The Quality Mathematics series for school students is developed to promote meaningful and enjoyable learning resources in school mathematics. This series is developed according as the existing school curriculum of Nepal. While developing this series we incorporated the global practices as well as local need and interest of the students. This series is developed considering our experiences in the development of mathematics curriculum, learning materials, training materials and textbook, and in teaching and conducting teachers’ training. The results from the experiments conducted during the process of writing this book have also been considered while developing this book. The Quality Mathematics Book 7, one of the books of the series, has been designed for grade six students of Nepal following strictly the curriculum developed by the Curriculum Development Centre, Government of Nepal.
Each lesson of this book is structured in such a way that student will be able to develop basic concepts on the contents of the lesson and apply those concepts in solving problems. The main objective of such structure of lesson is to make learning meaningful and provide students with contextual and motivating learning environment. The structure of the book encourages and provides opportunity to the students to work themselves with the suggested activities. It also encourages working in small groups or pairs for suggested activities or solving the problems. In each chapter conceptualization begins with either recalling previous knowledge and experiences or presenting relevant examples and activities. The lessons in the book provide opportunity to identify relevant relations, methods, rules and formulas through contextual examples and activities. Contextual examples, pictures and activities have been included to create meaningful and interesting learning environment. Mathematics laboratory activities are suggested to encourage students’ creativity and providing them with participatory and learning by doing environment. In order to reinforce problem solving skills and motivating students for practicing similar problems varieties of workout examples are included in each lesson.
Generally, there are four categories of problems in each exercise. Oral exercises are designed for immediate feedback to the students by evaluating their mastery in basic concepts and ideas leant in the lesson. Three groups (A, B and C) of written exercises are arranged according to their level of increasing difficulties and the level and forms of application. These groups are a kind of hierarchical chain of group A, group B and group C. Therefore, mastery of previous group is required to move on the other group. The mastery on oral exercises and groups A and B are the minimum requirement to every student. However, the exercises in group C are mostly related to some higher skills of problem solving and therefore students are also encouraged to complete the problems on group C. In each group A, B and C there are at least a pair of similar nature of exercises, so that the odd numbered exercises can be used for basic regular practices and the even-numbered exercises can be used for further practice whenever necessary. Interested students can go for the challenging problems (Try these), but not necessarily compulsory to all.