SCERT Telangana Class 6 All Subjects e-Textbooks Medium wise Download from here. SCERT Telangana has uploaded the new 6th Class Subject wise, Medium wise eTextbooks in PDF Format on its official website. Download SCERT Telangana PDF e-Textbooks from here.
Class 6 Mathematics Textbook
SCERT Telangana had begun the process of developing a programme which helps children understand the abstract nature of mathematics while developing in them the ability to construct own concepts. The concepts from the major areas of Mathematics like Number System, Arithmetic, Algebra, Geometry, Mensuration and Statistics are provided at the upper primary stage.
The teaching of the topics related to these areas will develop the skills prescribed in academic standards such as problem-solving, logical thinking, expressing the facts in mathematical language, representing data in various forms, using mathematics in daily life situations.
Class 6 Textbooks
|Telugu||6th TM Class Textbooks|
|English||6th EM Class Textbooks|
|Urdu||6th UM Class Textbooks|
|Hindi||6th HM Class Textbooks|
|Kannada||6th KM Class Textbooks|
|Marathi||6th MM Class Textbooks|
|Tamil||6th TML Class Textbooks|
6th Class Languages
|Medium||First Language||Second Language|
|Urdu||6h UM Urdu|
|Hindi||6th HM Hindi||6th_Hindi(SL)|
6th Class Mathematics Textbooks
|Medium||6th Class Mathematics|
|Telugu||6th Class TM Mathematics|
|English||6th Class EM Mathematics|
|Urdu||6th Class UM Mathematics|
|Hindi||6th Class HM Mathematics|
|Kannada||6th Class KM Mathematics|
|Marathi||6th Class MM Mathematics|
|Tamil||6th Class TML Mathematics|
6th Class General Science Textbooks
|Medium||6th Class General Science|
|Telugu||6th Class TM General Science|
|English||6th Class EM General Science|
|Urdu||6th Class UM General Science|
|Hindi||6th Class HM General Science|
|Kannada||6th Class KM General Science|
|Marathi||6th Class MM General Science|
|Tamil||6th Class TML General Science|
6th Class Social Textbooks
|Telugu||6th Class TM Social|
|English||6th Class EM Social|
|Urdu||6th Class UM Social|
|Hindi||6th Class HM Social|
|Kannada||6th Class KM Social|
|Marathi||6th Class MM Social|
|Tamil||6th Class TML Social|
The textbooks attempt to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups and activities required for hands-on experience in the form of ‘Do This’, ‘Try This’ and ‘Projects’.
Teachers support is needed in the setting of situations in the classroom. We also tried to include a variety of examples and opportunities for children to set problems. The book attempts to engage the mind of a child actively and provides opportunities to use concepts and develop their own structures rather than struggling with unnecessarily complicated terms and numbers.
The chapters are arranged in such a way that they help the Teachers to evaluate every area of learning to comprehend the learning progress of children and in accordance with Continuous Comprehensive Evaluation (CCE).
Class 6 Mathematics Chapters
- Knowing Our Numbers
- Whole Numbers
- Playing with Numbers
- Basic Geometrical Ideas
- Measures of Lines and Angles
- Fractions and Decimals
- Data Handling
- Introduction to Algebra
- Perimeter and Area
- Ratio and Proportion
- Practical Geometry
- Understanding 3D and 2D Shapes
Class 6 English Textbook
6th Class textbook, “Our World through English” class VI, is an integrated one in the sense it has the Main Reader component, the Supplementary Reader component and the Workbook component interwoven into a single textbook.
Hence, these components are found in each and every unit. The language skills like listening, speaking, reading, and writing are integrated into the larger context of the themes as suggested in the NCF – 2005. The activities are so designed as to ensure the holistic treatment of language.
Inclusion of Gender Sensitivity and Child Sexual Abuse in School Text Books published by School Education Department with support of UNICEF are taken up to ensure protection of children through various interventions like personal safety rules, gender sensitivity, child sexual abuse, self esteem and life skills. In these areas safety mechanisms and laws related to child protection are taken care of. Hence, the teachers must know about these things and bring awareness among all the stakeholders.
The main aim of teaching English is to help learners evolve themselves as independent users of English. I hope this textbook will help teachers and students achieve this by making the teaching-learning process effective.
Thanks to all the institutions and experts at the state and national level, the members of the textbook Production and Development Committees, the staff members of the SCERT, T.S, Hyderabad and all others who have contributed directly or indirectly for the successful production of this textbook.
Class 6 English Chapters
- Readiness Programme Bridging gap activity
- A Reading – Peace and Harmony
B. Reading (Poem) – I Want Peace
Extensive Reading Grand Contest in the Forest
- A. Reading – Telangana, The Pride of the People
B. Reading (Poem) – In the Bazaars of Hyderabad July 19-30
C. Reading – Bammera Pothana, the jewel of Telugu literature
- A. Reading – What Can a Dollar and Eleven Cents Do?
B.Reding (Poem) – A Nation’s Strength Aug 31-47
C. Reading – Wilma Rudolph
- A. Reading – An Adventure
B. Reading (Poem) – The Naughty Boy Sept 48-60
C. Reading – Tanaji Malusare
- A. Reading – Plant a Tree
B. Reading (Poem) – If a Tree Could Talk Oct-Nov 61-76
C. Reading – Children, Speak Up!
- A. Reading – Rip Van Winkle
B. Reading (Poem) – My Shadow Nov-Dec 77-90
C. Reading – Gulliver’s Travels
- A. Reading – P.T.Usha, the Golden Girl
B. Reading (Poem) – Indian Cricket Team Jan 91-108
C. Reading – Ranji’s Wonderful Bat
- A. Reading – Half the Price
B. Reading – The Sheik’s White Donkey
Class 6 Science Textbook
Thought process is a unique boon given to human kind by Nature. Man creates and reconstructs knowledge through the process of thinking and analysis. Man generates knowledge by way of doing, imagining, redoing works in a different way. These may be called the processes of Science.
Science is a systematic logical thought oriented process and a path to truth. Science and Technology have improved human life by way of scientific inventions, discoveries and their applications in various fields.
Human beings understand Nature through Science and use Nature for their benefit while at the same time respecting and protecting Nature. However it is evident that we give importance to the first i.e., harnessing Nature and forgetting to protect and sustain Nature in its pristine form. As a result we experience several calamities leading to destruction of Nature, climate, Earth and finally life on Earth.
The future of the country is being shaped in the classrooms and science learning can never be limited to learning of principles, theories and introduction of experiments. Scientific attitude and thought shape human beings in such a way so as to make them sensitive to Nature and strive to uphold and maintain bio-diversity. Science learning means commitment towards the good and welfare of society and all life forms including humankind.
Children should learn that science is not only in textbooks but also in the works of peasants, the artisanship of potters, food prepared by mother etc., The local knowledge should enter into science textbooks and must be discussed in the classrooms. Specific observations and logical thinking is required in order to inculcate values and develop life skills. This is possible through study of science.
Inquisitiveness and creativity should be developed through science learning. The skill of asking questions, critical observations and developing the spirit of investigations and enquiry shall be facilitated through science teaching and learning.
Science teaching should promote the spirit of knowing and experimenting rather than keep these abilities dormant. The traditional attitude of treating science as a body of facts, theories, principles and information needs to be transformed. The re-learning of the true nature of science must happen as recommended by the National Curriculum Frame Work-2005.
The textbooks are developed based on State Curriculum Framework and its Position Paper on Science and also reflect the spirit of Right to Education Act. Science textbooks are developed to facilitate construction of knowledge jointly by the teacher and the pupil but never as merely an information provider.
The textbook facilitates learning through activities, discovery, exploration in a child centered manner. The activities i.e., group, individual and whole class, experiments, field investigations, information collection, questioning, analysis, synthesis, projects etc., must become a part of learning and as well as assessment in the context of science education. The pupil assessment procedures facilitate thinking in critical and multiple ways.
Critical pedagogy and social construction become a part of classroom pedagogies in search of truth. The spirit of continuous and comprehensive evaluation is reflected in the assessment procedures. Certainly the revised textbooks facilitate the teachers in effective transaction of science duly reflecting the nature and spirit of science.
New textbooks are developed to achieve desired academic standards. So teachers should develop various teaching-learning strategies to make their students achieve class-based academic standards. We should avoid rote learning methods for successful implementation of Continuous Comprehensive Evaluation (CCE).
It is very imparted to know more about different methods to assess student progress by summative and formative evaluation. New textbooks reflect the Continuous Comprehensive Evaluation and teaching method with respect to discussed concepts. This is more useful to teachers and students.
We are very grateful for the kind of support from the National and State level experts in designing a textbook of science that transforms the very nature of science teaching-learning in the state classrooms. We are also thankful to the Textbook Writers, Editors, Illustrators, Graphic Designers for their dedicated work for the cause of children’s science education.
We humbly request the educationists, parents, NGOs and children for appropriate suggestions to improve the science textbooks. We also expect that the teachers and teacher educators will welcome the proposed reforms in the science teaching-learning process and implement them with appropriate professional preparation and referencing. It is also expected that a habit of scientific enquiry and nature of questioning would be developed among children within the contextual transaction set out in the revised science curriculum and textbooks
Class 6 Science Chapters
- OUR FOOD
- PLAYING WITH MAGNETS
- RAIN: WHERE DOES IT COME FROM?
- WHAT DO ANIMALS EAT?
- MATERIALS AND THINGS
- SEPARATION OF SUBSTANCES
- FIBRE TO FABRIC
- PLANTS: PARTS AND FUNCTIONS
- CHANGES AROUND US
- WATER IN OUR LIFE
- SIMPLE ELECTRIC CIRCUITS
- LEARNING HOW TO MEASURE
- MOVEMENTS IN ANIMALS
- LIGHT, SHADOWS AND IMAGES
- LIVING AND NON LIVING
Class 6 Social Studies Textbook
About this book This book is a part of your Social Science Curriculum or a part of various things you would be doing to study the society around you. However, remember that it is only one small part of that curriculum. The Social Science Curriculum requires you to analyse and share in the classroom what you know.
It requires you above all to ask questions – thinks why things are the way they are. It also requires you and your friends to go out of the classroom to the market, to the Panchyat or municipality office, to the village fields, to temples and mosques and museums and find out various things. You will have to meet and discuss with a number of people, farmers, shopkeepers, officials, priests, and so on.
This book will introduce you to a range of problems and enable you to study them and arrive at your own understanding of them. So, the most important thing about this book is that it does not have answers. In fact, this book is not really complete. It can only be completed when you and your friends and teachers bring their own questions and experiences and discuss everything threadbare in the class.
You may disagree with many things in this book – do not be afraid to say so – only give your reasons. Your friends may disagree with you, but try to understand why they have a different view. Finally, arrive at your own answers. You may not even be sure of your answer – you may want to find out more before you make up your mind. In that case, list your questions carefully and request your friends, teachers or elders to help you to find out.
This book will help you to study different aspects of our social life – about diversity of land and people, about how people get their livelihoods, how people provide for their common needs and manage them, how all people in our society are not equal and how people try to bring about equality, how people worship different gods in different ways, and finally how they communicate with each other and build a culture which is shared by them.
To understand some of these matters you may have to study about the earth – the hills, plains and rivers and seas; to understand others you may have to know what happened hundreds or even thousands of years ago; but most of all you may have to go out and talk to different kinds of people around you.
As you study this book in the class room, you will come across many questions – do stop and try to answer those questions or do the activity suggested before you proceed ahead. It is not so important to finish the lesson fast as it is to discuss the questions and do the activities. Many lessons will suggest projects which may take a few days to do. These projects will enable you to develop skills of social science enquiry and analysis and presentation – these are more important than remembering what is written in the lessons.
Please remember that you don’t have to memorise what is given in the lesson, but think about them and form your own opinion about them.
We can use content related maps, tables & graphs other than a textbook for practice and evaluation. Discussions, conducting interviews, debates and projects are given in the middle of the running lesson and after the improve your learning. To develop social consciousness, sensitivity and positive attitude among the children is the purpose. Hence these must be taken up.
Class 6 Social Studies Chapters
- Theme – I: Diversity on the Earth
- Reading and Making Maps
- Globe – A Model of the Earth
- Land Forms (Part -A)
Penamakuru – A Village in the Krishna Delta (Part-B)
- Dokur – A Village on the Plateau
- Penugolu – A Village on the Hills
Theme – II: Production Exchange and Livelihoods
- From Gathering Food to Growing Food – The Earliest People
- Agriculture in Our Times
- Trade in Agricultural Produce – Part-A
Trade in Agricultural Produce – Part- B
Theme -III: Political Systems and Governance
- Community Decision Making in a Tribe
- Emergence of Kingdoms and Republics
- First Empires
- Democratic Government
- Village Panchayats
- Local Self – Government in Urban Areas
Theme -IV: Social Organisation and Inequities
- Diversity in Our Society
- Towards Gender Equality
Theme – V: Religion and Society
- Religion and Society in Early Times
- Devotion and Love towards God
Theme -VI: Culture and Communication
- Language, Writing and Great Books
- Sculptures and Buildings
- Greenery in Telangana
Revision and Annual Examinations