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WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

1. Develop number (i) Name and write Teacher pose number in numerals,

sense up to numbers up to pupils name the respective numbers

1 000 000 1000 000 and write the number word.

(ii) Determine the place Teacher says the number names and

value of the digits in pupils show the number using the

any whole number up calculator of abacus, then pupils write

to 1000 000 the numerals.

1. WHOLE 1. NUMBER TO

NUMBER 1 000 000 (iii) Compare value of

1–2 numbers up to Provide suitable number line scales and

1 000 000. ask pupils to mark the positions that

represent a set of given numbers.

(iv) Round off numbers to

the nearest tens, Given a set of numerals, pupils

hundreds, thousands, represent each number using the

ten thousands and number base block or the place value

hundred thousands of every digit of the given number.

compare and arrange the numbers in

ascending then descending order.

1. WHOLE 2. ADDITION 2.Add numbers to the (i) Add any two to four Pupils practice addition using the four-

NUMBER WITH THE total of 1 000 000 numbers to 1 000 000 step algorithm of:

HIGHEST 1. Estimate the Total

TOTAL OF 2. Arrange the numbers involved

1 000 000 according to place values.

3. Perform the operation

4. Check the reasonableness of the

3-4 answer.

addition number sentence.

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 3. SUBTRACTIO 3.Subtract numbers (i) Subtract one number Pupils create stories from given

NUMBER N WITHIN THE from a numbers less from a bigger number subtraction number sentence.

RANGE OF than 1000 000 less than

1 000 000 1 000 000 Pupils practice subtraction using the

four-step algorithm of :

(ii) Subtract successively 1. Estimate the sum.

from a bigger number 2. Arrange the numbers involved

less than according to place values.

1 000 000 3. Perform the operation.

(iii) Solve subtraction

4. Check the reasonableness of the

answer.

5-6 problems

the number sentence in the

a) horizontal form

b) vertical form

the numerical form or simple

sentences.

following Polya’s four-step model of :

1. Understand the problem

2. Devising a plan

3. Implementing the plan

4. Looking back

1. WHOLE 4. Multiplication 4.Multiply any to (i) Multiply up to five digit Pupils create stories from given

NUMBER with the Highest numbers with the numbers with multiplication number sentences

Product of highest product of 1 a) a one-digit number

1 000 000 000 000 b) a two- digit number e.g. 40 500 x 7 = 283 500

c) 10, 100 and 1000. “A factory produces 40 500 batteries

per day. 283 500 batteries are produced

7-8 (ii) Solve problems in 7 days”

involving

multiplication. Pupils practice multiplication using the

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

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 5. DIVISION 5.Divide a number less (i) Divide numbers up to Pupils create stories from given

NUMBERS WITH THE than 1 000 000 by a six digits by division number sentences.

HIGHEST two-digit number a) one-digit number

DIVIIDEND OF b) 10, 100 and 1000 Pupils practice division using the four-

1 000 000 c) two-digit number step algorithm of:

1. Estimate the product.

(ii) Solve problems 2. Arrange the numbers involved

involving division according to place values.

3. Perform the operation.

4. Check the reasonableness of the

answer.

9,10 AND

11 1 3 5 6 2 r 20

35 4 7 4 6 9 0

3 5

1 2 4

1 0 5

1 9 6

1 7 5

2 1 9

2 1 0

9 0

7 0

2 0

Teacher pose problems verbally, i.e., in

the numerical form or simple

sentences.

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 6. MIXED 6.Perform mixed (i) Calculate mixed Pupils create stories from given

NUMBER OPERATIONS operations involving operation on whole number sentence involving mixed

multiplication and numbers involving operations of division and

division multiplication and multiplication.

division

Pupils practice calculation involving

(ii) Solve problems mixed operation using the four-step

involving mixed algorithm of :

operations of division 1. Estimate the quotient

and multiplication. 2. Arrange the numbers involved

according to place values.

3. Perform the operation

12 - 13 4. Check the reasonableness of the

answer.

problems following Polya’s four-step

model of :

1. Understanding the problem

2. Devising a plan

3. Implementing the plan

4. Looking back

in very problem Solving step )

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

2. FRACTIONS 1. IMPROPER 1. Understand (i) Name and write Demonstrate improper fractions using

FRACTIONS improper improper fractions with concrete objects such as paper cut-outs,

fractions denominators up to 10 fraction charts and number lines.

the two improper folding or cutting, and marking value

fractions. on number lines to represent improper

fractions.

2. FRACTIONS 3. MIXED 1. Understand mixed (i) Name and write mixed Teacher demonstrate mixed numbers

NUMBERS numbers numbers with by partitioning real objects or

denominators up to 10. manipulative.

fractions to mixed a) Paper folding and shading

numbers and vice versa b) Pouring liquids into containers.

c) marking number lines

e.g.

15

3

2 4 shade parts

1

3 2 beakers full

2. FRACTIONS 3. ADDITION OF 1. Add two mixed (i) Add two mixed Demonstrate addition of mixed

FRACTIONS numbers numbers with the same numbers through

denominators up to 10.

a) paper folding activities

(ii) Add two mixed b) fraction charts

numbers with different c) diagrams

denominators up to 10. d) number lines

16 - 17 involving addition of e.g.

mixed numbers.

1 1 3

1 4 +1 2 =2 4

Create stories from given number

sentences involving mixed numbers.

2. FRACTIONS 4. SUBTRACTIO 1. Subtract mixed (i) Subtract two mixed Demonstrate subtraction of mixed

N OF numbers numbers with the same numbers through

FRACTIONS denominator up to 10.

a) paper folding activities

(ii) Subtract two mixed b) fraction charts

numbers with different c) diagrams

18 denominators up to 10. d) number lines

e) Multiplication table.

(iii) Solve problems

involving subtraction of Pupils create stories from given

mixed numbers. numbers sentences involving mixed

numbers.

proper tractions numbers with proper picture and number lines to

with a whole tractions demonstrate fraction as equal share of

number up to a whole set.

2. FRACTIONS 5. MULTI- 1 000 (ii) Solve problems

PLICATION OF involving multiplication Provide activities of comparing equal

FRACTIONS of fractions 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.

sentences.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

3. DECIMALS 1. DECIMAL 1. Understand and (i) Name and write Teacher models the concept of

NUMBER use the decimal numbers to decimal number using number

vocabulary three decimal places lines.

related to

decimals (ii) Recognized the place e.g.

value of thousandths

8 parts out of 1 000 equals 0.008

(iii) Convert fractions of

21-22 thousandths to 23 parts out of 1 000 is equal to 0.023

decimal numbers and

vice versa. 100 parts out of 1 000 is 0.100

numbers to the thousand square and number line

nearest

Pupils find examples that use

a) tenths decimals in daily situation

b) hundredths

3.DECIMALS 2. ADDITION OF 1. Add decimal (i) Add any two to four Pupils practice adding decimals

DECIMAL number up to decimal numbers up using the four- step algorithm of :

NUMBERS three decimal to three decimal places

places involving 1. Estimate the total

2. Arrange the numbers involved

a) decimal numbers according to place values

23 and decimal numbers 3. Perform the operation

4. Check the reasonableness of the

b) Whole numbers answer.

and decimal numbers

Pupils create stories from given

(ii) Solve problems number sentences.

involving addition of

decimal numbers.

3. DECIMAL 4. SUBTRACTION 1. SUBTRACT (i) Subtract a decimal Pupils subtract decimal numbers,

OF DECIMAL DECIMAL number from another given the number sentence in the

NUMBERS NUMBERS UP decimal up to three horizontal and vertical from.

TO THREE decimal places.

DECIMAL Pupils practice subtracting decimals

PLACES using the four-step algorithm of :

(ii) Subtract successively 1. Estimate the total

any two decimal 2. Arrange the numbers involved

24 numbers up to three according to place values

decimal places 3. Perform the operation

4. Check the reasonableness of the

answer.

(iii) Solve problems

involving subtraction Pupils make stories from given

of decimal numbers number sentences.

3. DECIMAL 4. MULTIPLICATION (i) Multiply decimal (i) Multiply any decimal Multiply decimal numbers with a

OF DECIMAL numbers up to numbers up to three number using horizontal and vertical

NUMBERS three decimal decimal places with from.

places with a a) a one-digit number

whole number Pupils practice adding decimals

b) a two-digit number using the four- step algorithm of :

1. Estimate the total

c) 10, 100 and 1000. 2. Arrange the numbers involved

25 according to place values

(ii) Solve problems 3. Perform the operation

involving 4. Check the reasonableness of the

multiplication of answer.

decimal numbers.

Pupils create stories from given

number sentences.

3 .DECIMAL 5. DIVISION OF 1. Divide decimal (i) Divide a whole Pupils practice adding decimals

DECIMAL numbers up to number by using the four- step algorithm of :

NUMBERS three decimal a) 10 1. Estimate the total

26-27 places by a whole 2. Arrange the numbers involved

number. b) 100 according to place values

3. Perform the operation

c) 1000 4. Check the reasonableness of the

(ii) Divide a whole answer.

number by

a) a one-digit number Pupils create stories from given

number sentences.

b) a two-digit whole

number.

number of three

decimal places by

a) a one-digit number

b) a two-digit whole

number

c) 10

d) 100

involving division of

decimal numbers

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

4.PERCENTAGE 1. PERCENTENGE 1. Understand and (i) Name and write the Pupils represent percentage with

use percentage symbol for percentage hundred squares.

hundredths in

percentage Name and write the fraction of the

shaded parts to the shaded parts to

28 (iii) Convert fraction of percentage.

hundredths to

percentage and vice

versa.

4. PERCENTAGE 2. CONVERT 1. Relate fraction (i) Convert proper Identity the proper fractions with the

FRACTION AND and decimals to fractions of tenths to denominators given.

DECIMALS TO percentage percentage.

PERCENTAGE

(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.

decimal number and

vice versa

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

1. Understand and (i) Read and write the Pupils show different combination of

1. MONEY TO use vocabulary value of money in notes and coins to represent a given

30 5. MONEY RM 1 00 000 related to money ringgit and sen up to amount of money.

RM 100 000.

1. Use and apply (i) Add Pupils perform basic and mixed

mathematics money in ringgit and operation involving money by

concepts when sen up to RM 100 writing numbers sentences in the

dealing with 000. horizontal and vertical form.

money up to

RM 100 000. (ii) Subtract Pupils create stories from given

money in ringgit and number sentences involving money

sen within the range of in real context, for example,

RM 100 000.

31 a) Profit and loss in trade

(iii) Multiply

money in ringgit and b) Banking transaction

sen with a whole

number, fraction or c) Accounting

decimal RM 100 000.

d) Budgeting and finance

(iv) Divide management

money in ringgit and

sen with the divisor up Pupils solve problems following

to RM 100 000. Polya’s four-step algorithm and

using some of the common problem

(v) Perform solving strategies.

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.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

6. TIME 1. READING AND 1. Understand the (i) Read and write time Pupils tell the time from the digital

WRITING TIME vocabulary in the 24-hour system. clock display.

related time

(ii) Relate the time in the

24-hour system to the Design an analogue clock face

12-hour system showing time in the 24-hour system

the 24-hour system to

the 12-hour system 12 12 12

and vice-versa

mornimg afternoon evening

noon

32

0000 1200 0000

noon

6. TIME 2. BASIC 2.Understand the (i) Convert time in Pupils convert from one unit of time.

OPERATIONS relationship between fractions and decimals

33 INVOLVING TIME units of time of a minute to seconds Pupils explore the relationship

between centuries, decades and years

(i) Convert time in by constructing a time conversion

fractions and decimals table.

of an hour to minutes

and to seconds.

fractions and decimals

of a day to seconds.

from

a. Century to years

and vice versa.

b. Century to

decades and vice

versa.

6. TIME 3. DURATION 3.Add, subtract, (i) Add time in hours, Pupils add, subtract, multiply and

multiply and divide minutes and seconds. divide units of time by writing

units of time. numbers sentences in the horizontal

(ii) Subtract time in and vertical from.

hours, minutes and

seconds. e.g.

hours, minutes and + 2 hr 25 min 43 s

34-35 seconds.

minutes and seconds. 4 hr 45 min 12 s

- 2 hr 30 min 52 s

2 hr 15 min 9 s

X 7

4 13 hours 13 minutes

6.TIME 4.Use and apply (i) Identify the start and Pupils read and state information

knowledge of time to end times of are event. from schedules such as :

find the duration.

(ii) Calculate the duration a) class time-table

of an event, involving

b) fixtures in a tournament

a. Hours,

minutes and c) Public transport, etc

seconds.

Pupils find the duration the start and

b. Days and end time from a given situation

hours

end time of an event

from a given duration

of time.

involving time

duration in fractions

and/or decimals of

hours, minutes and

seconds.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

7. TIME 2. READING AND 4. Understand the (iv) Read and write time Pupils tell the time from the digital

WRITING TIME vocabulary in the 24-hour system. clock display.

related time

(v) Relate the time in the Design an analogue clock face

24-hour system to the showing time in the 24-hour system

12-hour system

Pupils convert time by using

(vi) Convert time from

the 24-hour system to 12 12 12

the 12-hour system

and vice-versa mornimg afternoon evening

noon

noon

6. TIME 5. BASIC 2.Understand the (ii) Convert time in Pupils convert from one unit of time.

OPERATIONS relationship between fractions and decimals

33 INVOLVING TIME units of time of a minute to seconds Pupils explore the relationship

between centuries, decades and years

(iv) Convert time in by constructing a time conversion

fractions and decimals table.

of an hour to minutes

and to seconds.

fractions and decimals

of a day to seconds.

from

c. Century to years

and vice versa.

d. Century to

decades and vice

versa.

6. TIME 6. DURATION 3.Add, subtract, (v) Add time in hours, Pupils add, subtract, multiply and

multiply and divide minutes and seconds. divide units of time by writing

units of time. numbers sentences in the horizontal

(vi) Subtract time in and vertical from.

hours, minutes and

seconds. e.g.

hours, minutes and + 2 hr 25 min 43 s

34-35 seconds.

minutes and seconds. 4 hr 45 min 12 s

- 2 hr 30 min 52 s

2 hr 15 min 9 s

X 7

4 13 hours 13 minutes

6.TIME 4.Use and apply (v) Identify the start and Pupils read and state information

knowledge of time to end times of are event. from schedules such as :

find the duration.

(vi) Calculate the duration a) class time-table

of an event, involving

b) fixtures in a tournament

a. Hours,

minutes and c) Public transport, etc

seconds.

Pupils find the duration the start and

b. Days and end time from a given situation

hours

end time of an event

from a given duration

of time.

involving time

duration in fractions

and/or decimals of

hours, minutes and

seconds.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

7.LENGTH 1. MEASURING 1. Measure and (i) Describe by Teacher provides experiences to

LENGTH compare comparison the introduce the idea of a kilometer.

distances. distance of one

kilometer. e.g.

for distance between explain to pupils that kilometer is ten

36 places. times the distance.

measure the distances to one place to

another.

e.g.

a) school

b) village

c) town

7.LENGTH 2.RELATIONSHIP 2.Understand the (i) Relate meter and Compare the length of a meter string

BETWEEN UNITS OF relation between units kilometer and a 100-cm stick, then write the

LENGTH of length relationship between the units.

37 (ii) Convert meter to Pupils then visualize how far the

kilometer and vice length would be if 1000 such sticks

versa were to be arrange end to end.

units of length to convert length

from km to m and vice versa.

7.LENGTH 3. BASIC 3.Add, subtract, (i) Add and subtract Pupils demonstrate addition and

OPERATION multiply and divide units of length subtraction involving units of length

INVOLVING units of length involving conversion using number sentences in the usual

LENGTH of units in conventional manner.

a) kilometers. e.g.

meters.

b) 3.5 km + 615 = ________ km

(ii) kilometer and divide

units of length in c) 12. 5 km – 625 m = _______ m

kilometers involving

conversion of units

with. Pupils multiply and divide involving

units of length.

a) a one-digit number.

e.g.

b) 10, 100, 1000

a) 7. 215 m x 1 000 = _______ km

(iii) Solve problems

involving basic b) 2. 24 km ÷3= ________ m

operations on length.

Create stories from given number

sentence.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

8.MASS 1. COMPARING 1. Compare mass of (i) Measure and record Pupils measure, read and record

MASS objects. masses of objects in masses of objects in kilograms and

kilogram and grams. using the weighing scale and

determine how many times the mass

(ii) Compare the masses of an objects as compared to

of two objects using another.

kilogram and gram,

38 stating the comparison

in multiples or

fractions.

objects in kilograms

and grams.

2.Understand the (i) Convert units of mass Pupils make stories for a given

relationship between from fractions and measurement of mass.

units of mass. decimals of a kilogram

39 to grams and vice e.g.

versa.

Aminah bought 4 kg of cabbages and

(ii) Solve problems 500 g celery. Altogether, she bought

involving conversion a total of 4.5 kg vegetables.

of mass units in

fraction and / or

decimals.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

10.SHAPE AND 1. COMPOSITE TWO 1. Find the (i) Measure the Use measuring tapes, rules or string

SPACE DIMENSIONAL perimeter of perimeter of the to measure the perimeter of event

SHAPES composite 2-D following composite 2- composite shapes

shapes. D shapes

b) rectangle and

rectangle

43-44

c) triangle and

triangle

f) rectangle and

triangle

perimeter of the

following composite 2-

D shapes a) square

and square.

a) rectangle and

rectangle.

b) triangle and

triangle

c) square and

rectangle

e) rectangle and

triangle.

involving perimeters

of composite 2-D

shapes.

10.SHAPE AND 2.COMPOSITE THREE 1. Find the area of (i) Measure the area of Pupils count the unit squares to find

SPACE DEMENSIONAL composite 2-D the following the area of composite 2-D shapes on

SHAPES shapes composite 2-D shapes the grid paper.

a) square and square

b) rectangle and

rectangle

c) square and

45 rectangle

the following

composite 2-D shapes

square and square.

a) rectangle and

rectangle

b) square and

rectangle

involving areas of

composite 2-D shapes.

10.SHAPE AND 1. Find the volume (i) Measure the volume of Use any combination of 3-D shapes

SPACE of composite 3-D the following to find the surface area and volume.

shapes composite 3-D shapes

45

(ii) Calculate the volume

of the composite 3-D

shapes following

involving volume of

composite 3-D shapes

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND

OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES

Pupils will be taught

to:

11.DATA 1. AVERAGE 1. Understand and (i) Describe the meaning Prepare two containers of the same

HANDLING use the of average. size with different volumes of liquid.

vocabulary to

average (ii) State the average of Equal the volume of liquid from the

two or three two containers.

quantities.

formula for average

46

Relate the examples given to

determine the average using the

formula

11.DATA 2.ORGANISING AND 1. Use and apply (i) Calculate the average Calculate the average of two

HANDLING INTERPRETING DATA knowledge of using formula numbers

average

(ii) Solve problem in real Calculate the average of three

46 life situation. numbers

situation.

11.DATA 1. Understand the (i) Recognize frequency (i) Discuss a bar graph showing the

HANDLING vocabulary mode, range, frequency, mode, range, maximum

relating to data maximum and and minimum value.

organization in minimum value from

graphs. bar graphs

e.g.

in February

5

47 4

frequency

3

2

1

Adam

Shiela

Davin

Nadia

May

pupils

1. Organize and (ii) Construct a bar graph Pupils transform data tables to bar

interpret data from a given set of graphs.

from tables and data.

charts.

(iii) Determine the name Reading Mental

frequency mode, test Arithmetic

range, average, score test score

maximum and

minimum value from Adam 10 8

a given graph. Davin 7 10

May 9 8

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