Primary 6 Mathematics Curriculum
National Curriculum Development Centre (NCDC), Uganda
- Source: P6 Final Set One (September 2010 - New Version)
- Pages: 143-186
- Academic Year: Three terms, 60 periods total (45 minutes per period)
Table of Contents
Introduction
General Background
The new Primary Education Curriculum for Uganda emphasises integrated production skills and an integrated approach in all disciplines. Therefore, the Mathematics Syllabus has been designed in such a way that will provide the learners with the means of developing logical thinking and numerical skills which will be a powerful tool in their further study and later work in exploring the environment.
In this P6 syllabus, you have the task of making Mathematics a reality in life. Methods and approaches to learning experiences should be mostly practical and based on the experience of the learners. Hence, teaching methods to be emphasised are those that allow the learners to explore, try different procedures and solve problems practically. In this way, Mathematics should be concretised as much as possible so as to assist the learners to visualise it properly.
Six Major Themes
The syllabus is arranged in six major themes and in each theme there are various topics. The themes include:
- Sets
- Numeracy
- Geometry
- Interpretation of Graphs and Data
- Measurement
- Algebra
The 12 Topics
There are twelve (12) topics in this syllabus, namely:
- Sets
- Whole Numbers
- Operation on Whole Numbers
- Patterns and Sequence
- Fractions
- Integers
- Data Handling
- Money
- Distance, Time and Speed
- Length, Mass and Capacity
- Lines, Angles and Geometric Figures
- Algebra
Topics by Term
Term I
- Sets
- Whole Numbers
- Operation on Whole Numbers
- Patterns and Sequence
Term II
- Fractions
- Data Handling
- Money
- Distance, Time and Speed
Term III
- Length, Mass and Capacity
- Lines, Angles and Geometric Figures
- Integers
- Algebra
Cross-Curricular Integration
Mathematics must be integrated with and related to other subjects. In order to do so, you will need to seek opportunities for drawing mathematical experiences out of wide range of a pupil's activities. Very many curricular areas and activities give rise to the need to use mathematical concepts, principles or ideas. Measurement and symmetry arise frequently in Art and Technology and many patterns have some geometrical basis. Environmental Education and Social Studies use measurements of many kinds and the study of maps introduces the concepts of direction, scale and ratio. A great deal of measurement can arise in the course of cooking, including cost calculations, in the study of Home Economics.
Rationale
The constant use of the mathematical approach to situations and the formation of important concepts are the main aims of this syllabus. Often familiar facts are emphasised to illustrate a mathematical idea so that a concept can be firmly established before being used to discover new facts.
Throughout the primary school, emphasis should be laid on recording, reporting and discussing investigations carried out.
Mental mathematics and its integration into other subjects must be encouraged. This will in turn make learning mathematics much easier and interesting. Remember the learners may know much more than you expect them to know. Practical work will therefore play a big role in consolidating what the learners already know before new ideas are brought in.
Assessment Guidelines
Time Allocation
- Mathematics appears on the timetable every day
- Mathematics has seven lessons per week
- This gives you a chance to assess the learners every day as you teach
Assessment Approaches
Continuous assessment is very much encouraged. Pupils can be assessed through:
- Observation as they do their exercises
- Quizzes
- Assignments
- Tests/examinations
- Many other ways
As you assess your learners according to the competences laid down in the syllabus, the number of questions given in one exercise should depend upon what you want to assess. Give enough numbers to the learners for practice.
Assessment Contexts
- Assessing the learners can be done within or out of the classroom
- Life skills and values can also be assessed especially through observation
- Emphasis should be put on assessing the language competences
- Give a chance to learners to express themselves verbally or through written work as you make corrections where necessary
Summative Evaluation
Summative evaluation of learners can be done at the end of the year. Assessing learners daily does not necessarily mean assessing each learner in every lesson, but you can assess a group of learners. What is needed in this method of assessment is to make sure that each learner is assessed before the end of the topic.
Record Keeping
You are encouraged to keep a record of assessment for each learner. This will help you to organise remedial teaching for your learners.
General Methodology
Mathematics content/topics have been arranged in a spiral form and when teaching, you should follow the order as arranged in the syllabus. Some topics require knowledge learnt from the previous topics. Time to be spent on each topic is indicated in the syllabus.
Teaching Approaches
Mathematics should be taught practically, using examples drawn from the learners' real life situation. The methods to be used are those which encourage the learners' active participation such as:
- Assignment
- Group work
- Discussion
- Field work
- Projects
- Many others
Learners should be allowed to do activities on their own with little assistance from you. Your role is to guide the learners when they are doing the activities.
Four-Step Problem Solving
A four step plan is one of the strategies you and learners may use to solve a problem. Understanding the problem is the first step to solving it.
| Step | Description |
|---|---|
| Understand | • Read and understand the problem.<br>• Know what is given and what you have to find. |
| Plan | • Make a plan.<br>• Choose a problem-solving strategy. |
| Work | • Carry out the plan.<br>• Use the strategy and do any necessary calculations. |
| Answer | • Check any calculations and answer the problem.<br>• Interpret the answer if necessary. |
This syllabus if well implemented will go a long way in providing a foundation to a dynamic society.
Term I (18 Periods)
Topic 1: Sets (4 Periods)
Theme: Sets
Background
This is not a new topic since it has been explored in the previous classes. However, at this level, learners will be introduced to some new concepts. Real life experiences or examples should be used while handling this topic. Practical work should be emphasised. The learners should be given opportunities to get actively involved during lessons and should be encouraged to apply the knowledge gained.
Learning Outcome
The learner demonstrates the knowledge of sets to solve problems in real life situations.
Life Skills
- Creative thinking
- Critical thinking
- Problem-solving
- Effective communication
- Interpersonal relationship
Competences, Content & Activities
Subject Competences (The learner):
- Forms:
- Equivalent sets
- Equal sets
- Complement sets
- Subsets
- Differentiates:
- Between equivalent and equal sets
- Between universal and subsets
- Defines:
- Complement sets
- Universal sets
- Identifies:
- Difference of sets
- Unequal sets
- Forms subsets from a set
- Finds the number of subsets
- Displays information on a Venn diagram
- Draws Venn diagrams for up to 2 sets
- Finds probability of simple sets
Language Competences (The learner):
- Describes different types of sets
- Defines probability
- Describes information on Venn diagrams
Content:
- Types of sets:
- Equal sets
- Unequal sets
- Universal sets
- Complement sets
- Subsets
- Venn diagrams
- Probability
Suggested Activities:
- Collecting items
- Sorting items according to colour, shape
- Describing sets formed
- Stating the relationship between sets formed and the set of collected items
- Forming subsets from a set
- Finding the relationship between a subset and a universal set
- Relating union and intersection of sets to Venn diagrams
- Finding the complement of a set
- Representing information on a Venn diagram
- Calculating simple probabilities using Venn diagrams
Guidance to the Teacher
- Revise the work covered on sets in previous classes with the lessons
- Use correct set language
- Encourage cooperative learning
- Remember to display information on Venn diagrams up to only two sets
Suggested Competences for Assessment
The learner:
- Forms equal, equivalent and unequal sets
- Draws Venn diagrams to show union and intersection of sets
- Displays and reads information using Venn diagrams
- Forms subsets from a given set
- Calculates probabilities using information displayed on Venn diagrams
- Finds/defines a relationship between a set, complement set and universal set
- Finds the difference between equal, equivalent and unequal sets
- Represents and reads information on Venn diagrams
Topic 2: Whole Numbers (5 Periods)
Theme: Numeracy
Background
This topic provides opportunities for learners to further develop their numeracy skills. Learners should be encouraged to make connections between what is new and what is known especially when they are dealing with seven digit numerals. They should be helped to read, count and write numbers correctly.
Learning Outcome
The learner appreciates the need of counting in everyday life and works with whole numbers up to 9,999,999.
Life Skills
- Critical thinking
- Effective communication
- Creative thinking
Competences, Content & Activities
Subject Competences (The learner):
- Identifies place values
- Writes numbers in expanded form
- Writes numbers in words and figures up to 9,999,999
- Reads numbers in words and figures up to 9,999,999
- Reads and writes numbers using Roman numerals up to M
- Gives examples where Roman numerals are used
Language Competences (The learner):
- Reads and writes numbers up to 9 million
- Describes the relationship between numbers and their expanded form
- Cites examples of where Roman numerals are used
Content:
- Place values up to millions
- Expanded form
- Numbers in words and figures
- Roman numbers up to M
- Hindu Arabic numerals up to 9,999,999
- Real life applications of Roman numerals
Suggested Activities:
- Making abaci with place values
- Reading place values as indicated on abaci
- Identifying place values and values of digits
- Reading numbers up to 9,999,999
- Writing numbers in words up to 9,999,999
- Reading and writing Roman numerals up to M
- Giving examples where Roman numerals are used
Guidance to the Teacher
- Let the learners revise work covered in the previous classes
- Encourage practical work such as number puzzles, games, quiz
- Give adequate, relevant and varied mental work
- Give learners opportunity to read and write numbers as much as possible
- Roman numerals must be written in capitals
Suggested Competences for Assessment
The learner:
- Writes Hindu-Arabic numerals up to 9,999,999 in figures and words
- Writes and reads in Roman numbers up to M
- Identifies place values and values of digits
Topic 3: Operations on Whole Numbers (5 Periods)
Theme: Numeracy
Background
The mathematical potential of most learners is much greater than is often realised and we are confident that they will find great pleasure in using the four basic operations. Learners should be encouraged to use everyday experiences when they are carrying out addition, subtraction, multiplication and division.
Learning Outcome
The learner solves mathematical problems with competence and confidence using the four operations.
Life Skills
- Cooperation
- Effective communication
- Creative thinking
- Critical thinking
- Problem-solving
Competences, Content & Activities
Subject Competences (The learner):
- Adds whole numbers whose sum does not exceed 9,999,999
- Solves word problems involving subtraction
- Subtracts whole numbers up to seven digits with or without regrouping
- Solves word problems involving multiplication
- Multiplies whole numbers whose product does not exceed 9,999,999
- Solves word problems involving division
- Divides whole numbers by 2 digit numbers with or without remainders
- Solves word problems
- Solves problems involving mixed operations on whole numbers
Language Competences (The learner):
- Reads the mathematical statements of addition
- Reads mathematical statements of subtraction
- Uses other terms for subtraction such as decrease, take away, minus, less than or difference of
- Reads mathematical statements of multiplication
- Reads mathematical statements of division
- Reads and solves problems involving mixed operations
Content:
- Addition of whole numbers with or without regrouping
- Subtraction of whole numbers with or without regrouping
- Multiplication of whole numbers
- Division of whole numbers
- Mixed operations
Suggested Activities:
- Adding numbers with or without regrouping
- Computing problems involving addition
- Computing problems involving subtraction
- Revising multiplication tables
- Multiplying numbers
- Solving word problems involving division
- Dividing 5 digit numbers by 2 digit numbers
- Reading, understanding and solving word problems
Guidance to the Teacher
- Proper alignment of digits according to place value is very important when carrying out the operations
- BODMAS and DMAS (division, multiplication, addition and subtraction) should be carefully used when teaching mixed operations
- Give learners enough practice on the application of the four operations
Suggested Competences for Assessment
The learner:
- Adds whole numbers whose sum does not exceed 9,999,999
- Subtracts whole numbers up to seven digits with or without regrouping
- Multiplies whole numbers whose product does not exceed 9,999,999
- Divides whole numbers by 2 digit numbers with or without remainders
- Solves problems involving mixed operations
Topic 4: Patterns and Sequences (4 Periods)
Theme: Numeracy
Background
New terms like divisibility, square numbers and square roots are introduced in this topic. The terms should be explained to the learner properly so that he/she understands them. Learners should be given examples of various patterns and sequences so as to consolidate what they already know. Let the learners also give their own examples of patterns and sequences and discover how one leads to the other.
Learning Outcomes
The learner:
- Forms various forms of patterns and sequences
- Relates and applies simple computation skills in real life situations
Life Skills
- Critical thinking
- Creative thinking
- Effective communication
- Problem-solving
Competences, Content & Activities
Subject Competences (The learner):
- Describes types of numbers
- Identifies numbers divisible by 2, 3 and 5
- Forms different number patterns
- Identifies square numbers and finds square roots
- Explains the relationship between squares and square roots
- Describes the formation of various number patterns
- Describes steps for divisibility tests
Language Competences (The learner):
- Reads the following vocabulary: patterns, sequence, squares, square roots, divisibility tests
- Explains the meaning of square numbers and square roots
Content:
- Tests of divisibility of 2, 3, 5
- Number patterns
- Square numbers
- Square roots of numbers
Suggested Activities:
- Listing various types of numbers such as even and odd numbers
- Stating differences of various types of numbers
- Describing types of numbers
- Identifying numbers which are divisible by 2, 3 and 5
- Finding multiples of 2, 3 and 5
- Adding digits of numbers divisible by 3
- Writing the last digits of any number divisible by 2 or 5
- Calculating squares of numbers
- Forming number patterns
Guidance to the Teacher
- Help the learners recognise how patterns lead to sequences
- Point out to the learners that one good way to find patterns is to discover what was done to the first number to get the next
- Stress the importance of using the correct symbols
Suggested Competences for Assessment
The learner:
- Identifies numbers divisible by 2, 3 and 5
- Calculates squares of numbers
- Finds the square roots of numbers
- Forms number patterns and sequences
Term II (22 Periods)
Topic 5: Fractions (6 Periods)
Theme: Numeracy
Background
The knowledge on fractions learnt previously will be very important at this level as we further develop this concept. New ideas such as ratio, proportion, simple interest and percentage will be introduced. Vulgar fractions and decimals must be well defined gradually bringing out the difference between the two. Make this topic simpler by letting learners do several practical exercises since we experience the usage of fractions in our daily experiences.
Learning Outcome
The learner solves problems involving fractions and relates them to real life situations.
Life Skills
- Effective communication
- Problem-solving
Competences, Content & Activities
Subject Competences (The learner):
- Multiplies fractions
- Divides fractions
- Applies BODMAS
- Adds vulgar fractions
- Subtracts fractions
- Adds, subtracts, multiplies and divides decimals
- Identifies the correct relationship between ratio and proportion
- Solves problems involving ratio and proportion
- Converts fractions into percentage and vice versa
- Solves problems involving percentage
- Solves problems involving loss and profit
- Solves problems involving interest
Language Competences (The learner):
- Reads and uses the following vocabulary correctly: BODMAS, DMAS, fractions, mixed numbers, decimals, ratio, proportion, percentage, loss, profit, interest
- Reads vulgar fractions and decimal names
- Reads word problems involving fractions
- Makes proportion sentences using loss, profit, ratio, proportion, interest and percentage
- Changes word problems into number problems correctly
- Defines loss and profit
- Compares interest to profit
- Explains the relationship between loss, profit, percentage and interest
Content:
- Multiplication of fractions by fractions
- Division of fractions
- Mixed operations on fractions
- Rounding off decimals
- Operation on decimals
- Problems involving fractions from everyday life situations
- Ratio and proportion
- Percentages
- Loss and profit
- Simple interest
Suggested Activities:
- Revising multiplication tables
- Multiplying fractions by fractions
- Dividing fractions
- Applying the knowledge of BODMAS
- Identifying place values of decimals
- Carrying out operations on decimals
- Giving examples where fractions are applied in everyday life
- Solving problems involving fractions
- Describing ratio, proportion, loss, profit and interest
- Solving problems involving ratio and proportion
- Converting fractions into percentages and vice versa
- Solving problems involving percentages
- Explaining the difference between loss and profit
- Solving problems involving interest
- Explaining the relationship between loss and profit, percentage and interest
- Solving word problems involving percentage and simple interest
Guidance to the Teacher
- Promote the use of mental maths to check whether learners still remember what was covered in the previous classes
- Use various manipulatives to help learners understand fraction concepts
- Stress the use of correct language when reading and writing fractions
- Point out to the learners the importance of using correct and exhaustive steps while solving problems
Suggested Competences for Assessment
The learner:
- Works out operations on fractions
- Solves word problems involving fractions using real life experience
- Calculates word problems involving profit and loss
Topic 6: Data Handling (6 Periods)
Theme: Interpretation of Graphs and Data
Background
Graphical representation makes an immediate appeal to learners of all ages. Teachers must not therefore hesitate to introduce further ideas such as pie charts and measures of central tendency to emphasise this concept. Let the learners "make" graphs rather than only drawing them and allow them sufficient practice so as to acquire the intended skills.
Learning Outcome
The learner represents and interprets simple mathematical data in various forms.
Life Skills
- Problem-solving
- Effective communication
- Critical thinking
Competences, Content & Activities
Subject Competences (The learner):
- Collects data
- Presents data in tables
- Presents and interprets data on a pie chart
- Presents and interprets data using a line graph
- Calculates simple statistics
- Calculates probabilities of simple events
Language Competences (The learner):
- Reads and explains information on pie charts and line graphs
- Reads and uses the following vocabulary correctly: graph, data, pie charts, line graphs, scale, statistics, probability, mean, median, mode, range
Content:
- Collection of data
- Presentation of data in tables, pie charts and line graphs
- Simple statistics
- Probability
Suggested Activities:
- Collecting data from different sources
- Presenting data in tabular form
- Presenting data on pie charts and line graphs
- Calculating simple statistics
- Calculating probabilities
- Working out problems involving pie charts and line graphs
Guidance to the Teacher
- Point out the purpose of using graphs
- Engage learners in collecting and presenting data on graphs
- Stress that a numerical scale is one of the axes and the categories are on the other
Suggested Competences for Assessment
The learner:
- Collects data from different sources and presents it in tabular form on pie charts or on line graphs
- Reads and interprets data presented on tables, pie charts and line graphs
- Calculates simple statistics
- Solves problems involving probabilities
Topic 7: Money (4 Periods)
Theme: Measurements
Background
Learners have some background about money. In this class, learners are being introduced to conversion of money. This involves changing one currency to an equal value of another correctly. Use the experience of the learners. Use currencies learners know to carry out conversion.
Learning Outcome
The learner changes money from one currency to another and explains why conversion of money is done.
Life Skills
- Effective communication
- Interpersonal relationship
- Problem-solving
Competences, Content & Activities
Subject Competences (The learner):
- Names money/currencies for different countries
- Converts Uganda money/currency to another currency and vice versa
- Reads, counts and writes currency rates correctly
- Explains reasons for currency conversion
- Describes steps of converting one currency to another verbally
Language Competences (The learner):
- Reads and uses the following vocabulary correctly: exchange rate, shillings, francs, dollar, pound sterling
Content:
- Exchange rates
- Conversion of currency
Suggested Activities:
- Collecting various currencies
- Identifying the values of various currencies
- Reading exchange rates from newspapers
- Reading exchange rates tables
- Converting Uganda currency to another currency and vice versa (use currencies of East African states, Britain and USA)
Guidance to the Teacher
- Use real money when naming and identifying Uganda currency
- Let learners read exchange rates from newspapers or pre-prepared charts. It is very important to use current exchange rates
- Stress to the learners that different countries have different currencies with different values
- Give learners the opportunity to explain why we convert money
Suggested Competences for Assessment
The learner:
- Reads exchange rates
- Explains why currency conversion is done
- Converts Uganda currency to another currency and vice versa
Topic 8: Distance, Time and Speed (6 Periods)
Theme: Measurements
Background
This topic should be taught practically. It is important and helpful to build on what the learners already know. Pre-prepared travel graphs will be of great help and the idea of scale ought to be introduced to the learners so that it is easy for them to read and interpret the graphs. Let the learners discuss what happens when the speed is reduced, does time increase or reduce?
Encourage them to derive the formula themselves because it will not only stick in their brain, but they will be able to use it appropriately when faced with such problems. Emphasise correct units because lack of this changes the intended task.
At this level, the learners should be able to distinguish between arrival and departure, point of time and duration and the correct way of writing time.
Learning Outcome
The learner appreciates and applies the knowledge of time, speed and distance to solve problems in real life situations.
Life Skills
- Effective communication
- Decision-making, problem-solving
- Critical thinking
Competences, Content & Activities
Subject Competences (The learner):
- Solves problems involving time, speed and distance
- Reads distance, speed and time from line graph
- Plots distance - time graphs (avoid plotting return journeys and bodies moving in opposite directions)
- Applies formulae to find time, speed and distance
Language Competences (The learner):
- Reads and uses the following vocabulary correctly: distance, time, speed, rate, plot
- Explains the relationship between time, speed and distance verbally
- Reads time and distance from a line graph
Content:
- Time
- Distance
- Speed
- Distance – time graphs
Suggested Activities:
- Stating the relationship between time, speed and distance
- Applying formula relating to distance, time and speed
- Reading:
- Distance
- Time from a line graph
- Revising plotting coordinates
- Drawing lines to join points on a graph
Guidance to the Teacher
- Use correct units of distance, time and speed, i.e.
- Distance – kilometre, metre
- Time – hours, seconds
- Speed – km/hr, m/sec
- Help the learners understand the relationship between distance, time and speed
- Help the learners understand the meaning of the slash "/" in the above units
- Give the learners the opportunity to read data from pre-prepared graphs drawn on scale
- The learners should plot their own graphs and interpret them. (Avoid return journeys and bodies moving in opposite directions)
- Guide the learners to understand that whereas time continues, distance does not increase when somebody is resting
- Emphasise that on a travel graph, the return journey does not go back to the starting point but on the horizontal axis (x axis)
- Use examples which bring out relevancy in relation to real life
Suggested Competences for Assessment
The learner:
- Reads information from a line graph
- Solves problems related to distance, speed and time
- Plots distance, time graphs
Term III (20 Periods)
Topic 9: Length, Mass and Capacity (5 Periods)
Theme: Measurements
Background
Learners have already got experience of identifying and recognising geometric figures. In this topic, the learner will find length, mass and capacity using practical approaches. It is very important that the learner is exposed to various manipulatives so as to grasp the intended competences. Use examples from the learner's experiences in order to bring out the relevancy as related to the real world.
Learning Outcome
The learners find length, mass and capacity of various objects.
Life Skills
- Creative thinking
- Effective communication
- Problem-solving
Competences, Content & Activities
Subject Competences (The learner):
- Solves problems involving:
- Circumference
- Area
- Volume
- Capacity
- Applies the use of formulae for area, circumference, volume and capacity in real life situations
- Constructs English sentences using words: circumference, area, volume, capacity
Language Competences (The learner):
- Reads and uses the following vocabulary correctly: area, volume, circumference, capacity, length, pi, radius, diameter, litres, cubic units, square units
- Describes correctly: circumference, area, volume, capacity
Content:
- Circumference
- Area
- Volume
- Capacity
Suggested Activities:
- Measuring the length of a straight string
- Making a circle with the same string and measuring the circumference
- Comparing the length and circumference
- Practically using a small square to calculate the area of a figure
- Using standard containers to find the capacity of the given figure
- Comparing the number of smaller containers poured in a bigger container and its volume
Guidance to the Teacher
- Emphasise the units used in this topic
- While comparing units of the same measure, use a practical approach, for instance to find out how many half litres can fill a 20 litre container. The learners need to do it practically
- Use examples which bring out relevancy in relation to real life
Suggested Competences for Assessment
The learner:
- Finds the circumference, area, volume and capacity in relation to real life situations
- Solves problems involving circumference, area, capacity and volume
Topic 10: Lines, Angles and Geometric Figures (5 Periods)
Theme: Geometry
Background
It is important that a practical approach is used as much as possible in order for the learners to conceive the ideas within this topic. Measurement and geometry arise frequently in many fields such as architecture, engineering, carpentry and others. As such, the learners must be given enough practice to acquire the intended concepts. Let the learners gain experience out of a wide range of activities like identification and recognition of geometric figures.
Learning Outcome
The learner recognises and constructs various geometric figures and relates them to other fields.
Life Skills
- Creative thinking
- Critical thinking
- Effective communication
- Problem-solving
Competences, Content & Activities
Subject Competences (The learner):
- Constructs a regular hexagon
- Constructs parallel and perpendicular lines
- Uses the symbols of parallel and perpendicular lines
- Constructs angles 30°, 45°, 60°, 90°
- Applies Pythagoras theorem to find the length of a right-angled triangle
- States the properties of a prism
- Identifies quadrilaterals and their classifications
- Constructs correct English sentences using words like parallel, perpendicular, polygon, angle and prism
Language Competences (The learner):
- Reads and uses the following vocabulary correctly: lines, angles, parallel, perpendicular, polygon, prism, hexagon, Pythagoras, quadrilaterals, planes, ray, vertex, intersect, arc, bisect, line segment, complementary, supplementary, transversal line, vertical, adjacent, diagonal, symmetry
- Describes the right angles, parallel lines and polygons
Content:
- Construction of regular polygons
- Construction of parallel and perpendicular lines and using a corresponding symbols
- Construction of angles
- Pythagoras theorem and application
- Simple properties of prisms
- Quadrilaterals and their properties and angle properties
Suggested Activities:
- Naming various polygons
- Drawing different polygons
- Stating the difference between constructing and drawing
- Describing properties of various polygons
- Identifying objects in class which have parallel and perpendicular lines
- Using geometric instruments to construct:
- Parallel lines
- Perpendicular lines
- Angles
- Polygons
- Constructing right angled triangles and using small squares to derive the Pythagoras theorem
Guidance to the Teacher
- Use the application at the beginning of the topic to further the learners' understanding of the terms perpendicular, parallel and skew lines
- Give the learners the ample time to identify and name basic geometric figures
- Give the learners opportunity to draw, measure and construct lines, angles and geometric figures with mathematical instruments
- Encourage the learners to recognise and find lines of folding symmetry using practical approaches
- Allow the learners to spend adequate time discussing and using geometric terms
- Help the learners to recognise the development of the formula for the sum of angles of a polygon by relating it to the number of triangles or right angles in the polygon
Suggested Competences for Assessment
The learner:
- Constructs parallel and perpendicular lines, regular polygons and angles using geometric instruments
- Works out problems involving angles
- Derives Pythagoras theorem by constructing right-angled triangles and finding the areas of squares made up by each side of the triangle
Topic 11: Integers (4 Periods)
Theme: Numeracy
Background
This topic was introduced in P5. Revise the work which was done in P5 and continue using number lines. Relate integers to daily life experiences like in business: positive may mean profit and negative may mean loss or positive numbers may be described as forward movement and negative numbers as backward movement. Number lines for the learners can be drawn on the ground within or outside classroom.
Learning Outcome
The learner manipulates integers and relates them to real life situations.
Life Skills
- Critical thinking
- Creative thinking
- Effective communication
- Problem-solving
Competences, Content & Activities
Subject Competences (The learner):
- Adds integers
- Subtracts integers
- Plots integers on a number line
- Gives examples where integers are applied in daily life
- Constructs sentences using the word integers i.e. positive and negative
Language Competences (The learner):
- Reads and uses the following vocabulary correctly: integers, positive, negative, forward, backward, additive inverse, absolute value, opposites
- Explains what integers are
- Explains situations where integers can be applied
Content:
- Addition of integers
- Subtraction of integers
- Integers on a number line
- Application of integers
Suggested Activities:
- Drawing number lines
- Plotting integers on number lines
- Adding and subtracting integers on number lines using forward and backward movements
- Adding and subtracting integers without number lines
Guidance to the Teacher
- Use a number line drawn on the ground as a model to emphasise the terms integers, positive, negative, opposites (additive inverse)
- Give the learners ample time to work out operations on integers using number lines
- Let the learners describe ways in which positive and negative integers are used
- Let the learners demonstrate addition and subtraction of integers by using a number line
Suggested Competences for Assessment
The learner:
- Draws number lines showing integers
- Adds and subtracts integers
- Identifies situations where integers are used
- Solves problems involving integers
Topic 12: Algebra (6 Periods)
Theme: Algebra
Background
Learners were introduced to using letters in algebraic expressions and the task was to find the value of the letter. Introduce some terms like "unknown", and "like terms" and relate them to the letters used in algebraic expressions. Encourage mental work so that learners can find the unknown.
Learning Outcome
The learner forms and solves algebraic problems.
Life Skills
- Critical thinking
- Problem-solving
- Creative thinking
- Effective communication
Competences, Content & Activities
Subject Competences (The learner):
- Simplifies algebraic expressions
- Substitutes values for the unknown
- Solves simple equations with one unknown
- Explains the following terms:
- Unknown
- Like terms
- Equations
- Substitution
- Makes correct sentences using the above terms
Language Competences (The learner):
- Reads and uses the following vocabulary correctly: variable, substitute, equation, inequality, expression, solving, comparison, identities, like terms
Content:
- Algebraic expressions
- Substitution
- Simple equations
Suggested Activities:
- Identifying unknowns
- Identifying like terms
- Finding the value of the unknown
- Substituting value for the unknown
- Simplifying algebraic expressions
Guidance to the Teacher
- Use application at the beginning of the topic to further learners' understanding of algebra
- Give the learners several examples, stressing the key steps followed when simplifying expressions and solving equations
- Encourage the learners to always check the reasonableness of their answers
- Emphasise the importance of using correct inequality symbols
- Give the learners a lot of mental maths exercises
Suggested Competences for Assessment
The learner:
- Identifies the unknown
- Simplifies algebraic expressions
- Substitutes value for the unknown
- Solves equations
Summary
This P6 Mathematics curriculum comprises 60 periods (45 minutes each) across three terms, covering 12 topics organized into 6 major themes. The curriculum emphasizes:
- Practical, hands-on learning
- Real-world application of mathematical concepts
- Mental mathematics and cross-curricular integration
- Continuous assessment and remedial support
- Problem-solving using the four-step approach
- Active learner participation
Total Period Allocation:
- Term I: 18 periods
- Term II: 22 periods
- Term III: 20 periods
This document was prepared from the official NCDC P6 curriculum materials for lesson planning purposes.
Source: National Curriculum Development Centre (NCDC), Uganda Document: Primary Six Final Set One (September 2010) Available from: https://ncdc.go.ug/