# SEKOLAH MENENGAH KEBANGSAAN AYER HANGAT 07000 LANGKAWI, KEDAH YEARLY LESSON PLAN MATHEMATICS FORM 1 (2012 ) WEEK

LEARNING AREA & LEARNING OBJECTIVES LEARNING O TCOMES & ACTIVITIES

1 (3/1-5/1)

ORIENTATION WEEK

1! WHOLE N MBERS 2 (8/112/1) 1.1 Whole numbers Understand the concept of whole numbers.

i. ount! read and write whole numbers ii. "dentif# place \$alue and \$alue of each di%it in whole numbers iii. &ound whole numbers • ount' read and write whole numbers in words or numerals. • (tudents read and write whole numbers while countin% from a %i\$en initial \$alue to a final \$alue in a certain specified inter\$al. i. count on in tens from 2) to 1)). ii. count bac* in hundreds from 12)) to 2)). • +stimates \$alues! includin% that of real-life situations b# roundin%. i. -dd whole numbers ii. (ol\$e problems in\$ol\$in% addition of whole numbers iii. (ubtract whole numbers i\$. (ol\$e problems in\$ol\$in% subtractions of whole numbers • +/plore addition and subtraction usin% standard al%orithm (rules of calculations)! estimation! mental and speed computation or pencil-and-paper. • Use calculators to compare and \$erif# answers. • (tudents pose and sol\$e problems related to addition and subtraction of whole numbers.

1.2 -ddition and subtraction 3 (15/11,/1) .erform computations in\$ol\$in% addition and subtraction of whole numbers to sol\$e problems.

0 (22/121/1) 5 2"3+(+ 3+W 4+-& 256"7-4(

1.3 8ultiplication and di\$ision

i. 8ultipl# two or more whole numbers ii. (ol\$e problems in\$ol\$in% multiplication of whole numbers

• Use calculators to s*ip count( %enerate number se9uences)! e/plore number patterns! and sol\$e problems. (ol\$e problems in\$ol\$in% an# combinations of addition! subtraction! multiplication and di\$ision of whole numbers includin% the use of brac*et. onstruct number se9uences based on %i\$en patterns.. • &elate number se9uence to patterns in reallife situations. (2./2) 2! N MBER PATTERNS AND SE" ENCES 2. i. iii. 8a*e %eneral statements about odd and e\$en numbers. 1 (5/2-. • (ol\$e problems related to real-life situations. ii. a) <he sum of odd and e\$en numbers. ii.2 5dd and e\$en numbers &eco%nise odd and e\$en numbers and ma*e %eneral statements about them 2.erform computations in\$ol\$in% combined operations of addition! subtraction! multiplication and di\$ision of whole numbers to sol\$e problems. • +/plore %eneral statements about odd and e\$en numbers such as. i\$. "dentif# and describe odd and e\$en numbers. ii. i. • (tudents pose and sol\$e problems related to multiplication and di\$ision of whole numbers.erform computations in\$ol\$in% multiplication and di\$ision of whole numbers to sol\$e problems.rime numbers i. omplete missin% terms in %i\$en number se9uences.0 ombined 5perations . iii. i. a) 5dd numbers are used as addresses of house on one side of the road and e\$en numbers on the other. ./13/2) 1. • (tudents e/plore combined operations of whole numbers b# usin% standard al%orithm (rules of calculations)! estimation! mental and speed computation or pencil-and-paper. "dentif# the characteristics of prime numbers.erform computations in\$ol\$in% an# combinations of addition! subtraction! multiplication and di\$ision of whole numbers includin% the use of brac*et.1 3umber patterns and se9uences &eco%ni:e and e/tend number patterns and se9uences formed b# countin% on and countin% bac* in inter\$als of an# si:e. 7escribe the pattern of a %i\$en number se9uence. 2. b) <he product of odd and e\$en numbers c) <he difference between odd and e\$en numbers. • Use calculators to compare and \$erif# answers. 7i\$ide a whole number b# a smaller whole number i\$. • (tudents e/plore the relationship between multiplication and di\$ision. • (tudents use calculators to compare and \$erif# answers. +/tend number se9uences.3 . (ol\$e problems in\$ol\$in% di\$ision of whole number • +/plore multiplication and di\$ision usin% standard al%orithm (rules of calculations)! estimation! mental and speed computation or pencil-and-paper. .

Understand the characteristics of prime numbers. • 7etermine factors of whole numbers b# e/plorin% and in\$esti%atin%. ii. b) 8ultiples of 1 . . i. <herefore it can be di\$ided b# 2 and 3 and \$ice\$ersa. 7etermine whether a %i\$en number is a prime number. 7etermine whether a number is a prime factor of another whole number. iii. 0!8!12!?. • (tudents find common multiples and 6 8 b# listin% down the multiples of each %i\$en number. • (tudents use the di\$isibilit# test of 2!3!0!5!1!=!8!.!1)!11 and their combinations a) 3) can be di\$ided b# 1. 6ist the multiples of whole numbers. which are the multiples of 12. "dentif# prime factors from a list of factors.= ommon multiples and 6owest common multiples Understand the characteristics and use the *nowled%e of common multiples and 6owest ommon 8ultiples (6 8 ) of whole numbers.5 . ii. 2.. 7etermine whether a number is a factor of another whole number. 2. 7etermine whether a number is the common multiple of two or three %i\$en numbers. 7etermine the 6 8 of two or three %i\$en numbers. c) ommon 8ultiples of 0 and 1 . • (tate an# %i\$en whole number as a product of its prime factors./223/2) 2. 7etermine all the prime numbers less than 1)). 1!12!18!?. • Use al%orithm to find the 6 8. • Use sie\$e of +ratosthenes to %enerate prime number less than 1)). iii. 2.1 ommon multiples Understand and use the *nowled%e of multiples of whole numbers. >ind the common multiples of two or three whole numbers. i. ii. ii. i. 6ist factors of whole numbers.rime >actors = (12/211/2) Understand the characteristics and use the *nowled%e of prime factors of whole numbers. • Use the method of @prime factori:ationA to find common multiples and 6 8. 12!20!31!08! ?. 7etermine whether a number is the multiple of another number. iii. a) 0B2/2 b) 1B2/3 <herefore the 6 8 of 0 and 1 is 2/2/3B12. ii.0 >actors Understand the characteristics and use the *nowled%e of prime factors of whole numbers. >ind prime factor(s) of whole numbers. 8 (1. i. a) 8ultiples of 0 . • Use calculators or computer pro%rammes to e/plore prime numbers. • (tudents e/plore and in\$esti%ate to determine prime factors of whole numbers.

• Use concrete materials and drawin%s to demonstrate the concept of e9ui\$alent fractions. >ind common factors of two or three whole numbers. i\$.rime >actors . ii. b) <he number of %irls as compared to the whole class. • Use concrete materials and drawin%s to demonstrate the concept of fractions such as.2 6 8 B 2/2/3 B 12 2 3 0!1 2!3 1!3 1!1 2. • (tudents find the 2 > b# listin% down all the factors of each %i\$en number. &epresent fractions with dia%rams. • Use the method of prime factorisations to find the common prime factors and hence 2 >. 7escribe fractions as parts of a whole. 7etermine whether a number is a common factor of two or three %i\$en whole numbers. i.1 >ractions Understand and use the *nowled%e of fractions as part of a whole. a) 12 B 2 / 2 / 3 b) 18 B 2 / 3 / 3 ommon . >ind e9ui\$alent fractions for a %i\$en fraction. . (implif# fractions to the lowest terms. • +/plore! identif# and determine the 2 > of whole numbers. -rran%e fractions in order. • (tudents e/plore! identif# and determine common factors of whole number. • Use paper foldin% to e/plain and e/plore. ii. 3. Write fractions for %i\$en dia%rams. iii. a) >oldin% a ribbon to find one-third of its len%th. . \$. 7etermine the 2 > of two or three %i\$en numbers. 2 and 3 <he 2 > .8 ommon factors and 2i%hest ommon >actors (2 >) of numbers.2 +9ui\$alent fractions Understand and use the *nowled%e of e9ui\$alent fractions. • (tudents list down all the factors of each %i\$en number and identif# the same factors for each number. i\$. iii. ii. &ead fractions. ompare the \$alues of two %i\$en fractions. i. (21/21/3) #! FRACTIONS 3. c) >oldin% papers. iii. 7etermine whether two %i\$en fractions are e9ui\$alent. i. 2/3B1 • Use al%orithm to find 2 >. Understand and use the *nowled%e of common factors and 2i%hest ommon >actors (2 > ) of whole numbers.

erform addition and subtraction of mi/ed numbers b#. • -dd and subtract fractions b# writin% the farctions in their e9ui\$alent forms with common denominators includin% the use of 6 8. ompare and order mi/ed numbers on number lines. c) Whole numbers and fractions. Write mi/ed numbers based on %i\$en dia%rams. • Use concrete materials! drawin%s and s#mbols to demonstrate the process of addition and subtraction of fractions. . e) 8i/ed numbers.0 . (ol\$e problems in\$ol\$in% combined operations of addition and subtraction of fractions. • Use concrete materials!drawin%s and number lines to represent mi/ed numbers. . • Use concrete materials and drawin%s to demonstrate the relationship between mi/ed numbers and improper fractions.erform subtraction in\$ol\$in%./3) 3. i. &eco%nise proper and improper fractions from %i\$en fractions. • Use calculators to e/plore the relationship between mi/ed numbers and improper fractions. e) 8i/ed numbers.a) Wh# • ompare the \$alues of two fractions b# con\$ertin% them to fractions with the same denominator or the same numerator. a) >ractions with common denominators. han%e mi/ed numbers into improper fractions. . 11 (18/322/3) 3.5 -ddition and subtraction of fractions Understand the concept of addition and subtraction of fractions to sol\$e problems. d) >ractions and mi/ed numbers. • . &epresent mi/ed numbers with dia%rams. • "dentif# the use of mi/ed numbers in e\$er#da# situations. ii. &eco%nise mi/ed numbers. 12 (25/32.roper fractions and improper fractions Understand and use the concept of proper fractions and improper fractions 13 (1/0-5/0) 3. ii. iii.3 8i/ed number Understand and use the concept of mi/ed numbers and their representations. b) >ractions with different denominators. c) Whole numbers and fractions. ii. iii. iii. d) >ractions and mi/ed numbers. i\$. 3 1 is the same as 6 2 1) 853<264 <+(< 1 >"&(< 8"7 <+&8 256"7-4( i. i. han%e improper fractions into mi/ed numbers.erform addition in\$ol\$in%. a) >ractions with common denominators. b) >ractions with different denominators.

b) . • Use concrete materials and dia%rams to demonstrate computations.fraction b# a fraction. d) . )12. 3 9 1 = =2 4 4 4 c) . ii.ose problems related to real-life situations. 3× b) . c) . i\$. • .'*%. han%e fractions to decimals and \$ice-\$ersa. (ol\$e problems in\$ol\$in% combined operations of addition! subtraction! multiplication and di\$ision of fractions! includin% the use of brac*ets.'/4'-\$.whole number times a mi/ed number. i.\$-.'*%) to sol\$e problems.700% &0-'3\$4) \$%& i. b) .= ombined operations of fractions 10 (8/012/0) . iii. 1 3 12 4 ×1 = 4 × = =6 2 2 2 5 3 15 5 = = = 6 4 24 8 3.erform computations in\$ol\$in% combined */0. i.'*%. 314.'*%)6'/ 20. &ead and write decimals to thousandths../0) and \$ice-\$ersa.fraction times a fraction. i\$. • +/amples of multiplication.erform computations in\$ol\$in% combined operations of addition! subtraction! multiplication and di\$ision of fractions! includin% the use of brac*ets. (ol\$e problems in\$ol\$in% multiplication of fractions.fraction b# a fraction (include mi/ed numbers). • Use concrete materials! drawin%s and s#mbols to e/plore and in\$esti%ate the process of multiplication and di\$ision of fractions. 8ultipl#.whole number times a fraction.'*%) to sol\$e problems. ii.10 (8/012/0) 3.\$-. c) . Writin% mi/ed numbers in the form of improper fractions. a) .1 8ultiplication and di\$ision of fractions Understand the concept of multiplication \$%& &'(')'*% *+ +.whole number b# a fraction or mi/ed number. • . a) . 5! DECIMALS 0. ii.fraction b# a whole number.mi/ed number b# a mi/ed number.1 &elationship between decimals and fractions Understand the re4\$. &epresent fractions with denominators 1)!1)) and 1))) as decimals. ii. (ol\$e problems in\$ol\$in% di\$ision of fractions. -ddin% and subtractin% whole numbers and fractions separatel#.ose and sol\$e problems related to e\$er#da# situations. .fraction b# a whole number.whole number b# a fraction. i.\$-. iii.\$. 7i\$ide.'*% \$%& &'(')'*% *+ +. &epresent fractions 1 1 and as decimals 10 100 15 (15/01. . a) .'*%) *+ \$&&'.

'/4'-\$. b) . ii. • Use number lines to compare and order decimals. Understand the concept of place (\$410 \$%& (\$410 *+ 0\$-6 &'8'. Use appropriate calculation methods such as pencil-and-paper! calculators and computers. • • • • Use concrete materials! drawin%s and s#mbols. &ound decimals to the nearest whole number or up to three decimal places. ompare the \$alues of two %i\$en decimals. a) . (ubtract decimals. ii.'*% of decimals to sol\$e problems. iii.\$-. Use calculators or computers to \$erif# answers. i\$. • • • • • &elate to e\$er#da# situations. -dd decimals. (tate the place \$alue and \$alue of each di%it in decimals. i.2 . 8ultipl# two or more decimals. iii. (ol\$e problems in\$ol\$in% subtraction of decimals. .'*% \$%& &'(')'*% of decimals to sol\$e problems.0 8ultiplication and di\$ision of decimals Understand the concept of 314.)1! ). Understand the concept of \$&&'..3 -ddition and subtraction of decimals. (ol\$e problems related to e\$er#da# situations./0) 0.\$-.))1. c) .decimal b# a decimal. Use estimation strate%ies to determine whether the solution is reasonable. 8entall# multipl# decimals b# 1)! 1)) and 1))).'*% \$%& )12.decimal b# a fraction. (ol\$e problems in\$ol\$in% addition of decimals.decimal b# a whole number.lace \$alue and \$alue of each di%it in decimals. (ol\$e problems in\$ol\$in% multiplications of decimals iii. 8entall# multipl# decimals b# ). i\$ (ol\$e problems in\$ol\$in% di\$ision of decimals. '% &0-'3\$4)! i. -rran%e decimals in order. ii. i.+. 0. 8entall# di\$ide decimals b# 1)! 1)) and 1))). 15 (15/01. 11 (22/021/0) 0.'*%)! • Use concrete materials! drawin%s calculators and s#mbols to e/plain the relationship between decimals and fractions. i\$. 7i\$ide.1! ).

\$-.1 . Write positi\$e or ne%ati\$e numbers to represent word descriptions. iii. ii.5 or 5)C ) 2 1.\$.'*%)6'/ between percenta%es and fractions or decimals 18 (1/51)/5) has a decimal e9ui\$alent of ).1! ).erform computations in\$ol\$in% combined operations of addition! subtraction! multiplication and di\$ision of decimals! includin% the use of brac*ets. &epresent inte%ers on number lines. >ind a number %i\$en the percenta%e.04\$. >ind the percenta%e of increase or decrease. >ind the percenta%e of a 9uantit#.'*%. a) Use ten b# ten %rids to discuss the e9ui\$alent percenta%es of fractions and decimals.erform computations in\$ol\$in% -*32'%0& */0. (ol\$e problems in\$ol\$in% percenta%es. i.2) >"&(< 8"7 <+&8 256"7-4( :! INTEGERS 21 (1)/110/1) 1. +/press percenta%es as the number of parts in e\$er# 1)). -rran%e inte%ers in order. . • Use concrete materials and drawin%s to demonstrate percenta%es.%.0 . i\$. i\$. • .• 0. (ol\$e problems in\$ol\$in% combined operations of addition! subtraction! multiplication and di\$ision of decimals! includin% the use of brac*ets. \$. ii. temperatures! sea le\$els! and floors or buildin% ). ii.\$80) \$%& '%(0).roblem sol\$in% .))1.-0%. ii.5 ombined operations of decimals. 1= (2. i.'*% \$%& &'(')'*% of decimals to sol\$e problems 8entall# di\$ide decimals b# ).5! and ). >or e/ample the fraction 9! PERCENTAGES 5.5 has a percenta%e e9ui\$alent of 5)C.1 "nte%ers Understand and use the *nowled%e of inte%ers i.'8\$.)1! ). i..60 .'*%. iii. &ead and write inte%ers. 8"7 4+-& +D-8"3-<"53 2)12 1 B).'*% *+ \$&&'. ompare the \$alues of two inte%ers.2 . 314.ercenta%es Understand the concept of /0.erform computations and sol\$e problems in\$ol\$in% percenta%es. )12./03/5) . • (tudents complete se9uences of inte%ers! . >ind the percenta%e one number is of another.ose problems related to e\$er#da# situations. • . han%e fractions and decimals to percenta%es and \$ice-\$ersa. . ( 1 2 5.ose and sol\$e problems in\$ol\$in% profit and loss! simple interest! di\$iden! commission and discount. • "ntroduce inte%ers in conte/t (e.'/4'-\$.

i\$..2 -ddition and subtraction of inte%ers .\$'. "dentif# un*nowns in %i\$en situations.find the missin% terms! and identif# the lar%est and the smallest \$alue of inte%ers from %i\$en sets of inte%ers.3)! 2= (22/=21/=) =. ii. • 1. 7etermine the number of terms in %i\$en al%ebraic e/pressions.3 -l%ebraic e/pression Understand the concept of \$4802.%.PRESSIONS =.2 -ddition and subtraction of inte%ers .2 -l%ebraic terms Understand the concept of \$4802.1 Un*nowns Understand the concept of 1%<%*7%)! i. 21 (15/=1. Use brac*ets to differentiate between operations and the si%ns of numbers. 1. iii. iii.\$'. (ol\$e problems related to real-life situations. Use letters to represent un*nown numbers.erform computations in\$ol\$in% addition and subtraction of inte%ers to sol\$e problems./=) =. ii. 1. a) 4 s + 8s = 12 s b) 5r − 2r = 3r .0=/. ii. • Ei\$e a list of terms and students select al%ebraic terms with one un*nown. Ei\$en sets of inte%ers! students order them on number lines. coloured chips ) to demonstrate addition and subtraction of inte%ers. "dentif# li*e and unli*e al%ebraic terms with one un*nown. i.0))'*%)! i. 22 (1=/121/1) 23 20/128/1) • • 20 (1/=-5/=) 25 (8/=12/=) i. 7! ALGEBRAIC E. (implif# al%ebraic e/pressions b# combinin% the li*e terms. (tate li*e terms for a %i\$en term. "dentif# coefficients in %i\$en al%ebraic terms with one un*nown. (ol\$e problems in\$ol\$in% subtraction of inte%ers.0.erform computations in\$ol\$in% addition and subtraction of inte%ers to sol\$e problems. • Use concrete materials! drawin%s and s#mbols (e. iii. &eco%nise al%ebraic e/pressions. (ubtract inte%ers. (ol\$e problems in\$ol\$in% addition of inte%ers. • Use e/amples of e\$er#da# situations to e/plain un*nowns. • Use concrete materials to demonstrate the concept of combinin% li*e and unli*e terms. -dd inte%ers.2 -ddition and subtraction of inte%ers . ii.erform computations in\$ol\$in% addition and subtraction of inte%ers to sol\$e problems. • Use number lines to add and substract inte%ers. "dentif# al%ebraic terms with one un*nown. i\$.

on\$ert measurement of time in different units (seconds! minutes! hours! da#s! wee*s! months and #ears). 8easure the mass of obFects./=2/8) Understand the concept of 40%8. • • (tudent draw a line %i\$en its len%th. >! BASIC MEAS REMENTS 8. ii. iii. i\$. &ead and write times in twent#-four hour s#stem. i. 8. 8easure the len%th of obFects. 3k + 4 + 6k − 3 = 9k +1 d) = 3k + 6k + 4 − 3 i.1 6en%th 28 (2. &eco%nise an%les. i. • &ead times from train or bus schedules. i\$. ii. on\$ert one metric unit to another. 3) ?! LINES AND ANGLES • &elate e\$ents to e\$er#da# situations.0 <wel\$e-hour and twent#four-hour s#stem Understand and use times in the twel\$e.2 8ass Understand the concept of 3\$)) to sol\$e problems.c) 3 g + 6h cannot be simplified because the# are not li*e terms. iii.hour and twent#four hour s#stem to sol\$e problems. ii. (5/8-. iii. b) 4our a%e. ii. (m%! %! *%! tonne). +stimate the time inter\$als of e\$ents. &ead and write times in twel\$e-hour s#stem. • Use di%ital and analo%ue cloc*s. Use the four operations to sol\$e problems in\$ol\$in% mass. ii. 7etermine the appropriate measurement of time for certain e\$ents. . i. 2. i\$. i. (ol\$e problems in\$ol\$in% time. Use the four operations to sol\$e problems in\$ol\$in% time. i\$. c) 2ow lon% it ta*es for water to boilG d) 2ow lon% it ta*es to run 1)) metresG • "n\$ol\$e %reat e\$ents in histor#. • &elate to e\$er#da# situations. Use the four operations to sol\$e problems in\$ol\$in% len%th. on\$ert one metric unit to another.* sol\$e problems! 8. on\$ert time in twel\$e-hour s#stem to twent#-four hour s#stem and \$ice-\$ersa. a) <he time it will ta*e to eat lunch. +stimate len%ths of obFects in appropriate units. 7etermine the inter\$al between two %i\$en times. +stimate masses of obFects in appropriate units. 8easure %i\$en lines usin% different standard units./8) 8.6 .3 <ime Understand the concept of time in seconds! minutes! hours! da#s! wee*s! months and #ears. • 8easure the len%th of obFects around the school compound . 7enote and label an%les. • (u%%est a unit to estimate or measure. \$. • Use calendars! cloc*s or stop-watches to discuss the measurement of time for e\$ents. (mm! cm! m and *m) iii.

\$iii.-1/. 3ame pol#%ons (trian%le! 9uadrilateral! penta%on! he/a%on! hepta%on and octa%on)..2 (#mmetr# (tudent e/plore the relationship between the sides! dia%onals and \$ertices of pol#%ons.) Understand and use /. i\$. lines. 7etermine the properties of \$ertical! complementar# and supplementar# an%les. 7etermine one whole turn is 31)H..13/. &eco%nise! compare and classif# an%les as acute! ri%ht! obtuse and refle/. 7etermine the number of sides! \$ertices and dia%onals of %i\$en pol#%ons. 8easure an%les usin% protractors. i. ii. • Use concrete materials such as protactors! rulers! %rid papers! %eo-boards and computer software to e/plore the concept of pol#%ons.1 . i.. i\$... Euide students on how to use protactors to measure an%les.arallel and perpendicular lines Understand the concept of /\$. iii. \$. • 1).0& 7'. \$i. \$ii. 7etermine the \$alue of an an%le on a line! %i\$en the adFacent an%le. 7etermine perpendicular lines. (*etch pol#%ons.3 "ntersectin% lines 32 (2/. 7etermine an%les on strai%ht lines e9ual 18)H. (ol\$e problems in\$ol\$in% an%les formed b# intersectin% lines.ol#%ons Understand the concept of /*4@8*%) i. 7raw an%les usin% protractors. • (tudent in\$esti%ate the properties of an%les formed b# intersectin% lines.'%8 4'%0) to sol\$e problems. iii.2 .0.)0-. 7etermine and draw the line(s) of s#mmetr# of shapes.\$4404 and /0. i\$. ii. • students identif# perpendicular and parallel lines in the classroom.) 10! POLYGONS 1).'0) *+ \$%840) \$))*-'\$. . 853<264 <+(< 2 31 (+ 537 8"7 <+&8 256"7-4( ./0%&'-14\$. .1 -n%les Understand the concept of \$%840)! (12/811/8) iii. • • (tudent demonstrate the different t#pes of an%les with their arms. &eco%nise pol#%ons. 7etermine parallel lines. "dentif# intersectin% lines. • (tudents identif# an%les in the classroom. 7raw acute! ri%ht! obtuse and refle/ an%les usin% protractors. 33 (./. i. ii.*/0. (tate that the an%les formed b# perpendicular lines is .6 '%.)H. iii.

+stimate the area of a shape. (tate the %eometric properties of the different t#pes of 9uadrilaterals and name 9uadrilaterals. i\$. • 11. iii. Use a \$ariet# of methods to find the sum of an%les of trian%les. (ol\$e problems in\$ol\$in% 9uadrilaterals.%.%.3 <rian%les "dentif# and use the %eometric properties of ..'30. 7raw trian%les usin% protractors and rulers.%. iii.2)/.'4\$.0 Iuadrilaterals 31 (3)/. (tudents e/plore the importance of s#mmetr# in e\$er#da# situations. to sol\$e problems.0. • • 30 (11/. i. • Use s9uare chips! tessellation %rids! %eoboards! %rid papers or computer software to e/plore the concept of perimeter. "dentif# the perimeter of a re%ion.0.@ omplete shapes %i\$en part of the shapes and the line of s#mmetr#. 7etermine that the sum of the an%les of a 9uadrilateral is 31)H.) 1). ali%nin% corners on a strai%ht line! usin% protractors and %eometr# computer software.2=/. (ol\$e problems in\$ol\$in% perimeters. ii. i. • "n\$esti%ate the relationship between an%les! sides and dia%onals of all t#pes of 9uadrilateral. 7etermine and draw s#mmetr# line(s) of %i\$en trian%les. e. 7etermine and draw s#mmetr# line(s) of %i\$en 9uadrilaterals. \$. iii. pattern in buildin%s and tiles ) i. iii.'4\$. "n\$esti%ate and de\$elop formula to find the perimeter of a rectan%le. i\$.'\$%840) to sol\$e problems! 1). ii.ii. 7raw desi%ns usin% the concept of s#mmetr#.0. (ol\$e problems in\$ol\$in% trian%les.. 3= (=/1)11/1)) 11! PERIMETER AND AREA 11. • "n\$esti%atin% the relationship between an%les and sides of all t#pes of trian%les.erimeter Understand the concept of /0.2 -rea of rectan%les . Understand the concept of )@330. • Use \$ariet# of methods to find the sum of an%les of 9uadrilaterals.) "dentif# and use the %eometric properties of A1\$&. i. (tate the %eometric properties of the different t#pes of trian%les and name the trian%les. • (tudents e/plore s#mmetr# b# usin% mirrors! pattern bloc*s! foldin% papers or ma*in% in*blot desi%ns.\$4) to sol\$e problems. 7etermine that the sum of the an%les of a trian%le is 18)H. 7raw a 9uadrilateral usin% protractor and ruler.0 Iuadrilaterals 35 (23/.1 . e. \$. ali%nin% corners on a strai%ht line! usin% protractors and %eometr# computer software. >ind the perimeter of a re%ion enclosed b# strai%ht lines. ii. (e.\$4) to sol\$e problems. 1).0/1)) "dentif# and use the %eometric properties of A1\$&.

Understand the -*%-0/. • Use unit s9uare chips or tiles to in\$esti%ate! e/plore and ma*e %eneralisation about the. • 38 (10/1)18/1)) 11.. (ol\$e problems such as findin% the hei%ht or base of a parallelo%ram. /\$. *+ \$. 8a*e up sets of acti\$it# cards containin% descriptions of solid suach as.0\$ *+ .*/0.\$/0B'13 to sol\$e problems 3. a) ombinin% %i\$en faces.'\$%840). • "n\$esti%ate and e/plore the relationship between faces! ed%es and \$ertices of cubes and cuboids. (earchin% out solids. 8a*e models of cubes and cuboids b#. "dentif# the hei%hts and bases of trian%les! parallelo%rams and trape:iums. i\$. b) -ll ed%es ha\$e the same len%th. >ind the area of a rectan%le. a) (9uare %rids. b) Jlan* papers. "dentif# %eometric solids. (ol\$e problems in\$ol\$in% areas. i\$.3 -rea of trian%les! parallelo%rams and trape:iums.. iii. Understand the concept of \$. b) -reas of rectan%les ha\$in% the same perimeter.0\$ *+ rectan%les to sol\$e problems. • "n\$esti%ate and de\$elop formulae to find the areas of trian%les! parallelo%rams and trape:iums based on the area of rectan%le. 7raw cubes and cuboids on. (ol\$e problems in\$ol\$in% the areas of trian%les! rectan%les! parallelo%rams and trape:iums. ii. • Eame.. a) .erimeters of rectan%les ha\$in% the same area.ii. (tudents complete to search out solids in the classroom based on the descriptions. >ind the areas of fi%ures made up of trian%les! rectan%les! parallelo%rams or trape:iums.'0) *+ -120) \$%& -12*'&)! . (tate the %eometric properties of cubes and cuboids. ii.\$3) \$%& . • Use concrete materials to demonstrate the concepts of %eometric solids. >ind the areas of trian%les! parallelo%rams and trape:iums. • Use unit s9uares! tessellation %rids! %eoboards! %rid papers or computer software to e/plore the concept of area. iii.. i. b) >oldin% %i\$en la#outs of solids.'/. iii.\$4404*8. i. (21/1)25/1)) 12! SOLID GEOMETRY 12. • ompare and contrast between cubes and cuboids -s* students how the# are ali*e or different..1 Eeometric properties of cubes and cuboids Understand 80*30. a) +/actl# two faces that are the same shape and si:e.

• Use concrete materials ( opened bo/es ) to draw the la#outs of cubes and cuboids. 3. (21/1)25/1)) 12. • • Use unit cubes or other concrete materials to let students e/plore the concept of \$olumes. i.2 Kolumes of a cuboids Understand the concept of (*4130 of -12*'&) to sol\$e problems. >ind the \$olume of cuboids. "n\$esti%ate and de\$elop formula to find the \$olume of cuboids. +stimate the \$olume of cuboids.01 >"3-6 4+-& +D-8"3-<"53 2)12 (+ 537 <+&8 256"7-4( . (ol\$e problems in\$ol\$in% \$olume of cuboids. iii. ii. 0) .