Rancangan P&P Baucer Tuisyen Matematik Tahun 5

PENDAHULUAN
Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui

Kementerian Pelajaran Malaysia untuk merapatkan jurang pencapaian antara
murid keluarga miskin dan murid daripada keluarga yang berada. Matlamat
Skim Baucar Tuisyen adalah memberi tuisyen kepada murid miskin yang lemah
dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Sains dan Matematik
bagi membolehkan murid tersebut menguasai pengetahuan dan kemahiran asas
dalam mata pelajaran berkenaan.
Proses pengajaran dan pembelajaran dijalankan mengikut kawasan

kesukaran murid yang telah dikenal pasti oleh guru mata pelajaran sebelum
pengajaran dimulakan. Pelbagai kaedah yang disarankan dalam modul ini dapat
membantu guru SBT menjalankan pengajaran dan pembelajaran secara lebih
berfokus dan terancang.
Modul ini mengandungi elemen-elemen kurikulum yang berfokuskan

kepada penambahbaikan dalam penguasaan pengetahuan dan kemahiran asas
dalam mata pelajaran tersebut. Set-set bimbingan dan panduan merangkumi
kelemahan-kelemahan murid, panduan guru, dan contoh kemahiran serta aktiviti
sesuatu topik dalam bentuk yang mudah dan sesuai untuk murid tahap
sederhana.
Oleh hal yang demikian, diharapkan melalui modul ini masalah

pembelajaran mereka di peringkat awal dapat diatasi bagi kepentingan kemajuan
pelajaran mereka seterusnya. Semoga penghasilan modul ini dapat membantu
semua pihak menjayakan Skim Baucar Tuisyen untuk mengurangkan jurang
pencapaian antara murid yang berkemampuan dengan yang kurang
berkemampuan dan kadar penyertaan murid daripada keluarga miskin pada
peringkat yang lebih tinggi akan meningkat.
1
LATAR BELAKANG SBT
Berdasarkan hasrat YAB Menteri Kewangan dalam
pembentangan bajet 2003 pada 20 September 2002
untuk memberi baucar kepada pelajar miskin bagi
mendapat tuisyen di luar waktu persekolahan seperti
sedutan berikut:
”... Kerajaan sedang menimbang untuk memberikan
baucar kepada anak-anak keluarga miskin bagi
membolehkan mereka mendapat tuisyen daripada
guru-guru yang sanggup memberikan tuisyen khas di
luar waktu sekolah. Dengan ini, bukan sahaja mereka
akan dapat tuisyen, guru-guru yang rajin juga boleh
mendapat pendapatan tambahan.”
2
INTERVENSI PENDIDIKAN MELALUI
SKIM BAUCAR TUISYEN (SBT)
KERAJAAN IBU BAPA

Membiayai SBT Memastikan anak-anak hadir
kelas tuisyen
TUISYEN UNTUK MURID

LEMAH DAN MISKIN
GURU
Pengiktirafan kepada guru-guru
yang mengadakan kelas tambahan
secara sukarela / percuma
3
MASA PELAKSANAAN SBT
Dilaksanakan di luar Jadual Waktu Persekolahan
Pagi, petang, malam, hujung minggu
Tempoh minimum adalah
1 jam seminggu 4 jam sebulan bagi

bagi setiap mata pelajaran setiap mata pelajaran
4
CIRI-CIRI MODUL SBT
- Rancangan P&P, aktiviti, contoh-contoh soalan secara umum dan yang

dirancang mengikut aras-aras pencapaian murid disediakan.
- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.
- Cadangan aktiviti telah disediakan, guru boleh mengubahsuai mengikut

keperluan pelajar.
- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama

ada mahu menggunakan atau sebaliknya. (bergantungkan masa)
- Aktiviti berbentuk permainan seperti : silang kata sains magik, kuiz, isi
tempat kosong tangga ular, eksperimen ringkas dan lain-lain.
- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu

dibincang bersama pelajar berpandukan teknik menjawab dengan betul.
- Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung
dalam P&P yang dicadangkan.
5
PANDUAN BERKAITAN MURID DAN KELAS SBT
1. Pemilihan murid bagi program Skim Baucar Tuisyen (SBT) adalah

berdasarkan kepada :
i. Murid warganegara Malaysia.

ii. Murid Tahun 4, Tahun 5 dan tahun 6.
iii. Pendapatan keluarga RM 530.00 tanpa perkapita.
iv. Lemah dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris,
Matematik atau Sains dengan gred C atau 59% ke bawah.
2. Seseorang murid tidak semestinya mendapat kemudahan SBT bagi

keempat-empat mata pelajaran.
3. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan

pembelajaran (P&P) dan tidak boleh diadakan pada waktu ganti atau
waktu ’relief’.
4. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas

SBT Tahun 6 seelok-eloknya dapat ditamatkan sebelum peperiksaan
UPSR bermula.
5. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan

kelemahan yang dihadapi oleh murid meliputi aktiviti pemulihan,
pengukuhan, teknik belajar, menjawab soalan dan motivasi.
6. Jumlah maksimum bagi sesebuah kelas SBT adalah tidak lebih daripada
25 orang.
6
7. Bagi sekolah kekurangan murid, kelas SBT tahun 4 dan Tahun 5
dibenarkan bergabung manakala bagi Tahun 6 pula, kelas tersebut tidak
boleh bergabung dengan kelas lain.
8. Kelas SBT tahun 6 lebih berfokus kepada teknik belajar, teknik menjawab
soalan dan motivasi. Bagi tahun 4 dan 5 pula lebih berfokus kepada
pemulihan dan pengukuhan.
9. Galakan dan sokongan harus diberikan kepada murid-murid SBT agar

mereka berminat untuk hadir ke kelas yang diadakan.
10. Kelas SBT yang diadakan haruslah mengambil kira tentang keselamatan
murid sepanjang P & P dijalankan.
7
PANDUAN UNTUK GURU TUISYEN SBT
1. Guru tuisyen SBT yang dilantik dalam program ini boleh terdiri daripada
guru sekolah atau guru yang sudah berpencen.
2. Guru sekolah yang dilantik sebagai guru SBT haruslah menjalankan kelas
SBT tanpa menjejaskan tugas hakiki dan tugas-tugas rasmi yang lain.
3. Setiap guru SBT dihadkan mengajar tuisyen kepada 2 kelas bagi mana-
mana 2 mata pelajaran atau 4 kelas bagi mana-mana satu mata
pelajaran.
4. Guru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen

yang sesuai untuk memulihkan kelemahan murid dalam sesuatu mata
pelajaran.
5. Lembaran kerja, ’hand-outs’ atau fotokopi bahan pengajaran boleh dibuat

bagi meningkatkan prestasi murid.
6. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan

kelemahan akademik yang dihadapi oleh murid meliputi aktiviti pemulihan,
pengukuhan, teknik belajar, teknik menjawab soalan dan motivasi.
7. Guru SBT juga harus menyediakan jadual waktu kelas SBT, rekod
mengajar berkaitan tajuk dan aktviti, senarai nama murid, kehadiran murid
dan pencapaian murid.
8. Guru tuisyen SBT hendaklah membuat penilaian pelajar apabila tamat

sesuatu sesi pengajaran.
8
9. Guru harus menggunakan kreativiti dalam pengajaran dan pembelajaran
agar minat murid dapat dikekalkan dalam kelas SBT.
10. Dalam program SBT ini mungkin ada guru yang mengajar mendapat
banyak baucar dan ada pula guru yang sedikit. Apa yang penting adalah
”Konsep Membantu Pelajar Dengan Ikhlas”.
9
PANDUAN UNTUK PENTADBIR DAN PENGURUS SBT
1. Sekolah harus menubuhkan Jawatan Kuasa SBT di peringkat sekolah

masing-masing.
2. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan

penyelenggaraan rekod harus dibuat dengan teliti oleh sekolah.
3. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT

jika murid berkenaan melanggar peraturan sekolah.
4. Pihak sekolah juga harus menubuhkan ’Pusat Tuisyen SBT’ di sekolah

masing-masing berdasarkan kepada senarai murid yang layak menerima
SBT dengan menyediakan jadual waktu dan keperluan guru tuisyen
secukupnya.
5. Guru Besar boleh menetapkan guru tuisyen SBT dan kalangan guru yang
mengajar murid itu sendiri atau guru dari sekolah lain. Dengan cara ini
murid akan kekal di sekolah dan hanya sebahagian guru sahaja yang
bergerak ke sekolah lain.
6. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang

mengandungi 11 helai baucar dengan nilai RM 10.00 setiap keping.
Keping ke sepuluh adalah untuk ’rizab’ manakala kepingan ke sebelas
adalah untuk rekod simpanan sekolah.
7. Peruntukan satu mata pelajaran adalah sebanyak RM 90.00. Jika pelajar

itu mendapat peruntukan sebanyak empat mata pelajaran maka jumlah
peruntukannya adalah RM 360.00 setahun.
10
8. Di bawah program SBT, sekolah diperuntukkan sebanyak RM20.00
setahun bagi setiap murid. Pecahan peruntukan adalah RM15.00 untuk
lembaran kerja dan fotokopi manakala RM 5.00 bahan bercetak, kertas,
kapur dan marker pen.
9. Baucar yang diterima daripada ibu bapa sebagai bayaran tuisyen SBT
boleh ditunaikan oleh guru SBT di sekolah yang menjadi pusat tuisyen
SBT melalui tuntutan bulanan.
10. Pihak sekolah harus menggalakkan guru-guru SBT menggunakan Modul

SBT yang telah dibekalkan oleh KPM.
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MATHEMATICS MODULE OF
TUITION VOUCHER SCHEME MANUAL
PREFACE
This module has been meticulously planned based on the latest curriculum
specifications for Year 5 issued by the Ministry of Education for use in the Tuition
Voucher Scheme (SBT).
This module contains topical exercises so as to help the pupils to
overcome their weaknesses. Therefore the contents are aimed to help pupils
achieve the desired learning outcomes and basic skills. At the same time equip
pupils with essential skills needed to understand the concepts of mathematics.
This module is a comprehensive guide and a reference for teachers to
deepen the knowledge and understanding of the subject and thereby raising the
level of achievement of the pupils.
There are 41 lessons altogether in this module. Each lesson is a one hour
lesson mainly consists of three different parts i.e:
i. Skills – Each lesson plan is aimed to overcome the weaknesses of
the pupils in acquiring basic skills that they are not able to achieve.
These skills are based on the Learning Outcomes from the
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Curriculum Specification. Different techniques and approaches are
used to explain each skill. Some of these have not been applied in
ordinary classroom teaching. Skills or concepts acquired will ensure
a better understanding of the lesson.
ii. Examples – After each approach, examples are given. Teachers
are encouraged to make use of teaching aids to consolidate the
skills that are being taught.
iii. Worksheets – At the end of each lesson, pupils are required to do
exercises as an enrichment activity. Teachers are advised to use
these exercises to strengthen the pupils’ concepts and skills in their
Tuition Voucher Scheme lesson.
It is our hope that on completion of the module will help students to
acquire the mathematical basic concepts and skills, to gain confidence and
improve their performance.
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AIMS
This module aims to build pupils’ understanding of number concepts and
their basic skills in computation that they can apply in their daily life.
To achieve this, competent and knowledgeable teachers are needed to
ensure excellence in this subject.
This module emphasizes more on basic concepts and skills. It also covers
4 interrelated areas, namely numbers, measurement, shapes and space and
statistics.
OBJECTIVES
The Mathematics syllabus for primary school enables pupils to:
• know and understand the concepts, definitions, rules related to numbers
operations, space, measures and data handling.
• master the 4 basic operations of
i. addition
ii. subtraction
iii. multiplication
iv. division
• master the skills of combined operations
• use the language and mathematical terms correctly
• use mathematical skills and knowledge to solve problems in daily live.
14
Contents
Topics Pages
1 Whole Numbers
Lesson 1 Name and write numbers 17
Lesson 2 Place value 24
Lesson 3 Round off numbers 31
Lesson 4 Addition 38
Lesson 5 Multiplication 47
Lesson 6 Mixed operations 49
Lesson 7 Multiplication and division 52
Lesson 8 Problem solving of Mixed operations 58
2 Fractions
Lesson 9 Improper fractions 61
Lesson 10 Mixed numbers 65
Lesson 11 Add and subtract fractions 70
Lesson 12 Multiply and problem solving fractions 76
3 Decimals
Lesson 13 Convert fractions to decimal numbers 81
Lesson 14 Round off decimal numbers 86
Lesson 15 Problem solving involving multiplication 90
4 Percentages
Lesson 16 State and convert fractions to percentage 94
Lesson 17 Convert percentage to decimal numbers 97
Lesson 18 Convert proper fractions to percentage 101
5 Money
Lesson 19 Mixed operation 104
Lesson 20 Problem solving of addition and subtraction 108
Lesson 21 Problem solving of multiplication and division 112
6 Time
Lesson 22 Read and write time in 24-hour system 116
Lesson 23 Convert time 120
Lesson 24 Determine start and end time 124
Lesson 25 Divide time in hours, minutes and seconds 129
Lesson 26 Identify start and end time 133
Lesson 27 Duration of an event 135
Lesson 28 Problem solving 139
15
7 Length
Lesson 29 Relationship between units of length 144
Lesson 30 Add and subtract units of length 147
Lesson 31 Problem solving 150
8 Mass
Lesson 32 Compare masses of objects 153
Lesson 33 Convert unit of mass 159
Lesson 34 Relationship between units of mass 165
9 Volume of Liquid
Lesson 35 Add and subtract units of Vol. of liquid 170
Lesson 36 Operations on volume of liquid 175
10 Shape and Space

Lesson 37 Perimeter 180
Lesson 38 Area 185
Lesson 39 Volume of 3-D shape 189
11 Data Handling
Lesson 40 Average 195
Lesson 41 Organising and interpreting data 202
Answer 207-221
Appendix 222-228
16
Lesson :1
Topic : Whole Number
Learning area : Numbers to 1 000 000
Learning objective : Pupils will be taught to develop number sense up to
1 000 000
Learning outcome : Pupils will be able to name and write numbers up to
1 000 000
Previous knowledge : Pupils have learnt to name and write numbers up to
100 000.
Problem : Pupils are not able to say and write numbers in
numeral form and in words correctly.
Vocabulary : Numbers, numeral, place value , ones, tens, hundreds
thousands, ten thousands, hundred thousands
SUGGESTED ACTIVITIES
Step 1
• Introduce the place value chart.
Millions Hundred Ten Thousands Hundreds Tens Ones

Thousands Thousands
M H TH T TH TH H T O
• Read the place value; ones, tens, hundreds, thousands, ten thousands ,
hundreds thousands , million.
Example 1 : 5243
17
• Fill in the digits into the place value chart.
Hundred Ten Thousands Hundreds Tens Ones

Thousands Thousands
5 2 4 3
• We write 5243.
• We read it as five thousand two hundred and forty-three.
Example 2:
• One hundred sixty-three thousand two hundred and one

thousands thousands
1 6 3 2 0 1
• We write 163 201.

• We read it as one hundred sixty-three thousand two hundred and one.
Example 3:
• Use abacus to teach the concept of place value.
18
Example 1: ( Write in numeral and in words )
H TH
Thousands Hundreds Tens Ones

4 1 3 2
4132 is read as four

thousand one
hundred and thirty-
two
Example 2:
H TH
H TH T Th Th H T O
2 3 9 0 6 4
239 064 is read as two

EXERCISE
hundred 1
thirty nine
thousand and sixty-four
Exercise 1
Name : ______________________ Class : ________ Date : ________
19
A. Complete the following table:
1. 3 260 Three ____________ two ____________ and sixty
2. 7 092 _________ thousand and ninety-_________
3. 25 193 Twenty-five ____________ one ___________ and

____________-three
4. 182 900 One __________ eighty- _______thousand and nine

_______________
5. 234 402 Two hundred _________-four __________ four hundred

and two.
B. Match the following:
5 301 Six hundred two thousand and twenty-four
20
61 007 Seventy-five thousand and nine hundred
75 900 Five thousand three hundred and one
602 024 Eight hundred fifteen thousand two hundred

and sixty-four
815 264 Sixty-one thousand and seven
EXERCISE 2
Name : ______________________ Class : _______
A. Write the numbers
1.
21
Answer : _____________
H TH
2.
Answer : _______________
3.
H TH
B. Write the numerals in the blanks.

Answer :_______________
Seventy-two thousand five hundred and fifty-six
22
______________
Twenty-five thousand seven hundred and nineteen

2.
_______________
Five hundred forty-seven thousand nine hundred and eighty-three

3.
_________________
4.
One hundred ninety-four thousand and four
__________________
Lesson : 2
Topic : Whole Numbers
Learning area : Numbers to 1000 000
Learning objective : Develop number sense up to 1000 000.
Learning outcome : Determine the place value of the digits in any
23
number up to 1 000 000.
Previous knowledge : Pupils have learnt to write the place value or the digit
value up to 100 000.
Problem : Pupils are not able to differentiate between place
value and the digit value.
Vocabulary : place value, digit value
Step 1
Say aloud the place value of a number. Start with a smaller number.
Prepare a set of number cards.
eg.
25
• Guide pupils to say out the number.

(twenty-five)
• What is the place value of 5? What is the digit value of 5?
( Ones / units . The digit value of 5 is five ones / units.)
• What is the place value of 2? What is the digit value?
( Tens. The digit value of 2 is twenty.)
8740
• Guide pupils to say out the number.

(eight thousand seven hundred and forty)
• What is the place value of 0? What is the digit value of 0?
( Ones / units . The digit value of 0 is zero ones / units.)
24
( Tens. The digit value of 4 is forty.)
( Hundreds. The digit value of 7 is seven hundred.)
( Thousands. The digit value of 8 is eight thousand.)
Guide pupils to fill in the table below.

Guide pupils to put the beads accordingly to match the given number
8 740 is read as
eight thousand
seven hundred
and forty.
8 7 4 025
Guide pupils to fill up the tables.
Place value
Hundred Ten
Thousands Thousands
Number
8 7 4 0
Place value Hundred Ten

Thousands Thousands
Digit value
8 000 700 40 0
Give more examples for drilling.

eg.
12 766 56 387 272 996 176 098
239 700 652 782 782 357 902 000
Step 2
Partition and write in extended notation
26
263 079 = 200 000 + 60 000 + 3 000 + 70 + 9
263 079 = 2 hundred thousands + 6 ten thousands + 3 thousands + 7 tens + 9

ones.
Then, ask
eg: What is the place value of 6?
( Ten thousands )
What is the value of 7? Etc.
( 70 )
2 6 3 0 7 9
9 ones
7 tens
0 hundreds
3 thousands
6 ten thousands
2 hundred thousands
Exercise 1
Name : ______________________ Class : ________ Date : ________
Use the numbers fan to form (compose) a six-digit number.

7
Eg.
.
46 3
270
9
1. Write the number. _______________________________.
2. Fill in the tables
Place value
Hundred Ten
Thousands Thousands
Number
Place value Hundred Ten

Thousands Thousands
Digit value
3. Write the extended notation of the number
= + + + + __
______________________________________________________
Try to compose other numbers using the numbers fan.
28
EXERCISE 2
Name : ______________________ Class : _________ Date : ________
1. What is the place value of each of the underlined digit?
a. 5 628 ______________________
b. 10 275 ______________________
c. 149 763 ______________________
d. 542 086 ______________________
2. What is the digit value of each of the underlined digit?
a. 3 098 ______________________
b. 20 467 ______________________
c. 302 398 ______________________
d. 691 890 ______________________
3. Write the numbers.
a. 8 ten thousands, 3 thousands, 5 hundreds, 6 tens and 2 ones.
______________________________
29
b. 4 hundred thousands, 5 ten thousands, 8 hundreds, 9 tens and 4
ones.
______________________________
c. 600 000, 70 000 , 300 and 5
______________________________
d. 300 000 + 40 000 + 6 000 + 40 + 8
______________________________
4. State the value of 9 in the number 396 248. _____________________
5. What is the place value of 7 in 709 286? ________________________
30
Lesson : 3
Learning area : Numbers to 1 000 000
Learning objective : Develop number sense up to 1 000 000.
Learning outcome : Round off numbers to the nearest tens, hundreds,
thousands, ten thousands and hundred thousands.
Previous knowledge : Pupils have learnt the place value of a given number.
Problem : Pupils are not able to acquire the skills of rounding off
numbers.
Vocabulary : round off, nearest tens, nearest hundreds, nearest
thousands, nearest ten thousands.
Step 1
Round off numbers to the nearest tens
142 670 142 672 142 675 142 677 142 680
142 672 is nearer to 142 670 than 142 680, so it is rounded off to 142 670.
31
Round off numbers to the nearest hundreds
362 100 362 130 362 150 342 190 362 200
Round off numbers to the nearest thousands
743 000 743100 743 500 743 600 744 000
32
Round off numbers to the nearest ten thousands
410 000 414 000 415 000 418 000 420 000
Round off numbers to the nearest hundred thousands
500 000 530 000 550 000 570 000 600 000
33
Step 2
Rules to remember for rounding off
• 0, 1, 2, 3, 4 -retain the digit.
• 5, 6, 7, 8, 9 -add by 1.
• Rounding off to the nearest tens, hundreds, thousands, ten thousands or
hundred thousands.
Tens 10 One zero
Hundreds 100 Two zeros
Thousands 1 000 Three zeros
Ten Four zeros

10 000
thousands
Hundred Five zeros

100 000
thousands
Example 1:
• Round off 725 246 to the nearest tens (10).
+1
Circle the tens 725 2 4 6
• Since the digit to the right of (behind) the circle is larger than 5, then add 1
to the digit 4 and a zero after it. The answer will then be 725 250.
Example 2:
Round off 418 327 to the nearest hundreds (100).
0 0
Circle the hundreds 418 3 2 7
• Since the digit to the right of (behind) the circle is less than 5, the ‘3’
remains but add 2 zeroes after it. The answer will then be 418 300.
Example 3:
34
Round off 612 435 to the nearest thousands (1000).
000
Circle the thousands 61 2 4 3 5
• Since the digit to the right of (behind) the circle is less than 5 then, the ‘2’
remains and replace 3 zeroes subsequently.
The answer will then be 612 000.
Example 4:
Round off 579 849 to the nearest ten thousands (10 000).
+1 0 0 00
Circle the ten thousands 5 9 7 849
• Since the digit to the right of (behind) the circle is more than 5 then, add
1 to the digit 9 and replace 4 zeroes subsequently.
Example 5:
Round off 248 905 to the nearest hundred thousands (100 000).
00 000
Circle the hundred thousands 248 905
• Since the digit to the right of (behind) the circle is less than 5 then, the
‘2’ remains and replace 5 zeroes subsequently.
Exercise 1
35
Name : ______________________ Class : ________ Date : ________
Circle the correct answer.
A. Round off to the nearest tens.

1. 2 467 ------ ( 2460 , 2470 )
2. 43 415 ------ ( 43 410 , 43 420 )
3. 523 712 ------ ( 523 710 , 523720 )
B. Round off to the nearest hundreds.

1. 3 520 ------ ( 3500 , 3600 )
2. 24 784 ------ ( 24 700 , 24 800 )
3. 741 950 ------ ( 741 900 , 742 000 )
C. Round off to the nearest thousands.

1. 3 390 ------ ( 3000 , 4000 )
2. 26 810 ------ ( 26 000 , 27 000 )
D. Round off to the nearest ten thousands.

1. 22 931 ------ ( 20 000 , 30 000 )
2. 178 348 ------ ( 170 000 , 180 000 )
E. Round off to the nearest hundred thousands.

1. 378 206 ------ ( 300 000 , 400 000 )
2. 142 384 ------ ( 100 000 , 200 000 )
Exercise 2
36
Name : ______________________ Class : ________ Date : ________
Complete the table:
Nearest Nearest
Nearest Nearest Nearest
Number ten hundred
tens Hundreds Thousands thousands
thousands
254 367
307 839
781 495
649 028
Answer the questions:

1. Round off 2 896 to the nearest tens. _____________________
2. Round off 56 311 to the nearest hundreds. _____________________
3. Round off 341 542 to the nearest thousands._____________________
4. Round off 163 297 to the nearest ten thousands. ____________________
5. Round off 539 524 to the nearest hundred thousands. ________________
Lesson : 4
37
Learning area : Addition with the highest total of 1000 000.
Learning objectives : Add numbers to the total of 1000 000.
Learning outcomes : Add any two to four numbers to 1000 000.
Previous knowledge : Pupils have learnt addition up to 100 000.
Problems : Pupils are not able to understand the concept of place
value in addition.
Vocabulary : number sentences, vertical form, without trading,
trading, quick calculation, pairs of ten, double
numbers, estimates and range.
Step 1
Adding two numbers (without trading)
Add two numbers using vertical form:
eg.1 30 000
+ 50 000
80 000
Ten Thousands Hundreds Tens Ones

thousands
8 0 0 0 0
eg.2 320 000

+ 43 081
38
363 081

thousands thousands
3 6 3 0 8 1
eg.3 247 351

+ 130 514
377 865

thousands thousands
3 7 7 8 6 5
Step 2
Addition using the place value chart:
eg.
Ten
27 421 + 31 368 =
thousands Thousands Hundreds Tens Ones
2 7 4 2 1
+ 3 1 3 6 8
5 8 7 8 9
• Put the digits in the correct columns.

• Add from the right to the left.
• Start from the ones column, then the tens column, then the hundreds
column, thousands column and finally the ten thousands column.
Step 3
Adding two numbers (with trading)
39
• Addition with regrouping requires the students to use manipulative skills to
demonstrate how they move “ten” ones over the tens column and so on.
Example 56372
+ 1459
Use the place value chart .

thousands
5 6 3 7 2
1 4 5 9
Then, add the ones column. 1

thousands
5 6 3 7 2
1 4 5 9
1 1
40
• 2 ones + 9 ones.
thousands
5 6 3 7 2
1 4 5 9
1 3 1
= 11 ones.
= 1 tens 1 ones.
• There cannot be more than 9 ones in the ones column.
• Move ten ones over into the tens column.
Next, add the tens column.

1 1
• 1 ten + 7 tens + 5 tens = 13 tens.

• 13 tens = 1 hundred and 3 tens.
• Regroup ten tens to the hundreds column.
Then, add the hundreds column.

1 1
41
thousands
5 6 3 7 2
1 4 5 9
thousands 8 3 1
5 6 3 7 2
1 4 5 9
7 8 3 1
• 1 hundred + 3 hundreds + 4 hundreds.

= 8 hundreds.
Add the thousands column.

1 1
42
• 6 thousands + 1 thousand
= 7 thousands
Finally, add the ten thousands column
1 1
= 5 ten thousands

thousands
5 6 3 7 2
1 4 5 9
5 7 8 3 1
Step 4
Adding three or four numbers (without trading/ with trading)
43
eg 1: 22 351 + 1 227 + 401 =
22 351
1 227
+ 401
23 979
eg 2: 287 210 + 30 742 +45 209 + 392 =

111 11
287 210
30 742
45 209
+ 392
363 553
• Place the digit in the correct columns and add from the right to the left.
Games
Prepare a set of number cards.
0 1 2 3 444 5 6 7 8 9
• Ask pupils to choose 3 to 5 cards.
• Form the largest value and the smallest value from the cards chosen.
• Total up the numbers.
Example:
7 1 4 0
7410 + 1047 =
Repeat by choosing different sets of cards. Form different mathematical
sentences.
Find the sum.
7410 + 1047 = 8457
________________________
________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Exercise 1
Name : ______________________ Class : ________ Date: ________
45
A. Solve
8 7 1 0 5 3
1. What is the largest number that can be formed from the given
numerals? ______________________________________
2. What is the smallest number that can be formed from the given
numerals? ___________________________________
3. Find the total of these two numbers.
+ =
B. Answer the questions

1. If 4 + 4 = 8, what is the total of 4000 + 4000?
______________________________________
2. If 6 + 4 = 10, what is the total 0f 60 000 + 40 000?
_______________________________________
3. If 8 + 7 = 15, what is the total of 8000 + 7000?
________________________________________
4. Find the total of 3000 + 2000 + 5000.
______________________________________________
5 What is the total of 20 000 + 20 000 + 800 + 800?
______________________________________________
Exercise 2
Name : ______________________ Class : ________ Date : ________
46
1. Find the total of 32 600 and 47 400.
_____________________________________________________________
2. Add 29 865 and 19 805.
3. Find the sum of 10 763 and 49 263.
______________________________________________________________
4. 79 100 and 900 make
_____________________________________________________________
5. Ten thousand and five thousand two hundred make
____________________________________________________________
6. Add twenty-five thousand and twenty-five thousand.
____________________________________________________________
7. Find the sum of three hundred four thousand and fifty-two and one
hundred six thousand two hundred and ten.
Lesson : 5
Topic : Whole numbers
Learning area : Multiplication with the highest product of 1 000 000.
47
Learning objective : Pupils will be taught to multiply any two numbers
with the highest product of 1 000 000.
Learning outcome : Pupils will be able to:
1. Multiply two-digit and three-digit numbers with
0 ,10,100 and 1000
Previous knowledge : Basic multiplication
Problem : Pupils are not able to multiply two-digit numbers
with 0,10,100 and 1000.
Step 1
Teacher explains how to multiply using the multiplication table.
1. 1 X 0 =0
2. 1 X 10 = 10
3. 1 X 100 = 100
4. 1 X 1000 = 1000
Numbers X 0 X 10 X 100 X 1000
48
7
13
72
35
47
58
86
98
107
140
204
594
Lesson : 6
Learning area : Mixed operations
Learning objective : Perform mixed operations involving multiplication and
division.
49
Learning outcome : Calculate mixed operations on whole numbers
involving multiplication and division
Previous knowledge : Pupils have learnt multiplication and division
Problem : Pupils are not able to memorise the time-tables and
cannot recite them by heart.
Vocabulary : Mixed operations
Step 1
Example 1: 40 ÷ 5 × 23 =
First we solve 40 ÷ 5
40 ÷ 5 = 8
8
5 40
- 40
0
Then, multiply the answer by 23
2 3 × 8 = 184
2
3×8=2 4 write 4 ones to its own place
23
× 8 Regroup 2 tens to its place holder
1 8 4 2 ×8 = 1 6, 16 + 2 = 1 8
So, 40 ÷ 5 × 23 = 184
Example 2: 4320 x 5 ÷ 100
First we solve 4320 x 5

1 1
4 320
X 5
21 600
50
Then, divide the answer by 100
21 600 ÷ 100 = 216
21 600
100
So, 4320 x 5 ÷ 100 = 216
Notes :
• Emphasise on the operations involved.
• For mixed operations of division and multiplication, solve the operation
which comes first.
After getting the answer, solve it using the second operation.
51
Exercise 1
Name : ______________________ Class : ________ Date : ________
Calculate.
1. 23 × 8 ÷ 4 = 6. 320 × 100 ÷ 1000 =
2. 160 ÷ 4 × 3 = 7. 4 112 ÷ 8 × 6 =
3. 64 × 8 ÷ 32 = 8. 2 500 × 8 ÷ 100 =
4. 30 ÷ 6 ×125 = 9. 4 536 ÷ 24 × 70 =
5. 25 × 8 ÷ 20 = 10. 432 ÷ 16 × 52 =
Lesson : 7
Learning areas : Multiplication with the highest product of 1 000 000
52
Division with the highest dividend of 1 000 000
Learning objectives : Multiply any two numbers with the highest product of
1 000 000
Divide a number less than 1 000 000 by a
two-digit number
Learning outcomes : Solve problems involving multiplication.

Solve problems involving division.
Previous knowledge : Pupils have learnt multiplication and division
Problem : Pupils are not able to allocate the answers by its place
values.
Vocabulary : times, multiply, multiplied by, multiple of, estimation,
lattice, multiplication, divide , dividend , quotient ,
divisor , divisibility , remainder
Example 1:
A company produces 6 903 pairs of socks in a week. How many pairs of

socks does the company produce in a month?
53
Step 1
• List out the relevant information
i. 903 pairs of socks in a week
ii. Number of pairs of socks in a month
iii. A month has 4 weeks
iv. Decide what operation is needed to solve the problem
• Write the number sentence : 4 × 6 903 =
Step 2
1st week 2nd week 3rd week 4th week
6903 6903 6903 6903
• Solve
3 1
6903
× 4
2761 2
There are 27 612 pairs of socks produced in a month.
Example 2:
A salesman managed to sell handphones to 34 retail shops. He sold 267
sets to each shop. How many handphones did he sell?
54
Notes:
• If multiplication involves 3-digit and 2-digit, shows the steps clearly.
2 6 7
× 3 4
1 0 6 8 Firstly, 267×4
+ 8 0 1 0 Secondly, 2 6 7 × 3 0
9 0 7 8 Total
Or
2 6 7
× 3 4
2 8 7 × 4
2 4 0 60 × 4
8 0 0 200 × 4
2 1 0 7 × 30
1 8 0 0 60 × 30
+ 6 0 0 0 200 × 30
9 0 7 8
Example 3 :
There are 5 682 mangosteens to be kept inside six identical boxes. Find the
number of mangosteens in each box?
55
Step 1
• List out the relevant information
i. 5 682 mangosteens
ii. Keep inside 6 boxes equally
iii. Find the number of mangosteens in each box
• Decide the operation used
• Write the number sentence : 5 682 ÷ 6 =
Step 2
• Solve the problem by using long division
Write the six
• Divide 56 by 6 times table
• Remainder 2 hundreds
• Regroup with 8 tens to 947 6
become 28 tens 6 12
568 2
• 28 tens divided by 6 is 18
4 with remainder 4 tens - 54 24
• Regroup 2 ones to 40 28 30
ones , becomes 42 - 24 36
• 42 divided by 6 is 7 42 42
- 42 48
0 054
Exercise 1
Name : ______________________ Class : ________ Date : ________
Answer these questions.
1. Sheila sold 238 eggs on Tuesday. She sold
three times more on Wednesday. How many
56
eggs did she sell on Wednesday?
2. There are 25 marbles in a box. A

shopkeeper sells 328 boxes. How many
marbles are sold altogether?
3. An aeroplane can carry 345 passengers in a

trip. How many passengers can be carried in
26 trips?
4. A catalogue consists of 6 pages. How many

sheets of paper are used to print 43 200
catalogues?
5. A restaurant orders 2 342 chickens in a

month. How many chickens does the
restaurant order in a year?
Exercise 2
Name : ______________________ Class : ________ Date : ________
1. There are 424 sheets in a ream of paper. If 8

sheets are used in a day, find the number of days
to use all the papers?
57
2. A factory produces 18 046 T-shirts in a week.
How many T-shirts does it produce in a day?
3. There are 2 325 participants in a stadium. If they

are from 15 schools, find the number of
participants from each team?
4. A school has 1 224 pupils. Each class has 34

pupils. Find the number of the classes in the
school.
5. A farm exports 25 714 fish to Taiwan. 26 lorries

are used to carry the fish. How many fish can be
carried by each lorry?
Lesson : 8
Learning area : Mixed operations
Learning objective : Perform mixed operations involving multiplication and
division.
Learning outcome : Solve problems involving mixed operations of division
and multiplication.
Previous knowledge : Pupils had learnt multiplication and division.
Problem : Pupils are not able to determine the operations to be
used to solve word problems.
Vocabulary : Mixed operations
58
Example 1
A company prints 6 345 stickers to be distributed to 9 shops in a month.

How many stickers does each shop get in 6 months?
Step 1
• What is given? 6 345 stickers for 9 shops
• What is needed? Number of stickers in 6 months for each shop
• What are the operations involved? Division and multiplication
Step 2
6 345 ÷ 9 x 6 =
•• Divide 63 by
Solve the 9
problem by using long division Write the
nine times
• 4 is diviseable table
by 9, so write 0
7 05 9
above it 9 6345 18
27
• Regroup 4 tens -63
36
into ones, 4
45
becomes 45 -0
54
ones 45
63
-45
72
• 45 ones 0 59
81
divided by 9 is
5
• Multiply the answer by 6
5×6=30
• Write 0 in ones
3
•
Regroup 3 tens to tens
705 0×6=0 , 0+ 3
• Write down 3
× 6
4 230 7×6=42
6 345 ÷ 9 x 6 = 4 230
Therefore , each shop gets 4 230 stickers for 6 months .
Exercise 1
Name : ______________________ Class : ________ Date : ________
Solve these problems.
1. Razin has 14 packets of stamps. Each packet has
8 stamps. If he shares the stamps with his sister,
how many stamps does each of them get?
2. There are 6 boxes of pencils to be shared equally

among 40 pupils. If a box contains 60 pencils,
how many pencils does each pupil get?
60
3. Pak Abu has 5 bunches of rambutans. Each
bunch has 60 rambutans. He distributes the
rambutans among 20 children. How many
rambutans does each child get?
4. A hawker has two baskets full of 270 star fruits

each.Then, he puts them into 20 heaps of star
fruits. How many star fruits are there in each
heap?
5. Puan Rozi bought 3 boxes of oranges. Each box

has 72 oranges. She gave equally to her 12
friends. How many oranges did each of the
neighbour get?
Lesson 9
Topic : Fractions
Learning area : Improper Fractions and Mixed Numbers
Learning objective : Pupils will be taught to understand improper fractions.
Learning outcome : Pupils will be able to :
name and write improper fractions with denominators
up to 10.
Previous knowledge : Pupils have learnt proper fractions
Problem : Pupils are not able to recognize improper fraction.
Vocabulary : Proper fractions, improper fractions
Step 1
Improper fraction consist a larger numerator than the denominator.
Example 1; numerator (larger)
61
3
2
denominator (smaller)
We read it as three over two or three halves.
3
Shows the diagram of .
2
i) with the diagram
1 1 1 3
The shaded parts is .
2 2 2 2
.
ii) with number line
1 2 3
2 2 2
0 1 2
Example 2
Write seven over three in numeral.
7
We write it .
3
7
Shows the diagram of .
3
i) Using diagram
1 1 1 1 1 1 1
3 3 3 3 3 3 3
7
The shaded parts is .
3
We read it as seven over three or seven third.
62
ii) Using the number line
1 2 3 4 5 6 7
3 3 3 3 3 3 3
0 1 2
Exercise 1
Name : ______________________ Class : ________ Date : ________
A. Name and write improper fractions.
1.
In words : ……………………………………………………….
2.
63
In words : …………………………………………………….
3.
0 1 2 3
In words: ………………………………………………………..
4.
0 1 2
In words : ………………………………………………….
Exercise 2
Name : ______________________ Class : ________ Date : ________
A. Write improper fractions.
i) five over two
ii) seven over four
iii) twelve over five
iv) thirteen over seven
64
B. Shade the improper fractions.
i) five over two
ii) seven over four
C. Draw the number line and draw the arrow to show the value of improper
fractions.
1. twelve over five

0 1 2
1. thirteen over three

0 1 2 3 4
Lesson : 10
Topic : Fractions
Learning area : Improper Fractions and Mixed Numbers
Learning objective : Pupils will be taught to understand mixed numbers
and improper fractions.
i) name and write mixed numbers with denominators up
to 10.
ii) convert mixed numbers to improper fractions and vice-
versa.
Previous knowledge : Pupils have learnt proper fractions.
Problem : Pupils are not able to name and write mixed numbers,
and convert mixed numbers to improper fraction and
vice versa.
Vocabulary : convert, mixed numbers
65
Step 1
Mixed numbers consists of a whole number and a proper fraction.
Example;
1
2
4
Whole number proper fraction
1
Read the whole number followed by the fraction. 2 is read as “ two and one
4
over four” or two and one quarter.
Step 2
Write three and one over five in numeral.
Three and one over five
1
We write it as 3
5
Step 3
Convert mixed number to improper fraction
1
Example 1 : 2 =
4
Strategy 1: Use diagram
Mixed numbers improper fraction
1 1 4 4 1
2 whole parts and part equals 2 and and
4 4 4 4 4
9
equals
4
1 9
2 =
4 4
66
Strategy 2 : Use numerals
1
2 =
4
4 4 1 9
+ + =
4 4 4 4
Step 4
Convert improper fraction to mixed number.
Example 1
12
Convert to mixed number
5
Strategy 1 : Use number line

1 2 3 4 5 6 7 8 9 10 11 12
5 5 5 5 5 5 5 5 5 5 5 5
12
55
0 1 2 3
2
67
2
5 5
equals 1 and equals 1
5 5
2
1 + 1 + =
5
12
convert to mixed number is
5
Exercise 1
Name : ______________________ Class : ________ Date : ________
A. Write in numeral.
2. one and two over five
2. four and one over two
3. two and three over four
4. seven and three over eight
5. six and one half
6. eight and three quarters
68
B. Write in words.
2
1) 1 : …………………………………………………………….
3
1
2) 3 : …………………………………………………………….
4
4
3) 5 : …………………………………………………………….
9
2
4) 6 : …………………………………………………………….
7
7
5) 9 : …………………………………………………………….
8
Exercise 2
Name : ______________________ Class : ________ Date : ________
A. Convert to improper fraction.

2
i) 1 =
3
1
ii 3 =
2
3
iii) 4 =
5
1
iv) 2 =
6
6
v) 5 =
7
B. Convert improper fraction to mixed numbers.
69
4
i) =
3
7
ii) =
3
12
iii) =
5
13
iv) =
4
9
v) =
2
Lesson : 11
Topic : Fractions
Learning area : Addition and subtraction of fractions
Learning objective : Pupils will be taught to add or subtract mixed numbers
with different denominators up to 10.
Add and subtract mixed numbers with different
denominators up to 10.
Previous knowledge : Pupils have learnt to add or subtract mixed numbers
with the same denominators
Problem : Pupils are not able to add or subtract mixed numbers
with different denominators.
Vocabulary : Horizontal column, vertical column, separately,
overlapped
70
Step 1
Addition of fraction with different denominators.
Example 1 :
2 1
1
Find the total of 3 1
and 4 .
Strategy 1
Use diagram
2 1
1 + 1 =
3 4
Horizontal column Vertical column
add equals
2 1
1 + 1 =
3 4
The instructions of addition.
i) For whole numbers;
* One whole and one whole equals two. (1 + 1 = 2)
71
ii) For fractions;
2 1
• Draw in a horizontal column and in another fraction is a
3 4
vertical column.
2 1
* Join the figure of and . Now we have 12 equal parts
3 4
altogether. There are two parts overlapped.
As the two parts overlapped, we have to shade two more parts in that
figure. The result is as shown below.
11
T The fraction is
12
Now we have two whole and eleven parts out of twelve parts shaded. We write it
11
as 2 .
12
2 1 11
So, 1 + 1 = 2
3 4 12
Strategy 2
Add the whole numbers and the fraction separately.
* To add fractions with different

denominators, we need to
Numbers Fractions
change the fractions to its
2 2 equivalent fraction that have
1 1
3 3 the same denominators
72
1 1
1 1
4 4
2 1
1+1 +
3 4
*
2X 4 1X 3
2 +
3X 4 4X 3
8 3
2 +
12 12
11 11
2 The answer is 2
12 12
Step 2
Subtraction of fraction with different denominators.
2 1
Find the different between 2 and 1 .
3 2
Strategy 1
Use diagram
3 horizontal column
2 subtracting
vertical
column
2 1
2 - 1
3 2
The instructions of subtraction:
73
i) For whole numbers ;
* Cross out one of two wholes. (2 – 1 = 1) We have one whole left.
ii) For fractions;
* If the fraction figure is in a horizontal column, then we must draw
the subtracting column vertically across. Now we have 6 equal
parts altogether.
1
* To subtract of 6 equal parts, we have to cross out 3 equal parts
2
of the shaded parts.
1
Now we have one whole and one over six parts is left. We write it as 1 .
6
2 1 1
So, 2 - 1 = 1
3 2 6
Strategy 2
Numbers Fractions
2 2
2 2 * To subtract fractions with different
3 3
denominators, we need to
1 1 change the fractions to its
1 1 equivalent fraction that have the
2 2
same denominators
2 1
2 - 1 -
3 2
2X 2 1X 3
1 * -
3X 2 2X 3
4 3
1 -
6 6
1 1
1 The answer is 1 .
6 6
74
Exercise 1
Name : ______________________ Class : ________ Date : ________
Solve these problems.
1 1
1. Add 1 and 2 .
3 4
3 1
2. Find the sum of 2 and 1 .
4 2
1 1
3. What is the total of 2 and 4 .
3 2
75
1 1
4. Subtract 1 from 4 .
6 2
2 1
5. What is the difference between 1 and 4 ?
5 2
Lesson : 12
Topic : Fractions
Learning area : Multiplication of fractions
Learning objective : Multiply any proper fractions with a whole number up to
1000
Learning outcome i. Multiply whole numbers with proper fractions
ii. Solve problems involving multiplication of
fractions
Previous knowledge : Pupils have learnt multiplication with the highest
product of 100 000
Problem : Pupils are not able to multiply whole numbers with
proper fractions.
Vocabulary : Simplest form, fractions, denominator, numerator,
divisible, whole number, proper fractions.
Example 1:
1
Find of 8 pencils.
2
76
1 8
x 8 = = 4
2 2
4
1
or x 8 = 4
2
1
Example 2:
Prepare 6 glasses. Fill each glass with half-full of water.
How many glasses of water are there in 6 half-full glasses of water?
1
Six halves 6x =
2
Using repeated addition
1 1 1 1 1 1
+ + + + + = 3
2 2 2 2 2 2
Using multiplication
77
1 6
6x = = 3
2 2
or
3 1
6 x 2 = 3
Example 3:
1
Find of 10.
5
0 1 2 3 4 5 6 7 8 9 10
1 1 1 1 1
5 5 5 5 5
0 2 4 6 8 10
1 10
x 10 = = 2
5 5
2
1
or x 10 = 2
5
1
78
Example 4:
1
Find x 45.
5
1 45 9
x 45 = =9 5 45
5 5
45
9
1
or x 45 = 9
5
1
Example 5:
3
Find x 568.
8
3 1704 213
x 568 = = 213 8 1704
8 8
16
10
8
79
24
24
71
3
or x 568 = 213
8
1
Exercise 1
Name : ______________________ Class : ________ Date : ________
Solve
1 1
of 10
. 2
2 1
x 69 =
. 3
3 1
x 85 =
. 5
4 1
x 426 =
. 6
5 5
63 x =
. 9
80
6 3
x 568 =
. 4
7 7
x 270 =
. 10
Lesson : 13
Topic : Decimals
Learning area : Decimal Numbers
Learning objective : Pupils will be taught to understand and use the
vocabulary related to decimals
Learning outcome : Pupils should be able to convert fractions of
thousandths to decimal numbers and vice- versa
Previous knowledge : Pupils are able to add, subtract , multiply and divide
any two to four decimal numbers of two decimal
places.
Problem : Pupils are not able to convert fractions of thousandths
to decimal numbers and vice- versa.
Vocabulary : decimals, place value chart, thousandths, thousand
square , decimal point, decimal place, decimal
fraction, mixed decimal , convert
Step 1
The teacher models the concept of decimal numbers using thousand squares.
Eg. :
81
= 7
1000
We can also write as 0.007. We say it as seven thousandths.
Example 2:
Using number lines.
50
1000
100 200 300 400 500 600 700 800 900 1000
1000 1000 1000 1000 1000 1000 1000 1000 1000 1000
We can also write as 0.050. We say it as fifty thousandths.
Example 3:
Convert fractions of thousandths to decimal numbers.
Convert 50 to decimal numbers.

1000
1. Always write the fractions aligned right.
50 50
1000 1000
2. Draw a vertical line between 1 and 0 (thousands). 50
1000
3. Draw a dot on the line.

50
1000
4. Rewrite in decimal form with a zero in front of the decimal point.
50 82
1000
0 .0 5
= 0.05
Example 4
Convert decimal numbers to fractions using place value chart.
i) Convert 0.302 to fractions.
tens ones . tenths hundredths thousandths
10 100 1000
0 3 0 2
Decimal
The answer is three hundred and two thousandths.

302
ii) Convert 0.008 to fractions.
1000
tens ones . tenths hundredths thousandths
10 100 1000
0 0 0 8
Decimal
008
1000
83
The answer is eight over one thousand / eight one thousandths.
Exercise 1
Name : ______________________ Class : ________ Date : ________
A. Write the fractions of the shaded parts and convert to decimals.
1.
Fractions Decimals
2.
Fractions Decimals
84
B. Convert the following fractions to decimals.
5 103
1. 1000 = 3. 1000 =
2.
9 = 4.. 295 =
1000 1000
C. Convert the following decimals to fractions.
1. 0.006 = 3. 0.231 = =
2. 0.012 = 4. 0.534 = =
D. Answer these questions

1. Convert nine hundred and thirty-eigth thousandths to decimals.
34
2. Express as decimals
1000
3. Change thirty thousandths to decimals
85
9
4. Convert to decimals
1000
5. Convert 0.006 to fractions
6. Express 0.978 as fraction
Lesson : 14
Topic : Decimals
Learning area : Decimal Numbers
Learning objective : Pupils will be taught to
Understand and use the vocabularies related to
decimals
Learning outcome : Pupils will be able to
Round off decimal numbers to the nearest
a) tenths
b) hundredths
Previous knowledge : Pupils are able to solve basic operations involving
decimals. (Any two to four decimal numbers of two
decimal places)
Problem : Pupils are not able to round off decimal numbers to
the nearest tenths or hundredths.
Vocabulary : Round off, nearest tenths, nearest hundredths ,
rounding digits , place value
86
Round off to the nearest tenths.
Round off 12.302 to the nearest tenths.
i. Determine the place value you want to round off

( “ the rounding digit “ ) and circle it
ii. Look at the digit just to the right ( behind) and underline it.
( the digit just to the right)
1 2. 3 0 2 =12.3
( the rounding digit )

Note:
If the underlined digit is less than 5, do not change the rounding digit but drop all
digits to the right of it.
If that digit is greater than or equal to five, add one to the rounding digit and
drop all digits to the right of it.( See the example as shown below )
( Any number )
Less than 5 More than 5
0 1 2 3 4 5 6 7 8 9
0 1
Rounding down Rounding up
87
Example 2:
Round off to the nearest hundredths
Round off 34. 786 to the nearest hundredths
( the digit just to the right )
34.7 8 6
The rounding digit
+1 (more than 5)
3 4 . 7 8 6
3 4 . 7 9 0
Numbers still unchanged
So the answer is 34. 79
88
Exercise 1
Name : ______________________ Class : ________ Date : ________
A. Round off to the nearest tenths.
1. 6. 239 = 3. 5.232 =
2. 5. 232 = 4. 12.039 =
B. Round off to the nearest hundredths
1. 0.084 = 3. 103.18 =
2. 18.562 = 4. 40. 93 =
C. Answer the questions
1. Round up 9. 385 to the nearest tenths
2. Round up 13. 579 to the nearest hundredths
3. Round up 5.399 to the nearest tenths
89
4. Round up 0.182 to the nearest hundredths
Lesson : 15
Topic : Decimals
Learning area : Multiplication of Decimal Numbers
Learning objective : Pupils will be taught to
Understand and use the vocabulary related to
decimals with a whole number.
Learning outcome : Pupils will be able to solve problems involving
multiplication of decimal numbers
Previous knowledge
: Pupils are able to solve problems based on basic
operations involving decimal numbers.
Problem : Pupils are not able to solve problems involving
multiplication of decimal numbers..
Vocabulary : Vertical form, decimal point, estimation , range ,
product, horizontal form.
A bus travels 1.5 km per minute. How far can the bus can
travel in 4 minutes?
We can solve the problem using

i repeated addition
1 minute = 1.5 km
4 minutes = 1.5 + 1.5 + 1.5 + 1.5
= 6.0 km
90
ii. Using number line.
iii. We can also solve the problems by multiplying the numbers in vertical
form.
4 x1.5 km =
1. 5 km
× 4
6. 0 km
The answer is 6.0 km
91
Example 2:
1 litre of petrol costs RM 1.52. Find the total cost of 5 litres of

petrol
i. Using repeated addition
1l 1l 1l 1l 1l
RM1.52 RM1.52 RM1.52 RM1.52 RM1.52
Solving :
RM 1.52 + RM 1.52 + RM 1.52 + RM 1.52 + RM 1.52
= RM 7.60
ii. Solve by tabulating
Items Price
1l petrol RM 1.52
1l petrol RM 1.52
1l petrol RM 1.52
1l petrol RM 1.52
iii. By multiplying
RM 1. 52
x 5
RM 7. 60
The answer is RM 7.60
92
Exercise 1
Name : ______________________ Class : ________ Date : ________
Solve the problems.
1. The price of a B grade egg is RM0.23.

If Puan Shanti buys 9 eggs of the same type ,
how much does she have to pay?
2. The volume of a bottle of orange

juice is 1.8 l. What is the total volume
for 7 bottles of orange juice?
3. The value of a particular share is

RM6.92. Hisham bought 56 shares.
What is his total cost for the shares?
4. The weight of a piece of meat is 4 kg.

What is the weight of 8 pieces of such meat in kg
5 Find the total length of 3 books of the same

size.
0.48 cm
Lesson : 16
Topic : Percentage
Learning area : Percentage
93
Learning objective : Understand and use percentage.
Learning outcome : i) State fraction of hundredths in percentage
ii) Convert fraction of hundredths to percentage and
vice - versa.
Previous knowledge : Pupils have learnt to name and write the symbol for
percentage.
Problem : Pupils are not able to convert fraction of hundredth to
percentage and vice-versa.
Vocabulary : Percent, percentage
6
100
The grid above shows 6 parts out of 100 was shaded.
Use it introduce the concept of percentage and its symbol.
6
can be expressed as '6 over 100' . It can be stated as 6 percent or 6%.
100
Emphasise that the symbol % carries the meaning of percent, and percent is
the short form of per hundred.
6
= 6 %
14100 1
= 14 X = 14 %
100 100
Convert fraction to percentage
23 1
i) = 23 X = 23 %
100 100
94
42 1
ii) = 42 X = 42 %
100 100
Convert percentage to fraction.
8
8% =
100
31
31% =
100
Exercise 1
Name : ______________________ Class : ________ Date : ________
Change to fractions.
(a) 25% = (b) 36% =
95
(c) 32% = (d) 66% =
(e) eighty-seven percent = (f) ninety-one percent =
Convert to percentage.
3 17
(a) = (b) =
100 100
43 67
(c) = (d) is equal to
100 100
(e) Seventy-seven over hundred =
(f) Eighty-nine hundredths =
Lesson : 17
Topic : Percentage
Learning area : Convert fractions and decimals to percentage
Learning objective : Relate fractions and decimals to percentage.
Learning outcome : Convert percentage to decimal number and vice versa.
Previous knowledge : Pupils have learnt to convert fraction of hundredths to
percentage.
96
Problem : Pupils are not able to convert percentage to decimal
and vice- versa.
Vocabulary : Percent, percentage
• Use conversion chart to introduce the relationship of fraction, percentage

and decimal number.
1
1% = (one over hundred) = 0.01 (one hundredths)
100
1
100
0 1%
.01
• To change percentage to decimal
35% = ?
i) Convert the percentage into fraction
97
35
35% =
100
ii) Always write the fraction aligned right.
35
100
35
100
iii) Draw vertical line between 1 and 0.
35
100
iv) Put a dot on the line.
35
100
v) Rewrite in decimal form with a zero in front of the decimal point.
35 0.35
100
• Change decimal to percentage.
0.7 = ?
i) Write in two decimal places.
98
0.7 = 0.70
ii) Change to fraction with the denominators of 100.
0.7 = 0.70 = 70
100
iii) Add a percentage symbol.
70
0.7 = = 70%
100
So , 0.7 = 70%
Exercise 1
Name : ______________________ Class : ________ Date : ________
Change to decimal.
(a) 8% = (b) 20% =
99
23
(c) = (d) twenty-seven point two three =
100
(e) eighty-seven percent =
Convert to percentage.
(a) 0.22 = (b) 0.45 =
(c) 0.67 = (d) zero point two five =
99
(e) =
100
Lesson : 18
Topic : Percentage
Learning area : Convert fractions and decimals to percentage
Learning objective : Relate fractions and decimals to percentage
Learning outcome i. Convert proper fractions of tenths to percentage
ii. Convert proper fractions with the denominators of
2, 4, 5, 20 and 50 to percentage
Previous knowledge : Pupils have learnt fractions before.
100
Problem : Pupils are not able to multiply fractions with
whole numbers
Vocabulary : Percent , percentage,
Example 1
1
Change to percentage
10
Change the denominator to 100.
1 1 x 10 10
= =
10 10 x 10 100
10
= 10%
100
Example 2:
1 1 x 25 25
= = = 25%
4 4 x 25 100
Example 3:
1 1 x 20 20
= = = 20%
5 5 x 20 100
101
Example 4:
2 2 x 20 40
= = = 40%
5 5 x 20 100
Exercise 1
Name : ______________________ Class : ________ Date : ________
A. Change these fractions to percentage.

3 1
1. 2.
10 5
102
3 1
3. 4.
5 20
7
5. Convert to percentage
20
1
6. State to percentage
25
7. Change 0.2 to fraction and then to percentage.
4
8. During the final examination, Ridzuan answered of the
5
Mathematics questions correctly. How many percent did he actually
score?
Lesson : 19
Topic : Money.
Learning area : Money to RM100 000.
Learning objective : Use & apply mathematics concepts when dealing with
money up to RM100 000.
Learning outcome : Performed mixed operation of multiplication & division
involving money in ringgit and sen up to RM100 000
Previous knowledge : The pupils have learnt how to multiply and divide money
in year 4
Problem : i) The pupils are not able to understand the questions.
103
ii) The pupils are not able determine which operation to
apply
Vocabulary : price, cost, earn
Example 1:
RM45.00
The price of 3 balls is RM45.00. If Hamzah wants to buy 6

balls, how much he needs to pay?
What was given

If RM 45.00
What is asked for?
What is the price for
104
Operation needed
First DIVIDE
Second MULTIPLY
Solve
If RM45.00
So, = RM45.00÷3
= RM 15.00
If RM15.00
The price for 6 balls is

6 x RM15.00 =
105
RM15.00 RM15.00 RM15.00 RM15.00 RM15.00 RM15.00
RM15.00
X 6
RM90.00
Pupils also can use repeated addition
RM15.00
RM15.00
RM15.00
RM15.00
RM15.00
+ RM15.00
RM90.00
Exercise 1
Name : ______________________ Class : ________ Date : ________
1.
If 7 pencils cost RM14. What is the
cost for 20 pencils?
2.
Mr. Raja earns RM6 000 after working
for 3 months. How much does he earn
for 1 year?
106
3.
A dozen of towels cost RM48.00. How
much is the cost for 28 towels?
4. The cost of 50 erasers is RM60.

What is the price for 150 erasers?
5. Lily sold 7 bags for RM262.50. Find the

price for 49 bags?
Lesson : 20
Topic : Money
Learning area : Money to RM100 000
money up to RM100 000
Learning outcome : Solve problems in real context involving money in ringgit
& sen up to RM 100 000
Previous knowledge : Pupils have learnt all the operations involving money.
Problem : Pupils are not able to find profit & loss in trade.
Vocabulary : profit, loss, selling price, cost price , lower, higher
107
Example 1
RM 4 680
How much profit Adam will get if the cost price of the computer is RM3 600?
The profit = selling price – cost price
= RM4 680 - RM3 600
= RM1 080.00
Note : The trade will profit if the selling price is higher than cost price
Example 2
Salina buys this computer for RM3600. How much is the loss if she sells
this computer for RM 3325.90?
The loss = selling price - cost price
= RM 3600 – RM 3325.90
= RM 674.10
108
Note : So, the trade will loss if the Selling Price is lower than the Cost Price
Determine either profit or loss based on the questions given.
1. Siti buys a blouse for RM45.90.

She sold the blouse for RM 68.90. Answer : ________
2. Cost price for a calculator is RM 145.99.

Husni sold the calculator for RM 99.99. Answer : ________
3. Mr Nasir buys 5 cows for RM7500.

He sold the cows for RM 2000 each. Answer : ________
4. Malik sells 3 caps for RM 27.

He bought the caps for RM 10 each. Answer : ________
5. Aminah buys 3 handphones for RM 1200.

Then she sold the handphone for RM 410 each. Answer : ________
Exercise 1
Name : ______________________ Class : ________ Date : ________
Profit or loss game

Instruction:
1. 2 pupils or more can play this game.
2. Pupils use a dice to get their position
3. Every shaded box contains different question.
4. Pupils must answer the questions to continue this game.
5. If the answer given by the pupil is wrong he or she will miss 1 turn.
6. Teacher can guide the pupils to answer the question.
109
7. The first pupil reaches the finishing box is the winner.
Questions
Question 3. Question 4.
Diana buys a scarf for RM4. She sold the Cost Price for a watch is RM 15. Then Jalil
scarf for RM 6. sold the watch for RM 20.
Dina sells 2 bags for RM 80. He bought Ahmad sells 3 ducks for RM 54. He bought
the bags for RM 30 each. the ducks for RM 10 each.
Question 8 Question 9
Cost Price for a book is RM 45.90. Nana Malik sells 3 caps for RM 27. He bought the
sold the book for RM 49.90. caps for RM 10 each.
Sani buys 3 pens for RM 3.60. He sold Cost Price for a fan is RM 79.90. Then Jalil
the pen for RM 3.50 each. sold the watch for RM 69.90.
Question 15 Question 17.
Mr. Balan buys 2 cows for RM5000. The State how to determine profit and loss
cow had been sold for RM 2000 each.
Anis sells 3 umbrellas for RM 60. She Siti buys 5 handbags for RM 200. Then she
bought the umbrella for RM 15 each. sold the handbag for RM 50 each.
110
START
Lesson : 21
Topic : Money
Learning area : Money to RM 100 000
money up to RM 100 000
Learning outcome : Solves problems in real context involving money in
ringgit & sen up to RM 100 000
Previous knowledge : Pupils have learnt all the operations involving money.
Problem : Pupils are not able to find price of items & the total
price of all items given in an incomplete bill.
Vocabulary : Quantity, items, price per unit, amount
Example 1
Complete the incomplete bill.
Quantity Items Price per unit Amount
4 Pen 80 sen W
3 Exercise book X RM 3.60
Y Ruler RM 1.10 RM 5.50
Total Z
Amount paid for 4 pens is = W
111
1 pen = 80 sen
4 pens = 4 x 80 sen
= 320 sen
= RM3.20
Price per exercise book is X
3 exercise books = RM 3.60

1 exercise book = RM 3.60 ÷ 3
= RM 1.20
Quantity of ruler is Y
RM 1.10 = 1 ruler
5
RM 5.50 = RM5.50 ÷ RM 1.10 110 550
- 550
Or
= 550 ÷ 110
= 5 rulers
Total price of all the items = Z

Total = price of all items
= RM 3.20 + RM 3.60 + RM 5.50
= RM 12.30
Complete the bill.
112
4 Pen 80 sen RM 3.20 (W)
3 Exercise book RM 1.20 (X) RM 3.60
5 (Y) Ruler RM 1.10 RM 5.50
Total RM12.30 (Z)
Exercise 1
Name : ______________________ Class : ________ Date : ________
1.
5 Pen RM 11
8 Exercise book 90 sen
3 Ruler RM1.40 RM 4.20
Total
The above table shows the prices of the items bought by Farid.
Calculate;
a) the price of a pen
b) the amount of 8 exercise books
113
c) The total price of the bill
2.
2 Radio RM 399
4 Washing machine RM 3200
Television RM 540 RM 1620
Total
The incomplete bill shows the prices of the items bought by Adila. What is:
a) the amount of 2 radios
b) the price of a washing machine
114
c) the quantity of the television bought by Adila
d) the total price of the bill
Lesson : 22
Topic : Time
Learning area : Reading and writing time
Learning objective : Understand the vocabulary related to time.
Learning outcome : Read and write in the 24-hour system.
Previous knowledge : Pupils had learnt the 12-hour system.
Problem : Pupils are not able to read and write time:
i. 12-hour system
ii. 24-hour system
Vocabulary : Ante meridian, post meridian ,analogue clock,
digital clock.
Step 1
1. Explanation in the 24-hour system:
a) Time is stated in 4 digits with the word “hours” at the back.
b) The first 2 digits represent the hours and the last 2 digits represent the
minutes.
e.g. :
22 50 hrs
The first 2 digits represent the hours The last 2 digits represent the minutes
115
c. The 24-hour system starts with 0000 hrs (12:00 midnight ) until 0000
hours ( 12:00 midnight of the next day )
0000 hrs 12:00 midnight
1200 hrs 12:00 noon
0000 hrs 12:00 midnight of the next day

Example:
i. 0830 hrs (zero eight thirty hours ) is half past eight in the morning.
ii. 1515 hrs ( fifteen fifteen is fifteen) minutes past three in the afternoon.
Step 2:
a. The way of reading and saying time using 24 hour system.
AB CD
AB CD
00 = Zero 00 = hundred
02 = Zero two 15 = fifteen
13 = Thirteen 40 = Forty
21 = Twenty-one 55 = Fifty-five
Example:
116
i. 1315 hrs read as thirteen fifteen hours
ii. 0808 hrs read as zero eight zero eight hours.
Exercise 1
Name : ______________________ Class : ________ Date : ________
Write the time in words:

1. 0025 hrs = ____________________________________________
2. 0555 hrs = ____________________________________________
3. 1630 hrs = ____________________________________________
4. 1500 hrs = ____________________________________________
5. 1055 hrs = ____________________________________________
6. 2330 hrs = ____________________________________________

7. 1505 hrs = ____________________________________________
8. 2140 hrs = ____________________________________________
Write the time in numerals:

1. Zero forty hours = _____________________
2. Zero two fifty hours = _____________________
3. Zero six hundred hours = _____________________
4. Thirteen hundred hours = _____________________
5. Fourteen fifty-five hours = _____________________
6. Eighteen twenty-five hours = _____________________
117
7. Twenty-three hundred hours = _____________________
8. Sixteen zero five hours = _____________________
Exercise 2
Name : ______________________ Class : ________ Date : ________
1 . Read the digital clock and write the time in words.

16:00 _______________________________________________
2. 
Write the time
according to the 24-hour system.
_____________________________________________
3. At what time did he finish reading the book?

_________________________________
118
4. She goes to school at __________________
every morning.
5. Ahmad plays badminton at 1800 hrs. Show the minute and hour hands to
represent 1800 hrs.
Lesson : 23
Topic : Time
Learning area : Reading and writing time
Learning objective : Understand the vocabulary related to time.
Learning outcome : Convert time from the 24-hour system to the 12-hour
System and vice versa.
Previous knowledge : Pupils had learnt the 12-hour system and the 24-hour
system.
Problem : Convert time from the 24-hour system to the 12-hour
system
Vocabulary : a.m. , p.m.
Step 1
The relationship between 12-hour system and 24-hour system is as follows:
12-hour system 24-hour system
12 :00 midnight 0000 hrs
Morning
6:00 a.m. 0600 hrs
12:00 noon 1200 hrs
119
Afternoon
6:00 p.m. 1800 hrs
Night
12:00 midnight 2400 hrs
Step 2
Convert the following into the 24-hour system:
a. 8:05 a.m. b. 12:35 p.m. c. 4:35 p.m. d. 12:15 a.m.
Solution:
a. 8:05 a.m. = 0805 hrs Remove the dots and
insert a zero in front.
b. 12:35 p.m. = 1235 hrs

Remove the dots
4 35
+ 12 00
c.4:35 p.m. = 1635 hrs 16 35
d. 12:15 a.m. = 0015 hrs

12 15
- 12 00
00 15
Tips:
To convert the 12-hour system to the 24-hour system:
• Add 12 00 for the times between 1:00 p.m. to 12:00 a.m.
• Minus 12 00 for the times between 12:00 a.m. to 12:59 a.m.
120
Step 3
Convert the following times to the 12-hour system:
a. 0515 hrs b. 1245 hrs c. 1830 hrs d.0040 hrs
Solution:
a. 0515hrs = 5:15 a.m.
Insert the dots between hours
b. 1245 hrs = 12 :45 p.m. and minutes.
18 30
c. 1830 hrs = 6:30 p.m . - 12 00
6 30
d. 0040 hrs = 12:40 a.m. 00 40
+ 12 00
12 40
Tips:
To convert the 24-hour system to the 12-hour system:
• Minus 1200 for times between 1300 hrs to 2359 hrs.
• Add 1200 for times between 0000 hrs to 0059 hrs.
• From 0000 hrs to 1159 hrs, we write a.m.
121
• From 1200 hrs to 2359 hrs, we write p.m.
Exercise 1
Name : ______________________ Class : ________ Date : ________
1.
22: 40
Convert to the 12-hour system.

Answer :_________________________
2.
2:10 p.m.
Convert to the 24-hour system.

Answer : _________________________
3.
24-hour system 12-hour system
a. 1530 hrs
b. 7:45 am
4.Convert 0050 hrs to the 12-hour system .

Answer: ___________________________________
122
5.
The clock shows the time Anita arrived at the library in the
evening. Convert the time into the 24-hour system.
Answer : ________________________________
Lesson : 24
Topic :Time
Learning area :Duration
Learning objective :Use and apply knowledge of time to find the duration.
Learning outcome : i)Identify the start and end times of an event.
ii) Determine the start or end time of an event from
a
given duration of time.
Previous knowledge :Pupils have learnt how to calculate the duration of an
event involving hours, minutes and seconds.
Problem :Pupils are not able to determine the start or end time of
an event from a given duration of time.
Vocabulary :Duration, event, start, end, hours, minutes, day, week,
months, years.
Example 1
Based on the ' Visit to Pangkor Island' pamphlet pose questions related to the
times from the pamphlet.
123
Visit to Pangkor Island
Sakinah and her classmates visited Pangkor Island. The group left the school
at 8:15a.m. and reached the jetty at 9:20 a.m. in the morning. They got on a ferry and
left the jetty at 10:00 a.m. The group safely arrived in Pangkor Island at 11:00 a.m.
• What is the time taken from the school to Pulau Pangkor.
8:15 a.m. 9:20 a.m.-10:00 a.m. 11:00 a.m.

(Departure time) (Time at the jetty) (Arrival time)
1 hour 5 minutes 40 minutes 1 hour

Solution :
Departure = 8:15 a.m.

Arrival to jetty = 9:20 a.m.
8:15 a.m. 9:15 a.m = 1 hour 5 minutes
Waiting time
9:20 a.m. 10:00 a.m = 40 minutes
Depature = 10.00 a.m.

Arrival to P.Pangkor = 11.00 a.m.
10:00 a.m. 11:00 a.m = 1 hour
Total time taken for the whole journey = 1 hour 5 minutes + 40 minutes +1 hour
= 2124
hours 5 minutes
Example 2
• Solution
To calculate
: the end time of an event.
i) Using number line

A TV programme began at 7:40 at night. The duration of the
7:40 programme
p.m. ( Starting
wastime ) 7:50 p.m.
20 minutes. 8:00
What was the endp.m.
time of the programme?
20 minutes ( Time taken)
The end time of the programme is 8:00 at night.
ii) Using the 24-hour system.

10 min 20 min
Starting time = 7:40 at night 19 40 hrs
Time taken = 20 minutes
125
The programme would end at 2000 at night.
hrs min
7 40
+ 12 00
19 40
+ 20
19 60 (regroup 60 minutes to 1 hour)
2000 hrs 8.00 p.m.
To calculate the starting time of a certain event.
The drama of Hang Tuah ended at10:30 at night. The time taken for the
drama was 2 hours. What was the starting time of the show?
Solution steps :
Counting back on number line.
1 hour 1 hour
8:30 p.m. 9:30 p.m. 10:30p.m. ( End time )
2 hours ( Time taken )
hrs min
10 30
- 2 00
8 30
The show started
126at 8:30 at night.
Exercise 1
Name : ______________________ Class : ________ Date : ________
Calculate the start or end time of an event.
1. Shupi started work at 8:00 a.m. If he
worked for 8 hours and 15 minutes,
at what time did he finish his work?
2. The end time of a football match was

6:45 p.m. The game lasted for 1 hour
55 minutes . What is the starting
time of the football match?
3. Baba began painting his room at

9:45a.m. He took 3 hours 45 minutes
to paint his room. At what time did
he finish painting his room?
4. Pooja finished doing her homework
127
At 3.40 p.m. She took 1 hour 55
minutes to finish her homework
at what time did she start doing
her homework?
Lesson : 25
Topic : Time
Learning area : Basic Operations Involving Time
Learning objective : Pupils will be taught to add , subtract, multiply and
divide units of times
Learning outcome : Pupils will be able to divide time in hours, minutes and
seconds.
Previous knowledge : Pupils have learnt basic operations involving time.
Problem : Pupils are not able to divide time involving hours
minutes and seconds
Vocabulary : Hours, minutes , seconds , divide
Example 1 4 hr
20 hr ÷ 5 = 5 20 hr
20 hr
0
Example 2
2 hr 6 min 5s
14 hr 42 min 35 s ÷ 7 = 7 14 hr 42 min 35 s
128
- 14
42
- 42
35
- 35
0
Example 3
4 hr 15 min 31 s
21 hr 17 min 35 s ÷ 5 = 5 21 hr 17 min 35 s
20 hr 60 min 120 s
1 hr 77 min 155 s
5 15
27 5
25 5
2 0
129
Exercise 1
Name : ______________________ Class : ________ Date : ________
Calculate.
1.
2 6 hrs 1 0 min
2. 7 14hrs 2 1 min
.
3. . 5 2 6 hrs 1 5 min
130
.
4. 3 14 hrs 3 min
Exercise 2
Name : ______________________ Class : ________ Date : ________
Calculate
1.
4 40 min 8 s
2. 3 31 min 6 s
3.
5 17 min 5 s
131
4.
2 1 0 min 14 s
Lesson : 26
Topic : Time
Learning area : Duration
Learning objective : Use and apply knowledge of time to find the duration
Learning outcome : Identify the start and end times of an event.
Previous knowledge : Pupils have basic knowledge of time
Problem : Pupils are confused when identifying the start and end times
of an event
Vocabulary : Schedule, event, start, end, competition
Read the time table

Time 7.45- 8.15 8.45 9.15- 9.45- 10.35 11.05- 11.35- 12.05 12.35-
Day 8.15 - - 9.45 10.15 - 11.35 12.05 12.35 1.05
8.45 9.15 11.05
Monday Assem Eng. Eng. Maths Maths B Eng BM BM SC SC
.
Tuesday AG AG SC Eng Eng R Maths KH KH BM BM
Wednesday BM BM BM AG AG E Maths Maths Eng Eng
Thursday PJ PJ AG AG Eng A BM BM Music Music
Friday BM BM BM Maths Maths K Art Art PJK
132
Answer the question.
1. When is the assembly?
2. What time did the KH starts on Tuesday?
3. When does the school dismiss on Friday?
Exercise 1
Name : ________________________ Class : _____________ Date : _______
SK PERMAI JAYA
EXCELLENCE DAY PROGRAMME
2:00pm – 2:30 pm : Arrival of parents and pupils.
2:30 pm – 2:45 pm : Arrival guest of honour
2:45 pm – 2:50 pm : Prayers
2:50 pm – 3:00 pm : Welcoming speech by the Headmaster
3:00 pm – 3:30 pm : Opening speech by the District Education Officer
3:30 pm – 4:00 pm : Pupils presentation
4:00 pm – 5:15 pm : Prize giving ceremony
5:15 pm – 5 :30 pm: Refreshments
5:30 pm : Dismiss
Fill in the blanks
Event Start time End time
Arrival of parents and pupils. 2:00 pm 2:30 pm
Arrival of honoured guests
Prayers 2:50 pm 3:00 pm
Opening speech
133
Pupils presentation
Prize giving ceremony
Refreshments
Complete the sentences
1. The programme begins at _____________________.
2. The prayers will be recited at _____________________ .
3. The ________________________________ takes place at half past
three.
4. The pupils presentation ends at _____________________ .
5. The Excellent Day Programme ends at _________________
Lesson : 27
Topic : Time
Learning outcome : Calculate the duration of an event, involving
a. hours, minutes and seconds
b. days and hours
Previous knowledge : Pupils are able to identify the start and end times of an event
Problem : Pupils are unable to calculate the duration of an event,

involving hours, minutes and seconds correctly
Vocabulary : Schedule, event, start, end, competition, tournament,
minutes, hours, 24-hour system
Nabila left her house at 6:40 a.m. and reached her school at
7:25 a.m. How long did she take to travel to her school ?
- Using number line

Start time : 6:40 a.m.
End time : 7:25 a.m.
134
5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min
_____________________________________________
6.40 6.45 6.50 6.55 7.00 7.05 7.10 7.15 7.20 7.25
5 min + 5 min + 5 min + 5 min + 5 min + 5 min + 5 min + 5 min +5 min = 45 min
- Using vertical form
45 minutes
6:40a.m. 7:25a.m.
7 hours 25 minutes
- 6 hours 40 minutes
0 hour 45 minutes
Example 2
Ani goes to the market at 7:30:05 a.m. She reaches home at 9:15:45a.m.
How long does she take to do the marketing ?
9 hr 15 min 45 s
- 7 hr 30 min 05 s
1 hr 45 min 40 s
Example 3
Find the duration between these two times.
Monday Tuesday
1815 hours 2230 hours
135
Monday from 1815 hours to 2400 hours = 5 hours 45 minutes
From 0000 hours to 2230 hours = + 22 hours 30 minutes
27 hours 75 minutes
Exercise 1
Name : _____________________ Class : ______________ Date : _________
A. Find the duration
1. Thursday Friday 2. Saturday Sunday

1015 hours 0840 hours 1830 hours 2320 hours
Duration : ________________ Duration : _______________
3. Tuesday Thursday 4. Sunday Monday

0610 hours 2104 hours 0250 hours 0925 hours
Duration : ________________ Duration : ______________
B. Find the starting time
Start Time Duration End Time

1) 7 hours 15 minutes Wednesday 1540 hours
2) 10 hours 20 minutes Friday 2035 hours
3) 4 hours 35 minutes Thursday 1205 hours
136
C. Find the end time
Start Time Duration End Time

1) Wednesday 0735 hours 6 hours 20 minutes
2) Monday 1020 hours 9 hours 15 minutes
3) Tuesday 0440 hours 12 hours 50 minutes
D. Solve these problems
1. Ali goes to school at 0730 hours. He reaches home at 1345 hours. How
long does he spend in school ?
2.
Departure time Arrival time
1450 hours
The table shows the journey from Penang to Cameron Highlands. If the
journey takes 3 hours and 25 minutes what time does the bus arrive at
Cameron Highlands ?
137
3. Siti starts doing her Mathematics homework 55 minutes later than the time
given. When did she start doing her homework?
Lesson : 28
Topic : Time
Learning outcome : Solve problems involving time duration in fractions and
/or decimals of hours, minutes and seconds
Previous knowledge : Student have learnt basic calculation of time and
multiplication of fraction from group of objects.
Problem : Pupils have problems to relate time with everyday
problem
Vocabulary : Time, Duration of time,
Example 1
. Make use of their previous knowledge in fraction to complete the
diagram below.
One whole
One half
One third
. Teacher shows an empty table to the pupils and explains that each
segment represents 60 minutes or 1 hour. The teacher then asks the pupils if the
segment is divided into two equal parts, or three equal parts or four?
138
. If the segment is divided into two equal parts, each part will equal to 30
1
minutes, or hour (half an hour), which means 30 out of 60 minutes
2
1
( i.e.: X 60 minutes= 30 minutes)
2
1
. If the segment is divided into three equal parts, each part will equal to
3
hour( one third of an hour) or equal to 20 minutes , which means 20 out of 60
1
minutes ( i.e.: X 60 minutes = 20 minutes )
3
. Teacher then asks the student to fill in the table with the correct value (in
minutes) equivalent to the fraction stated
One hour ( 60 minutes )

1 1
( hour) ( hour)
2 2
1 1 1
( hour) ( hour) ( hour)
3 3 3
1 1 1 1
( hour) ( hour) ( hour) ( hour)
4 4 4 4
1 1 1 1 1
( hr) ( hr) ( hr) ( hr) ( hr)
5 5 5 5 5
1 1 1 1 1 1
( hr) ( hr) ( hr) ( hr) ( hr) ( hr)
6 6 6 6 6 6
1 1 1 1 1 1 1 1 1 1
( hr) ( hr) ( hr) ( hr) ( hr) ( hr) ( hr) ( hr) ( hr) ( hr)
10 10 10 10 10 10 10 10 10 10
Guided questions
e.g. 1. How many minutes are there in an hour?
1
2. By looking at the table, state how many minutes there are in
5
hour?
3
3. Explain how to find the answer for hour?
4
Example 2
139
Addition involving fraction of hour
a. When adding any fraction of an hour, it is easier to add in minutes rather
than adding in fraction form.
1 1
Example 1: hour + hour
2 5
1 1
By using the table above, hour is 30 minutes and hour is 12 minutes
2 5
Thus 30 minutes + 12 minutes = 32 minutes
b. We can also add the fractions then convert the fraction into minutes.
1 2
Example 2: hour + hour = …………………….. minutes
2 5
1 2 5+4
+ =
2 5 10
9
=
10
9 9
hours = X 60 minutes = 54 minutes
10 10
140
EXERCISE 1
Name : ______________________ Class : _______
Bukit Durian
3 7
5
hour 10
hour
Bukit Nangka
Langsat river
1 2
hour 3
hour
4
Bukit Duku Bukit Sentul

The picture above shows Abu Bakar’s family on their way fromCamp
Bukitsite
Duku to
Bukit Sentul champing site.
141
A) State the time taken:
a. from the foothill of Bukit Duku to Bukit Nangka
b. from Langsat River to Bukit Sentul camp site
c. from Bukit Nangka to Langsat River.
B) Calculate:
a. Time taken to complete the whole journey?
b. What time would they reach the camp site if they started to travel at 9.00
in the morning?
c. What time should they start from the camp site if they wish to reach Bukit
Duku at 5.30 in the afternoon ?
1
6
142
Lesson : 29
Topic : Length
Learning area : Relationship between units of length
Learning objective : Understand the relationship between units of length.
Learning outcome : 1.Relate metre and kilometre
2.Convert metre to kilometer and vice-versa
Previous knowledge : Pupils have learnt how to convert unit cm to m and
vice-versa
Problem : Pupils are not able to convert units
Vocabulary : Relationship
Show the number line of length.

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 km
0 100 200 300 400 500 600 700 800 900 1000 m
1 kilometre
Point to notes: The relationship of kilometre and metre.
1 km = 1000m
Convert units of length

i) Kilometre to metre
1. 4 km = 4 x 1000m
1 km = 1000 m
= 4 000m
ii) Metre to kilometre
143
700
700 m = km
1000
700
= km
1000
7
= km
10
= 0.7 km
• Use ‘ Table AKU ’ to convert the units
i) How to read ‘Table AKU’ in kilometres

Kilometre Metre
3 4 5 7
3. 457 km
We must use the decimal point
ii) How to read ‘Table AKU’ in metres.

Kilometre Metre
3 4 5 7
3 457m
Don’t use the decimal point
iii) How to read ‘Table AKU’ in kilometre and metre.

Kilometre Metre
3 4 5 7
3 km 457 m
Use the ‘ bold line ‘ as partition between the two place value.
EXERCISE 1
Name : ______________________ Class : ________ Date : __________
144
A. Find the correct answer.
1) 3 km = m 2) 8.3 km = m
3) 6 km = m 4) 49.56 km = m
5) 7 800 m = km 6 ) 16 000m = km
7 ) Change 14 km to m
8 ) Convert 5 000 m to km
9 ) Change 27 050 m to km
10 ) A journey to a town is 25.13 km .Give the answer in m ?
Lesson : 30
145
Topic : Length
Learning area : Basic operations involving length
Learning objective : Add , subtract multiply and divide units of length
Learning outcome : Add and substract units of length involving conversion
of units in
a) kilometres
b) kilometres and metres.
Previous knowledge : Pupils have learnt know the basic fact of addition and
subtraction
Problem : Pupils are not able to do basic operation involving
conversion units of length.
Vocabulary : Add , subtract , conversion , mixed decimal, multiply ,
quotient.
Step 1
Revise the relationship between units of kilometers and metres
1 km = 1000 m
Step 2
- Add and subtract length involving conversion of units in;

a) kilometers
b) metres
• Add and subtract using ‘Table AKU’

i. Add length involving conversion of units in
a) kilometres + metres
146
e.g : 5.320 km + 647m
Kilometre Metres
s
5 3 2 0
6 4 7
+ 5 9 6 7
Answer = 5.967 km / 5 967 m / 5 km 967 m
ii. Subtract length involving conversion of units in.

a) kilometres - metres
e.g : 8.478 km – 396 m
Kilometre Metres
s
8 4 7 8 Answer =
3 9 6 -
8.082 km / 8 082m
8 0 8 2
/ 8 km 82 m
EXERCISE 1
Name : ______________________ Class : ________ Date : __________
A . Calculate
1. 4.5 km + 67 m= ________m
147
2. 400 m + 6.34 km= _______km
3. Add 0.450 km with 560m and give your answer in

m.
4. Add 6400 m and 2.5 km . Write your answer in km
5. Find the total of 8 800 m and 0.35 km in km.
B Solve
1. 5000 m – 1.2 km =______km
2. 8.3 km – 6 700m =______m
3. 7 500m – 6.9 km =______km
4. Subtract 7050 m from 9.5 km .Give the answer in

metres.
5. Calculate the difference of 6 850 m and 4.5 km.

Give your answer in km.
Lesson : 31
Topic : Length
Learning area : Basic operations involving length
Learning objective : Add , subtract multiply and divide units of length
Learning outcome : Solve problems involving basic operations on length
Previous knowledge : Pupils have learnt the basic fact of addition ,
subtraction, multiplication and division.
Problem : Pupils are not able to :
i) Understand the questions
ii) Determine which operations to apply .
148
Vocabulary : Add , subtract , conversion , mixed decimal, multiply ,
quotient.
Road Y Road Z
5.40 km 850 m
Table 1 shows the length of two roads, Y and Z .

i) What is the total length in km of road Y and Z?
Total Addition
5.4km + 850m
= 5.4 km + 0.850 km
= 6.250 km
The total distance of two roads is 6.250 km
ii) What is the different of length between the two roads?
Different Subtraction
5.4km – 850m
= 5.4km – 0.85km
= 4.55km
149
EXERCISE 1
Name : ______________________ Class : ________ Date : __________
1. A rope measuring 5 000 m long is cut into 10 equal parts.

What is the length of each part in km.
2. The diagram shows a straight line X , Y , and Z .

45m
150
X Y Z
If XY is 5 times the length of YZ, what is the length of XZ ?
3. In a 400-metre race, Rahim is 50 m from the starting

point. How many metres is he from the finishing point?
4. Rashid jogs 1 km 200 m every evening. What is the

total distance that he jogs in a week ?
5. Muthu uses 1.4 km of string to tie a parcel. Find the total

length of string, in m that is needed to tie 15 identical
parcels.
Lesson : 32
Topic : Mass
Learning area : Comparing Mass
Learning objectives : Compare masses of objects using standard metric
units
Learning outcomes : Measure and record masses of objects in kilogram
and gram.
Previous knowledge : Pupils have learnt to measure and record mass of
object using standard unit kg and g.
Problems : Pupils are not able to compare mass in fractions of
the unit kg and gram.
Vocabulary : mass, kilogram, gram, compare, compound.
151
Step 1
Discuss and understand the divisions of the weighing scale.
a) b)
0 0 1
9 kg
kg
4 8 2
1
7 3
3 2 6 4
5
152
c) d)
0
950 0 50 900 g 100
900 100
g
850 150
800 200
800 200
750 250 700 300

700 300
650 350 600 400
600 400 500
550 450
500
Step 2
Explain the marking of the scale.
i. Use an analogue weighing scale with mark division of 2 or 4.
ii. Place objects on the scale and measure the mass.
iii. Emphasise that measuring should start from the ‘0’ mark of the weighing
scale.
a) 1 mark = 0.25 kg scale division by 4

Calculate to find the fraction of a kilogram.
1 = 0.25 kg
e.g. 1 mark = x 1 kg
4
153
0
10
8
20
0.25 20
4)1.0
b) 1 mark = 0.5 kg scale division

by 2
1 0.5
e.g. 1 mark = x 1 kg 2)1.0
2
0
= 0.5 kg 10
10
i. Measure smaller size objects and record.

ii. Emphasise that one complete rotation of the hand is equal to 1000 grams.
c) The weighing scale with the gram (g) unit is clearly stated
1 mark = 50 grams
0 50
g
100
d) This type of weighing scale shows 2 marks = 100 grams

The weighing scale above shows that the scales are in multiples of 100 for
every 2 marks.
154
Each mark represents 50 grams.
Step 3: Explaining the equivalents of the kilogram (kg) and gram (g)
weighing scales.
The kg Scales The g scales

a) The objects weighing ½ kg a) The objects weighing ½ kg is
on the 2 division scales equivalent to 500 g on the
shows the equivalent mass gram scales
of 500 g
b) The objects weighing ¼ kg b) The objects weighing 1/4 kg is
on the 4 division scales equivalent to 250g on the gram
shows the equivalent mass scales
of 250 g
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
A Convert the mass from kilogram to gram.

i) 3 kg = ___________ g ii) 5 kg = __________ g
1 1
iii) kg = ___________ g iv) kg = __________ g
2 4
2 3
v) kg = ___________ g vi) kg = __________ g
4 4
1
vii) Mother uses kg flour to bake a cake. The mass of the flour used is
5
equivalent to ________ g
2
viii) The mass of a catfish caught by Yusri is kg. He uses a (g) weighing scale
5
to measure its mass. The hand on the scale will show __________ g
155
B Convert the mass from gram or kilogram.
i) 2000 g = ___________ kg ii) 8000 g = __________ kg
iii) 500 g = ___________ kg iv) 1500 g = __________ kg
v) 2250 g = ___________ kg vi) 3750 g = __________ kg
vii) 1800 g = ___________ kg viii) 5400 g = __________ kg
C Write ‘>’ for the value greater than , ‘<’ for the value less than and ‘=’ if the
values are equal.
i) 2000 g 2 kg ii) 1500 g 1 kg

1 1
iii) 4500 g 4 kg iv) 1750 g 1 kg
2 2
1
v) 500 g kg vi) 5500 g 6 kg
4
3
vii) Which mass is greater, 2 kg or 2800 g.
4
Answer : _______________
1
viii) An orange cake weighs kg and a pandan cake weighs 400 g.
4
Which cake is heavier? Answer : _______________
2
ix) A basket of apples has a total mass of 6 kg. A jackfruit weighs 5 400g.
5
If I put the apples on the end marked A and the jackfruit on the end marked
B of a see-saw, which part will rise? Draw a circle.
A B
156
Lesson : 33
Topic : Comparing Mass
Learning area : Convert units of mass from
fractions and decimals of a kilogram to grams and
vice versa.
Learning objective : Understand the relationship between units of mass.

Learning outcomes : Convert mass from:
i. kilograms to grams
ii. kilograms and grams to grams
iii. kilograms and grams to kilograms
Previous knowledge : Pupils have learnt the basic knowledge of mass.
Problems : Pupils are not able to convert units of mass
i. kilograms and grams to grams
ii. kilograms and grams to kilograms
Vocabulary : measurement, relationship, decimal point
157
Step 1
a) Facts of masses
Emphasise the relationships
1 kg = 1000 g
Build the conversion table

Kilogram (kg) Gram (g)
Decimal Fraction
10
1.000 =1 1000
10
9
0.900 10 900
8 4
0.800 = 800
10 5
7
0.700 10 700
158
6 3
0.600 = 600
10 5
5 1
0.500 = 500
10 2
4 2
0.400 = 400
10 5
3
0.300 10 300
2 1
0.200 = 200
10 5
1
0.100 10 100
Step 2
a) Conversion of kg to g (decimal)
Example :
i) 2.6 kg = 2.6 x 1000 g = 2600 g
Emphasise that 2.6 kg is equal to 2.600 kg.
ii) 3.27 kg = 3.270 kg = 3270 g
b) Conversion of kg and g to g.
Example:
i) 1 kg 680 g = 1680 g
c) Conversion of kg and g to kg.

Example:
390
i) 5 kg 390 g = 5 kg + kg
1000
= 5 kg + 0.390 kg
= 5.390 kg
159
= 5.39 kg
* Please use other examples to explain to the pupils.
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
A. Convert the following to grams (g).
Example: 2.8 kg = 2.8 x 1000g = 2800 g
i. 0.4 kg = g ii. 1.5 kg = g
iii. 3.5 kg = g iv. 7.2 kg = g
v. 6.9 kg = g vi. 2.58 kg = g
vii. 9.41 kg = g viii. 5.73 kg = g
160
ix. A bag of pears has a total mass of 4.149 kg. The mass in grams is
__________ g.
x. The mass of a laptop is 3.204 kg. What is the mass in grams?

Answer : ___________ g.
B. Convert the following to grams (g)
Example: 2 kg 300 g = 2300 grams (g)
i. 3 kg 400 g = g ii. 1 kg 900 g= g
iii. 4 kg 300 g = g iv. 7 kg 600 g = g
v. 8 kg 580 g = g vi. 2 kg 870 g = g
vii. The mass of three durians is 6 kg and 680 g. Write the mass in grams.
Answer : ___________ g
viii. Twenty mangoes weigh 3 kg 265 g. The mass of the mangoes written
in grams is __________ g.
ix. Three dictionaries have the total mass of 5 kg and 24 g. The mass of
the dictionaries is _________ g
161
x. The mass of a school bag was measured. It weighed 7 kg and 8 g.
Convert the mass to grams.
Answer : ___________ g.
162
C. Convert the following to kilogram (kg)
Example : 2 kg 280 g = 2 kg + 0.280 kg
= 2.280 kg
i. 4 kg 100 g = _______ kg ii. 6 kg 400 g = _______ kg

iii. 3 kg 210 g = _______ kg iv. 1 kg 750 g = _______ kg
v. 5 kg 120 g = _______ kg vi. 9 kg 375 g = _______ kg
vii. A pail of cuttlefish weighs at 2 kg 184 g. The mass in kilograms is

_________ kg
viii. What is the equivalent mass of 7 kg and 388 g in kilogram (kg)?

Answer : __________ kg
ix. Convert the mass of 6 kg and 375 g to kilogram.

Answer : ___________ kg
x. The value of 10 kg and 9 g in kilograms is _________ kg
163
Lesson : 34
Topic : Mass
Learning area : Comparing Mass
Learning objectives : Understand the relationship between units of mass.
Learning outcomes : Solve problems involving conversion of units of mass
in fraction or decimals.
Previous knowledge : Pupils have learnt how to convert the masses of
objects from kg to g and vice-versa.
Problems : Pupils are not able to understand the type of
conversion that is needed to be carried out to solve
the problem.
Vocabulary : mass, kilogram, gram, convert, compare.
164
Step 1.
Example 1: Question-Answers based on the flash cards of stories,
Redzuan went to a fruit stall and he bought a papaya.
1
The mass of the papaya is kilogram.
2
e.g. i) What did Redzuan buy?

ii) What is the mass of the fruit?
Point to note:
1
kg = 500 g (refer to the mass conversion table)
2
Example 2: Solve the problem.
If the mass of a chicken is 1.2 kg, what is the mass of 3

chickens of the same size? Give your answer in grams.
1 chicken 1.2 kg
3 chickens 3 x 1.2 kg = 3.6 kg
165
Convert the answer to g
3.6 kg = 3000 g + 600 g
= 3600 g
Or
3.6 kg = 3.6 x 1000g
= 3600 g
Example 3:
The mass of an orange is 125 g. There are 10 oranges in a

basket. What is the total mass of the oranges in the basket?
Write your answer in decimal of kilograms.
Solution: 125 g x 10 = 1250 g
1250
1250 g = = 1.250 kg = 1.25 kg
1000
166
Table “AKU” is also applicable in this solution.
kg g
1 2 5 0
1250 g = 1.250 kg
Example 4:
A box of beef has a total mass of 6750 grams. What is the

mass in kilograms? Write your answer in mixed number.
6750 g = 6000 g + 750 g

750
= 6 kg + kg
1000
3
= 6 kg + kg
4
3
= 6 kg.
4
167
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
Solve.
1. The mass of a watermelon is 2.6 kg.

Convert the mass to grams.
2. Yani caught a fish in the river. It weighs 3.54 kg.

What is the mass in grams?
3. A bunch of grapes has a total mass of 2500 g.

What is the mass of the grapes in kg?
4. Wai Leong has 20 mangosteens. Each

mangosteen weighs 85 g.
Find the total mass of the mangosteens in
kilograms.
1
5. The mass of a pineapple is 2 kg .
4
The mass in grams is …..
168
Lesson : 35
Topic : Volume of Liquid
Learning Area : Operations on Volume of Liquid
Learning Objective : Add and subtract units of volume
Learning Outcomes : Solve problems involving computations for

volume of liquids
Previous Knowledge : Pupils are able to know the relationship

between units of volume of liquid
Problem : Pupils are not able to solve problems based on

basic operations involving conversion of units of
volume of liquid
Vocabulary : Convert, vertical form, decimal number, decimal

point, mixed decimal, straight line, total volume,
add, subtract, left, difference
169
Suggested Activities
Step 1 : Revised the relationship between units of volume of

liquid using ‘Table AKU’ :
Litres Millilitres
2 6 4 2 2 642 ml = 2.462 l
Litres Millilitres
3 516 3 l 516 ml = 3 516 ml
= 3.516 l
Step 2 : Add units of volume

1 504 ml of water is added into 5.4 l of water. What is the
total volume of the water in litres?
i. Convert to litres
1 504 ml add 5.4 l
Litres Millilitres
1 5 0 4
1.504 l + 5.4 ml
170
ii. Add the volumes of liquid in the vertical form.
The decimal point must be aligned.
1.504 l
+ 5.400 l
6.904 l
Step 3 : Subtract units of volume
There are 12.275 l of water in container P. 6 l 245 ml of the

water are used. How many litres of water are left ?
P
12.275 l
Write the number sentence in vertical form

Convert litres and millilitres to litres using ‘Table AKU’
12.275 l − 6l 245
litres millilitres
6 2 4 5
6.245 l
Step 5 : Subtract units of volume in vertical form.
The decimal point must be aligned.
12.275 l
− 6.245 l
6.030 l
171
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
Answer the questions.
1. Find the total of 6.172 l and 2. 81 l
2. Calculate the total volume of water in litres

in these two tanks
2.12 l 7 l 4037 ml
ml
3. The diagram below shows the volume of

water in a container. 1 l 445 m l of water is
added into the container. What is the total
volume of water in l , in the container
now ?
6.2 l
172
4. There were 5.928 l of mineral water in a
bottle. Azman drank 1 542 ml of the
water.
Calculate the volume of water left in litres

in the bottle.
5. What is the difference in litres between 5 l
664 ml and 10.68 l
6. Which of the following has the largest volume

of liquid
5.135 l − 2.84 8 l 660 ml −
7 226 ml −
173
Lesson : 36
Topic : Volume of Liquid
Learning Area : Operations on Volume of Liquid
Learning Objective : Multiply and divide volume of liquid
Learning outcomes : Solve problems involving computations for

volume of liquids
Previous knowledge : Pupils know the relationship between the units

of volume of liquid
Problem : Pupils are not able to do basic operation

involving conversion of units of volume of
liquid
Vocabulary : Multiply, product , vertical form, divide, long

division, each, equally
174
Suggested Activities
Step 1 : Multiply volume of liquid
There are 428 ml of water in a bottle. How many litres

of water are there in 7 identical bottles?
428 ml 428 ml 428 ml 428 ml 428 ml 428 ml 428

ml
Dynasty Of
Seven
Write the number sentence in vertical form.
7
Use ‘Dynasty of 7’ to multiply the numbers as shown. 14
21
28
4 2 8 ml 35
42
49
× 7 56
63
2 9 9 6 ml
175
Step 2 : Convert, millilitres to litres using ‘Table Aku’
Litres Millilitres
2 9 9 6
2 996 ml = 2.996 l
Step 3 : Divide volume of liquid
16 l 832 ml of water are poured equally into 8 bottles.
What is the volume of water in each bottle?
16 l 832
16 l 832 ml ÷ 8
176
Step 4 : Convert litres and millilitres to litres using ‘Table Aku’
litres millilitres
1 6 8 3 2 16 l 832 ml = 16.832 l
Solve the problem using long division.
Refer ‘The Dynasty Of 8’ to divide the numbers.
Dynasty Of
2 . 1 0 4 l Eight
8
8 1 6 . 8 3 2 l
16
− 1 6
24
8
32
− 8
40
3
48
− 0
56
3 2
64
−3 2
72
177
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
Answer the questions.
yl 2.5 l
1. The diagram shows a basin and a bottle. What

is the total volume of water in the basin, if 5
bottles full of water are poured into it?
2. There are 5 350 ml of paint in a tin. How many

litres of paint are there in 6 tins?
3. Husni drinks 27.44 l of water in a week.

Calculate the volume of water that Husni drinks
in a day.
4. A jar holds 6250 ml of water. Sarepah pours the

water equally into 5 glasses. What is the volume
of water in each glass?
178
Lesson : 37
Topic : Shape and Space
Learning area : Composites Two Dimensional Shapes.
Learning objective : Pupils will be taught how to find the perimeter of
composites two-dimensional shapes

Learning outcome : Pupils will be able to measure and calculate the
perimeter for the following composites 2-D shapes :
a. Square and square
b. Rectangle and rectangle
c. Triangle and triangle
d. Square and rectangle
e. Square and triangle
f. Rectangle and triangle

Previous knowledge : Pupils have learnt how to find the perimeter of a
2-D shapes:
Problem : Pupils are not able to calculate the perimeter of a
composite 2-D shapes.

Vocabulary : Shape, combination, square, rectangle, triangle, area
Step 1 ( Revision exercises )
Find the perimeter for the diagrams below.

8 cm
179
1. 2.
4 cm
3 cm
3.
5 cm
Note: “The perimeter of a shape is the sum of the outer length of its sides’
Example 1 ; Find the perimeter of the composite 2-D shapes
4 cm
9 cm
The diagram shows combined shapes of an equilateral triangle and a rectangle.

To find the perimeter, just add the outer lengths of the 2 shapes.
Perimeter = 4 cm + 4 cm + 9 cm + 4 cm + 9 cm
= 30 cm
Examples to be discussed.
Find the perimeter of the diagrams.

10cm
1.
180
6 cm
2.
8 cm 10cm
6 cm
14 cm
3.
13cm
12 cm
5 cm
20 cm
Note: Make sure the pupils circle the outer side lengths using coloured
pen before calculating the perimeter.
e.g
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
Find the perimeter of the composite 2-D shape below:
181
1. 2
4 cm
5 cm
2 cm
8 cm
3. 4.
10 cm
5 cm
6 cm 8 cm
5.
3 cm
7 cm
`
6.. The diagram below shows plan of a hut that had been drawn on a piece of
paper. Find the perimeter of the hut, in cm,
182
5 cm
4 cm
6 cm
6 cm
7
10 cm
8 cm
The diagram above shows a composite 3-D shapes with two triangles. The
perimeter of each square is 24 cm. Calculate the perimeter for the whole
shape.
3 cm
8.
7 cm
2 cm
The diagram above shows the dimension of a piece of land. The land is to
be fenced by barbed wire . How much of the barbed wire is needed?
183
Lesson : 38
Learning area : Composite Two Dimensional Shapes.
Learning objective : Pupils will be taught how to find the area of
: composites two-dimensional shapes

Learning outcome : Pupils will be able to measure and calculate and solve
the area of the following composite 2-D shapes :
a. Square and square
b. Rectangle and rectangle
c. Square and rectangle

Previous knowledge : Pupils have learnt how to calculate the area of a 2-D
shapes
Problem : Pupils are not able to calculate the area of a
composite 2-D shapes.

Vocabulary : Square, rectangle, perimeter, area, volume.
Suggested activities
Example 1 : Find the area for the composite 2-D shapes
184
6 cm
To solve the problems below , use the formula given.
Area = Length x Breath
Area = 6 cm x 6 cm
= 36 cm2
So, the area for the composite 2-D shapes is equal to:
36 cm2 x 2 = 72 cm2 or
36 cm2 + 36 cm2 = 72 cm2
Example 2: Find the area for the composite 2-D shapes below.
3 cm 10cm
10 cm
First, find the area A , Then , find the area B
Area B = 7 cm x 3 cm Area A = 3 cm x 3cm
= 21 cm2 = 9 cm2
So, the area of the composite 2-D shapes is equal to:
Area A + Area B = 9 cm2 + 21 cm2
= 30 cm2
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
Find the area of the composite shape below:
185
1. 2
8 cm
3 cm
9 cm
7 cm 10 cm
5 cm
3. 4.
4 cm cm
10 cm
3 cm 3 cm
`
3 cm
EXERCISE 2
Name : ______________________ Class : __________ Date : _________
9 cm
186
1.
11 cm
8 cm
5 cm
What is the difference of area between the two rectangles?
6 cm
2. P Q
S R S
14 cm
Diagram above, PQRS is a square. Calculate the area of the shaded parts
3. 2 cm
Diagram above shows a grid of square. Find the area of the shaded parts.
187
Lesson : 39
Learning area : Composite Two Dimensional Shapes.
Learning objective : Pupils will be taught how to find the volume of
Composite three-dimensional shapes

1. Calculate the volume of the composite 3-D shapes
of the following:
a. a cube and another cube
b. a cuboid and another cuboid
c. a cube and a cuboid.
2. Solve problems involving volume of
composite 3-D Shapes.

Previous knowledge : Pupils have learnt the difference between a cube
and a cuboid.
Problem : Pupils are not able to calculate the volume of
Composite 3-D shapes.

Vocabulary : Shape, cube, cuboid, surface area, volume, composite
3-D shapes
Step 1
Introduction: Show the pupils which is the length, breadth and width
188
height
breadth
length
Discuss with the pupils on how to solve the problem above, using
the formula below :
Volume = Length x Breadth x Height
Note: The combination of two 3-D shapes is called composite.
Example 1 : Find the volume for the composite shapes
7m
A 4m
AA
AA B
3m
7m
i ) Find the volume A ii ) Find the volume B

Volume = Length x breadth x height Volume = Length x breadth x height
= 7m x 7m x 7m = 7m x 3m x 4m
= 343 m3 = 84 cm3
Volume of the composite 3- D shapes = 343 m3 + 84 m3 = 427 m3
Example 2 :
12 cm P
189
10 cm Q R 8 cm
2 cm
6 cm 6 cm 6 cm
Find the volume P

Volume = Length x breadth x height
= 12cm x 6cm x 2cm
= 144 cm3
Find the volume Q

= 10cm x 6cm x 2cm
= 120 cm3
Find the volume R

= 8cm x 6cm x 2cm
= 96 cm3
Volume of the composite 3- D shapes = 144 cm3 + 120 cm3 + 96 cm3
= 360 cm3
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
Find the volume of the composite 3-D shapes .
190
1. 2.
6 cm
6 cm 3 cm
5 cm
3 cm
5 cm 6 cm
3.
8 cm
4cm
2 cm 6cm
Example 3;
The diagram below shows a composite 3-D shape cuboid X and cuboid Y.
Find the volume .
191
2 cm 7 cm
Y
5 cm
X
3 cm
8 cm
Find the volume X

= 2cm x 5cm x 8cm
= 80 cm3
Find the volume Y

= 7cm x 3cm x 8cm
= 168 cm3
Volume of the composite 3- D shapes = 80 cm3 + 168 cm3
= 248 cm3
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
1. The diagram below shows a composite 3-D shapes. Find the difference
of volume between the two objects.

4 cm
192
6 cm 3 cm
A B
2 cm
3 cm
6 cm
2. The solid shape below is built from a certain amount of cubes of the same
size. The measurement of each cube edge is 3 cm. Find the total volume of
the shape.
3. The diagram below shows a tank filled with water.

Find the volume of water needed to fill the tank, in m3.
7m
5m
3m
8m
Lesson : 40
Topic : Data Handling
Learning area : Average
Learning objective : Understand and use the vocabulary related to average
Learning outcome : i) State the average of two or three quantities
ii) Determine the formula for average
Previous knowledge : Pupils know the meaning of average.
193
Problem : Pupils are not able to find average using the formula of
average
Vocabulary : Average, calculate quantities, total of quantity, number
of quantities,
Step 1
i. Teacher describes the meaning of average using division concept.
E.g. :
i ) Distribute to get the same quantity or distribute equally by dividing the
total of quantities with the number of quantities.”
A C
B
A C
B
194
Step 2 . By posing questions.
a. How many tomatoes does each group have?
b. How many groups are there?
c. What has been done to the tomatoes in the box?
d. How many tomatoes does each group have?
Note : Explain the differences between number of quantities and total of

quantities using the diagram below.
Example 1:
Shaliza has three books and Junaidah has five books. Find the average .
.
Teacher emphasises that the same thing or items which are shared equally are
the Total of Quantities and the persons involved are the Number of Quantities.
Situation: Sakinah has three books and Shah has five books. If they want to
share their books equally, what is the average number of books that
each person will get?
• By tabulating
Sakinah
Shah
Number of Quantities = 2 person Total of Quantities = 8 books
195
Sakinah Shah
Total of quantity ( Sum of books)

Average =
Number of quantity ( Sakinah and Shah)
3+5
=
2
8
=
2
= 4
Example 2:
The picture shows the price for 4 computers.
Find the average price of a computer. .
1 3 4
2
A 196
C
RM5000 B D
RM3000
RM4000 RM4000
i ) Calculate the average
= total of quantity (Sum of the price)

number of quantities (Computers) (((quantity
= RM5000 + RM4000 + RM3000 + RM4000

4quantity
= RM16000
4
= RM4000
ii ) Relation of the average formula
Average Total of Quantity

Average =
Number of quantity
Total of ÷ Number
Quantity Of Quantity
Note:
i ) To find average, we divide the Total of Quantity with the Number Of
Quantity.
ii) To find numbers of quantity, divide Total Of Quantity with average
197
Total
Of quantity
Average X Number
Of Quantity
Total of Quantity = Average x Number of Quantity
198
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
Answer the questions below.

A. Based on the data given , answer all the questions below.
Abidin
Danial
Amin
represent 2 pumpkins
1. How many pumpkins are there altogether?

____________________________________________________
2. How many boys are mentioned in the table?
____________________________________________________
3. If all the pumpkins are shared among the boys equally, how many
pumpkins each of them will have?
____________________________________________________
B. The statement indicates the total number of books that have been read by the
pupils in the Reading Competition for Year 5 pupils.
a. Athirah read 16 books.
b. Redzuan read the most number of books. He read 24 books.
c. Shaliza read 8 books.
d. Zubaidah read 4 books less than Redzuan.
199
1. How many books did Roslan read?
_____________________________________________________
2. How many numbers of books did all the pupils have read?
_____________________________________________________
3. How many pupils involved in the reading competition?
_____________________________________________________
4. Find the average number of the books that have been read by the pupils.
_____________________________________________________
C. Solve this problem

1. Rina has 24 marbles. Her sister Ruby has 26 marbles. If they want to share
the marbles equally among themselves, how many marbles will each of
them get?
_______________________________________________________________
2. Najwa and Munirah have RM600.00 each while Nazihah has no money. If
they wish to divide equally among themselves, how much money will each of
them get?
_______________________________________________________________
200
Lesson : 41
Topic : Data Handling
Learning area : Organising and interpreting data
Learning objective : Organise and interpret data from tables and charts
Learning outcome i) Construct a bar graph from a given set of data
ii) Determine the frequency, mode, range, average,
maximum and minimum value from a given graph
Previous knowledge : Pupils have learnt bar graph.
Problem : Pupils are not able to construct a bar graph from a
given set of data
Vocabulary : Frequency, mode, range, maximum, minimum, data
table, score, chart, organize, interpret, axis
Example 1
Step 1 Teacher helps pupils to interpret data from the bar graph.
Books read in a reading competition
30
25
20
15
10
0
NurAtikah Nazihah Munirah Najwa Athirah
The bar graph shows the number of books read by the pupils in a reading
competition
i. Pose questions based on the graph:
201
a. How many books did NurAtikah read? ( frequency )
b. How many books did Najwa read? ( frequency )
c. State the number of books read by Athirah. ( frequency )
Step 2
Transfer the interpreted data into the table below.
Student Number of Books
NurAtikah 15
Nazihah 25
Munirah 10
Najwa 20
Atirah 15
Step 3
Differentiate the mode, maximum range and minimum range based on the
graph:
i. What is the common number of books read by the pupils? ( mode )
ii. Who has read the most number of books? ( maximum )
iii. Who read the least number of books? ( minimum )
iv. What are the differences in numbers of books read by Nazihah and
Munirah? ( range )
Example 2
Based on the table below, construct a bar graph
Table below shows the number of books read by five pupils in April.
202
Name Number of Books
Adam 30
Raju 40
May Lin 25
Marina 35
Nasir 25
Numbers Books Read in April

of 40
Books
35
30
25
20
15
10 EXERCISE 1
Adam Raju May Lin Marina Nasir
To construct a bar graph, label:

i) Title
ii) Horizontal axis and vertical axis
iii) Determine the scales
iv) Draw the bars
EXERCISE 1
Name : ______________________ Class : __________ Date : _________
A. The pictograph shows the number of cars that have been sold in February.
Types of Car Unit of Sales
Proton Iswara
203
Proton Perdana
Proton Wira
Proton Waja
Proton Satria
represents 10 unit of cars

1. How many Proton Iswara were sold in February?
_____________________________________________
2. Name the types of cars that had the same unit sold?
_____________________________________________
3. State the types of cars which got the most sale in that month?
_____________________________________________
4. Which types of cars got the least sale in that month?
_____________________________________________
5. What is the difference in units of cars sold, between the least and the most
sales in February?
____________________________________________________________
B. Based on the pictograph above, construct a vertical or horizontal bar graph
in the box below to represent the numbers of cars that have been sold in
February.
204
ANSWERS KEY
Lesson 1
Exercise 1
A. 1. thousand , hundred .
2. Seven , two
3. thousand, hundred, ninety
4. hundred , two , hundred
5. thirty , thousand
B. 1. Five thousand three hundred and one

2. Sixty-one thousand and seven
3. Seventy-five thousand and nine hundred
4. Six hundred two thousand and twenty-four
5. Eight hundred fifteen thousand two hundred and sixty-four
205
Exercise 2
A. 1. 56 376 B. 1. 72 556
2. 263 501 2. 25 719
3. 314 214 3. 547 983
4. 194 004
Lesson 2
Exercise 1
Accept any possible answer
Exercise 2
1. a. tens 2. a. 8
b. thousands b. 400
c. hundreds c. 0
d. hundred thousands d. 600 000
3. a. 83 562 4. 90 000
b. 450 894
c. 670 305 5. hundred thousands
d. 346 048
Lesson 3
Exercise 1
A. 1. 2470 B. 1. 3 500
2. 43 420 2. 24 800
3. 523 710 3. 742 000
C. 1. 3 000 D. 1. 20 000
2. 27 000 2. 180 000
E. 1. 400 000
2. 100 000
Exercise 2
A.
254 370 254 400 254 000 250 000 300 000
307 840 307 800 308 000 310 000 300 000
781 500 781 500 781 000 780 000 800 000
649 030 649 000 649 000 650 000 600 000
B. 1. 2 900
206
2. 56 300
3. 342 000
4. 160 000
5. 500 000
Lesson 4
Exercise 1 Exercise 2
1. 875 310 1. 80 000

2. 103 578 2. 49 670
3. 875 310+103 578=978888 3. 60 026
4. 8 000 4. 80 000
5. 100 000 5. 15 200
6. 15 000 6. 50 000
7. 10 000 7. 410262
8. 41 600
Lesson 6
Exercise 1 :
1. 46
2. 120
3. 16
4. 625
5. 10
6. 32
7. 3084
8. 200
9. 13230
10. 1404
Lesson 7
Exercise 1 :
1. 714
2. 8 200
3. 8 970
207
4. 259 200
5. 28 104
Exercise 2 :
1. 53
2. 2578
3. 155
4. 36
5. 989
Lesson 8
Exercise 1 :
1. 56
2. 9
3. 15
4. 27
5. 18
Lesson 9
Exercise 1 :
7
1. Seven over two /
2
4
2. four over three /
3
11
3. eleven over four /
4
11
4. eleven over six /
6
Exercise 2 :
5
A. 1.
2
208
7
2.
4
12
3.
5
13
4.
7
B.
1.
2.
C.
1.
0 1 2
2.
0 1 2 3 4
Lesson 10
Exercise 1
209
2 1 3 3 1 3
A . 1. 1 2. 4 3. 2 4. 7 5. 6 6. 8
5 2 4 8 2 4
B. 1. one and two over three or one and two third

2. three and one over four or three and one quarter
3. five and four over nine or five and four ninth
4. six and two over seven or six and two seventh
5. nine and seven over eight or nine and seven eighth
Exercise 2
5 7 23 13 41
A. 1. 2. 3. 4. 5.
3 2 5 6 7
1 1 2 1 1
B. 1. 1 2. 2 3. 2 4. 3 5. 4
3 3 5 4 2
Lesson 11
Exercise 1
7 1 5 2 1
1. 3 2. 4 3. 6 4. 5 5. 3
12 4 6 3 10
Lesson 12
Exercise 1
1. 5
2. 23
3. 17
4. 71
5. 35
6. 426
7. 189
Lesson 13
210
Exercise 1 :
A. 1. Fraction Decimal
40 0.04
1000
2.
Fraction Decimal
100 0.1
1000
B. 1. 0.005 2. 0.009 3. 0.103 4. 0.295
6 12 231 534
C. 1. 2. 3. 4.
1000 1000 1000 1000
D. 1. 0.938 2. 0.034 3. 0.03 4. 0.009

978
6
5. 6. 1000
1000
Lesson 14
Exercise 1 :
A. 1. 6.2 2. 5.2 3. 5.2 4. 12.0
B. 1. 0.08 2. 18.56 3. 103.18 4. 40.93
C. 1. 9.4 2. 13.58 3. 5.4 4. 0.18
Lesson 15
Exercise 1 :
1. RM2.07 2. 12.6l 3. RM387.52 4. 32kg 5.
1.44cm
Lesson 16
Exercise 1 :
25 36 32 66 87 91
A. (a) (b) (c) (d) (e) (f)
100 100 100 100 100 100
211
B. (a) 3% (b) 17% (c) 43% (d) 67% (e) 77% (f) 89%
Lesson 17
Exercise 1 :
A. (a) 0.08 (b) 0.2 (c) 0.23 (d) 27.23 (e) 0.87
B. (a) 22% (b) 45% (c) 67% (d) 25% (e) 99%
Lesson 18
Exercise 1 :
A. 1. 30% 2. 20% 3. 60% 4. 5% 5. 35% 6. 4%

7. 20% 8. 80%
Lesson 19
1. RM40.00 2. RM24 000.00 3. RM112.00 4.

RM180
5. RM 1837.50
Lesson 20
Exercise 1:
Question 3 : Profit RM2
Question 9 : Loss RM1
Question 11 : Profit RM2.30
Question 17 : if cost price is lower than selling price = profit
Question 18 : profit RM5
Lesson 21
Exercise 1 :
212
1. a) RM2.20 b) RM7.20 c) RM22.40
2. a) RM798 b) RM800 c) 3 televisions d) RM5618
Lesson 22
Exercise 1:
A. 1. zero twenty-five hours

2. zero five fifty-five hours
3. sixteen thirty hours
4. fifteen hundred hours
5. ten fifty-five hours
6. twenty-three thirty hours
7. fifteen zero five hours
8. twenty one forty hours
B. 1. 0040 5. 1455
2. 0250 6. 1825
3. 0600 7. 2300
4. 1300 8. 1605
Exercise 2:
1. sixteen hundred hours
2. 1915 hours
3. 5:15 p.m
4. 10:10 p.m
5.
Lesson 23
Exercise 1
1. 10.40pm
2. 1410 hours
213
3. a) 3.30pm
b) 0745 hours
4. 12.50am
5. 1915 hours
Lesson 24
Exercise 1:
1. 4:15 p.m
2. 4:50 p.m
3. 1:30 p.m
4. 1.:45 p.m
Lesson 25
Exercise 1
1. 3 hours 5 minutes
Exercise 2
1. 10 minutes 2 seconds
Lesson 26
Exercise 1
2.30 2.45
3.00 3.30
3.30 4.00
4.00 5.15
214
5.15 5.30
Complete the sentences
1. 2.00
2. 2.45
3. Pupils Presentation
4. 4.00
5. 5.30
Lesson 27
Exercise 1
A 1. 22 hours 25 minutes
B. 1. Wednesday 0825 hours

2. Friday 1015 hours
3. Thursday 0730 hours
C. 1. Wednesday 1355 hours

2. Monday 1935 hours
3. Tuesday 1730 hours
D. 1. 6 hours 15 minutes
2. 1815 hours
3. 1710 hours
Lesson 28
Exercise 1
A.
1. 15 min / ¼ hrs
2. 40 min / 2/3 hrs
3. 1 3/10 hrs / 1 hour 18 min
B.
A. 2 hrs 13 min
B. 11:13 a.m.
215
C. 3:17 p.m.
Lesson 29
Exercise 1
1. 3000m
2. 8300m
3. 6000m
4. 49560m
5. 7.8km
6. 16km
7. 14000m
8. 5km
9. 27.05km
10. 25130m
Lesson 30
Exercise 1
A.
1. 4567m
2. 6.74km
3. 1010m
4. 8.9km
5. 9.15km
B.
1. 3.8km
2. 1600m
3. 0.6km
4. 2450m
5. 2.35km
Lesson 31
Exercise 1
1. 0.5km
2. 270m
3. 350m
4. 8km 400m
5. 21000m
Lesson 32
Exercise 1
A i. 3000 g ii. 5000 g
216
iii. 500 g ii. 8 kg i. =
iv. 250 g iii. ½ kg ii. >
v. 500 g iv. 1 ½ kg iii. =
vi. 750 g v. 2 ¼ kg iv. >
vii. 200 g vi. 3 ¾ kg v. >
viii. 400 g vii. 1 4/5 kg vi. <
viii. 5 2/5 kg vii. 2800 g
viii. Pandan
B cake
i. 2 kg C ix. B
Lesson 33
Exercise 1
A. B. C.
i. 400 g i. 3400 g i. 4.1 kg
ii. 1500 g ii. 1900 g ii. 6.4 kg
iii. 3500 g iii. 4300 g iii. 3.21 kg
iv. 7200 g iv. 7600 g iv. 1.75 kg
v. 6900 g v. 8580 g v. 5.12 kg
vi. 2580 g vi. 2870 g vi. 9.375 kg
vii. 9410 g vii. 6680 g vii. 2.184 kg
viii. 5730 g viii. 3265 g viii. 7.388 kg
ix. 4149 g ix. 5024 g ix. 6.375 kg
x. 3204 g x. 7008 g x. 10.009 kg
Lesson 34
Exercise 1
1. 2600 g
2. 3540 g
3. 2.5 kg
4. 1.7kg
5. 2250 g
Lesson 35
Exercise 1
1. 8.982 l
2. 6.157 l
3. 7.645 l
4. 4.386 l
5. 5.016 l
6. 8 l 660m l – 5.346 l
Lesson 36
217
Exercise 1
1. 12.5l
2. 32.1l
3. 3.92l
4. 1.25l
Lesson 37
Exercise 1 5. 29 cm
1. 28 cm 6. 26 cm
2. 30 cm 7. 72 cm
3. 28 cm 8. 26 cm.
4. 36 cm
Lesson 38
Exercise 1
1. 58 cm Exercise 2.
2. 154 cm 1. 17 cm2
3. 75 cm 2. 112 cm2
4. 45 cm 3. 20 cm2
Lesson 39
Exercise 1 Exercise 2
1. 126 cm3
1. 300 cm3 2. 486 cm3
2. 144 cm3 3. 280 m3
3. 344 cm3
Lesson 40
Exercise 1
C. 1. 25
A. 2. RM400.00
1. 36
2. 3
3. 12
B. 1. 20
2. 68
3. 4
4. 17
218
Lesson 41
Exercise 1
A. 1. 50
2. Proton Perdana and proton Waja
3. Proton Iswara
4. Proton Satria
5. 30
B.
Car Sold in February
Unit of Sales
60
40
20
P P P P P Types of Cars
I P W W S
Appendix 1
Time-tables
For time - tables 3, 6 and 9 Time – table 3

this table can be used
2 1 0
Follow the direction of the arrow

3 3
1 2 1 2
6 2 1 0 6
4 5 4 5
9 2 1 0 9
7 8 7 8
Time – table 7 Time- table 9
2 4 6 3 8 7 6 3
1 2 1 2
Count by the arrow direction
1 3 5 6 5 4 3 6
4 5 4 5
0 2 4 9 2 1 0 9
7 8 7 8
w
o
e
h
n
o
c
e
e
h
w
o
o
F
r
r
r
t
f
t
i
l
l
For time-tables 2, 4, 6 and 8 Time – table 2
these table can be used
w
F
o
h
e
o
n
h
e
c
r
t
f
t
l
l
i
6 0 0 0 6
2 4 2 4
2 0 1 1 2
8 0 8 0
8 1 1 1 8
4 6 4 6
Time – table 4
1 2 3 6

2 4
0 2 3 2
8 0
0 1 2 8
4 6
Time – table 6 Time – table 8

4 2 0 6 1 1 1 6
2 4 2 4
4 3 1 2 4 4 3 2
8 0 8 0
5 3 1 8 1 0 8
2
4 6 4 6
a
e
h
n
o
c
e
e
h
w
o
o
F
r
r
r
t
f
t
i
l
l
Appendix 2
Quick Addition strategies.
The Basic facts

1+1=2 10+10=20 100+100=200 1000+1000=2000 10 000+10 000=
1+2=3 10+20=30 100+200=300 1000+2000= 10 000+20 000=
1+3=4 10+30=40 100+300= 1000+3000= 10 000+30 000=
1+4=5 10+40= 100+400= 1000+4000= 10 000+40 000=
1+5=6 10+50= 100+500= 1000+5000= 10 000+50 000=
1+6=7 10+60= 100+600= 1000+6000= 10 000+60 000=
1+7=8 10+70= 100+700= 1000+7000= 10 000+70 000=
1+8=9 10+80= 100+800= 1000+8000= 10 000+80 000=
1+9=10 10+90= 100+900= 1000+9000= 10 000+90 000=
2+1=3 20+10=30 200+100=300 2000+1000=3000 20 000+10 000=

2+2=4 20+20=40 200+200=400 2000+2000= 20 000+20 000=
2+3=5 20+30=50 200+300= 2000+3000= 20 000+30 000=
2+4=6 20+40= 200+400= 2000+4000= 20 000+40 000=
2+5=7 20+50= 200+500= 2000+5000= 20 000+50 000=
2+6=8 20+60= 200+600= 2000+6000= 20 000+60 000=
2+7=9 20+70= 200+700= 2000+7000= 20 000+70 000=
2+8=10 20+80= 200+800= 2000+8000= 20 000+80 000=
2+9=11 20+90= 200+900= 2000+9000= 20 000+90 000=
3+1=4 30+10=40 300+100=400 3000+1000=4000 30 000+10 000=

3+2=5 30+20=50 300+200=500 3000+2000= 30 000+20 000=
3+3=6 30+30=60 300+300= 3000+3000= 30 000+30 000=
3+4=7 30+40= 300+400= 3000+4000= 30 000+40 000=
3+5=8 30+50= 300+500= 3000+5000= 30 000+50 000=
3+6=9 30+60= 300+600= 3000+6000= 30 000+60 000=
3+7=10 30+70= 300+700= 3000+7000= 30 000+70 000=
3+8=11 30+80= 300+800= 3000+8000= 30 000+80 000=
3+9=12 30+90= 300+900= 3000+9000= 30 000+90 000=
4+1=5 40+10=50 400+100=500 4000+1000=5000 40 000+10 000=

4+2=6 40+20=60 400+200=600 4000+2000= 40 000+20 000=
4+3=7 40+30=70 400+300= 4000+3000= 40 000+30 000=
4+4=8 40+40= 400+400= 4000+4000= 40 000+40 000=
4+5=9 40+50= 400+500= 4000+5000= 40 000+50 000=
4+6=10 40+60= 400+600= 4000+6000= 40 000+60 000=
4+7=11 40+70= 400+700= 4000+7000= 40 000+70 000=
4+8=12 40+80= 400+800= 4000+8000= 40 000+80 000=
4+9=13 40+90= 400+900= 4000+9000= 40 000+90 000=
5+1=6 50+10=60 500+100=600 5000+1000=6000 50 000+10 000=
5+2=7 50+20=70 500+200=700 5000+2000= 50 000+20 000=
5+3=8 50+30=80 500+300= 5000+3000= 50 000+30 000=
5+4=9 50+40= 500+400= 5000+4000= 50 000+40 000=
5+5=10 50+50= 500+500= 5000+5000= 50 000+50 000=
5+6=11 50+60= 500+600= 5000+6000= 50 000+60 000=
5+7=12 50+70= 500+700= 5000+7000= 50 000+70 000=
5+8=13 50+80= 500+800= 5000+8000= 50 000+80 000=
5+9=14 50+90= 500+900= 5000+9000= 50 000+90 000=
6+1=7 60+10=70 600+100=700 6000+1000=7000 60 000+10 000=

6+2=8 60+20=80 600+200=800 6000+2000= 60 000+20 000=
6+3=9 60+30=90 600+300= 6000+3000= 60 000+30 000=
6+4=10 60+40= 600+400= 6000+4000= 60 000+40 000=
6+5=11 60+50= 600+500= 6000+5000= 60 000+50 000=
6+6=12 60+60= 600+600= 6000+6000= 60 000+60 000=
6+7=13 60+70= 600+700= 6000+7000= 60 000+70 000=
6+8=14 60+80= 600+800= 6000+8000= 60 000+80 000=
6+9=15 60+90= 600+900= 6000+9000= 60 000+90 000=
7+1=8 70+10=80 700+100=800 7000+1000=8000 70 000+10 000=

7+2=9 70+20=90 700+200=900 7000+2000= 70 000+20 000=
7+3=10 70+30=100 700+300= 7000+3000= 70 000+30 000=
7+4=11 70+40= 700+400= 7000+4000= 70 000+40 000=
7+5=12 10+50= 700+500= 7000+5000= 70 000+50 000=
7+6=13 70+60= 700+600= 7000+6000= 70 000+60 000=
7+7=14 70+70= 700+700= 7000+7000= 70 000+70 000=
7+8=15 70+80= 700+800= 7000+8000= 70 000+80 000=
7+9=16 70+90= 700+900= 7000+9000= 70 000+90 000=
8+1=9 80+10=90 800+100=900 8000+1000=9000 80 000+10 000=

8+2=10 80+20=100 800+200=1000 8000+2000= 80 000+20 000=
8+3=11 80+30=110 800+300= 8000+3000= 80 000+30 000=
8+4=12 80+40= 800+400= 8000+4000= 80 000+40 000=
8+5=13 80+50= 800+500= 8000+5000= 80 000+50 000=
8+6=14 80+60= 800+600= 8000+6000= 80 000+60 000=
8+7=15 80+70= 800+700= 8000+7000= 80 000+70 000=
8+8=16 80+80= 800+800= 8000+8000= 80 000+80 000=
8+9=17 80+90= 800+900= 8000+9000= 80 000+90 000=
9+1=10 90+10=100 900+100=1000 9000+1000=10 90 000+10 000=
9+2=11 90+20=110 900+200=1100 000 90 000+20 000=
9+3=12 90+30=120 900+300= 9000+2000= 90 000+30 000=
9+4=13 90+40= 900+400= 9000+3000= 90 000+40 000=
9+5=14 90+50= 900+500= 9000+4000= 90 000+50 000=
9+6=15 90+60= 900+600= 9000+5000= 90 000+60 000=
9+7=16 90+70= 900+700= 9000+6000= 90 000+70 000=
9+8=17 90+80= 900+800= 9000+7000= 90 000+80 000=
9+9=18 90+90= 900+900= 9000+8000= 90 000+90 000=
9000+9000=
Pairs of tens
1+ 9 = 10 2+ 8 = 10 3+ 7= 10
10 +90 = 100 20 +80 = 30 +70 =
100 +900 = 1000 200 +800 = 300 +700 =
1000 +9000 = 10 000 2000 +8000 = 3000 +7000 =
10 000 +90 000 = 100 000 20 000 +80 000 = 30 000 +70 000 =
4+ 6 = 10 5+ 5 = 10
1+2+7=10 2+2+6=10 1+3+6=10 1+4+5=10 2+3+5=10 2+4+4=10 3+3+4=10
40 +60 = 100 50 +50 =
2+1+7= 6+2+2= 3+1+6= 4+5+1= 3+2+5= 4+2+4= 3+4+3=
400 +600 = 500 +500 =
7+2+1= 2+6+2= 6+1+3= 5+1+4= 5+2+3= 4+4+2= 4+3+3=
4000 +6000 = 5000 +5000 =
Doubling
40 000 +60 000 = 50 000 +50 000 =
1+1=2 2+2=4 3+3=6
10 + 10 = 20 20 + 20 = 30 + 30 =
100 +100 = 200 200 +200 = 300 +300 =
1000 + 1000 = 2000 + 2000 = 3000 + 3000 =
10 000 + 10 000 = 20 000 + 20 000 = 30 000 + 30 000 =
100 000 + 100 000 = 200 000 + 200 000 = 300 000 + 300 000 =
4+4=8 5 + 5 = 10 6 + 6 = 12
40 + 40 = 50 + 50 = 60 + 60 =
400 +400 = 500 +500 = 600 +600 =
4000 + 4000 = 5000 + 5000 = 6000 + 6000 =
40 000 + 40 000 = 50 000 + 50 000 = 60 000 + 60 000 =
400 000 + 400 000 = 500 000 + 500 000 =
7 + 7 = 14 8 + 8 = 16 9 + 9 = 18
70 + 70 = 80 + 80 = 90 + 90 =
700 +700 = 800 +800 = 900 +900 =
7000 + 7000 = 8000 + 8000 = 9000 + 9000 =
70 000 + 70 000 = 80 000 + 80 000 = 90 000 + 90 000 =
PASUKAN PENGGUBAL
PENGERUSI
HAJAH NOOR REZAN BINTI BAPOO HASHIM
PENGARAH
BAHAGIAN SEKOLAH
KEMENTERIAN PELAJARAN MALAYSIA
NAIB PENGERUSI
HAJI MOHD. RADZI BIN ABD. JABAR
TIMBALAN PENGARAH (SEKOLAH)
BAHAGIAN SEKOLAH
KEMENTERIAN PELAJARAN MALAYSIA
SETIAUSAHA
PENOLONG SETIAUSAHA
AHLI-AHLI
AZIZ B NAIM REDZUAN TAI B ABDULLAH Dr. MUHAMMAD AB RAHMAN

PUSAT PERKEMBANGAN (KETUA KUMPULAN) BAHAGIAN SEKOLAH
KURIKULUM (PPK) SK LKTP BUKIT TAJAU,
PAHANG
SALLEH B SAWABI NOR ELMI LO BT ABDULLAH SAKINAH HO BT ABDULLAH

JPN MELAKA JPN SABAH SJKC ON PONG, SELANGOR
HJ MOHD NASIR B SHAFII HJH RAHEMAH BT IDRIS
SK JAMBU LAWAR, KELANTAN SK KOTA DALAM, AYER HITAM,
JOHOR
AMINAH BT TAK ABDULLAH SHAH BANOU BT MOHAMED SITI ZUBAIDAH BT HUSSIN

SK PASUKAN POLIS HUTAN, SK KAMPONG JAWA, SK CONVENT JALAN PEEL,
PERAK PULAU PINANG KUALA LUMPUR
HUSNI B MOHAMAD HALINAH JAIR SAREPAH BT HUSIN

SK GADONG JAYA, SK BUKIT PADANG, SABAH SK LUBOK TEMIANG,
NEGERI SEMBILAN WP LABUAN
HAMZAH B ABDULLAH RATNA BT SELA JAMALIAH BT HAMZAH

SK TAMAN SRI WANG, SK MATANG, SARAWAK SK DATUK TAMBI CHIK
KEDAH KARIM, MELAKA
ROSLAN B SENIK MAT SHUPI B DAUD
SK KAMPUNG BARU SK SERI TUNJONG, PERLIS
KERTIH, TERENGGANU
PEGAWAI ICT
MOHAMMAD FAUZI MAHSON AHMAD HARITH MOHD ROSLI MOHD RASHID

PPD KERIAN, PERAK (KETUA) SK PERMAISURI NUR ZAHIRAH
SMK BANDAR MAHARANI, TERENGGANU
JOHOR
PENGHARGAAN
…………………………………………..
Kementerian Pelajaran Malaysia

dengan sukacitanya merakamkan
setinggi-tinggi penghargaan dan ucapan
terima kasih
kepada semua pihak yang telah memberi
sumbangan terhadap penyediaan Modul
ini.
…………………………………………..

Rancangan P&P Baucer Tuisyen Matematik Tahun 5

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Rancangan P&P Baucer Tuisyen Matematik Tahun 5

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PENDAHULUAN

Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui

Proses pengajaran dan pembelajaran dijalankan mengikut kawasan

Modul ini mengandungi elemen-elemen kurikulum yang berfokuskan

Oleh hal yang demikian, diharapkan melalui modul ini masalah

Berdasarkan hasrat YAB Menteri Kewangan dalam

pembentangan bajet 2003 pada 20 September 2002

untuk memberi baucar kepada pelajar miskin bagi

mendapat tuisyen di luar waktu persekolahan seperti

”... Kerajaan sedang menimbang untuk memberikan

baucar kepada anak-anak keluarga miskin bagi

membolehkan mereka mendapat tuisyen daripada

guru-guru yang sanggup memberikan tuisyen khas di

luar waktu sekolah. Dengan ini, bukan sahaja mereka

akan dapat tuisyen, guru-guru yang rajin juga boleh

mendapat pendapatan tambahan.”

KERAJAAN IBU BAPA

TUISYEN UNTUK MURID

Dilaksanakan di luar Jadual Waktu Persekolahan

Pagi, petang, malam, hujung minggu

Tempoh minimum adalah

1 jam seminggu 4 jam sebulan bagi

- Rancangan P&P, aktiviti, contoh-contoh soalan secara umum dan yang

- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.

- Cadangan aktiviti telah disediakan, guru boleh mengubahsuai mengikut

- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama

- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu

1. Pemilihan murid bagi program Skim Baucar Tuisyen (SBT) adalah

i. Murid warganegara Malaysia.

2. Seseorang murid tidak semestinya mendapat kemudahan SBT bagi

3. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan

4. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas

5. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan

9. Galakan dan sokongan harus diberikan kepada murid-murid SBT agar

4. Guru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen

5. Lembaran kerja, ’hand-outs’ atau fotokopi bahan pengajaran boleh dibuat

6. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan

8. Guru tuisyen SBT hendaklah membuat penilaian pelajar apabila tamat

1. Sekolah harus menubuhkan Jawatan Kuasa SBT di peringkat sekolah

2. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan

3. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT

4. Pihak sekolah juga harus menubuhkan ’Pusat Tuisyen SBT’ di sekolah

6. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang

7. Peruntukan satu mata pelajaran adalah sebanyak RM 90.00. Jika pelajar

10. Pihak sekolah harus menggalakkan guru-guru SBT menggunakan Modul

TUITION VOUCHER SCHEME MANUAL

Voucher Scheme (SBT).

This module contains topical exercises so as to help the pupils to

pupils with essential skills needed to understand the concepts of mathematics.

This module is a comprehensive guide and a reference for teachers to

level of achievement of the pupils.

lesson mainly consists of three different parts i.e:

i. Skills – Each lesson plan is aimed to overcome the weaknesses of

These skills are based on the Learning Outcomes from the

ordinary classroom teaching. Skills or concepts acquired will ensure

a better understanding of the lesson.

ii. Examples – After each approach, examples are given. Teachers

are encouraged to make use of teaching aids to consolidate the

skills that are being taught.

iii. Worksheets – At the end of each lesson, pupils are required to do

exercises as an enrichment activity. Teachers are advised to use

these exercises to strengthen the pupils’ concepts and skills in their

Tuition Voucher Scheme lesson.

1. 3 260 Three two and sixty

2. 7 092 _ thousand and ninety-_

3. 25 193 Twenty-five __ one _ and

4. 182 900 One ____ eighty- _thousand and nine

5. 234 402 Two hundred _-four __ four hundred

Name : __________________ Class : _ Date : ____