# Class 6 Mathematics Karnataka Board Syllabus

### 1. Number System

- Knowing our Numbers:
- Consolidating the
*sense*of numberness 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 10 digits and approximation of large numbers) Indian & International System of Numeration.

- Consolidating the
- 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 x 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.

- Whole numbers
- Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, the 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.)*

- Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, the multiplicative identity), number line. Seeing patterns, identifying, and formulating rules to be done by children.
- Integers
- How negative numbers arise, models of negative numbers, connection to daily life, ordering of negative numbers, representation of negative numbers on the number line.
*Children to s*ee 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,

- How negative numbers arise, models of negative numbers, connection to daily life, ordering of negative numbers, representation of negative numbers on the number line.
- Fractions:
- Revision of what a fraction
*is*, Fraction as a part of whole, Representation of fractions (pictorially and on the 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 a decimal*fraction*, interconversion of fractions and decimal fractions (no recurring decimals at this stage), comparison of two decimal fractions, addition and subtraction of decimal fractions up to 100th place. Word problems involving addition and subtraction of decimals (two operations together on money, mass, length, temperature and time)

- Revision of what a fraction

### 2. Algebra

- Introduction to Algebra
- Introduction to variable through patterns and appropriate word problems and generalizations (example 5x1=5 etc.)
- Generate such patterns with more examples.
- Introduction to unknowns through examples with simple contexts (single operations)

### 3.Ratio and Proportion

- Concept of Ratio
- Proportion as equality of two ratios
- Unitary method (with only direct variation implied)
- Word problems

### 4. Geometry

- Basic geometrical ideas (2D):
- 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.

- Understanding Elementary
- Shapes (2D and 3D)
- Measure of Line segment
- Measure of angles
- Pair of lines
- Intersecting and perpendicular lines
- Parallel lines
- Types of angles- acute, obtuse, right, straight reflex, complete and zero angle
*Classification*of triangles (*based on*sides, and of angles)- Types of quadrilaterals – Trapezium, parallelogram, rectangle, square, rhombus
- Simple polygons
*(introduction)*(up to octagons regulars as well as non-regular). *Identification of*3D shapes: Cubes, Cuboids, cylinder, sphere, cone, prism (triangular), pyramid (triangular & square) Identification and locating in the surroundings- Elements of 3D figures. (Faces, Edges, and vertices)

- Symmetry: (reflection)
- Observation and identification of 2D symmetrical objects for reflection symmetry
- Operation of reflection (taking mirror images) of simple 2D objects
- Recognizing reflection symmetry (identifying axes)

- Constructions (using Straight edge Scale, protractor, compasses)
- Drawing of a line segment
- Construction of circle
- Perpendicular bisector
- Construction of angles (using protector)
- Angle 60รกยดยผ, 120รกยดยผ (Using Compasses)

### 5. Mensuration

- Concept of perimeter and introduction to area
- Introduction and a 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*Counterexamples to different misconceptions 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.

- Introduction and a general understanding

### 6. Data handling

- What is data - choosing data to examine a hypothesis?
- Collection and organization of data examples of organizing it in tally bars and a table.
- Pictograph- Need for scaling in pictographs interpretation & construction.