
digital) ‒ Minutes ‒ Measuring jugs Representing data ‒ Measurement contexts
‒ Balances ‒ Seconds  Record, compare and order  Draw a variety of graphs to display and interpret data ‒ Fractions, including
 Record, compare and order mass of  Instruments include clocks, capacity and volume of 3D including: grouping and equal
objects in grams (g) and kilograms watches and stopwatches objects in millilitres (ml), litres ‒ Pictographs with many-to-one representations sharing
(kg) Reading calendars (l) and kilolitres (kl) ‒ Bar graphs and double bar graphs ‒ Comparing two or
Calculations and problem-solving Calculations and problem- more quantities of the
Calculations and problem- Analysing, interpreting and reporting data same kind (ratio)
 Solve problems in contexts involving solving related to time solving
 Critically read and interpret data represented in: ‒ Comparing two
mass  Solve problems in contexts  Solve problems in contexts
involving capacity/volume ‒ Words quantities of different
 Convert between grams and involving time kinds (rate)
kilograms to include fraction and  Convert between kilolitres, ‒ Pictographs
 Read time zone maps and
decimal forms (to 2 decimal places) calculating time differences litres and millilitres to include ‒ Bar graphs
based on time zones fraction and decimal forms (to ‒ Double bar graphs
2 decimal places)
 Calculation of time intervals ‒ Pie charts
where time is given in:
 Analyse data by answering questions related to:
‒ Seconds and/or ‒ Data categories, including data intervals
minutes;
‒ Data sources and contexts
‒ Minutes and/or hours
‒ Central tendencies – (mode and median)
‒ Hours and /or days
 Summarise data verbally and in short written paragraphs
‒ Days and/or weeks
that include
and/or months
‒ Drawing conclusions about the data
‒ Years and/or decades
‒ Making predictions based on the data
‒ Centuries and/or
decades and/or years

DATE WORK
COMPLETED
PREREQUISITE  Estimating, measuring, recording,  Calculation of the number of  Number sentences
SKILL OR PRE- comparing and ordering mass days between any two dates  All operations with whole
KNOWLEDGE  Use measuring instruments within the same or numbers, common fractions and
consecutive years decimal fractions
 Units of mass
 Calculation of time intervals
 Solve problems in contexts where time is given in minutes
 Conversions limited to whole numbers or hours only
and common fractions