Mathematics – WLP – Step 6: STEP Schools

Mathematics – Weekly Lesson Plan – Step 6

AY 25 - 26
___________________________________________________________________________
As per the Academic Standards Policy Document 2024-2025, there are a total of 15 active
teaching weeks in the first term, and a total of 13 active teaching weeks in the second term.

Term-wise Breakup
Term 1 – 15 weeks (105 lessons)
Weeks Topics
Week 1 • Introduction
• Chapter 1: Primes, Highest Common Factors and Lowest Common
Week 2-3 Multiples
Week 4-5 • Chapter 2: Integers and Order of Operations
Week 6 • Chapter 4: Introduction to Sets
Week 7-8 • Chapter 3: Percentages • PBL Week 7-8
Week 9 • Chapter 12: Symmetry
Week 10-11 • Chapter 5: Number Patterns and Algebraic Manipulation
Week 12-13 • Chapter 6: Linear Equations
Week 14-15 • Chapter 8: Perimeter and Area of Plane Figures
Term 2 – 13 weeks (91 lessons)
Weeks Topics
Week 1 •
Chapter 9: Volume and Surface Area of Cubes and Cuboids
Week 2-3 •
Chapter 10: Basic Geometry
Week 4-5 •
Chapter 11: Geometrical Construction
Week 6-7 • Chapter 13: Statistical Data and Handling
Week 8-9 • Chapter 14: Averages of Statistical Data
Week 10-11 • Chapter 15: Probability
Week 12-13 • Chapter 7: Rate and Ratios • PBL Week 12-13
* The Introduction may include revision of key concepts from the previous academic year,
discussion on holidays’ homework, a summary of key concepts and topics to cover in the
current academic year and/or a build-up to the first topic.

* All Chapters listed above are from “Oxford New Syllabus Mathematics Book for Grade 6
(Updated 7th Edition)”

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 Mathematics – WLP – Step 6: STEP Schools

Term 1

Term 1 - Week 1
Suggested
Unit Learning Objectives Suggested Strategies
Resources

1. Review Numbers, four operators, • Oxford New • Class discussions

algebra, fractions, ratio, triangles, Syllabus Primary
volume, decimals, percentage, Mathematics Book
Introduction
average, rate, angles, four-sided 5 (2nd Edition)
figures and probability • Holidays’
2. Review holidays’ homework homework
Vocabulary: numbers, four operators, algebra, fractions, ratio, triangles, volume, decimals, percentage,
average, rate, angles, four-sided figures, probability

Assessment Strategies: Classroom practice and presentation

Term 1 - Week 2
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concept of factors and • Textbook (Pg. 3 – 12) • Class discussions
Chapter 1: Primes, Highest Common Factor

multiples - Worked Example 2 (Pg. 6) • Show Me

2. Learn the divisibility tests of 2, 3, 4, - Practice Now 1 (Pg. 6) • Hard and easy
and Lowest Common Multiple

5, 6, 8, 9 and 10 - Worked Example 3 (Pg. 7) • Quiz

3. Classify and define Whole numbers - Practice Now 3 (Pg. 9) • Think-Pair-Share
into Odd numbers, Even numbers, - Exercise 1A (Questions 1, 2, • KWHL chart
Composite numbers and Prime 3, 5, 6, and 9) • Mathematics
numbers stories
4. Estimate square roots • Analogies
5. Recognize Prime numbers and
Composite numbers less than 200
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 Mathematics – WLP – Step 6: STEP Schools

Vocabulary: whole numbers, even numbers, odd numbers, prime numbers, composite numbers, Sieve
of Eratosthenes, index notation, square root, cube root, perfect squares, perfect cubes, estimate, factors,
prime factorization, Highest common factor (HCF), Lowest common multiple (LCM)

Assessment Strategies: Peer check, Open ended questions, Quiz, True/False, Classroom practice and
presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 3
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of the Index • Textbook (Pg. 13 – 20) • Class discussions

Chapter 1: Primes, Highest Common Factor and Lowest Common Multiple

Notation - Worked Example 9 (Pg. • Show Me

2. Find Prime Factors of any number 13) • Hard and easy
using both ‘Factor-tree’ and ‘Division’ - Practice Now 5 (Pg. 13) • Quiz
methods - Practice Now 6 (Pg. 14) • Think-Pair-Share
3. Write Prime factors in Index (Power) - Worked Example 10 (Pg. • Another, another,
notation 15) another
4. Calculate HCF of up to 4-digit numbers - Practice Now 8 (Pg. 16) • Mathematics
using “listing prime factors” and - Worked Example 12 (Pg. stories
“common prime factors by division” 16) • Analogies
methods - Practice Now 9 – Q2 (Pg.
5. Calculate LCM of up to 4-digit numbers 17)
using “listing prime factors” and - Exercise 1B (Questions 1,
“common prime factors by division” 2, 3, 4, 5, 7)
methods - Review Exercise 1 – Q2
6. Use HCF and LCM in simple problem
solving
Vocabulary: whole numbers, even numbers, odd numbers, prime numbers, composite numbers, Sieve
of Eratosthenes, index notation, square root, cube root, perfect squares, perfect cubes, estimate, factors,
prime factorization, Highest common factor (HCF), Lowest common multiple (LCM)

3
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Assessment Strategies: True/False, Classroom practice and presentation, What’s the same? What’s
different?, Convince me

Term 1 - Week 4
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Distinguish between positive and negative • Textbook (Pg. 22 – 33) • Class discussions
numbers - Practice Now 1 (Pg. 22) • Show Me
2. Classify integers as positive and negative - Practice Now 2 (Pg. 24) • Hard and easy
(zero as neither positive nor negative) - Exercise 2A (Questions 1, • Quiz
3. Illustrate the position of positive and 3, 4, 5, 8, 9) • Think-Pair-Share
Chapter 2: Integers and Order of Operations

negative integers on a number line - Practice Now 3 (Pg. 28) • KWHL chart
4. Use symbols “<”, “>” and “=” to compare - Worked Example 1 (Pg. • Another,
integers 28) another, another
5. Develop an understanding of the ‘Absolute - Practice Now 5 (Pg. 30) • Mathematics
Value’ of a negative integer - Exercise 2B (Questions 1, stories
6. Order positive and negative integers in 2, 3, 4, 5) • Analogies
ascending and descending order (with or
without number line)
7. Add and subtract positive and negative
integers
8. Use commutative and associative law of
addition
9. Solve simple problems involving addition
and subtraction of positive and negative
integers
Vocabulary: positive numbers, negative numbers, absolute value, number line, proper fractions,
improper fractions, mixed numbers, decimal numbers, decimal places, BODMAS, ascending order,
descending order, real numbers, rational numbers, irrational numbers, terminating decimals, recurring
decimals, non-recurring decimals

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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Assessment Strategies: Quiz, True/False, Classroom practice and presentation, What’s the same? What’s
different?, Convince me

Term 1 - Week 5
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Multiply (up to 2-digits) positive and • Textbook (Pg. 34 – 46) • Class discussions
negative integers using a formal written - Practice Now 7 (Pg. 36) • Show Me
method of multiplication - Practice Now 8 (Pg. 37) • Hard and easy
2. Divide (up to 2-digits) positive and - Worked Example 3 (Pg. • Quiz
negative integers using a formal written 38) • Think-Pair-Share
method of division - Practice Now 9a (Pg. 38) • KWHL chart
3. Recall and use the BODMAS rule to - Exercise 2C (Questions 1, • Mathematics
Chapter 2: Integers and Order of Operations

evaluate numerical expressions, including 2, 3, 5) stories

fractions - Review Exercise 2 • Analogies
4. Convert between proper fractions, (Questions 1, 2, 3, 4)
improper fractions and mixed numbers - Worked Example 4 (Pg.
5. Add, subtract, multiply and divide simple 39)
and mixed fractions by integers and - Practice Now 10 (Pg. 39)
fractions, writing answers in its simplest - Worked Example 5 (Pg.
form 40)
6. Multiply a decimal number (up to 3 - Practice Now 11 (Pg. 41)
decimal places) by a whole number and a - Worked Example 6 (Pg.
decimal number (up to 1 decimal place) 43)
7. Divide a decimal number (up to 3 decimal - Practice Now 12a (Pg.
places) by a whole number and a decimal 43)
number (up to 1 decimal place) - Worked Example 7 (Pg.
8. Add and subtract decimal numbers (up to 42)
3 decimal places) and whole numbers - Practice Now 13 (Pg. 42)

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 Mathematics – WLP – Step 6: STEP Schools

9. Use symbols “<”, “>” and “=” to compare - Worked Example 8 (Pg.
decimals, integers and fractions 42)
10. Illustrate the position of positive and - Practice Now 14 & 15
negative decimals numbers on a number (Pg. 43)
line - Worked Example 9 (Pg.
11. Order positive and negative integers, 43)
fractions and decimal numbers in - Exercise 2D (Questions 1,
ascending and descending order (with or 3, 5, 7, 8, 9)
without number line) - Review Exercise 2
12. Develop an understanding of Real (Question 1-5)
numbers, rational numbers and irrational
numbers
13. Differentiate between terminating,
recurring and non-recurring decimals
Vocabulary: positive numbers, negative numbers, absolute value, number line, proper fractions,
improper fractions, mixed numbers, decimal numbers, decimal places, BODMAS, ascending order,
descending order, real numbers, rational numbers, irrational numbers, terminating decimals, recurring
decimals, non-recurring decimals

Assessment Strategies: Quiz, True/False, Classroom practice and presentation, What’s the same? What’s
different?, Convince me

Term 1 - Week 6
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of Sets • Textbook (Pg. 66-75) • Class discussions

Introduction to Sets

2. Remember the symbols used for - Practice Now 1 (Pg. 66) • Quiz
Chapter 4:

describing sets and set elements (is an - Worked Example 1 • Think-Pair-Share

element of, is not an element of, (Pg. 68) • KWHL chart
number of elements in a set) - Exercise 4A (Questions

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 Mathematics – WLP – Step 6: STEP Schools

3. List the elements of a set in set notation 2, 3, 4, 5, 7, 9, 11, 12, • Another, another,
4. Describe the key features of a set (i.e. It 16) another
is a collection of elements that must be - Review Exercise 4 • Mathematics
‘well-defined’ and ‘distinct’) (Questions 2, 3) stories
5. Describe the elements of a set in set • Analogies
notation
6. Differentiate between a ‘well-defined’
and ‘not a well-defined’ collection
7. Recognize equal sets
8. Recognize an Empty set (or a null set)
9. Identify the conditions for equal sets
and an empty set
10. Represent sets using a Venn diagram
11. Explore the rules for drawing a Venn
diagram
12. Recognize the concept of a universal set
13. Recognize the concept of the
complement of a set
14. Find the elements of the universal set
and the complement of a set
15. Develop an understanding of subsets
and proper subsets
16. Represent a subset and a proper subset
using set notation
17. Find whether a set is a subset or a
proper subset of another set
18. 18. List all the subsets and proper
subsets of a given set
Vocabulary: sets, Venn diagram, set notation, empty set, equal sets, universal set, complement of a set,
subset, proper subset, null set

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 Mathematics – WLP – Step 6: STEP Schools

Assessment Strategies: Peer check, Open ended questions, Quiz, True/False, Classroom practice and
presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 7
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of • Textbook (Pg. 48 – 55, 63) • Class discussions

Percentages - Worked Example 1 (Pg. 49) • Show Me
2. Convert any integer, decimal - Practice Now 1 (Pg. 50) • Hard and easy
number or a fraction into a - Worked Example 2 (Pg. 50) • Quiz
Chapter 3: Percentages

percentage and vice versa - Practice Now 2 (Pg. 50) • Think-Pair-Share

3. Express one quantity as a - Worked Example 3 (Pg. 51) • KWHL chart
percentage of another quantity - Practice Now 3 (Pg. 51)
4. Calculate percentages of a quantity - Practice Now 4 (Pg. 53)
and vice versa - Exercise 3A (Questions 1, 2,
3, 4, 5, 6, 9, 10)
- Review Exercise 3
(Questions 1, 2)
Vocabulary: percentage, percent, reverse percentage, percentage increase/decrease

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation, What’s the same? What’s
different?, Convince me

Lead Subject
PBL Project (Supporting Objectives Covered Intended Process
Subjects)

Suggesting ways on Science Express one quantity as Use the concept of

How Natural Habitats (Mathematics, Urdu a percentage of percentages to make
Can be saved & Geography) another quantity comparisons between the

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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Calculate percentages areas of land affected by

of a quantity and vice urbanization.
versa

Term 1 - Week 8
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Solve real-life situations • Textbook (Pg. 54 – 64) • Class discussions

involving percentages - Worked Example 4 (Pg. 53) • Show Me
2. Compare two quantities by - Worked Example 5 (Pg. 54) • Hard and easy
comparing their percentages - Practice Now 6 (Pg. 56) • Quiz
3. Increase a quantity by a - Exercise 3A (Questions 7, 8, 11, 12, • Think-Pair-Share
given percentage 13) • Another, another,
4. Decrease a quantity by a - Review Exercise 3 (Questions 4) another
Chapter 3: Percentages

given percentage - Worked Example 6 (Pg. 57) • Mathematics

5. Calculate forward - Practice Now 7, Q2 (Pg. 58) stories
percentage - Worked Example 7 (Pg. 58) • Analogies
increase/decrease for simple - Practice Now 8, (Pg. 59)
problems - Worked Example 8 (Pg. 59)
6. Calculate reverse - Practice Now 9 (Pg. 60)
percentage - Practice Now 10 (Pg. 60)
increase/decrease for simple - Practice Now 11 (Pg. 61)
problems - Worked Example 10 (Pg. 60)
- Exercise 3B (Questions 1, 2, 3, 4, 6,
7, 8, 9)
- Review Exercise 3 (Questions 5, 6)
Vocabulary: percentage, percent, reverse percentage, percentage increase/decrease

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice

9
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Lead Subject
PBL Project (Supporting Objectives Covered Intended Process
Subjects)

Express one quantity as Use the concept of

a percentage of percentages to make
Suggesting ways on Science
another quantity comparisons between the
How Natural Habitats (Mathematics, Urdu
Calculate percentages areas of land affected by
Can be saved & Geography)
of a quantity and vice urbanization.
versa

Term 1 - Week 9
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Identify symmetrical objects • Textbook (Pg. 202-217) • Class discussions

around them - Worked Example 2 (Pg. 206) • KWHL chart
2. Recall the concept of mirror images - Exercise 12A (Questions 1- • Think-Pair-Share
of points and lines 10) • Another, another,
3. Draw line(s) of symmetry for - Exercise 12B (Questions 1-5) another
Chapter 12: Symmetry

different shapes - Review Exercise 12 • Mathematics

4. Identify symmetrical and (Questions 1-3) stories
nonsymmetrical shapes • Analogies
5. Understand the concepts of
‘rotational symmetry’, ‘order of
rotational symmetry’ and ‘centre
of rotation’
6. Mark the centre of rotation for
different shapes, state the number

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 Mathematics – WLP – Step 6: STEP Schools

of lines of symmetry and express

the order of rotational symmetry
Vocabulary: symmetrical, mirror image, rotational symmetry, centre of rotation

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation, What’s the same? What’s
different?, Convince me

Term 1 - Week 10
Suggested
Unit Learning Objectives Suggested Resources
Strategies
1. Develop an understanding of a • Textbook (Pg. 77 – 80, 98) • Class discussions
Chapter 5: Number Patterns and Algebraic Manipulation

‘Number Sequence’ - Worked Example 1 (Pg. 78) • Show Me

2. Recognize simple patterns in - Practice Now 1 (Pg. 78) • Hard and easy
different Number sequences - Worked Example 2 (Pg. 79) • Quiz
(constant value addition, - Exercise 5A (Questions 1, 2, • KWHL chart
subtraction, division, 3, 4, 5, 6, 7, 8, 9) • Think-Pair-Share
multiplication, perfect squares & - Review Exercise 5 • Another, another,
perfect cubes) (Question 1) another
3. Use the nth Term (General Term) • Mathematics
to generate a number sequence or stories
find a specific term in a number • Analogies
sequence
4. Deduce the nth term from a given
number sequence
Vocabulary: number sequence, nth term (general term), like terms, unlike terms, coefficients, variable,
constant

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation

11
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Term 1 - Week 11
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recognize basic algebraic notations • Textbook (Pg. 81 – 98) • Class discussions

2. Develop an understanding of a - Worked Example 3 (Pg. 84) • Show Me
‘constant’, ‘variables’ and - Practice Now 3 (Pg. 87) • Hard and easy
‘coefficient of a variable’ - Practice Now 4 (Pg. 88) • Quiz
3. Simplify linear algebraic - Practice Now 5 (Pg. 88) • KWHL chart
expressions (involving negatives of - Worked Example 4 (Pg. 88) • Think-Pair-Share
linear expressions) by grouping like - Practice Now 6 (Pg. 89)
terms (using addition and - Exercise 5B (Questions 1, 2,
Chapter 5: Number Patterns and Algebraic Manipulation

subtraction) 3, 4, 5, 6, 7, 8, 9, 10, 11, 12)

4. Develop an understanding of the - Review Exercise 5
“Distributive Law” and use it to (Question 2, 3)
expand linear algebraic expressions - Practice Now 7 & 8 (Pg. 94)
5. Develop an understanding of the - Practice Now 11 (Pg. 95)
“Commutative” and “Associative” - Worked Example 6 (Pg. 95)
Laws - Exercise 5C (Questions 1, 2,
6. Recognize that the Commutative 3, 4, 5, 6, 7)
and Associative Laws only work for - Review Exercise 5
Addition and Multiplication – They (Question 4, 5)
do not work for Subtraction or
Division
7. Recognize that the Distributive Law
does not work for Division
8. Use BODMAS to simplify linear
algebraic expressions
9. Differentiate between a ‘linear’
and a ‘non-linear’ algebraic
expression

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 Mathematics – WLP – Step 6: STEP Schools

10. Find the value of linear and non-

linear algebraic expressions by
substituting values of the variables
11. Simplify linear algebraic
expressions by grouping like terms
(using addition and subtraction)
Vocabulary: number sequence, nth term (general term), like terms, unlike terms, coefficients, variable,
constant

Assessment Strategies: True/False, Classroom practice and presentation, What’s the same? What’s
different?, Convince me

Term 1 - Week 12
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Explain the concept of an • Textbook (Pg. 101 – 113) • Class discussions

‘Equation’ and the ‘Solution of - Practice Now 1 – (Pg. 102) • Show Me
an Equation’ - Practice Now 3 – (Pg. 104) • Hard and easy
Chapter 6: Linear Equations

2. Differentiate between a ‘linear’ - Worked Example 1 (Pg. 106) • Quiz

and a ‘non-linear’ equation - Practice Now 5 – (Pg. 107) • Mathematics
3. Solve simple linear equations - Practice Now 6 – (Pg. 108) stories
involving integers, fractions and - Exercise 6A (Questions 1-12) • Analogies
decimals - Worked Example 4 (Pg. 110)
4. Develop an understanding of - Worked Example 5 (Pg. 111)
formulae - Practice Now 9 & 10 (Pg. 112)
5. Change the subject of a formula - Exercise 6B (Questions 1-5)
and substitute values of known

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 Mathematics – WLP – Step 6: STEP Schools

variables to find the value of

the unknown variable (Simple
cases only)
Vocabulary: equation, inequality, balance method, formulae

Assessment Strategies: Effective questioning, Quiz, True/False, Classroom practice and presentation,
What’s the same? What’s different?, Convince me

Term 1 – Week 13
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Use the concepts of simple • Textbook (Pg. 113 - 118) • Class discussions
• KWHL chart
Chapter 6: Linear

linear algebra to construct and - Exercise 6B (Questions 6-14)

Equations

solve simple linear equations - Exercise 6C (Questions 1-6) • Mathematics

2. Solve word problems on real - Review Exercise 6 (Questions 1- stories
life situations involving linear 10) • Analogies
equations
Vocabulary: equation, inequality, balance method, formulae

Assessment Strategies: Effective questioning, Self-assessment, Peer check, Open ended questions, Quiz,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 14
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Identify the base and height of any • Textbook (Pg. 133-149) • Class discussions
Perimeter and
Area of Plane
Chapter 8:

triangle - Practice Now 1 (Pg. 133) • Mathematics

figures

2. Learn and use the appropriate - Worked Example 1 (Pg. 133) stories
formulae to calculate perimeter - Worked Example 2 (Pg. 135)
14
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 Mathematics – WLP – Step 6: STEP Schools

and area of basic plane figures - Exercise 8A (Questions 1, 2, • Analogies

(square, rectangle and triangle) 3, 4, 6, 8)
3. Convert units from 𝑐𝑚2 to 𝑚2 and - Practice Now 5 (Pg. 141)
vice versa - Exercise 8B (Questions 1, 3,
4. Solve simple word problems 4, 8)
pertaining to perimeter and area of - Review Exercise 8
basic plane figures (Questions 1 [a, b], 2)
5. Identify the base and height of any
parallelogram
6. Learn the formula to calculate the
area and perimeter of a
parallelogram
7. Solve simple word problems
pertaining to perimeter and area of
parallelogram
Vocabulary: square, rectangle, triangle, circle, semi-circle, parallelogram, trapezium

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Quiz,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 15
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Identify the height of a trapezium • Textbook (Pg. 145-153) • Class discussions

Chapter 8: Perimeter and
Area of Plane Figures

2. Learn the formula to calculate the - Worked Example 8 (Pg. 145) • Show Me
area and perimeter of a trapezium - Exercise 8B (Questions 5, 6, • Hard and easy
3. Solve simple word problems 7) • Quiz
pertaining to perimeter and area of - Review Exercise 8 (Questions • Think-Pair-Share
trapezium 1 c, d) • KWHL chart

15
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Vocabulary: square, rectangle, triangle, circle, semi-circle, parallelogram, trapezium

Assessment Strategies: Self-assessment, Peer check, Open ended questions, Quiz, True/False, Classroom
practice and presentation, What’s the same? What’s different?, Convince me

Term 2

Term 2 - Week 1
Suggested
Unit Learning Objectives Suggested Resources
Strategies
1. Convert from one unit of volume to • Textbook (Pg. 151-160) • Class discussions
Chapter 9: Volume and Surface Area of Cubes and Cuboids

another like 𝑙, 𝑚𝑙 and 𝑐𝑚3 - Worked Example 1 (Pg. 152) • Show Me

2. Draw nets of cubes and cuboids - Practice Now 1 (Pg. 152) • Hard and easy
3. Learn the formula to calculate the - Worked Example 2 (Pg. 154) • Quiz
volume of a cube and a cuboid - Exercise 9A (Questions 1-5, 6, • KWHL chart
4. Learn the formula to calculate the 9, 11, 12, 13) • Think-Pair-Share
surface area of a cube and a cuboid - Review Exercise 9 (Questions • Another, another,
5. Draw a cube and a cuboid 1-5) another
6. Solve simple word problems
pertaining to the volume of cube
and cuboid
7. Solve simple word problems
pertaining to the surface area of
cube and cuboid
Vocabulary: cube, cuboid, net, volume, surface area

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation

Term 2 - Week 2
16
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 Mathematics – WLP – Step 6: STEP Schools

Suggested
Unit Learning Objectives Suggested Resources
Strategies
1. Develop an understanding of • Textbook (Pg. 162-173) • Class discussions
‘geometry’ - Practice Now 2 (Pg. 168) • Show Me
2. Identify and explain the concept of - Worked Example 2 (Pg. 169) • KWHL chart
a ‘point’, ‘line segment’, - Practice Now 4 (Pg. 170) • Think-Pair-Share
‘endpoints’, ‘line’, and ‘rays’ - Exercise 10A (Questions 1- • Another, another,
3. Recognize the concept of ‘point of 13) another
intersection’ • Mathematics
4. Develop an understanding of stories
‘parallel lines’ and ‘perpendicular • Analogies
lines’
5. Differentiate between ‘curved
surfaces’ and ‘vertical planes’ with
Chapter 10: Basic Geometry

examples of each
6. Identify an angle and the
associated vertex and sides of the
angle
7. Name and identify an angle using
different notations (e.g. AÔB,
∠AOB, ∠O, etc.)
8. Recognize the unit for measuring
angles (i.e. degree) and one
complete revolution about a point
is 360˚
9. Measure angles using a protractor
10. Identify, describe and construct
acute, obtuse, reflex and right
angles
11. Identify perpendicular lines and the
‘foot of the perpendicular’

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 Mathematics – WLP – Step 6: STEP Schools

12. Recognize complementary and

supplementary angles
13. Identify adjacent angles on a
straight line and know that they
are supplementary to each other
i.e. the sum of adjacent angles on a
straight line is 180˚
14. Know that sum of angles at a point
is 360˚
15. Recognize vertically opposite
angles
16. Use the concepts of ‘sum of
adjacent angles on a straight line’,
‘sum of angles at a point’ and
‘vertically opposite angles’ to find
unknown angles
Vocabulary: geometry, point, line segment, endpoints, line, and rays, point of intersection, collinear
points, plane, curved surface, horizontal plane, vertical plane, angle, vertex, side, degree, acute angle,
obtuse angle, reflex angle and right angle, perpendicular line, foot of the perpendicular, complementary
angles, supplementary angles, adjacent angles on a straight line, vertically opposite angles, parallel lines,
transversal, corresponding angles, alternate angles and interior angles

Assessment Strategies: Effective questioning, Quiz, True/False, Classroom practice and presentation,
What’s the same? What’s different?, Convince me

Term 2 - Week 3
Suggested
Unit Learning Objectives Suggested Resources
Strategies

18
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

1. Identify, draw (using a ruler and a • Textbook (Pg. 174-184) • Hard and easy
set-square) and represent parallel - Practice Now 8 (Pg. 176) • Quiz
lines - Worked Example 8 (Pg. 177) • Think-Pair-Share
2. Recognize a transversal, - Exercise 10B (Questions 1, 2, • KWHL chart
corresponding angles, alternate 3) • Another, another,
angles and interior angles - Review Exercise 10 another
3. Understand that corresponding (Questions 1, 2, 3, 4[b], 8) • Mathematics
Chapter 10: Basic Geometry

and alternate angles are equal, stories

while interior angles are • Analogies
supplementary
4. Differentiate between
corresponding angles, alternate
angles and interior angles (e.g.
letter F, letter Z and letter C
respectively)
5. Use the concepts of ‘corresponding
angles’, ‘alternate angles’ and
‘interior angles’ to find unknown
angles (simple cases only)
Vocabulary: geometry, point, line segment, endpoints, line, and rays, point of intersection, collinear
points, plane, curved surface, horizontal plane, vertical plane, angle, vertex, side, degree, acute angle,
obtuse angle, reflex angle and right angle, perpendicular line, foot of the perpendicular, complementary
angles, supplementary angles, adjacent angles on a straight line, vertically opposite angles, parallel lines,
transversal, corresponding angles, alternate angles and interior angles

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice

19
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Term 2 - Weeks 4 & 5

Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Use a compass and a ruler to draw a circle • Textbook (Pg. 186-205) • Class discussions
of a specific radius - Worked Example 4 (Pg. 190) • Show Me
2. Recognize good practices while drawing - Practice Now 2 (Pg. 191) • KWHL chart
geometrical constructions - Worked Example 6 (Pg. 192) • Think-Pair-Share
3. Use a protractor and a ruler (and a - Worked Example 12 (Pg. 196) • Another,
compass and a ruler) to draw a - Exercise 11A (Questions 1, 2, another, another
Chapter 11: Geometrical Construction

perpendicular bisector 4, 5) • Mathematics

4. Recognize that any point on the - Review Exercise 11 (Question stories
perpendicular bisector of a line segment 1) • Analogies
is equidistant from the two end points of
the line segment
5. Draw reflections of different shapes on
grid papers
6. Use a protractor and a ruler (and a
compass and a ruler) to draw angles and
angle bisectors
7. Recognize that any point on the angle
bisector of an angle is equidistant from
the two sides of the angle

Vocabulary: ruler, compass, circle, geometrical constructions

Assessment Strategies: Effective questioning, Peer check, Open ended questions, Quiz, True/False,
Classroom practice and presentation, What’s the same? What’s different?, Convince me

20
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Term 2 - Week 6
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of the four • Textbook (Pg. 219-225) • Quiz

stages of a statistical study Recognize - Practice Now 1 (Pg. 221) • KWHL chart
good practices while drawing - Practice Now 2 (Pg. 223) • Think-Pair-Share
geometrical constructions - Exercise 13A (Questions 1, 2, • Another,
2. Organize data in a tabular form 3, 5) another, another
3. Display data using a pictogram • Mathematics
Chapter 13: Statistical Data Handling

4. Recognize the advantages and stories

disadvantages of using a pictogram to • Analogies
represent data
5. Display data using a bar graph
6. Recognize the advantages and
disadvantages of using a bar graph to
represent data
7. Interpret data using a provided
pictogram or bar graph
8. Solve simple word problems involving
a bar graph or pictogram

Vocabulary: statistical study, pictogram, bar graph, pie chart, line graph

Assessment Strategies: Effective questioning, Self-assessment, Peer check, Quiz, True/False, Classroom
practice and presentation, What’s the same? What’s different?, Convince me

21
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Term 2 - Week 7
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Construct a pie chart to represent • Textbook (Pg. 226-239) • Class discussions

data -Worked Example 1 (Pg. 227) • Show Me
2. Recognize that the angles in a pie -Worked Example 2 (Pg. 229) • Hard and easy
chart are proportional to the -Exercise 13B (Questions 1, 3, • Quiz
frequency of a data element 4, 5, 8) • Think-Pair-Share
Chapter 13: Statistical Data Handling

3. Recognize the advantages and -Review Exercise 13 • KWHL chart

disadvantages of using a pie chart (Questions 1, 2, 4, 5) • Mathematics
to represent data stories
4. Solve simple problems involving a • Analogies
pie chart
5. Construct a line graph to represent
data
6. Recognize the advantages and
disadvantages of using a line graph
to represent data
7. Solve simple problems involving a
line graph
Vocabulary: statistical study, pictogram, bar graph, pie chart, line graph

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Quiz,
Classroom practice and presentation, What’s the same? What’s different?, Convince me

22
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Term 2 - Week 8
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of • Textbook (Pg. 241-254) • Class discussions

measures of central tendency - Practice Now 1 (Pg. 243) • Show Me
• Hard and easy
Chapter 14: Averages of Statistical Data

(averages) and frequency - Practice Now 3 (Pg. 244)

2. Write data in the form of - Worked Example 4 (Pg. 245) • Quiz
frequency tables - Practice Now 5 (Pg. 246) • Think-Pair-Share
3. Find the mean of ungrouped data - Worked Example 5 (Pg. 246) • Another, another,
4. Find an unknown data value, given - Exercise 14A (Questions 1, 3, another
the mean 5, 6, 8) • Mathematics
5. Find the mean from a frequency stories
table • Analogies
6. Find the mean from a dot diagram
7. Calculate the mean of grouped
data
Vocabulary: measure of central tendency, mean, median, mode, bimodal distribution

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, What’s the same? What’s different?, Convince me

Term 2 - Week 9
Suggested
Unit Learning Objectives Suggested Resources
Strategies

8. Develop an understanding of • Textbook (Pg. 248-262) • Class discussions

Statistical Data

median - Worked Example 6 (Pg. 249) • Show Me

Chapter 14:
Averages of

9. Find the median of ungrouped data - Worked Example 8 (Pg. 257) • Hard and easy
when the number of data is odd - Worked Example 9 (Pg. 251) • Quiz
- Worked Example 10 (Pg. 252) • KWHL chart

23
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

10. Find the median of ungrouped data - Practice Now 11 (Pg. 253) • Think-Pair-Share
when the number of data is even - Exercise 14B (Questions 1, 2, • Another, another,
11. Find the median from a dot 4, 6, 8, 9, 11) another
diagram - Review Exercise 14 • Mathematics
12. Find the median from a stem and (Questions 2, 4, 5, 6, 8) stories
leaf diagram • Analogies
13. Find the median from a frequency
table
14. Develop an understanding of mode
15. Find the mode of ungrouped data
16. Recognize that a distribution of
data can have more than one
modal value or no modal value at
all
17. Identify the modal value from
statistical diagrams and frequency
table
18. Solve problems involving mean,
median and mode
19. Explain the preference of mean,
median and mode over each other
in different scenarios
Vocabulary: measure of central tendency, mean, median, mode, bimodal distribution

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, What’s the same? What’s different?, Convince me

24
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Term 2 - Weeks 10 & 11

Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding about the • Textbook (Pg. 265-287) • Class discussions

‘uncertainty of an event’ - Worked Example 3 (Pg. 272) • Show Me
2. Classify the likeliness of different - Practice Now 3 (Pg. 272) • Hard and easy
real-life events - Exercise 15A (Questions 1- • Quiz
3. Develop an understanding of 10) • Think-Pair-Share
probability - Review Exercise 15 • KWHL chart
3. Develop an understanding of ‘an (Questions 1-3) • Analogies
experiment’, ‘outcomes’ and
‘sample space’
4. Recognize that for an experiment,
the outcome (among different
Chapter 15: Probability

possible outcomes) depends on

chance
5. Find the sample space and the
number of possible outcomes for an
experiment
6. Develop an understanding of the
concept of ‘fairness’ or being
‘unbiased’
7. Remember the formula for
calculating the theoretical
probability of an event happening
(with equally likely outcomes)
8. Differentiate between theoretical
and experimental probability
9. Calculate probabilities of different
events involving number cards

25
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

10. Recognize that for any event, the

probability is a number between 0
and 1
11. Recognize that the probability of an
impossible event is 0, and the
probability of a certain event is 1
12. Remember the formula for the
probability of an event not
happening (i.e. P(not E) = 1 - P(E)
13. Calculate probabilities of different
events involving letters of English
alphabets
Vocabulary: Event, experiment, outcome, probability, likeliness, sample space, fairness, unbiased,
chance

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, , True/False,

Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 2 - Week 12
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concept of ‘ratio’ • Textbook (Pg. 120-126, 130) • Class discussions
2. Use the concept of fractions to - Worked Example 2 (Pg. 121) • KWHL chart
Chapter 7: Rate and Ratio

express two quantities as ratios - Practice Now 2 (Pg. 122) • Think-Pair-Share

3. Calculate ‘equivalent ratios’ by - Exercise 7A (Questions 1-12) • Another, another,
multiplying or dividing both (all) - Review Exercise 7 (Question another
parts by the same constant 1) • Mathematics
4. Express ratios as fractions stories
5. Calculate the missing term in a • Analogies
ratio of two quantities

26
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Vocabulary: ratio, equivalent ratios, rate

Assessment Strategies: Effective questioning, Self-assessment, Peer check, Quiz, True/False, Classroom
practice and presentation, What’s the same? What’s different?, Convince me

Lead Subject
PBL Project Objectives Covered Intended Process
(Supporting Subjects)

Use the concept of Use rates and ratios in

fractions to express two the business plan
quantities as ratios specifically to highlight
A project on The
currency exchange
Development and ICT (Geography,
Calculate ‘equivalent rates and prices of
Presentation of a Mathematics & Urdu)
ratios’ by multiplying or different items.
Business Plan
dividing both (all) parts
by the same constant

Term 2 - Week 13
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of the • Textbook (Pg. 127-134) • Class discussions

Chapter 7: Rate and

concept of ‘rate’ - Worked Example 6 (Pg. 128) • Think-Pair-Share

2. Differentiate between ‘average’ - Practice Now 6 (Pg. 128) • Another, another,
Ratio

and ‘constant rates’ - Exercise 7B (Questions 1-10) another

3. Use the concept of rate in simple - Review Exercise 7 (Questions • Analogies
problem solving 2, 3, 4)
Vocabulary: ratio, equivalent ratios, rate

27
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 6: STEP Schools

Assessment Strategies: Effective questioning, What else do we know, Quiz, True/False, Classroom
practice and presentation, What’s the same? What’s different?

Lead Subject
PBL Project Objectives Covered Intended Process
(Supporting Subjects)

Develop an Use rates and ratios in

understanding of the the business plan
A project on The concept of ‘rate’ specifically to highlight
Development and ICT (Geography, currency exchange
Presentation of a Mathematics & Urdu) Differentiate between rates and prices of
Business Plan ‘average’ and ‘constant different items.
rates’

28
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.