Acknowledgements

The Curriculum Development Division wishes to acknowledge the invaluable

contributions of the Primary Mathematics Syllabus Task Force members towards the
development and production of this Standard 6 Teacher’s Guide. The Task Force
members are:

Bakang C Nkwe Segomotso Primary School, Tonota (Vice Chairperson)

Mafotela K. Mahole Serowe Education Centre, Serowe (Chairperson)
Nancy E. Opio – Ikuya Curriculum Development & Evaluation, CDD, (Secretary)
Violet N. Moseki Tonota Education Office, Tonota
Margaret Mthunzi Matsiloje, Primary School, Matsiloje
Taboka Masalila Pole Primary School, Masunga
D. P. Matlho Ralekgetho Primary School, Ralekgetho
Martha Molebalwa Morwalela Primary School, Palapye
Tuelo Aedige D’kar Primary School, Gantsi
Tshepang A. Orekeng Magotlhwane Primary School Ntlhantlhe
Lapologang M. Lekone Leetile Primary School, Mahalape
V. Kenosi Department of Primary Ed. Pre Primary, Gaborone
C. Mbulawa Department of Non-Formal Education, Gaborone
Dorcus Morake Examinations Research and Testing Division, Gaborone
V. Ramaribana Department of Special Education, Gaborone
Magdaline Mogopa Ipelegeng CJSS, Mmathethe
Gaediwe Modimoopelo Palapye CJSS, Palapye
Pelonomi L. Moima Sedibelo CJSS, Mookane

We highly appreciate your commitment and dedication in this endeavor.

2
Table of Contents

Contents Page
Introduction…………………………………………………………… 4
…………..
Module 1: Numbers and Operations 5
……………………………………………...
Module 2: Geometry 15
………………………………………………………...........
Module 3: Measures 27
………………………………………………………………
Module 4: Problem Solving 34
………………………………………………………
Module 5: Statistics 40
……………………………………………………………….
Module 6: Algebra 44
………………………………………………………………..
Glossary 46
…………………………………………………………………………..
Reference 48

3
Introduction
The standard 6 Primary Mathematics Teachers Guide is a document designed to assist
teachers to better understand the Standard 6 Primary Mathematics Syllabus. It is
designed such that it guides teachers on some activities and materials they can use in
addressing some of the syllabus objectives. The Teachers Guide should be used in
conjunction with the syllabus. It addresses all modules covered in the Syllabus. This
book provides a brief overview for each module. Suggested learning activities and
support materials relevant to the activities are based on the specific objectives. Each
module has suggested concepts and skills related to the topics being considered.
Suggestions where infusion of emerging issues is possible are given in the Guide. A
glossary is provided to explain new, broad and loaded terms used within the Guide.

The information and activities in the Teachers Guide are simply suggestions and should
not be treated as prescriptions. Teachers need to consult other reference books for more
information in order to develop other activities relevant and accessible to learner’s
environment. It is also important for the teacher to recap learners’ previous knowledge
accrued at standard one to five. The activities designed should be learner-centered.

4
STANDARD SIX

Module 1: Numbers and Operations

Module Overview

The module reinforces reading and writing numbers up to 100 000, the four basic
operations on fractions and decimals. It also covers computation of percentages, ratio
and money.

Topic: Numbers

Specific Objectives: 1.1.1.1 – 1.1.1.8

Content:
Place value up to 100 000, whole numbers in numerals and words, classification of
numbers e.g square numbers, triangular numbers, and rectangular numbers, numbers in
expanded form.

Support Materials:
Counters, unifix thousand, hundred, tens and units, flash cards, abucus etc

Suggested Teaching/Learning Activities

Use flash cards to match numbers with number words/name.

Use unifix hundreds, thousands etc to get numbers up to 100 000.

Let learners say out numbers and write them in numerals and words.

Assist learners in making triangular square and rectangular shapes using dots
Examples:
Triangular numbers:

1+2=3

1+2+3=6

Square numbers:
1

5
 1+3=4

1+3+5=9

Rectangular numbers

NB: All numbers are rectangular numbers except prime numbers. Pair dots to make
rectangular numbers either horizontal or vertical, e.g:

Topic: Number Operations

Specific Objectives: 1.2.1.1 – 1.2.1.14

Content:

Addition, subtraction, multiplication, division, associative law of addition, factors, LCM,

distributive law of multiplication, order of operation

Skills:
Estimating, adding, subtracting, multiplication

Support Materials:
Works cards, sentence strips

Suggested Teaching/Learning Activities:

Associative Law:

Let learners note that in adding three numbers, movement of the brackets does not
change the sum.

(i) (2 + 4) + 3 = 2 + (4 + 3) (ii) (5 - 2) -1 ≠ 5 – (2 - 1)
6+3=2+7 3–1≠5-1
9=9 2≠4

(iii) (6 x 2) x 5 = 6 x (2 x 5) (iv) (8 ÷ 2) ÷ 2 ≠ 8 ÷ (2÷2)

12 x 5 = 6 x 10 4÷2≠8÷1

6
 60 = 60 2≠8

Hence addition and multiplication are associative. Subtraction and division are
NOT associative.

Estimation

146 + 182 or 146 + 182

= 150 + 180 (to the nearest 10) 100 + 200 (to the nearest 100)
= 330 = 300

Actual

146 + 182
= 328

NB: The concept of estimation can come either before addition, subtraction for
pupils who have mastered the concept of addition and numbers or after for those
who have not mastered these concepts

Factors

Factors of 24 {1, 2, 3, 4, 6, 8, 12, 24}

Factors of 36 {1, 2, 3, 4, 6, 9, 12, 18, 36}
Common Factors {1, 2, 3, 4, 6, 12}
Highest Factor {12}

NB: 1 is a factor of every number and every number is a factor of itself. Factors
are always in pairs.

Factors of 24 {1, 2, 3, 4, 6, 12, 24} Factors of 36 {1, 2, 3, 4, 6,9, 12, 18, 36}

If a number is left without a pair, multiply the number by itself.

Multiplying by multiples of hundred

Examples:

(i) 817 x 200 = 163400 (ii) 215 x 400 = 85000

or or
817 x 2 x 100 215 x 4 x 100
= 1634 x 100 = 850 x 100
= 163400 = 85000

Distributive Law

7
Examples:

(i) 2 (4 + 7) (ii) 5 (3 + 9)
=2x4+2x7 =5x3+5x9

Order of operation

NB: Avoid the use of the word BODMAS because it is mostly incorrectly used.

When addition and subtraction are used together you follow the order from left to
right
Example:

i) 7 – 2 + 3 (ii) 8+3–4
5+3=8 11 - 4 = 7

When division and multiplication are use together follow the order from left to right
Example:
12 ÷ 4 x 2
3 x 2 = 6.

Where addition/subtraction and multiplication are used together you multiply first and
then add
Example:
2+3x4 20 – 2 x 3
2 + 12 = 16 20 - 6 = 14

Where addition/subtraction and division are used together you divide first
Example:
14 + 4 ÷ 2 16 – 4 ÷ 2
14 + 2 = 16 16 - 2 = 14

Word problems

Word problems are not necessarily problem solving, for example

a) Mpho divided 21 goats among her 3 children. How many goats did each child get?

b) Thero had 200 plants he gave 3 to his younger brother. How many are left?

8
Topic: Fractions

Specific Objectives: 1.3.1.1 – 1.5.1.5

Content:

Ordering and simplifying fractions with different denominators fractional patterns, inter-
conversions of fractions, decimals and percentages, fractions and basic operations

Skill: Comparing

Support Materials:
Fraction charts, flash cards, concrete and semi concrete objects

Suggested Teaching/Learning Activities:

NB: When comparing fractions with same numerators and different denominators, the
one with the bigger denominator is the smaller e.g
2/5 > 2/10 5/12 < 5/7

When adding/subtracting mixed numbers two methods can be used e.g

adding/subtracting whole numbers first and then working on the fraction e.g
31/5 + 71/3 OR 31/5 + 71/3
= 10 3 + 5 = 16 + 22
15 5 3
= 10 8 = 48 + 110
15 15
= 158 = 10 8
15 15

Subtraction

41/3 – 31/3
=1 1 - 1
5 3
=1 3-5 to avoid getting a negative answer let learners first change mixed numbers
15 to improper fractions or use decomposition.

= 18 – 5 = 13
15 15

Fractional Sequence: Continue the sequence

(a) ½, 1/3, ¼, 1/5 , ___, ___

(b) 6/8, 5/6, 4/8, 3/8, ___, ___
(c) 1/3, 2/3, 1, 11/3, ____, ___

9

Decimal as fractions and vice versa
NB: A decimal point should be used instead of a decimal comma.

0.1 can be 1/10 U. t

0. 1/10
0. 1

0.09 can be 9/100 U. t th

0. 1 1
/10 /100
0. 0 9

0.008 can be 8/1000

U . t th hth
1 1 1
/10 /100 /1000

0 . 0 0 8

H T U . t h
1 4 5 . 7 6

Numbers before the decimal point represent whole numbers and numbers after the
decimal point represent the fraction part therefore 0.76 represent 7 tenths and 6
hundredths 76
100
Hence 145.76 as a fraction is 145 76
100

Fractions of quantities and multiplication of a fraction by a whole:

Examples: 1/3 of 12, “of” should be replaced by the multiplication sign

Therefore 1/3 of 12 = 1/3 x 12 = 4

Fraction of a quantity
½ of 6 kg = ½ x 6 kg = 3 kg

Word Problems
Kgotso has twenty cattle. She gives three cows to her son. What fraction did she give to
his son? What fraction did she give to his son? Answer = 3/20.

Thapelo travels a distance of 6 km everyday to school she met Gaone on the way after
traveling 2/3 of distance. How far from school was she in km?

10
Topic: Decimals
Objectives: 1.4.1.1 – 1.4.1.12
Content:
Ordering and comparing decimals, adding, subtracting multiplying and dividing
decimals

Suggested Teaching/Learning Activities

Pronouncing Decimal numbers:

0.05 is read zero point zero five.
0.36 is read as zero point three six
1.489 is read as one point four eight nine

Ordering decimals (descending order)

(a) 0.1, 0.6, 0.4, 0.9, 0.5

0.1, 0.4, 0.5, 0.6, 0.9
(b) 1.46, 0.39, 1.4, 0.99, 2.83

0.39, 0.99, 1.4, 1.46, 2.83

Adding and subtracting decimals

NB: Gradually introduce reduction of decimals by cross multiplication after ensuring

understanding of pupils in the above concept.
Maintain correct position of digit values for addition and subtraction e.g

112.5
+ 20.1
= 132.6

When multiplying decimals work them out as wholes (positive integer) then count
decimal places from right to left
Examples:
(a) 0.03 x 2 = 0.06 (b) 0.07 x 0.003 = 0.00021 (c) 0.14 = 0.02
7

d) 314 = 1.57 e) 16.56 = 2. 07

2 8

Topic: Percentages
Objectives: 1.5.1.1 – 1.5.1.5
Content:
Percentages, quantity of a percentage

Suggested Teaching/Learning Activities

11
NB: Remind learners that: Percent is out of 100
30 % means 30
100 (dividing by 10/10)
=3
10( encourage learners to always simplify fractions)

Percentage as fractions
Example:
75% = 75 = 3
100 4

Percentage as decimals
Example:
75% = 75 = 0.75
100

Percentages of given quantities

Example:
There are twenty patients at the clinic 25% of them are HIV positive. How many patients
are HIV negative?

25 x 20 patients
100

= 5 patients

Quantity as a percentage of another

Example:
In a class of 40 pupils, 20 are girls. What percentage of the class are girls?
20 x 100 % = 50 %
40

Word Problems
Example:
Mr Nkwe cut a loaf of bread to get 20 slices of bread. After serving his visitors 12 slices
were left. What percentage of the loaf was left.

Topic: Ratios.

Specific Objectives: 1.6.1.1 - 1.6.1.4

Content:
Ratio

Support Materials:

12
Balls, sticks, cards, pictures, coloured counters

Suggested Teaching/Learning Activities:

Ratio: Comparison of two or more quantities of the same unit

Examples: (using concrete materials to show ratio)
a) (i) 30 cm ruler : 15 cm ruler

30 cm : 15 cm
30 : 15
2 : 1

ii) The ratio of salt to sugar in Oral Rehydration Mixture is 1 teaspoon of salt to 8
teaspoons of sugar, that is 1 : 8

b) John’s mass 70kg, Peter mass 60kg, expressed as a ratio

70 kg : 60 kg
=7:6

c) Ratio of black balls to white balls

nnnnnnnnnn
OOOO
Ratio of black balls : white balls
10 : 4
5:2
In other words for every 5 black balls there are 2 white balls.

Emphasise that ratios should be converted to the same units before simplifying and
that the final answer should be without units.
Examples:
a) 2mm : 5cm
2mm : 50mm
= 1 : 25

b) Thato’s package cost P1.60 and Taboka’s cost 30t to post.

Their ratio is P1.60 : 30t
1.60t : 30t
= 16 : 3.

Dividing a quantity into a given ratio

i) Katlo shared 25 sweets between two children in the ratio 2:3. Find how many
sweets each child got.
2 x 25 = 10 and 3x 25 = 15
5 5

13
Therefore one got 10 sweets and the other 15.

ii) Uncle Ben shared 80 of his cattle between his two niece in the ratio 3:5. How
many cattle did each get?
Answer: 3/8 x 80 : 5/8 x 80
= 30 : 50, Therefore one got 30 cattle and the other 50.

Topic: Money

Specific Objectives: 1.7.1.1. - 1.7.1.4

Content:
Money and basic operations, notes, coins, interpretation of bills

Support Materials
Invoices, bank notes and coins

Skill:
Interpreting

Suggested Teaching /Learning Activities:

Representing amounts of money using the smallest possible number of notes/coins

Examples:
P75 = P50 + P20 + P5

P40 = P20 + P20

P15 = P10 + P5

75t = 50t + 25t

Ask pupils to bring real bills from home for interpretation and discussion. They can
prepare their own bills.

NB: Include bills with VAT.

Infusion:
This module allows for infusion of emerging issues. For example sensitizing learners on
enterpreneural skills, world of work or self employment are feasible in the topic Money.
Some examples of infusion of other issues like HIV/AIDS have been given. Teachers are
encouraged to take advantage of topics where infusion is more feasible and infuse.

14
Module 2: Geometry
Module Overview

This module extends the knowledge of learners on angles, polygons, and their properties,
tessellations and transformations. The module also develops the learners’ understanding
of simple maps and directions.

Topic: Angles

Specific Objectives: 2.1.1.1 - 2.1.1.6

Content:
Measuring and drawing angles, interior angles, constructing triangles, squares and
rectangles, angle notation.

Skills:
Constructing, measuring, drawing

Support Materials:
Ruler, pair of compasses, pencil, protractor

Suggested Learning/Teaching Activities

Let learners measure pre-drawn angles of different sizes, including acute,

obtuse, right and straight angle.

Give learners a number of angles to draw.

Example: Draw angle 150o
See the figure below:

15

Teachers should emphasise proper use of a protractor. The correct angle
notation should also be noted when writing down angles. For example, the
size of angle ABC is 23 º, or ABC = 23 °(with a cap on top of letter B)

Draw a triangle on a piece of paper and mark the angles:

b c

Cut off along the dotted lines and put the angles together.

b a c

Therefore the sum of angles of a triangle is 180o (a straight line).

Note: The above method should also be used to find the sum of angles of a quadrilateral.

Constructing Triangles
Note: To construct a triangle you need to be given:
2 angles and one side, 2 sides and one angle or 3 sides
Example:
a) Given two sides and an angle.
e. g AB = 5cm AC = 4cm BAC = 60o
- Draw line AB
- Draw the angle 60º at A.
- Measure 4cm from A to find point C.
- Join C to B.

b) Given the lengths of 3 sides.

e. g AB – 5 cm AC = 6cm CB = 4cm
- Draw line AB.
- Open the pairs of compass to GCB and draw an arc from point A.
- Repeat the above for the 4 cm line.
- The intersection of the above joins all the points.

Constructing a Rectangle

1. Draw baseline AB

A B

16
2. Draw feint right angled lines from points A and B. A protractor or set squares may be
used.

A B

3. Use pairs of compass to mark the width (6cm) from

points A and B. Mark the points C and D

C D

A B

4. Join points CD with a ruler

C D

A B

Topic: Polygons

Objectives: 2.2.1.1 – 2.2.1.9

Content:
Polygons and their properties, regular and irregular polygons, circle, pyramids and
prisms, 3 dimensional figures, nets of polyhedrals

Skills: Sorting, drawing.

Support Materials:
3-dimentional shapes, ruler, pencil.

Suggested Learning/Teaching Activities

17

Names of polygons up to ten sides
Let learners sort and match names of shapes with sides using the prefix.

No of Sides Name
3 Triangle
4 Quadrilateral
5 Pentagon
6 Hexagon
7 Heptagon
8 Octagon
9 Nonagon
10 Decagon

Properties of Polygons:

Triangles:

Equilateral Scalene Isosceles

* Sides & Angles equal * No equal sides * 2 sides equal
* No equal angles * 2 angles equal

* A triangle can be acute, obtuse or right-angled.

Quadrilaterals:

Square Parallelogram Rectangle Irregular Trapezium Kite Rhombus

Quadrilateral
All sides equal. Opposite sides Pair of All sides and One pair of One line Fours sides
All angles are and angles opposite angles not parallel of equal.
right –angles equal. side equal equal. sides. symmetry. Opposite
equal. Opposite sides parallel. Adjacent angles are
Diagonal equal parallel. Has two sides equal. 2
in length and Diagrams lines of equal. lines of
bisect each bisect each symmetry. symmetry.
other opposite other. Diagrams
sides are equal. are
perpendicula
r.

Regular polygons:(equal sides and angles)

PENTAGONS : 5 equal sides and angles, 5 lines of symmetry.

HEXAGON : 6 equal sides and angles, 6 lines of symmetry.
HEPTAGON : 7 equal sides and angles, 7 lines of symmetry.
OCTAGONE : 8 equal sides and angles, 8 lines of symmetry.
NONAGON : 9 equal sides and angles, 9 lines of symmetry.
DECAGON : 10 equal sides and angles, 10 lines of symmetry.

18

Provide drawings of different polygons (both regular and irregular) let the
pupils colour regular polygons.

Circles. Let learners draw and cut out circle:

-Let them fold the circle into 2 equal parts. The line seen when the circle is
opened is its diameter.

-Further fold the circle into 4 equal parts. Each single line from the centre is the
radius.

Polyhedron – A 3-dimensional shape whose faces are all polygons

It must have at least four faces. Its name is based on the number of
faces it has. It can either be a pyramid or prism.

Prisms:
Examples:
Triangular prism

Hexagonal prism

19
Cube

Pyramids:
Examples:
Triangle - based prism

Hexagonal - based pyramid

Square – based pyramid

Difference between a pyramid and a prism

Learners are given pre-made pyramids and prisms. They can paint them
differently e.g pyramids – blue, prisms – yellow.

20

Provide different nets and let learners fold and match them with different
polyhedral or vice-versa.

Reference: Heinemann Mathematics 7 texbooks page 104-105.

Mathematics 2 Standard Four Page 315-316.

Topics: Tessellation

Objectives: 2.3.1.1 – 2.3.1.3

Content:
Tessellating and non-tessellating shapes, tessellating patterns

Skills:
Tessellating

Support Materials:
Cut out shapes, tessellating objects.

Suggested Teaching/learning Activities:

21

Allow learners to identify shapes that tessellate by practically carrying out
tessellation using various polygons both regular and irregular. They should
identify tessellating and non tessellating polygons.

Example:

Let learners carry out tessellation of combinations of polygons.

Example:

Topic: Transformation

Objectives: 2.4.1.1. – 2.4.1.5

Content
Translations, reflections, enlargements, scale factor, geometric properties

Suggested Learning / Teaching Activities

Learners should be able to describe a translation, reflection and an

enlargement fully.

Example:
Transformations Description
Translation Translation vector
Reflection Line of symmetry
Enlargement Scale factor, centre

22

Use different activities to help learners understand the concepts of reflection,
e. g mirror and folding and cutting.

Example: Let the learners do this practically.

- Fold a piece of paper, for instance an exercise book page. Draw a figure on one fold,
making it bold.

- Fold the paper again. Then, using the blunt end of the pencil, trace along the drawn
figure.
Object Image

Discuss learners’ observations when the paper is unfolded, e. g the folding line (line of
reflection) and the distance of the object and image from the folding line.

Enlargement can be shown using concrete objects like pictures.

Example; a passport sized picture and an enlarged one of the same picture.

23
The picture has been enlarged using scale factor 2.

Look for occurrence of geometric properties in the environment. For

example:
- symmetry in leaves, flowers, buildings, clothes, and shapes
- tessellation in buildings, floor tiles and clothes.

Topic: Coordinate Geometry

Objectives: 2.5.1.1 – 2.5.1.6

Content:
Cartesian plane, x & y coordinates

Skills:
Drawing, identifying, interpreting

Suggested Learning/Teaching Activities

- Location of points
Example:

24
 y - axis

6 .E
5

3 .A

2 .B
1
x - axis
0 1 2 3 4 5 6 7

A is 2 steps to the right and 3 steps up from the origin

B is 4 steps to the right and 2 steps up from the origin
C is 0 steps to the right and 5 steps up from the origin
D is 1 step to the right and 0 steps up from the origin
E is 5 steps to the right and 6 steps up from the origin

Using Cartesian Coordinates

A (2, 3)
B (4, 2)
C (0, 5)
D (1, 0)
E (5, 6)
NB: Emphasise that the order of movement is always horizontal followed by vertical,
hence x – coordinate followed by y – coordinate. Note also that coordinates are always
written with brackets, (x, y). The zero coordinate could be delayed until the learners have
understood the concept of coordinates, for example coordinates like (0, 5) and (1, 0) in
the example above.

Draw the x- axis and the y – axis from 0 to 7. Plot and label these points P (3,
1), Q (1, 6), R (0, 2), S (4, 4)

Coordinates are used to show direction or locate a particular point / place.

Example:
A map of Tshosa village is given below. Use it to show or locate few places from Tom’s
home.

25
 y - axis

6 . Kgotla

5 . Church

4 . Supermarket
3

2 . Molapo Junior Secondary

1

Tom’ home x – axis

0 1 2 3 4 5 6 7

- If you go 1 step to the right and 5 steps up, what would you find? - Church
- Tom is looking for directions to the junior secondary school, how can you direct
him?: He should go 3 steps to the right and 2 steps up.
- What will you find at (4, 4) and (7, 6)?

26
Module 3: Measures
Module Overview

The module covers the application of length, area, mass, volume, capacity and time in
real life situation. It also develops more knowledge on estimation and manipulative skills
as there is s lot of practical work involved.

Topic: Length

Specific Object: 3.1.1.1 – 3.1.1.10

Content:
Length, height, depth, width, thickness, distance, units of measure, perimeter, diagonals,
circumference, irregular polygon

Skills:
Measuring, estimating, drawing

Suggested Learning/Teaching Activities

Let learners estimate heights, depth, lengths, widths, of different objects and
measure to confirm the estimations

Use tape measure and other relevant instruments to measure distances around
objects, for example, classroom blocks, football pitch, seedbeds. Hence define
perimeter. Let them also measure the diagonals of the above objects.

Introduction of Pi (n). Let learners use strings to measure around circles and
experience the difficulty so that they can appreciate the need for a formula.

Introduce the formula: C = nd. Calculate the circumference of the same circles
given above and compare the answers. Discuss the answers learners got through
measuring and through using the formula

Irregular polygons. Give learners different composite shapes and let them
calculate their perimeters.
Example:
Calculate the perimeter of the figure below:

3 cm
3 cm
1 cm
5 cm

27
Topic: Area

Objectives: 3.2.1.1 – 3.2.1.5

Content:
Area of composite shapes and circle

Skills:
Calculating, Drawing

Review formula for calculating area of rectangles and trangles ( from Std 5)

Let learners calculate area of composite shapes, where triangles, rectangles and
squares are combined.

Example:
Find the area of these shapes

30 mm

7 cm 30 mm
4 cm

3 cm 30 mm

5 cm

Area of a circle
Go through the concept of diameter, radius and circumference. Introduce area of a
circle, A = n x r x r
Calculate area of circles given different radii which are divisible by 7 to avoid
decimal answers

Example: Calculate the area of the circle below of radius 7 cm.

7 cm

28
 A=nxrxr
= 22 x 7 x 7
7
= 154 cm²

Topic: Mass

Objectives: 3.3.1.1 – 3.3.1.4

Content:
Units of mass, gross and net mass

Suggested Learning/Teaching Activities

Measure mass of different objects using appropriate instruments

Gross and net mass

-Measure mass of an empty can of coke.
-Fill the can with water and measure again.
The mass of the empty can is the net mass while the mass of the can with water is the
gross mass.
-Subtract the net mass from the gross mass. The difference is the net mass of the
water that was that filled the tin of coke.

Topic: Volume

Specific Object: 3.4.1.1 – 3.4.1.6

Content:
Volume of cuboids, capacity, units of volume displacement
Skills:
Measuring

Support materials:
Cuboids, cubes, boxes

Suggested Learning/Teaching Activities:

Displacement

1. Fill a container with water to the brim

2. Place an object in the container
Explain to learners that the water that pours out is an indication of displacement
hence the displaced water can be measured to get the volume of the object.

29
e.g.
NB: The volume of the object is equal to the volume of the water displaced.

If the displaced water is poured into a container and fills it to the brim, it can then be
referred to as the capacity of that container.

NB: When converting units of volume to capacity remember that 1 cm³ = 1 ml

Topic:: Capacity

Specific Objectives: 3.5.1.1 – 3.5.1.3

Content:
Units of capacity

Support materials:
Measuring cylinders, containers

Suggested Learning/Teaching Activities

Let learners know the units of capacity e.g. litres, mililitres, and be able to convert from
one unit to another
e.g. l litres = 1000 ml, 1 kl = 1000 l.

Kl x 1000 litres x 1000 mililitres

∴ 1 kl = 1000 000 ml

Topic: Time

Objectives: 3.6.1.1 – 3.6.1.8

Content:
Analogue and digital time, 24 hour notation, leap yeas time span, distance time-graphs,
timetables and time difference

Support Materials:
Clock, calendar

30
Skills:
Reading, writing and interpreting time

Suggested Learning/Teaching Activities:

Demonstrate how to read time in 24 hour notation e.g.

(i) 0825 reads twenty five minutes past eight (in the morning).
(ii) 0002 reads two minutes pas twelve (in the morning just after midnight)
(iii) 1446 reads 24 minutes to three (in the afternoon)
(iv) 1200 reads twelve o’clock midday

Leap year
A normal year has 365 days
A leap year has 366 days
In a leap year the month February has 29 days making a total of 366 days.

Leap years are divisible by 4

e.g. 1980 1844
4 4
= 495 = 461
Hence 1980 and 1844 are leap years.

1975 = 493 reminder 3, therefore 1975 is not a leap year.

4

Identifying Time Span

Year Decide Century Millennium

12 months 10 years 100 years 1000 years

Distance – Time Graph

A graph showing the distance traveled within a period of time.

Tshepo walked a distance of 10 km in 1 hour. He rested for 20 minutes and walked again
for another 5 km in 40 minutes. The graph below represents his journey.

A graph showing Tshepo’s journey from home to the lands

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 20

15 Lands
Distance
in km
10

Home 0 20 40 60 80 100 120

Time in minutes

(a) Estimate how far Tshepo traveled in the first 40 minutes.

(b) Estimate how much time Tshepo took to cover the first 5 km.
(c) Find the total time taken for the whole journey in hours.

NB: The length of time taken should not be expressed as 1.20 hours but as 2 hours.

Calculating Time

Find the length of time from 8.20 a.m. to 10.55 a.m.  10.55 – 8.20 = 2.35
Learners should be made aware that the length of time is 2 hours 35 minutes and not 2.35
hours.

Time Difference

Places are at different points from the Greenwich Meridian, therefore they fall in different
time zones.

Reference to the Greenwich Meantime, places on the east are ahead in time and those in
the west are behind in time. As one moves East of the Greenwich Meantime, the time
increases and when moving West, the time decreases.

Countries Time difference with Reference to GMT

Angola 1 hour ahead
Mexico 5 hours behind
Botswana 2 hours ahead
Uganda 3 hours ahead
Argentina 4 hours behind
Netherlands 2 hours ahead

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 Singapore 7 ½ hours ahead

Ask question based on time differences. The table above can help.
Example:
Botswana is 2 hours ahead of the time in UK. If the time in Botswana is 1400 hours, what
time it in UK? Answer: 1400 – 2 = 1200 hrs.

What is the time difference between Botswana and Uganda? Answer: 3 – 2 = 1 hour.

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Module 4: Problem Solving
Module Overview

The module aims at encouraging innovativeness and initiative ness in solving a variety of
problems and situations in real life. The problems could be of non-routine real life
situations or derived from numbers, geometry, measures, algebra and statistics. It
provides a basis for effective use of mathematical language, symbols and vocabulary in
presenting and solving problems.

The module does away with the myth that mathematics is difficult, dry and abstract,
hence boring. It helps the learner derive pleasure and enjoyment; hence develop interest
and enthusiasm in tackling mathematics problems. It also develops investigation and
team work in coming up with findings on solving problems hence instilling creativity and
a positive approach to life in general.

Topic: Games and Puzzles

Objectives: 4.1.1.1 – 4.1.1.2

Content
Games, puzzles

Skills:
Problem solving

Suggested Learning/Teaching Activities

Games

Let learners play a number of games such as mhele, morabaraba chess, monopoly,
chess

Example:
Mhele

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Mhele is a commonly known Setswana game that is played by 2 people or 2 pairs or
groups of people. Each player should have a sector twelve objects opponent differing in
type or colour to those of the stones, beads or seeds. A playing board similar to the one
drawn above is drawn on a hard board/paper or on the ground. Players put their objects
on the vertex of the board in turns.

The game is such that if one puts 3 objects in a line before the other intercepts then they
get the opponent’s object which is already on the vertex, (a mojela kgomo). Players do
that until they use all their objects. They keep on moving their objects with the intension
of rearranging them to have three in line and getting one from the opponent’s. If the
objects could not be moved any more, the one with more of the opponents objects wins.

Morabaraba

This is also a Setswana game which is played by 2 people. The game is such that you put
either 2 or 3 stones in 12 holes as shown. The holes per player can be 8,10, or 12.
Player A

Kraal

Kraal
Player B

There are variations in playing and winning the game

1. Each player marks a hole that will be his/her kraal/house. Pick stones from any of
the holes and put them one in each hole in one direction. Where you finally put the
last stone, pick all the stones in that hole and continue putting them in other holes,
until they either end at your kraal or a hole where there is nothing. The other player
does the same thing. The winner is the one whose kraal gets full before the other or
who has few remaining stones outside the kraal.

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2. The other way is similar to the first one in that you mark your kraal and play also by
putting stones in each hole. However, where your stones end you pick from your
opponents’ holes opposite to the hole your stones ended. This will depend on
whether there are stones in either holes or the hole “inside” i.e. nearer to your side,
otherwise if there are stones in the outer hole then you don’t have to pick from the
opponent’s side.

Puzzles

Examples:
Magic square, number chain, cross-number puzzle, word search, maze

Make reference to previous teacher’s guide i.e. standard 5.

Topic: Investigations

Specific Objectives: 4.2.1.1. – 4.2.1.6

Content:
Problem solving strategies, investigations, non-routine problems

Skills: problem solving, investigation

Suggested Learning/Teaching Activities

The teacher should come up with a variety of activities that will help learners
develop problem solving strategies e.g.

Pigs and Chickens

‘One day Farmer Brown was counting his pigs and chickens. He noticed that they had 60
legs and that there were 22 animals in all. How many of each kind of animal (pigs and
chickens) did he have?

In solving this problem, you will realize that learners will go through the problem solving
strategies, for example:
- You might notice some learners trying to understand the problem first
- Some will do trial and error
- Some might draw a diagram
- Some will make a table
- Some might want to act the problem by being pigs and chickens

See the different solutions below:

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The chicken and pig activity can also be used as an example of a problem solving
strategy to solve problems involving numbers and operations.

For geometry you can use examples like:

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How many triangles are there in the figure above? There are at least 12 triangles.

Non Routine Problems

1. A rat, cat and seeds:

Bakang want to take these two animals and seeds to the other side of the river. He cannot
leave a rat and a cat nor a rat and seeds together at any given time. He has to always take
one at a time.

Ask learners to suggest successful ways of carrying out the activity. For example:

i) Take the rat first

ii) Take either cat or seeds
iii) Come back with the rat
iv) Take the one you left at (ii)
v) Go back for the rat

2. The Rope Trick

Let two learners play the game. Learner one ties the rope on both wrists. Learner two ties
on one wrist and passes his/her robe under the other learners’ before tying it to his /her
other wrist.
Work out to release the ropes without untying them.

Solution:

Hold your friends rope at the middle. Make a small loop and pass it under your left wrist, pushing it
towards the fingers. Pass the loop over your hand working it back under the role of your wrist. Both
learners should be unlinked even though each of them will still have their wrists tied.

3. Matchstick Game

(a)

Move 3 matchsticks to create three squares

(b)

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 Move 2 matchsticks to create six squares.

Solutions:

(a)

(b)
5 small ones and a big one

4. The Square Game

Draw a square. Choose any four numbers between 0 and 20. Use those numbers to label
the vertices. Draw another square inside the original one with its vertices at the mid
points of the bigger square. Use the differences between the numbers at the vertices to
label the vertices of the inner square. Continue until the differences of the vertices of the
smallest inner square are zeros. Patience needs to be exercised in this activity.

11

5 3 8

6
3 3 3

2 5

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Module 5: Statistics
Module Overview

The module is based on exposing learners to different ways of representing information.

Emphasis is more on enabling learners to interpret data especially in real life situation
presented in charts, tables and graphs. It also helps them to develop the idea of
probability and its use in every day life.

Topic: Graphs

Specific Objectives: 5.1.1.1. - 5.1.1.2

Content:
Line graph

Support Materials:
Charts, posters

Suggested Learning/Teaching Activities:

Data should be collected from local environment e.g

Colour/types of cars, vegetation, livestock, road safety, HIV/ AIDS

Interpreting a line graph

Number of livestock reared by different farmers

50

40
No.of
farmers
30

20

10

Pigs Donkeys Goats Sheep Cattle Camel

Livestock

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How many farmers keep sheep?
Which animal is kept by most farmers?
Which animal is kept by less farmers?

Topic: Data collection and Analysis

Specific Objectives: 5.2.1.1. - 5.2.1.3

Content:
Data

Support Materials:
Charts, Posters.

Suggested Learning/Teaching Activities:

Design projects looking at emerging issues and every day life activities in the
community and school e.g. rainfall, number of orphans, absentism, death, late
coming, Home Base Care

Caution: When dealing with issues of HIV/AIDS, avoid ambiguity, be cautious and
sensitive.

Example:

Data collected by learners at Kaki village on people affected by HIV/AIDS

Wards Tally marks Number of people affected

Kgang //// //// 9
Kgotso //// //// / 11
Kgomodiaswa //// 4
Kumbulani //// //// / 12
Kgakge //// //// //// /// 18

Data can be displayed in bar graphs or pictographs.

Ask a variety of questions on data collected leading to learners making their own
conclusions.

Topic: Measure of central tendency.

Specific Objectives: 5.3.1.1 - 5.3.1.4

Content:
Mode, median and mean

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Suggested Learning/Teaching Activities:

Let learners review mode and median by analyzing the data collected in the
emerging issues in the previous topic.

Help work out the mean of given items e.g. ages of pupils in standard 6:
11, 11, 12, 13, 12, 10, 15.
To calculate the mean: Add all the ages and divide the answer by the number of items.
11+ 11 + 12 + 13 + 12 + 10 + 15 = 84
84 / 7 = 12

From the above distribution let learners find the mode and median

From the example on calculating the mean discuss with learners what the answer
indicates regarding the age of a standard six pupil. e.g.
- it is rare to find a 15 year old pupil in standard six.
- a ten year old is too young to do standard six.

Topic: Probability
Objectives: 5.4.1.1 – 5.4.1.4

Content:
Probability, probability language

Support Materials:
Dice, coins, playing cards, coloured balls.

Suggested Learning/Teaching Activities:

Introduce vocabulary such as: impossible, unlikely, likely, certain.

Find activities that will give pupils the opportunity to use the above words e.g.
- You will fly an aeroplane today.
- You will go to bed tonight.
- A boy getting pregnant
- You will eat bread on Thursday

Let learners toss coins and list all the possible outcomes.
Discuss with learners that when a coin is tossed:
- Showing a head is equally likely as showing a tail.
- The probability of showing a head is 1 in 2.

Other examples can include the game kupe (where children hide something in
other hand), spinning a wheel and tossing a die (dice).

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When throwing a die (dice) the total number of possible outcomes is six therefore
the possibility/chance of getting any of the six numbers on the die will be 1 out of
six.

Relate events of real life situations common locally, nationally or internationally.

e.g. What is the possibility that Tunisia will win the football game against Zebras.

Infusion
Teachers are encouraged to do a lot of infusion in this module.

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Module 6: Algebra
Module Overview

The module intends to instill in learners a new way of communicating mathematics

through the use of letters and symbols. It also expose learners to expressing
mathematical statements in a shorter way using patterns, sequences expressions and
equations.

Topic: Algebra

Specific Objectives: 6.1.1.1 - 6.1.1.6

Content:
Linear expressions and equations, simplifying linear expressions, solving linear
equations, algebraic expression and equations, substitution

Suggested Teaching/Learning Activities:

Let learners review box notation from lower primary.

Introduce variables. Replace the boxes with variables.

Use the variables to write stories and discuss them. Learners use the stories to form
equations
Example:
i) Lame has 2 apples and Setso has 1. Using “a” for apple, form an expression to
represent the total number of apples they have. That is 2a + a = 3a

ii) Tshepi has 5 bananas, he gives Kefilwe 3 bananas. Using “b” to represent bananas,
form an expression to find the number of bananas that remain. 5b – 3b = 2b

iii) Bame and Kesego share 12 sweets. If Bame gets K sweets how many sweets does
Kesego get? 12 – k

Write four letters on the board and their values

Example: a = 3, b = 4, c = 5 and d = 10. Guide learner to find values and variables by
substitution.

(i) a+b (ii) b + c + d (iii) d - c

3+4 4 + 5 + 10 10 - 5
=7 = 19 =5

Forming and Solving Equations

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Ten accidents occurred at Katse Village. Six were caused by over-speeding and x were
caused by animals. Form an equation and solve it to find the number of accidents caused
by animals.

x + 6 = 10
x=4

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Glossary

Mass The amount of matter in an object (kg)

Weight Gravitational pull on an object (Newton's).

Capacity The amount a container can hold.

Volume The space an object occupies.

One to one correspondence When a mapping between two sets of the same size
pairs all the elements of each set without using any
element twice.

Identity element An object in a set which, when combined (by the

operation) with second object from the set,
produces a result, which is equal to the second
object.

Commutative A commutative operation is one in which the order

of combining the two objects does not matter.

Conservation The concept that two equal sets of piled items

remains the same, even if one is spread out

Abacus A counting frame that shows place value

Solid A three dimensional object with length, width and

height

Flat shape A two dimensional shape with length and width.

Horizontal Parallel to the ground (level / flat)

Vertical Upright or perpendicular to the ground

Pattern Special arrangement of things

Rectangle A shape with four right angled corners.

Square A rectangle with equal sides.

Semi – concrete objects Pictures, diagrams figures and drawings are

examples of semi –concrete objects.

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Decomposition Changing and carrying value from one place value
to another.

Mobiles A hanging display that can freely move, for

example, hanging from a ceiling or tree.

Operation concepts 5 + 3 = 8, 5 is addend, 3 is also addend and 8 is

sum

5 – 3 = 2, is subtrahend, 3 is minuend and 2 is

difference

Diagonal A line segment that joins two vertices of a shape but

is not on the sides of the shape

Face Each separate surface that makes up a solid shape

Edge The line where two surfaces of a solid shape meet

Vertex A point where lines or edges meet to form an angle

Associative A binary operation which, when applied

repetitively, the result does not depend on how the
pairs are grouped

Cumutative The order of combining two objects does not

matter

Identity an object in a set, which when combined by

operation with any second object from the set,
produces a result which is equal to the second
object

Expression a collection of quantities made up of constants

and variables, linked by signs for operations and
usually not including equals sign

Tessellation an arrangement of shapes which fit together to

fill a space with NO gaps or overlaps

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Reference
1. John A. Van De Walle (1994) Elementary School Mathematics, Longman – London
2. Fiona Mapp (2003) KS3 Success, Mathematics Levels 3 – 6, Letts Educational
3. P. Chakalisa et – al (1998) Pyramid, A Junior Secondary Mathematics Course Book 1,
Macmillan – Botswana
4. Carol Vorderman (1996) How Mathematics Works, Dorling Kindersley
5. Frank Tapson (1996) The Oxford Mathematics, Study Dictionary, Oxford University
Press
6. Primary School Mathematics Task Force Members (2003, 2004) Standard 3 and 5
Teachers Guides, Curriculum Development and Evaluation

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