Rancangan Mengajar Matematik Tahun 5 2014

YEARLY SCHEME OF WORK YEAR 5 (2014)
WEEK
TOPIC
LEARNING AREA
1
(2 3 Jan)
1. WHOLE
NUMBERS.
1. NUMBER TO
1 000 000.
LEARNING
OBJECTIVES
Pupils will be taught to:
1. Develop
number
sense up to
1 000 000.
2
(6 10 Jan)
3
(13 17
Jan)
14
JanMaulud nabi
17
JanThaipusam
LEARNING OUTCOMES
Pupils will be able to:
SUGGESTED TEACHING AND LEARNING

ACTIVITIES
(i)
Name and write numbers

up to
1000 000.
Teacher pose number in numerals, pupils

name the respective numbers and write
the number word.
(ii)
Determine the place value

of the digits in any whole
number up to 1000 000.
Teacher says the number names and

pupils show the number using the
calculator of abacus, then pupils write the
numerals.
of
Provide suitable number line scales and

ask pupils to mark
the positions that
represent a set of given numbers.
(iv) Round off numbers to the

nearest tens, hundreds,
thousands, ten thousands
and hundred thousands.
Given a set of numerals, pupils represent

each number using the number base block
or the place value of every digit of the
given number.
(iii) Compare
value
numbers up to
1 000 000.
1. WHOLE
NUMBERS.
2. ADDITION WITH
THE
HIGHEST
TOTAL OF
1 000 000.
2.Add numbers to the

total of 1 000 000.
(i)
Add any two to four

numbers to 1 000 000.
(ii)
Add successively any two

to four numbers to 1 000
000.
(iii) Solve addition problems.
Given a set of numerals, pupils compare

and arrange the numbers in ascending
then descending order.
Pupils practice addition using the four-step
algorithm of:
1. Estimate the Total.
2. Arrange the numbers
involved
according to place values.
3. Perform the operation.
4. Check the reasonableness of the
answer.
Pupils create stories from given addition
number sentence.
Teacher poses problems verbally, i.e. in
the numerical form or simple sentences.
Teacher guides pupils to solve problems
following Polyas four step mode of:
1. Understand the problem.
4
(20
Jan)
24
1. WHOLE
NUMBERS.
3. SUBTRACTION
WITHIN
THE
RANGE OF
1 000 000.
3. Subtract numbers
from a numbers less
than 1 000 000.
(i)
Subtract one number from

a bigger number less than
1 000 000.
Subtract
successively
from a bigger number less
than
1 000 000.
(iii) Solve
problems.
31
31 Jan & 1
Feb-CNY &
Fed. Day
1. WHOLE
NUMBERS.
4. MULTIPLICATION
WITH
THE
HIGHEST
PRODUCT OF 1
000 000.
given
Pupils practice subtraction using the fourstep algorithm of :

1. Estimate the sum.
2. Arrange
the
numbers
involved
4. Check the reasonableness of
the
answer.
(ii)
5
(27
Jan)
2. Devising a plan.
3. Implementing the plan.
4. Looking back.
Pupils
create
stories
from
subtraction number sentence.
4. Multiply any to
numbers
with
the
highest product of 1 000
000.
(i)
subtraction
Multiply up to five digit

numbers with:
a) A one-digit number.
b) A two- digit number.
c) 10, 100 and 1000.
Pupils Subtract successively by writing the

number sentence in the:
a) horizontal form.
b) vertical form.
Teacher pose problems verbally i.e.., in
Teacher guides pupil to solve problems
following Polyas four-step model of :
1. Understand the problem.
2. Devising a plan.
4. Looking back.
Pupils
create
stories
from
given
multiplication number sentences
e.g. 40 500 x 7 = 283 500
A factory produces 40 500 batteries per
day. 283 500 batteries are produced in 7
days.
Pupils practice multiplication using the
four-step algorithm of:
1. Estimate the product.
2. Arrange
the
numbers
involved
answer.
(ii)
6
(3 7 Feb)
1. WHOLE
NUMBERS.
5. DIVISION
WITH
THE
HIGHEST
DIVIIDEND OF 1
000 000.
5. Divide a number less

than 1 000 000 by a
two-digit number.
(i)
Solve problems involving

multiplication.
Divide numbers up to six

digits by:
b) 10, 100 and 1000.
c) A two-digit number.
Teacher pose problems verbally i.e., in

the numerical form or simple sentence
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back
(Apply some of the common strategies in
very problem Solving step).
Pupils create stories from given division
number sentences.
Pupils practice division using the four-step
algorithm of:
1. Estimate the product.
2. Arrange
the
numbers
involved
answer.
Example for long division
35 4
3
1
1
(ii)

division
1 3 5 6 2
7 4 6 9
5
2 4
0 5
1 9 6
1 7 5
2 1 9
2 1 0
9
7
2
r 20
0
0
0
0
Teacher pose problems verbally, i.e., in

following Polyas four-step model of:
1. Understanding the problem.
7
(10
Feb)
14
1. WHOLE
NUMBERS.
6. MIXED
OPERATIONS.
6.
Perform
mixed
operations
involving
multiplication
and
division
(i)
Calculate mixed operation

on
whole
numbers
involving
multiplication
and division.
2. Devising a plan.
4. Looking back.
Pupils create stories from given number
sentence involving mixed operations of
division and multiplication.
Pupils practice calculation involving mixed
operation using the four-step algorithm of :
1. Estimate the quotient
2. Arrange
the
numbers
involved
3. Perform the operation
answer.
(ii)

mixed
operations
of
division and multiplication.

1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back
WEEK
TOPIC
LEARNING AREA
8
(17 21
Feb)
2. FRACTIONS.
1. IMPROPER
FRACTIONS.
9
(24 28
Feb)
2. FRACTIONS.
LEARNING OBJECTIVES
1. Understand
improper
fractions.
2. MIXED NUMBERS.
1. Understand
numbers.
mixed
LEARNING OUTCOMES
(i) Name and write improper
fractions
with
denominators up to 10.

ACTIVITIES
Demonstrate improper fractions using
concrete objects such as paper cut-outs,
fraction charts and number lines.
(ii)
Compare the value of the

two improper fractions.
Pupils perform activities such as paper

folding or cutting, and marking value on
number lines to represent improper fractions.
(i)
Name and write mixed

numbers
with
Teacher demonstrate mixed numbers by

partitioning real objects or manipulative.
(ii)
Convert
improper
fractions
to
mixed
numbers and vice versa.
Pupils perform activities such as:

a) Paper folding and shading.
b) Pouring liquids into containers.
c) Marking number lines.
To represent mixed numbers.
e.g.
2 34 shade parts.
3 12 beakers full.
10
(3
Mar)
2. FRACTIONS.
7
3. ADDITION
FRACTIONS
OF
1. Add
two
numbers.
mixed
(i)
Add two mixed numbers

with
the
same
(ii)
Add two mixed numbers

with
different
Demonstrate addition of mixed numbers

through:
a)
b)
c)
d)
Paper folding activities.

Fraction charts.
Diagrams.
Number lines.
e.g.
11
(10 14
Mar)
2. FRACTIONS.
4. SUBTRACTION
FRACTIONS.
OF
1. Subtract
numbers.
mixed
(iii) Solve problems involving

addition
of
mixed
numbers.
(i) Subtract
two
mixed
numbers with the same
denominator up to 10.
(ii)
12
(17 21
Mar)
(22 30
Mar)
13
(31 Mar
4 Apr)
Subtract
two
mixed
numbers with different
1
4
+1
1
2
=2
3
4
Create stories from given number sentences

involving mixed numbers.
Demonstrate subtraction of mixed numbers
through:
a)
b)
c)
d)
e)
Paper folding activities.

Fraction charts.
Diagrams.
Number lines.
Multiplication table.

subtraction of mixed
numbers.
Pupils create stories from given numbers

sentences involving mixed numbers.
(i)
Use groups of concrete materials, picture

and number lines to demonstrate fraction as
equal share of a whole set.
PKSR 1
School break for semester 1.
2. FRACTIONS.
5. MULTI-PLICATION
OF FRACTIONS.
1. Multiply any proper

tractions with a whole
number up to
1 000.
Multiply whole numbers

with proper tractions.
Provide activities of comparing

portions of two groups objects.
e.g.:
equal
1
2 of 6 = 3
1
2 of 6 pencils is 3 pencil
1
6
x
6
=
2
2 =3
1
6 x 2 or six halves.
6 x 2 1/2 of an orange is
1 1 1 1 1 1
+
+
+
+
+
=
3 3 3 3 3 3 3 oranges.
(ii)

multiplication of fractions.
Create
sentences.
stories
from
given
number
WEEK
14
(7
Apr)
TOPIC
3. DECIMALS.
LEARNING AREA
1. DECIMAL NUMBER.
11
LEARNING
OBJECTIVES
1. Understand
and
use the vocabulary
related to decimals.
LEARNING OUTCOMES
SUGGESTED
TEACHING
LEARNING ACTIVITIES
AND
(i)
Name and write decimal

numbers
to
three
decimal places.
Teacher models the concept of

decimal number using number lines.
(ii)
Recognized the place

value of thousandths.
e.g.:
(iii) Convert fractions of

thousandths to decimal
numbers
and
vice
versa.
(iv) Round
off
decimal
numbers to the nearest:
a) Tenths
15
(14
Apr)
3. DECIMALS.
18
2. ADDITION
OF
DECIMAL NUMBERS.
1. Add
decimal
number up to three
decimal places.
(i)
b) Hundredths
Add any two to four
decimal numbers up to
three decimal places
involving:
a)
Decimal numbers
and decimal numbers.
b) Whole numbers and
decimal numbers.
(ii)
15
(14
Apr)
3. DECIMALS.
18
3. SUBTRACTION
OF
DECIMAL NUMBERS.
1. SUBTRACT
DECIMAL
NUMBERS UP TO
THREE DECIMAL
PLACES.
(i)
(ii)
Solve
problems
involving addition of
decimal numbers.
Subtract
a
decimal
number from another
decimal up to three
decimal places.
Subtract successively
any
two
decimal
numbers up to three
decimal places.
8 parts out of 1 000 equals 0.008.

23 parts out of 1 000 is equal to 0.023.
100 parts out of 1 000 is 0.100.
Compare decimal numbers using
thousand square and number line
Pupils find examples
decimals in daily situation
that
use
Pupils practice adding decimals using

the four- step algorithm of :
1. Estimate the total
2. Arrange the numbers involved
according to place values
answer.
5.
Pupils create stories
number sentences.
from
given
Pupils subtract decimal numbers,

given the number sentence in the
horizontal and vertical from.
Pupils practice subtracting decimals
using the four-step algorithm of:
1. Estimate the total.

answer.
16
(21
Apr)
3. DECIMAL.
25
4. MULTIPLICATION OF
DECIMAL NUMBERS.
(i)
Multiply
decimal
numbers up to
three
decimal
places
with
a
whole number.
(iii) Solve
problems
involving subtraction of
decimal numbers.
(i) Multiply any decimal
numbers up to three
decimal places with:
b) A two-digit number.
c) 10, 100 and 1000.
16
(21
Apr)
3. DECIMAL.
25
5. DIVISION
OF
DECIMAL NUMBERS.
1. Divide
numbers
three
places by
number.
decimal
up to
decimal
a whole

multiplication of decimal
numbers.
(i) Divide a whole number
by:
a) 10.
b) 100.
c) 1000.
(ii)
Divide a whole number

by:
b) A two-digit whole
number.
(iii) Divide
a
decimal
number of three decimal
places by:
Pupils make stories

number sentences.
from
given
Multiply decimal numbers with a

number using horizontal and vertical
from.
answer.
number sentences.
from
given

answer.
b) A two-digit whole
number.
c) 10.
d) 100.
(iv) Solve problem involving
division
of
decimal
numbers.

number sentences.
from
given
WEEK
TOPIC
LEARNING AREA
17
(28 April
2 May)
1
MayLabour
Day
4. PERCENTAGE.
1. PERCENTENGE.
18
(5 9 May)
4. PERCENTAGE.
2. CONVERT FRACTION
AND DECIMALS TO
PERCENTAGE.
LEARNING
OBJECTIVE
1. Understand
and
use percentage.
1. Relate fraction and

decimals
to
percentage.
LEARNING OUTCOMES
Pupils will be able to :

ACTIVITIES
(i)
Name and write the

symbol for percentage.
Pupils represent
hundred squares.
(ii)
State
fraction
hundredths
percentage.
Shade parts of the hundred square.
of
in
(iii) Convert
fraction
of
hundredths
to
percentage and vice
versa.
(i) Convert
proper
fractions of tenths to
percentage.
(ii)
Convert proper fractions

with the denominators of
2, 4, 5, 20, 25 and 50 to
percentage.
(iii) Convert percentage to

fraction in its simplest
from.
(iv) Convert percentage to
decimal number and vice
versa.
percentage
with
Name and write the fraction of the

shaded parts to the shaded parts to
percentage.
Identity the proper fractions with the

denominators given.
WEEK
19
(12
May)
19
(12
May)
TOPIC
LEARNING AREA
5. MONEY.
1. MONEY TO
RM 1 00 000.
5. MONEY.
2. BASIC OPERATIONS
INVOLVIING MONEY.
16
16
LEARNING
OBJECTIVES
1. Understand
and
use
vocabulary
related to money.
1. Use
and
apply
mathematics
concepts
when
dealing with money
up to
RM 100
000.
LEARNING
OUTCOMES

ACTIVITIES
(i)
Read and write the value

of money in Ringgit and
Sen up to RM 100 000.
Add money in Ringgit
and Sen up to
RM
100 000.
Pupils show different combination of

notes and coins to represent a given
amount of money.
Pupils perform basic and mixed
operation involving money by writing
numbers sentences in the horizontal
and vertical form.
Subtract
money
in
Ringgit and Sen within
the range of
RM
100 000.
Pupils create stories from given number

sentences involving money in real
context, for example:
(i)
(ii)
(iii) Multiply money in Ringgit

and Sen with a whole
number,
fraction
or
decimal RM 100 000.
a) Profit and loss in trade.

b) Banking transaction.
c) Accounting.
(iv) Divide money in Ringgit

and Sen with the divisor
up to RM 100 000.
(v)
Perform mixed operation

of multiplication and
vision involving money in
Ringgit and Sen up to
RM 100 000.
(vi) Solve problems in real

context involving money
in Ringgit and Sen up to
RM 100 000.
20
(19 23
May)
27-Israk &
Mikraj
Mid year examination.
(28 May
15 Jun)
Half year school breaks.

7 Jun-DOB Agong
d) Budgeting and finance management.
Pupils solve problems following Polyas

four-step algorithm and using some of
the common problem solving strategies.
WEEK
21
(16
Jun)
TOPIC
6. TIME.
20
LEARNING AREA
1. READING
WRITING TIME.
AND
LEARNING
OBJECTIVES
1. Understand
the
vocabulary related
time.
LEARNING OUTCOMES

ACTIVITIES
(i)
Read and write time in

the 24-hour system.
Pupils tell the time from the digital clock

display.
(ii)
Relate the time in the 24hour system to the 12hour system.
Design an analogue clock face showing

time in the 24-hour system.
Pupils convert time by using:
(iii) Convert time from the

24-hour system to the
12-hour system and viceversa.
12
morning
12
12
afternoon evening
noon
0000
morning
1200
0000
afternoon evening
noon
The clock face
21
(16
Jun)
6. TIME.
20
2. RELATIONSHIPS
BETWEEN UNITS OF
TIME.
2.
Understand
the
relationship
between
units of time.
(i)
Convert time in fractions

and decimals of a minute
to seconds.
(i)

and decimals of an hour
to minutes and to
seconds.
(ii)

and decimals of a day to
seconds.
(iii) Convert units of time

from:
00
23
13
22
14
21
15
20
16
19
17
18
Pupils convert from one unit of time.
Pupils explore the relationship between
centuries, decades and years by
constructing a time conversion table.
a. Century to years and

vice versa.
22
(23
Jun)
6. TIME.
27
3. BASIC OPERATIONS
INVOLVING UNITS OF
TIME.
3.
Add,
subtract,
multiply and divide units
of time.
(i)
(ii)
b. Century to decades
and vice versa.
Add time in hours,
minutes and seconds.
Subtract time in hours,
Pupils add, subtract, multiply and divide

units of time by writing numbers
sentences in the horizontal and vertical
from.
e.g.:
5
2
hr
hr
20
25
min
min
30
43
s
s
hr
hr
45
30
min
min
12
52
s
s
hr
15
min
9
7
- 2
23
(24
July)
(iii) Multiply time in hours,

28
2
X
(iv) Divide time in hours

4
24
(30 Jun 4
July)
6.TIME
4. DURATION.
4. Use and apply

knowledge of time to
find the duration.
(i)
Identify the start and end

times of are event.
(ii)
Calculate the duration of

an event, involving:
13
hours
13
minutes
Pupils read and state information from

schedules such as :
a) Class time-table.
b) Fixtures in a tournament.
a. Hours, minutes and

seconds.
b. Days and hours.
(iii) Determine the start or
end time of an event
from a given duration of
time.
(iv) Solve problems involving
c) Public transport, etc

Pupils find the duration the start and end
time from a given situation.
time duration in fractions

and/or decimals of hours,
WEEK
TOPIC
LEARNING AREA
24
(30 Jun 4
July)
7. LENGTH.
1. MEASURING
LENGTH.
LEARNING
OBJECTIVES
1. Measure
and
compare distances.
LEARNING OUTCOMES

ACTIVITIES
(i)
Describe by comparison
the distance of one
kilometer.
Teacher provides experiences

introduce the idea of a kilometer.
(ii)
Measure using scales for

distance between places.
to
e.g.:
Walk a hundred-meter track
and
explain to pupils that kilometer is ten
times the distance.
Use a simple a simple map to measure
the distances to one place to another.
e.g.:
a) School.
b) Village.
24
(30 Jun 4
July)
25
(7
July)
7. LENGTH.
7. LENGTH.
11
2.
RELATIONSHIP
BETWEEN UNITS OF
LENGTH.
3. BASIC
OPERATION
INVOLVING UNITS OF
LENGTH.
2.
Understand
the
relation between units
of length.
3. Add and subtract

units of length.
(i)
Relate
meter
kilometer.
(ii)
Convert
meter
to
kilometer and vice versa.
(i)
and
Add and subtract units of

length
involving
conversion of units in:
c) Town.
Compare the length of a meter string
and a 100-cm stick, then write the
relationship between the units. Pupils
then visualize how far the length would
be if 1000 such sticks were to be
arranged end to end.
Pupils use the conversion table for units
of length to convert length from km to m
and vice versa.
Pupils
demonstrate
addition
and
subtraction involving units of length
using number sentences in the usual
conventional manner.
a) Kilometers.
e.g.:
b)
Kilometers
meters.
and
a) 2 km + 465 m = _______ m
b) 3.5 km + 615 m = ________ km
c) 12. 5 km 625 m = _______ m
26
(14 18
July)
15
JulyNuzul
Quran
4. Multiply and divide

units of length.
(ii)
Multiply and divide units

of length in kilometers
involving conversion of
units with:
Pupils multiply and divide involving units

of length.
e.g.:
a) 7. 215 m x 1 000 = _______ km
b) 10, 100, 1000.
b) 2. 24 km 3 = ________ m

basic
operations
on
length.
Create stories
sentence.
from
given
number
WEEK
27
(21
July)
27
(21
July)
TOPIC
LEARNING AREA
8. MASS.
1. COMPARING MASS.
25
8. MASS.
25
2.
RELATIONSHIP
BETWEEN UNITS OF
MASS.
LEARNING
OBJECTIVES
1. Compare mass of
objects.
2.
Understand
the
relationship
between
units of mass.
LEARNING OUTCOMES

ACTIVITIES
(i)
Measure and record

masses of objects in
kilogram and grams.
(ii)
Compare the masses of

two
objects
using
kilogram
and
gram,
stating the comparison in
multiples or fractions.
Pupil measure, read and record masses

of objects in kilograms and using the
weighing scale and determine how
many times the mass of an objects as
compared to another.
(iii) Estimate the masses of

objects in kilograms and
grams.
(i) Convert units of mass
from
fractions
and
decimals of a kilogram to
grams and vice versa.
(ii)
28
(4 8 Aug)
8. MASS.
3. BASIC OPERATIONS
INVOLVING UNITS OF
MASS.
3. Add and subtract

units of mass.
(i)

conversion of mass units
in fraction and / or
decimals.
Add and subtract units of
mass
involving
conversion of units in:
a) Kilograms.
b) Kilograms and grams.
Pupils make stories

measurement of mass.
for
given
e.g.:
Aminah bought 4 kg of cabbages and
500 g celery. Altogether, she bought a
total of 4.5 kg vegetables.
Pupils
demonstrate
addition
and
subtraction involving units of mass using
number sentences in the usual
conventional manner.
e.g.:
a) 2 kg + 465 g = _______ g
b) 3.5 kg + 615 g = ________ kg
29
11
Aug)
8. MASS.
15
3. BASIC OPERATIONS
INVOLVING UNITS OF
MASS.

units of length.
(ii)
Multiply and divide units

of mass in kilograms and
grams
involving
conversion of units with:
c) 12. 5 kg 625 g = _______ g

Pupils multiply and divide involving units
of length.
e.g.:
a) 7. 215 g x 1 000 = _______ kg
b) 10, 100, 1000.
b) 2. 24 kg 3 = ________ g
30
(18
Aug)
22
9.
VOLUME
LIQUID.
OF
1. COMPARING
VOLUME.
1. Measure
and
compare volumes
of
liquid
using
standard units.

basic
operations
on
mass.
(i) Measure and record the
volumes of liquid in a
smaller
metric
in
fractions
and
/
or
decimals of a larger unit.
(ii)
31
(25 29
Aug)
31
AugNational
Day
9.
VOLUME
LIQUID.
31
(25 29
Aug)
31
AugNational
Day
9.
VOLUME
LIQUID.
OF
2.
RELATIONSHIP
BETWEEN UNITS OF
VOLUME.
2. Understand
the
relationship
between units of
volume of liquid.
(iii) Compare the volumes of

liquid involving fractions
and decimals using liters
and milliliters.
(i) Convert units of volumes
involving fraction and
decimals in liter and viceversa.
(ii)
OF
3. BASIC OPERATIONS
INVOLVING UNITS OF
VOLUME OF LIQUID.
3. Add and subtract

units of volume.
Estimate the volumes of

liquid involving fractions
and decimals in liters
and milliliters.
(i)
Solve problem involving

volume of liquid.
Add
units of volume
involving mixed decimals
in:
a) Liters.
b) Milliliters.
c) Liters and milliliters.
(ii)
Subtract units of volume

involving mixed decimals
in:
a) Liters.
b) Milliliters.
c) Liters and milliliters.
Create stories from given number sentence.

Pupils measure, read and record
volume of liquid in liter and milliliters
using beaker measuring cylinder, etc.
Pupils measure and compare volume of
liquid stating the comparison in multiples
or factors.
Engage pupils in activities that will

create an awareness of relationship.
Pupils make stories from a given
number sentence involving volume of
liquid.
Pupils carry out addition up to 3
numbers involving mixed decimals.
32
(1 5 Sept)
9.
VOLUME
LIQUID.
OF
3. BASIC OPERATIONS
INVOLVING UNITS OF
VOLUME OF LIQUID.

units of volume.
(i)
Multiply units of volume

involving mixed number
using:
b) A two-digit number.
c) 10, 100 and 1000.
(ii)
Divide units of volume

using:
a) Up to 2 digit number.
b)
10,
involving
decimals.
100,
1000
mixed
(iii) Divide unit of volume

using:
b) 10, 100, 1000.
Involving conversion of
units.
(iv) Solve problems involving
computations
for
volumes of liquids.
(8
Sept)
(13
Sept)
12
PKSR 2
21
School break for semester 2
Pupils demonstrate division for units of

volume in the conventional manner.
Pupils construct stories about volume of
liquids from given number sentences.
WEEK
33
(22
Sept)
TOPIC
26
10.
SHAPE
SPACE.
LEARNING AREA
AND
1. COMPOSITE
DIMENSIONAL
SHAPES.
TWO
LEARNING
OBJECTIVES
1. Find the perimeter
of composite 2-D
shapes.
LEARNING OUTCOMES

ACTIVITIES
(i)
Use measuring tapes, rules or string to

measure the perimeter of event
composite shapes.
Measure the perimeter of

the following composite
2-D shapes:
a) A square
square.
and
b) A rectangle and a
rectangle.
c) A triangle
triangle.
and
d) A square
triangle.
and
e) A square
rectangle.
and
f) A rectangle and a
triangle.
(ii)
Calculate the perimeter

of
the
following
composite 2-D shapes:
a) A square
square.
and
rectangle.
c)
A triangle and a
triangle.
d)
A square and a
rectangle.
e) A square
triangle.
and
f) A rectangle and a
triangle.
34
(29 Sept
3 Oct)
10.
SHAPE
SPACE.
AND
1.
COMPOSITE
TWO
DEMENSIONAL SHAPES.
1. Find the area of

composite
2-D
shapes.

perimeters of composite
2-D shapes.
(i) Measure the area of the
following composite 2-D
shapes:
a) A square
square.
and
Pupils count the unit squares to find the

area of composite 2-D shapes on the
grid paper.
rectangle.
c) A square
rectangle
(ii)
and
Calculate the area of the

following composite 2-D
shapes:
a) A square
square.
and
rectangle
c) A square
rectangle
35
(6 10 Oct)
5 & 6 OctHari Raya
Haji
10.
SHAPE
SPACE.
AND
2. COMPOSITE THREE
DEMENSIONAL SHAPES
1. Find the volume of

composite
3-D
shapes.
and

areas of composite 2-D
shapes.
(i) Measure the volume of
the following composite
3-D shapes:
a) A cube and a cube.
b) A cuboid
cuboid.
and
c) A cube and a cuboid.
Use any combination of 3-D shapes to

find the surface area and volume.
(ii)
Calculate the volume of

the
composite
3-D
shapes following:
a) A cube and a cube
b) A cuboid and a cuboid
c) A cube and a cuboid

volume of composite 3-D
shapes.
WEEK
36
(13
Oct)
TOPIC
LEARNING AREA
11. DATA HANDLING.
1. AVERAGE.
17
LEARNING
OBJECTIVES
1. Understand
and
use the vocabulary
to average.
LEARNING OUTCOMES

ACTIVITIES
(i)
Describe the meaning of

average.
Prepare two containers of the same size

with different volumes of liquid.
(ii)
State the average of two

or three quantities.
Equal the volume of liquid from the two

containers.
(iii) Determine the formula

for average.
36
(13
Oct)
11. DATA HANDLING.

17
1. AVERAGE.
2. Use
and
knowledge
average.
apply
of
(i)
Calculate the
using formula.
average
e.g.:
Relate the examples given to determine

the average using the formula.
Calculate the average of two numbers.
Calculate the average of three numbers.
(ii)
Solve problem in real life

situation.
Pose problems
situation.
involving
real
life
37
(20 24
Oct)
23
OctDeepavali
11.DATA HANDLING
2. ORGANISING AND
INTERPRETING DATA.
1. Understand
the
vocabulary relating
to data organization
in graphs.
(i)
Recognize
frequency
mode, range, maximum
and minimum value from
bar graphs
(i)
Discuss a bar graph showing the

frequency, mode, range, maximum and
minimum value.
e.g.
Number of books read by five pupils in
February
frequency
5
4
3
2
May
Nadia
Davin
Shiela
Adam
pupils
Pupils transform data tables to bar
graphs.
37
(20 24
Oct)
23
OctDeepavali
25
OctAwal
Muharram
2. ORGANISING AND
INTERPRETING DATA.
2. Organize
and
interpret data from
tables and charts.
(i)
Construct a bar graph

from a given set of data.
Determine
the
frequency
mode,
range,
average,
maximum and minimum value
from a given graph.
name
Reading
test
score
Mental
Arithmetic
test score
Adam
Davin
May
10
7
9
8
10
8
38
(27
Oct)
Revision / Final year examination.

31
39
(3 7 Nov)
40
(10
Nov)
14
41
(17 21
Nov)
(22 Nov
31 Dis)
25
DisChristmas
(1
2015)
Jan
School break holiday
New Year

Rancangan Mengajar Matematik Tahun 5 2014

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rancangan Mengajar Matematik Tahun 5 2014

Uploaded by

Copyright:

Available Formats

YEARLY SCHEME OF WORK YEAR 5 (2014)

SUGGESTED TEACHING AND LEARNING

Name and write numbers

Teacher pose number in numerals, pupils

Determine the place value

Teacher says the number names and

Provide suitable number line scales and

(iv) Round off numbers to the

Given a set of numerals, pupils represent

2.Add numbers to the

Add any two to four

Add successively any two

(iii) Solve addition problems.

Given a set of numerals, pupils compare

Subtract one number from

Pupils practice subtraction using the fourstep algorithm of :

Multiply up to five digit

Pupils Subtract successively by writing the

5. Divide a number less

Solve problems involving

Divide numbers up to six

Teacher pose problems verbally i.e., in

Solve problems involving

Teacher pose problems verbally, i.e., in

Calculate mixed operation

Solve problems involving

Teacher guides pupils to solve problems

SUGGESTED TEACHING AND LEARNING

Compare the value of the

Pupils perform activities such as paper

Name and write mixed

Teacher demonstrate mixed numbers by

Pupils perform activities such as:

Add two mixed numbers

Add two mixed numbers

Demonstrate addition of mixed numbers

Paper folding activities.

(iii) Solve problems involving

Create stories from given number sentences

Paper folding activities.

(iii) Solve problems involving

Pupils create stories from given numbers

Use groups of concrete materials, picture

School break for semester 1.

1. Multiply any proper

Multiply whole numbers

Provide activities of comparing

Solve problems involving

Name and write decimal

Teacher models the concept of

Recognized the place

(iii) Convert fractions of

8 parts out of 1 000 equals 0.008.

Pupils practice adding decimals using

Pupils subtract decimal numbers,

3. Perform the operation.

Solve problems involving

Divide a whole number

Pupils make stories

Multiply decimal numbers with a

Pupils practice adding decimals using

Pupils create stories