PENDAHULUAN

Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui Kementerian Pelajaran Malaysia untuk merapatkan jurang pencapaian antara murid keluarga miskin dan murid daripada keluarga yang berada. Matlamat Skim Baucar Tuisyen adalah memberi tuisyen kepada murid miskin yang lemah dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Sains dan Matematik bagi membolehkan murid tersebut menguasai pengetahuan dan kemahiran asas dalam mata pelajaran berkenaan. Proses pengajaran dan pembelajaran dijalankan mengikut kawasan kesukaran murid yang telah dikenal pasti oleh guru mata pelajaran sebelum pengajaran dimulakan. Pelbagai kaedah yang disarankan dalam modul ini dapat membantu guru SBT menjalankan pengajaran dan pembelajaran secara lebih berfokus dan terancang. Modul ini mengandungi elemen-elemen kurikulum yang berfokuskan kepada penambahbaikan dalam penguasaan pengetahuan dan kemahiran asas dalam mata pelajaran tersebut. Set-set bimbingan dan panduan merangkumi kelemahan-kelemahan murid, panduan guru, dan contoh kemahiran serta aktiviti sesuatu topik dalam bentuk yang mudah dan sesuai untuk murid tahap sederhana. Oleh hal yang demikian, diharapkan melalui modul ini masalah pembelajaran mereka di peringkat awal dapat diatasi bagi kepentingan kemajuan pelajaran mereka seterusnya. Semoga penghasilan modul ini dapat membantu semua pihak menjayakan Skim Baucar Tuisyen untuk mengurangkan jurang pencapaian antara murid yang berkemampuan dengan yang kurang berkemampuan dan kadar penyertaan murid daripada keluarga miskin pada peringkat yang lebih tinggi akan meningkat.

1

LATAR BELAKANG SBT

Berdasarkan hasrat YAB Menteri Kewangan dalam pembentangan bajet 2003 pada 20 September 2002 untuk memberi baucar kepada pelajar miskin bagi mendapat tuisyen di luar waktu persekolahan seperti sedutan berikut:

”... Kerajaan sedang menimbang untuk memberikan baucar kepada anak-anak keluarga miskin bagi

membolehkan mereka mendapat tuisyen daripada guru-guru yang sanggup memberikan tuisyen khas di luar waktu sekolah. Dengan ini, bukan sahaja mereka akan dapat tuisyen, guru-guru yang rajin juga boleh mendapat pendapatan tambahan.”

2

INTERVENSI PENDIDIKAN MELALUI SKIM BAUCAR TUISYEN (SBT)

KERAJAAN Membiayai SBT

IBU BAPA Memastikan anak-anak hadir kelas tuisyen

TUISYEN UNTUK MURID LEMAH DAN MISKIN

GURU Pengiktirafan kepada guru-guru yang mengadakan kelas tambahan secara sukarela / percuma

3

MASA PELAKSANAAN SBT

Dilaksanakan di luar Jadual Waktu Persekolahan

Pagi, petang, malam, hujung minggu

Tempoh minimum adalah

1 jam seminggu bagi setiap mata pelajaran

4 jam sebulan bagi setiap mata pelajaran

4

CIRI-CIRI MODUL SBT
Rancangan P&P, aktiviti, contoh-contoh soalan secara umum dan yang dirancang mengikut aras-aras pencapaian murid disediakan. Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran. Cadangan aktiviti telah disediakan, guru boleh mengubahsuai mengikut keperluan pelajar. Mempunyai banyak aktiviti terancang, bergantung kepada guru sama ada mahu menggunakan atau sebaliknya. (bergantungkan masa) Aktiviti berbentuk permainan seperti : silang kata sains magik, kuiz, isi tempat kosong tangga ular, eksperimen ringkas dan lain-lain. Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu dibincang bersama pelajar berpandukan teknik menjawab dengan betul. Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung dalam P&P yang dicadangkan.

5

PANDUAN BERKAITAN MURID DAN KELAS SBT
1. Pemilihan murid bagi program Skim Baucar Tuisyen (SBT) adalah berdasarkan kepada : i. ii. iii. iv. Murid warganegara Malaysia. Murid Tahun 4, Tahun 5 dan tahun 6. Pendapatan keluarga RM 530.00 tanpa perkapita. Lemah dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Matematik atau Sains dengan gred C atau 59% ke bawah. 2. Seseorang murid tidak semestinya mendapat kemudahan SBT bagi keempat-empat mata pelajaran. 3. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan pembelajaran (P&P) dan tidak boleh diadakan pada waktu ganti atau waktu ’relief’. 4. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas SBT Tahun 6 seelok-eloknya dapat ditamatkan sebelum peperiksaan UPSR bermula. 5. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan yang dihadapi oleh murid meliputi aktiviti pemulihan, pengukuhan, teknik belajar, menjawab soalan dan motivasi. 6. Jumlah maksimum bagi sesebuah kelas SBT adalah tidak lebih daripada 25 orang.

6

7.

Bagi sekolah kekurangan murid, kelas SBT tahun 4 dan Tahun 5 dibenarkan bergabung manakala bagi Tahun 6 pula, kelas tersebut tidak boleh bergabung dengan kelas lain.

8.

Kelas SBT tahun 6 lebih berfokus kepada teknik belajar, teknik menjawab soalan dan motivasi. Bagi tahun 4 dan 5 pula lebih berfokus kepada pemulihan dan pengukuhan.

9.

Galakan dan sokongan harus diberikan kepada murid-murid SBT agar mereka berminat untuk hadir ke kelas yang diadakan.

10.

Kelas SBT yang diadakan haruslah mengambil kira tentang keselamatan murid sepanjang P & P dijalankan.

7

PANDUAN UNTUK GURU TUISYEN SBT
1. Guru tuisyen SBT yang dilantik dalam program ini boleh terdiri daripada guru sekolah atau guru yang sudah berpencen. 2. Guru sekolah yang dilantik sebagai guru SBT haruslah menjalankan kelas SBT tanpa menjejaskan tugas hakiki dan tugas-tugas rasmi yang lain. 3. Setiap guru SBT dihadkan mengajar tuisyen kepada 2 kelas bagi manamana 2 mata pelajaran atau 4 kelas bagi mana-mana satu mata pelajaran. 4. Guru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen yang sesuai untuk memulihkan kelemahan murid dalam sesuatu mata pelajaran. 5. Lembaran kerja, ’hand-outs’ atau fotokopi bahan pengajaran boleh dibuat bagi meningkatkan prestasi murid. 6. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan akademik yang dihadapi oleh murid meliputi aktiviti pemulihan, pengukuhan, teknik belajar, teknik menjawab soalan dan motivasi. 7. Guru SBT juga harus menyediakan jadual waktu kelas SBT, rekod mengajar berkaitan tajuk dan aktviti, senarai nama murid, kehadiran murid dan pencapaian murid. 8. Guru tuisyen SBT hendaklah membuat penilaian pelajar apabila tamat sesuatu sesi pengajaran.

8

9.

Guru harus menggunakan kreativiti dalam pengajaran dan pembelajaran agar minat murid dapat dikekalkan dalam kelas SBT.

10.

Dalam program SBT ini mungkin ada guru yang mengajar mendapat banyak baucar dan ada pula guru yang sedikit. Apa yang penting adalah ”Konsep Membantu Pelajar Dengan Ikhlas”.

9

PANDUAN UNTUK PENTADBIR DAN PENGURUS SBT
1. Sekolah harus menubuhkan Jawatan Kuasa SBT di peringkat sekolah masing-masing. 2. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan penyelenggaraan rekod harus dibuat dengan teliti oleh sekolah. 3. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT jika murid berkenaan melanggar peraturan sekolah. 4. Pihak sekolah juga harus menubuhkan ’Pusat Tuisyen SBT’ di sekolah masing-masing berdasarkan kepada senarai murid yang layak menerima SBT dengan menyediakan jadual waktu dan keperluan guru tuisyen secukupnya. 5. Guru Besar boleh menetapkan guru tuisyen SBT dan kalangan guru yang mengajar murid itu sendiri atau guru dari sekolah lain. Dengan cara ini murid akan kekal di sekolah dan hanya sebahagian guru sahaja yang bergerak ke sekolah lain. 6. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang mengandungi 11 helai baucar dengan nilai RM 10.00 setiap keping. Keping ke sepuluh adalah untuk ’rizab’ manakala kepingan ke sebelas adalah untuk rekod simpanan sekolah. 7. Peruntukan satu mata pelajaran adalah sebanyak RM 90.00. Jika pelajar itu mendapat peruntukan sebanyak empat mata pelajaran maka jumlah peruntukannya adalah RM 360.00 setahun.

10

8.

Di bawah program SBT, sekolah diperuntukkan sebanyak RM20.00 setahun bagi setiap murid. Pecahan peruntukan adalah RM15.00 untuk lembaran kerja dan fotokopi manakala RM 5.00 bahan bercetak, kertas, kapur dan marker pen.

9.

Baucar yang diterima daripada ibu bapa sebagai bayaran tuisyen SBT boleh ditunaikan oleh guru SBT di sekolah yang menjadi pusat tuisyen SBT melalui tuntutan bulanan.

10.

Pihak sekolah harus menggalakkan guru-guru SBT menggunakan Modul SBT yang telah dibekalkan oleh KPM.

11

MATHEMATICS MODULE OF TUITION VOUCHER SCHEME MANUAL

PREFACE This module has been meticulously planned based on the latest curriculum specifications for Year 5 issued by the Ministry of Education for use in the Tuition Voucher Scheme (SBT).

This module contains topical exercises so as to help the pupils to overcome their weaknesses. Therefore the contents are aimed to help pupils achieve the desired learning outcomes and basic skills. At the same time equip pupils with essential skills needed to understand the concepts of mathematics.

This module is a comprehensive guide and a reference for teachers to deepen the knowledge and understanding of the subject and thereby raising the level of achievement of the pupils.

There are 41 lessons altogether in this module. Each lesson is a one hour lesson mainly consists of three different parts i.e:

i.

Skills – Each lesson plan is aimed to overcome the weaknesses of the pupils in acquiring basic skills that they are not able to achieve. These skills are based on the Learning Outcomes from the

12

Curriculum Specification. Different techniques and approaches are used to explain each skill. Some of these have not been applied in ordinary classroom teaching. Skills or concepts acquired will ensure a better understanding of the lesson. ii. Examples – After each approach, examples are given. Teachers are encouraged to make use of teaching aids to consolidate the skills that are being taught. iii. Worksheets – At the end of each lesson, pupils are required to do exercises as an enrichment activity. Teachers are advised to use these exercises to strengthen the pupils’ concepts and skills in their Tuition Voucher Scheme lesson.

It is our hope that on completion of the module will help students to acquire the mathematical basic concepts and skills, to gain confidence and improve their performance.

13

AIMS This module aims to build pupils’ understanding of number concepts and their basic skills in computation that they can apply in their daily life. To achieve this, competent and knowledgeable teachers are needed to ensure excellence in this subject. This module emphasizes more on basic concepts and skills. It also covers 4 interrelated areas, namely numbers, measurement, shapes and space and statistics.

OBJECTIVES The Mathematics syllabus for primary school enables pupils to: • know and understand the concepts, definitions, rules related to numbers operations, space, measures and data handling. • master the 4 basic operations of i. ii. iii. iv. • • • addition subtraction multiplication division

master the skills of combined operations use the language and mathematical terms correctly use mathematical skills and knowledge to solve problems in daily live.

14

Contents
Topics 1 Whole Numbers Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Fractions Lesson 9 Lesson 10 Lesson 11 Lesson 12 Name and write numbers Place value Round off numbers Addition Multiplication Mixed operations Multiplication and division Problem solving of Mixed operations Improper fractions Mixed numbers Add and subtract fractions Multiply and problem solving fractions Pages 17 24 31 38 47 49 52 58 61 65 70 76 81 86 90 94 97 101

2

3

Decimals Lesson 13 Convert fractions to decimal numbers Lesson 14 Round off decimal numbers Lesson 15 Problem solving involving multiplication Percentages Lesson 16 State and convert fractions to percentage Lesson 17 Convert percentage to decimal numbers Lesson 18 Convert proper fractions to percentage

4

5

Money Lesson 19 Mixed operation 104 Lesson 20 Problem solving of addition and subtraction 108 Lesson 21 Problem solving of multiplication and division 112 Time Lesson 22 Lesson 23 Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28 Read and write time in 24-hour system Convert time Determine start and end time Divide time in hours, minutes and seconds Identify start and end time Duration of an event Problem solving 116 120 124 129 133 135 139

6

15

7

Length Lesson 29 Relationship between units of length Lesson 30 Add and subtract units of length Lesson 31 Problem solving Mass Lesson 32 Compare masses of objects Lesson 33 Convert unit of mass Lesson 34 Relationship between units of mass Volume of Liquid Lesson 35 Add and subtract units of Vol. of liquid Lesson 36 Operations on volume of liquid

144 147 150 153 159 165 170 175 180 185 189 195 202 207-221 222-228

8

9

10 Shape and Space Lesson 37 Perimeter Lesson 38 Area Lesson 39 Volume of 3-D shape 11 Data Handling Lesson 40 Average Lesson 41 Organising and interpreting data Answer Appendix

16

Lesson Topic Learning area Learning objective Learning outcome Previous knowledge Problem Vocabulary

:1 : Whole Number : Numbers to 1 000 000 : Pupils will be taught to develop number sense up to 1 000 000 : Pupils will be able to name and write numbers up to 1 000 000 : Pupils have learnt to name and write numbers up to 100 000. : Pupils are not able to say and write numbers in numeral form and in words correctly. : Numbers, numeral, place value , ones, tens, hundreds thousands, ten thousands, hundred thousands

SUGGESTED ACTIVITIES Step 1 • Introduce the place value chart.

Millions

Hundred

Ten

Thousands Hundreds

Tens

Ones

Thousands Thousands M H TH T TH TH H T O

Read the place value; ones, tens, hundreds, thousands, ten thousands , hundreds thousands , million.

Example 1 : 5243

17

Fill in the digits into the place value chart.

Hundred

Ten

Thousands

Hundreds

Tens

Ones

Thousands Thousands 5 2 4 3

• •

We write 5243. We read it as five thousand two hundred and forty-three.

Example 2: • One hundred sixty-three thousand two hundred and one

Hundred thousands 1

Ten thousands 6

Thousands

Hundreds

Tens

Ones

3

2

0

1

• •

We write 163 201. We read it as one hundred sixty-three thousand two hundred and one.

Example 3: • Use abacus to teach the concept of place value. 18

Example 1: ( Write in numeral and in words )

H TH

Thousands Hundreds 4 1

Tens 3

Ones 2

4132 is read as four thousand one hundred and thirtytwo

Example 2:

H TH

H TH 2

T Th 3

Th 9

H 0

T 6

O 4

239 064 is read as two EXERCISE 1 hundred thirty nine thousand and sixty-four Exercise 1 Name : ______________________ Class : ________ Date : ________

19

A. Complete the following table:

1.

3 260

Three ____________ two ____________ and sixty

2.

7 092

_________ thousand and ninety-_________

3.

25 193

Twenty-five ____________ one ___________ and ____________-three

4. 182 900

One __________ eighty- _______thousand and nine _______________

5.

234 402

Two hundred _________-four __________ four hundred and two.

B. Match the following:

5 301 20

Six hundred two thousand and twenty-four

61 007

Seventy-five thousand and nine hundred

75 900

Five thousand three hundred and one

602 024

Eight hundred fifteen thousand two hundred and sixty-four

815 264

Sixty-one thousand and seven

EXERCISE 2 Name : ______________________ A. Write the numbers 1. Class : _______

21

Answer : _____________ H TH 2.

Answer : _______________ 3. H TH

B. Write the numerals in the blanks. Answer :_______________ Seventy-two thousand five hundred and fifty-six

22

______________

2.

Twenty-five thousand seven hundred and nineteen

_______________

Five hundred forty-seven thousand nine hundred and eighty-three 3.

_________________

4. One hundred ninety-four thousand and four

__________________

Lesson Topic Learning area Learning objective Learning outcome

: : : : :

2 Whole Numbers Numbers to 1000 000 Develop number sense up to 1000 000. Determine the place value of the digits in any 23

Previous knowledge Problem Vocabulary

: : :

number up to 1 000 000. Pupils have learnt to write the place value or the digit value up to 100 000. Pupils are not able to differentiate between place value and the digit value. place value, digit value

SUGGESTED ACTIVITIES Step 1 Say aloud the place value of a number. Start with a smaller number. Prepare a set of number cards. eg.

25
• • • Guide pupils to say out the number. (twenty-five) What is the place value of 5? What is the digit value of 5? ( Ones / units . The digit value of 5 is five ones / units.) What is the place value of 2? What is the digit value? ( Tens. The digit value of 2 is twenty.)

8740
• • Guide pupils to say out the number. (eight thousand seven hundred and forty) What is the place value of 0? What is the digit value of 0? ( Ones / units . The digit value of 0 is zero ones / units.)

24

• • •

What is the place value of 4? What is the digit value? ( Tens. The digit value of 4 is forty.) What is the place value of 7? What is the digit value? ( Hundreds. The digit value of 7 is seven hundred.) What is the place value of 8? What is the digit value? ( Thousands. The digit value of 8 is eight thousand.)

Guide pupils to fill in the table below. Guide pupils to put the beads accordingly to match the given number

8 740 is read as eight thousand seven hundred and forty.

8

7

4

025

Guide pupils to fill up the tables.

Place value Number

Hundred

Ten

Thousands Thousands

Thousands Hundreds 8 7

Tens 4

Ones 0

Place value Digit value

Hundred

Ten

Thousands Thousands

Thousands Hundreds 8 000 700

Tens 40

Ones 0

Give more examples for drilling. eg. 12 766 239 700 56 387 652 782 272 996 782 357 176 098 902 000

Step 2 Partition and write in extended notation

26

263 079 = 200 000 + 60 000 + 3 000 + 70 + 9 263 079 = 2 hundred thousands + 6 ten thousands + 3 thousands + 7 tens + 9 ones. Then, ask eg: What is the place value of 6? ( Ten thousands ) What is the value of 7? ( 70 ) 2 6 3 0 7 9 Etc.

9 7 0 3 6 2

ones tens hundreds thousands ten thousands hundred thousands

Exercise 1 Name : ______________________ Class : ________ Date : ________

Use the numbers fan to form (compose) a six-digit number.

7

Eg. .

6 43
9

0 27

1. Write the number. _______________________________. 2. Fill in the tables
Place value Number

Hundred

Ten

Thousands Thousands

Thousands Hundreds

Tens

Ones

Place value Digit value

Hundred

Ten

Thousands Thousands

Thousands Hundreds

Tens

Ones

3. Write the extended notation of the number = + + + + __

______________________________________________________ Try to compose other numbers using the numbers fan.

28

EXERCISE 2 Name : ______________________ 1. Class : _________ Date : ________

What is the place value of each of the underlined digit? a. 5 628 b. 10 275 c. 149 763 d. 542 086 ______________________ ______________________ ______________________ ______________________

2.

What is the digit value of each of the underlined digit? a. 3 098 b. 20 467 c. 302 398 d. 691 890 ______________________ ______________________ ______________________ ______________________

3.

Write the numbers. a. 8 ten thousands, 3 thousands, 5 hundreds, 6 tens and 2 ones. ______________________________

29

b. 4 hundred thousands, 5 ten thousands, 8 hundreds, 9 tens and 4 ones. ______________________________ c. 600 000, 70 000 , 300 and 5 ______________________________ d. 300 000 + 40 000 + 6 000 + 40 + 8 ______________________________ 4. State the value of 9 in the number 396 248. _____________________ 5. What is the place value of 7 in 709 286? ________________________

30

Lesson Topic Learning area Learning objective Learning outcome

: 3 : Whole Numbers : Numbers to 1 000 000 : Develop number sense up to 1 000 000. : Round off numbers to the nearest tens, hundreds, thousands, ten thousands and hundred thousands. Pupils have learnt the place value of a given number. Pupils are not able to acquire the skills of rounding off numbers. round off, nearest tens, nearest hundreds, nearest thousands, nearest ten thousands.

Previous knowledge : Problem : Vocabulary :

SUGGESTED ACTIVITIES Step 1 Round off numbers to the nearest tens

142 670

142 672

142 675

142 677

142 680

142 672 is nearer to 142 670 than 142 680, so it is rounded off to 142 670. 142 675 is nearer to 142 680 than 142 670, so it is rounded off to 142 680. 142 677 is nearer to 142 680 than 142 670, so it is rounded off to 142 680.

31

Round off numbers to the nearest hundreds

362 100

362 130

362 150

342 190 362 200

362 130 is nearer to 362 100 than 342 200, so it is rounded off to 362 100. 362 150 is nearer to 362 200 than 362 100, so it is rounded off to 362 200. 362 190 is nearer to 362 200 than 362 100, so it is rounded off to 362 200.

Round off numbers to the nearest thousands

743 000 743100

743 500 743 600

744 000

743 100 is nearer to 743 000 than 744 000, so it is rounded off to 743 000. 743 500 is nearer to 744 000 than 743 000, so it is rounded off to 744 000. 743 600 is nearer to 744 000 than 743 000, so it is rounded off to 744 000.

32

Round off numbers to the nearest ten thousands

410 000

414 000 415 000

418 000

420 000

414 000 is nearer to 410 000 than 420 000, so it is rounded off to 410 000. 415 000 is nearer to 420 000 than 410 000, so it is rounded off to 420 000. 418 000 is nearer to 420 000 than 410 000, so it is rounded off to 420 000.

Round off numbers to the nearest hundred thousands

500 000

530 000

550 000

570 000

600 000

530 000 is nearer to 500 000 than 600 000, so it is rounded off to 500 000. 550 000 is nearer to 600 000 than 500 000, so it is rounded off to 600 000. 570 000 is nearer to 600 000 than 500 000, so it is rounded off to 600 000.

33

Step 2 Rules to remember for rounding off • • • 0, 1, 2, 3, 4 -retain the digit. 5, 6, 7, 8, 9 -add by 1. Rounding off to the nearest tens, hundreds, thousands, ten thousands or hundred thousands. Tens Hundreds Thousands Ten thousands Hundred thousands Example 1: • Round off 725 246 to the nearest tens (10). +1 Circle the tens 725 2 4 6 • Since the digit to the right of (behind) the circle is larger than 5, then add 1 to the digit 4 and a zero after it. The answer will then be 725 250. Example 2: Round off 418 327 to the nearest hundreds (100). 0 0 Circle the hundreds 418 3 2 7 • Since the digit to the right of (behind) the circle is less than 5, the ‘3’ remains but add 2 zeroes after it. The answer will then be 418 300. Example 3: 10 100 1 000 10 000 One zero Two zeros Three zeros Four zeros

100 000

Five zeros

34

Round off 612 435 to the nearest thousands (1000). 000 Circle the thousands • 61 2 4 3 5

Since the digit to the right of (behind) the circle is less than 5 then, the ‘2’ remains and replace 3 zeroes subsequently. The answer will then be 612 000.

Example 4: Round off 579 849 to the nearest ten thousands (10 000).
+1

0 0 00

Circle the ten thousands •

5 9 7 849

Since the digit to the right of (behind) the circle is more than 5 then, add 1 to the digit 9 and replace 4 zeroes subsequently. The answer will then be 600 000.

Example 5: Round off 248 905 to the nearest hundred thousands (100 000). 00 000 Circle the hundred thousands • 248 905 Since the digit to the right of (behind) the circle is less than 5 then, the ‘2’ remains and replace 5 zeroes subsequently. The answer will then be 200 000.

Exercise 1

35

Name : ______________________ Class Circle the correct answer. A. Round off to the nearest tens. 1. 2 467 2. 43 415 3. 523 712 ---------------( ( ( 2460 43 410 523 710 , , ,

: ________ Date

: ________

2470 43 420 523720

) ) )

B. Round off to the nearest hundreds. 1. 3 520 2. 24 784 3. 741 950 ---------------( ( ( 3500 24 700 741 900 , , , 3600 24 800 742 000 ) ) )

C. Round off to the nearest thousands. 1. 3 390 2. 26 810 ----------( ( 3000 26 000 , , 4000 27 000 ) )

D. Round off to the nearest ten thousands. 1. 22 931 2. 178 348 ----------( ( 20 000 170 000 , , 30 000 180 000 ) )

E. Round off to the nearest hundred thousands. 1. 378 206 2. 142 384 ----------( ( 300 000 100 000 , , 400 000 200 000 ) )

Exercise 2

36

Name : ______________________ Class Complete the table:

: ________ Date

: ________

Number

Nearest tens

ten Hundreds Thousands thousands

Nearest

Nearest

Nearest

Nearest hundred thousands

254 367 307 839 781 495 649 028

Answer the questions: 1. Round off 2 896 to the nearest tens. _____________________ 2. Round off 56 311 to the nearest hundreds. _____________________ 3. Round off 341 542 to the nearest thousands._____________________ 4. Round off 163 297 to the nearest ten thousands. ____________________ 5. Round off 539 524 to the nearest hundred thousands. ________________

Lesson

:

4 37

Topic Learning area Learning objectives Learning outcomes Problems Vocabulary

: : : : : :

Whole Numbers Addition with the highest total of 1000 000. Add numbers to the total of 1000 000. Add any two to four numbers to 1000 000. Pupils have learnt addition up to 100 000. Pupils are not able to understand the concept of place value in addition. number sentences, vertical form, without trading, trading, quick calculation, pairs of ten, double numbers, estimates and range.

Previous knowledge :

SUGGESTED ACTIVITIES Step 1 Adding two numbers (without trading) Add two numbers using vertical form: eg.1 30 000 + 50 000 80 000

Ten thousands 8

Thousands Hundreds Tens 0 0 0

Ones 0

eg.2 +

320 000 43 081 38

363 081

Hundred

Ten

Thousands Hundreds Tens 3 0 8

Ones 1

thousands thousands 3 6

eg.3

247 351 + 130 514 377 865

Hundred

Ten

Thousands Hundreds Tens 7 8 6

Ones 5

thousands thousands 3 7 Step 2 Addition using the place value chart: eg. 27 421 + 31 368 = Ten

thousands Thousands Hundreds 2 7 4 3 5 1 8 3 7

Tens 2 6 8

Ones 1 8 9

+

• • •

Put the digits in the correct columns. Add from the right to the left. Start from the ones column, then the tens column, then the hundreds column, thousands column and finally the ten thousands column.

Step 3 Adding two numbers (with trading) 39

Addition with regrouping requires the students to use manipulative skills to demonstrate how they move “ten” ones over the tens column and so on. 56372 + 1459

Example

Use the place value chart . Ten thousands 5 Thousands Hundreds 6 1 3 4 Tens 7 5 Ones 2 9

+

Then, add the ones column. Ten thousands 5 Thousands Hundreds 6 1 3 4

1 Tens 7 5 Ones 2 9 1 1

+

40

2 ones + 9 ones. Ten thousands 5 Thousands Hundreds 6 1 3 4 1 = 11 ones. = 1 tens 1 ones. Tens 7 5 3 Ones 2 9 1

• •

There cannot be more than 9 ones in the ones column. Move ten ones over into the tens column.

Next, add the tens column.

1

1

+

• • •

1 ten + 7 tens + 5 tens = 13 tens. 13 tens = 1 hundred and 3 tens. Regroup ten tens to the hundreds column.

Then, add the hundreds column. 1 1

41

Ten

Thousands Hundreds

Tens 7 Tens 5 3 7 5 3

Ones 2 Ones 9 1 2 9 1

thousands 5 6 3 Ten Thousands Hundreds 1 4 thousands 8 5 6 3 1 7 4 8

+

1 hundred + 3 hundreds + 4 hundreds. = 8 hundreds.

Add the thousands column. 1 1

+

42

6 thousands + 1 thousand = 7 thousands

Finally, add the ten thousands column 1 1

+

= 5 ten thousands Ten thousands 5 5 Thousands Hundreds 6 1 7 3 4 8 Tens 7 5 3 1 Ones 2 9

Step 4 Adding three or four numbers (without trading/ with trading)

43

eg 1:

22 351 + 1 227 + 401 = 22 351 1 227 + 401 23 979

eg 2:

287 210 + 30 742 +45 209 + 392 =
111 11

287 210 30 742 45 209 + 392 363 553

Place the digit in the correct columns and add from the right to the left.

Games Prepare a set of number cards.

0

1

2

3

444 5

6

7

8

9

• • •

Ask pupils to choose 3 to 5 cards. Form the largest value and the smallest value from the cards chosen. Total up the numbers.

Example:

7

1

4

0

7410 + 1047 = Repeat by choosing different sets of cards. Form different mathematical sentences. Find the sum. 7410 + 1047 = 8457 ________________________ ________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

Exercise 1 Name : ______________________ Class : ________ 45 Date: ________

A. Solve

8

1. What is the largest number that can be formed from the given numerals? ______________________________________ 2. What is the smallest number that can be formed from the given numerals? ___________________________________ 3. Find the total of these two numbers. + =

7

1

0

5

3

B. Answer the questions 1. If 4 + 4 = 8, what is the total of 4000 + 4000? ______________________________________ 2. If 6 + 4 = 10, what is the total 0f 60 000 + 40 000? _______________________________________ 3. If 8 + 7 = 15, what is the total of 8000 + 7000? ________________________________________ 4. Find the total of 3000 + 2000 + 5000. ______________________________________________ 5 What is the total of 20 000 + 20 000 + 800 + 800? ______________________________________________

Exercise 2 Name : ______________________ Class : ________ Date : ________

46

1. Find the total of 32 600 and 47 400. _____________________________________________________________ 2. Add 29 865 and 19 805.

3. Find the sum of 10 763 and 49 263. ______________________________________________________________ 4. 79 100 and 900 make _____________________________________________________________ 5. Ten thousand and five thousand two hundred make ____________________________________________________________ 6. Add twenty-five thousand and twenty-five thousand. ____________________________________________________________ 7. Find the sum of three hundred four thousand and fifty-two and one hundred six thousand two hundred and ten.

Lesson Topic Learning area

: 5 : Whole numbers : Multiplication with the highest product of 1 000 000. 47

Learning objective Learning outcome

: Pupils will be taught to multiply any two numbers with the highest product of 1 000 000. : Pupils will be able to: 1. Multiply two-digit and three-digit numbers with 0 ,10,100 and 1000 : Basic multiplication : Pupils are not able to multiply two-digit numbers with 0,10,100 and 1000.

Previous knowledge Problem

Step 1 Teacher explains how to multiply using the multiplication table. 1. 1 X 0 2. 1 X 10 3. 1 X 100 4. 1 X 1000 =0 = 10 = 100 = 1000

Numbers 1

X 0

X

10

X

100

X

1000

48

7 13 72 35 47 58 86

98

107

140

204

594

Lesson Topic Learning area Learning objective

: : : :

6 Whole numbers Mixed operations Perform mixed operations involving multiplication and division. 49

Learning outcome Previous knowledge Problem Vocabulary : :

: Calculate mixed operations on whole numbers involving multiplication and division Pupils have learnt multiplication and division Pupils are not able to memorise the time-tables and

cannot recite them by heart. : Mixed operations

SUGGESTED ACTIVITIES

Step 1 Example 1: 40 ÷ 5 × 23 =

First we solve 40 ÷ 5 40 ÷ 5 = 8 8 5 40 40 0

Then, multiply the answer by 23 2 3 × 8 = 184
2

23 × 8 1 8 4

3×8=2 4

write 4 ones to its own place

Regroup 2 tens to its place holder 2 ×8 = 1 6, 16 + 2 = 1 8

So, 40 ÷ 5 × 23 = 184 4320 x 5 ÷ 100 Example 2: First we solve 4320 x 5
1 1

4 320 X 5 21 600

50

Then, divide the answer by 100 21 600 ÷ 100 = 216 21 600 100

So, 4320 x 5 ÷ 100 = 216

Notes : • • Emphasise on the operations involved. For mixed operations of division and multiplication, solve the operation which comes first. After getting the answer, solve it using the second operation.

51

Exercise 1 Name : ______________________ Calculate. 1. 23 × 8 ÷ 4 = 6. 320 × 100 ÷ 1000 = Class : ________ Date : ________

2.

160 ÷ 4 × 3 =

7.

4 112 ÷ 8 × 6 =

3.

64 × 8 ÷ 32 =

8.

2 500 × 8 ÷ 100 =

4.

30 ÷ 6 ×125 =

9. 4 536 ÷ 24 × 70 =

5.

25 × 8 ÷ 20 =

10. 432 ÷ 16 × 52 =

Lesson Topic Learning areas

: 7 : Whole numbers : Multiplication with the highest product of 1 000 000 52

Learning objectives

Division with the highest dividend of 1 000 000 : Multiply any two numbers with the highest product of 1 000 000 Divide a number less than 1 000 000 by a two-digit number

Learning outcomes Previous knowledge Problem Vocabulary

: Solve problems involving multiplication. Solve problems involving division. : Pupils have learnt multiplication and division : Pupils are not able to allocate the answers by its place values. : times, multiply, multiplied by, multiple of, estimation, lattice, multiplication, divide , dividend , quotient , divisor , divisibility , remainder

SUGGESTED ACTIVITIES Example 1: A company produces 6 903 pairs of socks in a week. How many pairs of socks does the company produce in a month? 53

Step 1 • List out the relevant information i. ii. iii. iv. • Step 2 1st week 6903 • Solve
3 1

903 pairs of socks in a week Number of pairs of socks in a month A month has 4 weeks Decide what operation is needed to solve the problem 4 × 6 903 =

Write the number sentence :

2nd week 6903

3rd week 6903

4th week 6903

6903 × 4 2761 2 There are 27 612 pairs of socks produced in a month.

Example 2: A salesman managed to sell handphones to 34 retail shops. He sold 267 sets to each shop. How many handphones did he sell?

54

Notes: • If multiplication involves 3-digit and 2-digit, shows the steps clearly. 2 × 1 0 + 8 0 9 0 6 7 3 4 6 8 1 0 7 8 Firstly, Total 267×4 Secondly, 2 6 7 × 3 0

Or 2 6 7 × 2 8 2 1 8 + 6 0 9 0 3 4 2 8 4 0 0 0 1 0 0 0 0 0 7 8 7 × 60 200 7 60 200 × × × × × 4 4 4 30 30 30

Example 3 : There are 5 682 mangosteens to be kept inside six identical boxes. Find the number of mangosteens in each box?

55

Step 1 • List out the relevant information i. ii. iii. • • 5 682 mangosteens Keep inside 6 boxes equally Find the number of mangosteens in each box

Decide the operation used Write the number sentence : 5 682 ÷ 6 =

Step 2 •
• • • • • •

Solve the problem by using long division
Divide 56 by 6 Remainder 2 hundreds Regroup with 8 tens to become 28 tens 28 tens divided by 6 is 4 with remainder 4 tens Regroup 2 ones to 40 ones , becomes 42 42 divided by 6 is 7

Write the six times table 6 947 568 2 - 54 28 - 24 42 - 42 0 6 12 18 24 30 36 42 48 054

Exercise 1 Name : ______________________ Answer these questions. 1. Sheila sold 238 eggs on Tuesday. She sold three times more on Wednesday. How many 56 Class : ________ Date : ________

eggs did she sell on Wednesday?

2. There are 25 marbles in a box. A shopkeeper sells 328 boxes. How many marbles are sold altogether?

3. An aeroplane can carry 345 passengers in a trip. How many passengers can be carried in 26 trips?

4. A catalogue consists of 6 pages. How many sheets of paper are used to print 43 200 catalogues?

5. A restaurant orders 2 342 chickens in a month. How many chickens does the restaurant order in a year?

Exercise 2 Name : ______________________ Class : ________ Date : ________

1. There are 424 sheets in a ream of paper. If 8 sheets are used in a day, find the number of days to use all the papers?

57

2. A factory produces 18 046 T-shirts in a week. How many T-shirts does it produce in a day?

3. There are 2 325 participants in a stadium. If they are from 15 schools, find the number of participants from each team?

4. A school has 1 224 pupils. Each class has 34 pupils. Find the number of the classes in the school.

5. A farm exports 25 714 fish to Taiwan. 26 lorries are used to carry the fish. How many fish can be carried by each lorry?

Lesson Topic Learning area Learning objective Learning outcome Previous knowledge Problem Vocabulary

: 8 : Whole numbers : Mixed operations : Perform mixed operations involving multiplication and division. : Solve problems involving mixed operations of division and multiplication. : Pupils had learnt multiplication and division. : Pupils are not able to determine the operations to be used to solve word problems. : Mixed operations

58

SUGGESTED ACTIVITIES Example 1 A company prints 6 345 stickers to be distributed to 9 shops in a month. How many stickers does each shop get in 6 months?

Step 1 • • • What is given? What is needed? 6 345 stickers for 9 shops Number of stickers in 6 months for each shop Division and multiplication

What are the operations involved?

Step 2 6 345 ÷ 9 x 6 =

• Divide the by 9 • Solve 63 problem by using long division • 4 is diviseable by 9, so write 0 above it Regroup 4 tens into ones, becomes 45 ones 45 ones divided by 9 is 5

Write the nine times table 9 18 27 36 45 54 63 72 81

7 05 9 6345 -63 4 -0 45 -45 0 59

Multiply the answer by 6
5×6=30 • Write 0 in ones
3

705 × 6 4 230 6 345 ÷ 9 x 6 = 4 230

Regroup 3 tens to tens 0×6=0 , 0+ 3 • Write down 3 7×6=42

Therefore , each shop gets 4 230 stickers for 6 months .

Exercise 1 Name : ______________________ Solve these problems. 1. Razin has 14 packets of stamps. Each packet has 8 stamps. If he shares the stamps with his sister, how many stamps does each of them get? Class : ________ Date : ________

2. There are 6 boxes of pencils to be shared equally among 40 pupils. If a box contains 60 pencils, how many pencils does each pupil get?

60

3. Pak Abu has 5 bunches of rambutans. Each bunch has 60 rambutans. He distributes the rambutans among 20 children. How many rambutans does each child get?

4. A hawker has two baskets full of 270 star fruits each.Then, he puts them into 20 heaps of star fruits. How many star fruits are there in each heap? 5. Puan Rozi bought 3 boxes of oranges. Each box has 72 oranges. She gave equally to her 12 friends. How many oranges did each of the neighbour get?

Lesson Topic Learning area Learning objective Learning outcome

9 : Fractions : Improper Fractions and Mixed Numbers : Pupils will be taught to understand improper fractions. : Pupils will be able to : name and write improper fractions with denominators up to 10. : Pupils have learnt proper fractions : Pupils are not able to recognize improper fraction. : Proper fractions, improper fractions

Previous knowledge Problem Vocabulary

SUGGESTED ACTIVITIES Step 1 Improper fraction consist a larger numerator than the denominator. Example 1; numerator (larger)

61

3 2 denominator (smaller) We read it as three over two or three halves. Shows the diagram of i) with the diagram 1 2 1 2 1 2 . ii) with number line 1 2 2 2 3 2 The shaded parts is 3 . 2 3 . 2

0 Example 2

1

2

Write seven over three in numeral. We write it 7 . 3 7 . 3 1 3 1 3 1 3 1 3

Shows the diagram of i) Using diagram 1 3 1 3 1 3

The shaded parts is

7 . 3

We read it as seven over three or seven third.

62

ii) Using the number line 1 3 2 3 3 3 4 3 5 3 6 3 7 3

0

1

2

Exercise 1 Name : ______________________ Class A. Name and write improper fractions. : ________ Date : ________

1.

In words : ……………………………………………………….

2.

63

In words : …………………………………………………….

3. 0 1 2 3

In words: ………………………………………………………..

4. 0 1 2

In words : ………………………………………………….

Exercise 2 Name : ______________________ Class A. Write improper fractions. i) five over two ii) seven over four iii) twelve over five iv) thirteen over seven : ________ Date : ________

64

B. Shade the improper fractions. i) five over two

ii) seven over four

C. Draw the number line and draw the arrow to show the value of improper fractions.

1. twelve over five 0 1. thirteen over three 0 Lesson Topic Learning area Learning objective Learning outcome : : : : : 1 2 3 4 10 Fractions Improper Fractions and Mixed Numbers Pupils will be taught to understand mixed numbers and improper fractions. Pupils will be able to : to 10. ii) convert mixed numbers to improper fractions and vicePrevious knowledge Problem versa. : Pupils have learnt proper fractions. : Pupils are not able to name and write mixed numbers, and convert mixed numbers to improper fraction and Vocabulary vice versa. : convert, mixed numbers 1 2

i) name and write mixed numbers with denominators up

SUGGESTED ACTIVITIES 65

Step 1 Mixed numbers consists of a whole number and a proper fraction. Example; 1 4 proper fraction 1 is read as “ two and one 4

2
Whole number

Read the whole number followed by the fraction. 2 over four” or two and one quarter. Step 2 Write three and one over five in numeral. Three and one over five We write it as 3 1 5

Step 3 Convert mixed number to improper fraction Example 1 : 2 1 = 4 improper fraction

Strategy 1: Use diagram Mixed numbers

2 whole parts and 9 4

1 part equals 4

2

1 4

4 4

and

4 4

and

1 4

equals

2

1 4

=

9 4

66

Strategy 2 : Use numerals 2 1 4 = 9 4

4 4 1 + + = 4 4 4

Step 4 Convert improper fraction to mixed number. Example 1 Convert 12 to mixed number 5

Strategy 1 : Use number line 1 5 2 5 3 5 4 5 5 6 5 5 7 5 8 9 10 11 12 5 5 5 5 5

12 55
0 1 2 2 67 2 3

5 equals 1 5 1

and +

5 equals 1 5 1 12 5 + 2 = 5

convert to mixed number is

Exercise 1 Name : ______________________ Class A. Write in numeral. 2. one and two over five 2. four and one over two 3. two and three over four 4. seven and three over eight 5. six and one half 6. eight and three quarters 68 : ________ Date : ________

B. Write in words. 2 3 1 4 4 9

1) 2) 3) 4) 5)

1 3 5 6 9

: ……………………………………………………………. : ……………………………………………………………. : ……………………………………………………………. : ……………………………………………………………. : …………………………………………………………….

2 7 7 8

Exercise 2 Name : ______________________ Class A. Convert to improper fraction. i) 1 ii 3 2 3 = : ________ Date : ________

1 = 2 = =

iii) 4 iv) 2

3 5 1 6

v) 5

6 = 7

B. Convert improper fraction to mixed numbers.

69

i) ii) iii) iv) v)

4 3 7 3 12 5 13 4 9 2

= = = = =

Lesson Topic Learning area Learning objective Learning outcome

: : : :

11 Fractions Addition and subtraction of fractions Pupils will be taught to add or subtract mixed numbers

with different denominators up to 10. : Pupils will be able to : Add and subtract mixed numbers with different denominators up to 10. : Pupils have learnt to add or subtract mixed numbers with the same denominators : Pupils are not able to add or subtract mixed numbers with different denominators. : Horizontal column, vertical column, separately, overlapped

Previous knowledge Problem Vocabulary

70

Step 1 Addition of fraction with different denominators. Example 1 : 2 1 Find the total of 3 Strategy 1 Use diagram 1 2 1 + 1 = 3 4 Horizontal column Vertical column 1 1 and 4 .

add 2 3 1 4

equals

1

+

1

=

The instructions of addition. i) For whole numbers; * One whole and one whole equals two. (1 + 1 = 2)

71

ii)

For fractions; • Draw 2 1 in a horizontal column and in another fraction is a 3 4 2 1 and . Now we have 12 equal parts 3 4 overlapped.

vertical column. * Join the figure of

altogether. There are two parts figure. The result is as shown below.

As the two parts overlapped, we have to shade two more parts in that

T

The fraction is

11 12

Now we have two whole and eleven parts out of twelve parts shaded. We write it as 2 11 . 12 2 3 + 1 1 4 = 2 11 12

So, 1

Strategy 2 Add the whole numbers and the fraction separately. * To add fractions with different denominators, we need to change the fractions to its equivalent fraction that have the same denominators

Numbers 1 2 3 1

Fractions 2 3

72

1

1 4

1 1+1 * 2 2 2 2 3

1 4 + 1 4

2X 4 1X 3 + 3X 4 4X 3 8 3 + 12 12 11 12 The answer is 2 11 12

Step 2 Subtraction of fraction with different denominators. Find the different between 2 Strategy 1 Use diagram 3 horizontal column 2 subtracting vertical column 2 1 and 1 . 3 2

2

2 3

-

1

1 2

The instructions of subtraction:

73

i) ii)

For whole numbers ; * Cross out one of two wholes. (2 – 1 = 1) We have one whole left. For fractions; * If the fraction figure is in a horizontal column, then we must draw the subtracting column vertically across. Now we have 6 equal parts altogether. * To subtract 1 of 6 equal parts, we have to cross out 3 equal parts 2

of the shaded parts. 1 Now we have one whole and one over six parts is left. We write it as 1 . 6 So, 2 2 1 1 - 1 = 1 3 2 6

Strategy 2 Numbers 2 3 1 2 Fractions 2 3 1 2 2 3 * 1 2

2 1

2 1 2 - 1 1 1 1

* To subtract fractions with different denominators, we need to change the fractions to its equivalent fraction that have the same denominators

2X 2 1X 3 3X 2 2X 3 4 6 1 6 3 6 The answer is 1 1 . 6

74

Exercise 1 Name : ______________________ Class Solve these problems. 1 1 and 2 . 3 4 : ________ Date : ________

1. Add 1

2. Find the sum of 2

1 3 and 1 . 4 2

3. What is the total of 2

1 1 and 4 . 3 2

75

4. Subtract 1

1 1 from 4 . 6 2

5.

What is the difference between 1

1 2 and 4 ? 5 2

Lesson Topic Learning area Learning objective Learning outcome

: 12 : Fractions : Multiplication of fractions : Multiply any proper fractions with a whole number up to 1000 i. ii. Multiply whole numbers with proper fractions Solve problems involving multiplication of

Previous knowledge Problem Vocabulary

fractions : Pupils have learnt multiplication with the highest product of 100 000 : Pupils are not able to multiply whole numbers with proper fractions. : Simplest form, fractions, denominator, numerator, divisible, whole number, proper fractions.

SUGGESTED ACTIVITIES Example 1: Find 1 of 8 pencils. 2

76

1 x 8 = 2

8 = 4 2 4

or

1 2 1

x

8 = 4

Example 2: Prepare 6 glasses. Fill each glass with half-full of water. How many glasses of water are there in 6 half-full glasses of water?

Six halves

6x

1 = 2

Using repeated addition 1 1 1 1 1 1 + + + + + = 3 2 2 2 2 2 2

Using multiplication 77

6x

1 6 = 2 2

= 3

or 1 3 6 x 2 = 3 1

Example 3: Find 1 of 10. 5

0

1

2

3

4

5

6

7

8

9

10

1 5 0 2

1 5 4

1 5 6

1 5 8

1 5 10

1 x 5

10 =

10 = 2 5 2

or

1 x 5 1

10 = 2

78

Example 4: Find 1 x 45. 5 1 x 45 = 5 45 5 =9 5 9 45 45 9 or 1 1 5 x 45 = 9

Example 5: 3 x 568. 8 3 1704 x 568 = 8 8 = 213 213 8 1704 16 10 8 79

Find

24 24 71 or 3 x 8 1 568 = 213

Exercise 1 Name : ______________________ Class Solve 1 . 1 of 10 2 : ________ Date : ________

2 .

1 x 69 = 3

3 .

1 x 85 = 5

4 .

1 x 426 = 6

5 .

63 x

5 = 9

80

6 .

3 x 568 = 4

7 .

7 10

x

270 =

Lesson Topic Learning area Learning objective Learning outcome Previous knowledge

: 13 : Decimals : Decimal Numbers : Pupils will be taught to understand and use the vocabulary related to decimals : Pupils should be able to convert fractions of thousandths to decimal numbers and vice- versa : Pupils are able to add, subtract , multiply and divide any two to four decimal numbers of two decimal places. : Pupils are not able to convert fractions of thousandths to decimal numbers and vice- versa. : decimals, place value chart, thousandths, thousand square , decimal point, decimal place, decimal fraction, mixed decimal , convert

Problem Vocabulary

SUGGESTED ACTIVITIES Step 1 The teacher models the concept of decimal numbers using thousand squares. Eg. :

81

=

7 1000

We can also write as 0.007. We say it as seven thousandths. Example 2: Using number lines. 50 1000

100 1000

200 1000

300 1000

400 1000

500 1000

600 1000

700 1000

800 1000

900 1000

1000 1000

We can also write as 0.050. We say it as fifty thousandths. Example 3: Convert fractions of thousandths to decimal numbers. Convert 50 to decimal numbers. 1000 1. Always write the fractions aligned right. 50 50 1000 1000 2. Draw a vertical line between 1 and 0 (thousands).

50 1000

3. Draw a dot on the line.

50 1000

4. Rewrite in decimal form with a zero in front of the decimal point.

50 1000

82

0 .0 5
= 0.05 Example 4 Convert decimal numbers to fractions using place value chart. i) Convert 0.302 to fractions.

tens

ones

. tenths hundredths thousandths
10 100 0 1000 2

0
Decimal

3

The answer is three hundred and two thousandths. ii) Convert 0.008 to fractions.

302 1000

tens

ones

. tenths hundredths thousandths
10 100 0 1000 8

0
Decimal

0

008 1000
83

The answer is eight over one thousand / eight one thousandths. Exercise 1 Name : ______________________ Class A. 1. : ________ Date : ________ Write the fractions of the shaded parts and convert to decimals.

Fractions

Decimals

2.

Fractions

Decimals

84

B.

Convert the following fractions to decimals. 1. 5 1000 = 3. 103 1000 =

2. 9 1000 = 4.. 295 1000 =

C.

Convert the following decimals to fractions.

1.

0.006 =

3. 0.231 = =

2. D.

0.012 = Answer these questions

4. 0.534 = =

1. Convert nine hundred and thirty-eigth thousandths to decimals. 2. Express 34 as decimals 1000

3. Change thirty thousandths to decimals

85

4. Convert

9 to decimals 1000

5. 6.

Convert 0.006 to fractions Express 0.978 as fraction : 14 : Decimals : Decimal Numbers : Pupils will be taught to Understand and use the vocabularies related to decimals : Pupils will be able to Round off decimal numbers to the nearest a) tenths

Lesson Topic Learning area Learning objective

Learning outcome

b) hundredths Previous knowledge : Pupils are able to solve basic operations involving decimals. (Any two to four decimal numbers of two Problem Vocabulary decimal places) : Pupils are not able to round off decimal numbers to the nearest tenths or hundredths. : Round off, nearest tenths, nearest hundredths , rounding digits , place value

86

SUGGESTED ACTIVITIES Round off to the nearest tenths. Round off 12.302 to the nearest tenths.

i.

Determine the place value you want to round off ( “ the rounding digit “ ) and circle it

ii.

Look at the digit just to the right ( behind) and underline it. ( the digit just to the right) 1 2. 3 0 2 =12.3

( the rounding digit ) Note: If the underlined digit is less than 5, do not change the rounding digit but drop all digits to the right of it. If that digit is greater than or equal to five, add one to the rounding digit and drop all digits to the right of it.( See the example as shown below ) ( Any number ) Less than 5 0 1 2 3 4 5 More 6 than 5

0 Rounding down

7 8 9 1 Rounding up

87

Example 2: Round off to the nearest hundredths Round off 34. 786 to the nearest hundredths ( the digit just to the right )

34.7 8 6

The rounding digit

+1 3 4 . 7 8 6

(more than 5)

3 4 . 7 9

0

Numbers still unchanged

So the answer is 34. 79

88

Exercise 1 Name : ______________________ Class : ________ Date : ________

A. 1.

Round off to the nearest tenths. 6. 239 = 3. 5.232 =

2. B.

5. 232

=

4.

12.039 =

Round off to the nearest hundredths = 3. 103.18 =

1. 0.084

2. 18.562 C. 1. 2.

=

4.

40. 93 =

Answer the questions Round up 9. 385 to the nearest tenths Round up 13. 579 to the nearest hundredths

3.

Round up 5.399 to the nearest tenths

89

4.

Round up 0.182 to the nearest hundredths

Lesson Topic Learning area Learning objective

: 15 : Decimals : Multiplication of Decimal Numbers : Pupils will be taught to Understand and use the vocabulary related to decimals with a whole number. : Pupils will be able to solve problems involving multiplication of decimal numbers

Learning outcome Previous knowledge

: Pupils are able to solve problems based on basic operations involving decimal numbers. : Pupils are not able to solve problems involving multiplication of decimal numbers.. : Vertical form, decimal point, estimation , range , product, horizontal form.

Problem Vocabulary

SUGGESTED ACTIVITIES A bus travels 1.5 km per minute. How far can the bus can travel in 4 minutes? We can solve the problem using i repeated addition 1 minute = 1.5 km = 6.0 km 4 minutes = 1.5 + 1.5 + 1.5 + 1.5

90

ii. Using number line.

iii.

We can also solve the problems by multiplying the numbers in vertical form. 4 x1.5 km = 1. 5 km 4 6. 0 km

×

The answer is 6.0 km

91

Example 2: 1 litre of petrol costs RM 1.52. Find the total cost of 5 litres of petrol i. Using repeated addition

1l

1l

1l
RM1.52

1l
RM1.52

1l
RM1.52

RM1.52 RM1.52 Solving :

RM 1.52 + RM 1.52 + RM 1.52 + RM 1.52 + RM 1.52

= RM 7.60 ii. Solve by tabulating Items petrol petrol petrol petrol Price RM 1.52 RM 1.52 RM 1.52 RM 1.52

1l 1l 1l 1l iii.

By multiplying RM 1. 52 x 5 RM 7. 60

The answer is RM 7.60

92

Exercise 1 Name : ______________________ Solve the problems. 1. The price of a B grade egg is RM0.23. If Puan Shanti buys 9 eggs of the same type , how much does she have to pay? Class : ________ Date : ________

2. The volume of a bottle of orange juice is 1.8 l. What is the total volume for 7 bottles of orange juice?

3. The value of a particular share is RM6.92. Hisham bought 56 shares. What is his total cost for the shares?

4. The weight of a piece of meat is 4 kg. What is the weight of 8 pieces of such meat in kg

5

Find the total length of 3 books of the same size.

0.48 cm Lesson Topic Learning area : 16 : Percentage : Percentage 93

Learning objective Learning outcome

: Understand and use percentage. : i) State fraction of hundredths in percentage ii) Convert fraction of hundredths to percentage and

vice - versa. Previous knowledge : Pupils have learnt to name and write the symbol for Problem Vocabulary percentage. : Pupils are not able to convert fraction of hundredth to percentage and vice-versa. : Percent, percentage

SUGGESTED ACTIVITIES

6 100 The grid above shows 6 parts out of 100 was shaded. Use it introduce the concept of percentage and its symbol. 6 can be expressed as '6 over 100' . It can be stated as 6 percent or 6%. 100 Emphasise that the symbol % carries the meaning of percent, and percent is the short form of per hundred. 6 = 6 % 100 1 14 = 14 X = 14 % 100 100 Convert fraction to percentage

i)

1 23 = 23 X = 23 % 100 100

94

ii)

1 42 = 42 X = 42 % 100 100

Convert percentage to fraction. 8 100

8% =

31% =

31 100

Exercise 1 Name : ______________________ Class Change to fractions. (a) 25% = (b) 95 36% = : ________ Date : ________

(c)

32%

=

(d)

66% =

(e)

eighty-seven percent =

(f)

ninety-one percent =

Convert to percentage. 3 100 43 100 17 = 100 67 is equal to 100

(a)

=

(b)

(c)

=

(d)

(e)

Seventy-seven over hundred =

(f)

Eighty-nine hundredths =

Lesson : 17 Topic : Percentage Learning area : Convert fractions and decimals to percentage Learning objective : Relate fractions and decimals to percentage. Learning outcome : Convert percentage to decimal number and vice versa. Previous knowledge : Pupils have learnt to convert fraction of hundredths to percentage.

96

Problem Vocabulary

: Pupils are not able to convert percentage to decimal and vice- versa. : Percent, percentage

SUGGESTED ACTIVITIES • Use conversion chart to introduce the relationship of fraction, percentage and decimal number. 1 (one over hundred) = 0.01 (one hundredths) 100

1% =

1 100
0 .01 1%

To change percentage to decimal

35% = ?
i) Convert the percentage into fraction

97

35% =

35 100

ii)

Always write the fraction aligned right.

35 100 35 100
iii) Draw vertical line between 1 and 0. 35 100 iv) Put a dot on the line. 35 100 v) Rewrite in decimal form with a zero in front of the decimal point. 35 100

0.35

Change decimal to percentage. 0.7 = ? i) Write in two decimal places.

98

0.7 ii)

= 0.70

Change to fraction with the denominators of 100. 0.7 = 0.70 = 70 100

iii)

Add a percentage symbol. 70 = 100

0.7 =

70%

So ,

0.7 = 70%

Exercise 1 Name : ______________________ Change to decimal. (a) 8% = (b) 20% = Class : ________ Date : ________

99

(c)

23 = 100

(d)

twenty-seven point two three =

(e)

eighty-seven percent =

Convert to percentage. (a) 0.22 = (b) 0.45 =

(c)

0.67 =

(d)

zero point two five =

(e)

99 = 100

Lesson Topic Learning area Learning objective Learning outcome

: 18 : Percentage : Convert fractions and decimals to percentage : Relate fractions and decimals to percentage i. Convert proper fractions of tenths to percentage ii. Convert proper fractions with the denominators of

2, 4, 5, 20 and 50 to percentage Previous knowledge : Pupils have learnt fractions before.

100

Problem Vocabulary

: Pupils are not able to multiply fractions with whole numbers : Percent , percentage,

SUGGESTED ACTIVITIES Example 1 1 to percentage 10

Change

Change the denominator to 100. 1 1 x 10 10 = = 10 10 x 10 100 10 = 10% 100

Example 2: 1 1 x 25 25 = = = 25% 4 4 x 25 100 Example 3: 1 1 x 20 20 = = = 20% 5 5 x 20 100

101

Example 4: 2 2 x 20 40 = = = 40% 5 5 x 20 100

Exercise 1 Name : ______________________ Class : ________ Date : ________

A. Change these fractions to percentage. 1. 3 10 2. 1 5

102

3.

3 5

4.

1 20

5.

Convert

7 to percentage 20

6.

State

1 to percentage 25

7.

Change 0.2 to fraction and then to percentage. 4 of the 5

8.

During the final examination, Ridzuan answered

Mathematics questions correctly. How many percent did he actually score?

Lesson Topic Learning area Learning objective Learning outcome

: 19 : Money. : Money to RM100 000. : Use & apply mathematics concepts when dealing with money up to RM100 000. : Performed mixed operation of multiplication & division

involving money in ringgit and sen up to RM100 000 Previous knowledge : The pupils have learnt how to multiply and divide money Problem in year 4 : i) The pupils are not able to understand the questions. 103

ii) The pupils are not able determine which operation to Vocabulary apply : price, cost, earn

SUGGESTED ACTIVITIES Example 1:

RM45.00 The price of 3 balls is RM45.00. If Hamzah wants to buy 6 balls, how much he needs to pay?

What was given If RM 45.00

What is asked for? What is the price for

104

Operation needed First Second DIVIDE MULTIPLY

Solve

If

RM45.00

So,

= RM45.00÷3 = RM 15.00

If

RM15.00

The price for 6 balls is 6 x RM15.00 =

105

RM15.00

RM15.00

RM15.00

RM15.00

RM15.00

RM15.00

RM15.00 X 6 RM90.00 Pupils also can use repeated addition

RM15.00 RM15.00 RM15.00 RM15.00 RM15.00 + RM15.00 RM90.00

Exercise 1 Name : ______________________ Class : ________ Date : ________

1.

If 7 pencils cost RM14. What is the cost for 20 pencils?

2.

Mr. Raja earns RM6 000 after working for 3 months. How much does he earn for 1 year? 106

3.

A dozen of towels cost RM48.00. How much is the cost for 28 towels?

4.

The cost of 50 erasers is RM60. What is the price for 150 erasers?

5.

Lily sold 7 bags for RM262.50. Find the price for 49 bags?

Lesson Topic Learning area Learning objective Learning outcome

: 20 : Money : Money to RM100 000 : Use & apply mathematics concepts when dealing with money up to RM100 000 : Solve problems in real context involving money in ringgit

& sen up to RM 100 000 Previous knowledge : Pupils have learnt all the operations involving money. Problem : Pupils are not able to find profit & loss in trade. Vocabulary : profit, loss, selling price, cost price , lower, higher

SUGGESTED ACTIVITIES 107

Example 1

RM 4 680

How much profit Adam will get if the cost price of the computer is RM3 600? The profit = selling price – cost price = RM4 680 - RM3 600 = RM1 080.00 Note : The trade will profit if the selling price is higher than cost price

Example 2

Salina buys this computer for RM3600. How much is the loss if she sells this computer for RM 3325.90? The loss = selling price - cost price = RM 3600 – RM 3325.90 = RM 674.10

108

Note : So, the trade will loss if the Selling Price is lower than the Cost Price Determine either profit or loss based on the questions given. 1. Siti buys a blouse for RM45.90. She sold the blouse for RM 68.90. 2. Cost price for a calculator is RM 145.99. Husni sold the calculator for RM 99.99. 3. Mr Nasir buys 5 cows for RM7500. He sold the cows for RM 2000 each. 4. Malik sells 3 caps for RM 27. He bought the caps for RM 10 each. 5. Aminah buys 3 handphones for RM 1200. Then she sold the handphone for RM 410 each. Answer : ________ Answer : ________ Answer : ________ Answer : ________ Answer : ________

Exercise 1 Name : ______________________ Class Profit or loss game Instruction: 1. 2 pupils or more can play this game. 2. Pupils use a dice to get their position 3. Every shaded box contains different question. 4. Pupils must answer the questions to continue this game. 5. If the answer given by the pupil is wrong he or she will miss 1 turn. 6. Teacher can guide the pupils to answer the question. : ________ Date : ________

109

7. The first pupil reaches the finishing box is the winner. Questions Question 3. Diana buys a scarf for RM4. She sold the scarf for RM 6. Question 5. Dina sells 2 bags for RM 80. He bought the bags for RM 30 each. Question 8 Cost Price for a book is RM 45.90. Nana sold the book for RM 49.90. Question 11. Sani buys 3 pens for RM 3.60. He sold the pen for RM 3.50 each. Question 15 Mr. Balan buys 2 cows for RM5000. The cow had been sold for RM 2000 each. Question 18. Anis sells 3 umbrellas for RM 60. She bought the umbrella for RM 15 each. Question 4. Cost Price for a watch is RM 15. Then Jalil sold the watch for RM 20. Question 7. Ahmad sells 3 ducks for RM 54. He bought the ducks for RM 10 each. Question 9 Malik sells 3 caps for RM 27. He bought the caps for RM 10 each. Question 12. Cost Price for a fan is RM 79.90. Then Jalil sold the watch for RM 69.90. Question 17. State how to determine profit and loss Question 19. Siti buys 5 handbags for RM 200. Then she sold the handbag for RM 50 each.

110 START

Lesson Topic Learning area Learning objective Learning outcome Previous knowledge Problem Vocabulary

: : : :

21 Money Money to RM 100 000 Use & apply mathematics concepts when dealing with

money up to RM 100 000 : Solves problems in real context involving money in ringgit & sen up to RM 100 000 : Pupils have learnt all the operations involving money. : Pupils are not able to find price of items & the total price of all items given in an incomplete bill. : Quantity, items, price per unit, amount

SUGGESTED ACTIVITIES Example 1 Complete the incomplete bill. Quantity 4 3 Y Items Pen Exercise book Ruler Total Price per unit 80 sen X RM 1.10 Amount W RM 3.60 RM 5.50 Z

Amount paid for 4 pens is = W

111

1 pen = 80 sen 4 pens = 4 x 80 sen = 320 sen = RM3.20

Price per exercise book is X 3 exercise books 1 exercise book = RM 3.60 = RM 3.60 ÷ 3 = RM 1.20 Quantity of ruler is Y RM 1.10 = 1 ruler RM 5.50 = RM5.50 ÷ RM 1.10 Or = 550 ÷ 110 = 5 rulers

5 110 550 - 550

Total price of all the items = Z Total = price of all items = RM 3.20 + RM 3.60 + RM 5.50 = RM 12.30 Complete the bill.

112

Quantity 4 3 5 (Y)

Items Pen Exercise book Ruler Total

Price per unit 80 sen RM 1.20 (X) RM 1.10

Amount RM 3.20 (W) RM 3.60 RM 5.50 RM12.30 (Z)

Exercise 1 Name : ______________________ Class 1. Quantity 5 8 3 Items Pen Exercise book Ruler Total Price per unit 90 sen RM1.40 Amount RM 11 RM 4.20 : ________ Date : ________

The above table shows the prices of the items bought by Farid. Calculate; a) the price of a pen

b) the amount of 8 exercise books

113

c) The total price of the bill

2. Quantity 2 4 Items Radio Washing machine Television Total Price per unit RM 399 RM 540 Amount RM 3200 RM 1620

The incomplete bill shows the prices of the items bought by Adila. What is: a) the amount of 2 radios

b) the price of a washing machine

114

c) the quantity of the television bought by Adila

d)

the total price of the bill

Lesson Topic Learning area Learning objective Learning outcome Previous knowledge Problem

: 22 : Time : Reading and writing time : Understand the vocabulary related to time. : Read and write in the 24-hour system. : Pupils had learnt the 12-hour system. : Pupils are not able to read and write time: i. 12-hour system ii. 24-hour system : Ante meridian, post meridian ,analogue clock, digital clock.

Vocabulary

SUGGESTED ACTIVITIES Step 1 1. Explanation in the 24-hour system: a) Time is stated in 4 digits with the word “hours” at the back. b) The first 2 digits represent the hours and the last 2 digits represent the minutes. e.g. : 22 50 hrs The first 2 digits represent the hours The last 2 digits represent the minutes

115

c. The 24-hour system starts with 0000 hrs (12:00 midnight ) until 0000 hours ( 12:00 midnight of the next day ) 0000 hrs 1200 hrs 0000 hrs Example: i. 0830 hrs (zero eight thirty hours ) is half past eight in the morning. ii. 1515 hrs ( fifteen fifteen is fifteen) minutes past three in the afternoon. 12:00 midnight 12:00 noon 12:00 midnight of the next day

Step 2: a. The way of reading and saying time using 24 hour system. AB CD AB 00 = Zero 02 = Zero two 13 = Thirteen 21 = Twenty-one Example: CD 00 = hundred 15 = fifteen 40 = Forty 55 = Fifty-five

116

i. ii.

1315 hrs read as thirteen fifteen hours 0808 hrs read as zero eight zero eight hours.

Exercise 1 Name : ______________________ Class Write the time in words: 1. 0025 hrs 2. 0555 hrs 3. 1630 hrs 4. 1500 hrs 5. 1055 hrs 6. 2330 hrs 7. 1505 hrs 8. 2140 hrs = ____________________________________________ = ____________________________________________ = ____________________________________________ = ____________________________________________ = ____________________________________________ = ____________________________________________ = ____________________________________________ = ____________________________________________ : ________ Date : ________

Write the time in numerals: 1. Zero forty hours = _____________________ = _____________________ = _____________________ = _____________________ = _____________________ = _____________________ 117 2. Zero two fifty hours 3. Zero six hundred hours 4. Thirteen hundred hours 5. Fourteen fifty-five hours 6. Eighteen twenty-five hours

7. Twenty-three hundred hours 8. Sixteen zero five hours

= _____________________ = _____________________

Exercise 2 Name : ______________________ 1 . 16:00 Class : ________ Date : ________

Read the digital clock and write the time in words. _______________________________________________

2.


Write the time _____________________________________________

according to the 24-hour system.

3.

At what time did he finish reading the book? _________________________________

118

4.

She goes to school at __________________ every morning.

5. Ahmad plays badminton at 1800 hrs. Show the minute and hour hands to represent 1800 hrs.

Lesson Topic Learning area Learning objective Learning outcome

: 23 : Time : Reading and writing time : Understand the vocabulary related to time. : Convert time from the 24-hour system to the 12-hour

System and vice versa. Previous knowledge : Pupils had learnt the 12-hour system and the 24-hour Problem Vocabulary system. : Convert time from the 24-hour system to the 12-hour system : a.m. , p.m.

SUGGESTED ACTIVITIES Step 1 The relationship between 12-hour system and 24-hour system is as follows: 12-hour system 12 :00 midnight 24-hour system 0000 hrs Morning 6:00 a.m. 0600 hrs

12:00 noon 119

1200 hrs

Afternoon 6:00 p.m. 1800 hrs Night 12:00 midnight 2400 hrs

Step 2 Convert the following into the 24-hour system: a. 8:05 a.m. Solution: a. 8:05 a.m. b. 12:35 p.m. = = 0805 hrs 1235 hrs Remove the dots and insert a zero in front. Remove the dots 4 35 + 12 00 16 35 b. 12:35 p.m. c. 4:35 p.m. d. 12:15 a.m.

c.4:35 p.m.

=

1635 hrs

d. 12:15 a.m.

=

0015 hrs

12 15 - 12 00 00 15

Tips: To convert the 12-hour system to the 24-hour system: • • Add 12 00 for the times between 1:00 p.m. to 12:00 a.m. Minus 12 00 for the times between 12:00 a.m. to 12:59 a.m.

120

Step 3 Convert the following times to the 12-hour system: a. 0515 hrs Solution: a. 0515hrs = 5:15 a.m. 12 :45 p.m. 6:30 p.m . 12:40 a.m. Insert the dots between hours and minutes. 18 30 - 12 00 6 30 00 40 + 12 00 12 40 b. 1245 hrs c. 1830 hrs d.0040 hrs

b. 1245 hrs = c. 1830 hrs =

d. 0040 hrs =

Tips: To convert the 24-hour system to the 12-hour system: • • • Minus 1200 for times between 1300 hrs to 2359 hrs. Add 1200 for times between 0000 hrs to 0059 hrs. From 0000 hrs to 1159 hrs, we write a.m. 121

From 1200 hrs to 2359 hrs, we write p.m.

Exercise 1 Name : ______________________ Class : ________ Date : ________

1. 22: 40

Convert to the 12-hour system. Answer :_________________________ 2.

2:10 p.m. Convert to the 24-hour system. Answer : _________________________

3. 24-hour system a. b. 1530 hrs 7:45 am 12-hour system

4.Convert 0050 hrs to the 12-hour system . Answer: ___________________________________

122

5. The clock shows the time Anita arrived at the library in the evening. Convert the time into the 24-hour system.

Answer : ________________________________ Lesson Topic Learning area Learning objective Learning outcome : 24 :Time :Duration :Use and apply knowledge of time to find the duration. : i)Identify the start and end times of an event. ii) Determine the start or end time of an event from a given duration of time. Previous knowledge :Pupils have learnt how to calculate the duration of an Problem Vocabulary event involving hours, minutes and seconds. :Pupils are not able to determine the start or end time of an event from a given duration of time. :Duration, event, start, end, hours, minutes, day, week, months, years. SUGGESTED ACTIVITIES Example 1 Based on the ' Visit to Pangkor Island' pamphlet pose questions related to the times from the pamphlet.

123

Visit to Pangkor Island

Sakinah and her classmates visited Pangkor Island. The group left the school at 8:15a.m. and reached the jetty at 9:20 a.m. in the morning. They got on a ferry and left the jetty at 10:00 a.m. The group safely arrived in Pangkor Island at 11:00 a.m. • What is the time taken from the school to Pulau Pangkor.

8:15 a.m. (Departure time)

9:20 a.m.-10:00 a.m. (Time at the jetty)

11:00 a.m. (Arrival time)

1 hour 5 minutes 40 minutes Solution : Departure = 8:15 a.m. Arrival to jetty = 9:20 a.m. 8:15 a.m. Waiting time 9:20 a.m. 10:00 a.m = 40 minutes

1 hour

9:15 a.m = 1 hour 5 minutes

Depature = 10.00 a.m. Arrival to P.Pangkor = 11.00 a.m. 10:00 a.m. 11:00 a.m = 1 hour

Total time taken for the whole journey = 1 hour 5 minutes + 40 minutes +1 hour = 2 hours 5 minutes 124

Example 2 • Solution : To calculate the end time of an event. i) Using number line A TV programme began at 7:40 at night. The duration of the 7:40 programme was 20 minutes. What was the end time of the programme? p.m. ( Starting time ) 7:50 p.m. 8:00 p.m.

20 minutes ( Time taken) The end time of the programme is 8:00 at night. ii) Using the 24-hour system. 10 min Starting time = 7:40 at night Time taken = 20 minutes 20 min 19 40 hrs

125 The programme would end at 2000 at night.

hrs 7 + 12 19 + 19

min 40 00 40 20 60 (regroup 60 minutes to 1 hour)

2000 hrs

8.00 p.m.

To calculate the starting time of a certain event.

The drama of Hang Tuah ended at10:30 at night. The time taken for the drama was 2 hours. What was the starting time of the show? Solution steps : Counting back on number line.

1 hour

1 hour

8:30 p.m.

9:30 p.m. 2 hours ( Time taken )

10:30p.m. ( End time )

The show started at 8:30 at night. 126

hrs 10 - 2 8

min 30 00 30

Exercise 1 Name : ______________________ 1. Shupi started work at 8:00 a.m. If he worked for 8 hours and 15 minutes, at what time did he finish his work? Class : ________ Date : ________ Calculate the start or end time of an event.

2. The end time of a football match was 6:45 p.m. The game lasted for 1 hour 55 minutes . What is the starting time of the football match? 3. Baba began painting his room at 9:45a.m. He took 3 hours 45 minutes to paint his room. At what time did he finish painting his room?

4. Pooja finished doing her homework

127

At 3.40 p.m. She took 1 hour 55 minutes to finish her homework at what time did she start doing her homework?

Lesson Topic Learning area Learning objective Learning outcome Previous knowledge Problem Vocabulary

: 25 : Time : Basic Operations Involving Time : Pupils will be taught to add , subtract, multiply and divide units of times : Pupils will be able to divide time in hours, minutes and seconds. : Pupils have learnt basic operations involving time. : Pupils are not able to divide time involving hours minutes and seconds : Hours, minutes , seconds , divide

SUGGESTED ACTIVITIES Example 1 20 hr ÷ 5 = 5 4 hr 20 hr 20 hr 0 Example 2 2 hr 14 hr 42 min 35 s ÷ 7 = 7 14 hr 6 min 42 min 5s 35 s

128

- 14 42 - 42 35 35 0

Example 3 4 hr 21 hr 17 min 35 s ÷ 5 = 5 21 hr 20 hr 1 hr 15 min 17 min 77 min 5 27 25 2 31 s 35 s 155 s 15 5 5 0

60 min 120 s

129

Exercise 1 Name : ______________________ Class Calculate. 1. 2 6 hrs 1 0 min : ________ Date : ________

2. .

7

14hrs

2 1 min

3.

.

5

2 6 hrs

1 5 min

130

. 4. 3 14 hrs 3 min

Exercise 2 Name : ______________________ Class Calculate 1. 4 40 min 8 s : ________ Date : ________

2.

3

31 min

6 s

3. 5 17 min 5 s

131

4. 2 1 0 min 14 s

Lesson Topic Learning area Learning objective Learning outcome Previous knowledge Problem Vocabulary

: 26 : Time : Duration : Use and apply knowledge of time to find the duration : Identify the start and end times of an event. : Pupils have basic knowledge of time : Pupils are confused when identifying the start and end times of an event : Schedule, event, start, end, competition

SUGGESTED ACTIVITIES Read the time table
Time Day Monday Tuesday Wednesday Thursday Friday 7.458.15 Assem . AG BM PJ BM 8.15 8.45 Eng. AG BM PJ BM 8.45 9.15 Eng. SC BM AG BM 9.159.45 Maths Eng AG AG Maths 9.4510.15 Maths Eng AG Eng Maths B R E A K 10.35 11.05 Eng Maths Maths BM Art 11.0511.35 BM KH Maths BM Art 11.3512.05 BM KH Eng Music PJK 12.05 12.35 SC BM Eng Music 12.351.05 SC BM

132

Answer the question. 1. When is the assembly?

2. What time did the KH starts on Tuesday?

3. When does the school dismiss on Friday?

Exercise 1 Name : ________________________ Class : _____________ Date : _______ SK PERMAI JAYA EXCELLENCE DAY PROGRAMME 2:00pm – 2:30 pm : Arrival of parents and pupils. 2:30 pm – 2:45 pm : Arrival guest of honour 2:45 pm – 2:50 pm : Prayers 2:50 pm – 3:00 pm : Welcoming speech by the Headmaster 3:00 pm – 3:30 pm : Opening speech by the District Education Officer 3:30 pm – 4:00 pm : Pupils presentation 4:00 pm – 5:15 pm : Prize giving ceremony 5:15 pm – 5 :30 pm: Refreshments 5:30 pm Event Arrival of parents and pupils. Arrival of honoured guests Prayers Opening speech 133 : Dismiss Fill in the blanks Start time 2:00 pm 2:50 pm End time 2:30 pm 3:00 pm

Pupils presentation Prize giving ceremony Refreshments Complete the sentences 1. The programme begins at _____________________. 2. The prayers will be recited at _____________________ . 3. The ________________________________ takes place at half past three. 4. The pupils presentation ends at _____________________ . 5. The Excellent Day Programme ends at _________________ Lesson Topic Learning area Learning objective Learning outcome : 27 : Time : Duration : Use and apply knowledge of time to find the duration : Calculate the duration of an event, involving a. hours, minutes and seconds Previous knowledge Problem Vocabulary b. days and hours : Pupils are able to identify the start and end times of an event : Pupils are unable to calculate the duration of an event,

involving hours, minutes and seconds correctly : Schedule, event, start, end, competition, tournament, minutes, hours, 24-hour system

SUGGESTED ACTIVITIES Nabila left her house at 6:40 a.m. and reached her school at 7:25 a.m. How long did she take to travel to her school ? - Using number line Start time : 6:40 a.m. End time : 7:25 a.m.

134

5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min

_____________________________________________
6.40 6.45 6.50 6.55 7.00 7.05 7.10 7.15 7.20 7.25

5 min + 5 min + 5 min + 5 min + 5 min + 5 min + 5 min + 5 min +5 min = 45 min

- Using vertical form 45 minutes 6:40a.m. 7:25a.m.

7 hours 25 minutes - 6 hours 40 minutes 0 hour 45 minutes

Example 2 Ani goes to the market at 7:30:05 a.m. She reaches home at 9:15:45a.m. How long does she take to do the marketing ? 9 hr 15 min 45 s - 7 hr 30 min 05 s 1 hr 45 min 40 s

Example 3 Find the duration between these two times. Monday 1815 hours Tuesday 2230 hours 135

Monday from 1815 hours to 2400 hours = From 0000 hours to 2230 hours =

5 hours 45 minutes + 22 hours 30 minutes 27 hours 75 minutes

Exercise 1 Name : _____________________ Class : ______________ Date : _________ A. Find the duration 1. Thursday 1015 hours Friday 0840 hours 2. Saturday 1830 hours Sunday 2320 hours

Duration : ________________

Duration : _______________

3. Tuesday 0610 hours

Thursday 2104 hours

4. Sunday 0250 hours

Monday 0925 hours

Duration : ________________ B. Find the starting time Start Time 1) 2) 3)

Duration : ______________

Duration 7 hours 15 minutes 10 hours 20 minutes 4 hours 35 minutes

End Time Wednesday 1540 hours Friday 2035 hours Thursday 1205 hours

136

C. Find the end time Start Time 1) Wednesday 0735 hours 2) Monday 1020 hours 3) Tuesday 0440 hours D. Solve these problems 1. Ali goes to school at 0730 hours. He reaches home at 1345 hours. How long does he spend in school ? Duration 6 hours 20 minutes 9 hours 15 minutes 12 hours 50 minutes End Time

2. Departure time 1450 hours Arrival time

The table shows the journey from Penang to Cameron Highlands. If the journey takes 3 hours and 25 minutes what time does the bus arrive at Cameron Highlands ?

137

3. Siti starts doing her Mathematics homework 55 minutes later than the time given. When did she start doing her homework?

Lesson Topic Learning area Learning objective Learning outcome

: 28 : Time : Duration : Use and apply knowledge of time to find the duration : Solve problems involving time duration in fractions and

/or decimals of hours, minutes and seconds Previous knowledge : Student have learnt basic calculation of time and Problem Vocabulary multiplication of fraction from group of objects. : Pupils have problems to relate time with everyday problem : Time, Duration of time,

SUGGESTED ACTIVITIES Example 1 . Make use of their previous knowledge in fraction to complete the One whole One half One third diagram below.

.

Teacher shows an empty table to the pupils and explains that each

segment represents 60 minutes or 1 hour. The teacher then asks the pupils if the segment is divided into two equal parts, or three equal parts or four?

138

.

If the segment is divided into two equal parts, each part will equal to 30 1 hour (half an hour), which means 30 out of 60 minutes 2

minutes, or ( i.e.: .

1 X 60 minutes= 30 minutes) 2 If the segment is divided into three equal parts, each part will equal to 1 3

hour( one third of an hour) or equal to 20 minutes , which means 20 out of 60 minutes ( i.e.: . 1 X 60 minutes = 20 minutes ) 3

Teacher then asks the student to fill in the table with the correct value (in

minutes) equivalent to the fraction stated
One hour ( ( ( ( (
1 hour) 3
1 2

( 60 minutes ) (
1 2

hour) ( ( (
1 hr) 5 1 hour) 4

hour) (
1 hour) 3

1 hour) 3

1 hour) 4

( (
1 hr) 5

1 hour) 4

(
1 hr) 5

1 hr) 5

( (
1 hr) 6

1 hour) 4 1 ( hr) 5

1 hr) 6
1 hr) 10

(

1 hr) 6

(
1 hr) 10

1 hr) 6
1 hr) 10

(
1 hr) 10

1 hr) 6
1 hr) 10

(

1 hr) 6
1 hr) 10

(

1 hr) 10

(

(

1 hr) 10

(

(

(

1 hr) 10

(

(

1 hr) 10

(

(

Guided questions e.g. 1. How many minutes are there in an hour? 2. By looking at the table, state how many minutes there are in hour? 3. Explain how to find the answer for 3 hour? 4 1 5

Example 2

139

Addition involving fraction of hour a. When adding any fraction of an hour, it is easier to add in minutes rather than adding in fraction form. Example 1: 1 hour + 2 1 hour 5 1 hour is 30 minutes and 2 1 hour is 12 minutes 5

By using the table above, Thus b.

30 minutes + 12 minutes = 32 minutes We can also add the fractions then convert the fraction into minutes. 1 2 hour + hour = …………………….. minutes 2 5 1 2 + 2 5 = = 5+4 10 9 10

Example 2:

9 9 hours = X 60 minutes = 54 minutes 10 10

140

EXERCISE 1 Name : ______________________ Class : _______

Bukit Durian

3 5

hour

7 10

hour

Bukit Nangka Langsat river 1 4

hour

2 hour 3

Bukit Duku Bukit Sentul Camp site The picture above shows Abu Bakar’s family on their way from Bukit Duku to Bukit Sentul champing site.

141

A) State the time taken: a. b. c. from the foothill of Bukit Duku to Bukit Nangka from Langsat River to Bukit Sentul camp site from Bukit Nangka to Langsat River.

B) Calculate: a. Time taken to complete the whole journey? b. What time would they reach the camp site if they started to travel at 9.00 in the morning? c. What time should they start from the camp site if they wish to reach Bukit Duku at 5.30 in the afternoon ?

1 6

142

Lesson Topic Learning area Learning objective Learning outcome

: : : : :

29 Length Relationship between units of length Understand the relationship between units of length. 1.Relate metre and kilometre

2.Convert metre to kilometer and vice-versa Previous knowledge : Pupils have learnt how to convert unit cm to m and Problem Vocabulary vice-versa : Pupils are not able to convert units : Relationship

SUGGESTED ACTIVITIES Show the number line of length. 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 km

0

100

200

300

400

500

600

700

800

900

1000 m

1 kilometre Point to notes: The relationship of kilometre and metre.

1 km = 1000m

Convert units of length i) Kilometre to metre 1. 4 km = 4 x 1000m = 4 000m 1 km = 1000 m

ii) Metre to kilometre

143

700 m = = =

700 km 1000 700 km 1000 7 km 10

= 0.7 km • Use ‘ Table AKU ’ to convert the units i) How to read ‘Table AKU’ in kilometres Kilometre 3 4 Metre 5 7

3. 457 km We must use the decimal point ii) How to read ‘Table AKU’ in metres. Kilometre 3 4 Metre 5 7

3 457m Don’t use the decimal point

iii) How to read ‘Table AKU’ in kilometre and metre. Kilometre 3 4 Metre 5 7

3 km 457 m Use the ‘ bold line ‘ as partition between the two place value. EXERCISE 1 Name : ______________________ Class : ________ Date : __________

144

A. Find the correct answer. 1) 3 km 3) 6 km = = m m km 2) 8.3 km = m m km

4) 49.56 km = 6 ) 16 000m =

5) 7 800 m =

7 ) Change 14 km to m

8 ) Convert 5 000 m to km

9 ) Change 27 050 m to km

10 ) A journey to a town is 25.13 km .Give the answer in m ?

Lesson

: 30 145

Topic Learning area Learning objective Learning outcome

: : : :

Length Basic operations involving length Add , subtract multiply and divide units of length Add and substract units of length involving conversion of units in a) kilometres

b) kilometres and metres. Previous knowledge : Pupils have learnt know the basic fact of addition and Problem Vocabulary subtraction : Pupils are not able to do basic operation involving conversion units of length. : Add , subtract , conversion , mixed decimal, multiply , quotient. SUGGESTED ACTIVITIES Step 1 Revise the relationship between units of kilometers and metres 1 km = 1000 m Step 2 - Add and subtract length involving conversion of units in; a) kilometers b) metres

Add and subtract using ‘Table AKU’ i. Add length involving conversion of units in a) kilometres + metres 146

e.g : 5.320 km + 647m Kilometre s 5 3 6 9 Metres 2 4 6 0 7 7

+

5

Answer = 5.967 km / 5 967 m / 5 km 967 m

ii. Subtract length involving conversion of units in. a) kilometres - metres e.g : 8.478 km – 396 m Kilometre s 8 8 4 3 0 Metres 7 9 8 8 6 2 Answer = 8.082 km / 8 082m / 8 km 82 m

-

EXERCISE 1 Name : ______________________ A . Calculate 1. 4.5 km + 67 m= ________m 147 Class : ________ Date : __________

2. 400 m + 6.34 km= _______km 3. Add 0.450 km with 560m and give your answer in m. 4. Add 6400 m and 2.5 km . Write your answer in km 5. Find the total of 8 800 m and 0.35 km in km. B Solve =______km =______m

1. 5000 m – 1.2 km 2. 8.3 km – 6 700m 3.

7 500m – 6.9 km =______km 7050 m from 9.5 km .Give the answer in

4. Subtract metres.

5. Calculate the difference of 6 850 m and 4.5 km. Give your answer in km.

Lesson : Topic : Learning area : Learning objective : Learning outcome : Previous knowledge : Problem

31 Length Basic operations involving length Add , subtract multiply and divide units of length Solve problems involving basic operations on length Pupils have learnt the basic fact of addition ,

subtraction, multiplication and division. : Pupils are not able to : i) Understand the questions ii) Determine which operations to apply .

148

Vocabulary

: Add , subtract , conversion , mixed decimal, multiply , quotient.

SUGGESTED ACTIVITIES Road Y 5.40 km Road Z 850 m

Table 1 shows the length of two roads, Y and Z . i) What is the total length in km of road Y and Z? Total 5.4km + 850m = 5.4 km + 0.850 km = 6.250 km The total distance of two roads is 6.250 km Addition

ii)

What is the different of length between the two roads? Different 5.4km – 850m = 5.4km – 0.85km = 4.55km Subtraction

149

EXERCISE 1 Name : ______________________ Class : ________ Date : __________

1. A rope measuring 5 000 m long is cut into 10 equal parts. What is the length of each part in km.

2. The diagram shows a straight line X , Y , and Z . 45m

150

X

Y

Z

If XY is 5 times the length of YZ, what is the length of XZ ? 3. In a 400-metre race, Rahim is 50 m from the starting point. How many metres is he from the finishing point?

4. Rashid jogs 1 km 200 m every evening. What is the total distance that he jogs in a week ?

5. Muthu uses 1.4 km of string to tie a parcel. Find the total length of string, in m that is needed to tie 15 identical parcels.

Lesson Topic Learning area Learning objectives Learning outcomes Previous knowledge Problems Vocabulary

: 32 : Mass : Comparing Mass : Compare masses of objects using standard metric units : Measure and record masses of objects in kilogram and gram. : Pupils have learnt to measure and record mass of object using standard unit kg and g. : Pupils are not able to compare mass in fractions of the unit kg and gram. : mass, kilogram, gram, compare, compound.

151

SUGGESTED ACTIVITIES Step 1 Discuss and understand the divisions of the weighing scale.

a)
0 kg 1 3 2

b)
9 8 7 6 5 4 0 kg 1 2 3

4

152

c)
900 850 800 950

d)
0 g
50 100 150 200

900 800 700 600

0 g

100 200 300

750
700 650 600 550

250
300 350 400

500

450

500

400

Step 2 Explain the marking of the scale. i. Use an analogue weighing scale with mark division of 2 or 4.

ii. Place objects on the scale and measure the mass. iii. Emphasise that measuring should start from the ‘0’ mark of the weighing scale.

a) 1 mark = 0.25 kg scale division by 4 Calculate to find the fraction of a kilogram. e.g. 1 mark = 1 x 1 kg 4 = 0.25 kg

153

0.25 4)1.0

0 10 8 20 20

b) 1 mark = 0.5 kg by 2 e.g. 1 mark =

scale division 0.5 2)1.0 0 10 10

1 x 1 kg 2

= 0.5 kg

i.

Measure smaller size objects and record.

ii. Emphasise that one complete rotation of the hand is equal to 1000 grams.

c) The weighing scale with the gram (g) unit is clearly stated 1 mark = 50 grams

g

0

50 100

d) This type of weighing scale shows 2 marks = 100 grams The weighing scale above shows that the scales are in multiples of 100 for every 2 marks. 154

Each mark represents 50 grams.

Step 3: Explaining the equivalents of the kilogram (kg) and gram (g) weighing scales.

The kg Scales a) The objects weighing ½ kg on the 2 division scales shows the equivalent mass of 500 g b) The objects weighing ¼ kg on the 4 division scales shows the equivalent mass of 250 g

The g scales a) The objects weighing ½ kg is equivalent to 500 g on the gram scales b) The objects weighing 1/4 kg is equivalent to 250g on the gram scales

EXERCISE 1 Name A i) iii) v) vii) : ______________________ Class : __________ Date : _________

Convert the mass from kilogram to gram. 3 kg = ___________ g 1 kg = ___________ g 2 2 kg = ___________ g 4 Mother uses ii) iv) vi) 5 kg = __________ g 1 kg = __________ g 4 3 kg = __________ g 4

1 kg flour to bake a cake. The mass of the flour used is 5 2 kg. He uses a (g) weighing scale 5

equivalent to ________ g viii) The mass of a catfish caught by Yusri is

to measure its mass. The hand on the scale will show __________ g

155

B i) iii) v) vii)

Convert the mass from gram or kilogram. 2000 g = ___________ kg 500 g = ___________ kg 2250 g = ___________ kg 1800 g = ___________ kg ii) iv) vi) viii) 8000 g = __________ kg 1500 g = __________ kg 3750 g = __________ kg 5400 g = __________ kg

C

Write ‘>’ for the value greater than , ‘<’ for the value less than and ‘=’ if the values are equal.

i) iii) v) vii)

2000 g 4500 g 500 g

2 kg 4 1 kg 2

ii) iv) vi)

1500 g 1750 g 5500 g

1 kg 1 1 kg 2

1 kg 4

6 kg

3 Which mass is greater, 2 kg or 2800 g. 4 Answer : _______________ 1 kg and a pandan cake weighs 400 g. 4 Answer : _______________

viii)

An orange cake weighs Which cake is heavier?

ix)

2 A basket of apples has a total mass of 6 kg. A jackfruit weighs 5 400g. 5 If I put the apples on the end marked A and the jackfruit on the end marked B of a see-saw, which part will rise? Draw a circle.

A

B

156

Lesson Topic

: 33 : Comparing Mass Learning area : vice versa. Convert units of mass from fractions and decimals of a kilogram to grams and

Learning objective Learning outcomes

: Understand the relationship between units of mass. : Convert mass from: i. kilograms to grams ii. kilograms and grams to grams iii. kilograms and grams to kilograms

Previous knowledge Problems

: Pupils have learnt the basic knowledge of mass. : Pupils are not able to convert units of mass i. ii. kilograms and grams to grams kilograms and grams to kilograms

Vocabulary

: measurement, relationship, decimal point

157

SUGGESTED ACTIVITIES Step 1 a) Facts of masses Emphasise the relationships 1 kg = 1000 g Build the conversion table Kilogram (kg) Decimal 1.000 0.900 0.800 0.700 Fraction 10 =1 10 9 10 8 4 = 10 5 7 10 1000 900 800 700 Gram (g)

158

0.600 0.500 0.400 0.300 0.200 0.100

6 3 = 10 5 5 1 = 10 2 4 2 = 10 5 3 10 2 1 = 10 5 1 10

600 500 400 300 200 100

Step 2 a) Conversion of kg to g (decimal) Example : i) 2.6 kg = 2.6 x 1000 g = 2600 g Emphasise that 2.6 kg is equal to 2.600 kg. ii) 3.27 kg = 3.270 kg = 3270 g

b) Conversion of kg and g to g. Example: i) 1 kg 680 g = 1680 g

c) Conversion of kg and g to kg. Example: i) 5 kg 390 g = 5 kg + 390 kg 1000

= 5 kg + 0.390 kg = 5.390 kg

159

= 5.39 kg * Please use other examples to explain to the pupils.

EXERCISE 1 Name A. : ______________________ Class : __________ Date : _________

Convert the following to grams (g). Example: i. 0.4 kg = 2.8 kg = 2.8 x 1000g = 2800 g g ii. 1.5 kg = g

iii. 3.5 kg =

g

iv. 7.2 kg =

g

v.

6.9 kg =

g

vi. 2.58 kg =

g

vii. 9.41 kg =

g

viii. 5.73 kg =

g

160

ix. A bag of pears has a total mass of 4.149 kg. The mass in grams is __________ g.

x.

The mass of a laptop is 3.204 kg. What is the mass in grams? Answer : ___________ g.

B.

Convert the following to grams (g) Example: 2 kg 300 g = 2300 grams (g) i. 3 kg 400 g = g g g ii. 1 kg 900 g= g g g

iii. 4 kg 300 g = v. 8 kg 580 g =

iv. 7 kg 600 g = vi. 2 kg 870 g =

vii. The mass of three durians is 6 kg and 680 g. Write the mass in grams. Answer : ___________ g viii. Twenty mangoes weigh 3 kg 265 g. The mass of the mangoes written in grams is __________ g. ix. Three dictionaries have the total mass of 5 kg and 24 g. The mass of the dictionaries is _________ g

161

x.

The mass of a school bag was measured. It weighed 7 kg and 8 g. Convert the mass to grams. Answer : ___________ g.

162

C.

Convert the following to kilogram (kg) Example : 2 kg 280 g = 2 kg + 0.280 kg = 2.280 kg i. v. 4 kg 100 g 5 kg 120 g = = = _______ kg _______ kg _______ kg ii. 6 kg 400 g = = = _______ kg _______ kg _______ kg

iii. 3 kg 210 g

iv. 1 kg 750 g vi. 9 kg 375 g

vii. A pail of cuttlefish weighs at 2 kg 184 g. The mass in kilograms is _________ kg viii. What is the equivalent mass of 7 kg and 388 g in kilogram (kg)? Answer : __________ kg ix. Convert the mass of 6 kg and 375 g to kilogram. Answer : ___________ kg x. The value of 10 kg and 9 g in kilograms is _________ kg

163

Lesson Topic Learning area Learning objectives Learning outcomes Previous knowledge Problems

: 34 : Mass : Comparing Mass : Understand the relationship between units of mass. : Solve problems involving conversion of units of mass in fraction or decimals. : Pupils have learnt how to convert the masses of objects from kg to g and vice-versa. : Pupils are not able to understand the type of conversion that is needed to be carried out to solve the problem.

Vocabulary

: mass, kilogram, gram, convert, compare.

164

SUGGESTED ACTIVITIES Step 1. Example 1: Question-Answers based on the flash cards of stories, Redzuan went to a fruit stall and he bought a papaya. The mass of the papaya is 1 kilogram. 2

e.g. i) What did Redzuan buy? ii) What is the mass of the fruit? Point to note: 1 kg = 500 g 2 (refer to the mass conversion table)

Example 2: Solve the problem. If the mass of a chicken is 1.2 kg, what is the mass of 3 chickens of the same size? Give your answer in grams. 1 chicken 3 chickens 1.2 kg 3 x 1.2 kg = 3.6 kg

165

Convert the answer to g

3.6 kg = 3000 g + 600 g = 3600 g

Or 3.6 kg = 3.6 x 1000g = 3600 g

Example 3: The mass of an orange is 125 g. There are 10 oranges in a basket. What is the total mass of the oranges in the basket? Write your answer in decimal of kilograms.

Solution:

125 g x 10 = 1250 g 1250 = 1.250 kg = 1.25 kg 1000

1250 g =

166

Table “AKU” is also applicable in this solution.

kg 1

2

g 5

0

1250 g = 1.250 kg Example 4: A box of beef has a total mass of 6750 grams. What is the mass in kilograms? Write your answer in mixed number.

6750 g = 6000 g + 750 g = 6 kg + = 6 kg + = 6 3 kg. 4 750 kg 1000 3 kg 4

167

EXERCISE 1 Name Solve. 1. The mass of a watermelon is 2.6 kg. Convert the mass to grams. : ______________________ Class : __________ Date : _________

2. Yani caught a fish in the river. It weighs 3.54 kg. What is the mass in grams?

3. A bunch of grapes has a total mass of 2500 g. What is the mass of the grapes in kg?

4. Wai Leong has 20 mangosteens. Each mangosteen weighs 85 g. Find the total mass of the mangosteens in kilograms. 1 5. The mass of a pineapple is 2 kg . 4 The mass in grams is …..

168

Lesson Topic Learning Area Learning Objective Learning Outcomes

: : : : :

35 Volume of Liquid Operations on Volume of Liquid

Add and subtract units of volume Solve problems involving computations for volume of liquids

Previous Knowledge

:

Pupils are able to know the relationship between units of volume of liquid

Problem

:

Pupils are not able to solve problems based on basic operations involving conversion of units of volume of liquid

Vocabulary

:

Convert, vertical form, decimal number, decimal point, mixed decimal, straight line, total volume, add, subtract, left, difference

169

Suggested Activities Step 1 : Revised the relationship between units of volume of liquid using ‘Table AKU’ : Litres 2 6 Millilitres 4 2 2 642 ml = 2.462

l

Litres 3

Millilitres 516 3

l

516 ml = 3 516 ml

= 3.516 l

Step 2

:

Add units of volume

1 504 ml of water is added into 5.4 l of water. What is the total volume of the water in litres? i. Convert to litres

1 504 ml .

add

5.4 l

Litres 1 5

Millilitres 0 4

1.504 l

+
170

5.4 ml

ii.

Add the volumes of liquid in the vertical form. The decimal point must be aligned.

1.504 l + 5.400 l 6.904 l

Step 3

: Subtract units of volume There are 12.275

l

of water in container P. 6 l 245 ml of the

water are used. How many litres of water are left ?

P 12.275 l Write the number sentence in vertical form Convert litres and millilitres to litres using ‘Table AKU’ 12.275 l − 6l 245

litres 6 2

millilitres 4 5

6.245 l
Step 5 : Subtract units of volume in vertical form. The decimal point must be aligned.

12.275 l − 6.245 l 6.030 l

171

EXERCISE 1 Name : ______________________ Class : __________ Date : _________ Answer the questions. Find the total of 6.172 l and 2. 81 l

1.

2.

Calculate the total volume of water in litres in these two tanks

2.12 l 7 l

4037 ml ml

3.

The diagram below shows the volume of water in a container. 1 l 445 m l of water is added into the container. What is the total volume of water in l , in the container now ?

6.2 l

172

4.

bottle. Azman drank 1 542 ml of the water.

There were 5.928 l of mineral water in a

Calculate the volume of water left in litres in the bottle.

5.

What is the difference in litres between 5 l 664 ml and 10.68 l

6.

Which of the following has the largest volume of liquid

5.135 l

2.84 7 226 ml

8 l 660 ml

173

Lesson Topic Learning Area Learning Objective Learning outcomes

: : : : :

36 Volume of Liquid Operations on Volume of Liquid Multiply and divide volume of liquid Solve problems involving computations for volume of liquids

Previous knowledge

:

Pupils know the relationship between the units of volume of liquid

Problem

:

Pupils are not able to do basic operation involving conversion of units of volume of liquid

Vocabulary

:

Multiply, product , vertical form, divide, long division, each, equally

174

Suggested Activities Step 1 : Multiply volume of liquid

There are 428 ml of water in a bottle. How many litres of water are there in 7 identical bottles?

428 ml ml

428 ml

428 ml

428 ml

428 ml

428 ml

428

Dynasty Of Seven Write the number sentence in vertical form. Use ‘Dynasty of 7’ to multiply the numbers as shown. 7 14 21 28 35 42 49 56 63

4 × 2

2 8 ml 7

9 9 6 ml

175

Step 2

: Convert, millilitres to litres using ‘Table Aku’ Litres 2 9 2 996 Millilitres 9 6 = 2.996 l

ml

Step 3

:

Divide volume of liquid 16 l 832 ml of water are poured equally into 8 bottles.

What is the volume of water in each bottle?

16 l 832

16 l

832 ml ÷ 8

176

Step 4

: Convert litres and millilitres to litres using ‘Table Aku’

litres 1 6

millilitres 8 3 2 16 l 832 ml = 16.832 l

Solve the problem using long division.

Refer ‘The Dynasty Of 8’ to divide the numbers. Dynasty Of Eight 8 16 8 − 8 3 − 0 3 −3 2 2 24 32 40 48 56 64 72 177

2 8 1 6 − 1 6

. .

1 8

0 3

4 l 2 l

EXERCISE 1 Name : ______________________ Class : __________ Date : _________ Answer the questions.

yl

2.5 l

1. The diagram shows a basin and a bottle. What is the total volume of water in the basin, if 5 bottles full of water are poured into it?

2. There are 5 350 ml of paint in a tin. How many litres of paint are there in 6 tins?

3. Husni drinks 27.44 l of water in a week. Calculate the volume of water that Husni drinks in a day.

4. A jar holds 6250 ml of water. Sarepah pours the water equally into 5 glasses. What is the volume of water in each glass?

178

Lesson Topic Learning area Learning objective Learning outcome

: : : :

37 Shape and Space Composites Two Dimensional Shapes. Pupils will be taught how to find the perimeter of

composites two-dimensional shapes : Pupils will be able to measure and calculate the perimeter for the following composites 2-D shapes : a. Square and square b. Rectangle and rectangle c. Triangle and triangle d. Square and rectangle e. Square and triangle

f. Rectangle and triangle Previous knowledge : Pupils have learnt how to find the perimeter of a Problem Vocabulary 2-D shapes: : Pupils are not able to calculate the perimeter of a composite 2-D shapes. : Shape, combination, square, rectangle, triangle, area

SUGGESTED ACTIVITIES Step 1 ( Revision exercises ) Find the perimeter for the diagrams below. 179 8 cm

1. 4 cm

2. 3 cm

3. 5 cm

Note: “The perimeter of a shape is the sum of the outer length of its sides’ Example 1 ; Find the perimeter of the composite 2-D shapes 4 cm

9 cm The diagram shows combined shapes of an equilateral triangle and a rectangle. To find the perimeter, just add the outer lengths of the 2 shapes. Perimeter = 4 cm + 4 cm + 9 cm + 4 cm + 9 cm = 30 cm

Examples to be discussed. Find the perimeter of the diagrams. 10cm

1.
180

6 cm 2. 8 cm 10cm

14 cm 3. 13cm

6 cm

12 cm

5 cm 20 cm Note: Make sure the pupils circle the outer side lengths using coloured pen before calculating the perimeter. e.g

EXERCISE 1 Name : ______________________ Class : __________ Date : _________

Find the perimeter of the composite 2-D shape below:

181

1. 4 cm

2

2 cm 8 cm

5 cm

3.

4. 10 cm

5 cm 6 cm 8 cm

5.

3 cm

7 cm `

6.. The diagram below shows plan of a hut that had been drawn on a piece of paper. Find the perimeter of the hut, in cm,

182

5 cm

4 cm 6 cm

7

6 cm 10 cm

8 cm The diagram above shows a composite 3-D shapes with two triangles. The perimeter of each square is 24 cm. Calculate the perimeter for the whole shape.

8. 7 cm 2 cm

3 cm

The diagram above shows the dimension of a piece of land. The land is to be fenced by barbed wire . How much of the barbed wire is needed?

183

Lesson Topic Learning area Learning objective Learning outcome

: : : :

38 Shape and Space Composite Two Dimensional Shapes. Pupils will be taught how to find the area of

: composites two-dimensional shapes : Pupils will be able to measure and calculate and solve the area of the following composite 2-D shapes : a. Square and square b. Rectangle and rectangle

c. Square and rectangle Previous knowledge : Pupils have learnt how to calculate the area of a 2-D Problem Vocabulary shapes : Pupils are not able to calculate the area of a composite 2-D shapes. : Square, rectangle, perimeter, area, volume.

Suggested activities Example 1 : Find the area for the composite 2-D shapes

184

6 cm To solve the problems below , use the formula given. Area = Length x Breath Area = 6 cm x 6 cm = 36 cm2 So, the area for the composite 2-D shapes is equal to: 36 cm2 x 2 = 72 cm2 or

36 cm2 + 36 cm2 = 72 cm2 Example 2: Find the area for the composite 2-D shapes below. 3 cm 10cm

10 cm First, find the area A , Area B = 7 cm x 3 cm = 21 cm2 Then , find the area B Area A = 3 cm x 3cm = 9 cm2

So, the area of the composite 2-D shapes is equal to: Area A + Area B = 9 cm2 + 21 cm2 = 30 cm2 EXERCISE 1 Name : ______________________ Class : __________ Date : _________

Find the area of the composite shape below:

185

1. 3 cm

2

8 cm 9 cm

7 cm

10 cm

3. 10 cm

5 cm

4. 4 cm cm

3 cm ` 3 cm

3 cm

EXERCISE 2 Name : ______________________ Class : __________ Date : _________ 9 cm

186

1.

11 cm 5 cm 8 cm

What is the difference of area between the two rectangles?

6 cm 2. P Q

S 14 cm

R

S

Diagram above, PQRS is a square. Calculate the area of the shaded parts

3.

2 cm

Diagram above shows a grid of square. Find the area of the shaded parts.

187

Lesson Topic Learning area Learning objective Learning outcome

: : : :

39 Shape and Space Composite Two Dimensional Shapes. Pupils will be taught how to find the volume of

Composite three-dimensional shapes : Pupils will be able to : 1. Calculate the volume of the composite 3-D shapes of the following: a. a cube and another cube b. a cuboid and another cuboid c. a cube and a cuboid.

2. Solve problems involving volume of Previous knowledge : Problem Vocabulary : : composite 3-D Shapes. Pupils have learnt the difference between a cube and a cuboid. Pupils are not able to calculate the volume of Composite 3-D shapes. Shape, cube, cuboid, surface area, volume, composite 3-D shapes

SUGGESTED ACTIVITIES Step 1 Introduction: Show the pupils which is the length, breadth and width

188

height

breadth length Discuss with the pupils on how to solve the problem above, using the formula below : Volume = Length x Breadth x Height Note: The combination of two 3-D shapes is called composite. Example 1 : Find the volume for the composite shapes

7m

A
AAA A

B
7m

4m 3m

i ) Find the volume A Volume = Length x breadth x height = 7m x 7m x 7m = 343 m3

ii ) Find the volume B Volume = Length x breadth x height = 7m x 3m x 4m = 84 cm3 = 427 m3

Volume of the composite 3- D shapes = 343 m3 + 84 m3 Example 2 :

12 cm

P
189

10 cm

Q
6 cm

R
6 cm

8 cm 2 cm

6 cm

Find the volume P Volume = Length x breadth x height = 12cm x 6cm x 2cm = 144 cm3 Find the volume Q Volume = Length x breadth x height = 10cm x 6cm x 2cm = 120 cm3 Find the volume R Volume = Length x breadth x height = 8cm x 6cm x 2cm = 96 cm3 Volume of the composite 3- D shapes = 144 cm3 + 120 cm3 + 96 cm3 = 360 cm3

EXERCISE 1 Name : ______________________ Class : __________ Date : _________

Find the volume of the composite 3-D shapes .

190

1.

2.

6 cm 5 cm

6 cm

3 cm 3 cm 5 cm 6 cm

3.

8 cm 4cm

2 cm

6cm

` Example 3; The diagram below shows a composite 3-D shape cuboid X and cuboid Y. Find the volume .

191

2 cm 5 cm Y X

7 cm

3 cm 8 cm Find the volume X Volume = Length x breadth x height = 2cm x 5cm x 8cm = 80 cm3 Find the volume Y Volume = Length x breadth x height = 7cm x 3cm x 8cm = 168 cm3 Volume of the composite 3- D shapes = 80 cm3 + 168 cm3 = 248 cm3

.

EXERCISE 1 Name : ______________________ Class : __________ Date : _________

1. The diagram below shows a composite 3-D shapes. Find the difference of volume between the two objects. 4 cm 192

6 cm

A
6 cm

B
3 cm

3 cm 2 cm

2. The solid shape below is built from a certain amount of cubes of the same size. The measurement of each cube edge is 3 cm. Find the total volume of the shape.

.

3. The diagram below shows a tank filled with water. Find the volume of water needed to fill the tank, in m3. 7m 5m

3m 8m

Lesson Topic Learning area Learning objective Learning outcome

: : : : :

40 Data Handling Average Understand and use the vocabulary related to average i) State the average of two or three quantities

ii) Determine the formula for average Previous knowledge : Pupils know the meaning of average. 193

Problem Vocabulary

: Pupils are not able to find average using the formula of average : Average, calculate quantities, total of quantity, number of quantities,

SUGGESTED ACTIVITIES Step 1 i. Teacher describes the meaning of average using division concept. E.g. : i ) Distribute to get the same quantity or distribute equally by dividing the total of quantities with the number of quantities.”

A B

C

A B

C

194

Step 2 . By posing questions. a. How many tomatoes does each group have? b. How many groups are there? c. What has been done to the tomatoes in the box? d. How many tomatoes does each group have? Note : Explain the differences between number of quantities and total of quantities using the diagram below. Example 1: Shaliza has three books and Junaidah has five books. Find the average . . Teacher emphasises that the same thing or items which are shared equally are the Total of Quantities and the persons involved are the Number of Quantities. Situation: Sakinah has three books and Shah has five books. If they want to share their books equally, what is the average number of books that each person will get?

By tabulating

Sakinah Shah

Number of Quantities = 2 person

Total of Quantities = 8 books

195

Sakinah

Shah

Average

=

Total of quantity ( Sum of books) Number of quantity ( Sakinah and Shah) 3+5 2 8 2

=

=

=

4

Example 2: The picture shows the price for 4 computers. Find the average price of a computer. .

1 2 A RM5000 196 B RM4000

3

4

C RM3000

D RM4000

i ) Calculate the average = total of quantity (Sum of the price) number of quantities (Computers) (((quantity = RM5000 + RM4000 + RM3000 + RM4000 4quantity = RM16000 4 = RM4000

ii ) Relation of the average formula

Average Total of Quantity Note: ÷ Number Of Quantity

Average =

Total of Quantity Number of quantity

i ) To find average, we divide the Total of Quantity with the Number Of Quantity. ii) To find numbers of quantity, divide Total Of Quantity with average

197

Total Of quantity Average X Number Of Quantity Total of Quantity = Average x Number of Quantity

198

EXERCISE 1 Name : ______________________ Class : __________ Date : _________

Answer the questions below. A. Based on the data given , answer all the questions below. Abidin

Danial Amin

represent 2 pumpkins 1. How many pumpkins are there altogether? ____________________________________________________ 2. How many boys are mentioned in the table? ____________________________________________________ 3. If all the pumpkins are shared among the boys equally, how many pumpkins each of them will have? ____________________________________________________

B. The statement indicates the total number of books that have been read by the pupils in the Reading Competition for Year 5 pupils. a. Athirah read 16 books. b. Redzuan read the most number of books. He read 24 books. c. Shaliza read 8 books. d. Zubaidah read 4 books less than Redzuan.

199

1. How many books did Roslan read? _____________________________________________________ 2. How many numbers of books did all the pupils have read? _____________________________________________________ 3. How many pupils involved in the reading competition? _____________________________________________________ 4. Find the average number of the books that have been read by the pupils. _____________________________________________________ C. Solve this problem 1. Rina has 24 marbles. Her sister Ruby has 26 marbles. If they want to share the marbles equally among themselves, how many marbles will each of them get? _______________________________________________________________

2. Najwa and Munirah have RM600.00 each while Nazihah has no money. If they wish to divide equally among themselves, how much money will each of them get? _______________________________________________________________

200

Lesson Topic Learning area Learning objective Learning outcome

: : : :

41 Data Handling Organising and interpreting data Organise and interpret data from tables and charts i) Construct a bar graph from a given set of data ii) Determine the frequency, mode, range, average,

maximum and minimum value from a given graph Previous knowledge : Pupils have learnt bar graph. Problem : Pupils are not able to construct a bar graph from a Vocabulary given set of data : Frequency, mode, range, maximum, minimum, data table, score, chart, organize, interpret, axis SUGGESTED ACTIVITIES Example 1 Step 1 Teacher helps pupils to interpret data from the bar graph. Books read in a reading competition 30 25 20 15 10 5 0 NurAtikah Nazihah Munirah Najwa Athirah The bar graph shows the number of books read by the pupils in a reading competition

i.

Pose questions based on the graph: 201

a. How many books did NurAtikah read? ( frequency ) b. How many books did Najwa read? ( frequency ) c. State the number of books read by Athirah. ( frequency ) Step 2 Transfer the interpreted data into the table below. Student NurAtikah Nazihah Munirah Najwa Atirah Step 3 Differentiate the mode, maximum range and minimum range based on the graph: i. ii. iii. iv. What is the common number of books read by the pupils? ( mode ) Who has read the most number of books? ( maximum ) Who read the least number of books? ( minimum ) What are the differences in numbers of books read by Nazihah and Munirah? ( range ) Example 2 Based on the table below, construct a bar graph Table below shows the number of books read by five pupils in April. Number of Books 15 25 10 20 15

202

Name Adam Raju May Lin Marina Nasir Numbers of Books 40 35 30 25 20 15 10 5 Adam Raju May Lin EXERCISE 1 Books Read in April

Number of Books 30 40 25 35 25

Marina Nasir

To construct a bar graph, label: i) ii) iii) iv) Name Title Horizontal axis and vertical axis Determine the scales Draw the bars EXERCISE 1 : ______________________ Class : __________ Date : _________ A. The pictograph shows the number of cars that have been sold in February. Types of Car Unit of Sales

Proton Iswara

203

Proton Perdana

Proton Wira

Proton Waja Proton Satria

represents 10 unit of cars 1. How many Proton Iswara were sold in February? _____________________________________________ 2. Name the types of cars that had the same unit sold? _____________________________________________ 3. State the types of cars which got the most sale in that month? _____________________________________________ 4. Which types of cars got the least sale in that month? _____________________________________________ 5. What is the difference in units of cars sold, between the least and the most sales in February? ____________________________________________________________ B. Based on the pictograph above, construct a vertical or horizontal bar graph in the box below to represent the numbers of cars that have been sold in February.

204

ANSWERS KEY Lesson 1 Exercise 1 A. 1. thousand , hundred . 2. Seven , two 3. thousand, hundred, ninety 4. hundred , two , hundred 5. thirty , thousand B. 1. Five thousand three hundred and one 2. Sixty-one thousand and seven 3. Seventy-five thousand and nine hundred 4. Six hundred two thousand and twenty-four 5. Eight hundred fifteen thousand two hundred and sixty-four

205

Exercise 2 A. 1. 56 376 2. 263 501 3. 314 214 B. 1. 72 556 2. 25 719 3. 547 983 4. 194 004 Lesson 2 Exercise 1 Accept any possible answer Exercise 2 1. a. tens b. thousands c. hundreds d. hundred thousands 3. a. 83 562 b. 450 894 c. 670 305 d. 346 048 Lesson 3 Exercise 1 A. 1. 2470 2. 43 420 3. 523 710 C. 1. 3 000 2. 27 000 E. 1. 400 000 2. 100 000 Exercise 2 A. 254 370 254 400 307 840 307 800 781 500 781 500 649 030 649 000 B. 1. 2 900 206 B. 1. 3 500 2. 24 800 3. 742 000 1. 20 000 2. 180 000 2. a. 8 b. 400 c. 0 d. 600 000 90 000 hundred thousands

4. 5.

D.

254 000 308 000 781 000 649 000

250 000 310 000 780 000 650 000

300 000 300 000 800 000 600 000

2. 56 300 3. 342 000 4. 160 000 5. 500 000 Lesson 4 Exercise 1 1. 2. 3. 4. 5. 6. 7. 8. 875 310 103 578 875 310+103 578=978888 8 000 100 000 15 000 10 000 41 600

Exercise 2 1. 2. 3. 4. 5. 6. 7. 80 000 49 670 60 026 80 000 15 200 50 000 410262

Lesson 6 Exercise 1 : 1. 46 2. 120 3. 16 4. 625 5. 10 6. 32 7. 3084 8. 200 9. 13230 10. 1404 Lesson 7 Exercise 1 : 1. 714 2. 8 200 3. 8 970

207

4. 259 200 5. 28 104 Exercise 2 : 1. 2. 3. 4. 5. 53 2578 155 36 989

Lesson 8 Exercise 1 : 1. 2. 3. 4. 5. 56 9 15 27 18

Lesson 9 Exercise 1 : 7 2 4 2. four over three / 3 11 3. eleven over four / 4 11 4. eleven over six / 6 1. Seven over two / Exercise 2 : A. 1. 5 2

208

2.

7 4 12 5 13 7

3.

4. B. 1.

2.

C. 1. 0 2. 1 2

0

1

2

3

4

Lesson 10 Exercise 1 209

A . 1. 1 B.

2 5

2. 4

1 2

3. 2

3 4

4. 7

3 8

5. 6

1 2

6. 8

3 4

1. one and two over three or one and two third 2. three and one over four or three and one quarter 3. five and four over nine or five and four ninth 4. six and two over seven or six and two seventh 5. nine and seven over eight or nine and seven eighth

Exercise 2 5 3 1. 1 1 3 7 2 1 3 23 5 2 5 13 6 1 4 41 7 1 2

A. 1.

2.

3.

4.

5.

B.

2. 2

3. 2

4. 3

5. 4

Lesson 11 Exercise 1 7 1 1. 3 2. 4 12 4 Lesson 12 Exercise 1 1. 2. 3. 4. 5. 6. 7. 5 23 17 71 35 426 189

3. 6

5 6

4. 5

2 3

5. 3

1 10

Lesson 13

210

Exercise 1 : A. 1. Fraction 40 1000 Decimal 0.04

2. Fraction 100 1000 B. 1. C. 1. D. 1. 5. 0.005 6 1000 0.938 6 1000 Decimal 0.1 2. 0.009 2. 12 1000 3. 0.103 3. 231 1000 4. 0.295 4. 534 1000

2. 0.034 6.

3. 0.03 978 1000

4. 0.009

Lesson 14 Exercise 1 : A. 1. 6.2 B. 1. C. 1. 0.08 9.4 2. 5.2 2. 18.56 2. 13.58 3. 5.2 3. 103.18 3. 5.4 4. 4. 4. 12.0 40.93 0.18

Lesson 15 Exercise 1 : 1. RM2.07 1.44cm Lesson 16 Exercise 1 : 25 A. (a) (b) 100 36 100 32 100 211 66 100 87 100 91 100 2. 12.6l 3. RM387.52 4. 32kg 5.

(c)

(d)

(e)

(f)

B. (a) 3% Lesson 17 Exercise 1 : A. (a) 0.08 B. (a) 22% Lesson 18 Exercise 1 : A. 1. 30% 7. 20% Lesson 19 1. RM40.00 RM180

(b)

17%

(c) 43%

(d) 67%

(e) 77%

(f) 89%

(b) (b)

0.2 45%

(c) 0.23 (c) 67%

(d) 27.23 (d) 25%

(e) 0.87 (e) 99%

2. 20% 8. 80%

3. 60%

4. 5%

5. 35%

6. 4%

2. RM24 000.00

3. RM112.00

4.

5. RM 1837.50 Lesson 20 Exercise 1: Question 3 : Profit RM2 Question 4 : Profit RM5 Question 5 : Profit RM10 Question 7 : Profit RM8 Question 8 : Profit RM4 Question 9 : Loss RM1 Question 11 : Profit RM2.30 Question 12 : Loss RM10 Question 15 : Loss RM500 Question 17 : if cost price is lower than selling price = profit Question 18 : profit RM5 Question 19 : Profit RM10 Lesson 21 Exercise 1 :

212

1. a) RM2.20 2. a) RM798 Lesson 22 Exercise 1:

b) RM7.20 b) RM800

c) RM22.40 c) 3 televisions d) RM5618

A. 1. zero twenty-five hours 2. zero five fifty-five hours 3. sixteen thirty hours 4. fifteen hundred hours 5. ten fifty-five hours 6. twenty-three thirty hours 7. fifteen zero five hours 8. twenty one forty hours B. 1. 0040 2. 0250 3. 0600 4. 1300 5. 1455 6. 1825 7. 2300 8. 1605

Exercise 2: 1. sixteen hundred hours 2. 1915 hours 3. 5:15 p.m 4. 10:10 p.m 5.

Lesson 23 Exercise 1 1. 10.40pm 2. 1410 hours

213

3. a) 3.30pm b) 0745 hours 4. 12.50am 5. 1915 hours Lesson 24 Exercise 1: 1. 4:15 p.m 2. 4:50 p.m 3. 1:30 p.m 4. 1.:45 p.m Lesson 25 Exercise 1 1. 3 hours 5 minutes 2. 2 hours 3 minutes 3. 5 hours 15 minutes 4. 4 hours 41 minutes

Exercise 2 1. 10 minutes 2 seconds 2. 10 minutes 22 seconds 3. 3 minutes 25 seconds 4. 5 minutes 7 seconds

Lesson 26 Exercise 1 2.30 3.00 3.30 4.00 2.45 3.30 4.00 5.15 214

5.15

5.30

Complete the sentences 1. 2. 3. 4. 5. Lesson 27 Exercise 1 A 1. 2. 3. 4. 1. 2. 3. 1. 2. 3. 1. 2. 3. 22 hours 25 minutes 27 hours 50 minutes 64 hours 54 minutes 30 hours 35 minutes Wednesday 0825 hours Friday 1015 hours Thursday 0730 hours Wednesday 1355 hours Monday 1935 hours Tuesday 1730 hours 6 hours 15 minutes 1815 hours 1710 hours 2.00 2.45 Pupils Presentation 4.00 5.30

B.

C.

D.

Lesson 28 Exercise 1 A. 1. 2. 3. 15 min / ¼ hrs 40 min / 2/3 hrs 1 3/10 hrs / 1 hour 18 min

B. A. 2 hrs 13 min B. 11:13 a.m.

215

C. 3:17 p.m. Lesson 29 Exercise 1 1. 3000m 2. 8300m 3. 6000m 4. 49560m 5. 7.8km 6. 16km 7. 14000m 8. 5km 9. 27.05km 10. 25130m Lesson 30 Exercise 1 A. 1. 4567m 2. 6.74km 3. 1010m 4. 8.9km 5. 9.15km B. 1. 3.8km 2. 1600m 3. 0.6km 4. 2450m 5. 2.35km Lesson 31 Exercise 1 1. 0.5km 2. 270m 3. 350m 4. 8km 400m 5. 21000m Lesson 32 Exercise 1 A i. 3000 g ii. 5000 g

216

iii. iv. v. vi. vii. viii. B i. Lesson 33 Exercise 1 A. i. ii. iii. iv. v. vi. vii. viii. ix. x.

500 g 250 g 500 g 750 g 200 g 400 g

ii. iii. iv. v. vi. vii. viii. C

8 kg ½ kg 1 ½ kg 2 ¼ kg 3 ¾ kg 1 4/5 kg 5 2/5 kg

i. ii. iii. iv. v. vi. vii. viii. ix.

2 kg

= > = > > < 2800 g Pandan cake B

B. 400 g 1500 g 3500 g 7200 g 6900 g 2580 g 9410 g 5730 g 4149 g 3204 g i. ii. iii. iv. v. vi. vii. viii. ix. x. 3400 g 1900 g 4300 g 7600 g 8580 g 2870 g 6680 g 3265 g 5024 g 7008 g

C. i. ii. iii. iv. v. vi. vii. viii. ix. x. 4.1 kg 6.4 kg 3.21 kg 1.75 kg 5.12 kg 9.375 kg 2.184 kg 7.388 kg 6.375 kg 10.009 kg

Lesson 34 Exercise 1 1. 2600 g 2. 3540 g 3. 2.5 kg 4. 1.7kg 5. 2250 g Lesson 35 Exercise 1 1. 8.982 l 2. 6.157 l 3. 7.645 l 4. 4.386 l 5. 5.016 l 6. 8 l 660m l – 5.346 l Lesson 36

217

Exercise 1 1. 2. 3. 4. 12.5l 32.1l 3.92l 1.25l

Lesson 37 Exercise 1 1. 28 cm 2. 30 cm 3. 28 cm 4. 36 cm Lesson 38 Exercise 1 1. 58 cm 2. 154 cm 3. 75 cm 4. 45 cm Lesson 39 Exercise 1 1. 300 cm3 2. 144 cm3 3. 344 cm3 Lesson 40 Exercise 1 C. A. 1. 36 2. 3 3. 12 B. 1. 20 2. 68 3. 4 4. 17 1. 25 2. RM400.00 Exercise 2. 1. 17 cm2 2. 112 cm2 3. 20 cm2 5. 6. 7. 8. 29 cm 26 cm 72 cm 26 cm.

Exercise 2 1. 126 cm3 2. 486 cm3 3. 280 m3

218

Lesson 41 Exercise 1 A. 1. 50 2. Proton Perdana and proton Waja 3. Proton Iswara 4. Proton Satria 5. 30

B. Car Sold in February Unit of Sales

60 40 20 P P P P P I P W W S Types of Cars

Appendix 1 Time-tables For time - tables 3, 6 and 9 this table can be used 3 1 2 6 4 5 9 7 8 7 4 1 2 2 6 Time – table 3

1

0

Follow the direction of the arrow

3

2

5

1

0

2

1 8

0

9

Time – table 7

Time- table 9

Follow the direction of the arrow

1

2

2

4

6

3

1

8

2

7

6

3

Count by the arrow direction

4

1

5

3

5

6

4

5

5

4

3

6

7

0

8

2

4

9

7

2

8

1

0

9

For time-tables 2, 4, 6 and 8 these table can be used

F o l l o w

t h e

d i r e c t i o n

6 2 4 2 8 0 8 4 6

2

0

4

0

0

6

8

0

0

1

1

2

4

1

6

1

1

8

o f t h e

a r r o w

o f t h e

d i r e c t i o n

Time – table 2

t h e

F o l l o w

Time – table 4

2

4

8

0

0

2

3

2

4

0

6

1

2

8

Time – table 6
Follow the direction of the arrow

Time – table 8 0 6 2 2 8 8 4 4 0 8 1 4 4 3 2 1 1 6

2

4

4

2

8

4

0

3

1

4

5

6

3

1

2

6

1

0

Follow the direction of the arrow

1

2

3

6

a r r

o f t h e

Quick Addition strategies. The Basic facts

d i r e c t i o n

t h e

F o l l o w

Appendix 2

1+1=2 1+2=3 1+3=4 1+4=5 1+5=6 1+6=7 1+7=8 1+8=9 1+9=10 2+1=3 2+2=4 2+3=5 2+4=6 2+5=7 2+6=8 2+7=9 2+8=10 2+9=11 3+1=4 3+2=5 3+3=6 3+4=7 3+5=8 3+6=9 3+7=10 3+8=11 3+9=12 4+1=5 4+2=6 4+3=7 4+4=8 4+5=9 4+6=10 4+7=11 4+8=12 4+9=13

10+10=20 10+20=30 10+30=40 10+40= 10+50= 10+60= 10+70= 10+80= 10+90= 20+10=30 20+20=40 20+30=50 20+40= 20+50= 20+60= 20+70= 20+80= 20+90= 30+10=40 30+20=50 30+30=60 30+40= 30+50= 30+60= 30+70= 30+80= 30+90= 40+10=50 40+20=60 40+30=70 40+40= 40+50= 40+60= 40+70= 40+80= 40+90=

100+100=200 100+200=300 100+300= 100+400= 100+500= 100+600= 100+700= 100+800= 100+900= 200+100=300 200+200=400 200+300= 200+400= 200+500= 200+600= 200+700= 200+800= 200+900= 300+100=400 300+200=500 300+300= 300+400= 300+500= 300+600= 300+700= 300+800= 300+900= 400+100=500 400+200=600 400+300= 400+400= 400+500= 400+600= 400+700= 400+800= 400+900=

1000+1000=2000 1000+2000= 1000+3000= 1000+4000= 1000+5000= 1000+6000= 1000+7000= 1000+8000= 1000+9000= 2000+1000=3000 2000+2000= 2000+3000= 2000+4000= 2000+5000= 2000+6000= 2000+7000= 2000+8000= 2000+9000= 3000+1000=4000 3000+2000= 3000+3000= 3000+4000= 3000+5000= 3000+6000= 3000+7000= 3000+8000= 3000+9000= 4000+1000=5000 4000+2000= 4000+3000= 4000+4000= 4000+5000= 4000+6000= 4000+7000= 4000+8000= 4000+9000=

10 000+10 000= 10 000+20 000= 10 000+30 000= 10 000+40 000= 10 000+50 000= 10 000+60 000= 10 000+70 000= 10 000+80 000= 10 000+90 000= 20 000+10 000= 20 000+20 000= 20 000+30 000= 20 000+40 000= 20 000+50 000= 20 000+60 000= 20 000+70 000= 20 000+80 000= 20 000+90 000= 30 000+10 000= 30 000+20 000= 30 000+30 000= 30 000+40 000= 30 000+50 000= 30 000+60 000= 30 000+70 000= 30 000+80 000= 30 000+90 000= 40 000+10 000= 40 000+20 000= 40 000+30 000= 40 000+40 000= 40 000+50 000= 40 000+60 000= 40 000+70 000= 40 000+80 000= 40 000+90 000=

5+1=6 5+2=7 5+3=8 5+4=9 5+5=10 5+6=11 5+7=12 5+8=13 5+9=14 6+1=7 6+2=8 6+3=9 6+4=10 6+5=11 6+6=12 6+7=13 6+8=14 6+9=15 7+1=8 7+2=9 7+3=10 7+4=11 7+5=12 7+6=13 7+7=14 7+8=15 7+9=16 8+1=9 8+2=10 8+3=11 8+4=12 8+5=13 8+6=14 8+7=15 8+8=16 8+9=17

50+10=60 50+20=70 50+30=80 50+40= 50+50= 50+60= 50+70= 50+80= 50+90= 60+10=70 60+20=80 60+30=90 60+40= 60+50= 60+60= 60+70= 60+80= 60+90= 70+10=80 70+20=90 70+30=100 70+40= 10+50= 70+60= 70+70= 70+80= 70+90= 80+10=90 80+20=100 80+30=110 80+40= 80+50= 80+60= 80+70= 80+80= 80+90=

500+100=600 500+200=700 500+300= 500+400= 500+500= 500+600= 500+700= 500+800= 500+900= 600+100=700 600+200=800 600+300= 600+400= 600+500= 600+600= 600+700= 600+800= 600+900= 700+100=800 700+200=900 700+300= 700+400= 700+500= 700+600= 700+700= 700+800= 700+900= 800+100=900 800+200=1000 800+300= 800+400= 800+500= 800+600= 800+700= 800+800= 800+900=

5000+1000=6000 5000+2000= 5000+3000= 5000+4000= 5000+5000= 5000+6000= 5000+7000= 5000+8000= 5000+9000= 6000+1000=7000 6000+2000= 6000+3000= 6000+4000= 6000+5000= 6000+6000= 6000+7000= 6000+8000= 6000+9000= 7000+1000=8000 7000+2000= 7000+3000= 7000+4000= 7000+5000= 7000+6000= 7000+7000= 7000+8000= 7000+9000= 8000+1000=9000 8000+2000= 8000+3000= 8000+4000= 8000+5000= 8000+6000= 8000+7000= 8000+8000= 8000+9000=

50 000+10 000= 50 000+20 000= 50 000+30 000= 50 000+40 000= 50 000+50 000= 50 000+60 000= 50 000+70 000= 50 000+80 000= 50 000+90 000= 60 000+10 000= 60 000+20 000= 60 000+30 000= 60 000+40 000= 60 000+50 000= 60 000+60 000= 60 000+70 000= 60 000+80 000= 60 000+90 000= 70 000+10 000= 70 000+20 000= 70 000+30 000= 70 000+40 000= 70 000+50 000= 70 000+60 000= 70 000+70 000= 70 000+80 000= 70 000+90 000= 80 000+10 000= 80 000+20 000= 80 000+30 000= 80 000+40 000= 80 000+50 000= 80 000+60 000= 80 000+70 000= 80 000+80 000= 80 000+90 000=

9+1=10 9+2=11 9+3=12 9+4=13 9+5=14 9+6=15 9+7=16 9+8=17 9+9=18

90+10=100 90+20=110 90+30=120 90+40= 90+50= 90+60= 90+70= 90+80= 90+90=

900+100=1000 900+200=1100 900+300= 900+400= 900+500= 900+600= 900+700= 900+800= 900+900=

9000+1000=10 000 9000+2000= 9000+3000= 9000+4000= 9000+5000= 9000+6000= 9000+7000= 9000+8000= 9000+9000=

90 000+10 000= 90 000+20 000= 90 000+30 000= 90 000+40 000= 90 000+50 000= 90 000+60 000= 90 000+70 000= 90 000+80 000= 90 000+90 000=

Pairs of tens 1+ 9 = 10 10 +90 = 100 100 +900 = 1000 1000 +9000 = 10 000 10 000 +90 000 = 100 000 2+ 8 = 10 20 +80 = 200 +800 = 2000 +8000 = 20 000 +80 000 = 3+ 7= 10 30 +70 = 300 +700 = 3000 +7000 = 30 000 +70 000 =

4+ 6 = 10 5+ 5 = 10 1+2+7=10 2+2+6=10 1+3+6=10 1+4+5=10 2+3+5=10 2+4+4=10 3+3+4=10 40 +60 = 100 50 +50 = 2+1+7= 6+2+2= 3+1+6= 4+5+1= 3+2+5= 4+2+4= 3+4+3= 400 +600 = 500 +500 = 7+2+1= 2+6+2= 4000 +6000 = 40 000 +60 000 = 1+1=2 10 + 10 = 20 100 +100 = 200 1000 + 1000 = 10 000 + 10 000 = 100 000 + 100 000 = 6+1+3= 5+1+4= 5000 +5000 = 50 000 +50 000 = 2+2=4 20 + 20 = 200 +200 = 2000 + 2000 = 20 000 + 20 000 = 200 000 + 200 000 = 5+2+3= 4+4+2= Doubling 3+3=6 30 + 30 = 300 +300 = 3000 + 3000 = 30 000 + 30 000 = 300 000 + 300 000 = 4+3+3=

4+4=8 40 + 40 = 400 +400 = 4000 + 4000 = 40 000 + 40 000 = 400 000 + 400 000 = 7 + 7 = 14 70 + 70 = 700 +700 = 7000 + 7000 = 70 000 + 70 000 =

5 + 5 = 10 50 + 50 = 500 +500 = 5000 + 5000 = 50 000 + 50 000 = 500 000 + 500 000 = 8 + 8 = 16 80 + 80 = 800 +800 = 8000 + 8000 = 80 000 + 80 000 =

6 + 6 = 12 60 + 60 = 600 +600 = 6000 + 6000 = 60 000 + 60 000 = 9 + 9 = 18 90 + 90 = 900 +900 = 9000 + 9000 = 90 000 + 90 000 =

PASUKAN PENGGUBAL
PENGERUSI HAJAH NOOR REZAN BINTI BAPOO HASHIM PENGARAH BAHAGIAN SEKOLAH KEMENTERIAN PELAJARAN MALAYSIA

NAIB PENGERUSI HAJI MOHD. RADZI BIN ABD. JABAR TIMBALAN PENGARAH (SEKOLAH) BAHAGIAN SEKOLAH KEMENTERIAN PELAJARAN MALAYSIA SETIAUSAHA

PENOLONG SETIAUSAHA AHLI-AHLI
AZIZ B NAIM PUSAT PERKEMBANGAN KURIKULUM (PPK) SALLEH B SAWABI JPN MELAKA REDZUAN TAI B ABDULLAH (KETUA KUMPULAN) SK LKTP BUKIT TAJAU, PAHANG NOR ELMI LO BT ABDULLAH JPN SABAH HJ MOHD NASIR B SHAFII SK JAMBU LAWAR, KELANTAN Dr. MUHAMMAD AB RAHMAN BAHAGIAN SEKOLAH

SAKINAH HO BT ABDULLAH SJKC ON PONG, SELANGOR HJH RAHEMAH BT IDRIS SK KOTA DALAM, AYER HITAM, JOHOR

AMINAH BT TAK ABDULLAH SK PASUKAN POLIS HUTAN, PERAK HUSNI B MOHAMAD SK GADONG JAYA, NEGERI SEMBILAN HAMZAH B ABDULLAH SK TAMAN SRI WANG, KEDAH ROSLAN B SENIK SK KAMPUNG BARU KERTIH, TERENGGANU

SHAH BANOU BT MOHAMED SK KAMPONG JAWA, PULAU PINANG HALINAH JAIR SK BUKIT PADANG, SABAH RATNA BT SELA SK MATANG, SARAWAK

SITI ZUBAIDAH BT HUSSIN SK CONVENT JALAN PEEL, KUALA LUMPUR SAREPAH BT HUSIN SK LUBOK TEMIANG, WP LABUAN JAMALIAH BT HAMZAH SK DATUK TAMBI CHIK KARIM, MELAKA MAT SHUPI B DAUD SK SERI TUNJONG, PERLIS

PEGAWAI ICT
MOHAMMAD FAUZI MAHSON PPD KERIAN, PERAK AHMAD HARITH (KETUA) SMK BANDAR MAHARANI, JOHOR MOHD ROSLI MOHD RASHID SK PERMAISURI NUR ZAHIRAH TERENGGANU

PENGHARGAAN

…………………………………………..

Kementerian Pelajaran Malaysia dengan sukacitanya merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih kepada semua pihak yang telah memberi sumbangan terhadap penyediaan Modul ini.

…………………………………………..

Sign up to vote on this title
UsefulNot useful