SK 2 KUALA AMPANG

YEARLY LESSON PLAN

MATHEMATICS

(DUAL LANGUAGE PROGRAMME)

KSSR YEAR 3

2019
WEEK/ CONTENT LEARNING STANDARD NOTES
DATE STANDARD
1 1.1 Number value Notes:
1.1.1 Name the value of numbers up to 10 000 Say the number correctly. 4 513 is read as ‘four
2/1/19 – (i) Read any given number in words. thousand five hundred and thirteen’ and not ‘four
4/1/19 (ii) Say any given number in numerals. five one three’.
(iii) Match the numerals with the words. Suggested activities:
Use representation of objects, pictures, number
1.1.2 Determine the value of numbers up to 10 000: lines and abacus 4:1
(i) Show the quantity of given numbers.
(ii) Match groups of objects with numbers.
(iii) Compare the value of two numbers.
(iv) Arrange groups of objects in ascending
2 and descending order.
1.2 Write numbers.
7/1/19 –
11/1/19 1.2.1 Write numbers in numerals and words. Suggested activities:
Expose to various forms of numbers.

3 1.3 Number Suggested activities:

sequence. 1.3.1 Count in ones up to tens, hundreds and thousands Use various objects, pictures, number lines and
14/1/19 – in ascending and descending order. abacus 4:1.
18/1/19 1.3.2 Complete any number sequence in ascending and
descending order.

4 Suggested activities:
1.4 Place value. 1.4.1 State the place value and digit value of any Use various representations and abacus 4:1 to
21/1/19 – number. represent the place value and the digit value.
25/1/19 1.4.2 Partition any number according to the place value
and digit value.

5 1.5 Estimate 1.5.1 Give reasonable estimation for the quantity using
28/1/19 – the words “more or less”, “less than” and “more than”
1/2/19 based on the reference set.
 WEEK/ CONTENT LEARNING STANDARD
NOTES
DATE STANDARD
6–7 1.6 Round-off 1.6.1 Round-off whole numbers to the nearest Suggested activities:
numbers. thousand. Round off can be done using number lines.
4/2/19 –
15/2/19
1.7 Number patterns 1.7.1 Identify number patterns of the given number Notes:
series Number series can be up to six numbers
in ascending and descending order in ones up to
tens, hundreds and thousands.
1.7.2 Complete various number patterns of a given
number series in ascending and descending order
in
ones up to tens, hundreds and thousands.

8 1.8 Problem Solving 1.8.1 Solve problems involving whole numbers up to Suggested activities:
10 000 in daily situations. Use the following problem solving steps:
18/2/19 –  Understand and interpret the problem.
22/2/19  Plan a solving strategy.
 Carry out the strategy.
 Check the answer.
Use various problem solving strategies such as
identifying the pattern, making tables and working
backwards.
Use various teaching and learning strategies such
as STEM approaches and mastery learning.
9 – 10 2.1 Addition within 10 2.1.1 Solve the number sentences involving addition of Suggested activities:
000. two numbers with the sum within 10 000. Use objects, pictures, number lines, abacus 4:1
25/2/19 – and mental calculation to represent addition.
8/3/19 2.1.2 Solve the number sentences involving addition of
three numbers with the sum within 10 000.

11 - 12 2.2 Subtraction within 2.2.1 Solve the number sentences involving

10 000. subtraction of two numbers within 10 000. Suggested activities:
11/3/ 19 – Use objects, pictures, number lines, abacus 4:1
22/3/19 2.2.2 Solve the number sentences involving subtraction and mental calculation to represent subtraction.
 of two numbers from any one number within 10 000.

2.3.1 Solve the number sentences involving Suggested activities:

13 2.3 Multiplication multiplication of any numbers up to four digits by Use objects, pictures, number lines, abacus 4:1
Within 10 000. a one-digit number, 10, 100 and 1000 with the and mental calculation to represent multiplication
1/4/19 – product up to 10 000.
5/4/19

14 2.4.4 Solve the number sentences involving division of

2.4 Division within any numbers within 10 000 with a one-digit number, 10,
8/4/19 – 10 000 100 and 1000.
12/4/19
2.5 Mixed . 2.5.1 Solve the number sentences of mixed operations Notes:
15 operations involving involving addition and subtraction within 10 000 Introduce mixed operations involving addition and
addition and subtraction without regrouping.
15/4/19 – subtraction
19/4/19
2.6.1 Identify the unknown involving basic operations Notes:
16 2.6 Using unknown in number sentences. Only one operation in one number sentence
2.6.2 Represent daily situations involving basic
22/4/19 – operations
26/4/19 and one unknown in the number sentences.
17 2.7 Problem solving. Suggested activities:
Use the following problem solving steps:
29/4/19 – 2.7.1 Create stories based on the number sentences  Understand and interpret the problem.
3/5/19 involving two numbers for basic operations within  Plan a solving strategy.
10 000.  Carry out the strategy.
 Check the answer.
2.7.2 Create stories based on the number sentences Use various problem-solving strategies to solve
involving mixed operations of addition and the problems such as drawing diagrams,
subtraction within 10 000. identifying patterns and trying simpler cases.
Use various teaching and learning strategies such
2.7.3 Solve problems of basic operations and mixed as contextual learning and mastery learning.
operations involving addition and subtraction within
10 00 in daily situations.

18 3.1 Fractions. 3.1.1 Identify the proper fractions as part of one whole. Suggested activities:
6/5/19 – 3.1.2 State equivalent fractions for proper fractions Use concrete materials, pictures and software.
10/5/19 involving denominators up to 10.
3.1.3 Convert proper fractions to the simplest form
involving denominators up to 10.
3.1.4 State the fractions of hundredths.
3.1.5 Add two proper fractions involving Notes:
i) same denominator Fractions of hundredths mean fractions with the
ii) denominator of 2 with denominator of 4, 6, 8, 10 denominator of 100.
iii) Denominator of 3 within denominators of 6 and 9
iv) Denominator of 5 within denominators of 10
v) Denominator of 4 within denominators of 8
19 3.1.5 Subtract two proper fractions involving
i) same denominator
13/5/19 – ii) denominator of 2 with denominator of 4, 6, 8, 10
17/5/19 iii) Denominator of 3 within denominators of 6 and 9
iv) Denominator of 5 within denominators of 10
v) Denominator of 4 within denominators of 8
3.1.7 Identify improper fractions and mixed fractions
involving denominators up to 10.

20 3.2Decimals. 3.2.1 State zero point zero one up to zero point nine Suggested activities:
nine in numerals and words. Use diagrams, number lines and softwar
20/5/19 – 3.2.2 Represent the decimals with hundred square
24/5/19 grid and vice versa.
3.2.3 Compare the values of two decimal numbers up to
two decimal places using hundred square grid and
number lines.

3.3Percentages. 3.3.1 Name and say percentages. Notes:

3.3.2 Recognise the symbol of percentage. Introduce the percentage symbol as “%”.
3.3.3 Represent percentages in hundred square grid
and vice versa.
3.3.4 Write one percent up to one hundred percent.
WEEK/ CONTENT LEARNING STANDARD
DATE STANDARD
21 3.4 Relationship 3.4.1 Represent the fractions of hundredths in decimals Notes:
between fractions, and vice versa Decimals involving 0.01 up to 0.99.
10/6/19 – decimal and 3.4.2 Represent the fractions of hundredths in Suggested activities:
14/6/19 percentage percentage and vice versa Use concrete materials, diagrams and software.
3.4.3 Represent the percentages in decimals and vice
versa
22 3.5 Problem Solving 3.5.1 Create stories based on number sentences Suggested activities:
involving fractions, decimals and percentages Use the following problem solving steps:
17/6/19 – 3.5.2 Solve problems involving fractions, decimals and  Understand and interpret the problem.
21/6/19 percentages  Plan a solving strategy.
 Carry out the strategy.
 Check the answer.
Use various problem-solving strategies to solve
the problems such as drawing diagrams, making
tables/charts or lists systematically.
Use various teaching and learning strategies such
as simulation, STEM approaches and problem
based learning.

23 4.1 Addition of Suggested activities:

money Use objects, pictures, number lines and abacus
24/6/19 – 4.1.1 Solve the number sentences involving addition of 4:1, software and mental calculations to
28/6/19 two values of money within RM10 000 represent the addition of money.
4.1.2 Solve the number sentences involving addition of Use simulation as a teaching and learning
three values of money within RM10 000 strategy.
24 4.2 subtraction of 4.2.1 Solve the number sentences involving Suggested activities:
money subtraction of two values of money within Use objects, pictures, number lines and abacus
1/7/19 – RM10 000. 4:1, software and mental calculations to
5/7/19 4.2.2 Solve the number sentences involving represent the subtraction of money.
subtraction of two values of money from a value Use simulation as a teaching and learning
within RM10 000. strategy.

25 4.3 Mixed 4.3.1 Solve the number sentences of mixed Suggested activities:
operations involving Operations involving addition and subtraction of Use objects, pictures, number lines and abacus
8/7 /19 – addition Money within RM10 000. 4:1, software and mental calculations to
12/7/19 andsubtraction of represent the mixed operations of money.
money. Use simulation as a teaching and learning
strategy.
26 4.4 Multiplication of Suggested activities:
money. 4.4.1 Solve the number sentences involving Use objects, pictures, number lines and abacus
15/7/19 – multiplication of money by a one-digit number, 4:1, software and mental calculations to
19/7/19 10, 100 and 1000 and the product up to represent the mulitiplication of money.
RM10 000. Use simulation as a teaching and learning
strategy.
27 4.5 Division of 4.5.1 Solve the number sentences involving division Suggested activities:
money of money within RM10 000 with a one-digit Use objects, pictures, number lines and abacus
22/7/19 – number,10, 100 and 1000. 4:1, software and mental calculations to
26/7/19 represent the division of money.
Use simulation as a teaching and learning
strategy.
28 4.6 Foreign 4.6.1 Recognise currencies of ASEAN countries. Notes:
currencies 4.6.2 State the equivalent value of RM1 in the current Introduce other countries’ currencies.
29/7/19 – rates of other countries’ currencies.
2/8/19

4.7.1 Explain needs and wants as a basis for saving and

4.7 Savings and expenditure/spending.
investments 4.7.2 Explain the needs for savings and investments.

29 4.8 Problem Solving Notes:

5/8/19 –
9/8/19
4.8.1 Create stories based on number sentences
involving addition, subtraction, multiplication
and division of money.
4.8.2 Solve the problems of basic operations and
mixed operations involving addition and
subtraction within RM10 000 in daily life
situations.
Needs are goods and services that are required
for survival.
Wants are goods, activities or services that we
desire to upgrade the quality of life and
enjoyment in life.
Investments are owned assets for the purpose of
producing or generating income or capital gains
for its owner.
The term ‘donation’ could be introduced as a
financial contribution and material assistance for
the needy.
Suggested activities:
 Use the following problem solving steps:
 Understand and interpret the problem.
 Plan a solving strategy.
 Carry out the strategy.
 Check the answer.
Use various problem solving strategies such as
trying simpler case and ‘trial and error’.
Use various teaching and learning strategies
such as simulation, mastery learning, contextual
learning and project based learning

WEEK/ CONTENT LEARNING STANDARD MODULAR

DATE STANDARD
30 5.1 times in hours 5.1.1 Read and get the information from the schedule Notes:
and minutes of any activity. Class time table, travelling schedule, television
19/8/19 – 5.1.2 Read and record the time before, during and programmes and other activities.
23/8/19 after any activity. Suggested activities:
Use the information or situation of pupils’ daily
activities.

5.2 Relationship in 5.2.1 State the relationship between weeks and days, Suggested activities:
time. years and months and minutes and seconds. May use the calendar to state the relationship
5.2.2 Convert time based on hours and minutes and between weeks and days and years and months.
minutes and seconds. May use the digital clock.

5.3 Calendar
5.3.1 Read and get the information from the calendar. Suggested activities:
May use the calendar to state the relationship
between weeks and days and years and months.
May use the digital clock.

31 5.4 Addition of time 5.4.1 Solve the number sentences involving addition Suggested activities:
up to three units of time: Use various objects, pictures, number lines and
26/8/19 – (i) Hours and hours, abacus 4:1.
30/8/19 (ii) Minutes and minutes,
(iii) Seconds and seconds,
(iv) Hours and minutes with hours and minutes
(v) Minutes and seconds with minutes and seconds

32 5.5 Subtraction of 5.5.1 Solve the number sentences of subtraction up Suggested activities:
time to three units of time: Use various objects, pictures, number line and
2/9/19 – (i) Minutes and minutes, abacus 4:1.
6/9/19 (ii) Seconds and seconds,
(iii) Hours and minutes with hours and minutes
(iv) Minutes and seconds with minutes and seconds

33 5.6 Mixed operations 5.6.1 Solve the number sentences of mixed Suggested activities:
involving addition operations involving addition and subtraction of Use various objects, pictures, number line and
9/9/19 – and subtraction of units of time: abacus 4:1.
13/9/19 time. (i) hours and hours,
(ii) minutes and minutes,
(iii) seconds and seconds,
(iv) hours and minutes with hours and minutes,
(v) minutes and seconds with minutes and seconds

34 5.7 Multiplication of 5.7.1 Solve the number sentences involving Suggested activities:
time. multiplication of units of time: Use various objects, pictures, number line and
16/9/19 – (i) hours, abacus 4:1.
20/9/19 (ii) minutes,
(iii) seconds,
(iv) hours and minutes,
(v) minutes and seconds,
by a one-digit number.

35 5.8 Division of time 5.8.1 Solve the number sentences involving Suggested activities:
division of units of time: Use various objects, pictures, number line and
23/9/19 – (i) hours, abacus 4:1.
27/9/19 (ii) minutes,
(iii) seconds,
(iv) hours and minutes,
(v) minutes and seconds,
 by a one-digit number.

36 5.9 Problem Solving 5.9.1 Create stories based on number sentences of Suggested activities:
basic operations involving time. Use the following problem solving steps:
30/9/19 – 5.9.2 Solve problems involving time in dailySItuations.  Understand and interpret the problem.
4/10/19  Plan a solving strategy.
 Carry out the strategy.
 Check the answer.
Use various problem solving strategies such as
trying a simpler case, drawing diagrams or
working backwards.
Use various teaching and learning strategies such
as simulations and modular approaches.

37 6.1 Length 6.1.1 Convert unit of length involving metre

and centimetre. Suggested activities:
7/10/19 – 6.1.2 Solve the number sentences involving addition Use real objects and software to convert unit of length
11/10/19 up to three measurements involving metre and involving metre and centimetre.
centimetre Use various calculation strategies to solve the number
6.1.3 Solve the number sentences involving sentences.
subtraction up to two measurements from one
measurement involving metre and centimetre
6.1.4 Solve the number sentences involving
multiplication of length by a one-digit
number involving metre and centimetre.
6.1.5 Solve the number sentences involving division of
length with a one-digit number involving metre
and centimetre

38 6.2 Mass
6.2.1 Convert unit of mass involving kilogram and gram
14/10/19 – 6.2.2 Solve the number sentences involving addition Suggested activities:
18/10/19 up to three units of masses involving kilogram Use real objects and software to convert unit of mass
and gram. involvingkilograms and grams.
6.2.3 Solve the number sentences involving Use various calculation strategies to solve the number
subtraction up to two units of masses sentences.
 from one unit of mass involving kilogram
and gram.
6.2.4 Solve the number sentences involving
multiplication of units of masses by a
one-digit number involving kilogram and
gram.
6.2.5 Solve the number sentences involving division
of units of masses with a one-digit number
involving kilogram and gram.

39 6.3 Volume of liquid 6.3.1 Convert unit of volume of liquid involving litre Suggested activities:
and millilitre. Use real objects and software to convert unit of
21/10/19 – 6.3.2 Solve the number sentences involving addition volume of liquid
18/10/19 up to three volumes of liquid involving litre and involvingliter and mililiter.
millilitre. Use various calculation strategies to solve the number
6.3.3 Solve the number sentences involving sentences.
subtraction up to two volumes of liquid from one volume of
liquid involving litre and millilitre
6.3.4 Solve the number sentences involving
multiplication of volume of liquid by a
one-digit number involving litre and millilitre.
6.3.5 Solve the number sentences involving division
of volume of liquid with a one-digit number
involving litre and millilitre

6.4 Problem solving Suggested activities:

Use the following problem solving steps:
6.4.1 Create stories based on number  Understand and interpret the problem.
sentences involving measurement.  Plan a solving strategy.
6.4.2 Solve problems involving measurement in daily  Carry out the strategy.
situations.  Check the answer.
40 7.1 Prisms 7.1.1 Recognise the square based prism, rectangular Notes:
based prism and triangular based prism. Name any prism according to its base.
28/10/19 – 7.1.2 Describe and label the square based prism, Cube is a square prism and cuboid is a
1/11/19 rectangular based prism and triangular based prism rectangular prism.
according to surfaces, base, vertices and edges.

7.2 Prisms and non- 7.2.1 Compare prism and non-prism according to
prisms.. surfaces, base, vertices and edges.
7.3 Regular polygon.
7.3.1 Recognise the regular polygons such as pentagon,
hexagon, heptagon and octagon.
7.3.2 Create patterns based on the regular polygons.
Notes:
Use models to make comparison.Notes:
Axis of symmetry is a straight line that divides any
shape or diagram into two equal parts.
Suggested activities:
Use various problem solving strategies such asusing
diagrams, models and real objects.

7.4 Axis of symmetry

7.4.1 Recognise and draw the axis of symmetry.

7.5 Problems solving.

7.5.1 Solve problems involving prism and axis of Suggested activities:
symmetry of two-dimensional shapes. Use various problem solving strategies such as
using diagrams, models and real objects.

41 8.1 Coordinates in Notes:

the first quadrant. Vocabulary related to location such as ‘to the
4/11/19 – right’, ‘to the top’, ‘to the east’ and ‘to the north’.
8/11/19 Suggested activities:
8.1.1 Identify the location of an object based on the Use teaching and learning strategies such as
reference point using relevant vocabulary. simulation to name the objects and to determine
8.1.2 Name the object based on its location according to its location.
8.2 Problem the horizontal and vertical axes
solving 8.1.3 Determine the location of an object according to the Suggested activities:
horizontal and vertical axes. Use various problem solving strategies such as
analogy and drawing diagrams.
Use various teaching and learning strategies such as
8.2.1 Solve problems involving coordinates. simulation and contextual learning.
42 & 43 9.1 Collect, classify 9.1.1 Collect, classify and sort data based on daily Suggested Activities:
and sort data. situation. Use various methods to sort data.
11/11/19 –
22/11/19
9.2 Pie chart. 9.2.1 Read and obtain information from pie chart. Suggested Activities:
Use simple vocabulary to explain the title and
legend in the pie chart.
9.3 Relationship
between pictograph,
bar chart and pie
chart. 9.3.1 Relate between pictograph, bar chart and pie Suggested Activities:
chart to represent any information. Identify the relationship between data
representation and its suitability to represent
9.4 Problem solving information.

9.4.1 Solve problems involving data handling in daily Suggested activities:

situation. Use the following problem solving steps:
 Understand and interpret the problem.
 Plan a solving strategy.
 Carry out the strategy.
 Check the answer.
Use various problem-solving strategies to solve
the problems such as drawing diagrams, making
tables/charts or listing systematically.
Use various teaching and learning strategies
such as STEM approaches and project based
learning.