Class VI

Mathematics
100 minutes
Competency: Apply the knowledge of relationships of linear SI units to find the relation
of square and cubic SI units.
Topic: 39. Relationship between SI unit (estimation)
Strand: Measurement
Lesson Description:
This lesson will first check learners’ previous knowledge on measuring basic SI units
through a short quiz. After the quiz the teacher will discuss the history of the measuring
unit followed by a basic introduction to measuring concept. In the lesson development,
learners will be first provided to estimate a list of things or distance followed by actual
measurement using a ruler, one metre ruler and measuring tape. The lesson will then
be concluded by asking the learners to share their experience. Learners will also be
asked to explore the importance of estimation in daily life.

Objectives: By the end of the lesson each child will be able to:

1. Investigate the relationship between linear units (estimation).

Prior knowledge: Can measure using ruler.

Introduction:

1. Conduct a quiz to check learners’ previous knowledge on measuring and converting SI

units. May use the link: https://quizizz.com/admin/quiz/633e67a6a565d4001e5f257e?
source=quiz_share
2. Introduce the topic and share the history of the SI unit. May use the link for more
information; https://bit.ly/3FB08xX
3. Use the link https://www.mathsisfun.com/measure/metric-system-introduction.html to
provide the basic concept of measuring units.

Learning experience/Activities:

Activity 1

 Use the video link https://www.nagwa.com/en/videos/408120832627/ to demonstrate

and explain the concept of estimating length (mm, cm, m and km).
 Ask learners to estimate the following in the class and write it in their notebook;

Object Estimation Actual measurement

Length of a table
Width of a textbook
Length of a class
Length of the window
Basketball court
 Volleyball court
Distance from class to the office

 Once they are done let them measure using a ruler, 1 metre ruler and measuring tape.
(Let the learners go out to measure and check their estimation)
 Create and carry out the similar estimating activities to measure mass and capacity
(mass; g, kg. Capacity; millilitre and litre)

Closure/ Assessment

 Allow learners to share their experience of estimating and the actual measurement.

Do it yourself

 Instruct learners to explore the importance of estimation in daily life. And also ask to
look for examples where they have done estimation.
 Ask learners to also discuss the estimation units used at home and village.

Class VI
Mathematics
100 minutes
Competency: Apply the knowledge of relationships of linear SI units to find the relation
of square and cubic SI units.
Topic: 40. Relationship between SI unit (converting unit)
Strand: Measurement
Lesson Description:
This lesson will begin by recollecting the previous lesson. Learners will be asked to
share their experience of estimation measurement. In the lesson development, learners
will be taught how to convert one unit to another using a place value chart. It will then be
followed by letting learners practice the conversion using the online interactive tool
followed by manual conversion by providing the worksheet. Finally, the learners will be
asked to share their learning experiences. They will also be provided with video links to
learn more on their own.

Objectives: By the end of the lesson each child will be able to:

1. Investigate the relationship between linear, square and cubic SI units.

Prior knowledge: Estimate distance, mass and capacity

Introduction:

 Recollect previous lesson by asking the following;

 What is estimation?
 Why is estimation important?
 What are some of the estimations used by parents? (to measure length -Tho, Dhom,
Chu, La gang. Volume - Phuta, drey, Area – langdo),
 Ask a few learners to share their real-life experience where they had to do the
estimation or use non standard measurement.
 Inform that we will now look at converting metric units.

Learning experience/Activities:

Activity 1

 Display the chart and explain the linear SI unit (metre, litre and gram) with prefixes.

Activity 2

 Demonstrate and explain how to convert one unit to another using a place value chart.
(Greater to smaller unit)
 Allow learners to practice using the link; Units of measurement – interactive
simulations – eduMedia (select exercise to do the practice)
 Inform learners to click new questions if the conversion is from smaller to greater unit
(focus on smaller to greater unit).
  Once they are confident, let them do it manually. Provide the worksheet
1: https://drive.google.com/file/d/1eTy_jmYElTcWtXD1x4ceenb3W2aw7ao2/view?
usp=sharing to the learners or prepare a couple of questions to allow learners to apply
the concept to convert one unit to another.
 Provide following links to let learners correct their peer’s work or for self-assessment.

https://www.unitconverters.net/length-converter.html (length convertor)

Activity 3

 Demonstrate and explain how to convert one unit to another using a place value chart.
(Smaller to greater unit)
 Allow learners to practice using the link; Units of measurement – interactive
simulations – eduMedia (select exercise to do the practice)
 Once they are confident, let them do it manually. Provide the worksheet
2: https://drive.google.com/file/d/1ousnXKVkGQ5O5dFH0Tf22du6n3mzZS7j/view?
usp=sharing to the learners or prepare a couple of questions to allow learners to apply
the concept to convert one unit to another.

Worksheet 1: https://drive.google.com/file/d/1eTy_jmYElTcWtXD1x4ceenb3W2aw7ao2/
view?usp=share_link

Worksheet 2: https://drive.google.com/file/d/1ousnXKVkGQ5O5dFH0Tf22du6n3mzZS7j/
 view?usp=share_link
Closure/Assessment

 Allow learners to share their understanding or learning from the activities completed.

Do it yourself

Share the link and let learners watch the video to learn more.

https://www.youtube.com/watch?v=R00HJXPtEGE

https://www.youtube.com/watch?v=p1iODNrFgl0

Class VI
Mathematics
100 minutes
Competency: Apply the knowledge of relationships of linear SI units to find the relation
of square and cubic SI units.
Topic: 41. Relationship between SI unit (metre, litre and gram)
Strand: Measurement
Lesson Description:
This lesson will begin by recollecting the previous lesson. Learners will be asked to
share what they have learned in the previous class. In the lesson development, learners
will be asked to convert one unit to another (Mixed unit; metre, litre and gram) by
providing a worksheet. Once they are done, they will be provided with a link to evaluate
peer’s work. They will also be provided a worksheet to solve word problems followed by
whole class discussion. Finally, the learners will be asked to share their learning
experiences.

Objectives: By the end of the lesson each child will be able to:

1. Investigate the relationship between linear SI units Metre, litre and gram).

Prior knowledge: convert unit (metre with other prefixes)

Introduction:

Recollect the previous lesson by asking the following:

 Tell the units from mm to km.

 What do you do to convert a greater unit to a smaller unit?
 What do you do to convert a smaller unit to a greater unit?
 Learning experience/Activities:

Activity 1

 Provide a couple of questions or provide worksheet

1: https://drive.google.com/file/d/1zbRxVtXPur7jD5KlE_ytVoKQPyoNYSu0/view?
usp=sharing to allow learners to apply the concept to convert one unit to another
(metre, litre and gram).
 Ask learners to exchange their worksheet with their peers and Provide following links
to let learners correct their peer’s work.

https://www.unitconverters.net/length-converter.html (length convertor)

https://www.unitconverters.net/weight-and-mass-converter.html Mass and weight convertor

https://www.unitconverters.net/volume-converter.html capacity convertor

Worksheet 1: https://drive.google.com/file/d/1zbRxVtXPur7jD5KlE_ytVoKQPyoNYSu0/
view?usp=share_link

Activity 2:

 Provide simple word problems related to linear SI units. Or let learners solve the
problem online. https://www.liveworksheets.com/vx3298247cb
 Once they are done, discuss the solution through a whole class discussion.

Closure/Assessment

 Allow learners to share their understanding or learning from the activities completed.
May use 3,2,1 paper.
 Summarize the concepts discussed during the lesson.

Do it yourself

Ask learners to explore the application of SI units in real life. Let learners also explore other
measuring units used in daily life.

Class VI
Mathematics
100 minutes
Competency: Apply the knowledge of relationships of linear SI units to find the relation
of square and cubic SI units.
Topic: 42. Relationship between SI unit (Square and cubic unit)
Strand: Measurement
Lesson Description:
This lesson will first let learners recollect previous lessons through cooperative learning
activity. After that they will be taught how to convert one square unit to another square
unit, followed by some activities. The next activity will be on converting a cube unit to
another cube unit followed by practice questions. Finally, the learners will be provided
with a worksheet to test their understanding of the concept SI unit learned so far.

Objectives: By the end of the lesson each child will be able to:

1. Investigate the relationship between square and cubic SI units.

Prior knowledge: Convert linear unit

Introduction:

 Ask learners to create 1 question each for unit conversion as well as find the answer.
 Once they are done follow Inside-Outside circle for question and answering.
 Teachers may ask learners to spell kilometre, hectometre, decametre and so on to
change the partners.

Steps: Make two circles; inside and outside circle with equal number of students. if odd
number of students teacher may join them.

Ask learners to spell kilometre, hectometre, decametre and so on to change the partners.

The two circles move in opposite direction raising their hands, as they spell out the letters of
the word they clap hand with the partner and moves on until the spelling is done.

Let them stop where they are and face the partner (new partner) and ask questions in turn.

Follow the process for a couple of times.

Learning experience/Activities:

Activity 1

 Demonstrate and explain how to convert square units . (Eg. 1m2 = ____ cm2).

Example

2cm2 =_____mm2

1cm=10mm

1cm ×1cm=10mm ×10mm

1cm2=100mm2

2 cm2 = 2 ×100mm2

2cm2 = 200mm2

Or

Area =100mm2
Area =1cm2

If 1 cm2 = 100mm2

2cm2 = 200 mm2

 Provide a few questions to allow learners practice the conversion, including questions
to convert greater units to smaller units as well.
 Allow learners to use the link; https://www.calculator.net/conversion-calculator.html
to correct their work.
 Demonstrate how to convert a greater square unit to a smaller square unit.

Activity 2

 Demonstrate and explain how to convert cube units. (Eg. 1m3 = ____ cm3)

Example

3cm3=_____mm3

1cm=10mm
1cm ×1cm ×1cm=10mm ×10mm×10cm

1cm3=1000mm3

3 cm3 =3 ×1000mm3

3cm3 = 3000mm3

OR

volume =1cm3 Volume=1000mm3

If 1 cm3 = 1000mm3

3cm3 = 3000 mm2

 Provide a few questions to allow learners practice the conversion, including questions
to convert greater units to smaller units as well. And provide the link to check their
work: https://www.calculator.net/conversion-calculator.html
 Demonstrate how to convert a greater cube unit to a smaller cube unit.

Closure/Assessment

 Allow learners to share their understanding or learning from the activities completed.
 Summarize the concepts discussed during the lesson.
 Instruct learners to open the
worksheet https://www.liveworksheets.com/mb3202973gm
  And ask them to solve on their own and submit once done. Record learners’
achievement and provide necessary feedback.

Do it yourself

 Allow learners to practice further using the link; Units of measurement – interactive
simulations – eduMedia (select exercise to do the practice)

Class VI
Mathematics
100 minutes
Competency: Demonstrate the ability to calculate the volume of a rectangular prism
and relate it to capacity.
Topic: 43. Volume of a rectangular prism
Strand: Measurement
Lesson Description:
This lesson will start by displaying a picture of 3-D object and 2-D object to make them
visualize that volume is space occupied by 3-D objects and area is surface covered by
2-D objects. Then they will be provided with a link to explore the use of volume in our
everyday life. Next, the concepts of developing the formula of volume and calculating
the volume will be demonstrated through a PowerPoint presentation. They will be also
demonstrated with finding missing dimensions and finding volume of irregular objects.
After demonstration learners shall be provided time to practice a few questions on
calculating volume of prism and to find the volume of irregular objects by doing
experiments. Then in a closure, the teacher will let learners to recollect the main
concepts learned in the lesson. At last, as an extended learning activity, learners will be
given the links to watch a video and solve more questions on volume.

Objectives: By the end of the lesson each child will be able to:

 Develop and apply the formula to determine the volume of a rectangular prism.

Prior knowledge: They have learned an area.

Introduction:
  Display these two pictures.

 Ask them the difference between these two shapes.

 Tell them that the surface covered by 2-D shape is called the area of a shape and space
occupied by 3-D objects is called Volume of a shape.
 Volume is measured in unit cubes ( cm3, m3,…).
 Tell them that volume is used frequently in our everyday life.
 Provide this link https://sciencing.com/uses-volumes-daily-life-8692308.html explore
on everyday use of volume.

Learning experience/Activities:

Activity 1

 Discuss that relation between the units of volume.

 1 cm3 = 1000 mm3 not 10mm3 (10×10×10)
 1 m3 = 1,000,000 cm3 (100×100×100)
 Demonstrate how to derive a formula to calculate the volume of a prism using linking
cubes.
  OR may use the video to explain. https://www.youtube.com/watch?v=2yPv6xqu1Z8
 OR Use the PPT to deliver the lesson on volume.
 Let them solve the question given in the ppt.

Activity 2

 Demonstrate how to find missing length/with/height when volume and other

dimensions are given.
 For example:
 Volume of rectangular prism is 36 cm3. Area of the base of the prism 12 cm2. What is
the height of the prism?
 Solution:
 Given; V = 36 cm3, A of base = 12 cm2
 V=L×W×H
 36 = 12 × H
 36 ÷ 12 = H
 3 = H, therefore H = 3 cm.
 Let learners solve question 2 from class VI textbook page 131 to practice.

Or use the video link below:

o https://www.youtube.com/watch?v=aKf744qZ2tc
o https://www.youtube.com/watch?v=fmGIZCI1jCY

Activity 3 (group work)

o Divide the class into three groups.

o Provide a couple of simple questions to find the missing dimension when volume and
the other two dimensions are given.
o Missing length to group 1, missing width to group 2 and missing height to group 3.
o Let them deduce the formula and share it with the whole class.

Activity 3

 Demonstrate how to find the volume of an irregular shape. May ask them to estimate
the volume before the activity.
 Take a bucket fully filled with water and put the irregular shape in the bucket.
 While putting the irregular object in the water, make sure that water displaced by the
object is collected in another bowl.
 Then take the displaced water and pour it in the measuring cylinder to measure how
much it measures.
 Then tell them that the amount of water displaced is the volume of that object.

Or

 If the object is small, it can be done within the cylinder or beaker itself.
  Deep the object in beaker or cylinder and measure the level of water rise (change in the
lavel) and tell them that the amount of level rise is the volume of that irregular
object.
 After demonstration, give learners practical experience to find the volume of irregular
shapes by letting them work in groups.

Closure/Assessment

 Recap the key ideas once again (definition of volume, relationship between SI units of
volume, formula to calculate volume, finding missing dimensions of prism and finding
volume of irregular shape by water displacement method).
 Provide some relevant word problems to apply what they have learned to the practical
world. (May use Understanding Mathematics Textbooks for Class VI).
 Provide the link Find the volume interactive worksheet (liveworksheets.com) to
practice further.

Do it Yourself

 Provide the link How to calculate the volume of a rectangular prism.wmv - Bing
video to learn how to calculate volume of prism.