Type Series Subject Grade Teacher Time

Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 1 Lesson Plan: 1

Unit Name: Integers Topic: Multiplication of Integers Date: _________
Objective(s):
At the end of this period, the students will be able to:
Identify the rules to multiply integers through various examples.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 37-38, 39
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Ask students about their previous day work. Begin the lesson by asking students to think about real-life
situations where they might need to multiply positive and negative numbers. For example, if Ahmad
bought 5 packs of jellies and there are 7 jellies in each pack. Then how many jellies are in 5 packs? This will
help students to see the relevance of multiplying integers and motivate them to learn the rules for doing
so.
(Note for teachers: The sections “Think out of the box”, “Talk over and write” and “Technology corner” are
supplementary exercises. These can also be given to students who finish their work quickly or are fast learners.)
Main Activities/Concept Building: (25 min)
Tell students today we will learn about the rules to multiply integers. Recall with them the difference
between like and unlike integers by writing different like and unlike integers on the board. Tell them that
like integers are integers that have the same sign, either both positive and both negative and unlike
integers are integers that have different signs, one positive and one negative.
Instruct students to open textbook page 37. Discuss with them the rules for multiplying integers one by
one. Demonstrate the process of multiplying integers by using the worked examples given on page 38.
Explain the multiplication of like and unlike integers by using rules. Encourage students to ask questions if
they have any ambiguity.
Activity 1:
Have students open textbook page 39. Write Q2 (a) (-3)  (-4)  (-2) on the board. Solve it on the board by
asking students to tell the steps of solving it. Appreciate them for their correct steps. Similarly solve part b
and c with the help of students. Then ask students to copy the solution on their notebook and ask
questions if they are not clear about anything,
Sum Up: (3 min)
Sum up the lesson by re-telling students about the rules of multiplication of integers. Also explain “Note to
Remember” given at page 37 of their textbooks.
Assessment: (5 min)
To assess students ask them questions related to rules of multiplication of integers, e.g.:
• What we get when we multiply two integers of same sign?
• What is the result of multiplication of two integers of opposite sign?

Homework: (2 min)
Solve Q2(c, d, e, f) of “learning check 2.5” given textbook page 39 in their notebooks.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 1 Lesson Plan: 2

Unit Name: Integers Topic: Multiplication of Integers Date: __________
Objective(s):
At the end of this period, the students will be able to:
Multiply up to 2-digit like and unlike integers.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 38, 39
Teaching & Learning Activities:
Opening Activities/Warm-up: (2 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Ask students about their previous day work. Begin the lesson by asking students how we multiply the
integers. What are the rules of multiplication of integers? Ask students about the result of multiplication of
like and unlike integers. Recall with them about the rules to multiple the integers.
Main Activities/Concept Building: (25 min)
Activity 1:
Tell students today we will learn to multiply like and unlike integers. Now divide the students of the class
into small groups of 4 to 5 students in each group according to the strength off the class. Prepare paper
slips of sets of questions of multiplication of like and unlike integers. Call each group one by one and have
them line up facing the whiteboard. Provide the first participant of a group a dray eraser board and a
marker. He/she solve the question and then passes marker to the next member of the group. The second
member checks the solution of the question of the first member and then solves the next question. This
process can continue until all the members of the group have their turn. Repeat this activity to all groups.
The group that solves all the questions correctly in in short period of time announced to be the winner.
Activity 2:
Ask students to open their textbook page 39. Instruct them to solve Q1 of “Learning check 2.5” given at
page 39 of their textbook. Walk around and check their work and guide them if required.
Sum Up: (2 min)
Sum up the lesson by re-telling students about the rules of multiplication of integers.
Assessment: (9 min)
To assess students ask them to solve “Pause and try” given at page 38 of their textbook.
Homework: (2 min)
Solve Q5 of “Learning check 2.5” given at page 39 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 1 Lesson Plan: 3

Unit Name: Integers Topic: Division of Integers Date: _____________
Objective(s):
At the end of this period, the students will be able to:
Identify the rules to divide integers through various solved examples.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 38, 39
Teaching & Learning Activities:
Opening Activities/Warm-up: (8 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Ask students about their previous day's work. Ask students if they have ever encountered situations where
they needed to divide quantities or share items equally. Discuss situations such as dividing a set of
resources among a group, distributing a fixed amount of money among multiple people, or dividing a pizza
into equal slices for a party. These are real-life situations where the division of integers comes into play.
Write an example on the board, such as "If you have 16 cupcakes and need to divide them equally among 8
children’s, how many cupcakes does each child get?" Ask the class how they would they solve this
problem. Explain that today's lesson will focus on identifying the rules and strategies to divide integers
through various examples.
Main Activities/Concept Building: (22 min)
Tell students today we will learn about the rules to divide the like and unlike integers. Retell them that like
integers are integers that have the same sign, either both positive and both negative by giving examples on
board. Also tell them that unlike integers are integers that have different signs, one positive and one
negative by writing examples of unlike integers on board. Have them open textbook page 38. Explain them
the rules of dividing like and unlike integers.
Demonstrate the process of dividing integers by using the worked examples given on page 38 and 39 using
the rules. Next demonstrate how to divide the absolute value of integers Have them move to page 39 and
demonstrate the method by using worked examples 4 given by explaining stepwise. Encourage students to
ask questions if they have any ambiguity.
Activity 1:
Have students open textbook page 39. Write Q3 (a) on the board. Solve it on the board by asking students
to tell the steps of solving it. Appreciate them for their correct steps. Similarly solve part b with the help of
students. Then ask students to copy the solution on their notebook and ask questions if they are not clear
about anything,
Sum Up: (3 min)
Sum up the lesson by re-telling students about the rules of dividing integers and absolute value of integers.
Also explain “Note to Remember” given at page 39 of their textbooks.
Assessment: (5 min)
To assess students ask them questions related to rules of divisions of integers.
Homework: (2 min)
Revise the class work by practicing the examples.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 1 Lesson Plan: 4

Unit Name: Integers Topic: Division of Integers Date: ____________
Objective(s):
At the end of this period, the students will be able to:
Divide integers by solving exercise questions.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 39
Teaching & Learning Activities:
Opening Activities/Warm-up: (2 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Ask students about their previous day work. Begin the lesson by asking students if they remember what an
integer is and how to divide them. Discuss the concept of division and its importance in real-life situations.
Ask students about like and unlike integers and how they relate to division. Encourage them to recall the
rules of dividing integers and discuss the strategies they can use.
Main Activities/Concept Building: (25 min)
Activity 1:
Divide the students into groups of four or five and ensure each group has a designated area in the
classroom. Write a series of division questions related to integers on the whiteboard or chart paper.
Include a mix of problems involving both like and unlike integers. Line up the groups facing the whiteboard,
with the first member from each group at the front of the line. Give the first member in each group a dry
erase marker. Start the relay race by displaying the first division problem on the whiteboard.
The first member solves the problem as quickly as possible and passes the marker to the second member
in line. The second member checks the first member's answer, correct if required, and solves the next
problem. Set a timer to track the time taken by each group to complete the relay race. Once all members
in a group have had a turn, stop the timer and record the time taken.
Announce the winning group based on the accuracy of their answers and the shortest completion time.
Activity 2:
To assess students ask them to solve Q3(c, d, e, f, g) and Q 4 of “Learning check 2.5” given at page 39 of
their textbook. Walk around and check their work and guide them if required.
Sum Up: (2 min)
Sum up the lesson by re-telling students about the rules of division of integers.
Assessment: (9 min)
To assess students ask them to solve “Pause and try” and given at page 39 of their textbook.
Homework: (2 min)
Solve Q3(h, i, j) of “Learning check 2.5” given at page 39 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 1 Lesson Plan: 5

Unit Name: Integers Topic: Laws and properties of integers under Multiplication Date: ____
Objective(s):
At the end of this period, the students will be able to:
Verify closure law and commutative law, associative law of integers under multiplication.

Resource Material:
Chalk/Marker, White/Blackboard, textbook page 40-41, 43
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Ask students about their previous day work. Begin the lesson by asking students:
How we can multiply like and unlike integers?
What are rules of multiplication of like and unlike integers?
Take their responses and tell them that today we will learn about laws of multiplication of integers.
Main Activities/Concept Building: (25 min)
Begin the lesson by explaining to students that today we will be learning about three important laws of
multiplication that is closure, commutative, and associative. Write an example multiplication problem on
the board, such as -2 × -5, and ask students to solve it individually. Select a volunteer to come to the board
and demonstrate their work, explaining how to solve the given example. Discuss with the class that the
result of multiplying two given integers is also an integer, and this property is known as the closure law of
multiplication. Explain the law by solving worked example given at textbook page 40. Now explain the
commutative law of multiplication, explaining that changing the order of the numbers being multiplied
does not affect the product. Write an example on the board, such as 7 × 2 = 2 × 7, and have the class
repeat it to reinforce the concept. Explain that the product remains the same regardless of the order of the
integers. Demonstrate the commutative law using a worked example from the textbook page 40.
Introduce the associative law of multiplication, stating that the grouping of numbers being multiplied does
not affect the result. Write an example on the board, such as 2 × (-5 × (-8)) = (2 × (-5)) × (-8), and have the
class repeat it. Explain that the way the numbers are grouped does not change the final product.
Explain the associative law with a worked example from the textbook page 40 and 41.
Activity:
Instruct students to open their textbook page 43. Ask them to solve Q1 (b, d, e) and Q2 (a), Q3 (a) and Q4
(a) of “Learning check 2.6”. Walk around and check their work and guide them if required.
Sum Up: (3 min)
Sum up the lesson by re-telling students about closure law, commutative law and associative law of
integers under multiplication. Explain that these are important laws in mathematics that help us solve
problems quickly and accurately. Also explain “Note to Remember” give at page 40.
Assessment: (5 min)
To assess students ask them to solve Q2 (b) and Q3 (b) of “Learning check 2.6”.
Homework: (2 min)
Solve Q2(c, d) , Q3(c, d) and Q4(b, c, d) of “Learning check 2.6” given at page 43 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 1 Lesson Plan: 6

Unit Name: Integers Topic: Laws and properties of integers under Multiplication Date:_ ___
Objective(s):
At the end of this period, the students will be able to:
Recognize multiplicative identity and multiplicative inverse for integers under multiplication.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 41-43
Teaching & Learning Activities:
Opening Activities/Warm-up: (6 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Ask students about their previous day work. Begin the lesson by asking students about closure law,
commutative law and associative law of integers under multiplication. Take their responses and instruct
them to write three integers of their own choice and prove these laws and then randomly call students to
the front of the class to show their working.
Main Activities/Concept Building: (24 min)
Begin the lesson by reviewing the concept of multiplication and asking students what the product of any
integer and 1 is. Highlight that this is known as the multiplicative identity. Explain to them that when we
multiply any integer by the multiplicative identity 1, the result is always the same integer. Explain this
concept by using worked examples 1 and 2 from page 41 of the textbook, emphasizing how 1 serves as the
multiplicative identity in each case. Encourage students to provide additional examples of multiplying an
integer by 1 to reinforce the concept.
Introduce the concept of multiplicative inverse and explain that two numbers that multiply to give 1 (the
multiplicative identity) are called multiplicative inverses of each other. Show students the worked example
of multiplicative inverse on page 41 of the textbook. Explain to students that the product of an integer and
its multiplicative inverse is always 1. Ask them to provide more examples of finding the multiplicative
inverse of an integer and multiplying it to demonstrate the concept further.
Introduce the distributive law of multiplication under addition and subtraction, stating that when
multiplying an integer by a group of integers added or subtracted together, it is the same as doing each
multiplication separately and then adding or subtracting their products. Write an example on the board,
such as 5 × (9 + (-8)) = (5 × 9) + (5 ×(-8)), and have the class repeat it. Explain the distributive law with
worked examples from the textbook page 41 and 42.
Activity:
Instruct students to open their textbook page 43. Ask them to solve Q1 (a, c, f, g) and Q5 (a), Q6 (a) and Q7
(a) of “Learning check 2.6”. Walk around and check their work and guide them if required.
Sum Up: (3 min)
Sum up the lesson by re-telling students what is meant by multiplicative identity and multiplicative inverse
for the integers with the help of examples.
Assessment: (5 min)
To assess students ask them to solve “Pause and Try” given at textbook page 42.
Homework: (2 min)
Solve Q5 (b-d), Q6 (b-d), Q7 (b - e) and Q8 of “Learning check 2.6” given at page 43 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 1 Lesson Plan: 7

Unit Name: Integers Topic: Order of Operations Date: ____________
Objective(s):
At the end of this period , the students will be able to:
Recognise the order of operations and use it to solve mathematical expressions involving whole numbers.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 43-45, 47
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about their homework. Ask students, they have ever been confused
about the order in which to solve a mathematical expression. Then write an expression that involves
addition, subtraction, multiplication, and division operation. Ask students to look at the expression and tell
which operations should be solved first. Take their responses and then discuss with the class the
importance of following a specific order when solving such expressions to ensure accurate results.
Main Activities/Concept Building: (25 min)
Instruct students to open their textbook page 43 and 44. Introduce the concept of the order of operations
or BODMAS rule and explain that it provides a set of rules to determine the correct sequence for
performing operations within an expression. Show the BODMAS Rule wallchart as given on textbook page
44 and go over each operation, explaining what they mean. Describe to students that if there are multiple
brackets and operations in an expression, the correct order to solve them is to start inside the vinculum,
line, or bar bracket, solve the round bracket, curly bracket, square bracket, and order (which means roots
and power) before solving division, multiplication, addition, and subtraction. Tell them that if we do not
follow the BODMAS rule, we may get an
incorrect answer for a mathematical expression
by point towards the example given on
textbook page 44.

The BODMAS rule ensures that the operations are performed in a specific order, so that the answer
obtained is accurate and consistent. Demonstrate the rule by step by step explaining the worked example
1 and 2.
Next ask students to open textbook page 47. Write Q1 (a and b) on the board. Step by step solve it and
explain the method to students. If possible, ask students to guide you through the process so that you may
check their understanding as well.
Sum Up: (3 min)
Sum up the lesson by emphasizing the importance of recognizing and applying the order of operations
when solving mathematical expressions involving whole numbers.
Assessment: (5 min)
To assess students ask them to solve ‘part a’ of “Pause and Try” given at textbook page 45.
Homework: (2 min)
Solve Q2 and Q3 of “Learning check 2.7” given at page 47 of their textbook.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 2 Lesson Plan: 1

Unit Name: Integers Topic: Order of operations Date: ____________
Objective(s):
At the end of this period, the students will be able to:
Recognise the order of operations and use it to solve mathematical expressions involving decimals and
fractions.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 45-47
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about their homework. Ask students: How we can solve the
mathematical expressions involving whole numbers that involving multiples operation? Take their
responses and now write a mathematical expression on the board and call a random student on the board
and ask them to solve it in correct sequence. Ask the rest of the class too observe and correct if needed.
Main Activities/Concept Building: (25 min)
Tell students today we will learn to solve mathematical expressions involving decimals and fractions in
correct order or by using BODMAS rule. Tell them that rules that we used to simplify mathematical
expression involving whole numbers, is used to solve the mathematical expression involving decimals and
fractions. Ask students to open their textbook page 44 and recall the rules to solve the expression using
BODMAS rule.
Describe to students that if there are multiple brackets and operations in an expression, the correct order
to solve them is to start inside the vinculum, line, or bar bracket, solve the round bracket, curly bracket,
square bracket, and order (which means roots and power) before solving division, multiplication, addition,
and subtraction. Tell them that if we do not follow the BODMAS rule, we may get an incorrect answer for a
mathematical expression. Demonstrate the rule by step by step explaining the worked example 3 and 4 on
textbook page 45 and 46. Tell students BODMAS rule help us to solve many of our real-life situations by
demonstrating the worked example 5 on page 46.
Next ask students to open textbook page 47. Write Q1 (c, d and e) on the board. Step by step solve it and
explain the method to students. If possible, ask students to guide you through the process so that you may
check their understanding as well.
Sum Up: (3 min)
Sum up the lesson by emphasizing the importance of recognizing and applying the order of operations
when solving mathematical expressions involving fractions and decimals.
Assessment: (5 min)
To assess students ask them to solve ‘part b’ of “Pause and Try” at textbook page 45 and Q1 (f) of
“Learning check 2.7” given at page 47.
Homework: (2 min)
Solve Q1 (g-j) and Q4 of “Learning check 2.7” given at page 47 of their textbook.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 2 Lesson Plan: 2

Unit Name: Integers Topic: Sum up and Unit Check Date: _________
Objective(s):
At the end of this period, the students will be able to:
Revise the concepts of Unit 2 by solving Q1-8 of Unit Check Exercise.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 47-49
Teaching & Learning Activities:
Opening Activities/Warm-up: (3 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Tell students that they are going to revise all the concepts of the Unit “Integers”.
Ask them the different questions that are related to “Integers”.
Main Activities/Concept Building: (30 min)
Activity:
Have students open pages 48 of their textbooks. Ask them to solve Q1 to Q5 of “Unit Check 2”. Walk
around the class and appreciate them for the correct solutions. Guide them if required.
Sum Up: (3 min)
Sum up the lesson by repeating the important points given in Sum-Up of the unit given at page 47 and 48.
Assessment: (0 min)
N/A
Homework: (2 min)
Solve Q6-8 of “Unit Check 2” given at page 48 and 49 of their textbooks.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 2 Lesson Plan: 3

Unit Name: Integers Topic: Sum Up and Unit Check Date: __ _______
Objective(s):
At the end of this period, the students will be able to:
Revise the concepts of Unit 2 by solving Q9-17 of Unit Check Exercise.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 47, 48 and 49
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Tell students that they are going to revise all the concepts of the Unit “Integers”.
Ask them the different questions that are related to “Integers”.
Main Activities/Concept Building: (30 min)
Activity:
Have students open pages 49 of their textbooks. Ask them to solve Q9 -12 of “Unit Check 2”. Walk around
the class and appreciate them for the correct solutions. Guide them if required.
Sum Up: (3 min)
Sum up the lesson by repeating the important points given in Sum-Up of the unit given at page 47 and 48.
Assessment: (0 min)
N/A
Homework: (2 min)
Solve Q13-17 of “Unit Check 2” given at page 49 of their textbooks.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 2 Lesson Plan: 4

Unit Name: Integers Topic: Sum Up and Unit Check Date: ___ ______
Objective(s):
At the end of this period, the students will be able to:
Revise the concepts of Unit 2 by solving Q18-22 of Unit Check Exercise and by completing “work with
math” activity.
Resource Material:
Chalk/Marker, White/Blackboard, Textbook page 47, 48 and 49, Glue stick, Integer cards, Chart paper, 4
baskets
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Tell students that they are going to revise all the concepts of the Unit “Integers”.
Ask them the different questions that are related to “Integers”.
Main Activities/Concept Building: (30 min)
Activity 1:
Have students open pages 49 of their textbooks. Ask them to solve Q18 and Q19 of “Unit Check 2”. Walk
around the class and appreciate them for the correct solutions. Guide them if required.
Activity 2:
Tell students today, we will be performing a math project (work with math).
Divide the students into groups of 4. Place 4 baskets with cards of negative and positive integers in them.
Label each basket with the +, −,  and ÷ signs. Students from each group will come forward and pick 2
integers cards from each of the 4 baskets. They will paste the relevant sum of each operation on the chart
paper. At the end, each group will present their work and the other groups will check if they solved it
correctly or not.
Sum Up: (3 min)
Sum up the lesson by repeating the important points of the whole unit “integers”.
Assessment: (0 min)
N/A
Homework: (2 min)
Solve Q20 - 22 of “Unit Check 2” given at page 50 of their textbooks.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 2 Lesson Plan: 5

Unit Name: Ratio, Rate and Percentage Topic: Percentage Date: _______
Objective(s):
At the end of this period, the students will be able to:
Recall percentage as a special fraction with denominator 100.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 51-52
Teaching & Learning Activities:
Opening Activities/Warm-up: (8 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”. Ask students about their previous
day homework. Begin the lesson by asking students what does fraction means? Explain to the child that
fractions represent parts of a whole. Have students open textbook at page 51. Quickly recall the concepts
related to questions given in rapid recall. Then ask them to solve those questions. Read the opening page
question and tell them that we will be able to solve it after learning about the concepts of the unit.
(Note for teachers: The sections “Think out of the box”, “Talk over and write” and “Technology corner” are
supplementary exercises. These can also be given to students who finish their work quickly or are fast learners.)
Main Activities/Concept Building: (25 min)
Before the main concept, tell them briefly about the unit outline and its real life relevance . Tell students
today we will learn about percentage as a special fraction with denominator 100. Paste a wallchart of
square with 100 equal parts and introduce the idea of percentages as a way to express fractions with a
denominator of 100. Explain that percentages are a special type of fraction where the denominator is
always 100. Explain the concept of percentage by Shading one part of the square and discuss with them 1
part out of 100 equal parts is shaded means 1/100 parts is coloured or in percentage form we can say that
1% square box is coloured. Explain the concept of percentage by using the example given on page 52.
Engage the child in a discussion and ask them to provide examples of situations where percentages are
commonly used, such as test scores, discounts, or measuring ingredients for a recipe. Discuss how
percentages are used to describe a part or portion of something in these scenarios. Instruct students to
open their textbook page 52. Explain the concept of percentage by solving worked examples 1 and 2 given
in the textbook page 52.
Activity 2:
Have students to work in pairs. Give each pair some cards of square boxes with hundred equal parts.
Instruct them to colour different parts of it and then represent that coloured parts in form of fraction and
also show the percentage of uncoloured parts. After completing the task instruct to display their cards with
percentage on the board. The pair with accurate and correct working will announced as winner.
Sum Up: (5 min)
Sum up the lesson by re-telling about percentage is a special kind of fraction with denominator 100.
Explain the “Note to Remember” given at page 52 of their textbook.
Assessment: (5 min)
To assess students ask them to apply their understanding of percentages in real-life situations. Give them a
list of marks obtained by students in mathematics exams out of 100. Ask them to find the percentage
marks obtained by the students.
Homework: (2 min)
Revise the concept of percentage.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 2 Lesson Plan: 6

Unit Name: Ratio, Rate and Percentage Topic: Percentage of a quantity Date: __
Objective(s):
At the end of this period, the students will be able to:
Express one quantity as a percentage of another.
Resource Material:
Chalk/Marker, White/Blackboard, Textbook page 53, 54, 55
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Ask students about their previous day homework. Ask students some questions related to percentage:
What is meant by percentage? Why percentage is a special kind of fraction?
Provide some hundred parts square cards to them and instruct them to write the percentage for the
coloured and uncoloured parts and then randomly call students to the front of the class to show their
working.
Main Activities/Concept Building: (22 min)
Instruct students to open their textbook page 53. Tell students today we will learn how to express one
quantity as a percentage of another. Ask them do you know how we can express one quantity as
percentage of another quantity. Take their responses and tell them as we know that percent means out of
one hundred. Tell them that to express one quantity as a percentage of another, write the two quantities
as a fraction then convert the fraction to a percentage by multiplying by 100%. Read the statement of the
worked example 1, where total marks and marks got by Salma is given and we have to find the percentage
of the marks he got. Tell them that to find the percentage it is necessary that both quantities have same
units. Now find the percentage marks step by step and explain each step to them. Engage students in
interactive practice exercises, where you guide them through the process of expressing one quantity as a
percentage of another. Start with easier examples and gradually increase the complexity, allowing students
to gain confidence and proficiency.
Activity 1:
Ask students to open their textbook page 54. Write Q2 (a) of ‘Leaning check 3.1” on the board. Call a
random student to the front and instruct to solve it on the board. Ask the rest of the class to look at the
solution and if find any mistake correct it. Now instruct students to solve Q2(a-f) in their notebook. Walk
around and check their work and correct where needed.

Sum Up: (3 min)

Sum up the lesson by re-telling students how to express one quantity as percentage of another and also
explain “Note to remember” given at page 53 of the textbook.
Assessment: (8 min)
To assess students, ask then to solve “Pause and try” given at page 54, Q2 (g-l) and Q4 of “Learning Check
3.1” given at page 55 of their textbook.
Homework: (2 min)
Solve Q6 and Q8 of “Learning Check 3.1” given at page 54 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 2 Lesson Plan: 7

Unit Name: Ratio, Rate and Percentage Topic: Percentage of a quantity Date:__ __
Objective(s):
At the end of this period, the students will be able to:
Find the given percentage of a quantity.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 53, 54, 55
Teaching & Learning Activities:
Opening Activities/Warm-up: (6 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students: how we can find the
percentage of a quantity? Write the steps to express one quantity as percentage of another. Write “In a
class of 40 students, 12 students are wearing glasses. What percentage of the class is wearing glasses?” Ask
students to find the percentage and share their result with their fellows.
Main Activities/Concept Building: (22 min)
Tell students today we will learn how to find the given percentage of a quantity. Ask them do you how to
find the given percentage of a quantity. Take their responses recall with them that as percentage represent
parts out of 100. Remind students of the symbol "%" used to represent percentages. Explain that finding
the given percentage of a quantity means calculating a specific portion of a given quantity. Tell them about
the real-life example where percentage is given for example find the number of students present in a class
when percentage of students given, percentage discount on bills in restaurant, etc. Now ask them to open
their textbook page 53. Explain the concept of finding given percentage by solving worked example 2 and 3
step by step. Ask them to ask question related to concept if they find any confusion. Now instruct them to
give more examples from their daily life that is related to find the given percentage of a quantity.
Activity 1:
Ask the students to open textbook page 54. Write Q1 (a) on the board. Call a student and ask him/her to
find the value of 25% of 50. Ask the rest of the class to check and correct if required. Then instruct them to
Q1 (a, b, c, d, e) and Q3 of “Learning check 3.1” in their notebooks. Walk around the class, monitor their
working and guide them where required.
Sum Up: (2 min)
Sum up the lesson by re-telling students how we can find the given percentage of a quantity.
Assessment: (8 min)
To assess students ask them to solve Q1 ( f, g and h) and Q5 of “Learning check 3.1” in their notebooks
given at textbook page 54 and 55.
Homework: (2 min)
Solve Q1 (i-l), Q7 and Q9 of “Learning check 3.1” given at page 55 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 3 Lesson Plan: 1

Unit Name: Ratio, Rate and Percentage Topic: Comparing Two quantities Date:__ __
Objective(s):
At the end of this period, the students will be able to:
Compare two quantities by percentage.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 56, 57 and 59
Teaching & Learning Activities:
Opening Activities/Warm-up: (8 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students:
What is meant by percentage and symbol used for it?
How we can find the percentage of a quantity?
How we can find the given percentage of a quantity?
Take their responses and Give each student two paper slips of two questions one for finding percentage
and the other one have to find the given percentage of the quantity. Walk around and check their work
and appreciate them for their correct work.
Main Activities/Concept Building: (22 min)
Tell students today we will learn to compare two quantities by using percentage. Tell students as
percentages represent a portion or fraction of a whole, expressed as parts per hundred. Tell them that
when comparing quantities using percentages, we calculate the percentage change between the two
values to understand how much one quantity differs from the other in terms of a percentage. This
comparison helps us evaluate the relative change or difference between the quantities and determine
which one has a greater or lesser. Ask students to open their textbook page 56. Instruct students to read
the statement of the worked example 1. Ask them after reading tell what is given and what we have to
find. Take their responses and tell them that verses read by Nida and Arham of Surah Rehman is given and
we have to find who read more verses by calculating percentage. Then calculate the percentage and find
the difference between percentages step by step and explain each step to them. Instruct students to ask
question if they find any difficulty. Explain the comparison of quantities by using percentage by solving
worked example 2, 3 and 4 given on textbook page 56 and 57.
Activity 1:
Ask the students to open textbook page 59. Write Q1 (a) on the board. Call a student and ask him/her to
find the percentage of the given quantities for comparing. Ask the rest of the class to check and correct if
required. Then instruct them to Q1 (a, b, c, d, e) and Q3 of “Learning check 3.2” in their notebooks. Walk
around the class, monitor their working and guide them where required.
Sum Up: (2 min)
Sum up the lesson by re-telling students how we can compare two quantities by using percentages by
giving examples from their daily life.
Assessment: (6 min)
To assess students ask them to “Pause and Try” given at page 56 and 57 of their textbook.
Homework: (2 min)
Solve Q1 (f-h), Q4 and Q7 of “Learning check 3.2” given at page 59 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 3 Lesson Plan: 2

Unit Name: Ratio, Rate and Percentage Topic: Change in Two Quantities Date:__ __
Objective(s):
At the end of this period, the students will be able to:
Increase or decrease a quantity by a given percentage.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 57-60
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students how we can compare two
quantities by using percentage. Take their responses then write a question on the board related to
comparing quantities by using percentage. Instruct to solve it in their notebook. Walk around and check
their work and correct if required. Appreciate them for their correct response.
Main Activities/Concept Building: (23 min)
Tell students today we will learn to find the increase and decrease in quantity if the percentage increase or
decrease is given. Ask students: How we can find the given percentage of a quantity? Take their responses
and tell them that when we find the given percentage of a quantity then if the quantity increases, then we
add that percentage increase into it and if the quantity decreases then we subtract. Ask students to open
their textbook page 57 and read the statement of the worked example 1. Ask students to tell what are
given and what we have to find. Take their responses and tell them that Abdul Ahad’s weight is given and
we have to find his weight if his weight increases by 4% and when his weight decreased by 3%. Tell them
that first we find the 4% of 30 kg and as the weight increases it means we add the increase in weight in 30
kg. Then we find the 3% of his weight and as the weight decrease so we subtract the decrease in weight in
30kg. Explain and solve the example step by step on the board. Instruct students to ask question if they
find any difficulty. Explain the concept by solving worked example 2, 3 and 4 on the board and
Activity 1:
Ask the students to open textbook page 59. Write Q2 (a) “20 increased by 5%” on the board. Call a student
and ask him/her to find the value of 5% of 20. Ask the rest of the class to check and correct if required.
Then instruct them to Q2 (b, c, d) and Q5 of “Learning check 3.2” in their notebooks. Walk around the
class, monitor their working and guide them where required.
Sum Up: (3 min)
Sum up the lesson by re-telling students how we can find the change (increase and decrease) in two
quantities if the percentage increase or decrease is given.
Assessment: (7 min)
To assess students ask them to solve “Pause and Try” on page 58 and Q2 (e, f) of “learning Check 3.2” given
at page 59 of their textbook in their notebook. Walk around and check their work and guide where
needed.
Homework: (2 min)
Solve Q2 (g, h), Q6, Q8 and Q9 of “Learning check 3.2” given at page 59 and 60 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 3 Lesson Plan: 3

Unit Name: Ratio, Rate and Percentage Topic: Ratio Date:__ __
Objective(s):
At the end of this period, the students will be able to:
Identify ratios as comparison of two or more quantities of the same kind.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 60, cards that have two sets of objects
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask Students: How we can compare
quantities by using percentage? How can find increase and decrease in quantity if percentage increase or
decrease is given? Take their responses and appreciate them for their correct response.
Main Activities/Concept Building: (25 min)
Ask students have they compare quantities before. Take their responses and give example when they
compare marks of two more students gained in math test, number of boys and girls in their class, etc. Tell
students today we will learn another method to compare two or more quantities that is called ratio. Tell
them that ratio is the way to compare two or more quantities that are of same kind or of same unit as we
compare the number of boys and girls in a class, compare the weight of two students, compare the length
of two rods, etc. in these situations we use ratio to compare the quantities. Tell them that we use symbol
“:” this to represent ratio between two quantities. Ask students to open their textbook 60 and explain
about the term ratio. Tell them that ratio represent the comparison of two quantities of same kind. If we
say that ‘a’ and ‘b’ are two quantities then the ratio between them can be represented by a: b, read it as “a
to b” where the first term a is called antecedent and the second term b is called consequent. Tell them that
we can represent it in fraction form as a/b. explain the concept of ratio by giving different real-life
examples to them.
Activity 1:
Get students into pairs. Give each pair picture cards of two quantities of same kind. Instruct them to
observe and identify the quantities that to be compared in the picture cards. Ask them to write the ratio of
the given quantities below each picture card. Walk around and monitor their working. Instruct to raise
hand when complete the work. After that each pair share their picture cards to other pairs of the class.
Appreciate them for their good work.
Sum Up: (3 min)
Sum up the lesson by re-telling students that ratio is used to compare two or more quantities of same kind
and also explain “Note to Remember” given at page 60.
Assessment: (5 min)
To assess students ask them to write some examples from their real life where they use ratio for
comparison of two or more quantities of same kind.
Homework: (2 min)
Revise the classwork.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 3 Lesson Plan: 4

Unit Name: Ratio, Rate and Percentage Topic: Ratio Date:_ _ __
Objective(s):
At the end of this period, the students will be able to:
Calculate the ratio of two numbers (up to 3 digits) and simplify ratios including real-world word problems.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 60-61, 63-64
Teaching & Learning Activities:
Opening Activities/Warm-up: (7 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students:
What is meant by ratio? Where we use Ratio? Can we find the ration of quantities of different units? What
is meant by antecedent and consequent? Take their responses and appreciate them for their correct
answers and call a student to the front and instruct to write two numbers in form of ratio and fraction
form. Also write which one is antecedent and consequent.
Main Activities/Concept Building: (25 min)
Tell students today we will learn how to calculate the ratio of two numbers and then simplify ratio if
possible. Ask students: how we can calculate the ratio between to quantities. Take their responses and
then instruct them to open their textbook page 60.
Ask them to observe the number of glasses and
spoons. As there are 6 glasses and 8 spoons so we can
write this in ratio form as 6: 8 (read it as 6 to 8). Ask
them to look at the numbers 6 and 8 that have common divisor 2, its means we can simplify the given ratio
by dividing it by 2.
Simplified form of 6: 8 is 3: 4. Similarly the ratio of spoons to glasses is 4: 3
Explain also the fraction form of the ratio. Tell them that ratio of glasses to spoon is not the same as ratio
of spoons to glasses. Solve and explain the worked example 2 on the board and instruct students to ask
questions if they find any confusion. Give different real-life examples of calculating ratios to students for
more clarification that where and how we use ratio in our daily life problems.
Activity 1:
Ask the students to open textbook page 63. Write Q1 (a) “30 to 80” on the board. Call a student and ask
him/her to find the ratio of given quantities. Ask the rest of the class to check and correct if required. Then
instruct them to Q1 (b, c, d) and Q2(a, b, c, d) and Q4 of “Learning check 3.3” in their notebooks. Walk
around the class, monitor their working and guide them where required.
Sum Up: (2 min)
Sum up the lesson by re-telling students how we can calculate the ratio of two numbers up to 3-digit
numbers and also explain “Note to remember” on page 61.
Assessment: (7 min)
To assess students ask them to solve “Pause and try” given on textbook page 61, Q4 and Q6 of “Learning
check 3.3” on page 63 and 64.
Homework: (2 min)
Solve Q1 (e-h), Q2 (e-h) and Q9 of “Learning check 3.3” given at page 63 and 64 of their textbook.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 3 Lesson Plan: 5

Unit Name: Ratio, Rate and Percentage Topic: Continued Ratio Date: _ __
Objective(s):
At the end of this period, the students will be able to:
Identify continued ratio as comparison of more than two quantities.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 62
Teaching & Learning Activities:
Opening Activities/Warm-up: (7 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students: how we can calculate the ratio
of two numbers? How we can simplify the given ratios? Take their responses and write real life problem for
example “The weight of Ayesha is 50 kg and weight of Musa is 75 kg. Calculate the ratio and simplify if
possible.” on the board. Call a student to the front of the class and ask him/her to solve it. Ask the rest of
the class to check and correct him/her if needed. Appreciate them for their correct working.
Main Activities/Concept Building: (25 min)
Tell students today we will learn continued ratio as comparison of more than two quantities. Ask students:
Do you know about continued ratio? Take their responses and tell them that as we know that the ratio is
used when we compare two quantities of same kind. For example when compare weight of two persons,
length of two rods, height of two boys etc. but in many of life situation we have to compare more than two
quantities for example when we compare the saving of three months, marks of three students, height of
three students, etc. Tell them that when we want to compare three quantities we use continued ratio. Tell
them that if a, b and c are three quantities then continued ration among them can be written as a : b : c
Activity 1:
Divide the students into pairs or small groups. Provide each group with a different real-life scenario that
involves continued ratios. For example: A recipe that requires a specific ratio of ingredients (e.g., 2 cups of
flour to 1 cup of sugar to 0.5 cup of butter). A road trip where the distance traveled each day follows a
specific ratio (e.g., 100 miles on the first day, 150 miles on the second day, 200 miles on the third day). A
savings plan where the amount saved each month follows a specific ratio (e.g., Rs 2450 in the first month,
Rs 1975 in the second month, Rs 2500 in the third month). Instruct each group to analyze their given
scenario and identify the continued ratios present. Encourage students to discuss and collaborate within
their groups, sharing their ideas and reasoning. Bring the groups back together as a whole class. Ask each
group to share the continued ratios they identified in their scenario. Write their responses on the
whiteboard or chart paper. Discuss and clarify any misconceptions or questions that arise.
Sum Up: (2 min)
Sum up the lesson by emphasizing that continued ratios allow us to compare multiple quantities in various
real-life situations. Ask students to open their textbook page 62 and learn about continued ratio.
Assessment: (7 min)
To assess students ask them to write one real life situation where they use continued ratio.
Homework: (2 min)
Revise the classwork.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 3 Lesson Plan: 6

Unit Name: Ratio, Rate and Percentage Topic: Continued ratio Date:__ __
Objective(s):
At the end of this period, the students will be able to:
Calculate continued ratio including real-world word problems.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 62, 63, 64
Teaching & Learning Activities:
Opening Activities/Warm-up: (7 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students:
What is meant by ratio? What is meant by continued ratio? What is the difference between ratio and
continued ratio? Ask randomly from students the real-life situation where they use ratio and continued
ratio. Take their responses and appreciate them for their correct answers.
Main Activities/Concept Building: (25 min)
Tell students today we will learn to calculate the continued ratio. Instruct students to open their textbook
page 62 and read the worked example 1. Ask them after reading what they have observed in the example.
Take their responses and tell them that ratio between the ages of Amir and Imran is 7 to 5 and the ratio
between the ages of Imran and Ali is 3 to 2 and we have to find the continued ratio among the ages of
Amir, Imran and Ali.
Ratio between the ages of Amir and Imran = 7 to 5 = 7 : 5
Ratio between the ages of Imran and Ali = 3 to 2 = 3 : 2
Tell them that in the given example Imran’s age is common in both so to calculate the continued ratio we
have to make the age of Imran same in both ratios. To make the Imran age same in both ratio multiply first
ratio by 3 and the second ratio by 5.
Ratio between the ages of Amir and Imran = 21 : 15 Ratio between the ages of Imran and Ali = 15 : 10
Now we can calculate the continued ratio as:
Amir’s age : Imran’s age : Ali’s Age
21 : 15 : 10
Explain each and every step to calculate continued ratio to students. To demonstrate the method of
calculating continued ratio by using worked examples 2 stepwise. Encourage students to ask questions if
they have any ambiguity.
Activity 1:
Ask the students to open textbook page 63. Write Q3 (a) on the board. Call a student and ask him/her to
find the continued ratio if a : b = 1: 3 and b : c = 2 : 4 the find a : b : c. Ask the rest of the class to check and
correct if required. Then instruct them to Q3 (a, b, c, d, e) and Q7 of “Learning check 3.3” in their
notebooks. Walk around the class, monitor their working and guide them where required.
Sum Up: (2 min)
Sum up the lesson by re-telling students how we can calculate the continued ratio by giving examples.
Assessment: (7 min)
To assess students ask them to solve “Pause and Try” given at page 62 of their textbook.
Homework: (2 min)
Solve Q3 (e-h) and Q9 of “Learning check 3.3” given at page 63 and 64 of their textbook.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 3 Lesson Plan: 7

Unit Name: Ratio, Rate and Percentage Topic: Rate Date:_ __
Objective(s):
At the end of this period, the students will be able to:
Identify rate as a comparison of two quantities (where one quantity is 1) with different units.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 64
Teaching & Learning Activities:
Opening Activities/Warm-up: (7 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students: what is meant by continued
ratio? How we can calculate the continued ratio? Call a student to the front of the class and ask him/her to
write a real-life situation where continued ratio is used. Then calculate the continued. Ask the rest of the
class to check and correct him/her if needed. Appreciate them for their correct working.
Main Activities/Concept Building: (25 min)
Tell students today we will learn about the concept rate. Ask students: Do you know about rate? Take their
responses and tell them that as we know that the ratio is used when we compare two quantities of same
kind. For example when compare weight of two persons, length of two rods, height of two boys etc. but in
many of life situation we have to compare two quantities of different kinds, for example when we compare
speed of a vehicles with unit time, work done in unit time, per kg price of rice, etc. Tell them that when we
want to compare two quantities of different units we use rate. As in the example we compare speed with
time, work with time, and price per kg. Tell them that when we compare quantities by using rate, one
quantity fixed at unit rate or in other words we can say that as rate can be written in fraction form so the
denominator of the fraction is always 1. Ask students to open their textbook page 64 and learn about rate.
Activity 1:
Write several life situations on the board that involves rates, such as:
"A car travels 200 miles in 4 hours. What is the rate of the car's speed?"
"Sarah bought 5 apples for Rs 560. What is the rate of the price per apple?"
Instruct the students to work individually or in pairs to identify the rates in each situation. Encourage them
to think about the units involved and how they can compare the quantities effectively. Circulate among the
students to provide assistance and monitor their progress. Once students have identified the rates, have
them share their answers with the class. Discuss the solutions as a class, emphasizing the correct units and
the meaning of the rates obtained.
Sum Up: (2 min)
Sum up the lesson by emphasizing that rate is the comparison of two quantities of different kinds by giving
different real-life examples.
Assessment: (7 min)
To assess students ask them to reflect on real-life situations where rates are commonly used and how
understanding rates can help in solving problems.
Homework: (2 min)
Revise the classwork.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 4 Lesson Plan: 1

Unit Name: Ratio, Rate and Percentage Topic: Rate Date:_ _ __
Objective(s):
At the end of this period, the students will be able to:
Calculate unit rates including real-world word problems.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 65-66
Teaching & Learning Activities:
Opening Activities/Warm-up: (7 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”.
Begin the lesson by asking students about previous day work. Ask students:
What is meant by ratio? What is meant by rate? What is the difference between ratio and rate? Ask
randomly from students the real-life situation where they use ratio and rate. Take their responses and
appreciate them for their correct answers. Recall with them rate as a comparison of two quantities (where
one quantity is 1) with different units.
Main Activities/Concept Building: (25 min)
Tell students today we will learn to calculate the rate. Instruct students to open their textbook page 65 and
read the worked example 1. Ask them after reading what they have observed in the example. Take their
responses and tell them that the bus fare for the group of 25 people is given and we have to find the unit
ate or per person fare. Tell them that to find the unit rate we have to convert 25 by 1. First write the values
in fraction form by removing the units. After this we have to divide numerator and denominator by 25.
Explain each and every step to calculate rate per person. To demonstrate the method of calculating the
unit rate explain worked examples 2 and 3 stepwise. Encourage students to ask questions if they have any
ambiguity. Ask student for more clarification of calculating rate find some real-life situations and calculate
the rate.
Activity 1:
Ask the students to open textbook page 66. Write Q1 (a) “Rs 150 for 3 sacks of biscuits” on the board. Call
a student and ask him/her to find unit rate or the price of one pack of biscuits. Ask the rest of the class to
check and correct if required. Then instruct them to Q1 (a, b, c, d, e) and Q2 of “Learning check 3.4” in their
notebooks. Walk around the class, monitor their working and guide them where required.
Sum Up: (2 min)
Sum up the lesson by re-telling students how we can find the unit rate of the quantities by giving different
real-life situation and finding unit rates.
Assessment: (7 min)
To assess students ask them to solve “Pause and Try” given at page 65 and Q3 of “learning check 3.4” at
page 66 of their textbook.
Homework: (2 min)
Solve Q4-Q7 of “Learning check 3.3” given at page 66 of their textbook.
Teacher’s Self-Evaluation:

Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐

Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 4 Lesson Plan: 2

Unit Name: Ratio, Rate and Percentage Topic: Sum up and Unit Check Date: _ ____
Objective(s):
At the end of this period, the students will be able to:
Revise the concepts of Unit 3 by solving Q1-7 of Unit Check Exercise.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 67-68
Teaching & Learning Activities:
Opening Activities/Warm-up: (3 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Tell students that they are going to revise all the concepts of the Unit “Ratio, Rate and Percentage”.
Ask them the different questions that are related to “Ratio, Rate and Percentage”.
Main Activities/Concept Building: (30 min)
Activity:
Have students open pages 67 and 68 of their textbooks. Ask them to solve Q1 to Q4 of “Unit Check 3”.
Walk around the class and appreciate them for the correct solutions. Guide them if required.
Sum Up: (3 min)
Sum up the lesson by repeating the important points given in Sum-Up of the unit given at page 67.
Assessment: (0 min)
N/A
Homework: (2 min)
Solve Q5-7 of “Unit Check 3” given at page 68 of their textbooks.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 4 Lesson Plan: 3

Unit Name: Ratio, Rate and Percentage Topic: Sum up and Unit Check Date: _ ____
Objective(s):
At the end of this period, the students will be able to:
Revise the concepts of Unit 3 by solving Q8-14 of Unit Check Exercise.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 67-68
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Tell students that they are going to revise all the concepts of the Unit “Ratio, Rate and Percentage”.
Ask them the different questions that are related to “Ratio, Rate and Percentage”.
Main Activities/Concept Building: (30 min)
Activity:
Have students open pages 68 of their textbooks. Ask them to solve Q8 -11 of “Unit Check 3”. Walk around
the class and appreciate them for the correct solutions. Guide them if required.
Sum Up: (3 min)
Sum up the lesson by repeating the important points given in Sum-Up of the unit given at page 67.
Assessment: (0 min)
N/A
Homework: (2 min)
Solve Q12-14 of “Unit Check 3” given at page 68 of their textbooks.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 4 Lesson Plan: 4

Unit Name: Ratio, Rate and Percentage Topic: Sum up and Unit Check Date: _____
Objective(s):
At the end of this period, the students will be able to:
Revise the concepts of Unit 3 by solving Q15-18 of Unit Check Exercise and by completing “work with
math” activity.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 67 and 69, Price tags, coins and notes, Flash cards /name
of foods/grocery/stationary items
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Tell students that they are going to revise all the concepts of the Unit “Ratio, Rate and Percentage”.
Ask them the different questions that are related to “Ratio, Rate and Percentage”.
Main Activities/Concept Building: (30 min)
Activity 1:
Have students open pages 69 of their textbooks. Ask them to solve Q15 and Q16 of “Unit Check 3”. Walk
around the class and appreciate them for the correct solutions. Guide them if required.
Activity 2:
Tell students today, we will be performing a math project (work with math).
Have students pretend to be customers and shopkeepers. One student will play the shopkeeper role and
open the tuck shop. He will offer food items at prices that are a fraction of what they were originally priced
at. Other students purchase those items by determining the new prices. Students line up and wait for their
turn before going one by one to the tuck shop to purchase items at a discount. Tell them the rate of one
item and instruct them to determine the ratio between the old and new prices of the food they purchase.
Sum Up: (3 min)
Sum up the lesson by repeating the important points of the whole unit “Ratio, rate and percentage”.
Assessment: (0 min)
N/A
Homework: (2 min)
Solve Q17-18 of “Unit Check 3” given at page 69 of their textbooks.

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 4 Lesson Plan: 5

Unit Name: Sets Topic: Set and its Notation Date: _______
Objective(s):
At the end of this period, the students will be able to:
Define set and recognize its notation.
Resource Material:
Chalk/Marker, White/Blackboard, picture cards textbook page 70-72, 74
Teaching & Learning Activities:
Opening Activities/Warm-up: (8 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”. Ask students about their previous
day homework. Begin the lesson by show different pictures of groups of objects such as grade 6 books,
groups of friends, collection of toys etc. and ask them about characteristic of these collections of objects.
Have students open textbook at page 70. Quickly recall the concepts related to questions given in rapid
recall. Then ask them to solve those questions. Read the opening page question and tell them that we will
be able to solve it after learning about the concepts of the unit.
(Note for teachers: The sections “Think out of the box”, “Talk over and write” and “Technology corner” are
supplementary exercises. These can also be given to students who finish their work quickly or are fast learners.)
Main Activities/Concept Building: (20 min)
Before the main concept, tell them briefly about the unit outline and its real life relevance . Tell students
today we will learn about the concept of set. Ask the students if they have heard about sets before and if
they know what they are. Encourage discussion and share their responses. Now ask students to open their
textbook page 71. Paste the flash cards of different flavours of tea on the board. Instruct students to
observe the flash cards. Explain to them as all the flavours of tea are different and unique so it becomes a
set. Tell them that a collection of objects that are distinct and well defined is called a set. Explain the term
distinct and well defined to students by giving different example from their daily life. Point out towards the
different flavours of tea and tell them that as all the flavours of tea are different from each other no one is
common so it means the flavours of tea are distinct, as these are flavours of tea so these are also well-
defined. As it fulfill the two characteristics of set so the collection different flavours of tea is a set. Explain
to students that element of the set may or may not be in order because the sequence does not affect the
set, only the element of the set are not repeated and well-defined otherwise it is not a set. Explain that the
elements of a set are enclosed in curly braces { }, each element is separated by commas and the set is
represented by the capital letter A, B, C, etc. Ask students to read the statement of the worked example
1.then by explaining each part to students that the group of objects is a set or not. For more explanation
solve the worked example 2, 3 and 4 on the board. Throughout the lesson, encourage students to ask
questions and actively participate in discussions. Engage in dialogue to clarify any misconceptions and
deepen their understanding of sets.
Sum Up: (3 min)
Sum up the lesson by re-telling about set and its notation and explain “Note to Remember” to them
Assessment: (7 min)
To assess students ask them to solve “Pause and try” given at page 72 and Q1 (a-d) of “Learning check 4.1”
given at page 74 of their textbook.
Homework: (2 min)
Solve Q1 (e-l) of “Learning check 4.1” given at page 74 of their textbook.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 4 Lesson Plan: 6

Unit Name: Sets Topic: Set and its Notation Date: _______
Objective(s):
At the end of this period, the students will be able to:
Recognise elements of a set and its cardinality.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 73-74, objects or pictures (animals, fruits or shapes)
Teaching & Learning Activities:
Opening Activities/Warm-up: (7 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”. Ask students about their previous
day homework. Begin by reviewing the concept of sets briefly. Remind students that a set is a collection of
distinct objects or elements. Write different collection of objects on the board. Call a student to the front
of the class and ask him/her to identify the collection of objects that are set and then represent that
collection of objects in form set (enclosed by brackets and give them name).
Main Activities/Concept Building: (21 min)
Instruct students to open their textbook page 73. Tell them that today we will learn about element of the
set and its cardinality. Ask them do you know about elements of a set and its cardinality. Encourage
discussion and share their responses. Now write the worked example 1 on the board that is “How many
elements are in the set of odd numbers less than 16?” first write the odd numbers that are less than 16 in a
curly brackets and give them name capital letter O.
O = {1, 3, 5, 7, 9, 11, 13, 15}
Tell them that 1, 3, 5, 7, 9, 11, 13 and 15 are called the element of the set. Ask students to count the
number of elements that are present in a set that are 8 so the cardinality of set O is 8. Tell them that total
number of elements that are present in any set is called the cardinality of the set. Explain the concept of
cardinality of set by writing different sets on the board and by counting the total number of elements of
those sets.
Activity 1:
Display or distribute objects or pictures representing different categories, such as animals, fruits, and
shapes. Divide the class into pairs or small groups. Instruct each pair/group to choose one category and
gather a set of objects or pictures that belong to that category. Give the pairs/groups time to collect and
arrange the objects or pictures to create their sets. Once they have prepared their sets, instruct them to
write down the elements by ensuring each element is listed only once. Have each pair/group exchange
their set of objects or pictures with another pair/group. Instruct the receiving pair/group to count the
elements in the set and determine its accurate cardinality. Ask pairs/groups to share their experiences in
counting the elements and determining the cardinality. Appreciate them for their correct working.
Sum Up: (3 min)
Sum up the lesson by re-telling about elements of the set and cardinality of the set.
Assessment: (7 min)
To assess students ask to solve “Pause and try” given at age 73 and Q2 of “learning check 4.1” at page 74
of their textbook.
Homework: (2 min)
Solve Q3 and Q4 of “learning check 4.1” at page 74 of their textbook.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 4 Lesson Plan: 7

Unit Name: Sets Topic: Types of Sets Date: _______
Objective(s):
At the end of this period, the students will be able to:
Define and demonstrate finite and infinite sets through examples.
Resource Material:
Chalk/Marker, White/Blackboard, textbook page 74, 75, 76 and 80, paper slips
Teaching & Learning Activities:
Opening Activities/Warm-up: (8 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask the students: How are you? Encourage them to say, “Alhamdulillah”. Ask students about their previous
day homework. Begin the lesson by asking students: What does meant by a set? Define element of a set
and cardinality of a set? Take their response and Call a student to the front of the class and ask him/her to
write a set and also tell the cardinality of that set. Ask the rest of the class to check and correct if required.
Main Activities/Concept Building: (25 min)
Tell students today we will learn about types of set that are finite and infinite. Ask them: Do you know
about finite and infinite sets? Take their responses and ask them to open their textbook page 74 and 75.
Instruct them to read the statement “Harris has an aquarium filled with different red, blue, green, yellow,
purple and brown coloured fish.” given at page 74. Write the set for the given fish of different colours as:
F = {red, blue, green, yellow, purple, brown}
Ask students to count the number of fish in the aquarium. Tell them that as number of fish in the aquarium
is countable so the given set is finite set. Explain the finite set by explain examples given on page 75 and
also solve worked example 1 and 2. Now ask students; can you count the number of stars in the sky? Take
their responses that must be no. Tell them that when the number of elements in a set is not countable
then that set is called infinite set. Write the set of whole numbers on the board and tell them that as
number of element in the set of whole number is not countable so set of whole numbers is infinite set.
Also give different examples to explain the infinite set as given on page 76. Solve worked example 1 and 2
to explain them about infinite set.
Activity 1:
Divide the students into small groups. Distribute small pieces of paper to each group. Instruct each group
to create three sets, two of which are finite and one is infinite. They can write down the elements or use
objects/pictures to represent the sets. Once the groups have completed their sets, have them exchange
with another group. Ask each group to examine the sets they received and determine which ones are finite
and which one is infinite. They should write their answers on the paper. Discuss the answers as a whole
class, allowing each group to share their findings.
Sum Up: (5 min)
Sum up the lesson by emphasizing the definitions and characteristics of finite and infinite sets. Explain
“Note to Remember” given at page 75.
Assessment: (5 min)
To assess students ask them to solve “Pause and Try” given at page 75 and 76 of their textbook.
Homework: (2 min)
Solve Q1 of “Learning check 4.2” given at page 80 of their textbook.
Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 5 Lesson Plan: 1

Unit Name: Factors and Multiples Topic: Revision Date: _____________
Objective(s):
At the end of this period, the students will be able to:
Revise the concept of the unit “Integers”.
Resource Material:
Chalk/Marker, White/Blackboard, Worksheet
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Ask them a few questions related to the concept of unit “Integers”.
Tell students that they are going to revise and practice the main concepts of the Unit by solving a
worksheet.

Main Activities/Concept Building: (30 min)

Activity:
Give the worksheet to students. Instruct them to complete it. Roam around the class, check their work and
guide them if needed.
Sum Up: (5 min)
Based on the worksheets solved by students, retell the basic concepts and correct the common mistakes.
Assessment: (0 min)
N/A
Homework: (0 min)
N/A

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Worksheet
Name: _______________ Date: _______________
1. Multiply the given integers.

a) −3 and +9 b) −11 and −9 c) + 13 and −22

2. Find the product of first 5 even negative integers.

3. Divide the following.

a) -6 by -2 b) +72 by -9 c) -72 by + 3

4. If the product of two integers is 91. If one integer is 7 then find the other integer.

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 5 Lesson Plan: 2

Unit Name: Factors and Multiples Topic: Revision Date: _____________
Objective(s):
At the end of this period, the students will be able to:
Revise the concept of the unit “Integers”.
Resource Material:
Chalk/Marker, White/Blackboard, Worksheet
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Ask them a few questions related to the concept of unit “Integers”.
Tell students that they are going to revise and practice the main concepts of the Unit by solving a
worksheet.

Main Activities/Concept Building: (30 min)

Activity:
Give the worksheet to students. Instruct them to complete it. Roam around the class, check their work and
guide them if needed.
Sum Up: (5 min)
Based on the worksheets solved by students, retell the basic concepts and correct the common mistakes.
Assessment: (0 min)
N/A
Homework: (0 min)
N/A

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Worksheet
Name: _______________ Date: _______________
1. Verify the closure law and commutative law for the integers under multiplication.
a) -9 and -32 b) +15 and -2

2. Verify the associative law for the integers −13, −10 and +5.

3. Verify the distributive property for the given integers under addition and
subtraction.
+11, −4 and −17

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 5 Lesson Plan: 3

Unit Name: Factors and Multiples Topic: Revision Date: _____________
Objective(s):
At the end of this period, the students will be able to:
Revise the concept of the unit “Integers”.
Resource Material:
Chalk/Marker, White/Blackboard, Worksheet
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Ask them a few questions related to the concept of unit “Integers”.
Tell students that they are going to revise and practice the main concepts of the Unit by solving a
worksheet.

Main Activities/Concept Building: (30 min)

Activity:
Give the worksheet to students. Instruct them to complete it. Roam around the class, check their work and
guide them if needed.
Sum Up: (5 min)
Based on the worksheets solved by students, retell the basic concepts and correct the common mistakes.
Assessment: (0 min)
N/A
Homework: (0 min)
N/A

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Worksheet
Name: _______________ Date: _______________
1. Simplify the following.
a) 115 – {32 + 3 ÷ ( 6 + 3  2)}

𝟏
b) 6.8  [1.2 + {1.9 – (4.6 -3.4 ÷ )}]
𝟔

𝟏 𝟕 𝟓 𝟑 𝟏
c) 3 +  {14 – ( +  )}
𝟑 𝟏𝟏 𝟔 𝟕 𝟐

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 5 Lesson Plan: 4

Unit Name: Ratio, Rate and Percentages Topic: Revision Date: ___________
Objective(s):
At the end of this period, the students will be able to:
Revise the concept of the unit “Ratio, Rate and Percentages”.
Resource Material:
Chalk/Marker, White/Blackboard, Worksheet
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Ask them a few questions related to the concept of unit “Ratio, Rate and Percentages”.
Tell students that they are going to revise and practice the main concepts of the Unit by solving a
worksheet.

Main Activities/Concept Building: (30 min)

Activity:
Give the worksheet to students. Instruct them to complete it. Roam around the class, check their work and
guide them if needed.
Sum Up: (5 min)
Based on the worksheets solved by students, retell the basic concepts and correct the common mistakes.
Assessment: (0 min)
N/A
Homework: (0 min)
N/A

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Worksheet
Name: _______________ Date: _______________
1. Find the value of the following.

a) 30% of 680 b) 24.5 % of 520

2. Express the following.

a) 4.5 as a percentage of 230 b) 330 as a percentage of 750

3. Out of 200 pages of the storybook, 45% of the pages read by Ahmad. How many
pages read by the Ahmad and how many pages left?

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 5 Lesson Plan: 5

Unit Name: Ratio, Rate and Percentages Topic: Revision Date: _____________
Objective(s):
At the end of this period, the students will be able to:
Revise the concept of the unit “Ratio, Rate and Percentages”.
Resource Material:
Chalk/Marker, White/Blackboard, Worksheet
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Ask them a few questions related to the concept of unit “Ratio, Rate and Percentages”.
Tell students that they are going to revise and practice the main concepts of the Unit by solving a
worksheet.

Main Activities/Concept Building: (30 min)

Activity:
Give the worksheet to students. Instruct them to complete it. Roam around the class, check their work and
guide them if needed.
Sum Up: (5 min)
Based on the worksheets solved by students, retell the basic concepts and correct the common mistakes.
Assessment: (0 min)
N/A
Homework: (0 min)
N/A

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

All Rights reserved by AFAQ (Association For Academic Quality)

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Worksheet
Name: _______________ Date: _______________
1. Compare the quantities by using percentage.
a) 54 out of 90 and 35 out of 50 b) 87 out of 150 and 90 out of 200

2. Calculate the increase and decrease in quantity.

a) 300 increased by 40% b) 90 decreased by 2.7%

3. Find the ratio of the following and simplify if possible.

a) 17 to 51 b) 14: 98

4. Hareem bought a shirt for Rs 2500. Find the price of the shirt if price increased by
12%. Also find the price of the shirt if the price decreased by 7.5%.

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 5 Lesson Plan: 6

Unit Name: Ratio, Rate and Percentages Topic: Revision Date: ___________
Objective(s):
At the end of this period, the students will be able to:
Revise the concept of the unit “Ratio, Rate and Percentages”.
Resource Material:
Chalk/Marker, White/Blackboard, Worksheet
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Ask them a few questions related to the concept of unit “Ratio, Rate and Percentages”.
Tell students that they are going to revise and practice the main concepts of the Unit by solving a
worksheet.

Main Activities/Concept Building: (30 min)

Activity:
Give the worksheet to students. Instruct them to complete it. Roam around the class, check their work and
guide them if needed.
Sum Up: (5 min)
Based on the worksheets solved by students, retell the basic concepts and correct the common mistakes.
Assessment: (0 min)
N/A
Homework: (0 min)
N/A

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

All Rights reserved by AFAQ (Association For Academic Quality)

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Worksheet
Name: _______________ Date: _______________
1. Find the continued ratio for the following values.

If x : y = 7:4 and y : z = 3 : 11 then find x : y : z

2. Find the unit rate for the following.

a) Rs 250 for 5 kg of melons b) Rs 9800 for 7 peoples

3. The ratio among the height of Amara and Sara is 3: 4 and the ratio between Amara
and Hadia height is 5: 2. Find the continued ratio among their heights.

4. Yasir filled 12 litres of juice in 8 bottles. How much quantity of juice in one bottle.

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Term: 1 Periodic Unit: 2 Week: 5 Lesson Plan: 7

Unit Name: Sets Topic: Revision Date: _____________
Objective(s):
At the end of this period, the students will be able to:
Revise the concept of the unit “Sets”.
Resource Material:
Chalk/Marker, White/Blackboard, Worksheet
Teaching & Learning Activities:
Opening Activities/Warm-up: (5 min)
Say, “Assalaamu Alaikum” and start with the name of Allah.
Ask students: How are you? Encourage them to say, “Alhamdulillah”.
Ask them a few questions related to the concept of unit “Sets”.
Tell students that they are going to revise and practice the main concepts of the Unit by solving a
worksheet.

Main Activities/Concept Building: (30 min)

Activity:
Give the worksheet to students. Instruct them to complete it. Roam around the class, check their work and
guide them if needed.
Sum Up: (5 min)
Based on the worksheets solved by students, retell the basic concepts and correct the common mistakes.
Assessment: (0 min)
N/A
Homework: (0 min)
N/A

Teacher’s Self-Evaluation:
Target: Achieved ☐ Not Achieved ☐ Partially Achieved ☐
Reason/Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________

All Rights reserved by AFAQ (Association For Academic Quality)

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 Type Series Subject Grade Teacher Time
Lesson Planners SUN (SNC) Mathematics 6 40 Min

Worksheet
Name: _______________ Date: _______________
1. Identify if the collection of given objects is a set or not. Give reason.
a) The collection of fruits in winter season

b) The collection of provinces of Pakistan.

c) The collection interesting books

d) The collection of multiples of 7 between 14 and 100.

2. Write the difference between finite and infinite sets and give one example of each
set.

3. Write the cardinality of the given sets.

a) The set of prime numbers less than 5

b) The set of whole numbers greater than 4 and less than 12.

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