# 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.

340 123

Teacher asks pupils to say the number.

Teacher proceeds with number words card and ask pupils to write the
number words in numerals
eg.
Fifty thousand eight hundred and forty-three

Teacher asks the pupils to say the number.

Teacher asks the pupils to write the number in numerals.

1

2. Main Activity
i) Demonstration

Teacher introduces the MTN method.

Millions

Thousands

Normal

M

T

N

H

T

O

H

H = Hundred

T

O

T = Ten

H

T

O

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.

9 876 543

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.

2

Then, teacher shows how the MTN method is used to write number
words in numerals.
eg.

Three
million seven thousand three hundred and eleven
\

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

Three million seven thousand three hundred and eleven

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
ii)

T

= 3 0 0 7 311

N

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.

3

• 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.

4

Match the following. 8 696 624 ______ million _______hundred ________-six ________six ______ and twenty-________ Seven_______ nine hundred _____-one _______ seven hundred and sixty-________ B. 1 187 521 Two million eleven thousand four hundred and fifty-seven 4. 8 709 003 Nine million nine hundred ninety-nine thousand nine hundred and ninety-nine 3. 2 513 793 Two million ________ hundred _________ thousand seven hundred and ______-three 5.WORKSHEET 1 Name: ………………………………………………… Class: ……………………. 7 981 768 4. 9 999 999 Eight million seven hundred nine thousand and three 5 . 4 321 069 _____ million three ________twenty-one _______ and _____-nine 3. 5 517 402 Five million five hundred and seventeen thousand four hundred and two 5. 1. A. 1. Complete the following table. 3 024 031 Three _______ twenty-four ________ and thirty-one 2. 2 011 457 One million one hundred eighty-seven thousand five hundred and twenty-one 2.

digit value. Place Value 4 825 017 Ones Millions Hundred Thousands Tens Ten Thousands Hundreds Thousands Digit Value 4 825 017 4 000 000 800 000 7 10 20 000 0 5 000 6 . partition. • Teacher explains the diagram. extended notation SUGGESTED ACTIVITIES 1.Lesson : 2 Topic 1 : Whole number Learning area : Numbers up to seven digits 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. Mental / Oral Work • Pupils are given a diagram as below.

Teacher asks pupils to implement MTN method. • eg. Hundred Thousands Place N Millions • T 3 000 000 500 000 20 000 8000 700 40 0 7 . Main Activity i) Demonstration • Teacher shows a spike abacus.• Teacher poses some questions to guide the pupils to say the place value and the digit value of the number. 3 528 740 O H T O H T O 3 5 2 8 7 4 0 M Hundreds Tens Ones Value Thousands Digits Ten Thousands Value Teacher guides pupils to fill up the table. What is the place value of 8? What is the digit value of 8? etc. • Teacher guides pupils to put the beads accordingly to match the given numbers. eg. 2.

Place value ii. • Teacher distributes Worksheet 2 to the pupils. Digit value • Teacher uses the MTN method to solve the problem. • Next. 8 . so: 7 348 089 = 7 000 000 + 300 000 + 40 000 + 8000 + 80 + 9 ii) Development / Reinforcement 3. • Teacher guides and facilitates pupils. teacher shows how to do partition and write in extended notation: Example: Partition 7 348 089 according to: i. Plenary • Teacher poses a question involving place value and digit value and ways to solve the problem. • Teacher summarizes the lesson as a closure. i.• Give other examples. 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 place value. 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.

9 tens and 4 ones. What is the digit value of each of the underlined digit? a. 6 tens and 2 ones. 5 062 467 ______________________ c. 5 ten thousands. Write the numbers. 3 105 275 ______________________ c. 1 633 098 ______________________ b. 4 millions. 4 691 890 ______________________ 3. 4 hundred thousands. 6 312 096 ______________________ 2. 1 millions. __________________________________________________________ c. 3 thousands. 8 ten thousands. 1. 8 302 398 ______________________ d. __________________________________________________________ b. What is the place value of each of the underlined digit? a. 300 000 + 40 000 + 6 000 + 40 + 8 __________________________________________________________ 9 . 1 355 628 ______________________ b. 5 hundreds.WORKSHEET 2 Name: ………………………………………………… Class: ……………………. 5 534 833 ______________________ d. 8 hundreds. 2 000 000 + 600 000 + 70 000 + 300 + 5 __________________________________________________________ d. a.

Express whole numbers in a. • Teacher explains on the board.) • Look at the pattern. Develop number sense up to seven digits.1 = 1 (1 d.) 10 0. 100 and 1000. 10 1 100 2 d.p.p . Learning outcome : Pupils will be able to: iii.p. SUGGESTED ACTIVITIES 1.001 = 1 (3 d. • Decimals are numbers that represent fractions with the denominators 10.01 = 1 (2 d.p. 1 10 1 d. decimals b.p. Problem : Pupils are not able to express whole numbers in decimals and fractions of a million and vice versa.Lesson : 3 Topic 1 : Whole Number Learning area : Numbers up to seven digits Learning objective : Pupils will be taught to: 1. fractions of a million and vice versa. Mental / Oral Work • Teacher asks the pupils to recall about decimals.) 100 0.p . fractions. Previous knowledge : Pupils have learnt how to express whole numbers in decimals and fractions of a hundred thousand. Examples: 0. Vocabulary : decimals.p. 1 1000 3 d.) 1000 decimal point (d.

Main Activity i) Demonstration • Teacher pastes a number card on the board. (initial decimal point) = Move the decimal point 6 places to the left 11 0. .• The decimal point separates the whole number from the fractional parts. 3 0 0 0 0 0 . • Teacher explains on how to divide a whole number by 1 000 000.1 = 0 + 1 10 Value of the decimal number in fraction (tenth ) whole number 2. Examples: 0.3 million . pupils shall move the decimal point 6 places to the left. • Teacher demonstrates how to write whole numbers in decimals of a million and vice versa. Remember: For whole number the decimal point will always be on the left end of the number. Example: 100 000 • Teacher uses 50 sen coin as a decimal point.

• 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. Fill each curve with 0.1 = 5 000 000 + 100 0000 = 5 100 0000 • Teacher gives other examples: 7 250 000 . .1 10 1 1 million = 5 million + million 10 10 = ( 5 × 1 000 000 ) + (0. move the decimal point 6 places to the right. = 5 230 000 Move the decimal point 6 places to the right. 2 3 0 0 0 0.• Teacher gives other examples: 900 000 . Example: (initial decimal point) 5.5 million = 2 1 million 2 Example: 5 1 = 0.p.1 × 1 000 000 ) = 5 000 000 + 0. 8 1 million 2 12 . 400 000 etc. 6 places to right) = 2 million + 0. • To multiply a decimal by 1000 000.

• Teacher distributes Worksheet 3 to the pupils.5 million 1. 13 . • Prizes will be given to the fastest group. Set 1 – partial words and numerals of decimal Set 2 . pupils will be grouped in three with 3 different sets of answer.partial words and numerals of fraction Set 3 – whole number e.ii) Development / Reinforcement 3. • Teacher summarizes the lesson as a closure.75 million Set 2 Set 3 1 million 2 500 000 1 1 million 4 1 250 000 3 3 million 4 3 750 000 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.25 million 3. • In the end. • Teacher guides and facilitates pupils. Plenary • Teacher introduces a game called “Where is my Fren?” • Teacher prepares 3 sets of number cards.g Set 1 0.

6 3 million ______________________ 4 1 d. 8 020 000 ______________________ e 4 250 000 ______________________ 2. 7 million ______________________ 2 1 e. 3 220 000 ______________________ d. 1. Write whole numbers in fraction of a million and vice versa. Write whole numbers in decimals of a million vice versa. a. 8 100 000 ______________________ c. a. 5 250 000 ______________________ b. Class: …………………………… 1. 8 million _______________________ 4 14 . 0.4 million ______________________ c.WORKSHEET 3 Name: ………………………………….9 million ______________________ b.

Previous knowledge : Pupils had learnt addition up to 1 000 000. 9 15 10 11 12 13 14 15 16 . • The answer is 15. Example 1: 0 3 6+9=? 1 2 4 5 6 7 8 • Circle the number 6. Problems : Pupils cannot add any two numbers with regrouping. 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 17 18 Step 2 • Teacher shows pupils on how to use the number strip in their calculations. Learning outcome : Pupils will be able to: (i) Add any two to five numbers to 9 999 999.Lesson : 4 Topic 1 : Whole numbers Learning area : Basic operations with numbers up to seven digits. sequences. Mental / Oral Work . • Move nine steps to the right.Introducing the usage of NUMBER STRIP Step 1 • 0 1 Teacher introduces the number strip to the pupils as shown below. simulating. analogy. Learning objective : Pupils will be taught to: 2. Add numbers involving numbers up to seven digits. Vocabulary : simpler. SUGGESTED ACTIVITIES 1.

6 + 6 + 6 = ? 6. • The answer is 16. • Teacher calls the pupils at random to do the exercises on the blackboard using the number strip. Example: 22 432 + 3 012 + 524 = ? 22 432 + 3 012 25 444 25 444 + 524 22 432 OR + 25 968 3 012 25 444 + 524 25 968 16 . 10 11 12 13 14 15 16 17 18 Step 3: • Pupils make their own number strips. • Paper strips are given to them. 9+5+4=? 2. Questions. • Move eight steps to the right. 7+8=? 3.Example 2: 0 8+8=? 1 2 3 4 5 6 7 8 9 • Circle the number 8. Main activity: i) Demonstration Step 1: • Teacher shows pupils on how to add repeatedly. 9 + 8 = ? 4. 3+5+7=? 5. 4 + 9 = ? 2. 1.

Plenary • Teacher shows flash cards with addition questions. A slash on 8 shows one ‘Tens’ and the remainder is 3. • Prizes will be give to the fastest pupils who answers the questions correctly. 3. • 2 + 3 + 8 = 13. Example: 3 1 1 1 0 6 • + 4 0 7 7 2 4 4 1 1 4 2 0 5 72 91 2 4 2 30 0 0 2 9 3 2 5 3 5 83 3 In the place value ‘Ones’. • Pupils answer the questions individually using number strip that they had made. • This process continues. 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’. 17 .Step 2: Teacher shows pupils on how to add using the method ‘Group of Ten’. • In the place value ‘Tens’. • 3 will be the answer in the place value ‘Ones’ and two slashes represent two ‘Tens’ will be regrouped in the place value ‘Tens’. 2 + 0 + 4 + 0 + 9 = 15. 5 + 7 = 12. A slash on 7 shows one ‘Tens’ and the remainder is 2.

11 382 + 3 510 = 2. 22 432 + 3 012 + 524 = 5. 133 294 + 62 241 + 13 210 = 6.WORKSHEET 4 Name: ………………………………………………… Class: ……………………. 40 050 + 3 946 + 910 + 32 = 7. 39 041 + 17 558 + 1 204 + 206 = 8. 65 372 + 1 034 = 4. 157 magazines and 4 10 500 stickers. 42 136 + 6 544 = 3. What is the total number of items that have been of reading materials sold? sold? 18 . SMS 10. During a fund-raising event. 1. 201 025 + 47 650 +1 528 103+17 = 9. What is the total 912 storybooks. A bookshop sold 25 610 Group sold 9 015 key chains and newspaper.

Vocabulary : simpler.Introducing the usage of NUMBER STRIP Step 1 • 0 Teacher introduces the number strip to the pupils. Mental / Oral Work . sequences. 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. SUGGESTED ACTIVITIES 1. simulating. Substract numbers involving numbers up to seven digits. Problems : Pupils cannot subtract any number from a bigger number with regrouping.Lesson : 5 Topic 1 : Whole numbers Learning area : Basic operations with numbers up to seven digits Learning objective : Pupils will be taught to: 2. analogy. 19 . 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. Learning outcome : Pupils will be able to: (ii).

18 – 9 = ? 4. • Move nine steps to the left. Step 3 • Teacher asks the pupils to make their own number strips on the paper strips provided. Example 2: 0 1 2 3 17 – 9 = ? 4 5 6 7 • Circle the number 17. 20 . 15 – 7 = ? 5.Example 1: 0 1 2 3 15 – 7 = ? 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 8 9 10 11 12 13 14 15 16 17 18 • Circle the number 15. • The answer is 8. • The answer is 8. 11 – 4 = ? 2. • Pupils try to solve the problem on their own using the number strips that they have made. 16 – 9 = ? Teacher selects the pupils at random to solve the problem on the board using the number strips provided by the teacher. 17 – 8 = ? 6. • Move seven steps to the left. 14 – 9 = ? 3. Questions • 1.

tens 7 45 4 8 – • Ones +3 3 7 6 =6 +3 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. to get the amount of 10. so 3 is the member of 7. Main activity: i) Demonstration Step 1 Example: 753 – 487 = ? 7 5 3 – 4 8 7 .2. So 2 is the member of 8. 7 had to be added to 3. to get the amount of 10. 21 . • In the place value ‘Ones’. 8 had to be added to 2. tens hundreds 6 – • 7 4 2 45 +2 8 +2 6 ones =6 3 9 4 In the place value ‘Tens’.

• Instead of 14 – 8 to get the answer 6. Example: 22 432 – 3 012 – 524 = ? 19 420 22 432 – 3 012 – 19 420 524 22 432 OR – 18 896 3 012 19 420 – 524 18 896 3. to get the answer 6. 5 3 4 8 9 2 6 4 In the place value ‘Hundreds’. Development / Reinforcement • Teacher distributes Worksheet 5 to the pupils. Step 2: • Teacher shows pupils on how to subtract repeatedly. • Pupils answer the questions within a specific time. • Teacher discusses the answer. just subtract 4 from 6. we just add 4 to the member of 6 – • 7 4 Ones tens hundreds 8. 22 . that is 2.

4.

Plenary

Teacher shows flash cards with subtraction questions.

Prizes will be give to the fastest pupils who answer the questions
correctly.

23

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.

24

Lesson

: 6

Topic 1

: Whole numbers

Learning area

: Basic operations with numbers up to seven digits

Learning objective

: Pupils will be taught to:

2.

Multiply numbers involving numbers up to seven
digits.

Learning outcome

: Pupils will be able to:

(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

SUGGESTED ACTIVITIES
1.

Mental / Oral Work
• 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

25

Teacher shows pupils on how to complete the table.

Teacher demonstrates the usage of the multiplication table to get

Method 2:

Teacher shows how to build Time-tables 2 to 9.
Step 1

Step 2`

2

Step 4

2

+2

+6

4

+2

6

2

4

+2

6

+6

+6

8

10

12

14

2

4
+6

8

10

+2

2

+2

+6

8

4

6

6
+6

10

12

+6

14

16

4

+2

6

2

+2

4

+2

6

+6

+6

+6

8

10

12

Step 9

+6

+6

26

+2

+2

Step 6

Step 8

+6

+6

+2

+6

Step 7
+2

4

Step 5`

8

2

+2

Step 3

2

+2

4

+2

6

+6

+6

8

10
+6

+6

14

16

18

+6

+6

12

×3
3

+3

6

×4
+3

9

4

+9

+9

+9

+ 12

12

15

18

16
28

+9

+9

+9

21

24

27

+4

8

+ 12

20

+6

12

+4

12

+ 12

24

5

+ 15

20

18

7

32

36

35

40

45

+7

14

×8
+7

21

+ 21

+ 21

24

30

36

28

35

42

8

+ 24

32

+ 18

+ 18

+ 18

+ 21

+ 21

+ 21

+ 24

42

48

54

49

56

63

56

×9

+ 27

36

+ 27

45

27

+ 27

54

+ 27

+ 27

+ 27

63

72

81

30

+ 15

+ 21

+9

15

+ 15

+ 15

+ 18

18

25

+5

+ 15

+ 18

+9

+ 15

×7
+6

10

+ 12

+ 18

9

+5

+ 12

×6
6

×5

27

+9

16

+ 24

40

+8

24

+ 24

48

+ 24

+ 24

64

72

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)

8

0

2
8

9

8
1

0

1
0

3

0

1

2

2

4

8

6

1

4
2

3
1

3

8

0
0

4

6

1

0

3

3

2

8

1

8

Explanation:

First, multiply by 4: 

3 × 4 = 12. Write 1 and 2 in their respective column. 

8 × 4 = 32. Write 3 and 2 in their respective column. 

2 × 4 = 8. Write 0 and 8 in their respective column. 

0 × 4 = 0. Write 0 and 0 in their respective column. 

8 × 4 = 32. Write 3 and 2 in their respective column.

28

ii)

Then, multiply by 6: 

3 × 6 = 18. Write 1 and 8 in their respective column. 

8 × 6 = 48. Write 4 and 8 in their respective column. 

2 × 6 = 12. Write 1 and 2 in their respective column. 

0 × 6 = 0. Write 0 and 0 in their respective column. 

8 × 6 = 48. Write 4 and 8 in their respective column.

Lastly, find the sum by adding the numbers diagonally.
Development/Reinforcement

Teacher distributes Worksheet 6 to the pupils.

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.

29

1. 764 × 25 = 2.WORKSHEET 6 Name: ………………………………………………… Class: ……………………. 7 604 × 800 = 8. 4 022 × 36 = 5. 1 067 × 24 = 3. 1 250 × 60 = 7. What is the product when 576 is 10. Aini bakes 15 cakes every day. How many cakes does Aini bake in multiplied by 18? 9 days? 30 . 2 507 × 32 = 4. 5 473 × 56 = 6. 9. Multiply 174 with 16.

• Teacher checks the answers with pupils. vertical form. 2 Main Activity i) Demonstration • Teacher divides the pupils into five groups. • Pupils are given 3 minutes to complete the answers. bracket. SUGGESTED ACTIVITIES 1. subtraction. multiplication and division. Problem : Pupils are not able to use appropriate operations. horizontal form. Learning outcomes Perform mixed operations with whole numbers. • Each group leader is given a task. Vocabulary : compute. Previous knowledge : Pupils had learnt addition. 31 . • Teacher calls the pupils at random to write the answer on the board. mixed operations.Lesson : 7 Topic 1 : Whole numbers Learning Area : Mixed operations with numbers up to seven digits Learning objective : Pupils will be taught to: 3. Mental/oral work • Pupils are given a set of questions based on basic operations. : Pupil will be able to: (iii) Compute mixed operations problems involving brackets. • 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.

(44 − 15) × (600 − 300) = 7. 27 + (18 × 7) = 19.WORKSHEET 7 Name: …………………………………………………………… Class: ……………. (14 ÷ 7) × 28 = 2. 6 × (83 − 42) = 9. (883 + 60) − (58 + 95) = 8. 1. (25 + 26) − (14 + 27) = 5. (45 ÷ 9) × 29 = 3.. 60 ÷ (5 × 3) = 4. 500 − (25 × 8) = 33 . (75 x 6) − (45 × 2) = 6.

Problem : Pupils are not able to use appropriate operations. What is the price of one pen? A group of Puteri Islam needs 3 kg of flour to bake 5 cakes. Vocabulary : compute. subtraction. horizontal form. how much money does she have to pay? A printing company spent 4 hours to print 38 000 copies of brochures.00 for 5 clocks. SUGGESTED ACTIVITIES 1. Learning outcomes : Pupils will be able to: (iv) Solve problems involving mixed operations on numbers of up to seven digits. Perform mixed operations with whole numbers. If Nora wants to buy a bar of similar soap. How many copies of brochures can be printed in one hour? Suriani pays RM75. What is the price of a clock? 34 .00. multiplication and division. The price of 7 similar pens are RM21. bracket. Mental/Oral work • Pupils are given a set of questions based on basic operations involving problems. mixed operations. Previous knowledge : Pupils had learnt addition. vertical form. How many kg of flour is needed to bake a cake? Zali bought 8 bars of soap at the price of RM6.40.Lesson : 8 Topic 1 : Whole Numbers Learning Area : Mixed operations with numbers up to seven digits Learning objective : Pupils will be taught to: 3.

ii) Development/Reinforcement • Pupils are still in their own groups. • Pupils are given 5 minutes to solve the problems. • Teacher poses a word problem on the board. 3) Implementing the plan. 35 . 2 Main Activity i) Demonstration • Teacher divides the pupils into groups. How many chairs can be placed in 12 classrooms? • Teacher asks the pupils to explain the problem. • Teacher discusses the answer with the pupils and guides them to use the Polya’s four-step problem solving model. • The members of the group discuss the problem to get the answers. There are 6 classrooms of equal sizes that can be placed with 180 chairs each. 1) Understanding the problem. • Each group is provided with a piece of mahjong paper.• Teacher asks the pupils to answer the questions using their previous knowledge. 4) Looking back. • Teacher checks the answers with pupils. • 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). Year 6 pupils are arranging some chairs in several classrooms. 2) Devising a plan. • Teacher calls the pupils at random to write the answer on the board. • Teacher gives prizes to the best group.

36 . • Volunteers will write the answers on the board. .• Teacher asks each group to display their work on the board and discusses the answers with the pupils. • Prizes will be given to pupils with correct answers. 3 Plenary • Teacher puts up some questions on the board and asks the pupils to answer.

Each pack holds 5 bottles. Each box holds 100 bottles. The price of 21 eggs is RM6. 3) There are 12 000 sachets of tea to be packed into boxes. How much money does she have to spend? 37 . Items Total number Units per box Chalk 400 100 Books 1 500 Pens 3 500 Crayons 5 400 25 70 450 Pencils 2) Number of boxes 120 200 8 400 books will be distributed to a number of schools. There are 420 books for each school.. The company needs to repack these bottles into smaller packs. Solve the problems. has 600 boxes of mineral water. How many smaller packs are there altogether? 5) Alina bought 525 eggs for her sister’s wedding. 1) Complete the following table.00.WORKSHEET 8 Name: …………………………………………………………… Class: ……………. Find the number of schools that will receive the books. How many boxes are there altogether? 4) Norm Mineral Water Sdn Bhd. Each box holds 120 sachets of tea.

6 lorries went to Bandar Selasih. How much profit does he get for each dictionary? 10) 4 shirts and 3 pairs of socks cost RM95. What is the price of a pair of socks? 38 . 60 minutes are given to the pupils to answer 40 questions. How many sacks of sugar are sent to Bandar Selasih? 7) In a test.6) 560 sacks of sugar are distributed to several towns by 8 lorries. The price of 4 shirts and 5 pairs of socks is RM105. how long will he take to answer 30 questions? 8) 420 supporters of Cergas Soccer Team travelled to Makmur Stadium in 12 buses. He sold the dictionaries with the total price of RM270. How many supporters have not arrived yet? 9) Encik Nordin orders 15 dictionaries at RM15 each. If Ali takes an equal time to answer each question. 7 buses with the equal number of supporters arrived at the same time.

Mental / Oral Work • 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. equivalent fractions. SUGGESTED ACTIVITIES 1. 39 Example How to find the same denominator 3 9 6 18 9 12 15 18 * Always choose the smaller denominator. Vocabulary : Mixed numbers. . Previous knowledge : Pupils can add three mixed numbers with different denominators of up to 10. simplest form and multiplication tables.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. Learning outcome : Pupils will be able to: (iii) Solve problems involving addition of mixed numbers. Problem : Pupils do not understand the problem solving questions.

Main Activity i) Demonstration • To assess pupils’ abilities on addition of mixed numbers with the same and different denominators. (i) With same denominator 4 2 3 1 + 3 + 2 7 7 7 = 9 6 7 (ii)With different denominator 9 1 2 1 +3 + 2 = 2 3 4 = 1 2 1 ×3 14 + × 6 + × 4 + 4 ×3 2 ×6 3 ×4 = 14 + = 14 = 14 + 1 + = 15 6 8 + 12 12 + 3 12 17 12 5 12 5 12 40 Let’s find the same denominator 2 3 4 4 6 8 6 9 12 8 12 10 12 . • Add three mixed numbers.2.

Pupils read after teacher. Murad. Given Weight of fish that Murad caught : 1 1 kg 2 Weight of fish that Rozi caught 3 3 kg 8 : Weight of fish that Izham caught : Ask for Operation Solve 2 1 kg 4 Total weight of fish Addition = (1 3 3 1 + 3 + 2 ) kg 2 8 4 = (6+ = (6 + = 6+ 1×4 3 ×1 3 × 2 + ) kg + 8 ×1 4 × 2 2×4 4 3 6 + + ) kg 8 8 8 13 kg 8 = (6+1+ = 5 ) kg 8 5 7 kg 8 41 Let’s find the same denominator 2 8 4 4 8 6 8 . a. Teacher uses Polya’s four steps model to solve the problems. 4 What is the total weight of fish that they had caught? Teacher guides the pupils to understand the problem.ii) Development / Reinforcement • Teacher gives a problem to be solved by the pupils. Rozi and Izham went fishing last Sunday at Sentosa Lake. Lokman caught 3 kg while Izham 2 8 caught 2 1 kg. 1 2 Murad caught 1 kg of fish.

5 1 b. 6 What is the total mass. Miss Juwita bought 1 5 1 2 + 2 + 4 )m 6 3 9 + + + Let’s find the same denominator 6 3 9 )m m 2 kg of sugar on the first week of May at Giant 3 Hypermarket. in kg. Puan Maimunah needs 1 m of material to make a dress and 2 m 6 3 to make a shirt and another 4 2 m to make a pair of trousers. 4 1 kg of sugar.• Revise the four steps in Polya’s method of problem solving. does she bought? Teacher asks pupils to fill up the solution using Polya’s four step problem. On the second week. Teacher poses more questions and guides pupils to fill in the information requested. 9 How much material should she buy? Given Material to make dress :_____ m Material to make shirt :_____ m Material to make trousers :_____ m Ask for Operation Solve Quantity ____________ should she buy? ____________ =(1 =( = c. she bought 2 1 kg of sugar. she bought another 3 On the third week. Given Ask for Operation Solve 42 .

3. • Teacher summarizes the whole lesson. 43 . Plenary • Teacher explains the method of Polya’s Model in problem solving.• Teacher gives Worksheet 9 to each pupil and guides them to find out the answers.

A. Chong ate 2 cakes 8 4 1 and Arjun ate 3 cakes. The masses of green.WORKSHEET 9 Name: …………………………………. 1 hours 3 3 3 on gardening and 5 hours on shopping. yellow and red box are 3 1 7 3 kg. painting and 3 8 3 4 8 2 5 university project respectively. Find the 4 8 8 total mass of the three boxes? 44 8 3 40 . 2 2 Asmaniza requires 2 hours. 2 kg and 2 kg respectively. 2 kg of 5 2 1 flour and 2 kg of salt. 4 8 1 2 How long does she spend for all the activities? 5. 5 1 Armani ate 2 cakes. How many kilograms 10 8 2 15 of things she buys altogether? 4. What is the total 5 amount of cakes they ate? 3. Class: …………………………… Solve the problem and match to the correct answers. 1 hours and 5 5 4 1 hours to finish her homework. 1 2 Mrs Lily spends 1 hours on jogging. Puan Rokiah buys 3 4 1 kg of sugar. What is the total hours required? 2. 1.

Lesson : 10 Topic 2 : Fractions Learning area : Subtraction of fractions Learning objectives : Pupils will be taught to: 2. 1 1 2 1 2 1 3 1 3 1 4 1 4 1 5 1 6 1 3 1 4 1 5 1 6 1 5 1 6 1 5 1 6 45 1 4 1 5 1 6 1 6 . equivalent fractions. Subtract mixed numbers with denominators of up to 10. SUGGESTED ACTIVITIES 1. simplest form and multiplication tables. Learning outcome : Pupils will be able to: (ii) Subtract involving three mixed numbers with different denominators of up to 10. Mental / Oral Work • Teacher introduces the Fraction Chart to recall pupils’ previous knowledge. Problem : Pupils do not understand how to subtract involving three mixed numbers with different denominator. Previous knowledge : Pupils are able to do subtraction involving two mixed numbers with different denominator. Vocabulary : mixed numbers.

1 4 1 8 0 1 1 1 – 4 8 2 8 2 4 3 8 = 1 3 4 4 8 2 1 – 8 8 5 8 = 6 8 1 46 1 8 1 4 1 7 8 1 1 1 8 1 2 8 1 3 8 . 1 4 1 4 1 8 1 8 1 8 From the fraction chart.1 8 1 8 1 9 1 8 1 9 1 10 1 8 1 9 1 10 1 8 1 9 1 10 1 10 1 9 1 10 1 8 1 9 1 10 1 8 1 9 1 10 1 10 1 8 1 9 1 9 1 10 1 10 Fraction Chart • Revise subtraction of two mixed numbers with different denominators using a fraction chart. • = 1 1 1 – 4 8 = 1 2 1 – 8 8 = 1 1 4 1 8 1 8 1 4 1 8 1 8 1 8 1 2 = 4 8 1 8 Revise subtraction of mixed numbers with different denominators using numbers line.

2 • different denominators using a fraction chart. 2 Question : 1 1 1 – – 1 = 8 2 4 1 4 2 Step 1 Take away 2 1 1 1 = 2 – 8 4 8 Step 2 Take away 2 1 1 5 –1 = 2 8 8 Step 3 1 1 1 5 – – 1 = 8 2 8 4 Teacher shows pupils on how to do subtraction of mixed numbers with So. Main Activity i) Demonstration • Teacher poses a question and shows the circular cut-out to teach the concept of subtraction of fraction.2. 1 3 1 6 1 9 1 3 1 6 1 9 1 6 1 9 1 3 1 6 1 9 1 9 1 6 1 6 1 9 1 9 1 9 1 9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 1 3 = 6 18 1 6 = 3 18 5 10 = 9 18 47 .

Calculate 5 5 1 1 – 2 – 1 6 9 3 =5 10 6 3 – 2 – 1 18 18 18 = 2 • Let’s find the same denominator. Example 1 Calculate 6 3 1 1 –1 – 2 4 8 6 = 3 1 1 6 × 6 – 1 × 3– 2 × 4 4× 6 8× 3 6 ×4 = 6 3 18 4 –2 –1 24 24 24 = 3 11 24 Let’s try this. Example 2 Find 8 6 1 1 –3 – 2 7 4 2 6 1 1 = 8 × 4– 3 × 7– 2 × 14 7× 4 4 ×7 2 × 14 = 3 24 7 14 – – 28 28 28 = 3 3 24 = 3 1 8 48 Let’s find the same denominator 4 8 6 16 12 8 12 24 18 16 24 20 24 Let’s 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 . 9 3 6 18 6 12 9 18 12 15 18 1 18 Subtract involving three mixed numbers with different denominators of up to 10.

3. 49 . • Teacher checks their worksheet. • Pupils do corrections. 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.iii) Development / Reinforcement • Pupils complete Worksheet 10.

5. 3 3 4 7 21 . 3 3 1 – 2 – 1 10 2 5 10 6 7 10 .WORKSHEET 10 Name: …………………………………. 5 7 45 . 2. Class: …………………………… Subtract the mixed numbers below and then circle the correct answer. 2. 14 1 21 7 10 . 6 1 3 – 2 2 4 8 5 7 1 – 3 – 3 6 10 6 – 1 5 8 = = 10 4 3 5 – 3 – 5 8 5 10 = 15 3 4 – 3 4 5 = 20 4 2 5 – 7 – 4 9 3 6 – 6 1 10 = 50 . 1. 6 3 50 4 5 . 4. 6 4 5 . 3 3 20 . 4. 5. 3. 3. B. A. 4 2 15 7 5 2 3 – 1 – 2 5 6 10 4 25 30 . 4 9 5 3 2 – 4 – 3 7 7 3 13 1 21 . 1. 5 3 9 15 1 1 2 – 6 – 5 4 10 5 3 16 8 1 2 – 7 – 4 9 3 5 5 Subtract the mixed numbers below. 1 6 21 .

Lesson : 11 Topic 2 : Fractions Learning area : Subtraction of fractions Learning objectives : Pupils will be taught to: 2. . SUGGESTED ACTIVITIES 1. Vocabulary : mixed numbers. Learning outcome : Pupils will be able to (iii) Solve problems involving subtraction of mixed numbers. Mental / Oral Work • Teacher gives two different numbers that indicate the denominators and asks pupils to state the correct denominator. 51 * Always choose the smaller denominator. Subtract mixed numbers with denominators of up to 10. Different denominator Suitable denominator Example 3 and 9 6 4 and 5 20 7 and 8 56 8 and 3 24 4 and 6 12 How to find the same denominator 3 9 6 18 9 12 15 18 9 and 2 18 10 and 3 30 * Give another combination if necessary. Previous knowledge : Pupils are able to do subtraction involving three mixed numbers with different denominator. simplest form and multiplication tables. equivalent fractions. Problem : Pupils do not understand the problem solving question.

Jamilah poured out 2 λ of milk from 8 4 the jar. (i) With the same denominator 5 5 3 1 – 2 – 1 7 7 7 = 2 1 7 (ii) With the different denominator = 6 2 1 = 2 ×2– ×3– 3 ×2 2 ×3 = (2 = 2 = 1 = Let’s find the same denominators 3 2 6 6 4 6 2 1 5 – 2 – 2 3 2 6 5 ×1 6 ×1 4 3 5 ) – – 6 6 6 1 5 – 6 6 6 1 5 + – 6 6 6 1 2 6 = 1 1 3 iv) Development / Reinforcement • Teacher gives a problem to be solved by the pupils in class. Then her brother poured out another 1 How much milk was left? 52 1 λ from the jar. Main Activity i) Demonstration • Subtract two mixed numbers. • Teacher reads Question (a) to the class and pupils repeat after teacher. 2 .2. • Teacher explains to enable pupils to understand. Question (a) A jar contained 4 1 1 λ of milk.

Given A jar contained : 4 1 λ 8 Jamilah poured : 2 1 λ 4 Her brother poured : 1 Ask for Milk left. • Each group will solve the problems respectively. • The group leader reads Question (b) for the group members. Question (b) 3 Puan Ani buys 5 m of ribbon at the Plaza Shopping Complex. Operation Subtraction Solve = 4 1 λ 2 1 1 1 λ – 2 λ – 1 λ 2 8 4 1 1 1 = (4 ×1 – 2 ×2 – 1 ×4 ) λ 8 ×1 4 ×2 2 ×4 = (1 Let’s find the same denominators 8 4 2 8 4 6 8 1 2 4 – – ) λ 8 8 8 =( 8 1 2 4 + – – ) λ 8 8 8 8 = 3 λ 8 • Teacher forms 4 groups of pupils. How much metres of ribbon left? Given Buy :_____ metres Used to tie ribbon :_____ metres Used to make flowers :_____ metres 53 . She 8 1 1 uses 1 m of the ribbon to tie a present. Then she uses another 2 m 2 4 to make some flowers.

Ismail drank 1 cups of 2 6 coffee. • Pupils read and answer the questions carefully. • Teacher facilitates and guides the pupils. Razak drank 2 3 cups of the coffee. • Teacher checks their answers and asks pupils to do the corrections. Given Ask for Operation Solve • Teacher distributes Worksheet 11. Let’s find the same denominator 8 2 4 Question (c) There were 6 1 1 cups of coffee on the table. 4 How many cups of coffee left? • Teacher encourages pupils to fill up the solution using Polya’s four step problem. • Pupils read and answer the question carefully. 54 .Ask for Operation Solve How much metres of ribbon ____________? ____________ =(5 4 1 1 – 1 – 2 )m 8 2 4 =( – = m – )m • Teacher shows Question (c) to pupils.

3. 55 . Plenary • Teacher explains the method of Polya’s Model in problem solving. • Teacher summarizes the whole lesson.

A watermelon 3 weighs 1 1 3 kg and another watermelon weighs 5 kg. How much time is left to finish his work on the third day? 2.WORKSHEET 11 Name: …………………………………. How far was he suppose to jog on the third day? 56 . 1 Azlan has 7 hours to paint the school wall in three 2 2 1 days. He uses 1 hours on the first day and 4 hours 5 3 2 5 8 on the second day. 2 A basket of durians weighs 9 kg. 8 4 2 3 8 How many boxes does he have now? 3. 5 2 3 4 2 4 5 2 3 5 How much orange juice is left? 4. A. 1 Joe had jogged a total distance of 10 km in 3 days. Badarudin has 8 1 boxes of marbles. he had jogged 4 1 3 km and 2 km on 8 4 the second day. 3 4 Find the difference of weight between the durians and the watermelons? 5. 4 On the first day. Chandran has 9 4 3 λ of orange juice. Class: …………………………… Solve the problem and then match to the correct answer. 4 λ of orange 5 5 2 juice is spilt and 2 λ of orange juice is drank by Ali. He gives 2 5 1 2 boxes to Chan and another 3 boxes to Daniel. 1.

“How many picture cards do you have in each group?” (4 cards) • Teacher explains that 1 of 8 is 4. 2 57 . Multiply any mixed numbers with a whole number up to 1 000. Mental / Oral Work 1 of 8. • Teacher asks pupils to divide the cards equally into 2 groups. Learning outcome : Pupils will be able to: 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. Vocabulary : mixed number. simplest form SUGGESTED ACTIVITIES 1. Problem : Pupils are unable to convert mixed numbers into improper fractions.Lesson : 12 Topic 2 : Fractions Learning area : Multiplication of fractions Learning objective : Pupils will be taught to: 3. portions. • Teacher asks them. 2 • Teacher discusses with pupils on how to find • Teacher provides each pair of pupils with 8 picture cards.

• 1 of a group consists 2 of 50 objects. Whole number + 5 7×2+5 2 = 7 ×7 Numerator Denominator 2. Main Activity i) Demonstration 1 1 × 100 2 Method 1: Using diagram • Teacher displays a picture of whole numbers as grouping sets of objects.• Teacher explains the conversion of mixed numbers to improper fractions. Method 2: Using calculation method 3 2 × 400 = 5 • Total objects is 100 + 50 = 150 58 . • Teacher shaded the objects based on the portion. So. teacher must shows 2 sets of 100 first. 1 is more than 1 but 2 less than 2. * 1 • Teacher explains 1 1 × 100 means “We want one and a half sets of 2 100”. 1 1 groups of 100 2 objects. • A group consists of 100 objects.

• Then.a) Solution 1 • 3 2 × 400 5 = 17 × 400 5 = 17 × 400 5 = 6 800 5 = 1 360 b) Solution 2 • Separate the whole number and fraction into two columns respectively. Whole number Fraction 3 2 5 3 × 400 2 × 400 5 = 1 200 = 2 × 400 5 = 800 5 = 160 Total = 1 200 + 160 = 1 360 • Add both products to get the answer. 59 . multiply the whole number and the fraction with the multiplier separately.

• Each group leader will come to the front and pick any envelope. Plenary • Teacher writes a question on the board and asks pupils to solve it. • Teacher distributes Worksheet 12. • A volunteer will write the answer on the board. • Group leaders will discuss the questions in the envelope with their group members. B. A C B D List of questions: Envelope A : 1 i) 1 × 210 = 3 ii) 2 2 × 500 = 5 Envelope B : i) 1 1 × 240 = 4 ii) 2 3 × 300 = 5 Envelope C : i) 1 1 × 150 = 3 ii) 2 2 × 400 = 5 Envelope D : i) 1 1 × 320 = 4 ii) 2 3 × 200 = 5 • Pupils are divided into four groups. 60 . Each envelope contains two questions which is labelled as A. 3. • The fastest group with the correct answers will be the winner. • Teacher discusses the answers with pupils. C and D.ii) Development / Reinforcement • Teacher puts up four envelopes on the board. • A representative from each group will present their work on the board. • Teacher facilitates and guides the pupils.

A. 3 1 of 800 = 4 2. 5 1 of 900 = 2 4.WORKSHEET 12 Name: ………………………………………………… Class: ……………………. 1. Multiply. B. 3 1 × 600 = 4 3. 5 3 × 480 = 4 6. 1 1 × 300 = 3 2. 4 2 of 540 = 3 61 . 2 1 of 360 = 6 3. 1. 7 2 × 500 = 5 4. 4 1 × 240 = 8 5. 12 2 × 210 = 7 Find the answers.

mixed number. Previous knowledge : Pupils had learnt to convert mixed numbers to improper fractions and multiplication of fractions. Mental / Oral Work • Teacher prepares a piece of paper and crayons for each pupils. dividend. improper fractions. 2 62 Divide (cut) into quarters ( 1 ). denominator. SUGGESTED ACTIVITIES 1. numerator. PAPER-FOLDING ACTIVITY Fold the paper into half. Divide fractions with a whole number and a fraction. Colour 1 of the paper. • Pupils listen carefully and perform the activity below. fractions. Problem : Pupils do not know the concept of division of fractions.Lesson : 13 Topic 2 : Fractions Learning area : Division of fractions Learning objective : Pupils will be taught to: 4. Learning outcome : Pupils will be able to: (ii) (b) Divide fractions with a fraction. Vocabulary : Division. • Teacher gives clear instructions. 4 . reciprocals.

1 1 in . (ii) You only decorated 1 of the pizza (with vegetables. • Teacher : There are two • Teacher expresses the activity above using a number sentence. Main Activity i) Demonstration • Teacher prepares a circle-shaped card. (iv) (i) How many smaller pieces with decorations can you get? (ii) (iii) 63 . PAPER-CUTTING ACTIVITY 1 1 ÷ 2 8 = • 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. crayons and a pair of scissors for each pupil. you need to divide this pizza into eight ( ) equal smaller 8 pieces. 4 2 Dividend Quotient Divisor 1 2 ÷ 1 4 = 2 2. (iii) 1 Now.• Teacher : How many quarters (coloured) can you see? • Pupils response : Two. 2 mushrooms and chicken).

Then. Group A and Group B. • Both groups will find the quotient. Example 1: 1 1 in . • Teacher : There are four • Teacher shows the solutions. The fraction shown will be the ‘Divisor’. Group B will roll and the fraction shown will be the ‘Dividend’.• Pupils response : Four. • Teacher divides pupils into 2 groups. • The correct answer will be given 2 marks and the incorrect answer will be given 0. • Teacher prepares 2 big-sized dice (as shown). • Group A will roll the dice first. 8 2 Example 2: Solution: Solution: 4 1 ×8 2 1 1 ÷ = 2 8 1 ×8 8 4 Multiply 8: Refer to the denominator of the dividend (Simplified become 1) Change ÷ to × 1 1 1 8 ÷ = × 2 8 2 1 8 Change 1 8 to 8 1 (Reciprocal) = = 2 1 = = 4 4 v) Development / Reinforcement • Teacher introduces Double-Dice Game to the pupils. 64 . • Each group will be given a dice.

• The correct answer will be given 2 marks and the incorrect answer will be given 0. • Teacher summarizes the whole lesson. • Group B will roll the dice first as the ‘Divisor’. Then. Group A and Group B. • Pupils do corrections. 65 . • The highest total of marks obtained will be the winner. • Teacher identifies and explains the pupils’ misconceptions. • Pupils complete the worksheet individually.1 3 1 6 1 4 1 2 1 5 1 8 1 2 1 2 1 4 1 10 1 4 1 12 1 4 ÷ 1 12 • Teacher distributes Worksheet 13. • Pupils will get back to their 2 groups. Plenary • Pupils will continue to play Double-Dice Game. 3. • Both groups will find the quotient. • Teacher discusses the answers with pupils. Group A will roll and the fraction shown will be the ‘Dividend’.

1 2 ÷ = 4. 1 3 ÷ = 1 = 9 7. 1 5 ÷ 1 5 ÷ 1 = 16 = 1 = 4 9. 2 1 ÷ = 5 5 = 2. 2 5 × 3 4 2 5 6 1 1 ÷ = 2 6 6. 1 = 8 3 = 4 = 1 = 10 10. Divide the fractions. = 3 5 ÷ 2 = 5 = 66 . 3 4 ÷ = 3.WORKSHEET 13 Name: ………………………………………………… Class: ……………………. A. 1 4 ÷ = 1 = 8 8. 1 2 ÷ = 5. Examples: 2 4 ÷ 3 5 1 = = 1.

Lesson

: 14

Topic 2

: Fractions

Learning area

: Division of fractions

Learning objective

: Pupils will be taught to:

4. Divide fractions with a whole number and a
fraction.
Learning outcome

: Pupils will be able to:

(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.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows a diagram.

Teacher poses a question and pupils listen carefully.

TRY-TO-GUESS ACTIVITY

1
vessels of orange juice.
2

i)

Mother prepares 1

ii)

Then, mother pours the orange juice into half-vessels.

iii)

How many half-vessels does mother need to fill in the orange juice?
1
2

1

(i)

3
4
1
2
1
4

(ii)

0

67

(iii)

Pupils response

: Three.

Teacher

: There are three

Teacher expresses the activity above using a number sentence.

1
1
in 1 .
2
2

Dividend

Divisor

1

1
2

÷

1
2

Quotient

= 3

2. Main Activity
i) Demonstration

Teacher prepares a 1

1
metres long rope, marker pen and a pair of
2

scissors for each pupil.
ROPE-CUTTING ACTIVITY

1

1
1
÷
2
4

=

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:
1
metres long rope.
2

i)

You have a 1

ii)

You need to cut the rope into equal pieces of

1
metres long
4

each.
iii)

0

How many equal pieces of rope can you get?
1
1
1
4
4
4

1
2

1

1

68

1
2

0

1
2

1
4

1

1
4

1
4

1

1
2

Pupils response

: Six

Teacher

: There are six

Teacher shows the solution.

1
1
in 1 .
4
2

Example 1:
Solution:

1

1
2

÷

1
4

=

3
2

÷

1
4

Change
1
3
1 to
2
2
(improper fraction)
Change ÷ to ×

=

3
2

=

12
2

=

6

×

4
1

Change
1
4
to
4
1
(reciprocals)

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.

The correct answer will be given 2 marks and the incorrect answer will
be given 0.

69

1

1
3

2

1
2

1
6

1
10

1

1
5

1

1
4

2
3

1
2

1

1
2

2

1
4

1
8

2
10

Divisor

Dividend

1

1
4

÷

1
8

Teacher distributes Worksheet 14.

Pupils complete the worksheet individually.

Teacher discusses the answers with pupils.

Pupils do corrections.

70

• The highest mark obtained will be the winner. • Both groups will find the quotient. • Teacher summarizes the whole lesson. • Teacher identifies and explains the pupils’ misconception. • The correct answer will be given 2 marks and the incorrect answer will be given 0. 71 .3. • Group B will roll the dice first as the ‘Divisor’. Group A will roll and the fraction shown will be the ‘Dividend’. Group A and Group B. • Pupils will get back to their 2 groups. Plenary • Pupils will continue to play Double-Dice Game. Then.

WORKSHEET 14 Name: ………………………………………………… Class: ……………………. 4 1 2 ÷ 1 = 16 = = 9. 4 1 2 ÷ 3 4 = 5. 2 1 4 ÷ 1 8 2 1 5 ÷ 1 5 = 8. 3 3 4 ÷ 1 8 = 3. Divide the fractions. = = = = 10. 2 2 5 ÷ 3 5 = 2. 1 1 2 ÷ 1 6 = 6. Examples: 1 2 3 5 6 ÷ = 51 × 31 62 51 = 2 1. 1 1 5 ÷ 1 10 = = = 4. A. = 5 3 5 ÷ 2 5 = = 72 . 1 1 4 ÷ 1 8 = = 7.

Perform mixed operations of addition and subtraction of decimals of up to 3 decimal places.003 3 3 30 73 0 thousandths • tenths Numbers ones • Decimal hundredths value up to thousandths. Learning outcome : Pupils will be able to: i(b) Add and subtract three to four decimal numbers of up to 3 decimal places involving whole numbers and decimal numbers. tens • . Previous knowledge : Pupils had learnt the addition and subtraction of decimal numbers.Lesson : 15 Topic 3 : Decimals Learning area : Mixed operations with decimals Learning objective : Pupils will be taught to: 1. decimal point SUGGESTED ACTIVITIES 1. Problem : Pupils always write numbers at the wrong place value. decimal place. Vocabulary : decimal number. Mental / Oral Work Teacher uses a place-value chart to guide pupils to learn decimal place 0 0.03 0.3 • • • 3 0.

138 + 4 = • Teacher emphasizes that mixed operation involving addition and subtraction of decimals.000 2.00 = 5. 3. hundredths 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 6 1 0 2 − + 1 ones tens 1 + • • thousandths Teacher guides pupils to find the answer using the place-value chart.74 + 12. calculation must be done from left to right. tenths • 3 1 • Pupils write those numbers according to its place value. 74 .5 + 20. vii) Development / Reinforcement • Teacher provides each pupil with a template of place-value chart. • Reminder: 5 = 5. • Pupils fill in the empty spaces with zeros. • Show another number sentence and ask them to solve using a placevalue chart template given.• Pupils are required to complete the chart. • Teacher guides pupils to regroup when necessary. Main Activity i) Demonstration • Teacher shows a number sentence to pupils.0 = 5.

82.275 5.7 +9. Plenary • Pupils are divided into groups of four.37 +11.9 = • • A template of placevalue chart.185 – 9 = 5 Answer: 1. • Teacher provides the cross number puzzle to each group. • Teacher facilitates and guides the pupils.165 = 4 0. • Teacher discusses the answers with pupils. 35.46. • • • • Pupils place the decimal numbers given in the template before adding and subtract them.815 2. 8.72 – 11.245 = 3 5 36.124 .87 – 206 + 44.441 3.8 +20.924 = 4 DOWN 1 8 – 1.72 + 2. • The fastest group with the correct answers will be the winner. 3. 75 27. 10.2 – 18 + 8.465 4. • Teacher checks the pupils’ answers and proceed with Worksheet 15.161 = 3 110 – 29. 1 ACROSS 2 2 40 – 13.

86 9) + 5.3 .8 – 15.215 = 20 What is the missing number in the box? 76 .497 = 7) 40 + 5. Find the answers.7 + 0.403 = 2) 1. A. 1) 1.093 = 6) 17.306 + 0.82 – 1.538 = 3) 6.42 – 3 + 2.08 + 7.8 – 10.WORKSHEET 15 Name: ………………………………………………… Class: …………………….92 – 0.7 + 12.8 – 1.52 = 15 What is the missing number in the box? 5) 9.4.25 + 35.827 + 12 8) 160 – 31.1 4) 73.207 – 0.135 10) + 4.07 – 14.

77 .

• Example 1 : a) b) OR 1= 100 = 100% 100 30 = 30% 100 78 OR 3 = 30% 10 . Relate fractions and decimals to percentage. improper fraction. Learning objective : Pupils will be taught to: 1. fraction and decimal. Learning outcome : Pupils will be able to: i) Convert mixed numbers to percentage and vice versa. Problem : Pupils were not able to compare the value of percentage and decimals. percentage. Vocabulary : percent. Previous knowledge : Pupils had learnt mixed number and improper fraction. multiplication SUGGESTED ACTIVITIES 1.Lesson : 16 Topic 4 : Percentage Learning area : Relationship between percentage. Mental/Oral Work • Teacher poses the hundred-square paper grid to show the conversion of mixed numbers to percentage.

Example 2 : 100 = 100% 100 50 = 50% 100 100% + 50% = 150% 79 . • A few pupils come to the front of the class to answer the question. Main Activity i) Demonstration Step 1 • Teacher explains on how to convert mixed number to percentage using diagrams.c) d) 55 = 55% 100 95 = 95% 100 2. • Teacher asks the pupils to add these two diagrams in percentage.

Step 2 Method 1 (Compute mixed number to whole number and fraction) • Teacher shows the solution to the pupils. • Pupils give their answers spontaneously in the form of percentage. 1 4 10 1 40 100 140% 1 7 10 1 70 100 170% 1 8 10 1 80 100 180% 2 3 10 2 30 100 230% Method 2 (Multiply with 100) 1 1 2 = 1 × 100% + = 100% + 1 × 100% 2 100 % 2 = 100% + 50% = 150% 80 . 3 1 = 10 1 3 10 + = 100% + 30% = 130% • Teacher displays some flashcards.

Method 3 (Convert mixed number to improper fraction) Solution: 1 • 1 3 3 × 50 150 = = = = 150 % 2 2 2 × 50 100 Teacher explains that mixed numbers have to be converted to improper fraction first. 100 = 1 100 E. the denominator has to be 100.g. : 1 5 100 5 100 = 105 100 = 105% To get a percentage from improper fraction. 81 .

125% 125 100 25 1 100 1 1 4 150% 150 100 50 1 100 1 1 2 175% 175 100 1 75 100 1 3 4 82 .Step 3 Convert percentage to mixed number. • Pupils give their answers spontaneously in the form of mixed number. • Teacher explains on how to convert percentage to mixed numbers to the pupils. Example : 100% 170% = 10 7 =1 10 10 70% 170 70 = 1 100 100 = 1 7 10 • Teacher displays some flashcards.

Plenary • Teacher poses some questions on the board and selects some students at random to show the solution. • Pupils discuss in their group. Development / Reinforcement • Pupils are divided into groups. • Teacher guides the pupils. • Pupils will be given Worksheet 16. • Teacher discusses the answer with pupils. • Pupils do the corrections.3. • A representative from each group will present their work on the board. 83 . 4. • Teacher discusses the answers with pupils.

4 15 = 100 3. Mixed Numbers 1. Convert the following to percentages Fraction 1. 4 = 10 4. 2 = 5 3. 1 = 2 2. Express each mixed numbers as a percentage. A.WORKSHEET 16 Name: ………………………………………………… Class: ……………………. 2 38 = 100 4. 9 = 1 100 2. 8 = 10 Percentage 84 . 2 Percentage 68 = 100 B. 45 = 1 100 5.

1 3 = 2 4.C. 2 1 = 5 3. 1 1 = 2 2. Convert mixed number to a percentage. Mix Numbers 1. 5 Percentage 3 = 4 85 .

fraction and decimal.g: 0.Lesson : 17 Topic 4 : Percentage Learning area : Relationship between percentage. Learning objective : Pupils will be taught to: 1. percentage. Learning outcome : Pupils will be able to: (ii) Convert decimal numbers of value more than 1 to percentage and vice versa. fraction. E. Relate fractions and decimals to percentage. SUGGESTED ACTIVITIES Mental /Oral Work Step 1 • Teacher displays a grid paper and explains.3 = 3 30 = 10 100 = 3 10 = 86 30 100 . Previous knowledge : Pupils had learnt decimal numbers. Problem : Pupils were not able to compare the value of percentage and decimals. decimal. Vocabulary : percent.

g: 25 100 100 100 1. Method 1 • Teacher uses the hundreds squares paper to show the conversion.25 = = 100% = 100% + 25% = 125% 87 25 100 25% .25 to percentage.25 1 = 100 100 0. • Ask pupils to shade 125 small squares as shown. • Teacher distributes a hundred square paper to each pupils.25 1 + 0.Step 2 Main Activity Teacher explains on how to convert decimal to percentage: • Example: Convert 1. E.

1.8 = ___% 1.Method 2 b) i) Multiply the decimals by 100.00 = 125% Method 3 i ) Write the decimal numbers to two decimal places • Example: 1.80 = • Add a percentage symbol.8 = 180 % 88 . 1.25 × 100 000 000 125 125.2 5 × 100 = 125% ii) Multiply by using standard written method.80 • Change (the two decimal numbers) to fraction with the denominators of 100.25 = 1.80 = 1. ( by skipping ) 1.80 = • 180 100 Therefore. 180 = 180 % 100 1.8 = 1. 1.

1 25 1 00 1. Convert percentage into fraction 135% = • 135 100 Draw vertical line between 1 and 0. • Teacher guides the pupils. Plenary • Teacher displays some questions on the board. • Pupils present their answer on the board. 1 25 1 00 Rewrite a decimal form • Put a dot on the line. • Pupils are asked to come forward to write the answers. • Teacher gives the instructions regarding the exercises (Worksheet 17). • Teacher and pupils discusses the answers.25 Step 4 Development / Reinforcement • Pupils work in groups. 89 .Step 3 Convert percentage to decimal Example: 135% = ____ Method 1 .

29 8 8. 1 0.84 7 6. A.8 4 2.25 3 1.WORKSHEET 17 Name: ………………………………………………… Class: …………………….8 Percentage Fill the box with the correct answers. 5.85 90 . 3. Express each decimal to a percentage Decimals B. 2. PERCENTAGE 250% 2. FRACTION 1.50 6 5.6 5 3. DECIMAL 30 100 125 100 180 100 4.56 9 7.23 10 9.3 2 1.

Learning outcome Relate fractions and decimals to percentage : Pupils will able to: (iii) Find the value for a given percentage of a quantity Previous knowledge : Pupils can simplify fractions. 25 1 = 4 100 Teacher shows the hundred squares card with shaded parts and ask the pupils to read out the answers in the form of percentage. commission. a) b) 20 = 20% 100 c) 10 = 10% 100 91 5 = 5% 100 . a. discount. Mental / Oral Work • Pupils say and write simplest form for the fractions by using flash cards. 20 1 = 5 100 b. SUGGESTED ACTIVITIES 1. Problem : Pupils unable to multiply whole number and fractions. 15 3 = 20 100 c.Lesson : 18 Topic 4 : Percentage Learning area : Relationship between percentage. multiple. Learning objective : Pupil will be taught to: 1. fraction and decimal. Vocabulary : Simplest form. profit. interest.

20% of 100 = 20 × 100 = 20 100 20 100 • Teacher guides the pupils to find the value from a given percentage of a quantity. Main Activity i) Demonstration • Use transparence to find the value from the given percentage of a quantity.2. • Teacher prepares 2 types of dice for each group. Percentage dice and quantity • The group leader throws up the both dice. viii) Development / Reinforcement • Teacher divides pupils into groups. 92 .

30%. • Pupils sit in a circle. • Members help each other to get the correct answer. • Teacher distributes Worksheet 18 to the pupils. • Teacher summarizes the lesson. 500 20% 150 10% 350 Dice 1 Dice 2 • Members of the group solve the problems as many they can. 93 . • When teacher plays the music. 4. 40%. 400. 20%. 50%. • The pupils who holds the box has to pick a card and answer the question on the board. • Teacher facilitates and guides the pupils. 60% dice 2: 150. 350. 600. Plenary • Teacher puts some cards with questions in a box. 300.• Example : Dice 1: 20% Dice 2: 150 dice 1: percentage 10%. pupils pass the box untilthe music stops.

15% of 200 pencils 9. 40% of 450 chairs 2. 80% of 330 marbles 4.WORKSHEET 18 Name: ………………………………………………… Class: ……………………. 10% of 300 books 8. 20% of 250 shoes 94 . 1. 25% of 800 tables 10. 20% of 30 sweets 6. 45% of 600 eggs 3. 70% of 560 durians 5. 30% of 500 cars 7.

fractions and decimals. Problem : Pupils do not know that percentage is used for comparison related to amount. multiple. profit. Learning objective : Pupils will be taught to: 1. Mental / Oral Work • Pupils say and write percentage of the fractions by using flash cards. 20 = 20% 100 10 = 10% 100 5 = 5% 100 2. interest. Previous knowledge : Pupils understand the percentage of quantity. Learning outcome Relate fractions and decimals to percentage. a) A bottle contains 20 marbles. commission. Main Activity i) Demonstration • Teacher displays the following percentage problem card and guides the pupils to read and understand the problem. people or things. : Pupils will be able to: (iv) Solve problems in real context involving relationships between percentage. SUGGESTED ACTIVITIES 1. Vocabulary : Simplest form.Lesson : 19 Topic 4 : Percentage Learning area : Relationship between percentage. 3 of the marbles are red. Find the percentage of the red marbles. discount. 95 . fraction and decimal.

Understand the problem. Devise a plan. So. RM1 550 What is the selling price? • Teacher guides the pupils using Polya’s four-step problem solving model. % of the red marbles= I 3 × 20 5 100 = 15% 1 3×5 15 = = 15% 20 × 5 100 II 4. 96 . the fraction of red marbles = 3 20 3. Implementing the plan. 1. 15% = b) 15 3 = 20 100 The diagram shows the cost of a television. It was sold at a loss of 20%. How many marbles? How many red marbles? What is the percentage of the red marbles? 2.• Teacher guides the pupils using Polya’s four-step problem solving model. 3 of the 20 marbles are red. Looking back.

Plenary • Teacher displays a question on the board. Read and understand the question. Example: Salmah had RM500. Understand the problem. Looking back. • The group leaders present their answers. 97 . • A representative from each group will write the answer on the board. (Worksheet 19) • Each group leader draws a card from the box. 2. Calculate the percentage of the money she used. • Teacher puts some problem solving cards in a box. Loss = 20 × RM1 550 = RM310 100 Selling price of the television = RM1 550 – RM310 = RM1 240 4. • Teacher selects the best presenter. • Each group writes down their answer on a mahjong paper. Devise a plan 20% of the RM1 550 3. • Pupils answer the questions in their respective group. 5. • Teacher summarizes the lesson. She bought a camera for RM250. RM1 240 + RM310 = RM1 550 ix) Development / Reinforcement • Teacher divides pupils into groups. Implementing the plan.1.

What is the percentage of the passing rate? 2. Calculate the percentage of the money she used. What is the selling price? 4. Salmah had RM500. A total of 300 pupils sat for an examination. She bought a camera for RM250. A. 30 pupils failed the examination. Solve the problems. RM 1 550 It was sold at a loss of 20%. The diagram shows the price of a television.Santhy bought a watch for RM80. Find the percentage of the rotten durians. Mrs.WORKSHEET 19 Name: ………………………………………………… Class: ……………………. 98 . 3. 6 of them were rotten. What is the percentage of the profit? 5. There are 30 durians in a lorry. She sold it at the price of RM100. 1.

What is the percentage of the loss? 10. If he has cycled 5 km. It was sold for RM66. Ah Chong’s house is 20 km from his school. He sold the laptop for RM2 000.6. RM44 25% What is the new price of the coat? 7. what is the percentage of his journey? 99 . What is the percentage of the milk poured? 9. 8. Find the percentage of the profit. A blouse costs RM60. The diagram shows a bottle of milk. Ramli bought a laptop for RM 2 500. The diagram shows the price of a coat and the discount. 75 mℓ of milk was poured into a jug.

income. expenditure. Learning outcome : Pupil will be able to: (i) Perform mixed operations with money up to a value of RM10 million. investments. • Teacher asks the pupils to calculate the total of the money that has been shown to them. Previous knowledge : Pupils had learnt all the operations involving money. SUGGESTED ACTIVITIES 1. loss. saving. 100 . bracket. computation. cost price.Lesson : 20 Topic 5 : Money Learning area : Money up to RM10 million Learning objective : Pupils will be taught to: 1. Problem : Pupils cannot perform mixed operation well. profit. • Teacher asks the pupils to give their answers. Mental / Oral Work • Teacher shows two pieces of RM5 and three pieces of RM10 to the pupils in the class. discount. Vocabulary : Mixed operation. Use and apply number sense in real context involving money.

then return to their respective groups. • Each group will read the question and write the answer on the board.95 = 3. (RM125 × 8) – (RM40 × 8) = 5. .15 101 True False . • Teacher asks pupils to solve mixed operation involving money in vertical form.50 × 90 = RM157. Each balloon contains a piece of paper.15 – RM 78. • Teacher asks the group to solve the questions as fast as they can. Teacher guides the pupils.50 = RM14.2. ii) Development / Reinforcement • Teacher gives a piece of paper which includes some questions. (RM100 + RM50) × 5 = 4.65 2) RM152.30 = RM230.50 4) RM212.02 5) RM117.45 3) RM17.05 – RM21 – RM105. RM125.20 – RM17.95 + RM5. Number sentences 1) RM14.50 + RM37.80 ÷ 4 = RM53. RM8 000 + RM1 254 – RM5 555 = 2. • The group leaders will prick the balloons with a needle and collect the paper. • Teacher calls the group leaders to the front of the class. RM1 200 – (RM2 400 ÷ 6) = • Pupils solve the questions in groups.25 = RM 51. • The questions are as below: 1. • Teacher ties 5 balloons on the board. Main activity i) Demonstration • Teacher divides the pupils into groups.

00 True False 10) RM1 200 – (RM2 400 ÷ 6) = RM800. • Teacher randomly selects five pupils to answer the questions. If they are lucky. If they answer correctly. they may get an empty packet! That is why this game is called “Lucky You!” 102 . • Teacher puts up 5 questions on the board. and if not. they are allowed to take the packet of sweets.45 = RM40. • Teacher checks the answer and discuss with the pupils. • Teacher asks pupils to do corrections.Number sentences 6) RM117. they will get the most number of sweets.00 • Teacher calls a representative from each group to put on their answer on the board. 3.80 + RM3. Next to each question.85 7) RM8 000 + RM1254 – RM5 555 = RM3 699 8) (RM100 + RM50) × 5 = RM2 500 9) (RM125 × 8) – (RM40 × 8) = RM850. teacher pastes a packet of sweets with different number of sweets. Plenary • Teacher introduces a game called “Lucky You”.20 – RM79. • Teacher distributes Worksheet 20.

60 B RM54 522.55 RM609 625 – RM81 460.60 C RM57 261. A.60 D RM424.55 D RM670 456.80) = A RM29 249.00 + RM4 044.60 C RM404. RM8 574.70 + RM762 354. 3.70 B RM574 045.80 B RM404.20 – RM196 873.50 (RM411 010 – RM336 272) × 6 = A RM484 842 C RM448 428 B RM448 842 D RM448 248 (RM746 + RM2 490. 5.20 = A RM570 455 C RM574 055. 6. 1.00 = A RM352 209 C RM532 209 B RM522 209 D RM532 229 RM49 566 × 22 ÷ 20 = A RM27 261.60 D RM72 261.50 C RM10 249.WORKSHEET 20 Name: ………………………………………………… Class: ……………………. Circle the correct answer. 4.60 5 × (RM2 277.50 + RM930. 2.50 B RM16 041.80) ÷ 8 = A RM115.20 103 .50 D RM9 249.

60 – RM4 840.15 9.15 C RM241.7.70 B RM5 522.70 Value of Money RM50 RM10 RM2 50 sen 5 sen 3 7 9 6 3 No.70 D RM9 522.62 C RM7 522. of Pieces TABLE 1 The total of money shown in Table 1 is A RM231.15 D RM271. 8. (RM57 680.45 B RM241.10) ÷ 25 = A RM2 113. 2 from RM1 848 = 7 104 . 5 pieces of RM100 + 14 pieces of RM50 + 39 pieces of 20 sen = 10.

cost price. • Teacher pastes the prices to each picture and asks pupils to read aloud. loss. profit. Problem : Pupils cannot solve problem in real context well. Understanding the problem. bracket. computation SUGGESTED ACTIVITIES 1. Devising a plan.Lesson : 21 Topic 5 : Money Learning area : Money up to RM10 million Learning objective : Pupils will be taught to: 1. How much did Kamal spend to buy those items? • Teacher asks volunteers to answer the question. expenditure. Use and apply number sense in real context involving money.50 per can. income. 4. saving. • Teacher guides and explains on how to solve the question according to Polya’s four-step problem solving model. investments. 2.00 per bottle and 2 cans of margarine which cost RM4. Mental / Oral Work • Teacher shows pictures of a bottle of mineral water and a can of margarine. Learning outcome : Pupils will be able to: (ii) Solve problem in real context involving computation of money. • Teacher reads the question as below: Kamal bought 3 bottles of mineral water which cost RM2. Previous knowledge : Pupils had learnt all the operations involving money. Looking back. discount. Implementing the plan. 105 . Vocabulary : Mixed operation. 3. 1.

• Teacher discusses the answers with the pupils.2. • The pupil reads and solves the question on the board. The questions involved money in numerical form. • Teacher plays the music while the pupils pass the box around. • They are given 10 minutes to solve the problems. • Teacher guides the pupils. 3. Main Activity i) Demonstration • Teacher plays a game called “Poison Box”. 106 . the last pupil who is holding the box will draw a question from the box. • Teacher asks the pupils to form a circle and gives the box to one of them. When teacher stops the music. Teacher guides the pupils using Polya’s four-step problem solving model. • Repeat the activity until all the questions are answered. Plenary • Teacher displays a big incomplete bill (Replica) on the board. • Teacher calls a pupil at random to complete the bill. tables and pictures. • Teacher discusses the questions with the pupils. simple sentences. ii) Development / Reinforcement • Teacher distributes Worksheet 21. Teacher provides a box which consists five questions.

60 Total 107 sen .90 4 tubes Toothpaste RM4.20 3 bottles Shampoo RM8.50 2 bottles Hair cream RM3. 15400 Kota Bharu. Jalan Pengkalan Chepa. Kelantan. Fax: 09-7748250 Price Quantity Goods Price Per Unit RM 6 pieces Soap RM1. Tel: 09-7730839 / No. Tanjung Mas.LAM KEDAI RUNCIT Lot 347. No.

1.20.75 D RM125 A laptop costs RM3 245. 1 kg of the strawberry is RM2. A RM8 175.80.60 108 .25 B RM33.20 D RM1. What is the price of 1 kg rambutans? A RM16. Then he sold all the slippers for RM5 per pair. A.55 C RM3.50 by selling 5 laptops.25.80.30 B RM4 063. What was the total profit that Zairi get? 2.50 D RM9 987.25.WORKSHEET 21 Name: ………………………………………………… Class: …………………….70 B RM9 857.40 C RM3. What is the average loss for each house sold? 5.65 D RM3.85 B RM11.75 A house costs RM132 208.50 The total price of 4 kg of strawberries and 5 kg of rambutans is RM19.50.30 D RM163. A RM8 957. A RM1. Zairi bought 25 pairs of slippers for RM91. If 5 packets of instant noodles cost RM3. The developer sold 3 houses with the total price of RM367 051.50 The price of 5 packets of instant noodles and 1 packet of flour is RM4. A RM25 C RM45. what is the price of the flour? 4. What is the selling price for each laptop? 3.50 C RM9 955. The shopkeeper earns a profit of RM817.00 C RM3 409. Circle the correct answer.80.25 B RM1.

35 7 kg Rice RM2.60. A RM16. What is the total income that Syarikat Muhibbah gets from their selling of all the sport cars? Answer: ____________________ 109 . Table 1 shows the price and quantity of 4 types of goods bought by Salima. Each of them paid RM57.6. How much is the change? 7.60 The price of 25 eggs is RM6. She earned a profit of 75 sen each.10 8 kg Red Bean RM1. Quantity Goods Price Per Unit 10 Egg 22 sen 2 packets Sugar RM1. The price of each sport car is RM1. Syarikat Muhibbah sold 6 cars with the profit of RM45 000 each. 8 people paid equally to buy 3 wardrobes. What is the price of each wardrobe? Answer: ____________________ 10.40 B RM17.60 C RM18.00. What is the price of 12 eggs? Answer: ____________________ 8.2 million.60 D RM18. What is the selling price of each photo album? Answer: ____________________ 9. Puan Alimah bought 100 photo albums for RM545.60 TABLE 1 She paid RM50 for all goods.

months. 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. years and months and years. event. Pupils had learnt the relationships between the units of time. Mental / Oral Work • Teacher shows a calendar to begin the lesson. months and days. • Teacher demonstrates two methods on how to remember the number of days in each month. • Teacher asks pupils to go through the calendar thoroughly. date. calendar. common year SUGGESTED ACTIVITIES 1. years. minutes and seconds. Problem : Pupils are not able to calculate the duration of an event between months. duration.Lesson : 22 Topic 6 : Time Learning area : Duration Learning objective : Pupils will be taught to: 1. leap year. Use and apply knowledge of time to find the duration. Pupils had learnt to calculate the duration of an event involving hours. 110 . 2. Vocabulary : days.

June. July. September.October December August January March May July Method 1 “Valley” Left September November February April June Knuckle OR Finger “V” shape Right Knuckle / Fingers = January. May. Main Activity i) Demonstration • Use the number line to calculate the duration in months. October. June. March. December (31 days) “Valley” / “V” shapes = February (28 or 29 days) April. Example 1 Find the duration from February 2006 to September 2006. November (30 days) Method 2 “April. unless it is leap year which has 29 days” 2. September. all the rest have 31 days. except February which has 28 days. August. 111 . and November have 30 days.

7. “March. 4. the duration from February 2006 to September 2006 is 7 months. Solution 25 September 2005 30 – 25 = 5 + 1 » 6 days 30 September 2005 1 year 1 October 2005 30 September 2006 1 month 1 October 2006 31 October 2006 1 month 1 November 2006 1 December 2006 30 November 2006 11 – 1 = 10 + 1 » 11 days 112 11 December 2006 . 6. September” Say “3. 9” 4 56 3 • 9 7 8 fingers Use a table to calculate the duration in years. June. Solution 2  Pupils use their fingers to count on by one. April. August. 5. start from the month of March. May. months and days. 8. Example 2 Find the duration from 25 September 2005 till 11 December 2006. July.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 25 September 2005 to 11 December 2006 is 1 year 2 months 17 days.g. 5. “2”. 3. Form groups of four. “1”. 4. Each member answers the task given individually on a piece of paper. “Find the duration in month from April 2007 till November 2007”. Flip over the paper and put the pen on it as a signal of “Finish”. 2. Teacher gives a task.From 25 September 2005 to 30 September 2005 From 1 October 2005 to 30 September 2006 6 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 Total Days Months Years Duration 11 1 2 17  So. e. 113 .“Show Down” to find out the duration of time. e. *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.g. “3” and so on. month and day + 1 day ii) Development / Reinforcement • Use the strategy of cooperative learning . Steps: 1. Number each of the members in the group.

The group can raise their hands to get teacher’s help if no one gets the correct answers. The group celebrates and says “Eureka” if all the members get the correct answer. month and day + 1 _____ Group Examples Rules e. Teacher calls out the pupil number “2”.6. Each member flips up their paper and places the answers at the centre of the table. • Pupils answer the worksheet individually. 10. Plenary • Teacher prepares a table as below. 13. Other members may help those who are unable to get the correct answer. 3. 9. A Difference in duration of Year B Year and month + 1 _____ C Month + 1 _____ D Month and day + 1 _____ E Day + 1 _____ F Year.g.2005 + 1 _____ • Teacher checks pupils’ answers. 8. • Teacher guides the pupils. e. • Pupils give an example of the difference in duration as below. • Teacher summarizes the whole lesson. Pupils take turn to be the captain for the next question. 14. 2007 . 114 .g. 7. “Show Down”. 15. • Teacher divides pupils into groups. Teacher appoints a “Show Down Captain”. • Teacher distributes Worksheet 22 to the pupils. The captain acts as checker to discuss the answers. The captain goes back to the group and says. 12. The captain gets the correct answers from the teacher.

22 October 2005 till 17 December 2005. A. C. in years and months. Find the duration. March 2005 until November 2005. November 2003 till March 2006. 2. February 2002 till October 2003. 3. Find the duration. Find the duration. 1. 3. 1. D. 2. in months. B. the duration from 23 April 2005 till 20 August 2006 is 1 year 3 months 28 days. 1. Example: Find the duration from 23 April 2005 until 20 August 2006. in months and days. March 2004 till January 2008. February 2007 until September 2007. 9 February 2006 till 7 September 2008. 15 June 2004 till 9 February 2006. Find the duration. 6 March 2007 till 2 July 2007. in years. 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. 26 October 2005 till 13 December 2006. 2. 115 . months and days.WORKSHEET 22 Name: ………………………………………………… Class: ……………………. 2. 1.

3. Pupils had learnt basic calculation of time and multiplication of fraction from group of objects. SUGGESTED ACTIVITIES 1. and seconds. years. : Pupils are not able to compute time period situations expressed in fractions of years. Use and apply knowledge of time to find the duration. duration. Mental / Oral Work • Teacher explains the relationship between units of time. Problem Pupils had learnt the conversion units of time. × 12 year month ÷ 12 ×7 week ÷7 × 24 day hour ÷ 24 116 × 60 × 60 minute ÷ 60 second ÷ 60 . 2. months. months. Previous knowledge : 1. minutes. event. Learning outcome : Pupils will be able to: (ii) Compute time period from situations expressed in fractions of duration. compute. hours. Pupils had learnt the relationships between the units of time.Lesson : 23 Topic 6 : Time Learning area : Duration Learning objective : Pupils will be taught to: 1. weeks. Vocabulary : days. 4. Pupils had learnt the multiplication and division. date. convert.

• Pupils complete the fraction chart below. What is the value of 1 × 20? (5) 4 2. e.g. 1 1 2 1 2 1 3 1 3 1 4 1 4 1 5 • 1 7 10 1 7 1 8 1 9 1 9 1 10 1 6 1 7 1 8 1 5 1 6 1 7 1 10 1 5 1 6 1 8 1 4 1 5 1 6 1 9 1 10 1 4 1 5 1 6 1 7 1 8 1 9 1 1 3 1 8 1 9 1 10 1 7 1 8 1 9 1 10 1 6 1 7 1 8 1 8 1 9 1 10 1 9 1 10 1 10 1 9 1 10 Teacher revises the skills of multiplication of proper fractions using whole numbers. Main Activity i) Demonstration Question 1: 2 of 2 years = __________ months 3 • Use paper strips to express the situation of time. 117 .

How many months are there in a year? 2. 3 Thus. how many months are there in 2 of a year? 3 a. Solution 2 of 2 years = __________ months 3 “of” means multiply (×) 2 × 2 years 3 = 2 × (2 × 12 months) 3 8 = 2 2 × 24 × 24 months OR months 3 31 = 2×8 48 months months OR 1 3 12 × 2 24 months 24 × 2 48 months 16 3 48 3 18 18 = 16 months *Point to note: 0 1 year = 12 months 118 . By counting on the paper strips.2 3 Solution 1 3 1 3 1 year 1 2 3 4 5 6 7 8 9 10 11 12 + 1 year 1 2 3 4 5 6 7 8 9 10 11 12 + 12 months 2 years 12 months 24 months  Guided questions: 1. 8 months + 8 months = 16 months • Use numerals. 2 of a year is 8 months. By using the paper strips.

10. Mark each part in fives (0. 5. How many minutes are there in an hour? 2. 25. 1 of an hour is 15 minutes. 15.……55) Solution  From the diagram. so the answer is 15 minutes. Draw a circle and divide it into 12 equal parts. 15 minutes + 15 minutes + 15 minutes = 45 minutes 119 . how many minutes are there in 1 of an hour? 4 Say “5. 60 minutes + 60 minutes 15 minutes 1 4 1 hour + + + 60 minutes = 180 minutes 15 minutes 1 4 15 minutes 1 4 + 1 hour + 1 hour = 3 hours  Guided questions: 1. Based on the diagram. 20.The relationship of year and month: Question 2: 1 of 3 hours = ___________ minutes 4 • Use a diagram to convert fractions of an hour to minutes. 4 Thus.  By using the diagram. 10. 15”. 30.

• Solution 1 of 3 hours = _______ minutes 4 “of” means multiply (×) 1 × 3 hours 4 60 × 3 180 minutes = 1 × (3 × 60 minutes) 4 = 45 180 1 minutes × 180 minutes OR 4 41 45 4 180 = 45 minutes 16 20 20 *Point to note: The relationship of hour and minute: 1 hour = 60 minutes ii) Development / Reinforcement • Pupils play a Maths game called “Domino”. Example: 3 of 6 days 4 = ___ hours 90 seconds 1 of 5 years 4 80 minutes 1 of 2 years 3 2 of 2 hours 3 = ___ months = ___ minutes 14 days = ___ months 160 seconds 108 hours 1 of 8 weeks 4 = ___ days 1 of 3 hours 2 = ___ minutes 120 2 of 4 minutes 3 = ___ seconds 8 months 21 days = ___ hours 1 of 4 weeks 2 = ___ days 18 hours 1 of 6 days 4 1 of 9 weeks 3 = ___ days 15 months 90 minutes . Prepare a set of 10 dominoes with questions and answers.Use numerals. Steps: 1.

2. 121 . If any two of the dominoes are related. The game is over when the players complete joining the ten dominoes. • Teacher guides the pupils. Example: 3 of 6 days 4 = ___ hours 80 minutes 160 seconds 2 of 2 hours 3 8 months = ___ minutes 1 of 4 weeks 2 1 of 3 hours 2 = ___ days = ___ minutes 21 days 15 months 1 of 6 days 4 = ___ hours 1 of 5 years 4 14 days = ___ months 4. 3. Flip the dominoes downwards and place it at the centre. Each player takes turn to pick a domino and place it upwards on the table. • Teacher distributes Worksheet 23. match the question to the answer. Pupils can arrange any pattern as they like.

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

WORKSHEET 23 Name: ………………………………………………… Class: ……………………. A. Example: 1 of 4 years = _____ months 2 1 of 4 years 2 2 1 = × 4 years 21 = or 1× 2 years 1 = 2 years = 2 × 12 months = 24 months 1 of 4 years 2 1 × (4 × 12 months) = 2 1 × 48 months 2 1 × 48 = months 2 48 = months 2 = 24 months = 1 1 of 2 days = _____ hours 2 2 1 of 3 weeks = _____ days 3 3 1 of 6 years = _____ months 4 4 3 of 2 hours = _____ minutes 4 5 1 of 5 minutes = _____ seconds 4 6 2 of 2 days = _____ hours 3 7 3 of 2 hours = _____ minutes 8 8 2 of 9 weeks = _____ days 3 9 2 of 5 minutes = _____ seconds 3 10 5 of 9 years = _____ months 6 123 . Calculate.

Steps: 1. Pupils had learnt basic calculation of time and multiplication of fraction from group of objects. 3. compute. date. duration. computation. solve. Previous knowledge : 1. problem. 4. 5. Use and apply knowledge of time to find the duration. 2. years. : Pupils have problems to relate time with everyday problem. event. Pupils have basic knowledge of time.Lesson : 24 Topic 6 : Time Learning area : Duration Learning objective : Pupils will be taught to: 1. months. convert. Problem Pupils had learnt the conversion units of time. Pupils had learnt the relationships between the units of time. Vocabulary : days. Pupils had learnt the multiplication and division. Teacher asks the pupils to choose a number on the clock. Teacher displays an analogue clock on the board. 2. 3. Mental / Oral Work • Teacher shows a maths magic game called “I Know Your Time”. assembly SUGGESTED ACTIVITIES 1. 124 . Learning outcome : Pupils will be able to: (iii) Solve problem in real context involving computation of time duration. Teacher asks the pupils to count on by heart in ones until twenty starting from the number that they choose.

125 . He works 1 of a day. 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. A pupil chooses number 4 without teacher knowing the number. 4. At the same time. 5. 3. Main Activity i) Demonstration Mazlan works in a factory. 1. 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 13 14 15 16 17 20 18 19 Start knocking from 11. . Teacher starts knocking in anticlock wise until the pupil says “stop”. ….Read and understand the question carefully. 2. 2. 2. Pupils say “stop” when they have counted till twenty. Teacher starts knocking 7 times at random and at the 8th times pointing to12. The key to get the answer: 1. 10. Start knocking from 1 till 7 times at random.Explain the relationship between units of time. 3 How many hours does he work in a week? • Teacher guides pupils to solve problems using Polya’s four-step problem solving model.Use the paper strips to model situations expressed in time.4. . Understanding the problem. 1 day = 24 hours and 1 week = 7 days . until the pupils say “stop” Example:1. pupil starts to count on in ones by heart from 5 until 20. When it reaches 8 times. Devise a plan.

. Implementing the plan. . 8 hours × 7 days = 56 hours 4.1 3 24 hours 1 day Guided question: By counting on the paper strip. state how many hours are there in 1 of a day? 3  By using the paper strips. 1 of a day = _____ hours 3 “of” means multiply (×) 1 × 1 day 3 1 × 1 day 3 OR 8 1 × 24 hours 3 = 1 × 24 hours 3 = 1× 8 hours 1 = 24 hours 3 = 8 hours = 8 hours = 1 So.Divide 56 hours by 7 and then multiply by 3 .Write the number sentences.Calculate and write down the answer. 3 3.56 hours ÷ 7 = 8 hours 8 hours × 3 = 24 hours 24 hours = 1 day 126 8 3 24 24 0 . . 1 of a day is 8 hours. Look back and check the answer.

She completed her practical training for 1 of the total period. to finish his homework? Section 2: Solving problem involving the duration of time in hours 2 A group of friends spent of 3 days to complete their Science project. Find the duration of the football training. The shooting of a documentary film started on the 5 May 2007 and was completed on 28 July 2007. months and days. Section 1: Solving problem involving the duration of time in minutes 1 Sim Hui spent 4 of 2 hours doing his Mathematics homework.ii) Development / Reinforcement • Use the method of learning called “Maths Jigsaw” to solve the problems in real context involving computation of time duration. How long did he take in minutes. 127 . 3 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. 6 How many months did she take to complete her practical training? Section 4: Solving problem involving the duration of time in months and days. How long was the duration of the documentary shooting? Section 5: Solving problem involving the duration of time in year. Procedure: Step 1: Teacher divides pupils in groups of four or five. A football team had training from 2 February 2005 to 15 October 2007.

• Teacher distributes Worksheet 24 to the pupils. Plenary • Teacher shows an example and the solutions on how to solve problems involving time. • Teacher concludes and summarizes the lesson. Step 4: Each section groups will display their report at 5 corners of the class. D3. 128 . Pupil C1.Step 2: Pupils work in a group of different levels of abilities and solve the problem based on Polya’s four-step problem solving model. A1 B1 A3 A2 Sec E1 1 B2 C1 D1 Sec E2 2 C2 D2 B3 Sec E3 3 C3 D3 A4 B4 A5 Sec Sec B E5 E 5 4 5 4 C4 D4 C5 D5 Section Group Step 3: Each member plays their role respectively and write down their report in the mahjong paper. A5 : Read and understand the problem. Pupil A1. Pupil E1. Teacher facilitates the pupils. E4. B5 : Devise a plan. 3. B2. D2. C3. State the operation. C5 and Pupil D1. Pupils will select the best Section Group among all. B3. E3. E2. E5 : Look back and check the answer. Calculate and write down the answer. D4. B4. Pupil B1. C2. D5 : Implementing the plan. A2. Each member will take turn to read aloud to the class. A3. A4. C4.

Circle the correct answer. When did she leave Phuket Island? 3. 1. A 14 years 5 months C 29 years 5 months B 15 years 7 months D 30 years 7 months Mr. 2. Building Age S 15 years T TABLE 1 Building T was built 7 months later than building S. A 1 July 2007 C 3 July 2007 B 2 July 2007 D 4 July 2007 Diagram 1 shows the journey taken by Kim Hui.WORKSHEET 24 Name: ………………………………………………… Class: ……………………. When did he reach his destination? A 29 October 2005 C 31 October 2005 B 30 October 2005 D 1 November 2005 129 . He spent two weeks on the island. S and T. A. 6 days 2 days L M N DIAGRAM 1 Kim Hui drove from Town L to Town N passing through Town M on 25 October 2005. Find the total age of these two buildings. Roslan arrived in Phuket Island on 19 June 2007. Table 1 shows the age of two buildings.

When did Norain celebrate her 12th birthday? A 15 January 1993 C 15 January 2003 B 15 March 1993 D 15 March 2003 B. 2 Kassim is 1 year 9 months younger than Mei Ling. 5. Find the duration of the programme. Ravi is 9 1 years old. Mei Ling is 7 years 5 months.4. John took 3 of 2 days to make a kite. Miss Tay attended a course from 21 October 2006 till 2 December 2006. Ariffin worked 2 of the month of April in a supermarket. Solve. N B1 1991 20 August DIAGRAM 2 Norain was born 7 months 5 days earlier than Ranjit. A story-telling programme started on 17 April 2006 and ended on 10 August 2007. 3 How many months did he spend on his studies? 4. Calculate the total age of the three children. 1. How many months and days did she attend the course? 5. 5 How many days he did not work in the supermarket? 2. 3. 4 How many hours did he take to complete the kite? 130 . A 22 years 7 months C 22 years 5 months B 22 years 6 months D 22 years 4 months Diagram 2 shows Ranjit’s date of birth. Hassan spent 2 of 4 years to complete his studies.

length. SUGGESTED ACTIVITIES 1. centimetre. Pupil had learnt multiplication and division. Draw a line 2 across the 4 flowers to divide the flowers equally into 2 groups. Use and apply fractional computation to problem involving length. Previous knowledge : Pupil had learnt how to convert unit cm to m. Vocabulary : half. kilometre. Learning outcome : Pupils will be able to: (i) Compute length from a situation expressed in fraction. m to km and vice versa. Problem : Pupils are not able to multiply fraction by whole number. metre.     • Teacher discusses with pupils on how to find 1 of 4 flowers.     131 . proper fraction. Mental / Oral Work • Teacher shows four pictures of flowers on the board.Lesson : 25 Topic 7 : Length Learning area : Computation of length Learning objective : Pupils will be taught to: 1.

“of” is a multiplication operator. km 0 • 1 2 3 4 5 6 Teacher asks the pupils:  How many parts are there in each half? (3 parts)  What is the length? ( 3km ) • In this context . 132 . Main Activity i) Demonstration 1 of 6 km = …… 2 • Teacher draws a number line on the board. so 1 6 km × 6 km = = 3 km 2 2 1 of 6 km = 3 km 2 ii) Development / Reinforcement • Teacher distributes Worksheet 25. km 0 • 1 2 3 4 5 6 Teacher divides the number line into half equally.2. • Teacher discusses the questions with the pupils.

133 . • Teacher asks the others to multiply the fraction by the whole number and find the product.3. 1 2 1 6 3 4 12 1 4 60 24 1 3 36 2 3 48 72 • Teacher asks two pupils to the front and throws the dices. Plenary • Teacher provides 2 dices (one dice with whole numbers and the other with fractions).

.... Class: …………………………… Solve. cm 9 5 3 of 49 km = …………….6 m = ……………. cm 5 7 3 of 32 m = ……………. m 5 9 4 of 48. 1 1 of 20 cm = …………….. m 3 4 2 of 45 m = ……………. cm 4 3 3 of 80 m = ……………. km 9 2 3 of 35 cm = ……………...71 km = …………….WORKSHEET 25 Name: ………………………………….. A.. cm 4 6 2 of 63 km = ……………. m 4 8 1 of 12 km = …………….. m 7 134 . km 7 10 5 of 10.

compute. 2. Use and apply fractional computation to problem involving length. measurement. Solve problem in real context involving of length. Vocabulary : Proper fraction. Mental / Oral Work • Teacher asks simple questions about computation of length. length.Lesson : 26 Topic 7 : Length Learning area : Computation of length Learning objective : Pupils will be taught to: 1. Pupils had learnt how to convert unit m to cm and km to m and vice versa. Learning outcome : Pupils will be able to: (ii) Previous knowledge : 1. Problem : Pupils are unable to multiply whole numbers with proper fraction. Pupils had learnt to compute length from a situation expressed in fraction. SUGGESTED ACTIVITIES 1.  1 of 10 cm = ……………cm 2  1 of 20 cm = ……………cm 4  3 of 20 m = ……………m 4 135 .

Development / Reinforcement •Teacher distributes Worksheet 26. Understand the problem o Length of AC = 20 cm o Length of AB = 1 of AC 4 o Length of BC = ? Device a plan o Use multiplication and subtraction Carry out the plan 1 × 20 m = 5 m 4 AB = 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 Polya’s four-step problem solving model. The diagram shows the length of a rope. AB is 20 m A 1 of AC. •Teacher discusses the questions with the pupils. a. Main Activity i) Demonstration • Teacher displays a problem solving question on length. 136 . • Teacher asks pupils to read and identify important points. • Teacher discusses with pupils on how to get the answer.2. 4 B C Calculate the length of BC.

• Teacher reinforces pupils understanding using Polya’s 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? 137 . Plenary • Teacher gives another problem solving question.3.

P. 1 Class: …………………………… Solve the problems. 4 L K 5. A. The distance from M to N is 1 of the distance 5 from L to N.2 m Calculate the length of JK. Q and R. 3 The diagram shows the road connecting three villages. The distance from Q to R is 1 of the distance from P to Q. L M N 15 km What is the distance from M to N? 2 The diagram shows the length of a string. 7 133 km Q R P What is the total distance P to R.WORKSHEET 26 Name: …………………………………. The diagram shows three places L. in km? 138 . The length of JK is J 1 of the length of JL. in m. M and N.

The length of rope K is 1 longer than the length of 3 rope J. in cm. 3 1. J 60 cm K Find the length of rope K. in cm.7 m 2. in m. The length of XY is 1 of the length of XZ. 2 of their total length is used to tie a present. 4 Z X 3. in cm. 7 Find the length of the cloth used. 139 .4 The diagram shows two ropes. J and K. 6 The diagram shows a straight wooden bar.5 m of cloth is used to make a curtain. 7 The diagram shows the length of two ribbons.5 cm Y What is the length of XZ.5 m Find the length of ribbon used to tie the present. 5 1 of 17.

of the rope bought by Kannan? 140 . in m? 10 Asyraf bought 3 m of rope. 9 2 is cut from a roll of wire. Kannan bought a rope 3 1 times as long as Asyraf’s rope.74 m.5 m. Rosli’s height is 5 of 6 Azman’s height. in cm.8 Azman’s height is 1. Calculate their difference. What is the original length of the wire. The length of the 3 remaining wire is 8. What is 2 the length. in cm.

mass. Use and apply fractional computation to problems involving mass. Learning outcome : Pupils will be able to: (i) Compute mass from a situation expressed in fraction. 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. Problem : Pupils are unable to compute mass in fractions. SUGGESTED ACTIVITIES 1. Previous knowledge : Pupils had learnt the multiplication of fractions.Lesson : 27 Topic 8 : Mass Learning area : Computation of Mass Learning objective : Pupils will be taught to: 1. Mental / Oral Work • Teacher shows the table of basic knowledge of mass. 141 . gram. Vocabulary : conversion. Pupils try to complete it with the teacher’s guidance. 1 of 1000 g 4 250 g 1 of 1000 g 2 500 g 3 of 1000 g 4 750 g 2. • Teacher separates the sugar into two equal amount. kilogram. separate.

Teacher guides the pupils to write the answer on the board. Development / Reinforcement •Teacher distributes Worksheet 27. 2 • Teacher explains the word ‘of ’ means multiply (×) Question 1: • Teacher shows pupils how to compute mass from the situation given: 1 of 2 kg 2 1 1 = × 2 kg 2 1 = 1 kg Question 2: •Teacher calls a pupil to the front and try to answer the following question: 1 3 of 400 g 8 = ___________ g •Teacher guides the pupil to complete the task: 1 50 3 11 of 400 g = × 400 g 8 8 1 + 3 1 8 × = 11 8 = 11 × 50 g = 550 g a. •Pupils complete the questions.• Teacher explains that dividing 2 kg of sugar into two equal amount is 1 kg. 142 . 1 of 2 kg = 1 kg.

Plenary • Teacher divides pupils into 4 groups. • Teacher asks questions to each group. 2 of 21 kg = __________ kg 3 4. 2 of 75 kg = __________ kg 5 3. Question: • 1. • The group leaders come to the front and present the answer.3. • Pupils discuss and complete the questions in groups. 1 of 200 g = __________ g 4 2. 143 . 3 of 350 g = __________ g 7 Teacher summarizes the whole lesson.

2 of 27 kg = 9 P 3. A. 2 5 of 30 kg = 6 A V 85 kg 18 kg 10 kg 144 3 kg 27 kg . 1. Compute the fraction and write the correct letters in the boxes below. 1 of 9 kg = 3 L 4. 5 of 14 kg = 7 P N 5. 3 of 90 kg = 10 E 2.WORKSHEET 27 Name: ………………………………………………… Class: …………………….

3 of 1 200 g = 4 J 4. 1 of 450 g = 3 U 2. 4 of 650 g = 5 I I 5. Compute the fraction and write the correct letters in the boxes below.B. 1 1 of 5 400 g = 6 E O 900 g 150 g 520 g 145 120 g 6 300 g . 1. 3 of 200 g = 5 C 3.

facilitates. SUGGESTED ACTIVITIES 1.Lesson : 28 Topic 8 : Mass Learning area : Computation of mass Learning objective : Pupils will be taught to: 1. • Teacher explains the conversion of gram to kg and vice versa. implement. • Teacher informs the pupils that the usage of the weighing-scale. Previous knowledge : Pupils had learnt to compute mass from fraction. Mental / Oral Work • Teacher shows a weighing-scale. Vocabulary : understand. look back. • Pupils read in hundreds until 1 000 gram on the scale. devise. volunteer. convert. Learning outcome : Pupils will be able to: (ii) Solve problem in real context involving computation of mass. left. • Pupils relate that 1 000 gram equals to 1 kg. Problem : Pupils are not able to understand the question. Use and apply fractional computation to problems involving mass. kg × 1000 g ÷ 1000 Mass Conversion Diagram 146 .

Mila had 5 kg of flour. Understand the problem i. 2 •Teacher guides pupils to solve problems using Polya’s four-step model. The word ‘of ’ means multiplication. She used 1 of it to bake some cakes. Mila had : 5 kg. Mila used : iii. Main Activity i) Demonstration • Teacher gives an example. Mass given : in gram is_________? 1 of 5 kg 2 Devise a plan iv. ii. 2 How much flour did she use? Give your answer in g. She used ( • Pupils know that 1 of it. Mila had 5 kg flour. • Teacher explains the question using diagrams. 147 .5 kg. 2 1 = half ) 2 1 of 5 kg of flour is 2.2.

Refer mass conversion diagram 2 500 1 of 5 000 g 2 = 1 1 × 5 000 g 2 = 2 500 g Look back vii.Implement the plan v. Convert 5 kg to g = (5 × 1 000) g = 5 000 g vi. 2 500 g × 2 = 5 000 g = (5 000 ÷ 1 000) kg = 5 kg Refer mass conversion diagram ii) Development / Reinforcement •Teacher distributes Worksheet 28. •Pupils complete all the questions. Plenary • Teacher shows a question. 148 . •Pupils write the answers on the board. • Pupils volunteer to present their answers. 3. Teacher guides the pupils. • Pupils try to complete the question individually.

5 How many grams of watermelon did her son get? • Teacher summarizes all the skill that they have learnt. Mak Siti gave 2 of the watermelon to her son. 149 .Question: The diagram shows the mass of a watermelon.

in kg? 2. in g. 15 kg A shopkeeper sold 3 of the apples. The diagram shows the mass of a box of apples. Mawi bought 800 g of mangoes.WORKSHEET 28 Name: ………………………………………………… Class: ……………………. 3 What is the mass of prawns. 3. What is the mass of mangoes did his brother get. Solve the problems. He gave 1 of the mangoes to his 2 brother. A. 1. in g? 150 . 5 Calculate the mass of the apples that were sold. 600 g The mass of prawns is 2 of the mass of crabs. The diagram shows the mass of prawns and crabs.

Find the mass of durians. 7. 45 kg If a turtle’s mass is 5. The diagram shows the mass of a sheep.4. find the turtle’s mass. His sister’s mass is 4 of Adam’s mass. Fatin bought 15 kg of durians. in kg. 1 of the sheep’s mass. that her father bought. 5 Adam’s mass is 55 kg. in kg. Her friend ate 2 of the cake. is used? 151 1 of the 3 . Her father bought another 2 durians. in kg? 6. 5 What is his sister’s mass. 5 What is the mass. 3 of 2 kg sugar is used to bake some bread. of the cake eaten by her friend? 8. in g. 4 How much sugar. in g. Heliza baked a 3 kg cake.

5 The diagram shows the mass of a cake. Haziq gives 4 of the cake to his neighbour. Aishah used 10. in kg. in g. Find the mass of the fish. The diagram shows the mass of a fish. 2 of the fish to cook curry. 152 . Find the mass of the cake he 5 gave to his neighbour.9.

Previous knowledge : Pupils had learnt the computation of volume of liquid.g. SUGGESTED ACTIVITIES 1. • Teacher asks pupils to write down the relationship between fraction and volume. Mental / Oral Work • Teacher makes sure the pupils know the conversion of (basic knowledge) in litre. Learning outcome : Pupils will be able to: (i) Compute volume from a situation expressed in fraction. Vocabulary : proper fraction. Use and apply fractional computation to problems involving volume. conversion from litre to millilitre.Lesson : 29 Topic 9 : Volume of liquid Learning area : Computation of volume of liquid Learning objective : Pupils will be taught to: 1. • e. 1 of 1000 λ = 500 λ 2 1 of 1000 λ = 250 λ 4 3 of 1000 λ = 750 λ 4 153 . Problem : Pupils are unable to compute volume from fraction. volume.

• e. so 3 8 × 400 λ = 150 8 1200 3 × 400 8 1200 8 8 40 40 = 150 λ 0 0 154 . “of ” means multiplication (×) operator. Main Activity i) Demonstration • Teacher shows the relationship in the card and asks the pupils to solve it.g. 3 of 400 λ 8 In this context.2. 3 of 400 λ 8 3 1 Fraction 4 2 • Litre Value 1000 500 1000 250 1000 750 Teacher shows pupils on how to compute volume from a situation exposed in fraction as follows: • e.g.

155 .ii) Development / Reinforcement • 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.

m λ 7 12) 5 of 108 λ = ……………… λ 6 156 . λ 7 5) 4 of 630 m λ = ………….. 1) 2 of 150 m λ = ………….. The pupil with the least uncircled 148 m λ 54 λ 360 m λ answers will be the winner. the game is over.. 100 m λ 27 λ 540 m λ 2. m λ 5 10) 3 of 126 λ = …………….. Solve the question and circle the correct answer. λ 8 4) 2 of 370 m λ = …………. m λ 3 7) 3 of 45 λ = ……………. Choose a question from 1 to 12..Appendix 1 Recreational Game ( BINGO ) Answer Instructions 1. m λ 4 8) 4 of 250 λ = ……………. m λ 7 11) 1 of 100 λ = ……………… λ 4 6) 6 of 560 m λ = …………. 200 λ 350 m λ 39 λ 3. m λ 6 9) 3 of 104 λ = …………….. λ 5 3) 5 of 420 m λ = …………. λ 5 2) 3 of 720 m λ = …………... When a pupil gets 5 straight or diagonal lines. 4..

No. Question 1 1 of 800 λ 8 2 3 of 320 λ 8 3 6 of 480 λ 8 4 7 of 560 λ 8 5 5 of 640 λ 8 Answer Compute the following in λ . B. No.WORKSHEET 29 Name: …………………………………. Class: …………………………… Compute the following in litre. Fraction Litre 1 1 9 180 2 2 9 540 3 4 9 450 4 5 9 810 5 7 9 270 157 Answer . A.

in m λ ?” 1 3 4 1 2 1 4 25 158 0 . Mental / Oral Work • Teacher shows a jug containing 1 λ of watermelon juice. 2 “What is the volume of the watermelon juice left.Lesson : 30 Topic 9 : Volume of liquid Learning area : Computation of volume of liquid Learning objective : Pupils will be taught to: 1. Previous knowledge : Pupils had learnt computation of volume of liquid. conversion from litre to millilitre. SUGGESTED ACTIVITIES 1. Use and apply fractional computation to problems involving volume. Problem : Pupils are unable to solve word problems. • Teacher pours • Teacher asks pupils: 1 of the watermelon juice into a container. • Pupils say aloud the volume of the watermelon juice shown. Vocabulary : proper fraction. Learning outcome : Pupils will be able to: (ii) Solve problem in real context involving computation of volume of liquid.

6 λ = × 1 600 m λ 4 41 = 1 200 m λ Volume of oil left = (1 600 – 1 200) m λ = 400 m λ Method 2 Oil left in the beaker = 1 − 3 1 = 4 4 1 × 1 600 = 400 m λ 4 The volume of oil left in the beaker is 400 m λ . 3 of the oil was used. • Solution:i) ii) Understand the problem • Oil in beaker = 1. 159 . 4 What is the volume. in m λ .2. Main Activity i) Demonstration • Teacher shows a problem solving question. of the oil left in the beaker? A beaker contains 1.6 λ of oil.6 λ 4 Use multiplication ( × ) Carry out the plan Method 1 400 3 3 of 1.6 λ • Oil used = • Oil left = ? Devise a plan • iii) 3 × 1.

•Teacher divides pupils into groups. of a bottle of fresh milk. Example: The diagram shows the volume i) Understand the problem. in m λ . What is the volume.iv) Check the answer 1 1600 × 1 600 m λ = mλ 4 4 = 400 m λ o Development / Reinforcement •Teacher shows another problem solving question. 3λ ii) Devise a plan. 3 iii) Carry out the plan. of fresh milk left? 160 . •Teacher identifies the mistakes. •Pupils solve the question using the 3 steps of Polya’s Model in a mahjong paper. Milk 3λ John drank 1 of the fresh milk.

Plenary • Teacher divides pupils into groups.• Teacher distributes Worksheet 30. Fruit Juice Volume Orange 1. • Pupils will see a question from the joined puzzle and solve the problem in groups. of the mixture? 161 . 3 What is the volume. • Each group will get a set of “Puzzle Problem” and joins them. • Teacher discusses the answers.3 λ Guava 500 m λ 1 of the orange juice is added to the whole volume. 3. • Pupils solve the problems. Example of “Puzzle Problem”: The table shows the volume of two fruit juices. • The fastest group with the correct answer will be the winner. in λ .

4 Find the volume. 3 of 6 λ bottle of oil is used to fry chicken. in λ . Ranjit drank 360 m λ of apple juice. The diagram shows the volume of water in a container. in m λ . 9 Find the volume. Class: …………………………… Solve the problems. of the orange juice in the jug. Find the volume.5 λ of water. 4. in m λ . of the water left in the container. 7 How many litre of water is needed to fill the container completely? 162 . 5. She pours 1 of the 4 orange juice into a jug. 2. A. The volume of apple juice that Kelly drank was 1 λ more than what 2 Ranjit drank. 1. of the remaining oil. 3. Sara buys 4 λ of orange juice. A container has 4. Find the total volume. 420 m λ The water fills 5 of the container. 1 of the water is split.WORKSHEET 30 Name: …………………………………. in m λ . of the juice that both of them drank.

2 λ of water. A hawker prepares 100 λ of soya drinks. of the water left in the pail. A bottle contained 2.5 λ of mineral water. How many litre of soya drinks left? 8. of the cooking oil used? 7. She sells 3 of 5 the drinks. Ah Meng used 3 to 7 wash his motorcycle. 3 What is the volume. The diagram shows the volume of cooking oil in a container. The volume of a bottle of shampoo is 1 200 m λ . of the mineral water left in the bottle. in λ . 163 . in m λ . in m λ . in m λ . Benny drank 4 of the mineral water. 5 Find the volume. 10. Find the volume. A pail contains 4. 3 Puan Leni used λ 1 of the cooking oil. 5 What is the volume. Zaki used 1 of the shampoo. of the shampoo used? 9.6.

SUGGESTED ACTIVITIES 1. Previous knowledge : 1. Pupils had learnt to identify the sides of a square. Vocabulary : perimeter. triangle. The perimeter of a shape is the sum of the outer lengths of its sides. • Pupils match the diagrams with the correct names and discuss with peers to recall their previous knowledge. Learning outcome : Pupils will be able to: (i) Find the perimeter of a two-dimensional composite shape of two or more quadrilaterals and triangles. rectangle and triangle. Problem : Pupils are unable to calculate the perimeter with two or more quadrilaterals or triangles. 164 . Learning objective : Pupils will be taught to: 1. graph paper.Lesson : 31 Topic 10 : Shape and Space Learning area : Find the perimeter and area of composite two- dimensional shapes. rectangle. • Teacher explains about the perimeter. 2. Pupils had learnt different two-dimensional of single shapes. square. quadrilateral composite. triangle and quadrilateral and the names of the shapes. Mental / Oral Work • Teacher divides pupils into groups. Find the perimeter and area of composite twodimensional shapes. rectangle. • Teacher prepares a set of diagrams: square.

• Teacher asks pupils to measure the perimeter without graph paper. Main Activity i) Demonstration • Teacher shows how to measure the perimeter of a shape on the graph paper. • Teacher shows the steps to answer the question. • Teacher asks other questions on shapes. Example: a) b) 10 m 5 cm 8m 3 cm 7 cm • Teacher guides pupils to calculate the perimeter of the shapes. • Teacher guides the pupils.2. 165 . Example: 10 cm 6 cm 4 cm 12 cm Perimeter = 10 cm + 4 cm + 12 cm + 6 cm = 32 cm • Teacher gives more questions. • Pupils present their answers.

in cm. • Teacher calls a pupil at random to measure the perimeter. using a ruler or measuring tape. • Teacher summarizes the lesson and emphasizes on the concept of perimeter. • Teacher discusses the answers with the pupils and does corrections. • Teacher asks other pupils to calculate the measurement. 166 . 3.ii) Development / Reinforcement • Teacher distributes Worksheet 31. Plenary • Teacher places a big two-dimensional composite shape on the floor.

3 P 8 cm 10 cm S Q R An isosceles triangle PRS and an equilateral PQR.WORKSHEET 31 Name: ………………………………………………… Class: …………………….5 cm A combination of three equilateral triangles. 4 8.5 cm 3. 2 7. A.5 cm A combination of two rectangles. 1 4 cm 10 cm A combination of a square and a rectangle. 167 . Calculate the perimeter in ‘cm’ of the whole diagram.

7 3 cm Q P R 4 cm 9 cm T V U S A combination of a rectangle PQUV and a square QRST. 8 2 cm 6 cm A combination of three rectangles of equal sizes.5 7 cm 2 cm A combination of two rectangles of equal sizes. 6 6 cm A combination of two squares. 168 .

B.

Find the perimeter of the shaded region, in cm.

1
10 cm

6 cm

16 cm
A combination of two squares.
2

4 cm

6 cm

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

169

Lesson

: 32

Topic 10

: Shape and Space

Learning area

: Two Dimensional Shapes

Learning objectives

: Pupils will be taught to:

1.

Find the perimeter and area of composite twodimensional shapes.

Learning outcome

: Pupils will be able to:

(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
Vocabulary

: area, square, rectangle, triangle, quadrilateral, length,

SUGGESTED ACTIVITIES
1. Mental / Oral Work

• Teacher asks pupils to estimate the area of the classroom.
• Teacher gives 4 objects of different areas (Example: the surface of the
pupil’s desk, ceiling, blackboard, book etc.)

• Teacher tells pupils about the concept of area.

• Teacher asks pupils to measure and calculate the areas of the objects.

170

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.
10 cm
4 cm

A
B

12 cm

Teacher guides pupils to find the area of the shape.
10 cm
4 cm

= 10 cm × 4 cm
= 40 cm 2

A

10 cm
1
× Base × Height
2
1
= × 2 cm × 4 cm
2
= 4 cm 2

Area =
4 cm

A
B

2 cm
12 cm
Total area

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

171

Example 2

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

4 cm

A

B

C

5 cm

Teacher explains on how to find the area.

4 cm

4 cm

Area A

= 4 cm × 4 cm
= 16 cm 2

Area B

=

AA

B

1
× Base × Height
2
1
=
× 4 cm × 4 cm
2
= 8 cm 2

4 cm

C

Area C

5 cm

Total area of the composite

172

= 4 cm × 5 cm
= 20 cm 2

= Area A + Area B + Area C
= 16 cm + 8 cm + 20 cm
= 44 cm 2

• Teacher discusses the answers with the pupils. • Pupils answer all the questions. 3. • Teacher guides pupils to sing the song.ii) Development / Reinforcement • Teacher distributes Worksheet 32. Plenary • Teacher displays the lyrics of a song on the board. (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 173 .

3 U W X 2 cm 5 cm Z 12 cm Y Diagram shows a triangle WUX rectangle WXYZ. 1 5 cm R Q 4 cm 9 cm Q is a rectangle and R is an equilateral triangle. A. 2 P Q 6 cm T R 8 cm S 14 cm PQST is a square and TSR is a straight line. Calculate the area in cm2 or m2 of the whole diagram.WORKSHEET 32 Name: ………………………………………………… Class: ……………………. 174 and a .

4 P 3m Q 4m T 9m V S R U PQRS is a rectangle and QTUV is a square. Calculate A 6 cm D 8 cm B F E G 3 cm C ABCD is a rectangle and CEFG is a square. 5 20 m 22 m 10 m 8m Diagram shows the combination of two rectangles and a quadrilateral. Calculate the area. of the shaded region. 1. B. in cm². 175 .

3 4 cm 8 cm The diagram consists of a square and a rectangle. 16 cm A 12 cm B E F 6 cm G D C Diagram shows a rectangle ABCD and a square CEFG. Calculate the area of the nonshaded region.2. Find the shaded area. 4 8m 10 m Find the area of the shaded region. 176 . 5 V P T 12 m Q 6m W S R 4m U Calculate the area of the shaded region.

Learning outcome : Pupils will be able to: (ii) Find volume of three-dimensional composite shapes of two or more cubes and cuboids. cuboid. height. Pupils are unable to visualize the 3D shapes. length. breadth. SUGGESTED ACTIVITIES 1. • Pupils label the diagram. Find the surface area and volume of composite three-dimensional shapes. and height of the cuboid to the pupils. • Teacher shows the length. Previous knowledge : Pupils had learnt different shapes. breadth. perimeter and area of composite 2D shapes. Problem : Pupils are weak in basic operations. Mental / Oral Work • Pupils observe a cuboid.Lesson : 33 Topic 10 : Shapes and space Learning area : Three-Dimensional shapes Learning objective : Pupils will be taught to: 1. Vocabulary : Cube. three-dimensional. volume. Height Breadth Length 177 .

using the formula. • Volume = Length × Breadth × Height Teacher gives some examples to solve the problem. Main Activity i) Demonstration • Teacher discusses with the pupils on how to solve the problem. Example 1 3 cm Height 2 cm Breadth 5 cm Length Volume = Length × Breadth × Height = 5 cm × 2 cm × 3 cm = 30 cm 3 Example 2 Volume A = Length × Breadth × Height = 5 cm × 5 cm × 5 cm = 125 cm 3 8 cm B Volume B = Length × Breadth × Height A = 4 cm × 3 cm × 8 cm 3 cm 5 cm 4 cm = 96 cm 3 Volume A + Volume B = 125cm 3 + 96 cm 3 = 221 cm 3 178 .2.

• Teacher discusses the answers with the pupils. •The first group with the correct answers will be the winner. 3. 179 .Example 3 Volume P = Length × Breadth × Height = 6 cm × 2 cm × 6 cm Q 8 cm Volume Q = Length × Breadth × Height P 6 cm = 72 cm 3 = 4 cm × 2 cm × 8 cm 2 cm = 64 cm 3 10 cm Volume P + Volume Q = 72 cm 3 + 64 cm 3 = 136 cm 3 ii) Development / Reinforcement • Teacher distributes Worksheet 33. •Pupils present their answers on the board. Plenary •Teacher divides pupils into 4 groups. •Teacher discusses the answers with the pupils. •Teacher asks the pupils to find the volume of 3-D shapes. • Pupils solve the problems with teacher’s guidance.

7 cm 8 cm 3 cm 6 cm 2 cm 3 cm 3. 4 cm 5 cm 8 cm 7 cm 12 cm 2 cm 180 2 cm 4 cm . 2.Quiz Questions 1.

Q 3 cm 8 cm P 2 cm 10 cm Volume P = Volume P + Volume Q = Volume Q = 181 . Find the volume of the composite 3-D shapes. A B 4 cm Volume A = Volume A + Volume B = Volume B = 4 cm 2. A. 1.WORKSHEET 33 Name: ………………………………………………… Class: …………………….

3. 8 cm X 7 cm 3 cm Y 2 cm 10 cm Volume X = Volume X + Volume Y = Volume Y = 5 cm 4. 8 cm 6 cm A B 5 cm 12 cm Volume A + Volume B = 182 .

A 4 cm 8 cm B Volume A + Volume B = 183 .5. 3 cm 6 cm 5 cm P 4 cm Q 10 cm Volume P + Volume Q = 7 cm 6.

3 cm A 2 cm 6 cm B 15 cm Volume A + Volume B = 8.7. 3 cm Y Y X 12 cm 6 cm 2 cm 4 cm 3 cm Volume X + Volume Y = 184 .

4 cm 4Bcm 4 cm A C 3 cm 2 cm 14 cm Volume A + Volume B + Volume C = 5 cm 10. 3 cm 8 cm P 7 cm Q 2 cm R 2 cm 15 cm Volume P + Volume Q + Volume R = 185 .9.

Previous knowledge : Pupils had learnt to find the volume of three- dimensional composite shapes of two or more cubes and cuboids. SUGGESTED ACTIVITIES 1. cuboid. length. Rules to remember: The length is the side which face the front. breadth. • Each pupil picks one of the shapes and guesses the name of the object. height. and height. 186 . Find the surface area and volume of composite three-dimensional shapes. Problem : Pupils are unable to visualize the 3D shapes of a cube and cuboid and the features. volume.Lesson : 34 Topic 10 : Shapes and Space Learning area : Three-Dimensional Shapes Learning objective : Pupils will be taught to: 1. Vocabulary : Cube. • Pupils will talk about the differences of the two objects. three-dimensional. • Teacher highlights the difference of the length. Learning outcome : Pupils will be able to: (iii) Solve problems in real context involving calculation of surface area and volume of threedimensional shapes. • Teacher calls two pupils to the front and covers their eyes. Mental / Oral Work • Teacher puts a cube and a cuboid in a Mystery Box. breadth.

Solution 1: 1) Understanding the problem • Volume of Cuboid S = 2 × Volume of Cuboid T • Total volume = ? 2) Devising a plan • Use the formula: Volume = Length × Breadth × Height 187 . 4m T S 1m 3m DIAGRAM 1 The volume of S is two times the volume of T. breadth and height in volume of 3D shapes? • Volume = Length × Breadth × Height Pupils response: 2. What is the total volume. e. in m 3 . Main Activity i) Demonstration • Teacher asks two questions. • Teacher guides pupils to solve problems using Polya’s four-step model.g. What is the relation of the length. Question 1 Diagram 1 shows two cuboids.• Teacher asks the pupils to find out the formula of volume of 3D shapes. S and T. of the two cuboids.

2 What is the difference in volume. in cm 3 . 188 . 8 cm X Y 12 cm DIAGRAM 2 The volume of Cube X is 1 of the volume of Cuboid Y. of the two solids? • Teacher guides pupils to solve problems using Polya’s four-step model. X and Y. Question 2 Diagram 2 shows a cube and a cuboid.3) Implementing the plan • Volume of Cuboid S =4m×3m×1m = 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.

189 .Solution 2 1) Understanding the problem • Length of Cube X = 12 cm − 8 cm = 4 cm Therefore. breadth of Cuboid Y = length of Cube X = 4 cm 1 × Volume of Cuboid Y 2 • Volume of Cube X = • Difference in volume = ? 2) Devising a plan • Use the formulae: Volume = Length × Breadth × Height 3) Implementing the plan • 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 = 1 × 128 cm 3 2 = 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.

3 What is the total volume of Cube A and Cuboid B? QUESTION (b) The figure shows the composite of cuboids. QUESTION (a) Diagram 3 shows Cube A and Cuboid B. 190 . 4 cm A B 4 cm 12 cm DIAGRAM 3 Volume of Cube A is 1 of volume of Cuboid B. • Group 1 and 2 answer question (a) while Group 3 and 4 answer question (b). 8 cm 4 cm 5 cm 6 cm 10 cm Find the volume of the composite. • Each group presents their work.ii) Development / Reinforcement • Pupils are divided into 4 groups. • Pupils discuss the questions in their groups respectively.

Plenary • Teacher distributes various shapes of cubes and cuboids labelled with different length. and breadth to carry out ‘Hands on.• Representative from each group presents their work in front of the class. Minds on” activity. • Teacher discusses the answers with the pupils. 2 cm 2 cm 4 cm 2 cm 6 cm 2 cm 2 cm 3 cm 5 cm 2 cm 7 cm 3 cm 191 . height. • Teacher distributes Worksheet 34. • Pupils solve the problems individually with guidance. • Teacher discusses the answers. • Pupils display their work on the board. 3.

192 . • Teacher chooses pupils at random to present their work. • Pupils are encouraged to combine as many shapes as they can. • Teacher summarizes the whole lesson.• Pupils combine any two shapes of the cubes or cuboids and find the volume of the shapes.

What is the volume of the wooden block that is left? 2 cm 5 cm 8 cm 193 1 of the 5 . 1. A.WORKSHEET 34 Name: ………………………………………………… Class: ……………………. wooden block has been cut. The diagram shows a wooden block in cuboid shape. Solve the problems. What is the volume of the water in the container? 5 cm 8 cm Water 2 cm 4 cm 2. The diagram shows the water in a container.

Calculate the volume of the whole diagram. Find the volume of the cubes . Q 4 cm P 9 cm 194 . The diagram shows the composite of two cubes. 8 cm 12 cm 5. Calculate the volume of the whole diagram. The height of cuboid Q is twice the height of Cube P.3. The diagram shows a cube and a cuboid which are joined together. 4 cm 4. The diagram consists of Cube P and Cuboid Q.

6. Find the volume of the cuboid? 7 cm 5 cm 3 cm 7. The diagram below consists of a cuboid and a cube. 7 cm 3 cm 4 cm 5 cm 195 . What is the volume of the whole diagram? 4 cm 9 cm 9 cm 8. Find the difference of the volume between the two shapes below. The diagram shows a cuboid. The diagram shows a cuboid and a cube.

How many cubes with sides of 2 cm each can fit into the cuboid? 4 cm 2 cm 8 cm 196 . What is the volume of the whole diagram? 3 cm 10. The diagram below consists of small cubes of equal size.9. The diagram shows a cuboid.

197 . decimal place. • Teacher checks the answers with the pupils. Problem : Pupils are unable to solve the problem well.Lesson : 35 Topic 11 : Data handling Learning area : Average Learning objective : Pupils will be taught to: 1. SUGGESTED ACTIVITIES 1. quantity. : Pupil will be able to: (ii) Solve the problems in real contexts involving average. Previous knowledge : Pupils know the concept of average. Vocabulary : average. Learning outcomes Understand and compute average. • Teacher calls the pupils at random to write the answers on the board. Mental / Oral Work • 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.

• After 5 minutes. • Teacher asks the pupils to explain the answer and guides them to use the Polya’s four-step model: • 1) Understanding the problem 2) Devising a plan 3) Implementing the plan 4) Looking back Teacher gives prizes to the groups with the correct answers and good explanation. teacher calls volunteers from each group to write the solutions on the board. • 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. simple sentences. 198 . Main Activity i) Demonstration • Teacher divides the pupils into groups. tables or pictures) • Teacher asks the pupils to solve the problem in their group. 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. • Teacher guides the pupils during the discussion.2.

3. They can discuss with their members in the group to solve the problems. • Teacher asks the pupils to solve the problems (refer to Worksheet 35) on the mahjong paper. They need to answer two questions only.ii) Development / Reinforcement • Each group is provided with a piece of mahjong paper. Plenary • Teacher gives a quiz. 199 . • The first pupil with the correct answer will get a prize. • Teacher asks the groups to paste the mahjong paper on the board and discusses the answer.

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? 3. A 42 C 138 B 126 D 168 Table 2 shows the number of pupils in 4 different teams. Circle the correct answer. Each book consists of 260 to 400 pages. 1. A. 2. Jelita borrowed five story books from the Public Library. What is the value of T? A 374 C 392 B 386 D 398 200 . Teams Red Yellow Green Blue No. Of Pupils 386 T 360 352 TABLE 2 The average number of pupils in a team is 374.WORKSHEET 35 Name: ………………………………………………… Class: ……………………. A 1 200 C 2 000 B 1 960 D 2 150 Table 1 shows number of pupils in year four. Estimate the total pages of the books borrowed by Jelita. Class No.

60 Wednesday RM1.10 C RM1. A RM5.4. RM7.17 The average for 6. 7.15 What is the average value of the money above? A RM40.55 D RM0.10 B RM30. What is the average number of durians in each basket? 5.1 D 48.30. Hassan collected 123 durians from his orchard. A 11 C 15 B 13 D 17 Table 3 shows the money that has been saved by Chee Gue Lam in 3 days.25 D RM10.10 201 .30 TABLE 3 What is the average money saved in a day? 6. Then he put the remaining durians into 9 baskets. RM12.3.90 C RM20.20 Tuesday RM0. He threw away 6 rotten durians. and 20. RM0.4.4 7. RM20.4 B 12.95. 13. Day Saving Monday RM3.00.1 C 12.70 B RM2.9 is A 11.8.

A 2.7 D 760.03 C 830 B 8.35 C RM2. A 8. 402 m ℓ. and 5.9 ℓ.40 D RM3.20.75 B 282. 10 kg.827 C 706. what is the average price for each ciku? A RM0. 9.5 ℓ.75 The weight of 3 parcels is 9 kg. What is the average of a parcel in g? 10.9 kg respectively. in m ℓ. If the number of ciku in each heap is 8.50 202 .80 B RM1.3 D 8 300 The price of 4 heaps of ciku is RM11.8. What is the average for 25 m ℓ. 0. and 1.

Problem : Pupils are unable to use the data given. 3) There are __________ bricks parts. e. Vocabulary : pie chart. frequency. maximum. 2) There is __________ lines part. 1) There are __________ dotted parts. Learning outcomes : Pupil will be able to: (ii) Determine the frequency. 203 .Lesson : 36 Topic 11 : Data Handling Learning area : Organising and interpreting data Learning objective : Pupils will be taught to: Organise and interpret data from tables and charts. minimum.g. mode. SUGGESTED ACTIVITIES 1. 4) There are __________ wave parts. range. mean. maximum and minimum value from a pie chart. Previous knowledge : Pupils have learnt bar graph. mode. Mental / Oral Work • Teacher displays a pie chart which is divided into 10 equal parts. range. • Pupils are asked to fill in a form provided.

or metres. • Teacher asks questions based on the chart. • Pupils answer questions in groups. Main Activity i) Demonstration • Pupils are given a chart as below: Club Members Computer Club Soccer Club 30% 40% 10% Arts Club 10% 10% Mathematics and Science Club Language Club • Teacher asks the pupils to interpret data from the chart. Plenary • Teacher conducts a quiz (in groups). 3. • The value of the whole charts is either in kg. decimals or fractions). 204 .2. • Teacher reads the questions and pupils answer. 1) Which club has the most members? 2) Which club has the least members? 3) What is the percentage of the Soccer Club? ii) Development / Reinforcement • Teacher gives other pie charts with different values (percentage. litre. • The first group with the correct answers will be the winner.

iv) State the shortest distance the driver travels. Wednesday 200 km Thursday 100 km Monday 400 km Tuesday 300 km 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. 205 .WORKSHEET 36 Name: …………………………………………………………… Class: ……………. Solve the problems. iii) Find the average distance in one day. 1) The pie chart below shows the distance a taxi driver travels in four days.. v) State the longest distance the driver travels. A.

2) The pie chart below shows the volume of water in five containers. The total volume of the water is 1 000 λ . iv) What is the total volume of water in containers C. in λ . iii) Find the difference of volume of water in container A and D. in λ . D and E? v) What is the average volume of water in each container? 206 . A B E C D i) Which containers hold the least water? State the volume. ii) Which containers hold the most water? State the volume.