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GR 6 Mental Maths Term 2

The document outlines a systematic development scheme for Grade 6 mental maths at S.T. Mary's Primary School for Term 2, focusing on counting, number bonds, and basic operations. It emphasizes collaborative learning, correct mathematical terminology, and various calculation techniques while providing a structured weekly practice schedule. Additionally, it includes guidelines for educators and learners to foster an engaging and supportive learning environment.

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Sakhiwo Mluma
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119 views4 pages

GR 6 Mental Maths Term 2

The document outlines a systematic development scheme for Grade 6 mental maths at S.T. Mary's Primary School for Term 2, focusing on counting, number bonds, and basic operations. It emphasizes collaborative learning, correct mathematical terminology, and various calculation techniques while providing a structured weekly practice schedule. Additionally, it includes guidelines for educators and learners to foster an engaging and supportive learning environment.

Uploaded by

Sakhiwo Mluma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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GRADE 6 MENTAL MATHS SYSTEMATIC DEVELOPMENT SCHEME BASED ON IP CAPS

School: S.T MARY’S PRIMARY SCHOOL Term 2 MENTAL MATHS

Practice Date Week1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
 Count - forwards and backwards in: 100 -400 200 - 700 300 – 1 000 400 -1 000 Count in decimals 800 - 1100 900 - 1100
3s, 4s, 5s, 10s, 20s, 25s, 50s,
 Multiples and Different intervals

 Tables x and ÷ ( using inverse) 3 and 6 5 2, 3 and 5 2 and 4 2, 4, 3, 6, 5 2, 4, 3, 6, 5 2, 4, 3, 6, 5 2, 4, 3, 6, 5

 Number bonds: addition and subtraction to between 15 between 20 between 15 between 20 between 20 between 30 between 30
facts for: (Combinations + and -) and 30 and 40 and 50 and 50 and 60 and 50 and 60
(Bonds with units)
(Bonds with multiples of 10)

 adding and subtracting of: 1-9 8 - 12 8 - 15 9 - 18 10 - 20 12 - 22 10 - 25 10 - 25


units, multiples of 10, 100, 1 000
to / from any 3 - digit number
 Talk about number: Developing number
concept and calculation techniques

( see skills described on next page)

 Choose number within week’s range,


complete the table

Additional focused development Count in decimals Count in time Count in


intervals context of
length

DEVELOPING NUMBER KNOWLEDGE AND CALCULATION TECHNIQUES:


 Whole class thinks together. Learners indicate readiness to answer by hand sign, Learners answer in full sentence encouraged
to use correct terminology. Whole group thinks together.
 Answers are provided in full sentences using correct Mathematical terminology

The given number is …………………….


 Learners read the number to each other
 Break down the number per unit e.g. in expanded notation or bonds.
 Name different digit’s place value and value e.g. 2 456 - Place value of 2 is thousands, 4 is hundreds, 5 is tens 6 is units; Value is 2000 or
2 thousand, 400 or 4 hundred and 50 or 5 tens and 6 ones/units.
 Round off to the nearest 10, 100, 1 000, 10 000, 100 000
 Order and compare using the given number.
(i) 1 more >
(ii) 1 less <
(iii) lies between … and …
(iv) What number comes before…..; What number comes after…
 Halve and double
 Name the factors
 It is a multiple of: ………………..
 Count in multiples of the given number: e.g. Count in multiples of 80: 80, 160, 240 …
 It is an even / odd because ……..
 It is divisible by …………. because …….(describe divisibility rules in own words)
 It is ……………….. more than 10 / 100 / 1 000.
 It is multiplied by multiples 10, 100, 1 000, 10 000.
 Show the inverse relationship between addition and subtraction.
 Show the inverse relationship between multiplication and division.

LTSM: Beads □ 100-block □ Any calendar □ Number line □ Base 10 blocks □


Flard cards □ Counters □ “Maths 24” □ Games □

TEST ON FRIDAY; Question within week’s number range, tables and combinations max 10 minutes = 10
marks

Class organisation / Methodology:


1. Number lines are clearly visible in front of class.
2. Hundred block is clearly visible in front of class.
3. String of beads is available and is used often. It is not packed away in a cupboard.

Suggested methodology for Mental Maths

Ground rules: Only 10 minutes.

Educator:
 Must know what he/she is going to do. Success of the lesson lies with the educator.
 Good preparation
 Be proud of what you do.
 There must be routines during the time.
 There must be mutual trust and respect between the educator and learners.
 You must not stop after 3 weeks when the learners are getting into their stride. You must keep on practising.
 You will very soon realise that mental maths works!
 You are on your feet and work together with the learners.
 Praise your learners continually. Reward them.
 The educator can, throughout the process, make suggestions for better strategies if necessary.
 Be specific in your instruction so that everyone knows what is expected.

The learners:
 Everyone participates. Everyone talks and counts together.
 No answers may be shouted out.
 No learners may put up their hands.
 Create an atmosphere of sustained concentration and enjoyment.
 We may do fun things together with counting, e.g. clapping rhythmically, dance steps, etc.
 Create space and time for the slower learner.
 Learners must not correct their peers when a mistake is made. They must help him to correct it.
 Learners must know that you may make a mistake, but we learn from it. No-one is perfect.

Guidelines for planning of lesson:

1. The number to be discussed must be written in every day. You choose your own number. This number comes from the number area within
which you counted. Ensure progression. Choose numbers with 0s in. Work this term with whole numbers.

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