Mathematics

Grade 6
Teacher Guide

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Contents
Term 1
Unit 1: Whole numbers ............................................................................................. 3
Unit 2: Number sentences ......................................................................................... 19
Unit 3: Whole numbers: Addition and subtraction .................................................... 27
Unit 4: Common fractions ......................................................................................... 58
Unit 5: Time .............................................................................................................. 76
Unit 6: Properties of two-dimensional shapes ............................................................ 92
Unit 7: Data handling ................................................................................................ 104
Unit 8: Numeric patterns ........................................................................................... 116

Term 2
Unit 1: Whole numbers ............................................................................................. 129
Unit 2: Whole numbers: Multiplication ..................................................................... 137
Unit 3: Properties of three-dimensional objects ......................................................... 158
Unit 4: Geometric patterns ........................................................................................ 169
Unit 5: Symmetry ...................................................................................................... 180
Unit 6: Whole numbers: Division ............................................................................... 185
Unit 7: Decimals ........................................................................................................ 198
Unit 8: Capacity and volume ..................................................................................... 222
Term 3
Unit 1: Mass .............................................................................................................. 237
Unit 2: Whole numbers ............................................................................................. 244
Unit 3: Whole numbers: Addition and subtraction .................................................... 248
Unit 4: Viewing objects ............................................................................................. 256
Unit 5: Properties of two-dimensional shapes ............................................................ 263
Unit 6: Transformations ............................................................................................. 274
Unit 7: Temperature .................................................................................................. 286
Unit 8: Percentages ................................................................................................... 291
Unit 9: Data handling ................................................................................................ 298
Unit 10: Numeric patterns ........................................................................................... 310
Unit 11: Length ........................................................................................................... 318

Term 4
Unit 1: Whole numbers ............................................................................................. 331
Unit 2: Whole numbers: Multiplication ..................................................................... 335
Unit 3: Common fractions ......................................................................................... 342
Unit 4: Properties of three-dimensional objects ......................................................... 352
Unit 5: Perimeter, area and volume ........................................................................... 361
Unit 6: The history of measurement .......................................................................... 372
Unit 7: Whole numbers: Division ............................................................................... 377
Unit 8: Number sentences ......................................................................................... 386
Unit 9: Transformations ............................................................................................. 393
Unit 10: Position and movement ................................................................................. 404
Unit 11: Probability ..................................................................................................... 410

Addendum ................................................................................................................... 419

Term 1
Unit 1: Whole numbers ................................................................................ 3
1.1 Count and represent numbers ............................................................................. 4
1.2 The place value parts of whole numbers .............................................................. 6
1.3 Arrange numbers in order on number lines ......................................................... 9
1.4 Factors and multiples .......................................................................................... 12
1.5 Rounding off ....................................................................................................... 15
Unit 2: Number sentences ............................................................................ 19
2.1 Equivalence ......................................................................................................... 20
2.2 Writing number sentences ................................................................................... 24
2.3 Solve and complete number sentences ............................................................... 26
Unit 3: Whole numbers: Addition and subtraction ...................................... 27
3.1 Basic addition and subtraction facts and skills ...................................................... 28
3.2 Mental calculation techniques ............................................................................. 32
3.3 Subtraction and addition are inverses .................................................................. 37
3.4 Rounding off and rearranging ............................................................................. 39
3.5 Subtraction with place value parts ....................................................................... 42
3.6 The vertical column notation for addition ............................................................ 44
3.7 The vertical column notation for subtraction ....................................................... 46
3.8 Practise addition and subtraction ......................................................................... 48
3.9 Using a calculator ................................................................................................ 49
3.10 Apply your knowledge ........................................................................................ 56
Unit 4: Common fractions ............................................................................ 58
4.1 Dividing into fraction parts .................................................................................. 59
4.2 Measuring lengths accurately .............................................................................. 64
4.3 Comparing and ordering fractions ....................................................................... 67
4.4 Hundredths ......................................................................................................... 69
4.5 Adding and subtracting fractions ......................................................................... 72
4.6 Problem solving ................................................................................................... 74

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 1

Unit 5: Time ................................................................................................. 76
5.1 Introduction ......................................................................................................... 77
5.2 Read, write and tell time ....................................................................................... 78
5.3 Time intervals ....................................................................................................... 80
5.4 Time intervals on the stopwatch ........................................................................... 83
5.5 Years, decades and centuries ................................................................................ 85
5.6 A short history of calendars ................................................................................... 87
5.7 Time zones ........................................................................................................... 90
Unit 6: Properties of two-dimensional shapes .............................................. 92
6.1 Naming figures by the number of sides ................................................................ 93
6.2 Angles .................................................................................................................. 94
6.3 Angles of different sizes ........................................................................................ 99
6.4 Parallelograms ...................................................................................................... 103
Unit 7: Data handling .................................................................................. 104
7.1 Understanding the data context ........................................................................... 105
7.2 Interpreting graphs .............................................................................................. 107
7.3 Organising data .................................................................................................... 110
7.4 Project .................................................................................................................. 114
Unit 8: Numeric patterns ............................................................................. 116
8.1 Revising sequences of multiples ........................................................................... 118
8.2 Non-multiple sequences ....................................................................................... 119
8.3 Flow diagrams and rules ....................................................................................... 122
8.4 Tables and rules .................................................................................................... 124

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 2

Grade 6 Term 1 Unit 1 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Count and represent numbers Counting large collections of objects 3 to 4
1.2 The place value parts of whole numbers Number symbols and place value parts 5 to 7
1.3 Arrange numbers in order on number lines The number line 8 to 10
1.4 Factors and multiples Prime numbers 11 to 13
1.5 Rounding off Rounding off 14 to 17

CAPS time allocation 2 hours

CAPS page references 13 to 15 and 215 to 216

Mathematical background
Although a number symbol such as 357 is written by writing the three digits 3, 5 and 7, the number represented by the symbol 357 is not “three five seven” or
“3 and 5 and 7”, but 300 + 50 + 7. This is what is meant by “understanding place value”. This should be made clear from the outset and emphasised whenever
possible. Language constructions like “break down a number into its place value parts” and learning aids like place value cards were invented for this purpose
and are prescribed to promote understanding of place value.

On a theoretical level (intended for teachers only), a distinction can be made between the “face value” of a digit in a number symbol, the “numerical value” or
number (place value part) represented by the digit, and the place value of the position occupied by the digit. For example, in 357 the face value of the symbol
“5” is 5. However, the symbol “5” represents the number 50, hence its numerical value is 50. The symbol “5” is in the tens position, a fact that is sometimes
expressed by saying that the place value of the digit (actually the place value of the position it occupies) is tens (note the plural).

Resources
Two resources are absolutely critical for the work in this unit:
• Counting apparatus: wooden or plastic cubes and rods, or sticks and stick bundles, or other suitable apparatus
• Place value cards, all of the same colour, for units, tens, hundreds, thousands, ten thousands and preferably for hundred thousands too.

Each learner should have a set of counters (cubes and rods / sticks and bundles) and a set of place value cards. A master copy for place value cards for learners is
provided on pages 420 to 426 in the Addendum at the back of this Teacher Guide. In addition, you should have a set of large place value cards for
demonstration purposes, such as those provided on pages 427 to 440 of the Addendum.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 3

1.1 Count and represent numbers
Critical knowledge and skills
It is critical that learners understand that “counting” doesn’t just mean counting objects
one by one, but that it also includes structured counting in groups of ten, hundred,
thousand, etc.

Mathematical notes
The structure of the diagram on page 3 of the Learner Book may be represented as shown
below:
100 100 100 100 100
100 100 100 100 100

100 100 100 100 100

100 100 100 100 100

100 40

100 7

Do not demonstrate the above to learners before they have seriously engaged with
question 1. Learners should preferably come to observe the structure of the diagram by
themselves.

Teaching guidelines
Observe how learners approach question 1. Learners who try to count one by one need
support. Suggest to learners that they should consider how many rings there are in each of
the rectangular/square arrays, and how many rectangular/square arrays there are.
It is important that learners observe the structure of the diagram, for example that there
are two equal blocks of 10 square arrays of rings in the upper part of the diagram. You may
ask learners how many rings there are in each of these two blocks.

Answers
1. 2 247
2. 753
3. 7 753

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 4

Teaching guidelines
If learners struggle to make progress with question 1, you may show them how the
diagram in question 1 can be represented with numbers (as shown under “Mathematical
notes” on the previous page), and suggest that they make a similar representation of the
diagram in question 4. This will force them to analyse the structure of the diagram and
hence determine the number of rings without endless counting.

Answers
4. 3 677
5. 323
6. 6 323

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 5

1.2 The place value parts of whole numbers
Teaching guidelines
It is highly desirable that learners have some opportunities to build numbers with place
value cards, even if cards are only available for smaller numbers. This will empower them
to make sense of the diagrams in the Learner Book. To help learners to engage with the
shaded passage, you may build the number 485 627 or some other number on the board
with large place value cards.
Place value cards are an indispensable tool to help learners to distinguish, in their own
minds, between number symbols and the numbers themselves. It is important to use place
value cards correctly. The basic place value card activity is to ask learners to “show” a
number with cards. When learners are asked to show a number, for example 357, they
should select and hold up the 300, 50 and 7 cards, not the 3, 5 and 7 cards.
To demonstrate the connection between building a number with place value cards and
writing the number in expanded notation, you may write a number on the board and put
its card presentation on top of it, for example:
Write:

86 347
Then put the cards on top of the writing:

6000
40
7
300
80000
Then pull the cards apart and place them to the right of the written number:

86 347 80000 6000 300 40 7

86 347 = 80 000 + 6 000 + 300 + 40 + 7
Answers
1. (a) 124 565 = 100 000 + 20 000 + 4 000 + 500 + 60 + 5
(b) 210 763 = 200 000 + 10 000 + 700 + 60 + 3
(c) 401 807 = 400 000 + 1 000 + 800 + 7
(d) 602 484 = 600 000 + 2 000 + 400 + 80 + 4
(e) 106 558 = 100 000 + 6 000 + 500 + 50 + 8
(f) 711 313 = 700 000 + 10 000 + 1 000 + 300 + 10 + 3

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 6

Teaching guidelines
Show and remind learners that we use four place value cards to build the number 4 583:

4000 500 80 3 3
4000
500
80
We use three place value cards to build the number 4 083:

4000 80 3 4000
803
Representing the number 666 666 with place value cards may assist learners to solve
question 7.

Answers
1. (d)–(f) See previous page.
2. 711 313 602 484 401 807 210 763 124 565 106 558
3. (a) 700 000 + 80 000 + 9 000 + 300 + 20 + 4
(b) 500 000 + 20 000 + 8 000 + 700 + 30 + 2
(c) 500 000 + 1 000 + 100 + 3
(d) 400 000 + 40 000 + 1 000 + 100 + 60
(e) 200 000 + 80 000 + 7 000 + 500 + 60 + 4
(f) 400 000 + 80 000 + 7 000 + 900 + 20 + 3
4. 287 564 441 160 487 923 501 103 528 732 789 324
5.–6. See next page.
7. (a) 666 066 (b) 666 606 (c) 606 666 (d) 66 666
8. (a) 80 000 90 000 100 000 110 000
120 000 130 000 140 000
(b) 580 000 590 000 600 000 610 000
620 000 630 000 640 000
(c) 880 000 890 000 900 000 910 000
920 000 930 000 940 000 950 000
960 000 970 000 980 000 990 000
1 000 000
(d) 888 000 898 000 908 000 918 000
928 000 938 000 948 000 958 000
968 000 978 000 988 000 998 000
1 008 000
9. (a) 311 111 (b) 900 001

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 7

Teaching guidelines
Questions 5 and 6 on Learner Book page 6 refer to the arrays on Learner Book page 7.
For your convenience the questions are repeated here:
5. (a) How many short thick lines are shown on the next page?
(b) How many lines will be shown on ten pages like the next?
(c) How many lines will be shown on a hundred pages like the next?
6. (a) How many groups of 100 lines each are there on the next page?
(b) How many groups of 10 lines each are there on the next page?

Answers
5. (a) 10 000 (b) 100 000 (c) 1 000 000
6. (a) 100 (b) 1 000

Extension
Many other questions can be asked with reference to this diagram, for example:
1. How many lines will be left if 10 lines are removed from each group of 100?
2. How many lines will be left if 37 lines are removed from each group of 100?
3. How many lines will be left if . . . . lines are removed from each group of 100?
4. There are 10 rows of 10 rectangular groups of lines on the diagram.
How many lines will be left if 3 rectangular groups are removed from each row?

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 8

1.3 Arrange numbers in order on number lines
Teaching guidelines
You may let learners do questions 1 and 2 in class; then let them do questions 3 and 4 at
home.
You may have to demonstrate part of 1(a) on the board to ensure that learners do not
waste time on figuring out what they have to do.

Answers
1. The numbers must be equally spaced and arranged from smallest to biggest as you
move upwards.
(a) 219 000 220 000 221 000 222 000 223 000 224 000
225 000 226 000 227 000 228 000 229 000 230 000
231 000 232 000 233 000 234 000 235 000 236 000
237 000 238 000 239 000 240 000
(b) 219 500 220 000 220 500 221 000 221 500 222 000
222 500 223 000 223 500 224 000 224 500 225 000
225 500 226 000 226 500 227 000 227 500 228 000
228 500 229 000 229 500 230 000
(c) 695 000 700 000 705 000 710 000 715 000 720 000
725 000 730 000 735 000 740 000 745 000 750 000
755 000 760 000 765 000 770 000 775 000 780 000
785 000 790 000 795 000 800 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 9

Answers
2. 5 000s
3. (a) (b) (c)

203 200 205 000 223 000

203 190 204 900 222 000
203 180 204 800 221 000
203 170 204 700 220 000
203 160 204 600 219 000
203 150 204 500 218 000
203 140 204 400 217 000
203 130 204 300 216 000
203 120 204 200 215 000
203 110 204 100 214 000
203 100 204 000 213 000
203 090 203 900 212 000

203 080 203 800 211 000

203 070 203 700 210 000
203 060 203 600 209 000
203 050 203 500 208 000

203 040 203 400 207 000

203 030 203 300 206 000
203 020 203 200 205 000
203 010 203 100 204 000
203 000 203 000 203 000
202 990 202 900 202 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 10

Answers
4. (a) (b) (c)
501 000 500 100 500 010
500 900 500 090 500 009
500 800 500 080 500 008
500 700 500 070 500 007

500 600 500 060 500 006

500 500 500 050 500 005

500 400 500 040 500 004

500 300 500 030 500 003
500 200 500 020 500 002
500 100 500 010 500 001
500 000 500 000 500 000
499 900 499 990 499 999
499 800 499 980 499 998
499 700 499 970 499 997
499 600 499 960 499 996
499 500 499 950 499 995
499 400 499 940 499 994
499 300 499 930 499 993
499 200 499 920 499 992
499 100 499 910 499 991
499 000 499 900 499 990
498 900 499 890 499 989

5. Example:

1 000 1 800 2 000 2 750 3 500 5 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 11

1.4 Factors and multiples
Critical knowledge
When we multiply two numbers, for example 7 × 8 = 56, the answer is called the product
of the two numbers.
The two numbers are called factors of the product. (The product may have other factors
too, for example 14, 28, 2 and 4 in the case of 56.)
A product is a multiple of each of its factors.
The purpose of the shaded passage and questions 4 and 5 is mainly to develop knowledge
of the above vocabulary.

Teaching guidelines
You may bring to learners’ attention that:
• counting in groups of two produces the multiples of two
• counting in groups of three produces the multiples of three
• counting in groups of four produces the multiples of four
• counting in groups of five produces the multiples of five, etc.

Answers
1. (a) 6 (b) 17 (c) 35 (d) 77
(e) 143 (f) 221 (g) 91 (h) 119
(i) 121 (j) 187
2. 77 = 7 × 11 121 = 11 × 11 6=2×3 35 = 5 × 7
221 = 13 × 17 119 = 7 × 17 143 = 11 × 13 17 = 1 × 17
187 = 11 × 17 91 = 7 × 13
3. (a) 7 (b) 13 (c) 11
(d) 11 (e) 13 (f) 7
4. (a) 221 (b) 11 and 17
5. (a) 1 × 2 = 2; 2 × 2 = 4; 3 × 2 = 6; 4 × 2 = 8
(b) 10; 12; 14; 16; 18; 20; 22; 24; 26; 28
(c) 17 and 55

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 12

Notes on questions
Note that question 7 does not only serve the purpose of identifying the prime numbers
smaller than 100. It also provides extensive practice in identifying multiples of 2, 3, 5
and 7, and hence is a Mental Mathematics activity.
Point out that, for example, numbers that are “greater than 7” do not include the
number 7: a number cannot be greater than itself.

Teaching guidelines
Let learners check their answer for question 7(e) by comparing their list of numbers to the
list given in the shaded passage at the bottom of the page.

Answers
6. (a) 1 × 3 = 3; 2 × 3 = 6; 3 × 3 = 9; 4 × 3 = 12
(b) 15; 18; 21; 24; 27
7. (a) All even numbers greater than 2 are crossed out.
(b) Multiples of 3 greater than 3 are crossed out: 9, 15, 21, 27, 33, 39, 45, 51, 57, 63,
69, 75, 81, 87, 93, 99.
(c) Multiples of 5 greater than 5 are crossed out: 25, 35, 55, 65, 85, 95.
(d) Multiples of 7 greater than 7 are crossed out: 49, 77, 91.
(e) Numbers not crossed out: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59,
61, 67, 71, 73, 79, 83, 89, 97.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 13

Answers
8. 1: 1 factor 5: 2 factors 6: 4 factors 7: 2 factors 8: 4 factors
9: 3 factors 10: 4 factors 11: 2 factors 12: 6 factors 13: 2 factors
14: 4 factors 15: 4 factors 16: 5 factors 20: 6 factors 21: 4 factors
23: 2 factors 25: 3 factors

9. Prime numbers Composite numbers Not prime or

composite
2 29 67 4 20 33 45 56 68 80 91 1
3 31 71 6 21 34 46 57 69 81 92
5 37 73 8 22 35 48 58 70 82 93
7 41 79 9 24 36 49 60 72 84 94
11 43 83 10 25 38 50 62 74 85 95
13 47 89 12 26 39 51 63 75 86 96
17 53 97 14 27 40 52 64 76 87 98
19 59 15 28 42 54 65 77 88 99
23 61 16 30 44 55 66 78 90 100
18 32

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 14

1.5 Rounding off
Mathematical notes
Different forms of “rounding off” form part of cultural practices.
Distances on road maps are normally given to the nearest kilometre, the length of a
person is normally stated to the nearest centimetre, and in carpentry lengths are normally
given to the nearest millimetre.
In everyday life, a person’s age is often rounded off to full years. This rounding is
normally not done to the nearest full year but to the number of completed years: an age of
12 years and 9 months is rounded off to 12 years – the person cannot claim to be 13 yet.
This is not rounding off to the nearest full year, but rounding down to the full year less
than the actual age.
In contrast, when we round off numbers, we round off to the nearest unit (whole
number or multiple of 5, 10, 100, etc.), even if it is bigger than the actual number.

Teaching guidelines
You may also ask learners to measure the width and the length of a book with a ruler, first
accurate to the nearest centimetre, and then accurate to the nearest millimetre. The
measurement accurate to the nearest centimetre corresponds to rounding off the
measurement in millimetre to the nearest multiple of 10.
Drawings and an explanation can be used to link the above activity to the diagrams on
pages 14 and 15 of the Learner Book, for example:

All these lines are 5 cm long, to the nearest centimetre.

52 mm
53 mm
54 mm

Answers
1. (a) 720 (b) 730 (c) 730 (d) 740
(e) 2 740 (f) 2 740 (g) 2 730 (h) 500
(i) 5 010 (j) 5 100

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 15

Teaching guidelines
The two diagrams with the multiple arrows may be helpful to learners who at this stage are
still challenged by rounding off. To ensure that learners take note of these diagrams, you
may ask them to redraw these and other diagrams at home – but do not use valuable class
time for this purpose.
You may also write two columns of numbers on the 767
board as shown on the right. Then show with arrows 768
which of the numbers on the left are rounded off to 769
770, which to 775, etc., if they are rounded off to the 770 770
nearest 5. You may use the same layout to show 771
rounding off to the nearest 10 or to any other number. 772
In this way you can also write additional exercises for 773
learners on the board. 774
Note that by representing rounding off in this way, it 775 775
can be linked to rounding off in measuring length (see 776
Section 11.4 on pages 291 to 293 of the Learner Book). 777
778
779
780 780
781
782
783
784
785 785
786
787

Answers
2. (a) 270 (b) 275 (c) 275 (d) 275
(e) 275 (f) 275 (g) 280 (h) 280
(i) 280 (j) 280 (k) 280 (l) 285
(m) 875 (n) 1 000
3. (a) 270 (b) 270 (c) 270 (d) 280
(e) 280 (f) 280 (g) 280 (h) 280
(i) 280 (j) 280 (k) 280 (l) 280
(m) 870 (n) 1 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 16

Teaching guidelines
You cannot take for granted that learners will understand diagrams like those in the
shaded passages. Ask learners to all look at the diagram at the top, and ask them what the
red arrow on the left tells us about the numbers 353 and 400. Take answers from some
learners, but then ask different learners to say what the red arrow on the right indicates. To
check to what extent learners in your class actually engage adequately with the diagrams,
you may ask all learners to write, on a loose piece of paper, what the two red arrows on the
number line in the lower shaded passage indicate. Take in the papers.

Answers
4. (a) 300 (b) 500 (c) 700 (d) 800
(e) 800 (f) 900 (g) 1 600 (h) 3 600
(i) 2 600 (j) 3 600 (k) 8 600 (l) 2 600
(m) 3 600 (n) 4 700
5. (a) 3 000 (b) 2 000 (c) 2 000 (d) 8 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 17

Answers

6. to the to the to the to the

nearest 5 nearest 10 nearest 100 nearest 1 000
753 755 750 800 1 000
796 795 800 800 1 000
998 1 000 1 000 1 000 1 000
3 997 3 995 4 000 4 000 4 000
4 999 5 000 5 000 5 000 5 000
2 992 2 990 2 990 3 000 3 000
2 993 2 995 2 990 3 000 3 000
2 994 2 995 2 990 3 000 3 000
2 995 2 995 3 000 3 000 3 000
2 996 2 995 3 000 3 000 3 000
2 997 2 995 3 000 3 000 3 000
2 998 3 000 3 000 3 000 3 000
2 999 3 000 3 000 3 000 3 000
4 444 4 445 4 440 4 400 4 000
4 445 4 445 4 450 4 400 4 000
4 446 4 445 4 450 4 400 4 000
4 447 4 445 4 450 4 400 4 000
4 448 4 450 4 450 4 400 4 000
4 449 4 450 4 450 4 400 4 000
4 450 4 450 4 450 4 500 4 000
6 007 6 005 6 010 6 000 6 000
6 008 6 010 6 010 6 000 6 000
6 009 6 010 6 010 6 000 6 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 18

Grade 6 Term 1 Unit 2 Number sentences
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 Equivalence The concepts of calculation plan, number sentence and equivalence 18 to 22
2.2 Writing number sentences Using number sentences in Mental Mathematics 22 to 24
2.3 Solve and complete number sentences Open number sentences 24

CAPS time allocation 3 hours

CAPS page references 20 and 217 to 222

The whole of Section 2.2 is Mental Mathematics.

Mathematical background
This unit addresses a variety of critically-important mathematical concepts that form the basis of algebra:
• A number sentence is a statement about numbers, for example 3 × 12 + 5 × 12 = 8 × 12.
A number sentence is a sentence. The verb is =, “equals”, “is equal to” or “is equivalent to”.
• 98 − 20 + 12 × 2 and 98 − (20 + 12) × 2 are expressions, and can also be referred to as calculation plans.
• A calculation plan is a description of calculations that are to be executed in a certain sequence, governed by certain generally accepted conventions
that are described on page 22 of this Teacher Guide.
• A true number sentence with calculation plans on both sides, such as 3 × 12 + 5 × 12 = 8 × 12, is a statement of equivalence. It states that the two
different calculation plans will produce the same number, which in this case is 96.
• Some numbers in a calculation plan may be unspecified. For example, the symbol c in the calculation plan 2 × c + 5 is a placeholder for any number
that may be specified. A calculation plan with a placeholder can also be called a formula.
• Simple calculation plans with placeholders, such as 2 × c + 5, can also be represented with flow diagrams, for example: ×2 +5
• A number sentence that contains unspecified numbers is called an open sentence. Some open sentences are given below:
2 × c + 5 = 21 This open sentence is only true if the unspecified number (the unknown) c is taken to be 8.
3 × c + 5 = 25 − 2 × c This open sentence is only true for c = 4.
• The open sentence c + Ñ = 10 is true for various pairs of values of c and Ñ, for example c = 4 and Ñ = 6, and c = 2 and Ñ = 8.
• Open sentences that are only true for some values of the unknowns are also referred to as equations.
• Some open sentences are true for any (all) numbers. For example, n (n + n) = n × n + n × n is true for any three numbers in place of the red, blue
and yellow squares respectively. This is the distributive property, which is represented with letter symbols from Grade 7 onwards: a(b + c) = ab + ac.
• An open sentence that is true for any values of the placeholders, with a calculation plan on each side of the equal sign, can be called an identity.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 19

2.1 Equivalence
Teaching guidelines
Ask learners to describe how they will calculate the total cost of 3 goats at R423 each.
Take some responses (of the calculation plans, not the answer) and then write the two
calculation plans 423 + 423 + 423 and 3 × 423 on the board. Ask learners not to do the
calculations, but to clarify to themselves whether they think the two calculation plans will
produce the same result.
Inform learners that different calculation plans that produce the same result are called
equivalent calculation plans.
Let learners then do question 1.

Possible misconceptions
The disempowering misconception that the equal sign means “and the answer is”, is
unfortunately very common. Learners with this misconception cannot make sense of
statements of equivalence. The work on this page is specifically designed to help learners
to come to understand the equal sign in a different way, namely “is equivalent to”. In
statements of equivalence the expression (calculation plan) on the right-hand side is not
the answer obtained by executing the plan on the left-hand side. The calculation plans on
the left-hand side and right-hand side specify two different sets of calculations. The equal
sign means that when the two different plans are executed, the answers will be the same.

Answers
1. 1 269
The calculation plans are equivalent.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 20

Notes on questions
Questions 2 to 4 are intended to develop the idea of equivalent statements.
Question 5 is critical as it leads into the next topic and further questions.

Answers
2. (a) True (b) False; 14 × 53 + 6 × 53 = 20 × 53
(c) True (d) False; 96 + 36 = 100 + 32
(e) True (f) True
3. (a) 10 × 37 = 370
(c) 50 + 25 = 75
(e) 10 × 76 = 760
(f) 5 × 600 + 5 × 80 + 5 × 3 = 3 000 + 400 + 15 = 3 415
4. (a) 10 × 158 = 1 580
(b) 10 × 47 = 470
(c) 100 × 47 = 4 700
5. 142

Teaching guidelines
The purpose of question 5 and the shaded passage is to develop an awareness that
calculation plans may be interpreted differently by different people, unless they all
conform to agreed-upon interpretations. This provides motivation for the three
conventions that are introduced on the next page.
Take feedback from all learners on their answers to question 5. If their answers differ, you
may take a vote for the different likely answers 260, 140 and 142, and other answers that
learners may give.
Ensure that learners understand that the different answers are produced because
different people execute the given operations in different orders.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 21

Mathematical notes
A calculation plan describes which operations we must perform on which numbers in
what order.
In mathematics there are generally agreed-upon conventions about the order in which
we must perform the operations. Here are some important conventions:
• Brackets in a calculation plan indicate that the operations within the brackets
should be performed first.
For example, when the calculation plan 98 − (20 + 12) × 2 is executed, 20 + 12
should be calculated first: 98 − (20 + 12) × 2 = 98 − 32 × 2.
• In a calculation plan that contains no brackets, divisions and multiplications are
performed first (before addition and subtraction), from left to right as they occur.
For example, when 98 − 20 + 12 × 2 is executed, 12 × 2 is calculated first:
98 − 20 + 12 × 2 = 98 − 20 + 24.
When 15 + 24 ÷ 3 × 2 is calculated, 24 ÷ 3 is done first: 15 + 24 ÷ 3 × 2 = 15 + 8 × 2.
The multiplication must be done next, then the addition: 15 + 8 × 2 = 15 + 16 = 31.
• Additions and subtractions that are not in brackets are performed last, from left to
right in the order in which they occur.
For example, when 98 − 20 + 24 is calculated, the subtraction 98 − 20 is done first:
98 − 20 + 24 = 78 + 24 = 102.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 22

Notes on questions
These questions provide practice in applying the conventions mentioned on the previous
page, when writing and reading calculation plans.

Answers
6. (a) (20 + 5) × 10 − 5 + 15 (b) 5 + (20 × 10) − 5 + 15
(c) 20 + (10 − 5) × 5 + 15 (d) (20 + 5) × 10 − (5 + 15)
7. (a) True
(b) False; 37 × (40 + 3) = 37 × 40 + 37 × 3
(c) True
(d) False; (400 + 60 + 3) + (300 + 20 + 5) = (300 + 60 + 5) + (400 + 20 + 3)
(e) False; (400 + 60 + 3) − (300 + 20 + 5) = (400 − 300) + (50 − 20) + (13 − 5)
(f) False; 300 + 80 + 7 − (200 + 30 + 5) = 300 + 80 + 7 − 200 − 30 − 5
(g) True
(h) False; (300 + 80 + 7) − (200 + 30 + 5) = (300 − 200) + (80 − 30) + (7 − 5)
(i) True
8. The following are possible plans:
(a) (73 + 27) + (40 + 50) + (6 + 6)
(b) (96 − 46) + (88 − 38)
(c) (46 + 56) × 238 or (100 + 2) × 238 or (100 × 238) + (2 × 238)
(d) (46 − 36) × 238
(e) (30 × 23) + (10 × 33)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 23

Notes on questions
Question 9 is of a special nature. No specific numbers are mentioned. The question is
designed to promote awareness of the distributive property of multiplication and
addition, and how it can be represented in a general way, i.e. applying to all numbers.
To investigate whether each open number sentence is true or false, a learner should
choose specific numbers that may be hidden behind the stickers. (Choosing numbers for
placeholders in calculation plans is called substitution.) For example, for 9(a) a learner may
decide to hide the number 2 behind the red stickers, the number 3 behind the blue stickers
and the number 4 behind the green stickers. When the two calculation plans are executed,
different answers are obtained (see below). This demonstrates that sentence (a) is false.
You may decide to hold questions 9 and 10 back until learners have completed
Section 2.3, which will provide them with some experience of substitution.
Answers
9. (a) and (c) are false. Possible examples:
(a) �2� × ( �3� + �4� ) = 2 × 7 = 14 and �2� × �3� + �4� = 6 + 4 = 10
(c) ( �2� + �2� ) × ( �3� + �4� ) = 4 × 7 = 28 and �2� × �3� + �2� × �4� = 6 + 8 = 14
10. (b) and (d) are true, (a) and (c) are false.

2.2 Writing number sentences

Notes on questions
Do some examples similar to those in the shaded passage on the board, to help learners to
understand what is required in question 1. Learners may enjoy doing question 1 because it
is somewhat like a puzzle. It requires recall of number facts and calculations with small
numbers, because learners have to try out different combinations until they find
combinations with which they can build a true number sentence, for example 70 + 10 and
50 + 30 for question 1(a).
Answers
1. Examples:
(a) 50 − 10 = 70 − 30 10 + 70 = 30 + 50 70 − 50 = 30 − 10
(b) 400 + 700 = 500 + 600 600 − 400 = 700 − 500 500 − 400 = 700 − 600
(c) 1 200 − 600 = 200 + 400 200 + 600 = 1 200 − 400 400 + 600 = 1 200 − 200
(d) 7 000 + 4 000 = 10 000 + 1 000 10 000 − 4 000 = 7 000 − 1 000
10 000 − 7 000 = 4 000 − 1 000
(e) 450 − 250 = 350 − 150 450 + 150 = 350 + 250 450 − 350 = 250 − 150
(f) 880 + 220 = 440 + 660 880 − 440 = 660 − 220 880 − 660 = 440 − 220
(g) 43 + 82 = 56 + 69 82 − 56 = 69 − 43 82 − 69 = 56 − 43

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 24

Teaching guidelines
Questions 2 to 5 are quite easy, because learners can choose numbers. Questions 6 and 7
are much more demanding than questions 2 to 5. Tell learners that they may only use the
given numbers in questions 6 and 7, though they may use some of the numbers more than
once. You may use the examples in the shaded passage for this purpose.
The purpose of all the questions in this section is to provide extensive practice in Mental
Mathematics: recalling number facts and doing computations with small numbers.

Answers
2. Learners’ own answers, e.g. 700 − 500 = 200
3. Learners’ own answers, e.g. 850 + 1 400 = 3 050 − 800
4. Learners’ own answers, e.g. 6 000 − 150 = 7 000 − 1 150
5. Learners’ own answers, e.g. 200 + 300 + 400 = 1 000 − 100
6. Example:
50 × 2 + 2 × 40 = 5 × 40 − 20 (= 180)
5 × 40 − 2 × 20 = 2 × 5 + 50 + 5 × 20 (= 160)
7. Example:
4 × 10 + 4 × 50 = 3 × 50 + (100 − 10) (= 240)
(10 − 4) × 3 + 50 + 100 = 50 − 3 × 4 + 3 × 10 + 100 (= 168)
8. (a) and (b):
700 + 200 + 100 600 + 300 + 100 500 + 200 + 300
400 + 100 + 500 300 + 500 + 200 500 + 300 + 200
600 + 100 + 300 500 + 400 + 100 700 + 100 + 200
300 + 500 + 200 100 + 700 + 200 200 + 500 + 300
100 + 600 + 300 100 + 100 + 800 200 + 200 + 600
100 + 200 + 700 200 + 300 + 500 100 + 300 + 600
200 + 400 + 400 100 + 400 + 500 200 + 500 + 300
9. Examples:
1 800 + 1 700 + 200 1 600 + 1 300 + 800
1 400 + 1 100 + 1 200 1 300 + 1 500 + 900
1 900 + 1 100 + 700
10. 7 000 + 2 000 + 1 000 6 000 + 3 000 + 1 000
5 000 + 2 000 + 3 000 4 000 + 1 000 + 5 000
3 000 + 5 000 + 2 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 25

Answers
11. Examples:
2 600 − 2 200 = 400 1 900 − 1 500 = 400
3 800 − 3 400 = 400 5 700 − 5 300 = 400
1 500 − 1 100 = 400 and many more possibilities
12. Examples:
7 000 − 4 000 = 3 000 5 000 − 2 000 = 3 000
9 000 − 6 000 = 3 000 8 000 − 5 000 = 3 000
4 000 − 1 000 = 3 000 and many more possibilities

2.3 Solve and complete number sentences

Teaching guidelines
This section is about solving open number sentences by inspection, utilising knowledge of
number bonds. Learners need to learn to choose a number even if they are not sure it will
make the number sentence true, and then test it.
You may demonstrate this with an example such as 650 + . . . . = 1 100.
Write this open number sentence on the board, then say
something like: “I think 250 may make it true, so let me check.” For example:
Then write 650 + 250 and ask learners to state what the answer is. 650 + . . . . = 1 100
It is 900. Write it on the board. 650 + 250 = 900
Ask learners to suggest another number. Add the number they 650 + 550 = 1 200
suggest to 650 and write the answer on the board. Continue until .
450 is suggested. .
.
650 + 450 = 1 100
Answers
1. (a) 400 (b) 1 300 (c) 700
2. (a) 200 (b) 700 (c) 300 (d) 700
3. (a) 900 (b) 100 (c) 2 600 (d) 30 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 26

Grade 6 Term 1 Unit 3 Whole numbers: Addition and subtraction
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Basic addition and subtraction facts and skills The concepts of sum and difference; Mental Mathematics 25 to 28
3.2 Mental calculation techniques Mental Mathematics 29 to 33
3.3 Subtraction and addition are inverses Mental Mathematics 34 to 35
3.4 Rounding off and rearranging Subskills for multi-digit addition and subtraction 36 to 38
3.5 Subtraction with place value parts Subskills for multi-digit addition and subtraction 39 to 40
3.6 The vertical column notation for addition Revision of breaking down and building up in columns 41 to 42
3.7 The vertical column notation for subtraction Revision of breaking down and building up in columns 43 to 44
3.8 Practise addition and subtraction Word problems 45
3.9 Using a calculator Learning to use a calculator effectively 46 to 53
3.10 Apply your knowledge Word problems using a calculator 53 to 54

CAPS time allocation 7 hours

CAPS page references 13 to 15 and 222 to 225

Mathematical background
Calculations with multi-digit numbers are done by breaking the task down into separate smaller tasks. For example, the single task 254 + 538 can be broken
down into smaller tasks as follows:

Single task: 254 + 538 254

= (200 + 50 + 4) + (500 + 30 + 8) (The numbers are broken down into their place value parts.) 538
Three separate tasks: = (200 + 500) + (50 + 30) + (4 + 8) (The rearrangement can be done because addition is commutative 700 (200 + 500)
Executing the three = 700 + 80 + 12 and associative.) 80 (50 + 30)
separate tasks: = 700 + 90 + 2 12 (4 + 8)
Building up the answer: = 792 792

The second and third columns above show two different ways in which exactly the same thinking (method) can be recorded in writing.
Learners can only use break-down, rearrange and build-up methods effectively if they are fluent in mental arithmetic, i.e. if they know the addition and
subtraction bonds for units, and for multiples of ten and hundred well, or can quickly reconstruct these facts.
It is critical to understand that the vertical column notation is just a different way to set out the work for the same method of addition that learners have been
using up to now. The mathematical thinking involved is exactly the same.
Resources
Calculators, place value cards

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 27

3.1 Basic addition and subtraction facts and skills
Mathematical notes
Addition and subtraction relate to different problem types (different kinds of situations in
reality), including the following:
• Summation, for example adding the lengths of the three types of fencing
described in the shaded passage.
• Increase and decrease, for example the removal of 580 m of the 1 572 m fence
described in the shaded passage.
• Comparison by difference. With reference to the shaded passage, you may ask
learners what the difference in length of the Type A and Type B fencing along the
stretch of road is.
Awareness of the different problem types can strengthen learners’ capacity to engage
effectively with word problems. For example, learners who think of addition only as
“making more” (increase) may not realise that addition is required in a situation that
requires summation. Learners who only think of subtraction as “taking away” (decrease)
may not realise that the difference between two quantities can be found by subtraction.
Note that the text in the second part of the shaded passage deliberately moves from the
decrease meaning of subtraction to the difference meaning.

Teaching guidelines
The shaded passage can be used as the basis for a teacher-led class discussion, to help
learners to relate addition and subtraction to different problem types (different kinds of
situations in reality). To help learners to engage with the context, you may make a rough
copy of the diagram of the fence on the board.
Question 1 serves as a diagnostic activity, to provide you with an opportunity to get a
sense of the level of learners’ basic addition and subtraction knowledge and skills. It may
be given as a baseline assessment, for learners to hand in. If learners do not perform
well, this can be used as motivation for the work that follows.

Answers
1. (a) 1 500 (b) 1 300 (c) 150 (d) 130
(e) 15 000 (f) 13 000 (g) 1 300 (h) 13 000
(i) 900 (j) 400 (k) 65 000 (l) 45 000
(m) 25 000 (n) 70 000 (o) 43 000 (p) 41 000
(q) 44 000 (r) 14 000 (s) 40 000 (t) 87 000
(u) 37 000 (v) 34 000 (w) 45 000 (x) 70 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 28

Notes on questions
Questions 4(b) and 5 are intended to strengthen understanding of the link between
addition and reality. The questions serve to highlight addition as summation, which is a
different meaning of addition than increasing (adding on). This is important because
learners sometimes have a limited view of addition as only meaning to make something
bigger by adding on.

Teaching guidelines
If learners have difficulty in “reading” the lines in questions 3 to 5, you may tell them that
the blue and red coloured sections all consist of ten spaces each, i.e. units of ten.
Note that the acquisition of mental mathematics (knowledge of number facts and skills
to produce number facts) and the development and strengthening of number concept go
hand in hand: good number concept contributes to good mental mathematics, and vice
versa.

Answers
2. (a) 300 (b) 300 (c) 300 (d) 600
(e) 3 000 (f) 30 000 (g) 200 (h) 20
(i) 1 200 (j) 3 300 (k) 2 500 (l) 4 000
(m) 20 000 (n) 8 (o) 806 (p) 900
3. (a) 40 mm (b) 20 mm
4. (a) 50 mm (b) 30 mm + 70 mm = 100 mm
5. (a) 20 + 80 = 100
(b) 40 + 60 = 100
(c) 60 + 40 = 100

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 29

Teaching guidelines
The short shaded passage serves as an example for question 6. You may alert learners to the
commuted versions 8 000 + 1 000, 7 000 + 2 000, etc. and state that commutations need
not be repeated when answering question 6.

Mathematical notes
The number line provides a way to visualise numbers and operations, and may hence help
learners to keep track of their own thinking.
Note that the number line can be used in two different ways as a visualisation of
addition, for example for 8 + 7:
Addition as increasing a given quantity (e.g. putting 7 eggs in a basket that already
contains 8 eggs):

0 10 20 30
Addition as combining two quantities (e.g. calculating the total number of learners in a
class with 8 girls and 7 boys):

0 10 20 30
Possible misconceptions
When mental calculation techniques are explained by means of diagrams and written
representations, as in the shaded passages on pages 27 and 29 or on the board, learners
may form the false impression that they are required to apply these techniques in writing.
Impress on learners that they should try to apply these techniques without writing, in
other words they should apply the techniques mentally.

Answers
6. There are various possibilities. Some examples are given below.
(a) 90 000 = 30 000 + 40 000 + 9 000 + 6 000 + 4 000 + 700 + 300
(b) 900 000 = 500 000 + 300 000 + 40 000 + 50 000 + 6 000 + 3 000 + 800 + 200
(c) 80 000 = 50 000 + 20 000 + 9 000 + 700 + 300
(d) 7 000 = 3 000 + 2 000 + 900 + 800 + 300
(e) 600 000 = 400 000 + 80 000 + 70 000 + 40 000 + 9 000 + 500 + 500
(f) 50 000 = 20 000 + 10 000 + 9 000 + 6 000 + 4 000 + 900 + 100
(g) 40 000 = 20 000 + 10 000 + 9 000 + 600 + 300 + 100
(h) 1 000 000 = 800 000 + 100 000 + 60 000 + 30 000 + 7 000 + 2 400 + 600

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 30

Notes on questions
Questions 7 and 9 are designed for learners to take responsibility for their own learning.
Learners are asked to identify which of the calculations they cannot yet do quickly, and
then spend some time to do the calculations in questions 8 and 9.

Answers
7. (a) 300 (b) 700 (c) 1 500 (d) 15 000
(e) 150 (f) 150 000 (g) 12 000 (h) 24 000
(i) 16 000 (j) 160 000 (k) 140 000 (l) 60 000
8. Answers as for question 7 above.
9. (a) 1 100 (b) 110 000 (c) 1 300 000 (d) 17 000
(e) 54 000 (f) 600 000 (g) 120 000 (h) 120 000
(i) 220 000 (j) 14 000

Teaching guidelines with respect to word problems

A major reason why learners often underperform when they tackle word problems is that
they do not try to understand the described situation before deciding what calculations to
do and/or writing a number sentence.
Encourage learners to spend some time reading the description of the situation and
trying to understand it before trying to get an answer. A rough sketch may often help
learners to develop an understanding of the situation. Drawing a rough number line can
often be very useful as a support for interpreting a problem situation.
While this may take up much time at first, it is a good investment if learners develop the
habit of engaging thoroughly with the given problem situation before trying to produce
the answer.
The following are two other very useful habits that will increase learners’ proficiency at
solving word problems:
• the habit of estimating the solution before doing any calculations
• the habit of checking the answer, once the calculations have been completed, by
checking whether it makes sense in the real situation.

Answers
10. R20 000 + R60 000 + R70 000 = R150 000
11. R300 000 + R600 000 = R900 000
12. 700 + 300 + 700 + 400 = 2 100 hectares
13. 9 000 − 6 000 = 3 000 hectares more

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 31

3.2 Mental calculation techniques
Critical knowledge and skills
It is critical that learners are able to reconstruct basic number facts they cannot recall,
otherwise they will consistently resort to the time-consuming practice of drawing stripes
and counting, which will inhibit their progress in Mathematics enormously.
To be able to form facts they cannot recall, learners need:
• ready knowledge of some addition, subtraction and multiplication facts
• knowledge and skills to quickly form new facts from known facts.
For example, a learner may have to calculate 344 + 557 but may not immediately know
how much 40 + 50 is. If this learner knows that 40 + 40 = 80, he or she can find the value of
40 + 50 by adding 10 to 80.

Teaching guidelines
Ensure that learners understand why they need to be fluent in mental calculations, i.e. why
they have to know some basic number facts by heart and be able to quickly and without
writing produce the answers in cases where they do not recall the facts.
The reason is that if you cannot do the calculations with the place value parts quickly, a
calculation with multi-digit numbers becomes a long and tedious process.
You may demonstrate this by doing a calculation
on the board, for example 4 386 + 3 569: If you do not know quickly that
4 000 300 80 6 6 + 9 = 15 and 80 + 60 = 140, it
+3 000 +500 +60 +9 will take you very long to calculate
4 386 + 3 569.

Learners who do not accept the challenge to learn to do calculations reasonably fast
cannot appreciate the need to be able to do mental calculations fluently.

Answers
1. (a) 15 000 (b) 7 000
2. There are more possibilities than the examples below. Consider all learners’ answers.
90 + 60 = 150 150 − 60 = 90
900 + 600 = 1 500 1 500 − 900 = 600
9 000 + 6 000 = 15 000 15 000 − 6 000 = 9 000
90 000 + 60 000 = 150 000 150 000 − 90 000 = 60 000
900 000 + 600 000 = 1 500 000 1 500 000 − 600 000 = 900 000
3. Examples: 800 + 600 = 1 400 900 + 500 = 1 400
1 000 + 400 = 1 400 300 + 1 100 = 1 400 200 + 1 200 = 1 400

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 32

Teaching guidelines
Questions 4, 6, 7 and 8 provide practice in forming number facts by starting with doubles.
Encourage learners not to focus only on additions with an answer of 1 600 when they do
question 8, but also sums other than 1 600 that can be formed by starting with
800 + 800 = 1 600, for example 800 + 900 = 1 700.
Before learners do question 8, it may be helpful to demonstrate how subtraction facts can
be produced from known addition facts. For example, if you know that 800 + 900 = 1 700,
you also know that 1 700 − 800 = 900 and 1 700 − 900 = 800.
Answers
4. Examples: 700 + 800 = 1 500 700 + 900 = 1 600
700 + 1 000 = 1 700 700 + 600 = 1 300 720 + 730 = 1 450
5. Examples:
200 + 300 = 500 500 − 300 = 200 500 − 200 = 300
2 000 + 3 000 = 5 000 5 000 − 3 000 = 2 000 5 000 − 2 000 = 3 000
200 + 500 = 700 700 − 500 = 200 700 − 200 = 500
30 + 40 = 70 70 − 40 = 30 70 − 30 = 40
300 + 400 = 700 700 − 400 = 300 700 − 300 = 400
400 + 900 = 1 300 1 300 − 900 = 400 1 300 − 400 = 900
6. (a) 12 000 (b) 1 800 (c) 140 000 (d) 160 000
7. (a) 7 000 + 7 000 ® 14 000 + 1 000 = 15 000
(b) 70 + 70 ® 140 + 20 = 160
(c) 60 000 + 60 000 ® 120 000 + 20 000 = 140 000
(d) 6 000 + 6 000 ® 12 000 + 3 000 = 15 000 or 9 000 + 9 000 ® 18 000 − 3 000 = 15 000
(e) 80 000 + 80 000 ® 160 000 + 10 000 = 170 000
(f) 600 + 600 ® 1 200 + 300 = 1 500
8. Examples:
800 + 900 = 1 700 1 700 − 800 = 900 1 700 − 900 = 800
700 + 800 = 1 500 1 500 − 800 = 700 1 500 − 700 = 800
800 + 1 000 = 1 800 1 800 − 800 = 1 000 1 800 − 1 000 = 800
800 + 700 = 1 500 1 500 − 700 = 800 1 500 − 800 = 700
800 + 600 = 1 400 1 400 − 600 = 800 1 400 − 800 = 600
9. (a) 800 + 200 ® 1 000 + 400 ® 1 400 + 600 ® 2 000 + 1 300 ® 3 300
(b) 3 800 + 200 ® 4 000 + 600 ® 4 600 + 400 ® 5 000 + 2 400 ® 7 400
(c) 7 000 + 6 000 ® 13 000 + 7 000 ® 20 000 + 80 000 ® 100 000
(d) 8 000 + 2 000 ® 10 000 + 5 000 ® 15 000 + 5 000 ® 20 000
(e) 7 250 + 750 ® 8 000 + 2 000 ® 10 000 + (e.g.) 3 500 ® (e.g.) 13 500

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 33

Notes on questions
Question 10 draws attention to finding a difference as one of the meanings of
subtraction. This avoids limited understanding of subtraction as being only
• taking away (making smaller), for example: “I have 10 marbles and give 3 to my
friend. How many marbles do I have left?” or
• calculating a shortfall, for example: “John wants to buy a toy that costs R50 but
he only has R30. How much money does he need to buy the toy?”
The technique of “filling up” (see shaded passage) shows how to use a shortfall in
subtraction.
Learners may be challenged by question 10. You may suggest that they make a drawing
to show Jan and Tebogo’s positions at 30 m and 45 m from the starting point.
Teaching guidelines
For the sake of speed it is important that learners learn to calculate with as little writing as
possible, in other words that they learn:
• to do some calculations (e.g. calculations like those in questions 11 and 12)
mentally, without writing
• to do calculations with multi-digit numbers with as little writing as possible, for
example by using the vertical column formats for addition, subtraction and
multiplication.
While they are still learning techniques for doing calculations mentally, for example to
think of movements on the number line and filling up multiples of ten, hundred,
thousand and higher powers of ten, learners may have to write and make drawings. In
these questions learners should draw number lines quickly, freehand without
using a ruler.
However, when learners have completed questions 11 and 12, you may give them some
more similar calculations, for example 8 300 − 700 and 7 400 − 3 600, and challenge them
to do the calculations with no or little writing. Learners may find this hard, but it is an
excellent way of strengthening their mental capacities and number concept.
Answers
10. 15 m
11. (a) 800 + 200 ® 1 000 + 400 = 1 400, so 1 400 − 800 ® 200 + 400 = 600
(b) 500 + 500 ® 1 000 + 200 = 1 200, so 1 200 − 500 ® 500 + 200 = 700
(c) 800 + 200 ® 1 000 + 500 = 1 500, so 1 500 − 800 ® 200 + 500 = 700
(d) 900 + 100 ® 1 000 + 300 = 1 300, so 1 300 − 900 ® 100 + 300 = 400
12. (a) 5 800 + 200 ® 6 000 + 400 = 6 400, so 6 400 − 5 800 ® 200 + 400 = 600
(b) 5 500 + 500 ® 6 000 + 200 = 6 200, so 6 200 − 5 500 ® 500 + 200 = 700
(c) 5 800 + 200 ® 6 000 + 500 = 6 500, so 6 500 − 5 800 ® 200 + 500 = 700
(d) 3 900 + 2 100 ® 6 000 + 300 = 6 300, so 6 300 − 3 900 ® 2 100 + 300 = 2 400

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 34

Notes on questions
Ask learners to try to find the answers for questions 13 and 14 by thinking of movements
on the number line, but without drawing the number line. They may then check their
answers by drawing number lines.
Questions 15 and 16 provide for practice in mental calculations. The combination of
questions 15 and 16 is designed to encourage learners to take responsibility for their own
learning with respect to number facts. Question 15 helps them to identify some facts they
do not know, and question 16 provides them with the opportunity to engage with the
facts they do not yet know offhand.
The shaded passage provides motivation for questions 17 to 21 on the next page.

Answers
13. (a) 8 000 + 2 000 ® 10 000 + 4 000 = 14 000, so 14 000 − 8 000 ® 2 000 + 4 000 = 6 000
(b) 5 000 + 5 000 ® 10 000 + 2 000 = 12 000, so 12 000 − 5 000 ® 5 000 + 2 000 = 7 000
(c) 7 000 + 3 000 ® 10 000 + 6 000 = 16 000, so 16 000 − 7 000 ® 3 000 + 6 000 = 9 000
(d) 9 000 + 1 000 ® 10 000 + 5 000 = 15 000, so 15 000 − 9 000 ® 1 000 + 5 000 = 6 000
14. (a) 9 700 + 300 ® 10 000 + 300 ® 10 300, so 10 300 − 9 700 ® 300 + 300 = 600
(b) 5 700 + 300 ® 6 000 + 4 000 ® 10 000 + 200 = 10 200, so 10 200 − 5 700 ®
300 + 4 000 + 200 = 4 500
(c) 6 800 + 200 ® 7 000 + 3 000 ® 10 000 + 800 = 10 800, so 10 800 − 6 800 ®
200 + 3 000 + 800 = 4 000
(d) 9 600 + 400 ® 10 000 + 2 300 = 12 300, so 12 300 − 9 600 = 400 + 2 300 = 2 700
15. Learners copy the number sentences for which they cannot find the answers quickly.
(a) 1 900 − 800 = 1 100 (b) 1 300 − 900 = 400 (c) 13 − 9 = 4
(d) 170 − 60 = 110 (e) 1 400 − 600 = 800 (f) 14 − 6 = 8
(g) 1 500 − 800 = 700 (h) 150 − 70 = 80 (i) 110 − 60 = 50
(j) 16 − 8 = 8 (k) 16 − 7 = 9 (l) 900 − 500 = 400
(m) 180 − 90 = 90 (n) 1 800 − 800 = 1 000 (o) 140 − 60 = 80
(p) 1 700 − 800 = 900 (q) 600 + 900 = 1 500 (r) 170 − 90 = 80
(s) 1 700 − 900 = 800 (t) 1 600 − 800 = 800 (u) 120 − 70 = 50
16. See question 15 above.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 35

Mathematical notes
The words sum, difference, product and quotient form a family, and all of them are
used in two related but different meanings.
We may refer to “30 + 40 + 70” as a sum. When used in this way, sum indicates a
calculation plan that requires addition only. This is the way in which sum is used in
questions 19, 20 and 22.
We may also say “140 is the sum of 30, 40 and 70”. When used in this way, sum indicates
the answer that is obtained when addition is performed. This is the way in which sum is
used in questions 17 and 18.

Teaching guidelines
Encourage learners to try to do question 23 mentally, without writing. This will strengthen
their number concept. For checking purposes learners may draw rough number lines
(freehand, without using rulers).

Answers
17. (a) 560 (b) 3 700 (c) 45 000 (d) 440 000
18. (a) 450 000 (b) 450 000 (c) 450 000
19. Learners check and correct their answers.
20. The numbers are the same – they were simply added in a different order.
21. (a) 700 + 300 + 800 + 200 + 600
(b) The numbers next to each other add up to an easier multiple of ten
(1 000 in this case).
22. (a) 6 000 + 4 000 + 8 000 + 2 000 + 7 000 + 3 000 + 7 000
(b) 7 000 + 4 000 + 800 + 500 + 40 + 30 + 8 + 7
23. (a) 4 000 (b) 300 (c) 60 (d) 260
(e) 4 260 (f) 94 260 (g) 600 (h) 30
(i) 320 (j) 36 320 (k) 6 320 (l) 27 020

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 36

3.3 Subtraction and addition are inverses
Teaching guidelines
Do questions 1(a) and 2(a) on the board:
250 + 450 = 700 means that 700 − 450 = 250 and 700 − 250 = 450
3 678 − 600 = 3 078 means that 3 078 + 600 = 3 678 and 3 678 − 3 078 = 600
Ask learners to do at least two of the other sub-questions of questions 1 and 2.
Once learners have completed question 4, demonstrate how the difference between
7 000 and 16 000 can be shown on the number line, as in the second shaded passage. Note
that learners do not have to draw number lines in question 5.

Answers
1. (a) 700 − 250 = 450 700 − 450 = 250
(b) 1 000 − 367 = 633 1 000 − 633 = 367
(c) 5 000 − 2 480 = 2 520 5 000 − 2 520 = 2 480
(d) 92 291 − 64 753 = 27 538 92 291 − 27 538 = 64 753
2. (a) 600 + 3 078 = 3 678 (b) 3 608 + 70 = 3 678
(c) 3 000 + 678 = 3 678 (d) 3 070 + 608 = 3 678
3. (a) 3 678 − 3 078 = 600 (b) 3 678 − 3 608 = 70
(c) 3 678 − 678 = 3 000 (d) 3 678 − 3 070 = 608
4. (a) 8 302 (b) 382 (c) 8 002 (d) 380
5. (a) 5 000 (b) 50 000 (c) 35 000 (d) 8 000
(e) 19 000 (f) 105 000 (g) 9 000 (h) 59 000

Mathematical notes
Brackets are used in calculation plans to specify that certain calculations should be
performed before others, irrespective of all other conventions (multiply and divide before
add and subtract, working from left to right – see page 20 of the Learner Book). For
example, when executing the calculation plan 5 000 − (3 000 − 500 − 20), the following
calculations should be performed in the order stated here:
3 000 − 500 = 2 500 2 500 − 20 = 2 480 5 000 − 2 480 = 2 520
However, instead of actually performing the calculation plan 5 000 − (3 000 − 500 − 20),
you may replace it with the equivalent plan 5 000 − 3 000 + 500 + 20, which is executed as
follows:
5 000 − 3 000 = 2 000 2 000 + 500 = 2 500 2 500 + 20 = 2 520

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 37

Mathematical notes
Questions 6 and 11 require subtraction to find the difference between two quantities.
18 000 m

13 000 mm difference

1 300 chickens
difference
1 800 chickens
Question 8 requires subtraction to establish how much is left over if a given amount is
taken away from another given amount.
R180 000

R130 000 Left over

180 000 − 130 000 = ?
Question 9 requires subtraction to find a shortfall.
?

130 180 130 + ? = 180

Question 12 requires subtraction to calculate the value of one part of a given sum, if the
other parts are given.
1 800
1 300 ?
1 800 = 1 300 + ?
To summarise, learners should be alerted to the different problem types (kinds of
situations), in which subtraction can be used to find certain information (different
meanings of subtraction).
In question 13, note that additions and subtractions are to be performed from left to
right in the order given, unless otherwise indicated by brackets. Also see “Mathematical
notes” on the previous page of this Teacher Guide.

Answers
6. 5 000 m 7. 31 000 orange trees 8. R50 000
9. R50 10. 3 100 houses 11. 500 chickens
12. 500 boys 13. (a) and (c) and (d) and (e) and (f)
14. (a) 2 340 (b) 3 380 (c) 2 340 (d) 2 340 (e) 2 340 (f) 2 340 (g) 1 660

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 38

3.4 Rounding off and rearranging
Teaching guidelines
Expose learners to the various uses of rounding off, including:
• making quick estimates in real-life situations, as described in the shaded passage
• making quick estimates to check whether accurately calculated answers are
realistic in terms of problem contexts, as demonstrated in questions 3, 4 and 8 on
the next page.
Please refer to the notes and guidelines about rounding off on page 14 of the Learner Book.
Explain to learners that “approximately” (used in the shaded passage on page 36) means
“close to”.
When estimating how much several items together will cost, people often round up,
for example:
John will buy:
• beans for R13,45
• milk for R12,35
• cheese for R26,95.
To quickly know how much money he will need, John may calculate 15 + 15 + 30 = 60.
When doing so, he rounds the prices up to the nearest R5.
In a different context, rounding down may be more appropriate, for example:
A school has 5 small buses, which can carry 23, 36, 44, 47 and 27 passengers respectively.
When asked to state how many passengers the buses can transport all together, the
principal calculated 20 + 30 + 40 + 40 + 20 and said “at least 150 but actually a few more”.
He rounded all the numbers down to the next lower multiple of ten.

Answers
1. (a) 5 000 (b) 28 000 (c) 29 000 (d) 29 000
(e) 8 000 (f) 2 000 (g) 3 000 (h) 64 000
2. (a) 0 (b) 30 000 (c) 30 000 (d) 30 000
(e) 10 000 (f) 0 (g) 0 (h) 60 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 39

Mathematical notes
This section and the next two (Sections 3.4 and 3.5) bring together a variety of skills in
preparation for adding and subtracting multi-digit numbers in columns in Sections 3.6
and 3.7:
• rounding off
• estimation
• breaking numbers down into their place value parts (expanded notation)
• replacing place value parts with other expansions more convenient for the purpose
at hand.

Answers
3. (a) R1 000 R1 000 R3 000 R1 000 R1 000
Estimated total: R7 000
(b) R800 R1 300 R2 900 R600 R800
Estimated total: R6 400
4. 6 323
5. (a) 2 000 + 1 000 + 5 000 = 8 000
(b) 8 233. Learners have to explain how they did the calculation.
6. Estimated answer: 600 + 300 + 700 + 400 = 2 000
Calculated answer: 2 059
7. Estimated answer: 7 000 + 44 000 + 5 000 = 56 000
Calculated answer: 55 652
8. (a) R30 000
(b) R31 000
9. (b) 6 000 + 3 000 + 700 + 600 + 50 + 80 + 3 + 5

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 40

Possible misconceptions
Learners have already begun adding and subtracting in columns in Grade 5. The column
format simplifies the recording of calculations. But especially with larger numbers, learners
may lose sight of the actual mathematical actions and logic involved. When working in
columns, it is very easy to stop thinking of the digits in the various place value positions as
representing multiples of ten, hundred, thousand, etc., and to start thinking of them as
single-digit numbers. This may be referred to as “losing sight of place value”.
The work in this section, and specifically the work on this page, is intended to promote
the maintenance of the understanding of place value when doing addition and
subtraction.

Answers
10. (a) (9 000 + 4 000) + (700 + 600) + (80 + 60) + (7 + 5)
(b) (50 000 + 30 000) + (7 000 + 4 000) + (600 + 400) + (60 + 30) + (7 + 4)
(c) (900 + 400 + 300) + (80 + 30 + 30) + (6 + 5 + 4)

11. (a) 13 000 + 1 300 + 140 + 12 = 14 452

(b) 80 000 + 11 000 + 1 000 + 90 + 11 = 92 101
(c) 1 600 + 140 + 15 = 1 755

12. (a) 14 452 (b) 92 101 (c) 1 755

13. (a) 6 241 + 3 736 and 6 236 + 3 741 (Consider learners’ explanations.)
(b) 6 241 + 3 736 = 9 977 and 6 236 + 3 741 = 9 977

Possible misconceptions
When learners do not understand the need for and the logic of replacement (“borrowing”)
when doing subtraction, they tend to make mistakes such as “subtracting the smaller digit
from the larger digit” when recording in columns, as in the three examples below.

334 7 682 60 524

−276 −3 785 −59 278
142 4 103 19 354

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 41

3.5 Subtraction with place value parts
Teaching guidelines
Please read the note on “Possible misconceptions” at the bottom of the previous page.
The activities in Section 3.5 are specifically intended to develop understanding of the
need for and the logic of suitable replacement of the place value expansions of numbers
during subtraction. In order to monitor the effectiveness of working through this section,
it could be very useful to give a diagnostic test at the beginning (diagnostic assessment, not to
be used for formal assessment purposes). You may use the instrument given on the next page
for this purpose – learners should be given about 20 minutes to complete this diagnostic
test.
It is critical that learners understand why it is sometimes necessary to replace the place
value expansion of the bigger number with a different expansion.
The calculation of 8 246 − 3 562 in the shaded passage may be used as an example to
explain this. It may actually help to link the numbers to a context, for example to suggest
that there are 8 246 elephants in a game reserve, and then that 3 562 of them are taken
away to another game reserve. Point out that one can think of the elephants in the game
reserve as a group of 8 000, a group of 200, a group of 40 and a group of 6, as shown on the
left below. Point out that the 3 562 elephants that must be taken to another game reserve
can be thought of as a group of 3 000, a group of 500, a group of 60 and a group of 2. Then
ask the questions below, and preferably write them on the board.

8 000 elephants Can the group of 3 000 be taken from these 8 000 elephants?
200 elephants Can the group of 500 be taken from these 200 elephants?
40 elephants Can the group of 60 be taken from these 40 elephants?
6 elephants Can the group of 2 be taken from these 6 elephants?

Allow discussion on these questions, and ask learners to make suggestions on how the
elephants could be rearranged so that there are enough in each group to take away from.

Answers
1. 400 + 110 + 14
2. (a) 200 + 90 + 14 − (100 + 60 + 7) = 100 + 30 + 7 = 137
(b) 600 + 90 + 16
(c) 2 000 + 900 + 120 + 16

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 42

Answers
3. 5 000 + 1 100 + 120 + 11
4. (a) 28 000 − 12 000 = 16 000 (b) 85 000 − 53 000 = 32 000
(c) 65 000 − 21 000 = 44 000 (d) 30 000 − 15 000 = 15 000
5. (b) and (c)
6. 437
7. 47 235 = 236 + 46 999 49 531 = 532 + 48 999
46 999 − 32 876 = 14 123 48 999 − 23 845 = 25 154
so, 47 235 − 32 876 so, 49 531 − 23 845
= 14 123 + 236 = 25 154 + 532
= 14 359 = 25 686
8. 88 354 − 52 768 = 35 586 and 76 423 − 52 678 = 23 745
9. (a) 15 365 (b) 32 635 (c) 43 218 (d) 14 227
10. (a) 27 689 (b) 85 324 (c) 64 504 (d) 29 679

A diagnostic assessment that may be done at the beginning of Section 3.5

Calculate the following. Use a pen and show all your work.
A. 334 − 276 B. 408 − 276 C. 132 + 276 D. 58 + 276
E. 7 682 − 3 785 F. 60 524 − 59 278
G. Ben has 334 goats and sells 276 of them. How many goats does Ben have left?

The correct answers:

A. 58 B. 132 C. 408 D. 334
E. 3 897 F. 1 246 G. 58 goats

A possible set of answers that indicate serious lack of understanding of subtraction:

A. 132 B. 272 C. 408 D. 334
E. 4 103 F. 19 354 G. 58 goats (or 146 goats)

One way to support learners who give these answers is to ask them to compare their
answers for questions A and G, and reconsider their answers for A. You may also ask them
what information their (correct) answers for questions C and D provide, with respect to
their answers for A and B.
A similar assessment instrument is given at the beginning of Section 3.7, to monitor
possible improvement as a result of doing the work in Sections 3.5 and 3.6.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 43

3.6 The vertical column notation for addition
Mathematical notes
Doing addition in columns and doing subtraction in columns are not different methods
than the break-down and build-up methods that learners have used previously. Working
in columns is simply an alternative format for setting out the work, and it has the
advantage that it can be abbreviated by not recording all the thinking steps.
The transition from addition and subtraction by breaking down and building up as
learners have done it up to now to the so-called “column methods” is not a change of
method, it is a change of formatting style and a reduction in the extent to which the actual
mathematical steps (thinking) are recorded in writing.

Teaching guidelines
2 2 1 22
It is critically important not to rush into teaching the shortest
35 526
possible column format (“finished product”) for addition by
16 336
breaking down, rearranging and building up.
46 719
Rushing to this format too quickly will aggravate the risk that +54 858
learners will suspend making sense of the numbers and the actions 153 439
they take with respect to the numbers.
The shaded passages show two ways in which you can explain the logic of adding in this
way. Write it on the board. You may also decide not to demonstrate these two ways of
documenting column addition on the board, but to let learners read it for themselves
while they are doing questions 1 and 2.

Answers
1. Learners should use the format illustrated in the first shaded passage.
Answer: 245 684
2. Learners should use the format illustrated in the second shaded passage.
Answer: 108 552

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 44

Mathematical notes
Traditionally, addition with carrying was set out as shown on the right for
4 697 + 8 956. The blue marks, from right to left, actually indicate 10, 100
and 1 000. When the marks are read as “1”, “1” and “1”, and the thinking
for the tens column is “1 + 9 + 5 = 15”, for the hundreds column 4 697
“1 + 6 + 9 = 16” and for the thousands column “1 + 4 + 8 = 13”, learners’ 8 956
awareness and understanding of place value and of the actual numbers 13 653
four thousand six hundred and ninety-seven and eight thousand nine hundred
and fifty-six may be seriously undermined.

Teaching guidelines
With a view to maintain learners’ awareness and understanding of place value and of the
actual numbers involved, the transition from separate recording of the column totals (part
answers) to the traditional condensed form of the column format is introduced gradually
through the phases demonstrated in the shaded passages.

Answers
3. Learners must use the recording format demonstrated in the first shaded passage.
Answer: 96 558
4. 94 751
5. 37 546 + 23 385 + 43 824 = 104 755
33 825 + 27 344 + 43 586 = 104 755

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 45

3.7 The vertical column notation for subtraction
Teaching guidelines
This section is a continuation of the work on subtraction done in Section 3.5. Please read
the teaching guidelines for page 39 of the Learner Book again. It may be necessary to again
explain to learners why it is sometimes necessary to replace the place value expansion of
the bigger number when doing subtraction.
For learners who performed poorly in the diagnostic assessment recommended in
Section 3.5, it may be useful to repeat such an assessment at this stage to monitor whether
the work done in Sections 3.5 and 3.6 has impacted positively on their commitment to
make sense of their actions and of the numbers involved when they are doing calculations.
The instrument below is equivalent to the instrument given in Section 3.5.

A diagnostic assessment that may be done at the beginning of Section 3.7

Calculate the following. Use a pen and show all your work.
A. 743 − 689 B. 835 − 689 C. 146 + 689 D. 54 + 689
E. 8 314 − 3 567 F. 80 324 − 79 981
G. Ben has 743 goats and sells 689 of them. How many goats does Ben have left?

The correct answers:

A. 54 B. 146 C. 835 D. 743
E. 4 747 F. 343 G. 54 goats

A possible set of answers that indicate serious lack of understanding of subtraction:

A. 146 B. 254 C. 835 D. 743
E. 5 253 F. 19 663 G. 54 goats (or 146 goats)

One way to support learners who give these answers, is to ask them to compare their
answers for questions A and G, and reconsider their answer for A. You may also ask them
what information their (correct) answers for questions C and D provide, with respect to
their answers for A and B.

Answers
1. (a)–(c) 45 743
2. 43 767

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 46

Teaching guidelines
Work through the calculation of 83 532 − 37 789 (as shown in the shaded passage) with
the class. Use the calculation to show learners that there is a difference between producing
an answer and explaining the thinking used in arriving at the answer.

Answers
3. (a) 64 214 (b) 55 839 (c) 36 786 (d) 61 544
(e) 26 445 (f) 62 000 (g) 84 449 (h) 84 449
4. (a) 34 760 (b) 71 890 (c) 35 089 (d) 35 089
5. 3 467 + 7 624 + 5 784 + 3 276 + 7 776 + 3 877 + 2 659 = 34 463
81 234 − 34 463 = 46 771

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 47

3.8 Practise addition and subtraction
Answers
1. (a) 46 000 46 194
(b) 185 000 184 560
(c) 46 000 46 194
(d) 185 000 184 560
(e) 46 000 46 194
(f) 185 000 184 560
(g) 46 000 46 194
(h) 185 000 184 560
2. Learners check and correct their mistakes.
3. (a) 8 728
(b) 38 768
(c) 78 834
(d) 108 736
4. (a) Estimated: 47 000 Calculated: 47 572
(b) Estimated: 44 000 Calculated: 44 047
5. (a) 8 575
(b) Yes, because the two numbers in the initial sum (i.e. 3 485 and 7 583) to which
8 575 was added, were subtracted again.
(c) Learners check and correct their calculations.
6. (c) and (d)
7. (a) 1 894 (b) 8 360 (c) 4 666 (d) 4 666

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 48

3.9 Using a calculator
Teaching guidelines
If it is used with good judgement, the calculator can be a powerful mathematical tool
for learners. It can enhance their capacities to engage with numbers and with situations
that involve numbers.
However, if not used with the right attitude, the calculator can undermine learners’
capacities to engage with numbers. Learners need to understand that they should be able
to do any calculations without a calculator. The calculator does not make it
unnecessary to know basic number facts and to be able to do calculations with small
numbers quickly and correctly (mental mathematics).
Discuss this thoroughly with learners when you introduce the calculator.
The calculator can also be a powerful tool for learning mathematics. For example,
working with a calculator can contribute to the following:
• understanding of the meaning of calculation plans
• the idea of equivalent calculation plans
• the idea of inverse operations
• learning to estimate the results of calculations (by providing a facility to quickly
check how far estimates differ from the accurate results).

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 49

Teaching guidelines
It is quite easy to use the calculator to do one operation at a time, and learners can learn to
do this without consciously thinking of a keystroke sequence.
However, the idea of a keystroke sequence will empower learners to use the calculator
effectively for performing calculations that involve more than one operation. Hence it will
be useful to let learners write down some keystroke sequences for calculation plans with
more than one operation, as shown in the examples at the top of the page in the Learner
Book.
The keystroke sequence for 3 × 4 + 5 is 3 × 4 + 5 = .
Let learners write keystroke sequences for some similar calculation plans, for example
5 × 4 − 7 and 9 × 2 + 8.

Answers
1. (a) 231 (b) 25 (c) 109
(d) 184 (e) 1 196 (f) 1 109
2. (a) Practical activity
(b) Practical activity

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 50

Teaching guidelines
Once learners have completed question 3, you need to introduce the work on correcting
mistakes (questions 4 to 7). You may start by writing a calculation plan such as the
following on the board and ask learners to calculate it with their calculators:
7+5−3+8−3−1+7
It is quite likely that some learners will have made mistakes. You can use the mistakes to
motivate the work in questions 4 to 7. If all learners get it right, you can congratulate them
but then demonstrate on the board how mistakes can easily be made when using the
calculator.

Answers
3. (a) 358 023 (b) 8 888 888
(c) 39 556 (d) 6 874 973
(e) 9 561 (f) 757 202
4. Most simple calculators will execute these calculation plans and will give the answers
below. (Some scientific calculators will give a syntax error message.)
(a) 7 × 3 = 21 (b) 7 + 3 = 10
(c) 7 − 3 = 4 (d) 7 + 3 =10
(e) 7 + 3 =10 (f) 7 × 3 = 21
If you enter an incorrect operation on your calculator, you can correct it by
immediately entering the correct operation.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 51

Answers
5.–6. Practical activities

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 52

Answers
7. Adding and subtracting the same number results in zero and will undo the incorrect
operation/calculation.

Teaching guidelines
Questions 8 and 9 are about an important skill which is worth developing as a habit: to
maintain some control over the accuracy of your work by first estimating the answer
when using the calculator for calculations with large numbers.
Demonstrate the work done by Mary and Cyndi on the board, using the examples given
in the shaded passage, or other examples.

Possible misconceptions
Learners may think that making an estimate is the same thing as trying to guess what the
exact answer is. It is not. An estimate is not intended to be the correct accurate answer; it is
only meant to be an approximation of the answer.

Answers
8. 1 212

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 53

Answers
9. (a) 3 456 + 4 567 is more than 3 000 + 4 000 = 7 000, but less than
4 000 + 5 000 = 9 000. Answer: 8 023
(b) 34 567 + 45 678 is more than 79 000, but less than 81 000.
Answer: 80 245
(c) 34 × 56 is more than 1 500, but less than 2 400. Answer: 1 906
(d) 678 × 234 is more than 120 000 but less than 210 000.
Answer: 158 652
(e) 123 456 + 257 257 is more than 370 000, but less than 390 000.
Answer: 380 713
(f) 34 527 + 426 426 is more than 450 00 but less than 470 000.
Answer: 460 953

Teaching guidelines
Using the calculator to check calculations that you have done on the calculator, as
described on page 51 of the Learner Book, is useful for two reasons:
• It provides learners with another tool to exercise quality control on the
calculations they do with the calculator.
• It provides another experience with equivalent calculation plans and properties of
operations.

Answers
10. (a) (1) 483 + 159 − 286 = 356
(2) 483 − 286 + 159 = 356
(b) (1) 276 + 288 + 951 = 1 515
(2) 276 + 951+ 288 = 1 515
(c) (1) 776 − 288 − 259 = 229
(2) 776 − 259 − 288 = 229
If you repeat a calculation with a different but equivalent keystroke sequence (e.g. a
different order), you get the same answer. So it is a way to check your answer.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 54

Answers
11. (a) 27 504 (b) 9 932
(c) 20 932 (d) 3 360
(e) 125 187 (f) 59 465

Teaching guidelines
Checking by using inverses is not only useful as a technique to check work done on the
calculator, it also provides learners with a useful experience of the idea of inverse
operations.

Answers
12. (a) 432 (b) 5 432 (c) 1 234
(d) 54 321 (e) 0 (f) 6 787
If you apply the inverse operations in the reverse order to the calculator answer, you
will get the original input number as an answer. This is therefore a way to check your
work.
13. (a) 1 315 (b) 459 (c) 1 134
(d) 42 431 (e) 119 753 (f) 116 893

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 55

Mathematical notes
There is one important difference between arithmetic language and calculator language.
Some simple calculators are not programmed to interpret and perform multiplication
first in a calculation plan where multiplication is not specified first. For example, the
keystroke sequence 3 + 4 × 5 = will not produce the correct answer for the calculation
plan 3 + 4 × 5 because the calculator is not programmed to “know” that in this case
multiplication is to be performed first. The calculator will calculate (3 + 4) × 5 when the
keystroke sequence 3 + 4 × 5 = is entered, and produce the answer 35.
While it is not necessary to address this issue when learners begin to use calculators in
class, you will have to address it at some stage. Scientific calculators, however, are
programmed to interpret calculation plans as we do, hence they will correctly perform
3 + 4 × 5 when the keystroke sequence 3 + 4 × 5 = is entered.

Answers
14. Individual work. Answer in shaded passage.
15. (a) 3 360 (b) 9 932 (c) 27 504
(d) 20 932 (e) 5 606 (f) 4 276

3.10 Apply your knowledge

Teaching guidelines
Please see the notes on the next page.

Answers
1. R73 412 123
2. 38 896 voters are female.
3. 660 182 houses
4. The number of voters decreased by 55 069.
5. 618 242 learners

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 56

Notes on questions
The word problems in Section 3.10 are about situations of the following types:
• Decreasing a quantity, result unknown: question 1
initial quantity − decrease = ?
• Finding the missing component in a given combination of quantities: question 2.
one component + ? = total
• Increasing a quantity, initial quantity unknown: questions 3 and 10
? + increase = result
• Decreasing a quantity, decrease unknown: question 4
initial quantity − ? = result
• Combining two quantities: questions 5, 8, 9 and 11
one quantity + another quantity = ?
• Decreasing a quantity by a given amount, initial quantity unknown: question 6
? − decrease = result
• Finding the difference between two quantities: questions 7 and 12(a)
one quantity − another quantity = ?
• Establishing how much more than a given quantity is needed to attain a given
larger quantity (establishing a “shortfall”): questions 12(b) and 13.
initial quantity + ? = given end quantity

Answers
6. 927 538 ℓ
7. 389 votes
8. R1 384 600
9. R1 853 300
10. R857 900
11. 211 043 people
12. (a) 32 635 more votes
(b) 15 365 T-shirts
13. 13 566 m

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 57

Grade 6 Term 1 Unit 4 Common fractions
Learner Book Overview
Sections in this unit Content Pages in Learner Book
4.1 Dividing into fraction parts Understanding the concept of fractions and equivalent fractions 55 to 59
4.2 Measuring lengths accurately Working with fractions as sub-units of measurement 60 to 62
4.3 Comparing and ordering fractions Comparing and ordering fractions using fraction strips and representing fractions 63 to 65
on a number line
4.4 Hundredths Working with hundredths in preparation for the decimal notation of fractions 65 to 67
4.5 Adding and subtracting fractions Adding and subtracting fractions using equivalent fractions 68 to 69
4.6 Problem solving Solving word problems involving fractions 70 to 71

CAPS time allocation 10 hours

CAPS page references 16 and 226 to 227

Mathematical background
Fractions were most likely invented to facilitate accurate measurement in cases where the commonly used standard unit of measurement could not provide an
exact description of a quantity. This is evident if we look at the Latin names of our existing units of measurement, i.e. centimetre (hundredth of a metre) and
millimetre (thousandth of a metre).

Look at the brown strip below. If we measure it with this yellow strip as a unit, its length is 3 and 2 fifths of the yellow unit.

This example demonstrates how fractions are used as measures.

Fractions help us in other ways too. Mathematically, the fraction concept is very important to our understanding of decimals, because the place value parts
4 7
after the decimal comma are fractions. For example, the expanded notation for the number 23,47 is 20 + 3 + 10 + 100 or 2 tens + 3 units + 4 tenths +
7 hundredths.
Fractions are also used to describe parts of collections and parts of non-physical quantities, for example “3 eighths of the learners in a school” or
“63 hundredths of the available marks”. In the latter case, we usually use the percentage notation (%) for hundredths.
In everyday life and everyday language, we sometimes use words such as “half” and “quarter” to indicate approximate parts of whole objects or
collections. People may, for example, refer to a “quarter of an apple” or “half a loaf of bread”. But this is generally not mathematically accurate language.
Although this everyday use of fraction language is different from the mathematical use because the fraction words are not used to indicate precise parts, the
everyday use provides us with a useful starting point for learning about fractions.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 58

4.1 Dividing into fraction parts
Possible misconceptions
Learners’ concept of fractions is often muddled by the idea that a fraction consists of or
is made up of two numbers – for example, “3 fifths” is made up of the numbers 3 and 5 –
without understanding the totally different roles of the two numbers. This misconception is
often supported by misleading language, such as referring to 35 as “three over five” instead
of “3 fifths”. Make sure that you use the proper fraction name, for example “3 fifths”, as it
supports learners’ understanding of what the denominator of a fraction is.

Notes on questions
Question 1 is intended to refresh learners’ knowledge of certain number facts that will help
them to work effectively with questions 2 to 5.
Questions 2 to 5 involve division as equal sharing, which is an important context for the
concept of fractions.

Teaching guidelines
Learners may use the fraction strips at the bottom of the Learner Book page to help them
answer the questions. Question 5(d) is represented by the bottom fraction strip. The
fraction strip above it is more generally helpful.
Once learners have completed questions 2 to 5, ask them questions such as “What
fraction of the loaf does each person get in question 2?”, to develop their understanding of
the link between division and fractions.
Asking questions such as these will promote their understanding of fractions as parts of
wholes (the loaf) and parts of collections (the slices).

Answers
1. (a) 24 (b) 24 (c) 24
(d) 3 (e) 4 (f) 8
(g) 6 (h) 2 (i) 12
2. 8 slices
3. R8
4. R6
5. (a) 6 portions (b) 12 portions
(c) 3 portions (d) 8 portions

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 59

Critical knowledge and skills
Learners must be able to represent fractions diagrammatically by drawing fraction strips.
They should be able to draw freehand and quickly enough so that it does not take up much
time. This will provide them with a tool to think of fractions in terms of what they really
are. It is very important though, that learners do not spend excessive time on drawing
fraction strips accurately. These diagrams are not normally used for making
measurements; they are only used to support thinking conceptually about fractions.

Possible misconceptions
The use of the proper fraction name, for example “3 fifths”, supports learners in
understanding what the denominator of a fraction is. Encourage learners not to be put off
by the fact that the word “fifths” is a little difficult to pronounce – it simply must be said
aloud for proper mathematical understanding.

Notes on questions
Questions 6, 7 and 8 will contribute to learners’ awareness of equivalent fractions. You
may use this opportunity to discuss equivalent fractions in class, but do note that the
concept of equivalent fractions is dealt with in detail later on.

Answers
6. (a) 4 fifteenths of a loaf (b) 1 fifth of a loaf (c) They are the same.
(d) 10 fifteenths of a loaf (e) They are the same. (f) 1 fifth of a loaf
7. (a)

(b)

(c) 24 parts
(d) 1 twenty-fourth
8. (a)

(b)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 60

Teaching guidelines
Discuss with learners that when we talk about fraction parts of loaves of bread, these are
only approximate fractions.
Once learners have completed questions 9 to 11, consolidate their understanding of the
common fraction notation by explaining the meaning of the terms numerator and
denominator. The denominator tells us the number of equal parts into which the whole
is divided. The numerator tells us the number of equal parts with which we are dealing
within the whole.

Possible misconceptions
We use fraction terminology almost daily, for example “a quarter of an apple” or “half a
loaf of bread”. These terms refer to the approximate parts. For example, when people refer
to a quarter of an apple, it is seldom exactly a quarter. Using this terminology on a daily
basis will help develop learners’ knowledge of fractions. It may, however, weaken their
understanding of the mathematical meaning of fractions as “exact fractional parts” of
wholes, collections, quantities and units of measurement.

Answers
9. (a) 4 slices (b) 20 slices
(c) 9 slices (d) 1 third
6 6
10. (a) 24 (b) 20
7 7
(c) 10 (d) 16
11. (a) Seven fifteenths (b) Ten fiftieths
(c) Five forty-eighths (d) Three eighths

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 61

Teaching guidelines
Discuss with the class that two fifths can look very different in real situations, for example
in Loaves B, E and H. The amount of bread in each of the five parts of these loaves is the
same. The number of slices, however, differs.

Answers
8 2
12. (a) 20 ; eight twentieths (or 5 ; two fifths)
4 2
(b) 10 ; four tenths (or 5 ; two fifths)

(c) 25 ; two fifths

6 2
(d) 15 ; six fifteenths (or 5 ; two fifths)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 62

Notes on questions
Note that question 14 supports learners in their understanding of equivalent fractions.
Once learners have completed question 14, you may ask them whether or not the slices are
the same size in the different loaves (they are not), and whether the amounts of bread
described in (b), (c) and (d) are the same or not (they are).
Question 15 focuses on the meaning of the denominator. If learners experience
difficulties with this question in spite of looking at the pictures of the loaves on the
previous page, it may be because they consider the denominators without keeping the
meaning of the denominators in mind. The denominator 5 indicates smaller parts (fifths)
than the denominator 3 (thirds), although the number 5 is a bigger number than the
number 3. A “bigger” denominator indicates smaller parts.
Questions 16 and 17 provide for further development of the concept of equivalent
fractions. Once learners have completed question 17, ask them to write some of their
answers in different ways.

Answers
13. (a) Loaves C, E and F (b) Loaves D, G and H
(c) 15 twentieths
14. (a) Two slices (b) Four slices
(c) Six slices (d) Eight slices
2
15. (a) 3 of a loaf (b) 23 of a loaf

16. (a) 12 twentieths (12

20 )
9
(b) 9 fifteenths (15 )

(c) Yes, 12 9
20 = 15

17. (a) Five sixths; 56 (b) Fifteen eighteenths; 15

18
8
(c) Eight twelfths; 12 (d) Four sixths; 46

(e) Two sixths; 26 6

(f) Six eighteenths; 18

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 63

4.2 Measuring lengths accurately
Mathematical notes
Understanding fractions as parts of units of measurement is critically important and
provides the conceptual basis for understanding decimal fractions (addressed in Term 2).
Using fractional units of measurement also provides an empowering context for
understanding equivalent fractions, in the sense that the same length (or other quantity)
can be expressed in different ways (particularly fractional parts of units of measurement).
As mentioned before, fractions were most likely invented to facilitate accurate
measurement in cases where the commonly used standard unit of measurement could not
provide an exact description of a quantity.

Notes on questions
The measurement tasks in this section also serve as a development of the concept of
equivalent fractions.
If learners have difficulty with question 1, remind them that they need to count the
number of equal parts on each yellow strip, in order to know what the parts are called.
Question 2 promotes awareness of the possibility that the same length can be expressed
in terms of different fractions and therefore, equivalent fractions. Learners can inspect
the diagrams in question 1 to answer question 2. For example, to answer question 2(a),
they can look at the diagrams in questions 1(a) and (b) and count how many eighths
correspond to 3 quarters.

Answers
1. (a) Quarters (b) Eighths
(c) Twelfths (d) Sixteenths
(e) Twenty-fourths
2. (a) 6 eighths (b) 18 twenty-fourths

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 64

Notes on questions
The purpose of questions 3(b) and (c) is to let learners experience the fact that 3 eighths
and 6 sixteenths of a Yellowstick represent the same length.

Answers
3. (a) No, it is a bit shorter than 1 and 2 fifths.
(b) Yes (c) Yes
4. (a) Sevenths (b) Sixths
(c) Thirds (d) Ninths
(e) Twelfths (f) Fifteenths
5. (a) 10 fifteenths (b) 4 twelfths

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 65

Teaching guidelines
Learners should work individually on these questions. Doing so will strengthen their
knowledge and understanding of equivalent fractions.
For example, 2 fifths can also be expressed as 8 twentieths. At this point you may
conduct a whole-class discussion and ask learners to use their answers from question 7 to
express 2 fifths (or 3 or 4 or 5 fifths) in other ways too, for example 3 fifths may also be
expressed as 9 fifteenths.

Answers
6. (a) 46 ; 69 (b) Examples: 68 ; 12
9 12
; 16
7. (a) Fifths (b) Tenths
(c) Fifteenths (d) Twentieths
(e) Twenty-fifths (f) Thirtieths
6 9
8. (a) 6 tenths; 10 (b) 9 fifteenths; 15

(c) 12 twentieths; 12
20 (d) 15 twenty-fifths; 15
25

(e) 18 thirtieths; 18
30
6
9. (a) 110 of a Yellowstick

(b) 135 ; 110

6 9
; 115 ; 112 15
20 ; 125

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 66

4.3 Comparing and ordering fractions
Teaching guidelines
When drawing fraction strips, it is best that learners draw the whole strip to begin with, so
that they can physically experience the partitioning of the whole strip into equal parts
afterwards. This physical experience of partitioning can support their understanding of
fractions as the numbers that describe the size of parts of wholes.
When drawing a fraction strip for an even number of parts, for example eighths, it helps
to first draw the line that separates the whole strip into two halves. For quarters, eighths,
sixteenths, etc. one can then continue to halve the sections, as shown below on the left.
For a number of parts that is an odd number and multiple of three (for example ninths),
the first step could be to draw two lines to partition the whole strip approximately into
thirds, as shown below in the middle.
Drawing a fifths-strip is slightly more difficult. It helps to draw a line that divides the
whole strip into two parts, with the one part about one-and-a-half times as long as the
other, as shown below on the right. You can quickly demonstrate this on the board.

Answers
1. (a)

(b) 58 of a loaf (c) 25 of a loaf (d) 68 of a loaf (e) 45 of a loaf

2. Learners draw additional lines on their freehand fraction strips. The strips below are
only provided because they show the fraction parts more clearly.

7 5
(a) 10 of a loaf (b) 16 of a loaf
5
(c) They are the same: 10 = 12 and 16
8
= 12

3. (a) 46 (b) 56

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 67

Answers
5 5 7
4. (a) 12 (b) 12 (c) 20

(d) 38 (e) 11
20
7
(f) 12

5. (a) 37 ; 20
9 1 3
; 2; 5

7 3 4 17
(b) 12 ; 4 ; 5 ; 20

(c) 27 ; 15
7 11 2
; 20 ; 3

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 68

Answers
6. A: (a) 16 (b) 23 (c) 56

B: (a) 16 (b) 12 (c) 23 (d) 116 (e) 113

(f) 123 (g) 156

C: (a) 18 (b) 14 (c) 38 (d) 58 (e) 78

1
D: (a) 10 (b) 15 3
(c) 10 (d) 25 (e) 35
7 9
(f) 10 (g) 10

4.4 Hundredths
Mathematical notes
Decimal notation fractions include the use of tenths and hundredths. It is for this reason
that learners need to know about tenths and hundredths before they move on to the
decimal notation for fractions, which is introduced in Term 2.

Answers
1. (a) Divide each fifth into two equal parts.
(b) Divide each fifth into four equal parts.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 69

Notes on questions
Question 2 is critical, since it provides learners with an opportunity to interpret the
definition of hundredths given on the previous page of the Learner Book.
Learners should be able to do these questions on their own, given what they have done
in the preceding sections. It is preferable that they do so, even if it takes some time.
However, some guidelines for supporting learners are given below.
If learners have difficulty with question 2, you may ask them how many small equal
parts there should be in each of 10 tenths, so that there will be 100 small equal parts in the
strip as a whole.
If learners have difficulty with question 3, you may ask them how many hundredths are
equal to one tenth – they may consult their work in question 2 to clarify this.

Answers
2. Divide each tenth into ten equal parts.
3. (a) 30 hundredths (b) 70 hundredths
4. (a) 6 tenths (b) 60 hundredths (c) 12 twentieths
5. None of them is false.
(a) True (b) True (c) True
63 6 3 5 13 1 13
6. 100 or 10 + 100 or 10 + 100 or 2 + 100 of the floor is white.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 70

Answers
7. (a) 4 tenths
(b) 40 hundredths
(c) 60 hundredths
(d) 8 twentieths or 4 tenths or 2 fifths
(e) No
8. (a) 1 fifth
(b) 24 mm
(c) 3 fifths
(d) 60 hundredths
52 1 2
9. (a) 100 ; 2 + 100
66 6 6
(b) 100 ; 10 + 100 ; 35 + 100
6

74 7 4
(c) 100 ; 10 + 100 ; 37
50
48
10. (a) 100
34
(b) 100
26
(c) 100

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 71

4.5 Adding and subtracting fractions
Teaching guidelines
Go through the shaded passage with the class. Do not give them any “recipes” for
making the denominators the same. Rather, show them how to make equivalent
fractions. Take them through the sum of 5 twelfths and 4 twelfths (9 twelfths).
Immediately below the shaded passage there is a diagram that takes them a step further. It
shows the 5 twelfths and 1 third in yellow, and the answer in blue. Take them through the
drawing and then ask them question 4. Give them time to think about why this is true. Ask
one or two learners to explain. If they say it is false, give them an opportunity to share their
thinking. You can point out flaws in their reasoning (if any), and ask for another view on it.
The important extra step in question 4 is that 9 twelfths is equivalent to 3 quarters.

Possible misconceptions
Some learners might add the denominators too when adding fractions because they are
now used to counting “blocks” when working with fraction strips.
Learners may make this mistake because they think of addition as adding two strips
together. For example, when calculating 15 + 35 , learners may think of placing two strips
next to each other, as shown below:

Strip A Strip B
Because Strip A is used to represent one fifth and a separate Strip B is used to represent
3 fifths, learners may fall into the trap of adding the two strips together as shown below,
and saying that the yellow parts are now 4 tenths of the combined strip.

Learners may then use the correct statement that the yellow parts are 4 tenths of the
combined strip as the answer for 15 + 35 . Explain to them that the question is not about
adding the whole strips that may be used to represent the two fractions, but adding the
parts.

Answers
7
1. 20
2. (a) 4 twentieths (b) 15 = 20
4
(c) Yes; because 15 + 20
3
= 204 3
+ 20 7
= 20
3. (a) 45 8
(b) 12 (c) 55 = 1 (d) 88 = 1 (e) 24 + 14 = 34 (f) 28 + 38 = 58
5
4. Yes; because 12 + 13 = 12
5 4
+ 12 9
= 12 = 34

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 72

Teaching guidelines
Once learners have completed question 5, work through the shaded passage on the board.
Go through the first method with the class. Then ask them to check Judy’s method
individually, and decide if she is correct. Ask if there is a third way to solve this problem. By
then, the class should be confident enough to attempt question 6.

Answers
5. (a) 178 (b) 10 4 2
6 = 16 or 13 (c) 98 = 118

(d) 0 (e) 12 4 1
8 = 18 = 12 (f) 48 = 12
15
(g) 12 6 3
16 = 8 = 4
9
(h) 16 (i) 17 6 8
20 + 20 − 20 = 20

(j) 16 4 1
12 = 112 or 13 (k) 45 13
16 = 216 (l) 16 1
15 = 115

(m) 33 1
8 + 48
27
(n) 100 (o) 128 28 14 7
100 = 1100 or 150 or 125

(p) 163 63
100 = 1100
88
(q) 100 or 44 22
50 or 25

6. 914 − 6 ® 314 − 38 ® 258 + 14 ® 278 or 914 − 638 ® 854 − 638 ® 810 3 7

8 − 68 = 28

7. (a) 48 or 12 (b) 225 (c) 10 2 1

8 = 18 or 14 (d) 34

(e) 415 (f) 437 (g) 12 4 1

8 = 18 or 12 (h) 325

8. (a) 712 (b) 958 1

(c) 812 (d) 678

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 73

4.6 Problem solving
Teaching guidelines
In problem solving, learners should be encouraged to make drawings, sketches and
diagrams and show their calculations. This is so that if their thinking is muddled, you can
identify where the problem is and help them through it. Of course, if the class is
consistently making an error, it is important for you to know this as well, as perhaps there
is something they have not grasped in the preceding section(s).
Make sure learners understand that the panels referred to in question 4 are the
rectangular strips of wood or concrete that were used to build the wall. There are six panels,
stacked on top of each other, between each two upright poles.

Answers
1. 658 m

2. 758 m

3. 1418 m
4. (a) Eight panels
(b) 12

(c) 38
(d) Three panels
(e) 18

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 74

Teaching guidelines
Ensure that learners feel free to make rough drawings when they do questions 5 to 7.
If learners struggle with question 5, you can make a drawing like this on the board:

The drawing shows the sausages that three children will get. Let learners make and
complete the drawing.
In question 7, ensure that learners understand that the third row is for the fraction of the
slab that each person gets.

Answers
5. Six children
6. 39 sausages
7. Number of people 2 3 4 5 6 7 8
who share
Number of blocks per 12 8 6 4 3
person
Fraction per person 1 1 1 1 1 1 1
2 or 3 or 4 or 5 or 6 or 7 or 8 or
Fraction written in 12 8 6 2 4 2 3
another way 24 24 24 10 24 14 24

Note: Learners may use other equivalent fractions in the third and fourth rows.
(d) The numbers that can easily be shared are the factors of 24, i.e. 2, 3, 4, 6 and 8.
8. (a) Note that the question asks what fraction of houses don’t have running water.
Township A: 450
600 Township B: 160
240

(b) 450 45 3 160 16 2

600 = 60 = 4 and 240 = 24 = 3

The situation in Township B is best, because 23 < 34 . Two thirds being less than three
quarters means that, relative to the total number of people living in each town-
ship, more people are provided with water in Township B than in Township A.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 75

Grade 6 Term 1 Unit 5 Time
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 Introduction Telling the time without clocks or watches (or cell phones) 72
5.2 Read, write and tell time Reading, writing and telling the time in 12-hour and 24-hour time 73 to 74
5.3 Time intervals Calculating time intervals in hours and minutes, and reading timetables 75 to 76
5.4 Time intervals on the stopwatch Reading stopwatches and calculating time intervals in hours, minutes and seconds 77 to 78
5.5 Years, decades and centuries Calculating time in days, weeks, months, years, decades and centuries 79 to 80
5.6 A short history of calendars Linking calendars to the earth’s orbit around the sun 81 to 83
5.7 Time zones Understanding and calculating time zones 84 to 85

CAPS time allocation 4 hours

CAPS page references 27 and 228

Mathematical background
Learners deal with time and time-related issues every day. By now, Grade 6 learners should be able to read clocks and watches.

There are two issues that make the concept of time difficult. Firstly, time cannot be seen, touched or physically experienced like length, capacity or volume,
area and mass. We measure time by looking at environmental changes, changes in the position of the hands of a clock, or the numbers on a clock face.
Secondly, unlike the number system and other forms of measurement, the numbers do not get bigger forever. Instead, we measure time in modular units that
are periodic, for example 1–60 seconds, 1–60 minutes, 1–24 hours and 1–365 days.

The topic of time also involves more than just reading clocks. Learners need to be able to:
• read, write and tell the time in 12-hour and 24-hour time
• calculate time intervals in hours and minutes, and read timetables
• read stopwatches and calculate time intervals in hours, minutes and seconds
• calculate time in days, weeks, months, years, decades and centuries
• read and interpret time zones.

Resources
12-hour and 24-hour clocks (analogue as well as digital), stopwatch, year calendars, world globe and large mirror

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 76

5.1 Introduction
Teaching guidelines
This section serves as a short introduction to Time. It is suggested that you combine
Sections 5.1 and 5.2 into one lesson.
Start the lesson by asking learners how they work out the time if they don’t have a clock,
watch or cell phone. Ask them how people “told the time” before clocks and watches were
invented.
Some learners will be able to read the story in the shaded passage aloud to the class, but
keep in mind that not all learners will be able to do so. Discuss the following with the
learners in preparing them for this task:
• The story begins with the words “The story goes …”. This means that this is a story
that people tell.
• What is a stranger? The word “stranger” and the word “strange” appear in the first
five lines. Some learners will think that the two words are related, but they have
different meanings. The “stranger” refers to a person who has never been to the
village before. The word “strange” refers to a peculiar or odd type of behaviour,
way of thinking, or instruction such as “Please walk to the tree over there and
back.”
• What does “the sun was more or less in the same position” mean? It means that
the sun was in roughly the same position in the sky as it was the day before. “More
or less” means “approximately, not exactly”.

Answers
2. The wise old woman judged his walking speed by seeing how quickly he could walk to
the tree and back, and assessed how many daylight hours were left by looking at the
position of the sun.
3. She knew that he walked more slowly than the stranger.
4. You could assess how many hours of daylight are left and estimate whether or not you
can walk 4 km in that time. You could estimate your walking speed over a shorter
distance and turn back if you think that you will not make it.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 77

5.2 Read, write and tell time
Teaching guidelines
Begin this section by finding out what learners know about 12-hour and 24-hour time.
Use the shaded passage to fill in any gaps in learners’ knowledge. Use questions 1 and 2
to assess how much learners remember from Grade 5 about writing time in 12-hour and
24-hour notation. You can refer to Term 1 Unit 6 in the Grade 5 Learner Book.

Possible misconceptions
Learners may be confused about how to write midday and midnight in 12-hour and
24-hour time. You may need to clarify that midday is called 12 p.m. (post meridiem) and is
written as 12:00 in 24-hour time.
Midnight is written as 12 a.m. (ante meridiem) and is written as 00:00 in 24-hour time.
This is simply a convention that has been adopted for the sake of clarity. The first hour of a
day is between 00:00 and 01:00, therefore the second hour is between 01:00 and 02:00.
This implies that the twenty-fourth hour will be between 23:00 and 24:00, therefore 24:00
will be referred to as 0:00.

Note on writing 12-hour time

Instead of a colon, a period (full stop) may be used as hour/minute separator. For example,
we can write 7:48 p.m. or 7.48 p.m. and 11:30 a.m. or 11.30 a.m. Both formats are correct.

Notes on questions
This section is fairly long. Consider splitting questions up for classwork and homework.
You could, for example, use questions 1, 2(a), (d), (e), (f), (h), 3(a), (c), (e) and 4(a), (b) for
classwork and the rest for homework.

Answers
1. (a)–(c) Learners’ answers will differ from school to school.
2. (a) 7:00 a.m. seven o’clock in the morning
(b) 8:15 a.m. quarter past eight in the morning
(c) 11:30 a.m. eleven thirty in the morning
(d) 12:00 p.m. midday, noon or 12 noon
(e) 12:45 p.m. quarter to one in the afternoon
(f) 7:48 p.m. twelve minutes to eight in the evening
(g) 11:50 p.m. ten minutes to twelve at night
(h) 12:10 a.m. ten minutes past twelve at night or ten minutes past midnight

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 78

Notes on questions
Emphasise that a 12-hour clock does not tell you whether the time is morning or
afternoon. So, for example, people who work inside a mine may not be able to tell whether
it is daytime or night-time outside by looking at a 12-hour clock.
If you wish, you could ask learners to assume that all times in question 3 are in the
morning. In question 4, learners will practise converting afternoon 24-hour time to
12-hour time. If you want learners to have more practice converting 24-hour afternoon or
evening time to 12-hour time, indicate to them which of the clocks you want to show time
after noon (and then adjust the answers accordingly).

Answers
3. (a) 09:15:00 or 21:15 quarter past nine exactly
(b) 08:35 or 20:35 twenty-five minutes to nine
(c) 08:00:05 or 20:00:05 five seconds past eight
(d) 03:05:37 or 15:05:37 five minutes and thirty-seven seconds past three
(e) 01:30 or 13:30 half past one or one thirty
(f) 01:50 or 13:50 ten minutes to two
4. (a) 1:50 p.m. ten minutes to two in the afternoon
(b) 8:05 p.m. five minutes past eight in the evening
(c) 11:52 a.m. eight minutes to twelve noon or eight minutes before noon
(d) 11:59 p.m. one minute before midnight or one minute to twelve at night

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 79

5.3 Time intervals
Teaching guidelines
Learners could do questions 1(a) and (c) in class, and 1(b) and (d) for homework.
Stress to learners that not only should they take note of the morning and afternoon time
differences on these clocks; they need to also check the dates. For example, sometimes the
second clock shows one or two days after the first clock.
You may draw a number line on the board. For example, for question 1(a):

Working out the times on a number line helps learners to visually break up the segments of
time in a logical way.
Tell learners to add the whole hours first. It adds up to 13 hours from 06:00 until 19:00.
Then tell them to work out the minutes. From 05:45 until 06:00 is one quarter of an
hour, or 15 minutes. From 19:00 until 19:20 is 20 minutes. If we add the minutes together
we get 35 minutes. So, the total time interval is 13 hours and 35 minutes.
(continued on the next page)

Answers
See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 80

Teaching guidelines (continued)
Question 1(b) can be explained in a similar way. Here we must show 13 April and 14 April,
as well as the hours. If we add the hours first we work it out as follows: On 13 April we have
whole hours from 08:00 to 24:00 (which is the same as 00:00), i.e. 16 whole hours. From
midnight or 00:00 on 14 April we have another 23 whole hours.

The total number of whole hours is 16 + 23, which is 39.

If we add the minutes we work it out as follows: On 13 April we have 40 minutes from
07:20 to 08:00. On 14 April we have 50 minutes from 23:00 to 23:50. So adding the
minutes we get 90 minutes. 90 minutes is 1 hour and 30 minutes. So the total time interval
is 39 hours + 1 hour + 30 minutes = 40 hours and 30 minutes.

Answers
1. (a) 13 hours + 15 minutes + 20 minutes
= 13 hours and 35 minutes
(b) 16 hours + 23 hours + 40 minutes + 50 minutes
= 39 hours + 1 hour + 30 minutes
= 40 hours and 30 minutes
(c) 2 days + 12 hours
= 48 hours + 12 hours
= 60 hours
(d) 24 hours + 12 hours + 6 hours + 5 minutes
= 42 hours and 5 minutes

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 81

Notes on questions
In question 2, learners will need to either multiply or divide by 60 to convert between
hours, minutes and seconds.

Answers
1 1 3
2. Hour(s) 4 2 4 112

Minutes 15 30 45 60 + (12 of 60) = 90

Seconds 900 30 × 60 = 1 800 45 × 60 = 2 700 90 × 60 = 5 400

Hour(s) 2 214 150 ÷ 60 = 212 3

7 200 ÷ 60 120 + (14 of 60)

Minutes 150 3 × 60 = 180
= 120 = 120 + 15 = 135
Seconds 7 200 135 × 60 = 8 100 150 × 60 = 9 000 180 × 60 = 10 800

There are 60 seconds in a minute and 60 minutes in an hour. Learners must either
multiply or divide by 60 to get an answer each time. Learners might also talk about
how they used one answer to get another answer. For example, if you know that
120 minutes is 2 hours, and that 30 minutes is half an hour, then you also know that
150 minutes is 212 hours. Learners might say (correctly) that to multiply by 60 is the
same as multiplying by 6 and then multiplying by 10.
3. (a) 10 minutes (b) 14 minutes
(c) 17 minutes (d) 18 minutes
4. 12:55 + 18 minutes = 13:13
5. (a) 5 hours and 15 minutes (b) 9 hours and 45 minutes
(c) 14 hours and 30 minutes (d) 15 hours and 45 minutes
6. 13:50

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 82

5.4 Time intervals on the stopwatch
Teaching guidelines
Learners can either use stopwatches that occur as single instruments, or stopwatches on
cell phones or wrist watches.
Digital stopwatches are usually easier to read than analogue stopwatches. Many cell
phones have a stopwatch function, or the possibility of downloading a free stopwatch app.
While learners are busy with classwork, you could work with small groups of learners to
show them how a stopwatch works.

Notes on questions
You can use question 3(c) as a challenge because learners will need to convert between
minutes and seconds in different ways to get the answer.

Answers
1. (a)–(c) Times will differ from class to class and from learner to learner.
2. Learners’ answers will differ from class to class.
3. (a) 11:42:22
(b) 21 minutes and 2 seconds
(c) 16 minutes and 27 seconds

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 83

Answers
1
4. (a) No, centiseconds are 100 or one hundredth of a second; time less than one second
is too short to add to a match. Adding less than 1 second to a match will not
change the score.
(b) Yes, it is possible.
(c) Yes, because adding the wrong number of seconds could change the outcome of
the match.
(d) 15:13:30
(e) Total time: 45 minutes + 4 minutes and 24 seconds = 49 minutes and 24 seconds
Final time: 15:49:24

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 84

5.5 Years, decades and centuries
Teaching guidelines
Learners will need to do question 2 at home. You may want to give them a few days to
complete this question because they need to talk to several people in the community.
Another option could be to invite a few older people to come and tell the class about what
they remember of the last three decades (i.e. 30 years).

Answers
1. (a) January (31), February (28 in a non-leap year; 29 in a leap year), March (31),
April (30), May (31), June (30), July (31), August (31), September (30),
October (31), November (30), December (31)
(b)–(d) Answers will differ from class to class depending on the date on which learners
do this section. If you are teaching this in Term 1, you might be in late February.
So, if learners give an answer of 5 months, for example, ask them how they can
work out whether their answer might be right or wrong.
2. (a)–(b) Learners’ answers will differ.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 85

Teaching guidelines
Learners will need time to do question 4. If they are not able to access a library or the
internet, you may need to bring in some historical sources for them to read in order to
answer question 4. They could hand in their answers to question 4 after a few days.

Possible misconceptions
It is commonly accepted that in the 1400s, Johannes Gutenberg invented the printing
press. However, the first moveable type presses were invented by Bi Sheng in China during
the 11th century. The first moveable type metal presses were invented by a Korean
Buddhist monk named Baegun in 1377. Therefore, it is safe to say that printing presses
existed before Johannes Gutenberg introduced the printing press to Europe in the 1400s.
Some people say that Gutenberg changed the world by manufacturing printing presses,
not by inventing the printing press.

Answers
3. Learners’ answers will differ. Perhaps one way to think about it is to compare it to
birthdays, for instance. We say that a baby is one year old when the baby has already
lived for 12 months. Children are not considered to be one year old in their first year
of life. Instead, they are considered to be one year old in the second year of their life.
Similarly, the years from 1 to 99 were the first century. The years 200 to 299 were the
third century, etc. So, the years 2000 to 2099 form the 21st century.
4. (a) In the 1800s, i.e. in the 19th century.
(b) Refer to the comments under “Possible misconceptions”. Learners may only
mention the printing press developed by Gutenberg in the 1400s.
(c) In the 1500s, i.e. in the 16th century.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 86

5.6 A short history of calendars
Teaching guidelines
Read through the brief history of the different types of calendars with the learners.

Answers
1. Origins of the names of the months of the year:

January: Named after the Roman god of beginnings and endings, Janus
February: Named after Februa, the Roman feast of purification
March: Named after the Roman god of war, Mars
April: Named after either aperire, which means “to open”, or the Greek god of love,
Aphrodite
May: Named after the Roman goddess of love and honour, Maiesta
June: Named after Juno, the queen of the gods
July: Named after Julius Caesar
August: Named after Augustus Caesar
September: Named after septem, which means “seven” (the Roman calendar started
with March as the first month, so September would have been the seventh month)
October: Named after octo, which means “eight”
November: Named after novem, which means “nine”
December: Named after decem, which means “ten”

Origins of the names of the days of the week:

Monday: Comes from monandaeg, an Anglo-Saxon word that means the “moon’s day”
Tuesday: Named after a one-handed Norse god, Týr
Wednesday: Named after the Germanic god, Wõdan
Thursday: Named after a Norse god, Thor
Friday: Named after a Norse goddess, Frigg
Saturday: Named after dies Saturni, which means “Saturn’s day”
Sunday: Named after dies solis, which means “the sun’s day”

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 87

Notes on questions
You can use questions 2(b) and 3(b) as a challenge, or you could let the class work through
these questions together.

Answers
2. (a) 11 min 14 sec
(b) 187 hours 13 minutes and 20 seconds or 7 days 19 hours 13 minutes 20 seconds
3. (a) 10 min 48 sec
(b) 3 days

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 88

Answers
4. (a) 1600; 2000; 2400
Yes, three out of every four century years are not leap years.
(b) 2016; 2020; 2024; 2040; 2044
5. No, all multiples of 4 and 400 are even numbers.
6. Two or three.
No, the multiples of 4 follow this pattern: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, etc.
There are two or three multiples for every 10 years, or one decade.
7. 2004, 2008, 2012, 2016, 2020, 2024, 2028, 2032, 2036, 2040, 2044, 2048, 2052, 2056,
2060, 2064, 2068, 2072, 2076, 2080, 2084, 2088, 2092, 2096, 2100
8. 1 January 2017 is a Sunday; 1 January 2030 is a Tuesday.
9. Answers will differ, depending on the year.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 89

5.7 Time zones
Teaching guidelines
This may be a difficult topic to teach if your learners lack clear ideas about where other
places are in South Africa or the rest of the world. Go through it slowly and build up their
understanding. You will need a world globe and a large mirror to reflect sunlight into the
classroom. In the following picture you see a globe with real sunlight on it. Set up a large
mirror (taken from a dressing-table, for example) to reflect sunlight into the classroom.
Don’t waste time shining a torch onto the globe as it won’t be convincing enough to the
learners and, of course, the torch moves around, unlike the real sun.

In the following picture you can see South Africa and part of South America. In 2016 the
Olympic Games were held in Rio de Janeiro in South America. The South African Wayde
van Niekerk won the 400 m race in 43:03 seconds, breaking a world record that had been
unbroken for 17 years. The race was run at 20:00 Rio de Janeiro time (that is, 8:00 p.m.).

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 90

However, people in South Africa had to stay up until 01:00 (an hour past midnight) to
watch the race live on TV. Ask learners why South Africans could not watch the race at
20:00. You can show them the answer using the globe.
Referring back to the illustration, the time in Durban is not yet 01:00, it is only 19:00 and
the sun has set an hour ago. Far away in Rio, the afternoon sun is high in the sky and Rio
time is 14:00.
Set the globe with the shadow’s edge going through Africa, and South America in full
sunshine. In Durban people are finishing their supper, but in Rio people have only just
finished their lunch.
Now rotate the globe slowly in the direction that the arrow shows (you rotate Durban
further into the shadow and away from the sunlight). The race was run at 20:00, Rio de
Janeiro time.
When learners have answered your question (i.e. why South Africans could not watch
the race at 20:00), ask them how many hours Rio is behind Durban time. (The number of
hours is 5.) The time zone map in the Learner Book will give them the answer, because
there are five time zones between Durban and Rio. If the time in Durban is 19:00, then
they can count backwards: 18:00, 17:00, 16:00, 15:00 and 14:00, which makes five time
zones.

Answers
1. (a) Durban is 8 hours ahead of Sydney.
(b) San Francisco is 18 hours behind Sydney or Sydney is 18 hours ahead of San
Francisco.
2. The “number line” shows how many hours ahead or behind that time zone is of the
standard Greenwich Mean Time (GMT). South African time is two hours later than
GMT.
3. (a) 22:00
(b) 13:00
(c) 08:00
4. (a) 19:18
(b) 05:18
5. (a) 19:30 − 5 = 14:30
(b) 13:30 − 5 = 08:30
(c) 20:30
6. (a) 00:45 the following morning
(b) 18:45
(c) 06:45 the following morning

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 91

Grade 6 Term 1 Unit 6 Properties of two-dimensional shapes
Learner Book Overview
Sections in this unit Content Pages in Learner Book
6.1 Naming figures by the number of sides Identifying and naming polygons 86
6.2 Angles The angle concept 87 to 91
6.3 Angles of different sizes Classifying and naming types of angles 92 to 95
6.4 Parallelograms Identifying (seeing) angles in figures, classifying and comparing them 96

CAPS time allocation 8 hours

CAPS page references 21 to 22 and 229 to 232

Mathematical background
Rectangles are quadrilaterals with four equal right angles and with opposite sides equal. Squares are special rectangles – they are rectangles with the extra
condition that “all four sides have the same length”. Parallelograms are quadrilaterals with their opposite angles equal and their opposite sides equal. This means
that rectangles are special kinds of parallelograms (the extra condition being “all angles are equal”, not just the opposite ones).

Two lines may have the same direction, like the opposite sides of a rectangle or any other parallelogram, or two lines may have different directions.

Two lines with different directions are said to be at an angle to each other.
The directions of the two blue lines differ more than the directions of
the two red lines. The angle between the blue lines is bigger than the angle
between the red lines.
Angles are not objects, like triangles, rectangles, circles or prisms are.
The idea of angle is like the idea of distance:
we refer to the distance between two points, or the length of a line.
Likewise, we refer to the angle between two lines.
The extent of the difference between the directions of two lines can be measured in terms of how much you have to turn the one line to make its direction
equal to that of the other line.

Resources
Corrugated cardboard boxes, for example A4 paper boxes, scissors, loose sheets of A4 paper

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 92

6.1 Naming figures by the number of sides
Mathematical notes
The word “polygon” literally means many corners: the word stem “poly” means many and
“gon” means corner/angle (not side). Any polygon has as many sides as angles.

Teaching guidelines
Ask learners to look at the variety of figures in question 1. Point out that different figures
have different numbers of sides. Ask some questions, like: “How many corners does Figure C
have, and how many corners does Figure E have?” Indicate that Figure G may be described as
“a figure with seven sides” or “a figure with seven corners”.
Explain the meaning of the word stems “tri”, “quadri”, “penta”, etc. It may be useful to
write it on the board:
tri means three
quadri means four
penta means five
etc.
To answer question 1, learners have to count the sides (or corners) of each figure, then
select the correct name.

Possible misconceptions
Some learners may have regular two-dimensional shapes in mind when they are asked to
make decisions about the characteristics, names, etc. of figures they are shown. They may
say, for instance, that an irregular heptagon is not a heptagon (e.g. if it is shaped like an
arrow). In such cases remind them that the naming is about the number of sides,
not about their orientation or length.

Answers
1. (a) Triangles: K (b) Quadrilaterals: E
(c) Pentagons: D, L, H (d) Hexagons: C, M
(e) Heptagons: G, I, J, A (f) Octagons: B, F

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 93

6.2 Angles
Mathematical notes
The idea of angle can only be properly understood with reference to the ideas of direction
and rotation (turn). Two lines that do not have the same direction are said to be at an
angle to each other. The extent of the difference between the directions of two lines can
be measured in terms of how much you have to turn the one line to make its direction
equal to that of the other line.

Teaching guidelines
Allow learners to do questions 1, 2, and 3 (continued on next page). When they have
finished, you may consolidate by drawing pairs of lines (like below) on the board.
Describing each pair in the way indicated below, may be useful for this purpose.

A. These two lines have the same direction.

They will remain at the same distance from
each other no matter how far you extend
them.

B. These two lines have different directions.

If they are both extended, they will go further
and further away from each other on the one side,
and get closer to each other on the other side
and eventually meet.

C. These two lines have only slightly different directions.

We say the angle between the lines in C is smaller
than the angle between the lines in B.

Answers
1. (a)–(b) Two lines as in the Learner Book.
2. (a) The lines will not meet.
(b)

3. See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 94

Answers (continued)
3. (a)–(b)

(c) Two lines as in the Learner Book.

Teaching guidelines
This page continues to develop the idea that two lines can be at an angle to each other. To
stimulate discussion, you may put these questions to the class:
If two lines remain at the same distance from each other, even when they are extended, can they
ever meet?
If two lines never meet, even when they are extended, are they everywhere at the same distance
from each other?

Notes on questions
Question 4 is actually a repetition of question 3, but it is phrased differently to ensure that
learners engage with the expression “at an angle to each other”.

Answers
4. (a) Example:

(b) Example:

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 95

Mathematical notes
Like length, area or volume, angle is a particular type of quantity, a magnitude,
something that can be measured. Angle can be understood as the amount by which one
line needs to be turned so that it has the same direction as a reference line. In the diagrams
below, the amount by which the red line needs to be turned around the black dot is
indicated by a curved arrow (arc).

A B C D E F

Teaching guidelines
The folded cardboard strip is a tool to let learners experience turning an object (one arm of
the folded strip) to change the angle it forms with another object (the other arm of the
folded strip). Corrugated cardboard, such as the cardboard used for some brands of A4
paper boxes, is ideal for this purpose. Cut the strips so that the corrugations run across the
strips’ width:

It may be best if you cut the strips beforehand to save classroom time. Cut them about
2 cm wide.
Also make a bigger strip for yourself, which you can use for demonstration purposes.
To understand angle as an amount of turn, it is important that learners use the words
“smaller” and “bigger” in relation to angles.

Answers
5. Practical work
6. (a) No, the arms are wider apart in Photo B.
(b) In Photo C.
7. (a) (b) (c)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 96

Teaching guidelines
In question 6 on the previous page, learners increased or decreased the angle between the
arms of the cardboard strip to develop a sense of angle as an amount of turn, or of how
wide the arms are opened.
In question 8 they use the folded cardboard strip to compare the size of angles in a figure.
It will be useful if you make a large similar drawing on the board and demonstrate how
the angles can be compared by using a folded cardboard strip.

Answers
8. (a) Vertex A
(b) Vertex B

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 97

Teaching guidelines
A sheet of A4 paper is a useful example of a rectangular shape. Provide each learner with an
A4 sheet.
Apart from continuing the development of the concept of angle, questions 9 to 12 are
intended to provide learners with opportunities to experience the similarities and
differences between squares, rectangles and parallelograms. To utilise these opportunities
in questions 9 to 11, you may put questions like the following to the class:
Which of figures A, B, C and D are rectangles? (B and C)
Is there a square? (Yes, B)
Which figures are not rectangles? (A and D)
Question 12 offers learners a first opportunity to investigate the properties of
parallelograms. This is extended in Section 6.4.

Answers
9. Figure C
10. Figures A, B and D
Figure B has four sides of equal length; the sheet of paper only has opposite sides
of equal length.
Figures A and D do not have four equal angles like the sheet of paper.
11. (a) In Figure A, the top left angle is bigger than the top right angle. In Figures B and C,
the two angles are equal. In Figure D, the top right angle is bigger than the top left
angle.
(b) In Figure A, the top right angle is smaller than the bottom right angle. In Figures
B, C and D the top and bottom right angles are equal.
12. Yes

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 98

6.3 Angles of different sizes
Teaching guidelines
The idea of a right angle provides a useful reference point for developing knowledge about
different angle sizes. Make sure learners keep the right-angle templates they make in
question 1, for later use.
The activities in this section provide learners with opportunities to form angles of
different sizes and to learn the names of the different size groups (acute, obtuse, etc.).
You may find it useful to draw these six angles on the board and provide explanations
(along the lines of the text below) before learners engage with the activities, while they are
working on the questions, or at the end as consolidation.

A B C D E F

The red line in Diagram B has to be turned more than the red line in Diagram A, to coincide
with the blue line (and hence have the same direction). We say the angle between the
red and blue lines in Diagram B is bigger than the angle between the red and
blue lines in Diagram A. The red line in Diagram D has to be turned even more.
The red line in Diagram E has to be turned through half a revolution to coincide with the
blue line. An angle of this size is called a straight angle. The angle in Diagram C is half of
a straight angle. An angle of this size is called a right angle.

Angles smaller than right angles, like the angle in

Diagram A and in the two diagrams alongside, are
called acute angles.
Angles bigger than right angles but smaller than
straight angles, like the angle in Diagram B and in the
two diagrams alongside, are called obtuse angles.
The red and blue lines in Diagram F have the same direction. If the red line is turned right
around the black dot so that it returns to its original position, it has been turned through a
full revolution.
Angles bigger than a straight angle but smaller
than a revolution, like the angle in Diagram D and
in the two diagrams alongside, are called reflex angles.
Answers
See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 99

Answers
1. Practical work
2. All four angles are right angles.
3. (c)

Bigger than Smaller than

a right angle a right angle

4.–5. Practical work

Teaching guidelines
There is some danger that learners may focus just on the last bit of turning while doing the
activities in questions 5 to 7. For example, in 5(b) they will experience only a small angle
(small amount of turn) as the difference between the angles shown in the two diagrams.
Ensure that they understand that the angle is the whole movement from the starting
position where the one strip was directly on top of the other one.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 100

Teaching guidelines
The idea of a straight angle may challenge learners: they may sense that the two lines are
not at an angle to each other. To assist them, emphasise that angle is an amount of
turn, not an object formed by lines. An angle describes how much you have to turn one
line so that it has the same direction as another line.

Notes on questions
In question 8, the angle at Vertex A is slightly smaller than a right angle. Remind learners
that they can use a right-angle template (refer to question 1 on page 92 of the Learner
Book) to check and compare the sizes of angles.

Answers
6.–7. Practical work
8. (a) The angles at A and C are right angles.
The angle at B is obtuse, and the angle at A is acute.
(b) There is no right angle. The angles at A, B, C and E are obtuse. The angle at D is
acute.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 101

Teaching guidelines
It may be helpful to learners if you point out that an angle can also be bigger than one
revolution. For example, the upper strip of paper that learners used to form angles of
different sizes, can be turned twice around or three times around to make angles of two or
three revolutions. An angle is an amount of turn.
In question 11 learners may tend to regard the outer angles at Vertices B and E. Point out
to them that the question is about the angles inside the polygon.

Answers
11. Vertices B and E

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 102

6.4 Parallelograms
Teaching guidelines
In question 1, learners can investigate the properties of parallelograms by turning the
tracing through half a revolution. Alternatively, they can mark the vertices on their cutout
and then tear off the corners, so that they can compare the angles with the angles in the
figure in the Learner Book.

Answers
1. (a)–(c) Practical work
(d) The angles at A and C are equal.
(e) The angles at B and D are equal.
(f) The lengths are the same.
(g) The lengths are the same.
2. (a) Learners may draw a rectangle or a square (a square is a special type of rectangle).
(b) Yes
(c) Yes
(d) Yes
(e) It has right angles. So, all angles are equal, not just the opposite ones.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 103

Grade 6 Term 1 Unit 7 Data handling
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 Understanding the data context Reading and interpreting information about citrus farming in South Africa 97 to 98
7.2 Interpreting graphs One-to-many pictographs, pie charts, double bar graphs 99 to 101
7.3 Organising data Making categories, organising raw data in a table, mode and median 102 to 105
7.4 Project Design and use appropriate tally tables etc. to collect data; represent, analyse, 106 to 107
summarise and report findings

CAPS time allocation 10 hours

CAPS page references 30 to 31 and 233 to 234

Mathematical background
Politicians, business managers, school principals, mayors, municipal managers,
medical doctors, employers, union leaders and many others need reliable
information in order to take wise decisions. For example, a mayor may be faced
with the question of what is more important: to build another hospital or to
build a new fire station.
The origin of information is data (facts) that can be collected by making
observations (e.g. of cars passing an intersection), taking measurements
(e.g. of rainfall or temperature at various places at various times), making counts
(e.g. of how many people have different diseases), asking questions (e.g. in
questionnaires about people’s favourite foods) and many other ways. Large
amounts of data are often needed to make wise decisions, hence the data needs
to be organised and represented in a way that makes it possible to interpret
and analyse it to find out what it really tells us.
People like the ones mentioned above do not have time to gather and process
data themselves. They rely on other people to do this for them, and also on such
people to produce reports that summarise the main findings that emerge from
the analysis and interpretation of the data.

Resources
Round objects (e.g. mugs or plastic cups) to draw circles, scissors, world map
or globe

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 104

7.1 Understanding the data context
Teaching guidelines
Remind learners of the purpose of data handling. People collect data about a specific topic
or issue in order to make a decision about the topic or issue, or to answer a question. The
data can be presented in a way that makes it easy to interpret, or to make comparisons.
There may be learners in your class who are unable to distinguish colours, especially reds,
greens, browns and oranges, or even blue and purple shades. About 1 out of every 8 males
and 1 out of every 200 females have this problem. This can make it difficult to distinguish
the colours in pie charts and in double bar graphs (Section 7.1 question 1, Section 7.2
questions 2 and 3). If learners struggle to distinguish colours, pair them with learners who
do not have this difficulty.
The citrus farming data is real, although the farm in the story is not a real farm.
Work with the Social Sciences (Geography) teacher to explore the production of citrus in
South Africa in greater depth.
Prepare the tables and graphs on the board or on posters to use in class discussions.
Before learners begin to answer the questions on page 98, ask them what they can “read”
on the map on page 97.
There are two pie charts for both Limpopo and the Northern Cape. You many need to
help learners to understand that this indicates that there are two major citrus producing
regions in each of these provinces. Learners will need to look at both pie charts for these
provinces. They will need to add the amounts (tonnes) from both pie charts. For example,
the total mass of oranges produced in Limpopo is 292 tonnes + 294 tonnes.
Ask learners what information is given in the table in question 2 before they answer the
questions.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 105

Notes on questions
In question 1(f), learners need to add the amounts of grapefruit and pomelos produced in
both citrus growing regions of Limpopo. This amounts to a “grouping of data” activity.
The answer to question 1(g) can be observed visually by the small sector of the slice
representing lemons and limes. It can also be found by calculating the fraction (ratio) for
each province. In the latter case, the data for the two production areas in Limpopo have to
be combined, and the same goes for the data for the two production areas in the Northern
Cape.
In the table in question 2, each month is divided into thirds, which is approximately 10
days. When learners answer question 2(a) it will be easy for them to see that Valencias are
harvested for 6 months. When learners work out the harvest period for Navels they can see
that Navels are harvested for 23 of April, all of May, June, July, August, September and
October and then 13 of November. This makes 7 months in total. Learners may also count
all the little blocks (21) and divide by 3 (each small block represents a third of the month).

Answers
1. (a) Grapefruit and pomelos: 110 000 tonnes
Oranges: 113 000 tonnes
Lemon and limes: 11 000 tonnes
Soft citrus: 13 000 tonnes
Total: 247 000 tonnes
(b) 131 000 tonnes
(c) The surface area of a coloured circle for a certain region (i.e. province or region in a
province) represents the total amount (mass) of production of all citrus fruit in
that region relative to the amounts produced in other regions.
(d) The surface areas (and the angles) of the slices of a coloured circle represent the
amount (mass) of production of a specific citrus fruit in a region relative to the
total amount of citrus fruit produced in that region.
(e) Eastern Cape (f) Limpopo
(g) Mpumalanga (h) North West, Gauteng, Free State
(i) Western Cape
2. (a) Navels have the longest harvesting period, namely 21 ÷ 3 = 7 months.
Valencias are only harvested for 6 months.
(b) From December to the beginning of April
OR: December, January, February, March, and the first 10 days of April.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 106

7.2 Interpreting graphs
Teaching guidelines
A pictograph is used in this question 1. You can make learners aware of the special features
of pictographs. While it makes the data visible and easy to read or make comparisons with,
the information given is not as accurate as in a table or a line graph.
Ask learners why they think a pictograph is suitable to present the data in this context.
Use a world map or globe to show learners where the countries are located.

Notes on questions
Learners should write a paragraph as their answer for question 1. Although the Learner
Book specifies three questions for them to address, they do not have to separate their
answers into (a), (b) and (c) parts.

Answers
1. The ways in which learners structure their answers will vary, but the information is
indisputable.
South Africa produces about 112 million tonnes of oranges per year. Italy and Turkey
both produce about 2 million tonnes of oranges per year. Spain produces about
3 million tonnes of oranges per year, which is double what South Africa produces.
Egypt produces just under double what we produce annually. Mexico, India, China,
the USA and Brazil all produce more than double what we produce annually. Brazil
produces about 18 million tonnes per year, which is more than ten times the amount
of oranges that South Africa produces every year.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 107

Teaching guidelines
Learners should use their knowledge of fractions to say how they estimate the various
fractional parts of the pie chart. Let them draw lines or fold another circle to make sectors
of similar sizes as on the graphs, for example a sixth, a third, an eighth, etc.
Prepare the graphs on the board or on posters for use in class discussions.

Notes on questions
Learners’ answers may differ as they are estimating. It is important that you ask learners to
explain the reasons for their estimates.
In question 2(b) learners need to consider the fruit that is processed as part of the fruit
that is not exported, so this also needs to be considered as “sold in South Africa”.
In question 2(c) learners should use the “processed” sector (which shows 14 ) as a reference
size. This will allow them to see that the “domestic use” sector is less than half of a quarter
i.e. less than 18 .

Answers
2. (a) About 23 of SA’s citrus fruit is exported (the green sector of the pie chart on the
left).
(b) About 13 of SA’s citrus fruit is not exported (the red and yellow sectors of the pie
chart on the left).
(c) The red sector is about one third of the yellow sector (pie chart on the left). So
about three times as much citrus is processed than sold for eating. One quarter of
South Africa’s citrus fruit is processed. The amount of citrus for domestic use can
1
be estimated to be about 12 of all the citrus produced in SA. Reasonable answers
1 1
could be anything from 10 to 14 .
(d) Estimates will differ. Ask learners to explain the basis for their estimates. More
than 34 of the processed citrus is used to make juice. 10
8
or 45 could be a good
1
estimate here (with each of the other small sectors about 10 each).

(e) About 14 of the oranges are processed, therefore 25 out of 100 fruit.
1 1
About 10 of the oranges that are processed are used to make jam (10 of 25), which
is about 2 out of every 100 oranges.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 108

Teaching guidelines
Ask learners to explain their thinking when estimating. Their estimating will involve
finding fractions of 50 000, because the horizontal axis is scaled in steps of 50 000.
Use a world map or globe to show learners where the countries are located.

Answers
3. (a) North Europe
In 2011 about 200 000 pallets were exported to North Europe.
In 2012 about 225 000 pallets were exported to North Europe.
(b) Learners’ answers will differ as they are estimating the differences between the
lengths of the bars. Answers may be around 80 000 pallets.
(c) The Middle East
Learners’ answers will differ as they are estimating the differences between the
lengths of the bars. Answers may be around 35 000 pallets.
(d) Learners’ answers will differ as they are estimating the lengths of the bars.
225 000 + 225 000 + 120 000 + 120 000 + 120 000 + 75 000 + 40 000 + 90 000 =
1 015 000. So most answers should be between 1 000 000 and 1 025 000 pallets
in total.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 109

7.3 Organising data
Mathematical notes
Proportional reasoning is developed in this section. Learners must develop an
understanding that more oranges of a smaller size will fit into a box, and fewer oranges of a
larger size will fit into a box. Therefore, more boxes are needed for the same number of
large oranges than small oranges.
Graphs provide a picture of data. Such graphic representations facilitate the analysis
of the data. We can also analyse data by examining how spread out or clustered it is and
what a typical value is. In this section learners use two measures to describe the typical
value of the data: the mode (the data value that occurs most frequently) and the median
(middle value of the set of data points). The median indirectly requires learners to look at
the spread of the data. The median and the mode for the same data in a pictograph are
compared, so that the usefulness of the median as the summary value can be
demonstrated.
A lot of data handling involves reasoning in uncertain situations. This can make learners
feel insecure, because there tends to be much more certainty in other areas of Mathematics
where there are usually one or more definite answers. In data handling learners need to use
their analysis of the data as evidence to back up an argument.

Teaching guidelines
Demonstrate how the width of an orange is determined. Prepare the tables and graphs on
the board or on posters for use in class discussions. Use a world map or globe to show
learners where the export markets featuring in question 1 are located.

Notes on questions
Use question 1(b) to get access to learners’ intuitions about using a representative tree to
estimate the number of oranges on all trees.
Let learners talk about the visual picture of the graph in question 2. If they see two
clumps of data they are starting to consider the graph as a distribution.

Answers
1. (a) There are two relationships here. The greater the width of the orange, the fewer fit
in a box. The greater the width of an orange, the more boxes you need to pack the
same number of oranges.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 110

Answers
1. (b) Learners’ answers will differ. Accept all reasonable answers. One example is: The
farmers can look at the data for the previous year. If they have no data, they can
choose a tree in each of the two groves and count the oranges on the trees. This is
to get an idea of a typical or representative tree. If they think the other trees in the
groves are similar to the trees they have chosen, they can multiply the number of
oranges they have counted per tree by the number of trees in the grove.

Notes on questions
In question 2 we develop learners’ intuitions about the median as a representative value.
Allow discussion before you tell them how to get the middlemost width of all the oranges.
Question 2(c) requires that they find a middlemost value (median) for each clump of data.

Teaching guidelines
When you discuss the clusters of oranges on the graph in question 2, use a clean sheet of
paper to first cover the one cluster, and then the other, to help learners “see” the clusters.
Where the clusters end is a matter for discussion and agreement.

Answers
2. (a) Answers will differ. Some learners may say that it looks like there are two groups of
oranges: one group have widths between 58 mm and about 70 mm, and the other
group have widths between 76 mm and about 90 mm. Some oranges are just a
little smaller or bigger than those in the two groups. These two groups could also
represent the range of orange sizes on each of the trees.
(b) Answers may differ. Accept all reasonable answers that separate the two clumps of
data. Example: Oranges that are smaller than 74 cm in width are small, oranges
with widths bigger than 74 cm are large. This range corresponds with the size of
the oranges in the four markets that we saw in question 1 (Europe and the Middle
East less than 74 mm and America and China bigger than 74 mm).
(c) Count all the dots (data points) and divide by two: 98 ÷ 2 = 49. Count off the first
49 dots, and mark the width of the 49th orange. The middlemost width is about
77 mm.
58

60

62

64

66

68

70

72

74

76

78

80

82

84

86

88

90

92

94

96

98

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 111

Teaching guidelines
To explain what the median is, you can write the following numbers on the board and ask
learners to rewrite the numbers from smallest to biggest:
23 62 35 44 56 32 28 55 61 43 51
• Arrange data in ascending order: 23 28 32 35 43 44 51 55 56 61 62
• The median is the number in the middle: 44.
In the case of an even number of data items, the median is the sum of the data items in the
middle, divided by two: 23 62 35 44 56 32 28 55 61 43
• Arrange data in ascending order: 23 28 32 35 43 44 55 56 61 62
• The median is the number in the middle: (43 + 44) ÷ 2 = 43,5.
Notes on questions
The mode is the data value that appears most frequently. On the pictograph it is the data
values with the highest stacks of dots. Some data sets have more than one mode: bimodal
sets have two modes and multimodal sets have more than two modes. In this set of 100
oranges, there are 6 oranges with widths of 59 mm, 6 oranges with widths of 83 mm and
6 oranges with widths of 86 mm.
Answers
2. (d) Answers may differ. Some learners may choose the width with the highest stack of
dots (mode) and say 59 mm. Other learners may say 59 mm is too small and
choose a width that is closer to the middle of the clump of small oranges. These
learners show an intuitive understanding of median. The median of the “small”
oranges is about 64 mm. (There are 49 oranges in each group. Half of 49 is 24,5.
If you count the first 25 oranges you get to the width of 64 mm.)
(e) Similar to question (d). The median of the “large” oranges is 84 mm. There are
49 oranges in each group. Half of 49 is 24,5. If you count back 25 oranges from the
largest orange you get to the width of 84 mm.
3. (a) Yes, because so few of these oranges (5 out of 98) are larger than 90 mm wide.
(b) Yes, because more than half of these oranges are between 60 mm and 70 mm
wide.
(c) Between 58 mm and 88 mm
(d) Answers may differ. Example: The width of all the oranges was less than 100 mm
and more than 57 mm. One group of oranges (possibly from one grove) tended to
be from 58 mm to 73 mm wide. Another group of oranges (possibly from another
grove) tended to be from 71 mm to 98 mm wide. So it seems as if the farm has one
grove that produces “small” oranges and another grove that produces “large”
oranges.
(e)–(f) See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 112

Answers (continued)
3. (e) There are three modes: oranges with widths of 59 mm, oranges with widths of
83 mm and oranges with widths of 86 mm.
(f) It only helps us with part of the analysis. The mode for the small oranges seems
too small to tell the story of what a typical small orange is. The mode isn’t helpful
for deciding what a typical large orange is. So the median is a better summary for
the whole graph, and for the two groups of data.

Teaching guidelines
Prepare the tally table on the board or on a poster for use in class discussions.

Answers
4. (a)
Width (mm)
Export market Tallies Frequency
of orange

less than 60 10
European Union
60 to 62 8

63 to 65 12

Middle East 66 to 69 8

70 to 73 5

74 to 78 10

America 79 to 82 15

83 to 86 17

87 to 90 9

China 91 to 99 6

larger than 99 0

Total 100

(b) Fraction of export market:

18 25 42 15
European Union: 100 Middle East: 100 America: 100 China: 100

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 113

7.4 Project
Teaching guidelines
This project will take about three weeks to complete. Learners must plan the project in the
first week. During the second week they must gather and record the data. During the third
week they must represent, analyse and interpret the data, and write a report.
It is important that you dedicate weekly time to monitor learners’ progress and to
support them.
Help learners to decide on headings for the different parts of their reports. They may use
headings such as:
• The questions we want to answer
• Data gathering (Here they tell how and where they gathered data.)
• Representation of the data (Here they provide their tables and graphs.)
• Analysis and summary of the data (Here they provide calculations and
summary values that are relevant to the questions.)
• Interpretation of the data (Here they write a paragraph to interpret the data
and summaries.)
Provide learners with paper to draw the graphs.

Week 1
Help learners with the following preparations:
• Forming groups and deciding how they will share the work to gather relevant data
to answer the two given questions, as well as their own question.
• Deciding what data to gather to answer each question.
• Preparing appropriate tally tables to complete when collecting the data.

If necessary, provide learners with a letter from the school requesting shop owners and
vendors to allow them to count the number of oranges (or other citrus fruit) in a bag.
To answer question 1, learners will have to enquire at many shops and vendors. For
question 2, they must count the fruit in at least three bags.

Week 2
Learners gather data as planned.

Week 3
Share your assessment rubric with learners. An example is provided on the next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 114

 Possible assessment rubric

Suitable tally tables to record the data gathered for

each question (1 mark for each of the three
questions: 1 × 3)
Three or more shops/outlets/vendor stands sampled
Data gathering 7 marks (1 mark)
Three or more bags sampled (1 mark)
Appropriate question posed for question 3 (1 mark)
Suitable categories chosen for question 3 (1 mark)

Appropriate headings for each graph (1 mark for

each of the three graphs: 1 × 3)
Axes or key correctly labelled (1 mark for each of the
three graphs: 1 × 3)
Suitable scales (in bar graphs) or categories/ranges
Data
21 marks (in pictographs) used (1 mark for each of the three
representation
graphs: 1 × 3)
Bars or icons accurately drawn/placed (3 marks for
each of the three graphs: 3 × 3)
Graphs neatly drawn (1 mark for each of the three
graphs: 1 × 3)

Description of how and where data was gathered

(1 mark for each of the three questions: 1 × 3)
Data
Calculations and summary values shown for each
interpretation 18 marks
question (2 marks per question: 2 × 3)
and reporting
Findings described in written paragraph (3 marks per
question: 3 × 3)

Up to 5 marks for presentation (cover page with

name, grade, class, title of project; headings of
Presentation 4 marks
sections: see the bulleted list under “Teaching
guidelines” on the previous page)

TOTAL 50 marks

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 115

Grade 6 Term 1 Unit 8 Numeric patterns
Learner Book Overview
Sections in this unit Content Pages in Learner Book
Introduction 108
8.1 Revising sequences of multiples Consolidating sequences of multiples 109
8.2 Non-multiple sequences Finding rules for families of sequences with a constant difference 110 to 112
8.3 Flow diagrams and rules Consolidating completing flow diagrams 113 to 114
8.4 Tables and rules Consolidating derived rules for families of sequences 115 to 116

CAPS time allocation 4 hours

CAPS page references 18 to 19 and 235 to 238

Mathematical background
Numeric patterns, as part of the Content Area “Patterns, Functions and Algebra”, should serve as building blocks to develop the basic concepts of algebra in the
Senior and FET phases. The study of numeric patterns should develop the idea of a relationship between two variable quantities, for example:

One variable quantity (the “input numbers”) 1 2 3 4 5 6 7 8 9 10 11

Another variable quantity (the “output numbers”) 4 7 10 13 16 19 22 25 28 31 34

The word pattern means that something is repeated. In the above case, the sequence 4, 7, 10, 13, 16, . . . . can be formed by repeatedly adding 3. This
pattern in the sequence can be performed by performing the same calculation each time to move from one number to the next. Such a pattern is called a
recursive pattern. The word “recur” means “repeat”.

The above sequence of output numbers can also be formed by multiplying each input number by 3 and adding 1:
1 2 3 4 5 6 7 8 9 10 11
3×1+1 3×2+1 3×3+1 3×4+1 3×5+1 3×6+1 3×7+1 3×8+1 3×9+1 3 × 10 + 1 3 × 11 + 1
4 7 10 13 16 19 22 25 28 31 34

A relationship between two variable quantities, in which each value of the second quantity is uniquely determined by the corresponding value of the first
quantity, is called a function – the middle word in the CAPS title for this Content Area. In the above case, the link between the input and output numbers
(also called the independent and dependent variables) is given by the calculation plan (rule) “multiply the input number by 3 and add 1”, which can also be
represented as 3 × c + 1, or with this flow diagram:

input number ×3 +1 output number

Resources
Calculators

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 116

Overview of the approach to Numeric Patterns
The work on numeric patterns was designed along the following principles and guides:
Sequences of multiples
The sequences of multiples (the “tables”) are first thoroughly developed and reinforced
with the intention that they will become easy for learners and a building block from which
other sequences can be studied.
It is established that all the sequences of multiples are of the same type:
• The multiples of k have a constant difference of +k between consecutive numbers
(the “horizontal” pattern). For example, for the multiples of 6 the constant
difference is 6.
• The multiples of k have a rule of the form ×k (the “vertical” pattern). For example,
for the multiples of 6 the rule is Multiple no. = 6 × Position no.
Families of sequences
Next it is established that sequences that are obviously different, can be the same in some
respects. For example the sequences in the series of sequences below are clearly different,
but are nevertheless the same in that they share the property that they have a constant
difference of 4:
3, 7, 11, 15, 19, 23, 27, …
4, 8, 12, 16, 20, 24, 28, ...
5, 9, 13, 17, 21, 25, 29, …
6, 10, 14, 18, 22, 26, 30, …

We call them “a family of sequences”.

By comparing flow diagrams, tables and rules with a focus on the relationship between
these sequences, a relationship between the calculation rules for these families of sequences
can be identified, like this:

Sequence Description in words Flow diagram/

Rule

3, 7, 11, 15, 19, 23, 27, … One less than multiples of 4. −×4−−1®
−1 −1
4, 8, 12, 16, 20, 24, 28, ... Multiples of 4. Easy! Start here! −×4 ®
+2 +2
6, 10, 14, 18, 22, 26, 30,… Two more than multiples of 4. −×4−+2®

Typical of real understanding, there is more to understand than in rote learning. But once
understood it is tremendously empowering: it offers deeper insights, is transferable to
other contexts, is easier to remember and apply, and it makes more learning possible.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 117

8.1 Revising sequences of multiples
Teaching guidelines
We need to thoroughly reinforce sequences of multiples (“the times table”) so that they
will become easy for learners and a building block for non-multiple sequences.
Critical knowledge
All learners should understand, know and be able to apply the knowledge common to all
multiple sequences: The multiples of k have (1) a constant difference of +k and (2) a rule of
the form ×k, for example the rule for multiples of 3 is Multiple no. = 3 × Position no.
Notes on questions
Problem solving is all about asking yourself the right questions, by reformulating the given
question(s) from new information you have. So for question 1(e), in terms of Sequence A,
the original question is: “Is 465 a number in the sequence? How do you know?” After
recognising Sequence A as multiples of 3, the question should be reformulated to: “Is 465 a
multiple of 3?” followed by: “How do I find out or know that it is a multiple of 3?”
Then you answer your own question: “If 465 divided by 3 has no remainder.”
Then you do it (with a calculator): 465 ÷ 3 = 155.
There is no remainder, so 465 is a multiple of 3. So 465 is in the sequence 3, 6, 9, 12, …
Answers
1. A: (a)(b) …, 21, 24, 27, 30, 33, …. 100×3 = 300
(c)(d) 360 is in the sequence – it is a multiple of 3 (multiple no. 120)
(e) 465 is in the sequence – 465 is a multiple of 3
B: (a)(b) …, 28, 32, 36, 40, 44, …. 100×4 = 400
(c)(d) 360 is in the sequence – it is a multiple of 4 (multiple no. 90)
(e) 465 is not in the sequence – 465 is not a multiple of 4
C: (a)(b) …, 35, 40, 45, 50, 55, …. 100×5 = 500
(c)(d) 360 is in the sequence – it is a multiple of 5 (multiple no. 72)
(e) 465 is in the sequence – 465 is a multiple of 5
D: (a)(b) …, 63, 72, 81, 90, 99, …. 100×9 = 900
(c)(d) 360 is in the sequence – it is a multiple of 9 (multiple no. 40)
(e) 465 is not in the sequence – 465 is not a multiple of 9
E: (a)(b) …, 70, 80, 90, 100, 110, …. 100×10 = 1 000
(c)(d) 360 is in the sequence – it is a multiple of 9 (multiple no. 40)
(e) 465 is not in the sequence – 465 is not a multiple of 10
2. Output values are multiples of 6; so, for example, input for 726 is 726 ÷ 6 = 121.
Position no. 1 2 3 10 15 20 40 50 121
Position no. × 6 6 12 18 60 90 120 240 300 726

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 118

8.2 Non-multiple sequences
Teaching guidelines
The purpose of this section is to learn how to find the calculation plan (rule) for non-
multiple sequences with a constant difference, in order to make the following two problem
types easier:
• to find the 100th number in the sequence (finding output numbers)
• to find out whether a certain number, for example 465, is in the sequence and in
what position it is (finding input numbers).

This section is a tutorial activity where learners learn by doing the activities, with meta-
support about thinking strategies from you.
The different questions approach the concepts from different perspectives, for example
from tables to rules (question 1), from flow diagrams to rules (question 2), and from
sequences to rules (questions 3 to 5). You should help learners to see that these different
representations are all equivalent.
To lay a sound foundation, it is important that all learners should do all the questions. It
is important that learners do not have the mindset of answering each question as a
standalone, isolated question. Rather, the learning vehicle is that learners will see the
relationship between the sequences in the designed learning activities and also the
relationship between the flow diagrams and the rules. If they do, they will have developed
a very important and useful problem-solving tool, and it will make the work easy and they
can finish quickly.

Answers
1. (a) The sequences all have a constant difference of 5, but different first numbers.
(b) The vertical difference between the sequences is 1.

(c) Position no. 1 2 3 4 5 6 20 100

Sequence 1 4 9 14 19 24 29 99 499
Sequence 2 5 10 15 20 25 30 100 500
Sequence 3 6 11 16 21 26 31 101 501

2. Sequence 1: 20, 100 − × 5 − − 1 ® 99, 499 Note: The alternative one-line

Sequence 2: 20, 100 − × 5 − + 0 ® 100, 500 flow diagram notation used here is
for teachers only, NOT for learners.
Sequence 3: 20, 100 − × 5 − + 1 ® 101, 501

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 119

A common error
You should note a very common error, as shown in the table:
×20

Position no. 1 2 3 4 5 100

Sequence no. 7 13 19 25 31 620 û
×20
Here learners see and use the relationship 100 = 5×20, which is of course correct. The error
is to assume that the same ×20 relationship holds between the corresponding output
numbers. Learners then get Output no. 100 = 31×20 = 620, which is wrong.
What should you do?
Firstly, you have to get learners to realise that the answer is wrong. This can be done by
comparing it to answers obtained by other learners and discussing the correctness of their
methods, and therefore of their answers. Two other, correct calculation plans are:
Output no. = 6 × Input no. + 1, so Output no. 100 = 6 × 100 + 1 = 601
Output no. 100 = 31 + 95×6 = 601, as illustrated below:

+1 +1 +1 +1 +95
Position no. 1 2 3 4 5 100
Sequence no. 7 13 19 25 31
+6 +6 +6 +6 +95×6

Secondly, learners have to understand that this multiplication strategy is not a property of
non-multiple sequences, as illustrated here. If the property did hold, Output number 2
would be 7×2 = 14 and Output number 6 would be 13×3 = 39. But they are not.
×2 ×3
Position no. 1 2 3 4 5 6 100
Sequence no. 7 13 19 25 31 37

Answers
3. 100×5 + 2 = 502 4. 100×5 + 3 = 503
5. (a) They all have a constant difference of 6.
(b) A: 100×6 + 0 = 600
B: 100×6 + 1 = 601
C: 100×6 + 3 = 603
D: 100×6 − 2 = 598

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 120

Teaching guidelines
It would be good if you were to do an interactive presentation along the lines of the shaded
paragraph (Zukele’s plan), maybe with other examples.
Some learners may find it difficult to immediately find the vertical pattern or rule needed
to find the output for 100:

Position no. 1 2 3 4 5 100

? ? ? ? ? ?
Sequence 2 10 14 18 22 26 ?

You can help learners to change the one-step approach to two steps by using its
relationship to the known sequence of multiples of 4 as a stepping stone (an intermediate
or help sequence):

Position no. 1 2 3 4 5 100

? ? ? ? ? ?
Sequence 1 4 8 12 16 20 ?
? ? ? ? ? ?
Sequence 2 10 14 18 22 26 ?

Learners should find this two-step approach relatively easy. The knowledge required is:
• The recognition that Sequence 1 and Sequence 2 are the same in the sense that they
both have a constant difference of 4.
• The recognition of Sequence 1 (multiples of 4) as easy and do-able.
• Finding the relationship between Sequence 1 and Sequence 2, which in this case
is +6.

Answers
6. (a) 3×87 − 1 = 260 623 ÷ 3 = 207 rem 2, so 623 is in the sequence (multiple no. 208).
(b) 3×87 + 1 = 262 334 ÷ 3 = 111 rem 1, so 334 is in the sequence (multiple no. 111).
(c) 3×87 + 0 = 261 334 ÷ 3 = 111 rem 1, so 334 is not in the sequence.
(d) 3×87 + 2 = 263 Yes (multiple no. 87).

7. 10, 12, 16, 20, 37 − × 4 − + 3 ® 43, 51, 67, 83, 151

8. 43, 51, 67, 83, 151 − − 3 − ÷ 4 ® 10, 12, 16, 20, 37

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 121

8.3 Flow diagrams and rules
Teaching guidelines
For learners who have grasped the approach, this is a quick consolidation or reinforcement
exercise, maybe leading to new insights. For learners who have not yet grasped the
necessary concepts, it offers another opportunity to do so.
Again, if learners do not handle each new question as a stand-alone, but notice the
relationship between (a), (b), (c)… they will find the work easy and can work quickly.
For example, once they recognise (a) as the multiples of 4 (the 4-times table), it should be
clear that for (b) the Output numbers are 1 more, and in (c) another 1 more, etc.
Because all the sequences have a constant difference of 4, all their flow diagrams have a
− × 4 – operator. However, the first number in each sequence is different, and so the flow
diagrams have different addition or subtraction operators.

Answers
1. (a) 1, 2, 3, 100, 118 − × 4 ® 4, 8, 12, 400, 472
(b) 1, 2, 3, 100, 118 − × 4 − + 1 ® 5, 9, 13, 401, 473
(c) 1, 2, 3, 100, 109 − × 4 − + 2 ® 6, 10, 14, 402, 438

Questions (d) and (e) are on the next page in the Learner Book.
(d) 1, 2, 3, 100, 209 − × 4 − − 1 ® 3, 7, 11, 399, 835
(e) 1, 2, 3, 100, 161 − × 4 − − 3 ® 1, 5, 9, 397, 641

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 122

Note on order of operations and flow diagrams
You should make sure that leaners understand flow diagrams with two operators.
The flow diagram representation carries an intuitive left-to-right procedure: the first
input produces the first output, the second input produces the second output, for example:
2 4 8

3 ×2 6 +4 10

4 8 12

The left-to-right convention means that there is no need to learn rules such as BODMAS
for the order of operations (first multiply before you add). BODMAS does not apply in the
diagrams. For example, the following flow diagram is equivalent to the above.
2 4 8

3 +2 5 ×2 10

4 6 12

The flow diagram’s left-to-right procedure plays the same role as brackets in numerical
expressions. For example, to calculate the output value for the input 3, the first diagram
uses the arithmetic expression (3×2) + 4, and the second diagram uses (3+2) × 2, and of
course (3×2) + 4 = (3+2) × 2.

Answers

2. Position 1 2 3 4 5 6 30
P o sitio n × 4 + 0 4 8 12 16 20 24 120
P o sitio n × 4 + 1 5 9 13 17 21 25 121
P o sitio n × 4 + 2 6 10 14 18 22 26 122
P o sitio n × 4 + 3 7 11 15 19 23 27 123
P o sitio n × 4 + 4 8 12 16 20 24 28 124
P o sitio n × 4 + 5 9 13 17 21 25 29 125

All sequences have a constant horizontal difference of 4.

All calculations plans have a − × 4 − operator.
(a) to (c): Consider learners’ answers.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 123

8.4 Tables and rules
Teaching guidelines
For learners who have grasped the approach, this is a consolidation or reinforcement
exercise, maybe leading to new insights by now working via given rules and tables. For
learners who have not yet grasped the necessary concepts, it offers another opportunity to
do so.
Questions 3 and 4 may serve as a good diagnostic assessment to you as well as your
learners about their understanding of the core concepts and skills in the unit.

Notes on questions
Learners may approach question 1(a) differently, depending on their knowledge. A direct
approach may be to simply calculate the output values by substitution of some of the given
input values for each of the given rules, to check which rule gives the same values as those
in the table.
Another approach would be to use our knowledge of the relationship between the
constant differences in a sequence and the form of the rule. Here there is a constant
horizontal difference of 5 in the sequence 2, 7, 12, 17, … so there should be a “×5” in the
rule, so there are only two possibilities, and these can easily be checked by applying the
two rules to the given input numbers:
{0, 1, 2, … } ® Input number × 5 + 2 ® {2, 7, 12, …} Correct.
{0, 1, 2, … } ® (Input number + 2) × 5 ® {10, 15, 20, …} Not correct.

Answers
1. (a) Rule 3, i.e. Output number = Input number × 5 + 2.
There is a constant horizontal difference of 5 between the output numbers.
(b) 4, 6, 21, 25, 50, 100 − × 5 − + 2 ® 22, 32, 107, 127, 252, 502

2. Table 1: Rule 4, i.e. Output number = (Input number + 2) × 5

Table 2: Rule 1, i.e. Output number = Input number + 6

Table 3: Rule 2, i.e. Output number = Input number × 6

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 124

Notes on the questions
Once learners recognise the sequence of Output numbers in Table 4 as the multiples of 12
(the 12-times table), they can easily find all missing Output numbers using the rule

Output number = Input number × 12

If learners do not handle Table 5 as a completely new question, but recognise that the
Output numbers in Table 5 are all 2 more than the corresponding Output numbers in
Table 4, they can easily find all missing Output numbers in Table 5 by simply adding 2 to
the values in Table 4, or by using the rule
Output number = Input number × 12 + 2

Answers
3. (a) Table 4

Input number 1 2 3 4 5 6 17 60
Output number 12 24 36 48 60 72 204 720

Table 5

Input number 1 2 3 4 5 6 17 60
Output number 14 26 38 50 62 74 206 722

(b) Table 4: 17, 60 − × 12 − + 0 ® 204, 720

Table 5: 17, 60 − × 12 − + 2 ® 206, 722
(c) Tables 4 and 5 both have a constant difference of 12.
The values in Table 5 are 2 more than those in Table 4.
4. A: (a) 2 more than multiples of 5 (b) 37, 42, 47, 52, 57 (c) 502
B: (a) 3 more than multiples of 5 (b) 38, 43, 48, 53, 58 (c) 503
C: (a) 4 more than multiples of 5 (b) 39, 44, 49, 54, 59 (c) 504
D: (a) 1 more than multiples of 6 (b) 43, 49, 55, 61, 67 (c) 601
E: (a) 2 more than multiples of 6 (b) 44, 50, 56, 62, 68 (c) 602
F: (a) 5 less than multiples of 6 (b) 37, 43, 49, 55, 61 (c) 595
5. Individual work. It may be a good idea to let learners exchange their work and check
each other’s work. (Be open to sequences that may not be linear and similar to the
ones used. Learners may come up with Fibonacci sequences, for example.)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 125

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 1] 126
Term 2
Unit 1: Whole numbers ................................................................................ 129
1.1 Numbers bigger than a million ............................................................................ 130
1.2 Count beyond 1 million ....................................................................................... 133
1.3 Represent and order 9-digit numbers .................................................................. 135
Unit 2: Whole numbers: Multiplication ........................................................ 137
2.1 Extending multiplication facts .............................................................................. 138
2.2 Summarise and practise multiplication facts ........................................................ 140
2.3 Products and factors ............................................................................................ 142
2.4 Multiplying with factors ....................................................................................... 147
2.5 Different ways of recording multiplication ........................................................... 148
2.6 Apply your multiplication skills ............................................................................ 152
2.7 Mental calculation versus the calculator! ............................................................. 153
2.8 Use estimation to check the calculator ................................................................. 154
2.9 Use equivalence to check the calculator ............................................................... 155
2.10 Use inverses to check the calculator ..................................................................... 156
Unit 3: Properties of three-dimensional objects .......................................... 158
3.1 Prisms .................................................................................................................. 159
3.2 Faces, edges and vertices of prisms ...................................................................... 162
3.3 Pyramids .............................................................................................................. 163
3.4 Build 3-D objects with straws or sticks ................................................................. 165
3.5 Nets of prisms and pyramids ............................................................................... 166
Unit 4: Geometric patterns .......................................................................... 169
4.1 Making beautiful patterns .................................................................................... 170
4.2 Writing calculation plans ..................................................................................... 172
4.3 Describing patterns ............................................................................................. 174
4.4 From pictures to tables ........................................................................................ 177
4.5 More pictures and tables ..................................................................................... 178

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 127

Unit 5: Symmetry ......................................................................................... 180
5.1 Lines of symmetry ................................................................................................ 181
5.2 Many lines of symmetry ....................................................................................... 182
Unit 6: Whole numbers: Division .................................................................. 185
6.1 What is division? .................................................................................................. 186
6.2 Dividing by building up ....................................................................................... 188
6.3 Practice ................................................................................................................ 192
6.4 The long division method .................................................................................... 192
6.5 Practice ................................................................................................................ 195
6.6 Dividing with the calculator ................................................................................. 196
6.7 Broken keys: estimate and improve ...................................................................... 197
Unit 7: Decimals ........................................................................................... 198
7.1 Fifths and tenths and hundredths ........................................................................ 199
7.2 A different notation for fractions .......................................................................... 201
7.3 Place value parts and number names .................................................................. 203
7.4 Counting in tenths in both notations ................................................................... 205
7.5 Counting in hundredths in both notations .......................................................... 207
7.6 From fractions to decimals to fractions ................................................................ 209
7.7 Comparing decimals ........................................................................................... 210
7.8 Reading scales ..................................................................................................... 212
7.9 Addition of decimals ............................................................................................ 213
7.10 Subtraction with decimals ................................................................................... 216
7.11 Problem solving with decimals ............................................................................ 218
7.12 Using the calculator to understand decimals ....................................................... 219
Unit 8: Capacity and volume ........................................................................ 222
8.1 The difference between capacity and volume ...................................................... 223
8.2 Containers and measurements ............................................................................ 226
8.3 Work with different units of measurement ........................................................... 231

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 128

Grade 6 Term 2 Unit 1 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Numbers bigger than a million Developing a sense of the magnitude of larger numbers 119 to 121
1.2 Count beyond 1 million Counting activities to strengthen number concept 122
1.3 Represent and order 9-digit numbers Naming and comparing larger numbers, expanded notation 123 to 124

CAPS time allocation 1 hour

CAPS page references 13 to 15 and 240

Mathematical background
While the number names up to 1 000 are not difficult to grasp, the number names for larger numbers can become a challenge for learners, and it is important
that they understand how the number naming system works.

The number names for all whole numbers up to 9-digit numbers are formed by combining the following thirty words:
A. The names for numbers up to ten: one, two, three, four, five, six, seven, eight, nine, ten
B. The names for numbers between ten and twenty: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen
C. The names for multiples of ten up to ninety: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety
D. The names for the second, third and sixth powers of ten: hundred, thousand, million.

The number names for numbers between hundred and thousand are built up with the words in Lists A, B and C above, and the word hundred.
For example, the number name for 574 is five hundred and seventy-four.

The number names for numbers between thousand and million are also built up with the words in Lists A, B and C above, and the word hundred, as well as
the word thousand. For example, the number name for 574 000 is five hundred and seventy-four thousand.

The number names for numbers between million and 1 000 million are built up with the words in Lists A, B and C above and with the words hundred, thousand
as well as the word million from List D. For example, the number name for 574 000 000 is five hundred and seventy-four million.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 129

1.1 Numbers bigger than a million
Teaching guidelines
The three questions are intended to help learners to form a sense of the magnitudes
represented by large numbers, since they often do not have real-life experiences of large
collections of objects. Tell them that this is the purpose of the questions.
Question 3 can be given for homework.

Answers
1. Learners’ answers will differ.
2. (a) 10 000 (b) 100 000
(c) 1 000 000 (d) 10 000 000
(e) 100 000 000 (f) 1 000 000 000
3. (a) 3 thousands (b) 24 thousands
(c) 824 thousands (d) 1 824 thousands
(e) 4 millions (f) 40 millions
(g) 400 millions (h) 1 million

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 130

Teaching guidelines
If time permits, you may ask a variety of other questions with reference to this array of
10 000 lines. Some examples are given below:

1. How many pages like this are needed to make up one million lines?
2. How many pages like this are needed to make up 10 million lines?
3. How many blocks of 100 lines each are shown on this page?
4. If 15 lines are removed from each block, how many lines will remain on the page?
5. If 38 blocks are coloured blue and the other blocks remain red, how many lines will be
red?
6. If 2 367 of the lines are removed, how many lines will remain?
7. If the array of lines is divided into four equal parts, how many lines will there be in
each part?

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 131

Teaching guidelines
The naming system for larger numbers can be explained with reference to the shaded
passage. The key aspect of naming larger numbers (beyond a million) is that the number is
thought of as consisting of a millions part, a thousands part and a units part, and these
three parts form the structure of the number name, for example 524 674 839 is named as
“524 million 674 thousand and 839”, in other words as five hundred and twenty-four
million six hundred and seventy-four thousand eight hundred and thirty-nine.

Answers
4. (a) 900 000 (b) 990 000
(c) 999 090 (d) 999 099
5. (a) 5 670 000 (b) 5 675 000
(c) 70 328 000 (d) 73 328 000
(e) 273 328 000
6. (a) six million four hundred thousand
(b) six million four hundred and thirty thousand
(c) six million four hundred and thirty-seven thousand
(d) six million four hundred and thirty-seven thousand two hundred
(e) six million four hundred and thirty-seven thousand two hundred and thirty
(f) six million four hundred and thirty-seven thousand two hundred and thirty-eight
(g) six million four hundred and three thousand two hundred and thirty-eight
(h) six million forty-three thousand two hundred and thirty-eight
(i) eight million seventy thousand and fifty
(j) eight million seven thousand five hundred
(k) eight million seven hundred thousand and five
(l) eight million seven hundred and five thousand

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 132

1.2 Count beyond 1 million
Teaching guidelines
Counting is the way in which learners form a sense of the sizes of smaller numbers.
Ask them how long they think they would take to count to 1 000, to 10 000, to 1 000 000.
Counting in large intervals as required by questions 1 to 4 may help them to form a sense
of larger numbers.

Answers
1. (a) 800 000 850 000 900 000 950 000 1 000 000
1 050 000 1 100 000 1 150 000 1 200 000
(b) 990 000 992 000 994 000 996 000 998 000
1 000 000 1 002 000 1 004 000 1 006 000 1 008 000
1 010 000 1 012 000
(c) 100 000 600 000 1 100 000 1 600 000 2 100 000
2 600 000 3 100 000 3 600 000
(d) 4 000 000 4 250 000 4 500 000 4 750 000 5 000 000
5 250 000 5 500 000 5 750 000 6 000 000
(e) 41 000 000 41 250 000 41 500 000 41 750 000 42 000 000
42 250 000 42 500 000 42 750 000 43 000 000
(f) 423 000 000 423 250 000 423 500 000 423 750 000 424 000 000
424 250 000 424 500 000 424 750 000 425 000 000
(g) 621 000 000 626 000 000 631 000 000 636 000 000 641 000 000
646 000 000 651 000 000
2. (a) 300 000 000 400 000 000 500 000 000 600 000 000
700 000 000 800 000 000 900 000 000
(b) 800 000 000 810 000 000 820 000 000 830 000 000
840 000 000 850 000 000 860 000 000 870 000 000
880 000 000 890 000 000 900 000 000
(c) 890 000 000 891 000 000 892 000 000 893 000 000
894 000 000 895 000 000 896 000 000 897 000 000
898 000 000 899 000 000 900 000 000
3.–4. See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 133

Answers (continued)
3. (a) 2 000 000 1 900 000 1 800 000 1 700 000 1 600 000 1 500 000
1 400 000 1 300 000 1 200 000 1 100 000 1 000 000 900 000
800 000 700 000 600 000 500 000 400 000 300 000
200 000 100 000 0
(b) 10 000 000 9 500 000 9 000 000 8 500 000 8 000 000 7 500 000
7 000 000 6 500 000 6 000 000 5 500 000 5 000 000 4 500 000
4 000 000 3 500 000 3 000 000 2 500 000 2 000 000 1 500 00
1 000 000 500 000 0
(c) 10 000 000 9 100 000 8 200 000 7 300 000 6 400 000 5 500 000
4 600 000 3 700 000 2 800 000 1 900 000 1 000 000 100 000
(d) 120 000 000 110 000 000 100 000 000 90 000 000 80 000 000
70 000 000 60 000 000 50 000 000 40 000 000 30 000 000
20 000 000 10 000 000 0
4. (a) 32 000 000 31 900 000 31 800 000 31 700 000 31 600 000
31 500 000 31 400 000 31 300 000 31 200 000 31 100 000
31 000 000
(b) 230 000 000 229 500 000 229 000 000 228 500 000 228 000 000
(c) 782 000 000 781 800 000 781 600 000 781 400 000 781 200 000
781 000 000 780 800 000 780 600 000 780 400 000 780 200 000
780 000 000 779 800 000 779 600 000 779 400 000 779 200 000
779 000 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 134

1.3 Represent and order 9-digit numbers
Teaching guidelines
You may assess learners’ ability to name large numbers by writing some 9-digit number
symbols on the board and asking learners to read them softly to themselves, then to write
the number names on loose sheets of paper that you can take in and mark, for example:
273 437 628
728 554 193
This assessment (with different numbers) may be repeated at the end of the section to
monitor possible progress.
After you have taken in the answer sheets, you may use the notes in the shaded passage
on the board to again explain how the number naming system works:
the millions (1 to 999 million), thousands (1 to 999 thousand) and units (1 to 999) parts
are mentioned separately when we say a number.

Answers
1. (a) 217 000 379
(b) 217 458 000
(c) 458 379
(d) 217 408 379
(e) 217 458 079
(f) 330 030 000
(g) 303 003 000
(h) 330 003 000
(i) 300 030 300
(j) 30 030 300
(k) 3 030 300

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 135

Answers
2. (a) 5 850 456 (b) 101 054 348 (c) 32 040 375
(d) 784 618 013 (e) 7 190 003 (f) 960 864 010
(g) 110 101 100
3. 5 850 456 7 190 003 32 040 375 101 054 348
110 101 100 784 618 013 960 864 010
4. 800 000 000 403 303 002 352 632 187 336 001 033
319 006 825 217 583 528 94 409 806 45 090 946
5. (a) three hundred and fifty-two million six hundred and thirty-two thousand one
hundred and eighty-seven
300 000 000 + 50 000 000 + 2 000 000 + 600 000 + 30 000 + 2 000 + 100 + 80 + 7
(b) four hundred and three million three hundred and three thousand and two
400 000 000 + 3 000 000 + 300 000 + 3 000 + 2
(c) three hundred and thirty-six million one thousand and thirty-three
300 000 000 + 30 000 000 + 6 000 000 + 1 000 + 30 + 3
(d) forty-five million ninety thousand nine hundred and forty-six
40 000 000 + 5 000 000 + 90 000 + 900 + 40 + 6
(e) ninety-four million four hundred and nine thousand eight hundred and six
90 000 000 + 4 000 000 + 400 000 + 9 000 + 800 + 6
(f) two hundred and seventeen million five hundred and eighty-three thousand five
hundred and twenty-eight
200 000 000 + 10 000 000 + 7 000 000 + 500 000 + 80 000 + 3 000 + 500 + 20 + 8
(g) eight hundred million four thousand three hundred and seven
800 000 000 + 4 000 + 300 + 7
(h) three hundred and nineteen million six thousand eight hundred and twenty-five
300 000 000 + 10 000 000 + 9 000 000 + 6 000 + 800 + 20 + 5

6. Rounded off to
(a) million (b) ten thousand (c) thousand
the nearest…
352 632 187 353 000 000 352 630 000 352 632 000
403 303 002 403 000 000 403 300 000 403 303 000
336 001 033 336 000 000 336 000 000 336 001 000
45 090 946 45 000 000 45 090 000 45 091 000
94 409 806 94 000 000 94 410 000 94 410 000
217 583 528 218 000 000 217 580 000 217 584 000
800 004 307 800 000 000 800 000 000 800 004 000
319 006 825 319 000 000 319 010 000 319 007 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 136

Grade 6 Term 2 Unit 2 Whole numbers: Multiplication
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 Extending multiplication facts Doing basic mental mathematics 125 to 126
2.2 Summarise and practise multiplication facts Doing basic mental mathematics 127 to 128
2.3 Products and factors Developing the concepts of factors and products 128 to 131
2.4 Multiplying with factors Breaking down a number into factors to simplify the multiplication 132
2.5 Different ways of recording multiplication Practising multiplication skills 133 to 135
2.6 Apply your multiplication skills Recording work in column format 136
2.7 Mental calculation versus the calculator! Knowing when and when not to use the calculator 137
2.8 Use estimation to check the calculator Estimating 138
2.9 Use equivalence to check the calculator Using equivalence when doing multiplication 139
2.10 Use inverses to check the calculator Using multiplication and division as inverse operations 140 to 141

CAPS time allocation 5 hours

CAPS page references 13 to 15 and 241 to 243

Mathematical background
When learners multiply whole numbers, they need to follow these steps: Example

Step 1: Break down the numbers into place value parts: 36 × 47 = (30 + 6) × (40 + 7)
Step 2: Distribute multiplication over addition: = (30 + 6) × 40 + (30 + 6) × 7, and again:
= 30 × 40 + 6 × 40 + 30 × 7 + 6 × 7
Step 3: Calculate the small products by using known facts: = 1 200 + 240 + 210 + 42
Step 4: Add up the parts: = 1 692
36
Exactly the same thinking can also be recorded, in slightly less detail, in column format as shown on the right
(see the notes in this regard in Section 2.5). × 47
The two expositions given here (with number sentences and in column format respectively) do not reflect different 42 …6×7
methods of multiplication. The two expositions only reflect different ways of representing the same method. 210 … 30 × 7
A different method of multiplication is described on pages 132 of the Learner Book. Learners should know that 240 … 6 × 40
they have the freedom to use any method of calculation, provided they use it correctly and can explain it. 1 200 … 30 × 40
1 692

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 137

2.1 Extending multiplication facts
Teaching guidelines
Begin this unit by improving on learners’ basic multiplication facts. Write 254 × 78 on
the board. After breaking up the numbers into their place value parts, ask learners to
provide the answers to the simpler products, such as 4 × 8 and 200 × 70.

Mathematical notes
The two principal ways of producing the answers for simple multiplication tasks, such as
30 × 60, are:
• recalling known facts, for example 3 × 6 = 18
• producing the required fact from a known fact, for example 30 × 60 =
3 × 6 × 10 × 10 = 18 × 100 = 1 800.
Three ways of producing facts from known facts are described in the second shaded
passage:
• Using the commutative property of multiplication
For example, a learner may recall that 3 × 7 = 21 but may have difficulty in
recalling that 7 × 3 = 21. Understanding the commutative property of
multiplication helps learners to identify that 7 × 3 = 21 and 3 × 7 = 21: it merely
requires swapping the digits around.
• Multiplying by ten
For example, if learners know that 6 × 8 = 48, then they will also know that
6 × 8 tens = 48 tens, i.e. 6 × 80 = 480.
• Doubling
For example, if learners know that 7 × 5 = 35, they will also know that 14 × 5 =
double 35, which is 70.

Answers
1. (a) 14 (b) 15 (c) 42 (d) 700
(e) 720 (f) 24 (g) 48 (h) 54

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 138

Teaching guidelines
Once learners have completed question 4, use the shaded passage to explain and
demonstrate a fourth way of producing facts from known facts. Here is another example:
8 × 6 means 8 sixes together, which is 48. Therefore, 1 six more is 48 + 6 = 54. So, 9 × 6 = 54.
Answers
2. Facts that can be easily formed by building on 2 × 7 = 14
× 7 70 700 7 000
2 14 140 1 400 14 000
20 140 1 400 14 000 140 000
200 1 400 14 000 140 000 1 400 000
2 000 14 000 140 000 1 400 000 14 000 000
4 28 280 2 800 28 000
40 280 2 800 28 000 280 000
400 2 800 28 000 280 000 2 800 000
4 000 28 000 280 000 2 800 000 28 000 000

3. Facts that can be easily formed by building on 3 × 7 = 21

× 7 70 700 7 000
3 21 210 2 100 21 000
30 210 2 100 21 000 210 000
300 2 100 21 000 210 000 2 100 000
3 000 21 000 210 000 2 100 000 21 000 000
6 42 420 4 200 42 000
60 420 4 200 42 000 420 000
600 4 200 42 000 420 000 4 200 000
6 000 42 000 420 000 4 200 000 42 000 000

4. Facts that can be easily formed by building on 4 × 6 = 24

× 6 60 600 6 000
4 24 240 2 400 24 000
40 240 2 400 24 000 240 000
400 2 400 24 000 240 000 2 400 000
4 000 24 000 240 000 2 400 000 24 000 000
8 48 480 4 800 48 000
80 480 4 800 48 000 480 000
800 4 800 48 000 480 000 4 800 000
8 000 48 000 480 000 4 800 000 48 000 000
5. (a) 8 × 7 = 56; 7 × 8 = 56 (b) 6 × 6 = 36; 5 × 7 = 35 (c) 3 × 9 = 27; 2 × 8 = 16
(d) 6 × 7 = 42; 5 × 8 = 40 (e) 8 × 9 = 72; 7 × 8 = 56 (f) 7 × 4 = 28; 6 × 5 = 30

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 139

2.2 Summarise and practise multiplication facts
Teaching guidelines
Question 1 will help learners to recall some facts they already know and produce some
facts they do not know. Remind learners that in order to produce a fact it often helps to
start with a known fact. For example, if learners do not know how much 7 × 8 is, they then
need to think about other multiples of 7 or 8 that they do know.
• If learners know that 7 × 7 = 49, they can easily find 7 × 8 by adding 7, i.e.
7 × 8 = 7 × 7 + 7 = 49 + 7 = 56.
• If learners know that 2 × 7 = 14, they can easily find 4 × 7 by doubling, i.e.
14 + 14 = 28, and then they can find 8 × 7 by doubling again, i.e. 8 × 7 = 28 + 28.
Write 8 × 9 on the board and ask learners to suggest another fact from which the answer for
8 × 9 can possibly be derived.
Learners may use the completed table for question 1 to access information, and then
multiply by 10. For example, the answer for 40 × 90 can be found by starting with 4 × 9.

Answers

1. × 6 9 4 10 3 2 5 8 7
7 42 63 28 70 21 14 35 56 49
3 18 27 12 30 9 6 15 24 21
8 48 72 32 80 24 16 40 64 56
5 30 45 20 50 15 10 25 40 35
9 54 81 36 90 27 18 45 72 63
2 12 18 8 20 6 4 10 16 14
6 36 54 24 60 18 12 30 48 42
4 24 36 16 40 12 8 20 32 28
10 60 90 40 100 30 20 50 80 70

2. × 4 90 60 7 30 8 5 20 10
50 200 4 500 3 000 350 1 500 400 250 1 000 500
3 12 360 180 21 90 24 15 60 30
6 24 540 360 42 180 48 30 120 60
70 280 6 300 4 200 490 2 100 560 350 140 700
40 160 3 600 2 400 280 1 200 320 200 800 400
9 36 810 540 63 270 72 45 180 90
80 320 7 200 4 800 560 2 400 640 400 1 600 800
4 16 360 240 28 120 32 20 80 40
10 40 900 600 70 300 80 50 200 100

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 140

Notes on questions
Learners do not have to consult the tables when they do question 3, but they may do so if
needed. For example, if learners do not immediately know that 40 × 7 = 280 when they do
question 3(a), they can look up the answer for 40 × 7 in question 2.
Similarly, if learners do not recall the answers for 90 × 80 and 7 × 80 when they do
question 3(d), they can look it up in the table they completed in question 2.
The same applies to question 5. For example, when learners do question 5(b), they may
look up 900 × 70 and 40 × 70 in the completed table for question 4.
Questions 3 and 5 are intended to promote learners’ awareness of the use of known or
easy-to-produce facts in multiplication with multi-digit numbers, and hence to make them
realise how important it is that they are fluent with respect to basic multiplication facts.
You may extend question 5 to 476 × 87.

Answers
3. (a) 287 (b) 4 700 (c) 1 480 (d) 7 760

4. × 40 900 60 70 300 80 500 20 100

50 2 000 45 000 3 000 3 500 15 000 4 000 25 000 1 000 5 000
30 1 200 27 000 1 800 2 100 9 000 2 400 15 000 600 3 000
600 24 000 540 000 36 000 42 000 180 000 48 000 300 000 12 000 60 000
70 2 800 63 000 4 200 4 900 21 000 5 600 35 000 1 400 7 000
400 16 000 360 000 24 000 28 000 120 000 32 000 200 000 8 000 40 000
90 3 600 81 000 5 400 6 300 27 000 7 200 45 000 1 800 9 000
800 32 000 720 000 48 000 56 000 240 000 64 000 400 000 16 000 80 000
40 1 600 36 000 2 400 2 800 12 000 3 200 20 000 800 4 000
100 4 000 90 000 6 000 7 000 30 000 8 000 50 000 2 000 10 000

5. (a) 900 × 40 = 36 000 (from the 3rd table, i.e. the table in question 4)
(b) 940 × 70 = 900 × 70 + 40 × 70 = 63 000 + 2 800 = 65 800 (from the 3rd table)
(c) 320 × 800 = 300 × 800 + 20 × 800 = 240 000 + 16 000 = 256 000 (from the 3rd table)
(d) 110 × 30 = 100 × 30 + 10 × 30 = 3 000 + 300 = 3 300 (from the 3rd and 2nd tables)
(e) 540 × 90 = 500 × 90 + 40 × 90 = 45 000 + 3 600 = 48 600 (from the 3rd table)
(f) 170 × 800 = 100 × 800 + 70 × 800 = 80 000 + 56 000 = 136 000 (from the 3rd table)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 141

2.3 Products and factors
Mathematical notes
When three or more numbers are to be multiplied, this can be done in any order. This is
the so-called associative property of multiplication (learners need not be burdened with the
term “associative”). For example, all of the following calculation plans will produce the
same result, namely 60:
(5 × 4) × 3 (5 × 3) × 4 (3 × 4) × 5
Many people realise this intuitively. Note that the above are three distinctly different
calculation plans, with 20 × 3, 15 × 4 and 12 × 5 as second steps in the three cases
respectively. But (5 × 4) × 3, (4 × 5) × 3, 3 × (5 × 4) and 3 × (4 × 5) are all different
representations of exactly the same plan: they all specify exactly the same sequence of
actions.
The associative property of multiplication (and of addition) relates to the order in which
operations (multiplications or additions) are executed when a calculation plan with
three or more multiplications (additions) is implemented. The commutative property
relates to the order in which numbers are considered when a single multiplication or
addition is performed.

Teaching guidelines
Questions 1 to 5 are intended to promote:
• awareness of the fact that when three or more numbers are to be multiplied, this
can be done in any order, and
• the use of this property of multiplication to simplify calculations.
Learners’ responses to question 1 will be very informative.
Learners who state 2 × 5 × 17 or 2 × 5 = 10 followed by 10 × 17 clearly already have an
intuitive awareness of the associativity of multiplication. They exhibit the confidence to
rearrange the order in which multiplications are performed when evaluating a product
with three or more factors. While these learners will not necessarily learn anything new by
doing questions 2 to 5, the work will provide them with useful practice.
Some of the learners who do 2 × 17 = 34, then 34 × 5 = 170 for question 1 may also be
aware of the associativity of multiplication, but may not think of utilising it here because
they find the calculations in the given order quite easy anyway (doubling, then
multiplication by 5). However, other learners who do 2 × 17 = 34, then 34 × 5 = 170 may be
unaware of associativity and hence the possibility of replacing 2 × 17 × 5 with the
equivalent calculation plan 2 × 5 × 17. For these learners, questions 2 to 5 may be an
important opportunity to become aware of the associativity of multiplication and how it
may be utilised to simplify calculations.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 142

Teaching guidelines (continued)
The four contextual questions serve to promote awareness of the associative property of
multiplication, i. e. the fact that it is immaterial in which order multiplications are
executed in a string of three or more multiplications. In none of the four scenarios does the
context indicate which multiplication should be done first.
In question 2 for instance, it is clearly immaterial
whether you
• first calculate how many bunches of bananas
there are (5 × 4 = 20) and then multiply by 3, or
• first calculate how many bananas there are in
each bag (3 × 4 = 12) and then multiply by 5.
Hence the different calculations plans 5 × 4 × 3 and 3 × 4 × 5 are equally appropriate
representations of the numerical aspects of the situation. To promote awareness of
associativity, you may write the above two alternative ways of finding the number of
bananas on the board once learners have completed the question. To further promote
awareness of associativity, you may ask learners whether 3 × 5 × 4, i.e. 3 × 5 = 15 followed
by 15 × 4 will produce the same answer as 5 × 4 × 3 and 3 × 4 × 5.
Note that questions 3(a), (b) and (c) require learners to write down their calculation
plans. You may suggest that learners write their plans for all three questions before they do
the calculations. The descriptions of the contexts may lead many learners to write
4 × 10 × 15, 10 × 15 × 4 and 15 × 10 × 4 for (a), (b) and (c) respectively, though some
learners may write 15 × 10 × 4, 4 × 15 × 10 and 4 × 10 × 15. Some learners may recognise
that the same calculation plan can work for all three scenarios, and write only one plan.
Write all these calculation plans on the board (some are actually the same) and ask learners
to predict whether the answers for the different plans will be the same or different.
In question 5 you may ask learners why they choose a specific arrangement in each case.

Answers
1. 2 × 5 = 10 and 10 × 17 = 170
2. (a) 60 bananas (b) 5 × 4 × 3; or 3 × 5 × 4; or 3 × 4 × 5
3. (a) 4 × 15 × 10 = 60 × 10 = 600 beads (b) 10 × 15 × 4 = 150 × 4 = 600 beads
(c) 15 × 10 × 4 = 150 × 4 = 600 beads
4. The answers are all the same. It does not matter in what order you multiply the
numbers as the same numbers are being multiplied.
5. (a) 50 × 2 × 37 = 100 × 37 = 3 700 (b) 4 × 25 × 68 = 100 × 68 = 6 800
(c) 3 × 74 × 10 = 222 × 10 = 2 220 (d) 5 × 8 × 22 = 40 × 22 = 880

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 143

Teaching guidelines
Questions 6 to 11 serve two purposes:
• to consolidate and extend knowledge of factors, and
• to provide practise in Mental Mathematics (basic multiplication facts).
Question 10 is intended as a challenge for learners who work much faster than the
majority. It is quite demanding.

Answers
6. No, they are not. Many other numbers are factors of 900, for example: 20, 30, 45, 60,
90, 300, 450.
7.–8. There are many possibilities, for example:
900 = 2 × 10 × 45; 900 = 6 × 30 × 5; 900 = 9 × 4 × 25; 900 = 10 × 18 × 5; 900 = 3 × 20 × 15;
900 = 50 × 2 × 9; 900 = 4 × 3 × 75
9. There are many possibilities, for example:
900 = 2 × 3 × 10 × 15; 900 = 4 × 3 × 5 × 15; 900 = 25 × 3 × 2 × 6; 900 = 2 × 9 × 10 × 5
10. See next page.
11. Consider learners’ answers, for example:
900 = 2 × 3 × 2 × 5 × 15; 900 = 2 × 2 × 3 × 5 × 15; 900 = 5 × 5 × 3 × 2 × 6;
900 = 2 × 2 × 5 × 5 × 9

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 144

Answer for question 10
There is only one way in which 900 can be expressed as a product of Any two of the factors of the product in A alongside can be combined to
6 numbers: express 900 as a product of 4 numbers:
900 = 2 × 2 × 3 × 3 × 5 × 5 (4 × 3) × 3 × 5 × 5 = 12 × 3 × 5 × 5
900 can be expressed as a product of 5 numbers in these 6 different ways (4 × 5) × 3 × 3 × 5 = 20 × 3 × 3 × 5
only: (3 × 5) × 4 × 3 × 5 = 15 × 4 × 3 × 5
A. (2 × 2) × 3 × 3 × 5 × 5 = 4 × 3 × 3 × 5 × 5 (3 × 3) × 5 × 5 × 4 = 9 × 5 × 5 × 4
B. (2 × 3) × 2 × 3 × 5 × 5 = 6 × 2 × 3 × 5 × 5 (5 × 5) × 3 × 3 × 4 = 25 × 3 × 3 × 4
C. (2 × 5) × 2 × 3 × 3 × 5 = 10 × 2 × 3 × 3 × 5 Similarly, the products D and F (each with two repeated factors like A)
D. (3 × 3) × 2 × 2 × 5 × 5 = 9 × 2 × 2 × 5 × 5 provide five different ways of expressing 900 as a product of 4 numbers.
E. (3 × 5) × 2 × 2 × 3 × 5 = 15 × 2 × 2 × 3 × 5 Hence the products A, D and F account for 15 different ways of expressing
F. (5 × 5) × 2 × 2 × 3 × 3 = 25 × 2 × 2 × 3 × 3 900 as a product of 4 numbers.

The products B, C and E have the same structure in the sense that they have In summary:
only one repeated factor each. It is hence logical to assume that each of these 900 can be expressed in one way only as a product of 6 numbers:
products will provide the same number of different ways to express 900 as a 2 × 2 × 3 × 3 × 5 × 5 (3 factors, all repeated).
product of four different numbers.
900 can be expressed in six ways as a product of 5 numbers (three of these
Any two of the factors of the product in B can be combined to express 900 as ways have two repeated factors; the other three have one repeated factor
a product of 4 numbers: only).
(6 × 2) × 3 × 5 × 5 = 12 × 3 × 5 × 5 Each product of 5 numbers with two repeated factors that yield 900 produces
(6 × 3) × 2 × 5 × 5 = 18 × 2 × 5 × 5 five ways of expressing 900 as a product of 4 numbers, hence 15 ways in
(6 × 5) × 3 × 2 × 5 = 30 × 3 × 2 × 5 total.
(2 × 3) × 5 × 5 × 6 = 6 × 5 × 5 × 6 Each product of 5 numbers with one repeated factor that yield 900 produces
seven ways of expressing 900 as a product of 4 numbers, hence 21 ways in
(2 × 5) × 5 × 3 × 6 = 10 × 5 × 3 × 6
total.
(3 × 5) × 5 × 2 × 6 = 15 × 5 × 2 × 6
In total there are 1 + 6 + 15 + 21 = 43 ways in which 900 can be expressed as a
(5 × 5) × 3 × 2 × 6 = 25 × 3 × 2 × 6 product of four or more numbers.
Similarly, the products C and E will each provide seven different ways of
expressing 900 as a product of 4 numbers.

Possible further questions

1. In how many different ways can 11 025 (3 × 3 × 5 × 5 × 7 × 7) be expressed as a product of four or more different numbers?
2. Which other numbers can be expressed in the same number of ways as a product of four or more different numbers?
3. In how many different ways can 2 × 3 × 5 × 7 × 11 × 13 be expressed as a product of four or more different numbers?
4. In how many different ways can 2 × 3 × 5 × 7 be expressed as a product of two or more different numbers?
5. In how many different ways can 2 × 2 × 3 × 3 be expressed as a product of two or more different numbers?

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 145

Answers
12. (a) 90 = 2 × 3 × 3 × 5 (b) 136 = 2 × 2 × 2 × 17
(c) 150 = 2 × 3 × 5 × 5 (d) 59 = 1 × 59
(e) 57 = 3 × 19 (f) 144 = 2 × 2 × 2 × 2 × 3 × 3
13. 59; 43; 101
14. Learners describe their methods in their own words.
15. (a) 1; 2; 5; 7; 10; 14; 35; 70
(b) 2; 5; 7

Mathematical notes
Note that there are also other ways of evaluating a product such as 36 × 47, for example:
• 36 × 47 = 10 × 47 + 10 × 47 + 10 × 47 + 6 × 47 = 470 + 470 + 470 + 6 × 50 − 18
= 3 × 500 − 3 × 30 + 6 × 50 − 6 × 3
= 1 500 − 90 + 300 − 18
= 1 410 + 282
= 1 692
• 36 × 47 = 2 × 2 × 3 × 3 × 47 = 2 × 2 × 3 × 141 = 2 × 2 × 423 = 2 × 846 = 1 692
• 36 × 47 = 36 × 50 − 36 × 3 = (36 × 100) ÷ 2 − 36 × 3 = 1 800 − 108 = 1 692

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 146

2.4 Multiplying with factors
Mathematical notes
In the breaking-down and building-up method of multiplication, both numbers are
broken down into place value parts to replace the product of two numbers with a sum of
simple products, for example:
678 × 42 is replaced by 600 × 40 + 600 × 2 + 70 × 40 + 70 × 2 + 8 × 40 + 8 × 2.
In the method described in the shaded passage, one of the numbers is broken down into
prime factors, for example:
678 × 42 is replaced by 687 × (2 × 3 × 7) = 687 × 2 + 687 × 3 + 687 × 7

Answers
1. (a) 67 × 2 × 2 × 3 = 804
(b) 45 × 15 = 45 × 5 × 3 = 675
(c) 51 × 16 = 51 × 2 × 2 × 2 × 2 = 816
(d) 24 × 135 = 135 × 3 × 2 × 2 × 2 = 3 240
(e) 21 × 72 = 21 × 3 × 3 × 2 × 2 × 2 = 1 512
(f) 36 × 4 552 = 4 552 × 3 × 3 × 2 × 2 = 163 872
Note: There are different possible ways, depending on which factors are chosen for
the first step.
2. (a) 59 × 13 (b) 29 × 31 (c) 67 × 7
(d) 79 × 11 (e) 47 × 23 (g) 17 × 37
In each case, both numbers are prime factors.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 147

2.5 Different ways of recording multiplication
Mathematical background
While the column format is highly useful in terms of the amount of writing to be done, it
has the disadvantage that the actual thinking steps are not recorded. For example:

Recording in detail Recording in columns

34 × 63 = (30 + 4) × (60 + 3) 34 34
= 30 × (60 + 3) + 4 × (60 + 3) × 63 × 63
= 30 × 60 + 30 × 3 + 4 × 60 + 4 × 3 12 102
= 1 800 + 90 + 240 + 12 90 + 2 040
= 2 142 240 2 142
+ 1 800
2 142

The detailed recording on the left-hand side shows the place value parts into which the
two numbers have been broken down, as well as which numbers were multiplied to obtain
the parts 12, 90, 240 and 1 800 of the answer. In the column format, the place value parts
and the numbers that were multiplied to form the part answers are not shown.
The detailed recording shows how the distributive property is applied. This is not shown
in the column format.
Taken as a whole, the logic of the procedure is explicitly shown in the detailed
recording, but is hidden in the column format.
One of the major reasons why learners are required to provide a detailed recording of
their multiplication work up to the first half of Grade 6, is to promote understanding of the
logic of the process. Understanding the logic of calculation methods provides a powerful
basis for making sense of algebra in the Senior Phase. It promotes a view of mathematics as
an understandable logic-based activity, and provides learners with an appreciation of their
own logical and mathematical abilities.
A few decades ago, when cheap hand-held calculators were not available, it was deemed
necessary to introduce learners to the column format so that they could become proficient
in doing multiplication with a minimum of writing (and thinking). Today, however,
multiplication is normally done with calculators – that is, in life out of school – and the
need for proficiency in doing multiplication “by hand” has largely disappeared.

Answers
See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 148

Answers
1. 42 × 57 = 40 × 57 + 2 × 57
40 × 57 = 40 × 50 + 40 × 7 and 2 × 57 = 2 × 50 + 2 × 7
= 2 000 + 280 = 100 + 14
So, 42 × 57 = 2 000 + 280 + 100 + 14
2 000
280
100
14
4
90
300
2 000
2 394

2. (a) 30 × 68 + 4 × 68 and break it up to 30 × 60 + 30 × 8 + 4 × 60 + 4 × 8

1 800
240
240
32
2
110
1 200
1 000
2 312
So, 34 × 68 = 2 312

(b) Similarly, 47 × 28 = 1 316

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 149

Possible misconceptions
There are two distinct challenges when introducing learners to the column format of
recording the breaking-down and building-up method of multiplication:
• Learners may lose their understanding of the logic of the actual mathematical
thinking involved in the process, namely to break down into place value parts,
distributing and evaluating the set of simple products.
• Learners may in fact come to understand working in columns as a new method of
multiplication, different to the breaking down and building up method based on
the distributive property.
A way to protect learners against such breakdowns in their understanding is to get them to
write notes next to the column exposition, stating the products that were evaluated to
produce the part answers. This is clearly shown in the shaded passage.

Answers
3. 42 × 57 = 42 × 50 + 42 × 7
42 42
× 50 × 7
100 (50 × 2) 14 (7 × 2)
+ 2 000 (50 × 40) + 280 (7 × 40)
2 100 294
2 100
+ 294
2 394

4. Learners should use the expanded column notation to set out their work.
(a) 1 786 (b) 4 644 (c) 20 272 (d) 249 632

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 150

Notes on questions
Questions 5, 7 and 9 address the misconceptions described on the previous page.

Answers
5. (a) 400 × 7 (b) 400 × 80 (c) 400 × 500
(d) 70 × 7 (e) 70 × 80 (f) 70 × 500
(g) 3 × 7 (h) 3 × 80 (i) 3 × 500
6. 183 791
7. 765 = 700 + 60 + 5
8. (a) 700 × 5 (b) 700 × 80 (c) 700 × 300 (d) 700 × 4 000
(e) 60 × 5 (f) 60 × 80 (g) 60 × 300 (h) 60 × 4 000
(i) 5 × 5 (j) 5 × 80 (k) 5 × 300 (l) 5 × 4 000
9.
4 385 4 385 4 385

× 700 × 60 × 5

3 500 (a) 300 (e) 25 (i)

56 000 (b) 4 800 (f) 400 (j)

210 000 (c) 18 000 (g) 1 500 (k)

2 800 000 (d) 240 000 (h) 20 000 (l)

3 069 500 263 100 21 925

Therefore, 4 385 × 765 = 3 069 500 + 263 100 + 21 925 = 3 354 525
10. (a) 7 109 526 (b) 1 760 889 (c) 2 718 784 (d) 4 073 223

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 151

2.6 Apply your multiplication skills
Answers
1. (a) 7 286 × 46 = R335 156
(b) 5 836 × 74 = R431 864
(c) 9 557 × 89 = R850 573
(d) R335 156 + R431 864 + R850 573 = R1 617 593
2. (a) R535 332
(b) R332 028
3. (a) 1 051 × 45 = 47 295 cents = R472,95
(b) 1 051 × 93 = 97 743 cents = R977,43
4. Three years and eight months = 3 × 12 + 8 = 44 months
Sarie will earn R8 877 × 44 = R390 588
5. (a) 1 000 × 288 = 288 000 cents = R2 880,00
(b) 10 000 × 288 = 2 880 000 cents = R28 800,00
(c) 4 330 × 288 = 1 247 040 cents = R12 470,40
(d) 5 637 × 288 = 1 623 456 cents = R16 234,56

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 152

2.7 Mental calculation versus the calculator!
Possible misconceptions
While the calculator is a powerful mathematical tool and developing competence in using
it is critically important, the danger exists that learners will adopt the attitude that they
cannot and need not be able to do calculations, especially multiplication, without the
calculator.
It is therefore important that learners develop the perspectives described in the shaded
passage and adopt a responsible attitude towards using the calculator. The learning
activities in Sections 2.7 to 2.10 are specifically designed to promote the perspectives
described in the shaded passage. Explain this thoroughly to learners and revisit these
perspectives from time to time.

Answers
1. (a) 15 525 (b) 50 (c) 600 (d) 50 000
(e) 100 (f) 460 (g) 60 000 (h) 158 652
2. (a) 345 × 45 = 15 525 calculator
(b) 50 × 12 = 600 mentally
(c) 300 × 200 = 60 000 mentally
(d) 321 × 3 = 963 mentally/written
(e) 20 × 234 = 4 680 mentally; double 234 and × 10
(f) 21 × 234 = 4 914 written; one 234 more than (e)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 153

2.8 Use estimation to check the calculator
Mathematical notes
The idea of “sandwiching” the answer to a mathematical question between upper and
lower limits – as described in Cyndi’s way of estimating answers – forms the basic strategy
of some important modern mathematical practices. Learning to think this way not only
promotes learners’ proficiency at doing calculations by hand and by using the calculator;
it also develops a thinking strategy that may support further learning in Mathematics,
even at very high levels. However, while the strategy may seem obvious to you, it may not
be transparent to learners and some careful teaching is required here.

Teaching guidelines
One approach is to act out the third paragraph on page 138 in class, i.e. take the calculator
in your hand, type on it, and write 723 × 489 = 1 212 on the board. Ask learners if they
think this answer is correct. Also ask learners to make suggestions on how the answer can
be checked. It is important that they focus on the question of how the answer can be
checked before moving on with the lesson.
Then ask learners whether they would expect the answer for ?
723 × 489 to be less than 700 × 500, between 700 × 500 and
700 × 500
800 × 500, or bigger than 800 × 500.
?
800 × 500
?

Answers
1. 723 × 489 = 353 547
Consider learners’ suggestions, for example:
Estimate the answer before you calculate; repeat the calculation to check the answer;
judge the reasonableness.
2. (a) Answer must be between 6 000 000 and 12 000 000; 3 456 × 2 345 = 8 104 320
(b) Answer must be between 1 800 000 and 2 800 000; 3 456 × 678 = 2 343 168
(c) Answer must be between 15 000 and 24 000; 34 × 567 = 19 278
(d) Answer must be between 120 000 and 210 000; 678 × 234 = 158 652
(e) Answer must be between 3 600 000 and 5 200 000; 12 345 × 357 = 4 407 165
(f) Answer must be between 1 200 000 and 2 000 000; 3 452 × 426 = 1 470 552

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 154

2.9 Use equivalence to check the calculator
Teaching guidelines
While equivalent calculation plans do provide a way of checking answers, the real value of
this work is that it promotes understanding of equivalence and the properties of
operations.

Answers
1. (a) (1) 954 (2) 954
(b) (1) 76 228 992 (2) 76 228 992
(c) (1) 18 (2) 18

One way of checking calculator results is doing the calculations in a different but
equivalent order.

2. (a) 8 312 244 (b) 2 156

(c) 1 344 (d) 28
(e) 52 931 072 (f) 2 112

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 155

2.10 Use inverses to check the calculator
Teaching guidelines
This is possibly the easiest way to check answers obtained by using a calculator. Note that
the value of spending some class time on this is not just that learners will acquire a method
to check their calculator work, but that this may reinforce their awareness and
understanding of inverse operations.

Answers
1. (a) 432 (b) 432 (c) 1 234
(d) 54 321 (e) 234 (f) 12 786

If you multiply and then divide by the same number (or the other way round) you get
the original starting number as an answer. So, applying the inverse operation to the
calculator answer in reverse order is a way to check whether the calculator answer is
correct.
2. Because he ended with the starting number after applying the inverse operations in
reverse order to the calculator answer.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 156

Notes on questions
There is another way of checking answers that does not involve using the calculator. To
check, for example, if 723 × 489 = 1 212 is correct, learners may start to do the calculation
accurately without the calculator and observe the last digit of the answer. Since 3 × 9 = 27
the last digit is clearly 7, not 2 as in 1 212.

Answers
3. Learners calculate and check their answers by applying inverse operations.
(a) 383 686 (b) 18 (c) 91 848
(d) 21 049 (e) 2 472 (f) 935 394

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 157

Grade 6 Term 2 Unit 3 Properties of three-dimensional objects
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Prisms Prisms with a variety of end faces 142 to 144
3.2 Faces, edges and vertices of prisms Establishing standard terms for parts of prisms 145
3.3 Pyramids Pyramids with a variety of bases 146 to 147
3.4 Build 3-D objects with straws or sticks Using straws/sticks for the edges of 3-D objects 148
3.5 Nets of prisms and pyramids Drawing nets for objects, and folding nets to make objects 149 to 151

CAPS time allocation 5 hours

CAPS page references 22 and 244 to 246

Mathematical background
Prisms are 3-D objects with two identical and identically orientated polygonal faces on opposite sides.
These two faces are connected by faces in the form of parallelograms that all have the same length.
If the connecting faces are rectangles, the prism is called a right prism.
If the connecting faces are not rectangles, the prism is called a skew or oblique prism.
A prism with six faces that are all rectangles is called a rectangular prism. A right prism A skew (oblique) prism

Pyramids are 3-D objects that have a polygonal base face with triangular faces attached to the base. The triangular faces meet at a point opposite the base face.

We call the 2-D shapes that make up the surface of the prism or pyramid the faces of the object. We call the lines where faces meet the edges of the
3-D object. We call the points or corners where the faces meet the vertices (singular: vertex) of the 3-D object.

A cross-section of a 3-D object is any cut through the object that produces two identical, flat surfaces on the two parts that result.

The net of a prism or pyramid is all of its 2-D faces laid out flat, connected to each other along some edges.

Apart from learning about the properties of rectangular prisms and various kinds of pyramids, it is critically important that learners learn to look closely at
drawings and pictures of 3-D objects, and notice detail such as the faces, edges and vertices. It is also critically important that learners learn to describe objects
in words with reference to faces, edges and vertices, and to read and interpret descriptions of objects. To promote these skills, discussions in which all learners
participate are very important.

Resources
Clay or sticky putty, drinking straws or sticks, paper/cardboard, scissors, models of the prisms and pyramids dealt with in this unit

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 158

3.1 Prisms
Teaching guidelines
It is quite critical that you show learners some prism-shaped objects, for example a brick,
a carton, a loaf of bread, a box of matches and a piece of plank. The vast majority of
classrooms are also in the shape of prisms: when they are in class, learners are actually
inside a prism!
Although an uncut loaf of bread is only approximately a prism, it is a useful example in
class because you can easily slice it in such a way that two faces identical to the ends are
exposed. This shows a key characteristic of prisms: they have what is called a uniform
cross-section identical to the two equal opposite faces.
It is also useful to have a prism made of two flat pieces of cardboard as the identical
opposite faces, and drinking straws or thin wooden sticks that correspond to the edges of
the other faces.

Learners should be empowered to engage with drawings/pictures of 3-D objects as well as

with verbal descriptions of objects. Hence they need to acquire the vocabulary and forms
of expression required to communicate effectively about 3-D objects. Revise the terms face,
edge and vertex while demonstrating.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 159

Possible misconceptions
Learners may easily form the idea that all prisms are rectangular prisms. Let them look at
all the pictures in the top row of the shaded passage.
• Ask whether all four objects are prisms (they are).
• Ask whether they are all rectangular prisms (they are not).
• Ask whether an object can be a prism but not a rectangular prism (it can).
Asking these questions and taking answers from learners will also provide learners with
experience of using language to describe 3-D objects, and in this way prepare them for
question 1.
Learners also easily form the misconception that a cube is not a prism. A cube is a prism;
indeed, it is a special kind of prism of which all the faces are squares. Ask learners: “Can all
the faces of any prism that is not a cube be identical?”

Teaching guidelines
Question 1 provides learners with an opportunity to interpret verbal descriptions and 2-D
drawings and pictures of 3-D objects.
If learners seem to need support, you may ask questions like the following, and suggest to
them that they put similar questions to themselves about each of Objects A to F:
• How many faces does the 3-D object have?
• What are the shapes of its faces?
• How many faces are mentioned in each of questions (a), (b) and (c)?
Ask learners to write explanations for their answers to question 2, and take this in for
thorough marking. This will provide you with good information about the level of
learners’ understanding and language usage about 3-D objects.

Answers
1. (a) Object D
(b) Object A
(c) Object C
2. (a) Objects B and F
(b) Objects A, B, C and F

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 160

Teaching guidelines
Question 3 requires that learners read carefully, and take note of what is not being said. For
example, in 3(a) it is not said that the faces are rectangular, hence once cannot be sure that
the object is a rectangular prism. In 3(d) nothing is said about the other faces, hence there
may be faces that are not rectangles.
Some questions may be answered effectively by citing a 3-D object that has the stated
properties, but is not a rectangular prism. For example, 3(c) can be answered by pointing
out that a hexagonal prism (e.g. as on page 145 of the Learner Book) has six faces that are
rectangles.
Allow learners to engage with question 3 individually for some time, then conduct a class
discussion.

Answers
3. (a) All six faces must be rectangular.
(b) All faces need to be rectangular.
(c) A hexagonal prism, for example, has six faces that are rectangles.
(d) The object could be a triangular prism.
(e) The remaining two faces are not necessarily rectangular.
4. (a) Objects B, C and D, but only Object B is a rectangular prism.
(b) Objects A, B, C, D and E, but only Object B is a rectangular prism.
(c) Only Object B and it is a rectangular prism.
(d) All the objects, but only B is a rectangular prism.
(e) Objects C and D, but they are not rectangular prisms.
5. The end faces of the object are not identical.
6. A. The object has 5 rectangular faces. Two opposite ends are pentagons that have the
same shape and size.
B. The object has 3 rectangular faces. Two opposite ends are triangles that have the
same shape and size.
C. The object has 5 faces: four triangular faces and one quadrilateral face.
7. Object C

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 161

3.2 Faces, edges and vertices of prisms
Teaching guidelines
If possible, have various models handy to help learners to “see” what is represented by the
diagrams given here.

Possible misconceptions
Note that only regular polygonal prisms are shown. Learners may form restricted
understandings of prisms as a result. Disrupt this line of thinking by providing additional
examples where the end faces are not regular polygons (all the table entries will be the
same for the irregular ones, a very useful enrichment).

Notes on questions
The table provided is a tool to assist learners in keeping track/comparing the properties of
the various objects. Be sure to remind them that completing the table is not the primary
objective, but rather comparing the properties. The purpose of this section is, after all, to
develop a more detailed grasp of prisms. Learners need not copy the diagrams when they
copy the table. They can write the names of the prisms in the first column instead.

Answers

Prism Shape of two Number of Number of Number of

opposite faces faces edges vertices
that are the
same shape
and the same
size
Triangular prism triangles 5 9 6
Cube squares 6 12 8
Rectangular prism rectangles 6 12 8
Pentagonal prism pentagons 7 15 10
Hexagonal prism hexagons 8 18 12

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 162

3.3 Pyramids
Mathematical notes
Pyramids are 3-D objects that have a polygonal base face, with triangles attached to each
side. The triangles come together at a point opposite the base.

Teaching guidelines
If possible, have various models handy to help your learners “see” what is represented by
the diagrams given here.

Notes on questions
Emphasise that the focus is on the objects, not on completing the table for its own sake.

Answers
1. (a) 5 faces
(b) 4 triangles, 1 square
(c) 8 edges
(d) 5 vertices
2. (a) 4 faces (b) 6 edges (c) 4 vertices
(d) 5 faces (e) 8 edges (f) 5 vertices
(g) 6 faces (h) 10 edges (i) 6 vertices

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 163

Answers (continued)
2. (j) 7 faces (k) 12 edges (l) 7 vertices
(m) 8 faces (n) 14 edges (o) 8 vertices
(p) 9 faces (q) 16 edges (r) 9 vertices

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 164

3.4 Build 3-D objects with straws or sticks
Mathematical notes
One way to build models of 3-D objects that have only polygonal faces is to use straight
sticks or straws. The resulting models show the edges and vertices of the objects directly.
The faces are the imaginary flat surfaces on the outside of the model that are enclosed by
the sticks.

Teaching guidelines
This can be a time-consuming activity, but it is an extremely rewarding one for your
learners. It serves a number of purposes: primarily developing hands-on model building
skills, but also drawing learners into thinking hard about the spatial arrangement of the
faces, edges and vertices of the object.
If possible, give learners additional building tasks to allow them to further explore the
spatial arrangements of faces, edges and vertices in 3-D objects. Many may decide to
pursue this on their own anyway and will want to “show and tell” if given the opportunity,
something that should be encouraged!
For enrichment, allow learners to attempt to build objects with sticks or straws of
different lengths to see what will and will not work.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 165

3.5 Nets of prisms and pyramids
Mathematical notes
The net of a 3-D object has all of its faces laid out flat but connected in some way. It is
important to be able to see which sides and faces in a net are connected along their edges
in the 3-D object, which faces may be opposite each other, and which corners of the faces
come together at the vertices of the object. Understanding how the net of the object relates
to the object itself is very important in developing a fuller grasp of the spatial arrangement
of the sides and faces of the object. Comparing the net to the models built in the previous
section provides further opportunity for deepening spatial understanding.

Teaching guidelines
Working with nets is another way of making 3-D objects. More importantly, however, is
that working with nets provides learners with opportunities to analyse the elements of
3-D objects and strengthen their language skills with respect to 3-D objects. Question 1 is
as much about learning to read and interpret text relating to 3-D objects as it is about
relating the elements of the net to the elements of the prism.
Many of your learners have probably seen an “exploded” (opened and flattened)
cardboard box. This is a good way to introduce the idea of a net. Allow your learners to
investigate which faces are connected along their edges and which faces are opposite each
other (each face is connected to four others and there are six in total – three pairs of faces
that are identical and opposite each other). Do this before moving on to other prisms, and
pyramids.
As far as possible, provide learners with actual nets to cut out and fold. Encourage them
to investigate how the edges and corners come together. Many repetitions of folding and
unfolding may be necessary before they begin to develop a “mental map” of the
relationships. Allow them to compare the net of each object with a model of the object
built in the previous section.

Answers
1. (a)–(c) Learners’ own work
2. Only Diagram D is a net for a rectangular prism.
In Diagrams A and B two sides will overlap and one face will be open/missing. In
Diagrams C and E a face is missing. In Diagram F one of the faces is in the wrong
position.

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Possible misconceptions
The spatial arrangement of the faces of a rectangular prism can be very challenging for
young learners. If they struggle to “see” how the faces relate, especially with a cube where
all six faces are identical squares, give them some cut-outs of nets and let them fold them
into the prism, and unfold them to investigate which edges meet and which faces are
opposite each other. Insufficient experience viewing 3-D objects, and folding and
unfolding their nets to see how the parts fit, will result in learners having a great deal of
trouble identifying relationships between faces and edges.

Answers
3. (a) A cube is an object with six identical/equal square faces.
(b) Cubes: C, F and H

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 167

Answers
4. (a) Diagram B: the base edges of the four triangular faces will meet the four edges of
the square base.
(b) Example:

(c) Learners’ own work

Example: Draw a square. At each side of the square draw identical triangles.

5. Diagram A: Yes
Diagram B: No; two faces will overlap.
Diagram C: No; only four faces are needed and the net has five faces.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 168

Grade 6 Term 2 Unit 4 Geometric patterns
Learner Book Overview
Sections in this unit Content Pages in Learner Book
4.1 Making beautiful patterns Connecting geometric and numerical properties 152 to 153
4.2 Writing calculation plans Learning to use the geometric structures to deduce rules 154 to 155
4.3 Describing patterns Applying and practising structural thinking to deduce rules 156 to 157
4.4 From pictures to tables More application and practice 158
4.5 More pictures and tables More application and practice 159 to 160

CAPS time allocation 6 hours

CAPS page references 19 and 247 to 249

While providing opportunities to develop understanding of patterns, continuing sequences or completing tables according to a pattern also contributes to the
development of the Mental Mathematics section of the CAPS.
In terms of developing the concept of geometric patterns, Sections 4.2 and 4.3 are critically important. Section 4.5 is not essential and may be used for
enrichment and consolidation, as necessary.

Mathematical background
The approach in this unit is not to reduce the work on geometric patterns to numeric patterns in tables – that too − but to capitalise on the visual aspects of
geometric representations as a method to find rules based on the structure of the geometric figures. This implies that you should help learners to not simply
count the number of dots in a figure (counting in ones), but to use “clever counting” by identifying appropriate larger units. Then they should not actually
count the larger units, but rather write down a numerical expression (calculation plan or rule) describing the number of dots. It is very important that
learners learn to withhold immediate calculation of a numerical expression; they should first study the structure of the expression as an object.
To find a general rule for the pattern requires a second level of pattern recognition, namely recognising the structure in a series of numerical expressions –
what is unchanged (is constant) and what changes (is variable). This process is illustrated below.

• • • • •
• • • • • •
• • • • • • •
• • • • • • • •
• • • • • • • • • • • • • •
Square 1 Square 2 Square 3 Square 4
S1 = 4×1 S2 = 4×2 S3 = 4×3 S4 = 4×4 S100 = 4×100

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4.1 Making beautiful patterns
Teaching guidelines
This is a very rich mathematical activity – rich in content and processes, with rich learning
and mathematical rewards.
Although it may look as if the counting of the beads will be laborious and time-
consuming, with the right mathematical mindset it should not be. And that is what
mathematics is all about.
We therefore strongly advise that learners do all the activities. There are at least two
reasons why it should not be time-consuming. Firstly, to enter the fray of mathematical
reasoning, learners should not count in ones, but should use “clever counting”, i.e. identify
larger repeating units and analyse the structure of the situation. For example, in Design 1,
Size 2, there are 4 strips of white beads with 6 beads in each, so we know immediately that
there are 4×6 = 24 white beads.
Secondly, we can use the properties of the geometric figures in the design; these figures
already are larger units of triangles, squares and rectangles, not beads that must be counted
one by one. For example, take the green triangle in Design 1: if we reflect the triangle, we
get a 6×6 square – see the square in Design 3. Also see the Challenge on page 153 of the
Learner Book.

We should also realise that it is not necessary to analyse Design 2 and Design 3 in detail –
Design 2 is merely double Design 1 through reflection! And Design 3 has exactly the same
number of beads as Design 2 through transformation of the design figures.
You should not tell the learners this and deprive them of a surprise and a personal
learning experience.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 170

Answers
1. (a) Learners describe the pattern in their own words.
(b) Size 1 2 3 4 5 30
No. of white beads 12 24 36 48 60 360
No. of black beads 22 44 66 88 110 660
No. of yellow beads 20 40 60 80 100 600
No. of green beads 36 72 108 144 180 1 080
Total no. of beads 90 180 270 360 450 2 700
(c)–(e): White: 10, 20, 100 − × 12 ® 120, 240, 1 200
Black: 10, 20, 100 − × 22 ® 220, 440, 2 200
Yellow: 10, 20, 100 − × 20 ® 200, 400, 2 000
Green: 10, 20, 100 − × 36 ® 360, 720, 3 600
Total: 10, 20, 100 − × 90 ® 900, 1 800, 9 000

2. There is no need to do Design 2 – it is simply double Design 1, as shown here.

3. There is no need to do Design 3 – it is simply Design 2 rearranged, as shown here:

Note on the Challenge

The sum of the first n odd numbers is equal to n × n. Can you explain why?
So 1 + 3 + 5 + 7 … to 20 numbers = 20 × 20 = 400
Here is a visual explanation
that you may find useful:

1+3+5+7+9+…=?

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 171

4.2 Writing calculation plans
Teaching guidelines
All the geometric patterns in this section can be transformed to numeric patterns by
completing a table. However, the focus in this unit should be on solving the problems
directly in the geometric context by “seeing” the structure in the geometric
representations. This can be achieved by continuing the mindset of “clever counting”.
The way to “see” structure is to understand that in Figure 4 we try to see a unit of 4, in
Figure 3 we try to see a unit of 3 in the same way, and so on. For example, for the T-shape in
question 4:

T1 T2 T3 T4 T5

ß ß ß ß Five, five, five

Three ones Three twos Three threes Three fours greens plus one
plus 1 plus 1 plus 1 plus 1 yellow
T1 = 3×1 + 1 T2 = 3×2 + 1 T3 = 3×3 + 1 T4 = 3×4 + 1 T5 = 3×5 + 1
Pattern recognition now proceeds at a different level: we need to see the structure, not in a
number sequence or in a figure, but in a series of related numerical expressions. This
requires us to be very clear about what is changing (the variable) and what remains
unchanged (constant). If you present it vertically it may help learners to see the pattern:

T1 = 3×1 + 1
T2 = 3×2 + 1
T3 = 3×3 + 1
T4 = 3×4 + 1
So, T30 = 3×30 + 1

Answers
1. X5: 21; X6: 25; X50: 201; X60: 241
2. Mary describes the structure of the pattern with a calculation plan:
Xnumber = 4 × number + 1. This way, she can calculate the number of beads in any
design number in the pattern, such as X5, X6, X50, X60, etc.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 172

Note that if we choose different units, it will lead to equivalent calculation plans
(different calculations leading to the same answer). For example, the work in these two
diagrams leads to L87 = 2×87 + 2 = 176 (on the left-hand side) and L87 = 2×88 = 176 (on the
right-hand side).

L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

Answers
3. (a) V6: 2 arms of 6 green beads each and 1 yellow bead
V60: 2 arms of 60 green beads each and 1 yellow bead
V87: 2 arms of 87 green beads each and 1 yellow bead
(b) 6, 60, 87 − × 2 − + 1 ® 13, 121, 175
(c) Multiply V-number by 2 and add 1
(d) V49; 1 green bead left over
4. T: (a) T6: 3 arms of 6 green beads each and 1 yellow bead
T60: 3 arms of 60 green beads each and 1 yellow bead
T87: 3 arms of 87 green beads each and 1 yellow bead
(b) 6, 60, 87 − × 3 − + 1 ® 19, 181, 262
(c) Multiply T-number by 3 and add 1
(d) T33; one green bead left over
C: (a) C6: 3 groups of 6 beads plus 2 more
C60: 3 groups of 60 beads plus 2 more
C87: 3 groups of 87 beads plus 2 more
(b) 6, 60, 87 − × 3 − + 2 ® 20, 182, 263
(c) Multiply C-number by 3 and add 2
(d) C32; two beads left over
L: (a) L6: 2 groups of 6 beads plus 2 more or 2 groups of 7
L60: 2 groups of 60 beads plus 2 more or 2 groups of 61
L87: 2 groups of 87 beads plus 2 more or 2 groups of 88
(b) 6, 60, 87 − × 2 − + 2 ® 14, 122, 176 or 6, 60, 87 − +1− × 2 ® 14, 122, 176
(c) Multiply L-number by 2 and add 2 or add 1 to L-number and double
(d) L49; nothing left over

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 173

4.3 Describing patterns
Teaching guidelines
We emphasise again that learners should try to use the structure in the pictures to logically
deduce calculation plans through generalisation. We illustrate with another example:

Size 1 Size 2 Size 3 Size 4

S1 = 2×1 + 0 S2 = 2×2 + 1 S3 = 2×3 + 2 S4 = 2×4 + 3

S1 = 2×1 + 0
S2 = 2×2 + 1
S3 = 2×3 + 2
S4 = 2×4 + 3
So, S30 = 2×30 + 29

Answers

1. Size 1 2 3 4 5 6 30
No. of purple tiles 2 4 6 8 10 12 60
No. of white tiles 0 1 2 3 4 5 29
Total no. of tiles 2 5 8 11 14 17 89
2. Purple: Add 2 to every number to get the next number, starting with 2.
White: Add 1 to every number to get the next number, starting with 0.
Total: Add 3 to every number to get the next number, starting with 2.
3. Purple: Multiply size number by 2.
White: Size number − 1.
Total: Multiply size number by 2 and add 1.
Or: Multiply size number by 3 and subtract 1.
4. 50 × 2 = 100
5. 50 − 1 = 49
6. 2 × 50 + 49 = 149

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 174

Notes on questions
Note that it is sometimes useful to not focus on the size of the units, but rather on how
many times a unit repeats. See if you and your learners can understand this change of
thinking as illustrated for Pattern X: in Size 4 the unit 3 is repeated 4 times, and in Size 3
the unit 3 is repeated 3 times …

Size 1 Size 2 Size 3 Size 4

X1=1×3 + 0×2 X2 = 2×3 + 1×2 X3 = 3×3 + 2×2 X4 = 4×3 + 3×2

Answers to question 7

Pattern X
1. Size 1 2 3 4 5 6 30
No. of purple tiles 3 6 9 12 15 18 90
No. of white tiles 0 2 4 6 8 10 58
Total no. of tiles 3 8 13 18 23 28 148
2. Purple tiles: Add 3 to every number to get the next number, starting with 3.
White tiles: Add 2 to every number to get the next number, starting with 0.
Total number of tiles: Add 5 to every number to get the next one, starting with 3.
3. Purple tiles: Multiply size number by 3.
White tiles: Multiply 1 less than size number by 2, i.e. 2×(Size number − 1).
Total number of tiles: Multiply size number by 5 and subtract 2.
4. 50 × 3 = 150
5. 2×(50 − 1) = 2 × 49 = 98
6. 5 × 50 − 2 = 248

Pattern Y (Answers continued on next page)

1. Size 1 2 3 4 5 6 30
No. of purple tiles 4 8 12 16 20 24 120
No. of white tiles 0 3 6 9 12 15 87
Total no. of tiles 4 11 18 25 32 39 207

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 175

Answers to question 7 (continued)
2. Purple tiles: Add 4 to every number to get the next number, starting with 4.
White tiles: Add 3 to every number to get the next number, starting with 0.
Total number of tiles: Add 7 to every number to get the next one, starting with 4.
3. Purple tiles: Multiply size number by 4.
White tiles: Multiply 1 less than size number by 3, i.e. 3×(Size number − 1).
Total number of tiles: Multiply size number by 7 and subtract 3.
4. 50 × 4 = 200
5. 3×(50 − 1) = 3 × 49 = 147
6. 7 × 50 − 3 = 347

Pattern Z
Note that Pattern Z is best left for enrichment.
Also note that in this case it is probably easier to find the total number of tiles by simply adding the
number of purple and white tiles instead of trying to find a rule.

1. Size 1 2 3 4 5 6 30
No. of purple tiles 4 8 12 16 20 24 120
No. of white tiles 1 5 13 25 41 61 1 741
Total no. of tiles 5 13 25 41 61 85 1 861

2. Purple tiles: Add 4 to every number to get the next number, starting with 4.
White tiles: Add the number of purple tiles to every number to get the next number.
Total no. of titles: Starting with 5, add consecutive multiples of 4, starting with
2 × 4 to each number to get the next number (i.e. 5 + 2×4 = 13; 13 + 3×4 = 25, etc.).
3. Purple tiles: Multiply size number by 4.
4. 50 × 4 = 200
5. (50 − 1)² + 50² = 49 × 49 + 50 × 50 = 2 401 + 2 500 = 4 901
6. 50 × 50 + 51 × 51 = 2 500 + 2 601 = 5 101 or simply 200 + 4 901 = 5 101

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 176

4.4 From pictures to tables
Teaching guidelines
This is an interesting geometric “family of sequences”. If learners decide to make a table of
values, they can use the knowledge of family of sequences we developed in the first term:
• The sequence of green tiles is 4, 8, 12, …. The multiples of 4 …
• The sequence of purple tiles is 5, 9, 13, …. One more than multiples of 4 …

If learners choose to follow a geometric visual approach, they can reason as follows:

Size 1 Size 2 Size 3

Green 1 = 1×4 Green 2 = 2×4 Green 3 = 3×4 …. Green 30 = 30×4
Purple 1 = 1×4 + 1 Purple 2 = 2×4 + 1 Purple 3 = 3×4 + 1 …. Purple 30 = 30×4 + 1

Answers

1. Size 1 2 3 4 5 30
No. of green tiles 4 8 12 16 20 120
No. of purple tiles 5 9 13 17 21 121

2. Green tiles: Add 4 to every number to get the next number, starting with 4.
Purple tiles: Add 4 to every number to get the next number, starting with 5.
Green tile numbers are multiples of 4 and purple tile numbers are one more than a
multiple of 4.
3. Green tiles: Multiply size number by 4.
Purple tiles: Multiply size number by 4 and add 1.
4. Multiply size number by 4.
Size 50 has 200 green tiles.
5. Multiply size number by 4 and add 1.
Size 50 has 201 purple tiles.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 177

4.5 More pictures and tables
Teaching guidelines
This section is intended as an “extra”, to be used for enrichment or consolidation as you
may need it. It uses the same thinking as in the previous section:

Size 1 Size 2 Size 3

Green 1 = 1×8 Green 2 = 2×8 Green 3 = 3×8 …. Green 30 = 30×8

Purple 1 = 1×7 + 2 Purple 2 = 2×7 + 2 Purple 3 = 3×7 + 2 …. Purple 30 = 30×7 + 2

Answers

1. Size 1 2 3 4 5 30
No. of green tiles 8 16 24 32 40 200
No. of purple tiles 9 16 23 30 37 212

2. Green tiles: Starting with 8, add 8 to each number to get the next number.
Purple tiles: Starting with 9, add 7 to each number to get the next number.
The number of green tiles is a multiple of 8 and the number of purple tiles is two more
than a multiple of 7.
3. Green tiles: Multiply size number by 8.
Purple tiles: Multiply size number by 7 and add 2; (7 × size number + 2).
4. Green tiles = Size number × 8.
50 × 8 = 400 green tiles in Size 50 pattern.
5. Purple tiles: Multiply size number by 7 and add 2; (7 × size number + 2).
50 × 7 + 2 = 352 purple tiles in Size 50 pattern.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 178

Answers

6. Size 1 2 3 4 5 6 10 30
No. of light blue tiles 1 2 3 4 5 6 10 30
No. of dark blue tiles 12 16 20 24 28 32 48 128

Number of light blue tiles is the same as size number – add 1 to get the next number.
Dark blue tiles: starting with 12, add 4 to each number to get the next number.
Number of dark blue tiles is 4 times size number + 8.
7. Learners’ own work

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 179

Grade 6 Term 2 Unit 5 Symmetry
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 Lines of symmetry Symmetry in polygons; identifying lines of symmetry in polygons 161
5.2 Many lines of symmetry Polygons and other shapes with more than one line of symmetry 162 to 164

CAPS time allocation 2 hours

CAPS page references 23 and 249

Mathematical background
Symmetry occurs when a shape or design can be imagined as consisting of two “mirror halves”. Stated differently, for any symmetrical shape we can imagine a
line, called the line of symmetry, passing through the shape in such a way that if we fold along the line, every single line and point on one side of the line of
symmetry lies on top of its twin on the other side of the line of symmetry – without exceptions.

In reality, many shapes and objects that seem symmetrical aren’t perfectly symmetrical. Also, some parts of a shape may have symmetry while the remaining
parts do not. Some shapes may have two or more lines of symmetry. Whenever we talk of symmetry we also have to talk of a line of symmetry. If you have one,
then you will always have the other.

A symmetrical design is formed whenever a shape is reflected along a line (see the units on Transformations in the Learner Book: Term 3 Unit 6, p. 247 and
Term 4 Unit 9, p. 350).

“Line of symmetry” and “axis of reflection” are different names for the same thing.
In reflection we also have a line of symmetry. For example:

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 180

5.1 Lines of symmetry
Teaching guidelines
Learners should be familiar with symmetry by now, having studied it since Grade 4. The
questions on this page provide learners with opportunities to refresh, consolidate and
sharpen their understanding of symmetry. However, it may be useful to start the work by
letting learners make a symmetrical figure. By drawing a symmetrical design in the way
described below (which you may demonstrate on the board) learners may strengthen their
understanding of symmetry substantially.

Step 1 Step 2 Step 3

Use a ruler and draw a Use the ruler to draw four lines Join the endpoints of the
vertical line on a clean of different lengths across, four horizontal lines on
sheet of paper, more or less with their midpoints on the each side of the vertical
in the middle. vertical line. line.

It is critical that learners try hard to produce answers for question 1, but it is not critical
that they produce good answers. Many learners may not think of articulating an answer in
terms of what happens if the figure is folded along the broken line, and this may make it
almost impossible for them to produce a good answer to the question.
Another method is to draw a figure on one side of a sheet of paper, using thick pencil
lines. Fold the sheet so that the drawn figure is on the inside, on one side, and rub hard
where the figure was drawn. When you open the folded sheet, you will have a faint but
visible mirror image of the original figure, and hence symmetry.
Note that the broken line through the rectangle in the middle of the bottom row in the
shaded passage is not a line of symmetry.

Answers
1. The figures in the first set will form two parts that fit perfectly onto each other when
folded on the broken lines. For the second set this is not true.
2. Statement B

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 181

5.2 Many lines of symmetry
Mathematical notes
Some shapes have no symmetry (these are called asymmetrical shapes), some have one line
of symmetry only, some have many but we can find them all, while others have too many
to count (circular shapes are the only examples of objects with infinitely many lines of
symmetry).

Notes on questions
In question 3 some learners may intuitively arrive at the incorrect decision that the
parallelogram is symmetrical. Ignoring a momentary lapse in concentration, this is
probably a sure sign that these learners do not fully understand symmetry. Learners who
do this must be encouraged to think the folding process through (and if that fails, fold a
given cut-out of the shape).

Answers
1. (a)

(b) You can imagine folding the shape on the line or you can cut it out and fold it to
test. If the parts fit exactly onto each other, your lines of symmetry are correctly
drawn.

2. (a)

(b) You can imagine folding the shape on the line or you can cut it out and fold it to
test. If the parts fit exactly onto each other, your lines of symmetry are correctly
drawn.

3. If the quadrilaterals are folded on the broken lines, the two parts will not fit exactly
onto each other.

Questions for extension

A square has four equal sides and four lines of symmetry. Does any figure with four equal
sides have four lines of symmetry?
Is a straight line a symmetrical figure?

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 182

Answers
4. (a) 1 (b) 0 (c) 4
(d) 2 (e) 1 (f) 1

Possible misconceptions
Learners may easily form the disempowering misconception that the idea of symmetry
applies to (convex) polygons only. To protect them against this misconception, you may
draw some examples of other symmetrical figures and configurations on the board, for
example:

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 183

Answers
5. (a) 3 sides, 3 lines of symmetry (b) 4 sides, 4 lines of symmetry
(c) 5 sides, 5 lines of symmetry (d) 6 sides, 6 lines of symmetry
(e) 7 sides, 7 lines of symmetry (f) 8 sides, 8 lines of symmetry
(g) 10 sides, 10 lines of symmetry
6. A circle has an infinite number of lines of symmetry.
Any line crossing a circle, going through the centre of the circle, is a line of symmetry.
There are an infinite number of lines going through the centre point.

Enrichment questions
1. Draw, freehand without a ruler, a closed shape with straight sides that has:
(a) only one line of symmetry (b) only two lines of symmetry
(c) only three lines of symmetry (d) only four lines of symmetry.
2. Investigate which of these figures are possible, and which are impossible:
(a) a triangle with only one line of symmetry
(b) a triangle with only two lines of symmetry
(c) a triangle with only three lines of symmetry
(d) a triangle with four lines of symmetry
(e) a quadrilateral with only one line of symmetry
(f) a quadrilateral with only two lines of symmetry
(g) a quadrilateral with only three lines of symmetry
(h) a quadrilateral with four lines of symmetry
(i) a quadrilateral with five lines of symmetry.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 184

Grade 6 Term 2 Unit 6 Whole numbers: Division
Learner Book Overview
Sections in this unit Content Pages in Learner Book
6.1 What is division? Meanings of division: examples of grouping, sharing and ratio situations in which 165 to 167
division is required
6.2 Dividing by building up Dividing by adding up 167 to 170
6.3 Practice Solving word problems by dividing 171
6.4 The long division method Dividing by subtracting 171 to 173
6.5 Practice Solving word problems by dividing 174
6.6 Dividing with the calculator Using the calculator, and estimation 175
6.7 Broken keys: estimate and improve Using the calculator to strengthen understanding of division 176

CAPS time allocation 8 hours

CAPS page references 13 to 15 and 250 to 251

Mathematical background (also see the table in Section 6.4)

3
In 5 673 ÷ 147, the number 5 673 can be referred to as the dividend, and the 30 × 147 = 4410
number 147 as the divisor. While this terminology is useful for communication between 5
mathematicians and educators, it is not advisable to burden Intermediate Phase learners 5 × 147 = + 735
unnecessarily with these abstract terms. 30
5145
Irrespective of how it is recorded, the first step in “long division” with multi-digit 147 5673
numbers, for example 5 673 ÷ 147, is to identify a multiple of the divisor (in this case 3 × 147 = + 441
– 4410
30 × 147) that substantially approaches the dividend (5 673 in this case) from below. 38 × 147 5586
Stated differently, the first step is to make a lower approximation of the dividend, for 1263
example 4 410 as an estimate of 5 673 in this case. The estimate is then refined by adding + 87
– 735
smaller multiples of the divisor. 5673
The process can be executed as repeated addition (as on the immediate right) or as repeated 528
subtraction, as in the traditional method of long division. 5673 = 38 × 147 + 87 – 441
The key to effective thinking about how to perform division is to ask: “With what do I have
to multiply the divisor in order to get close to the dividend (the number that is divided)?” 87
Division is applicable to three kinds of situations, sometimes referred to as grouping, sharing and scaling (ratio) situations. These are briefly described on the
next page and form the focus of Section 6.1. The process of division becomes the focus in Section 6.2.

Resources
Calculators

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 185

6.1 What is division?
Mathematical notes
Different situations in which division is applicable are described in the shaded passage:
• A situation in which the number of parts is unknown,
i.e. when the situation can be described by a number sentence of the form
? × size of each part (or rate) = total quantity, is called a grouping situation.
To find the unknown number of parts, you have to divide. (Situation A)
• A situation in which the size of each part is unknown,
i.e. when the situation can be described by a number sentence of the form
number of parts × ? = total quantity, is called a sharing situation.
To find the unknown rate or part size, you have to divide. (Situation B).
• A scaling (ratio) situation, in which two quantities are compared by using
multiplication or division, not by stating the difference between the two
quantities. For example, if you stick to a cake recipe that states
2 parts of sugar for 6 parts of cake flour, your amount of cake flour will always be
3 × your amount of sugar, and your amount of sugar will always be your amount of
cake flour ÷ 3. (Situations C and D).

The five questions A, B, C, D and E in the shaded passage are given with two purposes:
• to develop awareness of the different kinds of situations in which division is
applicable (meanings of division)
• to provide learners (through questions 1 to 5) with some experience of taking the
first step of forming an appropriate multiple of the divisor.

Teaching guidelines
You may start the lesson by asking learners to read questions A to E and to write roughly
estimated answers. Having to estimate answers will help learners to apply their minds to
understanding the given situations – which is an essential element of problem solving.
Let them then tackle questions 1 to 6. Once learners have started on these questions, you
may suggest that they revise their estimates for A to E as they progress. Learners who wish
to work further and find the exact answers for questions A to E while they are doing
questions 1 to 5 may do so.

Answers
1. (a) No (b) Yes
2. (a) Yes (b) No
3. 6 800 mm

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 186

Teaching guidelines for question 6
Question 6 is intended to consolidate understanding of division and multiplication as
inverse operations. The question is stated in terms of multiplication, but the answer is
actually the answer for 4 731 ÷ 57. Stated differently:
When you find out with what number you have to multiply 57 to get 4 731,
you actually calculate 4 731 ÷ 57,
or
To calculate 4 731 ÷ 57, you have to find out with what number you have
to multiply 57 to get 4 731.

The phrase “what do I have to multiply with ...” is very useful in talking and thinking about
division. It captures both the key logic of the division process and the mathematical idea
that multiplication and division are inverse operations.

Teaching guidelines for the shaded passage and questions 7 and 8

Refer to learners’ experiences in doing questions 1 to 6 to motivate them to practise
multiplication with multiples of 10 and 100. You may demonstrate the techniques of
doubling and halving with some examples before they engage with questions 7 and 8.

Answers
4. 6 800 mm
5. (a) No
(b) 8 500
(c) 7 820
6. 83
7. (a) 7 300 and 53 000
(b) 3 650 and 26 500
(c) 1 825 and 13 250
(d) 9 125 and 39 750

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 187

Answers

8. × 10 × 100 × 50 × 30 × 40 × 60 × 70 × 80 × 90

(a) 37 370 3 700 1 850 1 110 1 480 2 220 2 590 2 960 3 330

(b) 76 760 7 600 3 800 2 280 3 040 4 560 5 320 6 080 6 840

(c) 98 980 9 800 4 900 2 940 3 920 5 880 6 860 7 840 8 820

(d) 43 430 4 300 2 150 1 290 1 720 2 580 3 010 3 440 3 870

(e) 38 380 3 800 1 900 1 140 1 520 2 280 2 660 3 040 3 420

(f) 55 550 5 500 2 750 1 650 2 200 3 300 3 850 4 400 4 950

6.2 Dividing by building up

Mathematical notes
When people are thinking about a situation, they sometimes come up with more than one
way to solve a problem or to find an answer to a question. We therefore use alternative
methods to solve problems.

Teaching guidelines
Do an example of division by building up the answer. Unless learners have already solved
all of problems A, B, C and D on page 165 of the Learner Book, it may be wise to use one of
these problems as an example, rather than the example given in the shaded passage.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 188

Teaching guidelines
It will be useful to write the content of the shaded passage on the board. Inform learners
that the steps in the shaded passage can be explained in at least three different ways, and
then explain the steps:
• as prompted by a sharing situation (see example below)
• as prompted by a grouping situation (see example below)
• as prompted by abstract thinking about computation (see the shaded passage on
page 167 of the Learner Book).

Computational actions prompted by thinking about a sharing situation

How much will each person get if R6 150 is fairly shared between 73 people?
If each person gets R50, that is R50 × 73 = R3 650
If each person gets another R10, that is R10 × 73 = R730
If each person gets another R10, that is R10 × 73 = R730
If each person gets another R10, that is R10 × 73 = R730
If each person gets another R3, that is R3 × 73 = R219
If each person gets another R1, that is R1 × 73 = R73
If each person gets R84, that is R84 × 73 = R6 132
Each person gets R84, and there is R18 left, which can also be shared into amounts smaller
than R1.

Computational actions prompted by thinking about a grouping situation

How many chickens at R73 each can you buy if you have R6 132?
50 chickens cost 50 × R73 = R3 650
10 chickens cost 10 × R73 = R730
10 chickens cost 10 × R73 = R730
10 chickens cost 10 × R73 = R730
3 chickens cost 3 × R73 = R219
1 chicken costs 1 × R73 = R73
84 chickens cost 84 × R73 = R6 132
84 chickens can be bought, and there is R18 left.

Suggest to learners that they read the rest of page 168 (other ways to represent the division
process) in their own time. In class it is more important to now proceed to division by
using fewer steps, as shown at the top of the shaded passage on page 169.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 189

Teaching guidelines
Show on the board that 6 150 ÷ 73 can be calculated in three steps only, as shown in the
shaded passage, but tell learners that when they do division they may use more steps if
they need to. They should, however, try to use as few steps as possible.
Let learners then do questions 1 to 6. Learners who struggle to get started with question 1
may be helped by suggesting that they think of sharing R950 fairly between 64 people, or
that they ask themselves how many chickens at R64 each can be bought with R950.
Thinking about a real situation (grouping or sharing) may help them to form ideas of what
computational steps they may take.
Learners may sometimes “overshoot”, i.e. choose a Calculating 950 ÷ 64:
number that is too big for their answer.
10 × 64 = 640
For example, when calculating 950 ÷ 64 a learner
may add 5 × 64 = 320 in the second step. It is very 5 × 64 = 320 960
important that they do not experience this as
failure.
Reassure learners that it is not a crisis at all when Calculating 950 ÷ 64:
they overshoot, and suggest that they simply cross
the step out neatly (or erase it if they work with 10 × 64 = 640
pencils and have erasers), and take a smaller multiple 5 × 64 = 320 960
of the number they divide with. 4 × 64 = 256 896

Answers
1. (a) 14 remainder 54
(b) Learners investigate their steps and eliminate some, if possible.
(c) 64 × 14 + 54 = 950
2. (a) 89 remainder 4
(b) Learners investigate their steps and eliminate some, if possible.
(c) 64 × 89 + 4 = 5 700

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 190

Teaching guidelines
When engaging with word problems, it is critical that learners read the question carefully
and try to imagine the described situation in their minds before they decide on an
operation. A good way to nudge learners towards reading and interpreting the given
problem is to encourage them to produce an estimated answer first, before they start doing
accurate calculations or even decide on what calculations they will do.
Learners’ efforts should be directed at understanding and solving the stated problem, not
at trying to identify the correct operation as quickly as possible and applying a recipe to
execute it. In the case of problems like those in questions 4, 5 and 6, learners may even
solve the problems successfully without consciously thinking of division.
When learners try to divide by adding up multiples of the
divisor, as in the example on the right, they are sometimes Calculating 3 450 ÷ 93:
hesitant to take a next step because they are afraid they may
30 × 93 = 2 790
“overshoot” (see notes on the previous page).
? × 93 =
For example, after the first step of calculating 30 × 93,
learners may be afraid that they will “overshoot” beyond
3 450 in the next step, and hence stall.
To overcome this problem, one may perform subtraction as demonstrated in the shaded
passage to see how much of the number that is being divided still remains. (In the
traditional long division method, the remainder is actually calculated after each addition
step. This practice is introduced in Section 6.4.)
You may use any of questions 3 to 6, or a different question altogether, as an example to
explain the strategy of subtracting to establish the remainder after an addition step.
Alternatively, you may use the example in the shaded passage.

Answers
3. (a) 37 remainder 9. Use as many steps as you need.
(b) 37 × 93 + 9 = 3 450
4. 2 784 ÷ 24 = 116 computers are built in one hour.
5. 1 875 ÷ 28 = 66 remainder 27.
Peppy must wash at least 67 cars to have enough money for the skateboard.
6. 4 698 ÷ 27 = 174 boxes for each nursery school.
7. Learners use the prescribed technique to calculate. The answers are:
(a) 140 remainder 28
(b) 356 remainder 18

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 191

6.3 Practice
Teaching guidelines
Encourage learners to estimate the answers before they start to do exact calculations, and
to think logically before giving the final answer. Encourage them to check their estimates
by using multiplication before proceeding to exact calculations.

Answers
1. 3 300 ÷ 26 = 126 remainder 24, i.e. 127 loads
2. (a) 250 tiles
(b) 8 000 ÷ 248 = 32 remainder 64, so you will need to buy 33 pallets.
3. 4 752 ÷ 36 = 132 coins
4. 54 members
5. 42 players
6. (a) 42 (b) 28 (c) 85 (d) 96

6.4 The long division method

In the method that was traditionally called long division, the first step was to take a
multiple of the divisor and subtract it from the dividend, followed by another multiple of
the divisor subtracted from the first remainder. Multiples of the divisor are subtracted from
the remainders of these subtractions until a remainder equal to 0 or a remainder less than
the divisor is reached. This is shown in the top part of the shaded passage on page 172. This
is in contrast to the method described up to now in this unit, namely to add multiples of
the divisor until the dividend is reached.
Demonstrate the two different methods on the board. Use 8 649 ÷ 34 as in the shaded
passages, or (preferably) use a different example.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 192

Teaching guidelines
The first exposition in the shaded passage shows how the different methods of adding
multiples and subtracting multiples of the divisor are related.
When learners do questions 1 and 3 they should use the “shorter way of recording”
demonstrated in the shaded passage.

Answers
1. (a) 7 814 (b) 9 638
− 4 200 100 × 42 − 8 400 300 × 28
3 614 1 238
− 2 100 50 × 42 − 1 120 40 × 28
1 514 118
− 1 050 25 × 42 − 112 4 × 28
464 6 344
− 420 10 × 42
44
− 42 1 × 42
2 186

So 7 814 ÷ 42 So, 9 638 ÷ 28

= 186 remainder 2 = 344 remainder 6

2. (a) 100 × 42 = 4 200 4 200

50 × 42 = 2 100 6 300
25 × 42 = 1 050 7 350
10 × 42 = 420 7 770
1 × 42 = 42 7 812 7 814 − 7 812 = 2
186 × 42 = 7 812
So, 7 814 ÷ 42 = 186 remainder 2

(b) 300 × 28 = 8 400 8 400

40 × 28 = 1 120 9 520
4 × 28 = 112 9 632 9 638 − 9 632 = 6
344 × 28 = 9 632
So, 9 638 ÷ 28 = 344 remainder 6
3. (a) 52 (b) 145 (c) 58 (d) 233

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 193

Mathematical notes
This traditional format for recording division has practically disappeared from
computational practice all over the world. If learners do use it, encourage them to fill in
the explanations too, with a view to sustain understanding.

Mathematical background
Multiplication and division are applicable in the following two kinds of situations:

Examples of questions
Additive situations, in which a whole quantity 430 packets of sugar weigh 400 g
can be considered to be made up of equal parts. each.
Example: How much sugar is this in total?
A consignment of sugar is packaged into a number (430 × 400)
of packets of equal mass.
Situations like this can be described with a number 1 200 kg sugar is packaged in
sentence of the form: packets of 400 g each.
number of parts × size of each part = total quantity, How many packets are there?
or (1 200 ÷ 400, grouping)
number of parts × value of each part = total value.
The “value of each part” is normally called the 1 200 kg of sugar is packed into
rate. 400 equal packets.
The number of parts can be a whole number or a How much sugar is in each
fraction. packet?
(1 200 ÷ 400, sharing)
Multiplicative situations, in which one A house is 20 times as high as the
quantity can be considered as an enlargement drawing of the house on a
(“stretching”) or reduction (“shrinking”) of building plan.
another situation. How high is the house if the
Example: a scale drawing of a building. drawing is 9 cm high? (20 × 9)
Situations like this can be described with a number How high is the drawing if the
sentence of the form: house is 240 cm high? (240 ÷ 20)
size of one object × scale factor (ratio) = size of
another object The height of a drawing of a
house is 15 cm and the actual
house is 240 cm high. What is
the scale factor of the drawing?
(240 ÷ 15)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 194

6.5 Practice
Teaching guidelines
Encourage learners to estimate the answers before they start exact calculations for
questions 1 to 6. This will help them to read the questions properly before they start to
do calculations.
Encourage learners to check their estimates by using multiplication before proceeding
to exact calculations.

Answers
1. (a) 223 bundles
(b) 104 books
2. 150 000 ÷ 100 = 1 500 cups
3. (a) 100 ml milk
(b) 25 ml chocolate powder
(c) 375 ml
4. 12 blocks for the length and 12 blocks for the width
5. (a) 12 rows and 12 tiles in one row
(b) 1 400 − 144 = 1 256 tiles
(c) 157 rows
6. (a) 12 rows
(b) 5 layers

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 195

6.6 Dividing with the calculator
Teaching guidelines
It is critical that learners accept personal responsibility for the correctness of answers, even
when they use a calculator. In fact, it is critical that they take note of the numbers involved
in calculations, and do not just type in digits and operation signs.
Let them do the calculations for question 1; then spend time with the whole class on
discussing ways in which the answers can be checked. One obvious way is to multiply the
answer with the divisor (
1. (a) 21 (b) 27 (c) 412
(d) 416 (e) 817 (f) 81
2. Estimates will differ. Example:

Calculation Mental estimation Calculator answer

6 804 ÷ 324 6 000 ÷ 300 = 20 21

4 248 ÷ 236 4 000 ÷ 200 = 20 18

675 ÷ 15 700 ÷ 20 = 35 45

3 584 ÷ 32 3 500 ÷ 35 = 100 112

5 705 ÷ 163 5 000 ÷ 200 = 25 35

5 781 ÷ 47 6 000 ÷ 50 = 120 123

8 118 ÷ 66 8 000 ÷ 50 = 160 123

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 196

6.7 Broken keys: estimate and improve
Mathematical notes
The “estimate and improve” method for doing division, as described in the shaded
passage, is also used in solving number sentences. See, for example, pages 345 and 346 of
the Learner Book.

Answers
Learners’ estimates will differ. The final answers are:

1. 67 2. 58 3. 43
4. 79 5. 79 6. 234

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 197

Grade 6 Term 2 Unit 7 Decimals
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 Fifths and tenths and hundredths Measuring lengths in fractional units 177 to 178
7.2 A different notation for fractions Being introduced to decimal notation 179 to 181
7.3 Place value parts and number names Writing decimal numbers in place value parts 181 to 182
7.4 Counting in tenths in both notations Developing number sense for decimals by counting in tenths using both 183 to 185
notations
7.5 Counting in hundredths in both Developing number sense for decimals by counting in hundredths using 185 to 187
notations both notations
7.6 From fractions to decimals to fractions Converting between notations 187 to188
7.7 Comparing decimals Understanding the place value of digits in decimals 188 to189
7.8 Reading scales Reading scales to promote understanding of the place value parts of 190 to 191
decimals
7.9 Addition of decimals Adding decimals by breaking up numbers into place value parts 191 to 193
7.10 Subtraction with decimals Subtracting decimals by breaking up numbers into place value parts 194 to 195
7.11 Problem solving with decimals Solving word problems with decimals 196
7.12 Using the calculator to understand Using calculators to promote understanding of decimal notation 197 to 199
decimals

CAPS time allocation 10 hours

CAPS page references 16 to 17 and 252

Mathematical background
Fractions can be represented in different ways: in words, in common fraction notation, in decimal notation, and in percentage notation. For example,
7 2 8 28
“7 twenty-fifths” can be represented as 25 or as 0,28 (which is the decimal notation for 10 + 100 ) or as 28%, which means 100 .

Resources
Cardboard Yellowsticks and Greysticks; calculators

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 198

7.1 Fifths and tenths and hundredths
Teaching guidelines
This section takes learners back to the concept of equivalent fractions. Learners will
focus mainly on tenths, hundredths and fractions that can easily be expressed as tenths
and/or hundredths. Without a conceptual understanding of equivalent fractions, learners
may struggle to understand decimals and percentages.
Remind learners of the work they did in Term 1 Unit 4, Section 4.2 where they measured
lengths accurately with Yellowsticks. Now get learners to work with the longer Greysticks,
each of which can be divided into equal parts as small as hundredths.
Point out to learners that the questions in Section 7.1 refer to the rulers on the following
page in the Learner Book. We suggest that you let learners work in pairs so that they can
have one textbook open on page 177 and the other on page 178.

Notes on questions
Question 9 requires learners to add fractions. In order to do this, the fractions must be
expressed in the same unit. If they are not expressed in the same unit, learners must
convert them to an equivalent form first. It is therefore vital that learners understand the
concept of equivalent fractions, as it will assist them in adding and subtracting fractions
with different denominators.

Answers
1. Greystick A: tenths; Greystick B: fifths; Greystick C: twentieths
2. 7 tenths; 14 twentieths; 35 fiftieths; 70 hundredths
3. Fiftieths
4. Hundredths
5. 38 fiftieths; 76 hundredths
6. 6 tenths; 60 hundredths; 3 fifths
7. (a) 4 tenths (b) 6 tenths
(c) 4 tenths (d) 1 tenth
8. (a) 40 hundredths (b) 60 hundredths
9. (a) 130 hundredths (b) 28 hundredths
(c) 108 hundredths (d) 143 hundredths
(e) 1 272 hundredths

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 199

Mathematical notes
Note that here learners also work with denominators that are factors of 100. This may
develop and further improve learners’ understanding when working with percentage
notation and decimal notation of fractions.

Teaching guidelines
Finding equivalent fractions often involves subdividing fractional parts into smaller parts
and then renaming them.
Greysticks are used to measure different lengths in various units and are thus divided
into various fractional parts. As with finding equivalent fractions, these parts must then be
named according to the number of subdivisions they have. Ask learners how they would
express the length of a Greystick. Also ask them: “How do we name a fraction?” to make
the function of the denominator, i.e. the unit of the fraction, clearer.
In this section, learners gain practical experience in expressing the same quantity in
different units, i.e. the very essence of equivalence. Learners have the opportunity to learn
through experience that 5 tenths, 10 twentieths, 50 hundredths and 1 half all are
equivalent. One half (12 ) is a particularly useful fraction as it can be used to estimate lengths
visually. Any fraction can then be compared to a half to establish its relative size, i.e. is it
greater or smaller than 12 . Therefore, 25 25 22 20
48 is more than 50 , and 40 is more than 40 .

Possible misconceptions
Make sure learners understand the difference between “hundreds”, i.e. 200, 300, 400, etc.,
2 3 4
and “hundredths”, i.e. 100 , 100 , 100 , etc. You can achieve this by stressing the last sounds
of each word. Apart from “halves” and “quarters”, the names of fractions, i.e. “small
parts”, are very obvious and meaningful. For example, if there are 16 equal parts, then we
are working with “sixteenths”.

Notes on questions
If time permits, ask learners to estimate or measure the length and breadth of a page from
their textbooks using Yellowsticks and Greysticks. Ask learners to measure the length of a
Greystick using Yellowsticks.
At this point, do not encourage learners to use rulers as the aim is not so much about
measuring accurately; it is about learners getting used to the meaning of fractions.
However, centimetres are hundredths of a metre and will therefore play a more important
role at a later stage.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 200

7.2 A different notation for fractions
Mathematical notes
The decimal notation of a fraction is an extension of the place value notation for whole
numbers. For example: 500,46 = 500 + 0,4 + 0,06 (5 hundreds + 4 tenths + 6 hundredths).
It is important (and useful) to realise that 46 hundredths is equal to 4 tenths plus
6 hundredths.
Before fractions can be written as decimals, they need to be converted to tenths,
hundredths, thousandths, etc.

Teaching guidelines
Now that learners are more comfortable working with tenths and hundredths, they can
learn how to write these fractions in a different notation. For example, learners are told
3
that 210 can be written as 2,3, and 112 can be written as 1,5. Encourage learners to figure
out how this new notation works, i.e. one tenth is 0,1 and two tenths is 0,2. Ask them to
discuss in pairs why 112 can be written as 1 and 5 tenths. Get feedback from several pairs of
learners before you look at the text alongside the summary bar (i.e. the vertical brown line)
on page 179.
3 6
Questions 3 and 4 show that the marks 10 and 10 can also indicate 15 30
50 and 50 when every
unit of measurement has been subdivided.

Answers
1. The 3 in 2,3 denotes tenths. Before fractions can be written as decimals, they need to
be converted to tenths, hundredths, thousandths, etc. Thus 112 = 1105
; therefore it is

written as 1,5 and not as 1,1.

4
2. (a) Red strip: 110 or 1,4 of a Yellowstick

(b) Green strip: 115 or 1,2 of a Yellowstick

3. Divide each of the ten equal parts into five equal parts.
4. Divide each of the ten equal parts into ten equal parts.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 201

Notes on questions
A zero as last digit does not influence the value of a decimal: for example 1,7 = 1,70

Answers
76 38
5. (a) 100 ; 50
(b) 0,76
6. (a) 0,7 (b) 0,72
(c) 3,07 (d) 1,7
(e) 0,03 (f) 2,7
57 3
7. (a) 2100 (b) 10
4 3
(c) 1100 (d) 100
3 30 22
(e) 510 (or 5100 ) (f) 1100
43 57
8. (a) 100 ; 0,43 (b) 100 ; 0,57

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 202

Answers
52 23 25 1
9. (a) 100 ; 0,52 (b) 100 ; 0,23 (c) 100 (4 ); 0,25
50 1 7 43
10. (a) 100 (2 ); 0,5 (b) 100 ; 0,07 (c) 100 ; 0,43
26 29 45
11. (a) 100 ; 0,26 (b) 100 ; 0,29 (c) 100 ; 0,45

7.3 Place value parts and number names

Teaching guidelines
Demonstrate on the board that a number written in decimal notation can also be written
in expanded notation, just like whole numbers. You may use the example given in the
shaded passage.
In questions 1 and 2 learners need to refrain from reading the decimal part in 356,72 as
“seventy-two”. It should be read as “seven tenths and two hundredths” or “seventy-two
hundredths” or “seven two”.

Answers
1. Three hundred and fifty-six comma seven two
2. (a) Simon is not correct, but three hundred and fifty-six and seventy-two hundredths
would be correct.
(b) The digits 7 and 2 after the comma denote tenths and hundredths, not tens and
units.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 203

Teaching guidelines
Demonstrate to learners that when a number is expressed in the decimal notation, the
place value parts include tenths and hundredths along with units, tens, hundreds,
thousands, etc. You may use the example in the shaded passage and/or other examples.

Answers
3. (a) Three hundred and sixty-two comma seven four
7 4
300 + 60 + 2 + 10 + 100

(b) One thousand two hundred and eight comma five

5 0
1 000 + 200 + 8 + 10 (+ 100 in case the 0 is a significant digit)

(c) Seventy comma three six

3 6
70 + 10 + 100

(d) One hundred and fifty-four comma one two

1 2
100 + 50 + 4 + 10 + 100
(e) Five hundred and ninety-two comma zero four
4
500 + 90 + 2 + 100
(f) Seven hundred and thirty-five comma eight three
8 3
700 + 30 + 5 + 10 + 100

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 204

7.4 Counting in tenths in both notations
Notes on questions
It is important for learners to realise that 10 tenths is the same as 1 (one whole).
Question 2(a) illustrates this in a different way. If all the parts are present, we have one
whole: 20 twentieths is one unit; 40 twentieths is two units; 83 twentieths would be four
units plus another 3 twentieths.
In question 2(b) learners are required to break up a number: 10 − 0,1 is (9 + 10 1
10 ) − 10 .
In question 4 learners work with mixed numbers and improper fractions.

Answers
4 5 6 7 8 9 1 2 3
1. (a) 10 ; 10 ; 10 ; 10 ; 10 ; 10 ; 1; 110 ; 110 ; 110

(b) 0,4; 0,5; 0,6; 0,7; 0,8; 0,9; 1; 1,1; 1,2; 1,3
2. (a) 1 (b) 9,9
3. (a) 99,8; 99,9; 100; 100,1; 100,2; 100,3; 100,4; 100,5; 100,6; 100,7
(b) 11,1; 11; 10,9; 10,8; 10,7; 10,6; 10,5; 10,4; 10,3; 10,2
(c) 9,2; 9,0; 8,8; 8,6; 8,4; 8,2; 8,0; 7,8; 7,6; 7,4
(d) 11,8; 12; 12,2; 12,4; 12,6; 12,8; 13; 13,2; 13,4; 13,6
(e) 5,1; 4,9; 4,7; 4,5; 4,3; 4,1; 3,9; 3,7; 3,5; 3,3
(f) 3,0; 2,7; 2,4; 2,1; 1,8; 1,5; 1,2; 0,9; 0,6; 0,3
5 6 7 8 9
4. (a) 10 (b) 10 (c) 10 (d) 10 (e) 10

(f) 10
10 or 1
1
(g) 110 or 11
10
2
(h) 110 or 12
10
3
(i) 110 or 13
10
4
(j) 110 or 14
10

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 205

Mathematical notes
Apart from having to place the given numbers correctly on the number line, question 6
may provide learners with the sense that there may be many numbers between any two
whole numbers. This awareness will become very important when they engage with
mathematics at higher levels in higher grades.

Answers
5. (a) 0,3 (b) 0,5 (c) 0,6 (d) 0,7
(e) 0,8 (f) 0,9 (g) 1,0 (h) 1,1
(i) 1,2 (j) 1,3 (k) 1,4

6.

0 0,3 0,75 0,9 1 1,2 1,5 2

7. (a) 0,8; 1,0; 1,2; 1,4; 1,6; 1,8; 2,0; 2,2

(b) 1,2; 1,5; 1,8; 2,1; 2,4; 2,7; 3,0; 3,3
(c) 1,6; 2,0; 2,4; 2,8; 3,2; 3,6; 4,0; 4,4
(d) 2,0; 2,5; 3,0; 3,5; 4,0; 4,5; 5,0; 5,5
(e) 2,4; 3,0; 3,6; 4,2; 4,8; 5,4; 6,0; 6,6

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 206

Notes on questions
Question 8(b) gives learners the opportunity to reason as they would when performing
grouping as a form of division. For example: “How many . . . in . . . ?”

Answers
8. (a) 0,8; 1,0; 1,2; 1,4; 1,6; 1,8; 2,0; 2,2
(b) 5
(c) 1,2; 1,5; 1,8; 2,1; 2,4; 2,7; 3,0
(d) 1,2; 1,6; 2,0; 2,4; 2,8; 3,2; 3,6; 4,0; 4,4
(e) 5
(f) 1; 1,5; 2,0; 2,5; 3,0; 3,5; 4,0; 4,5; 5,0; 5,5
(g) 1,2; 1,8; 2,4; 3,0; 3,6; 4,2; 4,8; 5,4; 6,0; 6,6

7.5 Counting in hundredths in both notations

Notes on questions
Questions 2(b) and (c) are exactly the same, but the answers must be expressed in the same
format as the questions. These different formats stimulate learners’ different thinking
processes.

Answers
4 5 6 7 8 9 10 11 12 13
1. (a) 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100
(b) 0,04; 0,05; 0,06; 0,07; 0,08; 0,09; 0,1; 0,11; 0,12; 0,13
15 20 25 30 35 40 45 50 55 60
(c) 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100 ; 100
2. (a) 20
99
(b) 100
(c) 0,99

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 207

Possible misconceptions
Although the questions require learners to write the next ten numbers, it is important that
they also count beyond the next ten; or only from 1 to 2, to 3 (if counting in 0,1s). We do
not want to confuse them into thinking that the tenth point is the “end point”.

Answers
3. (a) 101,02; 101,01; 101,0; 100,09; 100,08; 100,07; 100,06; 100,05; 100,04; 100,03
(b) 11,01; 11,0; 10,09; 10,08; 10,07; 10,06; 10,05; 10,04; 10,03; 10,02
(c) 9,11; 9,13; 9,15; 9,17; 9,19; 9,21; 9,23; 9,25; 9,27; 9,29
(d) 10,04; 10,03; 10,02; 10,01; 10,0; 9,09; 9,08; 9,07; 9,06; 9,05
(e) 7,22; 7,25; 7,28; 7,31; 7,34; 7,37; 7,4; 7,43; 7,46; 7,49
(f) 5,88; 5,84; 5,8; 5,76; 5,72; 5,68; 5,64; 5,6; 5,56; 5,52
4. (a) 0,75; 1; 1,25; 1,50; 1,75; 2; 2,25; 2,5
(b) 0,2; 0,25; 0,3; 0,35; 0,4; 0,45; 0,5; 0,55; 0,6; 0,65; 0,7; 0,75; 0,8; 0,85; 0,9;
0,95; 1; 1,05; 1,1
(c) 0,6; 0,75; 0,9; 1,05; 1,2; 1,35; 1,5

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 208

Answers
95 96 97 98
5. (a) 100 (b) 100 (c) 100 (d) 100
99 1
(e) 100 (f) 1 (g) 1100 (or 101
100 )
2
(h) 1100 (or 102
100 )
3 4 5
(i) 1100 (j) 1100 (k) 1100

Refer to the comment made on mixed numbers and improper fractions in Section 7.4
when learners completed a fraction diagram and counted in tenths.

7.6 From fractions to decimals to fractions

Mathematical notes
Show learners how to write 100 as a product of its factors in different ways. Factors of 100
are 1, 2, 4, 5, 10, 20, 25, 50 and 100.
For example:
• 1 × 100, 2 × 50, 4 × 25, 5 × 20, 10 × 10
• 4 × 25 can also be shown as 2 × 2 × 5 × 5 or 2 × 2 × 25

Common misconceptions
If there are fewer than 10 hundredths, learners sometimes make the mistake of omitting
the “0” that is necessary to write the number of hundredths in the correct column. For
example, question 2(h) is sometimes answered as 4,7 instead of 4,07. This is a good
opportunity to compare it with 2(b). Every 10 hundredths is one tenth. Therefore,
78 hundredths must be regarded as 7 tenths plus 8 hundredths; 7 hundredths would be
0 tenths and 7 hundredths.

Answers
1. (a) Halves, fifths, twentieths – i.e. fractions with denominators of 2s or 5s as factors.
(b) Write as an equivalent fraction with ten or hundred as the denominator.
2. (a) 2,1 (b) 5,7
(c) 4,2 (d) 0,8
(e) 124,5 (f) 17,25
(g) 23,13 (h) 4,07

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 209

Answers
2 2 7
3. (a) 3 + 10 (b) 4 + 10 + 100
5 3 3
(c) 7 + 10 + 100 (d) 10 + 2 + 100
3 2 5
(e) 50 + 10 (f) 3 + 10 + 100
2 5
(g) 50 + 6 + 10 (h) 20 + 10
7 5 8
(i) 10 + 1 + 10 + 100 (j) 10
4. (a) 9,4; 9,2; 9; 8,8; 8,6; 8,4; 8,2
4 2 8 6 4 2
910 ; 910 ; 9; 810 ; 810 ; 810 ; 810

(b) 0,6; 0,75; 0,9; 1,05; 1,2; 1,35 (counting in 0,15s)

6 75 9 5 2 35
10 ; 100 ; 10 ; 1100 ; 110 ; 1100
(Learners may also give the fractions as hundredths instead of tenths, for example:
90 9
100 instead of 10 .)

7.7 Comparing decimals

Answers
1. (a) 1. Noah Tshabalala 11,23 s (b) 1. Denise Galant 4,72 m
2. Ivan Williams 11,4 s 2. Pumla Makae 4,7 m
3. Manfred Ngcobo 11,57 s 3. Jane Sithole 4,51 m
4. Con September 11,59 s 4. Lindi Xolani 4,5 m
5. Gavin Solomon 11,63 s 5. Kato Zuma 4,23 m
6. Temba Tshembe 11,9 s 6. Nthabi Faku 4,07 m

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 210

Notes on questions
Question 2 shows that a fraction that is expressed with a longer string of meaningful, i.e.
non-zero, digits after the comma (in this case two digits), is not necessarily the biggest.
For example, 4,23 is smaller than 4,7. If all the digits to the left of the comma are equal, the
tenths are the most significant, followed by the hundredths (compared only if the tenths
are equal). In long jump or high jump, for example, a higher number indicates a longer
distance or higher height. This therefore means a good performance. On the other hand,
in a 100 m sprint, a smaller number indicates a faster time. This therefore means a better
performance.
In question 2(f), for example, possible justifications can include: “5,6 has 6 tenths, which
is more than the 5 tenths of 5,57. The fact that 5,57 has another 7 hundredths as well, is
not important, because less than 10 hundredths is less than one tenth.” You can expect
shorter, less detailed answers from learners, but use this opportunity to hold a class
discussion around this.
Question 3 also gives learners the opportunity to think about what zero means in
different positions. There are many possible answers to question 4. While there is merit in
being able to work out the number exactly in the middle of two numbers, it is not the
point of this exercise.

Answers
2. (a) 0,6 = 6 tenths and 0,06 = 6 hundredths
(b) 4,6 = 4,60 (6 tenths is the same size as 60 hundredths)
(c) 0,43 is 4 tenths + 3 hundredths, and 0,3 is 3 tenths
(d) 0,3 is 3 tenths, and 0,23 is 2 tenths + 3 hundredths
(e) 7,42 is 7 and 4 tenths + 2 hundredths, and 7,24 is 7 and 2 tenths + 4 hundredths
(f) 5,6 is 5 and 6 tenths, and 5,57 is 5 and 5 tenths + 7 hundredths
(g) 0,4 = 0,40 – i.e. they are the same, because 4 tenths is the same as 40 hundredths
(h) 3,5 is 3 and 5 tenths, and 3,45 is 3 and 4 tenths + 5 hundredths
3. (a) 3,08 No, the 0 is a placeholder for tenths.
(b) 72,40 Yes, it is not a placeholder.
(c) 20,56 No, the 0 is a placeholder for units.
(d) 2,05 No, the 0 is a placeholder for tenths.
(e) 23,60 Yes, it is not a placeholder.
(f) 0,43 Yes, it is not a placeholder.
4. (a) 4,6 (b) 3,95 (c) 7,85 (d) 14,05 (e) 0,05
5. An infinite number (take time to discuss this using a number line).

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 211

7.8 Reading scales
Mathematical notes
If learners have a good understanding of place value in decimals, they will be able to read
scales with relative ease.
In most of the questions, learners simply have to consider the number of divisions in a
unit to determine the value indicated by the arrow. In other questions, such as 2(c) and (e),
the arrow is halfway between two divisions. In this instance, learners have to decide what
the value is at that point.

Notes on questions
If we look at question 2(a), for example, learners must count into how many parts a
unit has been divided (5), and then count how many of those parts are included in the
length (2). The fraction (2 fifths) is then converted to tenths or hundredths before learners
write it in decimal notation.

Answers
1. (a) 0,4 (b) 0,8 (c) 1,1 (d) 1,6 (e) 1,9
2. (a) 0,4 (b) 0,8 (c) 1,1 (d) 1,6 (e) 1,9
3. (a) 0,4 (b) 0,8 (c) 1,1 (d) 1,6 (e) 1,9
4. (a) 0,2 (b) 0,9 (c) 1,1 (d) 1,8
5. (a) 0,3 (b) 0,7 (c) 1,2 (d) 1,6
6. (a) 0,2 (b) 0,9 (c) 1,5 (d) 1,8
7. (a) 0,05 (b) 0,5 (c) 0,75 (d) 1,75
8. (a) 2,5 (b) 2,6 (c) 3,2 (d) 3,7
9. (a) 6,2 (b) 6,5 (c) 6,7 (d) 6,95
10. (a) 9,1 (b) 9,8 (c) 10,5 (d) 10,75

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 212

Notes on questions
Question 11 (Scale D) challenges learners as it uses a measuring instrument that has not
been finely marked. Learners can mentally mark it into halves, then those halves into
quarters until a mark close enough to the value to be read is found. This is a practical way
for learners to find a number between two other numbers.
It is also a little like drawing freehand fraction d
strips. Here, line d (red letter) halves the scale and c e
has a value of 1; letter b is therefore 0,5 and letter f b f
is 1,5; letter a would then be 0,25; letter c is 0,75;
letter e is 1,25 and letter g is 1,75. a g

Scale D
Answers
11. Scale A: (a) 0,2 (b) 0,55 (c) 1,05 (d) 1,75 (e) 1,95
Scale B: (a) 0,41 (b) 1,5 (c) 2,6 (d) 3,3 (e) 4,9
Scale C: (a) 0,04 (b) 0,09 (c) 0,18 (d) 0,25 (e) 0,42
Scale D: (a) about 0,25 (b) about 0,7
(c) about 1,6 (d) about 1,9

7.9 Addition of decimals

Notes on questions
Question 1(a) is an example of how fractions with the same denominator can be added.
Question 1(b) is an example illustrating the positional notation system.

Answers
3 4 7 4 7 47
1. (a) 10 + 10 = 10 (b) 10 + 100 = 100
0,3 + 0,4 = 0,7 0,4 + 0,07 = 0,47
36 53 89 6 8 14
(c) 100 + 100 = 100 (d) 100 + 100 = 100
0,36 + 0,53 = 0,89 0,06 + 0,08 = 0,14

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 213

Notes on questions
Question 2 is not about finding the right answers as quickly as possible; it focuses on the
process of finding the answer. Learners have the opportunity to move from the powerful,
but more abstract decimal notation to the more concrete expanded notation.
In question 3 learners can count on to the following term in the chain, or subtract each
number in the chain from the next one.
Although they should not be used as a replacement for mental arithmetic, calculators
should be used here to check the answers. Learners should reflect on any errors and try to
correct them.

Answers
3 5 4 1 7 6
2. (a) 10 + 4 + 10 + 100 + 20 + 3 + 10 + 100 = 30 + 7 + 10 + 100 = 37,76
1 4 7 8 4
(b) 10 + 2 + 10 + 100 + 300 + 20 + 4 + 10 = 300 + 30 + 6 + 10 + 100 = 336, 84
5 6 7 7 2
(c) 50 + 6 + 100 + 30 + 2 + 10 + 100 = 80 + 8 + 10 + 100 = 88,72
3 7 7 7
(d) 40 + 1 + 10 + 10 + 8 + 10 + 100 = 60 + 100 = 60,07
5 4 8 6 2 9
(e) 200 + 70 + 6 + 10 + 100 + 10 + 3 + 10 + 100 + 100 + 3 + 10 + 100 =
6 9
300 + 90 + 3 + 10 + 100 = 393,69
6 6 9 2 4 3 6 4
(f) 500 + 30 + 2 + 10 + 100 + 80 + 1 + 10 + 100 + 200 + 2 + 10 + 100 + 40 + 7 + 10 + 100 =
6 6
800 + 60 + 4 + 10 + 100 = 864,66
3. (a) 0,5 (b) 0,2 (c) 0,3 (d) 0,6 (e) 0,7 (f) 0,3
(g) 1,1 (h) 0,5 (i) 0,5 (j) 1,1 (k) 1,1

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 214

Notes on questions
Work through the shaded passage in the Learner Book with the class. Using writing to keep
track, as explained in the Learner Book, is a useful method of calculation.
Estimation is also a very useful skill as it is good for learners to have an expectation of
what answer the calculator should give. For example, they should notice if the answer is
ten times bigger or smaller than their estimate.
One method of estimating addition and subtraction is for learners to look at the largest
number that will be added or subtracted – i.e. 532,66 in this case. Learners must then look
at what its largest significant place value is (hundreds) and round all numbers to that place
value before adding or subtracting – i.e. 500 + 100 + 200 + 0 = 800.
If this method is used, the estimate in question 4(a) would be: 0 + 200 + 100 + 200 = 500.
As a further refinement, learners should try to be aware of how many times they have
“given” to the total and how many times they have “taken” from the total.
Another way to estimate question 4(a) would be to say: 30 + 190 + 100 + 240 = 560. The
numbers used now are already more difficult to add mentally than when all numbers are
rounded off to hundreds.
The concept of the “most important digit” is an important one; it refers to the leftmost
non-zero digit. The further to the right a number is placed from it (and the comma), the
more insignificant it is. Rounding up 47,64 to 50, for example, means that the 7, the 0,6
and then the 0,04 are less and less important.

Answers
4. (a) 34 + 190 + 100 + 240 = 560
(b) 561,91

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 215

7.10 Subtraction with decimals
Mathematical notes
The method used and explained in this section is an extension of what was covered in
Term 1 Unit 3, Section 3.7, i.e. subtraction of whole numbers.
It is extremely important that all learners understand the explanation of this approach.
In this example we start working with the digits with the lowest place value. This
allows learners to rewrite the place value parts where difficulties arise. If we look at
5 2 2
the second example where 100 must be subtracted from 100 , the 100 is rewritten as
12 10 1 6 5
100 . The extra 100 (10 ) is taken from the tenths. The 10 is then also rewritten as 10 ,
which becomes 15 10 9
10 , with the extra 10 taken from the units. This is because 10 had to
6
be subtracted from 10 , etc.

Answers
1. (a) 3,12 (b) 1,89 (c) 3,44 (d) 3,15

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 216

Mathematical notes
Consider the challenging example given in question 2: 34,62 − 27,95. Working from the
right, each digit in 34,62 will have to be rewritten. In other words, it should be expressed
as: 2 tens + 13 units + 15 12
10 + 100 . In this way, all the digits are equal to or bigger than the ones
that are to be subtracted from them.
Working backwards to confirm our method, we find 12 hundredths. This can be seen as
2 hundredths + 1 tenth. If we add the tenth to the 15 tenths, we have 16 tenths. That can
be seen as 6 tenths + 1 unit, giving us a total of 14 units. That can be seen as 4 units and 1
ten, leading us to a total of 3 tens again.

Notes on questions
The purpose of question 3 is not to do the actual subtraction; the focus is on rewriting the
number so that subtraction can be done conveniently.

Answers
15 12
2. 20 + 13 + 10 + 100

(20 + 10) + 3 + ( 10 5 10 2
10 + 10 + 100 ) + 100

6 2
= 30 + 4 + 10 + 100

3. 600 + 100 + 11 + 12 14
10 + 100

4. (a) 50 − 20 = 30 (b) 350 − 200 = 150

(c) 550 − 240 = 310 (d) 570 − 290 = 280
5. Question 4(d)
6. (a) 31,34 (b) 148,1
(c) 308,22 (d) 282,57

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 217

7.11 Problem solving with decimals
Mathematical notes
By now, learners should be used to fractions as units of measurement. In this section
1
we will illustrate how fractions and metric units are linked, i.e. 1 mm is 1 000 m and 1 cm
1 1 1
is 100 m. It therefore also follows that 1 mm is 10 of a centimetre. 1 decimetre is 10 of a metre
(decimetres are not commonly used). So, for example: 28,73 cm = 287,3 mm = 0,2873 m.
1
Also, 1 m is 1 000 km. Therefore, 28,73 cm will be 0,0002873 km.

Notes on questions
Question 1(c) shows learners the basics of ratio. Question 2 again demonstrates that the
smaller number is sometimes better, and question 3 teaches learners how to make sense of
raw data.

Answers
1. (a) 0,03
(b) The instructions would be: 3 ÷ 100 =
(c) 6 mm
2. Julius won by 0,57 s.
3. (a) 250 g
(b) 2,5 g
(c) R0,35 or 35 c
4. 10,53 km

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 218

7.12 Using the calculator to understand decimals
Teaching guidelines
On most basic calculators it will be sufficient to press the “+” key once before starting to
repeatedly press the “=” key. Generally speaking, pressing the “=” key on a basic calculator
means that the last instruction must be carried out again.
Instead of pressing the “=” key again, learners can type in another number and then “=”.
The operation will then be performed on the number that was just entered.
Different calculators perform in different ways. If learners type “50 + 1 =” on some
calculators, then “=” would cause “+ 1” to be repeated. If learners had to type “2 × 50 =”
then “=” would cause “2 ×” to be repeated.
Common calculators are designed to do common calculations as conveniently and
quickly as possible, and possibly to repeat them.
Scientific calculators, however, allow for longer calculations. If learners press the “=” key
after the answer has been displayed, the display stays the same.
Another important difference between common and scientific calculators is that when
typing in “212 + 10%”, for example, the common calculator assumes that it needs to add
10% of 212. The more “literally-minded” scientific calculator would interpret those keys as
“212 + 0,1”.

Answers
1. The calculator counts in 0,1s: 0,1; 0,2; 0,3; ...

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 219

Notes on questions
Question 2 can be found by pressing “20,1 + 0,3 =”, followed by “=” again. Question 3(b)
assumes that (a) has already been completed satisfactorily. The current sequence is then
interrupted to enter the new number, on which the same operation is to be repeated.
Although 3(d) is more focused on getting learners to think and not simply to arrive at a
specific answer, it shows them that an operation that takes ten repeats to change the units
will have to be repeated many, many, many times to change the digit in the hundred
thousands place value position (hundred thousand × more than ten times, to be exact).
Question 4 affords learners the opportunity to recognise their own reasoning – learners
who are successful in “shooting down” the digits generally have a good understanding of
place value. However, learners who are less successful need to be given more time to work
through the questions.

Answers
2. 20,4; 20,7; 21; 21,3; ...
3. (b) The digit after the comma is the one that changes, then it is the unit that changes,
and then it immediately goes back to the tenth again: 11111,21; 11111,31;
11111,41; 11111,51; 11111,61; 11111,71; 11111,81; 11111,91; 11112,01;
11112,11; 11112,21; ...
4. (a) 74 653 − 4 000 = 70 653; subtract 4 000 to “shoot down” 4.
(b) Subtract 600; then 70 000; then 50; then 3.
(c) For 6, subtract 60 000; for 7, subtract 7 000; for 4, subtract 400; for 5, subtract 50;
for 2, subtract 2; for 1, subtract 0,1; for 3, subtract 0,03 (any order is acceptable).
(d) This number contains all the numbers between 1 and 8 in a variety of orders. Start
by “shooting down” 1, then 2, and so on. Subtract 100; then 0,2; then 300 000;
then 4 000; then 50 000; then 60; then 0,07; then lastly, 8.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 220

Mathematical notes
Question 5 illustrates the power of the place value system and can help learners by getting
them used to the proportions involved. It also helps them to improve their estimation
skills.
Multiplying and dividing by powers of ten are some of the easiest mental arithmetic
operations in base 10. In fact, such calculations have become so entrenched in us (also
through metric conversions) that we sometimes forget that the similarity in appearance
between 255 and 2,55 is merely because of the convention we follow. The reason why we
are multiplying or dividing by ten is simply because we work with a base 10 system. It may
also be useful to expand a number to illustrate what happens. Have a look at this
multiplication in expanded notation:

123,45 × 10
= (1 × 100 + 2 × 10 + 3 × 1 + 4 × 0,1 + 5 × 0,01) × 10
(now each part gets multiplied by 10)
= 1 × 1 000 + 2 × 100 + 3 × 10 + 4 × 1 + 5 × 0,1
= 1234,5

Answers
5. It seems as if the position of the decimal comma (or decimal point) moves to the right.
Do not teach this as a method. Each time you press “=”, the number becomes ten
times bigger.
6. 3843.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 221

Grade 6 Term 2 Unit 8 Capacity and volume
Learner Book Overview
Sections in this unit Content Pages in Learner Book
8.1 The difference between capacity Volume measures the amount of space the material of an object or liquid fills up; 200 to 202
and volume capacity is the space that is available inside a container
8.2 Containers and measurements Measuring volume with containers with different shapes 203 to 207
8.3 Work with different units of Working with and converting between millilitres (ml), litres (ℓ) and kilolitres (kl) 208 to 211
measurement

CAPS time allocation 5 hours

CAPS page references 26 and 253 to 256

Mathematical background
This unit will enable learners to:
• look at a quantity of a substance and give a reasonably good estimate of its volume
• estimate using the standard units for measuring volume (of which millilitres and litres are the most common).
Learners will also get to explore how differently shaped or sized containers may or may not have different capacities, or may seem to contain different volumes
of liquid. This unit, most importantly, assists learners in attaching meaning and context to situations involving volumes and volume scales.

Resources
Measuring jug or measuring cylinder; some coarse sand; gravel; rice grains or dried beans; volume scales; various kinds of measuring containers, for example
syringes, measuring jugs, etc.; measuring spoons and measuring cups; unusually shaped, clear plastic bottles; marking pen

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 222

8.1 The difference between capacity and volume
Mathematical notes
Capacity is the maximum volume that a container can hold. Air automatically fills a
container to its full capacity. The volume of air is the full capacity of the container.
When we deal with water (and other liquids) we can fill a container half-full, three-
quarters full or right up to its capacity with liquid. In each case, the liquid has a certain
volume. If you work with powders such as flour or salt, capacity and volume work as they
do for liquids.
What about the volume of any solid? In Grade 5 learners worked with centimetre cubes
and they found the volume of blocks with straight sides. However, the potato in the
picture does not have straight sides. You could cut the potato into centimetre cubes and
count the cubes to get an estimate of the volume. The picture shows a much easier way of
finding the volume. The potato pushes aside its own volume of water and we can measure
that volume on the jug’s scale.

Teaching guidelines
The scale on the jug goes up to 500 ml. Remind learners that one millilitre is the same
volume as one cubic centimetre.
Be attuned to how the same volume of water can look different (e.g. have different
depths) in different containers. Different amounts of water may also have the same depth
in different containers.

Notes on questions
Question 1 offers a good way to gauge how learners think. The correct answer is not the
goal here. Potatoes have different volumes, so ask learners to think about some objects that
are about the same volume, for example a small fruit juice box (250 ml) or a cooldrink can
(340 ml), or a litre carton of milk (1 000 ml).
Ask learners to look closely at the left side scale on the jug to answer question 2. The
added millilitres of the potato have pushed the water up to 450 ml. So, if we work out how
many extra millilitres have been pushed up, we say: 450 ml − 275 ml = 175 ml. Learners
may ask: “Why are there two scales on the jug?” The scale on the right is in “imperial units”,
the units used in the United States of America.

Answers
1. Learners make an estimate.
2. 175 ml

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 223

Answers
3. The wide bottle had 60 ml of oil and has lost 20 ml that went into the narrow bottle.
The wide bottle, therefore, has 40 ml of oil.
4. The capacity is 120 ml, as is stated in the shaded passage.
5. You need another 80 ml to fill it up to 120 ml.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 224

Teaching guidelines
Question 8 is a practical activity. You will need a measuring jug or measuring cylinder. You
can find large measuring cylinders in the science kits that are supplied to schools. You will
also need some coarse sand, gravel, rice grains or dried beans. (See “Answers” below for
further guidelines.)

Answers
6. Consider learners’ answers as they will vary: Glass A is about half-full, so the answer is
50 ml; Glass B contains about 90 ml juice; Glass C contains about 30 ml juice.
7. The scales on the glasses on page 212 of the Learner Book, repeated below, show
volumes of A: 51 ml; B: 91 ml and C: 31 ml.

8. (a) Pour water into the measuring jug or cylinder so that it is about 23 full. Ask a
learner to read the water level on the scale, and then write the reading on the
board.
(b) Although the Learner Book suggests using sand, you can also use alternative
materials such as gravel, dried rice or beans – whatever is more accessible to you.
Pour the gravel, dried rice or beans into a learner’s hand and ask the learner to
estimate the volume. Then record the estimated volume.
(c) The learner puts all the gravel, beans or rice into the water and reads the new
water level on the scale. Subtract the old reading from the new reading: the
difference is the volume of the gravel, beans or rice. Ask the class if this volume is
close to the estimate.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 225

8.2 Containers and measurements
Mathematical notes
It is important that by now learners should have an understanding of the three common
units for measuring volume, i.e. millilitres (ml), litres (ℓ) and kilolitres (kl).
In this section specifically, learners get to practise reading volume scales on various kinds
of measuring containers, for example syringes, measuring jugs, etc. They will also work
with measuring spoons.

Teaching guidelines
Make sure that in your teaching you focus on:
• how big millilitres, litres and kilolitres are
• how to use the scale factor of 1 000 – i.e. 1 000 ml = 1 ℓ; 1 000 ℓ = 1 kl
• the fact that the volume scale, unlike the length scale, on each container is
different for each shape of container.
Explain to learners that on a ruler, the gaps (intervals) between centimetre marks are
always the same on all rulers. A short, wider container, however, will have millilitre marks
close together and a tall, narrow container will have its millilitre marks widely spaced.
Questions such as: “What is the capacity of a bath in kilolitres, litres or millilitres?” are
useful, and answers such as “100 kilolitres”, “1 000 litres”, etc. can be assessed by referring
to suitable reference units. However, questions such as “1 000 litres – how many bucketsful is
that?” or “Can a kilolitre fit in a bath?” would help to develop learners’ sense of scale of the
three units. Developing learners’ sense of different volume amounts (How much is
1 000 litres?) is important.

Answers
1. (a) There are 1 000 millilitres in a litre. A kilolitre has 1 000 litres, thus a kilolitre has
1 000 × 1 000 millilitres, or 1 000 000 (one million) millilitres.
(b) 0,5 kilolitre is 0,5 × 1 000 litres, which is 500 litres.
(c) 0,1 kilolitres is 0,1 × 1 000 litres. Every litre is 1 000 millilitres, so 0,1 kilolitres is
0,1 × 1 000 × 1 000 millilitres, which is 0,1 × 1 000 000 millilitres, which is
100 000 millilitres.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 226

Notes on questions
It is very important to remind learners that the pictures in question 3 do not show the
actual sizes of the syringes. For example, syringe B is actually much smaller than syringe C.

Answers
2. (a) The capacity is 5 ml, as shown on the scale, but it might be able to hold more than
5 ml of liquid if you pull the plunger far enough back.
(b) It seems that there is 2,5 ml to 3 ml of medicine in the syringe.
3. Syringe A: 14 ml (The gaps or intervals on the scale are each 2 ml.)
Syringe B: 114 ml (The gaps or intervals on the scale are each 14 ml.)
Syringe C: 13 ml (The gaps or intervals on the scale are each 1 ml.)
Syringe D: 412 ml (The gaps or intervals on the scale are each 12 ml.)

4. (a) A: 20 and 15 ml; B: 2 ml; C: 20 and 10

1
ml; D: 6 ml

(b) Syringe A: 20 (and 15 ) − 14 ml of medicine already in the syringe = 6 (and 15 ) ml

Syringe B: 2 ml − 114 ml = 34 ml
Syringe C: 21 ml − 13 ml = 8 ml
Syringe D: 6 ml − 412 ml = 112 ml
(c) Syringe A, because it contains 14 ml.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 227

Notes on questions
An excellent enrichment activity would be to source a variety of unusually shaped, clear
plastic bottles and ask learners to draw how they think the volume scales for each one may
look. For example, a bottle that is ball-shaped (spherical) will have scale lines far apart near
the bottom and neck or mouth, while the lines will be closer to each other near the
“waist”.
Ask learners to look carefully at the cups; they all have the same capacity of slightly more
than 500 ml. However, they are not all the same shape. Now ask learners to describe the
differences between the markings on the scales. (Answer: The gaps between the markings
are the same for the cups that have vertical sides, but the gaps for the cone-shaped cups
vary – the gaps are bigger near the bottom and narrower near the top.)

Answers
5. (a) Volume of liquid is about 190 ml, while the cup’s capacity is slightly more than
500 ml.
(b) Volume of liquid is about 420 ml, while the cup’s capacity is slightly more than
500 ml.
(c) Volume of liquid is about 280 ml, while the cup’s capacity is slightly more than
500 ml.
(d) Volume of liquid is about 350 ml, while the cup’s capacity is slightly more than
500 ml.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 228

Possible misconceptions
Some learners will struggle to predict how volume scales will look in differently shaped
bottles. This is not surprising as learners have to think of two measurements at the same
time. One measurement is the area of the base of the container; the other is the height of
the liquid. Wide containers have a large base area and narrow containers have a small base
area. If the base is large, a volume of 100 ml of liquid, for example, will not go very high.
However, if the base area is small, 100 ml of liquid will have to rise higher. See the answer
to question 6 below.
Get learners to add equal amounts of water (say 20 ml each time) to a wide container and
a narrow container. Then let them mark each successive water level on the side of the
container with a marking pen.

Answers
6. If the intervals or gaps between marks on the cone-shaped cup were equally spaced,
you could not measure accurately with such a scale. The green cone slices in the
picture show what would happen: the slices are equal in thickness but not equal in
volume. The slices near the top have more volume than the slices at the bottom. So the
marks must be at greater spacing (i.e. wider intervals) near the bottom, to ensure that
the bottom slices have the same volume as the top slices. Ask learners to imagine
slicing the left 500 ml cup they see on this page. Each slice must have a volume of
100 ml. The bottom slice must be thicker than the top slice.
7. (a) Learners can suggest the following: Use the 15 ml spoon twice; use the 7,5 ml
spoon four times; use the 5 ml spoon six times; use the 2,5 ml spoon 12 times; use
the 1,5 ml spoon 20 times. (However, seeing that this is medicine and one would
want to measure the prescribed dosis as accurately as possible, it would be best to
use the 15 ml spoon twice. It would also be the quickest way.)
(b) Learners can suggest the following: Use the 15 ml and the 5 ml spoon; use the
7,5 ml spoon twice, and then use the 5 ml spoon.
(c) Use the 7,5 ml and the 2,5 ml spoons.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 229

Answers
8. Ten tablespoons will be 150 ml of water and 20 tablespoons will be 300 ml of water,
so the answer must lie between 10 and 20 tablespoons. Let’s try 15 tablespoons:
15 ml × 15 = 225 ml. We are now getting closer to 250 ml! Let’s add one more
tablespoon: 225 ml + 15 ml = 240 ml. Now we need only another 10 ml and that is
about 23 of a tablespoon. The answer, therefore, is 16 and 23 tablespoons.
An approximated answer would be 17 tablespoons.
9. (a) 500 ml (b) About 410 ml (c) 300 ml
(d) About 270 ml (e) About 170 ml (f) About 170 ml
10. Learners must draw the following containers:
(a) Two containers with the same height, but one container will be wider than the
other. This means, therefore, that it will have a bigger capacity.
(b) One container must be taller and narrower than the other. Though it is taller it is
also narrower, and the narrowness compensates for the greater height.
11. Yes, an empty container is an object with its own volume, like a potato. Ask learners to
imagine a clay cup with very thick walls and a bottom. All the clay that was used to
make the cup has a volume. You can measure the volume of the cup in a larger
container, using the same method as with the potato at the beginning of this unit.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 230

8.3 Work with different units of measurement
Mathematical notes
This section consolidates learners’ sense of how big the different units of volume are.
Learners need to have a feel for the quantities we measure in millilitres, litres and kilolitres.
Learners will be given plenty of exercise in converting measurements between these
three units.

Teaching guidelines
We know that learners are beginning to grasp the concept of volume when they can
estimate measurements of volume. To help develop their understanding further, keep
using real-life examples of volume measurements.

Answers
1. (a) millilitres – i.e. ml
(b) millilitres – i.e. ml
(c) litres – i.e. ℓ
(d) litres – i.e. ℓ
(e) kilolitres – i.e. kl
(f) millilitres – i.e. ml

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 231

Answers
2. (a) Four cups of 250 ml will give me 1 ℓ, so for 5 ℓ I need five times that amount,
which is 20 cups.
(b) 2 kl is 2 000 ℓ. How many amounts of 5 ℓ can I get from 2 000 ℓ? The answer is
400 buckets.
(c) 6 kl is 6 000 ℓ. How many amounts of 20 ℓ can I get from 6 000 ℓ? The answer is
6 000 ℓ ÷ 20 = 300 tanks.
3. (a) 250 ml ÷ 5 = 50 spoonfuls
(b) It will take 4 cupfuls to fill the container.
(c) 1 ℓ is 1 000 ml: 1 000 ml ÷ 5 ml = 200 spoonfuls
4. (a) 14 ℓ 8
(b) 10 or 45 ℓ (c) 34 ℓ 1
(d) 10 ℓ
5 1
(e) 100 or 20 ℓ (f) 112 ℓ (g) 112 ℓ (h) 31 50 1
000 or 320 ℓ
5. (a) 0,25 ℓ (b) 0,8 ℓ (c) 0,75 ℓ (d) 0,1 ℓ
(e) 0,05 ℓ (f) 1,5 ℓ (g) 1,5 ℓ (h) 3,05 ℓ
1 6
6. (a) 0,1 ℓ = 10 ℓ = 100 ml (b) 0,6 ℓ = 10 ℓ = 600 ml
9 4
(c) 0,9 ℓ = 10 ℓ = 900 ml (d) 1,4 ℓ = 110 ℓ = 1 400 ml
3
(e) 5,3 ℓ = 510 ℓ = 5 300 ml (f) 10 ℓ = 10 000 ml
(g) 100 ℓ = 100 000 ml (h) 500 ℓ = 500 000 ml
1 5
(i) 10 kl = 100 ℓ = 100 000 ml (j) 10 kl = 500 ℓ = 500 000 ml
(k) 1 kl = 1 000 ℓ = 1 000 000 ml (l) 1,5 kl = 1 500 ℓ = 1 500 000 ml
7
(m) 2,7 kl = 210 kl = 2 700 000 ml (n) 0,25 kl = 14 kl = 250 000 ml

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 232

Answers
7. (a) 1 kl of water is 1 000 ℓ, so divided between 50 people, each person wil get 20 ℓ.
(Ask learners how many buckets of water this is.)
(b) The answer will be half of the answer in (a), i.e. 10 ℓ.
(c) Each person will get just 1 ℓ of water.
8. (a) 100 ℓ (b) 100 ℓ
(c) 10 ℓ (d) 1 ℓ
(e) 10 ℓ (f) 3 070 ℓ
(g) 110 ℓ (h) 2 500 ℓ
(i) 2 110 ℓ (j) 3 250 ℓ
(k) 4 350 ℓ (l) 10 050 ℓ
(m) 600 000 ℓ (n) 6 ℓ
9. (a) 0,4 kl (b) 0,36 kl

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 233

Answers
10. (a) 14 kl = 0,25 kl (b) 114 kl = 1,25 kl (c) 234 kl = 2,75 kl
65 15
(d) 100 kl = 0,65 kl (e) 100 kl = 0,15 kl (f) 1212 kl = 12,5 kl
37 83 8
(g) 100 kl = 0,37 kl (h) 6100 kl = 6,83 kl (i) 100 kl = 0,08 kl
6
(j) 10 kl = 0,6 kl
11. (a) 7,33 ℓ; 45 100 ml; 639 ℓ; 2,54 kl; 8 kl
(b) 114 kl; 0,25 kl; 12512 ℓ; 87 420 ml; 6,89 ℓ
12. (a) 625 ml: If she must add 250 ml of concentrated juice to 2 ℓ of water, then she must
add 125 ml of concentrated juice to 1 ℓ of water. So for 5 ℓ of water she adds
5 times 125 ml of concentrated juice, which is 625 ml.
(b) 14 athletes, because 5 000 ml water + 625 ml concentrate gives 5 625 ml.
At 400 ml per athlete, that will be enough for 14 servings.
13. 14 days
14. Learners’ answers will vary. For example, the total for 10 days is 12 263 ℓ. On average it
will be about 1 226 ℓ per day, i.e. approximately 7 357 ℓ in total over the next 6 days.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 2] 234

Term 3
Unit 1: Mass .................................................................................................. 237
1.1 Quiz ..................................................................................................................... 238
1.2 Comparing mass measurements .......................................................................... 239
1.3 Reading mass in grams and kilograms .................................................................. 241
1.4 Solving problems about mass and quantity .......................................................... 242
Unit 2: Whole numbers ................................................................................ 244
2.1 Order, compare and describe big numbers .......................................................... 245
2.2 Represent 6-digit to 9-digit numbers .................................................................... 246
2.3 Multiples and factors ............................................................................................ 247
Unit 3: Whole numbers: Addition and subtraction ...................................... 248
3.1 Revision ................................................................................................................ 249
3.2 Addition and subtraction in financial contexts ...................................................... 251
3.3 Add and subtract measurements .......................................................................... 253
3.4 Calculations using a calculator ............................................................................. 255
Unit 4: Viewing objects ................................................................................ 256
4.1 Different views of the same object ........................................................................ 257
4.2 Different views of a collection of objects ............................................................... 258
4.3 Different views of a stack of cubes ........................................................................ 259
4.4 Different views of composite objects .................................................................... 260
4.5 Different views of more stacks of cubes ................................................................ 262
Unit 5: Properties of two-dimensional shapes .............................................. 263
5.1 Some revision ....................................................................................................... 264
5.2 Polygons .............................................................................................................. 265
5.3 Drawing circles and patterns in circles .................................................................. 268
5.4 Patterns with circles .............................................................................................. 271

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 235

Unit 6: Transformations ............................................................................... 274
6.1 Rotations, reflections and translations .................................................................. 275
6.2 Describing patterns ............................................................................................. 279
6.3 Symmetry in patterns .......................................................................................... 282
Unit 7: Temperature .................................................................................... 286
7.1 The Celsius scale and medical thermometers ....................................................... 287
7.2 Daily temperature ................................................................................................ 289
Unit 8: Percentages ...................................................................................... 291
8.1 Working with hundredths .................................................................................... 292
8.2 Finding percentages of whole numbers ............................................................... 293
8.3 Apply your knowledge ........................................................................................ 295
Unit 9: Data handling .................................................................................. 298
9.1 Representing data ................................................................................................ 299
9.2 Analysing and interpreting data in a pictograph .................................................. 301
9.3 Interpreting and reporting data ........................................................................... 303
9.4 Project ................................................................................................................. 308
Unit 10: Numeric patterns ........................................................................... 310
10.1 Finding input and output numbers ..................................................................... 311
10.2 Using patterns to solve problems ........................................................................ 313
10.3 From tables to rules ............................................................................................. 314
10.4 Adding sequences ............................................................................................... 316
10.5 Multiplying sequences ......................................................................................... 317
Unit 11: Length ............................................................................................ 318
11.1 Estimate, measure, compare and order ................................................................ 319
11.2 Write in different units ......................................................................................... 322
11.3 Calculations ......................................................................................................... 324
11.4 Rounding off ....................................................................................................... 325
11.5 Problem solving ................................................................................................... 327

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 236

Grade 6 Term 3 Unit 1 Mass
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Quiz Revising the meaning of mass; choosing appropriate instruments and units 215
1.2 Comparing mass measurements Ordering and comparing the mass of objects, using grams and kilograms 216 to 218
1.3 Reading mass in grams and kilograms Reading mass on different scales 218 to 219
1.4 Solving problems about mass and quantity Solving problems in the context of mass 219 to 220

CAPS time allocation 5 hours

CAPS page references 26 and 259 to 261

Mathematical background
Length, capacity, volume, area and mass are all different properties of objects. Length, capacity, volume and area are called spatial measures. We can
often see how much space something takes up, how much area it covers, or how long it is.
Mass is not a spatial measure; it is a physical measure. The mass of an object is the property that we feel in our hands. For example, we say an object feels heavy or
light. From experience we can remember how heavy a bucket of water is, but we cannot always guess how heavy an object is simply by looking at its size.
Young learners often assume that the bigger something is, the heavier it must be. A small piece of iron may, however, be much heavier than a large piece of
plastic foam. From this example we can tell that the density of iron is greater than the density of plastic foam.
The heaviness of an object is really the force of gravity that the object and the earth exert on each other. We can use various instruments, such as a bathroom
scale, to measure the heaviness of an object. In this instance we can tell the mass of an object because the scale has been marked in grams or kilograms. If a
person stands on a bathroom scale, his or her mass may, for example, show 60 kg. Or we may find that a brick has a mass of 1 kg. This mass is useful when
somebody needs to calculate how many bricks he can safely load onto his bakkie.
Learners go through four stages when learning to measure; namely:
• identifying and understanding the property they are measuring
• comparing and ordering examples of a particular measure
• using informal or non-standard units to measure
• using formal or standard units to measure.
Formal, standard units allow people all over the world to measure, record, quantify and compare objects using the same units. The focus of measuring mass in
Grade 6 is therefore on learning to use standard units of mass. A difficulty that people face with formal measurement, however, is that instruments are often
difficult to read.

Resources
For example: 1 kg packet of flour, 1 kg packet of sugar, 1 kg packet of salt, 400 g box of cereal (if possible), empty grocery containers, a kitchen scale, a bathroom
scale, cups, rice, tea, sand, stones

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 237

1.1 Quiz
Teaching guidelines
The work that learners have covered in previous grades should enable them to answer all
the questions in this first section. By Grade 6, learners should have a sense of how much
one gram (1 g) and one kilogram (1 kg) is. This will help them to make sensible estimates of
the mass of objects before measuring them.
Use this quiz as a way to consolidate learners’ prior knowledge or simply use it as a
baseline assessment.

Answers
1. (c) heavy or light
2. (b) kilograms
3. (b) a bathroom scale
4. (c) 1 kg
5. (a) about 3 g
6. (b) about 3 kg
7. (c) 1 000 g of sugar
8. (a) is about 10 times more than the mass of 1 orange
9. (c) 250 g

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 238

1.2 Comparing mass measurements
Mathematical notes
This section focuses on two issues. Firstly, volume and mass are only proportional if
comparing the same substances (see question 2). Sometimes objects with the same mass
can have different volumes (see question 1). Sometimes objects with larger volumes have a
smaller mass than objects with smaller volumes (see question 3). As mentioned earlier,
objects have different densities. Grade 6 learners are not expected to have a deep
understanding of density at this point, but they should know that certain substances are
heavier than others when comparing equal volumes of each substance. Secondly, learners
revise the relationship between grams and kilograms.

Teaching guidelines
For question 1, try to bring a 1 kg packet of flour, a 1 kg packet of sugar, a 1 kg packet of salt
and a 400 g box of cereal. This will help you to visually demonstrate to learners that larger
objects do not always have a greater mass.

Notes on questions
In question 1 we see that substances can have the same mass but different volumes.
Learners see further examples of this in question 3. In question 2, the bigger packets are
heavier, but this is only because all the packets contain sugar.

Answers
1. (a) No
(b) Yes, the 1 kg packet of flour is bigger than the 1 kg packet of sugar.
(c) Consider learners’ explanations. A reasonable answer would be, for example:
Flour is a different substance than sugar; you need more flour to make up a
kilogram mass compared to the amount of sugar needed to make up a kilogram
mass.
Learners might simply say that “sugar is heavier than flour”. If they say this, ask
them if the small packet of sugar in question 2 is heavier than the big packet of
flour in question 1. (The answer to this is no, because the packet of flour is heavier
than the small packet of sugar.) So, it is incorrect to say “sugar is heavier than
flour”. We always have to compare the heaviness of equal volumes of a substance.
2. D: 5 kg; C: 2,5 kg; A: 1 kg; E: 500 g; B: 250 g
(a) 4 (b) Quarter (c) Packet E (d) Packet C

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 239

Teaching guidelines
You can use the shaded passage on page 216 to remind learners about the relationship
between grams and kilograms, as well as how this relationship can be expressed in
common fractions and decimal fractions.
Remind learners that in order to get an accurate reading, they need to stand directly in
front of the scale (analogue scale) when reading the mass. If they stand too far to the right
or the left of the dial, they will get an inaccurate reading.

Notes on questions
If possible, try to bring empty grocery containers like those shown in question 3 to
class. For question 4, bring a kitchen and bathroom scale to class if you can. Learners
will use a kitchen scale to measure the quantities in questions (a)–(e) and (h). They will use
a bathroom scale to measure the quantities in questions (f) and (g). Also see if you can
source cups, sugar, rice, tea, sand and stones, and bring these to class.
Learners will need to think about how to find the mass of a chair. One option is for them
to hold the chair above their heads while they stand on the scale. Then they can subtract
their own mass from the combined mass of the chair and themselves.

Answers
3. (a) A: 34 kg B: 112 kg C: 14 kg D: 212 kg E: 12 kg
(b) A: 0,75 kg B: 1,5 kg C: 0,25 kg D: 2,5 kg E: 0,5 kg
4. Learners’ answers will vary as different kinds of sugar, rice, sand, stones, tea, etc. have
different masses. The masses given below are only approximations based on a 250 ml
cup.
(a) About 200 g
(b) About 200 g
(c) About 375 g
(d) It depends on the kind and size of the stones, but probably lighter than sand – i.e.
less than 375 g
(e) About 250 g
(f) Learners’ masses will differ
(g) The mass of a chair will differ from classroom to classroom
(h) About 600 g
(i) 630 g ÷ 190 ≈ 3 g (this is based on dividing the total number of pages plus the
cover, i.e. 369 numbered + 7 unnumbered pages by 2 because by page we mean
front and back = 376 ÷ 2 = 188; add to this 2 pages for the cover: 188 + 2 = 190.)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 240

Answers
5. (a) 2 800 g (b) 500 g (c) 1 500 g
(d) 20 000 g (e) 60 000 g
6. (a) 2 kg (b) 14 kg or 0,25 kg 1
(c) 10 kg or 0,1 kg

(d) 34 kg or 0,75 kg (e) 512 kg or 5,5 kg (f) 314 kg or 3,25 kg

1.3 Reading mass in grams and kilograms

Mathematical notes
Draw, for example, the following two number lines on the board to demonstrate the
understanding of intervals to learners.

1 2 3

200 300
The first number line shows two numbered intervals with two unnumbered intervals/units
in between. One can deduce that the value of each unit of measurement between the
numbered intervals is equal to half or 0,5.
The second number line shows one numbered interval with four unnumbered
intervals/units in between. One can deduce that the value of each unit of measurement
between the numbered intervals is equal to 25.

Answers
1
1. (a) 84 kg (b) 2 kg or 0,5 kg
2. (a) 84 000 g (b) 500 g
3. (a) 1,75 kg or 134 kg: There are four intervals of measurement between each numbered
mark. One numbered interval equals 1 kg. Therefore each interval represents a
quarter of a kg.
(b) 170 g: Each unit of measurement equals 10 g.
4. (a) 1,75 kg » 2 kg (b) 170 g » 0 kg

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 241

Mathematical notes
Everything has mass. Sometimes an instrument and the unit in which it is calibrated is not
sensitive enough to show the mass. For example, if a paper clip has a mass of 2 g and you
place a single paper clip on a bathroom scale, it will show 0 g. This does not mean that the
paper clip has no mass. If you place the same paper clip on a digital kitchen scale it will
show 2 g. If you place 500 paper clips on the bathroom scale, it will show 1 kg.
When we round off the mass of something that weighs between 0 kg and 1 kg, it is
possible that the mass is nearer to zero than to one. In the case of the paper clip, the
rounded mass is 0 kg.

Notes on questions
As a challenge you can ask learners to round off the masses in questions 5(b) and (c).

Answers
1 25 5 87
5. (a) 8010 kg (b) 100 kg (c) 100 kg (d) 34100 kg
6. (a) 80 kg (d) 35 kg
7. (a) 80 100 g (b) 250 g (c) 50 g (d) 34 870 g

1.4 Solving problems about mass and quantity

Answers
1. (a) 500 paper clips have a mass of 1 000 g, so 50 paper clips have a mass of
1 000
10 g = 100 g
(b) Mass of 10 paper clips = 20 g
(c) Mass of one paper clip = 2 g
2. (a) 15 oranges have a mass of 5 000 g ÷ 2 = 2 500 g or 212 kg
(b) 5 oranges have a mass of 5 000 g ÷ 6 = 833 rem 2 g, or about 833 g
(c) 1 orange has a mass of 5 000 g ÷ 30 = 166 rem 20 g, or about 166 g
3. (a) Yes
(b) No, the masses of individual oranges will vary.
4. (a) 2 000 g = 2 kg, so 2 kg × R12 = R24
(b) 20 × 150 g = 3 000 g = 3 kg, so 3 kg × R12 = R36
(c) 300 g = 0,3 kg, so 0,3 kg × R12 = R3,60
(d) 150 g = 0,15 kg, so 0,15 kg × R12 = R1,80

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 242

Notes on questions
Question 6 requires that learners do a lot of very similar calculations. To ensure that
learners complete this question, you can divide the class into four groups. Group 1
calculates the grams required at two months. Group 2 calculates the grams required at
three months. Group 3 calculates the grams required at four months. Group 4 calculates
the grams required at five and six months (it is the same calculation). Each group can write
their answers on the board. Let one group check another group’s calculations. All learners
can then individually calculate the answers to questions 6(b) and (c).

Answers
5. (a) 2,8 kg = 2 800 g, so 2 800 g − 500 g = 2 300 g = 2,3 kg
(b) 2,8 kg − 1,9 kg = 2 800 g − 1 900 g = 900 g
(c) A pigeon
(d) A duck: 280 g × 10 = 2 800 g = 2,8 kg
A chicken: 190 g × 10 = 1 900 g = 1,9 kg
4 2 1
(e) 200 = 100 = 50

6.
Daily serving

Age 2 months 3 months 4 months 5 months 6 months

Grams 355 g 475 g 525 g 530 g 530 g

Grams for all 27 355 g × 27 475 g × 27 525 g × 27 530 g × 27 530 g × 27

puppies per day = 9 585 g = 12 825 g = 14 175 g = 14 310 g = 14 310 g

Grams for all 27 9 585 g × 30 12 825 g × 30 14 175 g × 30 14 310 g × 30 14 310 g × 30

puppies per = 287 550 g = 384 750 g = 425 250 g = 429 300 g = 429 300 g
month (assume
30 days)

(a) Total amount of puppy food needed: 1 956 150 g or 1 956,15 kg

(b) 1 956 150 g ÷ 25 000 g = 78 rem 6 150 g. Jenna needs to buy 79 bags.
(c) 150 kg ÷ 25 kg × R189,90 = R1 139,40

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 243

Grade 6 Term 3 Unit 2 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 Order, compare and describe big numbers The magnitude of numbers 221
2.2 Represent 6-digit to 9-digit numbers Representing numbers with symbols and words 222
2.3 Multiples and factors Breaking numbers down into factors and building numbers up by multiplying 223

CAPS time allocation 1 hour

CAPS page references 13 to 15 and 262

The questions in Section 2.3 all provide practice in Mental Mathematics.

356 723 852

Mathematical background
The spaces that are sometimes used in writing the symbols for large numbers, for example
356 723 852 instead of 356723852, are helpful to make sense of and compare large
numbers. 356 millions 723 thousands 852 units

Thinking of large numbers in terms of a number of millions, a number of thousands and a number of units is also reflected in the number names:
Three hundred and fifty-six million seven hundred and twenty-three thousand and eight hundred and fifty-two.
The millions-thousands-units structure of number names is also reflected in the third row of the table below.

The powers of 10 provide the scaffold within which we conceive of and represent large numbers. This structure can be represented as follows:

1 000 000 000 100 000 000 10 000 000 1 000 000 100 000 10 000 1 000 100 10 1
10 hundred millions 10 ten millions 10 millions 10 hundred thousands 10 ten thousands 10 thousands 10 hundreds 10 tens 10 units
1 000 millions 100 millions 10 millions 1 000 thousands 100 thousands 10 thousands 1 000 units 100 units 10 units

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 244

2.1 Order, compare and describe big numbers
Teaching guidelines
Once learners have completed question 1, you may put alternative representations like the
following on the board. This promotes understanding of the “power of 10” structure that
we use to name and represent numbers.

10 10 10 10 10 10 10 10 10 10

100

100 100 100 100 100 100 100 100 100 100

1 000
Note that questions 2 and 3 involve only some of a wide variety of this kind of questions
that can be asked as a mental mathematics activity in class.
Learners who are challenged by question 4 may be supported by suggesting that they
read the numbers aloud, saying the number names. Having to do this will force them to
interpret the number symbols in terms of a number of millions, a number of thousands
and a number of units. It will also help to have a representation like the following on the
board so that that learners can refer to it while doing questions 4 and 5.

356 723 852

356 millions 723 thousands 852 units

Answers
1. (a) 10 (b) 10
2. (a) 100 (b) 1 000 (c) 10
3. (a) 10 000 (b) 1 000 000 (c) 100 000 (d) 10 000 000
4. (a) 99 999 999 < 111 111 111
(b) 800 000 008 > 288 888 882
(c) 76 529 456 < 312 763 459
5. 467 345; 67 539 234; 219 212 303; 875 549 000; 1 000 000 000
6. 280 000 370 000 460 000 550 000 640 000 730 000
7. (a) 738 264 111: 700 000 000 and 30 000 000
(b) 264 738 111: 700 000 and 30 000

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 245

2.2 Represent 6-digit to 9-digit numbers
Teaching guidelines
Questions 1 to 4 can be used for diagnostic assessment purposes. Monitor learners and
engage with learners who need support.

Answers
1. (a) 364 234 567 (b) 89 705 915 (c) 604 997 122
2. Rounded off to
(a) 5 (b) 10 (c) 100 (d) 1 000
the nearest …
42 368 42 370 42 370 42 400 42 000
50 233 50 235 50 230 50 200 50 000

3. (a) 15 612 952 (b) 307 230 402 (c) 46 153 564
(d) 4 503 287 (e) 161 008 678
4. (a) 700 000 000 + 90 000 000 + 500 000 + 30 000 + 8 000 + 200 + 9
(b) 30 000 000 + 2 000 000 + 600 000 + 70 000 + 9 000 + 800 + 90 + 5
(c) 400 000 000 + 30 000 000 + 5 000 000 + 30 000 + 4 000 + 900 + 70 + 5
(d) 200 000 000 + 6 000 000 + 900 000 + 5 000 + 100 + 90 + 6
(e) 70 000 000 + 6 000 000 + 4 000 + 700 + 80 + 1
(f) 10 000 000 + 4 000 000 + 700 000 + 50 000 + 2 000 + 800 + 90 + 3

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 246

2.3 Multiples and factors
Teaching guidelines
“Factor”, “multiple” and “product” are technical words that do not form part of everyday
language, hence learners are very dependent on instruction to learn the meaning of these
words. In addition to the information provided in the first shaded passage, you may
inform learners that a product is a multiple of each of its factors:
15 is a multiple of 5, 15 is also a multiple of 3
It may also be useful to point out to learners that we can think of a number, for example
72, in two ways:
• We can ask how the number can be built up by adding other numbers together:
72 = 70 + 2
• We can ask how the number can be built up by multiplying other numbers:
72 = 2 × 2 × 2 × 3 × 3

Answers
1. (a) 1 × 40 = 40 2 × 20 = 40 4 × 10 = 40 5 × 8 = 40
8 × 5 = 40 10 × 4 = 40 20 × 2 = 40 40 × 1 = 40
(b) 1; 2; 3; 6; 7; 42
2. (a) 1 and 17
(b) 1; 2; 3; 6; 9; 18
(c) 1 and 19
(d) 17 and 19
3. 13: 1 and 13 31: 1 and 31
23: 1 and 23 32: 1; 2; 4; 8; 16; 32
39: 1; 3; 13; 39 93: 1; 3; 31; 93
The prime numbers are 13; 23; 31.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 247

Grade 6 Term 3 Unit 3 Whole numbers: Addition and subtraction
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Revision Estimating sums and differences, and checking with a calculator 224 to 225
3.2 Addition and subtraction in Doing extensive calculations relating to two realistic situations 226 to 227
financial contexts
3.3 Add and subtract measurements Doing a variety of calculations with measurements of different physical qualities 228 to 229
3.4 Calculations using a calculator Solving word problems in a variety of contexts 230

CAPS time allocation 8 hours

CAPS page references 13 to 15 and 262 to 263

Mathematical background
Although this unit does not contain any new mathematical content, the focus is on using addition and subtraction in a variety of practical contexts, including
finance and measurement. The word problems in this unit reflect the following meanings of addition and subtraction:
• Adding up different components of a quantity to determine the total, for example: “John spent R534 on food, R892 on accommodation and R254 on travel.
How much did he spend in total?”
• Finding the missing component in a combination of quantities, for example: “Mary bought juice, vegetables and bread for R286. She spent R89 on juice and
R132 on vegetables. How much did she spend on bread?”
• Increasing a quantity, for example: “In January 2016, there were 10 438 taxpayers registered in a municipality. During 2016, 8 786 new taxpayers registered.
How many taxpayers were registered by the end of 2016?”
• Decreasing a quantity, for example: “At 08:00 one morning there was 34 879 ℓ of water in a reservoir. During the day, 12 341 ℓ flowed out of the reservoir. How
much water was left in the reservoir?”
• Finding the difference between two quantities, for example: “There are 3,46 million voters in province A and 8,26 million voters in province B. How many
more voters are there in province B than in province A?”
• Establishing a shortfall, for example: “A municipality has R9,82 million available for building a new library and the estimated cost is R16,23 million. How
much money must still be found to pay for the library?”

Resources
Calculators

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 248

3.1 Revision
Teaching guidelines
Questions 1(a) and (b) demonstrate two different meanings of subtraction. The first
meaning is finding the missing part of a total and the second is establishing by how much
a quantity has increased. The purpose of the question is not to assess learners’ reading
ability but to provide opportunities for learners to identify that subtraction is appropriate
in such situations. Therefore, the best way to approach this is to explain the situation to
learners by “telling the story”, writing the numbers on the board and then asking learners
to calculate and call out the answers.
Questions 2 and 3 consist of mental mathematics where learners do simple addition with
large numbers.

Answers
1. (a) 900 000 (b) 260 000
2. (a) 30 700 (b) 300 700 (c) 3 000 700 (d) 300 070
(e) 40 605 (f) 406 050 (g) 450 050
3. (a) 30 thousand + 70 thousand = 100 thousand
(b) 300 thousand + 7 thousand = 307 thousand
(c) 180 thousand + 400 thousand = 580 thousand
(d) 70 thousand + 80 thousand = 150 thousand
(e) 230 thousand − 80 thousand = 150 thousand
(f) 630 thousand − 80 thousand = 550 thousand

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 249

Teaching guidelines
Remind learners that in question 4 they are required to first estimate their answers to the
nearest ten thousand. Let them make their estimates and write them down. Then get them
to do the actual calculations with a calculator, and write the answers next to the estimates.
Finally, let them calculate the differences between their estimates and the actual answers
without using a calculator.

Notes on questions
In question 5 the focus is on the accuracy of learners’ calculations without them using a
calculator. In cases where learners’ answers with or without the calculator differ, they
should redo the calculations without the calculator until they get it right.
Question 6 can be given to learners as a homework project.

Answers
4. Estimated: Calculated: Difference:
(a) 620 000 628 023 8 023
(b) 270 000 278 834 8 834
(c) 950 000 948 912 1 088
(d) 780 000 789 127 9 127
(e) 1 280 000 1 280 230 230
(f) 880 000 889 127 9 127
(g) 650 000 648 713 1 287
(h) 580 000 579 993 7
(i) 280 000 281 724 1 724
(j) 300 000 285 521 14 479
5. (a) 617 204 (b) 860 020 (c) 249 817
(d) 213 360 (e) 925 187 (f) 359 465
6. (a) 2 951 cm or 29,51 m
(b) 806 cm or 8,06 m
(c) 1 018,3 cm or 10,183 m or 10 183 mm

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 250

3.2 Addition and subtraction in financial contexts
Resources
Calculators

Teaching guidelines
Explain to learners that all the questions in this section relate to the same context. Let
them read the page first and then take some time to conduct a class discussion around the
structure of this activity as a whole. Let learners rewrite the table in their exercise books
and add two columns in which they can write the answers for questions 2(b) and 3(b). Ask
learners to think about how they will do question 5. Only then let them start to work out
and record their answers.
Learners may use calculators for all the work.

Answers
1. (a) Lowest income: Sport Highest income: Electricity
(b) Lowest expenses: Taxes Highest expenses: Water
2. (a) Electricity and Taxes
(b) Electricity: R183 992 155
Taxes: R8 035 865
(c) R192 028 020
3. (a) Health; Traffic; Buildings; Water and Sport
(b) Health: R34 693 815
Traffic: R470 030
Buildings: R30 401 789
Water: R48 886 156
Sport: R9 181 868
(c) R123 633 658
4. (a) R506 493 060
(b) R438 098 698
(c) R68 394 362
5. R192 028 020 − R123 633 658 = R68 394 362

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 251

Teaching guidelines
The questions on this page are similar to the questions on page 226 in that they all relate to
the same context. You may decide to give these questions as a homework project, possibly
stretching over a few days. Learners can hand the “project” in on loose sheets of paper for
assessment purposes.

Answers
6. (a) The income changed the most.
(b) R228 548 − R152 398 = R76 150
(c) R186 326 − R162 342 = R23 984
7. (a) From November to December; an increase of R72 853
(b) From July to August; a decrease of R57 325
8. R234 765 + R2 207 520 − R2 036 843 = R405 442

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 252

3.3 Add and subtract measurements
Resources
Calculators

Mathematical background
In this extended activity relating to water supply and usage in a village, learners engage
with three related variable quantities, i.e. the inflow of water into a reservoir, the outflow,
and the water level in the reservoir.

Teaching guidelines
Begin this section by holding a class discussion on the context of the situation discussed in
the Learner Book. Then provide learners with an overview of what they will have to do in
the different questions. Note that question 5 is of a different nature than the preceding
questions, i.e. it is about the issue of whether or not water may be leaking from the system.
Water is a very scarce resource in South Africa and any loss, especially due to leakage, is a
major problem that impacts service delivery in many municipal areas.
Learners may use calculators for all the work.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 253

Teaching guidelines
Ensure that learners understand that the tables are continuations of the table on the
previous page. The first row represents the inflow of water, the second row represents the
outflow and the third row represents the volume in the reservoir.

Answers
1. Day 3: 913 751 kl; Day 4: 902 865 kl
2. (a) 124 378 kl
(b) 126 747 kl
(c) 131 924 kl
(d) 875 226 kl
3. 1 217 232 kl
4. (a) Day 1, 2, 3, 4, 5, 8, 9 and 10
(b) The volume of water decreases.
5. Learners write their own reports on the situation. It is important that they refer to the
numbers in the table in their report to justify their reasoning. Making a table like the
one below will be an excellent response. The leakage starts on Day 13 and clearly gets
worse as time progresses.

Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16

Inflow 123 452 128 547 131 267 128 769 127 226 132 387
Outflow 112 765 115 238 112 347 116 385 118 376 114 285
Volume 857428 868 115 881 424 900 137 911 532 916 367 909 536
Volume if no
868 115 881 424 900 344 912 521 920 382 934 469
leakage
Total leakage 0 0 207 989 4 015 24 933
Leakage on day 207 782 3 026 20 918

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 254

3.4 Calculations using a calculator
Teaching guidelines
Challenge learners to read these questions themselves without your assistance. Suggest
that they make estimates before they do any calculations.

Answers
1. R799 400
2. 398 257 learners
3. R495 850
4. 373 875 boxes
5. 395 227 sea miles
6. 45 548 tonnes
7. 120 200 antelopes
8. 399 218 people
9. R361 085

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 255

Grade 6 Term 3 Unit 4 Viewing objects
Learner Book Overview
Sections in this unit Content Pages in Learner Book
4.1 Different views of the same object Seeing goal posts from different positions on a soccer/hockey field 231
4.2 Different views of a collection of objects Seeing a group of four objects on a table top from different positions around 232
the table
4.3 Different views of a stack of cubes Seeing a stack of identical cubes from different positions 233
4.4 Different views of composite objects Seeing a composite object from different positions 234 to 235
4.5 Different views of more stacks of cubes Seeing a group of five stacks of cubes on a table top from different positions 236

CAPS time allocation 3 hours

CAPS page references 23 and 263

Mathematical background
This unit is about taking careful notice of how the same object (simple or composite) or collection of objects can look very different when viewed from
different positions. This awareness is important to developing spatial sense of three-dimensional objects. It is also important when one has to draw a three-
dimensional object, especially if the object is not a simple one. One will then draw the object as seen from a number of different positions. Together the
drawings become a useful tool to understand the total spatial form of the object. Such drawings are routinely used in the technical fields (e.g. civil and
mechanical engineering) during the design process.

Allow learners to proceed at their own pace through the sections. Some learners may progress quickly and finish all five sections within
3 hours. Other learners may progress quite slowly and only complete the first three sections.

Resources
A range of objects such as cups, glasses, plastic bottles, books, small boxes etc. that can be used for practical work as suggested in Section 4.2

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 256

4.1 Different views of the same object
Teaching guidelines
Some learners may find this activity very challenging. You could suggest that they make
the drawing, then imagine the sheet of paper to be a soccer or hockey field on which they
are playing. They should then ask themselves where they need to be on the field to see the
posts as in Picture A. Once they have figured out where on the field they should be to see
the posts as in one picture, they will find it easier to figure out the positions for the other
pictures.

Answers

B C D

A A

D C B

Additional questions
Some learners may finish this activity quite quickly while others may take a long time.
Learners who complete it quickly may be asked to make neat drawings of the red frame of
the posts in the different positions.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 257

4.2 Different views of a collection of objects
Mathematical notes
When groups of objects are viewed, all or parts of some objects will be obscured by the
objects closer to the viewer. We only see the parts of the individual objects that lie in front,
and only see the front parts of objects that lie along the lines of sight from our eyes at our
viewing position.

Teaching guidelines
The activity in this section is challenging. It lends itself to a two-step approach. First allow
learners to grapple with the challenge on their own. As individual learners find the
answers, set them up in small groups with others who have finished and let them discuss
how they reasoned out their responses.

Possible misconceptions
Some learners may be seriously challenged by the activity. It may help them to experiment
with four actual objects, for example a bottle, a cup, a small box and a book. They should
try to arrange the objects in positions similar to those shown in the four photographs.

Answers
1. Photograph B
2. Photograph C
3. Photograph D

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 258

4.3 Different views of a stack of cubes
Mathematical notes
In this case some edges and vertices of some cubes are visible from one position, but
obscured from other viewing positions.

Teaching guidelines
Learners who do not manage this activity may find Sections 4.4 and 4.5 easier. Allow them
to do these sections first and then return to Section 4.3.
If learners still do not manage to do Section 4.3, give them cubes so they can build the
stack and look at it as indicated by the drawing.

Answers
1. Drawing C
2. Drawing A
3. (a) Drawing B
(b) Drawing D
(c) Drawing E

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4.4 Different views of composite objects
Mathematical notes
Composite objects are just simple objects put together (stuck or attached) to form bigger
objects. We can imagine an irregular 3-D object to be a composite of two or more simple
objects (e.g. an L-shaped prism can be imagined to be a composite of two rectangular
prisms).

Answers
1. (a) Photograph C
(b) Photograph A
(c) Photograph B

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 260

Answers
2. She first took 1, then 2, followed by 6, 4, 3, 7, 5.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 261

4.5 Different views of more stacks of cubes
Teaching guidelines
This activity is very similar to the activities in Sections 4.3 and 4.4.

Answers
1. Picture B
2. (a) Picture D
(b) Picture A
(c) Picture E

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Grade 6 Term 3 Unit 5 Properties of two-dimensional shapes
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 Some revision Some revision of closed shapes, looking at sides and angles 237
5.2 Polygons Comparing different polygons and then focusing on hexagons 238 to 240
5.3 Drawing circles and patterns in circles Introducing a very important tool in geometry: the pair of compasses 241 to 243
5.4 Patterns with circles Exploring circles drawn in a regular grid 244 to 246

CAPS time allocation 4 hours

CAPS page references 21 to 22 and 264

Mathematical background
This unit begins with revision that involves identifying and naming polygons and angles. It then focuses on regular hexagons and other important polygons.
Learners dissect regular hexagons in various ways and uncover “hidden” polygons in the hexagons. Finally learners work with pairs of compasses: drawing
both circles and patterns with intersecting circles.

Resources
Tracing paper
Compasses

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 263

5.1 Some revision
Teaching guidelines
This section can be used to assess whether learners are able to identify straight and curved
sides in two-dimensional figures and whether they can identify right angles and reflex
angles.
While learners are working you could draw copies of the figures on the board. These will
be useful when learners present their answers. In question 2 learners could show which
angles are reflex angles in Figures F and G, and which angles are right angles in Figure G.

Answers
1. (a) Figure A – straight and curved
Figure B – curved
Figure C – curved
Figure D – straight and curved
Figure E – straight and curved
Figure F – straight
Figure G – straight
Figure H – straight and curved
(b) A: 2 B: 0 C: 0 D: 2 E: 2 F: 4 G: 12 H: 4
(c) A: 1 B: 4 C: 1 D: 2 E: 1 F: 0 G: 0 H: 4
2. (a) 1 (b) 4 (c) 8

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 264

5.2 Polygons
Mathematical notes
After a brief revision of the polygons, the focus quickly shifts to regular hexagons.
Connecting selected, or all, the vertices of a hexagon divides it into a number of smaller
triangles, quadrilaterals, pentagons, hexagons and more (depending on the choice of lines
drawn).

Teaching guidelines
You can use question 1 to assess learners’ ability to identify polygons, and question 2 to
assess whether learners can identify right angles. In question 2 learners can use a right-
angle template to assess which angles are right angles, which are smaller than right angles
and which are bigger than right angles. Since the polygons are not regular, the pentagon
has two “almost right angles”. You could also ask learners to name angles smaller than
right angles, and angles bigger than right angles.
It is important to allow learners the time and give them the necessary support to “see”
the many different polygons that form when a few extra lines are drawn to connect some,
or all, of the vertices of the hexagons. This skill is about selecting some of the lines in the
mind’s eye while ignoring others for the moment. This is the purpose behind the
invitation to learners in questions 5 to 10 to shade particular polygons formed by the extra
lines.

Notes on questions
If the figures on page 238 had been regular polygons, the identical angles at the vertices
would have become progressively bigger from the triangle in the centre to the octagon on
the outside.

Answers
1. (a) Yellow (b) Blue (c) Black (outside)
(d) Black (inside) (e) Red (f) Green
2. (a) Octagon (black), heptagon (blue), hexagon (red), pentagon (black)
(b) Rectangle (yellow)
(c) Triangle (green)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 265

Notes on questions: tracing
Tracing paper is the easiest to work with. However, the tracing required in question 3 can
be done in several other ways if real tracing paper is not available:
• Photocopies of the six hexagons provided on page 447 in the Addendum can be
made, if you have access to a copier.
• Lunch wrap or waxed baking paper can be used as tracing paper.
• 60 g paper is available in most stationary shops and is transparent enough to allow
tracing without backlighting.
Do not be tempted to photocopy or let learners trace the small hexagons with internal
lines in questions 4 to 10. Learners will find it easier to see the figures within lines if they
work with the bigger copies.

Answers
3. Learners’ own drawings of hexagons
4. (a)–(b) Learners’ own drawings
5. Learner’s own drawings. Some possibilities are:
(a)

(b)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 266

Possible misconceptions
Seeing figures within figures is an important skill in geometry. Learners will use this a lot
when solving problems in the Senior and FET Phases. Learning to focus on specific lines or
shapes is an important skill to learn.
Learners may be confused by the “jumble” of lines and may not be able to focus
sufficiently to “see” the different polygons “hiding” in the figure. It is very important to
establish which learners face this challenge and to support them in untangling the
“jumble” and seeing structure. To help them, it may be good to give them extra printouts
of the figures and ask them to highlight selected lines that show up particular polygons
against the background of crisscrossing lines.

Answers
6. Learners’ own drawings of the figures given in the Learner Book
7. (a) Some of the triangles that learners
might shade:

(b) If only the small triangles are shaded, then a hexagon will remain unshaded in the
centre. However, if all triangles are shaded, no polygon remains unshaded.
(c) Learners might shade any combination of three triangles.
8. Learners’ own drawings of the figures given in the Learner Book
9. (a) One possibility is: (b) Two possibilities are:

(c) Three possibilities are: (d) Two possibilities are:

10. (a)–(b)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 267

5.3 Drawing circles and patterns in circles
Mathematical notes
Compasses are introduced in this section. Compasses have the obvious purpose of drawing
circles or parts of circles (called arcs).
A circle is made up of a set of points that are all the same distance from the centre of the
circle. Compasses allow you to set the distance between the centre (where the tip of the
compasses is placed) and the circle. This allows you to draw bigger or smaller circles.

Teaching guidelines
This section has two focuses. The first focus is to allow learners to develop some skill in
using compasses. This is not an easy skill for most learners to master. Encourage them to
use one hand only when using their compasses. They should exert a small amount of
pressure on the sharp tip so it does not slip. While they do this, they should use their
thumb and index finger to grip the handle of the compasses and roll it, causing the pencil
tip to gently turn around the sharp tip. Let them do many trial runs before asking them to
do the exercises and activities in this section.
The second focus is drawing patterns with circles. In this section and the next patterns
will be made by drawing overlapping circles of the same size.
The exercises and activities in this section are exploratory. Nonetheless, stop your
learners from time to time and ask them to think about what they are doing. The objective
is not only to draw many circles, but also to see that particular patterns and shapes arise as
they do so. You can ask learners to imagine straight lines connecting points where the
circles touch or intersect (cross each other). If they do this they may be able to see/imagine
different kinds of polygons “hidden” in the patterns.
It is also possible to make patterns with circles of different sizes in which circles are
placed inside each other. If learners have time, they can explore what happens if they keep
the centres of circles in the same place, but increase the size of the circles. They could also
draw a set of circles of different sizes that all touch at one point on the edge of the circles.

Answers
1. (a)–(b) Learners’ own drawings
2. (a)–(c) Learners’ own drawings

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 268

Notes on questions
In question 3 the tip of the compasses should be placed where two circles in the top row
intersect.

Answers
3. Learners’ own drawings

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 269

Notes on questions
In question 4 the tip of the compasses should be placed where two circles in the row above
intersect, as was done in question 3.
Ask learners to shade their circles to form their own patterns.

Answers
4. Learners’ own drawings

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5.4 Patterns with circles
Teaching guidelines
In this section learners continue to practise drawing circles with compasses. They also
follow instructions to make different patterns. Learners usually enjoy making the patterns.
In both questions 1 and 2 learners should shade their final drawing to create their own
patterns.
As you did in Section 5.3, you can stop learners and ask them to take notice of any
patterns or relationships they see between the parts of their drawings. In particular, ask
them whether they see any symmetries emerging.
You can also ask them to imagine lines connecting the points where circles intersect, and
then whether this helps them to “see” hidden polygons. They can name these polygons.

Answers
1. (a)–(d) Learners’ own drawings

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Answers
2. (a)–(b) Learners’ own drawings

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 272

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 273
Grade 6 Term 3 Unit 6 Transformations
Learner Book Overview
Sections in this unit Content Pages in Learner Book
6.1 Rotations, reflections and translations Introducing the three basic transformations 247 to 250
6.2 Describing patterns Looking at repeating patterns and seeing the basic transformations in them 251 to 253
6.3 Symmetry in patterns Identifying symmetries in patterns 254 to 257

CAPS time allocation 3 hours

CAPS page references 23 and 265

Mathematical background
Any relocation of a figure can be achieved by a combination of three types of movement, called “transformations”:
• Translation: slide in a particular direction, through a particular distance,
without rotating.

• Rotation: rotating around a particular point outside

or on the figure, through a particular angle.

• Reflection: flipping it over (reflecting it), i.e. picking it up, turning it over and putting it
down again.

Reflection of a figure always produces symmetry. The axis of reflection (the broken line in the above figure) is the line of symmetry.

If two identical figures lie on the same flat surface it is always possible to get one of the two figures to fit exactly on top of the other figure by performing a
translation, rotation or reflection, or a translation and a reflection (a so-called “glide-reflection”).

Translations, rotations and reflections do not change the shape or size of a figure. Other kinds of transformations, for example enlargements, change the size.
There are also transformations, for example stretching in one direction, that change the figure.

Patterns are formed when the same transformation or set of transformations is repeatedly applied to the same figure, for example:

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 274

6.1 Rotations, reflections and translations
Mathematical notes
Translations happen when a figure is moved (or can be imagined to be moved) from one
place to another without turning it or flipping it over. Translations happen along a straight
line and over a certain distance.
Rotations happen when a figure is turned around a fixed point (or imagined to be turned
about a fixed point) called the centre of rotation. Each part of the figure is assumed to go
through the same turn. A rotation can be through any angle (bigger angles mean a bigger
rotation). Experience with rotations can contribute to the development of a sense of angle
size in learners’ minds.
Reflections happen when a figure is flipped over (or is imagined to be flipped over) a
fixed line, the line of symmetry. Each part of the figure is assumed to go through the same
flip.

Teaching guidelines
It may be useful to talk about “different ways in which an object can be moved”, and to
request learners to move one of their hands in each of the three ways described on page
247. It is important that they slide or rotate their hands on the surface of a desk when they
perform translations and rotations. By walking round the class and observing learners
performing a translation, rotation or reflection is a quick way to assess whether they
correctly distinguish between the three kinds of movements.

Possible misconceptions
Some learners may confuse rotations with reflections (or confuse all three). This is
probably inexperience with “imagining” or “seeing” the transformations. Such learners
will need more opportunities to rotate and flip over a figure to compare the results. Allow
them to use whatever they need to begin to distinguish between the three types of
transformation (e.g. moving their hands between two figures to “act out” the
transformation). These are necessary first steps to being able to think through the
transformations without any tools or gestures. The following two sections will reinforce
this.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 275

Notes on questions
Allow learners to become aware that there are often different transformation sets that will
result in the same end transformation of a figure. They could compare their descriptions in
question 1(b) to become aware of the different transformation sets possible for the
transformation of the same figure.

Answers
1. (a) No
(b) The template can be translated slightly upwards and to the right as indicated by
the red arrow, then rotated to the left around the black point (there are many
other possibilities).

It can also be rotated first, then translated.

Alternatively, the template can simply be rotated

around the point indicated on the right below.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 276

Teaching guidelines
You may suggest to learners that they imagine moving the brown template to the
indicated position, and should try to think what kind of movement they have to make
with the hand holding the template.

Answers
2. (a) Translated to the right, then rotated
(b) Translated to the right, then rotated
(c) Translated to the right
(d) Translated downwards to the right
(e) Reflected
(f) Rotated
(g) Translated downwards to the right
(h) Rotated, then translated
(i) Reflected
(j) Rotated, then translated

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 277

Teaching guidelines
Point out to learners that they should identify one kind of movement that is repeated for
each row of kites. Learners should really try to figure this out by using their imagination.
They may cut out a rough template and move it to copy the patterns.

Answers
3. (a) Rotated (halfway) around a point between the first two figures, again, and again.
(b) Rotated (quarter of a revolution, through a right angle) around a point between
the first two figures, again, and again.
(c) Translated (slightly downwards) to the right, again, and again, along a straight
line.
(d) Translated to the right, again, and again, along a straight line.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 278

6.2 Describing patterns
Mathematical notes
Patterns are formed when figures are arranged in a regular, repetitive way. Patterns are the
natural result of repeated applications of the three basic transformations on one or more
figures.

Teaching guidelines
This section allows learners to consolidate their understanding of the three basic
transformations. Encourage them to engage with the meaning of what they are doing, and
not just to complete the exercises by following the instructions.

Possible misconceptions
As before, learners who confuse the transformations will require focused support. Give
such learners a figure and ask them to describe to a fellow learner a set of transformations
that they are performing on the figure. A description in their own words where the terms
translation, rotation and reflection are not used/used incorrectly must be attended to.

Answers
1. Arrangements (a) and (d) form part of the design, arrangements (b) and (d) do not.
2. (a) Reflection (b) Translation
(c) Rotation (d) Reflection

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 279

Answers
3. (a) Design C
(b) They are the same except the one is upside down. They are reflections of each
other. Design B is a reflection of Design C.
4. (a) The figure is repeated through a translation to the right.
(b) The figure is repeated through a rotation.
(c) The reflection (along a vertical line through its middle) of the figure is repeatedly
rotated.
5. (a) Reflected
(b) Reflected then translated
(c) Reflected
(d) Rotated
(e) Rotated
(f) Translated then reflected

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 280

Answers
6. No
7. (a) Rotation
(b) Parts C and F
(c) No
8. Reflection (of B, D and F)
9. (a) Rotated and translated, then reflected, then translated and rotated.
(b) Rotated and translated, then rotated, then rotated and translated.
(c) Only translated.

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6.3 Symmetry in patterns
Mathematical notes
The nouns rotation, translation and reflection and their verb counterparts rotate,
translate and reflect are used as follows:
• The verbs describe how objects can be moved, for example: “A template placed on
the green hexagon can be reflected to fit on the red hexagon.”
• The nouns indicate the result of a movement, for example: “The red hexagon is a
reflection of the green hexagon.”

Teaching guidelines
If learners do not experience problems with the way in which the words rotation,
translation and reflection are used in question 1, there is no need to conduct a classroom
discussion about the two ways in which these words can be used (see above).
Some learners may struggle to “see” symmetry, or the absence of symmetry. Allow them
to “act out” the folding of one side of the figure onto the other using their hands. Remind
them that the line of symmetry is like a fold line. Also, it would be very helpful to provide
cut-outs of figures and ask learners to investigate whether the figures can be folded
symmetrically (which will identify the lines of symmetry that will lie along the fold lines).

Notes on questions
Questions 1 and 2 are important in helping to establish whether a learner has a clear
understanding of the different transformations. Again, let learners describe the
transformations of the figures by mimicking the transformations with their hands.

Answers
1. (a) True (b) True (c) False
(d) True (e) True (f) True
2. Any of the eight hexagons can be obtained through a rotation of any other hexagon in
the design, in some cases quarter-revolutions, in other cases half-revolutions.
Any of the light green, cream-coloured and golden yellow hexagons can be obtained
through a translation of any of the others.
The purple hexagon can be obtained through a reflection of the golden-yellow
hexagon.
The dark green hexagon can be obtained through a reflection of the red hexagon.
The purple hexagon is a rotation of the red hexagon.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 282

Answers
3. A rough drawing of these figures:

4. (a) Examples:
The white cross can be translated to move it from a red square to a blue square.
The black-and-white pentagon can be translated to move it from the blue square
to a yellow square.
The black-and-white quadrilateral can be reflected in a diagonal of the left red
square in the third row to move it from the yellow square in the middle left to the
blue square second from left in the third row.
The black-and-white quadrilateral can be reflected in a vertical line to move it
from the one yellow square to the other yellow square.
The black-and-white pentagon can be translated to move it from one yellow
square to another yellow square.
(b) It can be rotated anti-clockwise through an obtuse angle.
5. The non-symmetrical black-and-white quadrilateral can be reflected to move it from
the one yellow square to the other yellow square.

The white cross can be reflected to move it from the red square to the blue square, in
the top row and also in the bottom row.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 283

Answers
6. (a) Examples:
If the colours are ignored, the blue dotted line is a line of symmetry, and so is the
red dotted line.
The red arrow is a reflection of the yellow arrow, around the blue dotted line.
The red arrow is also an anti-clockwise rotation of the yellow arrow, around the
point where the two dotted lines intersect.
Each big arrow is a rotation of any other big arrow.
Each small arrow is a rotation of any other small arrow.
(b) All the other arrows
(c) All the other arrows
(d) 12 lines of symmetry

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 284

Notes on questions
Note that the placemat in question 7 is not symmetrical as a whole. It is, however,
symmetrical in certain details/parts (but even these symmetries are real-life “almost
symmetries”). Allow learners to identify and discuss the different transformations that are
visible in the design of the placemat. Note that the placemat weaver might not have
thought of these transformations when he/she made the design. However, knowledge of
the transformations can help the viewer to appreciate the artwork.

Answers
Note that the sketches below are just examples of many different ways in which the
transformations in the design may be highlighted. Learners’ sketches may look quite
different.

7. (a)

(b)

(c)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 285

Grade 6 Term 3 Unit 7 Temperature
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 The Celsius scale and medical thermometers Understanding what a healthy person’s temperature is; understanding the 258 to 259
scales on a thermometer
7.2 Daily temperature Using the unit of degree Celsius (°C) to describe or imagine temperatures 260 to 261
in places where people live

CAPS time allocation 1 hour

CAPS page references 28 and 266

Mathematical background
In Term 3 Unit 1 we saw that a standard unit of mass is very useful, for example when we need to tell someone how much sugar to buy. Standard measuring
units allow for the correct message to be communicated between people. For example, if John’s mother asks for 250 g of butter, John knows that he needs to
buy 250 g and not 500 g of butter.

With hot and cold things – as in the temperature of something – it is difficult to report how hot or cold they are because people feel temperature differently.
However, we can communicate if everyone agrees on a unit of temperature, for example the degree Celsius (°C). This unit of measurement makes it easy for
people to read recipes, especially when instructed to “heat the oven to 140 °C”. Temperature as a topic in Mathematics involves:
• reading scales on thermometers, marked in degrees
• understanding fractions of a degree
• understanding that each type of thermometer has a temperature range (most thermometers cannot measure very high or very low temperatures)
• estimate, measure, record, compare and order temperatures
• solve problems and perform calculations in contexts related to temperature.

We can subtract temperatures from each other to find differences and to measure how much a temperature has increased or decreased.

Resources
Thermometer

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 286

7.1 The Celsius scale and medical thermometers
Teaching guidelines
Bring a thermometer to class if at all possible. If you cannot, draw one on the board.
Explain to learners that in order to measure temperature, we measure the length of a
column of liquid. You can demonstrate this by taking a reading without touching the bulb
of the thermometer. Then rub the thumb of one hand against the other fingers of your
hand to warm your fingers up. Hold the thermometer in that hand for a few minutes.

Answers
1. (a) 42 °C
(b) 35 °C
(c) This thermometer is used to measure body temperature only.
(d) Learners find the line that shows 35,5 °C.
(e) 37 °C is generally the normal body temperature.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 287

Answers
2. (a) 39,9 °C
(b) 41,7 °C
3. (a) Healthy
(b) Healthy
(c) Not well
(d) Feverish
4. 35 °C
5. 41,25 °C; 40,8 °C; 39,7 °C; 38,9 °C; 38,35 °C; 37,4 °C
6. 39,7 °C ≈ 40 °C 37,4 °C ≈ 37 °C 40,8 °C ≈ 41 °C
38,9 °C ≈ 39 °C 41,25 °C ≈ 41 °C 38,35 °C ≈ 38 °C
7. (a) 36 °C (b) 37 °C (c) 40,7 °C
(d) 35,7 °C (e) 38 °C (f) 41,3 °C
8. Any reading from 38,5 °C to 39,4 °C. The reason is that his temperature is about 39 °C.
38,5 °C could be rounded up to 39 °C; so could 38,6 °C; 38,7 °C; 38,8 °C and 38,9 °C.
39,4 °C could be rounded down to 39 °C; so could 39,3 °C; 39,2 °C and 39,1 °C.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 288

7.2 Daily temperature
Teaching guidelines
It would be ideal to have a thermometer in class and use it to do some experiments. Let
learners take readings each morning and at midday for a week. Learners can make a chart
to record their readings. Stick the chart on the wall. Apart from learning about
temperature, this is an excellent example of a variable quantity. The experience will
promote learners’ intuitive awareness of variable quantities, which is a critical prerequisite
for making sense of algebra from Grade 7 onwards.
You have to inform learners that temperatures sometimes become colder than 0 °C
(freezing point) and are notated as a negative number (showing a “−” sign), for example
−18,6 °C. Thus we say these temperatures are below freezing point, but we will only focus
on temperatures at and above freezing point.

Notes on questions
For question 1(d) learners have to consult a weather report on the radio, TV, the internet or
in a newspaper. They need to find out what the forecasted maximum and minimum
temperatures for their region, for the day you teach this lesson, are.
In question 2, learners investigate and write a paragraph about what it is like to live in a
very hot place like Al Aziziya. Make sure the learners know that the temperature of 57,7 °C
is the temperature inside a house or classroom, not out in the sunshine. You can prompt
learners’ writing with questions such as: “What clothes would you wear?”, “How much would
you need to drink?”, “If you left a bottle of water on a table, what would the temperature of the
water be?”, “What could you do to cool off?”

Answers
1. (a) Learners discuss reasons for national, daily temperature reports with a few
classmates. Reasons could be, for example, that farmers might want to bring sheep
into a sheltered place if snow is coming, or they might worry about frost at night
that will spoil the fruit crop, or people might want to know whether they should
wear warm or cool clothes to work.
(b) Estimates will differ and depend on the region where learners live. Typical good
estimates could be 30 °C to 40 °C.
(c) Estimates will differ and depend on the region where learners live. Typical good
estimates will be −5 °C to 5 °C.
(d) Learners must adjust their estimates in questions (b) and (c) if necessary.
2. (a)–(b) Learners investigate and write a paragraph about what it is like to live in a
very hot place like Al Aziziya.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 289

Answers
3. (a) 18 May: 18 °C; 19 May: 18 °C; 20 May: 18 °C; 21 May: 16 °C; 22 May: 15 °C
(b) Dress up warmly for the mornings and evenings, and probably take off the warm
sweater or jersey in the middle of the day.
(c) Learners write a short paragraph to compare the temperature of where they live to
that of Molteno.
4. (a) 18 May: 5 °C; 19 May: 5 °C; 20 May: 4 °C; 21 May: 5 °C; 22 May: 5 °C
(b) Learners should suggest wearing cool clothes; more summer-oriented clothing.
(c) The temperature difference in Letaba is much smaller, and the evenings and early
mornings are not as cold as in Molteno.
(d) Learners write a short paragraph to compare the temperature of where they live to
that of Letaba.
5. 11,5 °C
6. 22,5 °C

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 290

Grade 6 Term 3 Unit 8 Percentages
Learner Book Overview
Sections in this unit Content Pages in Learner Book
8.1 Working with hundredths Understanding the meaning of percentage 262 to 263
8.2 Finding percentages of whole numbers Finding the percentage of a whole number 263 to 265
8.3 Apply your knowledge Word problems involving percentage 265 to 267

CAPS time allocation 5 hours

CAPS page references 16 to 17 and 267

Mathematical background
Percentage is yet another way to represent fractions.
• In the common fraction notation, any denominator can be used, for example 25 , 25
4
or 58 .

• In the percentage notation, only 100 is used as a denominator, hence 25 , 25

4
and 58 are represented as 100
40 16
, 100 and 62,5
100 . Written in the percentage
notation that is 40%, 16% and 62,5%.

The percentage symbol (%) means hundredths.

Percentage is especially useful when fraction parts of different quantities have to be compared. For example, you may want to compare the following test
scores.

A learner scored 43 out of 50 marks in Test 1, and the same learner scored 23 out of 25 marks in Test 2. In which test did the learner perform better?
Test 1: 43 86
50 = 100 = 86%

Test 2: 23 92
25 = 100 = 92%
Therefore the learner performed better in Test 2.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 291

8.1 Working with hundredths
Critical knowledge
The key to understanding percentage is to know that “percent” and “hundredths” are
synonyms. To say “I attained 60% for a test” means exactly the same as “I attained 60
hundredths of the marks”.
However, percentage is not only used in situations where a whole quantity is divided
into 100 equal parts (hundredths). If a loaf of bread is divided into 5 equal pieces each
piece is one fifth of the loaf, which can also be described as 20 hundredths or 20% of
the loaf.

Possible misconceptions
Because percentages are given as whole numbers, learners may forget that they refer to
parts of a whole. The diagrams in question 2 are intended to provide a visual image of the
relative size of a range of percentages, and to emphasise that percentages are fractions.

Teaching guidelines
Question 1 is intended to activate knowledge that learners may already have about
percentage, and should be followed by some class discussion. You may ask further
questions like: “If you were given 12 out of 20 for a test, what percentage is that?”

Notes on questions
For answers 2(a)–(e) learners can count the small squares, but they can also work it out by
multiplying the number of columns by the number of rows. For example, in question 2(c)
there are 5 × 5 = 25 small squares.

Answers
1. Learners give their own definitions of percentage.
50 1 25
2. (a) 50%; 100 ; 0,50 (b) 1% ; 100 ; 0,01 (c) 25%; 100 ; 0,25
20 83
(d) 20%; 100 ; 0,20 (e) 83%; 100 ; 0,83
50 99 75
3. (a) 50%; 100 ; 0,50 (b) 99%; 100 ; 0,99 (c) 75%; 100 ; 0,75

80 17
(d) 80%; 100 ; 0,8 (e) 17%; 100 ; 0,17

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 292

Mathematical notes
A decimal with two digits after the decimal comma, for example 0,62, can be interpreted in
6 2 62
two ways: as tenths and hundredths (10 + 100 ) or as hundredths only (100 ).
To convert a decimal to the percentage notation, it should be interpreted as a number of
hundredths. For example 0,62 is 62 hundredths and that is 62%.
To convert a common fraction to the percentage notation, the fraction must be
expressed in terms of hundredths. This means that an equivalent fraction with
9
denominator 100 must be formed. For example, to express 25 as a percentage, you need to
realise that it is equivalent to 36 hundredths, which can be expressed as 36%.

Teaching guidelines
Demonstrate the conversion of decimals and common fractions to percentage notation
with a few examples before the learners engage with questions 4 and 5.

Answers
4. (a) 45% (b) 70% (c) 3% (d) 95% (e) 20% (f) 250%
5. (a) 40% (b) 70% (c) 75% (d) 250% (e) 65% (f) 122%
(g) 56% (h) 120%

8.2 Finding percentages of whole numbers

Teaching guidelines
It is critical that learners come to understand a percentage of a whole number as a
fraction of the whole number. To promote this, let learners calculate some simple
fraction parts of whole numbers and only then introduce percentages of whole numbers.
For example, let learners calculate the following:
3 2 4 3 7
4 of R24 5 of R40 10 of R40 10 of R700 100 of R600
Demonstrate some of these calculations on the board and emphasise that the number is
divided by the denominator of the fraction to find out how big each of the fraction parts is,
then multiplied by the numerator to establish how much the given fraction of the number
is. For example, to calculate 34 of R24 we first calculate 24 ÷ 4 to establish how much one
quarter of 24 is, then multiply by 3 to establish how much 3 quarters of 24 is.

Answers
1. (a) 12,3 (b) 1,23 (c) 12,34 (d) 12,34

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Mental mathematics activity
The following mental mathematics activity may be useful at the beginning of the section.
It may help learners to think about ideas on how to multiply and divide by powers of 10.
You may write these questions on the board.

How much is:

8 × 10 80 ÷ 10 80 × 10 800 ÷ 10 60 × 10 60 ÷ 10
7 × 100 70 × 10 7 × 1 000 700 ÷ 10 7 000 ÷ 10 70 ÷ 10
34 × 10 340 × 10 34 × 100 34 × 1 000 340 × 100 340 × 1 000
340 ÷ 10 3 400 ÷ 100 34 000 ÷ 100 3 400 ÷ 10 34 000 ÷ 100

Mathematical notes
Teachers sometimes inappropriately refer to the “shifting of the comma” when dividing by
10, 100 and higher powers of 10. In reality it is the place value of the digits that decrease
when divided. It is useful to think of dividing each place value part of the number
separately by 10, 100, etc. For example:
563 ÷ 10 = (500 + 60 + 3) ÷ 10
= 500 ÷ 10 + 60 ÷ 10 + 3 ÷ 10
3
= 50 + 6 + 10 or 0,3 = 56,3

Teaching guidelines
Demonstrate the calculation of 563 ÷ 10 by breaking down and building up as shown
above on the board after learners have completed question 3. Also demonstrate the
calculation of 563 ÷ 100 in the same way.

Answers
3. (a)–(b) Learners may describe the apparent shifting of the digits to other place value
positions, or explain that the number indicated by each digit changes because it is
reduced 10 times or 100 times.
4. (a) 0,23 (b) 2,34 (c) 2,3 (d) 35,23 (e) 40,06 (f) 0,05
5. (a) 0,56 (b) 13 (c) 127 (d) 0,47 (e) 2,37 (f) 0,03
(g) 5
6. Divide the number by 100 (to establish how much one hundredth of the number is),
then multiply by 5. Alternatively, multiply the number by 5 then divide by 100.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 294

Answers
7. (a) 10 (b) 150 (c) 3,8
(d) 1,6 (e) 10
8. (a) 3,9 (b) 60 (c) 54
(d) 61 (e) 1,8 (f) R21

8.3 Apply your knowledge

Notes on questions
In question 1 learners can first calculate 20% of the original amount and then subtract it
from of the original amount (which is 100%). Alternatively, 20% off means 80% is left in
all the cases in question 1, so time can be saved by simply calculating the remaining 80%.
100% of R400 − 20% of R400 or 80% of R400
= R400 − R80 = R320
= R320

Possible misconceptions
When people say “the price has gone up by 25%”, they mean that 25% of the original price
has been added. The price is now 125% of what it was.
For example, if a price of R4 000 increases by 25%, it will increase with R1 000 and
become R5 000.
Note that if the price was to go down to R4 000 again, it would only be a 20% decrease, as
R1 000 is 20% of R5 000.

Answers
1. (a) R320 (b) R96 (c) R120 (d) R48 (e) R56 (f) R1 000

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Possible misconceptions
Some learners may find question 7 confusing because the size of the can is not indicated.
One does not need to know how big the can is to know that 34 of the can will be left after 14
of the can has been subtracted. In this question the can is a unit of measurement, and 34 and
75
100 represent the same amount of the can.

Notes on questions
Question 10 shows that Miss Pula could enter 13,8 learners for a competition. In some
cases it is clear-cut whether such an answer should be rounded up or down, as in: “How
many workers can be afforded at full pay?” In question 10 it could be argued that the
competition probably rounded up the learners to the nearest one, i.e. 14 learners. On the
other hand, the competition might have limited space, so only 13 learners can go.

Answers
6
2. (a) 10 (b) 60% (c) 40%
3. 70%
4. 15%
5. (a) 36% (b) 32% (c) 32%
6. 25%
7. 75%
8. 117 (out of 150)
9. R680
10. 13 or 14 learners, depending on Miss Pula’s justification; it cannot be “13,8 learners”.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 296

Teaching guidelines
The figure is symmetrical about the red diagonal as well as the other (less conspicuous)
diagonal from bottom left to top right. The sets of various colours, other than red, can be
counted on one side of the red diagonal and multiplied by 2.

Answers
11. (a) 100
(b) One clever plan is to count the rows and the columns and then multiply them.
9
(c) 50
11
(d) 50
13
(e) 50
17
(f) 50
(g) Red: 18%
Green: 22%
Yellow: 26%
Purple: 34%

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Grade 6 Term 3 Unit 9 Data handling
Learner Book Overview
Sections in this unit Content Pages in Learner Book
9.1 Representing data Drawing a double bar graph; finding and interpreting the median value 268 to 270
9.2 Analysing and interpreting data Understanding one-to-many pictographs; interpreting trends across different 270 to 271
in a pictograph categories
9.3 Interpreting and reporting data Comparing pie charts; estimating percentages; judging the correctness of 272 to 276
statements; writing short data reports
9.4 Project Designing a questionnaire, gathering, representing, analysing and interpreting data 277

CAPS time allocation 9 hours

CAPS page references 30 to 31 and 268 to 269

Mathematical background
Data are bits of information about a particular context. We ask questions about a situation or context, which lead to the collection of information. The way in
which the data are organised and represented (and the further questions that we ask) allow us to see trends in the data.

In data handling we work with large amounts of information related to particular contexts. Instead of focusing on each bit of information separately, the way
we organise, represent and analyse the data provide us with ways to talk about it in general. We look at the data in a global way and identify trends or
characteristics that describe it.

Some ideas that differentiate data handling from other topics in Mathematics:
• The answer to data questions is in the information from lots of data gathered.
Data handling is necessary where measurements and frequencies vary. One measurement cannot provide accurate information about a situation. Lots
of different data can be confusing, so we organise the data that we collect in different ways. Different representations make different trends more visible.
• The numbers we use in data handling always have some unit of measurement, or some description of the category to which they belong.
In Mathematics, learners work mostly with abstract numbers. In data handling the numbers must be interpreted in a context. The number 13 can be
13 learners or 13 cm or 13 goals.
• Data questions are always answered with a story about the context.
Data handling starts when we need to answer a question about a situation where the property we look at varies. The numerical answers we get through
data handling must be interpreted to answer the question about the situation.

Resources
Graph or grid paper (see Addendum); a soccer or netball ball and measuring tape (optional)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 298

9.1 Representing data
Mathematical notes
The way in which data are organised and represented, impacts on the visibility of the
trends in the data. It is easier to see that the ball tends to bounce higher at higher
temperatures in the bar graph on page 269 than in the table on page 268 of the Learner
Book. Graphs provide a picture of the data. This picture facilitates analysis.
In this data set the bounces are the categories. The heights are the numerical data.
We can also analyse data by looking for typical values that represent the data and by
examining how clustered or spread the data is. The median and the mode are both
summary values that can be used to represent a data set. It is important to note that the
characteristics of the data set will determine whether and how you should use the mode,
mean or median to identify central tendencies.

Teaching guidelines
Prepare the table and graphs on the board or on posters to use for class discussions. As
learners work through the data remind them that they are trying to find both the general
trend of the data and typical characteristics of the data.

Possible misconceptions
Learners may only pay attention to the very long bars on the graph and make hasty
conclusions. Learners may also use the highest bounce at 20 °C, or the lowest bounce at
5 °C, to summarise the bounce heights, rather than a representative height.
In data handling we look for trends in the data. Some learners may be concerned that the
ball bounces higher at the lower temperature on bounce number 3. Explain that this one
deviation does not distract from the general trend shown by the other nine bounces.

Answers
1. (a) 10 times
(b) Answers will differ. The aim is to let learners discuss what information they could
get from the data. Some examples of statistical questions are:
How high does a ball typically bounce at 5 °C? And at 20 °C? (Here we guide learners
to look at central tendencies that best describe the height at 5 °C.)
How much higher does a ball bounce at 20 °C than at 5 °C?
What is the range of heights the ball bounces at 5 °C?
What is the range of heights the ball bounces at 20 °C?
What is the most common height the ball bounces at 5 °C? And at 20 °C?

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 299

Answers
1. (c) Provide learners with suitable grid paper to draw the graph.

Key:
5 °C 20 °C

(d) Answers should interpret the graph and the raw data. For example:
In five cases the bounce height at 20 °C was much higher than at 5 °C – bounces
number 1, 2, 4, 5 and 6 were all more than 30 cm higher at the high temperature
than at the low temperature. For another two bounces (bounces number 7 and 8)
the bounce heights were about 15 cm higher at the high temperature than at the
low temperature. But in two cases (bounces number 9 and 10) the bounces at 20 °C
were only a few centimetres higher than the bounces at 5 °C.
So, in nine out of ten bounces the bounce height at 20 °C was higher than at 5 °C, and
in one case out of ten the bounce height at 20 °C was slightly lower than at the
lower temperature. The test convinces us that the temperature makes a difference
to bounce heights, and that in general balls bounce higher at higher temperatures.
(e) Answers may differ. About 125 cm is a good summary estimate for bounce heights
at 5 °C. A value halfway between 120 cm and 160 cm (i.e. about 140 cm) is a good
estimate of a representative bounce height at 20 °C. Some learners may use the
highest or lowest bounce heights, but they are not representative. Other learners
may choose the mode (158 cm is the mode for bounce heights at 20 °C). The data
for 5 °C have two modes (119 cm and 121 cm occur twice). These modes are not
representative either.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 300

Answers
(f) The median bounce height at 20 °C is halfway between 147 cm and 150 cm. The
median is 148,5 cm.

115 120 125 130 135 140 145 150 155 160 165

Bounce height in cm

(g) At 20 ˚C the bounce heights ranged from 120 cm to 160 cm. Half of the bounce
heights were higher than 148,5 cm, and half were lower than 148,5 cm.
2. Yes. The minimum and maximum bounce heights at 5 °C are taken correctly off the
table. The median is correct – it is the height halfway between 121 cm and 123 cm.
3. The ball may bounce up to about 40 cm lower on cold mornings than on warm
afternoons. We can see this by comparing the lengths that the blue bars extend
beyond the yellow bars on the graph in 1(c).

9.2 Analysing and interpreting data in a pictograph

Mathematical notes
Pictographs are a visual representation of data using icons, pictures, symbols, etc. They are
also referred to as pictograms, pictorial charts, pictorial graphs or picture graphs. The key
that is used in pictographs may include a many-to-one representation (e.g. = 20 apples;
= 10 apples) or a one-to-one representation (e.g. = 1 apple). The pictograph includes
a title and labels for the axis. The columns or rows in pictographs reflect icons or pictures
instead of bars.
Teaching guidelines
Prepare the graph on the board or on a poster for use during class discussion.
Notes on questions
In question 1 learners will have to give their opinions; they do not have enough evidence
to reach a common conclusion. Further evidence is provided on page 271 of the Learner
Book.
Answers
1. Opinions will differ. Learners may think that more goals are scored in the beginning of
the first half when the players are fresh; or at the end of the first half because they
want to end the first half in the lead; or at the end of the second half because they give
everything to win. They need data to come to an agreement.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 301

Mathematical notes
In pictographs the data needs to be rounded off. This means that all values are
approximate values rather than accurate values. The approximated values do, however,
make it easier for us to see the overall trends.

Answers
2. No. The data of many games were rounded to fit the key of multiples of 50. It is
unlikely that the goals scored in 8 000 games were scored in multiples of 50.
3. Second half. Without counting we can see that almost all the stacks of balls in the
second half are higher than those in the first half.
4. During the fourth quarter. That is between about 65 minutes and 90 minutes,
excluding extra time.
5. Between about 30 minutes and 45 minutes. That is roughly in the second quarter of
the game.
6. Between about 65 minutes and 85 minutes
7. 80 minutes to 85 minutes
8. Yes, most goals are scored towards the end of games, in the last quarter, and usually in
the last 10 to 15 minutes of normal play.

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9.3 Interpreting and reporting data
Mathematical notes
Previously learners have used fractions to quantify the relative proportions of the “slices”
(sectors) of pie charts. Since learners have now done work on percentages, they can use
percentages to state the relative proportions of the sectors of pie charts.
Questions on fractions and percentages often compare fractions and percentages of the
same whole. Sometimes you need to compare fractions or percentages of different wholes:
for example 12 of R10 is less than 14 of R100. The pie charts on the map on page 273 of the
Learner Book and those on page 276 show proportions of learners who use different kinds
of transport in the different provinces. However, the actual number of children in each
province differs. It is possible that a smaller percentage of a larger number of children can
work out to be more than a bigger percentage of a smaller number of children.

Teaching guidelines
Discuss the relationship between the percentages of different quantities when you discuss
the map with the class. Use the opportunity to strengthen knowledge of percentages.

Answers
1. (a) The map shows how many learners attended school in each province in 2013, and
the main mode of travel that they used.
(b) The colour of each province shows how many learners attended school in that
province in 2013.
The colours on the pie charts show the main form of transport that learners used.
(c) Northern Cape
Free State and North West
Western Cape and Mpumalanga
Limpopo and Gauteng
Eastern Cape
KwaZulu-Natal
(d) In 2013, in all provinces the most common way in which learners travelled was by
walking. In most provinces between about two thirds and about three quarters of
learners walked to school. In the Western Cape and Gauteng a smaller proportion
of learners walked to school, but it was still the most common mode of transport
in these provinces.
2. See next page.

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Mathematical notes
It is important that learners distinguish between base categories when they compare
percentages. For example, they must notice the difference between the following
questions:
• “What percentage of children in KZN walk to school?” The base category (population)
is all the school-going children in KZN.
• “What percentage of children who walk to school live in KZN?” The base category
(population) is all the children in SA who walk to school.
In much of data handling there is more uncertainty than there is in other areas of
mathematics. This can make learners nervous. Learners need to use the evidence provided
in their analysis to back up their arguments.

Teaching guidelines
Spend time during class discussions to ask more questions that refer to different base
categories.

Notes on questions
Question 2(e) asks learners to think beyond the data provided and to consider the current
situation. Here learners cannot merely draw on their own opinions; they will need to
consider whether they know of anything that could have changed the situation. You could
also look up current data from STATSSA to see whether the situation has changed much.
However, this should not distract from learners first giving their opinions.

Answers
2. (a) Statement A: True; for Limpopo the light blue sector is bigger than three quarters of
the circle.
Statement B: False; there is no information given on this map that counts all
children who walk to school and then says in which provinces these children live.
(b) More than one third but less than half of learners in Gauteng walk to school (light
blue sector).
(c) Gauteng and the Western Cape
(d) Gauteng and the Western Cape are the only provinces where half, or less than half
of the children walk to school.
(e) Opinions may differ. Reasons must support the opinion. For example, have they
heard in the news of large scale bus services or other possible changes in transport
that have been implemented since 2013?

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 304

Mathematical notes
When learners are shown diagrams divided into fraction parts, often all the parts show the
same fractions, as in the two examples alongside.
Learners can then simply count the parts and use
this to name the fractions. This may lead learners to
ignore the sizes of the parts. They may not check
whether all the pieces are the same size, i.e.
whether all the pieces represent the same fraction.
If learners are given diagrams that are divided
into different fraction parts (see the examples
alongside), they need to use proportional thinking
to work out the size of one fraction part in relation
to other fraction parts. When learners need to
interpret the size of the sectors in the pie chart on page 274 they need to use this skill.

Teaching guidelines
Prepare the pie chart on the board with cut-outs of the different sectors to demonstrate
how to estimate the fraction sizes of the sectors.
If learners struggle to identify the percentages in the answers, ask them to
draw circles and divide them into halves, and to divide the one half into
quarters and then one of the quarters into eighths. You can then ask them
to write the size of each sector as a percentage.

Answers
3. (a) KwaZulu-Natal (the purple sector)
(b) Gauteng (grey sector) is about half of a quarter. That is half of 25% of all learners
who walk to school, i.e. 12,5%.
(c) The sectors for Gauteng and Limpopo are about the same size; the sector for
Mpumalanga is a little smaller, but not much.
(d) Draw lines or trace and cut out the sectors to see how many times they fit in the
circle to estimate the fraction.
Gauteng 12,5% (one eighth), Limpopo: 12,5% (one eighth) and Mpumalanga
about 10% (one tenth)
In total about 35% of children who walk to school live in Gauteng, KwaZulu-Natal
and Mpumalanga.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 305

Answers
4. (a) Provinces where the purple bar is higher: Eastern Cape, Free State, KwaZulu-Natal,
Gauteng and Limpopo.
(b) Provinces where the yellow bar is higher: Western Cape, North West and
Mpumalanga.
(c) Eastern Cape
(d) Mpumalanga
5. (a) In the Eastern Cape a larger percentage of learners (about 75%) walk to school
than in Mpumalanga (about 70%).
(b) In the Eastern Cape a larger percentage of learners (1%) take the train to school
than in Mpumalanga. The number of learners who take the train to school in
Mpumalanga is not reflected, which means it must be less than 1%.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 306

Possible misconceptions
Learners may confuse percentages with actual numbers. Learners may, for example,
automatically assume that 10% of learners in Mpumalanga are more than 3% of learners in
the Eastern Cape because the number 10 is bigger than the number 3. However, learners
should remember that there are more learners in the Eastern Cape than there are in
Mpumalanga (see the map on page 273). There are probably more learners in Mpumalanga
who travel by bus and taxi than in the Eastern Cape. However, listen carefully to the
language that learners use, and check that they are comparing percentages and not total
numbers.

Answers
5. (c) In the Eastern Cape 13% of learners travel to school by taxi, and in Mpumalanga it
is 11%. That is about the same percentage.
(d) In Mpumalanga about three times more learners travel to school by bus (10%)
than in the Eastern Cape (3%).

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9.4 Project
Teaching guidelines
This project will take about three weeks to complete. Learners must plan the project in the
first week. During the second week they must gather and record the data. During the third
week they must represent, analyse and interpret the data.

Week 1
• Share your assessment criteria with learners. An example is provided on the next
page.
• Help learners with the following preparations:
• Plan and design a questionnaire.
The questionnaire must ask for biographical data like age, grade and sex.
For question 1, the questionnaire must indicate different kinds of transport
that each participant must tick. Only one option per participant may be ticked.
The question must be clear that it is the transport that is used most.
• Try out the questionnaire and adapt it if necessary.
• Form groups and decide how they will share the work to gather relevant data to
answer all the questions, including their own question.
Think ahead to the organising of the data and number the questionnaires, and
let learners write their names on the questionnaires they administrate.
• Plan a time to gather the data. For example, arrange with the relevant teacher
to visit their classes on a specific day.

Week 2
• Learners gather data as planned.

Week 3
• Help learners to decide on headings for the different parts of their reports. They
may use headings like:
1. The question we want to answer
2. Data gathering
(Here they tell how and where they gathered data.)
3. Representations of the data
(Here they provide their tables and graphs.)

(Continued on the next page)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 308

 4. Analysis and summary of the data
(Here they provide calculations and summary values that are relevant to
the question.)
5. Interpretation of the data
(Here they write a paragraph to interpret the data and summaries.)
• Provide learners with paper to prepare their graphs.
• Arrange for learners to present their findings to each other, or to an audience of
school mates and teachers.

Suggested assessment criteria

Data gathering: The questionnaire must be clear and unambiguous. The data gathering
plan must ensure that all participants are reached, and no one is asked more than once.
(10 marks)
Data organisation: The data from the questionnaires must be organised in tables with
clear headings. (5 marks)
Data representation and analysis: The data must be represented in bar graphs,
pictographs or double bar graphs. The graphs must have a heading and the axes must be
labelled. The scale must be correct. The bars must be drawn accurately. The graphs must be
neat and easy to read. (10 marks)
Data interpretation and reporting: Each group must write a report to answer the
questions. The report must say how and where they gathered the data, and what they
found. The graphs and summaries must be used as evidence of findings. (10 marks)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 309

Grade 6 Term 3 Unit 10 Numeric patterns
Learner Book Overview
Sections in this unit Content Pages in Learner Book
10.1 Finding input and output numbers Decreasing sequences with a constant difference (“subtraction”) 278 to 279
10.2 Using patterns to solve problems Applied sequences in everyday situations 280
10.3 From tables to rules Families of sequences with a constant difference in table form 281 to 282
10.4 Adding sequences Mathematical problem solving 283
10.5 Multiplying sequences Mathematical problem solving 284

CAPS time allocation 5 hours

CAPS page references 18 to 19 and 270 to 272

Mathematical background
Numeric patterns, as part of the Content Area “Patterns, Functions and Algebra”, should serve as building blocks to develop the basic concepts of algebra in
the Senior and FET phases. The study of numeric patterns should develop the concepts of variables, relationships and function. The function concept is
captured in the notion of the triad input numbers ® rule ® output numbers. (See page 116 of this guide.)

Much of our pattern work focuses on methods to find the calculation plan (rule), because it is useful to find output numbers and input numbers.
The following two approaches to pattern work should be emphasised throughout:
• Recursive (“horizontal”) patterns in sequences describing the relationship between any two consecutive numbers in a sequence, and then
continuing the sequence for a few next numbers. For example:
+3 +3 +3 +3 +3 +3
3 6 9 12 15
• Functional (“vertical”) patterns describing the constant relationship between two sets (the two variables, i.e. the input and output variables),
and then applying this pattern to calculate further-lying values (e.g. the 100th number). For example:
Position no. (Input): 1 2 3 4 5 …… 100
×3 ×3 ×3 ×3 ×3 ×3

Sequence no. (Output): 3 6 9 12 15 ……

These two ideas (recursive and functional relationships) are important horizon knowledge, i.e. important for future mathematical concepts. Recursion
leads to the important mathematical concepts of the gradient of a straight line and the derivative of a function. The function concept underlies all of high
school algebra and the Grade 12 work on rate of change (calculus).

Resources
Calculators

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 310

10.1 Finding input and output numbers
Mathematical notes
The underlying mathematical concept in this section, which consists of one activity, is
that of a decreasing function (the candles become shorter). We are handling it as a numeric
sequence – the candles burn at 2 cm/h or 1 cm/h.

Teaching guidelines
Learners use their knowledge of sequences (e.g. the rules describing the functions) to solve
contextual problems, such as how long a candle will burn and which candle will last the
longest. To solve these problems learners need to do things such as finding input and
output values, finding rules, solving equations, etc.
This is also a critical activity for learning all the underlying mathematical concepts and
procedures. Make sure that all learners attempt all the questions.
Learners should at this stage very explicitly have the following meta-knowledge (knowing
how to use knowledge gained):
• That they can easily continue a sequence using recursion (horizontal patterns).
• That for larger values it will be much easier to use the functional relationship
(vertical rule) or to develop and use more sophisticated recursive strategies, for
example:
+1 +1 +1 +1 +1 +5

Candle A Time (hours) 0 1 2 3 4 5 10

Length (cm) 36 34 32 30 28 26 16
−2 −2 −2 −2 −2 5×−2
Learners should at this stage also be aware of the mistake to continue the horizontal
pattern over missing values (the break in the sequence of input numbers) in a table. For
example:

Candle A Time (hours) 0 1 2 3 4 5 10

Length (cm) 36 34
−2
32 30 28 26 24
û
−2 −2 −2 −2 −2

They should also realise that they cannot introduce properties that are not valid for all
values. For example: ×2

Candle A Time (hours) 0 1 2 3 4 5 10

Length (cm) 36 34 32 30 28 26 52
û
×2

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 311

Notes on questions
If learners struggle with question 3, refer to page 115 of the Learner Book, where they did
similar work.
One way to tackle question 5(a) is to substitute the known Output number 10 into the rule
for Candle A to obtain the equation 10 = 36 − (2 × Time) and then to find out what Time
will make the equation true, either through reasoning or trial and improvement.

Answers
1. Consider learners’ explanations.

Candle A Time (hours) 0 1 2 3 4 5 10

Length (cm) 36 34 32 30 28 26 16
Candle B Time (hours) 0 1 2 3 4 5 10
Length (cm) 16 15 14 13 12 11 6
Candle C Time (hours) 0 1 2 3 4 5 10
Length (cm) 12 11,5 11 10,5 10 9,5 7
Candle D Time (hours) 0 1 2 3 4 5 10
Length (cm) 46 44 42 40 38 36 26
2. 46 cm
3. Rule 1: Candle D Rule 2: Candle B Rule 3: Candle C Rule 4: Candle A
4. After 12 hours: After 15 hours:
Candle A: Length = 36 − 2×12 = 12 cm Length = 36 − 2×15 = 6 cm
Candle B: Length = 16 − 12 = 4 cm Length = 16 − 15 = 1 cm
Candle C: Length = 12 − 0,5×12 = 6 cm Length = 12 − 0,5×15 = 4,5 cm
Candle D: Length = 46 − 2×12 = 22 cm Length = 46 − 2×15 = 16 cm
5. (a) 10 = 36 − 2×Time, so 2×Time = 26, so Time = 13 hours
(b) Candle B: 6 hours Candle C: 4 hours Candle D: 18 hours
6. (a) True; Candle B will burn for 16 hours and all the others for more than 16 hours.
(b) 0 = 36 − 2×Time, so 2×Time = 36, so Time = 18 hours
(c) Candle B: 16 hours Candle C: 24 hours Candle D: 23 hours
(d) Candle C: 24 hours. Consider learners’ explanations.

7. Time (hours) 0 1 2 3 4 10 15
Length (cm) 48 45 42 39 36 18 3
16 hours

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10.2 Using patterns to solve problems
Teaching guidelines
You should make sure that learners understand the contexts and the problems, for
example that they understand that in question 2 the height of the seedling on Day 0 is
0 mm, and after 1 day it will be 1,5 mm high. (It is the same concept as the candles in the
previous section which also started at 0 hours.)

Answers

1. (a) Number of
1 2 3 4 5 6 7 8 9 10 100
doughnuts
Total cost
25 50 75 100 125 150 175 200 225 250 2 500
(in cents)

(b) 25 × 25c = 625c or R6,25

(c) Total cost (in cents) = Number of doughnuts × 25
(d) Check with given numbers in table.
(e) Number of doughnuts = Total cost ÷ 25c per doughnut
So 550c ÷ 25c/doughnut = 22 doughnuts
2. (a) 3 mm over two days, so daily growth = 1,5 mm
(b) 10,5 mm is exactly between 9 mm and 12 mm, so exactly between Day 6 and
Day 8 is Day 7.
Or, Height = 1,5 mm × Day number.
So 10,5 = 1,5 × Day number, so Day number = 10,5 ÷ 1,5 = 7.
(c) 16,5 mm
(d) The seedling grows at a rate of 1,5 mm per day. The seedling grows higher as it
grows older.
(e) The seedling grows 3 mm in 2 days, so 30 mm in 20 days and 60 mm in 40 days.
(f) In theory yes, but not in reality. The growth rate of plants slows down as time
passes, and eventually the plant will stop growing.

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10.3 From tables to rules
This activity returns to the mathematical notion of a “family of functions”, i.e. families
of sequences with the same constant difference. It is presented here in the context of a
number table (grid). In order to predict numbers further down in the table, learners need
to construct rules for the sequences in each column and find input and output numbers.
This is exactly the work on families of functions we did in the Term 1. In Term 1 the
sequences were in horizontal format, but now they are given vertically.
Sequence Description in words Flow
diagram/Rule

−1 3, 7, 11, 15, 19, 23, 27, … One less than multiples of 4 −×4−−1®
−1
a
a
4, 8, 12, 16, 20, 24, 28, ... Multiples of 4 −×4 ®
+2
+2
6, 10, 14, 18, 22, 26, 30, … Two more than multiples of 4 −×4−+2®

As in Term 1, learners will find it useful to identify the column in which the numbers
are multiples, and then deduce the rule for each of the other columns through their
relationship with the multiples column. We use tables and multiples of 7 (question 1)
and multiples of 6 (question 6), but you can design similar activities for other multiples
as needed.

Answers
1. The difference between the rows is 7, in all columns.
2. The last number will be 100×7 = 700, then: 694, 695, 696, 697, 698, 699, 700
3. 252 ÷ 7 = 36, so 252 is a multiple of 7 and in Column 7, Row 36.
So 256 will be in Row 37, Column 4: 253, 254, 255, 256, 257, 258, 259
4. Column 7: Row number × 7 1, 2, 3, 4, 100 − × 7 − + 0 ® 7, 14, 21, 28, 700
Column 6: Row number × 7 − 1 1, 2, 3, 4, 100 − × 7 − − 1 ® 6, 13, 20, 27, 699
5. Start with Column 7, the multiples of 7!
Column 1: Row number × 7 − 6
Column 2: Row number × 7 − 5
Column 3: Row number × 7 − 4
Column 4: Row number × 7 − 3
Column 5: Row number × 7 − 2
Column 6: Row number × 7 − 1
Column 7: Row number × 7 − 0

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 314

Notes on questions
The vertical sequences all have a constant difference of 6. Once we identify Column 6 as
the multiples of 6, we know its rule is Row number × 6.
Column 5 is then 1 less than a multple of 6, so its rule is Row number × 6 − 1.

1 less than multiples of 6

5 less than multiples of 6

4 less than multiples of 6

3 less than multiples of 6

2 less than multiples of 6

Multiples of 6: Rule is ×6
Row 1 1 2 3 4 5 6
Row 2 7 8 9 10 11 12
Row 3 13 14 15 16 17 18
Row 4 19 20 21 22 23 24
−1 −1 −1 −1 −1

Answers
6. (a) The vertical difference in all columns is 6.
(b) The last number in Row 100 is 100 × 6 = 600. So 595, 596, 597, 598, 599, 600
(c) 252 ÷ 6 = 42, so 252 is a multiple of 6 and in Row 42, Column 6.
So 256 will be in Row 43, Column 4: 253, 254, 255, 256, 257, 258
(d) Column 1: 1, 2, 3, 4, 100 − × 6 − − 5 ® 1, 7, 13, 19, 595
Column 3: 1, 2, 3, 4, 100 − × 6 − − 3 ® 3, 9, 15, 21, 597
7. Start with Column 6, the multiples of 6!
Column 1 = Row number × 6 − 5
Column 2 = Row number × 6 − 4
Column 3 = Row number × 6 − 3
Column 4 = Row number × 6 − 2
Column 5 = Row number × 6 − 1
Column 6 = Row number × 6 − 0

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10.4 Adding sequences
Teaching guidelines
This activity is an investigation where learners, through engagement, will generalise an
underlying theorem to predict the nature of the resulting sequence, without having to
construct the addends.
To make sure that learners understand the context and know what they must do (how to
add the sequences, etc.) it will be good if you present the shaded passage and establish
through question-and-answer if learners do understand before they engage with the task.

Mathematical notes
From the examples it seems that if we add two sequences with a constant difference, the
new sequence again has a constant difference. We can say (mentally) exactly what the new
sequence is without actually having or adding the two sequences. If we add multiples of 3
and multiples of 5, the result is multiples of 8. You don’t need the sequences of multiples
of 3 and multiples of 5. In terms of high school mathematics we can say that if we add two
arithmetic sequences, the result is again an arithmetic sequence.
For teachers only: If the two arithmetic sequences are represented as an + b and pn + q,
then the sum is (a + p)n + (b + q), which again is an arithmetic sequence.

Answers
1. Yes
2. (a) 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
Multiples of 6, so 20th number = 20×6 = 120; 100th number = 100×6 = 600
(b) 7, 14, 21, 28, 35, 42, 49, 56, 63, 70
Multiples of 7, so 20th number = 20×7 = 140; 100th number = 100×7 = 700
(c) 7, 14, 21, 28, 35, 42, 49, 56, 63, 70
Multiples of 7, so 20th number = 20×7 = 140; 100th number = 100×7 = 700
` (d) 10, 18, 26, 34, 42, 50, 58, 66, 74, 82
Rule: Position number × 8 + 2. So 20th number = 20×8 + 2 = 162;
100th number = 100×8 + 2 = 802
3. (a) It will be multiples of 3+8 = 11, with rule Position number×11.
20th number = 20×11 = 220; 100th number = 100×11 = 1 100
(b) It will be multiples of 4+7 = 11, with rule Position number×11.
20th number = 20×11 = 220; 100th number = 100×11 = 1 100

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10.5 Multiplying sequences
Teaching guidelines
This section is an extension of the previous section, with exactly the same mindset,
but now using multiplication instead of addition. This section is intended for
enrichment only, and only to be attempted by the fastest learners. Learners will
have to be very inventive in establishing a vertical relationship that can be used to find the
20th and 100th numbers. We give some examples below.
For teachers only: If we multiply two arithmetic sequences, the result is a quadratic
sequence, i.e. a sequence that does not have a constant difference, but an increasing
difference such as 2, 4, 6, 8, 10 …
Answers
1. (a) New sequence: 4, 16, 36, 64, 100, 144, 196, 256, 324, 400
This can be re-written as:
Position number 1 2 3 4 5 6 7
2 2 2 2 2 2 2
Output number 2 4 6 8 10 12 14
2 2
20th = (2×20) = 1 600 100th: (2×100) = 40 000
(b) New sequence: 2, 8, 18, 32, 50, 72, 98, 128, 162, 200
Position no. 1 2 3 4 5 ... 20 ... 100
×2 ×4 ×6 ×8 ×10 ×40 ×200

Sequence 2 8 18 32 50 800 20 000

(c) New sequence: 6, 24, 54, 96, 150, 216, 294, 384, 486, 600
Position no. 1 2 3 4 5 ... 20 ... 100
×6 ×12 ×18 ×24 ×30 ×120 ×600
Sequence 6 24 54 96 150 2 400 60 000
(d) New sequence: 8, 32, 72, 128, 200, 288, 392, 512, 648, 800
Position no. 1 2 3 4 5 ... 20 ... 100
×8 ×16 ×24 ×32 ×40 ×160 ×800

Sequence 8 32 72 128 200 3 200 80 000

(e) New sequence: 12, 48, 108, 192, 300, 432, 588, 768, 972, 1 200
Position no. 1 2 3 4 5 ... 20 ... 100
×12 ×24 ×36 ×48 ×60 ×240 ×1 200

Sequence 12 48 108 192 300 4 800 120 000

2. (a) 20th: 4 000; 100th: 100 000 (b) 20th: 8 000; 100th: 200 000
MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 317
Grade 6 Term 3 Unit 11 Length
Learner Book Overview
Sections in this unit Content Pages in Learner Book
11.1 Estimate, measure, compare and order Estimating and measuring length, choose appropriate units and instruments 285 to 287
11.2 Write in different units Converting between metric units of length 288 to 289
11.3 Calculations Doing calculations in the context of length 290
11.4 Rounding off Rounding off to 5, 10, 100 and 1 000, as well as particular units of length 291 to 293
11.5 Problem solving Solving problems within the context of length 293 to 294

CAPS time allocation 5 hours

CAPS page references 25 and 272 to 274

Mathematical background
In this unit learners will explore the lengths of objects. We can use lengths to compare and order objects. For example, we can use our sense of length to say
that the teacher’s desk is wider than the classroom door. Knowledge of length allows us to solve more complex problems and calculations. For example, if a roll
of string is 500 m long, will there be enough string to give each Grade 6 learner 2 m of string if there are 4 classes of 40 learners each?

Learners go through four stages when learning to measure. These four stages consist of:
1. identifying and understanding the property they are measuring
2. comparing and ordering examples of a particular measure
3. using informal or non-standard units to measure
4. using formal or standard units to measure.

Using standard units ensures that people everywhere in the world can measure, quantify and compare objects using the same measure. The focus for Grade 6
learners is on using standard units of length. By Grade 6, most learners can comfortably use a ruler to measure in centimetres and millimetres. Some are also
comfortable with using a metre stick. However, many may still find it difficult to use builders’ tape measures, and many have little experience of using a
trundle wheel. The more opportunities learners have to estimate distances, measure them, and then compare the difference between their estimates and
measurements, the better they will become at both estimating and measuring. It is important that learners estimate before measuring, rather than simply
rounding off their measurements.

Resources
Long jump record sheet; different measuring instruments for practice, i.e. metre sticks, trundle wheel, builders’ tape measure, measuring tapes
Each learner must have a ruler.

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11.1 Estimate, measure, compare and order
Teaching guidelines
It is essential to demonstrate the use of a metre stick.
Learners might not recognise the odometer in the picture, so you’ll have to show a
variety of real-life examples to learners.

Answers
1. (a) A builders’ tape measure or trundle wheel; most streets are more than 2 m, but less
than 10 m wide.
(b) A ruler, metre stick or measuring tape; most school chairs are narrow enough to
measure with a ruler.
(c) A ruler; the width of a pinkie fingernail is a couple of millimetres.
(d) A measuring tape; most Grade 6 learners are between 1 m and 2 m tall.
(e) A trundle wheel; the width of a field is normally between 50 m and 75 m.
(f) A metre stick or measuring tape; this distance is normally more than a ruler length
but less than a metre.
(g) A metre stick or a measuring tape; this distance is normally more than a ruler
length but less than a metre.
(h) A measuring tape, because it can bend around a person’s arm.
(i) An odometer; the distance between towns is usually many kilometres.
2. (a) Between 8 m and 10 m.
(b) Probably varies between 30 cm and 50 cm.
(c) Between 5 mm and 10 mm.
(d) Average for boys in Grade 6 is 147 cm to 157 cm. Average for girls in Grade 6 is
152 cm to 160 cm. (The boys catch up at about age 15 and become taller on
average than the girls.)
(e) Standard fields: Soccer 64 m to 73 m and Rugby 68 m to 70 m.
(f) This will vary from classroom to classroom.
(g) This will vary from classroom to classroom.
(h) Varies from learner to learner, possibly between 15 cm and 35 cm.
(i) Most learners are not able to measure this during a normal school day. Varies from
town to town.
3. Practical activity. Learners’ answers will differ.
4. Learners’ answers will differ.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 319

Mathematical notes
In question 6 learners work with rulers scaled in different units of measurement, for
example centimetres, tenths of metres and tenths of kilometres. This question helps us to
lay a basis for proportional thinking and also for understanding the scaling that learners
will need to do when they draw graphs in the Senior Phase.

Teaching guidelines
In question 6 learners first need to work out what the longer divisions represent.
They need to:
• subtract the first numbered division from the second numbered division, for
example: in the top ruler this is 8 cm − 3 cm = 5 cm;
• count the number of intervals marked by longer lines between the numbered
divisions – in the top ruler this is 5;
• divide the measurement obtained in the first step by the number of intervals, for
example: 5 cm ÷ 5 divisions = each longer division is 1 cm; and
• count the number of smaller intervals between the larger intervals, which in this
case is 10 (each smaller division in the top ruler is 1 mm).

Possible misconceptions
Remind learners that the scaling on each ruler is different.

Answers
5. Learners’ answers will differ, but most measurements are not exact. Motor vehicle
parts must fit tightly and must therefore be measured very accurately, with an error of
no more than 0,01 mm. The white lines on a sports field, however, can have an error
of 10 mm in their width and most of the time it will go unnoticed.
9 9
6. (a) A: 7 cm B: 210 cm = 2,9 cm C: 210 cm = 2,9 cm
4 24 35
D: 10 m = 0,4 m E: 100 m = 0,24 m F: 100 m = 0,35 m
35 25
G: 0,5 km H: 100 km = 0,35 km I: 100 km = 0,25 km
(b) 7 cm + 2,9 cm + 2,9 cm = 12,8 cm (c) 0,4 m + 0,24 m + 0,35 m = 0,99 m
(d) 0,5 km + 0,35 km + 0,25 km = 1,1 km (e) 2,9 mm × 10 = 29 mm = 2 cm + 9 mm
(f) 0,24 m × 100 = 24 m (g) 0,35 km × 1 000 = 350 km

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 320

Mathematical notes
The examples in questions 7 and 8 are designed to help learners visualise and estimate
lengths. Whenever learners take measurements that vary, these measurements can be used
as data. Keep the data of learners’ long jump efforts. Learners can organise, analyse and
represent this data. You may need to assist learners in deciding on labels and scaling for the
axes.

Notes on question 7(f)

Divide learners into groups of ten to do the long jump activity. You could ask a parent or
teaching assistant to supervise it. Let learners work in pairs. One learner jumps, the other
marks the end points. They then estimate and measure the distance. Then the other
learner jumps. Give learners a recording sheet that includes space for the estimated and
measured distances.

Answers
7. (a) Learners’ answers will differ, partly because the sizes of classrooms differ.
(b) Practical activity. Measuring tapes or metre sticks are sensible instruments.
(c) 0,45 m or 45 cm
(d) Learners’ answers will differ. Consider all explanations. Learners could think of
the measurement as about half a metre, or 45 cm. The length of an A4 page is
about 30 cm. 45 cm is about 112 times the length of an A4 page.
(e) Practical activity
(f) Practical activity
(g) Graphs will differ from class to class. An example of how to label the axes is
provided below.
10 Distance jumped by learners in our class
9
Number of learners

8
7
6
5
4
3
2

1
0 m to 1 m 1,1 m to 2 m 2,1 m to 3 m 3,1 m to 4 m 4,1 m to 5 m 5,1 m and more
Distance

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 321

Answers (continued)
8. (a) Learners’ answers will differ. Most Grade 6 learners are about 112 m tall; 4,29 m is
longer than two learners but shorter than three learners.
(b) Practical activity
(c) Practical activity. Metre sticks or measuring tapes are suitable instruments.
9. (a) 450,9 km; 54,9 km; 45,09 km (b) 704,6 m; 76,4 m; 76,04 m
10. (a) 72,54 km; 275,4 km; 547,2 km (b) 65,23 m; 236,6 m; 653 m

11.2 Write in different units

Mathematical notes
In Grade 6 learners convert from:
• km to m, cm and mm
• m to km, cm and mm
• cm to km, m and mm
• mm to cm, m and km.
Learners can learn the conversion factors off by heart. However, as with everything learnt
off by heart, learners will sometimes forget the conversion factors and use an incorrect
one. It is better for learners to understand how the relationship between metric units works
in general. The table in the shaded passage in the Learner Book helps learners to
understand how to convert units.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 322

Teaching guidelines
You can use the approach in the shaded passage on page 288 to explain to learners how to
use the expanded table to convert between units. Learners draw a table like the one below.
km hm dam m dm cm mm

Be mindful of the prescribed units of measurement (printed in bold) and note that
additional units are indicated in the table above.
Learners must:
• write the number under the correct unit and then mark to which unit they are
converting;
• when converting from a larger unit to a smaller unit, multiply by 10 each time they
move to a smaller unit; and
• when converting from a smaller unit to larger unit, divide by 10 each time they
move to a larger unit.
Teaching learners a mnemonic will help them to remember the units (their names, their
sequence and the numerical relationships between them), even though they are not
required to “work” with all seven of them. You could make any sentence you like with
words that begin with the letters k, h, d, m, d, c, m. The Department of Basic Education, for
example, provides the mnemonic “Kids Have Dreams Making Dad Chocolate Muffins”
(DBE (2015). Annual National Assessment of 2014. Diagnostic report. Intermediate and Senior
Phases. Mathematics. Government Printers. Pretoria, p. 37).

Answers
1. (a) 120 cm (b) 1 347,8 mm (c) 3 500 mm
(d) 6 392 mm (e) 45,93 m (f) 407,1 cm
2. (a) 1 246 cm (b) 12 460 mm
3. (a) 8 870 m (b) 887 000 cm
4. (a) 389 cm (b) 3,89 m
5. (a) 44 600 mm (b) 44,6 m
6. (a) 29 084 cm (b) 290 840 mm
7. (a) 8 km (b) 312 km (c) 71482
000 km
1
(d) 10 km
8. (a) 65 cm and 8 mm (b) 2 m 34 cm and 0 mm (c) 0 m and 456 mm
9. (a) 500 m > 0,05 km (b) 3,3 m > 303 mm (c) 743 cm > 7,45 mm
7
(d) 8 m = 875 mm (e) 12,75 km > 1234 m (f) 549,5 cm < 5 km

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 323

11.3 Calculations
Teaching guidelines
The easiest way for learners to find the answer to question 6, is to count in intervals of 112 ,
for example, 112 ; 3; 412 ; 6, etc. until they get to just beyond 20. Learners can record this on a
number line.
In question 6(a) learners cannot just divide 20 by 112 and take 1313 length of rope as the
answer. Explain to learners that the answer must be a whole number of lengths of rope
of 112 m.

Notes on questions
Question 3 uses ratio; question 4 is an example of rate. In question 3 the real width of the
field was 63 m. Musi cannot fit 63 m onto a sheet of paper so he does a scale drawing. 1 mm
on the paper will represent 3 m on the ground. How many 3 m lengths are there in 63 m?
When learners have answered that question, they need only a small step to the answer of
21 mm.

Answers
5
1. (a) 712 km (b) 98 cm
1 7
(c) 812 m (d) 68 km

2. (a) + 22 mm (b) + 22 cm (c) + 16 mm

(d) + 4 358,98 m (e) − 212 km (f) − 264 cm
3. 21 mm
4. 425,75 km, because 3 406 km ÷ 8 days = 425,75 km per day (i.e. km in every day)
5. 2858 m, because 3214 m − 358 is the same as 3228 − 358 , which is the same as 31 + 10 5
8 − 38 ,
which is the same as 28 + 58 , which is 2858
6. (a) 13 lengths
(b) 12 m rope left over

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 324

11.4 Rounding off
Mathematical notes
In this section learners round off to the nearest 5, 10, 100 and 1 000. Learners also round
off to specified units of measurement.
Measurement provides a useful context for learners to understand rounding off.
Questions that ask “is it closer to … than to …”, assist learners in further understanding the
concept of rounding off.

Teaching guidelines
The understanding of the concept of place value will be useful when rounding off is
applied. The following strategy may help learners to apply rounding off:
Example: Round 364 off to the nearest 10.
• Draw a number line that includes 10 intervals, starting with 360 and ending
with 370.

• Mark 364 on the number line and determine whether it is closer to 360 or closer
to 370.

• 364 is closer to 360

• 364 » 360
You can also use the approach in the shaded passage to explain rounding off to the nearest
unit of measurement. If a length is given in a smaller unit, we often round it off to a bigger
unit. If we round off to the nearest 100 cm, it is the same as rounding off to the nearest
metre. Rounding off to the nearest 10 mm is the same as rounding off to the nearest
centimetre. Rounding off to the nearest 1 000 m is the same as rounding off to the nearest
kilometre, and so on.
So, 46 mm rounded off to the nearest centimetre is 5 cm. There are 10 mm in 1 cm and
46 mm is closer to 50 mm than to 40 mm.
Similarly, 2 592 m rounded off to the nearest kilometre is 3 km. There are 1 000 m in
1 km and 2 592 m is closer to 3 000 m than to 2 000 m.
In this section learners get plenty of practice in converting units.
This section is fairly long. You could consider splitting up questions for classwork and
homework. Questions 5 and 6 could be given as homework.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 325

Notes on questions
Questions 1, 3 and 4 help learners to decide when it is appropriate to round down and in
which contexts they should ignore the mathematical rule and round up. You might like to
read through all the questions and the shaded passage. Explain to learners that when
estimating how much money they will need for their shopping, for example, it is advisable
to round up the prices of the goods they want to buy. In this way, they won’t be short of
money; if anything, they will have more money than needed. The same applies to budgets.
When the school secretary estimates how much the school needs to buy a photocopier, it
is advisable for the secretary to round up, and not down.

Answers
1. (a) 8 cm (b) 4 cm (c) 5 cm (d) 79 cm
2. (a) Mental calculation; answer = 68,215 m
(b) Learners’ answers will differ. Some learners might round off all the numbers to
whole numbers. Some learners might round up the numbers to the nearest whole
number, then add 0,34 m to the answer, and then subtract 18 from that answer.
(c) Learners share their answers.
3. 0,285 m or 28,5 cm more than the calculation
4. Learners’ own discussions (refer to the shaded passage on page 292)
5. (a) 17 cm (b) 9 422 mm (c) 220 cm
(d) 1 330 km (e) 210 mm (f) 1 000 cm
6. (a) 35 mm (b) 45 cm (c) 25 m
(d) 30 m (e) 600 mm (f) 10 km

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 326

Notes on questions
In question 7 learners need to remember the order of operations. Remind learners that
they must first work out the brackets, then do any division and multiplication, and finally
do any addition and subtraction.

Answers
7. (a) Calculated answer: 642,5 cm; rounded off answer: 6 400 mm
(b) Calculated answer: 13 800 mm; rounded off answer: 14 000 mm
(c) Calculated answer: 2 544 m; rounded off answer: 3 km
8. (a) 40 008 km
(b) At poles: 40 000 km; at the equator: 40 100 km

11.5 Problem solving

Notes on questions
Question 1(e) is addressed in the shaded passage on rounding off on page 292. You may
need to suggest that for question 2, learners translate the question into a whole number
calculation and a calculation of a fraction of a whole. In other words, learners can multiply
the whole number part first (12 × 78), and then take 13 of 78.

Answers
1. (a) 1 050 cm; the amount to the nearest 10 cm per apron = 70 cm.
So, 70 × 15 = 1 050 cm
(b) 1 125 cm; the amount to the nearest 5 cm per apron = 75 cm (assuming it is per
apron again).
So, 75 × 15 = 1 125 cm
(c) Selina has too little; Zinzi has too much. This is true because for 15 aprons they
need 73 cm × 15, which is 1 095 cm of material.
(d) Selina has 45 cm too little; Zinzi has 30 cm too much.
(e) If rounding off when buying material in lengths, you need to round up. When
you round off, the bigger the unit you round off to, the greater the difference
between the actual answer and the rounded off answer.
2. 1213 × 78 cm = (12 × 78 cm) + (13 of 78 cm) = 936 cm + 26 cm = 962 cm = 9 m and 62 cm
3. 18 lengths (ignore the remainder, i.e. the remnants of the material)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 327

Notes on questions
In question 5, make sure learners understand that there are seven trips from Port Elizabeth
to Cape Town, and back to Port Elizabeth again. The distance given is only for Port
Elizabeth to Cape Town. Learners need to double this to get the distance for one trip.
For question 6, it is important that learners draw the fence (see below). If they simply
write a number sentence, for example 1 500 cm ÷ 150 cm, they will get the wrong answer.
This calculation does not account for the pole needed at the start of the fence. Learners
also need to convert 15 m to centimetres.
Question 7 draws on learners’ knowledge of perimeter.
Questions 8, 9 and 10 provide practice in rate and ratio.

Answers
4. Perimeter of field = 340 m; 12 × 340 m = 4 080 m
5. 10 584 km
6. 1 pole 2 3 4 5 6 7 8 9 10 11

0 cm 150 cm 300 cm 450 cm 600 cm 750 cm 900 cm 1 050 cm 1 200 cm 1 350 cm 1 500 cm

(a) 11 poles
(b) 6 poles (Each fence pole is 125 cm long, so 6 long poles are needed; only 2 fence
poles can be cut from a 3 m pole.)
25 5
(c) 125 = 25 = 15 = 20%
(d) 10 spaces × 3 wires × 150 cm = 4 500 cm; 4 500 cm + 50 cm × 3 wires = 4 650 cm
7. 24 mm + 17 mm + 24 mm + 17 mm = 82 mm = 8,2 cm
8. 413 ÷ 14 = 29,5 minutes
9. 147 ÷ 14 = 10,5 km per day; 10,5 × 5 = 52,5 km in 5 days
10. 105 km/h × 5 hours = 525 km

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 3] 328

Term 4
Unit 1: Whole numbers ................................................................................ 331
1.1 Represent, order and compare big numbers ......................................................... 332
1.2 Investigate even, odd and prime numbers ............................................................ 333
Unit 2: Whole numbers: Multiplication ........................................................ 335
2.1 Revising multiplication ......................................................................................... 336
2.2 A shorter way of setting out multiplication ........................................................... 337
2.3 An even shorter way to set out your work ............................................................ 338
2.4 Apply and use your knowledge ............................................................................ 339
2.5 Use your calculator. But check the answer! ........................................................... 340
Unit 3: Common fractions ............................................................................ 342
3.1 Fractions of collections ......................................................................................... 343
3.2 Writing the same number in different forms ......................................................... 344
3.3 Equivalent fractions .............................................................................................. 347
3.4 Practice ................................................................................................................. 348
3.5 Using fractions to compare quantities ................................................................... 350
Unit 4: Properties of three-dimensional objects .......................................... 352
4.1 Skeleton models of 3-D objects ............................................................................ 353
4.2 Drawings and pictures of pyramids ...................................................................... 356
4.3 Faces, vertices and edges of 3-D objects ............................................................... 359
Unit 5: Perimeter, area and volume ............................................................. 361
5.1 Perimeter and area ................................................................................................ 362
5.2 Area and perimeter ............................................................................................... 367
5.3 Volume and capacity ............................................................................................ 370
Unit 6: The history of measurement ............................................................. 372
Unit 7: Whole numbers: Division .................................................................. 377
7.1 Explore division with bigger numbers ................................................................... 378
7.2 Two methods of division ...................................................................................... 379

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 329

7.3 Apply and use your knowledge ........................................................................... 380
7.4 Ratio .................................................................................................................... 381
7.5 More practice ...................................................................................................... 383
7.6 Rate ..................................................................................................................... 385
Unit 8: Number sentences ............................................................................ 386
8.1 Statements of equivalence ................................................................................... 387
8.2 Substitution, trial and improvement .................................................................... 388
8.3 Use number sentences when needed .................................................................. 390
Unit 9: Transformations ............................................................................... 393
9.1 Making larger copies of figures ............................................................................ 394
9.2 Enlargements and reductions .............................................................................. 399
9.3 Increasing the lengths of two sides only .............................................................. 402
Unit 10: Position and movement ................................................................. 404
10.1 Locate positions on a grid .................................................................................... 405
10.2 Giving directions using a map ............................................................................. 407
Unit 11: Probability ..................................................................................... 410
11.1 Tossing a coin ...................................................................................................... 411
11.2 Spinner experiments ............................................................................................ 412
11.3 The Subtraction Game ......................................................................................... 415
11.4 The Addition Game .............................................................................................. 417

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 330

Grade 6 Term 4 Unit 1 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Represent, order and compare big numbers Practice of content covered in Terms 1, 2 and 3 297 to 298
1.2 Investigate even, odd and prime numbers Investigating a variety of given hypotheses 298 to 299

CAPS time allocation 1 hour

CAPS page references 13 to 15 and 278

Mathematical background
In algebraic equations, the multiplication signs are often omitted. Algebraic notation is used to expand teacher knowledge.

Any even number can be written in the form 2n, where n is a natural number, and any number that can be written in the form 2n is an even number.
Any even number has 2 as a factor.

Any odd number can be written in the form 2n + 1, where n is a natural number, and any number that can be written in the form 2n + 1 is an odd number.
If 2 is not a factor of a number, the number is odd.

The sum of any two even numbers, 2m and 2n, is an even number because 2m + 2n = 2(m + n). For example: 2 × 7 + 2 × 9 = 2 × (7 + 9)
The product of any two even numbers is an even number because it has 2 as a factor.

The sum of any two odd numbers, 2m + 1 and 2n + 1, is an even number because 2m + 1 + 2n + 1 = 2m + 2n + 2 = 2(m + n + 1).
The product of any two odd numbers is an odd number because it does not have 2 as a factor.

The sum of any odd number, 2m + 1, and any even number, 2n, is an odd number because 2m + 1 + 2n = 2m + 2n + 1 = 2(m + n) + 1.
The product of any odd number and any even number is an even number because it has 2 as a factor.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 331

1.1 Represent, order and compare big numbers
Teaching guidelines
Questions 1 to 7 are practice in work done in Terms 1, 2 and 3. This set of questions may be
used as an assessment instrument.
Answers
1. (a) 300 005 000 (b) 300 500 000 (c) 300 050 000 (d) 300 000 500
2. (a) seven hundred million four hundred thousand and thirty
(b) seven hundred million forty thousand three hundred
(c) seven hundred million four thousand and thirty
(d) seven hundred million forty-three thousand
(e) seven hundred and four million and thirty
(f) seven hundred million four thousand three hundred

3. Rounded off to the nearest … (a) hundred (b) million (c) thousand
(a) 700 400 030 700 400 000 700 000 000 700 400 000
(b) 700 040 300 700 040 300 700 000 000 700 040 000
(c) 700 004 030 700 004 000 700 000 000 700 004 000
(d) 700 043 000 700 043 000 700 000 000 700 043 000
(e) 704 000 030 704 000 000 704 000 000 704 000 000
(f) 700 004 300 700 004 300 700 000 000 700 004 000

Rounded off to the nearest … (d) ten thousand (e) hundred thousand
(a) 700 400 030 700 400 000 700 400 000
(b) 700 040 300 700 040 000 700 000 000
(c) 700 004 030 700 000 000 700 000 000
(d) 700 043 000 700 040 000 700 000 000
(e) 704 000 030 704 000 000 700 000 000
(f) 700 004 300 700 000 000 700 000 000

4. Rounded off to the nearest … 5 10

(a) 27 25 30
(b) 124 125 120
(c) 309 310 310
(d) 796 795 800
5. (a) 203 579 117

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 332

Answers
5. (b) 578 123 467 (c) 98 050 618
(d) 9 876 543 (e) 907 717 014
6. 907 717 014; 578 123 467; 203 579 117; 98 050 618; 9 876 543
7. (a) 3 492 897 < 3 940 289 (b) 6 374 294 = 6 374 294
(c) 102 901 890 < 201 899 013 (d) 1 000 010 = 1 000 010

1.2 Investigate even, odd and prime numbers

Teaching guidelines
You may start this lesson by asking learners what even numbers are, and what odd
numbers are. Many learners may say that even numbers end in 2, 4, 6, 8 or 0, while odd
numbers end in 1, 3, 5, 7 or 9. While this is perfectly correct, these definitions are not
helpful in forming and testing hypotheses about even and odd numbers, which is the
purpose of questions 2, 3 and 7. The definitions given in terms of flow diagrams in the
shaded passage are much more useful for this purpose.
Ask learners to try to find whole numbers for which the statements in the shaded passage
are not true. Once learners agree with these statements, allow them to engage with the
questions.

Answers
1. Learners’ numbers will differ, for example:

Chosen input × 2 + 1 = odd × 2 = even

number
34 69 68
7 15 14
52 105 104
123 247 246
98 197 196

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 333

Answers
2. Learners do the investigations. Numbers will differ but the conclusions will be the
same.
(a) Will always be even,
e.g. 3 × 3 + 1 = 10; 41 × 3 + 1 = 124
(b) Will always be odd,
e.g. 12 × 3 + 1 = 37; 2 × 3 + 1 = 7; 82 × 3 + 1 = 247
(c) Will always be even,
e.g. 5 × 7 + 1 = 36; 3 × 3 + 1 = 10; 9 × 5 + 1 = 46
(d) Will always be odd,
e.g. 2 × 5 + 1 = 11; 100 × 3 + 1 = 301; 14 × 41 + 1 = 575
(e) Will always be odd,
e.g. 2 × 4 + 1 = 9; 8 × 8 + 1 = 65; 10 × 2 + 1 = 21
3. Learners investigate and give enough examples to demonstrate their answers.
(a) True; e.g. 7 × 3 = 21; 9 × 5 = 45; 13 × 9 = 117
(b) True; e.g. 2 × 4 = 8; 4 × 32 = 128; 8 × 10 = 80
(c) False; it is always even; e.g. 2 × 3 = 6; 8 × 3 = 24; 4 × 5 = 20
(d) True; e.g. multiples of 8: 16; 24; 32; 40; ...
and multiples of 10: 10; 20; 30; 40; ...
(e) False; only every second multiple is an odd number,
e.g. multiples of 3: 6; 9; 12; 15; 18; …
or multiples of 5: 10; 15; 20; 25; 30; ...
4. Learner may use the 1 000 chart to solve this question.
The answer is 167.
5. Half of them
6. (a) 61 and 67
(b) 43 and 47
7. The statement is true. A good argument will be that the smallest multiple of 11
that is not a multiple of 7 (77) is 11 × 11 = 121, which is bigger than 100.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 334

Grade 6 Term 4 Unit 2 Whole numbers: Multiplication
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 Revising multiplication Revising basic multiplication facts and the expanded column notation 300 to 301
2.2 A shorter way of setting out multiplication Documenting multiplication in one column only 301 to 302
2.3 An even shorter way to set out your work Omitting some part answers to reduce the length of the column 302 to 303
2.4 Apply and use your knowledge Word problems 303 to 304
2.5 Use your calculator. But check the answer! Responsible use of the calculator to multiply 304 to 305

CAPS time allocation 5 hours

CAPS page references 13 to 15 and 278 to 279

Mathematical background
The transition from documenting multiplication with number sentences to documenting it in several columns (the expanded column notation) was addressed
in Term 2 Unit 2 (pages 125 to 141 of the Learner Book). The present unit is the transition to the use of only one column, and omitting some of the part answers.

• Documenting multiplication with a succession of number sentences that state equivalences between different calculation plans:
Calculation plan A Calculation plan B
284 × 378 = (200 + 80 + 4) × (300 + 70 + 8) = 200 × (300 + 70 + 8) + 80 × (300 + 70 + 8) + 4 × (300 + 70 + 8)
= 200 × 300 + 200 × 70 + 200 × 8 + 80 × 300 + 80 × 70 + 80 × 8 + 4 × 300 + 4 × 70 + 4 × 8 Calculation plan C
= 60 000 + 14 000 + 1 600 + 24 000 + 5 600 + 640 + 1 200 + 280 + 32 = 107 352
• Documenting multiplication in columns:
Several columns Single column Reduced single column
378 378 378 1 512 378 378 Documenting in several columns is revised in
× 4 × 80 × 200 30 240 × 284 × 284
32 640 1 600 + 75 600 32 1 512
Section 2.1, and single column notation is introduced
280 5 600 14 000 107 352 280 30 240 and practised in Section 2.2.
+ 1 200 + 24 000 + 60 000 1 200 + 75 600
1 512 30 240 75 600 640 107 352 The reduced single column notation is introduced in
5 600 Section 2.3, but it is not compulsory.
24 000
1 600 All three forms of column exposition can be extended to
14 000 include the partial products as stated in Calculation
+ 60 000 plan C (see above), as learners are required to do on
107 352
page 301.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 335

2.1 Revising multiplication
Teaching guidelines
Question 1 may be utilised as a 30 minute test to assess the level of learners’ knowledge and
skills with respect to basic multiplication facts.

Answers

1. × 30 200 60 80 400 40 600 20

50 1 500 10 000 3 000 4 000 20 000 2 000 30 000 1 000
900 27 000 180 000 54 000 72 000 360 000 36 000 540 000 18 000
700 21 000 140 000 42 000 56 000 280 000 28 000 420 000 14 000
70 2 100 14 000 4 200 5 600 28 000 2 800 42 000 1 400
500 15 000 100 000 30 000 40 000 200 000 20 000 300 000 10 000
90 2 700 18 000 5 400 7 200 36 000 3 600 54 000 1 800
800 24 000 160 000 48 000 64 000 320 000 32 000 480 000 16 000
40 1 200 8 000 2 400 3 200 16 000 1 600 24 000 800
300 9 000 60 000 18 000 24 000 120 000 12 000 180 000 6 000

2. 7 327 7 327 7 327

× 300 × 60 × 4
2 100 (300 × 7) 420 (60 × 7) 28 (4 × 7)
6 000 (300 × 20) 1 200 (60 × 20) 80 (4 × 20)
90 000 (300 × 300) 18 000 (60 × 300) 1 200 (4 × 300)
2 100 000 (300 × 7 000) 420 000 (60 × 7 000) 28 000 (4 × 7 000)
2 198 100 439 620 29 308

2 198 100
439 620
+ 29 308
2 667 028

3. (a) 17 612 (b) 147 112 (c) 6 086 404 (d) 4 346 034
Check that learners show the reason for each step correctly.
4. (a) 2 425 341 (b) 4 219 488

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 336

Notes on questions
Question 5 is diagnostic: it tests whether learners are aware of the distributive property and
can articulate it in some way. You may ask them to answer the question on loose sheets of
paper and to hand it in.
Learners at this level find it very difficult to express properties of operations explicitly. In
question 5 it is already quite good if learners can only state that the calculation plans
4 × (2 000 + 300 + 60 + 7) and 4 × 2 000 + 4 × 300 + 4 × 60 + 4 × 7 will have the same answer.

2.2 A shorter way of setting out multiplication

Teaching guidelines
Allow learners freedom in how they document their work for question 1. It will be quite
helpful for you to move around while they work in order to get an idea of how learners do
multiplication at this stage and how they record their work.
Answers
1. 24 854
Teaching guidelines
Use a lay-out such as the one below or in the shaded passage (use the same or a different
example) to introduce the single column format and explain how it relates to setting out
multiplication with number sentences and in several columns.
284 × 378
= 4 × 378 + 80 × 378 + 200 × 378 378
= 1 200 + 280 + 32 + 24 000 + 5 600 + 640 + 60 000 + 14 000 + 1 600 × 284
32
= 1 512 + 30 240 + 75 600 280
= 107 352 1 200
640
5 600
24 000
1 600
378 378 378 14 000
× 4 × 80 × 200 + 60 000
32 640 1 600 107 352
280 5 600 14 000
+ 1 200 + 24 000 + 60 000
1 512 30 240 75 600

The three enclosed parts show how one part of the calculation, 4 × 378, is represented in
the three different formats. The connections between the representations for 80 × 378 and
200 × 378 can be shown in the same way.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 337

Answers
2. 3. (a) (b) (c) (d)
378 238 564 5 639 7 694
× 284 × 69 × 382 × 94 × 268
32 4×8 72 8 36 32
280 4 × 70 270 120 120 720
1 200 4 × 300 1 800 1 000 2 400 4 800
640 80 × 8 480 320 20 000 56 000
5 600 80 × 70 1 800 4 800 810 240
24 000 80 × 300 +12 000 40 000 2 700 5 400
1 600 200 × 8 16 422 1 200 54 000 36 000
14 000 200 × 70 18 000 +450 000 420 000
+ 60 000 200 × 300 +150 000 530 066 800
107 352 215 448 18 000
120 000
+1 400 000
2 061 992

2.3 An even shorter way to set out your work

Teaching guidelines
To reduce the number of written part-answers in the column format requires that some
steps be done mentally, as indicated below. For example, to produce 1 512 learners will
have to write only the 2 of 32 (4 × 8) and remember the 30, then add 30 to the answer 280
of 4 × 70 to get 310, then write the “1” to indicate 10 only and remember the 300, and
so on.
378 378
× 284 × 284
32 1512
280 30 240
1 200 + 75 600
640 107 352
5 600
24 000
1 600
14 000
+60 000
107 352

Answers
1. (a) 1 748 (b) 2 014 (c) 21 022
(d) 264 682 (e) 1 029 552 (f) 1 020 906
2. Learners compare their work and make corrections, if necessary.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 338

Answers
3. Ntabi left out these six parts of the nine parts: 300 × 50 = 15 000 300 × 7 = 2 100
40 × 400 = 16 000 40 × 7 = 280 6 × 400 = 2 400 6 × 50 = 300
Corrections:
346 × 457 = 120 000 + 15 000 + 2 100 + 16 000 + 2 000 + 280 + 2 400 + 300 + 42
= 158 122

2.4 Apply and use your knowledge

Notes on questions
Question 2 may appear challenging, as if it requires 36 multi-digit multiplications to be
done. In fact, it only requires repeated addition of 274 to complete the first row, and then
multiplications by 10 (“adding zeros”) to complete the other rows.

Teaching guidelines
Ask learners to start by reading question 1, and to make a plan that will enable them to
complete the table quickly and easily.
Inform learners that they can use the results of question 2 to reduce the work required to
do question 3.

Answers
1. (a) 952 972 ml (b) 2 542 172 ml

2. Distance (km) 1 2 3 4 5 6 7 8 9
Diesel (ℓ and ml) 274 ml 548 ml 822 ml 1 ℓ 1ℓ 1ℓ 1ℓ 2ℓ 2ℓ
96 ml 370 ml 644 ml 918 ml 192 ml 466 ml

Distance (km) 10 20 30 40 50 60 70 80 90
Diesel (ℓ and ml) 2ℓ 5ℓ 8ℓ 10 ℓ 13 ℓ 16 ℓ 19 ℓ 21 ℓ 24 ℓ
740 ml 480 ml 220 ml 960 ml 700 ml 440 ml 180 ml 920 ml 660 ml

Distance (km) 100 200 300 400 500 600 700 800 900
Diesel (ℓ and ml) 27 ℓ 54 ℓ 82 ℓ 109 ℓ 137 ℓ 164 ℓ 191 ℓ 219 ℓ 246 ℓ
400 ml 800 ml 200 ml 600 ml 400 ml 800 ml 200 ml 600 ml
Distance (km) 1 000 2 000 3 000 4 000 5 000 6 000 7 000 8 000 9 000
Diesel (ℓ and ml) 274 ℓ 548 ℓ 822 ℓ 1 096 ℓ 1 370 ℓ 1 644 ℓ 1 918 ℓ 2 192 ℓ 2 466 ℓ

3. (a) 3 587 km = 3 000 km + 500 km + 80 km + 7 km

From table: 822 ℓ + 137 ℓ + 21 ℓ + 920 ml + 1 ℓ + 918 ml = 982 ℓ and 838 ml
(b) 2 394 ℓ and 486 ml (c) 2 021 ℓ and 298 ml (d) 1 298 ℓ and 212 ml

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 339

Notes on questions
Learners may make mistakes with question 4 by doing calculations involving the number
125. This number is irrelevant to the question.
In question 6 some learners may fail to notice that they have to multiply by 5.
Question 9 requires more than one calculation and can be done in two different ways:
697 × 2 394 − 697 × 1 090 = 1 668 618 − 759 730 = 908 888 or
697 × (2 394 − 1 090) = 697 × 1 304 = 908 888

Answers
4. 2 453 × 144 = 353 232 small boxes
5. 1 273 × 167 = 212 591 people
6. 2 745 × 5 × 46 = 631 350 T-shirts
7. 1 255 × 124 = 155 620 kg of fish
8. 4 838 × R286 = R1 383 668
9. R908 888 (see “Notes on questions” above)
10. 437 × R6 378 = R2 787 186

2.5 Use your calculator. But check the answer!

Notes on questions
Probably as a result of their absolute faith in calculators, learners often use them without
any thought of whether the answer given by the calculator is correct and/or makes sense. It
would be helpful for learners, even before picking up and using the calculator, to develop
some sense of the possible answer by making an estimate as shown in the shaded passage.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 340

Answers
1. (a) 43 818 (b) 30 371 968
(c) 295 704 (d) 19 652
(e) 9 275 058 (f) 32 297 832
2. (a) 1 315 521 448 (b) 72 578 066
(c) 4 348 (d) 2
(e) 37 920 768 (f) 224
3. (a) 2 668 936 (b) 3 922
(c) 5 886 (d) 21 605
(e) 94 562 160 (f) 17

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 341

Grade 6 Term 4 Unit 3 Common fractions
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Fractions of collections Calculating fractions of whole numbers 306
3.2 Writing the same number in different forms Working with equivalent fractions and the decimal and percentage 307 to 309
notations for fractions
3.3 Equivalent fractions Forming equivalent fractions and using fraction strips 310 to 311
3.4 Practice Adding and subtracting fractions 311 to 313
3.5 Using fractions to compare quantities Working with fractions and ratio 313 to 314

CAPS time allocation 5 hours

CAPS page references 16 to 17 and 280

Mathematical background
Fractions can be represented in three different ways:
• In common fraction notation, where the denominator and numerator can be any whole numbers.
• In decimal notation, which is an extension of the positional notation for whole numbers – the fraction part is expressed as a sum of tenths,
hundredths, thousandths, etc. with numerators smaller than ten.
• In percentage notation, where the fraction is expressed as hundredths and the numerator is not limited to whole numbers; it can also be a mixed
number expressed as a decimal.
Explain to learners that equivalent fractions provide the basis for adding and subtracting fractions.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 342

3.1 Fractions of collections
Mathematical notes
One of the ways in which we use fractions is to talk about parts of collections. Learners
have been using the concept of collections for a number of years already, especially where
sharing collections helped to form the basis of their understanding of division. Now there
is the further step in that parts of collections are represented by fractions; something that
learners partly covered in Term 4 of Grade 5.

Teaching guidelines
The numerical values in Section 3.1 are very simple and learners can do them mentally.

Possible misconceptions
Be mindful of the terms you use when you talk about fractions to learners. Avoid saying
things that may confuse learners, for example “one over ten”. Rather say “one tenth”.

Notes on questions
Questions 1 and 3 involve simple multiplication and division calculations. In question 4
learners are challenged to see the relationship between questions (a) and (b), and that (c)
and (d) are equivalent fractions and therefore (d) does not have to be computed. Ask
learners if drawing all the chairs helped them to do their calculations.
Point out to learners that in question 2(b) they work with hundreds and not
hundredths.

Answers
1. 250
2. (a) 25
(b) 250 (this is two hundreds and half a hundred)
(c) 2,5
(d) 25 (one tenth of 250)
(e) 10 (one twenty-fifth of 250)
(f) 10
1
3. (a) 20 (this is the same as 10 of 200) (b) 40 (this is the same as 15 of 200)
(c) 10 (d) 5
4. (a) 20 chairs (b) 10 chairs
(c) 80 chairs (d) 80 chairs

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 343

3.2 Writing the same number in different forms
Teaching guidelines
Begin the lesson by discussing the first circle in the Learner Book, i.e. the circle without a
number. Ask learners what fraction of the circle is coloured red. Get learners to talk about
whether or not it is accurate to say it is 20 hundredths. Encourage learners to think about
unusual equivalent fractions here. Explain to learners that because these circles are divided
into tenths, they can also be divided into hundredths.

Notes on questions
For question 2(d) learners might think they have to work out a fraction of a fraction, which
is one way of doing it. However, a simpler way to do this is to ignore all the lines and to
imagine the circle as a whole. You can do this by nearly closing your eyes, and the lines will
disappear, but the colours do not.

Answers
1. 8 tenths or 80 hundredths
2. (a) 4 tenths, 2 fifths or 40 hundredths
(b) 3 tenths or 30 hundredths
(c) 9 tenths or 90 hundredths
(d) Approximately 1 third

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 344

Mathematical notes
Learners spend this part of the section working with fractions, decimals and percentages
that represent the same value.
Here learners have the added help of the tenths being divided into tenths themselves. It
is therefore possible to work out the exact values of hundredths.

Notes on questions
Questions 3 and 4 follow from question 2(d) on page 307 of the Learner Book. Now that
34
the exact value of the red part can be established, learners can further simplify 100 into
fiftieths.

Answers
3. Yes; 34 hundredths
4. Yes; the learners should explain the reason behind their answers.
5. (a) Correct
(b) Incorrect
(c) Correct
(d) Correct
(e) Correct
(f) Correct
(g) Correct
(h) Incorrect
(i) Correct
(j) Incorrect
(k) Correct
(l) Correct

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 345

Mathematical notes
Learners will come to understand angle identification better through working on fraction
parts of circles.

Notes on questions
In this question the circles can also be divided into tenths and hundredths, allowing
learners to work with fractions of tenths and hundredths as decimals and as percentages.
You might like to work through question 6(e) with the class as this question requires
learners to be more creative, and observe the range of answers.

Answers
4 8 48 2 4
6. A: (a) 10 + 100 (b) 100 (c) 0,48 (d) 48% (e) 5 + 50 or 12 2 2
25 or 5 + 25
2 5 25 1 1
B: (a) 10 + 100 (b) 100 (c) 0,25 (d) 25% (e) 5 + 20 or 14 or 15 + 100
5

3 6 36 3 3 9
C: (a) 10 + 100 (b) 100 (c) 0,36 (d) 36% (e) 10 + 50 or 25 or 18
50
3 3 33 30 3
D: (a) 10 + 100 (b) 100 (c) 0,33 (d) 33% (e) 100 + 100
4 3 43
E: (a) 10 + 100 (b) 100 (c) 0,43 (d) 43%

(e) 25 + 100
3 3
or 10 8
+ 100 5
+ 100
4 4 44
F: (a) 10 + 100 (b) 100 (c) 0,44 (d) 44%
2 2 3 7 7
(e) 5 + 50 or 10 + 100 + 100 or 11
25

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 346

3.3 Equivalent fractions
Possible misconceptions
A common mistake is for learners to think that they can simply add denominators when
adding fractions.
Strongly discourage learners from referring to fractions as “one number over another
number”, for example reading 23 as “two over three”. Saying this may contribute to learners
thinking that the numerator and denominator are two numbers with similar meanings.
So, be mindful when dealing with question 3 and for example in 3(a), talk about 3 eights,
6 sixteenths, 15 fortieths, and 30 eightieths.

Notes on questions
Questions 1 and 2 serve to refresh and consolidate learners’ awareness and understanding
of equivalent fractions. They have drawn fraction strips before (in Term 1).

Answers
1. (a)

(b)

(c) One fifteenth (d) Nine (e) 9 fifteenths are equivalent to 3 fifths

2. (b)

(c)

(d)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 347

Notes on questions
Question 4 helps to develop learners’ intuition of the relationship between equivalent
denominators.

Answers
3. A number of examples are given, but consider all learners’ answers:
(a) 38 = 16
6
= 15 30
40 = 80 (other possible denominators are 32, 48, 56 and 64)
3 6 30
(b) 10 = 20 = 100 = 15
50 (other possible denominators are 30, 40, 60 and 70)
5
(c) 12 = 10 40 15
24 = 96 = 36 (other possible denominators are 48, 60, 72, etc.)

(d) 27 = 21
6
= 10 20
35 = 70 (other possible denominators are multiples of 7)

(e) 26 = 13 = 10
30 (other possible denominators are multiples of 6)

(f) 49 = 20 40 12
45 = 90 = 27 (also other multiples of 9)
8 4
(g) 20 = 10 = 25 = 100
40
(and so on)

(h) 68 = 34 = 100
75
= 30
40 (and so on)
4. (a) Learners draw a fraction strip that shows eighths.
(b) They change the fraction strip in (a) to show fortieths.
(c) 5 (d) 3
5. (a) 3 (b) 5

3.4 Practice
Answers
1. (a) 1,6; 2,0; 2,4 (b) 0,98; 1,00; 1,02
(c) 1,10; 1,09; 1,08 (d) 22,30; 22,31; 22,32
(e) 0,2; 0,1; 0,05
2. (a) The best way to address this question is to convert everything to decimals or
fractions with hundredths as denominators.
0,07; 14 ; 40%; 0,5; 35 ; 9100
×7 7
; 10 ; 72%

1 37
(b) These are all equivalent: 2 + 10 + 100 = 1 +13 17 4 7 14 7
10 + 100 = 2 + 10 + 100 = 1 + 10 + 100 = 2,47

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 348

Answers
99 2 1 91 9
3. (a) 100 (b) 1100 = 150 (c) 100 (d) 1100
1 1
(e) 100 (f) 10 (g) 1,01 (h) 2,05
(i) 4 (j) 0,96 (k) 12,73 (l) 16,99
4. (a) 425 (b) 4
5 (c) 648 = 612
5
(d) 10 = 12 3
(e) 110 (f) 49

5. Tenths and Hundredths Tenths and Two Decimal %

hundredths in words hundredths equivalent fraction
in words in fraction fractions
notation

3 tenths and 32 hundredths 3 + 2 32 8 0,32 32%

10 100 100 ; 25
2 hundredths

7 tenths and 75 hundredths 7 + 5 75 3 0,75 75%

10 100 100 ; 4
5 hundredths

4 tenths and 45 hundredths 4 + 5 45 9 0,45 45%

10 100 100 ; 20
5 hundredths

0 tenths and 6 hundredths 0 6 6 3 0,06 6%

10 + 100 100 ; 50
6 hundredths

6 tenths and 60 hundredths 6 + 0 60 3 0,60 60%

10 100 100 ; 5
0 hundredths

7 tenths and 78 hundredths 7 + 8 78 39 0,78 78%

10 100 100 ; 50
8 hundredths

6 tenths and 66 hundredths 6 + 6 66 33 0,66 66%

10 100 100 ; 50
6 hundredths

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 349

Answers
6. (a) 4,35 (b) 15,73 (c) 0,19
(d) 5 (e) 6,08 (f) 0,94

3.5 Using fractions to compare quantities

Mathematical notes
Fractions, among other things, help us to think about proportions. For example, if you
make jam that requires two cups of sugar and three cups of water, and you want to triple
the recipe, what will the proportion of the sugar be to the water?

Possible misconceptions
When you teach proportions, certain misconceptions may creep in. Look at question 2(a),
for example. If there are two cups of sugar to three cups of water, then the total number of
cups is five. The proportions would therefore be written as 2:3. This is not the same as 23 ;
we are talking about 25 and 35 .

Answers
1. (a) Type A, because the proportion of sugar to water is the highest.
(b) The least amount of water for the same amount of sugar.
(c) Six cups of sugar (there is three times as much water; therefore there must be three
times as much sugar).
2. (a) False (b) True (c) False (d) True

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 350

Mathematical notes
In this section learners will deal with fractions as a ratio in a different context. For
example, for every step his father takes, Jody needs to take three steps. The ratio is quite
simple, it is 1:3. It can also be described as three times and as one-third.

Notes on questions
For question 3(b), the dots on the copied number line can serve as Jody’s father’s steps.
Then two marks must be added between each of his father’s steps to provide for three
intervals representing the three steps Jody takes between his father’s steps.
Questions 4(a) and (b) combine addition of fractions with different denominators with
the realisation that equivalent fractions mean the same duration of time.

Answers
3. (a) One third; 13
(b)

(c) The father’s step is three times Jody’s step.

(d) Jody’s step is one-third of his father’s step.
4. (a)
Hour Minutes Hour Minutes Hour Minutes
1 2 1 1
3 20 10 12 5+2 42

2 4 7
3 40 6 40 10 42

1 2 8
5 12 5 24 10 48

1 5 1 1
6 10 6 50 3+2 50

1 4 4
10 6 10 24 5 48

(b) 23 = 46 = 40 minutes 1 2
5 = 10 = 12 minutes
2
5
4
= 10 = 24 minutes
1 1 7 8 4
5 + 2 = 10 = 42 minutes 10 = 5 = 48 minutes
NB: No calculations are required for question 4(b). Learners only need to make
deductions from the table.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 351

Grade 6 Term 4 Unit 4 Properties of three-dimensional objects
Learner Book Overview
Sections in this unit Content Pages in Learner Book
4.1 Skeleton models of 3-D objects Focusing on the edges of 3-D objects 315 to 317
4.2 Drawings and pictures of pyramids Visible and obscured parts of pyramids as seen from different positions 318 to 320
4.3 Faces, vertices and edges of 3-D objects Revision of these characteristics of 3-D objects in general 321

CAPS time allocation 5 hours

CAPS page references 22 and 281

Mathematical background
Learners can engage with 3-D objects at three different levels:
• A concrete level; by working with physical objects (models): building or analysing objects.
• A graphic level; by working with 2-D representations of 3-D objects: making or analysing pictures and drawings.
• A language level; by describing 3-D objects or elements of 3-D objects with appropriate language, and by reading text about 3-D objects with
comprehension.

Sections 4.1, 4.2 and 4.3 of this unit provide learners with opportunities to work with 3-D objects at the three levels mentioned above respectively.

Resources
Skeletons or other models of various prisms and pyramids

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 352

4.1 Skeleton models of 3-D objects
Teaching guidelines
This section builds on the introduction to stick models of 3-D objects with polygonal faces
in Term 2 Unit 3 (Section 3.4 on page 148). While it will be useful to display one or two
stick/straw models to learners again, it is best to get them to work with question 1 by
analysing the given diagrams. It is very important that learners learn to interpret pictures
and diagrams of 3-D objects. They will spend substantial time working with actual models
when they do questions 2 to 7 on the following pages.
You may have to revise the concepts of face, edge and vertex with respect to 3-D objects.
To do this, it is best to have a model available, for example a box.

Answers
1. (a) 7 faces, 15 edges, 10 vertices
(b) 6 faces, 12 edges, 8 vertices
(c) 5 faces, 8 edges, 5 vertices
(d) 4 faces, 6 edges, 4 vertices

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 353

Teaching guidelines
The actual building of the models is not the main purpose of questions 2 to 6, and time
constraints will probably not allow the building of all the models in class anyway.
However, it is important that learners build the models for at least questions 2 and 3 in
class (see the notes on “Possible misconceptions” below).
The main purpose of questions 2 to 7 is to make learners think about the various kinds of
3-D objects and to develop knowledge of the properties of 3-D objects in terms of the
numbers of edges, vertices and faces. Section 4.1 provides for the development of concepts
and knowledge that will empower learners to work with the higher level tasks in Sections
4.2 and 4.3.

Possible misconceptions
Learners may miss hidden edges and vertices. For example, in question 2(a) learners may
mention only 7 vertices (pieces of clay), 3 straws of 10 cm, 2 straws of 8 cm and 2 straws of
5 cm for the yellow prism.
Do not correct learners when they make this mistake. They will realise their error when
they start building the model – they will find that they are short of parts. It is much more
effective to learn by having to deal with the consequences of their mistakes than when you
simply tell them they are wrong.

Answers
2. (a) The yellow prism: 4 straws of 10 cm each, 4 straws of 5 cm each, 4 straws of 8 cm
each, 8 pieces of clay
The green prism: 12 straws of 8 cm each, 8 pieces of clay
The red prism: 8 straws of 5 cm each, 4 straws of 10 cm each, 8 pieces of clay
3. (a) 6 faces, 12 edges, 8 vertices
(b) 6 faces, 12 edges, 8 vertices
(c) Yes

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 354

Teaching guidelines
If time permits the building of prisms in questions 4 and 5, learners will have the
opportunity to experience an interesting phenomenon. The triangular prism in question 4
is rigid: only one shape is possible. However, the pentagonal prism in question 5 is not
rigid: the pentagonal face with sides 5 cm can take many different forms, for example:

Answers
4. (a) 6
(b) 3
(c) 6
(d) Learners’ own work
(e) 3
(f) 6
5. (a) Ten 5 cm straws and five 10 cm straws
(b) Twelve 5 cm straws
6. (a) Six 5 cm straws
(b) Five 3 cm straws and five 8 cm straws
(c) Four 8 cm straws and four 5 cm straws
7. (a) Yes
(b) A tetrahedron is a triangular pyramid with all edges the same length.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 355

4.2 Drawings and pictures of pyramids
Mathematical notes
Certain faces, edges and vertices will be hidden behind the parts of the object that lie in
the line of sight of the viewer. One way to show this when drawing an object is to show all
the visible edges with solid lines and all the hidden edges with broken lines, as shown on
page 319.

Teaching guidelines
Encourage learners to answer the questions. However, learners who really battle may need
access to physical models in order to strengthen their understanding of the 2-D
representations of the 3-D objects.

Answers
1. (a) 2
(b) Yes
(c) 1
2. (a) 3
(b) 2 triangles and 1 square
(c) 3 edges and 1 vertex
(d) Yes

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 356

Notes on questions
The base of the pyramid in 3(d) is concave:

Answers
3. (a) Triangular pyramid, 4 triangular faces, 4 vertices, 6 edges
(b) Pentagonal pyramid, 5 triangular faces, 6 vertices, 10 edges
(c) Rectangular pyramid, 4 triangular faces, 5 vertices, 8 edges
(d) Concave pyramid, 4 triangular faces, 5 vertices, 8 edges

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 357

Teaching guidelines
In questions 6 and 7 it is best if learners draw freehand, i.e. without using a ruler. They
need to focus not on accuracy, but on getting the drawing right: showing the hidden edges
with dotted or broken lines:
. . . . . . . dotted line
- - - - - - broken line

Answers
5. Picture A: 4 faces, 3 edges, 0 vertices
Picture B: 4 faces, 5 edges, 2 vertices
6.

7. (a) (b)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 358

4.3 Faces, vertices and edges of 3-D objects
Teaching guidelines
Learners may find these questions quite demanding; they will need time and perseverance.
When they work on question 1, you may suggest that they skip the parts that they find
difficult at first, and focus on the easier parts. You may also suggest that they page back
through this unit and look for examples of objects with the stated faces.

Answers
1. (a) Tetrahedron, triangular pyramid, square pyramid, any pyramid
(b) A rectangular prism (c) A hexagonal pyramid
(d) A tetrahedron, any triangular pyramid
(e) A cube (f) A square pyramid
(g) A tetrahedron (h) A cube
2. (a) 6 faces, all squares
(b) 6 faces, 6 rectangles or 6 faces, 2 squares and 4 rectangles
(c) 4 faces, 4 triangles
(d) 4 faces, 4 triangles
(e) 5 faces, 4 triangles and 1 square
(f) 6 faces, 5 triangles and 1 pentagon
(g) 7 faces, 6 triangles and 1 hexagon
3. (a) 12 edges, all the same
(b) 12 edges, 4 the same, another 4 the same, and another 4 the same or 12 edges,
8 the same and 4 the same
(c) 6 edges, all the same
(d) 6 edges, all may have different lengths
(e) 8 edges, 4 the same and another 4 the same
(f) 10 edges, 5 the same and another 5 the same or 10 edges, 5 irregular and another 5
the same. (The pentagonal pyramid is not defined as regular and therefore
learners may come up with different answers.)
(g) 12 edges, 6 the same and another 6 the same
4. (a) 8 (b) 8 (c) 4 (d) 4
(e) 5 (f) 6 (g) 7
5. See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 359

Answers
5.

(a) (b) (c) (d)

(e) (f) (g)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 360

Grade 6 Term 4 Unit 5 Perimeter, area and volume
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 Perimeter and area The difference between perimeter and area; measuring perimeter on grids 322 to 326
5.2 Area and perimeter Measuring area by counting grid squares; perimeter of different shapes with the 327 to 329
same area
5.3 Volume and capacity Measuring volume by counting cubes; the difference between capacity and volume 330 to 331

CAPS time allocation 7 hours

CAPS page references 28 and 282 to 283

Mathematical background
The concepts of perimeter, area and volume:
• Perimeter is the distance around an object. For example, the perimeter of a farm could be thought of as the length of fencing needed to fence off the
farm completely. Perimeter is measured in the same units as length, for example centimetre and kilometre.
• The concept of area cannot be defined in simple terms. Area is the quantity we can use to describe the size of a surface, for example the surface of a
floor. The bigger the area of a floor, the more tiles or paint is needed to cover the floor. It is useful to think of area as the number of small, identical
squares laid tightly next to each other without overlapping that is needed to cover the surface of an object.
• The volume of an amount of liquid or a solid object is the amount of space occupied by the liquid or the object. The idea of volume is supported by
thinking of an object as being made up of many small, identical cubes stacked tightly together: the volume can be expressed as the number of cubes.
Differentiation between the concepts of perimeter and area presents a conceptual challenge. Perimeter and area are two different indicators of the “size” of a
flat object or a face of a 3-D object: the red quadrilateral below is larger than the blue quadrilateral in terms of area, but the blue quadrilateral is larger in terms
of perimeter.

Further examples are explored on page 328 of the Learner Book.

Resources
Rulers; measuring tapes (see page 364 of this guide); grid paper

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 361

5.1 Perimeter and area
Possible misconceptions
The formulas for the area and perimeter of a rectangle and the volume of a rectangular
prism should not be introduced in Grade 6. It may result in learners understanding
perimeter only as 2 × (length + breadth), area only as length × breadth and volume only as
length × breadth × height, irrespective of the actual shape of the object.

Misconception about measurements on grids

While the grids greatly facilitate effective engagement with perimeter and area, there is
one stumbling block: learners may believe that the length of the blue lines can be obtained
by counting the number of squares that they pass through. This issue may come up when
learners do question 2(d). Instead of using rulers, you may ask them to mark off the length
of each blue line on the edge of a sheet of paper and then line the edge up along one of the
grid lines to determine its actual length.

Notes on questions
Questions 2(a), (b) and (c) are designed for learners to see that “larger” can refer to two
different things with respect to surfaces: perimeter and area. It is irrelevant what answer
learners give to question 2(a), the purpose of the question is to make them think which of
the three figures may be the largest, and what “largest” may mean with respect to closed
2-D figures.
Once learners have answered both questions 2(b) and (c), ask them to consider question
2(a) again. Conclude with a classroom discussion in which you clarify that perimeter and
area are two different aspects of the size of a surface.

Answers
1. Four small grid squares cover one large grid square.
2. (a) Different learners may give different answers.
(b) The red rectangle, which has 44 squares around its edge. The yellow and green
figures both have 40 squares around the edge.
(c) The yellow rectangle, which covers 25 large grid squares. The red and green
rectangles each cover 24 large grid squares.
(d) Red figure: two sides 8 cm, two sides 3 cm and blue line approximately 8,5 cm.
Yellow figure: all four sides 5 cm and blue line approximately 7 cm.
Green figure: two sides 6 cm, two sides 4 cm and blue line approximately 7,2 cm.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 362

Teaching guidelines
Discuss the classroom as an example of a rectangular prism and use it to explain the
concept of perimeter, as suggested in the shaded passage. You can also use it at different
times during this unit to explain and revisit the concepts of area, volume and capacity.
The question “How many identical bricks or rectangular boxes (prisms) of any given size can be
packed into the classroom?” relates to the concept of capacity. The questions “How many tiles
are needed to cover the floor or the ceiling?” or “Which wall would require most paint?” relate to
the concept of area.

Answers
3. Learners’ answers will differ from classroom to classroom. Help them to reach a
consensus.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 363

Teaching guidelines
Working with a soft (cloth or plastic) measuring tape provides a powerful experience of
perimeter, especially if the tape is longer than the perimeter of the object. In addition to
the activities described in the Learner Book, you may make copies of the measuring tapes
(rulers) on page 448 in the Addendum and provide each learner with a paper measuring
tape. Let them measure the perimeter (circumference) of their wrists and their hands (with
or without thumb), and even their various fingers.
To promote differentiation between the concepts of perimeter and area, you may point
out that the floor area of the room in the diagram can be measured by counting the
number of squares (but do not let learners do this now, it will take up too much time and
the squares are too small for accurate counting).
It is critical that learners decide on their own initiative to add the given lengths of the
sides in question 7 to calculate the perimeter. If they add the lengths only because
someone told them to do so, they may not attend to the idea of perimeter. If learners seem
to have difficulty answering question 7(a), suggest that they make a rough sketch of the
plot of land – you can even make a sketch on the board.

Answers
4. Practical activity: Learners’ answers will differ.
5. Practical activity: Help learners to reach consensus for your classroom.
6. 24 m
7. (a) 1 439 m (b) R67 633
8. (a) 21,06 km = 21 060 m (b) R989 820

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 364

Teaching guidelines
The purpose of questions 9, 10 and 11 is to address the possible misconception that the
length of any line on a grid can be measured by counting the grid squares through which it
passes. A learner who holds this misconception will produce 14 cm as the answer for
question 9(a).
Questions 9, 10 and 11 may be skipped if this issue was effectively resolved by learners
when they did question 2(d) on page 322.

Answers
9. (a) Learners may answer “14”; they should correct themselves when they do (b).
(b) Red perimeter = 20 cm; blue perimeter = 20 cm
10. (a) Because the diagonal of a grid square is longer than the side of a grid square.
(b) 20 cm
11. Learners adjust their answer for question 10(b) if necessary.

Mathematical notes on questions 12 and 13 on page 326

While questions 12 and 13 are primarily intended to provide practice in measuring the
perimeter and area of figures, the diagram also expresses some other mathematical ideas.
The square and the parallelogram have equal areas. Below you can see that the dark
triangle that forms half of the square can be translated to the right to form half of the
parallelogram.

A square can be divided into four identical

triangles.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 365

Teaching guidelines
It may be necessary to point out to learners that question 12(a) refers to the square that is
part of the coloured diagram on the grid.
With a view to support learners to analyse the diagram and make sense of the questions,
let them make their own copies of the diagram on squared or ruled paper. They need not
colour their copies.
It will also be helpful to make a copy of the diagram on the board, with or without the
grid, to facilitate effective interactions with learners, and class discussions.
Once learners have completed question 13, you may ask them to reflect on and discuss
why the square and the parallelogram have equal areas (see “Mathematical notes” on the
previous page).

Answers
12. (a) Each side is 6 cm long.
(b) Approximately 8,5 cm
(c) 6 cm + 6 cm + 6 cm + 6 cm = 24 cm
(d) 8,5 cm + 6 cm + 8,5 cm + 6 cm = 29 cm
(e) 6 cm + 6,8 cm + 6,8 cm = 19,6 cm
(f) 36 small squares
(g) 30 full squares and 12 half squares
13. (a) 36 squares
(b) 36 squares
(c) 18 squares
(d) 18 squares
(e) 18 squares

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 366

5.2 Area and perimeter
Mathematical notes
While providing practice in measuring the area and perimeter of rectangles, this question
also provides learners with an extended experience of how rectangles with the same area
can have different perimeters.

Teaching guidelines
Some ideas on how you may assist learners who still confuse area and perimeter are given
on the next page.

Answers
1. Learners will be able to assess their own predictions when they do question 3.
2. (a)–(b) Learners’ estimates will differ.
3. See Learner Book page 328 for figures.
Note: The area is measured in 0,5 cm grid squares; the perimeter in centimetres.
A B C D E
Area 36 squares 36 squares 36 squares 36 squares 36 squares
Perimeter 13 cm 12 cm 15 cm 20 cm 37 cm

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 367

Note that figures A, B, C, D and E on Learner Book page 328 are part of
question 3 on Learner Book page 327.

Answers
4. Only the following rectangles are possible with squares of 1 cm by 1 cm:
4 cm by 6 cm with perimeter 20 cm
2 cm by 12 cm with perimeter 28 cm
3 cm by 8 cm with perimeter 22 cm
1 cm by 24 cm with perimeter 50 cm

Teaching guidelines
You can assist learners who still confuse perimeter and area in the following way:
If they need to find a perimeter, ask them to use one finger to trace around the outside of
the shape. If they need to find the area, ask them to cover the shape with a flat hand, to
remind them about what they are calculating.
If they continue to confuse perimeter and area, they will have a lot of difficulty with
Mathematics later on. If you have learners who continue to mix up the two concepts, take
some string or a shoelace and tie the ends to make a loop. Put the loop on the table so that
it forms a shape roughly like a circle. Ask learners what the perimeter of the shape is.
The answer is the length of that string. Ask them to show you the area of the shape.
They should move their hands to indicate all the table space inside the string loop.
Now begin to pull the loop into a long oval shape. Ask them: “Is the perimeter now
different?” (No, it is still the length of the string.) “Is the area now different?” (Yes, there is
now less area inside the string loop.) Stretch the string loop some more, until it is a long
narrow shape and the sides touch each other. Ask: “Has the perimeter changed?” (No, it is
still the length of the string.) “What has happened to the area inside the string?” (The area has
shrunk to almost nothing!) So with a string loop, you can change the area without
changing the perimeter.
Also ask them what shape of that same loop will give them the largest possible area.
If you leave them to play with the string, they may get the answer by themselves.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 368

Answers
5. (a) A square with side lengths 8 cm each (area: 64 cm squares).
(b) A square with side lengths 7 cm each (area: 49 cm squares) and a square with side
lengths 6 cm each (area: 36 cm squares).
6. It should be 6 m long and 6 m wide.
7. (a) 5 rows
(b) 4 squares
8. (a) 10 squares in a row and 10 rows
(b) 50 rows of 2 squares; 25 rows of 4 squares; 20 rows of 5 squares
(c) The square in (a) with 10 rows of 10 squares each has a perimeter of 40.
9. (a) 48 tiles in 1 row; 24 tiles each in 2 rows; 16 tiles each in 3 rows; 12 tiles each in
4 rows; 8 tiles each in 6 rows; 6 tiles each in 8 rows; 4 tiles each in 12 rows; 3 tiles
each in 16 rows; 2 tiles each in 24 rows; 1 tile in 48 rows
(b) 50 tiles in 1 row; 25 tiles each in 2 rows; 10 tiles each in 5 rows; 5 tiles each in 10
rows; 2 tiles each in 25 rows; 1 tile in 50 rows
(c) 46 tiles in 1 row; 23 tiles each in 2 rows; 2 tiles each in 23 rows; 1 tile in 46 rows
(d) 47 tiles in 1 row; 1 tile in 47 rows
(e) 1; 4; 9; 16; 25; 36; 49; 64; 81; 100
10. (a) Yes
(b) No

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 369

5.3 Volume and capacity
Mathematical notes
The volume of an object can be understood as the number of small, identical cubes that
can be stacked tightly together to form the object.
Questions 1 and 2 invite learners to imagine that they are working with actual cubes,
packing them into a box. While working physically with actual boxes and cubes will make
it easier for learners to find the answers, the experience of just using their imagination will
strengthen their concept of volume and capacity.

Notes on questions
Learners may do question 2(c) before 2(b).

Answers
1. 72 cubes (3 layers; 24 cubes in each layer)
2. (a) 96 + 48 + 60 = 204 cubes
(b) 320 cubes
(c) 116 cubes

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 370

Teaching guidelines
Don’t use a formula for the volume/capacity of a cube when learners are working with
questions 4 and 5. The idea of formulas for perimeter and area of rectangles and volume of
rectangular prisms should be delayed until learners have developed strong concepts of
perimeter, area and volume/capacity with respect to a variety of figures and objects.
If the idea of formulas is introduced too early, the misconception that only rectangles
have perimeter and area and only rectangular prisms have volume/capacity may be
encouraged.

Answers
3. 49 + 36 + 25 + 16 + 9 + 4 + 1 = 140 cubes
4. (a) 6 (b) 4 (c) 24 (d) 5 (e) 120
5. (a) 24 (b) 5 (c) 120

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 371

Grade 6 Term 4 Unit 6 The history of measurement
Learner Book Overview
This unit has just one section Content Pages in Learner Book
The history of measurement Getting to know some ways in which people measured and recorded measurements 332 to 335
in the past
Using own body parts (hands, feet, forearms) to measure the classroom and objects
in the classroom
Realising the benefits of standardised units of measurement

CAPS time allocation 1 hour

CAPS page references 29 and 283

Mathematical background
A key element of the history of measurement is the gradual development of standardisation, from a situation where many different units and systems of
measurement were used in different parts of the world to the modern situation where the metric system is used almost universally.

In this short unit learners get to know some of the ways in which the ancient Egyptians measured and recorded measurements. Encourage them to do a bit of
research into how their ancestors and/or people of other cultures used to measure and record measurements in the recent and/or distant past.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 372

Teaching guidelines
The topic requires you to do some “storytelling”. You may study the shaded passage and
prepare to present this to the class in an interesting way that will hold their attention.
The history may be enlivened by asking learners to perform actual measurements with
their fingers, hands, forearms and feet. For example, you may ask all learners to measure
the width of their desktop with their palms (four fingers across) and to compare answers.
The different answers for the same distance create a situation where you can impress upon
learners that there is a problem: different people state different lengths for the same
distance. This practical problem can be used as a context for introducing the idea of
standardisation of units.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 373

Answers
1. Practical group activity
2. Class discussion
3. Class discussion, for example: If every country used its own measuring units, every
other country would need tables with conversion factors. People in South Africa who
ordered goods from other countries could find that, for example, parts do not fit into
local machines, or they could find that the supplier had misunderstood the units we
use in South Africa.
In fact, there are two different measuring systems in use: America uses the old British
system called the Imperial system (foot, pound, second) and most other countries use
the metric system (metre, kilogram, second). Sometimes there is confusion and people
make mistakes.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 374

Mathematical notes
The traditional British system (Imperial system) of measurement was used in South Africa
till around 1960. In this system the following units were used for measuring length:

The inch: this red strip is exactly one inch long.

1 inch = 2,54 cm

For shorter lengths, fraction parts of an inch are used in the British system:

Quarter inches

Eighths of an inch

Sixteenths, thirty-secondths and sixty-fourths of an inch were used for more accurate
measurements.

Larger units for measuring lengths in the British system are the:
• foot: 12 inches
• yard: 3 feet
• mile: 1 760 yards

Answers
4. Learners’ answers will differ.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 375

Mathematical notes
The forearm (cubit) was used in many parts of the world as a unit for measuring length.
Here are the words for cubit in some other languages:
• Zulu: yingalo
• Sotho: setsoe
• Shona: mita
• Swahili: dhiraa moja
• Chichewa: mkono
• Malay: hasta

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 376

Grade 6 Term 4 Unit 7 Whole numbers: Division
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 Explore division with bigger numbers Solving sharing and grouping problems by estimation and multiplication 336
7.2 Two methods of division Revision of division methods, and practice 337 to 338
7.3 Apply and use your knowledge Word problems involving sharing and grouping, and multi-step problems 338 to 339
7.4 Ratio Division in calculations involving ratio in a variety of contexts 339 to 341
7.5 More practice A variety of problems requiring division and multiplication 341 to 342
7.6 Rate A project that involves a constant rate in a mechanical context 343

CAPS time allocation 7 hours

CAPS page references 13 to 15 and 284 to 285

Mathematical background
Division is the inverse of multiplication.
• To ask “How much is 12 000 ÷ 60?” is the same as to ask “By what number must 60 be multiplied to get 12 000”, or “60 × ? = 12 000”.
• It does not matter how we keep track of progress while we divide or how we document our work when we divide – division with larger numbers is
usually performed by adding up multiples of the divisor until the question “By what number must the divisor be multiplied to get the total?”
is answered.

Division is used to solve four kinds of problems:

• Calculating the size of each part if a given quantity is divided into a given number of equal parts (“sharing”).
• Calculating the number of parts if a given quantity is divided into equal parts of a given size (“grouping”).
• Calculating one quantity if two quantities are in a given ratio and one of the quantities is given.
• Calculating a rate, or dividing by a rate.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 377

7.1 Explore division with bigger numbers
Notes on questions
Questions 1 and 2 encourage understanding of division as the inverse of multiplication,
and the use of multiplication facts to perform division. Questions 3 to 5 focus on
estimating and checking as a division strategy.

Teaching guidelines
Let learners do question 1, then take feedback and make sure all learners have the correct
answers written in their books.
Let learners then do question 2. Tell them they may find some of the answers in question 1
useful when they do question 2. You may use this example: If there are 8 schools, then the
answer for question 1(j) indicates that each school will receive 1 250 chairs.

Answers
1. (a) 100 (b) 1 000 (c) 1 000 (d) 10 000
(e) 1 000 (f) 10 000 (g) 1 000 (h) 10 000
(i) 10 000 (j) 10 000
2. (a) 2 000 (b) 1 000 (c) 500
(d) 400 (e) 200 (f) 80
3. Learners’ estimates will differ, e.g.
(a) 30 (b) 50 (c) 10
4. Learners’ estimates will differ, e.g.
(a) 320 × 30 = 9 600
(b) 197 × 50 = 9 850
(c) 720 × 10 = 7 200
5. (a) 31 (b) 50 (c) 13

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 378

7.2 Two methods of division
Teaching guidelines
Let learners calculate 2 784 ÷ 47 any way they prefer before informing them of the content
in the two shaded passages.
Then explain, with reference to 7 283 ÷ 183, how division can be done by building the
given total up with multiples of the divisor. The two shaded passages are reminders of two
ways in which one can keep track of the building-up process:
• Adding up the multiples (10 × 183, 20 × 183, etc.) as 1 830
shown in the second column from the right in the first
5 490
shaded passage to get an idea of how much should still
be added. (The “remainders” in the first shaded passage 6 405
need not be calculated.) 7 137

7 283

• Subtracting the multiples one by one from the given total as shown in the second
shaded passage.
Ask learners to explain to each other in small groups how they have kept track of their
work when they calculated 2 784 ÷ 47. Ask them to precisely show whether they added up
multiples of 47 as in the first shaded passage, whether they subtracted multiples of 47 as in
the second shaded passage, or used a different method.
The purpose of this activity is not to impose any specific method of division on learners,
but to provide each learner with opportunities to clarify his/her own way of doing division
in his/her own mind.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 379

Answers
1. (a) 34 remainder 18 (b) 29
2. (a) 34 (b) 246 remainder 16

7.3 Apply and use your knowledge

Teaching guidelines
Remind learners regularly that they need to read the questions carefully, and try to
understand the situation described in each question. Advise them to make a rough
estimate of the answer in each case, and use a calculator to check how good their estimate
is. If they cannot make and check an estimate, then they probably do not understand the
situation.

Notes on questions
Question 1 requires grouping: learners have to determine how many parts of 237 each can
be obtained from a total of 2 844.
Question 2 requires sharing: 6 104 is to be subdivided into 872 equal portions; learners
have to calculate the size of each portion.
Questions 3, 4 and 5 all require grouping: in each case the number of equal parts have to
be worked out.
Question 6 is a two-step problem: multiplication followed by division as sharing.
Question 7 is also a two-step problem: multiplication followed by division as grouping.
Question 8 is meant as a challenge.

Answers
1. 12 dogs
2. R7 per kg
3. 9 floors
4. 4 passengers
5. 18 boxes
6. 3 × 75 ÷ 7 = 225 ÷ 7 = 32 remainder 1; Cedric keeps only 1 sweet for himself.
7. 108 × 18 ÷ 27 = 72 cans in each row
8. Number of golf balls taken out each time = 5 + 3 = 8
Number of times golf balls are taken out = 360 ÷ 8 = 45
Kate will have taken out 3 × 45 = 135 balls and
Jane will have taken out 5 × 45 = 225 balls when the box is empty.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 380

Notes on questions
Question 9 is a two-step problem: subtraction followed by division as equal sharing.
Question 10 is a two-step problem: division as grouping followed by multiplication.
Questions 11 and 12 are examples of grouping.

Answers
9. (a) (3 485 − 21) ÷ 130 = 26 remainder 84. He can put 26 oranges in a pocket.
(b) 84 oranges are left over.
10. 1 089 ÷ 99 = 11, then 11 × 3 = 33 CDs
11. 2 years and 4 months
12. 68 towels

7.4 Ratio
Teaching guidelines
The story in italics and question 1 provide learners with an opportunity to use their
knowledge of equal sharing to develop an idea of ratio. There is no need to introduce the
word ratio at this stage – it is important that the concept of ratio first develops in learners’
minds. Questions 2 to 5 will provide other opportunities for this.
Read the story with the class and allow some discussion. You could ask learners to decide
whether they would want to be in the group of 20 learners or in the group of 10 learners.
You may write the following on the board to provide focus for the discussion, and to guide
learners’ thinking when they do question 1.
10 learners 20 learners
? apples ? apples
Learners must do questions 1(a) and (b) individually. Once they have written down
answers for question 1(b), allow them to join other learners to compare and discuss their
answers.

Answers
1. (a) In the group of 20 learners each learner gets 3 apples and in the group of
10 learners each learner gets 6 apples.
(b) Learners’ own ideas. Some learners may suggest that 80 apples should be given to
the group of 20 learners and 40 apples to the group of 10 learners, i.e.
4 apples to each learner.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 381

Notes on questions
Question 2(a) is a straightforward multiplication question:
One row has 7 green beads, so 80 rows have 7 × 80 = 560 green beads.
One row has 3 yellow beads, so 80 rows have 3 × 80 = 240 yellow beads.
Question 2(b) is slightly more difficult. Since there are 10 beads in one row, a diagram
with 9 000 beads will have 9 000 ÷ 10 = 900 rows. The number of green beads will hence be
7 × 900 = 6 300. Once learners have finished with question 2(b), ask them how many
yellow beads there will be in a diagram with 9 000 beads (it is 9 000 − 6 300 = 2 700).
Question 2(c) is again slightly different to question 2(b). It is not the total number of
beads in the diagram that is given, but the total number of green beads. The number of
rows can be calculated as 5 600 ÷ 7 = 800 rows, from which the number of yellow beads can
be calculated as 3 × 800 = 2 400.
As the above shows, learners do not need any knowledge of ratio to answer questions
2(b) and (c). The answers could be represented on the board as below, and learners may be
asked to insert all the numbers for some more rows, for example a row with180 yellow
beads and a row with 350 green beads. Doing this will provide experience with variable
quantities that are in a constant ratio to each other.

1 row 3 yellow beads 7 green beads

80 rows 240 yellow beads 560 green beads

800 rows 2 400 yellow beads 5 600 green beads

900 rows 2 700 yellow beads 6 300 green beads

Answers
2. (a) 560 green beads and 240 yellow beads
(b) 6 300 green beads
(c) 2 400 yellow beads
3. (a) 4 000 green beads
(b) 3 200 green beads
4. (a) 40 scoops in Camp A and 60 scoops in Camp B
There are 50 goats in total, that means 2 scoops for every goat.
(b) 60 scoops in Camp A and 90 scoops in Camp B
(c) 2 buckets in Camp A and 3 buckets in Camp B
(d) 120 scoops

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 382

Answers
5. (a) 8 cups (b) 14 cups (c) 50 cups
(d) 175 cups (e) 30 cups (f) 600 kg

7.5 More practice

Teaching guidelines
This section includes a variety of problems and is intended for practice. Unless there is
time to do all the questions, it may be a good idea to allow learners to choose which
problems they would like to do. Challenge them to do as many as they can.

Answers
1. (a) Camp A: 3 000 kg
Camp B: 4 500 kg
(b) 42 bales
2. 65 crates

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 383

Answers
3. 7 skirts (12,5 m = 1 250 cm)
4. (a) 17
(b) 74 cm
5. (a) and (b) There are many possibilities, e.g.
372 × 10 744 × 5 248 × 15 930 × 4
120 × 31 465 × 8 155 × 24 1 860 × 2
620 × 6 93 × 40 310 × 12
60 × 62 (numbers closest to each other)
(c) Learners describe their plans.
6. 4 years and 2 months
7. (a) 67 cans
(b) 670 cans
8. R89
9. 275 ml juice
10. (a) 483 (b) 40 remainder 36 (c) 564
(d) 34 (e) 25 (f) 41 remainder 88
11. 18 businesses

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 384

7.6 Rate
Mathematical notes
This section allows learners to engage with a constant rate in a mechanical context. Since
the cogwheel has 18 teeth, the locomotive will move forward by 18 notches when the
wheels turn around once. Learners calculate the rate of 18 notches forward movement per full
turn of the wheels in question 2.
Learners’ understanding of the inverse relationship between multiplication and division
will be strengthened by doing questions 3 and 4:
• In question 3 learners multiply the rate by the number of wheel turns (i.e. 6 in 3(a)
and 54 in 3(b)) to determine the distance moved by the locomotive.
• In question 4 learners divide the distance the locomotive moved (e.g. 1 800
notches in 4(a)) by the rate (i.e. 18) to determine the number of wheel turns
required to move the locomotive over that distance.

Teaching guidelines
The whole of this section may be given as a project if there is not enough time available in
class.

Answers
1. 18
2. 18
3. (a) 108
(b) 972
4. (a) 100
(b) 354
(c) 354 and a half
(d) 355
(e) 44 full turns + 8 notches (8 eighteenths or 4 ninths of a turn)
(f) 89 full turns + 16 notches (16 eighteenths or 8 ninths of a turn)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 385

Grade 6 Term 4 Unit 8 Number sentences
Learner Book Overview
Sections in this unit Content Pages in Learner Book
8.1 Statements of equivalence Using number sentences to state that different calculation plans will 344
produce the same result
8.2 Substitution, trial and improvement Solving open number sentences by searching systematically for the 345 to 346
number that will make the sentence true
8.3 Use number sentences when needed Using number sentences as a tool to interpret situations and establish what 347 to 349
calculations are needed

CAPS time allocation 3 hours

CAPS page references 20 and 286 to 287

Mathematical background
Number sentences serve three important purposes in mathematics apart from their use to state number facts such as 7 × 9 = 63:
• They can be used to state that different calculation plans are equivalent and they produce the same result:
7 × ( 60 + 8) = 7 × 60 + 7 × 8
• They can be used to represent properties of operations that hold for all numbers, for example:
����� × ( ����� + ����� ) = ����� × ����� + ����� × �����
number A × (number B + number C) = number A × number B + number A × number C
• They can be used to describe real situations in mathematical terms, for example:
Themba had R1 200. He bought three chickens for the same price each. Bertha had R576. She sold five chickens for the same price each that Themba
had paid for a chicken. They now have the same amounts in cash. What was the price of a chicken?
1 200 − 3 × price of a chicken = 576 + 5 × price of a chicken
Open sentences like the above can be solved by trial and improvement, for example:

Thinking Try any number Try another number A number in between Stay close Go closer to 80 Go even closer to 80
1 100 50 80 70 75 78
1 200 − 3 × 1 900 1 050 960 990 975 966
576 + 5 × 1 1 076 826 976 926 951 966
Difference 176 −(224) 16 −(64) −(24) 0
Observation 576 + 5 × 1 bigger 1 200 − 3 × 1 bigger Pretty close! Difference now bigger Not close enough !

Note that successful trial and improvement requires acquiring certain thinking strategies, as indicated in the “Thinking” and “Observation” rows in the above table.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 386

8.1 Statements of equivalence
Mathematical notes
The two sets of calculations in the shaded passage illustrate a certain equivalence that
exists for any two numbers, namely:
number A × number A − number B × number B
= (number A + number B) × (number A − number B)
Stated differently:
the difference between the squares of two numbers
= the sum of the two numbers × the difference between the two numbers
This can also be represented by 1 × 1 − ê × ê = (1 + ê) × (1 − ê), which is represented as
2 2
x − y = (x − y)(x + y) in Grade 9 and higher.
The calculations that learners will do in questions 1 and 2 will show the truth of the
above statement.
The purpose of Section 8.1 is to consolidate the concept of statements of equivalence by
engaging learners with some true statements of equivalence based on the above general
truth, and some false statements of equivalence in questions 3 and 4.

Teaching guidelines
With a view to persuade learners to take note of the shaded passage, ask them to do
calculations to check whether it is true that 10 × 10 − 5 × 5 and (10 + 5) × (10 − 5) produce
the same answer. In question 4 another equivalence is suggested, but investigation shows
that pattern is false.

Answers
1. (a) Both are 300. (b) Both are 55. (c) Both are 21.
2. (a) Yes. Investigation confirms they are both180.
(b) 53 × 53 − 47 × 47 = 600; 505 × 505 − 495 × 495 = 10 000
(c) Learners’ own answers. Example:
The numbers 34 786 and 34 784 are exactly 2 units apart,
and 34 786 + 34 784 = 69 570,
so I do think 2 × 69 570 = 34 786 × 34 786 − 34 784 × 34 784,
as this conforms to our pattern.
3. (a) True (b) False
4. (a) Michael will believe that 6 × 4 + 6 × 8 = 12 × 12 and 10 × 5 + 10 × 7 = 20 × 12.
(b) Take in learners’ letters to check their thinking.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 387

8.2 Substitution, trial and improvement
Mathematical notes
Solving number sentences by trial and improvement is a very valuable learning experience,
for at least four reasons:
• It provides learners with opportunities to develop strong understanding of what is
meant by the solution of an open number sentence. This is the number that makes
the sentence true.
• It provides learners with an experience of the so-called “numerical solution” of
equations, which is very important in modern mathematical practice.
• It provides computation practice in a meaningful mathematical context.
• It provides learners with experience in working with an independent variable
(the different numbers they substitute for the unknown number) and dependent
variables (the results produced by applying the calculation plans). These are the
basic concepts in algebra.
Notes on questions
Note that a numerical search for the solution of the open number sentence
5 × the number + 4 = 64 − 3 × the number
is started in the shaded passage. Learners have to continue this search in question 1 until
they find the number (712 ) that makes the sentence true.

Teaching guidelines
It is important for you to demonstrate solution by trial and improvement. Explain the
reasons for the numbers that you choose when demonstrating the method, for example as
in the “Mathematical background” on the opening page of this unit.
Answers
1. Trial and improvement will lead learners to find that the number which will give the
same solution lies between 7 and 8. Trying for 712 as being the number would then give
the same result.

Trial number 10 20 5 6 7 8 712

5 × th e n u m b e r + 4 54 104 29 34 39 44 4112

64 − 3 × the number 34 4 49 46 43 40 4112

Difference 20 100 −(20) −(12) −(4) 4 0

The two calculation plans give the same result (i.e. 4112 ) for the number 712 .

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 388

Notes on questions
Questions 2, 4 and 6 require learners to solve open number sentences.
Question 3 relates to question 2(c). Learners can consult the work they did when they
engaged with question 2(c) to find some of the answers for question 3, for example:

c 10 100 50 5 20 30 25
10 × c + 1 500 1 600 2 500 2 000 1 550 1 700 1 800 1 750
20 × c + 1 250 1 450 3 250 2 250 1 350 1 650 1 850 1 750
Difference 150 −(750) −(250) 200 50 −(50) 0

The above results show that:

10 × c + 1 500 > 20 × c + 1 250 for c = 10; 5 and 20 (question 3(a)),
10 × c + 1 500 = 20 × c + 1 250 for c = 25 (question 2(c)), and
10 × c + 1 500 < 20 × c + 1 250 for c = 100; 50 and 30 (question 3(b)).

Answers
2. (a) 3 (b) 16 (c) 25
3. (a) Any five numbers smaller than 25.
(b) Any five numbers bigger than 25.
4. (a) 350 (b) 350
5. 10 × ( c + 150) and 10 × c + 1 500 are equivalent calculation plans because of the
distributive property of multiplication and addition or subtraction.
Similarly, 20 × ( c − 100) and 20 × c − 2 000 are equivalent calculation plans as they
produce the same results for all values of c.
6. (a) 3 (b) 800 (c) 120 (d) 120 (e) 120
7. (a) Any number will make the sentence true.
(b) The two calculation plans are equivalent (the distributive property) hence they
produce the same results.
8. (a) If we try different numbers, the difference between the answers remains the same.
No number makes the sentence true.
(b) The calculation plan on the left can be replaced with 10 × c + 1 500 (as was
already apparent in question 7). Clearly, 10 × c + 1 500 is 1 350 more than
10 × c + 150, irrespective of the value assigned to c .

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 389

8.3 Use number sentences when needed
Teaching guidelines
Ensure that learners interpret the phrases “the morning of 1 September” and “at the end of
the day” correctly: the stock at the end of the day on 1 September would be the same as the
stock on the morning of 2 September.
Learners may need to be reminded that “2,4 million” is 2 400 000. Conduct a whole-class
discussion to make sure that learners understand the context before they engage with
question 1. A representation like the following would be quite useful, but don’t write it on
the board before learners have had some time to apply their minds to the text that
describes the situation:
1 Sept 2 Sept 3 Sept 4 Sept 5 Sept 6 Sept
2 400 000 + 128 000 + 128 000 + 128 000 + 128 000 + 128 000 + 128 000
Encourage learners to use calculators for this section.
To find the total number of bricks at the end of day on 2 September (question 1), learners
just need to add 2 × 128 000 (the production on 1 and 2 September) to 2,4 million:
2 400 000 + 2 × 128 000 = 2 656 000.
Once learners have completed question 1 successfully and demonstrate at least good
progress with question 2, you may add a third row to the above representation:
1 Sept 2 Sept 3 Sept 4 Sept 5 Sept 6 Sept
2 400 000 + 128 000 + 128 000 + 128 000 + 128 000 + 128 000 + 128 000
2 400 000 2 528 000 2 656 000 2 784 000 2 912 000
Learners may continue to add repeatedly to determine the stock levels on 10 September,
or they may use the calculation plan 128 000 × 10 + 2 400 000. When they have completed
question 2, demonstrate on the board that they could have used the calculation plan, and
encourage them to use a similar calculation plan for question 3.
If some learners still use repeated addition of 128 000 for question 4, allow them to do so
but let them solve the open sentence 128 000 × c + 2 400 000 = 6 240 000 afterwards to
emphasise that the situation can be shown in this way too.

Answers
1. 2 656 000 bricks
2. 3 680 000 bricks
3. 4 448 000 bricks
4. 30 September
5. Plan C
6. Number sentence D

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 390

Teaching guidelines
If learners did not use the calculation plan 128 000 × c + 2 400 000 for 21 and 28
September in question 7(a), encourage them to do so.

Answers
7. (a) Day of September 1 7 14 21 28
Stock level 2 528 000 3 296 000 4 192 000 5 088 000 5 984 000

(b) Day 5
(c) Day 13
(d) Day 23
8. (a) 5 320 kg
(b) 2 360 kg + “the number” of pockets of cement × 90 kg
(c) 115 pockets
(d) 68 pockets
9. (a) 6 160 kg

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 391

Mathematical notes
In some situations only whole numbers are acceptable answers, as in: “How many pockets of
cement and how many roof sheets are loaded?”

Teaching guidelines
The aim is for learners to inspect and experience how numbers interrelate in a practical
scenario, possibly using number sentences and/or tables of calculations.

Answers
9. (b) 10 310 kg
(c) 48 pockets
(d) 2 pockets of cement and 188 roof sheets
(e) 9 850 and 10 300
(f) 2 pockets of cement and 208 roof sheets

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 392

Grade 6 Term 4 Unit 9 Transformations
Learner Book Overview
Sections in this unit Content Pages in Learner Book
9.1 Making larger copies of figures An additional basic transformation 350 to 354
9.2 Enlargements and reductions A more formal look at the additional basic transformation 355 to 356
9.3 Increasing the length of two sides only A look at stretching in one direction 357

CAPS time allocation 3 hours

CAPS page references 23 and 288

Mathematical background
Previous work on transformations did not involve any changes in the shape or size of shapes, only different ways of moving shapes around.
Another kind of transformation involves changing the size of the shape. The shape can either be scaled up in size or scaled down in size. Such transformations
occur in two basic ways:
• The shape is “stretched” or “squashed” along one direction only
(expanded or contracted along one direction); the transformed
shape is no longer the same shape as the original – the angle sizes
have changed.

• Each length (distance between two points) of the shape is

changed by the same scale factor, while all the angles remain
unchanged. The enlarged or reduced shape has exactly the same
shape as the original; it is just larger or smaller. These are called
enlargements and reductions respectively.
Enlargements and reductions are used in a variety of practical
contexts, for example building plans and simple maps. Most
photocopy machines can be used to make enlargements and
reductions.
The second situation is really just two stretches (or two squashes) along
directions that are at right angles to each other. The combined effect of the two identical changes results in the overall shape being preserved, along with all the
angle sizes.

Resources
It will save valuable classroom time if you could provide learners with copies of the grid sheets provided in the Addendum.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 393

9.1 Making larger copies of figures
Mathematical notes
Enlarging a figure means making each distance longer by the same factor (e.g. twice as
long, one and a half times as long, etc.) without changing the shape (i.e. keeping the angles
unchanged). This may also be called scaling.
The easiest way to see how this occurs is to draw the same shape on different sheets of
square grid paper, with the grids on each sheet made up of different sized squares (as
shown on page 350). The shape is stretched by the same factor in every direction.

Teaching guidelines
Allow learners to spend some time individually on question 1 so that they can form their
own opinions. Then allow discussion in groups or conduct a whole-class discussion.

Possible misconceptions
Many learners may confuse scaling up and down (multiplication or division) with additive
increase or decrease. Saying that each side of a shape is enlarged by a factor of 2 is not the
same as saying that each side has been made 2 units longer. Enlargements and reductions
are multiplicative changes, while increasing each side by the same amount is an additive
change.
The shaded passage on page 351, questions 4 to 7 on page 354 and the whole of Section 9.3
are designed to develop understanding of the difference between scaling multiplicatively
and extending or reducing additively.

Answers
1. (a) They are different in size and colour.
(b) They have the same shape.
2. (a)–(b) Learners may come up with the idea of redrawing the shape on a grid with
larger divisions. If they do not, bring it to their attention.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 394

Teaching guidelines
Explain to learners, with reference to the examples on pages 352 and 353, what is meant by
grids with various cell sizes, for example 0,5 cm grids, 1 cm grids, 1,5 cm grids, etc.
It will save valuable classroom time if you could provide learners with copies of the grid
sheets provided in the Addendum.

Answers
3. (a)–(b)

(c) Answer on next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 395

Teaching guidelines
As mentioned on the previous page, the grids on pages 352 and 353 of the Learner Book are
provided to demonstrate what is meant by grids of different cell sizes, and to provide
templates that learners can copy by tracing.
You can also let learners measure the side lengths of the quadrilateral on the different
grids and do calculations to verify that the lengths are decreased or increased by scale
factors.

Answers (continued)
3. (c)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 396

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 397
Teaching guidelines
Once learners have completed question 5, it may be useful to represent the answers as
follows on the board:

5. (a) 6 +3 9 and 8 +3 11

(b) 6 × 1,5 9 and 8 × 1,5 12

(c) 6 +8 14 and 8 +8 16

(d) 6 ×2 12 and 8 ×2 16

The changes in 5(a) and (c) cannot result from multiplying the length and the width by the
same number, hence they are not examples of scaling.

Answers
4. (a)–(c) Learners’ own work
5. (b) and (d) are enlargements.
6. Learners’ own work
7. (a) Learners predict the lengths of the diagonals and complete the table.

A B C D E
Length of rectangle 8 12 16 20 24
Width of rectangle 6 9 12 15 18
Length of diagonal 5,3 7,9 10,6 13,2 18,8

(b) Learners draw Rectangles D and E, using the measurements given, and measure the
diagonals.
8. (a) D
(b) A
(c) B

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 398

9.2 Enlargements and reductions
Mathematical notes
An enlargement involves a scale factor that is greater than 1. A reduction involves a scale
factor that is between 0 and 1. So, a scale factor of 45 produces a reduction, with each side
0,8 times the length of the original, while a scale factor of 54 produces an enlargement with
each of the sides 1,25 times the length of the original. A scale factor of 1 would leave the
shape unchanged.

Answers
1. Learners’ own work
2. 1,25 cm grid on the right;
0,5 cm grid below

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 399

Mathematical notes
A reduction by a factor of 3 (see shaded passage) can also be described as an enlargement by
a factor of 13 .

Teaching guidelines
You may utilise the fact that a reduction by a factor of 3 can also be described as an
enlargement by a factor of 13 to reinforce the relationship between fractions and division.
To calculate the lengths (distances between points) when a shape is reduced by a factor
of 3, you can divide the lengths of the original by 3, or you can calculate 13 of each of the
lengths.

Answers
3. (a) No
(b) Yes
(c) Yes
4. (a) 0,25 cm grid
(b) 0,75 cm grid
(c) 0,75 cm grid
(d) 1,25 cm grid
(e) 1 cm grid
5. See next page.
(a) 1,125 cm grid
(b) 0,5 cm grid
(c) 1,25 cm grid
6. Yes, the length of each side is increased or decreased by the same scale factor.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 400

Answers (continued)
5. (a) (b) (c)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 401

9.3 Increasing the lengths of two sides only
Answers
1. (a) (b)

Diagonal is 5,8 cm long. Diagonal is 6,4 cm long.

(c) (d)

Diagonal is 6,7 cm long. Diagonal is 7,2 cm long.

2. See next page.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 402

Answers (continued)

2. (a)

Diagonal is 10,4 cm long. Diagonal is 7,2 cm long.

In the original it was 5,8 cm long. In the original it was 6,4 cm long.

Diagonal is 12,4 cm long. Diagonal is 12,7 cm long.

In the original it was 6,7 cm long. In the original it was 7,2 cm long.

(b) No, the diagonals don’t get stretched by a factor of 2.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 403

Grade 6 Term 4 Unit 10 Position and movement
Learner Book Overview
Sections in this unit Content Pages in Learner Book
10.1 Locate positions on a grid Giving locations (“addresses”) of objects that are laid out on a grid 358 to 359
10.2 Giving directions using a map Directions to get from one location to another 360 to 362

CAPS time allocation 2 hours

CAPS page references 24 and 288

Mathematical background
Square grids are used in Mathematics as well as Geography to represent positions and movements. Each cell on a square grid has an “address” that is specified
in terms of its position in relation to the so-called “axes”, as demonstrated below.

The grid on the left shows 14

14
alpha-numeric addresses, 13
which are used in Social Sciences 13
12
(Geography) and Intermediate 12
Phase Mathematics. 11
11
10
10
The grid on the right shows 9
Cartesian coordinate 9
8
addresses, such as used in 8
Mathematics from Grade 7 7
onwards. 7
6
6 B6 (2;6)
5
5
4
4
3
3
2
2 F2 (6;2)
1
1
A B C D E F G H I J K L 1 2 3 4 5 6 7 8 9 10 11 12
Resources
Square grid paper or copies of the grid on page 449 in the Addendum

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 404

10.1 Locate positions on a grid
Mathematical notes
This section asks learners to find the locations (“addresses”) of objects according to a grid,
and to use grid locations to determine what is located at those positions. These two actions
are opposites of each other.
Teaching guidelines
Although many learners may be able to engage effectively with the questions straightaway,
you may draw a grid on the board and do some examples. Point out to learners that they
work with grids and grid references in Geography too. Preferably, you should let learners
take out their Social Sciences textbooks and look up some maps, so that they can see the
correspondence with the work in this section.
To save classroom time, you could photocopy the grid for question 4 on page 449 in the
Addendum.
Answers
1.–3. See next page. (Questions 1 to 3 are repeated on the next page for your convenience.)
4. (a)–(b) 15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
A B C D E F G H I J K L M N O
(c) H4 and H10; I3 and I11; J2 and J12; K3 and K11; L4 and L10

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 405

Questions (repeated for your convenience)

Answers to questions 1 to 3
1. (a) Tree (b) Shed (c) Pond (d) Shrubs
(e) Tree (f) Shrubs (g) Tree (h) Shrubs
(i) Pond (j) Tree (k) Flower bed (l) Pond
(m) Tree (n) Shrubs (o) Toilet (p) Shrubs
(q) Tree (r) Shed (s) Flowerbed (t) Tree
(u) Shrubs (v) Pond (w) Flowerbed (x) Shed
2. B9 and C9
3. Check learners’ suggestions, e.g. A12, A11, A10, A9, A8, A7, B7, C7, C6, D6, E6, F6, F5,
F4, F3, E3, E2, E1, F1 (toilet)
4. (a)–(c) Learners’ own practical work (see previous page).

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 406

10.2 Giving directions using a map
Mathematical notes
Map reading is an important basic life skill everyone should develop.

Teaching guidelines
This section emphasises giving clear instructions or descriptions on how to get from one
place to another. If learners are vague or unfocused in their descriptions, encourage them
to try to be clearer. It may help if pairs of learners “instruct” each other to follow their
directions to see how well they describe the route.

Answers
1. F12 and H8
2. H4
3. G42
4. G42 and G98
5. Approximately 120 km to 130 km

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 407

Answers
Please see the next page for the Learner Book questions and answers. For your convenience
the answers are also given here, alongside the map.

6. D7; E7; F8; G8; H9

7. From Bettina continue north on the R88 until it crosses Link Road. Turn right onto
Link Road. Continue on Link Road until it crosses Great North Road. Turn left onto
Great North Road. Continue on Great North Road, then turn right onto the G98.
Continue on the G98 up to Thabanare.
8. Learners’ own work. Consider and discuss their options. Example: From Thabanare
travel south on the G98 until you reach Great North Road. Turn left onto Great North Road
until your reach the crossing with Link Road. Turn right onto Link Road and continue to
Celluloso.
9. Learners’ own work. Consider and discuss their options. Example: From Thabanare
travel south on the G98 to the crossing with the R31. Turn right onto the R31 and continue to
the crossing with Great North Road. Turn left onto Great North Road and continue to the
crossing with Link Road. Turn right onto Link Road and continue to Celluloso.

10. Learners’ own work. Consider and discuss their options. Example: Gabriel’s farm is
between Great North Road and the G98, and south of the G42, just east of the river and west
of the crossing between the G98 and the G42.

11. Follow the G54 out of Orangeville, crossing the R31, the river and the G42, and
continue to the T-junction with the R88. Turn right onto the R88, crossing Link Road
and continue on the R88 up to Bettina.
12. Follow Great North Road south, cross the river and continue to the crossing with the
G42. Turn left onto the G42 and follow the road until just over the river again. Look
out for the farm road to your right.
13. Turn onto the G54 north and continue up to the crossing with the R31. Turn right
onto the R31 and follow the road in the southeasterly direction, crossing Great North
Road, and continue to the crossing with the G98. Turn left (in a northerly direction)
and continue on the G98 up to Thabanare.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 408

Answers (as on previous page)
6. D7; E7; F8; G8; H9
7. From Bettina continue north on the R88 until it crosses Link Road. Turn right onto
Link Road. Continue on Link Road until it crosses Great North Road. Turn left onto
Great North Road. Continue on Great North Road, then turn right onto the G98.
Continue on the G98 up to Thabanare.
8. Learners’ own work. Consider and discuss their options. Example: From Thabanare
travel south on the G98 until you reach Great North Road. Turn left onto Great North Road
until your reach the crossing with Link Road. Turn right onto Link Road and continue to
Celluloso.
9. Learners’ own work. Consider and discuss their options. Example: From Thabanare
travel south on the G98 to the crossing with the R31. Turn right onto the R31 and continue to
the crossing with Great North Road. Turn left onto Great North Road and continue to the
crossing with Link Road. Turn right onto Link Road and continue to Celluloso.

10. Learners’ own work. Consider and discuss their options. Example: Gabriel’s farm is
between Great North Road and the G98, and south of the G42, just east of the river and west
of the crossing between the G98 and the G42.

11. Follow the G54 out of Orangeville, crossing the R31, the river and the G42, and
continue to the T-junction with the R88. Turn right onto the R88, crossing Link Road
and continue on the R88 up to Bettina.
12. Follow Great North Road south, cross the river and continue to the crossing with the
G42. Turn left onto the G42 and follow the road until just over the river again. Look
out for the farm road to your right.
13. Turn onto the G54 north and continue up to the crossing with the R31. Turn right
onto the R31 and follow the road in the southeasterly direction, crossing Great North
Road, and continue to the crossing with the G98. Turn left (in a northerly direction)
and continue on the G98 up to Thabanare.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 409

Grade 6 Term 4 Unit 11 Probability
Learner Book Overview
Sections in this unit Content Pages in Learner Book
11.1 Tossing a coin Critical investigation of outcomes when tossing a coin 363
11.2 Spinner experiments The same possible outcomes, but different areas give different probabilities 364 to 366
11.3 The Subtraction Game Possible differences between the outcomes on two dice 367 to 368
11.4 The Addition Game Possible sums of the outcomes on two dice 369

CAPS time allocation 2 hours

CAPS page references 31 and 289

Mathematical background
It sometimes makes sense to argue that one thing is more likely to happen than something else. For example, if you drop a glass on a cement floor, it is more
likely to break than not to break. In such situations, there are valid grounds to believe that one possible outcome is more likely than another. There are also
situations where no grounds exist to believe that one possible outcome is more likely than another. For example, when you roll a die, there are no grounds to
believe that the outcome “4” (or any other of the six possible outcomes) is more likely to occur than any of the other five possible outcomes. Events like
flipping a coin and rolling a die are called random events. A random event is an event with different possible outcomes, all of which are equally likely. The
outcome of a random event such as rolling a die is completely unpredictable. The only thing that can be predicted with respect to a single repetition of the
event is that one of the possible outcomes will happen.
Two serious misconceptions about random events are quite common:
• A statement like “The probability of getting a 4 when rolling a die is one sixth, or one out of six” is sometimes falsely interpreted to mean that a
prediction about the outcome of a single repetition of an event can be made. Such a statement only provides information about what may be expected
if the event is repeated many times, as explained below.
• The belief that in random events such as rolling a die, past events influence future events, leading to expectations such as “If I have rolled the die 50
times and 6 did not appear once, the chances are now very high that 6 will appear on the next roll.” This is false.
Although the outcome of a single random event is unpredictable, some predictions can be made about the combined outcomes of many repetitions of a
random event. For example, if an ordinary die is rolled many, many times, the number 4 (or any other number in the range 1, 2, 3, 4, 5, 6) can be expected to
occur roughly one sixth of the time. Suppose another die, which is not marked 1, 2, 3, 4, 5, 6 on its six faces but red on one face, blue on two faces and yellow
on three faces, is rolled many times: red can be safely predicted to land on top about one sixth of the time, blue to land on top roughly one third of the time
and yellow to land on top roughly half of the time.
Random events (“probability”) can be investigated theoretically, by arguing logically. For example, one may argue that if a die is rolled many times,
roughly the same number of each of the six different possible outcomes may occur. Random events can also be investigated empirically, by performing the
events repeatedly and analysing the actual outcomes. In this unit learners are engaged in both theoretical and empirical investigations of random events.
Resources
Coins, cardboard for making spinners, squared paper, dice, copies of page 450 in the Addendum (optional)

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 410

11.1 Tossing a coin
Teaching guidelines
Questions 1 and 2 are intended to help learners to distinguish between events where one
may have reasonable grounds for predicting the outcomes, and random events, i.e. events
where there are no reasonable grounds for predicting any specific outcome.
Assure learners that it is fine if they find question 2 difficult to answer. In question 3 they
will do an investigation that will provide them with some understanding of the situation
described in question 2.
When pairs of learners have finished question 3, write all Heads Tails
their results on the board, as shown in the example on the 21 29
right.
26 24
Put the following question to learners:
27 23
“Suppose we do this again, do you think you can say which of
‘heads’ or ‘tails’ will happen more often?” 22 28
Allow some class discussion. Learners should understand 23 27
that there are no grounds on which they can make a 30 20
prediction. 27 23
Put the following question to learners:
“What is different between the ball catching situation (question 1) and the coin tossing situation
(question 2)?”
Again, allow some class discussion. Learners should come to understand that in the ball
catching situation the person can influence the outcome, but not in the case of the coin-
tossing situation.

Answers
1. (a) Learners have to state their opinion on the matter.
(b) Learners may say things like “I am good at catching” or “I will throw the ball so
that it is easy to catch”. It does not really matter what they write. The purpose of
the question is to make learners think of a situation where they believe they know
what the outcomes will be.
2. (a) Hopefully learners will realise that they cannot answer the question.
(b) Learners cannot really be expected to write “correct” reasons such as “heads and
tails are equally likely”, but some may write something to that effect though in a
less formal way.
3. Learners’ tables will differ.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 411

11.2 Spinner experiments
Mathematical notes
In the spinner experiment the possible outcomes are the colours that are used to shade the
page. Colours with equal areas have an equal chance to occur.

Teaching guidelines
To save valuable classroom time, you may make spinners and coloured sheets beforehand.
Learners can then begin with the actual experiment straightaway. Take care to cut the
cardboard in squares. A useful way to locate the midpoint is to draw a cross by joining the
midpoints of opposite sides.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 412

Notes on questions
One learner of the pair draws up a tally table to record the results, and the other one shades
squares in a ten by ten block. The shaded squares help learners to understand that we
cannot predict a specific outcome since there is no fixed pattern in the block.

Teaching guidelines
Let learners work in pairs so that each learner spins 50 times, and the pair has data of
100 spins.
You may let different groups do the different experiments to save time. The class
discussion must then compare the results.
Keep the tally tables and shaded 10 by 10 squares to compare when all three experiments
are done.

Answers: Experiment 1
1. (a) Learners’ predictions may differ. We can predict that about one half of the 100
spins will land on red and the other half on blue.
(b) Answers will differ. The block of shaded squares is the picture of the random
results. The tally table gives the number of red and blue without showing when
learners got which colour.
(c) The number of red squares are the same number as in the tally table. Learners may
be surprised if the total is not “close” to half of the hundred spins.
(d) Learners may have different opinions about results that are surprisingly low or
surprisingly high.
(e) Different blocks will be coloured red and blue on the different data sheets. The
results will be similar in the sense that there is no clear pattern.
(f) There are no fixed patterns in the blocks. The “pattern” is random.
(g) Answers may differ. It is possible to get many blocks with the same colour next to
each other.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 413

Answers
1. (h)– (i) Answers may differ. It is possible to get many blocks with the same colour
next to each other.
2. Yes, they have the same chance. The red and blue areas on which the spinner may
land are equal in size.
3. We expect similar results, because the coin also has two equally likely outcomes.

Experiment 2
Teaching guidelines
Learners work in pairs. One keeps a tally table and the other shades the cells in a 10 by 10
square.
Answers
1. (a) Expect about 75% blue and about 25% red.
(b)–(e) Answers will differ.
(f) There is still no fixed pattern. More blue than red blocks are more obvious than in
Experiment 1.
2. A possible die experiment with outcomes 3 to 1 is: Roll two dice and add the numbers.
Shade red if the total is 7 or 10. Shade blue if you get any other total. Together a total of
7 or 10 has a 9 out of 36 chance (one quarter) to occur. It is possible to find other
combinations of totals that have a one quarter probability.

Experiment 3
Answers
1. The colours all have an equal chance of occurring. We expect about 25% of the total
results to be blue, 25% to be red, 25% to be green and 25% to be yellow. Actual results
may differ somewhat from these expectations.
2. No, a coin has two outcomes and a die has six outcomes. The spinner in Experiment 3
has 4 outcomes.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 414

11.3 The Subtraction Game
Mathematical notes Die A
When we roll a die, there are six equally likely 1 2 3 4 5 6
possible outcomes. When two dice are rolled
simultaneously, there are 36 equally likely possible 1
combined outcomes, corresponding to the cells in 2

Die B
the table on the right. 3
There are six possible numerical differences 4
between the outcomes on the two dice: 5
0; 1; 2; 3; 4 and 5. These differences are not
6
equally likely when the two dice are rolled
simultaneously. For example, a difference of 5 Die A
occurs in only two of the 36 equally likely 1 2 3 4 5 6
outcomes (the yellow cells in the table on the
1 0 1 2 3 4 5
right), while a difference of 1 occurs in ten of the
36 equally likely outcomes. We may thus expect 2 1 0 1 2 3 4

Die B
(predict) that when two dice are rolled many times, 3 2 1 0 1 2 3
a difference of 1 would appear about five times as 4 3 2 1 0 1 2
often as a difference of 5.
5 4 3 2 1 0 1
Differences 0 1 2 3 4 5 6 5 4 3 2 1 0
Occurrences out of 36 6 10 8 6 4 2

The above arguments demonstrate that although the outcomes of a random event can
only be predicted to occur more or less equally often, certain combinations of outcomes
can be predicted to occur more often than others.
Teaching guidelines
Let one learner take 0, 4 and 5 as his/her numbers, and the other learner 1, 2 and 3. They
will soon notice that the one learner wins much more often than the other learner. Suggest
to learners that this may relate to the numbers assigned to each player. Then let one learner
take 0, 1 and 5 and the other learner 2, 3 and 4, and continue to play.
Answers
1. (a) (1; 5), (1; 4), (1; 3), (1; 2), (1; 1), (2; 6), (2; 5), (2;4), (2; 3), (2; 2), (2; 1), (3; 6), (3; 5),
(3; 4), (3; 3), (3; 2), (3; 1), (4; 6), (4; 5), (4; 4), (4; 3), (4; 2), (4; 1), (5; 6), (5; 5), (5; 4),
(5; 3), (5; 2), (5; 1), (6; 6), (6; 5), (6; 4), (6; 3), (6; 2), (6; 1)
(b) 0; 1; 2; 3; 4; 5
2. (a) Opinions may differ. A game is not fair if the rules give one person a better chance
to win than the other.
(b) Answers will differ. 0 or 1 is likely to occur more often than the other differences.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 415

Note about question 3
To save classroom time, you may give each pair of learners a copy of page 450 in the
Addendum. Note that the page can also be used in Section 11.4.
Answers
3. (a)–(b) See table below.

Player A’s die

1 2 3 4 5 6
1 0 1 2 3 4 5
1 0 1 2 3 4
Player B’s die

2
3 2 1 0 1 2 3

4 3 2 1 0 1 2

5 4 3 2 1 0 1

6 5 4 3 2 1 0

(c) The five possible differences are not equally likely to be produced when the two
dice are rolled simultaneously. For example, a difference of 5 occurs in only two
of the 36 equally likely outcomes, while a difference of 1 occurs in ten of the 36
equally likely outcomes. We may thus expect (predict) that when two dice are
rolled many times, a difference of 1 would appear about five times as often as a
difference of 5. That may be a reason why the rules are not fair.
(d) 0 has 6 out of 36 chances to occur. 4 has 4 out of 36 chances to occur.
5 has 2 out of 36 chances to occur. Altogether, the player who chooses (0, 4, 5) has
a 12 out of 36 chance to score a point.
(e) 1 has 10 out of 36 chances to occur; 2 has 8 out of 36 chances to occur;
3 has 6 out of 36 chances to occur. Altogether, the player who chooses (1, 2, 3) has
a 24 out of 36 chance to score a point. This player has double the chance of the
other player to score a point.
4. Rules are fair when both players have an equal chance to get the numbers they choose.
The rules must not prescribe which sets of numbers the players must choose, because
players who understand probability will choose numbers that have a better chance of
winning.
If you want rules that prescribe groups of numbers, then (1, 3, 5) and (0, 2, 4) have the
same chance of occurring if you play the Subtraction Game.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 416

11.4 The Addition Game
Teaching guidelines
Begin by letting learners work in pairs to roll two dice and add the numbers. Ask them to
figure out which totals are possible to get. When learners play their addition games
with their own rules, let them tally the results. Use the tallied results to discuss whether the
game was fair.
To save classroom time, you may give each
pair a copy of page 450 in the Addendum. Player A’s die
1 2 3 4 5 6

Answers 1 2 3 4 5 6 7
1. 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12

Player B’s die

2 3 4 5 6 7 8
2. Answers will vary. 3 4 5 6 7 8 9
It would be reasonable to expect that each of
4 5 6 7 8 9 10
1, 2, 3, 4, 5 and 6 will occur at least once, but
this is not guaranteed. 5 6 7 8 9 10 11
3. See table alongside.
6 7 8 9 10 11 12

4. x
x x x
x x x x x
x x x x x x x
x x x x x x x x x
x x x x x x x x x x x
2 3 4 5 6 7 8 9 10 11 12
Possible outcomes: roll two dice and add the numbers

5. Fair rules will give both players an equal chance to win. Learners will make different
rules. They must explain what the chances of the outcomes are.
Example: A game for two players. If the sum is an even number, one player scores a
point. If the sum is an odd number, the other player scores a point. The first player to
reach a total of 10 wins. The rule is fair, because there are 18 out of 36 chances to get an
even sum, and 18 out of 36 chances to get an odd sum.
6. Learners tally results while they play. Did results with greater chances to occur actually
occur more frequently? If we play a small number of times, we can expect unusual
results. We know the game is fair because we checked that the chances of scoring are
the same for each player.

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 417

MATHEMATICS GRADE 6 TEACHER GUIDE [TERM 4] 418
Addendum
General resources
Place value cards for learners ........................................................................................ 420
Place value cards for teachers ....................................................................................... 427
Square grid paper (1 cm grid) ...................................................................................... 441
Graph paper ................................................................................................................. 442
Square grid paper (0,5 cm grid) / Graph paper ............................................................ 443
Square grid paper (1,25 cm grid) ................................................................................. 444
Square grid paper (1,5 cm grid) ................................................................................... 445
Square grid paper (1,125 cm grid) ............................................................................... 446

Resources for specific activities

Term 3 Unit 5: Section 5.2, questions 3 to 10 ............................................................... 447
Term 4 Unit 5: Section 5.1 ............................................................................................ 448
Term 4 Unit 10: Section 10.1, question 4 ...................................................................... 449
Term 4 Unit 11: Section 11.3, question 3 ...................................................................... 450
Term 4 Unit 11: Section 11.4, questions 3 and 4 .......................................................... 450

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 419

10010000
200 90809
30070 60
40050 405
Place value cards
for learners
(7 pages = 1 set)

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 420

50030 204
60010 32 1
700 1000 6
80090078
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 421
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3000 7000
4000 8000
5000 9000
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 422
2000030000
4000050000
6000070000
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MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 423
100000
200000
300000
400000
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 424
500000
600000
700000
800000
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 425
900000
1000000

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 426

1000 Place value cards
for teachers
(14 pages = 1 set)

100 10
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 427
200 20
300 30
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 428
400 40
500 50
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 429
600 60
700 70
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 430
800 80
900 90
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2000 1
3000 2
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4000 3
5000 4
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6000 5
7000 6
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9000 8
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60000
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70000
80000
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 439
90000
9
MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 440
Square grid paper (1 cm grid)

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 441

Graph paper

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 442

Square grid paper (0,5 cm grid) / Graph paper

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 443

Square grid paper (1,25 cm grid)

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 444

Square grid paper (1,5 cm grid)

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 445

Square grid paper (1,125 cm grid)

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 446

 Term 3 Unit 5: Section 5.2, questions 3 to 10 (TG pp. 266–267; LB pp. 239–240)

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM]

447
Term 4 Unit 5: Section 5.1 Millimetre measuring tapes (TG p. 364)

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 448

Term 4 Unit 10: Section 10.1, question 4 (TG p. 405; LB p. 358)

15

14

13

12

11

10

A B C D E F G H I J K L M N O

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 449

 Term 4 Unit 11: Section 11.3, Term 4 Unit 11: Section 11.4, questions 3 and 4
question 3 (TG p. 416; LB p. 368) (TG p. 417; LB p. 369)
The Subtraction Game The Addition Game

Player A’s die Player A’s die

1 2 3 4 5 6 1 2 3 4 5 6

1 1
Player B’s die

Player B’s die

2 2

3 3

4 4

5 5

6 6

2 3 4 5 6 7 8 9 10 11 12

Possible outcomes: roll two dice and add the numbers

MATHEMATICS GRADE 6 TEACHER GUIDE [ADDENDUM] 450