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
Tuesday, August 31, 2010
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
SUKATAN PELAJARAN TAHUN 2 MATEMATIK
YEARLY SCHEME OF WORK YEAR 2
FIRST SEMESTER (2007)
WHOLE NUMBERS
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
1 and 2
1:
Numbers to 1000
Pupils will be taugh to:
1.1 Say and use the
number names in
familiar contexts Pupils wil be able to:
i) Say the number names to
1000
ii) Recognize numerals to
1000
iii) Count up to 1000 objects
by grouping them in
hundreds, tens, fives,
twos, and ones
3 and 4 1.2 Read and write numbers to
1000
1.3 Know what each digit in a
number represents i) Write numerals to 1000
ii) Read number words to
one thousand
iii) Write number words to
one thousand
i) Recognize the place value
of numbers
5 and 6 1.4 Understand and use the
vocabulary of comparing
and arranging numbers or
quantities to 1000
i) Arrange numbers to 1000
a) Count on and count
back in ones
b) Count on and count back in twos
c) Count on and count back in fives
d) Count on and count back in tens
e) Count on and count back in hundreds
ii) Compare two numbers and
say which is more or less.
iii) Arrange numbers in
order
a) Compare the numbers
b) Position the numbers on a number line
7 1.5 Understand and use
ordinal numbers in
different contexts
i) Say ordinal numbers from eleventh to twentieh
ii) Use ordinal numbers in
different contexts
( 1 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
8
2:
Addition with the highest total of 1000 Pupils will be taugh to:
2.1 Understand addition as
combining two groups of
objects Pupils wil be able to:
i) Add two numbers without
regrouping:
a) two 1-digit numbers
b) a 2-digit number and a 1-digit number
c) two 2-digit number
9 and 10
ii) Add two numbers with
regrouping
a) a 2-digit number and a 1-digit number
b) two 2-digit numbers
iii) Add two numbers
without regrouping;
a) a 3-digit number and a 1-digit number
b) a 3-digit number and a 2-digit number
c) Two 3-digit numbers
iv) Add three 1-digit numbers
11 and 12
3:
Subtraction within the range of 1000
2.2 Use and apply knowledge
of addition in real life
3.1 Understand subtraction as
‘take away ‘ or
‘difference’ between two
groups of objects
i) Find unknown numbers in
number sentences.
ii) Solve problem involving
addition in real life
situations.
i) Subtracts two numbers
without regrouping:
a) a 1-digit number from a 1-digit number
b) a 1-digit number from a 2 –digit number
c) a 2-digit number from a 2-digit number.
13
ii) Subtract two numbers
with regrouping:
a) a 1-digit number from a 2-digit number
b) a 2-digit number from a 2-digit number.
( 2 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
14 and 15 Pupils will be taught to:
Pupils will be able to:
iii) Subtract two numbers
without regrouping:
a) a 1-digit number from
a 3-digit number
b) a 2 digit number from
a 3-digit number
c) a 3-digit number from a 3-digit number
iv) Subtract three, 1-digit
numbers.
MONTHLY
TEST FOR
FEBRUARY
16 and 17
4:
Multiplication within 2,3,4 and 5 times table
3.2 Use and apply knowledge
of subtraction in real life
4.1 Understand multiplication
as repeated addition
(2,3,4, and 5 times table)
i) Find unknown numbers in
number sentences
ii) Solve problems involving
subtraction in real life
situations.
i) Recognize multiplication as
repeated addition
ii) Write number sentences
for multiplication
18 and 19
4.2 Know by heart the
multiplication tables of
2,3,4 and 5.
4.3 Use and apply knowledge
of multiplication in real life
iii) Build up the
multiplications
tables of 2,3,4 and 5
iv) Multiply two 1-digit
numbers
i) Recall rapidly the
multiplication tables of
2,3,4 and 5.
i) Find the unknown numbers
in number sentences
ii) Solve problem involving
multiplication in real life
situations.
( 3 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
20 and 21
5:
Division within 2,3,4 and 5 times table Pupils will be taugh to:
5.1 Understand division as
sharing equally or grouping
( corresponding to 2,3,4
and 5 times table ) Pupils will be able to:
i) Recognize division as
sharing equally
ii) Recognize division as
grouping
iii) Write number sentences
for division
iv) Divide number within the
multiplication table
22
5.2 Divide quickly division
facts. ( Corresponding to
2,3,4 and 5 times table)
i) Divide quickly division
facts of 2,3,4 and 5 times
tables
23
5.3 Use and apply knowledge
of division in real life
i) Find the unknown numbers
in number sentences
ii) Solve problem involving
division in real life
situation
MONTHLY
TEST FOR
APRIL
24
6:
Money to RM50
6.1 Understand and use the
vocabulary related to
money
i) Represent the value of
money in ‘RM’ and ‘sen’
ii) Exchange:
a) coins up to RM5
b) Notes up to RM50
25
6.2 Use and apply knowledge
of money in real life
i) Add money up to RM50
ii) Subtract money up to
RM50
iii) Solve problems involving
money in real life
situations.
FIRST
SEMESTER
EXAMINATION
( 5 )
YEARLY SCHEME OF WORK YEAR 2
SECOND SEMESTER ( 2007 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
26 and 27
7:
TIME
7.1 Reading and
writing time
Pupils will be taught to:
7.1.1 Understand, read and
write the vocabulary
related to time
Pupils will be able to:
i) Read time to five minutes
ii) Write the time to five
minutes
28 and 29
7.2 Relationship
between units
of time
7.2.1 Understand the
relationship between
units of time
i) Use units of time and know
the relationship between:
a) hour and minutes
b) day and hours
30
7.3 Solving
problems
involving time
7.3.1 Use and apply knowledge
of time in real life
i) Solve problems involving
time in real life situations.
31 and 32
8:
L
E
N
G
T
H
8.1 Introduction
to length
1.1 Understand and use the
vocabulary related to
length
i) Use the vocabulary related
to length in practical
contexts
( 6 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
33 and 34
8.2 Measuring and
comparing
length Pupils will be taught to:
8.2.1 Measuring and compare
lengths by direct
comparison and using
uniform non-standard
units Pupils will be able to:
i) Compare the lengths of two
objects by direct
comparison
ii) Measure lengths of
objects using uniform non-
standard units
35 and 36
8.2.2 Measure and compare
lengths using standart
units
i) Measure lengths of
objects using standart
units
a) meter ( m )
b) centimeter ( cm )
MONTHLY
TEST FOR
JULY
37
9:
Mass
9.1 Introduction
to mass
9.1.1 Understand and use the
vocabulary related to
mass
i) Use the vocabulary related
to mass in practical
contexts
38
9.2 Measuring and
comparing
masses
9.2.1 Measure and compare
masses by direct
comparison and by using
uniform non-standart
units
i) Compare the masses of two
objects by direct
comparison
ii) Measure masses of
objects using uniform non-
standart units
39
9.2.2 Measure and compare masses using standart units
i) Measure masses of objects
using standart unit:
a) gram ( g )
b) Kilogram (Kg)
40 and 41
10:
Volume of liquid
10.1 Introduction
to volume of
liquid
10.1.1 Understand and use the
vocabulary related to
volume of liquid
i) Use the vocabulary related
to volume in practical
contexts
42
10.2 Measuring
and
comparing
volumes of
liquid
10.2.1 Measure and compare
volumes of liquid by
direct comparison and
by using uniform non-
standart units
i) Compare the volumes of
two liquids by direct
comparison.
ii) Measure volumes of liquid
using uniform non-standart
units
43
10.2.2 Measure and compare
volumes of liquid using
standart units
i) Measure volumes of liquid
using standart units.
MON THLY
TEST FOR
SEPTEMBER
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
44
11:
SHAPE
& SPACE
11.1 Three
dimensional
shapes ( 3-D
shapes) Pupils will be taught to:
11.1.1 Understand and use
vocabulary related to 3-
D shapes
Pupils will be able to:
i) Identify the appearance of
a three-dimensional shape
as a whole
ii) Compare and sort three
dimensional shapes
according to properties
iii) Label parts of three-
dimensional shapes
45
11.2 Two
dimensional
shapes ( 2-D
shapes) 11.1.2 Describe and classify
common 3-D shapes
11.2.1 Understand and use the
vocabulary related to 2-
D shapes
i) Identify three-dimensional
shapes based on
descriptions
i) Identify the appearance of
a two-dimensional shape
as a whole
ii) Compare and sort two-
dimensional shapes
according to properties
iii) Label parts of two-
dimensional shapes
46
11.1.2 Describe and classify
common 2-D shapes
i) Identify two-dimensional
shapes based on
descriptions
SECOND
SEMESTER
EXAMINATION
( 9 )
FIRST SEMESTER (2007)
WHOLE NUMBERS
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
1 and 2
1:
Numbers to 1000
Pupils will be taugh to:
1.1 Say and use the
number names in
familiar contexts Pupils wil be able to:
i) Say the number names to
1000
ii) Recognize numerals to
1000
iii) Count up to 1000 objects
by grouping them in
hundreds, tens, fives,
twos, and ones
3 and 4 1.2 Read and write numbers to
1000
1.3 Know what each digit in a
number represents i) Write numerals to 1000
ii) Read number words to
one thousand
iii) Write number words to
one thousand
i) Recognize the place value
of numbers
5 and 6 1.4 Understand and use the
vocabulary of comparing
and arranging numbers or
quantities to 1000
i) Arrange numbers to 1000
a) Count on and count
back in ones
b) Count on and count back in twos
c) Count on and count back in fives
d) Count on and count back in tens
e) Count on and count back in hundreds
ii) Compare two numbers and
say which is more or less.
iii) Arrange numbers in
order
a) Compare the numbers
b) Position the numbers on a number line
7 1.5 Understand and use
ordinal numbers in
different contexts
i) Say ordinal numbers from eleventh to twentieh
ii) Use ordinal numbers in
different contexts
( 1 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
8
2:
Addition with the highest total of 1000 Pupils will be taugh to:
2.1 Understand addition as
combining two groups of
objects Pupils wil be able to:
i) Add two numbers without
regrouping:
a) two 1-digit numbers
b) a 2-digit number and a 1-digit number
c) two 2-digit number
9 and 10
ii) Add two numbers with
regrouping
a) a 2-digit number and a 1-digit number
b) two 2-digit numbers
iii) Add two numbers
without regrouping;
a) a 3-digit number and a 1-digit number
b) a 3-digit number and a 2-digit number
c) Two 3-digit numbers
iv) Add three 1-digit numbers
11 and 12
3:
Subtraction within the range of 1000
2.2 Use and apply knowledge
of addition in real life
3.1 Understand subtraction as
‘take away ‘ or
‘difference’ between two
groups of objects
i) Find unknown numbers in
number sentences.
ii) Solve problem involving
addition in real life
situations.
i) Subtracts two numbers
without regrouping:
a) a 1-digit number from a 1-digit number
b) a 1-digit number from a 2 –digit number
c) a 2-digit number from a 2-digit number.
13
ii) Subtract two numbers
with regrouping:
a) a 1-digit number from a 2-digit number
b) a 2-digit number from a 2-digit number.
( 2 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
14 and 15 Pupils will be taught to:
Pupils will be able to:
iii) Subtract two numbers
without regrouping:
a) a 1-digit number from
a 3-digit number
b) a 2 digit number from
a 3-digit number
c) a 3-digit number from a 3-digit number
iv) Subtract three, 1-digit
numbers.
MONTHLY
TEST FOR
FEBRUARY
16 and 17
4:
Multiplication within 2,3,4 and 5 times table
3.2 Use and apply knowledge
of subtraction in real life
4.1 Understand multiplication
as repeated addition
(2,3,4, and 5 times table)
i) Find unknown numbers in
number sentences
ii) Solve problems involving
subtraction in real life
situations.
i) Recognize multiplication as
repeated addition
ii) Write number sentences
for multiplication
18 and 19
4.2 Know by heart the
multiplication tables of
2,3,4 and 5.
4.3 Use and apply knowledge
of multiplication in real life
iii) Build up the
multiplications
tables of 2,3,4 and 5
iv) Multiply two 1-digit
numbers
i) Recall rapidly the
multiplication tables of
2,3,4 and 5.
i) Find the unknown numbers
in number sentences
ii) Solve problem involving
multiplication in real life
situations.
( 3 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
20 and 21
5:
Division within 2,3,4 and 5 times table Pupils will be taugh to:
5.1 Understand division as
sharing equally or grouping
( corresponding to 2,3,4
and 5 times table ) Pupils will be able to:
i) Recognize division as
sharing equally
ii) Recognize division as
grouping
iii) Write number sentences
for division
iv) Divide number within the
multiplication table
22
5.2 Divide quickly division
facts. ( Corresponding to
2,3,4 and 5 times table)
i) Divide quickly division
facts of 2,3,4 and 5 times
tables
23
5.3 Use and apply knowledge
of division in real life
i) Find the unknown numbers
in number sentences
ii) Solve problem involving
division in real life
situation
MONTHLY
TEST FOR
APRIL
24
6:
Money to RM50
6.1 Understand and use the
vocabulary related to
money
i) Represent the value of
money in ‘RM’ and ‘sen’
ii) Exchange:
a) coins up to RM5
b) Notes up to RM50
25
6.2 Use and apply knowledge
of money in real life
i) Add money up to RM50
ii) Subtract money up to
RM50
iii) Solve problems involving
money in real life
situations.
FIRST
SEMESTER
EXAMINATION
( 5 )
YEARLY SCHEME OF WORK YEAR 2
SECOND SEMESTER ( 2007 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
26 and 27
7:
TIME
7.1 Reading and
writing time
Pupils will be taught to:
7.1.1 Understand, read and
write the vocabulary
related to time
Pupils will be able to:
i) Read time to five minutes
ii) Write the time to five
minutes
28 and 29
7.2 Relationship
between units
of time
7.2.1 Understand the
relationship between
units of time
i) Use units of time and know
the relationship between:
a) hour and minutes
b) day and hours
30
7.3 Solving
problems
involving time
7.3.1 Use and apply knowledge
of time in real life
i) Solve problems involving
time in real life situations.
31 and 32
8:
L
E
N
G
T
H
8.1 Introduction
to length
1.1 Understand and use the
vocabulary related to
length
i) Use the vocabulary related
to length in practical
contexts
( 6 )
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
33 and 34
8.2 Measuring and
comparing
length Pupils will be taught to:
8.2.1 Measuring and compare
lengths by direct
comparison and using
uniform non-standard
units Pupils will be able to:
i) Compare the lengths of two
objects by direct
comparison
ii) Measure lengths of
objects using uniform non-
standard units
35 and 36
8.2.2 Measure and compare
lengths using standart
units
i) Measure lengths of
objects using standart
units
a) meter ( m )
b) centimeter ( cm )
MONTHLY
TEST FOR
JULY
37
9:
Mass
9.1 Introduction
to mass
9.1.1 Understand and use the
vocabulary related to
mass
i) Use the vocabulary related
to mass in practical
contexts
38
9.2 Measuring and
comparing
masses
9.2.1 Measure and compare
masses by direct
comparison and by using
uniform non-standart
units
i) Compare the masses of two
objects by direct
comparison
ii) Measure masses of
objects using uniform non-
standart units
39
9.2.2 Measure and compare masses using standart units
i) Measure masses of objects
using standart unit:
a) gram ( g )
b) Kilogram (Kg)
40 and 41
10:
Volume of liquid
10.1 Introduction
to volume of
liquid
10.1.1 Understand and use the
vocabulary related to
volume of liquid
i) Use the vocabulary related
to volume in practical
contexts
42
10.2 Measuring
and
comparing
volumes of
liquid
10.2.1 Measure and compare
volumes of liquid by
direct comparison and
by using uniform non-
standart units
i) Compare the volumes of
two liquids by direct
comparison.
ii) Measure volumes of liquid
using uniform non-standart
units
43
10.2.2 Measure and compare
volumes of liquid using
standart units
i) Measure volumes of liquid
using standart units.
MON THLY
TEST FOR
SEPTEMBER
WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES
44
11:
SHAPE
& SPACE
11.1 Three
dimensional
shapes ( 3-D
shapes) Pupils will be taught to:
11.1.1 Understand and use
vocabulary related to 3-
D shapes
Pupils will be able to:
i) Identify the appearance of
a three-dimensional shape
as a whole
ii) Compare and sort three
dimensional shapes
according to properties
iii) Label parts of three-
dimensional shapes
45
11.2 Two
dimensional
shapes ( 2-D
shapes) 11.1.2 Describe and classify
common 3-D shapes
11.2.1 Understand and use the
vocabulary related to 2-
D shapes
i) Identify three-dimensional
shapes based on
descriptions
i) Identify the appearance of
a two-dimensional shape
as a whole
ii) Compare and sort two-
dimensional shapes
according to properties
iii) Label parts of two-
dimensional shapes
46
11.1.2 Describe and classify
common 2-D shapes
i) Identify two-dimensional
shapes based on
descriptions
SECOND
SEMESTER
EXAMINATION
( 9 )
SUKATAN PELAJARAN TAHUN 1 MATEMATIK
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
1 and 2
Whole number
Number 0 to 9
Pupils will be taught to :-
1.1 Say and use the number names in familiar context.
Pupils will be taught to :-
a. Say the number names 1 to 9.
b. Recognize numeral 1 to 9.
c. Count a group of object 1 to 9.
3 and 4
1.2 Read and write number from 1 to 9.
a. Write numerals 1 to 9.
b. Read number words one to nine.
c. Write number words one to nine.
5
1.3 Say and use the number names in order.
a. Arrange number 1 to 9.
i. count on ones
ii. count back in ones
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
6 and 7
Pupils will be taught to:-
1.4 Read and write number names in order.
Pupils will be able to:-
a. Say the number names 0 to 9.
b. Recognize 0 and 10 in counting.
c. Count a group of objective to 10.
d. Read number 0 to 9.
e. Read numbers words zero to ten.
f. Write number words zero to ten.
8
1.5 Understand and use the vocabulary
of comparing and arranging number or quantities.
a. Arrange numbers from 0 to ten.
i. count on in ones
ii. count back in ones
iii. count on from a given
iv. count back to a given
b. Compare two numbers and say which more or less.
9
Addition
Addition with the highest
2.1 Use the vocabulary involved in addition with the highest total 10.
a. Find one more than number from 1 to 9.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJJECTIVE
LEARNING OUTCOMES
10
Subtraction
Subtractions within the range 10.
Pupils will be taught to :-
3.1 Use the vocabulary involved in subtraction of numbers 0 to 10.
Pupils will be taught to :-
a. Find one less the number.
11 and 12
3.2 Understand subtraction as “take away”.
a. Write number sentences for subtraction.
13
3.3 Use and apply knowledge of subtraction in real life.
a. Solve simple problems in real life.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
14 and 15 Whole numbers
Numbers to 20
Pupils will be taught to:-
4.1 Say and use the numbers names in familiar contexts.
Pupils will be able to:-
a. Say the number names 11 to 20.
b. Recognize numerals 11 to 20.
c. Count a group of objects 11 to 20.
11 and 17
4.2 Read and write numbers from 11 to 20.
a. Write numerals 11 to 20.
b. Read number words eleven to twenty.
c. Write number words eleven to twenty.
18
4.3 Know what each digit in a number represents.
a. Say what each digit in a number represents.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
19
Pupils will be taught to:-
4.4 Say and use the number names in order.
Pupils will be able to:-
a. Arrange numbers 11 to 20.
i. count on in ones
ii. count back in ones
iii. count on from a given number
iv. count back to a given number
20 and 21
Whole numbers
Numbers to 100
5.1 Say and use the number names in familiar contexts.
a. Say the number names to 100.
b. Recognize numerals to 100.
c. Count a group of objects to 100.
22
5.2 Read and write numbers to 100.
a. Write numerals to 100.
b. Read number words to one hundred.
c. Write number words to one hundred.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
23 and 24
Pupils will be taught to:-
5.3 Say and use the number names in order.
Pupils will be able to:-
a. Arrange numbers to 100.
i. count on in ones to 100
ii. count on in tens from 100
iii. count back in tens from 100
iv. count on and count back in tens from a given
25
5.4 Understand and use ordinal numbers in different contexts.
a. Say ordinal numbers from first to tenth.
b. Use ordinal numbers in different contexts.
26
Addition
Addition within basic facts
6.1 Use the vocabulary involved in addition within basic facts.
.
a. Find one more than a number.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
27
Pupils will be taught to:-
6.2 Understand addition as combining two groups of objects.
Pupils will be able to:-
a. Find total two numbers.
b. Write number sentences for addition.
28
6.3 Know by heart basic facts of addition.
a. Recall rapidly bisects facts of addition.
29
6.4 Use and apply knowledge of addition in real life.
a. Solve simple problems in real life.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
30 and 31
Subtraction
Subtraction within basic facts.
Pupils will be taught to:-
7.1 Use the vocabulary involved in subtraction within basic facts.
Pupils will be able to:-
a. Find one less than a number.
32 and 33
7.2 Understand subtraction
as “take away or “different” between two groups of objects.
a. Find the different between two numbers.
b. Write number sentences for subtraction.
24 and 35
7.3 Know by heart basic of subtraction.
a. Recall rapidly basic facts of subtraction.
b. State all possible pairs of numbers with the different equals to a given number.
c. Recall rapidly the different of two numbers.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
36
Pupils will be taught to:-
7.4 Use and apply knowledge of subtraction in real life.
Pupils will be able to:-
a. Solve simple problems in real life.
37 and 38
Money
1.1 Understand and use the vocabulary related to money.
a. Recognize coins and notes of Malaysian currency.
b. Represent the value of money in “RM” and “sen”.
c. Exchange.
i. coins up to RM 1
ii. notes up to RM 10
d. Add and subtraction coins up to RM 10.
e. Solve simple problems involving money in real life.
39
Time
1. Time of the days.
2. Months of the year.
3. Time.
a. Say time of the day correctly.
b. Say in sequence events of the day.
c. Name the days of the week in sequence.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
40
Shape and space
3-dimensional shapes (3-D Shapes)
Pupils will be taught to:-
1.1 Understand and use the vocabulary related to 3-D shapes.
Pupils will be able to:-
a. Name solid shapes.
41
1.2 Describe and classify common 3-D shapes.
a. Describe feature of solid shapes.
b. Sort solid shapes.
c. Make models.
42
2-dimensional shapes (2-D shapes)
2.1 Understand and use the vocabulary related to 2-D shapes.
a. Name two-dimensional shapes.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
43 and 44
Pupils will be taught to:-
2.2 Describe and classify common 2-D shapes.
Pupils will be able to:-
a. Describe features of Two-Dimensional shapes.
b. Sort Two-Dimensional shapes.
c. Make design with Two-Dimensional shapes.
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
1 and 2
Whole number
Number 0 to 9
Pupils will be taught to :-
1.1 Say and use the number names in familiar context.
Pupils will be taught to :-
a. Say the number names 1 to 9.
b. Recognize numeral 1 to 9.
c. Count a group of object 1 to 9.
3 and 4
1.2 Read and write number from 1 to 9.
a. Write numerals 1 to 9.
b. Read number words one to nine.
c. Write number words one to nine.
5
1.3 Say and use the number names in order.
a. Arrange number 1 to 9.
i. count on ones
ii. count back in ones
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
6 and 7
Pupils will be taught to:-
1.4 Read and write number names in order.
Pupils will be able to:-
a. Say the number names 0 to 9.
b. Recognize 0 and 10 in counting.
c. Count a group of objective to 10.
d. Read number 0 to 9.
e. Read numbers words zero to ten.
f. Write number words zero to ten.
8
1.5 Understand and use the vocabulary
of comparing and arranging number or quantities.
a. Arrange numbers from 0 to ten.
i. count on in ones
ii. count back in ones
iii. count on from a given
iv. count back to a given
b. Compare two numbers and say which more or less.
9
Addition
Addition with the highest
2.1 Use the vocabulary involved in addition with the highest total 10.
a. Find one more than number from 1 to 9.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJJECTIVE
LEARNING OUTCOMES
10
Subtraction
Subtractions within the range 10.
Pupils will be taught to :-
3.1 Use the vocabulary involved in subtraction of numbers 0 to 10.
Pupils will be taught to :-
a. Find one less the number.
11 and 12
3.2 Understand subtraction as “take away”.
a. Write number sentences for subtraction.
13
3.3 Use and apply knowledge of subtraction in real life.
a. Solve simple problems in real life.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
14 and 15 Whole numbers
Numbers to 20
Pupils will be taught to:-
4.1 Say and use the numbers names in familiar contexts.
Pupils will be able to:-
a. Say the number names 11 to 20.
b. Recognize numerals 11 to 20.
c. Count a group of objects 11 to 20.
11 and 17
4.2 Read and write numbers from 11 to 20.
a. Write numerals 11 to 20.
b. Read number words eleven to twenty.
c. Write number words eleven to twenty.
18
4.3 Know what each digit in a number represents.
a. Say what each digit in a number represents.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
19
Pupils will be taught to:-
4.4 Say and use the number names in order.
Pupils will be able to:-
a. Arrange numbers 11 to 20.
i. count on in ones
ii. count back in ones
iii. count on from a given number
iv. count back to a given number
20 and 21
Whole numbers
Numbers to 100
5.1 Say and use the number names in familiar contexts.
a. Say the number names to 100.
b. Recognize numerals to 100.
c. Count a group of objects to 100.
22
5.2 Read and write numbers to 100.
a. Write numerals to 100.
b. Read number words to one hundred.
c. Write number words to one hundred.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
23 and 24
Pupils will be taught to:-
5.3 Say and use the number names in order.
Pupils will be able to:-
a. Arrange numbers to 100.
i. count on in ones to 100
ii. count on in tens from 100
iii. count back in tens from 100
iv. count on and count back in tens from a given
25
5.4 Understand and use ordinal numbers in different contexts.
a. Say ordinal numbers from first to tenth.
b. Use ordinal numbers in different contexts.
26
Addition
Addition within basic facts
6.1 Use the vocabulary involved in addition within basic facts.
.
a. Find one more than a number.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
27
Pupils will be taught to:-
6.2 Understand addition as combining two groups of objects.
Pupils will be able to:-
a. Find total two numbers.
b. Write number sentences for addition.
28
6.3 Know by heart basic facts of addition.
a. Recall rapidly bisects facts of addition.
29
6.4 Use and apply knowledge of addition in real life.
a. Solve simple problems in real life.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
30 and 31
Subtraction
Subtraction within basic facts.
Pupils will be taught to:-
7.1 Use the vocabulary involved in subtraction within basic facts.
Pupils will be able to:-
a. Find one less than a number.
32 and 33
7.2 Understand subtraction
as “take away or “different” between two groups of objects.
a. Find the different between two numbers.
b. Write number sentences for subtraction.
24 and 35
7.3 Know by heart basic of subtraction.
a. Recall rapidly basic facts of subtraction.
b. State all possible pairs of numbers with the different equals to a given number.
c. Recall rapidly the different of two numbers.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
36
Pupils will be taught to:-
7.4 Use and apply knowledge of subtraction in real life.
Pupils will be able to:-
a. Solve simple problems in real life.
37 and 38
Money
1.1 Understand and use the vocabulary related to money.
a. Recognize coins and notes of Malaysian currency.
b. Represent the value of money in “RM” and “sen”.
c. Exchange.
i. coins up to RM 1
ii. notes up to RM 10
d. Add and subtraction coins up to RM 10.
e. Solve simple problems involving money in real life.
39
Time
1. Time of the days.
2. Months of the year.
3. Time.
a. Say time of the day correctly.
b. Say in sequence events of the day.
c. Name the days of the week in sequence.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
40
Shape and space
3-dimensional shapes (3-D Shapes)
Pupils will be taught to:-
1.1 Understand and use the vocabulary related to 3-D shapes.
Pupils will be able to:-
a. Name solid shapes.
41
1.2 Describe and classify common 3-D shapes.
a. Describe feature of solid shapes.
b. Sort solid shapes.
c. Make models.
42
2-dimensional shapes (2-D shapes)
2.1 Understand and use the vocabulary related to 2-D shapes.
a. Name two-dimensional shapes.
WEEK
TOPIC
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOMES
43 and 44
Pupils will be taught to:-
2.2 Describe and classify common 2-D shapes.
Pupils will be able to:-
a. Describe features of Two-Dimensional shapes.
b. Sort Two-Dimensional shapes.
c. Make design with Two-Dimensional shapes.
Saturday, August 28, 2010
MINIT MESYUARAT MATEMATIK KALI PERTAMA 2010
SEKOLAH KEBANGSAAN LKTP LAYANG-LAYANG
MINIT MESYUARAT PANITIA MATEMATIK KALI PERTAMA SESI 2010
Tarikh : 29.12.2009
Masa : 10.00 pagi
Pengerusi : Encik Raden Hussin bin Raden Hassan
Guru yang hadir :
1. Pn.Hjh. Rafeah bte Tahir
2. Encik Azrul Ain bin Abu Bakar
3. Puan Zaimah bte Abd. Rahman
4. Puan Roslinda bte Md Noh
Guru yang tidak hadir : Tiada
1. UCAPAN ALUAN PENGERUSI
1.1 Tuan Pengerusi mengalu-alukan kedatangan semua guru ke mesyuarat ini.
1.2 Tujuan mesyuarat ini adalah untuk menentukan program sepanjang tahun 2010.
1.3 Semua projek/program yang dicadangkan perlu bertumpukan kepada semua tahap murid-murid.
1.4 Tuan Pengerusi menegaskan bahawa peranan guru matematik amat penting untuk mencapai matlamat 90% kelulusan Matematik bagi semua murid dalam apa jua peperiksaan yang berkaitan dengan peperiksaan Matematik.
Tindakan dan makluman semua guru.
2. MEMBENTANG DAN MENGESAHKAN MINIT MESYUARAT YANG LEPAS
2.1 Diterima dan disokong: Pn.Zaimah bte Abd.Rahman
2.2 Disahkan:Pn.Roslinda bte Md Noh
2.3 Perkara berbangkit: Tiada
3. PERBINCANGAN DAN PEMBENTANGAN KEPUTUSAN PEPERIKSAAN YANG LALU (KEPUTUSAN AKHIR TAHUN 2009)
3.1 Dimulakan dengan Tahap 1.Pn.Roslinda membentangkan keputusan Peperiksaan Akhir tahun bagi subjek Matematik. Peratus murid yang menguasai adalah:
Tahun 1 : 90.91%
Tahun 2 : 76.19%
Tahun 3 : 100%
Pengerusi mengucapkan tahniah kepada guru yang mengajar Matematik bagi kelas-kelas tersebut. Diharapkan keputusan ini dapat ditingkatkan lagi pada masa akan datang.
Tindakan: Guru Matematik Tahun 1 .2 dan 3
3.2 Pengerusi membentangkan keputusan Peperiksaan bagi tahun 4. Peratus murid yang menguasai adalah 52.17%. Beliau memaklumkan bahawa ada 11 orang murid yang tidak menguasai. Beliau berpendapat bahawa murid yang tidak menguasai ini mempunyai kelemahan dari segi menguasai sifir dan tidak menguasai konsep asas Matematik iaitu Tambah,Tolak,Darab dan Bahagi.
Tindakan dan makluman semua guru
3.3 Puan Roslinda membentangkan keputusan Matematik bagi Tahun 5 dan 6. Masing-masing mempunyai peratusan lulus 31.82% yang mana hanya 7 orang sahaja yang lulus manakala tahun 6 :57.58%. Beliau berpendapat murid Tahun 5 ini juga tidak menguasai fakta asas Matematik. Selain dari itu murid juga kurang pendedahan dan kurang dari segi menjawab soalan kertas 1 dan kertas 2 Matematik. Ada juga murid yang mendapati bahawa soalan sedikit sukar kerana banyak soalan yang berkaitan dengan KBKK.
3.4 Pengerusi mendapati bahawa peratusab kelulusan Matematik ini adalah terlalu rendah. Beliau mencadangkan beberapa aktiviti :
1. Penghafalan sifir 5 minit sebelum memulakan kelas.
2. Aktiviti pengayaan murid dengan memberikan latih tubi bedasarkan tahap mereka.
Tindakan : Semua guru Matematik.
3.5 Puan Zaimah membentangkan keputusan UPSR Matematik yang mana peratus Matematik UPSR 2009 adalah 79%..
3.6 Pengerusi mengucapkan tahniah kepada semua guru yang telah membimbing murid dalam subjek Matematik.Diharapkan guru akan berusaha meningkatkan keputusan subjek ini pada masa akan dating
3.6 Pengerusi juga mengingatkan bahawa markah akhir tahun ini dijadikan sebagai TOV untuk tahun hadapan. Markah ETR murid mesilah lebih tinggi daripada markah TOV murid.
Tindakan: Semua guru Matematik
4. PERBINCANGAN PROGRAM-PROGRAM SEPANJANG TAHUN 2010
4.1 Kursus /bengkel In-House Training: Bahan-bahan multimedia untuk pengajaran Matematik. Ketua panitia sedia membantu mengendalikan kursus Ini.
Tindakan: Guru Matematik
4.2 Program Ceria Minda telah dicadangkan oleh Puan Roslinda bte Md Noh. Objektifnya agar murid mahir dengan menguasai kemahiran asas Matematik. Program lebih tertumpu kepada kuiz serta latihan berkala di dalam kelas.
4.3 Puan Hjh.Rafeah mencadangkan untuk diadakan Program Ulangkaji Strategik dam Learning To Score.Ianya lebih tertumpu kepada Murid-murid Tahun 6.
4.4 Puan Zaimah bte Abd.Rahman mencadangkan tentang bengkel /teknik menjawab soalan UPSR untuk mata pelajaran Matematik.
Tindakan: Semua guru Matematik
4.5 Pengerusi memaklumkan bahawa Tuisyen STF akan diteruskan untuk murid-murid Tahun 6 manakala Tuiyen SBT akan dimansuhkan pada tahun ini,
Tindakan: Semua guru STF dan SBT
4.6 Pengerusi juga mencadangkan supaya diadakan Program Minggu Matematik. Ini adalah satu usaha untuk murid-murid minat pada subjek Matematik.
4.7 Pengerusi juga berharap agar satu Program Intensif diadakan untuk murid Tahun 5 yang bakal menduduki Peperiksaan UPSR pada Tahun 2010. Beliau juga mencadangkan Program Mentor dan mentee di kalangan murid di dalam kelas yang mana murid yang baik yang bertindak sebagai Mentor akan membimbing murid yang lemah iaitu sebagai Mentee.Program ini akan dipantau oleh guru Matematik yang mengajar di dalam kelas tersebut.
Tindakan : Semua guru Matematik
4.8 Disamping itu semua guru Matematik diharapkan dapat membantu guru Tahun 6. Mereka boleh membimbing murid yang lemah apabila mereka tidak ada kelas.Guru Tahun 6 yang mengajar subjek Matematik perlu menyediakan satu modul yang akan digunakan oleh guru yang membantu murid yang lemah tersebut.
Tindakan: Semua guru Matematik
5 HAL-HAL LAIN
5.1 Pengerusi mencadangkan agar guru yang pergi berkursus dapat membuat In-House Training sebagai pendedahan kepadan guru-guru yang lain.
5.2 Beliau juga menggalakkan guru untuk mengemukakan masalah P&P yang dihadapinya semasa mengajar subjek Matematik itu di kelas masing-masing.
5.3 Penggunaan buku tulis juga mesti selaras. Mesyuarat sebulat suara bersetuju bahawa jumlah buku latihan untuk Matematik adalah 3 buah buku latihan.Sekiranya perlu guru juga boleh menambah sebuah buku lagi.
5.4 Pembetulan juga hendaklah dilakukan bagi setiap latihan yang salah yang dilakukan oleh murid.
Mesyuarat ditangguhkan pada pukul 11.30 pagi.
Disediakan oleh: Disahkan oleh:
………………………. ………………………
(PUAN ROSLINDA BTE MD NOH)
MINIT MESYUARAT PANITIA MATEMATIK KALI PERTAMA SESI 2010
Tarikh : 29.12.2009
Masa : 10.00 pagi
Pengerusi : Encik Raden Hussin bin Raden Hassan
Guru yang hadir :
1. Pn.Hjh. Rafeah bte Tahir
2. Encik Azrul Ain bin Abu Bakar
3. Puan Zaimah bte Abd. Rahman
4. Puan Roslinda bte Md Noh
Guru yang tidak hadir : Tiada
1. UCAPAN ALUAN PENGERUSI
1.1 Tuan Pengerusi mengalu-alukan kedatangan semua guru ke mesyuarat ini.
1.2 Tujuan mesyuarat ini adalah untuk menentukan program sepanjang tahun 2010.
1.3 Semua projek/program yang dicadangkan perlu bertumpukan kepada semua tahap murid-murid.
1.4 Tuan Pengerusi menegaskan bahawa peranan guru matematik amat penting untuk mencapai matlamat 90% kelulusan Matematik bagi semua murid dalam apa jua peperiksaan yang berkaitan dengan peperiksaan Matematik.
Tindakan dan makluman semua guru.
2. MEMBENTANG DAN MENGESAHKAN MINIT MESYUARAT YANG LEPAS
2.1 Diterima dan disokong: Pn.Zaimah bte Abd.Rahman
2.2 Disahkan:Pn.Roslinda bte Md Noh
2.3 Perkara berbangkit: Tiada
3. PERBINCANGAN DAN PEMBENTANGAN KEPUTUSAN PEPERIKSAAN YANG LALU (KEPUTUSAN AKHIR TAHUN 2009)
3.1 Dimulakan dengan Tahap 1.Pn.Roslinda membentangkan keputusan Peperiksaan Akhir tahun bagi subjek Matematik. Peratus murid yang menguasai adalah:
Tahun 1 : 90.91%
Tahun 2 : 76.19%
Tahun 3 : 100%
Pengerusi mengucapkan tahniah kepada guru yang mengajar Matematik bagi kelas-kelas tersebut. Diharapkan keputusan ini dapat ditingkatkan lagi pada masa akan datang.
Tindakan: Guru Matematik Tahun 1 .2 dan 3
3.2 Pengerusi membentangkan keputusan Peperiksaan bagi tahun 4. Peratus murid yang menguasai adalah 52.17%. Beliau memaklumkan bahawa ada 11 orang murid yang tidak menguasai. Beliau berpendapat bahawa murid yang tidak menguasai ini mempunyai kelemahan dari segi menguasai sifir dan tidak menguasai konsep asas Matematik iaitu Tambah,Tolak,Darab dan Bahagi.
Tindakan dan makluman semua guru
3.3 Puan Roslinda membentangkan keputusan Matematik bagi Tahun 5 dan 6. Masing-masing mempunyai peratusan lulus 31.82% yang mana hanya 7 orang sahaja yang lulus manakala tahun 6 :57.58%. Beliau berpendapat murid Tahun 5 ini juga tidak menguasai fakta asas Matematik. Selain dari itu murid juga kurang pendedahan dan kurang dari segi menjawab soalan kertas 1 dan kertas 2 Matematik. Ada juga murid yang mendapati bahawa soalan sedikit sukar kerana banyak soalan yang berkaitan dengan KBKK.
3.4 Pengerusi mendapati bahawa peratusab kelulusan Matematik ini adalah terlalu rendah. Beliau mencadangkan beberapa aktiviti :
1. Penghafalan sifir 5 minit sebelum memulakan kelas.
2. Aktiviti pengayaan murid dengan memberikan latih tubi bedasarkan tahap mereka.
Tindakan : Semua guru Matematik.
3.5 Puan Zaimah membentangkan keputusan UPSR Matematik yang mana peratus Matematik UPSR 2009 adalah 79%..
3.6 Pengerusi mengucapkan tahniah kepada semua guru yang telah membimbing murid dalam subjek Matematik.Diharapkan guru akan berusaha meningkatkan keputusan subjek ini pada masa akan dating
3.6 Pengerusi juga mengingatkan bahawa markah akhir tahun ini dijadikan sebagai TOV untuk tahun hadapan. Markah ETR murid mesilah lebih tinggi daripada markah TOV murid.
Tindakan: Semua guru Matematik
4. PERBINCANGAN PROGRAM-PROGRAM SEPANJANG TAHUN 2010
4.1 Kursus /bengkel In-House Training: Bahan-bahan multimedia untuk pengajaran Matematik. Ketua panitia sedia membantu mengendalikan kursus Ini.
Tindakan: Guru Matematik
4.2 Program Ceria Minda telah dicadangkan oleh Puan Roslinda bte Md Noh. Objektifnya agar murid mahir dengan menguasai kemahiran asas Matematik. Program lebih tertumpu kepada kuiz serta latihan berkala di dalam kelas.
4.3 Puan Hjh.Rafeah mencadangkan untuk diadakan Program Ulangkaji Strategik dam Learning To Score.Ianya lebih tertumpu kepada Murid-murid Tahun 6.
4.4 Puan Zaimah bte Abd.Rahman mencadangkan tentang bengkel /teknik menjawab soalan UPSR untuk mata pelajaran Matematik.
Tindakan: Semua guru Matematik
4.5 Pengerusi memaklumkan bahawa Tuisyen STF akan diteruskan untuk murid-murid Tahun 6 manakala Tuiyen SBT akan dimansuhkan pada tahun ini,
Tindakan: Semua guru STF dan SBT
4.6 Pengerusi juga mencadangkan supaya diadakan Program Minggu Matematik. Ini adalah satu usaha untuk murid-murid minat pada subjek Matematik.
4.7 Pengerusi juga berharap agar satu Program Intensif diadakan untuk murid Tahun 5 yang bakal menduduki Peperiksaan UPSR pada Tahun 2010. Beliau juga mencadangkan Program Mentor dan mentee di kalangan murid di dalam kelas yang mana murid yang baik yang bertindak sebagai Mentor akan membimbing murid yang lemah iaitu sebagai Mentee.Program ini akan dipantau oleh guru Matematik yang mengajar di dalam kelas tersebut.
Tindakan : Semua guru Matematik
4.8 Disamping itu semua guru Matematik diharapkan dapat membantu guru Tahun 6. Mereka boleh membimbing murid yang lemah apabila mereka tidak ada kelas.Guru Tahun 6 yang mengajar subjek Matematik perlu menyediakan satu modul yang akan digunakan oleh guru yang membantu murid yang lemah tersebut.
Tindakan: Semua guru Matematik
5 HAL-HAL LAIN
5.1 Pengerusi mencadangkan agar guru yang pergi berkursus dapat membuat In-House Training sebagai pendedahan kepadan guru-guru yang lain.
5.2 Beliau juga menggalakkan guru untuk mengemukakan masalah P&P yang dihadapinya semasa mengajar subjek Matematik itu di kelas masing-masing.
5.3 Penggunaan buku tulis juga mesti selaras. Mesyuarat sebulat suara bersetuju bahawa jumlah buku latihan untuk Matematik adalah 3 buah buku latihan.Sekiranya perlu guru juga boleh menambah sebuah buku lagi.
5.4 Pembetulan juga hendaklah dilakukan bagi setiap latihan yang salah yang dilakukan oleh murid.
Mesyuarat ditangguhkan pada pukul 11.30 pagi.
Disediakan oleh: Disahkan oleh:
………………………. ………………………
(PUAN ROSLINDA BTE MD NOH)
PELAN OPERASI MATEMATIK 2010
PELAN OPERASI BIDANG KURIKULUM TAHUN 2010
NAMA PROJEK
1. PROGRAM CERIA MINDA
OBJEKTIF
Melahirkan pelajar yang minat pada mata pelajaran Matematik
TEMPOH
April-Jun 2010
KUMPULAN SASARAN
Pelajar tahun1 hingga tahun 6
GURU TERLIBAT
Semua guru Matematik
PROSES KERJA
1. Mesyuarat Jawatankuasa kerja
2. Taklimat kepada murid
3. Penyediaan kertas soalan
4. Aktiviti dijalankan
5. Post-Mortem
KEKANGAN
Sumber kewangan
Pengurusan murid
PEMANTAUAN
1 Guru Besar
2.Guru Penolong Kanan 1
3.Ketua Panitia Matematik
PENILAIAN
Ujian Topikal
PENAMBAHBAIKAN
NAMA PROJEK
2. ULANGKAJI STRATEGIK & LEARNING TO SCORE
OBJEKTIF
Mendedahkan pelajar kepada soalan sebenar peperiksaan UPSR
TEMPOH
Julai –Septemer 2010
KUMPULAN SASARAN
Calon UPSR 2010
GURU TERLIBAT
Ketua Panitia
Guru Matematik
PROSES KERJA
1.Mesyuarat JawatanKuasa Khas
2.Taklimat kepada semua murid
3. Pemilihan Motivator
4.Hadiri Program
5.Post-Mortem
KEKANGAN
Kekurangan bahan ABM yang benar-benar efisyen
PEMANTAUAN
1. Guru Besar
2. Guru Penolong Kanan 1
PENILAIAN
Canang
PENAMBAHBAIKAN
NAMA PROJEK
3. PEMBUDAYAAN SIFIR
OBJEKTIF
Pelajar dapat meningkatkan penguasaan sifir
TEMPOH
Sepanjang tahun
KUMPULAN SASARAN
Semua murid
GURU TERLIBAT
Semua panitia
PROSES KERJA
1. Mesyuarat jawatan Kuasa Khas
2. Taklimat kepada murid
3. Mempromosikan program
4. Aktiviti dijalankan
5. Penghargaan
KEKANGAN
45 % pelajar masih fobia dengan matapelajaran Matematik
PEMANTAUAN
Ketua Panitia
PENILAIAN
Kaedah Congak
PENAMBAHBAIKAN
NAMA PROJEK
4. BENGKEL TEKNIK MENJAWAB SOALAN PEPERIKSAAN MATEMATIK UPSR
OBJEKTIF
Pelajar dibimbing dalam kelompok yang kecil
TEMPOH
Julai-Ogos 2010
KUMPULAN SASARAN
Calon UPSR 2010
GURU TERLIBAT
Guru penolong Kanan 1
Ketua Panitia Matematik
Guru Matematik
PROSES KERJA
1. Mesyuarat Khas perlaksanaan program
2. Taklimat kepada murid
3. Surat pemberitahuan kepada ibubapa
4. Hadiri program,
5. Post-Mortem
KEKANGAN
Masa dan kewangan panitia
PEMANTAUAN
Guru Penolong Kanan 1
PENILAIAN
Pertandingan
PENAMBAHBAIKAN
NAMA PROJEK
KELAS TAMBAHAN SBT DAN STF
OBJEKTIF
Pelajar mendapat bimbingan secara intensif dalam kelompok yang kecil
TEMPOH
Sepanjang tahun
(Februari-Oktober 2010
KUMPULAN SASARAN
Pelajar tahap 2, (Tahun 4,5 dan 6)
GURU TERLIBAT
Guru Matematik Tahap 2
PROSES KERJA
1.Mesyuarat Jawatankuasa
2.Surat perlantikan guru yang terlibat
3.Taklimat kepada murid yang terlibat
4. Hadiri program
5. Post-Mortem
KEKANGAN
45% murid-murid tidak bermotivasi dan lemah dalam Matematik
PEMANTAUAN
Guru Penolong Kanan HEM
PENILAIAN
Ujian PLBS
PENAMBAHBAIKAN
NAMA PROJEK
6. MINGGU MATEMATIK
OBJEKTIF
Menggalakkan pelajar minat pada matapelajaran
Matematik
TEMPOH
Bulan Julai 2010
KUMPULAN SASARAN
Semua murid
GURU TERLIBAT
Semua guru Matematik
PROSES KERJA
1. Mesyuarat JawatanKuasa Khas
2. Taklimat kepada semua murid
3. Menjalankan beberapa aktiviti pertandingan
4. Penghargaan kepada pemenang
5. Post-Mortem
KEKANGAN
Kewangan panitia / sekolah tidak mencukupi untuk menjalankan projek-projek sokongan.
PEMANTAUAN
Ketua Panitia Matematik
PENILAIAN
Acara yang dipertandingkan
PENAMBAHBAIKAN
NAMA PROJEK
1. PROGRAM CERIA MINDA
OBJEKTIF
Melahirkan pelajar yang minat pada mata pelajaran Matematik
TEMPOH
April-Jun 2010
KUMPULAN SASARAN
Pelajar tahun1 hingga tahun 6
GURU TERLIBAT
Semua guru Matematik
PROSES KERJA
1. Mesyuarat Jawatankuasa kerja
2. Taklimat kepada murid
3. Penyediaan kertas soalan
4. Aktiviti dijalankan
5. Post-Mortem
KEKANGAN
Sumber kewangan
Pengurusan murid
PEMANTAUAN
1 Guru Besar
2.Guru Penolong Kanan 1
3.Ketua Panitia Matematik
PENILAIAN
Ujian Topikal
PENAMBAHBAIKAN
NAMA PROJEK
2. ULANGKAJI STRATEGIK & LEARNING TO SCORE
OBJEKTIF
Mendedahkan pelajar kepada soalan sebenar peperiksaan UPSR
TEMPOH
Julai –Septemer 2010
KUMPULAN SASARAN
Calon UPSR 2010
GURU TERLIBAT
Ketua Panitia
Guru Matematik
PROSES KERJA
1.Mesyuarat JawatanKuasa Khas
2.Taklimat kepada semua murid
3. Pemilihan Motivator
4.Hadiri Program
5.Post-Mortem
KEKANGAN
Kekurangan bahan ABM yang benar-benar efisyen
PEMANTAUAN
1. Guru Besar
2. Guru Penolong Kanan 1
PENILAIAN
Canang
PENAMBAHBAIKAN
NAMA PROJEK
3. PEMBUDAYAAN SIFIR
OBJEKTIF
Pelajar dapat meningkatkan penguasaan sifir
TEMPOH
Sepanjang tahun
KUMPULAN SASARAN
Semua murid
GURU TERLIBAT
Semua panitia
PROSES KERJA
1. Mesyuarat jawatan Kuasa Khas
2. Taklimat kepada murid
3. Mempromosikan program
4. Aktiviti dijalankan
5. Penghargaan
KEKANGAN
45 % pelajar masih fobia dengan matapelajaran Matematik
PEMANTAUAN
Ketua Panitia
PENILAIAN
Kaedah Congak
PENAMBAHBAIKAN
NAMA PROJEK
4. BENGKEL TEKNIK MENJAWAB SOALAN PEPERIKSAAN MATEMATIK UPSR
OBJEKTIF
Pelajar dibimbing dalam kelompok yang kecil
TEMPOH
Julai-Ogos 2010
KUMPULAN SASARAN
Calon UPSR 2010
GURU TERLIBAT
Guru penolong Kanan 1
Ketua Panitia Matematik
Guru Matematik
PROSES KERJA
1. Mesyuarat Khas perlaksanaan program
2. Taklimat kepada murid
3. Surat pemberitahuan kepada ibubapa
4. Hadiri program,
5. Post-Mortem
KEKANGAN
Masa dan kewangan panitia
PEMANTAUAN
Guru Penolong Kanan 1
PENILAIAN
Pertandingan
PENAMBAHBAIKAN
NAMA PROJEK
KELAS TAMBAHAN SBT DAN STF
OBJEKTIF
Pelajar mendapat bimbingan secara intensif dalam kelompok yang kecil
TEMPOH
Sepanjang tahun
(Februari-Oktober 2010
KUMPULAN SASARAN
Pelajar tahap 2, (Tahun 4,5 dan 6)
GURU TERLIBAT
Guru Matematik Tahap 2
PROSES KERJA
1.Mesyuarat Jawatankuasa
2.Surat perlantikan guru yang terlibat
3.Taklimat kepada murid yang terlibat
4. Hadiri program
5. Post-Mortem
KEKANGAN
45% murid-murid tidak bermotivasi dan lemah dalam Matematik
PEMANTAUAN
Guru Penolong Kanan HEM
PENILAIAN
Ujian PLBS
PENAMBAHBAIKAN
NAMA PROJEK
6. MINGGU MATEMATIK
OBJEKTIF
Menggalakkan pelajar minat pada matapelajaran
Matematik
TEMPOH
Bulan Julai 2010
KUMPULAN SASARAN
Semua murid
GURU TERLIBAT
Semua guru Matematik
PROSES KERJA
1. Mesyuarat JawatanKuasa Khas
2. Taklimat kepada semua murid
3. Menjalankan beberapa aktiviti pertandingan
4. Penghargaan kepada pemenang
5. Post-Mortem
KEKANGAN
Kewangan panitia / sekolah tidak mencukupi untuk menjalankan projek-projek sokongan.
PEMANTAUAN
Ketua Panitia Matematik
PENILAIAN
Acara yang dipertandingkan
PENAMBAHBAIKAN
Thursday, August 26, 2010
keputusan matematik percubaan upsr setara daerah kluang 2010
Tahniah kepada semua calon upsr..terutamanya untuk subjek matematik kerana berjaya mengekalkan kecemerlangan.Secara keseluruhannya didapati peratus keseluruhan menguasai adalah 82% manakala 6 orang murid berjaya mendapat A...Tahniah kepada Roziqin bin Zainuddin kerana mendapat markah tertinggi..96%..Keputusan penuh akan disiarkan esok..kerana senarai markah ada di sekolah....
Tuesday, August 24, 2010
jom ke bilik ppsmi!
semua guru-guru PPSMI SK.Felda layang-Layang di galakkan untuk menggunakan peralatan dan kemudahan yang ada di bilik PPSMI sekolah kita....untuk menyemak jadual penggunaan....sila rujuk kepada Ketua Panitia Matematik SK Felda Layang-Layang...terima kasih
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