Sab Maths 2c

Mathematics
STEM-BASED
Student Activity Book DSKP-BASED
LEE BEE BEE

ESTHER SAROJINI DANIEL
LAI MEI LAN
QR code and quick links provided

with Teaching Tips for parents & teachers
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)

SPARKS EDUCATION PLT in collaboration with
Mathematics
Student Activity Book 2C
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)
LEE BEE BEE

ESTHER SAROJINI DANIEL
LAI MEI LAN
© SPARKS EDUCATION PLT

Igniting Passion for Learning
MATHEMATICS
STUDENT ACTIVITY BOOK 2C
Science and Mathematics in English for SARAWAK
Mathematics (Student Activity Book, 2C)
Published by:
SPARKS EDUCATION PLT,

72, Lorong Arang, 13H4A,
93250 Kuching, Sarawak.
Website: https://www.sparksonline.com.my
Email: sparkseducationplt@gmail.com
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of SPARKS EDUCATION PLT.
It is also acknowledged that some images used are designed by Freepik

(https://www.freepik.com/) and Pixabay (https://pixabay.com/). All YouTube videos quoted
in this book are only as links and the rights remained with their respective owners as per
URLs cited.
Published October 2021.

First edition published January 2021. Revised edition October 2021.
eISBN: 978-967-2746-04-1
© SPARKS EDUCATION PLT

Igniting Passion for Learning
FOREWORD
The Mathematics Student Activity Book (SAB) is written for children to enhance their
knowledge and understanding of Primary Two Mathematics based on the National Standard-
based Primary curriculum focusing on STEM Education.
The SAB features STEM-related activities that are fun, interesting yet thought-provoking for
creative learning.
It follows closely the Learning Standards and Performance Standards of the National Primary
School Standard-based Curriculum or DSKP Matematik. It covers all Performance Levels in
the DSKP and can be useful for Primary School mathematic teachers too as an assessment
guide. In fact, teachers can use the activities as supportive activities for classroom learning to
complement their classroom teaching.
Hence, the SAB is not only for children to use at home but can also be a good handy
reference for both teachers and also parents. The section on Teaching Tips offers useful
suggestions to teachers and parents on how to guide children in the teaching and learning of
Mathematics with STEM Integration. It offers suggestions on how to encourage children to
think creatively as they practise their mathematical skills in doing the STEM-based activities
in the book.
It is hoped that this book will be useful to complement efforts in implementing STEM
Education and to instill the love of Mathematics and promote mathematical thinking among
our young children as we prepare them for the 21st century.
“SPARKS EDUCATION – Igniting passion for learning!”
Dr. Angie Anak Garet

Chief Executive Officer,
SPARKS EDUCATION PLT.
i
TABLE OF CONTENTS
FOREWORD i
TABLE OF CONTENTS ii
TOPIC 5: TIME 1
Activity 1: What does the clock say? 2
Activity 2: Game time 6
Activity 3: A Bario to Miri journey 12
Activity 4: Connect minutes, hours and a day 19
Activity 5: Hey! What’s the time? 25
TOPIC 6: MEASUREMENT 30
Activity 1: DIY kid shirt folding board 31
Activity 2: Fruit cards 37
Activity 3: Water glass xylophone 43
Activity 4: Charity sale 48
TEACHING TIPS 52
ANSWERS 62
ii
5.0 TIME
Activity 1: What does the clock say?
Activity 2: Game time
Activity 3: A Bario to Miri journey
Activity 4: Connect minutes, hours and a day
Activity 5: Hey! What’s the time?
5.0 Time
Activity 1: What does the clock say?

CONTENT STANDARD 5.1 Time in hours and minutes.
LEARNING STANDARDS 5.1.1 Recognise minute graduations on the clock face.
5.1.2 State and show time in hours and minutes.
Materials
• Colour papers • thumb tacks
(pink and green) • an eraser
• a pair of scissors • a marker pen
Steps
1. How many times can you write the word

“clock” in 1 minute?
2. How many times can you jump in 5 minutes?
3. How far can you run in 15 minutes?
Discuss activities that can be carried out in 1

minute, 5 minutes, 15 minutes, and others. Review
how to count by fives. Count in fives and relate it to
the 5 times table.
Watch a video on how to make a paper learning

clock. Prepare the materials and start to make a
paper learning clock.
https://youtu.be/WVe3V3gcSDk
How many graduations are between 12 and 4? That’s 20 minutes.

You can count graduations for minutes using a paper learning

clock. Count and say aloud. E.g. 1X5=5 minutes, 7X5=35 minutes
and 4X5=20 minutes.
PERFORMANCE LEVEL
PL1 State five minute graduations on the clock face and be able to state time in hours and minutes.
Activity 1: What does the clock say? | Page 2

5.0 Time
Steps (continued)
Say the time.
e.g.
A quarter past seven; Half past seven; A quarter to eight.
Say the time using a paper learning clock or

an analogue and a digital clock.
Are these two times the same? Why?
Ten minutes past nine; Five minutes past nine;

These two times are different because they are same in hour but different
in minutes.
Provide justifications for your answers. Emphasise

the correct reading of time and the positions of the
hour and minute hands for the time that is shown.
Explain the position of the hour, minute, and colon
on digital clocks.
PERFORMANCE LEVEL

5.0 Time
Math Facts
 1 graduation is 1 minute.
 A Quarter of an hour = 15 minutes
 Half an hour = 30 minutes
 1 complete circle = 60 minutes
Word Bank
analogue clock, digital clock, minutes, graduations,

minute hand, hour hand, colon
Let’s Think
Comparing analogue time and digital time may take time. Review
how to count by fives. Relate it to the 5 times table.
Reflection
 Do you like the activity?

 What's the most important thing you learned today?
 What are the difficulties in doing the activity?
A useful
Scan the QR code or link
click here
to watch about “recognise
minutes in analogue
clock.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.1

Complete the following exercises. What does the clock say?
1. Say how many minutes.
a. b.
2. Say the time.
a. b. c.
d. e. f.
3. Are these two times the same? Why?
PERFORMANCE LEVEL

5.0 Time
Activity 2: Game time

LEARNING STANDARD 5.1.3 Convert time in hours and minutes from words to numerals and vice versa.
Materials
• Appendix 5.1 • manila card
• Appendix 5.2 • Scissors
• glue
Steps
1. Why is it important to tell time?

2. What time do you go to school?
What time do you have your breakfast?
What time do you go to bed?
3. Do you know how to read time from a clock and a watch?
Discussion about why it is important to tell time. It’s important to

tell time because everything is bound to time.
1. Please draw an hour hand and a minute hand on the analogue

clock and write the number on the digital clock.
2. Then, paste the clock on a manila card to make two paper
watches. Put on the paper watch on your hands!
You will be given 3 paper analogue clocks and 3 digital clocks. You will
answer the questions (refer to Step 1 No. 2). Then you will draw and
write the time on the paper clocks given. You will make your own paper
watches. (Refer Appendix 5.1)
PERFORMANCE LEVEL
PL2 Convert time in hours and minutes from words to numerals and vice versa, and state days to hours and hours to
minutes.
Activity 2: Game time | Page 6

5.0 Time
Steps (continued)
 Now, we’re going to play a hand game, “Scissors, Stone and

Paper Game.”
 It requires two players each time. Let’s watch a short video
on how to play this game! https://youtu.be/2dsHuU10udY
 If you win the game, you can write down the time of the
opponent’s watch. (Rule 1)
 If you have the most record of time in Appendix 5.2 will be
the final winner of the game. (Rule 2)
Carry out a hand game (scissors, stone and paper

game). You can wear your paper watch. Play the
hand game with your sibling or your parents and
write the time in numerals and words. (Refer to
Appendix 5.2).
1. What are you going to do with the time you’ve been

given?
2. Time is the most precious resource because you can’t get
it back.
3. We should spend our time with beneficial activities such
as reading, doing exercises and etc.
Have a short discussion. Inculcate the attitude of spending

time with beneficial activities.
PERFORMANCE LEVEL
minutes.

5.0 Time
Math Facts
 1 graduation is 1 minute.
 A Quarter of an hour = 15 minutes
 Half an hour = 30 minutes
 1 complete circle = 60 minutes
Word Bank
analogue clock, digital clock, minutes, graduations,

minute hand, hour hand, colon
Let’s Think
Why it is important to tell time?

Convert time in hours and minutes from words to numerals and
vice versa.
Reflection
 What you have learned today?

 Which part is the most difficult for you? Why?
A useful
click here
to watch about “say and
write the time”.
PERFORMANCE LEVEL
minutes.

5.0 Time
Appendix 5.1
Step 2: Paper watch.

5.0 Time
Appendix 5.1
Step 3: Write the time.
Your name: . .
Date: . .
Your Opponent’s Time In

No. Convert Time To Words
Name Numeral
1.
2.
3.
4.
5.
6.

5.0 Time
Activity Sheet 5.2

Complete the following exercises. What is the time?
1. Convert time to numeral.
Words Numeral
Five minutes past eight
Ten minutes past seven
A quarter past five
A quarter to seven
Half past two
Six forty
Eleven ten
Nine fifty
2. Convert the digital clock time into words.
PERFORMANCE LEVEL
minutes.

5.0 Time
Activity 3: A Bario to Miri journey

LEARNING STANDARD 5.1.4 Record time in hours and minutes.
Materials
• Activity Sheets 5.3 (a), 5.3 (b) and 5.3 (c)
• an analogue clock
• pencils
Steps
Saga and his friend Sen own a

transport company that carry petrol,
food stuff, furniture and motorcycles
to and from Bario to Miri. This
journey is a long and dangerous
journey along winding roads as Bario
is 1000m above sea-level.
In Activity Sheet 5.3(a), you will record the times and activities of how
Saga and Sen prepare for their long journey which takes 10 hours.
After you have finished a record of their preparation activities, your will
record their actual journey down the mountain to Miri.
In Activity Sheet 5.3 (b) you will

record the times and their event-
filled adventure in their 300 km
drive.
PERFORMANCE LEVEL
PL3 Record time in hours and minutes, and justify the answer.
PL4 Solve daily routine problems involving time.
Activity 3: A Bario to Miri journey | Page 12

5.0 Time
Steps (continued)
Once in Miri, the two friends will deliver Bario rice and pick up
petrol tins, furniture and even motorcycles to be delivered back
to Bario.
In Activity Sheet 5.3 (c), You will record the times and activities as
the friends unload and upload items and eat a meal.
PERFORMANCE LEVEL

5.0 Time
Math Facts
 To create a table to record activities and the time for an event or

everyday happenings.
 To be able to see the length of time for an event.
Word Bank
morning, noon, afternoon, evening, night
Let’s Think
Everyday there are so many activities that we are involved in. Each
activity is planned or unplanned and happens at a certain time.
Would it not be good to record them down?
Reflection

 Which part do you like most? Why?
 Is there any part that you don’t like? Why?
 What’s the most important thing you learned today?
 What made you curious today?
A useful
click here
to watch about recording
times and events.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.3(a)

Record the times and the activities in preparation for the journey.
Complete the table and record the times and activities of Saga
and Sen early in the morning.
EARLY MORNING PREPARING FOR THE JOURNEY
Preparing breakfast &

Waking up
food for the journey
Loading Hilux with

Saga and Sen Bario Rice bags and
start their Packing food for
journey the journey
Times and activities in preparation for the journey

Time Activity
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.3(b)

Record the times and the activities during the journey down the
dangerous mountain.
MORNING TO LATE JOURNEY DOWN

EVENING DANGEROUS ROADS
Came across a sun bear in

the early morning darkness
Driving down a winding and

dangerous road
Driving through a muddy and

slippery road
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.3(b) continued

Complete the table and record the times and events of Saga and
Sen in the journey down the mountain.

Hilux had some engine

problem
Arrived in Miri
Times and events during the journey down the mountain

Time Activity
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.3(c)

Complete the table and record the times and activities of Saga
and Sen in Miri.
LATE EVENING TO NIGHT ACTIVITIES IN MIRI
Bario Rice unloaded
Load Hilux with

motorbikes, furniture
and petrol tins to take
back to Bario
Having dinner in Miri
Times and activities of Saga and Sen in Miri

Time Activity
PERFORMANCE LEVEL

5.0 Time
Activity 4: Connect minutes, hours and a day

CONTENT STANDARD 5.2 Relationship in time
LEARNING STANDARD 5.2.1 State the relationship between days with hours and hours with minutes.
Materials
• pencils
Steps
Cikgu Tan prepares an activity for

her science class. She gives
instructions on how to use the 1
hour or the 60 Minutes given.
In Activity Sheet 5.4(a), you will create a timeline to show the

relationship between the one hour and the 60 minutes of the
activity.
Based on the 1 hour activity, Cikgu

Tan gives instruction to extend the
activity to 24 hours.
In Activity Sheet 5.4(b), you will create a diagram linking the 24

hours to the day long activity.
Cikgu Tan decides to have a science

exhibition in the school. Many activities are
planned. Link the times of day to the hours
and minutes of the event.
In Activity Sheet 5.4(c), you will link the minutes, hours and times
of day for the exhibition.
PERFORMANCE LEVEL
Activity 4: Connect minutes, hours and a day | Page 19

5.0 Time
Math Facts
 Link an hour to 60 minutes.

 Link two complete cycles of the hour hand to 24 hours.
 Link times of day, hours and minutes.
Word Bank
quarter of an hour
half an hour
three quarters of an hour
Let’s Think
The relationship between the time of day, the time in hours and
minutes are important in our daily lives.
Reflection

 What did you learn today?
 How do you connect the minutes and hour, day and hours?
A useful
click here
times and events.
PERFORMANCE LEVEL

5.0 Time

Linking an Hour to 60 minutes
Cikgu Tan’s Year 2

science class is from 9 to
10 in the morning.
From 9 to 10 in the morning is = . . hour
From 9 to 10 in the morning is = . . minutes
Cikgu Tan lists the activities for the one hour class.
 9.00 to 9.15 in the morning collect two types of leaves from the science
garden.
 9.15 to 9.30 in the morning draw the two leaves in the science notebook.
 9.30 to 9.45 in the morning discuss whether leaves breathe.
 9.45 to 10.00 in the morning set up a simple experiment to see if leaves
breathe.
Create a timeline to link the 1 hour to the 60 minutes of the activity.

The overall timeline from 9 to 10 in the morning is given below.
Complete the timeline with the activities given by Cikgu Tan.
9.00 10.00
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.4(b): Linking a Day to 24 hours

Create a diagram to link the 24 hours to the one day of the
experiment. Parts of the diagram are given below. Complete the
diagram.
9.00 to 10.00 in the morning first day

one hour class to set up leaf experiment.
At 9.00 in the
morning the
next day count
the number of
At 12.00 noon
bubbles.
count the number
of bubbles that can
be seen on the leaf.
A diagram to link
12 hours
12 hours
the 24 hours to
the one day of
the experiment
TOTAL =
. .
At 9.00 at night count the

number of bubbles.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.4(c): Linking Time of Day to Hours and Minutes
Cikgu Tan together with the

pupils have prepared a science
exhibition. There will be three
prizes for the top 3 exhibits.
8 in the morning 4 in the evening
From 8 in the morning to 4 in the afternoon is = . . hours.
Cikgu Tan lists the activities from 8 in the morning to 4 in the afternoon.
 8.00 to 9.00 in the morning arrival of guests and welcoming speeches.

 9.00 to 11.15 in the morning guests visit the different exhibits and interact
with pupils and teachers.
 11.15 to 1.00 noon the judges go around to select the top three exhibits.
 1.00 noon to 1.30 in the afternoon there will be a break for lunch.
 1.30 to 3.00 in the afternoon a Star–Trek movie is shown.
 3.00 to 4.00 in the afternoon announcement of winners and closing.
Show the link between the times of day to hours and minutes of the
exhibition. Part of the Table is given below. Complete the rest on the next
page.
Events Hours / Minutes Time of Day

8.00 to 9.00 in the morning
arrival of guests and welcoming 1 hour early morning
speeches.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.4(c): continued

Linking Time of Day to Hours and Minutes

speeches.
PERFORMANCE LEVEL

5.0 Time
Activity 5: Hey! What’s the time?

CONTENT STANDARD 5.3 Problem solving.
LEARNING STANDARD 5.3.1 Solve problems involving daily life situations.
Materials
• pencils
Steps
Time is an important part of our

lives. Every day we carry out
activities at different times.
In Activity Sheet 5.5 (a), you will solve problems related to time
using different strategies.
Various daily In Activity Sheet 5.5 (b) you

routines involve will solve routine time
time. problems; stating them in
words and numerals.
In this section you will use all the

knowledge you have learnt about time
to solve the problems.
In Activity Sheet 5.5 (c), a variety of problems related to time will

be given.
PERFORMANCE LEVEL
PL5 Solve daily routine problems involving time using various strategies.
PL6 Solve daily non-routine problems involving time creatively and innovatively.
Activity 5: Hey! What’s the time? | Page 25

5.0 Time
Math Facts
 Able to use three strategies to solve time problems.

 Able to state time in numerals and words.
 Able to draw time on a clock face.
Word Bank
Writing time in words and numerals.
Let’s Think
Solving time problems in various situations is an important part of

daily living.
Reflection

 Which part of the activity is most difficult for you? Why?
 What’s the most important thing you learned today?
A useful
click here
times and events.
PERFORMANCE LEVEL

5.0 Time

Using different strategies to solve Time Problems.
Farisha’s parents took her to the They arrived at the centre when the
vaccination centre. They left the minute hand was at 9. What time did they
house at 10.00 in the morning. arrive at the centre?
Use the clock model to solve the problem.
They arrived at . .
Tina arrived at the airport at 8 The plane took off 35 minutes later. What
in the night for a short domestic time did the plane take off? Use the count
flight. on in fives method to solve the problem.
The plane took off at . .
The clock shows the start of a The marathon was conducted for one
short school marathon on a hour. What time did it end? Use the one
bright and sunny morning. complete cycle of the minute hand
approach.
It ended at . .
PERFORMANCE LEVEL

5.0 Time

Solve Time Problems 1.
The thunderstorm started at 10.45 at night.

State the time in words.
. .
Patricia started planting flowers in her garden at 7.00

in the morning. When she stopped the minute hand
was pointing at 11. When did Patricia stop planting
her flowers?
. .
Arun and his sister Nurul cycled to their uncle’s house.

They took three quarters of an hour.
How many minutes did they take
to reach their uncle’s house?
. .
Three friends reached the music centre for their

music lessons at a quarter past two in the afternoon.
Write the time in numerals (numbers).
. .
PERFORMANCE LEVEL

5.0 Time

Alison leaves for work using the LRT

at 7.45 in the morning. It takes half an
hour to reach the station she needs to
get off. What is the time she reaches
her station? Draw it on the face of the
clock given. Write the time in
numerals.
Alison will reach her station at
Encik Taufiq is a supermarket manager.

He always has an early morning meeting
with all his staff at 8.30. The meeting
lasts for exactly 35 minutes. What is the
time that the meeting will end? Draw it
on the face of the clock given. State the
time in words.
The meeting will end at
A traffic policeman starts to control

cars at the traffic lights from 7 am.
He stays there for two hours. What
is the time that he stops controlling
traffic? Draw it on the face of the
numerals and state it in words.
The traffic policeman will stop at
PERFORMANCE LEVEL

6.0 MEASUREMENT
Activity 1: DIY kid shirt folding board
Activity 2: Fruit cards
Activity 3: Water glass xylophone
Activity 4: Charity sale
6.0 Measurement
Activity 1: DIY kid shirt folding board

CONTENT STANDARD 6.1 Length
LEARNING STANDARDS 6.1.1 Recognise unit of length
6.1.2 Measure length
6.1.3 Estimate length
Materials
We are going to build a
• Cardboard (the bigger the better)
kid shirt folding board • Scissors or knife
so that you can fold • Ruler or measuring tape
your own shirt neatly. • Pencil
• Tape
Steps
First, prepare the cardboard. Measure and draw

four rectangles. The size of panel A is 20cm by
50cm, whereby the size of panel B is 20cm by
25cm.
B
Second, cut them out with a pair of scissors or knife A A
carefully. Try to keep the sides as even as B
possible.
Third, tape both sides of panel A and panel B as

shown in the picture (with red lines). Leave a space
of about 0.5cm between each panel. This gap B
allows the panel to be folded and moved smoothly
A A
while in use. B
A useful
click here
to watch “How to Make
Shirt Folder - DIY
Cardboard Shirt Folder”.
PERFORMANCE LEVEL
PL1 Recognise centimetres, metres, grams, kilograms, millilitres and litres.
PL2 Measure length, mass and volume of liquid.
PL3 Estimate and compare length and measurement, and to justify the answer.
Activity 1: DIY kid shirt folding board | Page 31

6.0 Measurement
Steps (continued)
Congratulations! Your DIY B

Kid Shirt Folding Board is A A
now complete and you are
ready to fold some clothes. B
To use the Folding Board:

(i) Place a shirt face down centered on the board. i
(ii) Fold one side of panel A over and back.
(iii) Fold the other side of panel A over and back.
(iv) Fold the bottom center of panel B up and back. ii B iii
iv
Further activity:
Measure the length of different size of clothes such
as jeans, adult t-shirts, trousers and shorts
(complete Activity Sheet 6.1) .
Can you use the DIY Kid Shirt Folding Board for
folding an adult t-shirt? Why?
Can you estimate the measurement of an adult t-
shirt folding board for each panel?
PERFORMANCE LEVEL

6.0 Measurement
Math Facts
 We measure short length in centimetres and longer lengths in

metres.
 The symbol for metre is m and the symbol for centimetre is cm
 1 m = 100 cm
 Half of 1cm is 0.5cm.
Word Bank
 metre  panel  rectangles

 centimetres  folding board  gaps
Let’s Think
 What will happen if we do not leave a gap between each panel?

 Is this folding board suitable for folding trousers?
Reflection

 Which part don’t you like? Why?
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.1

Complete the following exercises.
1. Measure the actual length of the following clothes.
. . cm . . cm
Dad’s t-shirt Mum’s blouse
. . cm . . cm
About . .m About . .m
Dad’s jeans Mum’s trousers
2. Fill in the blanks.

a) The symbol for metre is . .
b) The symbol for centimetre is . .
c) The unit . .is used to measure longer objects.
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.2

1. Make a clever guess, which string is the longest and which is

the shortest?
Longest:. . Shortest:. . 1 cm
1 cm
Determine the length of each String. Which string is the

2.
longest and which is the shortest?
A: . .cm B: . .cm C: . .cm D: . . cm
Longest: . . Shortest: . .
Did you underestimate or overestimate? . .
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.3

1. Choose the better estimate of length for each object. Colour your
answer.
2m 90cm
35cm
150cm 3m 1m
78cm 90cm
20cm 2m
2. Draw a straight line according to the given measurement in unit of cm. The
first dot is marked for you.
2cm 5cm 8cm
PERFORMANCE LEVEL

6.0 Measurement
Activity 2: Fruit cards

CONTENT STANDARD 6.2 Mass
LEARNING STANDARDS 6.2.1 Recognise unit of mass
6.2.2 Weigh objects
6.2.3 Estimate mass
We are going to Materials

explore the mass • Scissors
of objects in the • Fruit cards template and mass cards
kitchen. • Scales
Steps
First, prepare a scale for a child. Assist the child to weigh the mass
of objects in the kitchen. Categorise the objects based on the unit
by Circle Maps (Activity Sheet 6.4).
Objects which are more than 1 kilogram, record into Circle Map A.
Objects which are less than 1 kilogram, record into Circle Map B.
After the exploration of mass in the kitchen, you may

feel confident to carry out the following activity.
Cut out the cards in the template given with a pair of scissors
carefully. Flip the cards face down and arrange the card as below.
PERFORMANCE LEVEL
Activity 2: Fruit cards | Page 37

6.0 Measurement
Steps (continued)
Take turns to flip over one fruit card and one mass card. Do they
make a suitable mass unit? If yes, keep the cards. If no, flip them
face down and let your partner play. Whoever gets the most cards
is the winner.
After this activity, please complete Activity Sheet 6.5.
A useful
click here
to watch “Digital vs
Analog Scale”.
PERFORMANCE LEVEL

6.0 Measurement
Math Facts
 Kilogram is a unit of measurement used to measure much

heavier objects. We can abbreviate the unit kilogram with the
letters kg.
 Gram is a unit of measurement used to measure light objects. We
can abbreviate the unit gram with the letter g.
 1 kg = 1000 g
 Using gm and gms for grams; kgs for kilograms is not accepted.
Word Bank
 kilogram  circle maps  mass

 gram  bridge maps  fruits
Let’s Think
 Before an object is weighed, make sure the needle points to 0.

Why?
 For the same size of stones and cotton, which has more mass?
Reflection
 Do you face difficulties when measuring mass?

 Do you face difficulties to make estimation of mass?
 Which part do you like or don’t like most? Why?
PERFORMANCE LEVEL

6.0 Measurement
Template
Fruit Cards and Mass Cards
kilogram kilogram gram gram
kg kg gram gram
kg g gram gram

6.0 Measurement
Activity Sheet 6.4

Categorise the objects based on the unit by Circle Maps below.
1.
Circle Map A Circle Map B
kilogram gram
kg g
2. Observe the weighing scale and write the mass of each fruit.
kg gg
g g g
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.5

Complete the following exercise.
1. Complete the Bridge Map to match suitable mass unit, gram or kilogram.
as as as
gram kilogram gram kilogram
2. Use the flash cards provided to complete the Bridge Map with the correct
unit. Explain your answers orally.
as as as
kg kg g g
3. Weigh the mass of an orange for the first picture and complete the Bridge
Map to estimate the mass of other fruits.
as as as
weigh estimate estimate estimate
PERFORMANCE LEVEL

6.0 Measurement
Activity 3: Water glass xylophone

CONTENT STANDARD 6.3 Volume of liquid.
LEARNING STANDARDS 6.3.1 Recognise volume of liquid.
6.3.2 Measure volume of liquid.
6.3.3 Estimate volume of liquid.
Materials
I can play simple • 7 identical glass bottles or drinking glasses
melodies like “Twinkle • Water
Twinkle Little Star” on • Measuring cup
• Plastic stick
the water glass
• Wooden stick
xylophone. It is so fun! • Metal spoon
• 1 liter plastic bottle
Steps
First, prepare 7 glass bottles. Line them up beside one another and
leave a bit of space in between each bottle. Label the glass bottles
with number 1 to 7 as below.
1 2 3 4 5 6 7
Second, fill the glass bottles with different amounts of water. As a

suggestion, measure 50mℓ using a measuring cup and fill the bottles
starting from bottle number 7. Increase by 50 mℓ for the each of
the following bottles. (50mℓ, 100 mℓ, 150 mℓ, 200 mℓ, 250 mℓ,
300 mℓ, 350 mℓ)
1 2 3 4 5 6 7
Activity 3: Water glass xylophone | Page 43

6.0 Measurement
Steps (continued)
Are you amazed that each glass bottle

produced a different sound?
Now, you can tap on the glass bottles with different tools such as a
wooden stick, a plastic stick and a metal spoon. You can tap the
glass bottles on either the sides or from the top.
Which glass bottle has the lowest pitch? Why?
Can you tell the difference between the sound created by a
wooden stick and a metal spoon?
These melodies are suggested to you. Do you know the title of the
songs?
11 55 66 5
533 422 1234555
44 33 22 1
533 422 13553
55 44 33 2
2222234
55 44 33 2
3333345
11 55 66 5
533 422 13551
44 33 22 1
After the activity, please collect the water in a 1 litre plastic bottle.
Can a 1 litre plastic bottle hold all the water from the small
bottles? Why?
Can you estimate the volume of water that cannot be filled in the
1 litre plastic bottle?
1 2 3 4 5 6 7
PERFORMANCE LEVEL

6.0 Measurement
Math Facts
 Litres and millilitres are metric units of volume, which are used to
measure the capacity of a liquid.
 We can abbreviate the unit litre with the letter ℓ and the unit
millilitre with the letter mℓ.
 1 ℓ = 1000 mℓ
Word Bank
 litres  volume  melody

 millilitres  measuring cups  pitch
Let’s Think
 Can we use different shapes of glass bottles to make a water

xylophone? Why?
 How can you adjust the pitch of the water xylophone?
 Why does the pitch change as you fill a glass?
Reflection
 Do you feel difficult to read graduations on measuring cups?

 Can you create your own melody by using the water xylophone?
 Do you have ideas how to make the water xylophone more
interesting?
A useful
click here
to watch “Volume and
Capacity Introduction”.
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.6

1. Which measurement has been left off each label? mℓ or ℓ.
2
350 1 500
ℓ mℓ ℓ mℓ
2. Circle the most suitable answers in the brackets.
(a) The volume of shampoo in a bottle is about

( 2ℓ / 20mℓ / 200mℓ ).
(b) My mum pours one tablespoon of olive oil to

make salad which is about ( 3mℓ / 30mℓ / 5ℓ ).
(c) The volume of water in a mineral

water bottle is about ( 1mℓ / 1ℓ / 10ℓ ).
(d) The volume of water in a dispenser is about

( 20mℓ / 2ℓ / 20ℓ ).
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.7

1. Match and write the volume of liquid in each glass bottle.
mℓ mℓ mℓ mℓ mℓ
500 500 500 500 500
400 400 400 400 400
300 300 300 300 300
200 200 200 200 200
100 100 100 100 100
150 mℓ 350 mℓ 200 mℓ 300 mℓ 50 mℓ
2. Draw the volume of liquid given.
mℓ mℓ mℓ
500 500 500
400 400 400
300 300 300
200 200 200
100 100 100
1ℓ
PERFORMANCE LEVEL

6.0 Measurement
Activity 4: Charity sale

CONTENT STANDARD 6.4 Problem solving.
LEARNING STANDARD 6.4.1 Solve problems involving daily life situations.
We are going to prepare

Materials
herbal jelly for a charity • Herbal Jelly Powder • Sugar
sale. This is my favourite • A bowl • A measuring Cup
• Water • A scale
food!
Steps
Prepare a measuring cup and a scale to measure the

quantity required for the following activities.
First, pour 1 packet of 50g herbal jelly powder into

a bowl. Add in 250mℓ cool water and mix well.
Second, bring to boil 1 litre of water. Add in 150g
sugar.
Third, turn the flame to low. Then, pour in the
herbal jelly mixture and stir the herbal jelly mixture
continuously for 10 minutes.
Fourth, filter the boiled herbal jelly mixture and
pour it into small cups. Leave the mixture to cool
and the jelly is ready to serve.
Finally, you may keep the herbal jelly in the
refrigerator for better taste.
If a small cup is about 100mℓ, how many cups of

herbal jelly can you get from 1 packet of herbal jelly
powder?
You need 50 cups of herbal jelly for the charity sale.
How many packets of herbal jelly do you need to
buy? (Activity Sheet 6.8).
Activity 4: Charity sale | Page 48

6.0 Measurement
Math Facts
 Gram is used to measure the mass of herbal jelly powder and

sugar.
 Litre and millilitre are used to measure the volume of water and
herbal jelly.
Word Bank
 herbal jelly powder  low flame  stir

 mixture  filter  refrigerator
Let’s Think
 After pouring the herbal jelly mixture into hot water, we have to
stir it continuously for 10 minutes. Why do you think this is so?
 1 packet of herbal jelly powder can be used to make 15 cups of
herbal jelly; each cup is about 100 mℓ. Do you agree? Why ?
Reflection
 Do you face difficulties in preparing herbal jelly?

 Do you think you can prepare herbal jelly without guidance from
your parents?
A useful
click here
to watch “Chinese herbal
Jelly”.
PERFORMANCE LEVEL
PL4 Solve daily routine problems involving measurement.
PL5 Solve daily routine problems involving measurement using various strategies.
PL6 Solve daily non-routine problems involving measurement creatively and innovatively.

6.0 Measurement
Activity Sheet 6.8

Solve the following problems.
1. List the measurement of the ingredients used for the activity.
Mix . .g of herbal Boil . . ℓ of About 10-12 cups of

jelly powder and . water and add in. . .mℓ herbal jelly
.mℓ of cool water. .. . g of sugar. will be produced.
2. You need 50 cups of herbal jelly for charity sale; each cup is about 100 mℓ.
How many packets of herbally jelly do you need to buy? Next, estimate the
total measurement needed for water and sugar. By completing the diagram,
it may help you to find the answer.
50 g
1ℓ
250mℓ 150g
About. .g of herbal About . .ℓ of water

I need 50 cups of herbal
jelly powder and about and about . .g of
jelly for the charity sale
. .mℓ of cool water sugar
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.8 (continued)

3. One packet of herbal jelly powder costs RM5 and your savings for this
month is RM20. Do you think RM20 is enough to prepare 50 cups of herbal
jelly? Each cup of herbal jelly is about 100 mℓ. Explain your answer using
different strategies.
Strategy 1 Strategy 2
PERFORMANCE LEVEL

TEACHING TIPS
FOR PARENTS AND TEACHERS

5.0 Humans TEACHING TIPS
Activity 1 What does the clock say?

LEARNING STANDARDS:
5.1.1 Recognise minute graduations on the clock face.
5.1.2 State and show time in hours and minutes.
1. Discuss activities that can be carried out in 1 minute, 5 minutes, 15 minutes, and others.
2. Review how to count by fives. Ask your child to count in fives and relate it to the 5 times table.
3. Draw your child attention to a video on how to make a paper learning clock. Provide the
materials needed for your child. Guide your child to make his/her own paper learning clock.
4. Next, guide your child to write numbers 5, 10, 15, 20 and so on to represent minute
graduations on the clock face. Explain to your child that the minute graduations between each
number is 5 minutes.
5. In Step 3, guide your child to count graduations for minutes using a paper learning clock. Let
your child count and say aloud. E.g. 1X5=5 minutes, 7X5=35 minutes and 4X5=20 minutes.
Talking Points:
6. In Step 4, guide your child to say the time using a paper learning clock or an analogue and a
digital clock. Parent or gaurdian asks, “What does the clock say?”. Requests your child to show
time in hours and minutes using a paper learning clock.
Talking Points:
The clock says, half past two. (Your child will show the time using his/her paper learning clock.)
The clock says, a quarter past seven. (Your child will show the time using his/her paper learning
clock.)
The clock says, twenty minutes past nine. (Your child will show the time using his/her paper
learning clock.)
7. Proceed to Step 5. Guide the child to compare the time between analogue clock and digital
clock.
8. Finally, guide your child to answer the questions in Step 5 by referring to previous examples.
9. Let your child complete Activity Sheet 5.1 and discuss the answers.
STEM INTEGRATION HOTS
• Compare and contrast the time
Engineering between an analogue clock and a
• Create a paper learning clock. digital clock.
• Reasoning.
PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State five minute graduations on the clock face and be able to
state time in hours and minutes.
COMMENTS: ASSESSED BY:

DATE:
Teaching Tips: Topic 5 | Page 53

Activity 2 Game time

LEARNING STANDARDS:
5.1.3 Convert time in hours and minutes from words to numerals and vice versa.
1. Discussion about why it is important to tell time.

2. It’s important to tell time because everything is bound to time. (Accept any
relevant responses from your child)
3. Ask your child what time he/she goes to school, what time he/she ha his/her breakfast, what
time he/she goes to bed and etc.
What time do you go to school?
What time do you have your breakfast?
What time do you go to bed?
4. Then further ask your child how he/she read time from his/her clocks or watches. Help your
child to engage and be involved in the lesson.
5. Provide your child with the paper analogue clock and the digital clock. Ask your child to draw
and write the time on the paper clocks given (refer to Step 1 No. 2) . The time drawn on the
analogue watch and digital watch must be the same. Guide your child to make a paper watch.
(Refer Appendix 5.1).
6. Draw your child’s attention to a video on how to play “Scissors, Stone and Paper Game.” Ask
child to put on his or her two paper watches.
7. Play the hand game with your child a few times. Change the watch every time you play with
your child. Write the time shown on the watch in numerals and words. (Refer to Appendix 5.2)
8. If your child wins the game, he or she can write down the time of his or her watch. (Rule 1)
9. The one with the most record of time in Appendix 5.2 will be the winner of the game. (Rule 2)
10. In the last step, have a short discussion with your child. Inculcate the attitude of spending time
with beneficial activities.
What are you going to do with the time you’ve been given?
Time is the most precious resource because you can’t get it back.
We should spend our time with beneficial activities such as reading, doing exercises and etc.
11. Let your child complete Activity Sheet 5.2 and discuss the answers.
• Reasoning. Why is it important to tell
Engineering time?
• Create a paper watch. • Making connection between time in
words and numerals.

PL2: Convert time in hours and minutes from words to numerals and
vice versa, and state days to hours and hours to minutes.

DATE:

Activity 3 A Bario to Miri journey

LEARNING STANDARDS:
5.1.4 Record time in hours and minutes
1. Get the child seated comfortably with Activity Sheets 5.3 (a),5.3 (b), 5.3 (c) and a few pencils.
2. Elaborate to the child a little about the town of Bario and Miri in Sarawak. Bario is well known
for its rice. The two ways of travelling to and from between Bario and Miri is by air or driving
along dangerous winding roads.
3. For Activity 5.3(a) guide the child to read the times on the clock faces and create a Table and
record as to how Saga and Sen have to get up early to prepare for the long journey.
4. For Activity 5.3(b) ask the child to view the photos and talk about the events that Saga and Sen
experienced in their long journey and record the times in a Table.
5. Finally for Activity 5.3(c), tell the child to talk about the relief in arriving Miri, preparing to go
back to Bario and having a well-deserved meal.
6. Discuss with the child the length of time for the preparation, the actual journey and the last
part of the journey. Ask your child to provide justification for his/her answers.
7. Compare also the times from the aspect of morning, noon, afternoon, evening and night.

• Be able to imagine the length of
Mathematics time.
• The skill of telling time, keeping a record of times and events. • Be able to compare morning, noon,
afternoon, evening and night.

PL3: Record time in hours and minutes, and justify the answer.
PL4: Solve daily routine problems involving time.

DATE:

Activity 4 Connect minutes, hours and a day

LEARNING STANDARDS:
5.2.1 State the relationship between days with hours and hours with minutes.
1. Prepare the Activity sheets and a few pencils. Prepare also an analogue clock.
2. For Activity 5.4 (a) stress to the child the relationship between 1 hour and 60 minutes. Also
expose to the child the relationship between the times such as quarter of an hour, half an hour
and three quarters of an hour.
3. For Activity 5.4 (b), explain to the child about how when the hour hand completes one cycle it
is 12 hours or half a day and two complete cycles means 24 hours or a day. This is the
relationship between a day and hours.
4. In Activity 5.4(c), guide the child to apply the relationship between the times of a day, hours
and minutes for the science exhibition event.
Mathematics • Be able to plan events and activities

• The skill of relating the times of day with hours and minutes. in linking the different times of a day
in hours and minutes.
Science
• Science experiment – if leaves breathe.

PL3: Record time in hours and minutes, and justify the answer.
PL4: Solve daily routine problems involving time.

DATE:

Activity 5 Hey! What’s the time?

LEARNING STANDARDS:
5.3.1 Solve problems involving daily life situations.
1. Prepare the Activity sheets and a few pencils. Prepare also an analogue clock.
2. For Activity 5.5 (a) guide the child to use three strategies to solve time problems - the clock
model, counting up in five minutes and the movement of one complete cycle of the minute
hand.
3. For Activity 5.5 (b) and 5.5 (c), the child will learn to state time in words, in numerals, as well as
using clock diagrams when solving time problems in various situations.
Mathematics • Be able to analyse and solve

• The skill of relating the time of day with hours and minutes. problems using various strategies.
• Making connections between the
time of a day with hours and minutes.

PL5: Solve daily routine problems involving time using various
strategies.
PL6: Solve daily non-routine problems involving time creatively and
innovatively.

DATE:

6.0 Measurement TEACHING TIPS
Activity 1 DIY kid shirt folding board

LEARNING STANDARDS:
6.1.1 Recognise unit of length 6.1.2 Measure length 6.1.3 Estimate length
1. Provide the child with the materials needed. Recycle materials are recommended.
2. Discuss with the child the design of the DIY Kid Shirt Folding Board.
3. Ask the child whether he/she agree with the measurement? Alternatively, encourage the child
to give a different suggestion of the measurement.
4. Guide the child to sketch and draw straight lines according to the given measurement in units
of cm.
5. Guide the child to cut out the required size of the cardboard with a pair of scissors or knife
carefully. The child should keep the sides as even as possible.
6. Rearrange the cardboard and then tape panel A and panel B as shown in the picture (follow the
red lines). Guide the child to tape on both the front and back sides.
7. Guide the child to estimate the gap between each panel by 0.5cm.
8. Ask: What is the function of the gap between each panel?
9. The child can start to fold his/her own shirt as the DIY Kid Shirt Folding Board is ready.
10. Assist children to fold their clothes with the folding board.
11. Guide your child to use the correct method to measure the length of different size of clothes
such as jeans, adult t-shirts, trousers and shorts at home using the measurement tape. Next,
complete Activity Sheet 6.1.
12. Ask: Can we use the DIY Kid Shirt Folding Board for folding adult t-shirts? Why?
13. Ask: Can the DIY Kid Shirt Folding Board be used for folding shirts of different fabric? How
would you improve the folding board to fold shirts made of silk or satin?
Mathematics • Creating another
• Determine the number of panels needed. Folding Board for
• Recognise the measurement of the DIY Kid Shirt Folding Board. adult use.
Engineering • Giving justification of
• The DIY Kid Shirt Folding Board design uses several combinations of panel and gaps; the answers given.
thus it can be used to help to fold clothes that is laid on the board by the user. • Making conclusion.
Science
• The use of recycled materials like cardboard to make a DIY Kid Shirt Folding Board.
• The use of tools to assemble the DIY Kid Shirt Folding Board like scissors, glue or tape.
• Make some adjustments to make the DIY Kid Shirt Folding Board suitable for different
fabrics.

PL1: Recognise centimetres, metres, grams, kilograms, millilitres and
litres.
PL2: Measure length, mass and volume of liquid.
PL3: Estimate and compare length and measurement, and to justify
the answer.

DATE:

Activity 2 Fruit cards

LEARNING STANDARDS:
6.1.1 Recognise unit of mass
6.1.2 Measure mass
6.1.3 Estimate mass and to justify the answer
1. Provide the child with a scale. Guide the child to weigh and to estimate the mass of objects in
the kitchen. Avoid dangerous tools such as knives.
2. Guide the child to read the values of graduations for weighing scales. The child needs your
guidance, especially if the reading is not a whole number.
3. Introduce the child to the two types of scales, which are analog scale and digital scale by
playing the YouTube video suggested.
4. Let the child observe the units of ‘kg’ and ‘g’ found on the labels of food items.
5. Let the child compare the masses and categorise the objects according to the units ‘gram’ or
‘kilogram’ into Circle Maps (Activity Sheet 6.4).
6. Guide the child until the child realises that 1kg = 1000g.
7. Ask : Can we use kilogram to measure an egg? Why?
8. After experiencing the mass of different objects, the child continues with the second activity.
9. Guide the child to cut the cards carefully. This activity can involve 2-4 persons.
10. After these activities, guide the child to come up with the conclusion that gram is suitable to
measure light objects, whereas kilogram is suitable to measure much heavier objects (Activity
Sheet 6.5).
11. Ask: What is the correct abbreviation of the unit kilogram and gram?
12. Ask: Can we use gm and gms for grams? Or kgs for kilograms?
Mathematics • Giving justification of the answers

• Determine values of graduations for weighing scales given.
• Estimate the mass of objects in the kitchen. • Making conclusion.
Engineering • Categorise different units into Circle
• Cut the fruit cards and mass cards neatly and in a correct way Maps.
Science • Compare the estimate value and the
• The term ‘mass’ to measure how heavy an object is instead of ‘weight’. actual weight.

litres.
the answer.

DATE:

Activity 3 Water glass xylophone

LEARNING STANDARDS:
6.3.1 Recognise volume of liquid.
6.3.2 Measure volume of liquid.
6.3.3 Estimate volume of liquid.
1. Provide the child with the materials needed. If it is difficult to get 7 identical glass bottles, then
5 is also good enough.
2. Guide the child to measure the volume of liquid using a measuring cup according to the
suggested volume.
3. Guide the child to relate to litres and millilitres during the collection of water into the 1 litre
plastic bottle activity.
4. Ask: Do you want to try with different amount of water for the water xylophone? What is your
suggestion?
5. Ask: The glass containing the most water produced the lowest pitch while the glass with no
water produced the highest pitch. Why is this so?
6. You may use food colouring to dye the water of all the colours of the rainbow: red, orange,
yellow, green, blue, and purple. By the time we are done, we have a rainbow water glass
xylophone!
7. The purpose of the last step is to guide the child to discover the idea of 1ℓ. You can guide the
child to relate this idea to addition as well.
Mathematics • Making hypothesis.

• Measure and read the volume of liquid. • Making conclusion.
• Estimate the volume of liquid in mℓ and ℓ. • Creating.
Engineering • Giving justification of the answers given.
• Lined up the glass bottles beside one another and leave a little bit of
space in between each.
• The reading of the volume of liquid must be seen at eye level.
Science
• When a glass is tapped with a spoon the vibrations travel from the
glass to the water.
• The pitch of the sound depends on the speed of the vibrations. Since
the glass with the most water slows down the vibrations the most, it
produces a lower pitched sound.

litres.
the answer.

DATE:

Activity 4 Charity sale

LEARNING STANDARDS:
6.4.1 Solve problems involving daily life situations.
1. Provide the child with the materials needed. You may use other jelly powder that is easy for
you to get from the market instead herbal jelly powder.
2. In order to stimulate your child’s curiosity, you may explain to the child that grass jelly, or leaf
jelly or herb jelly, is a jelly-like dessert eaten in East and Southeast Asia.
3. The measurement of water and sugar can be adjusted according to different kinds of jelly.
4. Guide the child to weigh the ingredients carefully and to read the values of graduations for the
weighing scale correctly.
Ask: What tools can be used to measure water?
Ask: What tools can be used to measure sugar?
5. The cooking process should be carried out under parental supervision.
6. Assist the child to pour herbal jelly into small cups and at the same time guide them to estimate
the volume of 100mℓ of herbal jelly in each cup. Be careful when handling hot herbal jelly.
Ask: How many cups of herbal jelly can you get from 1 packet of herbal jelly powder?
Ask: If you need 50 cups of herbal jelly for the charity sale, how many packets of herbal jelly
do you need to buy?
Ask: How many gram of sugar is needed to produce 50 cups of herbal jelly?
Ask: How much do you need to spend for 50 cups of herbal jelly?
7. For Activity Sheet 6.8 Question 2, you are also encouraged to guide the child toplan different
strategies to find the answer (i.e., table, list one-by-one, etc.) and give justification.
Mathematics • Planning various strategies to solve
• Measure the different object using suitable measuring tools. problem.
• Determine values of graduations on different measuring tools • Making decision and justifying them.
• Estimate 100mℓ of herbal jelly in each cup. • Making interpretation from given
Engineering representation.
• Boil water. • Identifying and using connection
• Turn the fire to low flame and stir the herbal jelly mixture between mathematical ideas.
continuously for 10 minutes.
Science
• Grass jelly, or leaf jelly or herb jelly, is a jelly-like dessert eaten in
East and Southeast Asia.
• It is created by using the Platostoma palustre plant (a member of the
mint family) and has a mild, slightly bitter taste.

PL4: Solve daily routine problems involving measurement.
PL5: Solve daily routine problems involving measurement using
various strategies.
PL6: Solve daily non-routine problems involving measurement
creatively and innovatively.

DATE:

ANSWERS
5.0 Time ANSWERS
Activity Sheet 5.1

Complete the following exercises. What does the clock say?
1. Say how many minutes.
a. b.
15 minutes 45 minutes
2. Say the time.

a. b. c.
half past four; ten minutes past ten; three o’clock

four thirty ten ten
d. e. f.
nine five eleven twenty five seven fifty
3. Are these two times the same? Why?
They are different. (Half past ten; Half past twelve) because they are
same in minutes but different in hours.
PERFORMANCE LEVEL

5.0 Time ANSWERS
Activity Sheet 5.2

Complete the following exercises. What is the time?
1. Convert time to numeral.
Words Numeral
Five minutes past eight 8:05
Ten minutes past seven 7:10
A quarter past five 5:15
A quarter to seven 6:45
Half past two 2:30
Six forty 6:40
Eleven ten 11:10
Nine fifty 9:50
2. Convert the digital clock time into words.
ten forty-five;
eleven fifty-five;
three minutes past three quarter past
five minutes to
seven ten;
twelve
a quarter to eleven
PERFORMANCE LEVEL
minutes.

5.0 Time ANSWERS

Record the times and the activities in preparation for the journey.
EARLY MORNING PREPARING FOR THE JOURNEY
Preparing breakfast &

Waking up
Loading Hilux with

Saga and Sen Bario Rice bags and
Packing food for
start their food for the journey
the journey
journey
Times and activities in preparation for the journey

Time Activity
3.00 in the morning Wake up
3.30 in the morning Preparing food
4.00 in the morning Pack Food
4.30 in the morning Loading Bario Rice
5.00 in the morning Saga and Sen start their journey
PERFORMANCE LEVEL

5.0 Time ANSWERS

dangerous mountain.

Came across a sun bear in

the early morning darkness
Driving down a winding and

dangerous road
Driving through a muddy and

slippery road
PERFORMANCE LEVEL

5.0 Time ANSWERS
Activity Sheet 5.3(b) continued

dangerous mountain.

Hilux had some engine

problem
Arrived in Miri
Times and events during the journey down the mountain

Time Activity
6.00 in the morning Came across a sun bear
8.35 in the morning Driving down a winding road
10.30 in the morning Driving through a muddy and slippery road
2.00 in the afternoon Hilux had engine problem
5.00 in the evening Saga and Sen finally arrived in Miri
PERFORMANCE LEVEL

5.0 Time ANSWERS

dangerous mountain
LATE EVENING TO NIGHT ACTIVITIES IN MIRI
Bario Rice unloaded
Load Hilux with

motorbikes, furniture
and petrol tins to take
back to Bario
Having dinner in Miri
Times and activities of Saga and Sen in Miri

Time Activity
6.00 in the evening Unloaded Bario Rice
7.15 at night Loaded up motorcycles, furniture and petrol tins
7.55 at night Eating dinner
PERFORMANCE LEVEL

5.0 Time ANSWERS

Linking an Hour to 60 minutes
Cikgu Tan’s Year 2

science class is from 9 to
10 in the morning.
From 9 to 10 in the morning is = . 1 . hour
From 9 to 10 in the morning is = . 60 . minutes
Cikgu Tan lists the activities for the one hour class.
 9.00 to 9.15 in the morning collect two types of leaves from the science
garden.
 9.15 to 9.30 in the morning draw the two leaves in the science notebook.
 9.30 to 9.45 in the morning discuss whether leaves breathe.
 9.45 to 10.00 in the morning set up simple experiment to see if leaves
breathe.
Create a timeline to link the 1 hour to the 60 minutes of the activity.

The overall timeline from 9 to 10 in the morning is given below.
Complete the timeline with the activities given by Cikgu Tan.
9.00 9.15 9.30 9.45 10.00

Quarter of Half an Three-quarters
An hour –
an hour – hour– of an hour –
60 minutes
15 minutes 30 minutes 45 minutes
PERFORMANCE LEVEL

5.0 Time ANSWERS

Linking a Day to 24 hours
From 9 the first morning to 9 in the morning the next day the hour hand
moved 2 complete cycles.
From 9 the first morning to 9 in the morning the next day is 24 hours.
9.00 to 10.00 in the morning first day

At 9.00 in the one hour class to set up leaf experiment.
morning the
next day count
the number of
At 12.00 noon
bubbles.
count the number
of bubbles that can
be seen on the leaf.
A diagram to link At 3.00 in the

12 hours
12 hours
the 24 hours to afternoon

the one day of count the
the experiment number of
bubbles that
can be seen.
TOTAL =
24 hours
At 6.00 in the
evening count the
number of bubbles
that can be seen.
At 9.00 at
night count
the number of
bubbles.
PERFORMANCE LEVEL

5.0 Time ANSWERS
Activity Sheet 5.4(c): Linking Time of Day to Hours and Minutes

Show the link between the times of day to hours and minutes of the
exhibition. Part of the Table is given below. Complete the rest.
Cikgu Tan together with the

pupils have prepared a science
exhibition. There will be three
prizes for the top 3 exhibits.
8 in the morning 4 in the evening
From 8 in the morning to 4 in the afternoon is = 8 hours.

speeches.
9.00 to 11.15 in the morning the
guests visit the different exhibits 1 hour 15 minutes (1 and
late morning
and interact with pupils and a quarter hours)
teachers.
11.15 to 1.00 noon the judges
1 hour 45 minutes (1 and
go around to select the top noon
three quarter hours)
three exhibits.
1.00 noon to 1.30 in the
afternoon there will be a break 30 minutes early afternoon
for lunch.
1.30 to 3.00 in the afternoon a 1 hour 30 minutes (1 and
early afternoon
Star–Trek movie is shown. a half hours)
3.00 to 4.00 in the afternoon
announcement of winners and 1 hour afternoon
closing.
PERFORMANCE LEVEL

5.0 Time ANSWERS

Using different strategies to solve Time Problems.
Farisha’s parents took her to the They arrived at the centre when the
vaccination centre. They left the minute hand was at 9. What time did they
house at 10.00 in the morning. arrive at the centre?
Use the clock model to solve the problem.
They arrived at 10.45 in the morning.
Tina arrived at the airport at 8 The plane took off 35 minutes later. What
in the night for a short domestic time did the plane take off? Use the count
flight. on in fives method to solve the problem.
The plane took off at 8.35 at night.
The clock shows the start of a The marathon was conducted for one
short school marathon on a hour. What time did it end? Use the one
bright and sunny morning. complete cycle of the minute hand
approach.
It ended at 10 in the morning.
PERFORMANCE LEVEL

5.0 Time ANSWERS

The thunderstorm started at 10.45 at night.

State the time in words.
. A quarter to eleven or ten forty-five at night .
Patricia started planting flowers in her garden at 7.00

in the morning. When she stopped the minute hand
was pointing at 11. When did Patricia stop planting
her flowers?
. 7.55 in the morning .
Arun and his sister Nurul cycled to their uncle’s house.

They took three quarters of an hour.
How many minutes did they take to reach their uncle’s
house?
. 45 minutes .
Three friends reached the music centre for their

music lessons at a quarter past two in the afternoon.
Write the time in numerals (numbers).
. 2.15 in the afternoon .
PERFORMANCE LEVEL

5.0 Time ANSWERS

Alison leaves for work using the LRT

at 7.45 in the morning. It takes half an
hour to reach the station she needs to
get off. What is the time she reaches
her station? Draw it on the face of the
numerals.
Alison will reach her station at 8.15 in the morning.
Encik Taufiq is a supermarket manager.

He always has an early morning meeting
with all his staff at 8.30. The meeting
lasts for exactly 35 minutes. What is the
time that the meeting will end? Draw it
on the face of the clock given. State the
time in words.
The meeting will end at five minutes past nine in the morning.
A traffic policeman starts to control

cars at the traffic lights from 7 am.
He stays there for two hours. What
is the time that he stops controlling
traffic? Draw it on the face of the
numerals and state it in words.
The traffic policeman will stop at nine or 9.00 in the morning.
PERFORMANCE LEVEL

6.0 Measurement ANSWERS
Activity Sheet 6.1

1. Measure the actual length of the following clothes.
. . cm . . cm
Dad’s t-shirt Mum’s blouse
. . cm . . cm
About . 1 .m About . 1 . m
Dad’s jeans Mum’s trousers
2. Fill in the blanks.

a) The symbol for metre is . m .
b) The symbol for centimetre is . cm .
c) The unit . metre .is used to measure longer objects.
PERFORMANCE LEVEL

Activity Sheet 6.2

1. Make a clever guess, which string is the longest and which is

the shortest?
Longest:. . Shortest:. . 1 cm
1 cm
Determine the length of each String. Which string is the

2.
longest and which is the shortest?
A: . 17 .cm B: . 20 .cm C: . 19 .cm D: . 18 . cm
Longest: . B . Shortest: . A .
Did you underestimate or overestimate? . Based on the estimation in (1).
PERFORMANCE LEVEL

Activity Sheet 6.3

1. Choose the better estimate of length for each object. Colour your
answer.
2m 90cm
35cm
150cm 3m 1m
78cm 90cm
20cm 2m
2. Draw a straight line according to the given measurement in unit of cm. The
first dot is marked for you.
2cm 5cm 8cm
PERFORMANCE LEVEL

Activity Sheet 6.4

Categorise the objects based on the unit by Circle Maps below.
1.
Circle Map A Circle Map B
kilogram gram
kg g
Any reasonable answers are acceptable.
2. Observe the weighing scale and write the mass of each fruit.
kg gg
g g g
2kg 700g 400g
PERFORMANCE LEVEL

Activity Sheet 6.5

1. Complete the Bridge Map to match suitable mass unit, gram or kilogram.
as as as
gram kilogram gram kilogram
2. Use the flash cards provided to complete the Bridge Map with the correct
unit. Explain your answers orally.
as as as
kg kg g g
3. Weigh the mass of an orange for the first picture and complete the Bridge
Map to estimate the mass of other fruits.
as as as
150g 400g 220g 380g
PERFORMANCE LEVEL

Activity Sheet 6.6

1. Which measurement has been left off each label? mℓ or ℓ.
2
350 1 500
ℓ mℓ ℓ mℓ
2. Circle the most suitable answers in the brackets.
(a) The volume of shampoo in a bottle is about

( 2ℓ / 20mℓ / 200mℓ ).
(b) My mum pours one tablespoon of olive oil to

make salad which is about ( 3mℓ / 30mℓ / 5ℓ ).
(c) The volume of water in a mineral

water bottle is about ( 1mℓ / 1ℓ / 10ℓ ).
(d) The volume of water in a dispenser is about

( 20mℓ / 2ℓ / 20ℓ ).
PERFORMANCE LEVEL

Activity Sheet 6.7

1. Match and write the volume of liquid in each glass bottle.
mℓ mℓ mℓ mℓ mℓ
500 500 500 500 500
400 400 400 400 400
300 300 300 300 300
200 200 200 200 200
100 100 100 100 100
150 mℓ 350 mℓ 200 mℓ 300 mℓ 50 mℓ
2. Draw the volume of liquid given.
mℓ mℓ mℓ
500 500 500
400 400 400
300 300 300
200 200 200
100 100 100
1ℓ
PERFORMANCE LEVEL

Activity Sheet 6.8

1. List the measurement of the ingredients used for the activity.
Mix . 50 .g of herbal Boil . 1 . ℓ of About 10-12 cups of

jelly powder and water and add in. . 100 .mℓ herbal jelly
250 mℓ of cool water. . . 150 . g of sugar. will be produced.
2. You need 50 cups of herbal jelly for charity sale; each cup is about 100 mℓ.
How many packets of herbally jelly do you need to buy? Next, estimate the
total measurement needed for water and sugar. By completing the diagram,
it may help you to find the answer.
50 g 50 g 50 g
50 g 50 g 1ℓ 1ℓ
1ℓ 1ℓ
1ℓ
250mℓ
250mℓ 150g 150g
150g
250mℓ
150g 150g
250mℓ 250mℓ
About.250 .g of herbal About . 5 .ℓ of water

I need 50 cups of herbal
jelly powder and about and about . 750 .g of
jelly for the charity sale
.1250.mℓ of cool water sugar
Any reasonable answers or strategies are acceptable.
PERFORMANCE LEVEL

Activity Sheet 6.8 (continued)

3. One packet of herbal jelly powder costs RM5 and your savings for this
month is RM20. Do you think RM20 is enough to prepare 50 cups of herbal
jelly? Each cup of herbal jelly is about 100 mℓ. Explain your answer using
different strategies.
Strategy 1 Strategy 2
RM20 is enough to prepare 50 RM20 is enough to prepare 50
cups of herbal jelly. I can buy four cups of herbal jelly. I can buy four
packets of herbal jelly powder. I packets of herbal jelly powder. I
will increase the amount of water will increase the amount of water
used in boiling the jelly powder used in boiling the jelly powder
(1000mℓ - 1200 mℓ) to make (1000mℓ - 1200 mℓ) to make
sure each packet of herbal jelly sure each packet of herbal jelly
powder can produce 12 – 13 cups powder can produce 12 – 13 cups
of herbal jelly. of herbal jelly.
RM 5 1 packet 12 cups
Total RM20 4 packet 50 cups
Any reasonable answers or strategies are acceptable.
PERFORMANCE LEVEL

Writing Team
Writing Team
Ms. Lee Bee Bee has been in the teaching profession for more
than twenty years. She received her Master Teacher award in
2011. She has also completed her Masters in Education from
the University of Technology Malaysia (UTM). Currently she
works at the Batu Pahat District Education Office as a School
Improvement Specialist Coach.
Prof. Dr Esther has been a teacher educator for more than two
decades with the Department of Mathematics and Science
Education, Faculty of Education, University of Malaya. Prior to
that she was a science teacher in premier schools such as
SDAR Seremban, MCKK and STAR Ipoh. Her research interests
are science education (biology), environmental education,
cognition and metacognition of learning. She has conducted
numerous workshops and seminars in pedagogical approaches.
Prof. Dr Esther is currently an Honorary Professor at the
Medical Education, Research and Development Unit (MERDU),
Faculty of Medicine, University of Malaya.
Ms. Lai Mei Lan has been in the teaching profession for more
than fourteen years. She has vast experience in teaching
Mathematics, Science and English. She has also completed her
Masters in Education from the University of Malaya. Currently
she is the senior assistant in a government primary school.
Writing Team | Page 84

Editorial Team
Editorial Team
Mathematics Year Two Series (TGB and SAB)
Team Leader
FOO KIEN KHENG
UM (Mathematics Education)
University of Leeds (Mathematical Education)
USM (Bachelor of Mathematics and Biology)
Writers
TEOH SIAN HOON CHEAH UI HOCK KOR LIEW KEE
USM (IT in Education) USM (Curriculum Studies-Mathematics Education) USM (Mathematics Education)
USM (Statistics) Deakin University, Australia (Mathematics Education) USM (Psychometric and Evaluation in Education)
UTM (Bachelor of Science & Computer with Education) USM (Mathematic/ Chemistry/ Education) USM (Bachelor of Chemistry and Mathematics)
POON CHENG YONG ESTHER SAROJINI DANIEL LAI MEI LAN
UTM (Educational Psychology, Remedial Mathematics) USM (PhD - Science Education) UM (Master of Science Education with ICT)
UTM (Mathematics Education) USM (Master of Education - Science Education) UPM (Bachelor of Science (Hons) – Biochemistry)
USM (Mathematics) UM (Bachelor of Science with Education (Hons)) MPRM (Diploma Pendidikan)
CHOONG SHIAU HUAI LEE BEE BEE HONG WEI-HAN
UM (PhD in Education) UTM (Master in Mathematics Education) UM (PhD in Medical Education)

UM (MSc Analytical Chemistry & Instrumental UTM (Bachelor of Science & Computer with Education UM (Master in Science Education)
Analysis) – Mathematics) UTM (Bachelor of Science & Computer with Education
UM (BSc (Hons.) Applied Chemistry) – Chemistry)
Editors
TEONG MEE MEE GAN WE LING
USM (Ph.D in Statistics and Research Methodology) USM (Sarjana Muda Sastera - Matematik & Perdagangan)
UPM (M.Sc in Applied Statistics) UNIMAS (Human Resource Development)
UPM (BSc in Mathematics) USM (PhD in Mathematic Education)
JONG CHERNG MEEI KAO THUAN KEAT
USM (BA Ed (Hons)., Mathematics and English) University of Alberta, Edmonton, Canada
USM (M.Ed., Educational Technology) Master in Education (Instructional Technology)
USM (Ed.D., Educational Technology and Multimedia) USM (Bachelor of Science with Education)
Proof Readers
ELIZABETH VIJAYA RAGHAVAN CHAI CHIN PHENG CHRISTOPHER TAN
Selangor Industry University, Master of Education in UMS (Ph.D in Mathematics Education) University of Minnesota
Discipline Education UMS (M.Ed in Management) University Malaysia Sarawak
Edith Cowan University, Perth, Australia (Bachelor of UPM (Bachelor of Science)
Nursing)
Graphic Designers
LIM SHU YI AZLAN BIN MOHD DAHARI
University College London (BSc (Hons) Speech Sciences) UM (Master of Sustainability Science)
IPGM (PgDip Special Education) Universiti Malaysia Terengganu (Bachelor of Biological
Sciences)
Editorial Team | Page 85

Mathematics
Student Activity Book
STUDENT ACTIVITY BOOK, MATHEMATICS (Year 2) is designed to meet the

requirements of the national curriculum, Kurikulum Standard Sekolah Rendah (KSSR)
Matematik, enabling students to learn Mathematics in a way that is fun, interesting
and meaningful. It presents hands-on activities that are STEM-based, promoting
higher order thinking skills (HOTS) through investigations and problem solving.
This Student Activity Book can also be a handy reference for both parents and
teachers. The section on Teaching Tips offers useful suggestions on how to guide
children in the teaching and learning of Mathematics with STEM integration.
Special Features:
Follows closely the Content and Learning Standards of Dokumen Standard
Kurikulum dan Pentaksiran (DSKP) Matematik;
Covers all Performance Levels in the DSKP;
Offers STEM-based activities;
Offers QR codes to useful links, websites and videos;
Offers Teaching Tips for parents and teachers, and
Incorporates HOTS, i-THINK and PAK -21 (21st century learning) strategies.
Also available:
Science Student Activity Books
Sparks STEM Education

https://www.sparksonline.com.my SPARKS EDUCATION PLT
sparkseducationplt@gmail.com Igniting Passion for Learning

Sab Maths 2c

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Mathematics

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QR code and quick links provided

SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)

LEE BEE BEE

© SPARKS EDUCATION PLT

Mathematics (Student Activity Book, 2C)

SPARKS EDUCATION PLT,

It is also acknowledged that some images used are designed by Freepik

Published October 2021.

© SPARKS EDUCATION PLT

“SPARKS EDUCATION – Igniting passion for learning!”

Dr. Angie Anak Garet

Activity 1: What does the clock say?

1. How many times can you write the word

Discuss activities that can be carried out in 1

Watch a video on how to make a paper learning

How many graduations are between 12 and 4? That’s 20 minutes.

You can count graduations for minutes using a paper learning

Activity 1: What does the clock say? | Page 2

Say the time.

A quarter past seven; Half past seven; A quarter to eight.

Say the time using a paper learning clock or

Are these two times the same? Why?

Ten minutes past nine; Five minutes past nine;

Provide justifications for your answers. Emphasise

Activity 1: What does the clock say? | Page 3

analogue clock, digital clock, minutes, graduations,

 Do you like the activity?

Activity 1: What does the clock say? | Page 4

Activity Sheet 5.1

1. Say how many minutes.

2. Say the time.

3. Are these two times the same? Why?

Activity 1: What does the clock say? | Page 5

Activity 2: Game time

1. Why is it important to tell time?

Discussion about why it is important to tell time. It’s important to

1. Please draw an hour hand and a minute hand on the analogue

Activity 2: Game time | Page 6

 Now, we’re going to play a hand game, “Scissors, Stone and

Carry out a hand game (scissors, stone and paper

1. What are you going to do with the time you’ve been

Have a short discussion. Inculcate the attitude of spending

Activity 2: Game time | Page 7

analogue clock, digital clock, minutes, graduations,

Why it is important to tell time?

 What you have learned today?

Activity 2: Game time | Page 8

Activity 2: Game time | Page 9

Your Opponent’s Time In

Activity 2: Game time | Page 10

Activity Sheet 5.2

1. Convert time to numeral.

Five minutes past eight

Ten minutes past seven

A quarter past five

Half past two

2. Convert the digital clock time into words.

Activity 2: Game time | Page 11

Activity 3: A Bario to Miri journey

Saga and his friend Sen own a

In Activity Sheet 5.3 (b) you will

Activity 3: A Bario to Miri journey | Page 12