MATHEMATICS LESSON PLAN

GRADE 6
TERM 1: JANUARY – MARCH

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

DURATION: 1 Hour

1. TOPIC:COMMON FRACTIONS: Describing and ordering fractions.

(Lesson 1)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should be able to:

 compare and order common fractions, including specifically tenths
and hundredths.

DBE textbook, DBE workbook and any other textbook

3. RESOURCES:

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Describing and ordering fractions (Lesson 1)
(Draft)

Page 1 of 6
  common fractions (grade 4)
 ordering
4. PRIOR KNOWLEDGE:  comparing

5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.

6. INTRODUCTION (Suggested time: 10 Minutes)

Mental Maths: Revision of Grade 5 work.

Oral Activity:

1. a) Counting from 1 to 30 and every time learners hear a multiple they clap their hands.
Do the same with the next multiples:

i) Multiples of 5
ii) Multiples of 10

2. Arrange the following numbers and fractions in ascending (smallest to largest).and then in
descending order ()

6 7 9 3 10
c) ,
12 12 12 12 12

15 15 15 15 15
d) , , , ,
10 20 5 25 15

7.LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Describing and ordering fractions (Lesson 1)
(Draft)
 Learning activities
Teaching activities
(Learners are expected to:)
Activity one:
Group work
Practical activity:
Teacher provide the learners with fraction strips one must be a whole.
Use a die (fraction) and three learners compete to see whose whole strip
is covered first. Halves, thirds, quarters, fifths, etc.
Each one get a chance to throw the die and try and fill up the whole.

5 3
Which fraction more? of a loaf of bread or of a loaf of bread?
8 5
You can make neat rough drawings to answer a question such as this.

 discuss in groups and give

feedback
Drawings like these are called fraction strips.
A fraction strip showing eighths is called an eighths strip.  share their solutions with
the whole class.
A fraction strip that shows fifths is called a fifths strip.

Activity 2:
1. Use the fraction strips or wall to answer the following questions:

5 3
a) Which is more or
8 5

3 2
b) Which is more or
8 5

6 3
c) Which is more or
8 5

3 4
d) Which is more or
4 8

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Describing and ordering fractions (Lesson 1)
(Draft)
 1 3
e) Which is more or
2 6

If something is divided into 10 equal parts, each part is called a tenth

of the whole.

If something is divided into 100 equal parts, each part is called a

hundredth of the whole.

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Describing and ordering fractions (Lesson 1)
(Draft)
 Example 1
Replace the * with < or > or = to make the statement true
4 6 4 6
3 ×3 ×3 × 3× 3=24
a) 5 * 7 = 5 < 7
 Work in groups and
72 5 72 5 provide feedback on your
100 * 10 100 solutions.
b) = > 10

Activity:
Replace the * with < or > or =

7 5
a) 10 * 100
3 13
b) 25 * 100
3 12
c) 5 * 20

Activity: Write these fractions in an ascending order

13 1 24 4
a) 14 ; 2 ; 28 ; 7

26 14 25 16
b) 28 ; 28 ; 28 ; 28

1 4 25 13
c) 2 ; 7 ; 28 ; 14

1. Rewrite the following fractions so that they all have the same
denominator and then arrange the fractions in an ascending
order.

4 1 3 7 19
a) 5 ; 2 ; 4 ; 10 ; 20
3 11 5 2 2
b) 4 ; 12 ; 6 ; 3 ; 8

*The teacher will assist the learner and ideas are shared with other
learners.

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Describing and ordering fractions (Lesson 1)
(Draft)
8. CLASSWORK(Suggested time: 15 minutes)
 DBE workbook: page 27 no2.
 DBE textbook: page 65 no. 6 A – D
9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)
a) Emphasise that:
 Ordering means arranging in ascending or descending order and comparing two or more
fractions means to determine which one is bigger or smaller.

b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery
of mathematics skills taught in class. Therefore Homework should be purposeful and the principle
of ‘Less is more’ is recommended, i.e. give learners few high quality activities that address variety
of skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the DBE Textbook, DBE workbooks and/or textbooks
for learners’ homework. The selected activities should address different cognitive levels.

Homework
 DBE textbook: page 29 no.4

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Describing and ordering fractions (Lesson 1)
(Draft)