CBSE Class 6 Maths Syllabus

Number System (60 hrs)

(i) Knowing our Numbers:

Consolidating the sense of numberness up to 5 digits, Sie, estimation of numbers,
identifying smaller, larger, et!" #la!e $alue (re!apitulation and e%tension),
!onne!ti$es: use of symbols &, ', ( and use of bra!)ets, word problems on number
operations in$ol$ing large numbers up to a ma%imum of 5 digits in the answer after
all operations" *his would in!lude !on$ersions of units of length + mass (from the
larger to the smaller units), estimation of out!ome of number operations"
,ntrodu!tion to a sense of the largeness of, and initial familiarity with, large numbers
up to - digits and appro%imation of large numbers)
(ii) #laying with Numbers:

Simplifi!ation of bra!)ets, .ultiples and fa!tors, di$isibility rule of /, 0, 1, 5, 6, -, 2,
30, 33" (4ll these through obser$ing patterns" Children would be helped in dedu!ing
some and then as)ed to deri$e some that are a !ombination of the basi! patterns of
di$isibility") 5$en6odd and prime6!omposite numbers, Co7prime numbers, prime
fa!torisation, e$ery number !an be written as produ!ts of prime fa!tors" 8C9 and
:C., prime fa!toriation and di$ision method for 8C9 and :C., the property
:C. ; 8C9 & produ!t of two numbers" 4ll this is to be embedded in !onte%ts that
bring out the signifi!an!e and pro$ide moti$ation to the !hild for learning these
ideas"
(iii) <hole numbers

Natural numbers, whole numbers, properties of numbers (!ommutati$e, asso!iati$e,
distributi$e, additi$e identity, multipli!ati$e identity), number line" Seeing patterns,
identifying and formulating rules to be done by !hildren" (4s familiarity with algebra
grows, the !hild !an e%press the generi! pattern")
(i$) Negati$e Numbers and ,ntergers

8ow negati$e numbers arise, models of negati$e numbers, !onne!tion to daily life,
ordering of negati$e numbers, representation of negati$e numbers on number line"
Children to see patterns, identify and formulate rules" <hat are integers,
identifi!ation of integers on the number line, operation of addition and subtra!tion of
integers, showing the operations on the number line (addition of negati$e integer
redu!es the $alue of the number) !omparison of integers, ordering of integers"
($) 9ra!tions:
=e$ision of what a fra!tion is, 9ra!tion as a part of whole, =epresentation of
fra!tions (pi!torially and on number line), fra!tion as a di$ision, proper, improper +
mi%ed fra!tions, e>ui$alent fra!tions, !omparison of fra!tions, addition and
subtra!tion of fra!tions (4$oid large and !ompli!ated unne!essary tas)s)" (.o$ing
towards abstra!tion in fra!tions) =e$iew of the idea of a de!imal fra!tion, pla!e
$alue in the !onte%t of de!imal fra!tion, inter !on$ersion of fra!tions and de!imal
fra!tions (a$oid re!urring de!imals at this stage), word problems in$ol$ing addition

and subtra!tion of de!imals (two operations together on money, mass, length and
temperature)
4lgebra (35 hrs)
,N*=?@AC*,?N *? 4:B5C=4

D ,ntrodu!tion to $ariable through patterns and through appropriate word problems
and generalisations (e%ample 5 ; 3 & 5 et!")
D Benerate su!h patterns with more e%amples"
D ,ntrodu!tion to un)nowns through e%amples with simple !onte%ts (single perations)
=atio and #roportion (35 hrs)

D Con!ept of =atio
D #roportion as e>uality of two ratios
D Anitary method (with only dire!t $ariation implied)
D <ord problems
Beometry (65 hrs)
(i) Casi! geometri!al ideas (/ 7@):

,ntrodu!tion to geometry" ,ts lin)age with and refle!tion in e$eryday e%perien!e"
D :ine, line segment, ray"
D ?pen and !losed figures"
D ,nterior and e%terior of !losed figures"
D Cur$ilinear and linear boundaries
D 4ngle E Ferte%, arm, interior and e%terior,
D *riangle E $erti!es, sides, angles, interior and e%terior, altitude and median
D Guadrilateral E Sides, $erti!es, angles, diagonals, adHa!ent sides and opposite
sides (only !on$e% >uadrilateral are to be dis!ussed), interior and e%terior of a
>uadrilateral"
D Cir!le E Centre, radius, diameter, ar!, se!tor, !hord, segment, semi!ir!le,
!ir!umferen!e, interior and e%terior"
(ii) Anderstanding 5lementary Shapes (/7@ and 07@):
D .easure of :ine segment
D .easure of angles
D #air of lines
7 ,nterse!ting and perpendi!ular lines
7 #arallel lines
D *ypes of angles7 a!ute, obtuse, right, straight, refle%, !omplete and ero angle
D Classifi!ation of triangles (on the basis of sides, and of angles)
D *ypes of >uadrilaterals I *rapeium, parallelogram, re!tangle, s>uare, rhombus"
D Simple polygons (introdu!tion) (Apto o!tagons regulars as well as non regular)"
D ,dentifi!ation of 07@ shapes: Cubes, Cuboids, !ylinder, sphere, !one,prism
(triangular), pyramid (triangular and s>uare)
,dentifi!ation and lo!ating in the surroundings

D 5lements of 07@ figures" (9a!es, 5dges and $erti!es)

D Nets for !ube, !uboids, !ylinders, !ones and tetrahedrons"
(iii) Symmetry: (refle!tion)

D ?bser$ation and identifi!ation of /7@ symmetri!al obHe!ts for refle!tion symmetry
D ?peration of refle!tion (ta)ing mirror images) of simple /7@ obHe!ts
D =e!ognising refle!tion symmetry (identifying a%es)
(i$) Constru!tions (using Straight edge S!ale, protra!tor, !ompasses)

D @rawing of a line segment
D Constru!tion of !ir!le
D #erpendi!ular bise!tor
D Constru!tion of angles (using protra!tor)
D 4ngle 60
o
, 3/0
o
(Asing Compasses)
D 4ngle bise!tor7 ma)ing angles of 00
o
, 15
o
, 20
o
et!" (using !ompasses)
D 4ngle e>ual to a gi$en angle (using !ompass)
D @rawing a line perpendi!ular to a gi$en line from a point a) on the line b) outside
the line"
.ensuration (35 hrs)
C?NC5#* ?9 #5=,.5*5= 4N@ ,N*=?@AC*,?N *? 4=54

,ntrodu!tion and general understanding of perimeter using many shapes" Shapes of
different )inds with the same perimeter" Con!ept of area, 4rea of a re!tangle and a
s>uare Counter e%amples to different mis!on!epts related to perimeter and area"
#erimeter of a re!tangle I and its spe!ial !ase I a s>uare" @edu!ing the formula of
the perimeter for a re!tangle and then a s>uare through pattern and generalisation"
@ata handling (30 hrs)

(i) <hat is data 7 !hoosing data to e%amine a hypothesisJ
(ii) Colle!tion and organisation of data 7 e%amples of organising it in tally bars and a
table"
(iii) #i!tograph7 Need for s!aling in pi!tographs interpretation + !onstru!tion"
(i$) .a)ing bar graphs for gi$en data interpreting bar graphsK"