KENDRIYA VIDYALAYA SANGHATHAN

MUMBAI REGION

(2022-2023)

MATHEMATICS

(Bridge course for Class VI)

 MODULE-1
DAY -1
(PLACE VALUE)

1.To understand the place value and face value.

TLOs 2.To understand the smaller and greater number.

3. To write any number in expanded form.

Instructions for 1. Ask students to compare by checking the place

teachers value and face value.

2. Ask students the predecessor and successor.

Instructions for 1. First check the number of digits for finding the
students greater value.

2. Then check the place value of any number.

1.International and Indian numeral system.

2. Predecessor and successor of any number.

CONTENT 3. Expanded form of any number.

TLM
ASSESSMEN
T
 What I understood?

What is place value and face value.

FEEDBACK
 MODULE 2
Day 2 ( Basic operations)
(Addition and subtraction)

1.To add different numbers

2. To subtract different numbers
TLOs 3.The students will be able to identify the
smaller and greater number for
subtraction
Instructions 1.Ask learners to find the greater number
for teachers in the case of subtraction.
2.Ask learners to arrange the numbers
using the place value.

Instructions 1. Observe the place value for finding the

for students greater number.
2.Start adding from the unit place only.
3.Never forget to carry the value.
 Add
a) 3 6 0 9 b) 7 8 4 6
CONTENT +1560 +2031
_____________ _____________
______________ ______________

c) 6 2 5 4 7 d) 4 9 9 8 4

+31879 +21006
______________ _____________
______________ ______________

e) 2 8 7 9 4 3 f) 5 5 5 6 6 6
+491325 +299777
___________________
___________________
____________________
___________________
 II) Subtract
a) 6 0 6 3 b) 7 7 7 7
−3041 −3895
_____________ _______________
______________ ________________
c) 2 2 4 5 6 d) 9 4 8 3 0
−17586 −44720
________________ ________________
_________________ ________________
e) 5 8 7 6 5 2 f) 6 4 3 9 9 6
−496538 −317052
___________________
__________________
____________________
__________________

TLM
 For addition different terms like add,
plus ,total, together and sum can be used.
For subtraction minus, take away,
difference can be used.

Solve the following

1) A survey report gave the number of
ASSESSMEN males and females in a town as 37,899 and
T 35,967 respectively. What is the total
population of the town ?

2) The sum of two numbers is 70501 . If

one number is 48, 634 , find the other
number.

3)Ravi deposited ₹ 28,560 in his saving

bank account . He withdrew ₹ 10,893 from
 it. How much money is there in his
account now?

4) A shopkeeper sold 82 l 250 ml of

coconut oil and 79 l 480 ml of sunflower
oil . How many litres of oil did he sell ?

5) Money collected as Contribution for

relief to flood areas was ₹ 5,98.660 , ₹
8,77575 and ₹ 2,58,690 . Calculate the total
contribution.

6) 15250 bags of cement had to be loaded

in a ship . 9875 bags were loaded on the
first day. The rest were loaded on the
second day . How many bags were loaded o

What I understood?
Use of addition and subtraction in real life
FEEDBACK
 Module 3
DAY 3 ( Basic Operations)
(Multiplication and division)

To multiply the numbers.

TLOs To divide or able to find the quotient and

remainder.

To solve the word problems.

Instructions Ask students to identify the dividend and the

for teachers quotient.

The relation among the quotient, remainder ,

divisor and dividend.

Instructions Start multiplying from the unit place only.

for students While dividing, always write the quotient and try
to find the equal or the nearest multiple .
 1.Dividend= Divisor × Quotient + Remainder

2. The remainder will be zero when the dividend

is completely divided by divisor.
CONTENT
3.he multiples of any number when divided by
the number will give zero as remainder.

4.The factors of a number always divide a

number completely.

a) 3 7 9 b) 5 9 4
TLM x8 x9

___________ ____________
____________ _____________
c) 4 1 5 d) 8 8 8
x70 x46
____________ _____________
______________ _____________
f) 6 8 9 g) 7 5 9
x82 x35
_________________
_________________
_________________
________________

I) Find the quotient and the remainder

a) 6 9 3 ÷ 9 b) 9 3 5 ÷ 1
2
c) 1 3 6 8 ÷ 1 1 d) 2 4 7 0
÷20
e) 5 4 4 0 ÷ 3 4 f)8989
÷49
 Solve the following
ASSESSMENT
1) Sheela was paid ₹ 765 per day .
How much money did she earn per
week ?
2) Find the number of match boxes
in 214 packets if each packet
contains 92 match boxes .
3) If you are awake 15 hours each
day , how many hours are you
awake in 1 year ?
4) A prize money of ₹ 6633 was
distributed equally among 11
players of a football team. How
much money did each player get ?
5) A book has 1024 pages . Ayush
reads 16 pages a day. In how many
 days will she complete reading the
book ?
6) A satellite made 128 orbits
around the earth in 8 days. How
many orbits did it make each day?

Use of multiplication and division in real life.

What I found difficult?

FEEDBACK
 MODULE – 4
DAY -4
Fractions

1. To understand the fractions.

2. To understand the proper, improper and mixed

fractions.
TLOs
3. Parts and whole in a fraction.

1. The shaded portion for finding the fraction.

2. 100 Paise will make 1 rupee.

CONTENT 3. Parts and whole in a fraction.

Instructions for 1. Ask students the real life examples.

teachers
2. Ask the learners to identify the numerator and
denominator.

Instructions for 1. Shade the values for the parts and whole.
students
2. If the numerator is smaller than the
denominator, we get proper fraction.
TLM
ASSESSMENT
FEEDBACK What I understood?

What I found difficult?

 MODULE-5
DAY -5
Pattern

1. To understand different patterns.

TLOs 2. To identify the pattern and find the next pattern.

3. To find the missing numbers

 Sequence of repeating objects, shapes or numbers
is a pattern.
CONTENT
Eg. Wallpaper design

Rangoli

Instructions 1. Ask the learners to identify the patterns around

for teachers them.

2. Discuss how the patterns are made with the real

life examples.

Instructions 1. Observe the patterns around you.

for students
2. Write even and odd numbers and observe the
pattern.
TLM
 1.Write examples of patterns from daily life.

2.Write the even number and odd number pattern.

ASSESSMEN 3. Solve the given worksheet.

T
 1. What I understood.

2. What I found interesting?

FEEDBACK
 MODULE – 6
DAY -6
Area of 2D objects

1. Area of 2D objects.

TLOs 2. To find the area of rectangle and square.

1. Area of rectangle

2. Area of square

CONTENT 3. Shading the area

Instructions for 1. Ask learners to find the area using counting the
teachers squares.

2. Ask learners to give examples of 2D shapes.

Instructions for 1. Always take full square as 1 sq unit.

students
2. Two half squares will form 1 sq unit.
TLM

Find the area.

(Count the number of squares for finding the area)

1. What is the area of a rectangle?

ASSESSMENT 2. What is the area of a square?

 What I understood?

Shapes of rectangle and square in the real life.

FEEDBACK
 MODULE – 7
DAY -7
Perimeter or Boundary

TLOs 1. To understand the perimeter.

2. To find the perimeter of rectagle and square.

3. To find the length of the boundary.

Instructions for 1.Ask the students to find the length of the

teachers boundary using thread of any shape.

2.Ask the students for making any closed figure

using 20 cm long thread and ask for the length of
the boundary.

1. Draw any closed shape using the thread.

Instructions for 2. Find the perimeter of the closed shapes.

students

Perimeter of rectangle is 2(l+b)h

CONTENT Perimeter of square is 4× side

Perimeter is the boundary of any 2D shape.

TLM
ASSESSMENT
FEEDBACK What I understood?

What I found difficult?

 MODULE – 8
DAY -8
How Big? How Heavy

1. To understand the volume.

TLOs 2. To find the volume of cube and cuboid.

3.The units of volume and weight.

1.Volume of cube

2. Volume of cuboid

CONTENT 3. Weight of objects.

4. Units of weight

Instructions 1. Ask students to differentiate between cube and

for teachers cuboid.

2. Ask students to count the number of faces, vertices

and edges.
Instructions 1. Volume is measured in cubic units.
for students
2. 1000 grams will make 1 kg.

1 kg= 1000 gms

TLM Cube - It has equal length, breadth and volume.

Volume= edge× edge×edge

Cuboid - The faces of cuboid are rectangular in shape.

Volume = length × breadth × height

ASSESSME 1. How many faces are there in a cube.

NT
2. What is the difference between a cube and a
cuboid?

3. How many grams are there in 5 kg sugar packet?

1. What I understood?
 2. The capacity of my water bottle.

FEEDBACK
 MODULE – 9
DAY -9
SMART CHARTS

1. To understand tally marks and pictographs.

2. To draw the bar graphs.

TLOs 3. To understand the pie charts.

4. To study the different smart charts.

1. Bar Graph

2. Tally marks

CONTENT 3. Pie chart

3. Pictograph

Instructions 1. Ask students to collect any data themselves.

for teachers
2. Ask students to draw any chart from that data.
Instructions Collect the data from your surrounding and try to
for students arrange the data in the form of tally marks or bar
graph.

TLM
ASSESSME
NT

Data of age group of my class and arrangement in the

form of tally marks.
FEEDBACK
 MODULE – 10
DAY -10
Tenths and Hundredths

1. To understand the decimals.

TLOs 2. Lengths in mm, cm and m.

3. Units for money using decimals.

Units of length

1mm= 0.1 cm

CONTENT 1cm= 0.01m

Units of money

1paise= ₹0.01

Units of weight

1 gm=0.001kg

Instructions 1. Ask learners to make place value chart.

for teachers
2. Ask learners to compare the decimal values.
Instructions 1. Whole values are greater than the parts.
for students
2. Tenths >Hundredths> Thousandths

TLM

Place value chart

1/10= 0.1

1/100= 0.01
ASSESSMEN
T

ly life.
 1. What I understood?

2. Use of decimals in daily life.

FEEDBAC
K
 MODULE – 11
DAY -11
FACTORS AND MULTIPLES

1. To understand the factors.

TLOs 2. To understand the multiples.

Factors and multiples of numbers.

CONTENT

Instructions 1. Ask Students the prime numbers and co prime

for teachers numbers.

2. Ask students to write the multiples using the

tables and check the factors using divison.

Instructions 1. When you get the remainder zero then the

for students quotient and divisors both will be the factors of the
dividend.
 A factor is a number that divides the given number
exactly with 0 as the remainder. And a multiple is a
TLM
number that is obtained by multiplying the given
number with any whole number. For example, if it is
given that 5 × 6 = 30. Here, 30 is the multiple of 5
and 6, and 5, and 6 are the factors of 30.

1 is factor of everyone.

Every number is multiple of itself.

Every number is multiple of 1.

ASSESSMEN
T
 Multiples and factors of my favourite number.

What I found difficult?

FEEDBACK
 MODULE – 12
DAY -12
HCF and LCM

1. To understand the HCF

2. To understand the LCM

TLOs

The H.C.F. defines the greatest factor present in

between given two or more numbers.

L.C.M. defines the least number which is exactly

CONTENT
divisible by two or more numbers.

H.C.F. is also called the greatest common factor

(GCF)

LCM is also called the Least Common Divisor.

Instructions Ask the students to relate the concept with the

for teachers factors and multiples discussed in the previous
module.
Instructions LCM is the least common multiple.
for students
HCF is the highest common factor.

TLM
ASSESSMEN
T
 What I understood?

What I found difficult?

FEEDBACK
 MODULE – 13
DAY -13
ANGLES

1. To understand different angles.

TLOs 2. To make angles using protractor and to measure

angles using protractor

1. Right angle

2. Obtuse angle

CONTENT 3. Acute angle

4. Supplementary angle

Instructions for 1. Ask students to identify the angles in the

teachers classroom.

2. Ask students to draw different angles.

Instructions for 1. Measure the angles with the help of protractor.

students
TLM
ASSESSMENT
 Where I find angles at my home?

FEEDBACK
 MODULE – 14
DAY -14
HOW MANY SQUARES

1. To understand the regular and irregular shapes.

2. To count the complete squares and half squares.

TLOs

Regular shapes

Irregular shapes

CONTENT Full square counted as 1

Half square counted as 1/2

Instructions for Ask the students to identify the regular and

teachers irregular shapes.
Instructions for Count the squares for checking whether two
students shapes have same area or not?

TLM
ASSESSMEN
T
 1. What I understood?

2. What I found interesting?

FEEDBACK
 MODULE – 15
DAY -15
POLYGONS

1. To understand the polygon.

TLOs 2. To understand the types of polygon.

Polygon is a closed 2-D FIGURE.

CONTENT Regular polygon has equal sides.

Irregular polygon has unequal sides.

Names of polygon on the basis of the number of

sides.

Instructions for Ask students to count the number of sides of any

teachers polygon.

Ask them to colour the regular polygons.

Instructions for 1. Triangle is the smallest polygon with 3 sides.
students
2. Regular polygon has equal sides.

TLM
ASSESSMEN
T
 1. What I understood?

2. What I found interesting?

FEEDBACK
 MODULE – 16
DAY -16
Roman Numerals

To understand the Roman numerals.

To convert the Roman numerals into Hindu -

Arabic numbers and vice versa.
TLOs

1-I

CONTENT 5-V

10 - X

50 - L

100 - C

Instructions for Ask learners to write the Roman numerals up to

teachers 50.

Instructions for Take different Roman numbers and try to add

students them.
TLM
ASSESSMENT
 1. What I understood?

2. What I found interesting?

FEEDBACK
 MODULE – 17
DAY -17
Addition and subtraction of fractions

To add the fractions.

TLOs To subtract the fractions.

Addition and subtraction of like fractions.

CONTENT Addition and subtraction of unlike fractions.

Instructions for Ask students to identify the like and unlike

teachers fractions.
Instructions for First make the denominator same for addition or
students subtraction of fractions.

Addition and subtraction of like fractions.

TLM Addition of Like Fractions: To add two or more like

fractions we simplify add their numerators. The
denominator remains same.

To subtract two or more like fractions we simply

subtract their numerators and keep the same
denominator.

1. Add

2/3 and 4/3

ASSESSMEN 2.Subtract
T
4/5 from 6/5
 1. What I understood?

2. How I identified the like and unlike fractions?

FEEDBACK
 MODULE – 18
DAY -18
MONEY PROBLEMS

To solve the money problems related to daily life.

TLOs

Conversation of money from rupees to paise.

Operations on money.

CONTENT (Addition or subtraction of money)

Instructions Ask students to make the units same for adding or

for teachers subtracting money.

Instructions Conversion of units is primary for solving the money

for students problems.
TLM

ASSESSME
NT
FEEDBACK

What I understood?
 MODULE 18

ASSESSMENT

Duration = 2 hours