Grade 6 Term 2 NUMERIC PATTERNS Lesson 3

MATHEMATICS LESSON PLAN
GRADE 6
TERM 2: APRIL-JUNE 2024
PROVINCE: NORTHERN CAPE
DISTRICT: FRANCES BAARD
SCHOOL: ZINGISA PRIMARY SCHOOL
TEACHER’S NAME: SHADRACK THABANG MAUBANE
DATE: 17-18 APRIL 2024
DURATION: 1 Hour
1. TOPIC: NUMERIC PATTERNS: Equivalent forms (Lesson 3)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson, learners should know and be able to determine equivalence of
different descriptions of the same relationship or rule presented:
- verbally
- in flow diagram
Grade 6 Lesson Plan: Term 1

NUMERIC PATTERNS: Equivalent forms (Lesson 3)
(Draft)
3. RESOURCES: DBE workbook 1, DBE textbook (TG and LB) , any other textbooks
 number sentence
 tables
4. PRIOR KNOWLEDGE:  flow diagram
 describe and observe relationships or rules in learner’s own words
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 Minutes)
Ask learners to complete the activity below:
Activity 1
a) Find the output values in the following flow diagram.
b) Find the input values in the following flow diagram
Grade6 Lesson Plan: Term 2 Page 2 of 6

7. LESSON PRESENTATION/DEVELOPMENT(Suggested time: 25 minutes)
Learning activities
Teaching activities (Learners are expected
to:)
Activity
1. Tamie sells muffins for R4 each. The following table shows how much
money she makes.
The number of 1 2 3 4 5 20
muffins she sells
a) .
The money in rand 4 8 12 16 20 60
that she makes
Complete the table above by filling in the missing values.

b). Explain how you calculated the missing values.
Number multiplied by 4
c) . What is the rule for the table above?
2. Study the flow diagram below. It shows the same relationship as the
table above.
work as whole class

and answer questions
a). Is the money (in rand) that Tamie makes an input or output?
Output
b). Copy and complete the flow diagram.
5 20 15 60
c) . What rule can you use to find the output values?
Input × 4
d). What rule can you use to find the input values from the output
values?
Output ÷ 4
e). Explain how multiplication and division can work together.
8. CLASSWORK(Suggested time: 10 minutes)

Ask learners to look at the table and the flow diagram and answer the questions.
Activity 1
The rule is ( × 20)
Input values 1 3 5 10 12 14
Output values 20
a) Do the table and the flow diagram use the same rule to calculate the output
values?
b) Complete the table and the flow diagram.
c) Compare the output values in the table and in the flow diagram. What do you
notice?
d) Which rule is easier to use? The rule in the table or the rule in the flow diagram?
Explain.
Activity 2
1. Study the three sequences in the table
Position 1 2 3 4 6 20 100
Sequence 1 4 9 14 19
Sequence 2 5 10 15 20
Sequence 3 6 11 16 21
a) Describe horizontal patterns for each of the sequences. How are they the same
and how are
they different?
b) Describe vertical patterns for each of the sequences. How are they the same and
how are
they different?
c) Complete the table above, describe and discuss your methods.
2. Below are three flow diagrams in for the sequences outlined in the table above.
How are the flow diagrams the same and how are they different? Copy and
complete the missing parts in the flow diagrams.

Sequence 1
Sequence 2
Sequence 3
9. CONSOLIDATION/CONCLUSION& HOMEWORK (Suggested time: 5

minutes)
a) Emphasise that:
 input is the number we use a rule to make an answer or output
 output value is the number or an answer you get after you use a rule on an
input
 rule is an instruction that uses one or more operations (+,−¿ ,× or ÷ )
b) The primary purpose of Homework is to give each learner an opportunity to

demonstrate mastery of mathematics skills taught in class. Therefore, homework
should be purposeful and the principle of ‘Less is more’ is recommended, i.e. give
learners few high-quality activities that address variety of skills than many activities
that do not enhance learners’ conceptual understanding. Carefully select

appropriate activities from the DBE textbooks (LB), workbooks and/or any other
textbook for learners’ homework. The selected activities should address different
cognitive levels.
Recommended Homework:
DBE textbook page110 No 1(a-c) and No 2 sequence 3


Grade 6 Term 2 NUMERIC PATTERNS Lesson 3

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Grade 6 Term 2 NUMERIC PATTERNS Lesson 3

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MATHEMATICS LESSON PLAN

PROVINCE: NORTHERN CAPE

DISTRICT: FRANCES BAARD

SCHOOL: ZINGISA PRIMARY SCHOOL

TEACHER’S NAME: SHADRACK THABANG MAUBANE

DATE: 17-18 APRIL 2024

1. TOPIC: NUMERIC PATTERNS: Equivalent forms (Lesson 3)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

Grade 6 Lesson Plan: Term 1

5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

6. INTRODUCTION (Suggested time: 10 Minutes)

Ask learners to complete the activity below:

a) Find the output values in the following flow diagram.

b) Find the input values in the following flow diagram

Grade6 Lesson Plan: Term 2 Page 2 of 6

Complete the table above by filling in the missing values.

work as whole class

8. CLASSWORK(Suggested time: 10 minutes)

Grade6 Lesson Plan: Term 2 Page 3 of 6

Grade6 Lesson Plan: Term 2 Page 4 of 6

9. CONSOLIDATION/CONCLUSION& HOMEWORK (Suggested time: 5

b) The primary purpose of Homework is to give each learner an opportunity to

Grade6 Lesson Plan: Term 2 Page 5 of 6

Grade6 Lesson Plan: Term 2 Page 6 of 6

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