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RANCANGAN MATA PELAJARAN TAHUNAN MATEMATIK TINGKATAN SATU 2009

RANCANGAN PELAJARAN MATEMATIK TINGKATAN SATU TAHUN 2009 PENGGAL PERTAMA : 5 JANUARI 2009 HINGGA 29 MEI 2009 ( 20 MINGGU )

pencil-andpaper or calculator. size. using standard algorithm (rules of multiplication of whole numbers. division of whole numbers. subtraction. value of • including the use value and each digit in whole numbers. and speed computation or pencilsmaller whole number. using standard algorithm (rules of explore number patterns. Multiply two or more whole numbers. read and write whole Students use calculators to compare numbers in words or numerals. Perform patterns and computations number number sequence. estimation. Understand the characteristic of prime numbers Students explore combined ACTIVITIES/STRATEGIES operations of whole numbers by using standard algorithm (rules of calculations). 1. including that of Relate number sequence to patterns real-life situations by rounding. 3. problems. Use calculators to skip count Explore addition and subtraction (generate number sequences). problems. Perform numbers computations and make involvingstatements about multiplication general and division of whole them. • 2. estimation. multiplication and • whole numbers numbers. sequences formed by a) Add whole numbers.30 JAN) • 1. a) Determine whether a given programmes to explore prime number is a prime number. numbers to solve problems. between multiplication and generate prime numbers less than division. involving Solve problems subtraction of whole numbers. verify answers. Recognise and extend a) Describe the pattern of a given • 2. c) The difference between odd and calculations).3 WEEK 1 2 LEARNING AREA 1. b) Identify place of brackets. andmental solve calculations). a)Identify the characteristic of prime and-paper. d) Construct number sequences d) based on given patterns. b) The product of odd and even b) Solve problems involving • Explore addition and subtraction numbers. and verify answers. mental c) Divide a whole number by a even numbers. • Students pose and solve problems related to multiplication and division of whole numbers. a) odd and even numbers. CUTI TAHUN BARU CINA ( 26 JAN. in real-life situations. read and write whole • problems. multiplication and subtraction. addition of whole numbers. Perform computations a)Perform computations involving • LEARNING OBJECTIVES any LEARNING OUTCOMES involving combined combination of addition. numbers.problems involving division Solve • Use calculators or computer • Use calculators to compare and of whole numbers. Recognise odd and even 3. Solve problems related to real-life situations Count . involving addition and b) Extend number sequences. Understand the concept of a) Count. d) numbers. Whole Numbers 4 5 2. division of whole b)Solve problems involving • numbers to solve combined operations of addition. and speed computation or penciland-paper. division of whole numbers. ICT Contextual Mastery Learning Multiple Intelligence ICT Contextual Mastery Learning Multiple Intelligence . and even numbers such as subtraction related to addition and : b) Make general statements about a) of The sum of odd and even whole numbers. ORIENTATION WEEKS multiplication and including the use of brackets. Number Patterns and Sequences 1. a) Identify and describe odd and • Explore general statements about odd • Students pose and solve problems even numbers. Whole LEARNING Numbers AREA LEARNING OBJECTIVES LEARNING OUTCOMES ACTIVITIES/STRATEGIES PEDAGOGY PEDAGOGY 1. • • subtraction and counting c) Complete problems terms in involving counting on of whole b) Solve missing numbers intervals ofsolve back in to any given number sequence. Use calculators to compare and verify answers. c) Round whole numbers. numbers. Estimate values. estimation. c) Subtract whole numbers. Students read and write whole numbers while counting from a given initial value to a final value in a certain specified interval. b) Determine all the prime • Students explore the relationship • Use sieve of Eratosthenes to numbers less than 100. 100. subtraction. operations of addition.

WEEK 6-7 LEARNING AREA 2. 8. a) Identify prime factors from a list Understand the of factors. identify and determine common factors of whole number. is a prime factor of another whole number. 10. Use algorithm to find the LCM. Use the method of prime factorization to find common multiples and LCM. Understand and use the knowledge of common factors and Highest Common Factor (HCF) of whole numbers . c) Determine the HCF of two or • three given numbers a) • • • • • Students explore and investigate to determine prime factors of whole numbers. Determine factors of whole numbers by exploring and investigating. 4. Use the method of prime factorization to find common prime factors and hence HCF. Determine whether a number is a factor of another whole number. 4. Find the common multiples of two or three whole numbers. 9. Understand the a) characteristics and use the knowledge of b) common multiples and Lowest Common Multiple (LCM) of whole c) numbers. • • • • 3. 7. identify and determine the HCF of whole numbers. 3. b) Determine whether a number is • a common factor of two or three given whole numbers. 6. Determine whether a number is the common multiple of two or three given numbers. Number Patterns and Sequences LEARNING OBJECTIVES LEARNING OUTCOMES ACTIVITIES/STRATEGIES PEDAGOGY Contextual Mastery Learning Multiple Intelligence 4. Understand and use the a) List the multiples of whole knowledge of multiples of numbers. factors of whole c) Determine whether a number numbers. Students list down all the factors of each given number and identify the same factors for each number. 11 and their combinations. b) Determine whether a given number is a prime number. characteristic and use theb) Find prime factor(s) of whole knowledge of prime numbers. Determine the LCM of two or three given numbers. State any given whole number as a product of its prime factors. whole numbers. Use algorithm to find HCF 8. Explore. List factors of whole numbers. Students explore. 5. Students find common multiples and LCM by listing down the multiples of each given number. • Find common factors of two or three whole numbers. 2. Students find the HCF by listing down all the factors of each given number. • Students use the divisibility test of 2. a) Understand theb) characteristic and use the knowledge of factors of whole numbers.

WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES ACTIVITIES/STRATEGIES PEDAGOGY .

ICT Contextual Mastery Learning Multiple Intelligence 2. Represent mixed numbers with diagrams. • • Use concrete materials and drawings to demonstrate the relationship between mixed numbers and improper fractions. Folding papers. d) Write fractions for given diagrams. Represent fractions with diagrams. Write mixed numbers based on given diagrams. b. • • • 3. Use calculators to explore the relationship between mixed numbers and improper fractions 9 UJIAN 1 (2 MAC – 6 MAC) . Use concrete materials. c) Change improper fractions into mixed numbers. The number of girls as compared to the whole class. • • 4. Understand and use the a) knowledge of fractions as b) part of a whole.8 3. d) Compare and order mixed numbers on number lines. drawings and number lines to represent mixed numbers. c) Recognise mixed numbers. Use concrete materials and drawings to demonstrate the concept of fractions such as : Folding a ribbon to find one third of its length. Compare the values of two fractions by converting them to fractions with the same denominator or the same numerator. c) Read fractions. b) Determine whether two given fractions are equivalent. Identify the use of mixed numbers in everyday situations. Describe fractions as parts of a whole. Simplify fractions to the lowest term. c) Compare the values of two given fractions. Understand the concept a) Recognise proper and improper of proper fractions and fractions from given fractions. Use paper folding to explain and explore. c. fractions. • a. improper fractions. Understand the concept a) of mixed numbers and b) their representations. Understand and use the a) Find equivalent fractions for a knowledge of equivalent given fraction. Fractions 1. d) Arrange fractions in order. b) Change mixed numbers into improper fractions. Use concrete materials and drawings to demonstrate the concept of equivalent fractions.

c) Whole numbers and fractions. Understand the concept of addition and subtraction of fractions to solve problems. drawings and symbols to demonstrate the process of addition and subtraction of fractions. • Add and subtract fractions by writing the fractions in their equivalent forms with common denominators including the use of LCM. c) Whole numbers and fractions. • Pose and solve problems related to everyday situations. d) Fractions and mixed numbers.WEEK 10 LEARNING AREA 3. d) Fractions and mixed numbers. • Perform addition and subtraction of mixed numbers by : i) adding and subtracting whole numbers and fraction separately.Solve problems involving combined operations of addition and subtraction of fractions • ACTIVITIES/STRATEGIES Use concrete materials. e) Mixed numbers. ii) Perform subtraction involving : a) Fractions with common denominators. Fractions LEARNING OBJECTIVES 5. LEARNING OUTCOMES i) Perform addition involving : a) Fractions with common denominators. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence . e) Mixed numbers iii). b) Fractions with different denominators. ii) writing mixed numbers in the form of improper fractions. b) Fractions with different denominators.

a fraction by a fraction. a whole number times a fraction. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence Multiply : a whole number by a fraction or mixed number. A mixed number by a mixed number. multiplication and subtraction. Understand the concept of multiplication and division of fractions to solve problems. • • • Pose problems related to real-life situations. a) Perform computations involving subtraction. Fractions LEARNING OBJECTIVES 6. c. subtraction. iii) Divide : a. LEARNING OUTCOMES i) a. multiplication and division of fractions to division of fractions. combined operations of addition. Use concrete materials and diagrams to demonstrate computations. a fraction by a whole number. Examples of multiplication : a. b. Perform computations involving division of fractions. c. A fraction by a fraction (include mixed numbers) ii) Solve problems involving multiplication of fractions. b. including solve problems. a whole number by a fraction. b) Solve problems involving combined operations of addition. d. involving combined operations of addition. iv) Solve problems 7. a whole number times a mixed number. . including the use of brackets. multiplication and division of fractions. c. • ACTIVITIES/STRATEGIES Use concrete materials.WEEK 11 LEARNING AREA 3. drawings and symbols to explore and investigate the process of multiplication and division of fractions. b. a fraction by a whole number. the use of brackets. a fraction times a fraction.

c) Read and write decimals to thousandths. d) Change fractions to decimals and vice-versa. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence Constructivism and as decimals and viceversa. • 2. b) Solve problems involving addition of decimals. Use calculators or computers to verify answers. d) Round decimals to the nearest whole number or up to three decimal places. b) Represent fractions with denominators 10. drawings and symbols. • • • Use concrete materials. 100. a) State the place value and value of each digit in decimals.WEEK 12 LEARNING AREA 4. • 3. Solve problems related to everyday situations. LEARNING OBJECTIVES Understand the relationship between decimals and fractions. calculators and symbols to explain the relationship between decimals and fractions. 1000 as decimals. b) Compare the values of two given decimals. c) Subtract decimals d) Solve problems involving subtraction of decimals.Decimals 1. c) Arrange decimals in order. LEARNING OUTCOMES a) Represent fractions 1 100 1 10 ACTIVITIES/STRATEGIES • Use concrete materials. Use number lines to compare and order decimals. a) Add decimals. Understand the concept of place value and value of each digit in decimals. Use estimation strategies to determine whether the solution is reasonable . Understand the concept of addition and subtraction of decimals to solve problems. drawings.

subtraction. subtraction. including the use of brackets. subtraction. Use appropriate calculation methods such as pencil-and-paper. multiplication and division of decimals. Mentally multiply decimals by 0.001. a decimal by a whole number. b) Solve problems involving multiplications of decimals. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence Constructivism 5. • .WEEK 13 LEARNING AREA 4. including the use of brackets. a) Perform computations involving combined operations of addition. 0. Mentally multiply decimals by 10. calculators and computers.1. Understand the concept of multiplication and division of decimals to solve problems.Decimals LEARNING OBJECTIVES 4. Mentally divide decimals by 10.01 and 0. b) Solve problems involving combined operations of addition. d. Mentally divide decimals by 0. d) Solve problems involving division of fractions. a decimal by a fraction. LEARNING OUTCOMES a) Multiply two or more decimals. 0. Pose problems related to everyday situations. • • • • • • ACTIVITIES/STRATEGIES Relate to everyday situations. 100 and 1000.1. multiplication and division of decimals. Perform computations involving combined operations of addition. c) Divide : a. a decimal by a decimal. multiplication and division of decimals to solve problems. 100 and 1000. c.01 and 0. b.001.

commission and discount. c) Find a number given the percentages. . simple interest. Perform computations and solve problems involving percentages. a) Find the percentage of a quantity. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence 2. d) Find the percentages of increase or decrease.Percentages 1. • ACTIVITIES/STRATEGIES Use concrete materials.WEEK 14 LEARNING AREA 5. b) Find the percentage one number is of another. LEARNING OBJECTIVES Understand the concept of percentages and investigate the relationship between percentages and fractions or decimals. and drawings to demonstrate percentages. dividend. e) Solve problems involving percentages • Pose and solve problems involving profit and loss. b) Change fractions and decimals to percentages and vice-versa. LEARNING OUTCOMES a) Express percentages as the number of parts in every 100.

LEARNING OUTCOMES a) Read and write integers. Solve problems related to real-life situations. students order them on number lines.temperatures. Students complete sequences of integers. d) Arrange integers in order. find the missing terms. LEARNING OBJECTIVES Understand and use the knowledge of integers. coloured chips) to demonstrate addition and subtraction of integers. problems involving addition of c) integers. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence • 2.sea levels and floors of building). Use concrete materials. • • • Use number lines to add and subtract integers.WEEK 15 – 16 LEARNING AREA 6. b) Represent integers on number lines.g. Use brackets to differentiate between operations and the signs of numbers. • • • • ACTIVITIES/STRATEGIES Introduce integers in context (e. and identify the largest and the smallest value of integers from given sets of integers. . drawings. d) Subtract integers. and symbols (e. c) Compare the values of two integers.g. e) Solve problems involving subtraction of integers. e) Write positive or negative numbers to represent word descriptions. a) Add integers. Perform computations b) Solve Involving addition and subtraction of integers to solve problems. Given sets of integers. Integers 1.

WEEK 17 LEARNING AREA 7. ii. d) State like terms for a given term. Understand the concept of algeberaic expressions.g: situations. Algebraic Expressions 1. b) Identify unknowns in given e. 4s +8s =12s 5r –2r =3r 7g +6h cannot be simplified because they are not like terms. Glass X contains y numbers of marbles. LEARNING OUTCOMES ACTIVITIES/STRATEGIES PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence a) Use letters to represent • Use examples of everyday situations to unknown numbers. Understand the concept of algebraic terms. • e. b) Determine the number of terms in given algebraic expressions. Give a list of terms and students select algebraic terms with one unknown.g. 3k +4 +6k –3 =3k +6k +4 –3 =9k +1 iii. iv. c) Simplify algebraic expressions by combining the like terms. i. 18 – 20 PEPERIKSAAN PERTENGAHAN TAHUN ( 11 MEI – 22 MEI ) CUTI PERTENGAHAN TAHUN : ( 30 MEI – 14 JUN ) . explain unknowns. a) Recognise algebraic expressions. Which letter represents the unknown number? a) Identify algebraic terms with • one unknown. b) Identify coefficients in given algebraic terms with one unknown. LEARNING OBJECTIVES Understand the concept of unknowns. Use concrete materials to demonstrate the concept of combining like and unlike terms. 2. c) Identify like and unlike algebraic terms with one unknown. 3.

months and years. cm. a) Determine the appropriate measurement of time for certain events. • • • ACTIVITIES/STRATEGIES Measure the length of objects around the school compound. months and years). minutes. hours. minutes. 2. days. Understand the concept of time in seconds. b) Convert measurement of time in different units (seconds. ii) Your age. (mg. Basic Measurement LEARNING OBJECTIVES Understand the concept of length to solve problems. d) Use the four operations to solve problems involving time. a) Measure the mass of objects. hours. d) Use the four operations to solve problems involving length. • Relate to everyday situations. Understand the concept of mass to solve problems. b) Convert one metric unit to another. . kg.(mm. days. 3. clocks or stop-watches to discuss the measurement of time for events. weeks. LEARNING OUTCOMES a) Measure the length of objects. tonne) c) Estimate mass of objects in appropriate units. Students draw a line given its length. g. . b) Convert one metric unit to another. c) Estimate the time intervals of events. m and km) c) Estimate lengths of objects in appropriate units. iii)How long it takes for water to boil ? iv)How long it takes to run 100 metres ? • Involve great events in history. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence 1. weeks.PENGGAL KEDUA: 15 JUN HINGGA 20 NOVEMBER 2008 ( 22 MINGGU ) WEEK 1–3 LEARNING AREA 8. • Use calendars. d) Use the four operations to solve problems involving mass. • Suggest a unit to estimate or measure : i) The time it will take to eat lunch. Measure given lines using different standard units.

Understand the concept parallel and perpendicular lines. (e. windows. corners of tables. f) Draw acute. d) Determine the interval between two given times. Lines and Angles 1. right. d) Draw angles using protractors. Relate events to everyday situations. . g) Determine angles on straight lines equal 180°. compare and classify angles as acute. a) Determine parallel lines. h) Determine one whole turn is 360°.WEEK LEARNING AREA 4. e) Solve problems involving time. b) Denote and label angles. • • • • Students identify angles in the classroom. and opened doors). windows and doors). a) Recognise angles. c) Measure angles using protractors. Guide students on how to use protractors to measure angles. ICT Contextual Mastery Learning Multiple Intelligence Constructivism 5 6 UJIAN 2 ( 13 JULAI – 17 JULAI ) 2.g edges of books. b) Read and write times in twenty-four-hour system. obtuse and reflex angles using protractors. c) Convert time in twelve-hour system to twenty-four-hour system and vice-versa. • b) Determine perpendicular lines. c) State that the angles formed by perpendicular lines is 90°. e) Recognise. Students identify perpendicular and parallel lines in the classroom (e. obtuse and reflex. PEDAGOGY 4 9. clock hands. Understand the concept of angles. right. LEARNING OUTCOMES a) Read and write times in twelve-hour system. blackboards. Read times from train or bus schedules. • • • ACTIVITIES/STRATEGIES Use digital and analogue clocks. LEARNING OBJECTIVES Understand and use times in the twelvehour and twenty-four hour system to solve problems. Students demonstrate the different types of angles with their arms. g.

hexagon. ICT Contextual Mastery Learning Multiple Intelligence Constructivism 2.g. . heptagon and octagon). pattern on buildings and tiles). • • Students explore symmetry by using mirrors. Polygons 1. c) Determine the value of an angle on a line. • ACTIVITIES/STRATEGIES Students investigate the properties of angles formed by intersecting lines. d) Sketch polygons. folding papers or making inkblot designs. PEDAGOGY 8-9 10. • • Use concrete materials such as protractors. LEARNING OBJECTIVES Understand and use properties of angles associated with intersecting lines to solve problems. pattern blocks. vertices and diagonals of given polygons. c) Draw designs using the concept of symmetry. b) Determine the properties of vertical. grid papers. c) Determine the number of sides. a) Recognise polygons. Students explore the importance of symmetry in everyday situations (e. Students explore the relationship between the sides. a) Determine and draw the line(s) of symmetry of shapes. LEARNING OUTCOMES a) Identify intersecting lines. Understand the concept of symmetry. rulers. b) Name polygons (triangle. geoboards and computer software to explore the concept of polygons. b) Complete shapes given part of the shapes and the line of symmetry. quadrilateral. d) Solve problems involving angles formed by intersecting lines. pentagon.WEEK 7 LEARNING AREA 3. Understand the concept of polygons. diagonals and vertices of polygons. complementary and supplementary angles. given the adjacent angle.

b) Draw a quadrilateral using • protractor and ruler. CUTI PERTENGAHAN PENGGAL KEDUA : ( 22 OGOS – 30 OGOS ) . PEDAGOGY 4. LEARNING OBJECTIVES Identify and use the geometric properties of triangles to solve problems. ACTIVITIES/STRATEGIES Investigate the relationship between angles and sides of all types of triangles. Investigate the relationship between angles. d) Determine that the sum of the angles of a quadrilateral is 360°. c) State the geometric properties of the different types of triangles and name the triangles. sides and diagonals of all types of quadrilateral. Polygons 3. c) State the geometric properties of the different types of quadrilaterals and name quadrilaterals. using protractors and geometry computer software. d) Determine that the sum of the angles of a triangle is 180°. Use a variety of methods to find the sum of angles of triangles: e. LEARNING OUTCOMES a) Determine and draw • symmetry line(s) of given triangles. Identify and use the geometric properties of quadrilaterals to solve problems. a) Determine and draw • symmetry line(s) of given quadrilaterals.WEEK 10 .g aligning corners on a point. e) Solve problems involving triangles. Use a variety of methods to find the sum of angles of quadrilaterals: e. using protractors and geometry computer software. • b) Draw triangles using protractors and rulers. e) Solve problems involving quadrilaterals.11 LEARNING AREA 10.g aligning corners on a straight line.

b) Find the area of a rectangle. parallelograms and trapeziums based on the area of rectangle. • • . explore and make generalisations about the: Perimeters of rectangles having the same area. parallelograms and trapeziums. rectangles. Understand the concept of area of triangles. grid-papers or computer software to explore the concept of area. b) Find the areas of triangles. parallelograms and trapeziums. Investigate and develop formulae to find the areas of triangles. geo. Perimeter and Area 1. • • • a. c) Solve problems involving areas. b.WEEK 12 – 13 LEARNING AREA 11. • ACTIVITIES/STRATEGIES Use square chips. c) Solve problems involving perimeters. d) Solve problems involving the areas of triangles. Use unit squares. grid-papers or computer software to explore the concept of perimeter. a) Identify the heights and bases of triangles. c) Find the areas of figures made up of triangles. LEARNING OUTCOMES a) Identify the perimeter of a region. Investigate and develop formula to find the area of a rectangle. parallelograms and trapezium to solve problems. LEARNING OBJECTIVES Understand the concept of perimeter to solve problems. Understand the concept of area of rectangles to solve problems. rectangles. a) Estimate the area of a shape. Areas of rectangles having the same perimeter. 3. Solve problems such as finding the height or base of a parallelogram. PEDAGOGY ICT Contextual Mastery Learning Multiple Intelligence Constructivism • 2. Use unit square chips or tiles to investigate. tessellation grids. Investigate and develop formula to find the perimeter of a rectangle. tessellation grids. b) Find the perimeter of a region enclosed by straight lines. parallelograms or trapeziums.boards. parallelograms and trapeziums. geo-boards.

WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES ACTIVITIES/STRATEGIES PEDAGOGY .

Exactly two faces that are the same shape and size. • b) State the geometric properties of cubes and cuboids. Solid Geometry 1. edges and vertices of cubes and cuboids. Investigate and explore the relationship between faces. Understand geometric properties of cubes and cuboids. Use unit cubes or other concrete materials to let students explore the concept of volumes. ICT Contextual Mastery Learning Multiple Intelligence Constructivism 2.14 -15 12. Blank papers. b. b. • • Use concrete materials to demonstrate the concepts of geometric solids. • c) Draw cubes and cuboids on: a. a) Estimate the volume of • cuboids. b) Find the volume of cuboids. Combining given faces. Compare and contrast between cubes and cuboids. d) Make models of cubes and cuboids by: a. Students compete to search out solids in the classroom based on the descriptions. Investigate and develop formula to find the volume of cuboids. Ask students how they are alike or different. c) Solve problems involving • volume of cuboids. Folding given layouts of solids. a) Identify geometric solids. Game: Searching out Solids. All edges have the same length. Use concrete materials (opened boxes) to draw the layout of cubes and cuboids. Understand the concept of volume of cuboids to solve problems. • 16 .17 18 -22 PEPERIKSAAN AKHIR TAHUN ( 5 OKTOBER – 16 OKTOBER ) Perbincangan soalan peperiksaan dan Ulangkaji CUTI AKHIR TAHUN ( 21 NOVEMBER-3 JANUARI 2010 ) . b. Make up sets of activity cards containing descriptions of solids such as: a. Square grids.

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