2021202120212021----22 Bridge course program22 Bridge course program22 Bridge course program22 Bridge course program Bandha:Bandha:Bandha:Bandha: 30303030 days ofdays ofdays ofdays of LearningLearningLearningLearning activitiesactivitiesactivitiesactivities

Class:6Class:6Class:6Class:6th th th th subject: mathematicssubject: mathematicssubject: mathematicssubject: mathematics SL SL SL SL NONONONO DesiredDesiredDesiredDesired LearningLearningLearningLearning

OutcomesOutcomesOutcomesOutcomes Learning pointsLearning pointsLearning pointsLearning points CounsellingCounsellingCounsellingCounselling activityactivityactivityactivity Instruction to perform activityInstruction to perform activityInstruction to perform activityInstruction to perform activity

1111....

Reading numbersReading numbersReading numbersReading numbers,,,, writing number in writing number in writing number in writing number in Expanded Expanded Expanded Expanded formformformform,,,,IdentifyingIdentifyingIdentifyingIdentifying placeplaceplaceplace value value value value and and and and writing writing writing writing thethethethe numbersnumbersnumbersnumbers in in in in AscendingAscendingAscendingAscending order and order and order and order and descendingdescendingdescendingdescending order.order.order.order.

Read the numbers and know the placevalue.

DayDayDayDay----1111 1.1:1.1:1.1:1.1:Musical chair

1.21.21.21.2::::How much is it? What you tell that much.

1.11.11.11.1:::: Align the 5 chairs with the names of the place value in a row, and let the students wrap their crown, move in circle around the chair. As soon as the teacher stops singing, the students who are crowned with numbers are told to sit on the chair, sit in each chair and tell the name and position of the seat they are sitting in. Let the rest of the students write down the numbers and start next round.

1.21.21.21.2::::Given a list of numbers from 0 to 9 in the hands of ten children, put a large circle on the floor and mark the positions within the circle.

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Day Day Day Day –––– 2222 2.12.12.12.1:::: A game of writing numbers and numbers by place value cards.

2.22.22.22.2: : : : Place value with

Then children go around circle saying How much is it? What you tell that much. When a teacher says a number, the children with the numbers in the numbers are placed in the respective position. Let's see if the rest of the kids are right or wrong.

2.12.12.12.1:::: Form groups of 5 students in the class. Give cards to each group in which numbers on one side and place value on the other side.Form a row of 5 numbers of students in each group and create numbers. Students standing in line turn the card given to them and show the expansion of numbers written on it Let the rest of the students write the expanded form of that number on blackboard using the + symbol. Ex: 30000 + 4000 + 600 + 20 + 5

2.22.22.22.2:::: At the bottom of abacus paste the

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the help of the abacus.

Day Day Day Day –––– 3333 3.13.13.13.1:::: Stand in ascending or descending order 3.23.23.23.2:::: Numbers ascending or descending order on the panel board

flashcards of place value. Student shouldcount and put the beads in the respective position of the place value and write the numbers. 3.3.3.3.1111:::: Make a group of five students and issue 5 different numbers of cards for each group. Students will be standing in ascending order, showing the number of cards they have received. The rest of the students read and write those numbers. NOTE:NOTE:NOTE:NOTE: Use this game in descending order

2222 Solve the problems Solve the problems Solve the problems Solve the problems based on Addition, based on Addition, based on Addition, based on Addition, subtraction, subtraction, subtraction, subtraction, multiplication and multiplication and multiplication and multiplication and division also division also division also division also

Addition of numbers with-out carrying or with carrying.

DayDayDayDay 4444 4.14.14.14.1:::: Adjust it and colour it. 4.24.24.24.2:::: Number trap game

4.14.14.14.1:::: If the sum of the two outside numbers matches the middle number, let us colour them both.

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implement into daily implement into daily implement into daily implement into daily life.life.life.life.

Subtract the number with-out borrowing or with borrowing.

DayDayDayDay 5555. 5.15.15.15.1::::Subtraction byFlash Card. 5.25.25.25.2:::: Train Your Brain. (work sheet)

The sum of the numbers in each row is to the right of the number,Let's fill in the blank space so that the sum of the numbers in each row is equal to the number at the bottom 5.15.15.15.1:::: Put a different number of flash cards in a can and ask one student to remove two cards. Let us subtract the smallest number from the largest number.

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Multiplication and division of numbers.

DayDayDayDay ---- 6666 6.16.16.16.1:::: Multiplication game. 6.26.26.26.2:::: Division by tamarind seeds. 6.36.36.36.3::::Group Discussion and Conversation

6.16.16.16.1:::: Take out the flashcard one each from two boxes and multiply the two numbers in the flash card. 6.26.26.26.2:::: Let the quotient and remainder concept be taught by dividing one hundred tamarind seeds into grouping equal numbers. 6.36.36.36.3:::: The total cost of ten balls is 60 rupees but how much will it cost to buy 45 balls?

3333 EEEExplainixplainixplainixplainingngngng the the the the meaning of fraction meaning of fraction meaning of fraction meaning of fraction and equal fraction and equal fraction and equal fraction and equal fraction also decimal fractions.also decimal fractions.also decimal fractions.also decimal fractions. Identifying the Identifying the Identifying the Identifying the equivalent equivalent equivalent equivalent fractionsfractionsfractionsfractions....

Meaning of fraction and Write the fraction to given situation.

DayDayDayDay ---- 7777 7.17.17.17.1:::: Read and paint 7.27.27.27.2:::: Group Activity

7.17.17.17.1:::: Let us interpret the concept by painting fractions with equal parts.

7.27.27.27.2::::Make a different group of children and give each group colored fractional images and write them in fractional form

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Write the equivalent fraction for given fraction.

DayDayDayDay ---- 8888 8.18.18.18.1:::: Fold the paper and colour it

8.18.18.18.1:::: Let us learn fraction by distributing paper strips and fold them into equal parts and paint it.

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�=

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Reading and writing decimal fractions.

8.28.28.28.2:::: Practice sheet showing equal fraction. DayDayDayDay ---- 9999 9.19.19.19.1:::: Decimal fraction by graph sheet.

8.28.28.28.2:::: Let us write equal fractions in the given practice sheet

9.19.19.19.1:::: Provide children with squared graph sheets of 10 centimetres in length and 10 centimetres wide containing 100 squares each. Let students make it 10 equal parts.Each fraction is 1/10 or 0.1. Then tell them to make the same squares into 100 equal parts. Each fraction is 1/100 or 0.01. Then let's say the fraction that can be written in the denominator is 10, 100, 1000, 10000…..

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9.29.29.29.2:::: Group activity

HunHunHunHundreddreddreddred

TenTenTenTen UnitUnitUnitUnit .... One One One One by by by by tentententen

HundHundHundHundreth reth reth reth oneoneoneone

Whole number Decimal point

Decimal part

2 5 . 6 3 9.29.29.29.2:::: Let it be read as twenty five point six three. Let us say that the whole part should be read in its entirety and the decimal part should be read as a separate part. Read these in decimal form: 1) 6.3 2) 90.42 3)102.85 Let's write these as decimals: 1) Sixty-seven point seven, three. 2) Seven hundred six point six, one.

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4444.... Estimating and Estimating and Estimating and Estimating and measuring length, measuring length, measuring length, measuring length, weight, volume and weight, volume and weight, volume and weight, volume and time.time.time.time.

Applying mathematical functions to solve problems involving standard units of length. Applying mathematical functions will solve problems involving ideal standards of weight

DayDayDayDay ---- 10.10.10.10. 10.110.110.110.1: Clothing Trade

10.210.210.210.2:::: Discussion and Conversation DayDayDayDay–––– 11111111 11.111.111.111.1:::: Grocery store

11.211.211.211.2:::: weight parameters Let us know.

10.110.110.110.1:::: Create a clothing store atmosphere in the classroom and make a l introduction of length. 10.2:10.2:10.2:10.2:Let us convert them by using a variety of lengths parameter that we usually use in everyday life. 10 millimetres = 1 centimetre 100 centimetre = 1 meter 1000 meters = 1 kilometre. 11.111.111.111.1:::: Create a grocery store atmosphere in the classroom and introduce the weight. 11.211.211.211.2:::: Let us convert them by using different measures of weight that we usually use 1 ton = 1000 kg (10 quintal) 1 quintal = 100 kilograms 1 kilogram = 1000 g 3/4 kilogram = 750 g 1/2 kilogram = 500 g 1/4 Kilogram = 250g

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Solving Daily life problems involving addition and subtraction operations related to Time.

DayDayDayDay ---- 12121212 12121212.1:.1:.1:.1: Discussion and Conversation. Visit to milk dairy. 12121212.2.2.2.2: Volume with us DayDayDayDay ---- 13131313 13131313.1.1.1.1:::: My diary

12.112.112.112.1:::: Create a dairy dairy environment in the classroom and introduce weight. 12.212.212.212.2:::: Let us convert them by using different sizes that we usually use in everyday life. 1 litre = 1000 millilitre ¾ litre = 750 millilitre ½ litres = 500 millilitre ¼ litre = 250 millilitre 1 kilo litre = 1000 litre Let's go to the nearest dairy and gather information about the measurements and methods used to measure milk. 13.113.113.113.1: Let students list the activities they perform on a daily basis with time. Sl.no Activity Timings 1 Wake up-

morning 6 .00

2 Breakfast 8.30

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13131313.2.2.2.2:::: Group Discussion.

13.213.213.213.2: Let's introduce the basics of time: seconds, minutes and hours. 60 seconds = 1 minute 60 minutes = 1 hour 24 hours = 1 day 7 days = 1 week 30 or 31 days = 1 month (February month = 28 or 29 days ) 12 months = 1 year 365 days = 1 year

5555 Interpreting Interpreting Interpreting Interpreting FaFaFaFactorsctorsctorsctors andandandand multiplesmultiplesmultiplesmultiples....

Find factors for given data.

DayDayDayDay ---- 14141414 14141414.1.1.1.1:::: Assemble disc, find factors. (math kit is used )

14.114.114.114.1:::: Using the entire disc given, let's interpret the factors by arranging them in a square or rectangle.

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Characterising given factors in factor tree

14.214.214.214.2:Distribute tamarind seeds, know factors. DAYDAYDAYDAY---- 15151515 15151515.1.1.1.1:::: factor tree. 15151515.2.2.2.2:::: Practice Sheet

DAYDAYDAYDAY ---- 16161616

The square / rectangle is formed when the discs are arranged in rows of 1,2,3,6. The factors of 6 are the 1, 2, 3 and 6 which forms square/rectangles as above. 14.214.214.214.2:::: Divide tamarind seeds into equal groups in different ways and help them to find factors. 15.115.115.115.1::::Prepare at least three sets of circular flash cards from 1 to 25. Giving these and some long sticks to different groups of children. Then help the children to create a tree map using flash cards and sticks. Tree Map: Factors of 24: 1, 2,3,4, 6, 8,12,24

15151515.... 2222:::: Answer the worksheets.

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Finding multiples of given numbers.

16.116.116.116.1:::: Finding multiples with the help of marbles.

16.116.116.116.1:::: Teachers call 10 students and make them to stand in line and give 5 pellets to each. Then ask the number of marbles first student has and write on the blackboard (ie 5) and then instruct the 2nd student to give the 5 marbles to the 2nd student.Ask the number of marbles next to the 2nd student and write them on the blackboard (ie10) and then write on the blackboard (10) to instruct the third student to give the 10 marbles of the second student (ie 15). Thus continuing till the 10th student. That means 5,10,15,20 …… 50. Here the multiples of 5 are 5,10,15,20 ...... 50. Let us say those multipliers are multiples of given numbers.

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16161616.2.2.2.2::::Project work. 16.216.216.216.2:::: Give the children one number and let them make a multiplicative number like the flower pattern given to that number.

6666.... MeasuringMeasuringMeasuringMeasuring anananandddd NamingNamingNamingNaming angles.angles.angles.angles.

You will gain skills to identify and use tools in the geometry toolbox.

Understand the types of angles and naming by measuring.

DayDayDayDay ---- 17171717 17171717.1.1.1.1:::: Know how to use Geometrical instruments. 17171717.2.2.2.2: : : : Project work DayDayDayDay ---- 18181818 18181818.1.1.1.1:::: Angle with time

17.117.117.117.1:::: Make 4 groups of students, each giving geometry tools such as Ruler (scale), Protractor, Compass, Dividerand listing their uses.Show them exactly how to use them and tell each child procedure to use. 17.2:17.2:17.2:17.2: Let us list the uses of geometry tools such as Ruler, set square, compass, divider and protractor. 18.118.118.118.1:::: Show the pattern of the clock and introduce the name of the angles by knowing the angles between its hands(Acute angle, Right Angle and obtuse angle)

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Classifies and recognizes right angle, acute angle and obtuse angle.

18181818.2.2.2.2:::: Activity - Geo Board 18.318.318.318.3: : : : Project work DayDayDayDay ---- 19191919 19191919.1.1.1.1:::: Pick and Say..!

18.2:18.2:18.2:18.2:Let each student create angle types on the Geo board with the help of string or rubber bands. 18.318.318.318.3: Let us help to create types of angles using ice cream sticks and paste it on the drawing sheet. 19.119.119.119.1::::Put the models of the angle showed in a box and let each child take a model and specify the types of angle

7777.... Collecting information Collecting information Collecting information Collecting information from events in from events in from events in from events in everyday lifeeveryday lifeeveryday lifeeveryday life aaaand nd nd nd representing and representing and representing and representing and judging judging judging judging in form of in form of in form of in form of Pictograph, Bar graph Pictograph, Bar graph Pictograph, Bar graph Pictograph, Bar graph and tabular form.and tabular form.and tabular form.and tabular form.

Collecting and analysing data anexpressing it in tabular form. Expressing the collected information in Pictograph and bar graph.

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19191919.2.2.2.2:::: Activity : Project work

19.219.219.219.2::::Let us list the different types of angle scenarios that arise in the classroom and the surrounding environment

Collecting and data and

expressing it in

Expressing the

information in and

20202020.1.1.1.1:::: Table for objects i have. 20202020.... 2222:::: project work DayDayDayDay ---- 21212121 21.121.121.121.1: Pictograph

20.120.120.120.1: Table for objects I haveObjects

Pens

Pencils

Books

Balls

Chocolates

20.220.220.220.2:::: Prepare table of the heights of all students in your class.21.1:21.1:21.1:21.1: Let us create a pictorial graphof objects we have.

ObjectsObjectsObjectsObjects Pens Pencils Books Balls Chocolates

Let us list the different types of angle scenarios that arise in the classroom and the surrounding environment....

: Table for objects I have(tabular form) Tally mark Numbers

ll 2

lll 3

l 1

llll l 6

lll 3

table of the heights of all students in your class.

Let us create a pictorial graph for a table of objects we have.

Number ofNumber ofNumber ofNumber of objectsobjectsobjectsobjects

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21212121.2.2.2.2:::: Activity : Project work. DayDayDayDay ---- 22222222 22222222.1.1.1.1: : : : Constructing Bar graph. 22222222.2: .2: .2: .2: Project work

21212121....2222:::: Let us tell students to do any one of graph as project work. 22.1:22.1:22.1:22.1: Let us create a bar graph for a table of objects we have.

22.2:22.2:22.2:22.2: Gather life span data of animals in your environment and let them create bar graph.

8888.... Finding nearest / Finding nearest / Finding nearest / Finding nearest / approximate value by approximate value by approximate value by approximate value by mental maths.mental maths.mental maths.mental maths.

Explains the method of estimating or finding nearest/approximate value.

DayDayDayDay ---- 23232323 23232323 .1.1.1.1:::: Estimated Computation with the help of Number line.

23.123.123.123.1::::Let us consider the number given to approximate the tenth position. Let us interpret 43 as the tens place.

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Estimating the sum and differences of five digit 2 numbers to nearest ten

23232323.... 2222:::: Roll the dice and approximate. DayDayDayDay ---- 24242424 24.1:24.1:24.1:24.1:Approximation of sum and differences.

Draw a number on the floor of the classroom as above and make students to stand on 40, 43 and 50. Let us interpret the approximation / proximity value by stating which student stands on 43. 23232323.... 2222: : : : Estimate approximated value by throwing dice.

24.124.124.124.1:::: Let us estimate the sum of 38527 and 32596 to the nearest ten thousand places. 38527 is approximated to ten thousand is 40000

32596 is approximated to ten thousand is 30000

Estimated amount 70000

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thousand positions. Estimate the product of two numbers to the nearest to maximum position.

24242424.2.2.2.2: Activity - Practice Sheet. DayDayDayDay ---- 22225555 22225555.1.1.1.1:::: Estimated product

25252525.2.2.2.2:::: Activity: Practice Sheet.

• Estimate the difference of 51689 and 34685 to the thousand places. 51689 is adjusted to the ten thousand is 50000

34685 is approximated to ten thousand is 30000

Estimated difference = 20000 24242424 .2.2.2.2:::: Prepare and practise an activity sheet for this type of activity for each group of students.

25252525.1.1.1.1:::: Assessing the product of 428 and 54 is nearest to maximum position. 428 is estimated to hundredth place400 54is estimated to tens place X50 Approximated product =20,000 22225555.2.2.2.2:::: Prepare and practise an activity sheet for this type of activity for each group of students.

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9999 They willThey willThey willThey will find find find find thethethethe perimeterperimeterperimeterperimeter andandandand arearearearea ofa ofa ofa of simplesimplesimplesimple shapesshapesshapesshapes....

Explains the meaning of perimeter of square and rectangle.

DayDayDayDay ---- 26262626 26262626.1.1.1.1:::: graph paper using the figures of the perimeter of the measure. 26262626.2.2.2.2:::: TheTheTheThe perimeter of our classroom 26262626.3.3.3.3:::: measure the perimeter of things in classroom.

26262626.1.1.1.1:::: Give the children a number of squares and rectangles (the size of a graph sheet) and let them measure their length and width with the help of a graph. And let's find out their sum. Let us find out the perimeter of the described figures by explaining this sum is perimeter. Let's find the formula for finding the perimeter of a square and a rectangle.

Perimeter of square = 4x edge length. Perimeter of rectangle =2(length + breadth). 26262626....2222:::: With the helpof scale measure the classroom perimeter.

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Explainsthe meaning of area of squareand rectangle.

DayDayDayDay ---- 27272727 27272727.1.1.1.1:::: Area ofSquare and Rectangle using GraphSheet.

27272727.1: .1: .1: .1: Give children a set of squares and rectangles of different sizes and ask them how many small squares they are made. (with the help of a graph) Based onanswers, explain the meaning of the area. Then let's find the product of the lengths and breadth of the figures. Let's find the formula for finding the area of the square and the rectangle. Area of square = 4x edge length. Area of rectangle =2(length x breadth).

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Using the formula determine the perimeter and area of the square and rectangle

27272727.2.2.2.2:::: work sheet DayDayDayDay ---- 28282828 28.128.128.128.1:::: Give figure-find area. 28282828.2:.2:.2:.2: Project work

27272727.2.2.2.2:::: In the Given work sheet count the squares and write below the respective figures.

28.1:28.1:28.1:28.1:Group the children, give each group a square and rectangular cardboard sheet of different sizes, and measure their lengths and widths to determine their perimeter and area.

28.2:28.2:28.2:28.2: Create a different size of square and rectangle and let the students find their areas.

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10101010 MeaninMeaninMeaninMeaning ofg ofg ofg of threethreethreethree---- dimensional dimensional dimensional dimensional figuresfiguresfiguresfigures cube,cube,cube,cube, cuboidcuboidcuboidcuboid and cylinderand cylinderand cylinderand cylinder....

Introduce 3- dimensional figures.

DayDayDayDay ---- 29292929 29292929.1.1.1.1:::: My solids 29292929.2.2.2.2:::: Activity: Project work.

29.129.129.129.1: : : : Make a group of three students, give one solid for each group, and let the teacher introduce the solid given by the children to the group.

Solids

Cube Cuboid Cylinder

29.229.229.229.2::::Let the student’slist similar solids like cubes, rectangles, and cylinders that resemble their everyday environment.

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Identifying the faces, vertices and edges of the solids.

DayDayDayDay ---- 30303030 33330000.1111:::: Observe the solids and tell number of faces, vertices and edges it has. 33330.2:0.2:0.2:0.2: Project work

30.130.130.130.1:::: Let the students collect different solids and write down the

number offaces, vertices and edges of the solids.

Solid. Figure Faces Vertice

s

Edges

Cube 6 8 12

Cuboi

d

6 8 12

Cylind

er

3 - -

30.2:30.2:30.2:30.2:Give the students different solids and tell the students to create a table. Let them write their faces, vertices and edges for the given

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30.330.330.330.3:::: Paper game. 30303030.4.4.4.4: : : : Roll the dice and go forward

solids. 30303030.3: .3: .3: .3: Introduce the creation of a model of solids with the help of a drawing sheet, grouping the children into three groups, and let them create solids from each group....

30.430.430.430.4::::Roll the dice as given in the game sheet, and move forward according to the number of dice.

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