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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
1.0 Numbers
|
1.6 Inequalities: Introduction
1.6 Inequalities: Forming Inequalities 1.6 Inequalities: Simplifying |
By the end of the
lesson, the learner
should be able to:
recognize inequality symbols, interpret the meaning of greater than and less than, and develop interest in mathematical relationships simplify inequality expressions, collect like terms in inequalities, and develop systematic approaches to mathematical manipulation |
Learners explore mathematical comparison through concrete examples. They investigate the meaning and usage of inequality symbols ('>' and '<'), using number lines and real objects to develop intuitive understanding of greater than and less than relationships. Through collaborative activities, they practice identifying which symbol correctly describes the relationship between two quantities, and discuss how inequalities differ from equations in what they communicate about number relationships.
Learners build algebraic manipulation skills through structured practice. Using cards or charts with inequality expressions, they explore techniques for simplifying inequalities, focusing on collecting like terms to create clearer expressions. Through guided examples and collaborative problem-solving, they develop understanding of how simplification preserves the inequality relationship while making it easier to interpret. They create their own inequality expressions for peers to simplify, reinforcing procedural fluency through teaching and explanation. |
How do we solve simple inequalities?
How do we simplify inequalities? |
MENTOR Mathematics Grade 6 Learner's Book, page 54
Number cards Inequality symbols MENTOR Mathematics Grade 6 Learner's Book, page 55 MENTOR Mathematics Grade 6 Learner's Book, page 56 Cards with inequalities Charts |
Oral questions
Written exercise
Observation
Oral questions Written exercise Group work |
|
| 2 | 3 |
1.0 Numbers
|
1.6 Inequalities: Solving
1.6 Inequalities: Real-life Application |
By the end of the
lesson, the learner
should be able to:
find values that satisfy given inequalities, apply appropriate methods to solve inequalities, and appreciate the logical process of solving inequalities |
Learners develop algebraic reasoning through systematic problem-solving. They explore methods for solving simple inequalities involving one unknown, applying inverse operations to isolate the variable while maintaining the inequality relationship. Through guided examples and collaborative investigation, they practice solving inequalities of increasing complexity and verify their solutions by substituting values into the original inequality. They discuss how inequality solutions differ from equation solutions (representing ranges rather than specific values) and develop strategies for expressing and checking solutions.
|
How do we solve inequalities to find the unknown value?
|
MENTOR Mathematics Grade 6 Learner's Book, page 57
Inequality cards MENTOR Mathematics Grade 6 Learner's Book, page 58 Real-life examples |
Oral questions
Written exercise
Observation
|
|
| 3 | 1-2 |
1.0 Numbers
1.0 Numbers 2.0 Measurement |
1.6 Inequalities: Digital Activities
1.6 Inequalities: Assessment 2.1 Length - Millimetres as units of length (14 Lessons) |
By the end of the
lesson, the learner
should be able to:
use technology to explore inequality concepts, engage with digital inequality tools, and show enthusiasm for technology-enhanced mathematics learning demonstrate understanding of inequalities concepts, solve various inequality problems, and develop confidence in mathematical reasoning |
Learners extend their understanding through technology-enhanced exploration. Using available digital devices, they engage with interactive applications that visualize inequality concepts and provide practice with forming, simplifying, and solving inequalities. Through collaborative digital activities, they explore dynamic representations of inequalities and discuss how technology can enhance understanding of mathematical relationships. They share discoveries and strategies for effectively using digital tools to support mathematics learning.
Learners consolidate understanding through comprehensive assessment activities. They independently solve problems involving recognizing, forming, simplifying, and solving inequalities, demonstrating their mastery of key concepts. They engage in self-assessment to identify areas of strength and areas for improvement, and present their solutions to peers, explaining their reasoning and approach to enhance mathematical communication skills. |
How can digital tools help us understand inequalities?
How can we apply our knowledge of inequalities? |
MENTOR Mathematics Grade 6 Learner's Book, page 59
Digital devices Educational apps MENTOR Mathematics Grade 6 Learner's Book, page 60 Assessment worksheet MENTOR Mathematics Grade 6 Learner's Book, page 98 Rulers marked in millimetres Small objects for measurement |
Practical assessment
Observation
Peer assessment
Written assessment Presentation Project work |
|
| 3 | 3 |
2.0 Measurement
|
2.1 Length - Relationship between millimetres and centimetres
2.1 Length - Converting centimetres to millimetres |
By the end of the
lesson, the learner
should be able to:
Establish the relationship between millimetres and centimetres Convert measurements between millimetres and centimetres Show interest in the relationship between units of length |
Learners:
Measure lengths of various objects in both millimetres and centimetres Record measurements and discuss patterns observed Establish that 1 centimetre equals 10 millimetres Practice converting measurements between units |
How are millimetres related to centimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 98
Rulers Measurement conversion charts MENTOR Mathematics Grade 6 Learner's Book, page 99 Conversion charts Measurement worksheets |
Oral questions
Written exercise
Group work assessment
|
|
| 4 | 1-2 |
2.0 Measurement
|
2.1 Length - Converting millimetres to centimetres
2.1 Length - Addition of lengths in centimetres and millimetres 2.1 Length - Subtraction of lengths in centimetres and millimetres |
By the end of the
lesson, the learner
should be able to:
Convert millimetres to centimetres accurately Solve practical problems involving conversions Value precision in measurement and calculation Add measurements involving centimetres and millimetres Regroup millimetres to centimetres when necessary Show interest in solving addition problems involving length |
Learners:
Convert given measurements from millimetres to centimetres Discuss the process of dividing by 10 when converting from mm to cm Solve real-life problems requiring mm to cm conversions Create measurement conversion tables Learners: Add lengths given in cm and mm Regroup 10 mm to 1 cm when necessary Solve practical addition problems involving length Create addition problems for peers to solve |
How do we convert millimetres to centimetres?
How do we add lengths in centimetres and millimetres? |
MENTOR Mathematics Grade 6 Learner's Book, page 100
Measurement materials Conversion worksheets MENTOR Mathematics Grade 6 Learner's Book, page 101 Addition worksheets Rulers MENTOR Mathematics Grade 6 Learner's Book, page 102 Subtraction worksheets Measuring tools |
Written exercise
Observation
Project work
Written exercise Group activities Class assignment |
|
| 4 | 3 |
2.0 Measurement
|
2.1 Length - Multiplication of lengths
|
By the end of the
lesson, the learner
should be able to:
Multiply lengths in centimetres and millimetres by whole numbers Regroup millimetres to centimetres when necessary Apply multiplication skills to solve real-life problems |
Learners:
Multiply lengths given in cm and mm by whole numbers Regroup 10 mm to 1 cm when necessary Solve word problems involving multiplication of lengths Create visual representations of multiplication problems |
How do we multiply lengths in centimetres and millimetres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 103
Multiplication worksheets Measuring tools |
Written exercise
Group activities
Class assignment
|
|
| 5 | 1-2 |
2.0 Measurement
|
2.1 Length - Division of lengths
2.1 Length - Circumference of a circle 2.1 Length - Diameter and radius |
By the end of the
lesson, the learner
should be able to:
Divide lengths in centimetres and millimetres by whole numbers Regroup centimetres to millimetres when necessary Show interest in solving division problems involving length Identify diameter as a line passing through the center of a circle Identify radius as the distance from center to circumference Appreciate the relationship between diameter and radius |
Learners:
Divide lengths given in cm and mm by whole numbers Regroup 1 cm to 10 mm when necessary Solve practical division problems involving length Share division strategies Learners: Identify and measure diameter of circular objects Identify and measure radius of circular objects Establish that diameter equals twice the radius Create diagrams showing diameter and radius |
How do we divide lengths in centimetres and millimetres?
What is the relationship between diameter and radius? |
MENTOR Mathematics Grade 6 Learner's Book, page 104
Division worksheets Measuring tools MENTOR Mathematics Grade 6 Learner's Book, page 105 Circular objects String Rulers MENTOR Mathematics Grade 6 Learner's Book, page 106 Circular objects Rulers Drawing materials |
Written exercise
Oral questions
Observation
Oral questions Written exercise Practical assessment |
|
| 5 | 3 |
2.0 Measurement
|
2.1 Length - Relationship between circumference and diameter
2.1 Length - Finding circumference using formula |
By the end of the
lesson, the learner
should be able to:
Establish the relationship between circumference and diameter Identify π (pi) as the ratio of circumference to diameter Show interest in mathematical relationships |
Learners:
Measure circumference and diameter of various circular objects Calculate the ratio of circumference to diameter Discover that this ratio is approximately 3.14 (π) Discuss the significance of π in mathematics |
What is the relationship between circumference and diameter?
|
MENTOR Mathematics Grade 6 Learner's Book, page 107
Circular objects String Calculators MENTOR Mathematics Grade 6 Learner's Book, page 108 Worksheet with problems |
Written exercise
Practical assessment
Observation
|
|
| 6 | 1-2 |
2.0 Measurement
|
2.1 Length - Real-life applications of circumference
2.1 Length - Consolidation activities 2.2 Area - Area of triangles (6 Lessons) |
By the end of the
lesson, the learner
should be able to:
Apply knowledge of circumference to solve real-life problems Appreciate the relevance of circumference in daily life Value precision in measurement and calculation Apply all concepts related to length and circumference Solve integrated problems involving length measurement Show confidence in length measurement applications |
Learners:
Identify circular objects in the environment Solve real-life problems involving circumference Discuss practical applications of circumference Create and solve their own real-life problems Learners: Review key concepts of length measurement Solve mixed problems involving conversions, operations, and circumference Assess their understanding of length concepts Discuss areas needing further practice |
Where do we use the concept of circumference in real life?
How do we apply length measurement concepts to solve problems? |
MENTOR Mathematics Grade 6 Learner's Book, page 109
Real-life circular objects Measuring tools MENTOR Mathematics Grade 6 Learner's Book, page 110 Review worksheets Measuring tools MENTOR Mathematics Grade 6 Learner's Book, page 118 Rectangular/square paper Scissors Grid paper |
Project work
Oral presentation
Written exercise
Written assessment Peer assessment Self-assessment |
|
| 6 | 3 |
2.0 Measurement
|
2.2 Area - Finding area of triangles
2.2 Area - Area of combined shapes |
By the end of the
lesson, the learner
should be able to:
Apply the formula Area = ½ × base × height Calculate area of triangles in square centimetres Value precision in area calculation |
Learners:
Apply the formula Area = ½ × base × height Calculate areas of various triangles in square centimetres Measure dimensions of triangles and calculate their areas Share solution strategies |
How do we calculate the area of a triangle?
|
MENTOR Mathematics Grade 6 Learner's Book, page 119
Triangular shapes Rulers Calculators MENTOR Mathematics Grade 6 Learner's Book, page 120 Cutouts of combined shapes Grid paper |
Written exercise
Practical assessment
Observation
|
|
| 7 | 1-2 |
2.0 Measurement
|
2.2 Area - More combined shapes
2.2 Area - Estimating area of circles 2.2 Area - Applications of area |
By the end of the
lesson, the learner
should be able to:
Calculate area of complex combined shapes Apply appropriate strategies to find areas Value systematic approaches to problem-solving Estimate area of circles by counting squares Develop estimation skills for irregular shapes Show interest in area approximation methods |
Learners:
Analyze more complex combined shapes Apply appropriate strategies to calculate total area Discuss different approaches to finding areas Present solutions to the class Learners: Draw circles on square grid paper Count complete squares within the circle Estimate area by counting squares and partial squares Compare their estimation techniques and results |
What strategies can we use to find areas of complex shapes?
How can we estimate the area of a circle? |
MENTOR Mathematics Grade 6 Learner's Book, page 121
Worksheets with combined shapes Grid paper Calculators MENTOR Mathematics Grade 6 Learner's Book, page 122 Square grid paper Circular objects Compasses MENTOR Mathematics Grade 6 Learner's Book, page 123 Real-life application examples Measuring tools Calculators |
Written exercise
Group presentation
Peer assessment
Practical assessment Observation Written exercise |
|
| 7 | 3 |
2.0 Measurement
|
2.3 Capacity - Relationship between cubic centimetres, millilitres and litres (6 Lessons)
|
By the end of the
lesson, the learner
should be able to:
Identify relationship among cubic centimetres, millilitres and litres Understand volumetric measurement concepts Appreciate connections between volume and capacity |
Learners:
Experiment with 1 cm³ cube containers and water Establish that 1 cm³ equals 1 ml Discover that 1000 ml equals 1 litre Discuss relationships between units |
What is the relationship between cubic centimetres, millilitres, and litres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 139
Cubic centimetre blocks Measuring cylinders Water |
Practical assessment
Observation
Oral questions
|
|
| 8 |
MIDTERM |
||||||||
| 9 | 1-2 |
2.0 Measurement
|
2.3 Capacity - Converting litres to millilitres
2.3 Capacity - Converting millilitres to litres 2.3 Capacity - Converting litres to cubic centimetres |
By the end of the
lesson, the learner
should be able to:
Convert litres to millilitres accurately Apply conversion skills to solve problems Show interest in capacity measurement Convert litres to cubic centimetres Understand the volumetric equivalence Appreciate the relationship between capacity and volume |
Learners:
Apply the relationship that 1 litre = 1000 ml Convert various measurements from litres to millilitres Solve word problems involving conversions Share strategies for conversion Learners: Apply the relationship that 1 litre = 1000 cm³ Convert various measurements from litres to cubic centimetres Solve problems involving conversions Discuss practical applications |
How do we convert litres to millilitres?
How do we convert litres to cubic centimetres? |
MENTOR Mathematics Grade 6 Learner's Book, page 140
Conversion charts Measuring containers Worksheets MENTOR Mathematics Grade 6 Learner's Book, page 141 MENTOR Mathematics Grade 6 Learner's Book, page 142 Conversion charts Cubic containers Worksheets |
Written exercise
Practical assessment
Observation
Written exercise Oral questions Observation |
|
| 9 | 3 |
2.0 Measurement
|
2.3 Capacity - Converting cubic centimetres to litres
2.3 Capacity - Real-life applications of capacity |
By the end of the
lesson, the learner
should be able to:
Convert cubic centimetres to litres Apply conversion skills to solve problems Show interest in volume and capacity relationships |
Learners:
Apply the relationship that 1000 cm³ = 1 litre Convert various measurements from cubic centimetres to litres Solve real-life problems involving conversions Share conversion strategies |
How do we convert cubic centimetres to litres?
|
MENTOR Mathematics Grade 6 Learner's Book, page 143
Conversion charts Cubic containers Worksheets MENTOR Mathematics Grade 6 Learner's Book, page 144 Real-life containers Measuring tools |
Written exercise
Group activities
Project work
|
|
| 10 | 1-2 |
2.0 Measurement
|
2.4 Mass - The tonne as a unit of mass (14 Lessons)
2.4 Mass - Items measured in tonnes 2.4 Mass - Relationship between kilogram and tonne |
By the end of the
lesson, the learner
should be able to:
Identify the tonne as a unit for measuring mass Understand contexts where tonnes are used Show interest in units of mass measurement Identify real-life items measured in tonnes Appreciate contexts where tonnes are appropriate Value the relevance of mass measurement |
Learners:
Discuss tonne as a unit of measuring mass Identify items commonly measured in tonnes Discuss contexts where tonnes are appropriate units Research and share examples Learners: Discuss items in the environment measured in tonnes Categorize items by appropriate mass units Create posters showing items measured in tonnes Present their findings to the class |
What is a tonne and when do we use it?
What items are typically measured in tonnes? |
MENTOR Mathematics Grade 6 Learner's Book, page 150
Pictures of heavy items Mass measurement charts MENTOR Mathematics Grade 6 Learner's Book, page 151 Pictures of heavy items Visual aids Reference materials MENTOR Mathematics Grade 6 Learner's Book, page 152 Mass conversion charts |
Oral questions
Research presentations
Written exercise
Group presentations Observation Project assessment |
|
| 10 | 3 |
2.0 Measurement
|
2.4 Mass - Estimating mass in tonnes
2.4 Mass - Converting kilograms to tonnes |
By the end of the
lesson, the learner
should be able to:
Estimate masses of various objects in tonnes Develop estimation skills for large masses Value estimation as a practical skill |
Learners:
Estimate masses of large objects in tonnes Compare estimates with actual masses when available Discuss strategies for making reasonable estimates Refine estimation techniques through practice |
How can we estimate mass in tonnes?
|
MENTOR Mathematics Grade 6 Learner's Book, page 153
Pictures of heavy items Reference materials MENTOR Mathematics Grade 6 Learner's Book, page 154 Conversion charts Worksheets Calculators |
Estimation exercises
Group discussion
Observation
|
|
| 11 | 1-2 |
2.0 Measurement
|
2.4 Mass - Converting tonnes to kilograms
2.4 Mass - Addition of mass in tonnes and kilograms 2.4 Mass - Subtraction of mass in tonnes and kilograms |
By the end of the
lesson, the learner
should be able to:
Convert tonnes to kilograms accurately Apply conversion skills to solve problems Value precision in measurement Add masses given in tonnes and kilograms Regroup kilograms to tonnes when necessary Show interest in mass calculations |
Learners:
Apply the relationship that 1 tonne = 1000 kg Convert various measurements from tonnes to kilograms Solve real-life problems involving conversions Create conversion tables Learners: Add masses given in tonnes and kilograms Regroup 1000 kg to 1 tonne when necessary Solve word problems involving addition of mass Create addition problems for peers to solve |
How do we convert tonnes to kilograms?
How do we add masses in tonnes and kilograms? |
MENTOR Mathematics Grade 6 Learner's Book, page 155
Conversion charts Worksheets Calculators MENTOR Mathematics Grade 6 Learner's Book, page 156 Addition worksheets Calculators MENTOR Mathematics Grade 6 Learner's Book, page 157 Subtraction worksheets |
Written exercise
Group activities
Project work
Written exercise Oral questions Peer assessment |
|
| 11 | 3 |
2.0 Measurement
|
2.4 Mass - Multiplication of mass
|
By the end of the
lesson, the learner
should be able to:
Multiply masses in tonnes and kilograms by whole numbers Regroup kilograms to tonnes when necessary Show interest in mass calculations |
Learners:
Multiply masses given in tonnes and kilograms by whole numbers Regroup 1000 kg to 1 tonne when necessary Solve word problems involving multiplication of mass Share multiplication strategies |
How do we multiply masses in tonnes and kilograms?
|
MENTOR Mathematics Grade 6 Learner's Book, page 158
Multiplication worksheets Calculators |
Written exercise
Oral questions
Observation
|
|
| 12 | 1-2 |
2.0 Measurement
|
2.4 Mass - Division of mass
2.4 Mass - Real-life applications of mass 2.4 Mass - Digital mass measurement |
By the end of the
lesson, the learner
should be able to:
Divide masses in tonnes and kilograms by whole numbers Regroup 1 tonne to 1000 kg when necessary Value systematic approaches to calculation Use digital tools for mass measurement Appreciate technology in measurement Show interest in modern measurement techniques |
Learners:
Divide masses given in tonnes and kilograms by whole numbers Regroup 1 tonne to 1000 kg when necessary Solve real-life problems involving division of mass Discuss division strategies Learners: Explore digital weighing tools and applications Discuss advantages of digital measurement Compare traditional and digital measurement methods Present findings to the class |
How do we divide masses in tonnes and kilograms?
How has technology changed mass measurement? |
MENTOR Mathematics Grade 6 Learner's Book, page 159
Division worksheets Calculators MENTOR Mathematics Grade 6 Learner's Book, page 160 Real-life examples Reference materials MENTOR Mathematics Grade 6 Learner's Book, page 161 Digital weighing devices (if available) Pictures of digital scales |
Written exercise
Group activities
Class assignment
Practical assessment Observation Group presentation |
|
| 12 | 3 |
2.0 Measurement
|
2.4 Mass - Consolidation activities
2.5 Time - a.m. and p.m. notation (10 Lessons) |
By the end of the
lesson, the learner
should be able to:
Apply all concepts related to mass measurement Solve integrated problems involving mass Show confidence in mass measurement applications |
Learners:
Review key concepts of mass measurement Solve mixed problems involving conversions and operations Assess their understanding of mass concepts Discuss areas needing further practice |
How do we apply mass measurement concepts to solve problems?
|
MENTOR Mathematics Grade 6 Learner's Book, page 162
Review worksheets Calculators MENTOR Mathematics Grade 6 Learner's Book, page 163 Analog and digital clocks Time charts |
Written assessment
Peer assessment
Self-assessment
|
|
| 13 | 1-2 |
2.0 Measurement
|
2.5 Time - Writing time in a.m. and p.m.
2.5 Time - 24-hour clock system 2.5 Time - Converting 12-hour to 24-hour time |
By the end of the
lesson, the learner
should be able to:
Write time correctly using a.m. and p.m. notation Apply 12-hour clock system in daily activities Value accuracy in time expression Understand the 24-hour clock system Relate 12-hour to 24-hour clock system Appreciate alternative time notation systems |
Learners:
Write various times using a.m. and p.m. notation Create daily schedules using a.m. and p.m. Discuss conventions for writing time Share schedules with classmates Learners: Discuss the 24-hour clock system and its advantages Create a chart showing 12-hour and 24-hour equivalents Practice reading time in 24-hour notation Discuss contexts where 24-hour system is commonly used |
How do we write time using a.m. and p.m. notation?
What is the 24-hour clock system and why is it used? |
MENTOR Mathematics Grade 6 Learner's Book, page 164
Time worksheets Clocks MENTOR Mathematics Grade 6 Learner's Book, page 165 24-hour clock displays Time conversion charts MENTOR Mathematics Grade 6 Learner's Book, page 166 Conversion worksheets Time charts |
Written exercise
Group activities
Project work
Oral questions Written exercise Observation |
|
| 13 | 3 |
2.0 Measurement
|
2.5 Time - Converting 24-hour to 12-hour time
2.5 Time - Reading travel timetables |
By the end of the
lesson, the learner
should be able to:
Convert time from 24-hour to 12-hour system Apply conversion procedures accurately Value systematic approaches to conversion |
Learners:
Convert various times from 24-hour to 12-hour notation Apply the rule that hours after 12 subtract 12 and add p.m. Solve problems involving time conversion Discuss conversion strategies |
How do we convert time from 24-hour to 12-hour system?
|
MENTOR Mathematics Grade 6 Learner's Book, page 167
Conversion worksheets Time charts MENTOR Mathematics Grade 6 Learner's Book, page 168 Sample timetables Worksheets |
Written exercise
Oral questions
Observation
|
|
| 14 | 1-2 |
2.0 Measurement
|
2.5 Time - Interpreting travel timetables
2.5 Time - Creating travel schedules 2.5 Time - Digital time tools |
By the end of the
lesson, the learner
should be able to:
Interpret information from travel timetables Calculate travel durations from timetables Value time management in travel Create simple travel schedules using appropriate time notation Plan itineraries based on timetables Appreciate planning and organization |
Learners:
Calculate duration between departure and arrival times Determine waiting times at intermediate stops Solve problems based on travel timetables Create their own sample timetables Learners: Create travel schedules for hypothetical journeys Use appropriate time notation (12-hour or 24-hour) Include relevant details in their schedules Present schedules to the class |
How do we calculate travel times using timetables?
How do we create effective travel schedules? |
MENTOR Mathematics Grade 6 Learner's Book, page 169
Sample timetables Calculators MENTOR Mathematics Grade 6 Learner's Book, page 170 Sample schedules Planning templates MENTOR Mathematics Grade 6 Learner's Book, page 171 Digital time devices (if available) Pictures of digital tools |
Written exercise
Group work
Project assessment
Project work Peer assessment Presentation |
|
| 14 | 3 |
2.0 Measurement
|
2.5 Time - Consolidation activities
|
By the end of the
lesson, the learner
should be able to:
Apply all concepts related to time measurement Solve integrated problems involving time Show confidence in time-related applications |
Learners:
Review key concepts of time measurement Solve mixed problems involving time conversions and calculations Assess their understanding of time concepts Discuss areas needing further practice |
How do we apply time measurement concepts to solve problems?
|
MENTOR Mathematics Grade 6 Learner's Book, page 172
Review worksheets Clocks |
Written assessment
Peer assessment
Self-assessment
|
|
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