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AREA Whole Numbers LEARNING OBJECTIVE Students will be taught to:. Understand the concept of whole numbers. LEARNING OUTCOME Students will be able to: A student is able to: i. Count, read and write whole numbers. ii. Identify place value and value of each iii. digit in whole numbers. iv. iii. Round whole numbers SUGGESTED LEARNING ACTIVITIES A student is able to: i. Count; read and write wholenumbers in words or numerals. ii. Students read and write wholenumbers while counting from agiven initial value to a final value ina certain specified interval. e.g. a. Count on in tens from 20 to100. b. Count back in hundredsfrom 1200 to 200. iii. Estimate values, including that ofreal -life situations by rounding POINTS TO NOTE Emphasise therelationshipbetween rounding andestimation. VOCABULARY Wholenumber Place value Digit Interval Round Estimate Nearest Larger Largest Smaller Smallest Nearest ten, Add Addition Subtract Subtraction Multiply Multiplication Divide Division Regroup Algorithm Estimate Estimation Mental andspeedcomputation

VOCABULARY hundred, thousand« hundred thousand

2

Whole Numbers

Students will be taught to:. Perform computations involving addition and subtraction of whole numbers to solve problems.

A student is able to: i. Add whole numbers. ii. Solve problems involving addition of whole numbers. iii. Subtract whole numbers. iv. iv. Solve problems involving subtractionof whole numbers.

i.

ii. iii.

Explore addition and subtraction using standard algorithm (rules of calculations), estimation, mental and speed computation or penciland-paper. Use calculators to compare and verify answers. Students pose and solve problems related to addition and subtractionof whole numbers.

Addition and subtraction should begin with two numbers. Emphasise that subtraction is the inverse of addition. VOCABULARY Compute Quotient Undefined Inverse Sum Difference

WEEK 3

LEARNING AREA Whole Numbers

LEARNING OBJECTIVE Students will be taught to:. Perform computations involving multiplication and division of whole numbers to solve problems.

LEARNING OUTCOME A student is able to: i. ii. Multiply two or more whole numbers. Solve problems involving multiplication of whole numbers. Divide a whole number by a smaller whole number. Solve problems involving division of whole numbers.

SUGGESTED LEARNING ACTIVITIES i. Explore multiplication and division using standard algorithm (rules of calculations), estimation, mental and speed computation or pencil and-paper. Use calculators to compare and verify answers. Students explore the relationship between multiplication and division. Students pose and solve problems related to multiplication and division of whole numbers.

POINTS TO NOTE Emphasise that: y The quotient of a number divided by zero is undefined. y The quotient of zero divided by any number (except zero) is zero. VOCABULARY Compute Quotient Undefined Inverse Sum Difference Emphasise on the order of operations and the use of brackets.

VOCABULARY Add Addition Subtract Subtraction Multiply Multiplication Divide Division Regroup Algorithm Estimate Estimation Mental andspeedcomputation

ii. iii. iv.

iii. iv.

4

Whole Numbers

Students will be taught to:. Perform computations involving combined operations of addition, subtraction, multiplication and division of whole numbers to solve problems

Students will be able to: i. Perform computations involving any combination of addition, subtraction, multiplication and division of whole numbers, including the use of brackets. ii. Solve problems involving combined operations of addition, subtraction, multiplication and division of whole numbers, including the use of brackets.

i. Students explore combined operations of whole numbers by using standard algorithm (rules of calculations), estimation, pencil and paper or calculator. ii. Solve problems related to real-life situations. iii. Students use calculators to compare and verify answers

Multiply Multiplication Divide Division Estimate Compute Solve Bracket Order ofoperations Combinedoperation Combination

THAIPUSAM 30thJANUARY ( SATURDAY )

Use calculators or computer programmes to explore prime numbers. i. Recognise and extend number patterns and sequences formed by counting on and counting back in intervals of any size. Explore general statements about odd and even numbers such as: a. b. Use calculators to skip count (generate number sequences). Odd numbers are used as addresses of houses on one side of the road and even numbers on the other. Understand the characteristics of prime numbers. The product of odd and even numbers.15 & 16 th FEBRUARY (SUNDAY. Identify the characteristics of prime numbers. Do not include negative numbers. Determine all the prime numbers less than 100. Recognise odd and even numbers and make general statements about them. ii. ii.g. The difference between odd and even numbers. 7 Number Patterns and Sequences WEEK LEARNING AREA CHINESE NEW YEAR 14. ii. factors of any number. MONDAY & TUESDAY) Students will be Students will be able to: Determine factors of whole numbers by exploring Emphasise that 1 and taught to:. c. LEARNING OUTCOME Students will be able to: i. Complete missing terms in given number sequences. iii. Extend number sequences. The sum of odd and even numbers. characteristics and ii. Construct number sequences based on given patterns. iv. i. Describe the pattern of a given number sequence. Determine whether a use the number is a factor of knowledge of another whole number factors of whole numbers. Use sieve of Eratosthenes to generate prime numbers less than 100. VOCABULARY Even Subtract Multiply Construct 6 Number Patterns and Sequences Students will be taught to:. Make general statements about odd and even numbers. i. e. LEARNING LEARNING OUTCOME SUGGESTED LEARNING ACTIVITIES POINTS TO NOTE OBJECTIVE Prime number Factor Prime Factor VOCABULARY . ii. Determine whether a given number is a prime number. ii. explore number patterns. POINTS TO NOTE Do not include negative numbers. the number itself are Understand the numbers. iii. and solve problems. Students will be able to: i. SUGGESTED LEARNING ACTIVITIES Relate number sequence to patterns in real-life situations. Emphasise that Number 1 is not a prime number.WEEK 5 LEARNING AREA Number Patterns and Sequences LEARNING OBJECTIVE Students will be able to: 1. VOCABULARY Number sequence Pattern Term Sum Product Difference Count on Count back Odd Even Subtract Multiply Construct Number sequence Pattern Term Sum Product Difference Count on Count back Odd Prime number Factor Prime Factor 5 Number Patterns and Sequences Students will be taught to:. Students will be able to: Identify and describe odd and even numbers. List factors of whole and investigating.

Students use the divisibility test of 2. ii. Students explore and investigate to determine prime factors of whole numbers. 30 can be divided by 6. Multiple Divisible Divisibility test Common multiple Lowest Common Multiple (LCM) Sequence .8 ULANGKAJI CUTI MAULIDUR RASUL 26 th FEBRUARY (FRIDAY) 9 MONTHLY TEST 1 Number Patterns and Sequences 10 Students will be taught to:. Use small numbers to develop the concept. State any given whole number asa product of its prime factors IHTIFAL AKADEMIK KEBANGSAAN 2010 MARCH 1st MID-TERM BREAK 13th ± 21stMARCH 2010 11 Number Patterns and Sequences Students will be taught to:. Find prime factor(s) of whole numbers. Identify prime factors from a list of factors. Students will be able to: i. Understand the characteristics and use the knowledge of prime factors of whole numbers.Therefore it can be divided by 2 and 3 and vice-versa. Students will be able to: i. Determine whether a number is a prime factor of another whole number. ii. ii. i. Emphasise that the list of multiples of a number is also a number sequence. 7. ii. 6.g. i. 4. Determine whether a number is the multiple of another number. iii. 9. 3. 10. Understand and use the knowledge of multiples of whole numbers. List the multiples of whole numbers. e. 8. i. 5. 11 and their combinations.

Determine the HCF of two or three given numbers. identify and determine the HCF of whole numbers. Determine the LCM of two or three given numbers. Students find the HCF by listing down all the factors of each given number. Common Factor Highest Common Factor (HCF) . iii. e. Determine whether a number is a common factor of two or three given whole numbers. Use algorithm to find the LC LCM = 2 x 2 x 3 = 12 2 4.WEEK 11 LEARNING AREA Number Patterns and Sequences LEARNING OBJECTIVE Students will be taught to:. e. iv. «« Multiples of 6 : 6. Find common factors of two or three whole numbers. Use the method of ³prime factorisation´ to find common multiples and LCM. Understand the characteristics and use the knowledge of common multiples and Lowest Common Multiple(LCM) of whole numbers.g. iii. 36. ii. Students will be able to: i. 6 2 2. 12 = 2 x 2 x 3 18 = 2 x 3 x 3 Common Prime Factors: 2 and 3 The HCF: 2 x 3 = 6 vi. POINTS TO NOTE Emphasise that a list of common multiples is also a number sequence. ii. identify and determine common factors of whole number. Understand and use the knowledge of common factors and Highest Common Factors (HCF) of whole numbers. 12. ii.g. 3 3 1. ««which are the multiples of 12. 48. Explore. 8. v. Students find common multiples and LCM by listing down the multiples of each given number.g. 3 1. «« Common Multiples of 4 and 6: 12. Find the common multiples of twoor three whole numbers. 1 i. ii. 12. 4=2x2 6=2x3 Therefore the LCM of 4 and 6 is 2 x 2 x 3 = 12. iii. Use algorithm to find HCF. LEARNING OUTCOME Students will be able to: i. Use the method of prime factorisations to find the common prime factors and hence HCF. 24. Determine whether a number is the common multiple of two or three given numbers. Students explore. e. Use small numbers to develop the concept VOCABULARY 12 Number Patterns and Sequences Students will be taught to:. Students list down all the factors of each given number and identify the same factors for each number.Multiples of 4 : 4. SUGGESTED LEARNING ACTIVITIES i.

Simplify fractions to the lowest terms. Compare and order mixed numbers on number lines. Represent fractions with diagrams. iii. Students will be able to: i. The number of girls as compared to the whole class. Folding a ribbon to find onethird of its length. Compare the values of two fractions by converting them to fractions with the same denominator or the same numerator. 14 Fractions Students will be able to: Understand the concept of mixed numbers and their representations. Mixed number Proper fraction Improper fraction Number line Denominator 14 Fractions Students will be able to: Understand the concept of proper fractions and improper fractions i. b. Determine whether two given fractions are equivalent. Use concrete materials and drawings to demonstrate the relationship between mixed numbers and improper fractions. concrete materials or the concept of equivalent fractions to compare fractions. Use number lines. Recognise mixed numbers. ii. c. Understand and use the knowledge of equivalent fractions ii. Folding papers. i. SUGGESTED LEARNING ACTIVITIES i. iii. Use concrete materials. ii. ii. Write mixed numbers based on given diagrams. v. Change improper fractions into mixed numbers. Understand and use the knowledge of fractions as part of a whole. Mixed number Proper fraction Improper fraction Number line Denominator . Use concrete materials and drawings to demonstrate the concept of equivalent fractions. Arrange fractions in order. LEARNING OUTCOME Students will be able to i. iv. drawings and number lines to represent mixed numbers. iv. iv. Recognise proper and improper fractions from given fractions. ii. Students will be able to: i. Find equivalent fractions for a given fraction. Students will be able to: i.WEEK 13 LEARNING AREA Fractions LEARNING OBJECTIVE Students will be taught to:. VOCABULARY Fraction Denominator Numerator Equivalent fractions Lowest terms Arrange Order 13 Fractions Students will be taught to:. Change mixed numbers into improper fractions. ii. i. iii. iii. Read fractions. Compare the values of two given fractions. Describe fractions as parts of a whole. Use concrete materials and drawings to demonstrate the concept of fractions such as: a. iii. Identify the use of mixed numbers in everyday situations. Use calculators to explore the relationship between mixed numbers and improper fractions. Represent mixed numbers with diagrams. Use paper folding to explain and explore: Why 3/6 is the same as 1/2 iv. ii. Write fractions for given diagrams. POINTS TO NOTE 4/5 read as: Four over five 15/22 read as: Fifteen over twenty two Use the terms numerator and denominator.

Whole numbers and fractions. 3 x¾ = 9/4 = 2 ¼ b. b. Add and subtract fractions by writing the fractions in their equivalent forms with common denominators including the use of LCM. Perform addition and subtraction of mixed numbers by: a) Adding and subtracting whole numbers and fractions separately. d. b) Writing mixed numbers in the form of improper fractions. Perform addition involving: a. Perform subtraction involving: a. SUGGESTED LEARNING ACTIVITIES Use concrete materials. VOCABULARY Mixed Number Add Subtract Fraction Simple fraction Lowest term Equivalent fractions 16 Students will be able to: Understand the concept of multiplication and division of fractions to solve problems. 4x1½ LABOUR DAY 1 ST MAY ( SATURDAY ) . ii. b.Fractions with different denominators. i. A whole number times a mixed number. d. iii.Fractions and mixed numbers. Pose and solve problems related to everyday situations. ii. c. Examples of multiplication: a.Fractions and mixed numbers.Fractions with common denominators. drawings and symbols to demonstrate the process of addition and subtraction of fractions. e.Fractions with common denominators.Whole numbers and fractions.Mixed numbers. LEARNING OUTCOME Students will be able to: i. ii. drawings and symbols to explore and investigate the process of multiplication and division of fractions.WEEK 15 LEARNING AREA Fractions LEARNING OBJECTIVE Students will be able to: Understand the concept of addition and subtraction of fractions to solve problems. POINTS TO NOTE Addition and subtraction involving not more than three numbers. Use concrete materials. Students will be able to: Solve problems involving combined operations of addition and subtraction of fractions.Mixed numbers. 3x¾ i. Fractions with different denominators. A whole number times a fraction. iv. c. e.

y Emphasise the order of operations. Multiplication Addition Subtraction Division Combined operation Mixed number Whole number Bracket 18 19 PEPERIKSAAN PERTENGAHAN TAHUN . including the use of brackets. ULANGKAJI TEACHER¶ S DAY 16 th MAY y Limit the operations to three numbersincluding whole umbers and mixed numbers. including the use of brackets.WEEK 17 LEARNING AREA LEARNING OBJECTIVE Students will be able to: Perform computations involving combined operations of addition. subtraction. multiplication anddivision of fractionsto solve problems. Use concrete materials and diagrams to demonstrate computations. multiplication and division of fractions. Perform computations involving combined operations of addition. LEARNING OUTCOME Students will be able to: SUGGESTED LEARNING ACTIVITIES POINTS TO NOTE VOCABULARY 1. subtraction. Solve problems involving combined operations of addition. Pose problems related to reallife situations. multiplication and division of fractions. 2. subtraction. including the use of brackets.

100 and 1000 as decimals. Understand the relationship between decimals and fractions. Read and write decimals to thousandths. Represent fractions with denominators 10. Represent fractions and As decimals and vice-versa. iii. Emphasise the relationship between rounding and estimation. iii. calculators and symbols to explain the relationship between decimals and fractions. i. Compare the values of two given decimals.05 read as: zero point zero five 3.WEEK 20 LEARNING AREA Decimals LEARNING OBJECTIVE Students will be able to: 1. VOCABULARY Fraction Decimal Denominator Tenths Hundredths Thousandths Number line Place value Value of a digit Rounding Decimal point 2.3 read as: zero point three 0. iv. Arrange decimals in order.29 read as: three point two nine. ii. Round decimals to the nearest whole number or up to three decimal places. Use number lines to compare and order decimals SUGGESTED LEARNING ACTIVITIES i. drawings. iv. WESAK DAY 27 th MAY (THURSDAY) . ii. Change fractions to decimals and vice-versa. POINTS TO NOTE 0. LEARNING OUTCOME Students will be able to: Use concrete materials. State the place value and value of each digit in decimals. Understand the concept of place value andvalue of each digit indecimals.

01 and 0. iii.WEEK 21 LEARNING AREA LEARNING OBJECTIVE 3. Begin with onedigit whole 5.Perform computations involving combined operation of addition. 0.0. A decimal by a decimal.100 and 1000.1. Multiply two or more decimals. Emphasise the order of operations including the use of brackets. Solve problems involving subtraction of decimals. y Use estimation strategies to determine whether the solution is reasonable. b. ii.100 and 1000. multiplication and division of decimals. SUGGESTED LEARNING ACTIVITIES POINTS TO NOTE VOCABULARY Decimals Add decimals. Include whole numbers. Solve problems For multiplication and division.Understand the concept of multiplication and division of decimals to solve problems. y Mentally divide decimals by 0. A decimal by a fraction. Addition and subtraction should begin with two decimals. ii. y Relate to everyday situations. 4. Add Subtract Decimal Multiply Divide Mentally divide Mentally multiply Reasonable Estimation i. i. A decimal by a whole number. iv. c.001. include whole numbers. y Mentally multiply decimals by 10. Solve problems involving multiplications of decimals iii. including the use of brackets. multiplication and division of decimals to solve problems. Solve problems involving combined operations of addition. y Pose problems related to everyday situations. Include whole numbers and fractions Addition Subtraction Multiplication Division Decimal Bracket Combined KING¶S BIRTHDAY . y Use calculators or computers to verify answers.001. subtraction. Divide: a. Limit to three decimal places.01 and 0. drawings and symbols.5th JUNE (SATURDAY) MID-YEAR BREAK 5 th ± 20th JUNE . Understand the concept of addition and subtraction of decimals to solve problem. including the use of brackets. multiplication and division of decimals. y Mentally divide decimals by 10. iv. calculators and computers. LEARNING OUTCOME Students will be able to: Use concrete materials. subtraction. Solve problems involving addition of decimals. Subtract decimals.1. Perform computations involving combined operations of addition. subtraction. y Mentally multiply decimals by 0. y Use appropriate calculation methods such as pencil-and paper. y Solve problems related to everyday situations.

POINTS TO NOTE Begin addition and subtraction usingtwo Integer Negativenumber Positivenumber Number line Temperature Sea level Floors of abuilding Less than Greater than Wordsdescription Missingterms Largest Smallest VOCABULARY Add .5 has a percentage equivalent of 50%. iv. Integers 23 Students will be taught to: 1. POINTS TO NOTE VOCABULARY Use the symbol % to represent percent. Change fractions and decimals to percentages and vice-versa. Use ten by ten grids to discuss the equivalent percentages of fractions and decimals. sea levels and floors of building). find the missing terms. For example the fraction has a decimal equivalent of 0. iii. Compare the values of two integers. Weight gain of 2 kg: 2 WEEK LEARNING AREA LEARNING OBJECTIVE Perform LEARNING OUTCOME Students will be able to: SUGGESTED LEARNING ACTIVITIES Use number lines to add and The number 0 is neither positivenor negative. LEARNING OUTCOME Students will be able to: Use concrete materials and drawings to demonstrate percentages. ± 5 is less than ± 2 ±15 is greater than ±25 Words description: e.5 or 50%) Pose and solve problems involving profit and loss. iii. Arrange integers in order. temperatures. i. ( = 0.g.5. ii. Given sets of integers. SUGGESTED LEARNING ACTIVITIES Students will be able to: i.WEEK LEARNING AREA Percentages 22 LEARNING OBJECTIVE Understand the concept of percentages and the relationship between percentages and fractions or decimals. Include percentages larger than 100. dividend. Find the percentage of increase or decrease. Understand and use the knowledge integers. Represent integers on number lines. ii. 30% of 240 = 72 3 of 12 = 25% 8 is 20% of what number? (40) Original amount: 15 Increased to: 18 Find percentage of increase. v. commission and discount. and 0. Express percentages as the number of parts in every 100.g. v. Original amount: 40 Decreased to: 10 Find percentage of decrease. ii. Students will be able to: i. Read and write integers. students order them on number lines. e. Percent Fraction Decimal Increase Decrease Discount Profit Loss Simple interest Dividend Commission Perform computations and solve problems involving percentages. ± 32 read as: negative thirty-two. Write positive or negative numbers to represent word descriptions. 30 metres below sea level: ± 30 ii. and identify the largest and the smallest value of integers from given sets of integers. Students complete sequences of integers. Introduce integers in context (e. Find a number given the percentage. Find the percentage one number is of another. i. iv. Solve problems involving percentages. Find the percentage of a quantity.g. simple interest.

Use letters to represent unknown numbers. i. Solve problems involving subtraction of integers. Addition shouldinclude like andunlike signs. e. Students will be able to: i. Use brackets to differentiate between operations and the signs of numbers.g Like signs: 9+5. ± 7+ (± 8) Unlike signs: 3 + (± 4). CUTI ISRAK MIKRAJ 8 th JULY (THURSDAY) 25 Algebraic Expressions Students will be taught to: 1.g.g 8 is also a term. coloured chips) to demonstrate addition and subtraction of integers. Solve problems related to real-life situations. iv. e. A number.24 Integers computations involving addition and subtraction of integers to solve problems. ii. iii. Identify unknowns in Use examples of everyday situations to explain unknowns. subtract integers. is a term. An algebraic term is written as 3x not x3. ± 4 ± 2 read asnegative four minustwo. drawings. Understand the concept of unknowns. Solve problems involving addition of integers. ± 8 ± (± 7) read asnegative eightminus negativeseven. x Which letter represents the unknown number? Unknown Term Alphabet Algebraic term Multiplication Coefficient Like terms Unlike terms . (± 9) + 5 Addition Subtract Subtraction Minus Plus Integer Negative Positive Like signs Unlike signs Differentiatebetween operations andsigns. Subtract integers. Relatesubtraction of integers toaddition.g: Glass X contains y numbers of marbles. Use concrete materials. e. and symbols (e. ii. Add integers. integers.

Identify like and unlike algebraic terms with one unknown. Recognise algebraic expressions. i. Determine the number of terms in given algebraic expressions. iv. iv.WEE K 26 LEARNING AREA Algebraic Expressions LEARNING OBJECTIVE Students will be taught to: Understand the concept of algebraic terms. ii. State like terms for a given term. iii. Students will be able to: i. 7g + 6h cannot be simplified because they are not like terms. 3k + 4 + 6k ± 3 = 3k + 6k + 4 ± 3 = 9k + 1 29 Algebraic Expressions Students will be taught to: Understand the concept of algebraic expressions. SUGGESTED LEARNING ACTIVITIES Give a list of terms and students select algebraic terms with one unknown. ii. POINTS TO NOTE VOCABULARY Unknown Term Alphabet Algebraic term Multiplication Coefficient Like terms Unlike terms 7p : The coefficient of p is 7. 27 ULANGKAJI 28 UJIAN 2 Use concrete materials to demonstrate the concept of combining like and unlike terms. iii. Identify algebraic terms with one unknown.g. 4p = p + p + p + p Algebraic expression Number of terms Like terms Unlike terms Simplify AWAL RAMADHAN 11 th AUGUST (WEDNESDAY) . 5r ± 2r = 3r iii. e. Identify coefficients in given algebraic terms with one unknown. LEARNING OUTCOME Students will be able to: i. 4s + 8s = 12s ii. Simplify algebraic expressions by combining the like terms.

Yard ii. iv. iii. Use the four operations to solve problems involving length. feet. Relate to everyday situations. feet. yards. m and km) iii. LEARNING OUTCOME Students will be able to: SUGGESTED LEARNING ACTIVITIES POINTS TO NOTE Emphasise the importance of using standard measurement. iv. Yard VOCABULARY Length Millimetre Centimetre Metre Kilometre Estimate Measure Convert Metric units Mass Milligrams Grams Kilograms Nautical mile Inch. Introduce inches. Students draw a line given its length.(mm. Estimate masses of objects in appropriate units. ii. POINTS TO NOTE Emphasise the importance of using standard measurement. tonne). Convert one metric unit to another. cm. Measure the length of objects. VOCABULARY Length Millimetre Centimetre Metre Kilometre Estimate Measure Convert Metric units Mass Milligrams Grams Kilograms Nautical mile Inch. Measure given lines using different standard units. miles and nautical miles. LEARNING OUTCOME Students will be able to: i.(mg. Use the four operations to solve problems involving mass. i. miles and nautical miles. Feet. g. yards. Introduce inches. Estimate lengths of objects in appropriate units. Convert one metric unit to another. kg. WEEK LEARNING AREA Basic Measurements 31 LEARNING OBJECTIVE Students will be taught to: Understand the concept of mass to solve problems. CUTI NUZUL QURAN 27 th AUGUST (FRIDAY) .WEEK LEARNING AREA Basic Measurements 30 LEARNING OBJECTIVE Students will be taught to: Understand the concept of length to solve problems. Measure the mass of objects. SUGGESTED LEARNING ACTIVITIES Measure the length of objects around the school compound. Feet.

Solve problems involving time. ii.m. 1900 read as nineteen hundred hours. iii. ii. Read times from train or bus schedules. iii. Read and write times in twenty-fourhour system.m. LEARNING OUTCOME Students will be able to: i. days. minutes.30 read as seven thirty. Relate events to everyday situations. half past seven. POINTS TO NOTE 1 millennium = 1000 years 1 century = 100 years 1 year = 12 months = 52 weeks = 365 days 1 week= 7 days 1 day= 24 hours 1 hour = 60 minutes 1 minute = 60 seconds VOCABULARY Time Second Minute Hour Day Week Month Year Century Millennium Measurement Leap year CUTI HARI KEMERDEKAAN 31 st AUGUST (TUESDAY) CUTI PERTENGAHAN PENGGAL KEDUA 4 ± 12th SEPTEMBER HARI RAYA AIDIL FITRI 10. ii.12 13 & 14 th SEPTEMBER WEEK LEARNING AREA Basic Measurements LEARNING OBJECTIVE Students will be taught to: Understand and use times in the twelve hour and twenty-four hour system to solve problems. POINTS TO NOTE VOCABULARY Twelve hour System Twenty-four hour system Time Interval Time Digital clock Analogue clock 32 WEEK LEARNING LEARNING LEARNING OUTCOME SUGGESTED LEARNING ACTIVITIES VOCABULARY .11. Use the four operations to solve problems involving time. How long it takes to run 100 metres? Involve great events in history. POINTS TO NOTE 7. clocks or stopwatches to discuss the measurement of time for events. v. How long it takes for water to boil? iv. months and years). months and years. weeks. 0350 read as three fifty hour 3. hours. thirty minutespast seven and thirty minutes to eight.50 a. SUGGESTED LEARNING ACTIVITIES Use digital and analogue clocks. iv. weeks. Your age. The time it will take to eat lunch. iii. iv.m. or three fifty in themorning. Introduce a. LEARNING OUTCOME Students will be able to: i. Determine the interval between two given times. days. Convert time in twelve-hour system to twenty-four hour system and vice-versa.m.WEEK LEARNING AREA Basic Measurements 31 LEARNING OBJECTIVE Students will be taught to: Understand the concept of time in seconds. and p. Estimate the time intervals of events. Read and write times in twelve-hour system. Suggest a unit to estimate or measure: i. read as three fifty a. Determine the appropriate measurement of time for certain events. minutes. SUGGESTED LEARNING ACTIVITIES Use calendars. Convert measurement of time in different units (seconds.hours.

vi. iii. Determine one whole turn is 360°.AREA OBJECTIVE Students will be taught to: 1. v. Vertex 32 Lines and Angles Students identify angles in the classroom. iii. line angle line Guide students on how to use protractors to measure angles. iv. Students demonstrate the different types of angles with their arms. corners of tables. obtuse and reflex.g edges of books. right. blackboards. Angles can be named as BAC or A or BAC. clock hands. An angle is formed by two straight lines that meet at a point called the vertex. State that the angles formed by perpendicular lines is 90°. Understand the concept of angles. Students should be able to: i. Students identify perpendicular and parallel lines in the classroom (e. ii. Students should be able to: i. vii. Measure angles using protractors. Angle Line Protractor Label Denote Right angle Acute angle Reflex angle Obtuse Angle One whole turn Vertex Classify Compare Degree Use degree ( ° ) as the unit of measurement of angles. Draw acute. and opened doors). Denote and label angles. windows. compare and classify angles as acute. right. Determine parallel lines. windows and doors).g. Recognise angles. (e. Two lines are parallel if they never intersect. Recognise. Determine perpendicular lines. ii. obtuse and reflex angles using protractors. viii. Denote a 90° angle as: Parallel lines Perpendicular lines Intersecting lines Complementary angle 32 Lines and Angles Students will be taught to: Understand the concept of parallel and perpendicular lines. A perpendicular line is a line that makes a 90° with another line. One whole turn is 360°. 90o Supplementary angle Adjacent angle Vertically opposite angle . Draw angles using protractors. Determine angles on straight lines equal 180°.

Identify intersecting lines. iv. Use capital letters to name vertices. rulers. iii. iii. Name polygons (triangle. Shapes include polygons .vertices and diagonals of given polygons. geo-boards and computer software to explore the concept of polygons. Determine the properties of vertical. Determine and draw the line(s) of symmetry of shapes. Sketch polygons. LEARNING OUTCOME Students should be able to: i. Determine the value of an angle on a line. Polygon Triangle Quadrilateral Pentagon Hexagon Heptagon Octagon Vertices Sides Diagonal Shape. Use concrete materials such as protractors. Determine the number of sides. folding papers or making inkblot designs. iv.WEEK LEARNING AREA LEARNING OBJECTIVE Students will be taught to: Understand and use properties of angles associated with intersecting lines to solve problems. Symmetry Line of symmetry Sketch Polygon. Students explore symmetry by using mirrors. Students should be able to: i. given the adjacent angle. pentagon. POINTS TO NOTE VOCABULARY Parallel lines Perpendicular lines Intersecting lines Complementary angle 33 Lines and Angles a b d c Vertical-angle pairs: a= d b= c Sum of adjacent angles on a straight line is 180° (a + b =180°) Supplementary angle Adjacent angle Vertically opposite angle 33 Polygons Students will be able to: 1. iii. complementary and supplementary angles. Recognise polygons. ii. pattern blocks. SUGGESTED LEARNING ACTIVITIES Students investigate the properties of angles formed by intersecting lines. Draw designs using the concept of symmetry.g. Students explore the importance of symmetry in everyday situations (e. Solve problems involving angles formed by intersecting lines. ii. Students explore the relationship between the sides. ii. diagonals and vertices of polygons. grid papers. Triangle Quadrilateral Pentagon Hexagon. heptagon and octagon). Heptagon Octagon Vertices Sides Diagonal Shape Symmetry Line of symmetry Sketch Polygons 33 Students will be taught to: Understand the concept of symmetry. Students should be able to: i. hexagon. Understand the concept of polygons. Complete shapes given part of the shapes and the line of symmetry. pattern on buildings and tiles). quadrilateral.

LEARNING OUTCOME Students should be able to: i. ii. Use a variety of methods to find the sum of angles of triangles: e. iv. Types of quadrilaterals: Square Rectangle Rhombus Parallelogram Trapezium Square Rectangle Parallelogram Trapezium Rhombus Diagonal Geometric properties Align Corner WEEK LEARNING AREA LEARNING OBJECTIVE LEARNING OUTCOME SUGGESTED LEARNING ACTIVITIES POINTS TO NOTE VOCABULARY .g aligning corners on a point. Determine and draw symmetry line(s) of given triangles. iii. State the geometric properties of the different types of triangles and name the triangles. POINTS TO NOTE Types of triangles: Isosceles triangle Equilateral triangle Scalene triangle Acute triangle Right-angled triangle Obtuse triangle VOCABULARY Isosceles Equilateral Scalene Acute triangle Obtuse triangle Right-angled triangle Quadrilateral Polygons 34 Students will be taught to: Identify and use the geometric properties of quadrilaterals to solve problems. iii. State the geometric properties of the different types of quadrilaterals and name quadrilaterals. using protractors and geometry computer software. Draw triangles using protractors and rulers. Students should be able to: i. Draw a quadrilateral using protractor and ruler. Determine that the sum of the angles of a triangle is 180°.WEEK LEARNING AREA Polygons 33 LEARNING OBJECTIVE Students will be taught to: Identify and use the geometric properties of triangles to solve problems. Investigate the relationship between angles. v. Determine that the sum of the angles of a quadrilateral is 360°. sides and diagonals of alltypes of quadrilateral. ii. Use a variety of methods to find the sum of angles of quadrilaterals: e.g aligning corners on a straight line. Solve problems involving quadrilaterals. iv. Determine and draw symmetry line(s) of given quadrilaterals. v. SUGGESTED LEARNING ACTIVITIES Investigate the relationship between angles and sides of all types of triangles. using protractors and geometry computer software. Solve problems involving triangles.

Perimeter Formulae Measure Figure Area Square unit Region Enclosed 34 Perimeter and Area Students will be taught to: Understand the concept of area of rectangles to solve problems. iii. Solve problems involving the areas of triangles. Identify the perimeter of a region. The area of a unit square is 1 square unit Area of a right triangle = of the area of a rectangle. Identify the heights and bases of triangles. Find the areas of figures made up of triangles. Perimeters of rectangles having the same area. ii. geo-boards. Students should be able to: i. Limit to straight lines. Find the perimeter of a region enclosed by straight lines. parallelograms and trapeziums. parallelograms and trapezium to solve problems. parallelograms and trapeziums based on the area of rectangle. Shapes enclosed by straight lines and curves. iv. Estimate the area of a shape. Find the area of a rectangle. geo-boards. Use unit squares. explore and make generalisations about the: a. parallelograms and trapeziums. WEEK LEARNING AREA LEARNING OBJECTIVE LEARNING OUTCOME SUGGESTED LEARNING ACTIVITIES POINTS TO NOTE VOCABULARY . Solve problems involving areas. Students should be able to: i. Areas of rectangles having the same perimeter. parallelograms or trapeziums. Solve problems involving perimeters. Use unit square chips or tiles to investigate. Investigate and develop formula to find the perimeter of a rectangle. b. ii. rectangles. Students should be able to: i. Area Triangle Trapezium Parallelogram Height Base Rectangle Figure Solve problems such as finding the height or base of a parallelogram. Investigate and develop formula to find the area of a rectangle. Find the areas of triangles. tessellation grids. ii. Use square chips. iii. parallelograms and trapeziums. tessellation grids. cm2 read as square cm. grid-papers or computer software to explore the concept of perimeter. Investigate and develop formulae to find the areas of triangles. grid-papers or computer software to explore the concept of area.34 Perimeter and Area Students will be able to: Understand the concept of perimeter to solve problems. Perimeter Formulae Measure Figure Area Square unit Region Enclosed 35 Perimeter and Area Students will be taught to: Understand the concept of area of triangles. rectangles. iii.

Draw cubes and cuboids on: a. Solve problems involving volume of cuboids. Students will be able to i. b.35 Solid Geometry Students will be taught to: Understand geometric properties of cubes and cuboids. Ask students how they are alike or different. Exactly two faces that are the same shape and size. Compare and contrast between cubes and cuboids. SUGGESTED LEARNING ACTIVITIES Use unit cubes or other concrete materials to let students explore the concept of volumes. Make models of cubes and cuboids by: a. Make up sets of activity cards containing descriptions of solids such as: a. iii. POINTS TO NOTE cm3 read as cubic cm. Find the volume of cuboids. iv. Combining given faces. Identify geometric solids. Geometric solids Include Cubes Cuboids Cylinders Pyramids Cones Spheres Face Edge Vertex Vertices Cube Cuboid Cylinder Pyramid Cone Sphere Surface WEEK 36 LEARNING AREA Solid Geometry LEARNING OBJECTIVE Students will be taught to: Understand the concept of volume of cuboids to solve problems LEARNING OUTCOME Students will be able to: i. iii. ii. Folding given layouts of solids. Investigate and explore the relationship between faces. All edges have the same length. Students compete to search out solids in the classroom based on the descriptions. Estimate the volume of cuboids. Blank papers. Use concrete materials (opened boxes) to draw the layout of cubes and cuboids. Use concrete materials to demonstrate the concepts of geometric solids. Investigate and develop formula to find the volume of cuboids. b. edges and vertices of cubes and cuboids. ii. Game: Searching out Solids. The volume of a unit cube is 1 cubic unit VOCABULARY Volume Cubic cm Unit cube Cuboid 37 ULANGKAJI 38 PEPERIKSAAN AKHIR TAHUN 39 40 . b. Square grids. State the geometric properties of cubes and cuboids.

41 42 CUTI AKHIR TAHUN .

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