Buku Panduan PDP Pemulihan Khas Matematik (Edisi Bahasa Inggeris)

Draf
KEMENTERIAN PENDIDIKAN MALAYSIA
PROGRAM PEMULIHAN KHAS
BUKU PANDUAN PENGAJARAN DAN PEMBELAJARAN
Matematik
(EDISI BAHASA INGGERIS)
Bahagian Pendidikan Khas
Kementerian Pendidikan Malaysia
KEMENTERIAN PENDIDIKAN MALAYSIA
BUKU PANDUAN PENGAJARAN DAN PEMBELAJARAN
Matematik
(EDISI BAHASA INGGERIS)

2019
Terbitan 2019
© Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan
dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah,
Bahagian Pendidikan Khas, Kementerian Pendidikan Malaysia, Aras 2, Blok E, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
CONTENT
Rukun Negara................................................................................................................................................... i
National Education Philosphy ........................................................................................................................... ii
National Curriculum .......................................................................................................................................... iii
Acknowledgement............................................................................................................................................. 1
Foreword .......................................................................................................................................................... 2
Introduction. ...................................................................................................................................................... 3
Aims ................................................................................................................................................................. 4
Objectives ......................................................................................................................................................... 4
The framework for Standard Based Primary School Curriculum........................................................................ 5
Focus ................................................................................................................................................................ 6
21st Century Skills ............................................................................................................................................ 14
Strategies in Teaching and Learning ................................................................................................................. 17
Elements Across the Curriculum ....................................................................................................................... 20
Remedial Mathematics Skills ............................................................................................................................ 23
Mathematics curriculum mapping...................................................................................................................... 24
Connection between documents [Kemahiran Pemulihan Khas dan DSKP KSSR (Semakan 2017)] ................. 39
Appreaciation .................................................................................................................................................... 226
Attachment 1 – High Order Thinking Skill (KBAT) ............................................................................................. 234
Attachment 2 – 8 Thinking skill - i-THINK .......................................................................................................... 237

Attachment 3 – Meaningful learning .................................................................................................................. 241
RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:

Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
i
NATIONAL EDUCATION PHILOSOPHY
Education in Malaysia is an on-going effort towards further developing the potential of individuals
in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonious, based on a firm belief in and devotion to
God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, and who are responsible and capable of
achieving high level of personal well-being as well as being able to contribute to the harmony and
betterment of the family, the society and the nation at large.
Source: Akta Pendidikan 1996 (Akta 550)
ii
DEFINISI KURIKULUM KEBANGSAAN
Kurikulum Kebangsaan
Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk kurikulum

dan kegiatan kokurikulum yang merangkumi semua pengetahuan, kemahiran,
norma, nilai, unsur kebudayaan dan kepercayaan untuk membantu perkembangan
seseorang murid dengan sepenuhnya dari segi jasmani, rohani, mental dan emosi
serta untuk menanam dan mempertingkatkan nilai moral yang diingini dan untuk
menyampaikan pengetahuan.
Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

[PU(A)531/97]
iii
BUKU PANDUAN PENGAJARAN DAN PEMBELAJARAN MATEMATIK
PROGRAM PEMULIHAN KHAS (EDISI BAHASA INGGERIS)
ACKNOWLEDGEMENT
Assalammualaikum Warahmatullahi Wabarakatuh,

Salam Sejahtera dan Salam Sehati Sejiwa.
Dalam memartabatkan Sistem Pendidikan Negara, penyeragaman program adalah amat penting agar ianya dapat
bergerak beriringan memacu kejayaan. Justeru itu, penerbitan Buku Panduan Pengajaran dan Pembelajaran Pemulihan
Khas Bahasa Melayu dan Matematik Tahun 2019 ini dibina bagi mencapai hasrat berkenaan agar pelaksanaan Program
Pemulihan tidak ketinggalan dengan perubahan iklim pendidikan masa kini, terutamanya dengan pelaksanaan Kurikulum
Standard Sekolah Rendah (Semakan).
Buku Panduan Pengajaran dan Pembelajaran Pemulihan Khas Bahasa Melayu dan Matematik ini dihasilkan dengan mengambil kira keperluan guru
pemulihan untuk membimbing dan memberi peluang kepada murid pemulihan untuk mencapai potensi diri, dan seterusnya dapat bersaing dengan
rakan-rakan lain di arus perdana. Selain itu, Buku Panduan Pengajaran dan Pembelajaran Pemulihan Khas Bahasa Melayu dan Matematik ini juga
diharapkan dapat dijadikan bahan rujukan penting untuk meningkatkan tahap profesionalisme guru pemulihan dengan mengambil kira realiti sebenar,
di mana setiap murid mempunyai tahap pengetahuan dan kemahiran yang berbeza.
Akhir kata, Bahagian Pendidikan Khas, mengucapkan setinggi-tinggi ucapan tahniah dan syabas kepada semua yang terlibat dalam menghasilkan
penerbitan buku ini. Saya amat berharap semoga buku ini dapat menjadi sumber rujukan guru-guru yang ingin mendapatkan maklumat serta
memperkayakan pedagogi untuk memperbaiki kualiti pengajaran dan pemudahcaraan.
Sekian, terima kasih.
Encik Shazali bin Ahmad

Pengarah
Bahagian Pendidikan Khas,
1
FOREWORD
Assalamualaikum Warahmatullahi pembelajaran murid dengan mengambil kira tahap perbezaan aras
Wabarakatuh, pengetahuan dan kemahiran murid.
Salam Muafakat Pemulihan.
Saya berharap agar buku panduan ini dapat membantu guru serta
Unit Pengurusan Program Pemulihan Khas, memperbaiki kualiti pengajaran dan pemudahcaraan, khususnya
Bahagian Pendidikan Khas, Kementerian Guru Pemulihan Khas dalam mengendalikan pengajaran dan
Pendidikan Malaysia (KPM), sentiasa pembelajaran secara lebih berkesan, selaras dan terarah. Saya
berusaha memantapkan sumber rujukan guru dalam memastikan juga amat terharu atas usaha guru-guru yang terlibat menerbitkan
pelaksanaan program adalah selaras di semua peringkat. buku panduan ini yang mana ianya sangat memerlukan komitmen,
Penghasilan Buku Panduan Pengajaran dan Pembelajaran Bahasa kesungguhan, kesabaran yang amat tinggi sejak 2016.
Melayu dan Matematik Program Pemulihan Khas merupakan satu
langkah proaktif yang diambil oleh Bahagian Pendidikan Khas Setinggi-tinggi penghargaan dan syabas kepada panel yang terlibat
dalam memastikan Pelaksanaan Program Pemulihan Khas selaras sehingga berjaya menerbitkan buku panduan ini. Semoga segala
dengan perkembangan pendidikan di Malaysia. usaha dan pengorbanan kita selama ini, mampu mencapai
matlamat memastikan semua murid pemulihan khas menguasai
Buku panduan ini dihasilkan berasaskan kepada kemahiran- kemahiran asas 3M (membaca, menulis dan mengira) selaras
kemahiran pemulihan khas, diselaraskan dengan sukatan pelajaran dengan Falsafah Pendidikan Kebangsaan sebagai salah satu
Dokumen Standard Kurikulum dan Pentaksiran Bahasa Melayu dan agenda nasional yang dihasratkan.
Matematik Tahun 1, Tahun 2 dan Tahun 3 KSSR Semakan 2017.
Dokumen ini juga diselaraskan dengan format standard penulisan Sekian, terima kasih.
Rancangan Pengajaran Harian (RPH) dengan mengambil kira
kesesuaian keperluan di semua peringkat demografi guru serta
pusat latihan guru. Suhaimee bin Sulaiman
Ketua Unit Pengurusan Program Pemulihan Khas
Justeru Buku Panduan Pengajaran dan Pembelajaran Bahasa Bahagian Pendidikan Khas,
Melayu dan Matematik Program Pemulihan Khas merupakan bahan Kementerian Pendidikan Malaysia
rujukan penting dalam merancang pengajaran guru dan
2
3
AIMS
The purpose of this guide book is to help teachers get pupils to master the four basic skills of learning,
i.e., reading skills, writing skills, basic math skills and humanistic skills within the allotted time period.
OBJECTIVES
Pupils are expected to achieve the following objectives:
1. Master the 4 basic skills of learning, i.e., reading skills, writing skills, basic math skills and
humanistic skills;
2. Be able to attend normal classes; and
3. Develop self-determination and a positive attitude towards learning.
4
THE FRAMEWORK OF STANDARD BASED PRIMARY SCHOOL CURRICULUM
The Standard-Based Curriculum and Assessment for Primary Schools (KSSR) Framework is based on the six pillars namely Communication;
Spiritual, Attitude & Values; Humanities; Personal Competence; Physical Development & Aesthetics; and Science & Technology. The six pillars
are the main domain that support each other and are integrated with critical, creative and innovative thinking. This integration aims to develop a
balanced, knowledgeable and competent human capital as shown in Figure 1.
Figure 1: The Framework for Standard Based Primary School Curriculum
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
REMEDIAL SKILLS
No. SKILL
1. Pre Number
2. Number concept
3. Whole numbers
a) Whole numbers up to 10
b) Whole numbers up to 20
c) Whole numbers up to 100
d) Whole numbers up to 1000
4. Addition
a) Add within 10
b) Add within 18
c) Add within 100
d) Add within 1000
5. Subtraction
a) Subtract within 10
b) Subtract within 18
c) Subtract within 100
d) Subtract within 1000
6. Multiplication
7. Division
8. Money
a) Money within RM10
b) Money within RM100
c) Money within RM1000
9. Time
23
MATHEMATICS CURICULLUM MAPPING
24
REMEDIAL MATHEMATICS CURRICULUM MAPPING
REMEDIAL SKILLS RELATED TO TOPICS
TOPIC REMEDIAL SKILL

1. Pre Number Skill 1 – Pre Number
2. Number concept Skill 2 – Number concept
Skill 3.1 – Whole number up to 10
Skill 3.2 – Whole number up to 20
3. Whole number
Skill 3.3 - Whole number up to 100
Skill 3.4 - Whole number up to 1000
Skill 4.1 – Add within 10
a) Use various calculation strategies to perform
4. Addition addition.
b) Problem solving
Skill 5.1 – Subtract within 10
a) Use various calculation strategies to perform
Skill 5.2 - Subtract within 18 addition.
5. Subtraction
Skill 5.3 - Subtract within 100 b) Problem solving
Skill 5.4 - Subtract within 1000
6. Multiplication Skill 6 - Multiplication - Problem solving
7. Division Skill 7 - Division - Problem solving
Skill 8.1 – Money within RM10
8. Money Skill 8.2 – Money within RM100 - Problem solving
Skill 8.3 - Money within RM1000
9. Time Skill 9 - Time - Problem solving
25
REMEDIAL SKILLS LEARNING STANDARD

CURICULUM STANDARD
(RS) Year 1 Year 2 Year 3
Skill 1 -
- - - -
Pre-Number
Skill 2 - KSSR Semakan 2017 - Year 1 1.1.1

Number concept 1.1 Quantity intuitively.
Skill 3 - KSSR Semakan 2017 1.2.1 (i), 1.2.1 (ii).

Whole Number 1.2 Number value. • (iii)
Skill 3.1 - 1.2.2 (ii), 1.2.2 (iii),
Whole number up to 10 • (iv)
Skill 3.2 - 1.3 Write numbers. 1.3.1

Whole number up to 20
1.5 Number sequence 1.5.1, 1.5.2
1.6 Place value. 1.6.1
Skill 3 - KSSR Semakan 2017 1.1.1 (i) 1.1.1 (ii)

Whole Number Year 2 1.1.1 (iii)
Skill 3.3 - 1.1.2 (i), 1.1.2 (ii)
1.1 Number value.
1.2 Write numbers. 1.2.1
1.2.2 (iii)
1.3 Number sequence 1.3.1, 1.3.2
1.4 Place value. 1.4.1
26
REMEDIAL LEARNING STANDARD

CURICULUM STANDARD
SKILLS (RS) Year 1 Tahun 2 Tahun 3
Skill 3 - KSSR Semakan 2017 1.1.1 (i), 1.1.1 (ii)
Whole numbers Year 3 1.1.1 (iii)
Skill 3.4 - 1.1.2 (i) 1.1.2 (ii)
1.1 Number value..
Whole numbers up to 1000 1.1.2(iii)
1.2 Write numbers 1.2.1
1.3 Number sequence. 1.3.1, 1.3.2
1.4 Place value. 1.4.1, 1.4.2
1.5 Estimate. 1.5.1
1.6 Round off numbers. 1.6.1
Skill 4 - KSSR Semakan 2017 2.1.1, 2.1.2, 2.1.3

Addition Year 1
Skill 4.1 - 2.1 Concepts of addition and subtraction
Add within 10
2.2 Add within 100 2.2.1, 2.2.2
Skill 4.2 -
Add within 18 2.4 Problem solving. 2.4.2
Skill 4 - KSSR Semakan 2017 2.1.1, 2.1.2.

Addition 2.1 Add within 1000.
Skill 4.3 - 2.5 Problem solving. 2.5.1, 2.5.2
Add within 100
27

CURICULUM STANDARD
Skill 4 - KSSR Semakan 2017 2.1.1, 2.1.2
Addition 2.1 Addition within 10 000.
Skill 4.4 -
2.7 Problem solving. 2.7.1
Add within 1000
Skill 5 - KSSR Semakan 2017 2.1.1, 2.1.2, 2.1.3

Subtraction 2.1 Concepts of addition and subtraction.
Skill 5.1 -
2.3 Subtract within100 2.3.1, 2.3.2
Subtract within 10
Skill 5.2 - 2.4 Problem solving 2.4.2
Subtract within 18

Subtraction 2.2 Subtract within 1000.
Skill 5.3 -
2.5 Problem solving. 2.5.1, 2.5.2
Subtract 100

Subtraction 2.2 Subtract within 10 000.
Skill 5.4 -
Subtract within 1000
28

CURICULUM STANDARD
Multiplication 2.3 Multiplication within 1000.
2.5 Problem solving. 2.5.1, 2.5.2
2.3 Multiplication within 10 000. 2.3.1

Division 2.4 Divide Within 1000
2.5 Problem Solving. 2.5.2
2.4 Divide Within 10 000. 2.4.1
2.7 Problem Solving 2.7.1
Skill 8 - KSSR Semakan 2017 4.1.1

Money 4.1 Notes and coins. 4.1.2 (i), 4.1.2 (ii),
Skill 8.1 - 4.1.3 (i), 4.1.3 (ii)
Notes up to RM10. 4.3 Problem solving 4.3.1

Money 4.1 Notes and coins.
Skill 8.2 -
4.2 Add values of money. 4.2.1, 4.2.2
Notes up to RM100.
4.3 Subtract values of money. 4.3.1, 4.3.2
29

CURICULUM STANDARD
Skill 8 - KSSR Semakan 2017 4.1.1
Money 4.1 Addition of money.
Skill 8.3 -
4.2 Subtraction of money. 4.2.1
Notes up to RM1000
4.4 Multiplication of money. 4.4.1
4.5 Division of money. 4.5.1
4.8 Problem solving 4.8.1
Skill 9 - KSSR Semakan 2017 5.1.1, 5.1.2, 5.1.3,

Time 5.1 Days and months. 5.1.4
5.2 Clock face. 5.2.1, 5.2.2, 5.2.3
Skill 9 - KSSR Semakan 2017 5.1.1, 5.1.2, 5.1.3,

Time 5.1 Time in hours and minutes. 5.1.4
5.2 Relationship in time. 5.2.1
5.1 Time in hours and minutes. 5.1.1, 5.1.2
5.2 Relationship in time. 5.2.1, 5.2.2
5.3 Calendar. 5.3.1
5.4 Addition of time. 5.4.1 (i) 5.4.1(ii)
5.5 Subtraction of time. 5.5.1 (i), 5.5.1 (ii)
5.7 Multiplication of time. 5.7.1 (i), 5.7.1 (ii)
5.8 Division of time. 5.8.1 (i), 5.8.1 (ii)
30
MATHEMATICS MAPPING
REMEDIAL SKILLS (RS) CURICULUM STANDARD LEARNING STANDARD
Skill 1 -
- -
Pre-Number
Skill 2 - KSSR Semakan 2017 - Year 1 Year 1

Number concept 1.1.1 State the quantity by comparing.
1.1 Quantity intuitively.
Skill 3 - KSSR Semakan 2017 Year 1

Whole Number 1.2 Number value. 1.2.1 Name the numbers up to 100:
(i) count objects in groups.
Skill 3.1 -
(ii) name the number for a group of objects to represent its quantity.
Whole number up to 10 (iii) compare quantity of two groups of objects.
Skill 3.2 -
1.2.2 Determine the number values up to 100:
(i) show the quantity of the given number.
(ii) match group of objects with its number.
(iii) compare the value of two numbers.
(iv) arrange group of objects in ascending and descending order.
1.3 Write numbers. 1.3.1 Write numbers in numerals and words.
1.5 Number sequence Count in ones, twos, fives, tens and fours in ascending and descending order by using various
objects, pictures and number lines.
1.6 Place value. 1.6.1 State the place value and digit value of any number.

Whole Number 1.1.1 Name the value of numbers up to 1000:
Year 2
(i) Read any given number in words.
Skill 3.3 - 1.1 Number value. (ii) Say any given number in words.
Whole number up to 100 (iii) Match the numerals with the words.
31

Whole Number Year 2 1.1.2 Determine the value of numbers up to 1000:
(i) Show the quantity of numbers given.
1.1 Number value.
Skill 3.3 - (ii) Match groups of objects with numbers.
(iii) Compare the value of two numbers.
1.2 Write numbers. 1.2.1 Write numbers in numerals and words.

1.2.2 Identifys number values up to100:
(iii) Differentiate up to two numbers
1.3 Number sequence 1.3.1 Count numbers.

1.3.2 Complete any number sequence.
1.4 Place value. 1.4.1 State the place value and digit value of any number.
Skill 3 - Year 3 Year 3

Whole number 1.1 Number value. 1.1.1 Name the value of numbers up to 10 000:
Skill 3.4 - (i) Read any given number in words.
Whole number up to 1000 (ii) Say any given number in numerals.
(iii) Match the numerals with the words.
1.1.2 Determine the value of numbers up to 10 000:

(i) Show the quantity of given numbers.
(ii) Match groups of objects with numbers.
(iii) Compare the value of two numbers.
1.2 Write numbers. 1.2.1 Menulis nombor dalam angka dan perkataan.
1.2 Number sequence. 1.3.1 Count in ones up to tens, hundreds and thousands in ascending and descending order.
1.3.2 Complete any number sequence in ascending and descending order.
32

Whole number Year 3 1.4.1 State the place value and digit value of any number.
Skill 3.4 - 1.4 Place value 1.4.2 Partition any number according to the place value and digit value.
1.5 Estimate. 1.5.1 Give reasonable estimation for the quantity using the words “more or less”, “less than” and
(Continued)
“more than” based on the reference set.
1.6 Round off numbers. 1.6.1 Round off whole numbers up to the nearest thousand.

Addition Year 1 2.1.1 Use and vary the relevant vocabulary in context of addition and subtraction.
Skill 4.1 - 2.1 Concepts of addition and 2.1.2 Introduce the symbol of addition, subtraction and ’equal to’.
Add within 10 subtraction. 2.1.3 Use the symbol of addition, subtraction and ’equal to’, to write number sentence
Skill 4.2 - based on the given situation.
Add within 18
2.2 Add within 100. 2.2.1 Add in the range of basic facts.
2.2.2 Add two numbers with the sum within 100.
2.4 Problem Solving 2.4.2 Solve problems involving addition and subtraction in daily life situations.

Addition Year 2
2.1.1 Add two numbers within the sum of 1000.
Skill 4.3 - 2.1.2 Add three numbers within the sum of 1000.
2.1 Add within 1000.
Add within 100
2.5 Problem solving
2.5.1 Create stories involving addition, subtraction, multiplication and division within 1000.
2.5.2 Solve problems involving addition, subtraction, multiplication and division in daily life
situations.
33

Addition Year 3 2.1.1 Solve the number sentences involving addition of two numbers with the sum
Skill 4.4 - within 10 000.
2.1 Addition within 10 000.
Add within 1000 2.1.2 Solve the number sentences involving addition of three numbers with the sum
within 10 000.
2.7 Problem solving. 2.7.1 Create stories based on the number sentences involving two numbers for
basic operations within 10 000.

Subtraction Year 1 2.1.1 Use and vary the relevant vocabulary in context of addition and subtraction.
Skill 5.1 - 2.1 Concepts of addition and 2.1.2 Introduce the symbol of addition, subtraction and ’equal to’.
Subtract within 10 subtraction. 2.1.3 Use the symbol of addition, subtraction and ’equal to’, to write number
Skill 5.2 - sentence based on the given situation.
Subtract within 18 2.3 Subtract within100. 2.3.1 Subtract in the range of basic facts.
2.3.2 Subtract two numbers within 100.
2.4 Problem solving 2.4.2 Solve problems involving addition and subtraction in daily life situations.

Subtraction Year 2
2.2.1 Subtract two numbers within 1000.
Skill 5.3 - 2.2. Subtract within1000. 2.2.2 Subtract two numbers from any one number within 1000.
Subtraction within 100 2.2.3
2.5 Problem solving. 2.5.1 Create stories involving addition, subtraction, multiplication and division
within 1000.
2.5.2 Solve problems involving addition, subtraction, multiplication and division in
daily life situations.
34

Subtarction Year 3
2.2.1 Solve the number sentences involving subtraction of two numbers within
10 000.
Skill 5.4 - 2.2 Subtraction within 2.2.2 Solve the number sentences involving subtraction of two numbers from any one number
Subtract within 1000 10000. within 10 000.
2.7 Problem solving 2.7.1 Create stories based on the number sentences involving two numbers for basic operations
within 10 000.
Skill 6 - KSSR Semakan 2017 Tahun 2

Multiplication Tahun 2
2.3.1 Multiply in the range of basic facts.
2.3.2 Multiply one digit number with 10.
2.3 Multiply within 1000
2.5 Problem solving 2.5.1 Create stories involving addition, subtraction, multiplication and division within 1000.
2.5.2 Solve problems involving addition, subtraction, multiplication and division in daily life
situations.
Year 3 Year 3
2.3 Multiply within 1000 2.3.1 Solve the number sentences involving multiplication of any numbers up to four digits by a
one-digit number, 10, 100 and 1000 with the product up to 10 000.
2.7 Problem Solving 2.7.1 Create stories based on the number sentences involving two numbers for basic
operations within 10 000.

Division Year 2 2.4.1 Divide within basic facts.
2.4 Divide Within 1000 2.4.2 Divide any two digit number with 10.
2.5 Problem Solving. 2.5.2 Solve addition, subtraction, multiplication and division problems that involve everyday
situations.
35
Skill 7 - Year 3 Year 3

Division 2.4 Divide Within 10 000. 2.4.1 Solve division mathematic sentence for any number within 10 000 with single digit
number, 10, 100 and 1000.
2.7 Problem Solving. 2.7.1 Create a story based on mathematic sentence involving two numbers for basic operation
within 10 000.
Money Year 1 4.1.1 Identify coins and notes of Malaysian currency.
Skill 8.1 - 4.1 Addition of money. 4.1.2 Represent the value of money in
Money up to RM100 (i) Sen up to RM1.
(ii) Ringgit up to RM10.
4.1.3 Convert money in:

(i) Coins up to RM1.
(ii) Notes up to RM10.
4.3 Problem solving. 4.3.1 Menyelesaikan masalah harian melibatkan penambahan dan penolakan wang.

Money Year 2 4. 1.1 Identify notes of Malaysian currency up to RM100.
Skill 8.2 - 4.1.2 Determine the value of money up to RM100.
4.1 Notes and coins.
Money up to RM100
• Add values of money. 4.2.1 Add two values of money within the sum of RM100.
4.2.2 Add three values of money within the sum of RM100.
4.2 Subtract values of money. 4.3.1 Subtract two values of money within RM100.
4.3.2 Subtract two values of money consecutively from any value within RM100.
4.7 Problem solving. 4.7.1 Solve problems involving daily life situations.
36

Money Year 3 4.1.1 Solve the number sentences involving addition of two values of money and the
Skill 8.3 - 4.1 Addition of money. summing up to RM10 000.
Money up to RM1000
4.2 Subtraction of money. 4.2.1 Solve the number sentences involving subtraction of two values of money
within RM10 000.
4.4 Multiplication of money. 4.4.1 Solve the number sentences involving multiplication of money by a one-digit
number, 10, 100 and 1000 and the product up to RM10 000.
4.5 Division of money. 4.5.1 Solve the number sentences involving division of money within RM10 000 with
a one-digit number, 10, 100 and 1000.
4.8 Problem solving. 4.8.1 Create stories based on number sentences involving addition, subtraction,
multiplication and division of money.
Time Year 1 5.1.1 State time in a day.
5.1 Days and months.
5.1.2 State the sequence of events in a day.
5.1.3 Name the days of a week.
5.1.4 Name the months of a year.
5.2 Clock face. 5.2.1 Identify the clock hands on the clock face.
5.2.2 Identify and state ”half”, ”quarter” and ”three quarters” based on the clock
face.
5.2.3 Say and write time in hour, half an hour and a quarter hour using an
analogue clock.
Year 2 Year 2
5.1 Time in hour and minute. 5.1.1 Recognise minute graduations on the clock face.
5.1.2 State and show time in hours and minutes.
5.1.3 Convert time in hours and minutes from words to numerals and vice versa.
5.1.4 Record time in hours and minutes
37

Time Year 2 5.2.1 State the relationship between days with hours and hours with minutes
5.2 Relationship in time.
5.3 Problem solving. 5.3.1 Solve problems involving daily life situations.
Year 3 Year 3
5.1 Time in hours and minutes. 1.1.1 Read and get the information from the schedule of any activity.
5.1.2 Read and record the time before, during and after any activity.
5.2 Relationship in time. 5.2.1 State the relationship between weeks and days, years and months and minutes
and seconds.
5.2.2 Convert time based on hours and minutes and minutes and seconds.
5.3 Calendar. 5.3.1 Read and get the information from the calendar.
5.4 Addition of time. 5.4.1 Solve the number sentences involving addition up to three units of time:
(i) Hours and hours,
(ii) Minutes and minutes,
5.5 Subtraction of time. 5.5.1 Solve the number sentences of subtraction up to three units of time:
(i) hours and hours,
(ii) minutes and minutes,
Division of time. 5.7.1 Solve the number sentences involving multiplication of units of time:
(i) hours, (ii) minutes,
5.8 Bahagi masa. 5.8.1 Solve the number sentences involving division of units of time:
(i) hours,
(ii) minutes,
5.9 Problem solving. 5.9.2 Solve problems involving time in daily situations.
38
THE CORRELATION BETWEEN
REMEDIAL SKILLS
AND
CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
WITH
PRIMARY SCHOOL CURRICULUM STANDARD
(KSSR SEMAKAN 2017)
MATHEMATICS
39
REMEDIAL
KSSR CONTENT SKILL CONTENT
SKILLS OBJECTIVE SUGGESTED ACTIVITIES REMARKS
STANDARD (LINUS MODULE)
(RS)
RS 1 : At the end of the Colour cards Construct 1 : Concept :

Pre Number lesson, pupils are able Pre Numbering and Recognize
to: Recognizing Numbers Ability.
1. Classify concrete Resources :
and semi- oncrete Remedial Skills - Guide Book for
objects. a) Colours the
a) Colours i. To recognize colours. implementation
Concrete objects
b) sizes ii. To name colours. of remedial
c) shapes iii. To join colour Programme
d) Types cards. - Remedial
iv. To sort out colours. Worksheets
v. To match colours with
objects . Teaching Aids :
Semi-concrete objects vi. To colour according to Colour cards,
instructions. concrete
objects
b) Sizes -various colour,
i. To compare the size shapes, various
of concrete objects sizes, semi-
shown. concrete objects
ii. To recognize -various colour,
- big/ small sizes shapes andsizes
- tall/ short
- long / short
iii. To name sizes.
iv. To sort out semi-
concrete objects
according to size.
v. To match the same
size.
vi. To colour the same
size
40
REMEDIAL SKILL CONTENT
KSSR CONTENT
(RS)
c) Shapes
i. To sort out objects
according to shapes.
ii. To name the shapes.
iii. To match the
shaped cards with
concrete object.
iv. To colour same
shapes.
d) Types
i. To name objects
according to types.
ii. To group semi
concrete objects
according to types.
iii. To classify picture
objects according to
types.
iv. To colour / draw
objects according to
types.jenis.
41
KSSR CONTENT
SKILLS OBJECTIVE UGGESTED ACTIVITIES REMARKS
(RS)
RS 2 : KSSR Review 2017 At the end of the lesson, 1. Name the group objects: Concept:
Number pupils are able to: a) many or few More
Concept Year 1 b) more or less less
1.0 Whole 1. To state the group c) equal amount Construct 1 : equal
Number to 10 quantity many or few d) not equal amount Prenumbering ability and few
intuitively. recognizing numbers. many
1.1 Quantity 2. To determine a group
Intuitively. of objects through 2. Comparing two groups of objects Basic 1 : Resources:
matching or by matching the objects are in the 1.1 Ekpress the -Guide Book for the
comparison: group: implementation of
quantity in intuitively
a) many or few remedial
a) many or few
b) more or less Programme
b) more or less
c) equal amount -Remedial
c) equal amount
d) not equal amount d) not equal amount worksheet
3. To state the group
objects by
3. Name that group: Teaching Aids:
comparison.
a) more Pictures card,
a) many or few
b) less material exists.
b) more or less
c) equal amount
c) equal amount
d) not equal amount
d) not equal amount
4. Arrange groups of objects
4. Arrange objects/ pictures in the Construct 4 :
in order:
order determined by the teacher The ability to serialize.
a) small to big/
big to small
b) thin to thick/
thick to thin
c) Low to high/
high to low
42
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Pupils sing a song “Sayang Concept :
Whole Numbers lesson, pupils are able Semuanya’ and count their Counting
Year 1 to: finggers according to the lyrics.
3.1 : 1.0 Whole Numbers Source :
Whole up to 10 1. To State the 2. Pupils are asked to jumps Construct 1 : - LINUS Numeral
Numbers up number, 1 to 9. according to the numbers that Ability to regconize numbers Basic 1 Module.
to 10. 1.2 Number Value. teacher said. and pre-number.
2. To recognize number
Teaching Aids :
1 to 9. 3. Pupils makes a group of numbers
Basic 1 newspaper,
based on the numbers said. megazine,
1.2 To state the
number, 1 to 9. advertisment
1. Pupils find and cut numbers 1 .
to 9 inside the newspaper,
1.3 To recognize number
advertisment and magazine. Bridging :
1 to 9.
- The value of the
2. Pupils paste the numbers by number is
accending inside the worksheet increased to the
value of 100
3. Pupils play ada game
“Treasure Hunt” inside our
outside class.
43
KSSR CONTENT
(RS)
At the end of the
RS 3 : KSSR Review 2017 lesson, pupils are 1. The pupil took out the stationery Konsep :
Whole Numbers able to: he had brought.The pupil counts Counting
Year 1 and raises the number card
3.1 : 1.0 Whole Numbers 3. To count objects in according to the to number their Construct 2 : Source :
Whole up to 100 groups, 1 to 9. carried. Counting Ability. - LINUS Numeral
Numbers up Basic 1 Module.
to 10. 1.2Numbers Value. 2. Each pupils are given with different Basic 1
number card.Pupils walk around 1.4 Count objects in Teaching Aids :
4. To write numbers, 1 to 9. the classroom/school and collect groups, 1 to 9 stationarery,
1.3 Write Numbers.
the number of object mentioned counters,
by teacher based on the number picture
cards provided. cards.
1. In pairs, students wera given Konstruk 1 : Bridging :

individual whiteboard,maker pens Prenumbering ability and - The value of the
and counters to each pair. recognizing numbers number is
increased to the
2. The student shows the correct value of 100
1.5 Write number, 1
number of beads based on the
to 9
number the teacher says.while
counting,make sure the student
point to the beads and
says..One,two,three...and so on.
3.
44
KSSR CONTENT
(RS)
RS 3 : 3. Pupils are shown the correct Concept :

Whole Numbers At the end of the technique for writing numbers on Counting
lesson, pupils are a writing board.Pupils write
3.1 : able to: numbers : Resources :
Whole  On air - LINUS Numeral
numbers up 5.Read numbers in word,  On the table and so on Basic 1 Module.
to 10 “one” to “nine”
4. Students are given picture Teaching aids :
Basic 1
cards.Students count the number stationary,
1.6 Read numbers in word,
objects and write thenumbers on counters,
“one” to “nine”
individual writing board. picture cards,
word cards.
1. Teacher write a song
lyrics”Sayang Semuanya” Bridging :
on the writing board. Pupil - The value of the
sing while count their number is
fingger. increased to the
value of 100
2. Pupils show the word cards
based on the song lyrics and
read it.
3. Word cards are

hanged/pasted on the class
wall. Says number 1 to 9
randomly and ask pupils to
point the correct word cards.
45
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Pupils are given word “one” and Concept :
Whole Numbers lesson, pupils are trace the word with fingger. Then Counting.
Year 1 able to: the cards given to the next pupil. Ascending
3.1 : 1.0 Whole Numbers Reapid the activities until Construct 2 : Order
Whole up to 100 6.Write number in word number word “nine”. Counting Ability.
Numbers up form “one” to “nine” Resources :
to 10 1.3 Write numbers in 2. Pupils are given picture dan asked Basic 1 - LINUS Numeral
word form. to say dan read the number word. 1.7 Write number in word Basic 1 Module.
Pupils write in word on the form “one” to “nine”
individual writing board. Repeat Teaching Aids :
the activities with picture cards Stationary,
and count objects differently. Counter,
Dot card.
3. Pupils arrange the word puzzle
randomly. Bridging :
Construct 3 : - The value of the
The ability to understand number is
7.Arrange number 1 1. Pupils are given set of dotted the value of numbers. increased to the
1.5 Number cards and count the dot from less
to 9 in order by: value of 100
sequence.
 Ascending order to more. 1.8 Arrange the numbers
 Discending order 1 to 9:
2. Pupils are introduced to a) Counting one by one in
word “assending oder” ascending order.
b) Counting one by one
3. Repeat the activities and in discending order.
introduced “dissending oder”
46
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the A. Introduce ‘0’ Concept :

Whole Numbers lesson, pupils are 1. Pupils compare two filled and Counting
Year 1 able to: empty containers. Introduce thwe
3.1 : 1.0 Whole numbers up word ‘zero’ Construct 1 : Resources :
Whole to 100 8. a) Say the numbers Prenumbering ability and - LINUS Numeral
Numbeers up 0 to 10. 2. Perform subtraction of concrete recognizing numbers. Basic 1 Module.
to 10 1.3 .Write Numbers objects one by one in a group to
b) Identify the numbers identify the value of zero. Teaching Aids :
1.2. Numbers Value ‘0’ to ‘10’ in counting. Stationery,
B. Introduce ‘10’ Construct 2 : counters,
c) Count objects in groups 1. Pupils are given number line. Counting Ability dot cards
up to ‘10’ Students fill in the numbers 1 to 9
on the number line at random. Basic 1 Bridging :
d) Write the numbers ‘0’ 1.9 i) Say numbers 0 and - The value of the
and ‘10’. 2. Pupils are given 10 counters. 10. number is
Pupils are asks to count up to ii) Identify the number 0 increased to the
e) Read the word 9. The teacher asks what is and 10 in counting. value of 100
‘zero’ and ‘ten’. the value after 9. iii) Count objects in
groups up to 10.
f) Write the words ‘zero’ 3. The pupil takes a 10 number
iv) Write thhe numbers 0
and ‘ten’ card and places it on the
and 10.
number line.
v) Write numbers in
words ”zero” to “ten”.
4. Write numbers 0 and 10 in
vi) Write numbers in
numbers and words
words ”zero” to “ten”.
5. Math Games:
a) Number Hook
b) Ketinting Game
47
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Teacher provides the ketinting Concept :
Whole Numbers lesson, pupils are game’s instrution. Counting
Year 1 able to:
3.1 : 1.0 Whole numbers up Construct 2 : Resources :
Whole to 100 9. Sort numbers 0 to 10 by: Counting Ability - LINUS Numeral
Numbers up a) Counting one by one Basic 1 Module.
to 10 1.5. Sequence of in ascending order. Basic 1
numbers 1.10 Sort numbers, Teaching Aids:
b) Counting one by one 0 to 10: Stationery,
in descending order. a) Counting one by one counters,
2. Pupils jump into each site while
in ascending order. number cards
saying the numbers in
c) Count from any b) Counting one by one
ascending order, taking turns.
number in ascending in descending order. Bridging :
oder. c) Count any number in - The value of the
3. The pupil draws the numbers in
ascending order. number is
the box (number 1 to 4 only) and
d) Count from any d) Count any number in increased to the
starts jumping from the drawn
number in descending descending order. value of 100
numbers in ascending order.
order.
4. Activities are reapeated in
descending order.
5. Student complete the

worksheet.
48
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. In pairs, pupils are given Concept :
Whole Numbers lesson, pupils are a basket containing red Counting
Tahun 1 able to: and blue balls of different
3.1 : 1.0 Whole numbers up numbers. Construct 3 : Resources :
Whole to 100 10. compare two numbers 2. Ask one student to count the The ability to understand - LINUS Numeral
Numbers up and state which is more red balls, and another student the value of numbers. Basic 1 Module.
to 10 1.2 Number value. or less. to count the blue balls. The
two students name the Basic 1 Teaching Aids :
number of red balls and blue 1.11 Compare two numbers Stationery,
balls to the class. and state which is more counters,
3. Each red ball is matched or less. number cards
with a blue ball in
pairs(There are balls that Bridging :
have ‘no pair’) - The value of the
4. Guide them to number is
express: increased to the
.....more than..... value of 100
.....less then.....
5. Repeat the activity wiith any
another example.
49
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Students sit in pairs. Distribute Concept :
Whole Numbers lesson, pupils are enough beads to each couple. Counting
Year 1 able to:
3.1 : 1.0 Whole numbers up 2. Ask the first pupil to show three Construct 3 : Resources :
Whole to 100 11. Specify more than one or beads and the second pupils to The ability to understand - LINUS Numeral
Numbers up less one of a number. show four beads. The pupil the value of numbers. Basic 1 Module.
to 10 1.2 Number value. state which has the greater
number. Basic 1 Teaching Aids :
1.12 Determine more than Stationery,
3. Pupils are guided to state ‘four is one or less than one of counters,
more than one than three’. number. number cards
4. Repeat step 2 by giving an Bridging :

example - another example. - The value of the
number is
Note: A similar activity is reapeted increased to the
to determine less than one of a value of 100
number.
50
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Explain to student the concept of Concept :
Whole Numbers lesson, pupils are counting by arranging objects in Counting
Year 1 able to: groups of tens.
3.2 : 1.0 Whole numbers up Construct 1 : Resources;
Whole to 100 1. i) Say the numbers 2. Choose a pair of student. Ask the Prenumbering ability and -LINUS Numeral
Numbers up 11 to 20. forst studdent to count,show and recognizing numbers. Basic 1 Module
to 20 1.2 Number value. say the number of ten existing
- Work sheets
1.3 Write number. ii) Identify the numbers object. The second student shows Basic 1 Remedial
11 to 20. one more existing object. 2.1. i) Say the numbers mathematics
11 to 20.
iii) Write the 3. The teacher guides the student ii) Identify the numbers Teaching Aids :
numbers 11 to to say ‘ten and one become 11 to 20. Existing objects
20. eleven’. iii) Write numbers
11 to 20. Bridging :
4. Repeat steps 2 and 3 until ten - Say numbers up
and ten become twenty. to 100
- Identify numbers
5. Ask students to say the number up to 100
11 to 20 in oder. - Write numbers
up to 100
6. Students are guided to write
numbers up to 20 in a book.
51
REMEDIAL
KILLS OBJECTIVE SUGGESTED ACTIVITIES REMARKS
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Distribute the individual Concept :
Whole Numbers lesson, pupils are whiteboard and marker pens to Counting
Year 1 able to: each student. Show me the Construct 2 :
3.2 : 1.0 Whole numbers up bean bag and inform the game Counting Ability Resources;
Whole to 100 2. Count objects in groups, “Bilang Lambungan‟. - LINUS Numeral
Numbers up 11 to 20.. Basic 1 Module
to 20 1.2 Number Value. 2. How to play. Basic 1
Work sheets remedial
a) The teacher soared and 2.2 Counting object in groups,
- mathematics
greeted the bean bag which 11 to 20.
was done several times. Teaching Aids :
Individual board,
b) The pupil observes and counts marker pen, bean
in his heart the number of bag.
tosses made.
Bridging :
c) The pupil writes teh number - Counting object
of the toss on an individual in groups up to
board and shows it to all. 100
3. Repeat step 2 for other

numbers at random.
52
REMEDIAL
(RS)
RS 3 : KSSR Review 2017 At the end of th 1. Number cards and word cards are Concept :
Whole Numbers lesson, pupils are placed side by side on the board. Counting
Year 1 able to:
3.2 : 1.0 Whole numbers up 2. Say the the numbers one by one Construct 1 : Resources;
Whole to 100 3. a) Read numbers in followed by the pupils from Ability to regconize numbers - LINUS Numeral
Numbers up words,”eleven” to numbers 11 to 20. and pre-number. Basic 1 Module
to 20 1.3 Write Number. “twenty:.
3. Pupils spell the words found on - mathematics
b) Write numbers in word, the word cards and write them in Basic 1
“eleven” to “twenty”. the exercise book. 2.3 a) Read numbers Teaching Aids :
in words,”eleven” to Number cards,word
4. Form two groups, A and B. “twenty:. cards.
Members of group A hang words
around their necks. Members of
group B hang number cards around Bridging :
their necks. b) Write numbers - Counting object
in word, “eleven” in groups up to
5. Play music and the pupils move to to “twenty”. 100
find pairs of numbers and words
as quickly as possible before the
music stops.
6. Students who have met their

partner will sit together. Continue
step 5 until all the pairs are found.
53
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. In pairs, students are given Concept :
Whole Numbers lesson, pupils are plastic bags containing 10 Counting
Year 1 able to: marbles.
3.2 : 1.0 Whole numbers up Construct 3 : Resources;
Whole to 100 2. Pupils count the marbles in each The ability to understand - LINUS Numeral
Numbers up 4. Specifies the value of bag and write 10 on the bag with the value of numbers. Basic 1 Module
to 20 1.6 Place Value each digit in a number. a marker pen.
Basic 1 - mathematics
Explain: 2.4 Specifies the value of
Ten equals one ten. Write on the each digit in a number. Teaching Aids :
board : 10 equals 1 ten.
Plastic bag containing
marbles, Marker pen
TEN ONE
te te
n n Bridging :
v v - State the value of
a containing
3. The pupil takes a bag each digit in a
ten marbles and another mables number up to
as follows : “hundred”
4. Ask students to count the number

of marbles using the following
technique:
 Count it all –
“one, two.....eleven”
 Keep counting –
 “ten,eleven”
54
KSSR CONTENT
(RS)
Suggest communication:
How many marbles are there in
all?(student will answer”eleven
marbles”)ten...(show the bag of
ten marbles)and one(show the
one marbles)..so eleven
5. Write on the board : 1 ten and 1

one become 11:
TEN ONE
6. Repeat steps 2 and 3 until

“...become 15”.
55
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Distribute number cards to Concept :
Whole Numbers lesson, pupils are students. Counting
Tahun 1 able to:
3.2 : 1.0 Whole numbers up 2. Explain that students will count in Construct 3 : Resources;
Whole to 100 5. Arrange numbers 11 to 20 ascending order from smallest The ability to understand - LINUS Numeral
Numbers up by: number to the largest using the the value of numbers. Basic 1 Module
to 20 1.5 A series of a) Counting one by one card.
numbers. in ascending order. Basic 1 - Mathematics
3. Ask the student holding the card 2.5 Arrange numbers 11 to 20
-
“11” to stick on the board. by:
b) Counting one by one Teaching Aids :
in descending order. Communication suggestion: who a) Counting one by one in
has a number after eleven? Stick rope,
ascending order.
the card on the board.(students with number
c) Counting from any ‘12’ card hang the card after the cards,sticker
number in ascending “11” card). b) Counting one by one in
.
order. descending order.
4. Repeat step 3 to complete the
Bridging :
d) Counting fron any sequence of numbers. Ask c) Counting from any
- The value of the
number in descending students to say the numbers number in ascending
number is
order. 11 to 20. order.
increased up to
100.
5. Distribute a set of number cards d) Counting fron any number
to each group. Each student is in descending order.
asked to choose one number
card.Pulils arrange the numbers
on teh board.
56
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Stick 100 large squares on the Concept :
Whole Numbers lesson, pupils are board. Say and show the Counting
Tahun 1 able to: numbers ’21’ to ‘100’ in oder. Ask
3.2 : 1.0 Whole numbers up student to name it togather. Construct 1 : Resources;
Whole to 1000 1. Say numbers up to 100. Ability to regconize numbers - Modul LINUS
Numbers up 2. Say any number at random. Ask and pre-number. Numerasi Basic
to 100 1.1 Number Value. 2. Identify numbers up pulils to say the numbers in oder 2
to 100. without referring to box 100. Basic 2
1.1 a) Say numbers up mathematics
3. Point to any number on Box to 100.
100 at random. Ask students to Teaching Aids :
say the number. b) Identify numbers up Box 100,
to 100. marker pen.
4. Distribute Box 100 and a
marker pen to each student. Bridging :
- Identify
5. Pupils circle the numbers numbers up to
mentioned by the teacher at 1000
random on thair respective 100
squares and display them.
57
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Pupils are given 20 counters Concept :
Whole Numbers lesson, pupils are each. Counting
Year 1 able to:
3.2 : 1.0 Whole numbers up Write the following song lyrics Construct 2 : Resources;
Whole to 1000 3. Count up to 100 objects on the board. Counting Ability.
- LINUS Numeral
Numbers up by making groups of Step to the left Basic 2 Module
to 100 1.3 A series of tens, fives, twos and Step to the right Basic 2
1.2 Count up to 100 objects Work sheets remedial
numbers. ones. Go forward and backword
by making groups of tens, mathematics
-
Turn to the left
fives, twos and ones
Turn to the right Teaching Aids :
Make group of..(ten) Counters
2. Sing the song. Pupils listen Bridging :

carefully and form groups of - Count up to
tens. Count together to check 1000.
the number of counters.
3. Repeat step 1 and 2 for groups of

fives,t wos and ones.
58
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the lesson, 1. Distribute individual whiteboards Construct 1 : Concept :
Whole Numbers pupils are able to: and maker pens to each student. Ability to regconize numbers Counting
Year 1 and pre-number.
3.2 : 1.0 Whole numbers up 4. Write numbers up to 2. Stick a number card on the Resources :
Whole to 1000 100. board. Pupils say the number Basic 2 - LINUS Numeral
Numbers up and write it on their respective 1.3 a) write numbers up to Basic 2 Module
to 100 1.2 Write numbers. 5. Read numbers in words blackboards. 100. Work sheets remedial
up to ‘hundred’. - mathematics
3. Stick the number word card under b) Read numbers in
6. Write numbers in the number card. Pupils spell and words up to ‘hundred”.
words up to ‘hundred’. read the words together, and Teaching Aids :
write them on their respective c) Write numbers in counters,
blackboards. words up to’hundred’. individual board.
4. Say any number and have the Bridging :

pupils write the numbers and - Write number
words for the number on their up to 1000.
respective blackboards. - Read and write
numbers in
5. Form two groups, A and B. Group A words up to ‘a
hangs a word card around its neck. thousand’
Group B hangs a number card
around its neck.
6. Play music and have the pupils

move to find their partner as
quickly as possible before the
music stops.
59
KSSR CONTENT
(RS)
7. Pupils who have met their partner

will sit together.
8. Continue the activity until all the

students have met their partner.
Check the answers together
60
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the lesson, 1. Distribute ten rods and ten Construct 3: Concept :
Whole pupils are able to: Cuisenaire Cubes to pupils. Ability to understand the Counting
Number value of numbers.
Year 2 7. Identify place values and 2. Stick a number card, for Resources:
1.0 Whole numbers
3.3 : digit values for numbers example ‘24’, on the board. Ask - LINUS Basic
up to 1000 Basic 2
up to 'hundred'. pupils to count according to the Numeracy Module
Whole 1.4 Identify place values
1.4 Place value. number. Pupils will get two rods 2
Numbers Up and digit values for
and four Cuisenaire Cubes. - Mathematics
To100. numbers up to Remedial
3. Draw the rod and the Cuisenaire 'hundred'. worksheet
Cube and introduce the place
values of ten and sa in the place Teaching Aids:
value table as follows: Rod,
Cuisenaire's cube,
blackboard.
Number card
Bridging:
- Identify place
values and digit
values for numbers
up to 'thousand'.
Ten One
2 4
4. Explain that ‘2’ represents

twenty and ‘4’ represents four
61
ones.
5. Write any numbers on the

board. Underline the digit ones
and ask pupils to represent it
using a cube.
6. Repeat step 6 using othe

numbers.
7. Write any numbers on the

board. Underline the ten digits
and ask pupils to represent
them using a rod.
62
KSSR CONTENT
(RS)
RS 3: KSSR Semakan 2017 At the end of the lesson 1. Stretch a rope with ten Construct 3:
clothespins in class. Concept :
pupils are able to: Ability to understand the
Whole Number Counting
value of numbers.
Year 2
2. Each pupil is asked to choose one
3.3 : 1.0 Whole 8. Arrange numbers up to card in a set of number cards. Basic 2 Resources:
Whole numbers up to 100 by counting one in 1.5 Sorting numbers up to - LINUS Basic
Numbers Up 3. The activity begins when the
1000 ascending and 100:
To100. whistle is blown. Pupils have to Numeracy Module
descending order. a) count one by one in
hang their cards along the rope in ascending and 2
1.3 Number ascending order. descending order. - Mathematics
Sequence.
Remedial
4. Check the answers together.
worksheet
Ask the group to exchange their
number sets. Teaching Aids:
number cards,
strings,
clothespin.
Bridging:
- Rearrange
numbers up to
1000.
63
KSSR CONTENT
(RS)
RS 3: KSSR Review 2017 At the end of the lesson, 1. Place a set of even number cards Concept :
Whole Number pupils are able to: in a scattering.
Construct 3: Counting
Year 2 Ability to understand the
3.3 : 1.0 Whole 9. Arrange numbers up to 2. The activity begins when the
whistle is blown. Each pupil has to value of numbers. Resources:
Whole numbers up to 100 by counting the two in
Numbers Up ascending and choose one card and line up in - LINUS Basic
1000 ascending order. Basic 2
To100. descending order. 1.5 Sorting numbers up to Numeracy Module
3. Check the answers together. 100: 2
1.3 Number b) count both in ascending
Pupils exchange their number - Mathematics
Sequence. and descending order
sets. Repeat the above activity in Remedial
descending order. worksheet
4. Assemble the set of number cards

again. Teaching Aids:
Number card
5. Repeat steps 2 to 6 using a set of
odd number cards. Bridging:
- Rearrange
numbers up to
- 1000.
64
KSSR CONTENT
(RS)
RS 3: KSSR Review 2017 At the end of the lesson, 1. Set up several stations. each station, Concept :
Whole Number pupils are able to: place a set of number cards face
down and scatter. Counting
Year 2 Construct 3:
10. Arrange numbers up to Ability to understand the
1.0 Whole 100 by counting five in 2. Pupil 1 will start at station A, pupil 2 Resources:
3.3 : value of numbers.
Whole Numbers Up To ascending and will start at station B, and so on. - LINUS Basic
Numbers Up 1000 descending order. Basic 2 Numeracy Module
To100. 3. The activity begins when the whistle 1.5 Sorting numbers up to
is blown. At each station, pupils 2
1.3 Number 100:
have to arrange the cards in - Mathematics
Sequence. ascending order. c) count the fives in Remedial
ascending and worksheet
4. Check the answers together. The descending order.
earliest pupil gives the correct
answer Teaching Aids:
Number card
5. Pupils need to turn over and scatter
the number cards before moving on Bridging:
to the next station. - Rearrange
numbers up to
6. Continue the activity until each
pupil has arranged the - 1000.
numbers at all the stations.
65
KSSR CONTENT
(RS)
RS 3: KSSR Review 2017 At the end of lesson, 1. A set of multiple-tenths number Concept :
Whole Number pupils are able to: cards is provided. Counting
Year 2
3.3 : 1.0 Whole 2. Each pupil is given a number Construct 3:
Whole 11. Arrange numbers Ability to understand the Resources:
Numbers Up Numbers Up To up to 100 by card with the same number. value of numbers. - LINUS Basic
To100. 1000 counting tens in Numeracy Module
ascending and 3. Pupils arrange the number cards Basis 2
2
1.3 Number descending order. in ascending order one by one. 1.5 Sorting numbers up to
100: - Mathematics
Sequence.
d) count the fives in Remedial
4. Pupils who place number cards ascending and worksheet
correctly will get points, while the descending order.
wrong ones will be deducted
Teaching Aids:
points.
Number card
5. The game continues until the

Bridging:
end. The pupil who gets the most - Rearrange
points is counted as the winner. numbers up to
- 1000.
6. Activities are continued in
descending order.
66
KSSR CONTENT
(RS)
1. Pupils sit in pairs.
RS 3: KSSR Review 2017 At the end of the lesson, Concept :
Whole Number pupils are able to: 2. Show two baskets. Basket Counting
A contains 22 and basket Construct 3:
3.3 : Year 2 12. Compare two numbers
B contains 24 counters. Ability to understand the Resources:
Whole 1.0 Whole and state which is more
value of numbers.
Numbers Up Numbers Up To or less. - LINUS Basic
to 100. 3. Ask one pupil to count Basic 2 Numeracy Module
1000
tens and one for the 1.6 Compare two numbers 2
counter in basket A. and state which is more - Mathematics
1.1 Number value
Another pupil for basket B. or less. Remedial
The pupil says the worksheet
number.
Teaching Aids:
4. To find out which is more Number card
or less, they have to
make a match one by Bridging:
one. - Compare up to
- 1000
5. The counter in basket A
matches the counter in
basket B. (there will be
counters without pairs)
6. Pupils to state,
..more than ..less than.
7. Guide pupils to follow the
following steps when
comparing two numbers:
● Compare the values of
the first ten.
 If the value of tens is
thesame, compare the
value of one as well.
67
KSSR CONTENT
(RS)
RS 3: KSSR Review 2017 At the end of the lesson, 1. Draw a large number line as Concept :
Whole Number pupils are able to: follows on the board: Counting
3.3 : Year 2 13 Arrange numbers in
Whole order by: Construct 3: Resources:
Numbers Up 1.0 Whole a) compare the numbers, Ability to understand the - LINUS Basic
Numbers Up To and value of numbers.
to 100. Numeracy
1000 Module
b) place the number on 2. Circle "35" on the number line. Basis 2
the number line. 1.7 Arrange numbers in 2
1.1 Number value Pupils are asked to say more
order by: - Mathematics
numbers, less than 35. a) compare the numbers,
Remedial
1.3 Number and place the numbers
on the number line. worksheet
Sequence. 3. Repeat for another number.
Basis 2 Teaching Aids:

1.8 Mention ordinal Number line
1.7 Numbers from
14 a) Mention the ordinal ‘eleventh’ to
numbers from Bridging:
1. Before this session is conducted, ‘twentieth’. Using
'eleventh' pupils are asked to stand in a line ordinal numbers in - - The value of the
to 'twentieth'. outside the classroom. number is
b) Using ordinal numbers different contexts.
increased up to
in different contexts. Communication suggestions
1000.
Who is the first person? (first pupil
mentions his name) ... (mentions
pupil's name earlier) is the first in
68
KSSR CONTENT
(RS)
Who is the second person? (second

pupil mentions his name)
... (name first pupil) is the first,
... (mention the name of the second
pupil) is the second in line, and so
on until the last pupil in line.
5. Inform that the ordinal numbers

indicate the position of the pupils in
a row...
69
KSSR CONTENT
(RS)
SR 3 : KSSR Review 2017 At the end of the lesson, 1. Stick 1000 large squares on the Concept :
pupils are able to: board.
Whole Number Counting
Year 3
2. Say and show the numbers ‘121’ to
1. Mention numbers up ‘200’ in order. Ask pupils to name Construct 1: Resources:
3.4 : 1.0 Whole Numbers to 1000. Ability to prenumber and
it together. - LINUS Basic
Whole Numbers Up To 10000 recognize numbers.
Numeracy Module
up to1000 2. Identify numbers up 3. Say a number at random. Ask the
1.1 Number value Basic 3 3
to 1000. pupils to count from the numbers
in order without referring to Box 1.1 a) Mention numbers up to - Mathematics
1000. 1000. Remedial
worksheet
4. Show a number on Box 1000 at b) Identify numbers up to
random. Ask pupils to say the 1000.
number. Teaching Aids:
Square 1000,
5. Say a number at random. Ask the marker pen.
pupils to circle the number in their
1000 Boxes and display it. Bridging:
- Mention and
identify numbers
up to 10 000.
70
KSSR CONTENT
(RS)
SR 3 : KSSR Review2017 At the end of the lesson, 1. Stick one I00 square card on the Concept :
pupils are able to: board. Counting
Whole Number Year 3 2. Guide pupils to count as follows: Construct 2 :
1.0 Whole Numbers 3. Count up to 1000 objects Resources:
Up To 10 000 Ability to count.
3.4 : by making groups of - LINUS Basic
Whole Numbers hundreds and tens. One Hundred Numeracy Module 3
1.3 Number Basic 3 - Mathematics
Up To1000 sequence. 1.2 Count up to 1000 Remedial
objects by making worksheet
3. Stick two I00 square cards on the groups of hundreds
Teaching Aids:
board. Guide pupils to count as and tens.
Square 1000, marker
follows: pen.
Bridging:
Two - Count up to
Hundred - 10 000 by
making groups of
4. Stick one I00 square card and hundreds.
four 10 strip cards on the board.
Guide pupils to count as follows
One hundred
and fourty
71
KSSR CONTENT
(RS)
5. Stick two Square 100 cards and
four 10 strip cards on the board.
Guide pupils to count as follows:
Two hundred and fourty
6. Stick one Square 100 card, three

10 strip cards and 2 unit cards on the
board. Guide pupils to count as
follows:
One hundred and

thirty two
7. Stick one Square 100 card, four

10 strip cards and 2 unit cards
on the board. Guide pupils to
count as follows:
One hundred and fourty

two
72
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Teacher distributes individual Construct 1 : Concept :
Whole Numbers lesson, pupils are able whiteboard and marker pen to Pre numbering and counting
Year 3 to: each pupil. recognising numbers ability
3.4 : 1.0 Whole Numbers Resources :
Whole Up To 10 000 4. Write numbers up to 2. Stick a number card on the board. Basic 3 - LINUS Module
Numbers Up 1000. Teacher gets pupis to say the 1.3 a) Write numbers up to Numeracy Basic
To 1000. 1.2 Write numbers. number and write on the board. 1000. 3
5. Read numbers in words - Mathematics
up to 1000. 3. Stick word card under the number b) Read numbers in Remedial
card. Teacher gets pupils to spell words up to 1000. Worksheet
6. Write numbers in word and read the numerals. Pupils
up to 1000. write the numbers on the board. c) Write numbers in word Teaching Aids:
up to 1000. number cards,
4. Repeat step 1 and step 2 with marker pen
other numbers.
Bridging :
5. Teacher says a numeral and - Write
gets pupils to write numbers in numbers up to
numerals and word. 10 000.
- Read and write
6. Repeat step 5 with other numbers in word
numbers. up to 10 000.
73
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Teacher distributes abacus to Concept :
Whole Numbers lesson, pupils are able each pupil. counting
Year 3 to:
3.4 : 1.0 Whole numbers up 2. Teacher writes the numbers on Construct 3 : Resources :
Whole to 10 000 7. To identify place value the board. Ability to understand the - LINUS module
Numbers Up and digit value for the Example: I23 value of numbers. Numeracy Basic
To 1000. 1.4 Place value. numbers up to 1000 Guide pupils to represent the 3
numbers to the abacus. Basic 3 - Mathematics
1.4 To identify place value Remedial
and digit value for the worksheet
numbers up to 1000.
Teaching Aids :
number cards
marker pen.
3. Teacher shows place value
table. Bridging :
- To identify place
thousand hundred tens ones value and digit value
for the numbers up
to 10 000.
4. Teacher writes the number on the

table and associate it with the
abacus.
thausand hundred tens ones

1 2 3
74
KSSR CONTENT
(RS)
5. Guide pupils in understanding the

concepts of place value and digit
value as follows:
Number Place value Digit value
123 Hundred 100
123 Tens 20
123 Ones 3
6. Repeat step 1 to step 5 with other

numbers.
7. Write a number and underline

certain digits. Ask pupils to write
the place value and digit value
for the underlined digit.
Example:
501: Place value -
Ones
Digit value - 1
thousand hundred tens ones
5 0 1
8. Ask pupils to show their

answers
9. Repeat step 8 and step 9 with

other numbers.
75
KSSR CONTENT
(RS)
RP 3 : KSSR Review 2017 At the end of the 1. Teacher gives an envelope Construct 3 : Concept :
Whole Numbers lesson, pupils are able containing number card to each Ability to understand the counting
Year 3 to: pupil. value of numbers.
3.4 : 1.0 Whole Numbers Recources :
Whole up to 10 000 8. Arranging numbers up to Example: - LINUS module
Numbers Up 10 000 in ascending order Envelope l – number card 101 to Numerasy Basic
Basic 3
To 1000 1.3 Number and descending order. 105 3
5. Arranging
Sequence. Envelope 2 – number card 225 to - Mathematics
numbers up to
229 Remedial
1000.
Envelope 3 – number card 358 to worksheet
a) Counting in ones in
362
ascending order and
Envelope 4 – number card 486 to Teaching Aids:
descending order.
490 Envelope containing
number card,
2. Teacher distributes number steps number steps card
card. Teacher asks pupil to
counting and arranging number Bridging :
card in ascending order. - Arrranging
Example: numbers up to
- 10 000 by
counting in ones in
ascending order
and descending
order.
3. Check the answers together.
4. Teacher asks a pupil to

counting and arranging number
card in descending order.
76
REMEDIAL
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Pupils count in two’s in ascending Concept :
Whole Numbers lesson, pupils are order from one to ten in following Construct 3 : Counting
Year 3 able to: way. Ability to understand the
3.4 : 1.0 Whole Numbers Example: value of numbers. Resources:
Whole up to 10 000 9. Arranging numbers up to ‘one’ (Say it out loud) - LINUS module
Numbers Up 10 000 by counting in ‘two’ (mention it in your heart) Basic 3 Numeracy Basic
To 1000. 1.3 Number two’s in ascending and ‘three’ (Say it out loud) 5. Arranging 3
Sequence descending order. (Say the next number alternately). numbers up to - Mathematics
1000: Remedial
2. Pupils count in two’s in b) Counting in two’s in worksheet
ascending order from the larger ascending dan
number. descending order. Teaching Aids :
Number quare
Example:
‘101’ (Say it out loud) Bridging :
‘102’ (mention it in your - Arranging numbers
heart) up to 10000 by
‘103’ (say it out loud) counting in two’s in
(Say the next number alternately) ascending and
descending order
3. Explain that this method can be
used to count in two’s.
77
REMEDIAL
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Teacher gives an envelope Concept :
Whole Numbers lesson, pupils are able containing number card set to Conctruct 3 : counting
Year 3 to pupils Ability to understand the
3.4 : 1.0 Whole Numbers value of numbers. Resources :
Whole up to 10 000 10. Arranging numbers up Example: - LINUS module
Numbers Up to 1000 by counting in Set I – 120,125,130,135,140. Basic 3 Numeracy Basic
To 1000 1.3 Number five’s in ascending and Set 2 – 151,156,166,161,171. 5. Arranging 3
sequence descending order. Set 3 – 233,238,243,248,253. numbers up - Mathematics
Set 4 – 252,257,262,267,272. to1000: Remedial
c) counting in five’s in worksheet
2. Teacher distributes number steps ascending and
card (Ascending order). Teacher descending order. Teaching Aids :
asks pupils to counting and Number
arranging number card in card,
ascending order . Example number
steps card
Bridging :
- Arranging
numbers up to
- 10 000 by
counting in five’s in
3. Check the answers together ascending and
descending order.
4. Teacher distributes number steps
card (descending order). Teacher
asks each group to counting and
arranging number card in
descending order.
78
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Teacher gives an envelope Concept :
Whole numbers lesson, pupils are able containing number card set to counting
Year 3 to pupils. Example:
3.4 : 1.0 Whole Numbers Set I – 120,130,140,150,160. Construct 3 : Recources :
Whole up to 10 000 11. Arranging numbers Set 2 – 151,161,171,181,191. Ability to understand the - LINUS module
Numbers Up up to 1000 by Set 3 – 233,243,253,263,273. value of numbers. Numeracy Basic
To 1000 1.3 Number counting in tens in Set 4 – 252,262,272,282,292. 3
Sequence. ascending and - Mathematics
descending order. 2. Teacher distributes number steps Basic 3 Remedial
card (Ascending order). Teacher 5. Arranging numbers up worksheet
asks pupils to counting and to 1000:
arranging number card in d) ) counting in tens in Teaching Aids :
ascending order. ascending and Number
Example: descending order. card,
number
steps card
Bridging :
- Arranging
numbers up to
- 10 000 by
counting in tens in
3. Check the answers together. ascending and
descending order.
4. Teacher distributes number steps
card (descending order). Teacher
asks each group to counting and
arranging number card in
descending order.
79
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of lesson, 1. Teacher gives an envelope Concept :
Whole numbers pupils are able to containing number card set to Construct 3 : counting
Year 3 pupils. Example: Ability to understand the
3.4 : 1.0 Whole Numbers 12 Arranging numbers value of numbers. Resources :
Whole up to 10 000 up to 1000 by Set I – 120,220,320,420,520. - LINUS module
Numbers Up counting in Set 2 – 151,251,351,451,551. Numeracy Basic
To 1000 1.3 Number hundreds in Set 3 – 233,333,433,533,633. Basic 3 3
Sequence ascending and Set 4 – 252,352,452,552,652. 5. Arranging numbers up - Mathematics
descending order. to 1000: Remedial
2. Teacher distributes number steps e) counting number in worksheet
card (ascending order). Teacher ascending order and
asks pupils to counting and descending order. Teaching Aids :
arranging number card in Number
ascending order. Example card,
number
steps card
Bridging :
- Arranging
numbers up to
3. Check the answers together. - 10 000 by
counting in
1. Teacher distributes number steps hundreds in
card (descending order). ascending and
Teachers asks each group to descending order.
counting and arranging number
card in descending order.
80
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of lessson, 1. Pupils are shown two groups of Concept :
Whole Numbers pupils are able to cuisenaire blocks with a total of counting
Year 3 125 and 127.
3.4 : Whole numbers 13. Compare two numbers Construct 3 : Recources:
Whole Up to 10 000 and state which is more 2. Teacher asks pupils to Ability to understand the - LINUS module
Numbers Up or less. count the blocks. value of numbers. Numeracy Basic
To 1000 1.0 Number value. 3
14. Put the numbers in 3. Write the two numbers on the Basic 3 - Mathematics
1.3 Number order on the number board. 1.6 a) Compare two Remedial
Sequence line. Communication numbers and state worksheet
suggestions: which is more or less.
Which is more or less?
How do you know? b) Put the numbers in Teaching Aids :
order on the number Cuisenaire block.
4. Guide pupils to compare numbers line.
by making a one to one match as Bridging :
follows - Number value up
to 10 000
Compare the
values of the
hundred. If the
same, compare
the value of
ten anyway.
Compare the values

of ten. If the
same,compare the
value of sa anyway.
Compare the
values of ones.
Counters without
pairs indicate
that the number
is larger.
81
KSSR CONTENT
(RS)
5. Guide pupils to state that

“127 more than 125”
“125 less than 127”
6. Distribute enough counters to

each pair. Repeat the activity with
the following pairs of numbers.
a) 154 and 152
b) 239 and 269
c) 461 and 361
82
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. Teacher distributes a container Concept :
Whole Numbers lesson, pupils are able of 25 marbles to pupils counting
Year 3 to
3.4 : Whole numbers 2. Stick a large number line without Construct 3 : Resources :
Whole Up to 10 000 15. Estimate the quantity of numbers on the board. Ability to understand the - LINUS module
Numbers Up objects up to 1000. value of numbers. Numeracy Basic
To 1000 1.5 Estimate. 3. Pupils estimate the number of 3
marbles in the container without Basic 3 - Mathematics
touching the container or counting 1.7 Estimate the quantity of Remedial
the marbles. objects up to 1000. worksheet
4. Record their estimates on the Teaching Aids:

board and write the numbers on Container
the number line. Marble
Number
5. Pupils count the number of line
marbles in the container. Write
the number on the number line Bridging :
and circle it.
- Number value up
to 10 000
6. Compare their estimates with the
actual number of marbles.
7. Explain that the best estimate is

the estimate that is closest to the
actual value.
83
KSSR CONTENT
(RS)
RS 3 : KSSR Review 2017 At the end of the 1. The diagram below is Concept :
Whole Numbers lesson, pupils are able provided. counting
Year 3 to Peak
3.4 : 1.0 Whole Numbers Construct 3 : Resources :
Backward Forward
Whole Up to 10 000 16. Round any number in the Ability to understand the - LINUS module
Numbers Up range of 1000 to the value of numbers. Numeracy Basic
To 1000 1.6 Round off nearest ten. 3
numbers. Basic 3 - Mathematics
1.8 Round any number in Remedial
the range of 1000 to the worksheet
nearest ten.
2. Explain that numbers 1, 2, 3 and 4 Teaching Aids :
will be rounded to the number 0. Number line
The numbers 5, 6, 7, 8 and 9 will
be rounded to the number 10. Bridging :
- Number value up
3. Repeat this activity using larger to 10 000.
numbers in the range of
10000.
84
KSSR CONTENT
(RS)
KP 4 KSSR Semakan 2017 At the end of the lesson, Activity 1 – Regrouping 2 groups Construct 7 : Concept:
Addition pupils are able to: Ability to carry out basic Basic addition
Year 1 operations. Resources:
1. To recognize the concept of
- Teacher Module
4.1 : addition through adding
1. To state the - Pupils’ Module
Addition Within 2.0 Basic Operations marbles into a jar. Basic 1
concept of Numeracy
Ten 2.1 Concepts of 2. There are 2 marbles in the jar. 3.1 Specifies the value of
addition Basic 1, 3.1.
addition and Students add one more marble more than one of a BBB / BBM :
through at a time. One more marble
• subtraction number. Jar, marbles, large -
combination added to two marbles makes
process. three. Students count all the sized number lines
marbles in the jar.
2. Justify the
value of one Activity 2 - Number line
more from a
number.
1. Paste a big sized print number
line on the whiteboard. Relate
the concept ‘add one more from’
using the number line.
2. Add one more from (point to the
number ‘1’) is two (point to the
number ‘2’)
3. Continue to add ‘one more from
number nine is ten’.
85
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the Activity 1 – Bead counting Concept:
lesson, pupils are able Basic addition
to: Construct 7 : Resources:
Addition Year 1 1. Each student is given a piece of Ability to carry out basic - Teacher Module
4.1 : 2.0 Basic Operations string. Students thread 3 red operation. - Pupils’ Module
Addition Within 2.2 Add within 100 beads followed by 5 blue beads.
3. To state the addition Numeracy Basic 1,
10
of two numbers. 3.2.
.
Basic 1
2. Students count the total number of 3.2 Specifies the sum of BBB / BBM :
beads String, beads, large -
two numbers. sized number lines
Bridging :
- Similar activities
Activity 2 – Continuous counting were repeated for
the sum within 100.
1. Paste the number line on the
whiteboard. Students count
continuously according to the
colours.
86
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Count the objects in the picture. Construct 7 : Concept:
lesson, pupils are able Students write in mathematical
Addition to: sentence
Year 1 Ability to carry out basic Basic addition,
operation. mathematical
4.1 : 2.0 Basic Operations sentence in horizontal
4. Introduce the layout, mathematical
Addition symbol of Construct 10 : sentence in vertical
2.1 Concepts of
Within 10 ‘addition’ and Ability to translate layout
addition and ‘equal to.’ ordinary sentence into .
subtraction 5. Write mathematical sentence Resources:
number and vice versa. - Teacher Module
sentence for - Pupils’ Module
Numeracy Basic
addition
Basic 1 1, 3.3.
operation.
3.3 Write number sentence BBB / BBM :
for addition operation. Picture cards
Bridging :
were repeated for
the sum within 100.
87
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Paste a scale 6 card on the Construct 7 : Concept:
Addition lesson, pupils are able whiteboard and ask the
to: students to combine the
Able to carry out basic Basic addition
4.1 : Year 1 different scale cards that add
operations. Resources:
Addition Within 2.0 Basic Operations up to six.
6. To state number pairs - Teacher Module
10 2.2 Add within 100 - Pupils’ Module
. that give the same 2. Repeat step 1 with a few other Numeracy Basic
Basic 1
summation. scale cards. 1, 3.4.
3.4 To state number pairs
that give the same
Example: BBB / BBM :
summation. scaled cards
Bridging :
were repeated for
the sum within 100.
88
KEMAHIRAN STANDARD
KANDUNGAN KEMAHIRAN
PEMULIHAN KANDUNGAN OBJEKTIF CADANGAN AKTIVITI CATATAN
(MODUL LINUS)
(KP) KSSR
KP 4 : KSSR Semakan 2017 At the end of the Activity- Pass the box (poison box) Concept:
Addition lesson, pupils are able Basic addition
to: Resources:
Year 1 1. Sit the children in a - Teacher Module
4.1 :
circle and give the box to - Pupils’ Module
Addition Within
2.0 Basic Operations a pupil. Start the music. Numeracy Basic
10 Construct 7 :
7. State spontaneously 1, 3.5.
2.2 Add within 100 2. The pupil passes the Ability to carry out basic
addition of two box around in the circle operation.
numbers. to the pupil on their left BBB / BBM :
for as long as the music box, radio, question
Basic 1 cards
continues.
3.5 State spontaneously
3. When it stops, the pupil
addition of two
holding the box will pick Bridging :
numbers.
up a question from the - Similar activities
box and answer were repeated for
spontaneously. the sum within
100.
4. Answer the question in

worksheets.
89
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Write problem solving statement Construct 11 : Concept:
Addition lesson, pupils are able on the whiteboard or flash Ability to apply knowledge Basic addition,
to: cards. and daily life skill limited to mathematical
Year 1 sentence in horizontal
whole numbers.
4.1 : 2.0 Basic Operations layout, mathematical
Addition Within Example: sentence in vertical
10. 8. Solve simple problems in Three butterflies sit on the layout
2.4 Problem solving. daily life situations. window. Four more butterflies sit Basic 1
on the window. There are seven 3.6 Solve simple problems in
butterflies altogether. daily life situations. Resources:
- Teacher
Module
- Pupils’ Module
Numeracy Basic
1, 3.6.
2. Students write sentences bon
the picture/ object given by the BBB / BBM :
teacher. Flash cards
.
Bridging :
were repeated for
the sum within
100.
90
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Distribute the hundred Construct 7 : Concept:
Addition Year 1 lesson, pupils are able chart and marker pen to Ability to carry out basic
to: students. operation.
Basic addition
4.2 : 2. Teacher ask student to
2.0 Basic Operations Resources:
Addition Within state number one more
1. Justify the value of one - Teacher
from eleven using Basic 1 Module
18
2.1 Concepts of more from a number. hundred chart and pen 4.1 Justify the value of one - Pupils’
addition and marker. more from a number. Module
subtraction 3. Repeat step 2 using Numeracy
different numbers. Basic 1,
4.1.
-
BBB / BBM :
Example:
one hundred units
chart, marker pen
Bridging :
were repeated for
the sum within 100.
91
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the Activity- Bead Necklace Construct 7 : Concept:
Addition lesson, pupils are Ability to carry out basic Basic addition
able to: operation. Resources:
Year 1
- Teacher
4.2 : 2.0 Basic Operations Module
Addition Within
2. State the summation Basic 1 - Pupils’
18
of two numbers. 4.2 State the summation of Module
2.1 Concepts of 1. Each student is given a piece of
Numeracy
addition and string. Students thread 6 red two numbers.
Basic 1,
beads and 7 blue beads in a
subtraction. 4.2.
string.
BBB / BBM :
2. Students count the total number
beads, string
of beads.
3. Repeat this activity with different
number of beads. Bridging :
were repeated for
the sum within 100.
92
KSSR CONTENT
(RS)
Construct 10 : Concept:
KP 4 : KSSR Semakan 2017 At the end of the Activity – Dotted Card Basic addition
Addition lesson, pupils are able 1. Pupils are given two dotted
cards. Ability to translate
Year 1 to:
ordinary sentence into Resources:
4.2 : 2.0 Basic Operations - Teacher Module
Addition Within 3. Write the addition mathematical sentence
- Pupils’ Module
18 2.1 Concepts of sentence. and vice versa. Numeracy Basic
. . 1, 4.3.
addition and
Basic 1 -
subtraction.
4.3 Write the addition BBB / BBM :
sentence. dot cards
Bridging :
2. Pupils are guided on how to - Similar activities
write a mathematical sentence were repeated for the
‘4+8=12’. Explain the meaning sum within 100
of the symbol ‘+’ and ‘=‘. - Introduce addition
3. Repeat the activity and give operations in vertical
other examples. layout.
4. Worksheet 4.3.
93
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 201
Addition At the end of the Addition operation activity using Construct 7 : Concept:
lesson, pupils are scale cards. Ablility to carry out basic Basic addition
Year 1 operations.
4.2 : able to: 1. Place scale card 12 on the
2.0 Basic Operations
Addition Within white board and ask the Resources:
pupils to call out the - Teacher Module
18 Basic 1
2.2 Add within 100 4. State number pair that combination of other scale - Pupils’ Module
has the same 4.4 State number pair that
cards that add up to scale Numeracy Basic
summation. card 12. has the same 1, 4.4.
2. Repeat step 1 with a few summation.
other scale cards of BBB / BBM :
scaled cards
different values. Example:
Bridging :
were repeated for
the sum within
100.
94
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017
Addition 1. Pupils pick a card Construct 7 : Concept:
At the end of the randomly from the floor. Ability to carry out basic Basic addition,
Year 1 lesson, pupils are operations. mathematical
4.2 : 2.0 Basic Operations sentence in horizontal
Addition Within able to:
layout
18
5. State spontaneously Basic 1
2.2 Add within 100
addition of two numbers. 4.5 State spontaneously Resources:
addition of two - Teacher
numbers. Module
- Pupils’ Module
Numeracy Basic
1, 4.5.
2. Pupils solve the BBB / BBM :

question that is picked. question card
.
3. Pupils solve other Bridging :
questions. - Similar
activities were
repeated for the
sum within 100.
95
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. To solve problem statements on Construct 11 : Concept:
Addition lesson, pupils are the white board or flash cards. Ability to apply knowledge Basic addition,
able to: Example: and daily life skills limited to mathematical
Ahmad has 9 marbles. Ali gives whole numbers.
4.2 : 2.0 Basic layout, mathematical
him 5 marbles. How many .
Addition Within Operations sentence in vertical
6. Solve simple problems in marbles has Ahmad altogether Basic 1
18 layout
2.4 Problem solving. daily life situations. 4.6 Solve simple problems in
daily life situations.
Resources:
- Teacher
Module
- Pupils’ Module
Numeracy Basic
1, 4.6.
2. Pupils write the statement based -
on the amount given. BBB / BBM :
9 + 5 = 14 flash card
Bridging :
were repeated for
the sum within 100.
96
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Pupils are given number Construct 7 : Concept:
Addition lesson, pupils are cards and writing boards. Ability to carry out basic Basic addition,
able to: 2. Students get a operations. mathematical
4.3: total value from the
2.0 Basic Operations layout, mathematical
1. Add any two numbers, combination of the sentence in vertical
Addition Within Basic 2
2.1 Add within one digit and one digit value of 2 cards. layout
100 2.1 (a) Add any two
without regrouping. 3. Students are guided
1000.
regarding value numbers, one digit and
placement: hundreds, one digit without Resources:
tens, ones. regrouping. - Teacher Module
- Pupils’ Module
Numeracy
Basic 2,
2.1(a).
BBB / BBM :
Number
cards,
whiteboard
Bridging :
-Similar activities
were repeated for
the sum within
1000.
97
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Pupils are guided in adding 2 Concept:
Addition lesson, pupils are digit number to one digit Construct 7 : Basic addition
able to: number without regrouping Ability to carry out basic
Year 2 operations.
4.3 : based on a 100 units chart.
2.0 Basic Operations Resources:
Addition Within - Teacher Module
2. Add any two numbers,
100 2.1 Add within Basic 2 - Pupils’ Module
one digit and two digit Numeracy Basic
1000. 2.1 (b) Add any two numbers,
without regrouping. 2, 2.1(b).
one digit and two digit -
without regrouping. BBB / BBM :
One hundred units
chart
2. Teacher guides pupils to Bridging :

determine value placement of
hundreds, tens and ones.
were repeated for
the sum within
1000.
98
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the . 1. Pupils are given number cards and Construct 7 : Concept:
Addition lesson, pupils are writing boards. Ability to carry out basic Basic addition
able to: operations.
Year 2
4.3 : 2.0 Basic Operations Resources:
Addition Within 3. Add two numbers, two-
Basic 2 - Teacher Module
digit and two-digit without - Pupils Module
100 2.1 (c) Add two numbers,
2.1 Add within regrouping. Numeracy Basic
1000. 2. Teacher guides pupils to two-digit and two-digit 2, 2.1(c).
determine the place value without regrouping.
hundreds, tens and ones. BBB / BBM :
flash cards
ratus puluh sa
4 4 Bridging :
+ 2 5 - Similar activities
6 9 were repeated for
the sum within
1000.
99
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Pupils are given flash cards. Construct 7 : Concept:
able to: operations.
4.3 : Year 2 Resources:
2. Teacher guides pupils to Basic 2
Addition Within 2.0 Basic Operations determine value of the place of 2.2 (a). Add two numbers, - Teacher
2.1 Add within 1000. 4. Add two numbers, two- Module
100 hundred, ten and one. two-digit and one-digit
digit and one-digit with - Pupils’
regrouping. with regrouping. Module
Numeracy
Basic 2,
5. Add two numbers, two- 2.2(a), (b).
Suggestion for meaningful learning.
digit and two-digit with See Appendix 2 (A )
Construct 7 : BBB / BBM :
regrouping. Ability to manage basic
1. Students are given flash flash cards
cards. Teacher guides pupils operations.
to add double digit numbers to
double digit numbers. Bridging :
Teacher guides the pupils to
Basic 2
determine the place value of 2.2 (b) Add two numbers, - Similar
hundreds, tens, ones. two-digit and two-digit activities were
with regrouping. repeated for the
sum within 1000.
2. Teacher guides the pupils to

determine the place value of
hundreds, tens and one.
100
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Pupils are given flashcards. Construct 7 : Concept:
4.3 : able to: operations.
Addition Within Year 2
100 2.0 Basic Operations Resources:
6. Add three one-digit numbers.
2.1 Add within 1000. 2.Teacher guides pupils to add three - Pupils’ Module
single digit numbers through the use of 2.3 Add three one-digit Numeracy Basic
number lines. numbers. 2, 2.3.
BBB / BBM :
flash cards,
number line
Bridging :
- Similar activities were
repeated for the sum
3. Teacher guides the pupils to write in
within 1000.
mathematical sentences for the first
flashcard. Do the same for the
additional flash card in the horizontal
form. (refer to resource).
4+5=9
9 + 7 = 16
4.Distribute worksheets.
101
KSSR CONTENT
(RS)
KSSR Semakan 2017 At the end of the Construct 10 : Concept:
KP 4 : lesson, pupils are Ability to translate Basic addition
Addition able to: ordinary sentence into
Year 2
mathematical sentence
Resources:
4.3 : 7. Complete addition number and vice versa.
- Teacher Module
Addition Within 2.0 Basic Operations sentence that involved two - Pupils’ Module
2.1 Add within numbers. Numeracy Basic
100
1000. Basic 2 2, 2.4.
2.4 Complete addition
number sentence that BBB / BBM :
involved two numbers. jar cards,
apple cards
Bridging :
- Similar
activities were
repeated for the
sum within 1000.
102
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the 1. Make a problem statement on Concept:
Addition Year 2 lesson, pupils are the white board or flashcard. Construct 11 : Basic addition
able to: Ability to apply knowledge
2. The teacher guides the pupils and daily life skills limited to
4.3 : 2.0 Basic Operations to rewrite the mathematical Resources:
8. Solve addition problems whole numbers.
Addition Within statement based on the - Teacher Module
100 2.5 Problem solving. in daily life situations.
statement given. - Pupils’ Module
Basic 2 Numeracy Basic
3. Distribute worksheets. 2, 2.5.
2.5 Solve addition problems -
in daily life situations. BBB / BBM :
flash cards
kad imbas
Bridging :
within 1000.
103
KSSR CONTENT
(RS)
KP 4 : KSSR Semakan 2017 At the end of the
Addition Year 3 lesson, pupils are Construct 10 : Concept:
4.4 : able to: Ability to translate Basic addition
Addition
ordinary sentence into
Within 1000 2.0 Basic Operations
1. Add up to three numbers mathematical sentence Resources:
that involved up to three- and vice versa. - Teacher Module
2.1 Add within digit numbers without - Pupils’ Module
10 000 regrouping. Numeracy Basic
Basic 3 3, 2.1.
2.1 Add up to three numbers
that involved up to three- BBB / BBM :
digit numbers without flash cards
regrouping.
Bridging :
within 10 000.
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
KSSR CONTENT
(RS)
At the end of the
KP 6 : KSSR Semakan 2017 lesson, pupils be able: 1. Using existing Construct 7 : Concept :
Multiplication materials,photographs,scan cards Ability to handle basic multiply the
Year 2 operations.
1. Recognize the concept or number lines product of the
2.0 Basic Operation of multiplication through group by the
Basic 2
the process of repeated Example: number of
2.3 Multiply addition Using red marbles,students were (a) 1. Build and name repeated additions
within 1000. given a number of red marbles and groups equally using: mathematical
asked todistribute to groups of two concrete materials sentences arrangement
b) drawing of zero numbers,
of 5 groups.
c) number line. problem -solving tables
Source:
5 groups of two Teacher Module
Basic Pupil Numeracy
2, 4.1(a)
A total of 10 red marbles
Teaching Aids :
Repeated using candy as in the counter,
example below: picture cards, number
cards,
large -sized number
3 groups of two. lines.
Bridging :
Time table 0 - 10
133
KSSR CONTENT
(RS)
Repeated using candy as in the

example below:
A total of 24 monkeys
2. Using the number line count

skips by two.
1 2 3
Skip groups of two. The number is

6.
Meaningful Learning
Suggestions Refer to Appendix
3 (B)
134
KSSR CONTENT
(RS)
RS 6 : 1. At the end of the 1. Pupils are given two groups of 4 Concept :

KSSR Semakan 2017 lesson, pupils be able: groups, and pupils are asked to add repeatedly
Multiplication increase the number of flowers for each nstruct 10: Ability to
picture card. translate ordinary Source:
Year 2 Get to know the
2.0 Basic Operation concept of sentences into Teacher Module
Example:
multiplication through sentences
2.3 Multiply the process of repeated mathematics and vice versa. Basic Pupils
within 1000. addition: Numeracy
a) i. two-two Basis 2 2, 4.1(a)
b) ii. five-five 2. Pupils try to write mathematical 2. Write repeated addition
c) iii. tens sentences for repeated addition and math sentences: Teaching Aids :
d) iv. four-four mathematical sentences using a) two-two counter.
multiplication symbols. b) five-five
picture cards, number
2. Write repeated addition c) tens
cards,
math sentences. d) four-four
oversized number line,
dominoes,
multiplication
operations,
worksheets, scan
cards,
multiplication operation
- 1. Repeat the above activity basic fact cards,
using group picture cards of multiplication math
five, ten and four. sentence cards.
Bridging :
Times Table 0 - 10
135
KSSR CONTENT
(RS)
RS 6 : KSSR Semakan 2017 At the end of the lesson, pupils 5.0 1. Introduce the multiplication Concept:
be able: symbol (X) and the equal symbol multiply, times
Construct 10: Ability to double, the product of
Multiplication Tahun 2 (=).
4. Recognize multiplication translate ordinary the group
symbols sentences into sentences the same number of
2.0 Basic Operation repeated additions
(X) and is equal to
(=). mathematics and vice mathematical sentence
2.3 Multiply versa.
within 1000. Source:
5.Complete - Teacher module
mathematical sentences - Basic Numeracy
using symbols correctly. Basis 2 Students 2, 4.1 (b)
4.1 (b) 1. Introduce the Teaching Aids:

multiplication and when the symbol
6.0 2. Write the symbols and use the
symbols to write mathematical equation symbols: picture cards large -
sentences based on a given sized number cards.
situation. a) Use and diversify
relevant vocabulary in the Bridging :
context of multiplication. Times Table 0 - 10
b) Write the symbol

• c) Use symbols to
write mathematical
sentences based on
a given situation.
136
KSSR CONTENT
SKILLS
STANDARD OBJECTIVE SUGGESTED ACTIVITIES (LINUS MODULE) REMARKS
(RS)
RS 6 : KSSR Semakan 2017 At the end of PdP, 1. 1. Teacher prepares 2 mangosteen Concept:
Multiplication students are able to: seeds and doubles to 3 bowls. multiply, times
Year 2 double, the product of
2.0 Basic Operations the group
6. Write a group Construct 10: Ability to the same number of
2.3 Multiply multiplication math translate ordinary repeated additions
Enquiry and answering:
within 1000. sentence sentences into sentences mathematical sentence
How many bowls of mangosteen are
i. two-two there now? mathematics and vice
ii. five-five versa. Source:
(students will answer "Three bowls"). - Teacher module
iii. tens - Basic Numeracy
iv. all four based on: How many mangosteen seeds are in Basis 2 Students 2, 4.1 (b)
a) object each bowl? 4.1 (b) 2. Write
b) drawing (students will answer "Two seeds"). multiplication Teaching Aids:
mathematical sentences Bowl appropriate
c) number line. existing objects.
Three times two equals six. when given groups of
(Write ‘3 × 2 = 6’ on the board). twos, fives, tens and fours Bridging :
with the help of: - Times Table 0 - 10
9. 2. Repeat with groups of fives, a) object
tens and fours. b) drawing
c) number line.
137
KSSR CONTENT
SKILLS
STANDARD OBJECTIVE SUGGESTED ACTIVITIES (LINUS MODULE) REMARKS
(RS)
RS 6 : KSSR Semakan 2017 At the end of the 5 1. Pupils form 2 groups. Pupils Concept:
Multiplication lesson, pupils be able: build five groups of twos and two multiply, times,
Year 2 groups of fives using Unifix cubes multiplication,
2.0 Basic Operations (two different colors) to each multiplication, equal
7. Write a mathematical group. Construct 10: Ability to group, repeated
2.3 Multiply sentence with the same translate ordinary addition,
within 1000. answer by changing the sentences into mathematical
order of the multiplied sentences sentences,
numbers for the group mathematics and vice arrangement of
numbers
i. two-two versa.
ii. five-five Source:
iii. tens Basis 2 Teacher module
iv. four-four. 4.1 (c) 1. Write a Basic Numeracy
Students 2, 4.1 (c)
multiplication
operation whose Teaching Aids:
2. Ask the pupils to write a
answer is the same as Unifix cube.
mathematical sentence based on
the given
the arrangement of the cubes on the
multiplication Bridging :
board, namely ‘5 × 2 = 10’ and ‘2 × 5
operation by changing - Time Table 0 – 10.
= 10’.
the order of the
multiplied numbers.
3. Discuss the change in the order of
the multiplied numbers and the
resulting answer.
1. 4. Guide students to see that

changing the order of two
multiplied numbers will produce
the same answer.
138
KSSR CONTENT
(RS)
RS 6 : KSSR Revision 2017 At the end of the 1. 1. Ask students to draw a picture Construct 10: Ability to Concept:
lesson, pupils be based on the situation and write a translate ordinary multiply, times,
Multiplication Year 2 able: multiplication math sentence on sentences into sentences multiplication,
2.0 Basic Operations mahjong paper as follows: multiplication, equal
mathematics and vice
group, repeated
2.3 Multiply Construct and versa. addition,
within 1000. complete mathematical
multiplication Basis 2 sentences,
mathematical 4.2 (a) Construct the digits arrangement of
Step 1 numbers, zeros
sentences for two, five, ten and four with
numbers 2. Repeat steps 2 and 3 until there are reference Source:
i. two nine groups of twos. Ask the pupils a) concrete objects - Teacher module
ii. five to count to two each time they add • b) a picture of a number - Basic Numeracy
up the sweets. The student's work line. Students 2, 4.2 (a)
iii. ten
will look likethis:
iv. four. Teaching Aids:
counters or appropriate
existing objects,
mahjong paper, picture
cards, number line
cards.
Bridging :
4 Time Table 0 – 10.
139
KSSR CONTENT
(RS)
7. Complete the basic facts of

multiplication based on the picture.
Example:
8. Membina sifir menggunakan garis

nombor.
Repeat the above activity steps to

construct the number 5, number
10 and number 4.
140
KSSR CONTENT
(RS)
RS 6 : KSSR Semakan 2017 At the end of the I. Place a rattan hoop in front Construct 7: Concept:
Multiplication lesson, students are of the class. Ask a student to Ability to handle basic multiply, times,
Year 2 operations. multiplication,
able to: stand in the rattan hoop.
2.0 Basic Operations multiplication, group,
II. Communication suggestions: Basis 2 repeated addition,
2.3 Multiply 9. understand and write III. "How many groups (of rattan 4.2 (b) Determine the values mathematical
within 1000. values for ciphers loops) are there?" for the digits one and the sentences,
i. one IV. "How many members arrangement of
digits zero.
ii. zero (students) in each group?" numbers, zeros
V. “One group one by one. How Source:
10. understand and many students are there - Teacher module
write values for ciphers altogether? ” - Basic Numeracy
i. one VI. Ask students to write the Students 2, 4.2 (b)
• ii. zero multiplication math sentence
Teaching Aids:
VII. ‘1 × 1 = 1’ on the board. counters or appropriate
VIII. existing objects, rattan
Repeat steps 2 and 3 until hoops, mathematical
there are nine groups one at sentence cards,
a time. glasses, marbles.
9..Show a glass containing Bridging :
marbles. 13. Time Table 0 – 10.
Communication suggestion:
"How many glasses did you
see?"
"How many marbles did you see?"
141
KSSR CONTENT
(RS)
Write the math sentence. (have

students write a multiplication math
sentence based on the situation on
their respective boards)
One (point to glass) multiplied by

one (point to marble) is equal to one
(point to marble in glass).
Next, remove the marble from the

glass.
Communication suggestion: “Now

the teacher will remove this marble.
How many glass beads do you
see? ”
Write the math sentence. (have

students write a multiplication math
sentence based on the situation on
their respective boards)
One (point to glass) multiplied by

zero (point to marble) equals zero
(point to marble in glass).
(write "1 × 0 = 0" on the board).
142
KSSR CONTENT
(RS)
Then show another empty

glass and repeat the same
questioning technique.
Repeat step 9 until there are nine

empty glasses in all.
143
KSSR CONTENT
(RS)
RS 6 : KSSR Revision 2017 At the end of the 1. Distribute enough counters to Concepts: multiply,
Multiplication lesson, pupils be able: each student. multiply, double,
Year 2 2. Write the following mathematical Construct 10: Ability to translate product, group, equal,
2.0 Basic Operations ordinary sentences into
11. Complete the sentences on the board: twofold,
sentences
2.3 Multiply multiplication math ×2=12 mathematics and vice versa. five-five, ten-ten, four-
within 1000. sentence for zeros four, repeated addition,
i. two Communication suggestion: "How Basis 2 mathematical sentence
ii. five many groups multiplied by two 4.2 (c) Complete
iii. ten counters, get twelve counters?" multiplication math Source:
iv. four sentences involving the - Teacher module
v. one "There are twelve counters in all." digits two, five, ten, - Basic Numeracy
vi. zero. four, one and zero. Students 2, 4.2 (c)
"How many groups of twos do you
need in each group to make Teaching
twelve?" Aids:
an appropriate counter
"How many groups of two did you or existing object.
get?"
Bridging :
- Time Table 0 - 10
3. Guide the students to see that in
each group there should be the
same number of counters
(members).
4 Repeat the steps by giving

another example.
144
KSSR CONTENT
(RS)
RS 6 : KSSR Revision 2017 At the end of the 1. Form two groups, A and Concept:
Multiplication lessson, pupils are able B. At random, each member of group A
Year 2 to: is asked to hold a piece of math Construct 10: multiply, times, double,
2.0 Basic Operations sentence card number two and member product, group,
of group B holds a piece of picture card equally many, repeated
12. Complete the Ability to translate ordinary
2.3 Multiply on their chest. additions,
multiplication math sentences into sentences mathematical
within 1000.
mathematics and vice versa. sentences, order of
sentence for zeros
i. two numbers, zeros, zeros,
Basis 2 ascending order
ii. five
iii. ten 4.3 (a) Express Source:
iv. four spontaneously the numbers
v. one two, five, ten, four, one and - Teacher module
vi. zero - Basic Numeracy
zero according to:
Students 2, 4.3 (a)
in ascending order and
randomly. a) ascending order Teaching Aids:
2. Play music and have students b) random
move to find the correct pair of appropriate counters or
math sentences and picture cards existing objects,
as quickly as possible before the cards, double digits,
music stops. picture cards, radios/
musical instruments.
3. Pupils who have met their
partner will stand together. Bridging:
Continue until all pairs are found. 4 Time Table 0 – 10
14. 4. Repeat the activity with

another cipher.
145
KSSR CONTENT
(RS)
1. Place all number cards in
RS 6 : KSSR Revision 2017 At the end of the multiples of two and four, or five and Concept:
Multiplication lesson, pupils be able: ten in the same box. Construct 10: multiply, times, double,
Year 2 product, group,
2.0 Basic Operations
13. Complete the 2. Take one card at random from Ability to translate ordinary equal number,
repeated addition,
2.3 Multiply multiplication math inside the box. Ask the question that sentences into sentences order of numbers,
corresponds to the number card mathematics and vice versa.
within 1000. sentence for zeros zeros.
i. two
that has been taken.
Basis 2 Source:
ii. five
For example, when the number card - Teacher module
iii. ten 4.3 (b) 1. Express
‘30’ is taken: - Pupil Basic Numeracy
iv. four spontaneously the numbers 2, 4.3 (b)
v. one Communication suggestions: two, five, ten, four, one and
Teaching Aids:
vi. zero "How many times five is the result of zero according to: large -sized number
according to one of the thirty?" lines
two numbers multiplied to a) one of the numbers
boxes, number cards in
give a particular product. or; multiplied to give a multiples of two, five,
particular product. ten and four.
"Six times what is the result of
thirty?" Bridging :
Time Table 0 – 10.
or;
"How many times ten is the answer

thirty?"
- 3. Ask students to write the

question as a sentence.
146
OBJECTIVE SUGGESTED ACTIVITIES REMARKS
At the end of the lesson, pupils be 1. Write a story or problem statement on the
RS 6 : KSSR Revision 2017 able: board. Concept:
Multiplication Construct 10: multiply, times, double,
Year 2 14. they create a story based on a For example: Ability to translate ordinary product, group,
2.0 Basic Operations given multiplication math sentence. "Adam picks 5 rambutan seeds a day. He sentences into sentences equally many, repeated
plucked rambutan for 4 days in equal mathematics and vice versa. additions,
2.3 Multiply 15. solve everyday problems numbers. How many rambutan seeds did mathematical sentences,
within 1000. involving multiplication of two Adam pick altogether? ” Construct 11: number sequences,
numbers using ciphers The ability to apply knowledge and tables, stories, problem
i. two 3. Draw the following table on the skills in daily life is limited to whole solving
ii. five board. numbers.
iii. ten Source:
Basis 2 - Teacher module
iv. four
4.4 1. Using the numbers two, five, - Basic Numeracy Pupils
ten and four for: 2, 4.4
a) they create a story based on a
given multiplication math sentence; Teaching Aids:
b) solve everyday problems mahjong paper, colored
involving multiplication of two pencils/crayons, table
numbers. cards.
Bridging :
- Time Table 0 – 10.
Instructions to students.
a) "How many rambutan seeds does Adam
pick in a day?"
b) "How many rambutan seeds did he pick
on the second/third/fourth day?"
147
KSSR CONTENT
(RS)
4. Ask the pupils to count all the

rambutan in the number five.
5. Then ask students to write and

explain the mathematical sentence
for the situation.
6. Repeat steps 2 to 5 by giving

other examples.
148
KSSR CONTENT
(RS)
At the end of the lesson, pupils 1. Place four loops of rattan in front of Concept:
RS 6 : KSSR Revision 2017 be able: the class. group, equal number
Multiplication
Year 2 1. Know the concept of 2. Place three balls into each loop of Construct 7: Source:
2.0 Basic Operations multiplication through the rattan. Ability to handle basic - Teacher module
process of repeated addition. operations. - Basic Numeracy
2.3 Multiply Students 3, 4.1
within 1000. 2. Recognize the Basis 3
multiplication symbol (X). 4.1 1. Construct and name Teaching Aids:
1. Stick a large number line on the equal groups using: rattan loops, balls,
board. a) concrete materials individual whiteboards,
b) drawing marker pens, counters,
c) number line. seller, whistle.
Bridging :
-Multiplication 0 - 11
-Construct multiples of
100 & 1000
1. Ask students to draw the -The multiplication
situation on the number line value is increased
on the board. up to 10 000
1. 2. Repeat the steps by giving

other examples.
149
KSSR CONTENT
(RS)
At the end of the lesson, Concepts:
RS 6 : KSSR Revision 2017 pupils be able: 1. 1. Using yellow marbles, group, equal
Multiplication students are given a number of Construct 10: Ability to number, repeated
Year 2 yellow marbles and asked to translate ordinary sentences addition,
2.0 Basic Operations into sentences
3. Write repeated addition distribute to groups of three of 5 mathematical
math sentences. groups. mathematics and vice versa. sentence
2.3 Multiply
within 1000. i. all three
Basis 3
ii. six-six Source:
4.2 1. Write repeated
iii. seven-seven addition math sentences:
- Teacher module
iv. eight-eight a) threes - Basic Numeracy
v. nine-nine b) six-six Students 3, 4.2
Number 15 yellow marbles c) seven-seven
d) eight Teaching Aids:
e) nines corresponding
existing objects.
2. Repeat the activity on the picture
card Bridging :
- Numbers 0 – 11
- Construct multiples of
100 & 1000
- The multiplication
value is increased
up to 10 000
150
KSSR CONTENT
(RS)
At the end of the lesson, 1. Form a group (three people). Concepts:
RS6 : KSSR Revision 2017 pupils be able: Each student from the first group group, equal
Multiplication draws a color pencil, according to number, repeated
Year 3 the color set by the teacher. For Construct 10:
4. Write a mathematical addition,
2.0 Basic Operations Ability to translate ordinary mathematical
sentence multiplied by example, a green pencil.
zero: sentences into sentences sentence
2.3 Multiply
i. three Communication suggestion: "How mathematics and vice versa.
within 1000.
ii. six many green pencils are there in Source:
the first group?" Basis 3 - Teacher module
iii. seven
4.3 1. Write a multiplication
iv. eight - Basic Numeracy
v. nine (student answers "Three sticks") Students 3, 4.3
when given groups of
threes, sixes, sevens, eights
Complete mathematical and nines based on: Teaching Aids:
sentences based on a) object colored pencils,
b) drawing number line cards,
number lines.
c) number line counters, stickers.
2. Guide the students in each
group to write a multiplication Bridging :
math sentence on mahjong paper.
1×3=3 - Numbers 0 – 11
- Construct multiples of
100 & 1000
3. Repeat steps 3 and 4 using - The multiplication
other colored pencils for the value is increased
other groups to involve nine up to 10 000
groups of three.
151
KSSR CONTENT
(RS)
4.Stick the number line card on

the board.
5. Show the multiplication

operation for the above situation
on the number line as follows
until 9 × 3 = 27:
6. Repeat steps 1 to 5 with

groups of sixes, sevens, eights
and nines.
152
KSSR CONTENT
(RS)
At the end of the lesson, Concepts:
RS 6 : KSSR Revision 2017 pupils be able: 1. Six students are asked to come multiply, multiply,
Multiplication to the front of the class. Ask each double,
Year 3 Construct 10:
6. Write the same student to point three fingers as multiplication,
2.0 Basic Operations Ability to translate ordinary
multiplication follows: group, number,
sentences into sentences equality,
2.3 Multiply operation of the
Communication suggestion: mathematics and vice versa. mathematical
within 1000. answer as the given
"How many students are in front sentence
multiplication Basis 3
of the class?"
operation by changing (student answers "six" and
4.4 1. Write a Source:
the order of the teacher writes the number '6' on multiplication - Teacher module
multiplied numbers. the board) operation whose - Basic Numeracy
answer is the same Students 3, 4.4
"How many fingers does each as the given
student show?" (student answers multiplication Teaching Aids:
“three” and teacher writes ‘× 3’ oversized number
operation by changing
after the number ‘6’) line,
the order of the multiplication math
multiplied numbers. sentence cards,
"What is the total number of
box,
fingers shown by all the
card number.
students?"
(student counts and answers “I8”
Bridging:
and teacher writes ‘= I8’ after ‘× - Numbers 0 - 11
3’) - Construct multiples of
100 & 1000
2. A similar activity is repeated for - The multiplication
three students by showing six value is increased
fingers each. Write a up to 10 000
mathematical sentence on the
board as follows:
6 × 3 = I8
3 x 6 = 18
153
KSSR CONTENT
(RS)
Communication suggestions:
“What do you see in these two
mathematical sentences?
Explain it”.
3. Guide the students to see

that they will get the same
answer even if the position of
the multiplied number is
changed.
4. Repeat a similar activity

using a large number line.
154
KSSR CONTENT
(RS)
At the end of the lesson, 1. Form a group (three people). Concept:
RS 6 : KSSR Revision 2017 pupils be able: Distribute 2 paper plates and I4 multiply, zero,
Multiplication pieces of marble pictures to each multiplication,
Year 3 group. Construct 10:
7. Construct a cipher. mathematical verse
2.0 Basic Operations Ability to translate ordinary
i. three
2.3 Multiply ii. six 2. In groups, students are asked to sentences into sentences Source:
iii. seven cut and paste seven pieces of mathematics and vice versa. Teacher Module
within 1000.
. iv. eight marble pictures on each paper Basic Numeracy
plate as follows: Basis 3
v. nine Students 3, 4.5
4.5 1. Construct the
vi. 100 numbers three, six, seven,
vii. 1000 eight, nine, I00 and I000
Teaching Aids:
based on: paper plates, picture
8. Write a mathematical a) concrete objects clippings, marbles,
sentence for a number 3. Collect all the paper plates that have
b) drawing thousand cube
i. three been pasted with marble picture pieces. cards, glue,
c) number line
ii. six scissors,
4. Stick the paper plate on the board
iii. seven and write the correct multiplication math
individual
iv. eight sentence. whiteboards, 100
v. nine square cards,
vi. 100 mahjong paper,
stickers.
vii. 1000
Bridging:
Numbers 0 - 11
Construct multiples
of 100 & 1000
The multiplication
value is increased
up to 10 000
155
5. Repeat steps until ‘9 × 7 = 63’.
6. Ask students to write the math

sentence on the individual board.
7. Ask students to read the cipher

that has been constructed.
8. Repeat steps 1 to 7 for numbers

three, six, eight and nine. For
digits 100 and 1000 replace the
paper plate with a hundred square
card and a thousand cube card.
156
KSSR CONTENT
(RS)
RS 6 : KSSR Semakan 2017 At the end of the lesson, 1. Ask pupils to put 3 sweets each Concept :
Multiplication pupils be able: glass. jumping,
Tahun 3 number line,
2.0 Basic Operation 9. Write a 2. Guide pupils to know each glass Construct 10 : group,
mathematical have equal number of sweets. Ability to translate ordinary member,
2.3 Multiply Pupils find the total of sweets for sentences into sentences multiply
sentence for a
within 1000. 4 glass. mathematics and vice versa.
number
Source :
Teacher module
i. three
Basic 3 Basic Numeracy
ii. six
4.6 1. Complete mathematic Students 3, 4.6
iii. seven 3. Write the mathematic sentence use time table
iv. eight sentences: Teaching Aids :
three, six, seven, eight,
v. nine glass,
nine, 100 and 1000.
vi. 100 sweets,
vii. 1000 mathematic card
X 3 = 12
sentence, wisel,
answering
4. Guide pupils to find the total
card,
of sweet each group.
question card,
box.
5. Repeated the activities using
other objects.
Bridging :
- Time table 0 – 11
6. Write the mathematic
- Create time table
sentences as:
100 & 1000
- Value of
5 X = 15
multiplication up to
10 000
157
KSSR CONTENT
(RS)
7. Guide pupils to draw 15 balls

each group.
8. Guide pupils to understand every

group have three ball and total of
balls are 15.
9. Repeat step 6,7 and 8 using

other objects.
158
KSSR CONTENT
(RS)
RS 6 : KSSR Semakan 2017 At the end of the 1. Create three group. Use rope and Construct 10 : Concept :
Multiplication lesson, pupils are able: 10 clothespin for each group. Ability to translate ordinary Ascending
Year 3 sentences into mathematic order, match,
2.0 Basic Operation sentence and vice versa arrange, to
10. Complete mathematic match
2.3 Multiply sentence involved times
within 1000. Basic 3 Source :
table:
i. three 2. 4.7 (a) 1. Pupils says the Teacher module
ii. six 3. Prepare three box and put the times table of Basic Numeracy
times table card inside the box. three,six,seven,eight, Students 3, 4.7(a)
iii. seven
Times table card for times three, nine, 100 and 1000
iv. eight
six and nine only. spontaneous in: Teaching aids :
v. nine
a) Ascending order Times table card, box,
vi. 100
Rope,
vii. 1000
clothespin,
In ascending order.
Unifix cube,
times table chart
card, mathematic
sentences card,
picture card.
4. In a group ask the pupils to
arrange the card in ascending Bridging :
order. - Times table 0 – 11
- Create times table
5. Tell the pupils to pinches the card 100 & 1000
at the clothespin in ascending - Value of
order. multiplication up to
10 000
159
KSSR CONTENT
(RS)
5. The first group complete to stick

the all multiplication cards
correctly are the winner of this
activities.
6. Ask pupils to read the

multiplication cards.
7. Give each pupils multiplication

chart card.
8. Guide pupils to write

multiplication based on
multiplication card at the rope.
9. Repeat step 1 until 8 with times

table seven, eight and 100..
160
KSSR CONTENT
(RS)
RS 6 : KSSR Semakan 2017 At the end of the 1. Create group of four pupils each Concept :
Multiplication lesson, pupils be able: group. Stick the spinning board group,
Year 3 at writing board. Ask the pupils member,
2.0 Basic Operation 11. Complete mathematical to spin the board. Construct 10 : times,
sentence involved times: Ability to translate ordinary multipli
2.3 Multiply i. three sentences into mathematic cation
within 1000. ii. six sentence and vice versa
iii. seven Source :
iv. eight Basic 3 - Teachers Module
v. nine 4.7 (b) 1. State - Pupils Basic
2. The first player of the group must spontaneously times
vi. 100 Numeracy
be complete the multiplication table three, six, seven,
vii. 1000 - 3, 4.7(b)
sentences based on the number eight, nine, 100 and
randomly.
where the arrow stopped. 1000:
Teaching Aids :
b) randomly
3. The faster player to answer the Times table box,
sentence is a winner of the box, rope,
games. clothespin
Unifix cube,
4. Repeat with other group and the times table
highest mark is a winner of the chart,mathematic
games. sentence card,
pictures card,
6. repeat step 1 to 4 using times table spinning board.
3, 6, 8, 9, I00 and I000.
Bridging :
- Times table 0 – 11
- Create times 100 &
1000
- Value of
10 000
161
KSSR CONTENT
(RS)
RS 6 : KSSR Semakan 2017 At the end of lesson 1. Prepare the flip-flop card. Open Construct 10 : Concept :
Multiplication pupils are able to: the card and show to pupils: Ability to translate ordinary multiply, times,
Year 3 sentences into mathematic multiplication
2.0 Basic Operation 12. Complete sentence and vice versa. result,
mathematic sentence pair of number, equal,
2.3 Multiply involved times: Basic 3 complete
within 1000. i. three 4.7 (c) State spontaneously
ii. six times table three, Source :
“Three times what equal to 9?
iii. seven six,seven,eight, nine, - Teachers Module
iv. eight 2. Ask pupils answer 100 and 1000 based: - Pupils Basic
v. nine spontaneously. c) any one of two Numeracy
vi. 100 number when 3, 4.7(b)
3. Closed flip-flop card and ask multiply given any
vii. 1000
pupils to check the answer. number for the
Choose any one or Teaching Aids :
two number which answer of the flip-flop card
given the same multiplication. (open-close),
answer. deconstruction
clock face, pencil
colour, Bingo card.
4. Repeat step above using another Bridging :

number involved times table 3. - Times table 0 – 11
- Create times table
5. Repeat step 1 until 4 using times 100 & 1000
table 6,7,8,9,100 and 1000. - Value of
10 000
162
KSSR CONTENT
(RS)
RS 6 : KSSR Semakan 2017 At the end of lesson 1. Create three groups of pupils. Concept:
Multiplication pupils are able to: Write a story or problem Construct 10 : multiplica
Year 3 statement. Example: Ability to translate ordinary tion,
2.0 Basic Operation 13. Create a story based “Fitri pluck 7 strawberries a day sentences into mathematic times,
on mathematic for the 6 days. How many sentence and vice versa. double,
2.7 Problem solving sentences. strawberries does Fitri pluck?” Repeated
Construct 11 : addition,
14. Solved daily problem 2. Stick the time table at the writing Ability to apply knowledge and Mathematic
involved two number board. skills in daily routine limit to sentence, solving
even number.
within times table three, problem
six ,seven, eight, nine, Basic 3 Source :
100 and 1000. 4.8 1. Using times table - Teachers Module
three, six, seven, eight, - Pupils Basic
nine, 100 and 1000. Numeracy
a) Create story based on 3, 4.8
mathematic sentence
“How many strawberries Fitri Teaching Aids :
given.
pluck in one day?” Mahjong paper,
b) Solved daily
(draw seven strawberries at colum 1) pencil colour, mini
problem involved
“How many strawberries Fitri writing board, time
two number of
pluck at day two/three/fourfive/six?” table card.
multiplication.
Bridging :
- Times table 0 – 11
- Create time table
100 & 1000
- Value of
10 000
163
KSSR CONTENT
(RS)
(ask pupils to draw strawberries

from day 2 until day 6)
3. Ask pupils to count all of

strawberries in total of seven.
4. Then ask pupils to write and

explain the mathematic sentences
based on the situation given.
5. Repeat step 1 until 4 using

another example.
164
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the 1. Know the concept of division Concept :
Division lesson, pupils be able: operation through the process of Equal,
Year 2 division through the process of twos
2.0 Basic Operation 1. To recognize division distribution and classify objects Construct 7 : fives,
concept by the process according to certain groups, the Ability to hande basic tens,
2.4 Divide within 1000. of distribution of items example below classifies operation. fours,
according to numbers according to groups of two class,
determined. Basic 2 group,
members,
5.1 (a) 1. Classify into distribute,
2. To Classify int groups groups of twos,fives,tens share,
Distributed in groups of two and fours by stating the divide
i. Two-two groups obtained by using
ii. Four-four a) object Resources:
iii. Five-five b) picture - Teachers Module
iv. Ten-ten  10 marbles are distributed in c) number line - Pupils Module
group of two Basic
Numeration 2
 The result of the distribution in
5 groups of marbles in pairs BBB / BBM :
(Total) ÷ (Members) = Appropriate existing
(Groups) objects, large-
10 ÷ 2 = 5 sized,number lines
Repeat the above activity for Bridging :

numbers fours,fives and tens. - Divison
Table 1 -
10
165
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the lesson, pupils 1. Through the division operation Concept :
Division be able: chart, the teacher introduces the Equal,
Year 2 division symbol ( ) and the equal twos
3. Introduce the division symbol (=) fives,
2.0 Basic Operation
( ) tens,
2.4 Divide within 1000 equal to (=) 2. The teacher also explains that fours,
the number of objects if divided class,
4. Construct and compete by the number of groups will be Construct 10 : Be able group,
mathematical sentences able to determine the result of to translate ordinary
members,
distribute,
using division and equal the number of group members sentences into share,
symbols based on a mathematical sentences divide
given situation. and vice versa
Resources:
Basic 2 - Teachers Module
5.1 (b) Introduce the - Pupils Module
division symbol and Basic
equal to: Numeration 2
a) Use and diversify
3. Write and complete relevant vocabulary BBM / BBM :
mathematical sentences. in the context of the Multi-symbol cards
division. (refer to BBM pg 72),
b) Write the symbol. Appropriate existing
c) Use the division objects, large-
symbol and equal to, sized,number lines,
to write a divisions operation
mathematicall charts
sentence based on a
given situation. Bridging :
- Divison
Table 1 -
10
166
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the lesson, 1.The concept of aggregation Conce
Division pupils be able : (minus repeat@ distribution) pt
according to the number of Equal,
Year 2 5. Write mathematical group members. twos
2.0 Basic Operation Construct 10 :
sentences based on fives,
collecion activities. example : 12 eggs were Be able to translate tens,
2.4 Divide within 1000 distributed to the groups of fours,
ordinary sentences into
three. (Refer to the picture mathematical sentences class,
below) and vice versa group,
members,
distribute,
Basic 2 share,
5.1 (c) Write mathematcal divide
sentnces based on Mathematical
activities sentences,collection
a) collection
Resources:
- Teachers Module
- Pupils Module
Basic
Numeration 2
BBB / BBM :
Appropriate existing
objects, math verse
cards.
Bridging :
- Divison
Table 1 -
10
167
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the lesson, 1. The concept of partnership Conce
Division pupils be able: through a process of fair pt
distribution one by one Equal,
Year 2 5. Write mathematical according to the number of twos
2.0 Basic Operation Construct 10 :
sentences based on groups fives,
collecion activities. Be able to translate tens,
2.4 Divide within 1000 fours,
mathematical sentences class,
and vice versa group,
members,
distribute,
Basic 2 share,
5.2 (c) Write mathematcal divide
sentnces based on Mathematical
activities sentences,collection
collection
2. The teacher makes a Resources:
demonstration in front of the - Teachers Module
students using a jar containing - Pupils Module
15 toy fish, to be distribute or Basic
divided into 3 small jars fairly. Numeration 2
3. The teacher distributes the toy BBB / BBM :

fish one by one for each jar as Appropriate existing
pictured below: objects, math verse
(AMOUNT) ÷ (GROUP) = (MEMBER
cards.
Bridging :
- Divison
Table 1 -
10
168
KSSR CONTENT
(RS)
4. Teacher informs pupils that all

the jar will be getting 5 fishes.
5. Repeat steps 1 to 4 with the

number of other fish such as:27
fish, 18 fish, 9 fish, 30 fish and so
on
169
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the lesson, pupils 1. Using the repeated Conce
Division be able: subtraction method pt
Year 2 Equal,
2.0 Basic Operation 7. Write mathematical Introduce the operation of diision twos
sentnces based on Construct 10 :
through the process of fives,
2.4 Divide within 1000 consecutive subtratn distributing/subtracting objects by tens,
Be able to translate
activities. number fours,
mathematical sentences class,
Divide the group by two and vice versa group,
members,
distribute,
Minus in row:
Basic 2 share,
5.1 (c) iii. Write divide
mathematical sentences Mathematical
based on activities: sentences,collection
i) repeated subtraction
Resources:
- Teachers Module
- Pupils Module
Basic
Numeration 2
BBB / BBM :
Appropriate existing
objects, picture cards,
number cards,
mathematical
sentences
Bridging :
- Divison
Table 1 -
10
170
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the lesson, pupils a) Explain that the concept of division Conce
Division be able: is the inverse of mutiplication pt
Year 2 Equal,
2.0 Basic Operation 8. Write mathematical twos
sentences based on Construct 10 :
fives,
2.4 Divide within 1000 the inverse activity of tens,
multiplication fours,
operations class,
mathematical sentences
and vice versa group,
members,
distribute,
Asas 2 share,
5.1 (c) iv. Write divide
mathematical sentences Mathematical
based on activities: sentences,collection
d) inverse of multiplication
Resources:
operation
- Teachers Module
- Pupils Module
Basic
Numeration 2
BBB / BBM :
Division math
sentence
cards,multiplication
math sentences
cards
Bridging :
- Divison
Table 1 -
10
171
KSSR CONTENT
(RS)
Concept:
RS 7 : KSSR Semakan 2017 At the end of the lesson, pupils 1. Construct mathematical sentences Equal,classifie
Division be able: involving division by 1 to 9, 10 d,group,memb
Year 2 and 100. Use number lines to er,distirbute,
9. Form mathematical Construct 10 :
2.0 Basic Operation compete basic facts of division. share, share,
sentences for division,
2.4 Divide within 1000. divisions involving mathematic
digits sentences,
i. two collection,
and vice versa
ii. five sharing,
iii. ten Repeated
Asas 2
iv. four subtraction,
5.2 (a) Form mathematicall
sentences invving inverse
10. Compete the
2. Construct dvision operation divisions of two,five,ten
mathematic Resources:
mathematicl sentences based and four guided:
sentences - Teachers Module
on a) Concrete objects
b) picture - Pupils Module
(SUM) ÷ (MEMBERS) = (GROUP)
c) number line Basic
Using existing materials,
Numeration 2
pictures/scan cards and
number lines
BBB / BBM :
Example: Mahjong
9(SUM) ÷ 3(MEMBERS ) = paper,coloured
3(GROUP) pencil,counters,large
9 ÷3= 3 number lines,existing
materials,scan
cards,number line
cards
1 2 3
Bridging :
- Division
Table 1 -
10
172
KSSR CONTENT
(RS)
Concept:
RS 7 : KSSR Semakan 2017 At the end of the lesson, pupils Aktiviti 1 : Equal,classifie
Division be able: 1. The teacher prepares a smal d,group,memb
Year 2 jar contining 5 toy fish, the fish er,distirbute,
2.0 Basic Operation 11. determine the value is distributed or divided int a Construct 7 : share, share,
for division by one nd large jar The abiity to hande basic division,
2.4 Divide within 1000. zero operations mathematic
sentences,
Asas 2 collection,
5.2 (b) determine the value sharing,
for division by one nd Repeated
zero subtraction,
inverse
bersamaan Resources:
- Teachers Module
- Pupils Module
Basic
Numeration 2
BBB / BBM :
Toy fish,small
Oleh itu : 5÷1=5 jars,large jars
2. The teacher guides the pupil and Bridging :

insists the sum of the numbers - Division
divided by 1 will get the answer of
- Table 1 -
the number of members equal to
10
the sum of the original numbers.
173
KSSR CONTENT
(RS)
3. Division by zero
Example: 5 ÷ 0= 0
Five toy fish are divided by

zero,jars, then no division
operation can be carried out.
Therefore the answer is zero.
4. Any number dvided by zero wil

get a zero answer.
5. Repeated steps 3 and 4 with

the other number of toy fish with
no jars (zero)
174
KSSR CONTENT
(RS)
Concept:
RS 7 : KSSR Semakan 2017 At the end of the lesson, pupils 1. Using the collection method,to Equal,classifie
Operasi be able: complete the division d,group,memb
Bahagi Year 2 operation er,distribute,
2.0 Basic Operation 12. Form mathematical Example 1: share, share,
sentences for Construct 10 :
division,
divisions involving 14 ÷ =7
2.4 Divide within 1000 mathematic
digits sentences,
i. two, collection,
ii. lima, sharing,
iii. ten, and vice versa
Repeated
iv. four, subtraction,
Example 2:
v. one dan inverse
Asas 2
vi. zero. Resources:
12 banana were collected in 5.2 (c) Compete a division
four, and divided 3 groups mathematic sentences - Teachers Module
that involves the digit - Pupils Module
two,five,ten,four,one and Basic
zero Numeration 2
BBB / BBM :
1. ÷ 3 = 4 Marker
pens,individual
whiteboards,counter
s,large number lines
2. Repeat step 1 with the other part
operation questions.
Bridging :
- Division
Table 1 -
10
175
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the 1. Expressed spontaneously involving Concept :
Division lesson, pupils be able: division. Collection,sharing,subtr
Year 2 action,multiplication,inv
2.0 Basic Operation Using domin cards,pupils match Construct 10 : The ersion,storytelling,
13. Form mathematical the mathematical sentences of ability to translate problem solving
2.4 Divide within 1000 sentences for the division operationwith the ordinary sentences into
divisions involving answer. mathematical sentences Resources:
digits and vise versa - Teachers Module
i. two, Exampe: Dominoes at random - Pupils Module
ii. lima, Basic 2 Basic
iii. ten, 5.3 express spontaneously Numeration 2
12 ÷2 7
iv. four, division by
v. one dan two,five,ten,four,one and BBB / BBM :
vi. zero. 20÷5 5 zero respectively based
Large-sized
according: number lines,
on
a) ascending order 20÷4 4 a) asceding order
number cards n the
b) random b) random multiples of
14÷2 2 two,five,ten and
four, domino card.
18÷3 6
Bridging :
- Division
Table 1 -
Repeat step 1 using the 10
domino card division operation
with the other numbers.
176
KSSR CONTENT
(RS)
RS 7 : KSSR Semakan 2017 At the end of the lesson, pupils 1. Student sit in pairs Concept :
Division be able: Collection,sharing,subtr
Tahun 2 2. Stick a large number on the action,multiplication,inv
2.0 Operasi Asas 14. Form mathematical board. Construct 10 : The ersion,storytelling,
sentences for 3. Place the box containing the ability to translate problem solving
2.4 Divide within 1000 divisions involving number cards in mutiples of ordinary sentences into
digits two on the table in front of the mathematical sentences Resources:
i. two, class. and vise versa - Teachers Module
ii. lima, - Pupils Module
iii. ten, 4. Write a mathematical sentence Basic
Basic 2
iv. four, ÷2= ’ on white Numeration 2
5.3 express spontaneously
v. one board.
division by
vi. xero BBB / BBM :
two,five,ten,four,one and
according to one of the (refer to he source) Large-sized
zero respectively.
two numbers divided to number lines,
c) one of the numbers
give the result of a 5. Repeat steps 1 through 4 with number cards n the
divided to giv the result
certain division in the another number multiples of
of a particular division in
division when two,five,ten and
the division when
questioned. four,
questioned.
Bridging :
- Sifir bahagi
1 - 10
177
KSSR CONTENT
(RS)
RS 7 : KSSR Review 2017 At the end of the lesson, pupils 1. Create story. Concept :
Division be able: collection, sharing,
Year 2 2. Pupis straw and write Konstruk 10 : The ability to consecutive
2.0 Basic Operation 15. Pupils create a story mathematical sentence, translate ordinary sentences subtraction, inversion,
based on a given part into mathematical sentences. storytelling, problem
mathematical solving
2.5 Problem Solving. 3. Repeat steps 1 and 2 with
sentence. other examples (refer to
source)
16. Problem solving involves Konstruk 11 : Source :
division operations in daily The ability to apply - Teacher Module
situations. knowledge and skills in daily - Pupils Module
situations is limited to whole Basic
numbers. Numeration 2
Asas 2 Teaching Aids

5.4 Use divisions by two, Large sized number
five, ten and four for a: line, number cards in
a. Pupils create a story multiples of two, five,
based on a given part ten and four
mathematical
sentence. Bridging :
b. Solve daily problems - Division
involving division of two Table 1 -
numbers. 10
178
KSSR CONTENT
(RS)
RS 7 : KSSR Review 2017 At the end of the lesson, pupils 1. Stick a large number line on Concept :
Division be able: the board. Groups of
Year 2 threes,
2.0 Basic Operation 1. Classify into groups: 2. Draw 12 lemons on the number Construct 7 : sixes,
i. threes, line and show the classification Ability to handle basic sevens,
2.4 Divide Within 1000. ii. sixes, into groups of three as follows operations. eights,
iii. sevens, nines, same number,
iv. eights and Basic 3 group, member
v. nines 5.1 Classify into groups of
three, six, seven, eight & Resource :
by specifying the group nine by specifying the - Teacher Module
obtained by using: 3. Repeat steps 1 and 2 using
another question. (refer to group obtained by using: - Pupils Module
a) object a) objects Basic
b) picture source)
b) picture Numeration 3
c) number line c) number line
Teaching Aids
Concrete objects,
Number Line, Fruits.
Bridging :
- Construct digits
divided by 100 &
1000
- Division involves
the digits 100 and
1000 with 1 digit
numbers divided
by 1
179
KSSR CONTENT
(RS)
RS 7 : KSSR Review 2017 At the end of the lesson, pupils 1. Students sit in pairs. Konsep :
Division be able: equally,
Year 2 2. Distribution of 12 marbles to each divide, group,
2.0 Basic Operation 2. Write mathematical pair. Construct 10 : members,
sentences correctly based The ability to translate distribute,
2.4 Divide Within 1000. on the collection activity. 3. Students are asked to form ordinary sentences into share
mathematical sentences.
groups of six.
Resource :
5.2 (a) 1.Write - Pupils Module
mathematical Basic
sentences based on Numeration 3
activities:
a) collection. Teaching Aids
4. Guide students to write Concrete Objects
math sentences. (marble, Candy).
(refer to the resource)
Bridging :
- Build division
table 100 & 1000
- Division involves
the digits 100 &
1000 with 1 digit
numbers divided
by 1
180
KSSR CONTENT
(RS)
RS 7 : KSSR Review 2017 At the end of lesson 1. Students sit in pair. Konsep :
Division the pupils will be able: Mathematical
Year 2 2. Distribute 15 marbles and three sentence,
2.0 Basic Operation 3. Write mathematical containers to each pair. Construct 10 : The equally,
sentences sentences ability translate ordinary One by one,
2.4 Divide Within 1000. correctly based on the 3. Ask the pupils to count the number sentences into Resource :
sharing activity. of marbles and put the marbles in mathematical sentences. - Teacher Module
the container one by one. - Pupils Module
Basic 3 Basic
5.2 (b) Write division Numeration 3
operations mathematical
sentences based on Teaching Aids
activities sharing. marble,
bowl, Colored
4. Be responsible for daily Cards, Candy,
situations. (refer to the source) pencil.
Bridging :
- Build division
table 100 & 1000
- Division involves
the digits 100 &
1000 with 1 digit
numbers divided
by 1.
181
KSSR CONTENT
(RS)
At the end of the lesson, pupils Concept :
RS 7 : KSSR Review 2017 be able: 1. Form group. Distribution of Construct 10 : Subtract
Division rambutan bundles containing 18 The ability to translate consecutive, equal
Year 3 4. Write mathematical rambutan to each group. ordinary sentences into in number, share,
2.0 Basic Operation sentences correctly based mathematical sentences. class, distribute,
on consecutive subtration mathematical
2.4 Divide Within activities. sentence
Basic 3
10 000. 5.2 (c) Write division
operations mathematical Resource :
2. Ask the pupils to separate the sentences based on - Teacher Module
rambutan in the number threes activities: - Pupils Module
from this bundle until it is finished. i. Subtract consecutively Basic
Numeration 3
-
3. Each time three rambutan seeds Teaching Aids:
are separated write and explain the Large sized number
consecutive subtration operations in lines, objects exist
the usual form as follows:
Bridging :
- Build division
table 100 & 1000
- Division involves
the digits 100 &
1000 with 1 digit
numbers divided
by 1.
4 .Questioning the situation. (refer to

the source)
182
KSSR CONTENT
(RS)
RS 7 : KSSR Review 2017 At the end of the lesson, 1. Ask students to get the product Concept :
Division pupils be able: of 2 and 6 using a Unifix cube.. Group,
Year 3 multiplication,
2.0 Basic Operation 5. Write mathematical Construct 10 : The ability to Division,
sentences correctly based translate ordinary sentences Mathematical
2.4 Divide Within into mathematical sentences.
on the inverse activity of Sentence,
10 000. multiplication operations.
Resource :
Example: Basic 3 - Teacher Module
2. Write a mathematical Write division operations - Pupils Module
sentence mathematical sentences Basic
. 2 x 6 =12 based on activities. Numeration 3
3. Using the same number of Inverse of Teaching Aids:

cubes, ask the pupils to show multiplication Uniflix Cube.
division by 2. operation.
Bridging :
Communication Suggestion:
- Build division
Use 12 identical cubes. Now
table 100 & 1000
divide into groups of two
- Division involves
the digits 100 &
4. Write mathematic sentence ‘I2
1000 with 1 digit
÷2 =6’ di below mathematic
numbers divided
sentence
by 1.
‘2 x 6 =I2’ on the board. (refer to
the source)
183
KSSR CONTENT
(RS)
At the end of the
RS 7 : KSSR Review 2017 lesson, pupils be able: 1. Distribute enough plates, Concept:
Division mahjong paper and marble to Construct 10 : Group, Division,
Year 3 6. Construct mathematical each student. The ability to translate ordinary Equal in number,
2.0 Basic Operation sentences for division sentences into mathematical Mathematic
sentences
operations involving 2. Next ask the pupils to show Sentence, In
2.4 Divide Within tables: threes marbles and distribute number of
Asas 3
10 000. i. threes to groups of threes.. multiples
5.3 1. Conctruct
ii. sixes mathematical sentences
iii. sevens 3. Discuss the situation. involving division with 3, Resource :
iv. eights 6, 7,8 and 9 guided. - Teacher Module
v. nines a) Concrete object - Pupils Module
based on b) picture Basic
a) concrate object c) numbers lines Numeration 3
b) picture
c) number lines Teaching Aids:
4. Ask students to name the number
Mahjong paper,
of groups of threes that result and
Plate,
write a mathematical sentence.
Marble.
‘3 ÷3 = 1
On mahjong paper.
Bridging :
5. Repeat steps 1 through 4 with - Build division
another number. (Refer to the table 100 & 1000
source) - Division involves
the digits 100 &
1000 with 1 digit
numbers divided
by 1.
184
KSSR CONTENT
(RS)
At the end of the
RS 7 : KSSR Review 2017 lesson, pupils be able: 1. Stick the ‘48 ÷ 8 = ’ Construct 10 : Konsep :
Division mathematics sentence card on The ability to translate ordinary Equal in number,
Year 3 7. Complete a the board. sentences into mathematical repeated
2.0 Basic Operation sentences
mathematical sentence addition, share
for a division operation 2. Prepare a box containing
2.4 Divide Within Resource :
involving tables : 48 marble. Basic 3
10 000. - Teacher Module
i. three 5.4 1. Complete a division
ii. six 3. A student counts the marbles amd mathematical sentence - Pupils Module
iii. seven states the number. involving the digits three, Basic
iv. eight six, seven, eight, nine, Numeration 3
v. nine 4. Another student took eight 100 and 1000.
vi. 100 marbles from the box until the
vii. 1000 marbles were gone. Teaching Aids:
stick, marbles,
5. Relate the situation on the box, plate,
given mathematical sentence. mathematics
sentence card.
6. Repeat step 1 until 5 with other
example. Bridging :
(refer to the source) - Build division
table 100 & 1000
- Division involves
the digits 100 &
1000 with 1 digit
numbers divided
by 1.
185
KSSR CONTENT
(RS)
At the end of the lesson, pupils
RS 7 : KSSR Review 2017 be able: 1. Form group (4 persons). Construct 10 : Concept:
Division The ability to translate ordinary Ascending
8. Complete a sentences into mathematical
2. Distribute a box containing a set order,
Year 3 mathematical sentence sentences
of six -digit cards to each group. combined,
2.0 Basic Operation for a division operation mathematical
involving tables : 3. Ask the pupils to arrange the sentences
2.4 Divide Within i. three Basic 3
cards in ascending order as
10 000. ii. six 5.5 Express spontaneously
follows : Resource :
iii. seven division by three, six,
seven, eight, nine, 100 - Teacher Module
iv. eight - Pupils Module
v. nine and 1000 according to:
Basic
vi. 100 a) Ascending order.
Numeration 3
vii. 1000
In ascending order. 4. Activity begins when the Teaching Aids :
whistle is blown. Stick, Marble,
Box, Plate,
Time Table
5. Repeated step 2 until 4 with other Card, Whistle.
example.
Bridging :
- Build division
table 100 & 1000
- Division involves
the digits 100 &
1000 with 1 digit
numbers divided
by 1.
186
KSSR CONTENT
(RS)
At the end of the
RS 7 : KSSR Review 2017 lesson, pupils be able: 1. Form group. Construct 10 : Concept:
Division Ascending
Year 3 9. Complete a 2. Distribute a set of cards The ability to translate ordinary order,
sentences into mathematical
mathematical sentence dominoes to each student. The combined,
sentences
2.0 Basic Operation for a division operation pupils who gets the card starts mathematical
involving tables : to have to read the question on sentences
2.4 Divide Within 5.1 th the card aloud.
10 000. re Example: Asas 3 Resource :
e
5.5 Menyatakan secara - Teacher Module
5.2 six
spontan pembahagian - Pupils Module
5.3 se
ve dengan tiga, enam, tujuh, Basic
3. The student with the answer card
n lapan, sembilan, l00 dan l Numeration 3
will say the answer three and
5.4 ei 000 mengikut:
read the next question. Example:
gh b) rawak. Teaching Aids :
t thirty part six equals ...”
Domino Card,
5.5 nine question card.
5.6 100
5.7 1000 Bridging :
Randomly - Build division
table 100 & 1000
- Division involves
4. The game continues to
the digits 100 &
completion.
1000 with 1 digit
(refer to the source)
numbers divided
by 1.
187
KSSR CONTENT
(RS)
RS 7 : KSSR Review 2017 be able: 1. Use game ‘Secret Code’. Construct 10 : Concept :
Division Mathematical
Year 3 10. Complete a 2. Form three groups (three pupils). The ability to translate ordinary sentences
mathematical sentence sentences into mathematical
for a division operation sentences
2.0 Basic Operation 3. Distribute Secret Code sheets Resource :
involving tables : to each group. - Teacher Module
2.4 Divide Within • three - Pupils Module
Basic 3
10 000. • six 4. Pupils fill in the blanks based on Basic
5.5 Express
• seven the secret code given as follows: Numeration 3
spontaneously division
• eight
by three, six, seven,
• nine
eight, nine 100, 1000
• 100 Teaching Aids :
according to: One of
• 1000 5. The first group that successfully Card number 1 until 9,
two numbers divided to
According to one of the answer all the questions Secret Code sheet.
give the the result of a
two numbers that are correctly is counted as the (refer teaching aids
particular division in
divided to given the winner. page. 50 - 51)
division when
result of a particular
questioned.
division in the division 6. Repeat steps 3 until 5 with the Bridging :
when questioned. order time table.. - Build division
table 100 & 1000
- Division involves
the digits 100 &
1000 with 1 digit
numbers divided
by 1.
188
KSSR CONTENT
(RS)
RS 7 : KSSR Review 2017 be able: 1. Pupils draw and write Construct 10 : Concept :
Division mathematical sentences. Number cards in
Year 3 11. Create a stories based The ability to translate ordinary multiples,
on mathematical sentences into mathematical
Example 1: Fill in the blank bellow. Mathematical
sentences involving two sentences
2.0 Basic Operation Sentences
numbers.
Construct 11 :
2.4 Divide Within Resource :
12. Solve daily problems The ability to apply
10 000. - Teacher Module
involving part operations,. knowledge and skills in daily
- Pupils Module
life is limited to whole
12 ÷ 3 = 4 Basic
numbers.
Story : Numeration 3
There are 12 apples. Mr. Nik give to
Asas 3
3 pupils. Each pupils gets 4 apples. Teacher Aids :
5.6 a) Create are
Mathematical
stories based on
Sentences
mathematical
sentences.
b. Solving everyday
problems involves
division of two numbers.
189
2. Example 2:
18 ÷ 3 = 6
Story:
Pak Ali picks

mangosteen. He give it
to his
grandchildren equally.
Each of his
grandchildren gets
mangosteen.
3. Example 3
Mrs Tin bought 84 meters of

cloth. All the colth is cut equally
in lenght into 7 pieces of cut.
How many meters long of fabric
for each piece of piece.
84 ÷ 7 = 12
190
KSSR CONTENT
(RS)
RS 8 : KSSR Semakan 2017 At the end of the lesson, pupils (i) Distribute a set of sample Construct 5 : Concept :
be able: notes and coins to each
MONEY YEAR 1 pupils. Able to recognise Malaysian currency in
Malaysian currency. notes and coins
4.0 Money 4.1.1 Identify coins and notes
(ii) Pupils explain about the (form,color,size)
of Malaysian currency Basic 1
coins/notes according to the
following characteristics Resource :
8.1 : Notes and coins 7.1 Identify coins and
(number, writing and picture on Teachers Modul
the surface, size and etc.) notes of Malaysian Pupil’s Module
Money up to
currency Numeracy Basic
RM10
(iii) Next, pupils asked to 1, 7.1
compile the coins / notes KSSR Year 1
from the smallest value to
the greatest value.
Teaching aids :
(iv) Teacher introduce the
Sample notes and
vocabulary of “sen” for coins / coins. Printing in big
“ringgit” for notes. size ,color pencil
(v) Pupils asked to trace coins / Bridging :

notes outline using colour pencil
inside the exercise book by the Recognize RM100
note and 50 cents
smallest value to the greatest
value.
191
REMEDIAL CONTENT
STANDARD CONSTRUCT
SKILLS OBJECTIVE SUGGESTED ACTIVITY NOTES
(RS) (KSSR) (LINUS MODULE)
RS 8 : KSSR Semakan 2017 At the end of the Construct 5 : Concept :

lesson, pupils will be 1. Doing the activities of
YEAR 1 able to; “purchase”. (refer to Able to recognize Malaysian currency in
sources) Malaysian currency. notes and coins
MONEY 4.0 Money 1. Represent the value
of money in: (i) Sen up Basic 1 Resource :
8.1 : to RM1. (ii) Ringgit up 5 Teachers Modul
7.2 Represent the Pupil’s Module
Money up to 4.0 Notes and to RM10.
2. Teacher is showing the value of money in: Numeracy
RM10 coins.
2. Convert money in: combination sample coins of (i) Sen up to RM1. Basic 1, 7.2,7.3
(i) Coins up to RM1. ten cents, twenty cents and fifty (ii) Ringgit up to 6 KSSR Year 1
(ii) Notes up to RM10 cents to form the value of RM1. RM10.
(refer to sources)
Teaching aids :
3. Repeat step 1 and step 2 by Basic 1
converting RM10 notes. Sample notes and
coins, recycle goods
7.3 Convert money
in: Bridging :
(i) Coins up to RM1.
(ii) Notes up to RM10 Convert notes up to
RM90
192
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 8 : KSSR Semakan 2017 At the end of the 1. Do daily activities that involves Contruct 8 : Concept :
lesson, pupils will be the operations of adding and
MONEY YEAR 1 able to; subtracting of money. (refer to Able to apply basic Malaysian currency in
sources) knowledge and skills of notes and coins
8.1 : 4.0 Money mathematics to solve
2 Pupils asked to write a problems in Malaysian Resource :
Money up to 4.3 Problem solving. mathematical sentence of 7 Teachers Modul
4. Convert money currency.
RM10 purchasing into the Pupil’s Module
in:
exercise book. (refer to Numeracy
(i) Coins up to RM1. Basic 1
sources) Basic 1, 7.4,7.5
(ii) Notes up to RM10 8 KSSR Year 1
2.3 Convert money in:
Suggested Fun Learning Refer to (i) Coins up to RM1.
the attachment 3 (C) (ii) Notes up to RM10
Teaching aids :
Sample notes and

5. Solve daily life Construct 12 :
coins, relia
problems involving
addition and subtraction Able to apply
2 Pupils are doing the activities
of money. of “purchase”. (refer to sources) knowledge and skills of -
mathematics to solve
problems related to
money,time and
measurement.
7.5 Solve daily life

problems involving
addition and
subtraction of money.
193
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 8 : KSSR Semakan 2017 At the end of the 2 Introducing fifty ringgit Construct 5 : Concept :
lesson, pupils will be notes. Pupils asked to
MONEY YEAR 2 able to; explain about the number, Able to recognise Malaysian currency in
writing and picture on the Malaysian currency. notes and coins
4.0 Money notes surface, value, colour
8.2 : and size. Basic 2 Resource :
4.0 Notes and 4. 1.1 Identify notes of 9 Teachers Modul
Money up to 2.5 Determine the value Pupil’s Module
coins. Malaysian currency up to 3 Compare the fifty ringgit
RM100. of money in ‘RM’ dan
RM100. notes with other notes. Numeracy
‘cents’.
Basic 2, 6.1,6.2
4 Doing activities by 10 KSSR Year 2
4.1.2 Determine the value
producing ‘Sales Promotion
of money up to RM100.
Catalog’ Teaching aids :
(refer to sources)
Convert money in: 6.2 Convert money in: Sample notes and
(i) Coins up to RM1. coins, mahjong
(i) Coins up to RM1. paper, scissors,
1. (ii) Notes up to 1. Teacher is showing the example a) (ii) Notes up to glue.
RM100 of combination sample notes for RM100.
one ringgit, ten ringgit, twenty Bridging :
ringgit and fifty ringgit to form
the value of RM100. (refer to - Converts
sources) notes up to
RM900.
194
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 8 : KSSR Semakan 2017 At the end of the 2 Pupils are doing the Construct 8 : Concept :
lesson, pupils will be activities of “Saving”.
MONEY Year 2 able to; Able to apply basic Malaysian currency in
3 Pupils are saving their knowledge and skills of notes and coins
8.2 : 4.0 Money money for a week. mathematics to solve
problems in Malaysian 11 Resource :
Money up to 4.2 Add values of 4.2.1 Add two values of 12 Teachers Module
4 Pupils are using money currency.
RM100 money. money within the sum of Pupil’s Module
sample as aids according to
RM100. Numeracy
their sum of saving and Basic 2
saving period. Basic 2, 6.3
6.3 Add two values of 13 KSSR Year 2
5 Teacher is guiding the pupils money within the sum of
Teaching aids :
to add and count the sum of RM100.
their saving for the week.
Sample of notes and
piggy bank.
1. Distribute worksheet 6.3.
(refer to sources)
Days Saving
Monday RM1
Tuesday RM1
Wednesday RM1
Thursday RM5
Friday RM5
Saturday RM5
Sunday RM10
Total RM28
195
REMEDIAL CONTENT
STANDARD CONSTRUCT

lesson, pupils will be 1. Form groups (group of four)
MONEY YEAR 2 Distribute a set of domino Able to apply basic Malaysian currency in
able to;
cards to each group. knowledge and skills of notes and coins
8.2 : 4.0 Money (refer to sources) mathematics to solve
4.3.1 Subtract two Resource :
problems in Malaysian
Money up to 4.3 Subtract values of values of money currency. Teachers Modul
RM100 money. within RM100. 1. Form groups (group of Pupil’s Module
three). Distribute a set of Numeracy
4.7 Problem solving. 4.7.1 Solve problems story card “A trip to the Zoo Basic 2 Basic 2, 6.4,6.5
involving daily life Negara‟. KSSR Year 2
situations. 6.4 Subtract two values of
2. Pupils read the story and money within RM100. Teaching aids :
solve the problems together Domino Cards.
(refer to sources).
Teaching aids :
6.5 Solve problems
involving daily life Story cards on
situations. visiting to zoo
sample of notes.
Bridging :
- Subtract
money up to
RM1000
196
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 8 : KSSR Semakan 2017 At the end of the 1. Distribute enough samples of Construct 5 : Concept :
lesson, pupils will be notes and coins to each pupil.
MONEY YEAR 2 able to; Able to recognize Malaysian currency
2. Mention a value of money in ringgit Malaysian currency. in notes and coins
8.3 : 2.1 Money 1. Identify notes of or sen and ask students to use a
sample of money to show its value. Resource :
Malaysian currency
Money up to 4.0 Notes and Basic 3 Teachers Modul
RM1000.
up to RM100. 3. Check pupils answer together.
coins Pupil’s Module
6.1 Identify notes of RM Numeracy
2. Determine the
4. Distribute worksheets and “sen” Basic 2, 6.1
value of money
(refer to sources) KSSR Year 2
up to RM1000. 6.2 Determine the value of
Coins up to RM10.
Notes up to RM1000. Teaching aids :
Sample notes and

coins, Exercise
Bridging :
value up to
RM 10000
197
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 8 : KSSR Semakan At the end of the Construct 5 : Concept :

2017 lesson, pupils will be 1. Distributes pictures of coins,
MONEY able to; mahjong paper, glue, scissors Able to recognise Malaysian currency
YEAR 2 and marker pen to each group. Malaysian currency. in notes and coins
8.3 :
4.0 Money Basic 3 Resource :
2. Ask pupils to write the value of
Money up to Teachers Modul
money on mahjong paper.
RM1000. 4.1.2 Determine the 6.3 Change the Pupil’s Module
4.0 Notes and coin
value of money money from “sen” Numeracy
up to RM1000 3. Ask pupils to cut out printed to ringgit.
picture of coins distributed Basic 2, 6.3
based on the value written and 2 KSSR Year 2
paste it on the mahjong paper.
4. Compare and discuss the Teaching aids :

various combinations of coins
produced. Sample notes and
coins, mahjong
5. Exhibit their work. paper,glue,scissors,
marker,Exercise
Bridging :
value up to
RM 10000
198
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 8 : KSSR Semakan 2017 At the end of the 1. Paste picture card with price Contruct 8 : Concept :
lesson, pupils will be card on the board.
MONEY YEAR 3 able to; Malaysian currency in
Able to apply basic notes and coins
8.3 : 4.0 Money 2. Pupils are required to choose knowledge and skills of
4.1.1 Solve the number
any two items and add up the mathematics to solve Resource :
sentences involving prices of the selected items. problems in Malaysian
Money up to 2.2 Addition of money Teachers Modul
addition of two values of currency.
RM1000. Pupil’s Module
money and the summing 3. Pupils complete and show their
Numeracy
up to RM10 000. workings in note book.
Basic 3, 6.4, 6.5
Basic 3 KSSR Year 3
6.4 Solve the number

2.3 Subtraction of 4.2.1 Solve the number Teaching aids :
1. Game ‘Poison Box’. (refer to sentences involving
money. sentences involving sources) addition of two values of
subtraction of two values of Picture cards,
money and the summing
money within RM10 000 2 Distributes worksheets 6. Price tag,
up to RM10 000.
Question cards.
6.5 Solve the number Bridging :

sentences involving
subtraction of two values of Value up to
money within RM10 000 RM 10 000
199
REMEDIAL CONTENT
STANDARD CONSTRUCT
1 Pupils sit in pairs.
RS 8 : KSSR Semakan 2017 At the end of the 2 Distributes pictures of notes and Contruct 8 : Concept :
lesson, pupils will be coins to each pair.
MONEY 3 Pupils arranges coins mentioned Able to apply basic Malaysian currency in
able to; by the teacher. knowledge and skills of
YEAR 3 notes and coins
8.3 : 4 Teacher paste large coins print mathematics to solve
4.0 Money 4.4.1 Solve the number on the board as follows: problems in Malaysian Sources :
Money up to sentences involving currency.
RM1000. multiplication of money by
4.4 Multiplication of Teachers Modul
money. a one-digit number, 10, Basic 3 Pupil’s Module
100 and 1000 and the Day Saving
Numeracy
Monday RM1
product up to RM10 000. Tuesday RM1 sentences involving Basic 3, 6.6
Wednesday RM1 multiplication of money by a KSSR Year 3
Thursday RM5 one-digit number, 10, 100 and
1000 and the product up to Teaching aids :
Friday RM5
RM10 000
Saturday RM5
Sunday RM10 Picture cards,
Total RM28 Sample of
notes and coins
Suggested conversation:
Bridging :
“Three pieces of 20 cent coins.”
Value up to
“We can write as follows:
RM 10 000
20 sen + 20 sen + 20 sen = 60 sen”
5 Guide pupils to write multiplication

number sentence and to find the
answer as follows:
3 × 20 sen = 60 sen
Repeat steps 2 to 5 for notes.
200
REMEDIAL CONTENT
STANDARD CONSTRUCT
1. Form groups (four pupils).
lesson, pupils will be 2. Distributes sample of notes to
MONEY YEAR 3 able to; each group as follows: Able to apply basic Malaysian currency in
knowledge and skills of notes and coins
8.3 : 10 pieces of RM1 notes
4.5.1 Solve the number mathematics to solve
sentences involving division 10 pieces of RM5 notes problems in Malaysian Sources :
Money up to 4.0 Money
RM1000 of money within RM10 000 10 pieces of RM10 notes
currency.
with a one-digit number, 10, 10 pieces of RM50 notes Teachers Modul
4.5 Division of money.
100 and 1000. Pupil’s Module
3. Guide the pupils to divide RM6 with Numeracy
three pupils as follows: Basic 3
Basic 3, 6.7
6.7 Solve the number KSSR Year 3
sentences involving division
of money within RM10 000 Teaching aids :
with a one-digit number, 10,
100 and 1000. Picture cards,
Sample of
notes and coins
Bridging :
4. Ask students to write a division Value up to
number sentence as follows: RM 10 000
5. Distributes worksheets 6.7. (refer

to source)
201
REMEDIAL CONTENT
STANDARD CONSTRUCT
1. Form groups of three.
RS 8 : KSSR Semakan 2017 At the end of the 2. Set two groups as sellers. The Construct 12 : Concept :
lesson, pupils will be other two groups will be buyers.
MONEY Year 3 able to; 3. Explain how to carry out the Able to apply Malaysian currency in
activities. knowledge and skills of notes and coins
8.3 : 4.0 Money 4.8.2 Solve the ‘Seller’ will be given:
problems of basic - books, watches, dolls and Sources :
Money up to problems related to
4.8 Problem solving. balls
RM1000. operations and money,time and
- price card and sample Teachers Modul
mixed operations measurement. Pupil’s Module
of notes.
involving addition The student places the Numeracy
and subtraction sale items on the table Basic 3
Basic 3, 6.8
within RM10 000 in and displays a price KSSR Year 3
6.8 Solve the problems of
daily life situations. card on each item
basic operations and mixed
operations involving addition Teaching aids :
‘Buyers’ are supplied with samples and subtraction within RM10
of notes and coins. Picture cards,
000 in daily life situations.
Sample of
Example of items and price notes and
card:
coins, relia,
instruction card
for seller and
buyer (role
play)
202
REMEDIAL CONTENT
STANDARD CONSTRUCT
4. Place the purchase [Grab your reader’s attention with a great quote from the
instruction cards in a box. document or use this space to emphasize a key point. To
For example: this text box anywhere on the page, just drag it.]
Buy a ball and a doll

Buy two books
Buy a watch
5. Ask “Buyer” to take an
instruction card.
6. Guide the pupils to conduct a

buy and sell transaction
according to the instruction
card.
7. Distribute worksheets 6.8

(refer to source)
203
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the State the time in a days: Construct 6 : Concept :
lesson, pupils will be 1. Show the picture of the activities
TIME YEAR 1 in a day. Able to state time and Day :
able to;
(refer to source) sequence of events in (morning,
1 TIME afternoon, evening)
a day.
2. Pupils are introduced to the Night:
5.1 Days and months
5.1.1 State time in a day. word ‘morning’, ‘afternoon’, Basic 1 (night, mid night)
‘evening’, ‘night” and
‘midnight’. 8.1 State time in a day.
Sources :
3. Ask the pupils to answers the 8.2 State the
Teachers Modul
question. sequence of events in
Pupil’s Module
a day.
Numeracy
Basic 1, 8.1,8.2
5.1.2 State the sequence of KSSR Year 1
1. Describe the activities of the day.
events in a day.
Show pictures of the activities of
the day.
(refer to source) Teaching aids :
Word cards ,
1. Ask the pupils to describes the
picture on
pictures in relation to the activities
daily activities,
in the
exercise.
“morning”,”afternoon”,”evening”,
“night” and “midnight” (refer to the
source)
2. Ask the pupils to answers the

question.
204
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the (i) Names the of the day of the week Construct 6 : Concept :
lesson, pupils will be in order, through activities. Stick
TIME YEAR 1 a large picture on the board.. Able to state time and 1 Week is 7 days,
able to; Days of the week,
Introduce the picture to the sequence of events in
5.0 TIME today,yesterday,
pupils.. Discuss the sequence of a day.
5.1.3 Name the days of a tomorrow
days and number in the picture.
week.
5.1 Days and months. (refer to the source) Basic 1
Sources :
(ii) Read the name of the day in 8.3 Name the days of a
the first week starting Teachers Modul
week.
“Sunday” followed by the Pupil’s Module
pupils.. Numeracy
Basic 1, 8.3
(iii) Count the names of the days 14 KSSR Year 1
of the week starting from
‘Sunday” while showing the the
number of fingers. Teaching aids :
Word cards ,
Ask the pupils to answers the
calendar
question. (refer to the source)
205
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan At the end of the 1 Stick the annual calenders Construct 6 : Concept :
2017 lesson, pupils will be on the board. Distributes
TIME able to; small cards to pupils. Able to state time and 12 months in the
YEAR 1 calendar.
(refer to the source) sequence of events in
5.0 TIME 5.1.4 Name the months of a day.
a year. 2 State the name of the Sources :
5.1 Days and months month in order. Basic 1
15 Teachers Modul
Ask pupils to answer the 8.4 Name the months of a Pupil’s Module
practice questions. year. Numeracy
Basic 1, 8.4
16 KSSR Year 1
Teaching aids :
Flash cards, name

the months of the
year and name of
the celebration.
Bridging :
Spells and write

the name of the
months.
206
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the (i) Name the part on the clock face Construct 6 : Concept :
TIME lesson, pupils will be (analogue clock):
YEAR 1 • number 1 to 12 Able to state time and Clock hands, half ,
able to; quarter three quarters
• minute hand sequence of events in on the clock face,
5.0 TIME • hour hand a day. analogue clock.
5.2 Clock face. 5. Identify the clock

Basic 1 Sources :
hands on the Hour hand
clock face. 8.5 : 17 Teachers Modul
(a) Identify the clock Pupil’s Module
minute hand hands on the clock face. Numeracy
Basic 1, 8.5 (a)
6. Identify and state ”half”, (i) Extra activities, distribute clock
18 KSSR Year 1
”quarter” and face picture, scissors, manila
card, glue dan a pair of “split pin”
7. ”three quarters” based to each pair Teaching aids :
on the clock face.
(ii) Ask pupils to answer the practice Clock face ,analogue
questions. clock
207
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the (ii) Use a large clock face for Construct 6 : Concept :
lesson, pupils will be demonstration. For each step
TIME YEAR 1 shows the movement of minute Able to state time and Clock hands, half ,
able to; quarter three quarters
hand (complete one round) to sequence of events in on the clock face,
5.1 TIME show the duration of one hour. a day. analogue clock.
8. Say the time in
5.2 Clock face
(iii) Ask pupils to answer the Basic 1 Sources :
hour, half an hour
practice questions.
and a quarter 8.5: 19 Teachers Modul
hour using an (b) Say and write Pupil’s Module
(iv)Examples of others activities,
analogue clock. games ‘what is the time now?” time in hour, half an Numeracy
hour and a quarter Basic 1, 8.5 (b)
(refer to the source). hour using an 20 KSSR Year 1
analogue clock.
Teaching aids :
Clock face ,analogue

clock
Bridging :
Identify, state and

write , half an hour
and a quarter hour
using an analogue
clock.
208
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1 Show the analogue clock Construct 6 : Concepts:
lesson, pupils will be face. Introduce the
YEAR 2 Minute graduations
TIME able to; minute hand. Able to state time and
sequence of events in on the clock face /
5.0 TIME
a day. (Timetable 5)
5.1 Time in hours
1 Recognize minute
and minutes. Basic 2 Sources :
graduations on the
2 Next, guide the pupils to read
clock face. the time. Put the hour hand - Time in hours and 21 Teachers Module
on 12 and the minute hand minutes: Pupil’s Module
2 State and show on 1. Repeat with othe Numeracy
time in hours and examples. - Recognise minute Basic 2, 7.1
graduations on the clock 22 KSSR Year 2
minutes. face.
- State and show time in

hours and minutes. Teaching aids :
3 Explain on how time are Flash cards

written in numbers. ,analogue clock
12:05
-Write the hour on the left
side ‘12’
-Write the minute on the right
side ‘05’
-We say ‘five minutes past
twelve’
4 Ask the pupils to answer

the exercise.
(refer to sources)
209
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1 Show the analogue Construct 6 : Concepts:
lesson, pupils will be clock face as shown
TIME Year 2 Able to state time and Hours and minutes
able to; below.
(before and after)
sequence of events in
5.0 Time
a day.
Sources :
3. Convert time in hours
5.1 Time in hours Basic 2
and minutes from words 23 Teachers Modul
and minutes.
to numerals and vice Pupil’s Module
7.2 : Numeracy
versa. 2 Move the minute hand in
one complete circle. See the (a) Convert and record Basic 2, 7.2(a)
changes on the hour hand. time in hours and 24 KSSR Year 2
minutes from words to
3 Example of relationship numerals and vice
between hour hand and versa. Teaching aids :
minute hand by putting the
Flash cards
hour hand on number 9 and ,analogue clock
minute hand on number 12.
(Do the movement of minute
hands)

the exercise.(refer to
sources)
210
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1. Show the picture cards. Construct 6 : Concept :
lesson, pupils will be Ask the pupils to
TIME Year 2 describe about the Able to state time and Relationship
able to;
pictures based on their sequence of events in between days
5.0 Time observation. a day. with hours.
4 State the Example , playing
5.2 Relationship 2. Next, draw the timeline Basic 2 5:30 pm.
in time relationship between
number on board.
days with hours and 7.2 Sources :
hours with minutes. 3. Ask the pupils to (b) State the
answer the exercise. relationship between 25 Teachers Modul
(refer to sources) Pupil’s Module
days with hours and
Numeracy
hours with minutes.
Basic 2, 7.2(b)
26 KSSR Year 2
Teaching aids :
Activities and time

cards
211
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the Distribute the prepared clock face Construct 12 : Concept :
lesson, pupils will be to the pupils.
TIME Year 2 Able to apply
able to; Distance and
Paste the picture cards and time cards knowledge and skills of duration
5.0 Time randomly on board. Ask the pupils to
5 Solve problems mathematics to solve
describe the picture cards. problems related to Sources :
5.3 Problem solving. involving daily life
situations. money,time and
Next, use the picture cards and 27 Teachers Modul
measurement. Pupil’s Module
time cards in problem solving
forms. Example: Numeracy
Basic 2
Basic 2, 7.3
“Alia took the bus at 7.00 in the 28 KSSR Year 2
7.3 Solve problems
morning. She arrived the
school at 7.30. How long the
involving daily life
time taken by Alia to school?” situations. Teaching aids :
Pictures card and

Ask pupils to answer the task.
exercise. (refer to sources)
212
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS9 : KSSR Semakan 2017 At the end of the 5 Show the analogue clock Construct 6 : Concepts:
Time lesson, pupils will be face. Introduce the
YEAR 2 minute hand. Able to state time and Minute graduations
able to;
sequence of events in a day on the clock face /
5.0 TIME (Timetable 5
Basic 3
5.1 Time in hours 1 State the time in 5 Sumber :
7.1(i) State the time in 5
minutes interval. 29 Teachers Module
and minutes. 6 Next, guide the pupils to read minutes interval. Pupil’s Module
the time. Put the hour hand ii) Write the time in 5
Numeracy
2 Write the time in 5 on 12 and the minute hand
minutes interval.
Basic 3, 7.1
minutes interval. on 1. Repeat with othe 30 KSSR Year 3
examples.
Teaching aids :
Flash cards
,analogue clock
7 Explain on how time are
written in numbers.
12:05
7.2 Write the hour on the left
side ‘12’
7.3 Write the minute on the right
side ‘05’
7.4 We say ‘five minutes past
twelve’

the exercise.
(refer to sources)
213
REMEDIAL CONTENT
STANDARD CONSTRUCT
Concept :
RS 9 : KSSR Semakan 2017 At the end of the 4 Put the class schedule on the Construct 6 :
TIME lesson, pupils will be board.Guide pupils to read and Read the
YEAR 3 get the information from the information about
able to; Able to state time and
schedule . sequence of events in time / schedule
5.0 TIME
/date
a day.
5 Asks Pupils to do the
5.1 Time in hours and
3 Read and get the exercise.(refer to sources)
minutes Basic 3
information from the Sources :
schedule of any 7.2 Read and get the
activity. Suggested Fun Learning Refer to - Teachers Modul
information from the - Pupil’s Module
the attachment 3 (D)
schedule of any Numeracy
activity. Basic 3, 7.2, 7.3
- KSSR Year 3
(i) Asks pupils to bring 7.3 Read and get the
5.3 Calendar 4 Read and get the
information from the their own calendar. information from the
calendar calendar Teaching aids :
(ii) Show yearly Calendar
from January to Class time
December on the
table,
screen.
television
(iii) Guides pupils to programme,
read their own Calendar.
Calendar.
(iv) Asks Pupils to do

the exercise.(refer to
sources)
214
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1. Shows the analogue clock Construct 6 : Concept :
TIME lesson, pupils will be face. Revised what they have
YEAR 3 learn before. Able to state time and 1 minutes = 60
able to;
2 Set minutes hand at number 12 sequence of events in seconds
5.0 TIME and seconds hand at number 12 minute hand
a day.
on the clock. /second hand
5.2 Relationship in 3. Asks Pupils to do the
5. State the relationship Basic 3
time. exercise.(refer to sources) 1 year = 12 months
between weeks and days,
Name of the
years and months and
4.3 Convert time based months
minutes and seconds.
on:
1 Asks pupils to bring their own • minutes and
6. Convert time based on Sources :
calendar. seconds.
hours and minutes and 31 Teachers Module
minutes and seconds. Pupil’s Module
2 Distribute the months card • Convert time based Numeracy
to pupils. Asks pupils to on:
Basic 3, 7.4(a),
stick the card on the board. • Year and
32 KSSR Year 3
months
3 Asks pupils to refer to their
own Calendar. Asks them to
compare the arrangement Teaching Aids :
of the month on the board Clock face, analogue,
and the one they have on Flash card /
their calendar. Calendar.
4 Asks Pupils to do the

exercise.(refer to sources)
215
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1. Explains that 7 days is 1 week. Construct 6 : Concept :
TIME lesson, pupils will be
YEAR 3 able to; 7 days = 1 week77 Able to state time and 1 week = 7 days &
5.0 TIME sequence of events in name of the days.
7.State the Before / after
a day.
5.2 Relationship in relationship between - Guides pupils to count the days
time. weeks and days, as follow: Basic 3
years and months Sources :
Step 1: Addition 7.4 Convert time based on:
and minutes and
7 days + 7 days = I4 days c) weeks and days. Teachers Module
seconds.
Pupil’s Module
Step 2: Multiplication Numeracy
2× 7 days = I4 days Basic 3, 7.4(c),
KSSR Year 3
(ii) Guides pupils to count weeks
as follow:
Teaching aids :
- Timeline (1 line = 1 day)
21 days = 3 weeks Flash cards,
timeline .
(iii) Asks pupils to do
exercise..
216
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1. Shows analogue clock face. Construct 12 : Concept :
TIME lesson, pupils will be Revised previous lesson. (short
YEAR 3 able to; hand is hour hand. Long hand is Addition of time:
Able to apply hour
5.0 TIME minute hand.)
knowledge and skills of
5.4 Addition of time. 8 Solve the number 2. Emphasis that every swipe of Sources :
problems related to
sentences involving the hour hand is 1 hour if the Teachers Modul
money,time and Pupil’s Module
addition up to three minute hand and the second
measurement. Numeracy
units of time: hand are in the clock.
(i) Hours and hours Basic 3, 7.5(a),
Basic 3
KSSR Year 3
3. Write:
3 hours + 2 hours = hours. 7.5 Solve the number
sentences involving
4. Asks pupils to solve the addition up to three units Teaching aids:
problem using various of time:
hour hand / clock
technique: a) (i) Hours and hours,
face,analogue.
Example:
-Number line
-Common form
-I00 blocks
5. Asks pupils to do the

exercise.
217
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 7 Shows two picture cards on Construct 12 : Concept :
TIME lesson, pupils will be daily activity.
YEAR 3 able to; example: Able to apply Addition of time :
5.0 TIME minutes
5.4 Addition of time. 9 Solve the number
problems related to
sentences involving
money,time and Sources :
addition up to three 30 minutes 7 minutes
measurement.
units of time: Teachers Modul
(ii) Minutes and Daniel spends 30 minutes to Pupil’s Module
Basic 3
minutes, read the newspaper and 7 Numeracy
minutes to shower. 7.5 Solve the number Basic 3, 7.5(b),
sentences involving KSSR Year 3
8 Asks pupils to get the answer
addition up to three
using various techniques.
units of time:
Example: Teaching aids :
(ii) Minutes and minutes,
-Counters / drawing
Minutes hand
-Number line
-Common form / clock face analogue /
-I00 blocks timeline, picture card
based on daily activity
9 Asks pupils to do exercise
(refer to the sources)
218
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1. Use the question and answer Construct 12 : Concept :
TIME lesson, pupils will be cards as below on the board:
YEAR 3 able to; Able to apply Subtraction of
5.0 TIME time:
10 Solve the number hours
5.5 Subtraction of sentences of
time. problems related to
subtraction up to
money,time and Sources :
three units of time:
2. Match the Question Card to the measurement. Teachers Module
(i) hours and hours
Answer cards correctly. Pupil’s Module
3. Distributes the counters. Guides Basic 3 Numeracy
pupils to subtract and write the Basic 3, 7.6(a),
question in common form based 7.6 Solve the number KSSR Year 3
on the Q&A cards one by one. sentences of
4. Asks pupils to get the answer subtraction up to three
using various techniques. units of time: Teaching aids :
Example:
(i) hours and hours, Hour hand / clock
-Counters / drawing
-Number line face analogue,
numerals flash
-Common form
cards, question
-I00 blocks
cards, answer
cards.
5. Pupils do the exercise.
(refer to sources)
219
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the 1. Put up the clock face on the Construct 12 : Concept:
lesson, pupils will be board
TIME YEAR 3 able to; . Subtraction
Able to apply
2. Distribute the analogue clock face of time:
5.0 TIME
to pupils.
mathematics to solve minutes
5.5 Subtraction of 3. Show the example. Asks problems related to
11. Solve the number
time. pupils to get the balance of , money,time and
sentences of Sources :
“22 minutes – 4 minutes” measurement. Teachers Modul
subtraction up to
using clock face. Pupil’s Module
three units of time: Basic 3 Numeracy
(ii) minutes and 4. Pupils do the exercise. 7.6 Solve the number Basic 3, 7.6(b),
minutes (refer to sources) sentences of subtraction KSSR Year 3
up to three units of time:
(ii) minutes and minutes
BBB / BBM :
Minute hand /
clock face
analogue, numeral
flash cards,
question cards,
answer cards.
220
REMEDIAL CONTENT
STANDARD CONSTRUCT
RS 9 : KSSR Semakan 2017 At the end of the - 1 Stick the time card on the board: Construct 12 : Concept :
lesson, pupils will be
TIME YEAR 3 able to; Multiplication of
6 hours Able to apply time:
5.0 TIME
knowledge and skills of hours
Sources :
5.7 Multiplication of problems related to
12. Solve the 2 2 Asks pupils to write the answer
time. using addition technique: money,time and Teachers Modul
number sentences
measurement. Pupil’s Module
involving 6 hours + 6 hours = I2 hours
multiplication of Numeracy
Basic 3
units of time: 3 3 Asks pupils to write the answer Basic 3, 7.7(b),
(i) hours, using multiplication technique: KSSR Year 3
2× 6 hours = I2 hours
sentences involving
4 Pupils do the exercise. multiplication of units of Teaching aids :
(refer to sources)
time:
Counters ,
(a)hours timeline
221
REMEDIAL CONTENT
STANDARD CONSTRUCT
SKILLS OBJECTIVE SUGGESTED ACTIVITY REMARKS
SKILL 9 : KSSR Semakan 2017 At the end of the 1 Write down the task on the Construct 12 : Concept :
TIME lesson, pupils will be board:
YEAR 3 able to; Multiplication of
Example : Able to apply time.
5.0 TIME
knowledge and skills of Minutes
An athelete runs 4 minutes for mathematics to solve
one round.How many minutes problems related to
5.7 Multiplication of 13. Solve the number Sources :
time. she/he runs for 5 rounds? money,time and
sentences involving
measurement. Teachers Modul
multiplication of units 2 Asks pupils to write:
Pupil’s Module
of time: 4 minutes + 4 minutes + 4
Basic 3 Numeracy
(ii) minutes minutes + 4 minutes + 4 minutes
= 20 minutes Basic 3, 7.7(b),
KSSR Year 3
sentences involving
3 Asks pupils to write :
multiplication of units of
5 x 4 minutes = 20 minutes time:
Teaching aids:
(ii) minutes
4 Pupils do the exercise.
(refer to sources) Counters ,
timeline
222
REMEDIAL CONTENT
STANDARD CONSTRUCT
SKILL 9 : KSSR Semakan 2017 At the end of the 1 Write down the task on the Construct 12 : Concept :
lesson, pupils will be board:
TIME YEAR 3 able to; Able to apply Division of time
Example:
knowledge and skills of (average division),
5.0 TIME Kirana spends 9 hours to do hours
revision within 3 days. How problems related to
5.8 Division of time 14. Solve the number many hours Kirana spend to do Sources :
money,time and
sentences involving her revision for 1 day?
division of units of time: Pupil’s Module
(i) hours 2 Guides pupils to use the
Basic 3 Numeracy
technique of average division
Basic 3,7.8(a),
to do the time division for 3 7.8 Solve the number KSSR Year 3
days.
sentences involving
division of units of Teaching aids :
3 Make sure the average of
division have the same time:
Counters,clock face,
amount. a) (i) hours number cards, cubes,
abacus.

(refer to sources)
223
REMEDIAL CONTENT
STANDARD CONSTRUCT
SKILL 9 : KSSR Semakan 2017 At the end of the 1. Write down the task on the Construct 12 : Concept :
lesson, pupils will be board:
TIME YEAR 3 able to; Example: Division of time
Able to apply
10 minutes ÷ 2 = minutes (average division),
5.0 Time minutes
2. Teacher guides pupils to
5.8 Division of time.
problems related to Sources :
15. Solve the number answer the task using the
clock models;
money,time and
sentences involving
division of units of time: Pupil’s Module
a. Marked the area of 10
(ii) minutes Basic 3 Numeracy
minutes
Basic 3,7.8(b),
7.8 Solve the number KSSR Year 3
sentences involving
b. Shade the area division of units of Teaching aids:
time:
Counters,clock
(ii) minutes
face, number cards,
c. Divide the shaded area into cubes, abacus.
two part with dot line.
d. Eah part have 5
graduations.
e. Write down the answer.
3. Repeat step 1 and step 2

with other question.
5.0 Pupils do the exercise.

(refer to sources)
224
REMEDIAL CONTENT
STANDARD CONSTRUCT(LINUS
(KSSR) MODULE)
(RS)
SKILL 9 : KSSR Semakan 2017 At the end of the 1 Pupils will be given a task: Construct 12 : Concept :
TIME lesson, pupils will be
Year 3 able to; “Salim spends 1 hour to do Able to apply addition,
sport in the evening. He takes knowledge and skills of substraction,
5.0 Time 2 hours to do revision. How multiplication,
many hours does Salim problems related to division,
5.9 Problem solving. 16. Solve problems spends to do sport and minutes and
money,time and
involving time in daily revision?” hours.
measurement.
situations.
2 Question and Answer Sources :
Basic 3
session base on the task
written on the board. Teachers Modul
7.9 Solve problems Pupil’s Module
involving time in daily Numeracy
3 Teacher guides pupils to
solve the problem using
situations. Basic 3, 7.9,
various problem KSSR Year 3
solving strategies such
Teaching Aids :
as trying a simpler
case, drawing Counter, clock face,
diagrams or working timetable, cubes,
backwards.. containers,number
cards, abacus .
(refer to sources)
225
PENGHARGAAN
226
SETINGGI-TINGGI PENGHARGAAN
PENGARAH–PENGARAH BAHAGIAN PENDIDIKAN KHAS
Datuk Dr. Yasmin binti Hussin

Pengarah
Tuan Haji Paridin bin Jais

Mantan Pengarah
Encik Shazali bin Ahmad

Mantan Pengarah
KETUA–KETUA SEKTOR
SEKTOR PROGRAM KHAS, CAWANGAN PROGRAM PENDIDIKAN KHAS,
BAHAGIAN PENDIDIKAN KHAS
Encik Mohd Parawes bin Abdullah

Mantan Ketua Sektor
Sektor Pendidikan Khas
227
UNIT PENGURUSAN PROGRAM PEMULIHAN KHAS,
BAHAGIAN PENDIDIKAN KHAS
Encik Suhaimee bin Sulaiman

Ketua Unit
Unit Pengurusan Program Pemulihan Khas
BAHAGIAN PENDIDIKAN GURU (BPG)
Encik Saharim Bin Shafie Penolong Pengarah, Unit Pembangunan Profesionalisme
BAHAGIAN PEMBANGUNAN KURIKULUM (BPK)
Encik Mazlan Bin Awi Ketua Unit Matematik Rendah, Sektor Sains dan Matematik
Puan Chin Fong Phin Penolong Pengarah,

Unit Bahasa Melayu, Sektor Bahasa dan Kesusasteraan
Puan Siti Rahayu Binti Muhammad Penolong Pengarah,

Unit Bahasa Melayu, Sektor Bahasa dan Kesusasteraan
PANEL PENILAI
Encik Ishak bin Arif Ketua Penolong Pengarah, Jemaah Nazir & Jaminan Kualiti (JNJK)
Puan Hajah Norashikin binti Jasmon Pensyarah Akademik IPGK Tun Hussein Onn, Batu Pahat, Johor
228
INSTITUT PENDIDIKAN GURU
Puan Rozana binti Sahul Hamid IPG Kampus Perempuan Melayu, Melaka
Puan Norrila binti Satari IPG Kampus Tun Hussein Onn, Johor
Puan Rozita binti Rahmat IPG Kampus Tun Hussein Onn, Johor
Dr. Ng Pei Fern IPG Kampus Temenggong Ibrahim, Johor
Puan Liew Fee Lan IPG Kampus Tengku Ampuan Afzan, Pahang
Tuan Haji Zulkifli bin Husin IPG Kampus Tengku Ampuan Afzan, Pahang
Puan Mariani binti Abdullah IPG Kampus Perlis, Perlis
Encik Milatu Samsi bin Hayon IPG Kampus Ipoh, Perak
Tuan Haji Kamarul Bahrin bin Mohd Radzi IPG Kampus Ipoh, Perak
Cik Haslinda binti Mohamad IPG Kampus Bahasa Melayu, Kuala Lumpur
INSTITUT PENDIDIKAN GURU

IPG Kampus Darul Aman, Kedah IPG Kampus Raja Melewar, Negeri Sembilan
IPG Kampus Kent, Sabah IPG Kampus Tun Abdul Razak, Kota Samarahan, Sabah
IPG Kampus Miri, Sarawak
JABATAN PENDIDIKAN NEGERI (PENYELARAS)

Puan Zuraida binti Othman Penolong Pengarah Pemulihan Khas, JPN Perak
Puan Rogayah binti Omar Penolong Pengarah Pemulihan Khas, JPN Melaka
Puan Putri Isma Ida binti Ismail Penyelia Pemulihan Khas, JPWP Kuala Lumpur
Encik Shahiran bin Kamaruddin Penolong Pengarah Pemulihan Khas, JPN Johor
Encik Mohd Shukri bin Mustopha Penyelia Pemulihan Khas, JPWP Kuala Lumpur
Puan Marhaini binti Saranum Penyelia Pemulihan Khas, JPN Selangor
229
JABATAN PENDIDIKAN NEGERI (TURUT MEMBANTU)
Encik Noazli bin Abu Bakar Penolong Pengarah Pemulihan Khas, JPN Perlis
Encik Mohd Shukri bin Saad Penolong Pengarah Pemulihan Khas, JPN Kedah
Cik Norliza binti Mohamed Hazali Penolong Pengarah Pemulihan Khas, JPN Pulau Pinang
Puan Eni Zanifah binti Mohd Jaberi Penolong Pengarah Pemulihan Khas, JPN Perak
Encik Medon bin Amat Penolong Pengarah Pemulihan Khas, JPN Negeri Sembilan
Encik Mohd Razif bin Ahmad Penolong Pengarah Pemulihan Khas, JPN Pahang
Encik Mohd Izwan bin Mohd Penolong Pengarah Pemulihan Khas, JPN Terengganu
Encik Mohd Zairi bin Abdul Razak Penolong Pengarah Pemulihan Khas, JPN Kelantan
Encik Adzrul bin Puddin Penolong Pengarah Pemulihan Khas, JPN Sabah
Encik Afandi bin Nasir Pegawasi FasiLINUS (Pegawai Pemulihan Khas), JPWP Labuan
Encik Hassan bin Sami Penolong Pengarah Pemulihan Khas, JPN Sarawak
Puan Aziyah binti Ibrahim Ketua Unit Pendidikan Khas, JPWP Putrajaya
Encik Azman bin Md Nasir Penolong Pengarah Pemulihan Khas, JPWP Putrajaya
Encik Mohammad Mahyudi bin Ahmad Penyelia Pemulihan Khas, JPN Kedah
Encik Khairi bin Ghazali Penyelia Pemulihan Khas, JPN Pulau Pinang
Puan. Hasliani binti Mohd Hamali Penyelia Pemulihan Khas, JPN Pahang
Puan. Mazida binti Tan Ahmad Penyelia Pemulihan Khas, JPN Pahang
Puan Zaiton binti Yusoh Penyelia Pemulihan Khas, JPN Terengganu
Tuan Haji Yahaya bin Isa Penyelia Pemulihan Khas, JPN Kelantan
Puan Dayangku Noreza bt Awang Ahmad Penyelia Pemulihan Khas, JPN Sarawak
230
PEJABAT PENDIDIKAN DAERAH (PPD) PERAK
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Kerian
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Hilir Perak
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Perak Tengah
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Kuala Kangsar
PEJABAT PENDIDIKAN DAERAH (PPD) WILAYAH PERSEKUTUAN KUALA LUMPUR
Penolong PPW Swasta dan Pendidikan Khas (Pemulihan Khas), PPW Sentul
Penolong PPW Swasta dan Pendidikan Khas (Pemulihan Khas), PPW Bangsar dan Pudu
PEJABAT PENDIDIKAN DAERAH (PPD) JOHOR
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Mersing,
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Kota Tinggi
PEJABAT PENDIDIKAN DAERAH (PPD) MELAKA
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Melaka Tengah
Penolong PPD Swasta dan Pendidikan Khas (Pemulihan Khas), PPD Alor Gajah
231
PANEL PENGGUBAL
PERAK
Encik Ghazali bin Haji Abdul Rahman Puan Saziatul Wendy binti Saipol Bahari
SK Kuala Gula, Kuala Kurau, Perak SK Parit Haji Wahab, Tanjong Piandang, Perak
WILAYAH PERSEKUTUAN KUALA LUMPUR
Encik Hendra Shahril bin Haron Encik Chua Kok Leong

SK (L) Jalan Batu, Kuala Lumpur SJK (C) Yoke Nam, Kuala Lumpur
MELAKA
Encik Safaruan bin Abd. Ghani Puan Suhailawati binti Juritah

SK Menggong, Alor Gajah, Melaka SK Pantai Kundor, Tanjong Kling, Melaka
Puan Siti Hajar binti Osman Cik Siti Hajar binti Ramli
SK Sungai Tuang, Masjid Tanah, Melaka SK Seri Bemban, Bemban, Melaka
JOHOR
Puan Ainol Adibah binti Jelani Puan Siti Rosmah binti Mohamed
SK Bandar Mersing, Mersing, Johor SK Bandar Mas, Kota Tinggi, Johor
Encik Mahathir bin Jamaludin Puan Maria binti Hassan
SK Mersing Kanan, Mersing, Johor SK LKTP Tenggaroh 1, Mersing, Johor
232
TURUT MEMBANTU
PERAK
Encik Ismail bin Daud Cik Siti Aishah binti Aspani,

SK Khir Johari, Sungai Sumun, Perak SK Simpang Empat, Hutan Melintang, Perak
Encik Zulkifli bin Mohd Zaini, Puan Norahizatayun Hasnah binti Abd. Said
SK Perlop 1, Sungai Siput (U), Perak SK Bota Kiri, Bota, Perak
Encik Kamarul Azman bin Mohd Saad Puan Aida Shahniza binti Mohamad
SK Tanah Kebun, Parit Buntar, Perak SK Sungai Setar, Parit Buntar, Perak
Encik Yusrizal bin Muhamad Yusop Cik Nor Haniza binti Mohamed Isa
SK Kuala Kurau (Baru), Kuala Kurau, Perak SK Kuala Kurau, Kuala Kurau, Perak
Encik Muhammad Fadzli bin Razali Puan Hafidzotuddiniah binti Abd Rahman
SK Sungai Bogak, Bagan Serai, Perak SK Kampung Dew, Semanggol, Perak
Puan Nur Aishah binti Abd Sani Encik. Muhamad Fahmi bin Mahamod
Sek Ren Islam Al Ehya Asshariff, Semanggol, Perak SK Parit Tok Ngah, Parit Buntar, Perak
SELANGOR
Cik Chia Lee Shan

SJK(C) Pandamaran A, Pelabuhan Klang, Selangor
233
Untuk makluman semua, buku Panduan Pemulihan Khas Matematik (edisi Bahasa Inggeris)
masih lagi dalam bentuk penambahbaikan. Sila klik pautan di bawah untuk makluman
penambahbaikan sekiranya terdapat kesilapan atau
perkara di dalam buku ini perlu ditambah baik.
(cth : ejaan salah, gambar hilang dan lain-lain)
https://bit.ly/tambahbaikedisiBI
234
235
Aras 2, Blok E2, Kompleks Kerajaan Parcel E
62604 Putrajaya
Tel: 03-8884 9190 Fax: 03-8888 6670

Buku Panduan PDP Pemulihan Khas Matematik (Edisi Bahasa Inggeris)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Buku Panduan PDP Pemulihan Khas Matematik (Edisi Bahasa Inggeris)

Uploaded by

Copyright:

Available Formats

Draf

KEMENTERIAN PENDIDIKAN MALAYSIA

PROGRAM PEMULIHAN KHAS

BUKU PANDUAN PENGAJARAN DAN PEMBELAJARAN

PROGRAM PEMULIHAN KHAS

BUKU PANDUAN PENGAJARAN DAN PEMBELAJARAN

Bahagian Pendidikan Khas

© Kementerian Pendidikan Malaysia

National Education Philosphy ........................................................................................................................... ii

National Curriculum .......................................................................................................................................... iii

The framework for Standard Based Primary School Curriculum........................................................................ 5

21st Century Skills ............................................................................................................................................ 14

Strategies in Teaching and Learning ................................................................................................................. 17

Elements Across the Curriculum ....................................................................................................................... 20

Remedial Mathematics Skills ............................................................................................................................ 23

Mathematics curriculum mapping...................................................................................................................... 24

Appreaciation .................................................................................................................................................... 226

Attachment 1 – High Order Thinking Skill (KBAT) ............................................................................................. 234

Attachment 2 – 8 Thinking skill - i-THINK .......................................................................................................... 237

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:

KEPERCAYAAN KEPADA TUHAN

Source: Akta Pendidikan 1996 (Akta 550)

Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk kurikulum

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997

Assalammualaikum Warahmatullahi Wabarakatuh,

Sekian, terima kasih.

Encik Shazali bin Ahmad

Pupils are expected to achieve the following objectives:

2. Be able to attend normal classes; and

3. Develop self-determination and a positive attitude towards learning.

THE FRAMEWORK OF STANDARD BASED PRIMARY SCHOOL CURRICULUM

Figure 1: The Framework for Standard Based Primary School Curriculum

MATHEMATICS CURICULLUM MAPPING

TOPIC REMEDIAL SKILL

REMEDIAL SKILLS LEARNING STANDARD

Skill 2 - KSSR Semakan 2017 - Year 1 1.1.1

Skill 3 - KSSR Semakan 2017 1.2.1 (i), 1.2.1 (ii).

Skill 3.2 - 1.3 Write numbers. 1.3.1

1.6 Place value. 1.6.1

Skill 3 - KSSR Semakan 2017 1.1.1 (i) 1.1.1 (ii)

1.3 Number sequence 1.3.1, 1.3.2

1.4 Place value. 1.4.1

REMEDIAL LEARNING STANDARD

1.2 Write numbers 1.2.1

1.3 Number sequence. 1.3.1, 1.3.2

1.4 Place value. 1.4.1, 1.4.2

1.5 Estimate. 1.5.1

1.6 Round off numbers. 1.6.1

Skill 4 - KSSR Semakan 2017 2.1.1, 2.1.2, 2.1.3

Skill 4 - KSSR Semakan 2017 2.1.1, 2.1.2.

REMEDIAL LEARNING STANDARD

Skill 5 - KSSR Semakan 2017 2.1.1, 2.1.2, 2.1.3

Skill 5 - KSSR Semakan 2017 2.2.1, 2.2.2

Skill 5 - KSSR Semakan 2017 2.2.1, 2.2.2

REMEDIAL LEARNING STANDARD

2.5 Problem solving. 2.5.1, 2.5.2

2.3 Multiplication within 10 000. 2.3.1

2.7 Problem solving. 2.7.1

Skill 7 - KSSR Semakan 2017 2.4.1, 2.4.2

2.5 Problem Solving. 2.5.2

2.4 Divide Within 10 000. 2.4.1

2.7 Problem Solving 2.7.1

Skill 8 - KSSR Semakan 2017 4.1.1