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

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

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
at least 1 000. • Factors of 2-digit whole numbers to at least 100 • Properties of operations with whole numbers
• 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

3 hrs
HOURS PER
6 hrs 6 hrs 6 hrs 15 hrs 12 hrs 4 hrs 6 hrs
TOPIC

TOPICS, FORMAL NUMBER SENTENCES NUMERIC PATTERNS
CONCEPTS AND ASSESSMENT TASK • Write number sentences to Investigate and extend patterns
SKILLS INVESTIGATION describe problem situations
• Investigate and extend
• Solve and complete number numeric patterns looking for
Note: Administer an sentences by: relationships or rules of
investigation on any − Inspection patterns:
ONE of the term 2 − Sequences not limited to
− Trial and improvement
topics before a constant difference or
• Check solutions by substitution
teaching it ratio
− Of learner’s own creation
− Represented in tables
• Describe observed
relationships or rules in
learner’s own words
Input and output values
• Determine input values, output
values and rules for the
patterns and relationships
using:
− flow diagrams
− tables
Equivalent forms
• Determine equivalence of
different descriptions of the
same relationship or rule
presented:
− Verbally
− In a flow diagram
− In a table
− By a number sentence
GEOMETRIC PATTERNS COMMON FRACTIONS DECIMAL FRACTIONS REVISION OF ASSESSMENT
Investigate and extend patterns Describing and ordering fractions Recognising, ordering and place value TERM 1 & 2 TASK
of decimal fractions WORK TEST
• Investigate and extend geometric patterns • Compare and order common
looking for relationships or rules of fractions, including specifically • Count forwards and backwards in All term 1 & 2 topics
patterns: tenths and hundredths decimal fractions to at least two
− Represented in physical or diagram Calculations with fractions: decimal places
form • Addition and subtraction of common • Compare and order decimal
fractions in which one denominator fractions to at least two decimal
− Sequences not limited to a constant
is a multiple of another places
difference or ratio
• Addition and subtraction of mixed • Place value of digits to at least two
− Of learner’s own creation
numbers decimal places
• Describe observed relationships or rules in
• Fractions of whole numbers Calculations with decimal fractions
learner’s own words
Solving problems • Addition and subtraction of decimal
Input and output values
fractions of at least two decimal
• Determine input values, output values and • Solve problems in contexts involving places
rules for the patterns and relationships common fractions, including
grouping and sharing • Multiply decimal fractions by 10 and
using:
100
− Flow diagrams Percentages
Solving problems
− Tables • Find percentages of whole numbers
• Solve problems in context involving
Equivalent forms Equivalent forms decimal fractions
• Determine equivalence of different • Recognise and use equivalent forms Equivalent forms:
of common fractions with 1-digit or
descriptions of the same relationship or • Recognise equivalence between
rule presented: 2-digit denominators (fractions in
which one denominator is a multiple common fraction and decimal
− Verbally fraction forms of the same number
of another)
− In a flow diagram • Recognise equivalence between • Recognise equivalence between
common fraction and percentage common fraction, decimal fraction
− In a table
forms of the same number and percentage forms of the same
− By a number sentence number

PREREQUISITE Number sentences at the level of • Investigate and extend • Investigate and extend patterns • Whole numbers • Common fractions
SKILL OR PRE- Grade 5 patterns • Describe patterns in own words • Equal sharing • Percentages
KNOWLEDGE • Describe patterns in own • Fractions of whole numbers • Compare and order tenths and
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

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

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

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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

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

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
HOURS PER
9 hrs
TOPIC
TOPICS, MASS
CONCEPTS AND Practical measuring
SKILLS
• Estimate and practically
measure 3D objects using
measuring instruments such
as:
‒ Bathroom scales
(analogue and digital);
‒ Kitchen scales
(analogue and digital)
‒ Balances
• Record, compare and order
mass of objects in grams (g)
and kilograms (kg)
Calculations and problem-
solving
• Solve problems in contexts
involving mass
• Convert between grams and
kilograms to include fraction
and decimal forms (to 2
decimal places)
PREREQUISITE • Estimating, measuring,
SKILL OR PRE- recording, comparing and
KNOWLEDGE ordering mass
• Use measuring instruments
• Units of mass
• Solve problems in contexts
• Conversions limited to whole
numbers and common
fractions
WEEK 3
6 hrs
TIME
Reading time and time instruments
• Read, tell and write time in 12-hour
and 24-hour formats on both
analogue and digital instruments in:
‒ Hours
‒ Minutes
‒ Seconds
• Instruments include clocks, watches
and stopwatches
Reading calendars
Calculations and problem-solving
related to time
• Solve problems in contexts involving
time
• Read time zone maps and calculating
time differences based on time zones
• Calculation of time intervals where
time is given in:
‒ Seconds and/or minutes;
‒ Minutes and/or hours
‒ Hours and /or days
‒ Days and/or weeks and/or
months
‒ Years and/or decades
‒ Centuries and/or decades
and/or years
• Calculation of the number of days
between any two dates within the
same or consecutive years
• Calculation of time intervals where
time is given in minutes or hours only
WEEK 4
6 hrs
CAPACITY AND VOLUME
Practical measuring
• Estimate and practically measure 3D
objects using measuring instruments
such as:
‒ Measuring spoons
‒ Measuring cups,
‒ Measuring jugs
• Record, compare and order capacity
and volume of 3D objects in millilitres
(ml), litres (l) and kilolitres (kl)
Calculations and problem-solving
• Solve problems in contexts involving
capacity/volume
• Convert between kilolitres, litres and
millilitres to include fraction and
decimal forms (to 2 decimal places)
• Number sentences
• All operations with whole numbers,
common fractions and decimal fractions
WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
12 hrs 6 hrs 6 hrs 6 hrs 3 hrs
DATA HANDLING USE ALL FOUR BASIC REVISION FORMAL ASSESSMENT TASK
Collecting and organising data OPERATIONS TO SOLVE TEST
PROBLEMS IN CONTEXT
Collect data Term 3 & 4 topics and
Solving problems
• Use tally marks and tables for recording fundamental topics of term 1
• Solve problems in contexts
• Use simple questionnaires (yes/no type response) involving whole numbers and &2
• Order data from smallest group to largest group fractions, including:
Note: PROVIDE LEARNERS WITH DATA TO SAVE TIME ‒ Financial contexts
Representing data ‒ Measurement contexts
• Draw a variety of graphs to display and interpret data ‒ Fractions, including
including: grouping and equal
sharing
‒ Pictographs with many-to-one representations
‒ Comparing two or more
‒ Bar graphs and double bar graphs
quantities of the same
Analysing, interpreting and reporting data kind (ratio)
• Critically read and interpret data represented in: ‒ Comparing two quantities
‒ Words of different kinds (rate)
‒ Pictographs
‒ Bar graphs
‒ Double bar graphs
‒ Pie charts
• Analyse data by answering questions related to:
‒ Data categories, including data intervals
‒ Data sources and contexts
‒ Central tendencies – (mode and median)
• Summarise data verbally and in short written paragraphs that
include
‒ Drawing conclusions about the data
‒ Making predictions based on the data