Page 13 - ICSE Math 6

Suggested Transactional
Key Concepts Learning Outcomes
Processes
• Perimeter of a rectangle—and its • Encouraging children
special case—a square to find perimeter of different
• Deducing the formula of the rectangles and evolving the rule to
perimeter for a rectangle and find perimeter of ant rectangle like
then a square through pattern and • Perimeter of a rectangle = 2(sum
generalisation of the measure of its two adjacent
sides) = 2(l + b)
• Forming small groups of 3–4
children to evolve ways to find the
measure of a region enclosed by
a closed shape on a plane surface.
This discussion will lead to
understanding the concept of area
• Encouraging children through
small hints to drive the rule/
formula to find the area of a
rectangle when the two adjacent
sides are known
• Providing opportunities to frame
and solve simple daily life
problems involving perimeter and
area of rectangular regions
Data Handling

Suggested Transactional
Key Concepts Learning Outcomes
Processes
• Collection of data to examine a Students will be able to: • Revising previous concepts learnt
hypothesis • understand the use of organizing by children
• Collection and organisation of data; • Building on children’s previous
data—examples of organising it • represent data through learning
in tally bars and a table pictograph, bar graph; • Discussing daily life situations
• Pictograph—Need for scaling • identify patterns in numbers and involving quantitative
in pictographs interpretation & shapes; information and its presentation
construction of pictograph • identify daily life situations in • Encouraging children through
• Construction of bar graphs for which the information is required discussion (whole class/in small
to be properly arranged;
given data interpreting bar graphs • explore different ways to organise groups) to reason out why data
• Mean and median of data and represent data; should be organised. Children
not having more than ten • appreciate the need for finding can be motivated to use their own
observations a representative value for given ways in organizing data
data; • Asking children to explore their
• find mean and median of data own ways of representing the
having not more than ten data in the form of diagrams/
observations. pictures (Bar Graph) and in tables
of numbers
• Providing children various
situations for interpreting data
given in tabular or pictorial form
like newspaper cuttings, TV
programmes etc.