CBSE class 6 Mathematics syllabus, question papers, online tests and important questions as per CBSE syllabus. Notes, test papers and school exam question papers with solutions. Main topics are Knowing our Numbers, Whole Numbers, Playing with Numbers, Basic Geometrical Ideas, Understanding Elementary Shapes, Integers, Fractions, Decimals, Data handling, Mensuration, Algebra, Ratio and Proportion, Symmetry, Practical Geometry.
Number System (60 hrs)
(i). Knowing our Numbers:
Consolidating the sense of number ness up to 5 digits, Size, estimation of numbers, identifying smaller, larger, etc. Place value (recapitulation and extension), connectives: use of symbols =, >, < <,>and use of brackets, word problems on number operations involving large numbers up to a maximum of 5 digits in the answer after all operations. This would include conversions of units of length & mass (from the larger to the smaller units), estimation of outcome of number operations. Introduction to a sense of the largeness of, and initial familiarity with, large numbers up to 8 digits and approximation of large numbers)
(ii). Playing with Numbers:
Simplification of brackets, Multiples and factors, divisibility rule of 2, 3, 4, 5, 6, 8, 9, 10, and 11. (All these through observing patterns. Children would be helped in deducing some and then asked to derive some that are a combination of the basic patterns of divisibility.) Even/odd and prime/composite numbers, Co-prime numbers, prime factorization, every number can be written as products of prime factors. HCF and LCM, prime factorization and division method for HCF and LCM, the property LCM × HCF = product of two numbers. All this is to be embedded in contexts that bring out the significance and provide motivation to the child for learning these ideas.
(iii). Whole numbers
Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, multiplicative identity), number line. Seeing patterns, identifying and formulating rules to be done by children. (As familiarity with algebra grows, the child can express the generic pattern.)
(iv).Negative Numbers and Integers
How negative numbers arise, models of negative numbers, connection to daily life, ordering of negative numbers, and representation of negative numbers on number line. Children to see patterns identify and formulate rules. What are integers, identification of integers on the number line, operation of addition and subtraction of integers, showing the operations on the number line (addition of negative integer reduces the value of the number) comparison of integers, ordering of integers.
(v). Fractions: Revision of what a fraction is, Fraction as a part of whole, Representation of fractions (pictorially and on number line), fraction as a division, proper, improper & mixed fractions, equivalent fractions, comparison of fractions, addition and subtraction of fractions (Avoid large and complicated unnecessary tasks). (Moving towards abstraction in fractions) Review of the idea of a decimal fraction, place value in the context of decimal fraction, inter conversion of fractions and decimal fractions (avoid recurring decimals at this stage), word Problems involving addition and subtraction of decimals (two operations together on money, mass, length and temperature)
Algebra (15 hrs.)
INTRODUCTION TO ALGEBRA
Ratio and Proportion (15 hrs.)
Geometry (65 hrs.)
(i).Basic geometrical ideas (2 -D):
Introduction to geometry. Its linkage with and reflection in everyday experience.
Line, line segment, ray.
Open and closed figures.
Interior and exterior of closed figures.
Curvilinear and linear boundaries
Angle — Vertex, arm, interior and exterior,
Triangle — vertices, sides, angles, interior and exterior, altitude and median
Quadrilateral — Sides, vertices, angles, diagonals, adjacent sides and opposite sides (only convex quadrilateral are to be discussed), interior and exterior of a quadrilateral.
Circle — Centre, radius, diameter, arc, sector, chord, segment, semicircle, circumference, interior and exterior.
(i). Understanding Elementary
Shapes (2-D and 3-D):
(iv).Constructions (using Straight edge Scale, protractor, compasses) • Drawing of a line segment
Mensuration (15 hrs.)
CONCEPT OF PERIMETER AND INTRODUCTION TO AREA
Introduction and general understanding of perimeter using many shapes. Shapes of different kinds with the same perimeter. Concept of area, Area of a rectangle and a square Counter examples to different misconnects related to perimeter and area.
Perimeter of a rectangle – and its special case – a square. Deducing the formula of the perimeter for a rectangle and then a square through pattern and generalization.
Data handling (10 hrs.)
(i).What is data - choosing data to examine a hypothesis?
(ii). Collection and organization of data - examples of organizing it in tally bars and a table.
(iii). Pictograph- Need for scaling in pictographs interpretation & construction. (iv).Making bar graphs for given data interpreting bar graphs+.
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