Page 6 - ICSE Math 6

Syllabus

Number System

Suggested Transactional
Key Concepts Learning Outcomes
Processes
Numbers Students will be able to:
• Consolidating the sense of • describe place and face values of • Revising previous concepts learnt
numberness up to 5 digits, a digit in a large number; by children
size, estimation of numbers, • create situations around them • Building on children’s previous
identifying smaller, larger, etc. in which they find negative learning
• Place value (recapitulation and numbers; • Making children compare
extension) – through situations like money numbers up to 5 digits through
transactions, measuring of
• Operations on large numbers height budget etc. child uses various situations like cost of
• Word problems on number larger numbers and thus two houses, number of spectators
operations involving large appreciates their use; present in two cricket matches
numbers. This would include – reduces fractions involving etc.
conversions of units of length larger numbers to simplest • Extending number up to 8 digits
& mass (from the larger to the (lowest) forms; through patterns that exist in
smaller units) • identify a situation for a given numbers up to five digits and
• Estimation of outcome of number fraction (like proper, improper, then citing/observing daily life
operations equivalent, etc.); situations e.g., cost of property
• Introduction to a sense of • construct examples through • Involving children in the
the largeness of, and initial which they demonstrate the activities that include
familiarity with, large numbers up addition and subtraction of classification of numbers on the
to 8 digits and approximation of integers; basis of their properties like even,
large numbers • create daily life situations where odd, multiples and factors. These
• Numbers in Indian and opposites are involved and properties can be used to classify
represent such quantities by
International Systems and their positive and negative numbers; numbers in to various categories
comparison • make their own strategies of • Providing opportunities to

ordering, adding and subtracting children to observe divisibility
rules through patterns in
integers; multiplication facts. This could
• use divisibility rules to find be followed by taking different
factors of a number; division problems and discussing
• demonstrate ways of finding HCF their use. For example, let
and LCM of two numbers; children form multiplication
• devise strategies to identify tables of different numbers like
appropriate situations to use the 2, 3, 4, etc. and then from the
concepts of HCF and LCM. multiplication facts ask them to
identify the pattern like multiple
of 3 has sum its digits divisible
by 3, multiple of 5 has either 5 or
zero in its ones place etc.