ATP Maths GR 6 Term 1 2020
ATP Maths GR 6 Term 1 2020
ATP Maths GR 6 Term 1 2020
INDEX:
Introduction: p.3
INTRODUCTION:
This Subject Teaching Plan supports effective pacing of curriculum delivery. The sequencing and time allocation have
been adapted from the CAPS to ensure proper consolidation. The Subject Teaching Plan should be used to prepare
more detailed daily lessons in in Mathematics. The more challenging concepts are supported with QR codes where
possible methodology can be viewed in preparation for teaching. It may not be used as replacement for teaching.
The Mental maths Program refers to the Annexures and suggests a tested strategy to develop sound number
concept with learners.
The Pace Setter indicates the development of problem solving strategies and offers examples supported by QR codes
to explain each strategy.
Reference to sources should be indicated in the column provided. Please see the legend below.
Source/ textbooks legend for page references to be used:
DBE workbook: DBEWB .
DBE Sasol Book: SAS:
School textbook: STB:
Assessment: Teachers are advised to refer to guidelines to minimum criteria as set by the WCED.
4
Mental Maths:
• Refer to scheme: number of the day strategy
CALCULATION STRATEGY TO BE TAUGHT:
RENAME: BRIDGING USING MULTIPLES OF 10 - Breaking down numbers and rounding to the nearest
multiple of 10. eg. 47 becomes 50 – 3, 27 + 5 = 30 + 2, 18 + 9 = 20 + 7
RENAME: COMPENSATING - Helps with + and – of numbers closer to multiples of 10. The number that
gets added, is rounded off to the nearest 10, where after the difference is +/- e.g. 27 + 18 = 25 + 20, 27 –
18 = 27 –20 -2
Source Date Language Suggested
Concepts and skills ref. comple - across resources
ted curriculum
Mental Maths:
• Refer to scheme: number of the day strategy
• Calculation strategy to be taught:
RENAME: BRIDGING USING MULTIPLES OF 10 - Breaking down numbers and rounding to the nearest
multiple of 10. eg. 47 becomes 50 – 3, 27 + 5 = 30 + 2, 18 + 9 = 20 + 7
RENAME: COMPENSATING - Helps with + and – of numbers closer to multiples of 10. The number that
gets added, is rounded off to the nearest 10, where after the difference is +/- e.g. 27 + 18 = 25 + 20, 27 –
18 = 27 –20 -2
Source Date Language Suggested
Concepts and skills ref. comple - across resources
ted curriculum
expanded
of recording calculations
notation,
Working with calculators
counting
beads, number
grids, number
lines
Arrays, place
value cards
RECOMMENDED BOOKS GR 6 SASOL LEARNER BOOK: p. 25
GR 6 SASOL TEACHER GUIDE: p. 27
ColumnAdditionAndSubtraction
10
Mental Maths:
• Refer to scheme: number of the day strategy
• Calculation strategy to be taught:
RENAME: BRIDGING USING MULTIPLES OF 10 - Breaking down numbers and rounding to the nearest
multiple of 10. eg. 47 becomes 50 – 3, 27 + 5 = 30 + 2, 18 + 9 = 20 + 7
RENAME: COMPENSATING - Helps with + and – of numbers closer to multiples of 10. The number that
gets added, is rounded off to the nearest 10, where after the difference is +/- e.g. 27 + 18 = 25 + 20, 27 –
18 = 27 –20 -2
Source Date Language Suggested
Concepts and skills ref. comple - across resources
ted curriculum
subtraction,
operations
take (away),
CONTENT AREA 2
two variables
GuessAndCheckDemoVideo
OrderOfOperations CompletingNumberSentences
13
Mental Maths:
• Refer to scheme: number of the day strategy
• Calculation strategy to be taught:
RENAME: BRIDGING USING MULTIPLES OF 10 - Breaking down numbers and rounding to the nearest
multiple of 10. eg. 47 becomes 50 – 3, 27 + 5 = 30 + 2, 18 + 9 = 20 + 7
RENAME: COMPENSATING - Helps with + and – of numbers closer to multiples of 10. The number that
gets added, is rounded off to the nearest 10, where after the difference is +/- e.g. 27 + 18 = 25 + 20, 27 –
18 = 27 –20 -2
Source Date Language Suggested
Concepts and skills ref. comple - across resources
ted curriculum
multiples
sequences with a constant difference
CONTENT AREA 2
associative
Flow diagrams and rules:
o Consolidating completing flow property
diagrams multiplication
Tables and rules: division,
o Consolidating derived rules for inverse
families of sequences operations
Numeric
Pattern
Rule, Constant
difference
RECOMMENDED BOOKS GR 6 SASOL LEARNER BOOK: p. 108
GR 6 SASOL TEACHER GUIDE: p. 116
GuessAndCheckDemoVideo
FindingTheRuleForThePattern
16
GuessAndCheckVideo
1. John Dough the baker cooked 67 biscuits each morning. He only made three flavours. If
he made six more chocolate than mint, but eight more mint than liquorice, how many of each
PROBLEM SOLVING
Guess Check
Re-Guess Re-Check
Re-Guess Re-Check
24-hour time
Reading, writing and telling the time in AM – Before noon Hourglass
CONTENT AREA 1
1 The sum of 2 consecutive odd numbers is 44. What are the two integers
2. A kindergarten class is going to a play with some teachers. Tickets cost R5 for children and R12 for
adults. Number of tickets sold amount to R163. How many teachers and children went to the play?
3. In the farmyard there are some pigs and some chickens. In fact there are 87 animals and 266 legs.
PROBLEM SOLVING
4. Lanky Runner entered a round-the-streets marathon. What is the shortest distance he has to run to
go through all the checkpoints (dots) and return to the starting line (Circle)? (He must stay on the
streets.)
representations
• bar graphs and double bar graphs
CONTENT AREA 1
Assess-
ment: FAT 2; END OF TERM TEST
27