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WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES Pupils will be taught to: 1. Develop number sense up to 1 000 000

5 ( 2011 )

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES Pupils will be able to : (i) Name and write numbers up to 1000 000

Teacher pose number in numerals, pupils name the respective numbers and write the number word.

(ii) Determine the place value of the digits in any whole number up to 1000 000 1. 1–2 WHOLE NUMBER 1. NUMBER TO 1 000 000 (iii) Compare value of numbers up to 1 000 000. (iv) Round off numbers to the nearest tens, hundreds, thousands, ten thousands and hundred thousands

** Teacher says the number names and
**

pupils show the number using the calculator of abacus, then pupils write the numerals.

** Provide suitable number line scales and
**

ask pupils to mark the positions that represent a set of given numbers. Given a set of numerals, pupils represent each number using the number base block or the place value of every digit of the given number.

** Given a set of numerals, pupils
**

compare and arrange the numbers in ascending then descending order. 1. WHOLE NUMBER 2. ADDITION WITH THE HIGHEST TOTAL OF 1 000 000 2.Add numbers to the total of 1 000 000 (i) Add any two to four numbers to 1 000 000

3-4

Pupils practice addition using the fourstep algorithm of: 1. Estimate the Total 2. Arrange the numbers involved according to place values. 3. Perform the operation 4. Check the reasonableness of the answer. Pupils create stories from given addition number sentence.

** Teacher Pose problems verbally, i.e.
**

in the numerical form or simple sentences.

Teacher guides pupils to solve problems following Polya’s four step mode of: 1. Understand the problem 2. Devising a plan 3. Implementing the plan 4. Looking back. 1. WHOLE NUMBER 3. SUBTRACTIO N WITHIN THE RANGE OF 1 000 000 3.Subtract numbers from a numbers less than 1000 000 (i) Subtract one number from a bigger number less than 1 000 000 Pupils create stories from given subtraction number sentence. Pupils practice subtraction using the four-step algorithm of : 1. Estimate the sum. 2. Arrange the numbers involved according to place values. 3. Perform the operation. 4. Check the reasonableness of the answer.

(ii) Subtract successively from a bigger number less than 1 000 000 5-6 (iii) Solve subtraction problems

** Pupils Subtract successively by writing
**

the number sentence in the a) horizontal form b) vertical form Teacher pose problems verbally i.e.., in the numerical form or simple sentences. Teacher guides pupil to solve problems following Polya’s four-step model of : 1. Understand the problem 2. Devising a plan 3. Implementing the plan 4. Looking back 1. WHOLE NUMBER 4. Multiplication with the Highest Product of 1 000 000 4.Multiply any to numbers with the highest product of 1 000 000 (i) Multiply up to five digit numbers with a) a one-digit number b) a two- digit number c) 10, 100 and 1000.

Pupils create stories from given multiplication number sentences e.g. 40 500 x 7 = 283 500 “A factory produces 40 500 batteries per day. 283 500 batteries are produced in 7 days” Pupils practice multiplication using the

7-8

(ii) Solve problems involving multiplication.

four-step algorithm of: 1. Estimate the product. 2. Arrange the numbers involved according to place values. 3. Perform the operation. 4. Check the reasonableness of the answer. Teacher pose problems verbally i.e., in the numerical form or simple sentence Teacher guides pupils to solve problems following Polya’s four-step model of : 1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back ( Apply some of the common strategies in very problem Solving step ) 1. WHOLE NUMBERS 5. DIVISION WITH THE HIGHEST DIVIIDEND OF 1 000 000 5.Divide a number less than 1 000 000 by a two-digit number (i) Divide numbers up to six digits by a) one-digit number b) 10, 100 and 1000 c) two-digit number

Pupils create stories from given division number sentences. Pupils practice division using the fourstep algorithm of: 1. Estimate the product. 2. Arrange the numbers involved according to place values. 3. Perform the operation. 4. Check the reasonableness of the answer. Example for long division 35 4 3 1 1 1 3 5 6 7 4 6 5 2 4 0 5 1 9 6 1 7 5 2 1 2 1 2 r 20 9 0

(ii) Solve problems involving division

9,10 AND 11

9 0 9 0 7 0 2 0

Teacher pose problems verbally, i.e., in the numerical form or simple sentences. Teacher guides pupils to solve problems following Polya’s four-step model of : 1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back ( Apply some of the common strategies in very problem Solving step ) 1. WHOLE NUMBER 6. MIXED OPERATIONS 6.Perform mixed operations involving multiplication and division (i) Calculate mixed operation on whole numbers involving multiplication and division

Pupils create stories from given number sentence involving mixed operations of division and multiplication. Pupils practice calculation involving mixed operation using the four-step algorithm of : 1. Estimate the quotient 2. Arrange the numbers involved according to place values. 3. Perform the operation 4. Check the reasonableness of the answer. Teacher guides pupils to solve problems following Polya’s four-step model of : 1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back ( Apply some of the common strategies in very problem Solving step )

(ii) Solve problems involving mixed operations of division and multiplication. 12 - 13

WEEK

TOPIC

LEARNING AREA

2. FRACTIONS

1.

IMPROPER FRACTIONS

LEARNING OBJECTIVES Pupils will be taught to: 1. Understand improper fractions

LEARNING OUTCOMES Pupils will be able to : (i) Name and write improper fractions with denominators up to 10

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Demonstrate improper fractions using concrete objects such as paper cut-outs, fraction charts and number lines. Pupils perform activities such as paper folding or cutting, and marking value on number lines to represent improper fractions.

14

(ii) Compare the value of the two improper fractions.

2.

FRACTIONS

3.

MIXED NUMBERS

1.

Understand mixed numbers

(i)

Name and write mixed numbers with denominators up to 10.

Teacher demonstrate mixed numbers by partitioning real objects or manipulative. Pupils perform activities such as a) Paper folding and shading b) Pouring liquids into containers. c) marking number lines To represent mixed numbers.

(ii) Convert improper fractions to mixed numbers and vice versa

15

e.g.

3 2 4 shade parts

1 3 2 beakers full

2. FRACTIONS 3. ADDITION OF FRACTIONS 1. Add two mixed numbers (i) Add two mixed numbers with the same denominators up to 10. Demonstrate addition of mixed numbers through a) b) c) d) paper folding activities fraction charts diagrams number lines

(ii) Add two mixed numbers with different denominators up to 10. 16 - 17 (iii) Solve problems involving addition of mixed numbers.

e.g.

1 1 3 1 4 +1 2 =2 4

Create stories from given number sentences involving mixed numbers. 2. FRACTIONS 4. SUBTRACTIO N OF FRACTIONS 1. Subtract mixed numbers (i) Subtract two mixed numbers with the same denominator up to 10.

Demonstrate subtraction of mixed numbers through a) b) c) d) e) paper folding activities fraction charts diagrams number lines Multiplication table.

18

(ii) Subtract two mixed numbers with different denominators up to 10. (iii) Solve problems involving subtraction of mixed numbers.

Pupils create stories from given numbers sentences involving mixed numbers.

1.

2.

FRACTIONS

5.

MULTIPLICATION OF FRACTIONS

Multiply any proper tractions with a whole number up to 1 000

(i)

Multiply whole numbers with proper tractions

(ii) Solve problems involving multiplication of fractions

Use groups of concrete materials, picture and number lines to demonstrate fraction as equal share of a whole set. Provide activities of comparing equal portions of two groups objects. e.g.

1 2 of 6 = 3 1 2 of 6 pencils is 3 pencil

19-20

1 6 2 x 6 = 2 =3

1 6 x 2 or six halves.

1 6 x 2 1/2 of an orange is …… 1 1 1 1 1 1 3 + 3 + 3 + 3 + 3 + 3 = 3 oranges.

Create stories from given number sentences.

WEEK

TOPIC

LEARNING AREA

3.

DECIMALS

1.

DECIMAL NUMBER

LEARNING OBJECTIVES Pupils will be taught to: 1. Understand and use the vocabulary related to decimals

LEARNING OUTCOMES Pupils will be able to : (i) Name and write decimal numbers to three decimal places

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Teacher models the concept of decimal number using number lines. e.g.

(ii) Recognized the place value of thousandths

8 parts out of 1 000 equals 0.008 21-22 (iii) Convert fractions of thousandths to decimal numbers and vice versa. (iv) Round off decimal numbers to the nearest a) tenths b) hundredths 3.DECIMALS 2. ADDITION OF DECIMAL NUMBERS 1. Add decimal number up to three decimal places (i) Add any two to four decimal numbers up to three decimal places involving a) decimal numbers and decimal numbers b) Whole numbers and decimal numbers (ii) Solve problems involving addition of decimal numbers. (i) Subtract a decimal number from another decimal up to three decimal places. (ii) Subtract successively any two decimal numbers up to three decimal places (iii) Solve problems involving subtraction of decimal numbers 3. DECIMAL 4. MULTIPLICATION OF DECIMAL NUMBERS (i) Multiply decimal numbers up to three decimal (i) Multiply any decimal numbers up to three decimal places with Pupils practice adding decimals using the four- step algorithm of : 1. 2. 3. 4. Estimate the total Arrange the numbers involved according to place values Perform the operation Check the reasonableness of the answer. 23 parts out of 1 000 is equal to 0.023 100 parts out of 1 000 is 0.100 Compare decimal numbers using thousand square and number line Pupils find examples that use decimals in daily situation

23

Pupils create stories from given number sentences. Pupils subtract decimal numbers, given the number sentence in the horizontal and vertical from. Pupils practice subtracting decimals using the four-step algorithm of : 1. Estimate the total 2. Arrange the numbers involved according to place values 3. Perform the operation 4. Check the reasonableness of the answer. Pupils make stories from given number sentences. Multiply decimal numbers with a number using horizontal and vertical from.

3.

DECIMAL

4.

SUBTRACTION OF DECIMAL NUMBERS

1.

SUBTRACT DECIMAL NUMBERS UP TO THREE DECIMAL PLACES

24

places with a whole number

a) a one-digit number b) a two-digit number c) 10, 100 and 1000. Pupils practice adding decimals using the four- step algorithm of : 1. Estimate the total 2. Arrange the numbers involved according to place values 3. Perform the operation 4. Check the reasonableness of the answer. Pupils create stories from given number sentences.

25 (ii) Solve problems involving multiplication of decimal numbers.

3 .DECIMAL 26-27

5.

DIVISION OF DECIMAL NUMBERS

1.

Divide decimal numbers up to three decimal places by a whole number.

(i)

Divide a whole number by a) 10 b) 100

c) 1000 (ii) Divide a whole number by a) a one-digit number b) a two-digit whole number. (iii) Divide a decimal number of three decimal places by a) a one-digit number b) a two-digit whole number c) 10 d) 100 (iv) Solve problem involving division of decimal numbers

Pupils practice adding decimals using the four- step algorithm of : 1. Estimate the total 2. Arrange the numbers involved according to place values 3. Perform the operation 4. Check the reasonableness of the answer. Pupils create stories from given number sentences.

WEEK

TOPIC

LEARNING AREA

LEARNING

LEARNING OUTCOMES

SUGGESTED TEACHING AND

4.PERCENTAGE

1.

PERCENTENGE

OBJECTIVES Pupils will be taught to: 1. Understand and use percentage

Pupils will be able to : (i) Name and write the symbol for percentage

LEARNING ACTIVITIES

Pupils represent percentage with hundred squares. Shade parts of the hundred square Name and write the fraction of the shaded parts to the shaded parts to percentage.

(ii) State fraction of hundredths in percentage 28 (iii) Convert fraction of hundredths to percentage and vice versa. 4. PERCENTAGE 2. CONVERT FRACTION AND DECIMALS TO PERCENTAGE 1. Relate fraction and decimals to percentage (i) Convert proper fractions of tenths to percentage.

Identity the proper fractions with the denominators given.

(ii) Convert proper fractions with the denominators of 2, 4, 5, 20, 25 and 50 to percentage. 29 (iii) Convert percentage to fraction in its simplest from. (iv) Convert percentage to decimal number and vice versa

WEEK

TOPIC

LEARNING AREA

1. 30 5. MONEY

MONEY TO RM 1 00 000

LEARNING OBJECTIVES Pupils will be taught to: 1. Understand and use vocabulary related to money

LEARNING OUTCOMES Pupils will be able to : (i) Read and write the value of money in ringgit and sen up to RM 100 000.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Pupils show different combination of notes and coins to represent a given amount of money.

1.

Use and apply mathematics concepts when dealing with money up to RM 100 000.

(i) Add money in ringgit and sen up to RM 100 000. (ii) Subtract money in ringgit and sen within the range of RM 100 000. (iii) Multiply money in ringgit and sen with a whole number, fraction or decimal RM 100 000. (iv) Divide money in ringgit and sen with the divisor up to RM 100 000. (v) Perform mixed operation of multiplication and vision involving money in ringgit and sen up to RM 100 000. (vi) Solve problems in real context involving money in ringgit and sen up to RM 100 000.

Pupils perform basic and mixed operation involving money by writing numbers sentences in the horizontal and vertical form. Pupils create stories from given number sentences involving money in real context, for example, a) Profit and loss in trade b) Banking transaction c) Accounting d) Budgeting and finance management Pupils solve problems following Polya’s four-step algorithm and using some of the common problem solving strategies.

31

WEEK

TOPIC

LEARNING AREA

6.

TIME

1.

READING AND WRITING TIME

LEARNING OBJECTIVES Pupils will be taught to: 1. Understand the vocabulary related time

LEARNING OUTCOMES Pupils will be able to : (i) Read and write time in the 24-hour system.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Pupils tell the time from the digital clock display.

(ii) Relate the time in the

24-hour system to the 12-hour system (iii) Convert time from the 24-hour system to the 12-hour system and vice-versa 32

Design an analogue clock face showing time in the 24-hour system Pupils convert time by using 12 mornimg 0000 mornimg 12 12

afternoon evening noon 1200 0000

afternoon evening noon

the clock face

6. TIME 33

2.

BASIC OPERATIONS INVOLVING TIME

2.Understand the relationship between units of time

(i)

Convert time in fractions and decimals of a minute to seconds Convert time in fractions and decimals of an hour to minutes and to seconds.

Pupils convert from one unit of time. Pupils explore the relationship between centuries, decades and years by constructing a time conversion table.

(i)

(ii) Convert time in fractions and decimals of a day to seconds. (iii) Convert units of time from a. Century to years and vice versa. b. Century to decades and vice

versa. 6. TIME 3. DURATION 3.Add, subtract, multiply and divide units of time. (i) Add time in hours, minutes and seconds. Pupils add, subtract, multiply and divide units of time by writing numbers sentences in the horizontal and vertical from. e.g. 5

(ii) Subtract time in hours, minutes and seconds. (iii) Multiply time in hours, minutes and seconds. (iv) Divide time in hours minutes and seconds.

34-35

+ 2

hr hr

20 25

min min

30 43

s s

4

- 2

hr hr

45 30

min min

12 52

s s

2 X

hr

15

min

9 7

s

4 6.TIME 4.Use and apply knowledge of time to find the duration. (i) Identify the start and end times of are event.

13

hours

13

minutes

Pupils read and state information from schedules such as : a) class time-table b) fixtures in a tournament c) Public transport, etc Pupils find the duration the start and end time from a given situation

(ii) Calculate the duration of an event, involving a. Hours, minutes and seconds. b. Days and hours (iii) Determine the start or end time of an event from a given duration of time. (iv) Solve problems involving time

duration in fractions and/or decimals of hours, minutes and seconds.

WEEK

TOPIC

LEARNING AREA

7.

TIME

2.

READING AND WRITING TIME

LEARNING OBJECTIVES Pupils will be taught to: 4. Understand the vocabulary related time

LEARNING OUTCOMES Pupils will be able to : (iv) Read and write time in the 24-hour system. (v) Relate the time in the 24-hour system to the 12-hour system (vi) Convert time from the 24-hour system to the 12-hour system and vice-versa

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Pupils tell the time from the digital clock display. Design an analogue clock face showing time in the 24-hour system Pupils convert time by using 12 mornimg 0000 mornimg the clock face 12 12

afternoon evening noon 1200 0000

32

afternoon evening noon

6. TIME 33

5.

BASIC OPERATIONS INVOLVING TIME

2.Understand the relationship between units of time

(ii) Convert time in fractions and decimals of a minute to seconds (iv) Convert time in fractions and decimals of an hour to minutes

Pupils convert from one unit of time. Pupils explore the relationship between centuries, decades and years by constructing a time conversion table.

and to seconds. (v) Convert time in fractions and decimals of a day to seconds. (vi) Convert units of time from c. Century to years and vice versa. d. Century to decades and vice versa. 6. TIME 6. DURATION 3.Add, subtract, multiply and divide units of time. (v) Add time in hours, minutes and seconds. (vi) Subtract time in hours, minutes and seconds. (vii) Multiply time in hours, minutes and seconds. (viii) Divide time in hours minutes and seconds. Pupils add, subtract, multiply and divide units of time by writing numbers sentences in the horizontal and vertical from. e.g. 5

34-35

+ 2

hr hr

20 25

min min

30 43

s s

4

- 2

hr hr

45 30

min min

12 52

s s

2 X

hr

15

min

9 7

s

4 6.TIME 4.Use and apply knowledge of time to find the duration. (v) Identify the start and end times of are event. (vi) Calculate the duration of an event, involving a. Hours,

13

hours

13

minutes

Pupils read and state information from schedules such as : a) class time-table b) fixtures in a tournament

minutes and seconds. b. Days and hours (vii) Determine the start or end time of an event from a given duration of time. (viii) Solve problems involving time duration in fractions and/or decimals of hours, minutes and seconds.

c) Public transport, etc Pupils find the duration the start and end time from a given situation

WEEK

TOPIC

LEARNING AREA

7.LENGTH

1.

MEASURING LENGTH

LEARNING OBJECTIVES Pupils will be taught to: 1. Measure and compare distances.

LEARNING OUTCOMES Pupils will be able to : (i) Describe by comparison the distance of one kilometer.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Teacher provides experiences to introduce the idea of a kilometer. e.g. Walk a hundred-meter track and explain to pupils that kilometer is ten times the distance. Use a simple a simple map to measure the distances to one place to another. e.g. a) school

36

(ii) Measure using scales for distance between places.

b) village c) town 7.LENGTH 2.RELATIONSHIP BETWEEN UNITS OF 2.Understand the relation between units (i) Relate meter and kilometer

Compare the length of a meter string and a 100-cm stick, then write the

LENGTH 37

of length (ii) Convert meter to kilometer and vice versa

relationship between the units. Pupils then visualize how far the length would be if 1000 such sticks were to be arrange end to end. Pupils use the conversion table for units of length to convert length from km to m and vice versa.

7.LENGTH

3.

BASIC OPERATION INVOLVING LENGTH

3.Add, subtract, multiply and divide units of length

(i)

Add and subtract units of length involving conversion of units in a) kilometers. b) kilometers and meters.

Pupils demonstrate addition and subtraction involving units of length using number sentences in the usual conventional manner. e.g. a) 2 km + 465 = _______ m b) 3.5 km + 615 = ________ km c) 12. 5 km – 625 m = _______ m Pupils multiply and divide involving units of length. e.g. a) 7. 215 m x 1 000 = _______ km b) 2. 24 km

(ii) kilometer and divide units of length in kilometers involving conversion of units with. a) a one-digit number. b) 10, 100, 1000 (iii) Solve problems involving basic operations on length.

÷3=

________ m

Create stories from given number sentence.

WEEK

TOPIC

LEARNING AREA

8.MASS

1.

COMPARING MASS

LEARNING OBJECTIVES Pupils will be taught to: 1. Compare mass of objects.

LEARNING OUTCOMES Pupils will be able to : (i) Measure and record masses of objects in kilogram and grams.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

(ii) Compare the masses of two objects using kilogram and gram,

Pupils measure, read and record masses of objects in kilograms and using the weighing scale and determine how many times the mass of an objects as compared to another.

38

stating the comparison in multiples or fractions. (iii) Estimate the masses of objects in kilograms and grams. 2.Understand the relationship between units of mass. (i) Convert units of mass from fractions and decimals of a kilogram to grams and vice versa.

Pupils make stories for a given measurement of mass. e.g. Aminah bought 4 kg of cabbages and 500 g celery. Altogether, she bought a total of 4.5 kg vegetables.

39

(ii) Solve problems involving conversion of mass units in fraction and / or decimals. WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES Pupils will be taught to: 1. Find the perimeter of composite 2-D shapes. LEARNING OUTCOMES Pupils will be able to : (i) Measure the perimeter of the following composite 2D shapes a) square and square b) rectangle and rectangle 43-44 c) triangle and triangle d) square and triangle e) square and triangle f) rectangle and triangle (ii) Calculate the perimeter of the

SUGGESTED TEACHING AND LEARNING ACTIVITIES

10.SHAPE AND SPACE

1.

COMPOSITE TWO DIMENSIONAL SHAPES

Use measuring tapes, rules or string to measure the perimeter of event composite shapes

following composite 2D shapes a) square and square. a) rectangle and rectangle. b) triangle and triangle c) square and rectangle d) square and triangle e) rectangle and triangle. (iii) Solve problems involving perimeters of composite 2-D shapes. 10.SHAPE AND SPACE 2.COMPOSITE THREE DEMENSIONAL SHAPES 1. Find the area of composite 2-D shapes (i) Measure the area of the following composite 2-D shapes a) square and square b) rectangle and rectangle 45 c) square and rectangle (ii) Calculate the area of the following composite 2-D shapes square and square. a) rectangle and rectangle b) square and rectangle (iii) Solve problems involving areas of Pupils count the unit squares to find the area of composite 2-D shapes on the grid paper.

composite 2-D shapes. 10.SHAPE AND SPACE 1. Find the volume of composite 3-D shapes (i) Measure the volume of the following composite 3-D shapes a) cube and cube b) cuboid and cuboid c) cube and cuboid 45 (ii) Calculate the volume of the composite 3-D shapes following a) cube and cube b) cuboid and cuboid c) cube and cuboid (iii) Solve problems involving volume of composite 3-D shapes Use any combination of 3-D shapes to find the surface area and volume.

WEEK

TOPIC

LEARNING AREA

11.DATA HANDLING

1.

AVERAGE

LEARNING OBJECTIVES Pupils will be taught to: 1. Understand and use the vocabulary to average

LEARNING OUTCOMES Pupils will be able to : (i) Describe the meaning of average.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Prepare two containers of the same size with different volumes of liquid. Equal the volume of liquid from the two containers. e.g.

(ii) State the average of two or three quantities. (iii) Determine the formula for average

46

Relate the examples given to determine the average using the formula 11.DATA HANDLING 46 2.ORGANISING AND INTERPRETING DATA 1. Use and apply knowledge of average (i) Calculate the average using formula Calculate the average of two numbers Calculate the average of three numbers Pose problems involving real life situation.

(ii) Solve problem in real life situation.

11.DATA HANDLING

1.

Understand the vocabulary relating to data organization in graphs.

(i)

Recognize frequency mode, range, maximum and minimum value from bar graphs

(i)

Discuss a bar graph showing the frequency, mode, range, maximum and minimum value. e.g. Number of books read by five pupils in February

5

frequency

3 2 1

Shiela Adam Davin Nadia May

47

4

pupils

1.

Organize and interpret data from tables and charts.

(ii) Construct a bar graph from a given set of data. (iii) Determine the frequency mode, range, average, maximum and minimum value from a given graph.

Pupils transform data tables to bar graphs. name Reading test score 10 7 9 Mental Arithmetic test score 8 10 8

Adam Davin May

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