YEARLY SCHEME 0F WORK YEAR 6 (2008)

WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES

Pupi! "i #$ %&u'(% %) *
LEARNING O+TCOMES
Pupi! "i #$ &#$ %) *
S+GGESTE, TEACHING AN, LEARNING
ACTIVITIES
1 1.Whole
Numbers
1. Number up to
seven digits
1. Develop number sense up
to seven digits.
Name and write numbers up to
seven digits.
Determine the place value of
the digits in any whole number
of up to seven digits.
Express whole numbers in
a) decimals
b) fractions
of a million and vice versa.
Compare number values up to
seven digits
ound off numbers to the
nearest tens! hundreds!
thousands! ten thousands!
hundred thousands and
millions.
"eacher pose numbers in numerals! pupils
name the respective numbers and write the
number words.
"eacher says the number names and pupils
show the numbers using the calculator or the
abacus! then! pupils write the numerals.
1) #rovide suitable number line scales
and as$ pupils to mar$ the positions that
represent a set of given numbers.
%iven a set of numbers! pupils represent each
number using the number base bloc$s or the
abacus. #upils then state the place value of
every digit of the given number.
%iven a set of numerals! pupils compare and
arrange the numbers in ascending then
descending order.
1.Whole
Numbers
&. 'asic operations
with numbers up to
seven digits
&. (dd! subtract! multiply
and divide numbers
involving numbers up to
seven digits.
)i) (dd any two to five
numbers to * *** ***.
#upils practice addition! subtraction!
multiplication and division using the four+step
algorithm of
)ii) ,ubtract
c) one number from a
bigger number less
than 1- --- ---
d) successively from a
bigger number less
than 1- --- ---.
)iii) .ultiply up to six+digit
numbers with
a) a one+digit number
b) a two+digit number
c) 1-! 1-- and 1---.
)iv) Divide numbers of up to
seven digits by
a) a one+digit number
b)1-! 1-- and 1---
c) two+digit number.
)v) ,olve problems
a) addition!
b) subtraction!
1. Estimate the solution.
&. (rrange the numbers involved
according to place values.
/. #erform the operation.
0. Chec$ the reasonableness of the
answer.
#ose to pupils problems in numerical form!
simple sentences! tables and pictures.
#upils create stories from given number
sentences.
c) multiplication!
d) division
involving numbers up to
seven digits.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
1.Whole
Numbers
/. .ixed operations
with numbers up to
seven digits
/. #erform mixed operations
with whole numbers.
)i) Compute mixed
operations problems
involving addition and
multiplication.
)ii) Compute mixed
operations problems
involving subtraction and
division.
)iii) Compute mixed
operations problems
involving brac$ets.
)iv) ,olve problems involving
mixed operations on
numbers of up to seven
digits.
Explain to pupils the conceptual model of
mixed operations then connect the concept
with the procedures of performing operations
according to the order of operations.
"eacher pose problems verbally! i.e.! in the
numerical form or simple sentences.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1) 2nderstanding the problem
&) Devising a plan
/) 3mplementing the plan
0) 4oo$ing bac$.
&. 5ractions 1. (ddition of
fractions
1. (dd three mixed numbers
with denominators of up to
1-.
)i) (dd three mixed
numbers with the same
denominator of up to 1-.
)ii) (dd three mixed
numbers with different
Demonstrate addition of mixed numbers
through
&) paper folding activities
/) fraction charts
0) diagrams
6) number lines
7) multiplication tables
#upils create stories from given number
denominators of up to 1-.
)iii) ,olve problems involving
addition of mixed
numbers.
sentences involving mixed numbers.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
&. 5ractions &. ,ubtract of
fractions
&. ,ubtract mixed
numbers with
denominators of up to
1-.
)i) ,ubtract involving three
mixed numbers with the
same denominator of up
to 1-.
)ii) ,ubtract involving three
mixed numbers with
different denominators of
up to 1-.
)iii) ,olve problems involving
subtraction of mixed
numbers.
Demonstrate subtraction of mixed numbers
through
1. paper holding activities
&. fractions charts
/. diagrams
0. number lines
6. multiplication tables
#upils create stories from given number
sentences involving mixed numbers
#ose to pupils! problems in the real context in
the form of
1. words!
&. tables!
/. pictorials.
&. 5ractions /. .ultiplication of
fractions
3. Multiply any mixed numbers
with a whole numbers up to
1000.
)i) .ultiply mixed numbers
with a whole number.
2se materials such as the hundred s8uares to
model multiplication of mixed numbers. 5or
example! 9 1-- &
&
1
=
0
/
1
&
1
0
1
0
#resent calculation in clear and organised
steps.
&6-
6-
1
6
1--
&
6
1-- &
&
1
=
=
=
&. 5ractions 0. Division of
fractions
0. Divide fractions with a
whole number and a
fraction.
)i) Divide fractions with
a) a whole number
b) a fraction.
)ii) Divide mixed numbers
with
a) a whole number
b) a fraction
"eacher models the division of fraction with
another fraction as sharing. "he following
illustrations demonstrate this idea:
1
&
1
&
1
=
;alf a vessel of li8uid poured into a half+vessel
ma$es one full half+vessel.
&
0
1
&
1
=
;alf a vessel of li8uid poured into a 8uarter+
vessel ma$es two full 8uarter+vessels.
0
/
1
&
1
0
1
0
/. Decimals 1. .ixed
operations with
decimals
1. #erform mixed operations
of addition and subtraction
of decimals of up to /
decimal places.
)i) (dd and subtract three to
four decimal numbers of
up to / decimal places!
involving
a) decimal numbers
only
b) whole numbers and
decimal numbers
#upils add and<or subtract three to four
decimal numbers in parts! i.e. by performing
one operation at a time in the order of left to
right. Calculation steps are expressed in the
vertical form.
"he abacus may be used to verify the
accuracy of the result of the calculation.
0.
#ercentage
1. elationship
between
percentage!
fraction and
decimal
1. elate fractions and
decimals to percentage
)i) Convert mixed numbers
to percentage.
)ii) Convert decimal numbers
of value more than 1 to
percentage
2se the hundred+s8uares to model conversion
of mixed numbers to percentage. 5or example!
convert
1-
/
1 to percentage.
"he shaded parts represent 1/-= of the
hundred+s8uares.
0.
#ercentage
1. elationship
between
percentage!
fraction and
decimal
1. elate fractions and
decimals to percentage
)iii) 5ind the value for a given
percentage of a 8uantity.

Demonstrate the concept of percentage of a
8uantity using the hundred+s8uares or multi+
based bloc$s.
1--
1--
1=
1--
/-
1-
/
=
100% 30%
"he shaded parts of the two hundred+s8uares
is 1&>= of 1--.
%uide pupils to find the value for percentage of
a 8uantity through some examples! such as
45% of 10
06 1-
1--
06-
=
0.
#ercentage
1. elationship
between
percentage!
fraction and
decimal
1. elate fractions and
decimals to percentage
)iv) ,olve problems in real
context involving
relationships between
percentage! fractions
and decimals.
#upils create stories from given percentage of
a 8uantity.
#ose to pupils! situational problems in the form
of words! tables and pictorials.
6. .oney 1. .oney up to
.1- million
1. 2se and apply number
sense in real context
involving money.
)i) #erform mixed operations
with money up to a value
of .1- million.
#rovide to pupils a situation involving money
where mixed operations need to be performed.
"hen! demonstrate how the situation is
transformed to a number sentence of mixed
operations.
#upils solve mixed operations involving money
in the usual proper manner by writing number
sentences in the vertical form.
6. .oney 1. .oney up to
.1- million
1. 2se and apply number
sense in real context
involving money.
)ii) ,olve problems in real
context involving
computation of money.
#ose problems involving money in numerical
form! simple sentences! tables or pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
7. "ime 1. Duration 1. 2se and apply $nowledge
of time to find the duration.
)i) Cal
culate the duration of an
event in between
a) months
b) years
#upils find the duration from the start to the
end of an event from a given situation with the
aid of the calendar! schedules and number
lines.
c) dates.
)ii) Compute time period from
situations expressed in
fractions of duration.
7. "ime 1. Duration 1. 2se and apply $nowledge
of time to find the duration.
)iii) ,olve problem in real
context involving
computation of time
duration.
#ose problems involving computation of time
in numerical form! simple sentences! tables or
pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
?. 4ength 1. Computation of
length
1. 2se and apply fractional
computation to problems
involving length.
)i) Compute length from a
situation expressed in
fraction.
2se scaled number lines or paper strips to
model situations expressed in fractions.
&
1
of 0 $m.
?. 4ength 1. Computation of
length
1. 2se and apply fractional
computation to problems
involving length.
)ii) ,olve problem in real
context involving
computation of length.
#ose problems involving computation of length
in numerical form! simple sentences! tables or
pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
>. .ass 1. Computation of
mass
1. 2se and apply fractional
computation to problems
involving mass.
)i) Compute mass from a
situation expressed in
fraction.
2se the spring balance! weights and an
improvised fractional scale to verify
computations of mass.
&
1
0 1 2 3 4
km
>. .ass 1. Computation of
mass
1. 2se and apply fractional
computation to problems
involving mass.
)ii) ,olve problem in real
context involving
computation of mass.
#ose problems involving computation of mass
in numerical form! simple sentences! tables or
pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
*. @olume
of li8uid
1. Computation of
li8uid
1. 2se and apply fractional
computation to problems
involving volume of li8uid.
)i) Compute volume of li8uid
from a situation
expressed in fraction
)ii) ,olve problem in real
context involving
computation of volume of
li8uid.
2se the measuring cylinder and an improvised
fractional scale to verify computations of
volumes of li8uid.
#ose problems involving volume of li8uid in
numerical form! simple sentences! tables or
pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
1-. ,hape
and space
1. "wo+
dimensional
shapes
1. 5ind the perimeter and
area of composite two+
dimensional shapes.
)i) 5ind the perimeter of a
two+dimensional
composite shape of two
#upils construct two+dimensional composite
shapes on the geo+board or graph paper.
#upils then measure the perimeter of the
0
1
&
1
0
/
0
1
50 g
100 g
100
ml
25 ml
0
0
1
&
1
0
/
1
or more 8uadrilaterals
and triangles.
)ii) 5ind the area of a two+
dimensional composite
shape of two or more
8uadrilaterals and
triangles.
shapes.
"eacher provides a two+dimensional composite
shape with given dimensions. #upils calculate
the perimeter of the shape.
#upils construct two+dimensional composite
shapes on the geo+board or graph paper.
#upils then find the area of the shapes.
"eacher provides a two+dimensional composite
shape with given dimensions. #upils calculate
the area of the shape.
1-. ,hape
and space
1. "wo+
dimensional
shapes
1. 5ind the perimeter and
area of composite two+
dimensional shapes.
)iii) ,olve problems in real
contexts involving
calculation of perimeter
and area of two+
dimensional shapes.
#ose problems of finding perimeters and areas
of &+D shapes in numerical form! simple
sentences! tables or pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1. 2nderstanding the problem
&. Devising a plan
/. 3mplementing the plan
0. 4oo$ing bac$.
1-. ,hape
and space
&. "hree+
dimensional
shapes
1. 5ind the surface area and
volume of composite
three+dimensional
shapes
)i) 5ind the surface area of a
three+dimensional
composite shape of two
or more cubes and
cuboids.
#upils draw net according to the given
measurements! cut out the shape and fold to
ma$e a three+dimensional shape. Next! unfold
the shape and use the graph paper to find the
area. @erify that the area is the surface area of
the /+D shape.
"eacher provides a three+dimensional
composite shape with given dimensions. #upils
calculate the surface area of the shape.
1-. ,hape
and space
&. "hree+
dimensional
shapes
1. 5ind the surface area and
volume of composite
three+dimensional
shapes
)ii) 5ind volume of a three+
dimensional composite
shape of two or more
cubes and cuboids.
#upils construct three+dimensional composite
shapes using the Diene1s bloc$s. "he volume
in units of the bloc$ is determined by mere
counting the number of bloc$s.
"eacher provides a three+dimensional
composite shape with given dimensions. #upils
calculate the volume of the shape.
1-. ,hape
and space
&. "hree+
dimensional
shapes
1. 5ind the surface area and
volume of composite
three+dimensional
shapes
)iii) ,olve problems in real
contexts involving
calculation of surface
area and volume of three+
dimensional shapes.
#ose problems of finding surface area and
volume of /+D shapes in numerical form!
simple sentences! tables or pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1) 2nderstanding the problem
&) Devising a plan
/) 3mplementing the plan
0) 4oo$ing bac$.
11. Data
;andling
1. (verage 1. 2nderstand and compute
average.
)i) Calculate the average of
up to five numbers.
(rrange four stac$s of coins as in the diagram
below. #upils tabulate the number of coins in
each stac$. (s$ pupils what would be the
number of coins in each stac$ if the coins were
evenly distributed. #upils share among the
class on how they arrive at the average
number.
"eacher demonstrates how the average is
calculated from a given set of data.
11. Data
;andling
1. (verage 1. 2nderstand and compute
average.
)ii) ,olve problems in real
contexts involving
average.
#ose problems involving average in numerical
form! simple sentences! tables or pictures.
"eacher guides pupils to solve problems
following #olya1s four+step model of
1) 2nderstanding the problem
&) Devising a plan
/) 3mplementing the plan
0) 4oo$ing bac$.
11. Data
;andling
&. Arganising and
interpreting data
1. Arganise and interpret
data from tables and
chrts.
)i) Construct a pie chart from
a given set of data.
"eacher prepares some templates in the form
of circular fraction charts and a suitable data
set. "eacher then guides pupils to select the
right template to begin constructing the pie
chart
Circular Fraction Chart
Templates
11. Data
;andling
&. Arganising and
interpreting data
1. Arganise and interpret
data from tables and
chrts.
)ii) Determine the fre8uency!
mode! range! mean!
maximum and minimum
value from a pie chart.
"eacher provides a pie chart and guides pupils
to extract information from the chart to
construct a data table. emind the meaning of
fre8uency! mode! range! etc.
#upils discuss and present their findings and
understanding of charts and tables.
"he electronic spreadsheet may be used to aid
the understanding of charts and tables.