Class 6 Maths Subject Enrichment Activities with Sample Images | Ganita Prakash NEP 2020 Worksheets

Class 6 Maths Subject Enrichment Activities (Ganita Prakash NEP 2020)

Subject Enrichment Activity – 1

Topic: Lines and Angles

Activity Name: Make Your Own Protractor

Reference: Page 37

Aim:

To understand measurement of angles by constructing a handmade protractor.

Materials Required:

Chart paper, compass, ruler, pencil, protractor (for marking), scissors, sketch pens.

Procedure:

1. Draw a semicircle using a compass on chart paper.

2. Mark the centre and draw a baseline (diameter).

3. Using a standard protractor, mark angles at intervals (10°, 15°, or 22.5°).

4. Label angles clearly from 0° to 180°.

5. Cut and paste neatly in notebook.

6. 🧠 Competency (NEP 2020 – Mathematics)

   • M6G1: Measures and draws angles using appropriate tools.

   • M6PS1: Applies mathematical tools in real-life contexts.

   🧰 Materials Required

   Chart paper, compass, ruler, pencil, scissors, sketch pens.

   ✏ Procedure

   1. Draw a semicircle using compass.

   2. Mark centre O.

   3. Draw diameter line AB.

   4. Mark angles at every 10°.

   5. Label 0° to 180°.

   📊 Sample Data

   Mark and measure:

   • 45° (Acute angle)

   • 90° (Right angle)

   • 120° (Obtuse angle)

   👀 Observation

   • All angles lie within 180°.

   • 90° divides semicircle equally.

• The semicircle measures 180°.

• Angles increase from 0° to 180° in equal intervals.

• Right angle is 90° at the centre.

• 🖊 Hand-Drawn Style Diagram

          90°
       60°   120°
    30°           150°
  0°------------------180°
  
  
  

  Conclusion:

A protractor helps in measuring and constructing different types of angles.

Learning Outcome:

Students can measure and draw angles accurately.

Reflection:

I understood how angle measurement works and how degrees are marked systematically.

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Subject Enrichment Activity – 2

Topic: Lines and Angles

Activity Name: Make a Paper Bunny

Reference: Page 43

Aim:

To identify angles and shapes formed through paper folding.

Materials Required:

Colored paper, scissors, glue, sketch pen.

Procedure:

1. Fold square paper diagonally to form a triangle.

2. Fold corners appropriately to create bunny ears.

3. Observe angles formed at each fold.

4. Draw eyes and nose. Paste in notebook.

🧠 Competency

• M6G2: Identifies different types of angles.

• M6A1: Recognises symmetry in shapes.

📊 Sample Angle Observation

• Ear angle ≈ 40° (Acute)

• Face corner ≈ 90° (Right)

✏ Hand-Drawn Diagram

   /\  /\
  /  \/  \
  \        /
   \______/ 

 👀Observation:

• Acute, right and obtuse angles are formed during folding.

• Symmetry line divides bunny into two equal halves.

• Symmetry can be seen in the figure.

Conclusion:

Paper folding helps in understanding angle formation practically.

Learning Outcome:

Students identify different types of angles through craft.

Reflection:

Angles are formed naturally while folding paper.

This activity made learning angles fun and creative.

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Subject Enrichment Activity – 3

Topic: Number Play

Activity Name: Playing with Number Pattern Puzzle

Reference: Pages 67–68

Aim:

To recognize and extend number patterns.

Materials Required:

Notebook, pencil, ruler.

Procedure:

1. Observe given number sequences.

2. Identify the rule (addition, subtraction, multiplication).

3. Complete missing numbers.

4. Create your own number pattern puzzle.

🧠 Competency

• M6N3: Identifies and extends number patterns.

• M6PS2: Develops logical reasoning.

📊 Sample Data

Pattern 1:
2, 5, 8, 11, __, __
Rule: +3
Answer: 14, 17

Pattern 2:
3, 6, 12, 24, __
Rule: ×2
Answer: 48

✏ Diagram

2  →  5  →  8  →  11  →  14  →  17

       +3     +3     +3     +3

2 → 5 → 8 → 11 → 14
(+3 each time)

Observation:

• Patterns follow a specific rule.

• Some patterns increase, others decrease.

Conclusion:

Number patterns help develop logical reasoning.

Learning Outcome:

Students can identify and create numerical patterns.

Reflection:

I learned how patterns are formed using simple operations.

Patterns follow simple mathematical rules.

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Subject Enrichment Activity – 4

Topic: Data Handling and Presentation

Activity Name: Letter Frequency Count

Reference: Page 78

Aim:

To collect and represent data in tabular form.

Materials Required:

Newspaper article, glue, notebook, pencil, ruler.

Procedure:

1. Paste a small news article.

2. Count letters ‘c’, ‘e’, ‘i’, ‘r’, ‘x’.

3. Record counts in a table.

Letter	Count
c
e
i
r
x

🧠 Competency

• M6DH1: Collects and organises data.

• M6DH2: Represents data in tabular form.

📊 Sample Data (Example Article Count)

Letter	Count
c	8
e	15
i	11
r	9
x	2

✏ Diagram (Bar Representation Example)

e  |||||||||||||||
c  ||||||||
i  |||||||||||
r  |||||||||
x  ||

Observation:

‘e’ appears most frequently.

• Some letters occur more frequently.

• Data varies with article.

Conclusion:

Data collection and tabulation help in analysis.

Learning Outcome:

Students learn frequency counting and table representation.

Reflection:

I understood how data is organized systematically and data varies depending on content

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Subject Enrichment Activity – 5

Topic: Prime Time

Activity Name: Sieve of Eratosthenes

Reference: Page 113

Aim:

To identify prime numbers up to 100.

Materials Required:

Number chart (1–100), pencil, colors.

Procedure:

1. Write numbers 1–100.

2. Cross out 1.

3. Circle 2 and cross its multiples.

4. Continue for next uncrossed numbers.

🧠 Competency

• M6N2: Identifies prime and composite numbers.

• M6PS3: Uses systematic methods.

📊 Sample Prime Numbers (1–30)

2, 3, 5, 7, 11, 13, 17, 19, 23, 29

✏ Hand-Drawn Grid

1  2  3  4  5
6  7  8  9 10
11 12 13 14 15

Cross multiples of 2, 3, 5.

Observation:

• Prime numbers have only two factors.

• Multiples get eliminated.

Conclusion:

Sieve method helps find primes efficiently.

Learning Outcome:

Students can distinguish prime and composite numbers.

🧾 Reflection

Prime numbers have exactly two factors.

This method made prime identification easy.

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Subject Enrichment Activity – 6

Topic: Perimeter and Area

Activity Name: Tangram Figures

Reference: Page 139

Aim:

To form different figures using tangram pieces.

Materials Required:

Colored paper tangram set, glue.

Procedure:

1. Arrange tangram pieces to form shapes.

2. Ensure no overlaps.

3. Paste final design.

🧠 Competency

• M6G3: Constructs shapes using given pieces.

• M6M1: Understands area conservation.

📊 Example

Using same 7 pieces:

• Form square

• Form boat

• Form bird

Area remains constant.

✏ Tangram Sketch 

 /\  /\  
/____\/__\
\   /\   /
 \_/  \_/

Observation:

• Same pieces form different shapes.

• Area remains constant.

Conclusion:

Tangram improves spatial understanding.

Learning Outcome:

Students understand area conservation.

🧾 Reflection

Shape changes but area stays same.

I learned shapes can change without changing area.

---

Subject Enrichment Activity – 7

Topic: Fractions

Activity Name: Equivalent Fractions

Reference: Page 164

Aim:

To understand equivalent fractions.

Materials Required:

Paper strips, colors.

Procedure:

1. Divide strip into equal parts.

2. Shade 1/2, 2/4, 4/8.

3. Compare shaded areas.

🧠 Competency

• M6F2: Recognises equivalent fractions.

📊 Example

1/2 = 2/4 = 4/8

Strip Model:

1/2  [#####-----]
2/4  [## ##-----]
4/8  [# # # #---]

Observation:

• Different fractions represent same value.

Conclusion:

Equivalent fractions have equal value.

Learning Outcome:

Students identify equivalent fractions visually.

🧾 Reflection

Multiplying numerator & denominator by same number gives equivalent fraction.

Fractions look different but can represent same quantity.

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Subject Enrichment Activity – 8

Topic: Fractions

Activity Name: Three Fractional Units Make 1

Reference: Pages 184–185

Aim:

To find combinations of fractions adding to 1.

Materials Required:

Notebook, pencil.

 A way to write 1 as the sum of three different fractional units 

 1. Can you find three different fractional units that add up to 1? 

 It turns out there is only one solution to this problem (up to changing the order of the fractions)! 

1/3 +1/3 + 1/3 = 1

To get the fractional units to be different, we will have to increase at least one of the 1/3’s, and decrease at least one of the other 1/3’s to compensate for that increase 

The only way to increase 1/3 to another fractional unit is to replace it by 1/2 

So 1/2 must be one of the fractional units

Now 1/2 +  1/4 + 1/4  = 1. 

To get the fractional units to be different, we will have to increase one of the 1/4 ’s and decrease the other 1/4 to compensate for that increase

Now the only wa y to increase 1/4 184 

Fractions to another fractional unit, that is different from 1/2 , is to replace it by 1 So two of the fractions must be 1/2 and 1/3 ! 

What must be third fraction then, so that the three fractions add up to 1? 

This explains why there is only one solution to the above problem 

Procedure:

1. Choose three different fractions.

2. Add and check if sum equals 1.
   Example: 1/2 + 1/3 + 1/6 = 1.

🧠 Competency

• M6F3: Adds fractions using LCM.

📊 Examples

1/2 + 1/3 + 1/6 = 1
LCM = 6

3/6 + 2/6 + 1/6 = 6/6 = 1

Another Example:
1/4 + 1/5 + 9/20 = 1

Observation:

• LCM helps in addition.

• Multiple combinations possible.

Conclusion:

Fractions can combine to form a whole.

Learning Outcome:

Students perform fraction addition correctly.

🧾 Reflection

Different fractional units can make one whole.

I enjoyed finding different combinations.

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Subject Enrichment Activity – 9

Topic: Rotational Symmetry

Activity Name: Paper Windmill

Reference: Page 230

Aim:

To understand rotational symmetry.

Materials Required:

Square paper, scissors, pin, stick.

Procedure:

• The paper windmill in the picture looks symmetrical but there is no line of symmetry! 
•  However you fold it, the two halves will not exactly overlap.
•  On the other hand, if you rotate it by 90° about the red point at the centre, the windmill looks exactly the same. 
• The windmill has rotational symmetry . 
• When talking of rotational symmetry, there is always a fixed point about which the object is rotated. 
• This fixed point is called the centre of rotation. 
• Will the windmill above look exactly the same when rotated through an angle of less than 90°?
•  No! 
• An angle through which a figure can be rotated to look exactly the same is called an angle of rotational symmetry, or just an angle of symmetry , for short. 
• For the windmill, the angles of symmetry are 90° (quarter turn), 180° (half turn), 270° (three-quarter turn) and 360° (full turn). 
•  Observe that when any figure is rotated by 360°, it comes back to its original position, so 360° is always an angle of symmetry. 
• Thus, we see that the windmill has 4 angles of symmetry. 
• Do you know of any other shape that has exactly four angles of symmetry?

1. Cut diagonals partially.

2. Fold alternate corners to centre.

3. Fix with pin.

🧠 Competency

• M6G5: Identifies order of rotational symmetry.

✏ Diagram 

   \  |  /
    \ | /
----  +  ----
    / | \
   /  |  \

Observation:

• Windmill looks same after rotation.

• Order of symmetry is 4.

• Windmill matches after 90° rotation.
  Order of symmetry = 4.

Conclusion:

Objects can have rotational symmetry.

Learning Outcome:

Students identify rotational symmetry.

🧾 Reflection

Objects look same after rotation by equal angles.

Symmetry makes designs beautiful.

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Subject Enrichment Activity – 10

Topic: Symmetry

Activity Name: Tile Art Craft

Reference: Pages 239–240

Aim:

To create symmetrical designs.

Materials Required:

Graph paper, colors.

Playing with Tiles 

 a. Use the color tiles given at the end of the book to complete the following figure so that it has exactly 2 lines of symmetry. 

b. Use 16 such tiles to make figures that have exactly: 1 line of symmetry, 2 lines of symmetry 

c. Use these tiles in making creative symmetric designs

Procedure:

1. Draw square grid.

2. Create repeating pattern.

3. Color symmetrically.

🧠 Competency

• M6G4: Identifies line symmetry.

📊 Example

Design with 2 lines of symmetry.

✏ Sketch

 /\  /\ 
<  ><  >
 \/  \/

Observation:

• Design shows line symmetry.

• Patterns repeat.

Conclusion:

Symmetry is used in art and architecture.

Learning Outcome:

Students apply symmetry in design.

🧾 Reflection

Symmetry brings balance in designs.

Mathematics connects with art.

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Subject Enrichment Activity – 11

Topic: Symmetry Strategy Game

Activity Name: 6×6 Grid Line Game

Reference: Page 241

Aim:

To develop logical thinking and strategy.

Materials Required:

Graph paper, pencil.

Game 

Draw a 6 by 6 grid. 

Two players take turns covering two adjacent squares by drawing a line. 

The line can be placed either way: horizontally or vertically. 

The lines cannot overlap. 

The game goes on till a player is not able to place any more lines. 

The player who is not able to place a line loses. 

With what strategy can one play to win this game?

Procedure:

1. Draw 6×6 grid.

2. Players draw horizontal/vertical lines covering 2 squares.

3. No overlapping allowed.

4. Player unable to draw loses.

🧠 Competency

• M6PS4: Develops strategic reasoning.

📊 Strategy Example

• Control center first.

• Mirror opponent’s move symmetrically.

✏ 6×6 Grid

□ □ □ □ □ □
□ □ □ □ □ □
□ □ □ □ □ □
□ □ □ □ □ □
□ □ □ □ □ □
□ □ □ □ □ □

Observation:

• Symmetry strategy helps win.

• Center control is important.

Conclusion:

Mathematical games improve reasoning.

Learning Outcome:

Students develop strategic planning skills.

🧾 Reflection

Planning ahead improves winning chances.

I learned planning ahead is important.

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Subject Enrichment Activity – 12

Topic: Integers – The Other Side of Zero

Activity Name: Integer Snake and Ladders

Reference: Page 271

Aim:

To understand positive and negative integers.

Materials Required:

Integer board (-50 to +50), dice, pawns.

Integers: Snakes and ladders Rules 

• This is a two player game. 

Each player has 1 pawn. 

Both players start at 0. 

Players can reach either – 50 or + 50 to win but need not decide or fix this before or during play. 

• Each player rolls two dice at a time. 

One dice has numbers from + 1 to + 6 and the other dice has numbers from – 1 to – 6. 

 • After each roll of the two dice, the player can add or subtract them in any order and then move the steps that indicate the result. 

A positive result means moving towards + 50 and a negative result means moving towards – 50

Procedure:

1. Start at 0.

2. Move according to dice value (+ or –).

3. Reach +50 or –50 to win.

🧠 Competency

• M6I1: Understands positive and negative integers.

• M6I2: Performs addition on number line.

📊 Sample Moves

(-44) + 26 = (-18)

Start at 0
Dice = –4 → Position = –4
Ladder +6 → Position = +2
Snake –3 → Position = –1

✏ Number Line

-5 -4 -3 -2 -1 0 1 2 3 4 5

Observation:

• Movement left shows negative integers.

• Movement right shows positive integers.

Conclusion:

Integers exist on both sides of zero.

Learning Outcome:

Students understand integer operations.

🧾 Reflection

Integers exist on both sides of zero.

The game helped me visualize integers clearly.