,CBSE XCBSE IXCBSE VIIICBSE VIICBSE VI,Science

Mathematics

Free sample CBSE/NCERT Class 6 Mathematics animated/multimedia lesson videos and tests

Math,Physics,Biology,Biology

Click on the thumbnails to view the free videos of CBSE class 6.

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-Summary

Tupoints software is designed as per the guidelines of NCERT and the other State Boards of India. With the help of Subject MatterExperts, Instruction Designers & Online Tutors and path-breaking technology, we have developed an all-inclusive knowledge repositorythat is updated with the latest syllabus .Tupoints software is designed as per the guidelines of NCERT and the other State Boardsof India. With the help of Subject Matter Experts, Instruction Designers & Online Tutors and path-breaking technology, we havedeveloped an all-inclusive knowledge repository that is updated with the latest syllabus .Tupoints software is designed as per theguidelines of NCERT and the other State Boards of India. With the help of Subject Matter Experts, Instruction Designers & OnlineTutors and path-breaking technology, we have developed an all-inclusive knowledge repository that is updated with the latest syllabus.Tupoints software is designed as per the guidelines of NCERT and the other State Boards of India. With the help of SubjectMatter Experts, Instruction Designers & Online Tutors and path-breaking technology, we have developed an all-inclusive knowledgerepository that is updated with the latest syllabus .Tupoints software is designed as per the guidelines of NCERT and the other StateBoards of India. With the help of Subject Matter Experts, Instruction Designers & Online Tutors and path-breaking technology, wehave developed an all-inclusive knowledge repository that is updated with the latest syllabus .Tupoints software is designed as perthe guidelines of NCERT and the other State Boards of India. With the help of Subject Matter Experts, Instruction Designers & Online.

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Sl.No,Chapter name,Number of Animated lessons,Total duration,

1

Knowing our numbers

9,49m,

2, Whole numbers,8,40m,

3, Playing with numbers,12

1h 2m,

4,Basic geometrical ideas,15,25m,

5

Understanding elementary shapes,12,29m,

6,Integers

6,23m,7,Fractions

12

38m, 8,Decimals,9

27m, 9

Data Handling,8

21m, 10,Mensuration,5

21m,11,Algebra

10,36m, 12

Ratio and Proportion

6,22m, 13

Symmetry,7

15m,14,Practical Geometry,6

323m, Tupoints videos and tests are simple to learn and practice and are self explanatory.

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,Mathematics Course Structure Class VI

Number System (60 hrs)

(i) 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 involvinglarge numbers up to a maximum of 5 digits in the answer after all operations. Thiswould include conversions of units of length & mass (from the larger to the smallerunits), estimation of outcome of number operations. Introduction to a sense of thelargeness of, and initial familiarity with, large numbers up to 8 digits and approximationof large numbers)

(ii)Playing with Numbers:

Simplification of brackets, Multiples and factors, divisibility rule of 2, 3, 4,5, 6, 8, 9, 10, 11. (All these through observing patterns. Children would be helpedin deducing some and then asked to derive some that are a combination of the basicpatterns of divisibility.) Even/odd and prime/composite numbers, Co-prime numbers,prime factorisation, every number can be written as products of prime factors. HCFand LCM, prime factorization and division method for HCF and LCM, the property LCMX HCF = product of two numbers. All this is to be embedded in contexts that bringout 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 algebragrows, the child can express the generic pattern.)

(iv) Negative Numbers and Intergers

How negative numbers arise, models of negative numbers, connection to daily life,ordering of negative numbers, representation of negative numbers on number line.Children to see patterns, identify and formulate rules. What are integers, identificationof integers on the number line, operation of addition and subtraction of integers,showing the operations on the number line (addition of negative integer reducesthe 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 & mixedfractions, equivalent fractions, comparison of fractions, addition and subtractionof fractions (Avoid large and complicated unnecessary tasks). (Moving towards abstractionin fractions) Review of the idea of a decimal fraction, place value in the contextof decimal fraction, inter conversion of fractions and decimal fractions (avoidrecurring decimals at this stage), word problems involving addition and subtractionof decimals (two operations together on money, mass, length and temperature)

Algebra (15 hrs)

INTRODUCTION TO ALGEBRA

Introduction to variable through patterns and through appropriate word problemsand generalizations (example 5 X 1 = 5 etc.), Generate such patterns with more examples,Introduction to unknowns through examples with simple contexts (single perations)

Ratio and Proportion (15 hrs)

Concept of Ratio, Proportion as equality of two ratios, Unitary method (with onlydirect variation implied), Word problems

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 closedfigures. 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 oppositesides (only convex quadrilateral are to be discussed), interior and exterior ofa quadrilateral. Circle — Centre, radius, diameter, arc, sector, chord, segment,semicircle, circumference, interior and exterior.

(ii) Understanding Elementary Shapes (2-D and 3-D):

Measure of Line segment. Measure of angles. Pair of lines – Intersecting and perpendicularlines – Parallel lines. Types of angles- acute, obtuse, right, straight, reflex,complete and zero angle. Classification of triangles (on the basis of sides, andof angles). Types of quadrilaterals – Trapezium, parallelogram, rectangle, square,rhombus. Simple polygons (introduction) (Upto octagons regulars as well as non regular).Identification of 3-D shapes: Cubes, Cuboids, cylinder, sphere, cone,prism (triangular),pyramid (triangular and square) Identification and locating in the surroundings.Elements of 3-D figures. (Faces, Edges and vertices). Nets for cube, cuboids, cylinders,cones and tetrahedrons.

(iii) Symmetry: (reflection)

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

(iv) Constructions (using Straight edge Scale, protractor, compasses)

Drawing of a line segment. Construction of circle. Perpendicular bisector. Constructionof angles (using protractor). Angle 60o, 120o (Using Compasses). Angle bisector-making angles of 30o, 45o, 90o etc. (using compasses). Angle equal to a given angle(using compass). Drawing a line perpendicular to a given line from a point a) onthe line b) outside the line.

Mensuration (15 hrs)

CONCEPT OF PERIMETER AND INTRODUCTION TO AREA

Introduction and general understanding of perimeter using many shapes. Shapes ofdifferent kinds with the same perimeter. Concept of area, Area of a rectangle anda square Counter examples to different misconcepts related to perimeter and area.Perimeter of a rectangle – and its special case – a square. Deducing the formulaof the perimeter for a rectangle and then a square through pattern and generalisation.

Data handling (10 hrs)

(i) What is data – choosing data to examine a hypothesis?. (ii) Collection and organisationof data – examples of organising it in tally bars and a table. (iii) Pictograph-Need for scaling in pictographs interpretation & construction. (iv) Making bar graphsfor given data interpreting bar graphs+.