Modul Matematik TH 6 PDF

1
Lesson : 1
Topic 1 : Whole numbers
Learning area : Numbers up to seven digits
Learning objective : Develop number sense up to seven digits
Learning outcome : Name and write numbers up to seven digits
Previous knowledge : Pupils had learnt the place value of given numbers.
Problem : Pupils are not able to say and write numbers and
words correctly.
Vocabulary : Numbers, digits, numerals, place value, ones, tens,
hundreds, thousands, ten thousands, hundred
thousands, million

SUGGESTED ACTIVITIES
1. Mental / Oral Work
Teacher places a number card on the board.
eg.

Teacher asks pupils to say the number.
Teacher proceeds with number words card and ask pupils to write the
number words in numerals
eg.

Teacher asks the pupils to say the number.
Teacher asks the pupils to write the number in numerals.

3 4 0 1 2 3
Fifty thousand eight hundred and forty-three
2
2. Main Activity
i) Demonstration
Teacher introduces the MTN method.

Millions Thousands Normal
M T N
H T O H T O H T O
H = Hundred T = Ten O = Ones

From right to left, we divide a whole number into 3 parts - Millions,
Thousands and Normal.
Each of this part, consists of Hundreds, Tens and Ones.
Teacher places a number card consists of 7-digits numbers on the
board.
eg.

Teacher shows how the MTN method is used to identify the place
value for each number correctly.
0 0 9 8 7 6 5 4 3
M T N

So, 9 876 543 is read as nine million eight hundred seventy-six
thousand five hundred and forty-three.
9 876 543
3
Then, teacher shows how the MTN method is used to write number
words in numerals.
eg.

\

Teacher asks the pupils to underline the words million and
thousand.

Look at the number before the place value, put the numbers
according to the MTN method.

H T O H T O H T O
0 0 3 0 0 7 3 1 1
M T N

ii) Development and Reinforcement
Teacher prepares six flash cards with questions on it.
Teacher puts each flash card into 6 different envelopes.
Each envelope is numbered from 1 to 6.
Teacher writes number 1 to 6 in six pieces of papers and fold it.
Teacher divides pupils into 2 groups.
Each group will send one person as a representative for each
group.
The selected person will choose any one of the folded paper.
The number from the folded paper represents which envelope to
choose.
Marks will be given for the correct answer.
Three million seven thousand three hundred and eleven
Three million seven thousand three hundred and eleven
= 3 0 0 7 311
4
Each group will send other representative until all the envelopes
are chosen.
The group with the highest total mark will be the winner.
Then pupils are given a worksheet.
Teacher guides and facilitates pupils.

3. Plenary
Teacher shows an example and the solution on how to solve problem
involving read and write numbers up to seven digits.
Teacher summarizes the whole lesson as closure.

5
WORKSHEET 1

Name: Class: .

A. Complete the following table.

B. Match the following.
1. 2 011 457
One million one hundred eighty-seven
thousand five hundred and twenty-one

2. 8 709 003
Nine million nine hundred ninety-nine
thousand nine hundred and ninety-nine

3. 1 187 521
Two million eleven thousand four hundred and
fifty-seven

4. 5 517 402
Five million five hundred and seventeen
thousand four hundred and two

5. 9 999 999
Eight million seven hundred nine thousand
and three

1. 3 024 031
Three _______ twenty-four ________ and thirty-one
2. 4 321 069
_____ million three ________twenty-one _______ and
_____-nine
3. 7 981 768
Seven_______ nine hundred _____-one _______ seven
hundred and sixty-________
4. 2 513 793
Two million ________ hundred _________ thousand
seven hundred and ______-three
5. 8 696 624
______ million _______hundred ________-six
________six ______ and twenty-________
6
Lesson : 2
Topic 1 : Whole number
Learning objective : Develop number sense up to seven digits
Learning outcome : Pupils will be able to:
i) Determine the place value of the digits in any
whole number up to seven digits
Previous knowledge : Pupils have learnt to write the place value or the digit
value up to 1 000 000
Problem : Pupils are not able to differentiate between the place
value or the digit value
Vocabulary : place value, digit value, partition, extended notation

Pupils are given a diagram as below.
Teacher explains the diagram.
Place Value

Digit Value

4 8 2 5 0 1 7
Millions
Hundred Thousands
Ten Thousands
Thousands
Hundreds
Tens
Ones
4 8 2 5 0 1 7
800 000
20 000
5 000
0
10
4 000 000
7
7
Teacher poses some questions to guide the pupils to say the place value
and the digit value of the number.
eg.
What is the place value of 8?
What is the digit value of 8? etc.

2. Main Activity
i) Demonstration
Teacher shows a spike abacus.
Teacher guides pupils to put the beads accordingly to match the given
numbers.
Teacher asks pupils to implement MTN method.
eg.

M T N
Teacher guides pupils to fill up the table.
Place
Value
M
i
l
l
i
o
n
s

H
u
n
d
r
e
d

T
h
o
u
s
a
n
d
s

T
e
n

T
h
o
u
s
a
n
d
s

T
h
o
u
s
a
n
d
s

H
u
n
d
r
e
d
s

T
e
n
s

O
n
e
s

Digits
Value
3 000 000 500 000 20 000 8000 700 40 0
2 7 8 4 0 5 3
3 528 740
O H T O H T O
8
Give other examples.
Next, teacher shows how to do partition and write in extended
notation:
Example:
Partition 7 348 089 according to:
i. Place value
ii. Digit value
Teacher uses the MTN method to solve the problem.

i. O H T O H T O

7 3 4 8 0 8 9
M T N

Partition the number starting from the largest place value, so:
7 348 089 = 7 millions + 3 hundred thousands + 4 ten thousands + 8
thousands + 8 tens + 9 ones

ii. O H T O H T O

7 3 4 8 0 8 9
M T N

Partition the number starting from the largest digit value, so:
7 348 089 = 7 000 000 + 300 000 + 40 000 + 8000 + 80 + 9

ii) Development / Reinforcement
Teacher distributes Worksheet 2 to the pupils.

3. Plenary
Teacher poses a question involving place value and digit value and ways
to solve the problem.
Teacher summarizes the lesson as a closure.
9
WORKSHEET 2

Name: Class: .

1. What is the place value of each of the underlined digit?

a. 1 355 628 ______________________
b. 3 105 275 ______________________
c. 5 534 833 ______________________
d. 6 312 096 ______________________

2. What is the digit value of each of the underlined digit?

a. 1 633 098 ______________________
b. 5 062 467 ______________________
c. 8 302 398 ______________________
d. 4 691 890 ______________________

3. Write the numbers.

a. 4 millions, 8 ten thousands, 3 thousands, 5 hundreds, 6 tens and 2 ones.
__________________________________________________________

b. 1 millions, 4 hundred thousands, 5 ten thousands, 8 hundreds, 9 tens and
4 ones.
__________________________________________________________

c. 2 000 000 + 600 000 + 70 000 + 300 + 5
__________________________________________________________

d. 300 000 + 40 000 + 6 000 + 40 + 8
__________________________________________________________

10
Lesson : 3
Topic 1 : Whole Number
Learning objective : Pupils will be taught to:
1. Develop number sense up to seven digits.
iii. Express whole numbers in
a. decimals
b. fractions
of a million and vice versa.
Previous knowledge : Pupils have learnt how to express whole numbers in
decimals and fractions of a hundred thousand.
Problem : Pupils are not able to express whole numbers in
decimals and fractions of a million and vice versa.
Vocabulary : decimals, fractions.

Teacher asks the pupils to recall about decimals.
Teacher explains on the board.
Decimals are numbers that represent fractions with the denominators 10,
100 and 1000.

Examples:

decimal point (d.p.)

Look at the pattern,
10
1
1 d.p ,
100
1
2 d.p,
1000
1
3 d.p

0.1 =
10
1
(1 d.p.) 0.001 =
1000
1
(3 d.p.) 0.01 =
100
1
(2 d.p.)
11
The decimal point separates the whole number from the fractional parts.
Examples:
0.1 = 0 +
10
1

2. Main Activity
i) Demonstration
Teacher pastes a number card on the board.
Teacher demonstrates how to write whole numbers in decimals of a
million and vice versa.
Example:

Teacher uses 50 sen coin as a decimal point.
Teacher explains on how to divide a whole number by 1 000 000,
pupils shall move the decimal point 6 places to the left.

For whole number the decimal point will always be on the left end of
the number.

. 3 0 0 0 0 0 . (initial decimal point) = 0.3 million

Value of the decimal
number in fraction (tenth )
whole number
100 000
Move the decimal point 6
places to the left
Remember:
12
Teacher gives other examples:
900 000 , 400 000 etc.
To multiply a decimal by 1000 000, move the decimal point 6 places to
the right.
Example: (initial decimal point)

5 . 2 3 0 0 0 0 . = 5 2 3 0 0 0 0

We can also write whole numbers in fractions of a million and vise versa
Example:
2 500 000 = 2 000 000 + 500 000
= 2 million + 500 000 (move initial d.p. 6 places to right)
= 2 million + 0.5 million
= 2
2
1
million
Example:
5
10
1
million = 5 million +
10
1
million
= ( 5 1 000 000 ) + (0.1 1 000 000 )
= 5 000 000 + 0.1 .

= 5 000 000 + 100 0000
= 5 100 0000

Teacher gives other examples:
7 250 000 , 8
2
1
million

Move the decimal point 6
places to the right.
Fill each curve with 0.
10
1
= 0.1
13

3. Plenary
Teacher introduces a game called Where is my Fren?
Teacher prepares 3 sets of number cards.
Set 1 partial words and numerals of decimal
Set 2 - partial words and numerals of fraction
Set 3 whole number

e.g Set 1 Set 2 Set 3

Note : (Teacher could produce more according to the number of pupils in the
class)
Each pupil will take a card at random and find their pairs in the class.
In the end, pupils will be grouped in three with 3 different sets of answer.
Prizes will be given to the fastest group.
Teacher summarizes the lesson as a closure.

0.5 million
1.25 million
3.75 million
2
1
million
1
4
1
million
3
4
3
million
500 000
1 250 000
3 750 000
14
WORKSHEET 3

Name: . Class:

1. Write whole numbers in decimals of a million vice versa.

a. 0.9 million ______________________

b. 1.4 million ______________________

c. 3 220 000 ______________________

d. 8 020 000 ______________________

e 4 250 000 ______________________

2. Write whole numbers in fraction of a million and vice versa.

a. 5 250 000 ______________________

b. 8 100 000 ______________________

c. 6
4
3
million ______________________

d. 7
2
1
million ______________________

e. 8
4
1
million _______________________

15
Lesson : 4
Learning area : Basic operations with numbers up to seven digits.
2. Add numbers involving numbers up to seven
digits.
(i) Add any two to five numbers to 9 999 999.
Previous knowledge : Pupils had learnt addition up to 1 000 000.
Problems : Pupils cannot add any two numbers with regrouping.
Vocabulary : simpler, simulating, analogy, sequences.


1. Mental / Oral Work - Introducing the usage of NUMBER STRIP

Step 1
Teacher introduces the number strip to the pupils as shown below.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Step 2
Teacher shows pupils on how to use the number strip in their
calculations.

Example 1: 6 + 9 = ?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Circle the number 6.
Move nine steps to the right.
The answer is 15.
16
Example 2: 8 + 8 = ?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Move eight steps to the right.
The answer is 16.

Step 3:
Pupils make their own number strips.
Paper strips are given to them.
Teacher calls the pupils at random to do the exercises on the
blackboard using the number strip.

Questions.
1. 4 + 9 = ? 2. 7 + 8 = ?
3. 9 + 8 = ? 4. 3 + 5 + 7 = ?
5. 6 + 6 + 6 = ? 6. 9 + 5 + 4 = ?

2. Main activity:
i) Demonstration
Step 1:
Teacher shows pupils on how to add repeatedly.
Example: 22 432 + 3 012 + 524 = ?

22 432 25 444 22 432
+

3 012 + 524 OR +

3 012
25 444 25 968 25 444
+ 524
25 968

17
Step 2:
Teacher shows pupils on how to add using the method Group of Ten.

Example:

3
1
1 0
1
1
1
4
2
0 5
9
1
2 4 7
2

6 2 3
0
0 3
+ 4 0 7
4
0 2 9
5
8
3

7 2 4 3 2 5 3

In the place value Ones, 5 + 7 = 12. A slash on 7 shows one Tens and
the remainder is 2.
2 + 3 + 8 = 13. A slash on 8 shows one Tens and the remainder is 3.
3 will be the answer in the place value Ones and two slashes represent
two Tens will be regrouped in the place value Tens.
In the place value Tens, 2 + 0 + 4 + 0 + 9 = 15. A slash on nine
shows one Hundreds and the remainder is 5 tens.
5 will be the answer in the place value Tens and one slash represents
one Hundreds will be regrouped in the place value Hundreds.
This process continues.

3. Plenary
Teacher shows flash cards with addition questions.
Pupils answer the questions individually using number strip that they had
made.
Prizes will be give to the fastest pupils who answers the questions
correctly.

18
WORKSHEET 4

Name: Class: .

1. 11 382 + 3 510 = 2. 42 136 + 6 544 =
3. 65 372 + 1 034 = 4. 22 432 + 3 012 + 524 =
5. 133 294 + 62 241 + 13 210 = 6. 40 050 + 3 946 + 910 + 32 =
7. 39 041 + 17 558 + 1 204 + 206 = 8. 201 025 + 47 650 +1 528 103+17
=
9. During a fund-raising event, SMS
Group sold 9 015 key chains and
10 500 stickers. What is the total
number of items that have been
sold?

10. A bookshop sold 25 610
newspaper, 157 magazines and 4
912 storybooks. What is the total
of reading materials sold?

19
Lesson : 5
Learning area : Basic operations with numbers up to seven digits
2. Substract numbers involving numbers up to
seven digits.
(ii). Substract number from a bigger number less than
10 000 000
Previous knowledge : Pupils had learnt to subtract one number from
bigger number less than 1 000 000.
Problems : Pupils cannot subtract any number from a bigger
number with regrouping.
Vocabulary : simpler, simulating, analogy, sequences.


1. Mental / Oral Work - Introducing the usage of NUMBER STRIP

Step 1

Teacher introduces the number strip to the pupils.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Step 2
Teacher shows pupils on how to use the number strip in their
calculations.

20
Example 1: 15 7 = ?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Move seven steps to the left.
The answer is 8.

Example 2: 17 9 = ?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Move nine steps to the left.
The answer is 8.

Step 3

Teacher asks the pupils to make their own number strips on the paper
strips provided.
Pupils try to solve the problem on their own using the number strips that
they have made.

Questions

1. 11 4 = ? 2. 14 9 = ?
3. 18 9 = ? 4. 15 7 = ?
5. 17 8 = ? 6. 16 9 = ?

Teacher selects the pupils at random to solve the problem on the board
using the number strips provided by the teacher.

21
2. Main activity:

i) Demonstration

Step 1

Example: 753 487 = ?

7 5 3

4 8 7

.
In the place value Ones, to get the amount of 10, 7 had to be added
to 3, so 3 is the member of 7.
tens Ones

7 5 3
+3
= 6

4 8 7

+3

6

Instead of 13 7 to get the answer 6, we just add 3 to the member of 7
that is 1 to get the answer 4.
hundreds tens ones
7 5 + 2 = 6 3

4 8 + 2 9

2 6 4

In the place value Tens, to get the amount of 10, 8 had to be added to
2. So 2 is the member of 8.
6
4
4
22
Instead of 14 8 to get the answer 6, we just add 4 to the member of
8, that is 2, to get the answer 6.

h
u
n
d
r
e
d
s

t
e
n
s

O
n
e
s

7 5 3

4 8 9

2 6 4

In the place value Hundreds, just subtract 4 from 6.

Step 2:
Teacher shows pupils on how to subtract repeatedly.

Example: 22 432 3 012 524 = ?

22 432 19 420 22 432

3 012 524 OR

3 012

19 420 18 896 19 420

524

18 896

3. Development / Reinforcement
Pupils answer the questions within a specific time.
Teacher discusses the answer.

6
4
23
4. Plenary
Teacher shows flash cards with subtraction questions.
Pupils answer the questions individually using number strips that they had
made.
Prizes will be give to the fastest pupils who answer the questions
correctly.
24
WORKSHEET 5

Name: Class: .

1. 28 547 32 = 2. 99 980 990 =
3. 81 266 10 099 = 4. 92 000 37 815 =
5. 443 824 20 936 = 6. 622 737 49 874 =
7. 568 212 6 740 383 = 8. Subtract 8 607 from 45 239.

9. Calculate 56 300 2 382. 10. Find the difference between
15 011 and 9 999.

25
Lesson : 6
Learning area : Basic operations with numbers up to seven digits
2. Multiply numbers involving numbers up to seven
digits.
(iii) Multiply up to six-digit numbers with
a. a one-digit numbers
b. two-digit numbers
c. 10, 100, 1000
Previous knowledge : Pupils had learnt to multiply up to five-digit number
with one-digit numbers, two-digit numbers, 10, 100
and 1000.
Problems : Pupils cannot multiply numbers with regrouping.
Vocabulary : .simpler, simulating, analogy, sequences


Teacher introduces a multiplication table to the pupils.
Method 1:
1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
4 4 8 12 16 20 24 28 32 36
5 5 10 15 20 25 30 35 40 45
6 6 12 18 24 30 36 42 48 54
7 7 14 21 28 35 42 49 56 63
8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
26
Teacher shows pupils on how to complete the table.
Teacher demonstrates the usage of the multiplication table to get
answers.

Method 2:
Teacher shows how to build Time-tables 2 to 9.

Step 1 Step 2` Step 3

Step 4 Step 5` Step 6

Step 7 Step 8 Step 9

2
+ 2
4 2
+ 2
4
+ 2
6
2
+ 2
4
+ 2
6
+ 6
8
+ 6
10
2
+ 2
4
+ 2
6
+ 6
8
+ 6
10
+ 6
12
2
+ 2
4
+ 2
6
+ 6
8
+ 6
10
+ 6
12
+ 6
14
2
+ 2
4
+ 2
6
+ 6
8
+ 6
10
+ 6
12
+ 6
14
+ 6
16
2
+ 2
4
+ 2
6
+ 6
8
+ 6
10
+ 6
12
+ 6
14
+ 6
16
+ 6
18
2
+ 2
4
+ 2
6
+ 6
8
27
3 4 5

6 7 8

9

3
+ 3
6
+ 3
9
+ 9
12
+ 9
15
+ 9
18
+ 9
21
+ 9
24
+ 9
27
5
+ 5
10
+ 5
15
+ 15
20
+ 15
25
+ 15
30
35
40 45
+ 15 + 15 + 15
4
+ 4
8
+ 4
12
+ 12
16
+ 12
20
+ 12
24
28
32 36

+ 12 + 12
8
+ 9
16
+ 8
24
+ 24
32
+ 24
40
+ 24
48
56
64 72
+ 24 + 24 + 24
6
+ 6
12
+ 6
18
+ 18
24
+ 18
30
+ 18
36
42
48 54
+ 18 + 18 + 18
7
+ 7
14
+ 7
21
+ 21
28
+ 21
35
+ 21
42
49
56 63
+ 21 + 21 + 21
9
+ 9
18
+ 9
27
+ 27
36
+ 27
45
+ 27
54
63
72 81
+ 27 + 27 + 27
28
2. Main activity:
i) Demonstration
Method 1: Standard Written Method
Example: Multiply 46 by 80 283.

80 283
46
481 698 (80 283 6)
+ 3 211 320 (80 283 40)
3 693 018

46 80 283 = 3 693 018

Method 2: Lattice Multiplication (refer Mathematics Year 6 Curriculum
Specification)
0 2 8 3

4

6
3 6 9 3 0 1 8

Explanation:
First, multiply by 4:
3 4 = 12. Write 1 and 2 in their respective column.

1
2
3 0
2 8
0
0
3
2
1
8
8
4 1
2
0
0
4
8
8
1 1 1
29
Then, multiply by 6:
Lastly, find the sum by adding the numbers diagonally.

ii) Development/Reinforcement
Pupils answer the questions within a specific time.
Teacher discusses the answers with the pupils.

3. Plenary
Teacher shows an example and the solution on how to solve problems
involving multiplication.
Teacher concludes the lesson learnt.
30
WORKSHEET 6

Name: Class: .

1. 764 25 = 2, 1 067 24 =
3. 2 507 32 = 4. 4 022 36 =
5. 5 473 56 = 6. 1 250 60 =
7. 7 604 800 = 8. Multiply 174 with 16.
9. What is the product when 576 is
multiplied by 18?
10. Aini bakes 15 cakes every day.
How many cakes does Aini bake in
9 days?

31
Lesson : 7
Learning Area : Mixed operations with numbers up to seven digits
3. Perform mixed operations with whole numbers.
Learning outcomes : Pupil will be able to:
(iii) Compute mixed operations problems involving
brackets.
Previous knowledge : Pupils had learnt addition, subtraction, multiplication
and division.
Problem : Pupils are not able to use appropriate operations.
Vocabulary : compute, mixed operations, bracket, horizontal form,
vertical form.

1. Mental/oral work
Pupils are given a set of questions based on basic operations.
2 4 = ___ 4 + 8 = ___ 9 4 = ___
24 3 = ___ 12 8 = ___ 7 + 9 = ___
7 6 = ___ 28 4 = ___ 6 9 = ___

Teacher asks the pupils to answer the questions using their previous
knowledge.
Pupils are given 3 minutes to complete the answers.
Teacher calls the pupils at random to write the answer on the board.
Teacher checks the answers with pupils.

2 Main Activity
i) Demonstration
Teacher divides the pupils into five groups.
Each group leader is given a task.
32
Teacher tells the leader on how to complete the task given (cards).
The leader asks the members of the group to complete the task
individually.

Teacher asks a representative from each group to present the solution.
Teacher gives prizes to the best group.

Pupils are still in their own groups.
Each group is provided with a piece of mahjong paper.
Teacher asks the pupils to complete the questions (refer to Worksheet 7)
on the mahjong paper.
Each group needs to answer only two questions from the set of questions
given.
Teacher asks each group to display their work on the board and discusses
the answers with the pupils.

3. Plenary
Teacher puts up some questions on the board and asks the pupils to
answer.
Volunteers will write the answers on the board.
Prizes will be given to pupils with the correct answers.
.
(24 + 8) 5 = 3 (12 7) =
28 (2 5) = 84 + (64 24) =
(400 200) 10 = 720 (4 + 5) =
(450 9) 12 = 72 (18 + 25) =
37 + (26 3) = (180 6) + 39 =
33
WORKSHEET 7

Name: Class: ..

1. (14 7) 28 = 2. (45 9) 29 =
3. 60 (5 3) = 4. (25 + 26) (14 + 27) =
5. (75 x 6) (45 2) = 6. (44 15) (600 300) =
7. (883 + 60) (58 + 95) = 8. 27 + (18 7) =
9. 500 (25 8) = 19. 6 (83 42) =

34
Lesson : 8
Topic 1 : Whole Numbers
Learning Area : Mixed operations with numbers up to seven digits
3. Perform mixed operations with whole numbers.
Learning outcomes : Pupils will be able to:
(iv) Solve problems involving mixed operations on
numbers of up to seven digits.
Previous knowledge : Pupils had learnt addition, subtraction, multiplication
and division.
Problem : Pupils are not able to use appropriate operations.
Vocabulary : compute, mixed operations, bracket, horizontal form,
vertical form.

1. Mental/Oral work
Pupils are given a set of questions based on basic operations involving
problems.

The price of 7 similar pens are RM21.00. What is the price of one pen?
A group of Puteri Islam needs 3 kg of flour to bake 5 cakes. How many
kg of flour is needed to bake a cake?
Zali bought 8 bars of soap at the price of RM6.40. If Nora wants to buy a
bar of similar soap, how much money does she have to pay?
A printing company spent 4 hours to print 38 000 copies of brochures.
How many copies of brochures can be printed in one hour?
Suriani pays RM75.00 for 5 clocks. What is the price of a clock?
35
Teacher asks the pupils to answer the questions using their previous
knowledge.
Pupils are given 5 minutes to solve the problems.
Teacher calls the pupils at random to write the answer on the board.
Teacher checks the answers with pupils.

2 Main Activity
i) Demonstration
Teacher divides the pupils into groups.
Teacher poses a word problem on the board.

Teacher asks the pupils to explain the problem.
Teacher discusses the answer with the pupils and guides them to use the
Polyas four-step problem solving model.
1) Understanding the problem.
2) Devising a plan.
3) Implementing the plan.
4) Looking back.
Teacher gives prizes to the best group.

Pupils are still in their own groups.
Teacher asks the pupils to solve the problems on the mahjong paper.
Each group needs to answer only two questions from the set of questions
given (Worksheet 8).
The members of the group discuss the problem to get the answers.
Year 6 pupils are arranging some chairs in several classrooms. There are
6 classrooms of equal sizes that can be placed with 180 chairs each.
How many chairs can be placed in 12 classrooms?
36
Teacher asks each group to display their work on the board and discusses
the answers with the pupils.

3 Plenary
Teacher puts up some questions on the board and asks the pupils to
answer.
Volunteers will write the answers on the board.
Prizes will be given to pupils with correct answers.
.

37

WORKSHEET 8

Name: Class: ..
Solve the problems.

1) Complete the following table.
Items Total number Units per box Number of boxes
Chalk 400 100
Books 1 500 25
Pens 3 500 70
Crayons 5 400 450
Pencils 120 200

2) 8 400 books will be distributed to a number of schools. There are 420 books
for each school.
Find the number of schools that will receive the books.

3) There are 12 000 sachets of tea to be packed into boxes. Each box holds
120 sachets of tea.
How many boxes are there altogether?

4) Norm Mineral Water Sdn Bhd. has 600 boxes of mineral water. Each box
holds 100 bottles. The company needs to repack these bottles into smaller
packs. Each pack holds 5 bottles.
How many smaller packs are there altogether?

5) Alina bought 525 eggs for her sisters wedding. The price of 21 eggs is
RM6.00.
How much money does she have to spend?

38
6) 560 sacks of sugar are distributed to several towns by 8 lorries. 6 lorries
went to Bandar Selasih.
How many sacks of sugar are sent to Bandar Selasih?

7) In a test, 60 minutes are given to the pupils to answer 40 questions. If Ali
takes an equal time to answer each question, how long will he take to
answer 30 questions?

8) 420 supporters of Cergas Soccer Team travelled to Makmur Stadium in 12
buses. 7 buses with the equal number of supporters arrived at the same
time.
How many supporters have not arrived yet?

9) Encik Nordin orders 15 dictionaries at RM15 each. He sold the dictionaries
with the total price of RM270.
How much profit does he get for each dictionary?

10) 4 shirts and 3 pairs of socks cost RM95. The price of 4 shirts and 5 pairs of
socks is RM105.
What is the price of a pair of socks?

39
Lesson : 9
Topic 2 : Fractions
Learning area : Addition of fractions
Learning objectives : Pupils will be taught to:
1 Add three mixed numbers with denominators of up
to 10.
(iii) Solve problems involving addition of mixed
numbers.
Previous knowledge : Pupils can add three mixed numbers with different
denominators of up to 10.
Problem : Pupils do not understand the problem solving
questions.
Vocabulary : Mixed numbers, equivalent fractions, simplest form
and multiplication tables.

Teacher gives two different numbers that indicate the denominators and
asks pupils to state the correct denominator.
Different denominator Suitable denominator
3 and 9 9
10 and 5 10
6 and 9 18
8 and 2 8
3 and 7 21
8 and 4 8
7 and 6 42
3 and 5 15
Give another combination if necessary.
How to find the
same denominator
3 9
6 18
9
12
15
18
Example
* Always choose
the smaller
denominator.
40
2. Main Activity
i) Demonstration

To assess pupils abilities on addition of mixed numbers with the
same and different denominators.
Add three mixed numbers.
(i) With same denominator

7
2
4 +
7
3
3 +
7
1
2 =
7
6
9

(ii)With different denominator

2
1
9 +
3
2
3 +
4
1
2 =

=
2
1
14 + +
3
2
+
4
1

=
12
6
14 + +
12
8
+
12
3

=
12
17
14
=
12
5
1 14 + +
=
12
5
15

Lets find the same
denominator
2 3 4
4 6 8
6 9 12
8 12
10
12
6 4 3
6 4 3
41
Teacher gives a problem to be solved by the pupils.
Pupils read after teacher.
a. Murad, Rozi and Izham went fishing last Sunday at Sentosa Lake.
Murad caught
2
1
1 kg of fish, Lokman caught
8
2
3 kg while Izham
caught
4
1
2 kg.
What is the total weight of fish that they had caught?

Teacher guides the pupils to understand the problem. Teacher uses
Polyas four steps model to solve the problems.
Given Weight of fish that Murad caught :
2
1
1 kg
Weight of fish that Rozi caught :
8
3
3 kg
Weight of fish that Izham caught :
4
1
2 kg
Ask for Total weight of fish
Operation Addition
Solve = (
2
1
1 +
8
3
3 +
4
3
2 ) kg
= (
2
1
6+ +
8
3
+
4
3
) kg
= (
8
4
6 + +
8
3
+
8
6
) kg
=
8
13
6 + kg
= ( 6 + 1 +
8
5
) kg
=
8
5
7 kg
4 1 2
4 1 2
Lets find the same
denominator
2 8 4
4 8
6
8
42
Revise the four steps in Polyas method of problem solving. Teacher
poses more questions and guides pupils to fill in the information
requested.
b. Puan Maimunah needs
6
5
1 m of material to make a dress and
3
1
2 m
to make a shirt and another
9
2
4 m to make a pair of trousers.
How much material should she buy?
Given Material to make dress :_____ m
Material to make shirt :_____ m
Material to make trousers :_____ m
Ask for Quantity ____________ should she buy?
Operation ____________
Solve = (
6
5
1 +
3
1
2 +
9
2
4 )m
= ( + + + ) m
= m

c. Miss Juwita bought
3
2
1 kg of sugar on the first week of May at Giant
Hypermarket. On the second week, she bought another
4
1
3 kg of sugar.
On the third week, she bought
6
1
2 kg of sugar.
What is the total mass, in kg, does she bought?

Teacher asks pupils to fill up the solution using Polyas four step problem.

Given
Ask for
Operation
Solve
Lets find the same
denominator
6 3 9
43
Teacher gives Worksheet 9 to each pupil and guides them to find out the
answers.

3. Plenary
Teacher explains the method of Polyas Model in problem solving.
Teacher summarizes the whole lesson.

44
WORKSHEET 9

Name: . Class:
A. Solve the problem and match to the correct answers.
1. Asmaniza requires
5
2
2 hours,
5
2
1 hours and

3
1
4 hours to finish her homework, painting and
university project respectively. What is the total
hours required?
2. Armani ate
8
5
2 cakes, Chong ate
4
1
2 cakes
and Arjun ate
5
1
3 cakes. What is the total
amount of cakes they ate?
3. Puan Rokiah buys
5
4
3 kg of sugar,
2
1
2 kg of
flour and
10
1
2 kg of salt. How many kilograms
of things she buys altogether?
4. Mrs Lily spends
3
2
1 hours on jogging,
3
1
1 hours
on gardening and
4
3
5 hours on shopping.
How long does she spend for all the activities?
5. The masses of green, yellow and red box are

4
1
3 kg,
8
7
2 kg and
8
3
2 kg respectively. Find the
total mass of the three boxes?

4
3
8
5
2
8
15
2
8
2
1
8
40
3
8
45
Lesson : 10
Topic 2 : Fractions
Learning area : Subtraction of fractions
2. Subtract mixed numbers with denominators of up
to 10.
(ii) Subtract involving three mixed numbers with
different denominators of up to 10.
Previous knowledge : Pupils are able to do subtraction involving two mixed
numbers with different denominator.
Problem : Pupils do not understand how to subtract involving
three mixed numbers with different denominator.
Vocabulary : mixed numbers, equivalent fractions, simplest form
Teacher introduces the Fraction Chart to recall pupils previous
knowledge.
1
2
1

2
1

3
1

3
1

3
1

4
1

4
1

4
1

4
1

5
1

5
1

5
1

5
1

5
1

6
1

6
1

6
1

6
1

6
1

6
1

46
8
1

8
1

8
1

8
1

8
1

8
1

8
1

8
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

Revise subtraction of two mixed numbers with different denominators
using a fraction chart.
4
1

4
1

4
1

4
1

8
1

8
1

8
1

8
1

8
1

8
1

8
1

8
1

From the fraction chart,
4
1
=
8
2

=
4
1
1
8
1

=
8
2
1
8
1
=
8
1
1
Revise subtraction of mixed numbers with different denominators using
numbers line.

4
1

4
2

4
3
1
4
1

0
8
1

8
2

8
3

8
4

8
5

8
6

8
7
1
8
1
1
8
2
1
8
3
1

4
1
1
8
1
=
8
2
1
8
1
=
8
1
1
Fraction Chart
47
2. Main Activity
i) Demonstration
Teacher poses a question and shows the circular cut-out to teach the
concept of subtraction of fraction.
Question :
4
1
2
8
1

2
1
1 =

So,
4
1
2
8
1

2
1
1 =
8
5

Teacher shows pupils on how to do subtraction of mixed numbers with
different denominators using a fraction chart.
3
1

3
1

3
1

6
1

6
1

6
1

6
1

6
1

6
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
1

18
3
6
1
=
18
6
3
1
=
18
10
9
5
=
4
1
2
4
1
2
8
1
=
8
1
2
8
1
2
2
1
1 =
8
5

Step 1
Step 2
Step 3
Take away
Take away
48
Calculate
9
5
5
3
1
2
6
1
1

=
18
10
5
18
6
2
18
3
1

=
18
1
2

Subtract involving three mixed numbers with different denominators of
up to 10.
Example 1
Calculate
4
3
6
8
1
1
6
1
2
=
4
3
6
8
1
1
6
1
2
=
24
18
6
24
3
1
24
4
2
=
24
11
3
Lets try this.
Example 2
Find
7
6
8
4
1
3
2
1
2
=
7
6
8
4
1
3
2
1
2
=
28
24
3
28
7

28
14

=
24
3
3
=
8
1
3

6 3 4
6 3 4
4 7 14
4 7 14
Lets find the same
denominator
7 4 2
14 8 4
21 12 6
28 16 8
20 10
24 12
28 14
16
18
20
22
24
26
28

Lets find the same
denominator
4 8 6
8 16 12
12 24 18
16 24
20
24
Lets find the same
denominator.
9 3 6
18 6 12
9 18
12
15
18
49
iii) Development / Reinforcement
Pupils complete Worksheet 10.
Teacher checks their worksheet.
Pupils do corrections.

3. Plenary
Teacher summarizes the whole lesson and clarifies the misconceptions.
Teacher stresses that pupils need to find the same denominator before
they do the operations of subtraction of fractions.

50
WORKSHEET 10

Name: . Class:

A. Subtract the mixed numbers below and then circle the correct
answer.
1.
5
3
10
10
3
2
2
1
1
10
7
6 ,
5
4
6 ,
50
3
6
2.
6
5
7
5
2
1
10
3
2
30
25
4 ,
5
4
4 ,
15
2
4
3.
7
5
9
7
3
4
3
2
3
21
13
1 ,
21
6
1 ,
21
14
1
4.
4
1
15
10
1
6
5
2
5
10
7
3 ,
20
3
3 ,
4
3
3
5.
9
8
16
3
1
7
5
2
4
21
7
5 ,
45
7
5 ,
9
3
5

B. Subtract the mixed numbers below.
1.
2
1
6
4
3
2
8
5
1 =
2.
6
5
8
10
7
3
6
1
3 =
3.
8
5
10
5
4
3
10
3
5 =
4.
4
3
15
5
4
3
10
1
6 =
5.
9
4
20
3
2
7
6
5
4 =
51
Lesson : 11
Topic 2 : Fractions
Learning area : Subtraction of fractions
2. Subtract mixed numbers with denominators of up
to 10.
Learning outcome : Pupils will be able to
(iii) Solve problems involving subtraction of mixed
numbers.
Previous knowledge : Pupils are able to do subtraction involving three mixed
numbers with different denominator.
Problem : Pupils do not understand the problem solving
question.
Vocabulary : mixed numbers, equivalent fractions, simplest form

Teacher gives two different numbers that indicate the denominators and
asks pupils to state the correct denominator.
Different denominator Suitable denominator
3 and 9 6
4 and 5 20
7 and 8 56
8 and 3 24
4 and 6 12
9 and 2 18
10 and 3 30
* Give another combination if necessary.
How to find the
same denominator
3 9
6 18
9
12
15
18
Example
* Always choose
the smaller
denominator.
52
2. Main Activity
i) Demonstration
Subtract two mixed numbers.
(i) With the same denominator

7
5
5
7
3
2
7
1
1 =
7
1
2
(ii) With the different denominator

=
3
2
6
2
1
2
6
5
2
=
3
2
2
2
1

6
5

= (
6
4
2
6
3
)
6
5

=
6
1
2
6
5

=
6
6
1 +
6
1

6
5

=
6
2
1 =
3
1
1
iv) Development / Reinforcement
Teacher gives a problem to be solved by the pupils in class.
Teacher reads Question (a) to the class and pupils repeat after
teacher.
Teacher explains to enable pupils to understand.
Question (a)
A jar contained
8
1
4 of milk. Jamilah poured out
4
1
2 of milk from
the jar. Then her brother poured out another
2
1
1 from the jar.
How much milk was left?

Lets find the same
denominators
3 2 6
6 4
6 2 3 1
2 3 1
53
Given A jar contained :
8
1
4
Jamilah poured :
4
1
2
Her brother poured :
2
1
1
Ask for Milk left.
Operation Subtraction
Solve =
8
1
4
4
1
2
2
1
1
= (4
8
1
2
4
1
1
2
1
)
= (1
8
1

8
2

8
4
)
= (
8
8
+
8
1

8
2

8
4
)
=
8
3

Teacher forms 4 groups of pupils.
The group leader reads Question (b) for the group members.
Each group will solve the problems respectively.

Question (b)
Puan Ani buys
8
3
5 m of ribbon at the Plaza Shopping Complex. She
uses
2
1
1 m of the ribbon to tie a present. Then she uses another
4
1
2 m
to make some flowers.
How much metres of ribbon left?
Given Buy :_____ metres
Used to tie ribbon :_____ metres
Used to make flowers :_____ metres
Lets find the same
denominators
8 4 2
8 4
6
8
1 2 4
1 2 4
54
Ask for How much metres of ribbon ____________?
Operation ____________
Solve = ( 5
8
4
1
2
1
2
4
1
) m
= ( ) m
= m
Teacher shows Question (c) to pupils.
Pupils read and answer the question carefully.

Question (c)
There were
2
1
6 cups of coffee on the table. Ismail drank
6
1
1 cups of
coffee. Razak drank
4
3
2 cups of the coffee.
How many cups of coffee left?

Teacher encourages pupils to fill up the solution using Polyas four
step problem.

Given

Ask for
Operation

Solve

Teacher distributes Worksheet 11.
Pupils read and answer the questions carefully.
Teacher facilitates and guides the pupils.
Teacher checks their answers and asks pupils to do the corrections.

Lets find the
same
denominator
8 2 4
55
3. Plenary
Teacher explains the method of Polyas Model in problem solving.

56
WORKSHEET 11

Name: . Class:
A. Solve the problem and then match to the correct answer.
1. Azlan has
2
1
7 hours to paint the school wall in three
days. He uses
5
2
1 hours on the first day and
3
1
4 hours
on the second day. How much time is left to finish his
work on the third day?
2. Badarudin has
2
1
8 boxes of marbles. He gives
8
5
2 boxes to Chan and another
4
1
3 boxes to Daniel.
How many boxes does he have now?
3. Chandran has
5
4
9 of orange juice.
5
3
4 of orange
juice is spilt and
5
2
2 of orange juice is drank by Ali.
How much orange juice is left?
4. A basket of durians weighs
3
2
9 kg. A watermelon
weighs
3
1
1 kg and another watermelon weighs
4
3
5 kg.
Find the difference of weight between the durians and
the watermelons?
5. Joe had jogged a total distance of
4
1
10 km in 3 days.
On the first day, he had jogged
8
1
4 km and
4
3
2 km on
the second day. How far was he suppose to jog
on the third day?
8
5
2
8
3
2
4
3
2
5
4
2
5
3
2
57
Lesson : 12
Topic 2 : Fractions
Learning area : Multiplication of fractions
3. Multiply any mixed numbers with a whole number
up to 1 000.
i) Multiply mixed numbers with a whole number.
Previous knowledge : Pupils had learnt to multiply any proper fraction with a
whole number up to 1 000.
Problem : Pupils are unable to convert mixed numbers into
improper fractions.
Vocabulary : mixed number, portions, simplest form


Teacher discusses with pupils on how to find
2
1
of 8.
Teacher provides each pair of pupils with 8 picture cards.
Teacher asks pupils to divide the cards equally into 2 groups.
Teacher asks them, How many picture cards do you have in each
group? (4 cards)
Teacher explains that
2
1
of 8 is 4.
58
Teacher explains the conversion of mixed numbers to improper fractions.

7
5
2 =
7
5 2 7 +

2. Main Activity
i) Demonstration
100
2
1
1
Method 1: Using diagram
Teacher displays a picture of whole numbers as grouping sets of
objects.

Teacher explains 100
2
1
1 means We want one and a half sets of
100.
Teacher shaded the objects based on the portion;
2
1
1 groups of 100
objects.

Method 2: Using calculation method
400
5
2
3 =

A group consists of
100 objects.

2
1
of a group consists
of 50 objects.
Total objects is 100 +
50 = 150
*
2
1
1 is more than 1 but
less than 2. So, teacher
must shows 2
sets of 100 first.

Numerator
Denominator
Whole number

+
59
a) Solution 1
400
5
2
3 = 400
5
17

=
5
400 17

=
5
800 6

= 1 360
b) Solution 2
Separate the whole number and fraction into two columns
respectively.
Then, multiply the whole number and the fraction with the multiplier
separately.

Add both products to get the answer.

Whole number Fraction

3

3 400

5
2

5
2
400
=
5
400 2

=
5
800

= 1 200 = 160
Total = 1 200 + 160
= 1 360
60
Teacher puts up four envelopes on the board. Each envelope contains
two questions which is labelled as A, B, C and D.

List of questions:
Envelope A : i) 210
3
1
1 = ii) 500
5
2
2 =

Envelope B : i) 240
4
1
1 = ii) 300
5
3
2 =

Envelope C : i) 150
3
1
1 = ii) 400
5
2
2 =

Envelope D : i) 320
4
1
1 = ii) 200
5
3
2 =

Pupils are divided into four groups.
Each group leader will come to the front and pick any envelope.
Group leaders will discuss the questions in the envelope with their
group members.
A representative from each group will present their work on the board.
The fastest group with the correct answers will be the winner.
Teacher discusses the answers with pupils.

3. Plenary
Teacher writes a question on the board and asks pupils to solve it.
A volunteer will write the answer on the board.
A B C D
61
WORKSHEET 12

Name: Class: .

A. Multiply.
1. 300
3
1
1 =
2. 600
4
1
3 =
3. 500
5
2
7 =
4. 240
8
1
4 =
5. 480
4
3
5 =
6. 210
7
2
12 =

B. Find the answers.
1.
4
1
3 of 800 =
2.
6
1
2 of 360 =
3.
2
1
5 of 900 =
4.
3
2
4 of 540 =
62
Lesson : 13
Topic 2 : Fractions
Learning area : Division of fractions
4. Divide fractions with a whole number and a
fraction.
(ii) (b) Divide fractions with a fraction.
Previous knowledge : Pupils had learnt to convert mixed numbers to
improper fractions and multiplication of fractions.
Problem : Pupils do not know the concept of division of
fractions.
Vocabulary : Division, fractions, denominator, numerator, improper
fractions, mixed number, dividend, reciprocals.


Teacher prepares a piece of paper and crayons for each pupils.
Teacher gives clear instructions.
Pupils listen carefully and perform the activity below.

PAPER-FOLDING ACTIVITY

Fold the paper into half. Colour
2
1
of the paper. Divide (cut) into quarters (
4
1
).

63
Teacher : How many quarters (coloured) can you see?
Pupils response : Two.
Teacher : There are two
4
1
in
2
1
.
Teacher expresses the activity above using a number sentence.

2
1

4
1
= 2
2. Main Activity
i) Demonstration
Teacher prepares a circle-shaped card, crayons and a pair of scissors
for each pupil.
PAPER-CUTTING ACTIVITY
Teacher shows a number sentence :

Pupils interpret the number sentence above and do the paper-cutting
themselves.
Teacher gives a situation related to the number sentence above:
(i) You made a pizza.
(ii) You only decorated
2
1
of the pizza (with vegetables,
mushrooms and chicken).
(iii) Now, you need to divide this pizza into eight (
8
1
) equal smaller
pieces.
(iv) How many smaller pieces with decorations can you get?

Divisor
Dividend
Quotient
2
1

8
1
=

(i) (ii) (iii)
64
Pupils response : Four.
Teacher : There are four
8
1
in
2
1
.
Teacher shows the solutions.
Example 1: Example 2:

v) Development / Reinforcement
Teacher introduces Double-Dice Game to the pupils.
Teacher prepares 2 big-sized dice (as shown).
Teacher divides pupils into 2 groups; Group A and Group B.
Each group will be given a dice.
Group A will roll the dice first. The fraction shown will be the Divisor.
Then, Group B will roll and the fraction shown will be the Dividend.
Both groups will find the quotient.
The correct answer will be given 2 marks and the incorrect answer will
be given 0.

Solution:

2
1

8
1
=

4
=
1

= 4

Solution:

2
1

8
1
=
2
1

1
8

8
=
2

= 4

8
1
8
2
1
8
Multiply 8:
Refer to the
denominator
of the
dividend
(Simplified
become 1)
Change to
Change
8
1
to
1
8

(Reciprocal)
4
65

Pupils complete the worksheet individually.

3. Plenary
Pupils will continue to play Double-Dice Game.
Pupils will get back to their 2 groups; Group A and Group B.
Group B will roll the dice first as the Divisor. Then, Group A will roll
and the fraction shown will be the Dividend.
be given 0.
The highest total of marks obtained will be the winner.
Teacher identifies and explains the pupils misconceptions.
2
1

4
1

2
1

3
1

5
1

4
1

6
1

8
1

4
1

2
1

10
1

12
1

4
1

12
1

66
1
2
WORKSHEET 13

Name: Class: .

A. Divide the fractions.
Examples:
3
2

5
4
=
3
2

4
5

=
6
5

1.
2
1

6
1
= 6.
5
2

5
1
=

= =

2.
3
1

9
1
= 7.
4
3

8
1
=
= =

3.
4
1

8
1
= 8.
2
1

16
1
=
= =

4.
5
1

4
1
= 9.
2
1

4
3
=
= =

5.
5
1

10
1
= 10.
5
3

5
2
=
= =

67
Lesson : 14
Topic 2 : Fractions
Learning area : Division of fractions
4. Divide fractions with a whole number and a
fraction.
(iii) (b) Divide mixed numbers with a fraction.
Previous knowledge : Pupils had learnt to convert mixed numbers to
improper fractions and multiplication of fractions.
Problem : Pupils do not know the concept of division of
fractions.
Vocabulary : Division, fractions, denominator, numerator, improper
fractions, mixed number, dividend, reciprocals.


Teacher shows a diagram.
Teacher poses a question and pupils listen carefully.

TRY-TO-GUESS ACTIVITY
i) Mother prepares 1
2
1
vessels of orange juice.
ii) Then, mother pours the orange juice into half-vessels.
iii) How many half-vessels does mother need to fill in the orange juice?

(iii) (ii) (i)
2
1

2
1

4
1

4
3

1
0
68
Pupils response : Three.
Teacher : There are three
2
1
in 1
2
1
.
Teacher expresses the activity above using a number sentence.

1
2
1

2
1
= 3
2. Main Activity
i) Demonstration
Teacher prepares a 1
2
1
metres long rope, marker pen and a pair of
scissors for each pupil.

ROPE-CUTTING ACTIVITY
Teacher shows a number sentence :

Pupils interpret the number sentence above and do the rope-cutting.
Teacher gives a situation related to the number sentence above:
i) You have a 1
2
1
metres long rope.
ii) You need to cut the rope into equal pieces of
4
1
metres long
each.

iii) How many equal pieces of rope can you get?

Divisor
Dividend
Quotient
1
2
1

4
1
=

1
2
1

1
0
2
1

2
1

1
2
1

1
0
4
1

4
1

4
1

4
1

4
1

4
1

69
Pupils response : Six
Teacher : There are six
4
1
in 1
2
1
.
Teacher shows the solution.
Example 1:

vi) Development / Reinforcement
Teacher introduces Roll-Your-Cone Game to the pupils.
Teacher prepares 2 big-sized cone (as shown).
Teacher divides pupils into 2 groups; Group A and Group B.
Each group will be given a cone.
Group A will roll the cone first. The fraction shown will be the Divisor.
Then, Group B will roll the other cone and the fraction shown will be
the Dividend.
Both groups will find the quotient respectively.
be given 0.
Solution:

1
2
1

4
1
=
2
3

4
1

=
2
3

1
4

=
2
12

= 6

Change to
Change
4
1
to
1
4

(reciprocals)
Change
1
2
1
to
2
3

(improper fraction)
70
Divisor Dividend

Pupils complete the worksheet individually.

2
1
2
4
1
1
2
1
1
1
3
1

5
1
1
4
1
2
6
1

8
1

3
2

2
1

10
1

10
2

4
1
1
8
1

71
3. Plenary
Pupils will continue to play Double-Dice Game.
Pupils will get back to their 2 groups; Group A and Group B.
Group B will roll the dice first as the Divisor. Then, Group A will roll
and the fraction shown will be the Dividend.
be given 0.
The highest mark obtained will be the winner.
Teacher identifies and explains the pupils misconception.

72
2
1
1
1
WORKSHEET 14

Name: Class: .

A. Divide the fractions.
Examples:
1
3
2

6
5
=
3
5

5
6

= 2
1. 1
2
1

6
1
= 6. 2
5
2

5
3
=

= =

2. 1
4
1

8
1
= 7. 3
4
3

8
1
=

= =

3. 2
4
1

8
1
= 8. 4
2
1

16
1
=

= =

4. 2
5
1

5
1
= 9. 4
2
1

4
3
=

= =

5. 1
5
1

10
1
= 10. 5
5
3

5
2
=

= =
73
Lesson : 15
Topic 3 : Decimals
Learning area : Mixed operations with decimals
1. Perform mixed operations of addition and
subtraction of decimals of up to 3 decimal places.
i(b) Add and subtract three to four decimal numbers
of up to 3 decimal places involving whole
numbers and decimal numbers.
Previous knowledge : Pupils had learnt the addition and subtraction of
decimal numbers.
Problem : Pupils always write numbers at the wrong place
value.
Vocabulary : decimal number, decimal place, decimal point

Teacher uses a place-value chart to guide pupils to learn decimal place
value up to thousandths.

Decimal
Numbers t
e
n
s

o
n
e
s

t
e
n
t
h
s

h
u
n
d
r
e
d
t
h
s

t
h
o
u
s
a
n
d
t
h
s

0.3
0
3
0.03
0.003
3 3 0
30
74
1
1
3
Pupils are required to complete the chart.
Reminder: 5 = 5.0 = 5.00 = 5.000

2. Main Activity
i) Demonstration
Teacher shows a number sentence to pupils.

Teacher emphasizes that mixed operation involving addition and
subtraction of decimals, calculation must be done from left to right.
Teacher guides pupils to find the answer using the place-value chart.

Pupils write those numbers according to its place value.
Pupils fill in the empty spaces with zeros.
Teacher guides pupils to regroup when necessary.

vii) Development / Reinforcement
Teacher provides each pupil with a template of place-value chart.
Show another number sentence and ask them to solve using a place-
value chart template given.

t
e
n
s

o
n
e
s

t
e
n
t
h
s

h
u
n
d
r
e
d
t
h
s

t
h
o
u
s
a
n
d
t
h
s

3

5

0

+ 2 0 7 4

2

4

2

4

0
1 2 1 3 8
1 2 1 0 2
+ 4 0 0 0
1 6 1 0 2

3.5 + 20.74 + 12.138 + 4 =
75
ACROSS
2 40 13.7 +9.165 =
4 0.8 +20.72 11.245 =
5 36.2 18 + 8.924 =

DOWN
1 8 1.72 + 2.161 =
3 110 29.37 +11.185 9 =

Pupils place the decimal numbers given in the template before adding
and subtract them.
Teacher checks the pupils answers and proceed with Worksheet 15.

3. Plenary
Pupils are divided into groups of four.
Teacher provides the cross number puzzle to each group.
The fastest group with the correct answers will be the winner.

Answer:
1. 8.441 3. 82.815 5. 27.124
2. 35.465 4. 10.275

1

2

3

4

5

A template of place-
value chart.
46.87 206 + 44.9 =
76
WORKSHEET 15

Name: Class: .

A. Find the answers.
1) 1.207 0.7 + 0.093 =

6) 17.42 3 + 2.403 =

2) 1.306 + 0.8 1.497 =

7) 40 + 5.07 14.538 =

3) 6.3 - 4.827 + 12

8) 160 31.7 + 12.1

4) 73.8 15.08 + 7.86

9) + 5.92 0.52 = 15
What is the missing number in the
box?
5) 9.25 + 35.8 10.135

10) + 4.82 1.215 = 20
What is the missing number in the
box?

77
78
Lesson : 16
Topic 4 : Percentage
Learning area : Relationship between percentage, fraction and
decimal.
1. Relate fractions and decimals to percentage.
i) Convert mixed numbers to percentage and vice
versa.
Previous knowledge : Pupils had learnt mixed number and improper
fraction.
Problem : Pupils were not able to compare the value of
percentage and decimals.
Vocabulary : percent, percentage, improper fraction, multiplication

1. Mental/Oral Work
Teacher poses the hundred-square paper grid to show the conversion of
mixed numbers to percentage.
Example 1 :
a) b)

100
100
1 = = 100%
100
30
= 30%
10
3
= 30%

OR

OR
79

c) d)

100
55
= 55%
100
95
= 95%
2. Main Activity
i) Demonstration
Step 1
Teacher explains on how to convert mixed number to percentage
using diagrams.
Teacher asks the pupils to add these two diagrams in percentage.
A few pupils come to the front of the class to answer the question.
Example 2 :

% 100
100
100
= % 50
100
50
=

100% + 50% = 150%

80
Step 2
Method 1 (Compute mixed number to whole number and fraction)
Teacher shows the solution to the pupils.

10
3
1 = 1 +
10
3

= 100% + 30%
= 130%
Teacher displays some flashcards.
Pupils give their answers spontaneously in the form of percentage.
1
10
4

1
100
40

140%

1
10
7

1
100
70

170%

1
10
8

100
80
1

180%

2
10
3

100
30
2

230%

Method 2 (Multiply with 100)
1
2
1
= 1 100% +
2
1
100%
= 100% +
2
100
%
= 100% + 50%
= 150%

81
Method 3 (Convert mixed number to improper fraction)
Solution:

Teacher explains that mixed numbers have to be converted to improper
fraction first.

100
100
= 1
100
5

E.g. : 1
100
5
=
100
105
= 105%

% 150
100
150
50 2
50 3
2
3
2
1
1 = =
= =

To get a percentage from improper fraction,
the denominator has to be 100.
82
Step 3
Convert percentage to mixed number.
Teacher explains on how to convert percentage to mixed numbers to
the pupils.
Example :

100% 70% 1
10
10
=
10
7

170% =
100
170
= 1
100
70
= 1
10
7

Teacher displays some flashcards.
Pupils give their answers spontaneously in the form of mixed number.

125%

100
125

100
25
1

4
1
1

150%

100
150

100
50
1

2
1
1

175%

100
175

100
75
1

4
3
1

83
3. Development / Reinforcement
Pupils are divided into groups.
Pupils will be given Worksheet 16.
Pupils discuss in their group.
A representative from each group will present their work on the board.
Teacher guides the pupils.

4. Plenary
Teacher poses some questions on the board and selects some students
at random to show the solution.
Teacher discusses the answer with pupils.
Pupils do the corrections.

84
WORKSHEET 16
Name: Class: .

A. Express each mixed numbers as a percentage.
Mixed Numbers Percentage
1.
100
9
1 =

2.
100
15
4 =

3.
100
38
2 =

4.
100
45
1 =

5.
100
68
2 =

B. Convert the following to percentages
Fraction Percentage
1.
2
1
=

2.
5
2
=

3.
10
4
=

4.
10
8
=

85
C. Convert mixed number to a percentage.

Mix Numbers Percentage
1.
2
1
1 =

2.
5
2
1 =

3.
2
1
3 =

4.
4
3
5 =

86
Lesson : 17
decimal.
(ii) Convert decimal numbers of value more than 1 to
percentage and vice versa.
Previous knowledge : Pupils had learnt decimal numbers.
Problem : Pupils were not able to compare the value of
percentage and decimals.
Vocabulary : percent, percentage, fraction, decimal.

Mental /Oral Work
Step 1
Teacher displays a grid paper and explains.
E.g: 0.3 =
100
30
10
3
=

=

10
3
=
100
30

87
Step 2
Main Activity
Teacher explains on how to convert decimal to percentage:
Example: Convert 1.25 to percentage.
Method 1
Teacher uses the hundreds squares paper to show the conversion.
Teacher distributes a hundred square paper to each pupils.
Ask pupils to shade 125 small squares as shown.
E.g:

100
100

100
25

1 + 0.25

1 =
100
100
0.25 =
100
25

= 100% = 25%
100% + 25%
= 125%

1.25
88
Method 2
b) i) Multiply the decimals by 100.
( by skipping )
1.25 = 1.2 5 100 = 125%

ii) Multiply by using standard written method.

1.25
100
000
000
125
125.00 = 125%

Method 3
i ) Write the decimal numbers to two decimal places
Example: 1.8 = ___%

1.8 = 1.80
Change (the two decimal numbers) to fraction with the denominators
of 100.
1.80 = 1.80 =
100
180

Add a percentage symbol.
1.8 0 =
100
180
= 180 %
Therefore, 1.8 = 180 %

89
Step 3
Convert percentage to decimal
Example: 135% = ____

Method 1
. Convert percentage into fraction
135% =
100
135

Draw vertical line between 1 and 0.

00 1
25 1

Put a dot on the line.

00 1
25 1
1.25

Step 4
Development / Reinforcement
Pupils work in groups.
Teacher gives the instructions regarding the exercises (Worksheet 17).
Pupils present their answer on the board.
Teacher and pupils discusses the answers.

Plenary
Teacher displays some questions on the board.
Pupils are asked to come forward to write the answers.

Rewrite a
decimal form
90
WORKSHEET 17

Name: Class: .

A. Express each decimal to a percentage

Decimals Percentage
1 0.3
2 1.25
3 1.8
4 2.6
5 3.50
6 5.84
7 6.29
8 8.56
9 7.23
10 9.8

B. Fill the box with the correct answers.

FRACTION DECIMAL PERCENTAGE
1.
100
30

2.
100
125

3.
100
180

4.

250%
5. 2.85

91
Lesson : 18
decimal.
Learning objective : Pupil will be taught to:
1. Relate fractions and decimals to percentage
Learning outcome : Pupils will able to:
(iii) Find the value for a given percentage of a
quantity
Previous knowledge : Pupils can simplify fractions.
Problem : Pupils unable to multiply whole number and fractions.
Vocabulary : Simplest form, multiple, profit, discount, interest,
commission.

Pupils say and write simplest form for the fractions by using flash cards.
a.
5
1
=
100
20
b.
20
3
=
100
15
c.
4
1
=
100
25

Teacher shows the hundred squares card with shaded parts and ask the
pupils to read out the answers in the form of percentage.
a) b) c)

100
20
= 20%
100
10
= 10%
100
5
= 5%

92
2. Main Activity
i) Demonstration

Use transparence to find the value from the given percentage of a
quantity.

20% of 100 =
100
20
100 = 20

100
20

Teacher guides the pupils to find the value from a given percentage
of a quantity.

viii) Development / Reinforcement

Teacher divides pupils into groups.
Teacher prepares 2 types of dice for each group,
Percentage dice and quantity
The group leader throws up the both dice.

93
Example : Dice 1: 20%
Dice 2: 150

dice 1: percentage 10%, 20%, 30%, 40%, 50%, 60%
dice 2: 150, 350, 600, 400, 300, 500

Dice 1 Dice 2

Members of the group solve the problems as many they can.
Members help each other to get the correct answer.

4. Plenary
Teacher puts some cards with questions in a box.
Pupils sit in a circle.
When teacher plays the music, pupils pass the box untilthe music
stops.
The pupils who holds the box has to pick a card and answer the
question on the board.
Teacher summarizes the lesson.

350
150
20%
10%
94
WORKSHEET 18

Name: Class: .

1. 20% of 30 sweets

6. 40% of 450 chairs
2. 30% of 500 cars

7. 45% of 600 eggs
3. 10% of 300 books

8. 80% of 330 marbles
4. 15% of 200 pencils

9. 70% of 560 durians
5. 25% of 800 tables

10. 20% of 250 shoes

95
Lesson : 19
decimal.
(iv) Solve problems in real context involving
relationships between percentage, fractions and
decimals.
Previous knowledge : Pupils understand the percentage of quantity.
Problem : Pupils do not know that percentage is used for
comparison related to amount, people or things.
Vocabulary : Simplest form, multiple, profit, discount, interest,
commission.

Pupils say and write percentage of the fractions by using flash cards.

100
20
= 20%
100
10
= 10%
100
5
= 5%

2. Main Activity
i) Demonstration
Teacher displays the following percentage problem card and guides
the pupils to read and understand the problem.
a)

A bottle contains 20 marbles. 3 of the marbles are red.
Find the percentage of the red marbles.
96
Teacher guides the pupils using Polyas four-step problem solving
model.
1. Understand the problem.
How many marbles? How many red marbles?
What is the percentage of the red marbles?
2. Devise a plan.
3 of the 20 marbles are red.
So, the fraction of red marbles =
20
3

3. Implementing the plan.
% of the red marbles=

I
20
3
100 = 15%

II
5 20
5 3
=
100
15
= 15%

4. Looking back.
15% =
100
15
=
20
3

b)

Teacher guides the pupils using Polyas four-step problem solving
model.
5
1
RM1 550
The diagram shows the cost of a television. It was sold at a loss
of 20%.

What is the selling price?
97
1. Understand the problem.
Read and understand the question.
2. Devise a plan
20% of the RM1 550
Loss =
100
20
RM1 550 = RM310
Selling price of the television = RM1 550 RM310
= RM1 240
4. Looking back.
RM1 240 + RM310 = RM1 550

ix) Development / Reinforcement
Teacher puts some problem solving cards in a box.
(Worksheet 19)
Each group leader draws a card from the box.
Pupils answer the questions in their respective group.
A representative from each group will write the answer on the
board.
Example:

5. Plenary
Teacher displays a question on the board.
Each group writes down their answer on a mahjong paper.
The group leaders present their answers.
Teacher selects the best presenter.
Teacher summarizes the lesson.

Salmah had RM500. She bought a camera for RM250.
Calculate the percentage of the money she used.
98
WORKSHEET 19

Name: Class: .
A. Solve the problems.

1. A total of 300 pupils sat for an examination. 30 pupils
failed the examination.
What is the percentage of the passing rate?

2. Salmah had RM500. She bought a camera for RM250.
Calculate the percentage of the money she used.

3. The diagram shows the price of a television.

It was sold at a loss of 20%.
What is the selling price?

4. Mrs.Santhy bought a watch for RM80. She sold it at the
price of RM100.
What is the percentage of the profit?

5. There are 30 durians in a lorry. 6 of them were rotten.
Find the percentage of the rotten durians.

RM 1 550
99
6. The diagram shows the price of a coat and the
discount.

What is the new price of the coat?

7. A blouse costs RM60. It was sold for RM66.
Find the percentage of the profit.

8. The diagram shows a bottle of milk.

75 m of milk was poured into a jug.
What is the percentage of the milk poured?

9. Ramli bought a laptop for RM 2 500. He sold the laptop
for RM2 000.
What is the percentage of the loss?

10. Ah Chongs house is 20 km from his school. If he has
cycled 5 km, what is the percentage of his journey?

RM44
25%

100
Lesson : 20
Topic 5 : Money
Learning area : Money up to RM10 million
1. Use and apply number sense in real context
involving money.
Learning outcome : Pupil will be able to:
(i) Perform mixed operations with money up to a
value of RM10 million.
Previous knowledge : Pupils had learnt all the operations involving money.
Problem : Pupils cannot perform mixed operation well.
Vocabulary : Mixed operation, bracket, saving, income,
expenditure, investments, cost price, profit, loss,
discount, computation.

Teacher shows two pieces of RM5 and three pieces of RM10 to the pupils
in the class.

Teacher asks the pupils to calculate the total of the money that has been
shown to them.
Teacher asks the pupils to give their answers.

101
2. Main activity
i) Demonstration
Teacher calls the group leaders to the front of the class.
Teacher ties 5 balloons on the board. Each balloon contains a piece of
paper.
The group leaders will prick the balloons with a needle and collect the
paper, then return to their respective groups.
The questions are as below:
1. RM8 000 + RM1 254 RM5 555 =
2. RM125.05 RM21 RM105.95 =
3. (RM100 + RM50) 5 =
4. (RM125 8) (RM40 8) =
5. RM1 200 (RM2 400 6) =
Pupils solve the questions in groups.
Each group will read the question and write the answer on the board.
Teacher asks pupils to solve mixed operation involving money in
vertical form.

Teacher gives a piece of paper which includes some questions.
Teacher asks the group to solve the questions as fast as they can.
.
Number sentences True False
1) RM14.50 + RM37.25 = RM 51.65
2) RM152.15 RM 78.30 = RM230.45
3) RM17.50 90 = RM157.50
4) RM212.80 4 = RM53.02
5) RM117.20 RM17.95 + RM5.50 = RM14.15
102
Number sentences True False
6) RM117.20 RM79.80 + RM3.45 = RM40.85
7) RM8 000 + RM1254 RM5 555 = RM3 699
8) (RM100 + RM50) 5 = RM2 500
9) (RM125 8) (RM40 8) = RM850.00
10) RM1 200 (RM2 400 6) = RM800.00

Teacher calls a representative from each group to put on their answer
on the board.
Teacher checks the answer and discuss with the pupils.
Teacher asks pupils to do corrections.

3. Plenary
Teacher introduces a game called Lucky You.
Teacher puts up 5 questions on the board. Next to each question,
teacher pastes a packet of sweets with different number of sweets.
Teacher randomly selects five pupils to answer the questions. If they
answer correctly, they are allowed to take the packet of sweets. If they
are lucky, they will get the most number of sweets, and if not, they may
get an empty packet! That is why this game is called Lucky You!

103
WORKSHEET 20
Name: Class: .

A. Circle the correct answer.

1. RM8 574.70 + RM762 354.20 RM196 873.20 =
A RM570 455 C RM574 055.70
B RM574 045.55 D RM670 456.55

2. RM609 625 RM81 460.00 + RM4 044.00 =
A RM352 209 C RM532 209
B RM522 209 D RM532 229

3. RM49 566 22 20 =
A RM27 261.60 C RM57 261.60
B RM54 522.60 D RM72 261.60

4. 5 (RM2 277.50 + RM930.80) =
A RM29 249.50 C RM10 249.50
B RM16 041.50 D RM9 249.50

5. (RM411 010 RM336 272) 6 =
A RM484 842 C RM448 428
B RM448 842 D RM448 248

6. (RM746 + RM2 490.80) 8 =
A RM115.60 C RM404.80
B RM404.60 D RM424.20

104
7. (RM57 680.60 RM4 840.10) 25 =
A RM2 113.62 C RM7 522.70
B RM5 522.70 D RM9 522.70

8.

TABLE 1
The total of money shown in Table 1 is
A RM231.15 C RM241.45
B RM241.15 D RM271.15

9. 5 pieces of RM100 + 14 pieces of RM50 + 39 pieces of 20 sen =

10.
7
2
from RM1 848 =

Value of
Money
RM50 RM10 RM2 50 sen 5 sen
No. of Pieces 3 7 9 6 3
105
Lesson : 21
Topic 5 : Money
Learning area : Money up to RM10 million
1. Use and apply number sense in real context
involving money.
(ii) Solve problem in real context involving
computation of money.
Previous knowledge : Pupils had learnt all the operations involving money.
Problem : Pupils cannot solve problem in real context well.
Vocabulary : Mixed operation, bracket, saving, income,
expenditure, investments, cost price, profit, loss,
discount, computation

Teacher shows pictures of a bottle of mineral water and a can of
margarine.
Teacher pastes the prices to each picture and asks pupils to read aloud.
Teacher reads the question as below:
Kamal bought 3 bottles of mineral water which cost RM2.00 per bottle and
2 cans of margarine which cost RM4.50 per can.
How much did Kamal spend to buy those items?
Teacher asks volunteers to answer the question.
Teacher guides and explains on how to solve the question according to
1. Understanding the problem.
2. Devising a plan.
4. Looking back.
106
2. Main Activity
i) Demonstration
Teacher plays a game called Poison Box. Teacher provides a box
which consists five questions. The questions involved money in
numerical form, simple sentences, tables and pictures.
Teacher asks the pupils to form a circle and gives the box to one of
them.
Teacher plays the music while the pupils pass the box around. When
teacher stops the music, the last pupil who is holding the box will draw
a question from the box.
The pupil reads and solves the question on the board.
Repeat the activity until all the questions are answered.

They are given 10 minutes to solve the problems.
Teacher discusses the questions with the pupils. Teacher guides the
pupils using Polyas four-step problem solving model.

3. Plenary
Teacher displays a big incomplete bill (Replica) on the board.
Teacher calls a pupil at random to complete the bill.

107

LAM KEDAI RUNCIT
Lot 347, Tanjung Mas,
Jalan Pengkalan Chepa,
15400 Kota Bharu,
Kelantan.
No. Tel: 09-7730839 / No. Fax: 09-7748250
Price
Quantity Goods Price Per Unit
RM sen
6 pieces Soap RM1.20
3 bottles Shampoo RM8.90
4 tubes Toothpaste RM4.50
2 bottles Hair cream RM3.60
Total

108
WORKSHEET 21
Name: Class: .


1. Zairi bought 25 pairs of slippers for RM91.25. Then he sold all the slippers
for RM5 per pair. What was the total profit that Zairi get?
A RM25 C RM45.25
B RM33.75 D RM125

2. A laptop costs RM3 245.80. The shopkeeper earns a profit of RM817.50
by selling 5 laptops. What is the selling price for each laptop?
A RM8 175.00 C RM3 409.30
B RM4 063.30 D RM163.50

3. The price of 5 packets of instant noodles and 1 packet of flour is RM4.80.
If 5 packets of instant noodles cost RM3.25, what is the price of the flour?
A RM1.55 C RM3.25
B RM1.65 D RM3.75

4. A house costs RM132 208. The developer sold 3 houses with the total
price of RM367 051.50. What is the average loss for each house sold?
A RM8 957.50 C RM9 955.70
B RM9 857.50 D RM9 987.50

5. The total price of 4 kg of strawberries and 5 kg of rambutans is RM19.20.
1 kg of the strawberry is RM2.80. What is the price of 1 kg rambutans?
A RM16.40 C RM3.85
B RM11.20 D RM1.60

109
6. Table 1 shows the price and quantity of 4 types of goods bought by
Salima.

TABLE 1
She paid RM50 for all goods. How much is the change?
A RM16.60 C RM18.40
B RM17.60 D RM18.60

7. The price of 25 eggs is RM6.00.
What is the price of 12 eggs?
Answer: ____________________

8. Puan Alimah bought 100 photo albums for RM545. She earned a profit of
75 sen each.
What is the selling price of each photo album?
Answer: ____________________

9. 8 people paid equally to buy 3 wardrobes. Each of them paid RM57.60.
What is the price of each wardrobe?
Answer: ____________________

10. The price of each sport car is RM1.2 million. Syarikat Muhibbah sold
6 cars with the profit of RM45 000 each.
What is the total income that Syarikat Muhibbah gets from their selling of
all the sport cars?
Answer: ____________________
Quantity Goods Price Per Unit
10 Egg 22 sen
2 packets Sugar RM1.35
7 kg Rice RM2.10
8 kg Red Bean RM1.60
110
Lesson : 22
Topic 6 : Time
Learning area : Duration
1. Use and apply knowledge of time to find the
duration.
Learning outcomes : Pupils will be able to:
(i) Calculate the duration of an event in between
a) months
b) years
c) dates
Previous knowledge : 1. Pupils had learnt the relationships between the
units of time.
2. Pupils had learnt to calculate the duration of an
event involving hours, minutes and seconds.
Problem : Pupils are not able to calculate the duration of an
event between months, years and months and years,
months and days.
Vocabulary : days, months, years, event, duration, date, leap year,
calendar, common year

Teacher shows a calendar to begin the lesson.
Teacher asks pupils to go through the calendar thoroughly.
Teacher demonstrates two methods on how to remember the number of
days in each month.

111
Method 1

OR
Finger
V shape

Knuckle / Fingers = January, March, May, July, August, October,
December (31 days)
February (28 or 29 days)
April, June, September, November (30 days)
Method 2
April, June, September, and November have 30 days;
all the rest have 31 days;
except February which has 28 days;
unless it is leap year which has 29 days

2. Main Activity
i) Demonstration
Use the number line to calculate the duration in months.
Example 1

Knuckle
Left Right
J
a
n
u
a
r
y

M
a
r
c
h

M
a
y

J
u
l
y

F
e
b
r
u
a
r
y

A
p
r
i
l

J
u
n
e

A
u
g
u
s
t

O
c
t
o
b
e
r

D
e
c
e
m
b
e
r

S
e
p
t
e
m
b
e
r

N
o
v
e
m
b
e
r

Valley
Valley / V shapes =

Find the duration from February 2006 to September 2006.

112
Solution 1
1 month + 1 month + 1 month + 1 month + 1 month + 1 month + 1 month = 7 months

February March April May June July August September

So, the duration from February 2006 to September 2006 is 7 months.

Solution 2
Pupils use their fingers to count on by one, start from the month of
March.
March, April, May, June, July, August, September
Say 3, 4, 5, 6, 7, 8, 9
4 5 6 9
3 7 8 fingers

Use a table to calculate the duration in years, months and days.
Example 2

Solution

25

September 2005 30

September 2005
1 year
1

October 2005 30

September 2006
1 month
1

October 2006 31

October 2006
1 month
1

November 2006 30

November 2006

1

December 2006 11

December 2006
11 1 = 10
+ 1 11 days
30 25 = 5
+ 1 6 days

Find the duration from 25

September 2005 till 11

December 2006.
113
Duration
Y
e
a
r
s

M
o
n
t
h
s

D
a
y
s

From 25

September 2005 to 30

September 2005 6
From 1

October 2005 to 30

September 2006 1
From 1

October 2006 to 31

October 2006 1
From 1

November 2006 to 30

November 2006 1
From 1

December 2006 to 11

November 2006 11
Total 1 2 17

So, the duration from 25

September 2005 to 11

December 2006 is
1 year 2 months 17 days.

*Rules to remember:
Difference in duration of Rules
Year + 1 year
Year and month + 1 month
Month + 1 month
Month and day + 1 day
Day + 1 day
Year, month and day + 1 day

Use the strategy of cooperative learning - Show Down to find out the
duration of time.
Steps:
1. Form groups of four.
2. Number each of the members in the group; e.g. 1, 2, 3 and so on.
3. Teacher gives a task.
e.g. Find the duration in month from April 2007 till November 2007.
4. Each member answers the task given individually on a piece of paper.
5. Flip over the paper and put the pen on it as a signal of Finish.
114
6. Teacher appoints a Show Down Captain.
e.g. Teacher calls out the pupil number 2.
7. The captain gets the correct answers from the teacher.
8. The captain goes back to the group and says, Show Down.
9. Each member flips up their paper and places the answers at the
centre of the table.
10. The captain acts as checker to discuss the answers.
12. The group celebrates and says Eureka if all the members get the
correct answer.
13. Other members may help those who are unable to get the correct
answer.
14. The group can raise their hands to get teachers help if no one gets
the correct answers.
15. Pupils take turn to be the captain for the next question.

Pupils answer the worksheet individually.

3. Plenary
Teacher prepares a table as below.
Pupils give an example of the difference in duration as below.
Group
Difference
in duration of
Examples Rules
A Year e.g. 2007 - 2005 + 1 _____
B Year and month + 1 _____
C Month + 1 _____
D Month and day + 1 _____
E Day + 1 _____
F Year, month and day + 1 _____

Teacher checks pupils answers.
115
WORKSHEET 22

Name: Class: .

Example:
Find the duration from 23 April 2005 until 20 August 2006.
23 April 2005 30 April 2005 = 30 23 + 1 = 8 days
May 2005 December 2005 = 8 months
January 2006 July 2006 = 7 months
1 August 2006 20 August 2006 = 20 1 + 1 = 20 days
So, the duration from 23 April 2005 till 20 August 2006 is
1 year 3 months 28 days.

A. Find the duration, in months.
1. March 2005 until November 2005.
2. February 2007 until September 2007.

B. Find the duration, in years and months.
1. March 2004 till January 2008.
2. November 2003 till March 2006.
3. February 2002 till October 2003.

C. Find the duration, in months and days.
1. 22 October 2005 till 17 December 2005.
2. 6 March 2007 till 2 July 2007.

D. Find the duration, in years, months and days.
1. 15 June 2004 till 9 February 2006.
2. 26 October 2005 till 13 December 2006.
3. 9 February 2006 till 7 September 2008.

116
Lesson : 23
Topic 6 : Time
duration.
(ii) Compute time period from situations expressed
in fractions of duration.
Previous knowledge : 1. Pupils had learnt the relationships between the
units of time.
2. Pupils had learnt the multiplication and division.
3. Pupils had learnt basic calculation of time and
multiplication of fraction from group of objects.
4. Pupils had learnt the conversion units of time.
Problem : Pupils are not able to compute time period situations
expressed in fractions of years, months, weeks,
hours, minutes, and seconds.
Vocabulary : days, months, years, event, duration, date, convert,
compute.

Teacher explains the relationship between units of time.

12 7 24 60 60

year month week day hour minute second

12 7 24 60 60

117
Pupils complete the fraction chart below.
1
2
1

2
1

3
1

3
1

3
1

4
1

4
1

4
1

4
1

5
1

5
1

5
1

5
1

5
1

6
1

6
1

6
1

6
1

6
1

6
1

7
1

7
1

7
1

7
1

7
1

7
1

7
1

8
1

8
1

8
1

8
1

8
1

8
1

8
1

8
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

9
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

10
1

Teacher revises the skills of multiplication of proper fractions using whole
numbers.
e.g. What is the value of
4
1
20? (5)

2. Main Activity
i) Demonstration
Question 1:

Use paper strips to express the situation of time.
3
2
of 2 years = __________ months
118
of means multiply ()
Solution
3
2

3
1

3
1

1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7 8 9 10 11 12

Guided questions:
1. How many months are there in a year?
2. By counting on the paper strips, how many months are there in
3
2
of a year?
a. By using the paper strips,
3
2
of a year is 8 months.
Thus, 8 months + 8 months = 16 months

Use numerals.
Solution

3
2
of 2 years = __________ months

3
2
2 years

=
3
2
(2 12 months)

=
3
2
24 months OR
3
24 2
months

=
1
8 2
months OR
3
48
months

= 16 months

*Point to note:
1 year = 12 months
16
0
18
18
3
48 3
1 year
+ 1 year
2 years
12 months
+ 12 months
24 months
1
8
12
2
24 months
24
2
48 months
119
4
1
4
1
4
1
The relationship of year and month:

Question 2:

Use a diagram to convert fractions of an hour to minutes. Draw a circle
and divide it into 12 equal parts. Mark each part in fives (0, 5, 10, 15,
20, 25, 30,55)
Solution
From the diagram,
60 minutes + 60 minutes + 60 minutes = 180 minutes
15 minutes 15 minutes 15 minutes

+ +

1 hour + 1 hour + 1 hour = 3 hours
Guided questions:
1. How many minutes are there in an hour?
2. Based on the diagram, how many minutes are there in

4
1
of an hour?
Say 5, 10, 15, so the answer is 15 minutes.
By using the diagram,
4
1
of an hour is 15 minutes.
Thus, 15 minutes + 15 minutes + 15 minutes = 45 minutes

4
1
of 3 hours = ___________ minutes
120
Use numerals.
Solution

4
1
of 3 hours = _______ minutes

4
1
3 hours

=
4
1
(3 60 minutes)

=
4
1
180 minutes OR
4
180
minutes

= 45 minutes

*Point to note:
The relationship of hour and minute:

Pupils play a Maths game called Domino.
Steps:
1. Prepare a set of 10 dominoes with questions and answers.
Example:
4
3
of 6 days
= ___ hours
80
minutes

108 hours
3
2
of 4 minutes
= ___ seconds

21 days
4
1
of 6 days
= ___ hours

90
seconds
3
1
of 2 years
= ___ months

3
2
of 2 hours
= ___ minutes
8 months

2
1
of 4 weeks
= ___ days
15
months

4
1
of 5 years
= ___ months
14 days

4
1
of 8 weeks
= ___ days
18 hours

3
1
of 9 weeks
= ___ days
90
minutes

160
seconds
2
1
of 3 hours
= ___ minutes

1 hour = 60 minutes
60
3
180 minutes

1
45
20
20
16
45
180 4

121
2. Flip the dominoes downwards and place it at the centre.
3. Each player takes turn to pick a domino and place it upwards on the
table. If any two of the dominoes are related, match the question to the
answer. Pupils can arrange any pattern as they like.

Example:
4
3
of 6 days
= ___ hours
80
minutes
3
2
of 2 hours
= ___ minutes
8 months

160
seconds
2
1
of 3 hours
= ___ minutes

2
1
of 4 weeks
= ___ days
15 months

21 days
4
1
of 6 days
= ___ hours

4
1
of 5 years
= ___ months
14 days

4. The game is over when the players complete joining the ten dominoes.


122
3. Plenary
Teacher explains on how to convert year to months, day to hours, week to
days, hour to minutes, and minute to seconds.
For example, (
4
1
of 2 days = _____ hours). Convert days to hours
(48 hours), then multiply the fraction of duration with the conversion.
Teacher shows an example with different solutions on how to compute
time period from situations expressed in fractions of duration.

123
WORKSHEET 23

Name: Class: .

A. Calculate.
Example:
2
1
of 4 years = _____ months

2
1
of 4 years or
2
1
of 4 years
= 4
2
1
years =
2
1
(4 12 months)

=
1
2 1
years =
2
48 1
months
= 2 years =
2
48 1
months
= 2 12 months =
2
48
months
= 24 months = 24 months

1
2
1
of 2 days = _____ hours

2

3
1
of 3 weeks = _____ days
3
4
1

4
4
3
of 2 hours = _____ minutes
5
4
1
of 5 minutes = _____ seconds

6
3
2
of 2 days = _____ hours
7
8
3
of 2 hours = _____ minutes

8
3
2
of 9 weeks = _____ days
9
3
2
of 5 minutes = _____ seconds
10
6
5

1
2
124
Lesson : 24
Topic 6 : Time
duration.
(iii) Solve problem in real context involving
computation of time duration.
Previous knowledge : 1. Pupils have basic knowledge of time.
2. Pupils had learnt the relationships between the
units of time.
3. Pupils had learnt the multiplication and division.
4. Pupils had learnt basic calculation of time and
multiplication of fraction from group of objects.
5. Pupils had learnt the conversion units of time.
Problem : Pupils have problems to relate time with everyday
problem.
Vocabulary : days, months, years, event, duration, date, convert,
compute, solve, computation, problem, assembly

Teacher shows a maths magic game called I Know Your Time.
Steps:
1. Teacher displays an analogue clock on the board.
2. Teacher asks the pupils to choose a number on the clock.
3. Teacher asks the pupils to count on by heart in ones until twenty
starting from the number that they choose.
125
4. Teacher starts to knock at any numbers on the clock at random until
the pupils reach the number that they count on in ones by heart.
5. Pupils say stop when they have counted till twenty.

The key to get the answer:
1. Start knocking from 1 till 7 times at random. When it reaches 8 times,
the pointer must reach number 12 and start knocking it in anti-clock
wise until the pupils say stop
Pointing to 12 after knocking 7 times

Start knocking from 11, 10, .
until the pupils say stop

2. Main Activity
i) Demonstration
Mazlan works in a factory. He works
3
1
of a day.
How many hours does he work in a week?
Teacher guides pupils to solve problems using Polyas four-step
problem solving model.
1. Understanding the problem.
- Read and understand the question carefully.
2. Devise a plan.
- Explain the relationship between units of time.
1 day = 24 hours and 1 week = 7 days
- Use the paper strips to model situations expressed in time.
Example:-
1. A pupil chooses number 4 without
teacher knowing the number.
2. Teacher starts knocking 7 times
at random and at the 8
th
times
pointing to12.
3. At the same time, pupil starts to
count on in ones by heart from 5
until 20.
4. Teacher starts knocking in anti-
clock wise until the pupil says
stop.
13
14
15
16
17
18
19
20
126

3
1

Guided question:
By counting on the paper strip, state how many hours are there in
3
1
of a day?
By using the paper strips,
3
1
of a day is 8 hours.
- Write the number sentences.
- Calculate and write down the answer.

3
1
of a day = _____ hours

3
1
1 day OR
3
1
1 day

=
3
1
24 hours =
3
24 1
hours

=
1
8 1
hours =
3
24
hours

= 8 hours = 8 hours

So, 8 hours 7 days = 56 hours

4. Look back and check the answer.
- Divide 56 hours by 7 and then multiply by 3
- 56 hours 7 = 8 hours
8 hours 3 = 24 hours
24 hours = 1 day
1 day 24 hours
8
1
0
24
8
24 3

127
Use the method of learning called Maths Jigsaw to solve the
problems in real context involving computation of time duration.

Procedure:
Step 1: Teacher divides pupils in groups of four or five.

Section 1: Solving problem involving the duration of time in minutes
Sim Hui spent of 2 hours doing his Mathematics homework.
How long did he take in minutes, to finish his homework?

Section 2: Solving problem involving the duration of time in hours
A group of friends spent of 3 days to complete their Science project.
How many hours did they take to complete their Science project?

Section 3: Solving problem involving the duration of time in months
Pauline studied in England for 4 years. She completed her practical training
for
6
1
of the total period.
How many months did she take to complete her practical training?

Section 4: Solving problem involving the duration of time in months and
days.
The shooting of a documentary film started on the 5 May 2007 and was
completed on 28 July 2007.
How long was the duration of the documentary shooting?

Section 5: Solving problem involving the duration of time in year,
months and days.
A football team had training from 2 February 2005 to 15 October 2007.
Find the duration of the football training.
4
1
3
2
128
Step 2: Pupils work in a group of different levels of abilities and solve the
problem based on Polyas four-step problem solving model.

Pupil A
1
, A
2
, A
3
, A
4
, A
5
: Read and understand the problem.
Pupil B
1
, B
2
, B
3
, B
4
, B
5
: Devise a plan. State the operation.
Pupil C
1
, C
2
, C
3
, C
4
, C
5
and
Pupil D
1
, D
2
, D
3
, D
4
, D
5
:
Pupil E
1
, E
2
, E
3
, E
4
, E
5
: Look back and check the answer.

Section Group

Step 3: Each member plays their role respectively and write down their
report in the mahjong paper.

Step 4: Each section groups will display their report at 5 corners of the class.
Each member will take turn to read aloud to the class. Teacher
facilitates the pupils. Pupils will select the best Section Group among
all.


3. Plenary
Teacher shows an example and the solutions on how to solve problems
involving time.
Teacher concludes and summarizes the lesson.

Implementing the plan.
Calculate and write down the answer.

Sec
1
A
1

E
1
B
1
C
1
D
1
Sec
2
A
2

E
2
B
2
C
2
D
2
Sec
3
A
3

E
3
B
3
C
3
D
3
Sec
4
A
4

E
4
B
4
C
4
D
4
Sec
5
A
5

E
5
B
5
C
5
D
5
129
WORKSHEET 24

Name: Class: .


1. Table 1 shows the age of two buildings, S and T.
Building Age
S 15 years
T

TABLE 1
Building T was built 7 months later than building S.
Find the total age of these two buildings.
A 14 years 5 months C 29 years 5 months
B 15 years 7 months D 30 years 7 months

2. Mr. Roslan arrived in Phuket Island on 19 June 2007. He spent two
weeks on the island.
When did she leave Phuket Island?
A 1 July 2007 C 3 July 2007
B 2 July 2007 D 4 July 2007

3. Diagram 1 shows the journey taken by Kim Hui.
6 days 2 days

DIAGRAM 1
Kim Hui drove from Town L to Town N passing through Town M on
25 October 2005.
When did he reach his destination?
A 29 October 2005 C 31 October 2005
B 30 October 2005 D 1 November 2005
L M
N
130
4. Ravi is
2
1
9 years old. Mei Ling is 7 years 5 months.
Kassim is 1 year 9 months younger than Mei Ling.
Calculate the total age of the three children.
A 22 years 7 months C 22 years 5 months
B 22 years 6 months D 22 years 4 months

5. Diagram 2 shows Ranjits date of birth.

DIAGRAM 2
Norain was born 7 months 5 days earlier than Ranjit.
When did Norain celebrate her 12
th
birthday?
A 15 January 1993 C 15 January 2003
B 15 March 1993 D 15 March 2003

B. Solve.
1. Ariffin worked
5
2
of the month of April in a supermarket.
How many days he did not work in the supermarket?

2. A story-telling programme started on 17 April 2006 and ended on
10 August 2007.
Find the duration of the programme.

3. Hassan spent
3
2
of 4 years to complete his studies.
How many months did he spend on his studies?

4. Miss Tay attended a course from 21 October 2006 till 2 December 2006.
How many months and days did she attend the course?
5. John took
4
3
of 2 days to make a kite.
How many hours did he take to complete the kite?
B
1

N

1991
20
August
131
Lesson : 25
Topic 7 : Length
Learning area : Computation of length
1. Use and apply fractional computation to problem
involving length.
(i) Compute length from a situation expressed in
fraction.
Previous knowledge : Pupil had learnt how to convert unit cm to m, m to km
and vice versa.
Pupil had learnt multiplication and division.
Problem : Pupils are not able to multiply fraction by whole
number.
Vocabulary : half, proper fraction, length, centimetre, metre,
kilometre.

Teacher shows four pictures of flowers on the board.

Teacher discusses with pupils on how to find
2
1
of 4 flowers. Draw a line
across the 4 flowers to divide the flowers equally into 2 groups.

132
2. Main Activity
i) Demonstration

Teacher draws a number line on the board.

Teacher divides the number line into half equally.

Teacher asks the pupils:
How many parts are there in each half? (3 parts)
What is the length? ( 3km )
In this context , of is a multiplication operator, so

2
1
6 km =
2
km 6
= 3 km

2
1
of 6 km = 3 km

Teacher discusses the questions with the pupils.

2
1
of 6 km =
0 1 2 3 4 5 6
km
0 1 2 3 4 5 6
km
133
3. Plenary
Teacher provides 2 dices (one dice with whole numbers and the other with
fractions).

Teacher asks two pupils to the front and throws the dices.
Teacher asks the others to multiply the fraction by the whole number and
find the product.

2
1

4
3

4
1

6
1

3
1

3
2

12
24 72 60
36
48
134
WORKSHEET 25

Name: . Class:

A. Solve.
1
4
1
of 20 cm = .. cm

6
9
2
of 63 km = .. km

2
5
3
of 35 cm = .. cm

7
4
3
of 32 m = .. cm

3
4
3
of 80 m = .. m

8
3
1
of 12 km = .. m

4
5
2
of 45 m = .. m

9
9
4
of 48.6 m = .. cm

5
7
3
of 49 km = .. km

10
7
5
of 10.71 km = .. m

135
Lesson : 26
Topic 7 : Length
Learning area : Computation of length
1. Use and apply fractional computation to problem
involving length.
(ii) Solve problem in real context involving of length.
Previous knowledge : 1. Pupils had learnt how to convert unit m to cm
and km to m and vice versa.
2. Pupils had learnt to compute length from a
situation expressed in fraction.
Problem : Pupils are unable to multiply whole numbers with
proper fraction.
Vocabulary : Proper fraction, compute, length, measurement.

Teacher asks simple questions about computation of length.

2
1
of 10 cm = cm

4
1
of 20 cm = cm

4
3
of 20 m = m

136
2. Main Activity
i) Demonstration
Teacher displays a problem solving question on length.

Teacher discusses with pupils on how to get the answer.
Teacher asks pupils to read and identify important points.
Understand the problem
o Length of AC = 20 cm
o Length of AB =
4
1
of AC
o Length of BC = ?
Device a plan
o Use multiplication and subtraction
Carry out the plan
AB =
4
1
20 m = 5 m
BC = 20 m 5 m = 15 m
Check the answer
5 cm + 15 cm = 20 m
Teacher gives a few questions and discusses with the pupils using

a. Development / Reinforcement
Teacher discusses the questions with the pupils.

The diagram shows the length of a rope. AB is
4
1
of AC.

Calculate the length of BC.
20 m
A B C
137
3. Plenary
Teacher gives another problem solving question.
Teacher reinforces pupils understanding using Polyas four-step problem
solving model by posing questions such as:
What is the question?
What information can you get?
What operation should be applied?
How do you check your answers?

138
WORKSHEET 26

Name: . Class:

1 The diagram shows three places L, M and N.
The distance from M to N is
5
1
of the distance
from L to N.

What is the distance from M to N?

2 The diagram shows the length of a string. The
length of JK is
4
1
of the length of JL.

Calculate the length of JK, in m.

3 The diagram shows the road connecting three
villages, P, Q and R. The distance from Q to R is
7
1
of the distance from P to Q.

What is the total distance P to R, in km?

L M
N
15 km
J K L
5.2 m
P
Q
R
133 km
139
4 The diagram shows two ropes, J and K. The
length of rope K is
3
1
longer than the length of
rope J.
60 cm

Find the length of rope K, in cm.

5
7
1
of 17.5 m of cloth is used to make a curtain.
Find the length of the cloth used, in cm.

6 The diagram shows a straight wooden bar. The
length of XY is
4
1
of the length of XZ.

What is the length of XZ, in m.

7 The diagram shows the length of two ribbons.

3
2
of their total length is used to tie a present.

Find the length of ribbon used to tie the present,
in cm.

J
K
1.7 m
2.5 m
X Y
Z
3.5 cm
140
8
Azmans height is 1.74 m. Roslis height is
6
5
of
Azmans height. Calculate their difference, in cm.

9
3
2
is cut from a roll of wire. The length of the
remaining wire is 8.5 m. What is the original
length of the wire, in m?

10 Asyraf bought 3 m of rope. Kannan bought a
rope
2
1
3 times as long as Asyrafs rope. What is
the length, in cm, of the rope bought by Kannan?

141
Lesson : 27
Topic 8 : Mass
Learning area : Computation of Mass
1. Use and apply fractional computation to
problems involving mass.
(i) Compute mass from a situation expressed in
fraction.
Previous knowledge : Pupils had learnt the multiplication of fractions.
Problem : Pupils are unable to compute mass in fractions.
Vocabulary : conversion, gram, kilogram, mass, separate.

Teacher shows the table of basic knowledge of mass. Pupils try to
complete it with the teachers guidance.
4
1
of 1000 g 250 g
2
1
of 1000 g 500 g
4
3
of 1000 g 750 g

2. Main Activity
i) Demonstration
Teacher pours two packet of sugar (1 packet = 1 kg) on the scale and
asks pupils what is the mass of the sugar.
Teacher separates the sugar into two equal amount.
142
Teacher explains that dividing 2 kg of sugar into two equal amount is 1
kg.

2
1
of 2 kg = 1 kg.

Teacher explains the word of means multiply ()

Question 1:
Teacher shows pupils how to compute mass from the situation given:

2
1
of 2 kg =
2
1
2 kg
= 1 kg

Question 2:
Teacher calls a pupil to the front and try to answer the
following question:

8
3
1 of 400 g = ___________ g
Teacher guides the pupil to complete the task:

8
3
1 of 400 g =
8
11
400 g

= 1150 g
= 550 g

a. Development / Reinforcement
Pupils complete the questions. Teacher guides the pupils to write
the answer on the board.

50
1
1

8
3
1 =
8
11

+

1
143
3. Plenary
Teacher asks questions to each group.
Pupils discuss and complete the questions in groups.
The group leaders come to the front and present the answer.

Question:
1.
4
1
of 200 g = __________ g
2.
5
2
of 75 kg = __________ kg
3.
3
2
of 21 kg = __________ kg
4.
7
3
of 350 g = __________ g


144
WORKSHEET 27

Name: Class: .

A. Compute the fraction and write the correct letters in the boxes below.
1.
10
3
of 90 kg =

2.
9
2
of 27 kg =

3.
3
1
of 9 kg =

4.
7
5
of 14 kg =

5. 2
6
5
of 30 kg =

N
V
P
E
L
P
A

85 kg 18 kg 10 kg 3 kg 27 kg
145
B. Compute the fraction and write the correct letters in the boxes below.
1.
3
1
of 450 g =

2.
5
3
of 200 g =

3.
4
3
of 1 200 g =

4.
5
4
of 650 g =

5. 1
6
1
of 5 400 g =

J
I
O
C
U
I
E

6 300 g 900 g 150 g 520 g 120 g
146
Lesson : 28
Topic 8 : Mass
Learning area : Computation of mass
problems involving mass.
computation of mass.
Previous knowledge : Pupils had learnt to compute mass from fraction.
Problem : Pupils are not able to understand the question.
Vocabulary : understand, devise, implement, look back, left,
convert, facilitates, volunteer.

Teacher shows a weighing-scale.
Teacher informs the pupils that the usage of the weighing-scale.
Pupils read in hundreds until 1 000 gram on the scale.
Pupils relate that 1 000 gram equals to 1 kg.
Teacher explains the conversion of gram to kg and vice versa.

1000

1000

Mass Conversion Diagram

kg
g
147
2. Main Activity
i) Demonstration
Teacher gives an example.
Mila had 5 kg of flour. She used
2
1
of it to bake some cakes.
How much flour did she use? Give your answer in g.

Teacher explains the question using diagrams.

Pupils know that
2
1
of 5 kg of flour is 2.5 kg.
model.
Understand the problem
i. Mila had : 5 kg.
ii. Mila used :
2
1
of 5 kg
iii. Mass given : in gram is_________?
Devise a plan
iv. The word of means multiplication.
Mila had 5 kg flour.
She used
2
1
of it.
(
2
1
= half )

148
Implement the plan
v. Convert 5 kg to g = (5 1 000) g
= 5 000 g

vi.
2
1
of 5 000 g =
2
1
5 000 g
= 2 500 g
Look back
vii. 2 500 g 2 = 5 000 g
= (5 000 1 000) kg
= 5 kg

Pupils complete all the questions. Teacher guides the pupils.
Pupils write the answers on the board.

3. Plenary
Teacher shows a question.
Pupils try to complete the question individually.
Pupils volunteer to present their answers.

2 500
1
Refer mass
conversion
diagram
Refer mass
conversion
diagram
149
Question:
The diagram shows the mass of a watermelon.

Mak Siti gave
5
2
of the watermelon to her son.
How many grams of watermelon did her son get?
Teacher summarizes all the skill that they have learnt.
150
WORKSHEET 28

Name: Class: .

1. Mawi bought 800 g of mangoes. He gave
2
1
of the mangoes to his
brother.
What is the mass of mangoes did his brother get, in kg?

2. The diagram shows the mass of a box of apples.

A shopkeeper sold
5
3
of the apples.
Calculate the mass of the apples that were sold, in g.

3. The diagram shows the mass of prawns and crabs.

The mass of prawns is
3
2
of the mass of crabs.
What is the mass of prawns, in g?

600 g

15 kg
151
4. The diagram shows the mass of a sheep.

If a turtles mass is
5
1
of the sheeps mass, find the turtles mass, in kg.

5. Adams mass is 55 kg. His sisters mass is
5
4
of Adams mass.
What is his sisters mass, in kg?

6. Fatin bought 15 kg of durians. Her father bought another 2
3
1
of the
durians.
Find the mass of durians, in kg, that her father bought.

7. Heliza baked a 3 kg cake. Her friend ate
5
2
of the cake.
What is the mass, in g, of the cake eaten by her friend?

8.
4
3
of 2 kg sugar is used to bake some bread.
How much sugar, in g, is used?

45 kg
152
9. The diagram shows the mass of a fish.

Aishah used
5
2
of the fish to cook curry. Find the mass of the fish, in g.

10. The diagram shows the mass of a cake.

Haziq gives
5
4
of the cake to his neighbour. Find the mass of the cake he
gave to his neighbour, in kg.
153
Lesson : 29
Topic 9 : Volume of liquid
Learning area : Computation of volume of liquid
problems involving volume.
(i) Compute volume from a situation expressed in
fraction.
Previous knowledge : Pupils had learnt the computation of volume of liquid.
Problem : Pupils are unable to compute volume from fraction.
Vocabulary : proper fraction, volume, conversion from litre to
millilitre.

Teacher makes sure the pupils know the conversion of (basic knowledge)
in litre.
Teacher asks pupils to write down the relationship between fraction and
volume.
e.g.
of 1000 = 500

of 1000 = 250

of 1000 = 750

4
1
4
3
2
1
154
2. Main Activity
i) Demonstration
Teacher shows the relationship in the card and asks the pupils to solve
it.
e.g.
of 400

Teacher shows pupils on how to compute volume from a situation
exposed in fraction as follows:
e.g.
of 400

In this context, of means multiplication () operator, so

400 =
8
400 3

8
1200

= 150

Fraction Litre Value
1000 500
1000 250
1000 750
8
3
2
1
4
1
4
3
8
3
8
3
150
0
0
0 4
0 4
8
1200 8
155
Teacher gives instruction on how to operate a recreational game to the
pupils. (BINGO
The fastest pupil who strikes BINGO and answered the least questions
correctly will be the winner.
(Refer to Appendix 1)

3. Plenary
Pupils do the exercises individually and interactively.

156

Appendix 1
Recreational Game ( BINGO )

Answer

1)
3
2
of 150 m = .. m 7)
5
3
of 45 = .

2)
4
3
of 720 m = .. m 8)
5
4
of 250 = ..

3)
6
5
of 420 m = .. m 9)
8
3
of 104 = ..

4)
5
2
of 370 m = .. m 10)
7
3
of 126 = ..

5)
7
4
of 630 m= .. m 11)
4
1
of 100

6)
7
6
of 560 m = .. m 12)
6
5
of 108

100 m

148 m

200

350 m

39

540 m

27

54

360 m
Instructions
1. Choose a question from 1 to 12.
2. Solve the question and circle the
correct answer.
3. When a pupil gets 5 straight or
diagonal lines, the game is over.
4. The pupil with the least uncircled
answers will be the winner.
157
WORKSHEET 29

Name: . Class:

A. Compute the following in litre.
No. Question Answer
1
8
1
of 800

2
8
3
of 320

3
8
6
of 480

4
8
7
of 560

5
8
5
of 640

B. Compute the following in .

No. Fraction Litre Answer
1
9
1
180

2
9
2
540

3
9
4
450

4
9
5
810

5
9
7
270

158
Lesson : 30
Topic 9 : Volume of liquid
Learning area : Computation of volume of liquid
problems involving volume.
computation of volume of liquid.
Previous knowledge : Pupils had learnt computation of volume of liquid.
Problem : Pupils are unable to solve word problems.
Vocabulary : proper fraction, conversion from litre to millilitre.

Teacher shows a jug containing 1 of watermelon juice.
Pupils say aloud the volume of the watermelon juice shown.
Teacher pours
2
1
of the watermelon juice into a container.
Teacher asks pupils:
What is the volume of the watermelon juice left, in m?

25

2
1

4
1

4
3

1
0
159
2. Main Activity
i) Demonstration
Teacher shows a problem solving question.

Solution:-
i) Understand the problem
Oil in beaker = 1.6
Oil used =
4
3
1.6
Oil left = ?

ii) Devise a plan
Use multiplication ( )

iii) Carry out the plan

Method 1
4
3
of 1.6 =
4
3
1 600 m
= 1 200 m
Volume of oil left = (1 600 1 200) m
= 400 m
Method 2
Oil left in the beaker = 1
4
3
=
4
1

4
1
1 600 = 400 m
The volume of oil left in the beaker is 400 m.
400
1
A beaker contains 1.6 of oil.
4
3
of the oil was used.
What is the volume, in m, of the oil left in the beaker?
160
iv) Check the answer

4
1
1 600 m =
4
1600
m
= 400 m

o Development / Reinforcement
Teacher shows another problem solving question.
Pupils solve the question using the 3 steps of Polyas Model in a
mahjong paper.
Teacher identifies the mistakes.
Example:

3
The diagram shows the volume
of a bottle of fresh milk.

John drank
3
1
of the fresh milk.
What is the volume, in m, of
fresh milk left?
3
Milk
i) Understand the problem.

ii) Devise a plan.

iii) Carry out the plan.
161
Pupils solve the problems.
Teacher discusses the answers.

3. Plenary
Each group will get a set of Puzzle Problem and joins them.
Pupils will see a question from the joined puzzle and solve the problem in
groups.
The fastest group with the correct answer will be the winner.

Example of Puzzle Problem:

The table shows the volume of two fruit juices.

Fruit Juice Volume
Orange 1.3
Guava 500 m

3
1
of the orange juice is added to the whole volume.
What is the volume, in , of the mixture?
162
WORKSHEET 30

Name: . Class:

1. Sara buys 4 of orange juice. She pours
4
1
of the
orange juice into a jug.
Find the volume, in m, of the orange juice in the jug.

2.
4
3
of 6 bottle of oil is used to fry chicken.
Find the volume, in m, of the remaining oil.

3. Ranjit drank 360 m of apple juice. The volume of
apple juice that Kelly drank was
2
1
more than what
Ranjit drank.
Find the total volume, in , of the juice that both of
them drank.

4. A container has 4.5of water.
9
1
of the water is split.
Find the volume, in m, of the water left in the
container.

5. The diagram shows the volume of water in a container.

The water fills
7
5
of the container.
How many litre of water is needed to fill the container
completely?

420 m
163
6. The diagram shows the volume of cooking oil in a
container.

Puan Leni used
5
1
of the cooking oil.
What is the volume, in m, of the cooking oil used?
7. A hawker prepares 100 of soya drinks. She sells
5
3
of
the drinks.
How many litre of soya drinks left?

8. The volume of a bottle of shampoo is 1 200 m. Zaki
used
3
1
of the shampoo.
What is the volume, in , of the shampoo used?

9. A bottle contained 2.5 of mineral water. Benny drank
5
4
of the mineral water.
Find the volume, in m, of the mineral water left in the
bottle.

10. A pail contains 4.2 of water. Ah Meng used
7
3
to
wash his motorcycle.
Find the volume, in m, of the water left in the pail.

3
164
Lesson : 31
Topic 10 : Shape and Space
Learning area : Find the perimeter and area of composite two-
dimensional shapes.
1. Find the perimeter and area of composite two-
dimensional shapes.
(i) Find the perimeter of a two-dimensional
composite shape of two or more quadrilaterals
and triangles.
Previous knowledge : 1. Pupils had learnt to identify the sides of a
square, rectangle and triangle.
2. Pupils had learnt different two-dimensional of
single shapes.
Problem : Pupils are unable to calculate the perimeter with two
or more quadrilaterals or triangles.
Vocabulary : perimeter, square, rectangle, triangle, quadrilateral
composite, graph paper.

Teacher prepares a set of diagrams: square, rectangle, triangle and
quadrilateral and the names of the shapes.
Pupils match the diagrams with the correct names and discuss with peers
to recall their previous knowledge.
Teacher explains about the perimeter.

The perimeter of a shape is the sum of the outer lengths of its sides.
165
2. Main Activity
i) Demonstration
Teacher shows how to measure the perimeter of a shape on the graph
paper.
Teacher asks other questions on shapes.
Teacher asks pupils to measure the perimeter without graph paper.
Teacher shows the steps to answer the question.

Example:

Teacher gives more questions.
Example:
a) b)

Teacher guides pupils to calculate the perimeter of the shapes.
Pupils present their answers.
Perimeter = 10 cm + 4 cm + 12 cm + 6 cm
= 32 cm
4 cm
12 cm
10 cm
6 cm
7 cm
3 cm
5 cm
8 m
10 m
166
Teacher discusses the answers with the pupils and does corrections.

3. Plenary
Teacher places a big two-dimensional composite shape on the floor.
Teacher calls a pupil at random to measure the perimeter, in cm, using a
ruler or measuring tape.
Teacher asks other pupils to calculate the measurement.
Teacher summarizes the lesson and emphasizes on the concept of
perimeter.

167
WORKSHEET 31

Name: Class: .
A. Calculate the perimeter in cm of the whole diagram.
1

A combination of a square and a rectangle.

2

A combination of two rectangles.

3

An isosceles triangle PRS and an equilateral
PQR.

4

A combination of three equilateral triangles.

10 cm
S
8 cm
P
R
Q
3.5 cm
7.5 cm
8.5 cm
10 cm
4 cm
168
5

A combination of two rectangles of equal sizes.

6

A combination of two squares.

7

A combination of a rectangle PQUV and a
square QRST.

8

A combination of three rectangles of equal sizes.

6 cm
P
Q
R
U V
T
3 cm
S
9 cm
4 cm
2 cm
6 cm
7 cm
2 cm
169
B. Find the perimeter of the shaded region, in cm.

1

A combination of two squares.

2

A combination of three squares and two isosceles
triangles of equal sizes.

6 cm
4 cm
10 cm
16 cm
6 cm
170
Lesson : 32
Topic 10 : Shape and Space
Learning area : Two Dimensional Shapes
1. Find the perimeter and area of composite two-
dimensional shapes.
(ii) Find the area of a two-dimensional composite
shape of two or more quadrilaterals and
triangles.
Previous knowledge : Pupils had learnt to find the area of a single shape.
Problem : Pupils are unable to understand the concept of area.
Pupils are unable to calculate the area with two or
more quadrilaterals and triangles.
Vocabulary : area, square, rectangle, triangle, quadrilateral, length,
breadth.

Teacher asks pupils to estimate the area of the classroom.
Teacher gives 4 objects of different areas (Example: the surface of the
pupils desk, ceiling, blackboard, book etc.)
Teacher tells pupils about the concept of area.
AREA = LENGTH BREADTH
Teacher asks pupils to measure and calculate the areas of the objects.

171
2. Main Activity
i) Demonstration
Teacher distributes some graph papers to the pupils.
Teacher asks pupils to draw a two-dimensional shape on the graph
paper.
Teacher asks pupils to measure the area of the shape.
Teacher provides a two-dimensional composite shape with the length
given and shows on how to answer the question.

Example 1
Teacher gives an example of a two-dimensional composite shape;
e.g. a rectangle and a triangle.

Teacher guides pupils to find the area of the shape.

4 cm
12 cm
10 cm
A
B
4 cm
10 cm
A
B
2 cm
12 cm
Area =
2
1
Base Height
=
2
1
2 cm 4 cm
= 4 cm
2

10 cm
A 4 cm
Area = Length Breadth
= 10 cm 4 cm
= 40 cm
2

Total area = Area A + Area B
= 40 cm + 4 cm
= 44 cm
2

172
Example 2
Teacher gives another example with a composite three 2-D shapes;
e.g. two squares and a triangle.

Teacher explains on how to find the area.

A
4 cm
A
B
5 cm
C
Area A = Length Breadth
= 4 cm 4 cm
= 16 cm
2

Area B =
2
1
Base Height
=
2
1
4 cm 4 cm
= 8 cm
2

4 cm
4 cm
Area C = Length Breadth
= 4 cm 5 cm
= 20 cm
2

Total area of the composite = Area A + Area B + Area C
= 16 cm + 8 cm + 20 cm
= 44 cm
2

4 cm
A
B
5 cm
C
173
Pupils answer all the questions.

3. Plenary
Teacher displays the lyrics of a song on the board.
Teacher guides pupils to sing the song. (Tune: Are You Sleeping?)

Pupil A:
DO YOU KNOW THAT
WHAT IS AREA?
Pupil B:
L IS LENGTH
B IS BREADTH
Pupil A:
HOW TO FIND THE AREA?
HOW TO FIND THE AREA?
Pupil B:
LENGTH BREADTH
LENGTH BREADTH
174
WORKSHEET 32

Name: Class: .
A. Calculate the area in cm
2
or m
2
of the whole diagram.
1

Q is a rectangle and R is an equilateral
triangle.

2

PQST is a square and TSR is a straight
line.

3

Diagram shows a triangle WUX and a
rectangle WXYZ.

Q R
5 cm
9 cm 4 cm
P Q
T
S
R
6 cm
8 cm
14 cm
U
Y
W
Z
12 cm
X
5 cm
2 cm
175
4

PQRS is a rectangle and QTUV is a
square.

5

Diagram shows the combination of two
rectangles and a quadrilateral.

B. Calculate
1.

ABCD is a rectangle and CEFG is a square.
Calculate the area, in cm, of the shaded
region.

P Q
S R
4 m 3 m
9 m
U
T
V
8 cm
6 cm
A
3 cm
B
E
C
G
D
F
8 m
22 m
20 m
10 m
176
2.

Diagram shows a rectangle ABCD and a
square CEFG. Calculate the area of the non-
shaded region.

3

The diagram consists of a square and a
rectangle. Find the shaded area.

4

Find the area of the shaded region.

5

Calculate the area of the shaded region.

A B
C D
E F
G
16 cm
12 cm
6 cm
8 cm
4 cm
8 m
10 m
12 m
6 m
P T
Q
R S
U
4 m
V
W
177
Lesson : 33
Topic 10 : Shapes and space
Learning area : Three-Dimensional shapes
1. Find the surface area and volume of composite
three-dimensional shapes.
(ii) Find volume of three-dimensional composite
shapes of two or more cubes and cuboids.
Previous knowledge : Pupils had learnt different shapes, perimeter and area
of composite 2D shapes.
Problem : Pupils are weak in basic operations.
Pupils are unable to visualize the 3D shapes.
Vocabulary : Cube, cuboid, three-dimensional, volume, length,
breadth, height.

Pupils observe a cuboid.
Teacher shows the length, breadth, and height of the cuboid to the pupils.
Pupils label the diagram.

Height

Breadth

Length

178
2. Main Activity
i) Demonstration
Teacher discusses with the pupils on how to solve the problem, using
the formula.

Teacher gives some examples to solve the problem.
Example 1

Volume = Length Breadth Height
= 5 cm 2 cm 3 cm
= 30 cm
3

Example 2

2 cm
Breadth
3 cm
Height
5 cm
Length
Volume A = Length Breadth Height
= 5 cm 5 cm 5 cm
= 125 cm
3

Volume B = Length Breadth Height
= 4 cm 3 cm 8 cm
= 96 cm
3

Volume A + Volume B
= 125cm
3
+ 96 cm
3

= 221 cm
3

8 cm
B
3 cm
4 cm 5 cm
A
179
Example 3

Pupils solve the problems with teachers guidance.

3. Plenary
Teacher asks the pupils to find the volume of 3-D shapes.
Pupils present their answers on the board.
The first group with the correct answers will be the winner.

Volume P = Length Breadth Height
= 6 cm 2 cm 6 cm
= 72 cm
3

Volume Q = Length Breadth Height
= 4 cm 2 cm 8 cm
= 64 cm
3

Volume P + Volume Q
= 72 cm
3
+ 64 cm
3

= 136 cm
3

8 cm
6 cm
2 cm
10 cm
P
Q
180
Quiz Questions

1. 2.

3.

7 cm
6 cm
2 cm
8 cm
2 cm
3 cm
4 cm
12 cm
2 cm
7 cm
4 cm
5 cm
3 cm
8 cm
181
WORKSHEET 33

Name: Class: .

A. Find the volume of the composite 3-D shapes.

1.

2.

Volume P =

Volume Q =
Volume P + Volume Q =

10 cm
8 cm
2 cm
4 cm
Q
P
3 cm
Volume A =

Volume B =

Volume A + Volume B =

4 cm
A B
182
3.

4.

Volume X =

Volume Y =

Volume X + Volume Y =


X
7 cm
10 cm
3 cm
8 cm
2 cm
Y
6 cm
12 cm
5 cm
8 cm
5 cm
A
B
183
5.

6.

Volume P + Volume Q =


4 cm
5 cm
3 cm
6 cm
10 cm
P
Q
8 cm
7 cm
4 cm
B
A
184
7.

8.


Volume X + Volume Y =
3 cm
6 cm
2 cm
15 cm
B
A
3 cm
X
3 cm
6 cm
2 cm
4 cm
12 cm
Y
Y
185
9.

10.

Volume A + Volume B +
Volume C =
Volume P + Volume Q +
Volume R =
2 cm
2 cm
8 cm
3 cm
7 cm
5 cm
15 cm
Q
P
R
4 cm
2 cm
3 cm
4 cm
14 cm
B
A
C
4 cm
186
Lesson : 34
Topic 10 : Shapes and Space
Learning area : Three-Dimensional Shapes
1. Find the surface area and volume of composite
three-dimensional shapes.
(iii) Solve problems in real context involving
calculation of surface area and volume of three-
dimensional shapes.
Previous knowledge : Pupils had learnt to find the volume of three-
dimensional composite shapes of two or more cubes
and cuboids.
Problem : Pupils are unable to visualize the 3D shapes of a
cube and cuboid and the features.
Vocabulary : Cube, cuboid, three-dimensional, volume, length,
breadth, height.

Teacher puts a cube and a cuboid in a Mystery Box.
Teacher calls two pupils to the front and covers their eyes.
Each pupil picks one of the shapes and guesses the name of the object.
Pupils will talk about the differences of the two objects.
Teacher highlights the difference of the length, breadth, and height.
Rules to remember:
The length is the side which face the front.

187
Teacher asks the pupils to find out the formula of volume of 3D shapes.
e.g. What is the relation of the length, breadth and height in volume of 3D
shapes?
Pupils response:

2. Main Activity
i) Demonstration
Teacher asks two questions.
Question 1
Diagram 1 shows two cuboids, S and T.

The volume of S is two times the volume of T.
What is the total volume, in m
3
, of the two cuboids.

model.
Solution 1:
1) Understanding the problem
Volume of Cuboid S = 2 Volume of Cuboid T
Total volume = ?

2) Devising a plan
Use the formula:

DIAGRAM 1
4 m
1 m
3 m
S
T

188
3) Implementing the plan
Volume of Cuboid S = 4 m 3 m 1 m
= 12 m
3
Volume of Cuboid T = 2 12 m
3

= 24 m
3
Total volume = 12 m
3
+ 24 m
3

= 36 m
3

4) Check the answer / Looking back
Multiply and add again to verify the answer.

Question 2
Diagram 2 shows a cube and a cuboid, X and Y.

The volume of Cube X is
2
1
of the volume of Cuboid Y.
What is the difference in volume, in cm
3
, of the two solids?

model.

12 cm
8 cm
X Y
DIAGRAM 2
189
Solution 2
Length of Cube X = 12 cm 8 cm
= 4 cm
Therefore, breadth of Cuboid Y = length of Cube X = 4 cm
Volume of Cube X =
2
1
Volume of Cuboid Y
Difference in volume = ?
2) Devising a plan
Use the formulae:

Volume of Cuboid Y = 8 cm 4 cm 4 cm
= 128 cm
3
Volume of Cube X = 4 cm 4 cm 4 cm

= 64 cm
3
OR
Volume of Cube X =
2
1
128 cm
3

= 64 cm
3
Difference in volume = Volume of Cuboid Y Volume of Cube X
= 128 cm
3
64 cm
3

= 64 cm
3

4) Check the answer / Looking back
Multiply and add again to verify the answer.

190
Pupils are divided into 4 groups.
Group 1 and 2 answer question (a) while Group 3 and 4 answer
question (b).
Pupils discuss the questions in their groups respectively.
Each group presents their work.

QUESTION (a)
Diagram 3 shows Cube A and Cuboid B.

Volume of Cube A is
3
1
of volume of Cuboid B.
What is the total volume of Cube A and Cuboid B?

QUESTION (b)
The figure shows the composite of cuboids.

Find the volume of the composite.
10 cm
5 cm
6 cm
8 cm
4 cm
DIAGRAM 3

B
4 cm
4 cm
12 cm
A
191
Representative from each group presents their work in front of the
class.
Teacher discusses the answers.
Pupils display their work on the board.
Pupils solve the problems individually with guidance.

3. Plenary
Teacher distributes various shapes of cubes and cuboids labelled
with different length, height, and breadth to carry out Hands on, Minds on
activity.

2 cm
2 cm
2 cm
5 cm
2 cm
3 cm
3 cm
7 cm
2 cm
2 cm
4 cm
6 cm
192
Pupils combine any two shapes of the cubes or cuboids and find the
volume of the shapes.
Pupils are encouraged to combine as many shapes as they can.
Teacher chooses pupils at random to present their work.

193
WORKSHEET 34

Name: Class: .


1. The diagram shows the water in a container.
What is the volume of the water in the container?

2. The diagram shows a wooden block in cuboid shape.
5
1
of the
wooden block has been cut.
What is the volume of the wooden block that is left?

5 cm
4 cm
2 cm
8 cm
Water
2 cm
8 cm
5 cm
194
3. The diagram shows the composite of two cubes.
Find the volume of the cubes .

4. The diagram shows a cube and a cuboid which are joined together.
Calculate the volume of the whole diagram.

5. The diagram consists of Cube P and Cuboid Q. The height of cuboid
Q is twice the height of Cube P.
Calculate the volume of the whole diagram.

4 cm
8 cm
12 cm
9 cm
4 cm
P
Q
195
6. The diagram shows a cuboid. Find the volume of the cuboid?

7. The diagram below consists of a cuboid and a cube.
What is the volume of the whole diagram?

8. The diagram shows a cuboid and a cube.
Find the difference of the volume between the two shapes below.

4 cm
7 cm
3 cm
5 cm
5 cm
3 cm
7 cm
9 cm
4 cm
9 cm
196
9. The diagram below consists of small cubes of equal size.
What is the volume of the whole diagram?

10. The diagram shows a cuboid.
How many cubes with sides of 2 cm each can fit into the cuboid?

2 cm
4 cm
8 cm
3 cm
197
Lesson : 35
Topic 11 : Data handling
Learning area : Average
1. Understand and compute average.
(ii) Solve the problems in real contexts involving
average.
Previous knowledge : Pupils know the concept of average.
Problem : Pupils are unable to solve the problem well.
Vocabulary : average, decimal place, quantity.

Pupils are given the tables as below:
Types of Can Food Mass (g)
Sardine 458
Green bean 300
Butter 502
Milk 103
Average

Pupils are given 3 minutes to solve the problem based on their previous
knowledge.
Teacher calls the pupils at random to write the answers on the board.
Teacher checks the answers with the pupils.

198
2. Main Activity
i) Demonstration
Teacher calls the leader from each group to the front to pick up a card
from a box.
Example:
The table below is the time taken by four runners of a team per
kilometre.
What is the average time taken by the team to run per kilometre?

Runner Time
A 2 hr 10 min
B 2 hr 5 min
C 1 hr 40 min
D 1 hr 50 min

(Teacher is advised to pose problems involving average in numerical
form, simple sentences, tables or pictures)
Teacher asks the pupils to solve the problem in their group.
Teacher guides the pupils during the discussion.
After 5 minutes, teacher calls volunteers from each group to write the
solutions on the board.
Teacher asks the pupils to explain the answer and guides them to use
the Polyas four-step model:
2) Devising a plan
4) Looking back
Teacher gives prizes to the groups with the correct answers and good
explanation.

199
Teacher asks the pupils to solve the problems (refer to Worksheet 35)
on the mahjong paper. They need to answer two questions only.
They can discuss with their members in the group to solve the
problems.
Teacher asks the groups to paste the mahjong paper on the board
and discusses the answer.

3. Plenary
Teacher gives a quiz.
The first pupil with the correct answer will get a prize.

200
WORKSHEET 35
Name: Class: .


1. Jelita borrowed five story books from the Public Library. Each book
consists of 260 to 400 pages. Estimate the total pages of the books
borrowed by Jelita.
A 1 200 C 2 000
B 1 960 D 2 150

2. Table 1 shows number of pupils in year four.

Class No. Of Pupils
4 Putih 40
4 Biru 38
4 Kuning 44
4 Merah 46

TABLE 1

What is the average number of pupils in a class?
A 42 C 138
B 126 D 168

3. Table 2 shows the number of pupils in 4 different teams.
Teams Red Yellow Green Blue
No. Of Pupils 386 T 360 352

TABLE 2
The average number of pupils in a team is 374.
What is the value of T?
A 374 C 392
B 386 D 398
201
4. Hassan collected 123 durians from his orchard. He threw away 6 rotten
durians. Then he put the remaining durians into 9 baskets. What is the
average number of durians in each basket?
A 11 C 15
B 13 D 17

5. Table 3 shows the money that has been saved by Chee Gue Lam in
3 days.

Day Saving
Monday RM3.20
Tuesday
RM0.60
Wednesday
RM1.30

TABLE 3
What is the average money saved in a day?
A RM5.10 C RM1.70
B RM2.55 D RM0.17

6. The average for 6.8, 7.3, 13.4, and 20.9 is
A 11.1 C 12.4
B 12.1 D 48.4

7.
RM0.95, RM12.30, RM7.00, RM20.15

What is the average value of the money above?
A RM40.90 C RM20.10
B RM30.25 D RM10.10

202
8. What is the average for 25 m , 0.9 , 402 m , and 1.5 , in m .
A 2.827 C 706.75
B 282.7 D 760.75

9. The weight of 3 parcels is 9 kg, 10 kg, and 5.9 kg respectively. What is the
average of a parcel in g?
A 8.03 C 830
B 8.3 D 8 300

10. The price of 4 heaps of ciku is RM11.20. If the number of ciku in each
heap is 8, what is the average price for each ciku?
A RM0.35 C RM2.80
B RM1.40 D RM3.50
203
Lesson : 36
Topic 11 : Data Handling
Learning area : Organising and interpreting data
Organise and interpret data from tables and charts.
(ii) Determine the frequency, mode, range, mean,
maximum and minimum value from a pie chart.
Previous knowledge : Pupils have learnt bar graph.
Problem : Pupils are unable to use the data given.
Vocabulary : pie chart, frequency, mode, range, maximum,
minimum.

Teacher displays a pie chart which is divided into 10 equal parts.

Pupils are asked to fill in a form provided.
e.g.
1) There are __________ dotted parts.
2) There is __________ lines part.
3) There are __________ bricks parts.
4) There are __________ wave parts.

204
2. Main Activity
i) Demonstration
Pupils are given a chart as below:

Teacher asks the pupils to interpret data from the chart.
Teacher asks questions based on the chart.

1) Which club has the most members?
2) Which club has the least members?
3) What is the percentage of the Soccer Club?

Teacher gives other pie charts with different values (percentage,
decimals or fractions).
The value of the whole charts is either in kg, litre, or metres.
Pupils answer questions in groups.

3. Plenary
Teacher conducts a quiz (in groups).
Teacher reads the questions and pupils answer.
The first group with the correct answers will be the winner.
10% 10%
10%
Club Members
30%
40%
Computer Club
Mathematics and Science Club Language Club
Soccer Club
Arts Club
205
WORKSHEET 36
Name: Class: ..


1) The pie chart below shows the distance a taxi driver travels in four days.

i) What is the total distance the driver travels for the first three days?
ii) Find the difference between the distance the driver travels on
Tuesday and Wednesday.
iii) Find the average distance in one day.
iv) State the shortest distance the driver travels.
v) State the longest distance the driver travels.

Monday
400 km
Tuesday
300 km
Wednesday
200 km
Thursday
100 km
206
2) The pie chart below shows the volume of water in five containers. The
total volume of the water is 1 000 .

i) Which containers hold the least water? State the volume, in .
ii) Which containers hold the most water? State the volume, in .
iii) Find the difference of volume of water in container A and D.
iv) What is the total volume of water in containers C, D and E?
v) What is the average volume of water in each container?

A
B
C
D
E

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