(YEAR 1 & 6)
ENCIK MOKHTAR BIN HAJI RADZUAN
YEAR 4
YEAR 2 & 3
YEAR 5
Monday, October 11, 2010
GURU-GURU MATEMATIK SK FELDA LAYANG-LAYANG SIMPANG RENGAM SESI 2010
(YEAR 1 & 6)
YEAR 2 & 3
YEAR 5
Wednesday, October 6, 2010
MURID MENDAPAT A UPPM 4 MATEMATIK 2010
MOHD RABBANI BIN MUSTAFA
MOHD.ROZIQIN BIN ZAINUDIN
NUR AINA ATHIRA BTE HAMDAN
RABIATUL ADAWIYAH BTE MD JAMIN
NURUL NABILA IWANA BTE MOKHTAR
Monday, October 4, 2010
Tokoh Matematik Dunia
Rene’ Descartes (1596-1650)
Beliau adalah pencipta bagi cabang matematik geometri koordinat. Menurut beliau, adalah mencukupi untuk melukis suatu garis lurus jika penjangnya diketahui. Graf dilukis pada paksi Cartesan mengandungi satu set pasangan tertib (x,y). Beliau dikatakan mendapat idea mengenai koordinat ketika beliau sedang terbaring dan memerhatikan seekor labah-labah pada siling biliknya.
Archimedes 287 – 212 sm
Dilahirkan pada 287 sebelum masihi dan meninggal pada tahun 212 sebelum masihi ketika perang, dibunuh oleh tentera Rom. Tentera Rom tidak mengetahui siapa sebenarnya..
Beliau kemungkinan mendapat pendidikan di Alexandria, di sekolah Euklid. Egypt merupakan kota terbesar pada ketika itu. Beliau telah diajar mengenai kalkulus. Beliau juga dianggap sebagai “Bapa Kalkulus”.
Pencapaian beliau yang terkenal ialah
- Hukum Hidrostatik Archimedes
- Mencipta Takal
- Skru Archimedes
- Menemui pi
Sir Isaac Newton (1642-1727)
Dilahirkan pada 1642 di sebuah keluarga petani di jajahan Lincoln, England. Semasa kecil beliau tidak dapat bermain permainan kasar kerana badannya tidak cukup kuat, maka beliau menghabiskan masa lapangnya dengan merekacipta berbagai permainan seperti lelayang bertanglung, roda yang dipusingkan oleh air, jam kayu dan jam matahari.
Pencapaian
- Hukum Newton
- Teorem binomial
John Venn (1834-1923)
John Venn dilahirkan pada 4 August 1834 di Hull, Yorkshire, England dan meninggal pada 4 April 1923 di Cambridge, England. Beliau banyak membuat kajian terhadap logik dan kebarangkalian. Minatnya bertambah apabila membaca buku tulisan George Boole dan De Morgan. Beliau mengembangkan lagi idea George Boole mengenai logik dengan mencipta gambarajah Venn untuk menunjukkan persilangan dan kesatuan set.
Johann Carl Friedrich Gauss
Beliau dilahirkan pada 30 April 1777 di Brunswick, Jerman dan meninggal dunia pada 23 Feb 1855 di Göttingen, Hanover , Jerman. Kepintarannya terserlah seawal 7 tahun, apabila dia mengira jumlah nombor 1-100 dengan cepat menyedari bahawa kiraan nombornya adalah 50 pasang dan setiap satunya ialah 101.
Beliau banyak memberi sumbangan di dalam bidang Matematikdan astronimi. Antara pencapaiannya ialah :
- Menemui Hukum Bode iaitu teorem binomial, arithmetik-geometrik, hukum pertukaran kuadratik dan teorem nombor perdana
- Pembinaan 17-gon(poligon) menggunakan pembaris dan kompas.
Al-Biruni (973-1050)
Nama sebenarnya ialah Abu Arrayhan Muhammad ibn Ahmad al-Biruni. Beliau dilahirkan pada 15 September 973 di Kath, Khwarazm (sekarang dikenali sebagai Kara-Kalpakskaya, Uzbekistan) dan meninggal dunia pada 13 Dec 1048 di Ghazna (sekarang dikenali sebagai Ghazni, Afganistan). Al-Biruni merupakan ahli falsafah, ahli geografi, astronomi, fizik dan ahli matematik. Selama 600 tahun sebelum Galgeo, Al-Biruni telah membincangkan teori putaran bumi tanpa paksinya yang sendiri. Al-Biruni juga telah menggunakan kaedah Matematik untuk membolehkan arah kiblat ditentukan dari mana-mana tempat di dunia. Beliau juga adalah orang yang pertama menyatakan bahawa jejari bumi ialah 6339.6 km
Al-Battani (850-929)
Al-Battani atau Muhammad Ibn Jabir Ibn Sinan Abu Abdullah adalah bapa trigonometri dan dilahirkan di Battan, Damsyik. Beliau putera Arab dan juga pemerintah Syria.
Al-Battani diiktiraf sebagai ahli astronomi dan matematik Islam yang tersohor.
Beliau berjaya meletakkan trigonometri pada tahap yang tinggi dan merupakan orang pertama yang menghasilkan jadual cotangents
Al-Khawarizmi (780 - 850)
Nama penuhnya ialah Muhammad Ibn Musa Al-Khawarizmi dan dikenali sebagai bapa algebra. Beliau pakar dalam bidang matematik dan astronomi.
Antara buku-buku terkenal hasil tulisan beliau ialah Hisab Al-Jabr wal Mugabalah (Buku Pengiraan, Perbaikan dan Pengurangan) dan Algebra.
Pada kurun ke-12, Gerard of Cremona dan Roberts of Chester telah menterjemahkan buku algebra Al-Khawarizmi ke dalam bahasa Latin. Terjemahan ini digunakan di seluruh dunia sehinggalah kurun ke-16
Omar Khayyam (1048-1131)
Nama sebenarnya ialah Ghiyath al-Din Abul Fateh Omar Ibn Ibrahim al-Khayyam dan dilahirkan pada 18 Mei 1048 dan meninggal dunia pada 4 dec 1131. Khayyam sebenarnya bermaksud pembuat khemah.
Sumbangan terbesar Omar Khayyam ialah dalam bidang Algebra.
Beliau pernah membuat percubaan untuk mengklasifikasikan kebanyakan persamaan algebra termasuk persamaan darjah ke tiga.
Malah beliau juga menawarkan beberapa penyelesaian untuk beberapa masalah algebra. Ini termasuklah penyelesaian geometrik bagi persamaan kiub dan sebahagian daripada penyelesaian kebanyakan persamaan lain.
Bukunya `Mazalat fi al-Jabr wa al-Muqabila’ adalah karya agungnya dalam bidang algebra dan sangat penting dalam perkembangan algebra.
Pengklasifikasian persamaan yang dilakukan oleh Omar Khayyam adalah berasaskan kerumitan sesuatu persamaan.
Omar Khayyam telah mengenal pasti 13 jenis bentuk persamaan kiub. Kaedah penyelesaian persamaan yang digunakan oleh Omar Khayyam adalah bersifat geometrikal.
Dalam bidang geometri pula, beliau banyak membuat kajian-kajian yang menjurus kepada pembentukan teori garisan selari.
Beliau juga pernah diarahkan oleh Sultan Saljuq - Malikshah Jalal al-Din untuk bekerja di balai cerap.
Di sana, beliau ditugas untuk menentukan kalendar solat yang tepat.
Khayyam berjaya memperkenalkan kalendar yang hampir-hampir tepat dan dinamakan Al-Tarikh-al- Jalali.
Al Khazin (900-971)
ABU Jafar Muhammad ibn al-Hasan Khazin lahir pada tahun 900 Masehi di Khurasan yang terletak di timur Iran. Lebih dikenali sebagai al-Khazin dan merupakan ahli astronomi dan matematik terkenal pada zamannya.
Al-Khazin merupakan salah seorang saintis yang tinggal di bandar dikenali, Rayy. Pada tahun 959 atau 960 Masehi, Perdana Menteri Rayy yang dilantik oleh Adud ad-Dawlah meminta al-Khazin mengukur sudut tidak tepat gerhana iaitu sudut di mana permukaan rata atau datar yang muncul pada matahari untuk bergerak ke arah garisan Khatulistiwa di bumi.
Selepas pengukuran dilakukan, al-Khazin berkata: “Saya menggunakan cincin yang saiznya kira-kira empat meter untuk mengukurnya.”
Salah satu hasil kerja al-Khazin iaitu Zij al-Safa’ih telah dinobatkan sebagai satu kejayaannya yang terbaik dalam kerja lapangan yang akhirnya menjadi bahan rujukan utama saintis lain.
Kerja itu menggambarkan peralatan astronomi dan salinannya telah dibuat di Jerman pada waktu Perang Dunia Kedua.
Hasil kerja al-Khazin dikatakan banyak dipengaruhi oleh motivasi yang diterimanya daripada ahli Matematik, al-Khujandi.
Al-Khujandi mendakwa berjaya membuktikan bahawa x3 + y3 = z3 adalah mustahil untuk semua nombor x, y, z.
Selain itu, al-Khazin telah mengusulkan model solar yang berbeza daripada Ptolemy.
Beliau mempunyai pendapat yang berbeza mengenai model solar yang dikemukakan oleh Ptolemy yang menyatakan bahawa pergerakan matahari adalah mengikut kitaran seragam yang bukan berpusatkan bumi.
Al-Khazin yang tidak setuju dengan model itu mengusulkan satu model yang mana menurut beliau, matahari bergerak dalam satu pusingan yang berpusatkan bumi
Decimal and Percentage Equivalents of Common Fractions
Decimal and Percentage Equivalents of Common Fractions
| 1/2ccccc | 0 .5 | 50% |
| 1/3 | 0 .33 | 33.3% |
| 1/4 | 0 .25 | 25% |
| 1/5 | 0.2 | 20% |
| 1/8 | 0 .125 | 12.5% |
| 1/10 | 0.1 | 10% |
| 2/3 | 0 .66 | 66% |
| 2/5 | 0 .4 | 40% |
| 3/4 | 0.75 | 75% |
| 3/5 | 0.6 | 60% |
| 3/8 | 0 .375 | 37.5% |
| 3/10 | 0 .3 | 30% |
| 4/5 | 0 .8 | 80% |
| 5/8 | 0 .625 | 62.5% |
| 7/8 | 0 .875 | 87.5% |
| 7/10 | 0 .7 | 70% |
| 8/10 | 0.8 | 80% |
| 9/10 | 0.9 | 90 |
Sunday, October 3, 2010
Tuesday, August 31, 2010
SUKATAN PELAJARAN TAHUN 4
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
1
3/1 – 5/1
1. WHOLE
NUMBERS
1. NUMBERS TO
100 000
1. Develop number sense up to
100 000 i. Name and write numbers up to 100 000
ii. Determine the place value of the digits
in any whole number up to 100 000
iii. Compare value of numbers to 100 000
iv. Round of numbers to the nearest ten,
hundred and thousand. Compare numbers and explain why a particular number has a bigger or smaller value
Use relevant techniques of estimation.
2
8/1-12/1
1. WHOLE
NUMBERS
2. ADDITION WITH THE HIGHEST TOTAL OF 100 000
1. Add numbers to the total
of 100 000
i. Add any two to four numbers to 100 000
ii. Solve addition problems.
Add any two to four numbers using; - horizontal form
- vertical form
Expose pupils to strategies of quick addition.
Subtract a number or two numbers from another number
(horizontal or vertical )
Create stories from given sentences
1. WHOLE
NUMBERS
3. SUBTRACTION
WITHIN THE
RANGE OF 100 000
1. Subtract numbers from a
number less than 100 000
i. Subtract one or two numbers from a
bigger number less than 100 000
ii. Solve subtraction problems
1. WHOLE
NUMBERS
4.MULTIPLICATION
WITH THE
HIGHEST
PRODUCT OF
100 000
1. Multiply any two numbers
with the highest product of
100 000
i. Multiply four-digit numbers with
a) one-digit numbers,
b) 10,
c) two-digit numbers.
ii. Multiply three-digit numbers with
a) 100,
b) two-digit numbers,
iii. Multiply two-digit number with 1000
iv. Solve multiplication problems. Multiply in the form of number sentences -vertical and horizontal
Expose pupils to various strategies in multiplication,such as, - multiplies of a number
- benchmaking
- commutative property
- associative property
- lattice multiplication
Create stories from a given number sentences.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
3
15/1-19/1
1. WHOLE
NUMBERS
5. DIVISION WITH
THE HIGHEST
DIVIDEND OF
100 000
1. Divide a number less than
100 000 by a two-digit
number i. Divide five-digit numbers by
a) one-digit numbers,
b) 10, 100 and 1000,
c) two-digit numbers.
ii. Divide four-digit numbers by
a) one-digit numbers,
b) 10, 100 and 1000,
c) two-digit numbers.
iii. Solve division problems. Model division using the number line and divide using the long division method.
Expose pupils to various strategies in division such as;
- divisibility of a number,
- divide by 10, 100 and 1000
Create stories from a given number sentences.
1. WHOLE
NUMBERS
6. MIXED
OPERATION
1. Perform mixed operation
involving addition and
subtraction. i. Perform mixed operations involving
addition and subtraction with numbers
less than
a) 100,
b) 1000,
c) 10 000.
ii. Solve mixed operation problems. Perform mixed operation in the form of number sentences (vertical and horizontal)
Create stories from a given number sentences.
4
22/1-26/1
2. FRACTION
1. PROPER
FRACTION
1. Name and write proper
fractions with denominators
up to 10 i. Name and write proper fractions with
denominators up to 10.
ii. Compare the value of two proper
fractions with
a) The same denominators,
b) The numerator of 1 and different
Denominators up to 10. Compare parts to the whole to introduce proper fractions.
- Paper(Partition paper equally by folding)
- Fraction chart/strips and cuisenaire rods
2. FRACTION
2. EQUIVALENT
FRACTIONS
1. Express equivalent
fractions for proper
fractions. i. Express and write equivalent fractions for
proper fractions.
ii. Express equivalent fractions to its
simplest form.
iii. Recognise fractions as equal shares of a
whole set with denominator up to 10. Express equivalent fractions with the aid of fraction chart/strips,strings,number lines and graphics using conventional technology or ICT.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
5
29/1-2/2
6
5/2-9/2
2. FRACTION
3. ADDITION OF
PROPER
FRACTIONS
1. Add two proper fractions
with denominators up to 10 i. Add two proper fractions with the same
denominator up to 10 to its simplest form
a) With 1 as the numerator for both
fractions,
b) With different numerators.
ii. Add two proper fractions with different
denominators up to 10 to its simplest form
a) With 1 as the numerator for both
fractions,
b) With different numerators.
iii. Solve problems involving addition of
proper fractions. Demonstrate subtraction of proper fractions through paper folding activities or use charts, diagrams and number lines.
Pupils create stories from given number sentences involving fractions.
2. FRACTION
4. SUBTRACTION OF
PROPER
FRACTIONS
1. Subtract proper fractions
with denominators up to 10 i. Subtract two proper fractions with the
same denominator up to 10 to its
simplest form
c) With 1 as the numerator for both
fractions,
d) With different numerators.
ii. Subtract two proper fractions with
different denominators up to 10 to its
simplest form
a) With 1 as the numerator for both
fractions,
b) With different numerators.
iii. Solve problems involving addition of
proper fractions. Demonstrate subtraction of proper fractions through paper folding activities or use charts, diagrams and number lines.
Pupils create stories from given number sentences involving fractions.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
7
12/2-16/2
3. DECIMALS
1. INTRODUCTION
TO DECIMAL
NUMBER
1. Understand and use the
vocabulary related to
decimals i. Name and write decimals with
a) one decimal place
b) two decimal place
ii. Recognise the place value of
a) tenths,
b) hundredths,
c) tenths and hundredths.
iii. Convert fraction to decimals of
a) tenths,
b) hundredths,
c) tenths and hundredths,and vise versa Introduces the concept of decimals using diene’s bloks,hundred squares, place value chart and number line.
Write types of decimals:
a) decimal fraction
b) mixed decimals
8
19/2-23/2
9
26/2-/2/3
27 & 28
Montly Test
3. DECIMALS
2. ADDITION OF
DECIMAL
NUMBER
1. Add decimals up to two
decimal place. i. Add any two to four decimals of one
decimal place involving
a) decimals only,
b) who;e number and decimals,
c) mixed decimals.
ii. Add any two to four decimals of two
decimal place involving
a) decimals only,
b) who;e number and decimals,
c) mixed decimals.
ii. Solve problems involving addition of
decimal number Compare decimals using diene’s bloks,hundred squares and number lines.
Perform addition of decimals through number sentences and use number lines to model addition of any two to four decimals using number lines.
Pupil create stories from given number sentences.
3. DECIMALS
3. SUBTRACTION OF
DECIMAL
NUMBER
1. Subtract decimals up to two
decimal place. i. Subtract one to two decimals from a
decimal of one decimal place involving
a) decimals only,
b) mixed decimals,
c) whole numbers and decimals (mixed
decimals)
ii. Subtract one to two decimals of one or
two decimal place
iii. Solve problems involving subtraction of
decimals Pupil model subtraction of decimals using number lines and subtract decimal numbers through number sentences in the vertical form.
Pupil create stories from given number sentences.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
10
5/3-9/3
11
10/3-18/3
Cuti
3. DECIMALS
4. MULTIPLICATION
OF DECIMAL
NUMBER
1. Multiply decimals up to two
decimal places with a whole
number
i. Multiply any decimal of one decimal place
with
a) a one-digit number
b) 10, 100 and 1000
ii. Multiply any decimal of two decimal place
with
a) a one-digit number
b) 10, 100 and 1000
iii. Solve problems involving multiplication of
decimals
Pupil model multiplication of decimals using number lines and multiply decimal numbers using number sentences in the vertical form.
Pupil create stories from given number sentences.
12
19/3-23/3
3. DECIMALS
5. DIVISION OF
DECIMAL
NUMBER
1. Divide decimals up to two
decimal places by a whole
number.
i. Divide decimals of one decimal place by
a) a one-digit whole number,
b) 10.
ii. Divide decimals of two decimal place by
one-digit whole number.
iii. Divide decimals by a whole number with
the dividend value of up to two decimal
place.
iv. Solve problems involving division of
decimals
Pupil model division of decimals using number lines and divide decimal numbers by the long division method.
Pupil create stories from given number sentences.
13
26/3-30/3
4. MONEY
5. MONEY TO
RM 10 000
1. Understand and use the
vocabulary related to
money
i. Read and write the value of money up to
RM 10 000.
Show different combination of notes and coin.
4. MONEY 5. MONEY TO
RM 10 000
2. Use and apply knowledge of
money in real life. i. Add money up to RM 10 000
ii. Subtract money from up to RM 10 000
iii. Multiply money to the highest product of
RM 10 000
iv. Divide money with dividend not more than
RM 10 000 Perform basic operations involving money by writing number sentences in the vertical and horizontal form.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
14
2/4-6/4
4. MONEY
5. MONEY TO
RM 10 000
2. Use and apply knowledge of
money in real life.
v. Perform mixed operation involving
addition and subtraction involving money
up to RM 10 000
vi. Round of money to the nearest “ringgit”.
vii.Solve problems involving money of up to
RM 10 000 -Perform mixed operations
involving money by writing
number sentences in the vertical
and horizontal .
- Pupil create stories from given number sentences.
15
9/4-13/4
5. TIME
1. READING AND
WRITING TIME
1. Understand, read and write
time in hours and minutes. i. Read time in hours and minutes according
to the 12-hour system.
ii. Write time in hours and minutes according
to the 12-hours system. Teacher introduce how to read and write in hours and minutes using analog clock and digital clock.
5. TIME
2. TIME SCHEDULE
1. Construct a simple schedule.
i. Construct, read and extract information
from a simple schedule.
Pupil gather information to construct a simple schedule.
5. TIME
2. TIME SCHEDULE
2. Read a calendar i. Extract information from a calendar
ii. Solve simple real life problems involving
reading the calendar. Arrange in sequence, the months of a year.
16
16/4-20/4
5. TIME
3. RELATIONSHIP
BETWEEN UNITS
OF TIME
3. Understand the
relationship between units
of time
i. State the relationship between units of
time:-
a) 1 day = 24 hours,
b) 1 year= 365/366 days,
c) 1 decade= 10 years.
ii. Convert:-
a) years to days, and vice versa
b) decade to years, and vice versa
c) Years to months, and vice versa
d) Hours to days, and vice versa.
iii. Convert time from:-
a) hours to minutes, and vice versa
b) hours and minutes to minutes,and vice
versa,
c) minutes to hours and minutes, and vice
versa
Pupils explore the calendar to look for time relationships between years and days.
Pupils convert units of time.
Pupils convert time;
a) hours to minutes
b) hours and minutes to minutes
c) minutes to hours and minutes
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
17
23/4-27/4
25 & 26
Montly Test
18
30/4-4/5
5. TIME
4. BASIC
OPERATIONS
INVOLVING TIME
1. Add, subtract, multiply and
divide units of time. i. Add time involving conversion of units
with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
ii. Subtract time involving conversion of
units with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
iii. Multiply time involving conversion of
units with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
iv. Divide time involving conversion of
units with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
v. Solve problems involving basic operations
of time :-
a) hours and minutes,
b) years and months,
c) decades and years. Pupils add, subtract, multiply and divide time and convert units of time. Units of time involve
a) minutes,
b) hours,
c) months,
d) years,
e) decades.
Pupils perform basic operations involving time using number sentences in the vertical form.
Pupils create stories about time from given number sentences.
19
7/5-11/5
5. TIME
5. TIME DURATION
1. Use and apply knowledge of
time to find the duration i. Read and state the start and the end of
an event from a schedule,
ii. Calculate the duration of an event from
a schedule in
a) minutes,
b) hours,
c) hours and minutes within a day and two consecutive live days. Pupils extract information from schedule, sucs as ;
a) class time-table,
b) prayer schedule,
c) bus schedule, etc.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
5. TIME
5. TIME DURATION
1. Use and apply knowledge of
time to find the duration
iii. Calculate the start or the end of an
event from a given duration of time and
read the start or end of an event.
Pupils model time on a number line to determine the duration of an event.
20
14/5-17/5
PKBS
Sem 1
21
21/5-25/5
22
26/5-10/6
Cuti
6. LENGTH
1. MEASURING
LENGTH
1. Measure lengths using
standard units. i. Read measurement of length using units
of milimetre.
ii. Write measurement of length to the
nearest scales of lenth division for :-
a) centimetre,
b) metre.
iii. Measure and record lengths of object
using units of:-
a) milimetre,
b) centimeter and milimetre,
c) metre and centimeter.
iv. Estimate the lengths of objects in :-
a) milimetre,
b) metre and milimetre,
c) centimeter and milimetre. Pupils measure, read and record lengths of objects. The following tools are used to measure lengths;
a) metre rule,
b) small ruler,
c) measuring tape.
6. LENGTH
2. RELATIONSHIPS
BETWEEN UNITS
OF LENGTH
1. Understand the relationship
between units of length. i. State the relationship between
centimeter and melimetre.
ii. Convert units of length from;
a) milimetres to centimeters and vice
versa,
b) compound units to a unit.
iii. Solve problems involving conversion of
units of length. Pupils convert units of length.
Pupils construct problems from a given number sentence involving measyrement of length.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
23
11/6-15/6
6. LENGTH
3. BASIC
OPERATIONS
INVOLVING
LENGTH
1. Add and subtract length.
i. Add units of length, involving conversion
of units in;
a) milimetre,
b) metre and centimetre,
c) centimeter and milimetre.
ii. Subtract units of length, involving
conversion of units in;
a) milimetre,
b) metre and centimetre,
c) centimeter and milimetre.d)
Pupils demonstrate addition and subtraction of length using number sentences in the conventional manner.
24
18/6-22/6
6. LENGTH
3. BASIC
OPERATIONS
INVOLVING
LENGTH
2. Multiply and divide length.
i. Multiply units of length, involving
conversion of units by;
a) one-digit number,
b) 10, 100 and 1000
ii. Divide units of length, involving
conversion of units by;
a) one-digit number,
b) 10, 100 and 1000
iii. Solve problems involving basic operation
on length.
Pupils demonstrate multiplication and division using number sentences in the conventional manner.
Pupils create stories of length from given number sentences.
25
25/6-29/6
7. MASS
1 . MEASURING
MASS
1. Measure mass using
standard units.
i. Measure of masses using in units of
kilogram and gram
ii. Read measurement of masses to the
nearest scales division of kilograms and
grams.
iii. Estimate the masses of objects using
kilograms and grams.
Pupils measure, read and record masses of objects in kilograms and grams using weighing scale.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
7. MASS
2. RELATIONSHIP
BETWEEN UNITS
OF MASS
1. Understand the relationship
between units of mass.
i. Convert units of mass from
a) Kilograms to grams,
b) Kilograms and grams to grams,
c) Kilograms and grams to kilograms
Pupils convert units of mass.
26
2/7-6/7
7. MASS
3. BASIC
OPERATIONS
INVOLVING MASS
1. Add and subtract involving
units of mass
i. Add mass involving units of mass in;
a) kilograms,
b) grams,
c) kilograms and grams.
ii. Subtract mass involving units of mass in;
a) kilograms,
b) grams,
c) kilograms and grams.d) Pupils demonstrate addition involving mass in the conventional manner.
Pupils demonstrate subtraction involving mass in the conventional manner.
27
9/7-13/7
7. MASS
3. BASIC
OPERATIONS
INVOLVING MASS
2. Multiply and divide units
of mass.
i. Multiply mass involving conversion of
units, with
a) one-digit number,
b) 10, 100 and 1000.
ii. Divide mass involving conversion of
units;
a) one-digit number,
b) 10, 100 and 1000.
iii. Solve problems involving basic operation
with mass.
Pupils demonstrate multiplication involving mass in the conventional manner.
Pupils demonstrate multiplication involving mass in the conventional manner, using the long division technique.
Pupil pose problems from a given sentences involving mass
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
28
16/7-20/7
29
23/7-27/7
25 & 26
Montly Test
8. VOLUME OF LIQUID
1. MEASURING
VOLUME OF
LIQUID
1. Measure and compare
volume of liquid using
standard units.
i. Read measurement of volume of liquid in
litres and mililitres.
ii. Write measurement of volume of liquid
to the nearest scales of tenth division
for
a) litre,
b) mililitre.
iii. Measure and record the volume of liquid
in litres and mililitres.
iv. Estimate the volume of liquid in litres
and mililitres.
Pupils measure, read and record volume of liquid in litres and mililitres using beakers, measuring cylinders.
Estimate volume of liquid by halving or doubling techniques.
8. VOLUME OF LIQUID
2. RELATIONSHIP
BETWEEN UNITS
OF VOLUME OF
LIQUID
1. Understand the relationship
between units of volume of
liquid.
i. Convert unit of volume from
a) litres to mililitres,
b) mililitres to litres,
c) litres and mililitres to litres,
d) litres and mililitres to mililitres.e)
Pupils construct problems for conversion of units from a given measurement of volume.
30
30/7-3/8
8. VOLUME OF LIQUID
3. BASIC
OPERATIONS
INVOLVING
VOLUME OF
LIQUID
1. Add and subtract involving
units of volume i. Add volume of liquid involving conversion
of units in;
a) litre,
b) mililitre,
c) litre and mililitre.
ii. Subtract volume of liquid involving
conversion of units in;
a) litre,
b) mililitre,
c) litre and mililitre. Pupils demonstrate addition involving volume in the conventional manner.
Pupils demonstrate subtraction involving volume in the conventional manner.
31
6/8-10/8
8. VOLUME OF LIQUID
3. BASIC
OPERATIONS
INVOLVING
VOLUME OF
LIQUID
2. Multiply and divide involving
units of volume
i. Subtract volume of liquid involving
conversion of units by;
a) one-digit number
b) 10, 100 and 1000.
Pupils demonstrate multiplication involving mass in the conventional manner.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
8. VOLUME OF LIQUID
3. BASIC
OPERATIONS
INVOLVING
VOLUME OF
LIQUID
2. Multiply and divide involving
units of volume
ii. Divide volume of liquid involving
conversion of units by;
a) one-digit number
b) 10, 100 and 1000.
iii. Solve problems involving volume of
liquids.
Pupils demonstrate division of volume of liquid in the conventional manner.
Pupils create stories about volume of liquids from given number sentences.
32
13/8-17/8
33
18/8-26/8
Cuti
34
27/8-31/8
9. SHAPE
ANDSPACE
1. TWO
DIMENSIONAL
SHAPES
1. Understand the figure
related to perimeter
i. Identify the sides of a;
a) square,
b) rectangle,
c) triangle.
ii. Measure and record the perimeter of a
a) square,
b) rectangle,
c) triangle.d)
Pupils measure the perimeter of the figure given by using suggested measuring tools.
9. SHAPE AND SPACE
1. TWO
DIMENSIONAL
SHAPES
2. Understand the figure
related to area.
i. Identify the dimensions of a
a) square,
b) rectangle.
ii. Compare squares with a unit square;
a) rectangle,
b) Square.c)
Pupils compare using a grid paper.
35
3/9-7/9
9. SHAPE AND
SPACE
1. TWO
DIMENSIONAL
SHAPES
3. Record and calculate the
area and perimeter 2-D
shapes.
i. Measure and record the dimensions of
squares and rectangles.
ii. Calculate the area of squares and
rectangles.
iii. Solve problems involving perimeter and
area of 2-D shapes.
Pupils calculate area using formula;
Area = length x breadth
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
36
10/9-14/9
9. SHAPE AND
SPACE
2. THREE
DIMENSIONAL
SHAPES
1. Understand the volume of
cubes and cuboids.
i. Identify the dimensions of cubes and
cuboids.
ii. Measure and record the dimensions of
cubes and cuboids.
iii. Compare with a cube unit;
a) cuboid,
b) cube.c)
Draw 3-D shapes from given measurements.
Use other measurements to draw.
Draw nets of cuboids from a given set of measurements.
9. SHAPE AND
SPACE
2. THREE
DIMENSIONAL
SHAPES
2. Find the volume for cubes
and cuboids. i. Calculate the volume of cubes and
cuboids.
ii. Solve problems involving volume of cubes
and cuboids. Pupils calculate area using formula;
Length x breadth x heigth
37
17/9-21/9
10. DATA
HANDLING
1. PICTOGRAPH
1. Recognise and draw
pictograph
i. Recognise a pictograph that represents;
a) one unit;
b) more than one unit.
ii. Draw pictograph.
iii. Represent data by a pictograph. Uses horizontal and vertical pictograph. Use the same picture to represent one unit or more than one unit.
Involve counting activities to show numbers or quantities, making comparison and finding the total quantity.
38
24/9-28/9
26 & 27
Montly Test
30/10-2/11
PKBS Sem.2
1. BAR GRAPHS
1. Recognise, read and draw
bar graphs. i. Recognise:-
a) horizontal bar graphs,
b) vertical bar graphs.
ii. Express the difference between a
horizontal and a vertical bar graphs
based on the axis.
iii. Tabulate data from data sources.
iv. Build:-
a) horizontal bar graphs,
b) vertical bar graphs.
v. Interpret data from the bar graphs. Teacher displays horizontal and vertical bar graphs. Use the same bar graphs to represent one unit or more than one unit.
Pupil read bar graphs.
Involve counting activities to show numbers or quantities, making comparison and finding the total quantity.
Prepared By : ………………………………
( RAHMAT BIN ARIFFIN )
Check By : ………………………….
( BIRMA P. TANDRA )
Head Of Panel Mathematics
Confirmed By : . ……………………..
( SAMIAH BUJING )
Headmaster
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
1
3/1 – 5/1
1. WHOLE
NUMBERS
1. NUMBERS TO
100 000
1. Develop number sense up to
100 000 i. Name and write numbers up to 100 000
ii. Determine the place value of the digits
in any whole number up to 100 000
iii. Compare value of numbers to 100 000
iv. Round of numbers to the nearest ten,
hundred and thousand. Compare numbers and explain why a particular number has a bigger or smaller value
Use relevant techniques of estimation.
2
8/1-12/1
1. WHOLE
NUMBERS
2. ADDITION WITH THE HIGHEST TOTAL OF 100 000
1. Add numbers to the total
of 100 000
i. Add any two to four numbers to 100 000
ii. Solve addition problems.
Add any two to four numbers using; - horizontal form
- vertical form
Expose pupils to strategies of quick addition.
Subtract a number or two numbers from another number
(horizontal or vertical )
Create stories from given sentences
1. WHOLE
NUMBERS
3. SUBTRACTION
WITHIN THE
RANGE OF 100 000
1. Subtract numbers from a
number less than 100 000
i. Subtract one or two numbers from a
bigger number less than 100 000
ii. Solve subtraction problems
1. WHOLE
NUMBERS
4.MULTIPLICATION
WITH THE
HIGHEST
PRODUCT OF
100 000
1. Multiply any two numbers
with the highest product of
100 000
i. Multiply four-digit numbers with
a) one-digit numbers,
b) 10,
c) two-digit numbers.
ii. Multiply three-digit numbers with
a) 100,
b) two-digit numbers,
iii. Multiply two-digit number with 1000
iv. Solve multiplication problems. Multiply in the form of number sentences -vertical and horizontal
Expose pupils to various strategies in multiplication,such as, - multiplies of a number
- benchmaking
- commutative property
- associative property
- lattice multiplication
Create stories from a given number sentences.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
3
15/1-19/1
1. WHOLE
NUMBERS
5. DIVISION WITH
THE HIGHEST
DIVIDEND OF
100 000
1. Divide a number less than
100 000 by a two-digit
number i. Divide five-digit numbers by
a) one-digit numbers,
b) 10, 100 and 1000,
c) two-digit numbers.
ii. Divide four-digit numbers by
a) one-digit numbers,
b) 10, 100 and 1000,
c) two-digit numbers.
iii. Solve division problems. Model division using the number line and divide using the long division method.
Expose pupils to various strategies in division such as;
- divisibility of a number,
- divide by 10, 100 and 1000
Create stories from a given number sentences.
1. WHOLE
NUMBERS
6. MIXED
OPERATION
1. Perform mixed operation
involving addition and
subtraction. i. Perform mixed operations involving
addition and subtraction with numbers
less than
a) 100,
b) 1000,
c) 10 000.
ii. Solve mixed operation problems. Perform mixed operation in the form of number sentences (vertical and horizontal)
Create stories from a given number sentences.
4
22/1-26/1
2. FRACTION
1. PROPER
FRACTION
1. Name and write proper
fractions with denominators
up to 10 i. Name and write proper fractions with
denominators up to 10.
ii. Compare the value of two proper
fractions with
a) The same denominators,
b) The numerator of 1 and different
Denominators up to 10. Compare parts to the whole to introduce proper fractions.
- Paper(Partition paper equally by folding)
- Fraction chart/strips and cuisenaire rods
2. FRACTION
2. EQUIVALENT
FRACTIONS
1. Express equivalent
fractions for proper
fractions. i. Express and write equivalent fractions for
proper fractions.
ii. Express equivalent fractions to its
simplest form.
iii. Recognise fractions as equal shares of a
whole set with denominator up to 10. Express equivalent fractions with the aid of fraction chart/strips,strings,number lines and graphics using conventional technology or ICT.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
5
29/1-2/2
6
5/2-9/2
2. FRACTION
3. ADDITION OF
PROPER
FRACTIONS
1. Add two proper fractions
with denominators up to 10 i. Add two proper fractions with the same
denominator up to 10 to its simplest form
a) With 1 as the numerator for both
fractions,
b) With different numerators.
ii. Add two proper fractions with different
denominators up to 10 to its simplest form
a) With 1 as the numerator for both
fractions,
b) With different numerators.
iii. Solve problems involving addition of
proper fractions. Demonstrate subtraction of proper fractions through paper folding activities or use charts, diagrams and number lines.
Pupils create stories from given number sentences involving fractions.
2. FRACTION
4. SUBTRACTION OF
PROPER
FRACTIONS
1. Subtract proper fractions
with denominators up to 10 i. Subtract two proper fractions with the
same denominator up to 10 to its
simplest form
c) With 1 as the numerator for both
fractions,
d) With different numerators.
ii. Subtract two proper fractions with
different denominators up to 10 to its
simplest form
a) With 1 as the numerator for both
fractions,
b) With different numerators.
iii. Solve problems involving addition of
proper fractions. Demonstrate subtraction of proper fractions through paper folding activities or use charts, diagrams and number lines.
Pupils create stories from given number sentences involving fractions.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
7
12/2-16/2
3. DECIMALS
1. INTRODUCTION
TO DECIMAL
NUMBER
1. Understand and use the
vocabulary related to
decimals i. Name and write decimals with
a) one decimal place
b) two decimal place
ii. Recognise the place value of
a) tenths,
b) hundredths,
c) tenths and hundredths.
iii. Convert fraction to decimals of
a) tenths,
b) hundredths,
c) tenths and hundredths,and vise versa Introduces the concept of decimals using diene’s bloks,hundred squares, place value chart and number line.
Write types of decimals:
a) decimal fraction
b) mixed decimals
8
19/2-23/2
9
26/2-/2/3
27 & 28
Montly Test
3. DECIMALS
2. ADDITION OF
DECIMAL
NUMBER
1. Add decimals up to two
decimal place. i. Add any two to four decimals of one
decimal place involving
a) decimals only,
b) who;e number and decimals,
c) mixed decimals.
ii. Add any two to four decimals of two
decimal place involving
a) decimals only,
b) who;e number and decimals,
c) mixed decimals.
ii. Solve problems involving addition of
decimal number Compare decimals using diene’s bloks,hundred squares and number lines.
Perform addition of decimals through number sentences and use number lines to model addition of any two to four decimals using number lines.
Pupil create stories from given number sentences.
3. DECIMALS
3. SUBTRACTION OF
DECIMAL
NUMBER
1. Subtract decimals up to two
decimal place. i. Subtract one to two decimals from a
decimal of one decimal place involving
a) decimals only,
b) mixed decimals,
c) whole numbers and decimals (mixed
decimals)
ii. Subtract one to two decimals of one or
two decimal place
iii. Solve problems involving subtraction of
decimals Pupil model subtraction of decimals using number lines and subtract decimal numbers through number sentences in the vertical form.
Pupil create stories from given number sentences.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
10
5/3-9/3
11
10/3-18/3
Cuti
3. DECIMALS
4. MULTIPLICATION
OF DECIMAL
NUMBER
1. Multiply decimals up to two
decimal places with a whole
number
i. Multiply any decimal of one decimal place
with
a) a one-digit number
b) 10, 100 and 1000
ii. Multiply any decimal of two decimal place
with
a) a one-digit number
b) 10, 100 and 1000
iii. Solve problems involving multiplication of
decimals
Pupil model multiplication of decimals using number lines and multiply decimal numbers using number sentences in the vertical form.
Pupil create stories from given number sentences.
12
19/3-23/3
3. DECIMALS
5. DIVISION OF
DECIMAL
NUMBER
1. Divide decimals up to two
decimal places by a whole
number.
i. Divide decimals of one decimal place by
a) a one-digit whole number,
b) 10.
ii. Divide decimals of two decimal place by
one-digit whole number.
iii. Divide decimals by a whole number with
the dividend value of up to two decimal
place.
iv. Solve problems involving division of
decimals
Pupil model division of decimals using number lines and divide decimal numbers by the long division method.
Pupil create stories from given number sentences.
13
26/3-30/3
4. MONEY
5. MONEY TO
RM 10 000
1. Understand and use the
vocabulary related to
money
i. Read and write the value of money up to
RM 10 000.
Show different combination of notes and coin.
4. MONEY 5. MONEY TO
RM 10 000
2. Use and apply knowledge of
money in real life. i. Add money up to RM 10 000
ii. Subtract money from up to RM 10 000
iii. Multiply money to the highest product of
RM 10 000
iv. Divide money with dividend not more than
RM 10 000 Perform basic operations involving money by writing number sentences in the vertical and horizontal form.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
14
2/4-6/4
4. MONEY
5. MONEY TO
RM 10 000
2. Use and apply knowledge of
money in real life.
v. Perform mixed operation involving
addition and subtraction involving money
up to RM 10 000
vi. Round of money to the nearest “ringgit”.
vii.Solve problems involving money of up to
RM 10 000 -Perform mixed operations
involving money by writing
number sentences in the vertical
and horizontal .
- Pupil create stories from given number sentences.
15
9/4-13/4
5. TIME
1. READING AND
WRITING TIME
1. Understand, read and write
time in hours and minutes. i. Read time in hours and minutes according
to the 12-hour system.
ii. Write time in hours and minutes according
to the 12-hours system. Teacher introduce how to read and write in hours and minutes using analog clock and digital clock.
5. TIME
2. TIME SCHEDULE
1. Construct a simple schedule.
i. Construct, read and extract information
from a simple schedule.
Pupil gather information to construct a simple schedule.
5. TIME
2. TIME SCHEDULE
2. Read a calendar i. Extract information from a calendar
ii. Solve simple real life problems involving
reading the calendar. Arrange in sequence, the months of a year.
16
16/4-20/4
5. TIME
3. RELATIONSHIP
BETWEEN UNITS
OF TIME
3. Understand the
relationship between units
of time
i. State the relationship between units of
time:-
a) 1 day = 24 hours,
b) 1 year= 365/366 days,
c) 1 decade= 10 years.
ii. Convert:-
a) years to days, and vice versa
b) decade to years, and vice versa
c) Years to months, and vice versa
d) Hours to days, and vice versa.
iii. Convert time from:-
a) hours to minutes, and vice versa
b) hours and minutes to minutes,and vice
versa,
c) minutes to hours and minutes, and vice
versa
Pupils explore the calendar to look for time relationships between years and days.
Pupils convert units of time.
Pupils convert time;
a) hours to minutes
b) hours and minutes to minutes
c) minutes to hours and minutes
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
17
23/4-27/4
25 & 26
Montly Test
18
30/4-4/5
5. TIME
4. BASIC
OPERATIONS
INVOLVING TIME
1. Add, subtract, multiply and
divide units of time. i. Add time involving conversion of units
with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
ii. Subtract time involving conversion of
units with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
iii. Multiply time involving conversion of
units with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
iv. Divide time involving conversion of
units with answers in compound units of:-
a) hours and minutes,
b) years and months,
c) decades and years.
v. Solve problems involving basic operations
of time :-
a) hours and minutes,
b) years and months,
c) decades and years. Pupils add, subtract, multiply and divide time and convert units of time. Units of time involve
a) minutes,
b) hours,
c) months,
d) years,
e) decades.
Pupils perform basic operations involving time using number sentences in the vertical form.
Pupils create stories about time from given number sentences.
19
7/5-11/5
5. TIME
5. TIME DURATION
1. Use and apply knowledge of
time to find the duration i. Read and state the start and the end of
an event from a schedule,
ii. Calculate the duration of an event from
a schedule in
a) minutes,
b) hours,
c) hours and minutes within a day and two consecutive live days. Pupils extract information from schedule, sucs as ;
a) class time-table,
b) prayer schedule,
c) bus schedule, etc.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
5. TIME
5. TIME DURATION
1. Use and apply knowledge of
time to find the duration
iii. Calculate the start or the end of an
event from a given duration of time and
read the start or end of an event.
Pupils model time on a number line to determine the duration of an event.
20
14/5-17/5
PKBS
Sem 1
21
21/5-25/5
22
26/5-10/6
Cuti
6. LENGTH
1. MEASURING
LENGTH
1. Measure lengths using
standard units. i. Read measurement of length using units
of milimetre.
ii. Write measurement of length to the
nearest scales of lenth division for :-
a) centimetre,
b) metre.
iii. Measure and record lengths of object
using units of:-
a) milimetre,
b) centimeter and milimetre,
c) metre and centimeter.
iv. Estimate the lengths of objects in :-
a) milimetre,
b) metre and milimetre,
c) centimeter and milimetre. Pupils measure, read and record lengths of objects. The following tools are used to measure lengths;
a) metre rule,
b) small ruler,
c) measuring tape.
6. LENGTH
2. RELATIONSHIPS
BETWEEN UNITS
OF LENGTH
1. Understand the relationship
between units of length. i. State the relationship between
centimeter and melimetre.
ii. Convert units of length from;
a) milimetres to centimeters and vice
versa,
b) compound units to a unit.
iii. Solve problems involving conversion of
units of length. Pupils convert units of length.
Pupils construct problems from a given number sentence involving measyrement of length.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
23
11/6-15/6
6. LENGTH
3. BASIC
OPERATIONS
INVOLVING
LENGTH
1. Add and subtract length.
i. Add units of length, involving conversion
of units in;
a) milimetre,
b) metre and centimetre,
c) centimeter and milimetre.
ii. Subtract units of length, involving
conversion of units in;
a) milimetre,
b) metre and centimetre,
c) centimeter and milimetre.d)
Pupils demonstrate addition and subtraction of length using number sentences in the conventional manner.
24
18/6-22/6
6. LENGTH
3. BASIC
OPERATIONS
INVOLVING
LENGTH
2. Multiply and divide length.
i. Multiply units of length, involving
conversion of units by;
a) one-digit number,
b) 10, 100 and 1000
ii. Divide units of length, involving
conversion of units by;
a) one-digit number,
b) 10, 100 and 1000
iii. Solve problems involving basic operation
on length.
Pupils demonstrate multiplication and division using number sentences in the conventional manner.
Pupils create stories of length from given number sentences.
25
25/6-29/6
7. MASS
1 . MEASURING
MASS
1. Measure mass using
standard units.
i. Measure of masses using in units of
kilogram and gram
ii. Read measurement of masses to the
nearest scales division of kilograms and
grams.
iii. Estimate the masses of objects using
kilograms and grams.
Pupils measure, read and record masses of objects in kilograms and grams using weighing scale.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
7. MASS
2. RELATIONSHIP
BETWEEN UNITS
OF MASS
1. Understand the relationship
between units of mass.
i. Convert units of mass from
a) Kilograms to grams,
b) Kilograms and grams to grams,
c) Kilograms and grams to kilograms
Pupils convert units of mass.
26
2/7-6/7
7. MASS
3. BASIC
OPERATIONS
INVOLVING MASS
1. Add and subtract involving
units of mass
i. Add mass involving units of mass in;
a) kilograms,
b) grams,
c) kilograms and grams.
ii. Subtract mass involving units of mass in;
a) kilograms,
b) grams,
c) kilograms and grams.d) Pupils demonstrate addition involving mass in the conventional manner.
Pupils demonstrate subtraction involving mass in the conventional manner.
27
9/7-13/7
7. MASS
3. BASIC
OPERATIONS
INVOLVING MASS
2. Multiply and divide units
of mass.
i. Multiply mass involving conversion of
units, with
a) one-digit number,
b) 10, 100 and 1000.
ii. Divide mass involving conversion of
units;
a) one-digit number,
b) 10, 100 and 1000.
iii. Solve problems involving basic operation
with mass.
Pupils demonstrate multiplication involving mass in the conventional manner.
Pupils demonstrate multiplication involving mass in the conventional manner, using the long division technique.
Pupil pose problems from a given sentences involving mass
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
28
16/7-20/7
29
23/7-27/7
25 & 26
Montly Test
8. VOLUME OF LIQUID
1. MEASURING
VOLUME OF
LIQUID
1. Measure and compare
volume of liquid using
standard units.
i. Read measurement of volume of liquid in
litres and mililitres.
ii. Write measurement of volume of liquid
to the nearest scales of tenth division
for
a) litre,
b) mililitre.
iii. Measure and record the volume of liquid
in litres and mililitres.
iv. Estimate the volume of liquid in litres
and mililitres.
Pupils measure, read and record volume of liquid in litres and mililitres using beakers, measuring cylinders.
Estimate volume of liquid by halving or doubling techniques.
8. VOLUME OF LIQUID
2. RELATIONSHIP
BETWEEN UNITS
OF VOLUME OF
LIQUID
1. Understand the relationship
between units of volume of
liquid.
i. Convert unit of volume from
a) litres to mililitres,
b) mililitres to litres,
c) litres and mililitres to litres,
d) litres and mililitres to mililitres.e)
Pupils construct problems for conversion of units from a given measurement of volume.
30
30/7-3/8
8. VOLUME OF LIQUID
3. BASIC
OPERATIONS
INVOLVING
VOLUME OF
LIQUID
1. Add and subtract involving
units of volume i. Add volume of liquid involving conversion
of units in;
a) litre,
b) mililitre,
c) litre and mililitre.
ii. Subtract volume of liquid involving
conversion of units in;
a) litre,
b) mililitre,
c) litre and mililitre. Pupils demonstrate addition involving volume in the conventional manner.
Pupils demonstrate subtraction involving volume in the conventional manner.
31
6/8-10/8
8. VOLUME OF LIQUID
3. BASIC
OPERATIONS
INVOLVING
VOLUME OF
LIQUID
2. Multiply and divide involving
units of volume
i. Subtract volume of liquid involving
conversion of units by;
a) one-digit number
b) 10, 100 and 1000.
Pupils demonstrate multiplication involving mass in the conventional manner.
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
8. VOLUME OF LIQUID
3. BASIC
OPERATIONS
INVOLVING
VOLUME OF
LIQUID
2. Multiply and divide involving
units of volume
ii. Divide volume of liquid involving
conversion of units by;
a) one-digit number
b) 10, 100 and 1000.
iii. Solve problems involving volume of
liquids.
Pupils demonstrate division of volume of liquid in the conventional manner.
Pupils create stories about volume of liquids from given number sentences.
32
13/8-17/8
33
18/8-26/8
Cuti
34
27/8-31/8
9. SHAPE
ANDSPACE
1. TWO
DIMENSIONAL
SHAPES
1. Understand the figure
related to perimeter
i. Identify the sides of a;
a) square,
b) rectangle,
c) triangle.
ii. Measure and record the perimeter of a
a) square,
b) rectangle,
c) triangle.d)
Pupils measure the perimeter of the figure given by using suggested measuring tools.
9. SHAPE AND SPACE
1. TWO
DIMENSIONAL
SHAPES
2. Understand the figure
related to area.
i. Identify the dimensions of a
a) square,
b) rectangle.
ii. Compare squares with a unit square;
a) rectangle,
b) Square.c)
Pupils compare using a grid paper.
35
3/9-7/9
9. SHAPE AND
SPACE
1. TWO
DIMENSIONAL
SHAPES
3. Record and calculate the
area and perimeter 2-D
shapes.
i. Measure and record the dimensions of
squares and rectangles.
ii. Calculate the area of squares and
rectangles.
iii. Solve problems involving perimeter and
area of 2-D shapes.
Pupils calculate area using formula;
Area = length x breadth
YEARLY SCHEME OF WORK YEAR 4 2007
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
Pupils will be tought to :
LEARNING OUTCOMES
Pupils will be able to : SUGGESTED TEACHING
AND LEARNING ACTIVITIES
36
10/9-14/9
9. SHAPE AND
SPACE
2. THREE
DIMENSIONAL
SHAPES
1. Understand the volume of
cubes and cuboids.
i. Identify the dimensions of cubes and
cuboids.
ii. Measure and record the dimensions of
cubes and cuboids.
iii. Compare with a cube unit;
a) cuboid,
b) cube.c)
Draw 3-D shapes from given measurements.
Use other measurements to draw.
Draw nets of cuboids from a given set of measurements.
9. SHAPE AND
SPACE
2. THREE
DIMENSIONAL
SHAPES
2. Find the volume for cubes
and cuboids. i. Calculate the volume of cubes and
cuboids.
ii. Solve problems involving volume of cubes
and cuboids. Pupils calculate area using formula;
Length x breadth x heigth
37
17/9-21/9
10. DATA
HANDLING
1. PICTOGRAPH
1. Recognise and draw
pictograph
i. Recognise a pictograph that represents;
a) one unit;
b) more than one unit.
ii. Draw pictograph.
iii. Represent data by a pictograph. Uses horizontal and vertical pictograph. Use the same picture to represent one unit or more than one unit.
Involve counting activities to show numbers or quantities, making comparison and finding the total quantity.
38
24/9-28/9
26 & 27
Montly Test
30/10-2/11
PKBS Sem.2
1. BAR GRAPHS
1. Recognise, read and draw
bar graphs. i. Recognise:-
a) horizontal bar graphs,
b) vertical bar graphs.
ii. Express the difference between a
horizontal and a vertical bar graphs
based on the axis.
iii. Tabulate data from data sources.
iv. Build:-
a) horizontal bar graphs,
b) vertical bar graphs.
v. Interpret data from the bar graphs. Teacher displays horizontal and vertical bar graphs. Use the same bar graphs to represent one unit or more than one unit.
Pupil read bar graphs.
Involve counting activities to show numbers or quantities, making comparison and finding the total quantity.
Prepared By : ………………………………
( RAHMAT BIN ARIFFIN )
Check By : ………………………….
( BIRMA P. TANDRA )
Head Of Panel Mathematics
Confirmed By : . ……………………..
( SAMIAH BUJING )
Headmaster
SUKATAN PELAJARAN MATEMATIK TAHUN 6
YEARLY SCHEME 0F WORK YEAR 6 (2008)
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES
Pupils will be taught to :
LEARNING OUTCOMES Pupils will be able to :
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1
( 3 - 4 Jan )
2
(7 - 11 Jan )
1.Whole Numbers
1. Number up to seven digits
1. Develop number sense up to seven digits.
Name and write numbers up to seven digits.
Determine the place value of the digits in any whole number of up to seven digits.
Express whole numbers in
a) decimals
b) fractions
of a million and vice versa.
Compare number values up to seven digits
Round off numbers to the nearest tens, hundreds, thousands, ten thousands, hundred thousands and millions. • Teacher pose numbers in numerals, pupils name the respective numbers and write the number words.
• Teacher says the number names and pupils show the numbers using the calculator or the abacus, then, pupils write the numerals.
1) Provide suitable number line scales and ask pupils to mark the positions that represent a set of given numbers.
• Given a set of numbers, pupils represent each number using the number base blocks or the abacus. Pupils then state the place value of every digit of the given number.
• Given a set of numerals, pupils compare and arrange the numbers in ascending then descending order.
3
(14-18 Jan )
4
(21-25 Jan )
5
(28 Jan -1 Feb )
6
(4 - 6 Feb )
7
(11-15 Feb)
8
(18-22 Feb )
1.Whole Numbers 2. Basic operations with numbers up to seven digits
2. Add, subtract, multiply and divide numbers involving numbers up to seven digits.
(i) Add any two to five numbers to 9 999 999.
(ii) Subtract
c) one number from a bigger number less than 10 000 000
d) successively from a bigger number less than 10 000 000.
(iii) Multiply up to six-digit numbers with
a) a one-digit number
b) a two-digit number
c) 10, 100 and 1000.
(iv) Divide numbers of up to seven digits by
a) a one-digit number
b)10, 100 and 1000
c) two-digit number.
(v) Solve problems
a) addition,
b) subtraction,
c) multiplication,
d) division
involving numbers up to seven digits. • Pupils practice addition, subtraction, multiplication and division using the four-step algorithm of
1. Estimate the solution.
2. Arrange the numbers involved according to place values.
3. Perform the operation.
4. Check the reasonableness of the answer.
• Pose to pupils problems in numerical form, simple sentences, tables and pictures.
• Pupils create stories from given number sentences.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
9
(25-29 Feb )
Monthly Test
10
( 3 - 7 Mar )
1.Whole Numbers 3. Mixed operations with numbers up to seven digits
3. Perform mixed operations with whole numbers. (i) Compute mixed operations problems involving addition and multiplication.
(ii) Compute mixed operations problems involving subtraction and division.
(iii) Compute mixed operations problems involving brackets.
(iv) Solve problems involving mixed operations on numbers of up to seven digits. • Explain to pupils the conceptual model of mixed operations then connect the concept with the procedures of performing operations according to the order of operations.
• Teacher pose problems verbally, i.e., in the numerical form or simple sentences.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1) Understanding the problem
2) Devising a plan
3) Implementing the plan
4) Looking back.
11
(17-21 Mar )
2. Fractions 1. Addition of fractions 1. Add three mixed numbers with denominators of up to 10. (i) Add three mixed numbers with the same denominator of up to 10.
(ii) Add three mixed numbers with different denominators of up to 10.
(iii) Solve problems involving addition of mixed numbers. • Demonstrate addition of mixed numbers through
2) paper folding activities
3) fraction charts
4) diagrams
5) number lines
6) multiplication tables
• Pupils create stories from given number sentences involving mixed numbers.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
12
(24-28 Mar) 2. Fractions 2. Subtract of fractions
2. Subtract mixed numbers with denominators of up to 10.
(i) Subtract involving three mixed numbers with the same denominator of up to 10.
(ii) Subtract involving three mixed numbers with different denominators of up to 10.
(iii) Solve problems involving subtraction of mixed numbers. • Demonstrate subtraction of mixed numbers through
1. paper holding activities
2. fractions charts
3. diagrams
4. number lines
5. multiplication tables
• Pupils create stories from given number sentences involving mixed numbers
• Pose to pupils, problems in the real context in the form of
1. words,
2. tables,
3. pictorials.
13
(30 Mar-4 Apr ) 2. Fractions 3. Multiplication of fractions 3. Multiply any mixed numbers with a whole numbers up to 1000. (i) Multiply mixed numbers with a whole number. • Use materials such as the hundred squares to model multiplication of mixed numbers. For example,
• Present calculation in clear and organised steps.
14
(7-11 Apr )
2. Fractions 4. Division of fractions 4. Divide fractions with a whole number and a fraction. (i) Divide fractions with
a) a whole number
b) a fraction.
(ii) Divide mixed numbers with
a) a whole number
b) a fraction
• Teacher models the division of fraction with another fraction as sharing. The following illustrations demonstrate this idea…
Half a vessel of liquid poured into a half-vessel makes one full half-vessel.
Half a vessel of liquid poured into a quarter-vessel makes two full quarter-vessels.
15
( 14-18 Apr) 3. Decimals 1. Mixed operations with decimals 1. Perform mixed operations of addition and subtraction of decimals of up to 3 decimal places.
(i) Add and subtract three to four decimal numbers of up to 3 decimal places, involving
a) decimal numbers only
b) whole numbers and decimal numbers • Pupils add and/or subtract three to four decimal numbers in parts, i.e. by performing one operation at a time in the order of left to right. Calculation steps are expressed in the vertical form.
• The abacus may be used to verify the accuracy of the result of the calculation.
16
(21-25 Apr) 4. Percentage 1. Relationship between percentage, fraction and decimal 1. Relate fractions and decimals to percentage (i) Convert mixed numbers to percentage.
(ii) Convert decimal numbers of value more than 1 to percentage • Use the hundred-squares to model conversion of mixed numbers to percentage. For example, convert to percentage.
• The shaded parts represent 130% of the hundred-squares.
17
(28 Apr-2 May) 4. Percentage 1. Relationship between percentage, fraction and decimal 1. Relate fractions and decimals to percentage (iii) Find the value for a given percentage of a quantity.
• Demonstrate the concept of percentage of a quantity using the hundred-squares or multi-based blocks.
The shaded parts of the two hundred-squares is 128% of 100.
• Guide pupils to find the value for percentage of a quantity through some examples, such as
45% of 10
17
(28 Apr-2 May) 4. Percentage 1. Relationship between percentage, fraction and decimal 1. Relate fractions and decimals to percentage (iv) Solve problems in real context involving relationships between percentage, fractions and decimals. • Pupils create stories from given percentage of a quantity.
• Pose to pupils, situational problems in the form of words, tables and pictorials.
18
(5-9 May) 5. Money 1. Money up to RM10 million 1. Use and apply number sense in real context involving money. (i) Perform mixed operations with money up to a value of RM10 million.
• Provide to pupils a situation involving money where mixed operations need to be performed. Then, demonstrate how the situation is transformed to a number sentence of mixed operations.
• Pupils solve mixed operations involving money in the usual proper manner by writing number sentences in the vertical form.
18
(5-9 May 5. Money 1. Money up to RM10 million 1. Use and apply number sense in real context involving money. (ii) Solve problems in real context involving computation of money.
• Pose problems involving money in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
19
(12-16 May ) 6. Time 1. Duration 1. Use and apply knowledge of time to find the duration. (i) Calculate the duration of an event in between
a) months
b) years
c) dates.
(ii) Compute time period from situations expressed in fractions of duration. • Pupils find the duration from the start to the end of an event from a given situation with the aid of the calendar, schedules and number lines.
20
(20-23 May )
EXAM 6. Time 1. Duration 1. Use and apply knowledge of time to find the duration. (iii) Solve problem in real context involving computation of time duration.
• Pose problems involving computation of time in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
21
(9-13 Jun ) 7. Length 1. Computation of length 1. Use and apply fractional computation to problems involving length. (i) Compute length from a situation expressed in fraction. • Use scaled number lines or paper strips to model situations expressed in fractions.
of 4 km.
21
(9-13 Jun ) 7. Length 1. Computation of length 1. Use and apply fractional computation to problems involving length. (ii) Solve problem in real context involving computation of length. • Pose problems involving computation of length in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
22
(16-20 Jun ) 8. Mass 1. Computation of mass 1. Use and apply fractional computation to problems involving mass. (i) Compute mass from a situation expressed in fraction. • Use the spring balance, weights and an improvised fractional scale to verify computations of mass.
22
(16-20 Jun )
8. Mass 1. Computation of mass 1. Use and apply fractional computation to problems involving mass. (ii) Solve problem in real context involving computation of mass. • Pose problems involving computation of mass in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
23
(23-27 Jun )
23
(23-27 Jun ) 9. Volume of liquid 1. Computation of liquid 1. Use and apply fractional computation to problems involving volume of liquid. (i) Compute volume of liquid from a situation expressed in fraction
(ii) Solve problem in real context involving computation of volume of liquid. • Use the measuring cylinder and an improvised fractional scale to verify computations of volumes of liquid.
• Pose problems involving volume of liquid in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
24
(30 Jun – 4 July) 10. Shape and space 1. Two-dimensional shapes 1. Find the perimeter and area of composite two-dimensional shapes. (i) Find the perimeter of a two-dimensional composite shape of two or more quadrilaterals and triangles.
(ii) Find the area of a two-dimensional composite shape of two or more quadrilaterals and triangles. • Pupils construct two-dimensional composite shapes on the geo-board or graph paper. Pupils then measure the perimeter of the shapes.
• Teacher provides a two-dimensional composite shape with given dimensions. Pupils calculate the perimeter of the shape.
• Pupils construct two-dimensional composite shapes on the geo-board or graph paper. Pupils then find the area of the shapes.
• Teacher provides a two-dimensional composite shape with given dimensions. Pupils calculate the area of the shape.
25
(7-11 July ) 10. Shape and space 1. Two-dimensional shapes 1. Find the perimeter and area of composite two-dimensional shapes. (iii) Solve problems in real contexts involving calculation of perimeter and area of two-dimensional shapes.
• Pose problems of finding perimeters and areas of 2-D shapes in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
26
(14-18 July ) 10. Shape and space 2. Three-dimensional shapes 1. Find the surface area and volume of composite three-dimensional shapes (i) Find the surface area of a three-dimensional composite shape of two or more cubes and cuboids. • Pupils draw net according to the given measurements, cut out the shape and fold to make a three-dimensional shape. Next, unfold the shape and use the graph paper to find the area. Verify that the area is the surface area of the 3-D shape.
• Teacher provides a three-dimensional composite shape with given dimensions. Pupils calculate the surface area of the shape.
26
(14-18 July 10. Shape and space 2. Three-dimensional shapes 1. Find the surface area and volume of composite three-dimensional shapes (ii) Find volume of a three-dimensional composite shape of two or more cubes and cuboids. • Pupils construct three-dimensional composite shapes using the Diene’s blocks. The volume in units of the block is determined by mere counting the number of blocks.
• Teacher provides a three-dimensional composite shape with given dimensions. Pupils calculate the volume of the shape.
27
(21-25 July ) 10. Shape and space 2. Three-dimensional shapes 1. Find the surface area and volume of composite three-dimensional shapes (iii) Solve problems in real contexts involving calculation of surface area and volume of three-dimensional shapes. • Pose problems of finding surface area and volume of 3-D shapes in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1) Understanding the problem
2) Devising a plan
3) Implementing the plan
4) Looking back.
28
(28 July-1 Ogos )
Monthly Test 11. Data Handling 1. Average 1. Understand and compute average. (i) Calculate the average of up to five numbers. • Arrange four stacks of coins as in the diagram below. Pupils tabulate the number of coins in each stack. Ask pupils what would be the number of coins in each stack if the coins were evenly distributed. Pupils share among the class on how they arrive at the average number.
• Teacher demonstrates how the average is calculated from a given set of data.
29
(4-8 Ogos ) 11. Data Handling 1. Average 1. Understand and compute average. (ii) Solve problems in real contexts involving average.
• Pose problems involving average in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1) Understanding the problem
2) Devising a plan
3) Implementing the plan
4) Looking back.
30
( 11-15 Ogos )
11. Data Handling
2. Organising and interpreting data
1. Organise and interpret data from tables and chrts.
(i) Construct a pie chart from a given set of data.
• Teacher prepares some templates in the form of circular fraction charts and a suitable data set. Teacher then guides pupils to select the right template to begin constructing the pie chart
31
(25-29 Ogos )
Pra
UPSR 11. Data Handling 2. Organising and interpreting data 1. Organise and interpret data from tables and chrts. (ii) Determine the frequency, mode, range, mean, maximum and minimum value from a pie chart. • Teacher provides a pie chart and guides pupils to extract information from the chart to construct a data table. Remind the meaning of frequency, mode, range, etc.
• Pupils discuss and present their findings and understanding of charts and tables.
• The electronic spreadsheet may be used to aid the understanding of charts and tables.
32 - 36 REVISION ( Exercises )
37 - 40 UPSR / SECOND TERM EXAMINATION
41 - 42 MATHEMATICS ENGLISH READINES PROGRAMME
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES
Pupils will be taught to :
LEARNING OUTCOMES Pupils will be able to :
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1
( 3 - 4 Jan )
2
(7 - 11 Jan )
1.Whole Numbers
1. Number up to seven digits
1. Develop number sense up to seven digits.
Name and write numbers up to seven digits.
Determine the place value of the digits in any whole number of up to seven digits.
Express whole numbers in
a) decimals
b) fractions
of a million and vice versa.
Compare number values up to seven digits
Round off numbers to the nearest tens, hundreds, thousands, ten thousands, hundred thousands and millions. • Teacher pose numbers in numerals, pupils name the respective numbers and write the number words.
• Teacher says the number names and pupils show the numbers using the calculator or the abacus, then, pupils write the numerals.
1) Provide suitable number line scales and ask pupils to mark the positions that represent a set of given numbers.
• Given a set of numbers, pupils represent each number using the number base blocks or the abacus. Pupils then state the place value of every digit of the given number.
• Given a set of numerals, pupils compare and arrange the numbers in ascending then descending order.
3
(14-18 Jan )
4
(21-25 Jan )
5
(28 Jan -1 Feb )
6
(4 - 6 Feb )
7
(11-15 Feb)
8
(18-22 Feb )
1.Whole Numbers 2. Basic operations with numbers up to seven digits
2. Add, subtract, multiply and divide numbers involving numbers up to seven digits.
(i) Add any two to five numbers to 9 999 999.
(ii) Subtract
c) one number from a bigger number less than 10 000 000
d) successively from a bigger number less than 10 000 000.
(iii) Multiply up to six-digit numbers with
a) a one-digit number
b) a two-digit number
c) 10, 100 and 1000.
(iv) Divide numbers of up to seven digits by
a) a one-digit number
b)10, 100 and 1000
c) two-digit number.
(v) Solve problems
a) addition,
b) subtraction,
c) multiplication,
d) division
involving numbers up to seven digits. • Pupils practice addition, subtraction, multiplication and division using the four-step algorithm of
1. Estimate the solution.
2. Arrange the numbers involved according to place values.
3. Perform the operation.
4. Check the reasonableness of the answer.
• Pose to pupils problems in numerical form, simple sentences, tables and pictures.
• Pupils create stories from given number sentences.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
9
(25-29 Feb )
Monthly Test
10
( 3 - 7 Mar )
1.Whole Numbers 3. Mixed operations with numbers up to seven digits
3. Perform mixed operations with whole numbers. (i) Compute mixed operations problems involving addition and multiplication.
(ii) Compute mixed operations problems involving subtraction and division.
(iii) Compute mixed operations problems involving brackets.
(iv) Solve problems involving mixed operations on numbers of up to seven digits. • Explain to pupils the conceptual model of mixed operations then connect the concept with the procedures of performing operations according to the order of operations.
• Teacher pose problems verbally, i.e., in the numerical form or simple sentences.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1) Understanding the problem
2) Devising a plan
3) Implementing the plan
4) Looking back.
11
(17-21 Mar )
2. Fractions 1. Addition of fractions 1. Add three mixed numbers with denominators of up to 10. (i) Add three mixed numbers with the same denominator of up to 10.
(ii) Add three mixed numbers with different denominators of up to 10.
(iii) Solve problems involving addition of mixed numbers. • Demonstrate addition of mixed numbers through
2) paper folding activities
3) fraction charts
4) diagrams
5) number lines
6) multiplication tables
• Pupils create stories from given number sentences involving mixed numbers.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
12
(24-28 Mar) 2. Fractions 2. Subtract of fractions
2. Subtract mixed numbers with denominators of up to 10.
(i) Subtract involving three mixed numbers with the same denominator of up to 10.
(ii) Subtract involving three mixed numbers with different denominators of up to 10.
(iii) Solve problems involving subtraction of mixed numbers. • Demonstrate subtraction of mixed numbers through
1. paper holding activities
2. fractions charts
3. diagrams
4. number lines
5. multiplication tables
• Pupils create stories from given number sentences involving mixed numbers
• Pose to pupils, problems in the real context in the form of
1. words,
2. tables,
3. pictorials.
13
(30 Mar-4 Apr ) 2. Fractions 3. Multiplication of fractions 3. Multiply any mixed numbers with a whole numbers up to 1000. (i) Multiply mixed numbers with a whole number. • Use materials such as the hundred squares to model multiplication of mixed numbers. For example,
• Present calculation in clear and organised steps.
14
(7-11 Apr )
2. Fractions 4. Division of fractions 4. Divide fractions with a whole number and a fraction. (i) Divide fractions with
a) a whole number
b) a fraction.
(ii) Divide mixed numbers with
a) a whole number
b) a fraction
• Teacher models the division of fraction with another fraction as sharing. The following illustrations demonstrate this idea…
Half a vessel of liquid poured into a half-vessel makes one full half-vessel.
Half a vessel of liquid poured into a quarter-vessel makes two full quarter-vessels.
15
( 14-18 Apr) 3. Decimals 1. Mixed operations with decimals 1. Perform mixed operations of addition and subtraction of decimals of up to 3 decimal places.
(i) Add and subtract three to four decimal numbers of up to 3 decimal places, involving
a) decimal numbers only
b) whole numbers and decimal numbers • Pupils add and/or subtract three to four decimal numbers in parts, i.e. by performing one operation at a time in the order of left to right. Calculation steps are expressed in the vertical form.
• The abacus may be used to verify the accuracy of the result of the calculation.
16
(21-25 Apr) 4. Percentage 1. Relationship between percentage, fraction and decimal 1. Relate fractions and decimals to percentage (i) Convert mixed numbers to percentage.
(ii) Convert decimal numbers of value more than 1 to percentage • Use the hundred-squares to model conversion of mixed numbers to percentage. For example, convert to percentage.
• The shaded parts represent 130% of the hundred-squares.
17
(28 Apr-2 May) 4. Percentage 1. Relationship between percentage, fraction and decimal 1. Relate fractions and decimals to percentage (iii) Find the value for a given percentage of a quantity.
• Demonstrate the concept of percentage of a quantity using the hundred-squares or multi-based blocks.
The shaded parts of the two hundred-squares is 128% of 100.
• Guide pupils to find the value for percentage of a quantity through some examples, such as
45% of 10
17
(28 Apr-2 May) 4. Percentage 1. Relationship between percentage, fraction and decimal 1. Relate fractions and decimals to percentage (iv) Solve problems in real context involving relationships between percentage, fractions and decimals. • Pupils create stories from given percentage of a quantity.
• Pose to pupils, situational problems in the form of words, tables and pictorials.
18
(5-9 May) 5. Money 1. Money up to RM10 million 1. Use and apply number sense in real context involving money. (i) Perform mixed operations with money up to a value of RM10 million.
• Provide to pupils a situation involving money where mixed operations need to be performed. Then, demonstrate how the situation is transformed to a number sentence of mixed operations.
• Pupils solve mixed operations involving money in the usual proper manner by writing number sentences in the vertical form.
18
(5-9 May 5. Money 1. Money up to RM10 million 1. Use and apply number sense in real context involving money. (ii) Solve problems in real context involving computation of money.
• Pose problems involving money in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
19
(12-16 May ) 6. Time 1. Duration 1. Use and apply knowledge of time to find the duration. (i) Calculate the duration of an event in between
a) months
b) years
c) dates.
(ii) Compute time period from situations expressed in fractions of duration. • Pupils find the duration from the start to the end of an event from a given situation with the aid of the calendar, schedules and number lines.
20
(20-23 May )
EXAM 6. Time 1. Duration 1. Use and apply knowledge of time to find the duration. (iii) Solve problem in real context involving computation of time duration.
• Pose problems involving computation of time in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
21
(9-13 Jun ) 7. Length 1. Computation of length 1. Use and apply fractional computation to problems involving length. (i) Compute length from a situation expressed in fraction. • Use scaled number lines or paper strips to model situations expressed in fractions.
of 4 km.
21
(9-13 Jun ) 7. Length 1. Computation of length 1. Use and apply fractional computation to problems involving length. (ii) Solve problem in real context involving computation of length. • Pose problems involving computation of length in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
22
(16-20 Jun ) 8. Mass 1. Computation of mass 1. Use and apply fractional computation to problems involving mass. (i) Compute mass from a situation expressed in fraction. • Use the spring balance, weights and an improvised fractional scale to verify computations of mass.
22
(16-20 Jun )
8. Mass 1. Computation of mass 1. Use and apply fractional computation to problems involving mass. (ii) Solve problem in real context involving computation of mass. • Pose problems involving computation of mass in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
23
(23-27 Jun )
23
(23-27 Jun ) 9. Volume of liquid 1. Computation of liquid 1. Use and apply fractional computation to problems involving volume of liquid. (i) Compute volume of liquid from a situation expressed in fraction
(ii) Solve problem in real context involving computation of volume of liquid. • Use the measuring cylinder and an improvised fractional scale to verify computations of volumes of liquid.
• Pose problems involving volume of liquid in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
24
(30 Jun – 4 July) 10. Shape and space 1. Two-dimensional shapes 1. Find the perimeter and area of composite two-dimensional shapes. (i) Find the perimeter of a two-dimensional composite shape of two or more quadrilaterals and triangles.
(ii) Find the area of a two-dimensional composite shape of two or more quadrilaterals and triangles. • Pupils construct two-dimensional composite shapes on the geo-board or graph paper. Pupils then measure the perimeter of the shapes.
• Teacher provides a two-dimensional composite shape with given dimensions. Pupils calculate the perimeter of the shape.
• Pupils construct two-dimensional composite shapes on the geo-board or graph paper. Pupils then find the area of the shapes.
• Teacher provides a two-dimensional composite shape with given dimensions. Pupils calculate the area of the shape.
25
(7-11 July ) 10. Shape and space 1. Two-dimensional shapes 1. Find the perimeter and area of composite two-dimensional shapes. (iii) Solve problems in real contexts involving calculation of perimeter and area of two-dimensional shapes.
• Pose problems of finding perimeters and areas of 2-D shapes in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
26
(14-18 July ) 10. Shape and space 2. Three-dimensional shapes 1. Find the surface area and volume of composite three-dimensional shapes (i) Find the surface area of a three-dimensional composite shape of two or more cubes and cuboids. • Pupils draw net according to the given measurements, cut out the shape and fold to make a three-dimensional shape. Next, unfold the shape and use the graph paper to find the area. Verify that the area is the surface area of the 3-D shape.
• Teacher provides a three-dimensional composite shape with given dimensions. Pupils calculate the surface area of the shape.
26
(14-18 July 10. Shape and space 2. Three-dimensional shapes 1. Find the surface area and volume of composite three-dimensional shapes (ii) Find volume of a three-dimensional composite shape of two or more cubes and cuboids. • Pupils construct three-dimensional composite shapes using the Diene’s blocks. The volume in units of the block is determined by mere counting the number of blocks.
• Teacher provides a three-dimensional composite shape with given dimensions. Pupils calculate the volume of the shape.
27
(21-25 July ) 10. Shape and space 2. Three-dimensional shapes 1. Find the surface area and volume of composite three-dimensional shapes (iii) Solve problems in real contexts involving calculation of surface area and volume of three-dimensional shapes. • Pose problems of finding surface area and volume of 3-D shapes in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1) Understanding the problem
2) Devising a plan
3) Implementing the plan
4) Looking back.
28
(28 July-1 Ogos )
Monthly Test 11. Data Handling 1. Average 1. Understand and compute average. (i) Calculate the average of up to five numbers. • Arrange four stacks of coins as in the diagram below. Pupils tabulate the number of coins in each stack. Ask pupils what would be the number of coins in each stack if the coins were evenly distributed. Pupils share among the class on how they arrive at the average number.
• Teacher demonstrates how the average is calculated from a given set of data.
29
(4-8 Ogos ) 11. Data Handling 1. Average 1. Understand and compute average. (ii) Solve problems in real contexts involving average.
• Pose problems involving average in numerical form, simple sentences, tables or pictures.
• Teacher guides pupils to solve problems following Polya’s four-step model of
1) Understanding the problem
2) Devising a plan
3) Implementing the plan
4) Looking back.
30
( 11-15 Ogos )
11. Data Handling
2. Organising and interpreting data
1. Organise and interpret data from tables and chrts.
(i) Construct a pie chart from a given set of data.
• Teacher prepares some templates in the form of circular fraction charts and a suitable data set. Teacher then guides pupils to select the right template to begin constructing the pie chart
31
(25-29 Ogos )
Pra
UPSR 11. Data Handling 2. Organising and interpreting data 1. Organise and interpret data from tables and chrts. (ii) Determine the frequency, mode, range, mean, maximum and minimum value from a pie chart. • Teacher provides a pie chart and guides pupils to extract information from the chart to construct a data table. Remind the meaning of frequency, mode, range, etc.
• Pupils discuss and present their findings and understanding of charts and tables.
• The electronic spreadsheet may be used to aid the understanding of charts and tables.
32 - 36 REVISION ( Exercises )
37 - 40 UPSR / SECOND TERM EXAMINATION
41 - 42 MATHEMATICS ENGLISH READINES PROGRAMME
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