Mathematics: Student Activity Book

Mathematics
STEM-BASED
Student Activity Book DSKP-BASED
KOR LIEW KEE

TEOH SIAN HOON
WONG SIEW LANG
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 1B
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)
KOR LIEW KEE

TEOH SIAN HOON
WONG SIEW LANG
© SPARKS EDUCATION PLT

Igniting Passion for Learning
MATHEMATICS
STUDENT ACTIVITY BOOK 1B
Science and Mathematics in English for SARAWAK
Mathematics (Student Activity Book, 1B)
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: 978-967-18127-7-8
© 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 One 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
5.0 TIME 1
Activity 1: Good day 2
Activity 2: Just a minute please 9
Activity 3: Challenging time! 16
6.0 MEASUREMENT 21
Activity 1: Measuring leaves 22
Activity 2: See-saw balance 26
Activity 3: Fill it up! 30
Activity 4: Sink or swim? 33
Activity 5: Eureka! 36
7.0 SPACE 39
Activity 1: Mini 3D garden 40
Activity 2: Fun tracing shapes 43
Activity 3: Fun with pop up objects 46
Activity 4: Playtime with 2D shapes 50
Activity 5: A visit to the science lab 53
Activity 6: Let’s form a pattern 56
Activity 7: Building a rocket 59
Activity 8: A game of shapes construction 62
8.0 DATA MANAGEMENT 66

Activity 1: My hobby 67
Activity 2: Keep a tally of the number 70
Activity 3: Learn about my school 74
Activity 4: My favourite food 77
Activity 5: News around us 80
Activity 6: Making decisions using a pictograph 84
TEACHING TIPS 87
ANSWERS 110
ii
5.0 TIME
Activity 1: Good day
Activity 2: Just a minute please
Activity 3: Challenging time!
5.0 Time
Activity 1: Good day

CONTENT STANDARD 5.1 Days and months
LEARNING STANDARDS 5.1.1 State time in a day.
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.
Materials
• smartphone
• 2020 calendar
• coloured pencils
Steps
Adam, Lee and Winnie are very excited about the

coming school holidays. They have planned many
activities to do.
In Activity Sheet 5.1, Adam recorded in his diary all

his activities on the first day of the school holidays.
Help Adam to sequence the activities.
You too can write your own diary to describe your
day.
In Activity Sheet 5.2, Lee wants to list his holiday

activities for the week. Help him to find the date
and the day for each activity.
In Activity Sheet 5.3, Winnie needs your help to

mark some importance days in her 2020 calendar.
You are to name each event and mark the date.
PERFORMANCE LEVEL
PL1 State time and sequence of events in a day.
PL2 Name the days of a week and the months of a year.
Activity 1: Good day | Page 2

5.0 Time
Math Facts
It takes 24 hours from sunrise to sunrise in a day.
Word Bank
before, after, yesterday, today, tomorrow, next,

day, week, month, year.
Let’s Think
Does every month have the same number of days?

What is a leap year?
Reflection
Do you find the given activities help you to learn about date and
day?
A useful
Scan the QR code or link
click here
to watch a video to learn
new songs about days,
weeks and months.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.1

Today is the first day of the school holidays. You are asked to help Adam
and Winnie to arrange their activities given below in order to show how
they spent the first day from waking up until going to bed.
Arrange the pictures in the order of 1, 2, 3, 4, 5, 6 .

1 = the first activity and 6 = the last activity.
Playing with toy truck in the Playing with my pet after breakfast.
afternoon.
Taking breakfast in the morning. Playing computer game after dinner

before bed time.
Saying “Good night” to mom and dad. Watering the plants before dinner.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.1 (continued)

Compare two sets of objects by using one-to-one matching. Answer by
filling in the blanks using ‘many’, ‘a few’, ‘equal’ or ‘ not equal’. An
example is shown.

1. I. . in the. ..
(morning, afternoon, evening)
2. I. . in the. ..
3. I. . in the. ..
4. I. . before ..
5. I. . after. ..
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.2

Today, 15 March 2020, is the first Sunday of the school holidays.
Yesterday, Lee watched a movie at home. Tomorrow, Lee will play video
game with his father. Last Tuesday was Lee’s birthday. Lee plans to call
Adam next Sunday. In 3 days’ time, Lee will start a new online tuition
with his Math teacher.
1. Finish writing in the dates for March 2020.

2. Mark a cross (x) on the calendar for the above activities.
March 2020
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7
8 9 10
PERFORMANCE LEVEL

5.0 Time

Fill in the date and day for each activity.
Lee’s activities Date Day
1.
Watch a movie.
2.
Play video game
with dad.
3.
Lee’s birthday.
4.
Call Adam.
5.
Online Math tuition.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.3

Scan with your smartphone to find out the special day in Malaysia in
2020. Name the event and write down the date and day.
Hint Scan here Name of event Date and day
1. A day off for all workers.
2. A day for planet earth.
3. A day for mothers.
4. A day for Malaysia.
5. A day for children.
PERFORMANCE LEVEL

5.0 Time
Activity 2: Just a minute please

CONTENT STANDARD 5.2 Clock face
LEARNING STANDARDS 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.
Materials
• kitchen timer/stopwatch
Steps
How long is 1 minute?

Ask an adult to help you to set the kitchen
timer/stopwatch to 1 minute. When the timer rings,
that is how long a minute lasts.
1 hour is 60 times of 1 minute.
Let’s do the following activities:

Set the timer to 1 minute, count the number of
• eye blinks,
• heartbeats,
• breathings,
• count aloud from 1
• other activities that you can think of.
Stop counting when the timer rings. Record the
results in the chart in Activity Sheet 5.4.
PERFORMANCE LEVEL
PL3 Say and write time in hours and fractions of an hour.
Activity 2: Just a minute please | Page 9

5.0 Time
Steps (continued)
In Activity Sheet 5.5, you are to design three

watches. One for your father, one for your mother
and one for your best friend.
Show on each watch the numbers and the clock
hands.
In Activity Sheet 5.6, colour ”half”, ”quarter” and

”three quarters” on the clock face in a clockwise
direction.
In Activity Sheet 5.7, tell the start time and end
time of 2 activities.
Draw the minute hand and write time in hour, half
an hour and a quarter hour on the clock face.
PERFORMANCE LEVEL

5.0 Time
Math Facts
In a clock face, there are 12 numbers and two hands: the hour hand
and the minute hand.
1 hour has 60 minutes.
1 minute has 60 seconds.
Word Bank
analogue clock, clock face, hour hand, minute

hand, quarter, half, three quarters
Let’s Think
• Why do we have clocks at home?

• Why is it important to know the time?
Reflection
• What is your favourite time of the day?

• Which clock activities do you like the most?
A useful
click here
to watch a video to learn
new songs about The Old
Clock’s New Hands.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.4

Fill the chart with the number of counts in 1 minute.
Activity Number of counts in 1 minute
a. eye blinks
b. heartbeats
c. breathings
d. count aloud from 1
e.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.5

Design 3 different watches below with numbers, minute hand and hour
hand on the watch face. You may add in the date and decorate with
stickers.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.6

Colour the fraction (in clockwise direction) on each clock face. Draw the
minute hand to indicate the time.
Colour the fraction that shows.. Draw the minute hand to show..
A quarter A quarter past ten
Half Half past five
Three quarters A quarter to nine
Clockwise means moving in the direction of the hands on a clock.
Source: www.Mathisfun.com › definitions › clockwise
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.7

1. Name two activities that you have done.
2. Draw the hour and minute hands to indicate the time.
3. Write down the time you started the activity and the time you
finished the activity.
4. Read aloud the start time and finish time for each activity.
Activity 1:
I started at I finished at Starting time
Finishing time
Activity 2:
I started at I finished at Starting time
Finishing time
PERFORMANCE LEVEL

5.0 Time
Activity 3: Challenging time!

CONTENT STANDARD 5.3 Problem solving
LEARNING STANDARD 5.3.1 Solve problems involving daily life situations
Materials
• 1 dice
• a few counters
Steps
Here are two problems to challenge your brain

power.
In Activity Sheet 5.8, you are to solve the problem

to find the shortest route from your school to your
house.
In Activity Sheet 5.9, let’s outsmart each other by

playing ‘The Talking Clock’ game.
The game can be played by more than 2 persons.
PERFORMANCE LEVEL
PL5 Solve daily routine problems involving time using various strategies.
PL6 Solve daily non-routine problems involving time creatively and innovatively.
Activity 3: Challenging time! | Page 16

5.0 Time
Math Facts
In the analogue clock

• The hour hand completes 1 rotation in 12 hours.
• The minute hand completes 1 rotation in 60 minutes.
Problem involving time can be solved using number line.
Word Bank
quarter past, half past, quarter to
Let’s Think
• Can we stop time?

• If time didn't exist would we age?
Reflection
• Do you learn more about time from the activities in Challenging

Time?
• How did you find the shortest route?
A useful
click here
to watch a video to try
more problems involving
time.
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.8

There are a few routes to travel from your school to your house. Which
is the shortest route the bus driver can take?
There are three drop-off points (A, B and H) that are connected by the bus
routes traveling from school (S).
S = your school
H = your house
Bus Routes
The bus goes from your school (S) to your house (H). How many different
routes can the bus take?
1. There are ___________________ different routes from your school to your
house.
2. Name ALL possible bus routes using the alphabets starting from S.
For example, SBH
____________________________________________________________________
PERFORMANCE LEVEL

5.0 Time

The table below shows the time taken by the bus to travel from school (S) to
drop you at your house (H) after school. Please look at the table and answer
the following question(s).
Time to A A to to B B to to
Start 2 o’clock A quarter 2 o’clock A quarter 2 o’clock

past 2 past 2
End A quarter Half past 2 A quarter A quarter to A quarter to
past 2 past 2 3 3
3. Based on your answer in (2), which is the shortest route to reach your house
from school?
_______________________________________________________________________
4. How long does it take to reach your house using the shortest route?
_______________________________________________________________________
PERFORMANCE LEVEL

5.0 Time
Activity Sheet 5.9

Instructions: The Talking Clock
1. Roll the dice.
2. Move the counter the number of spaces as shown on the dice.
3. Say aloud the time on the clock, for example, “ x o’clock, quarter past
x,…”
4. You lose a turn if you tell the wrong time!
5. You lose a turn if you land on the red clock!
6. The first player to reach the FINISH wins.
START
FINISH
PERFORMANCE LEVEL

6.0 MEASUREMENT
Activity 1: Measuring leaves
Activity 2: See-saw balance
Activity 3: Fill it up!
Activity 4: Sink or swim?
Activity 5: Eureka!
6.0 Measurement
Activity 1: Measuring leaves

CONTENT STANDARD 6.1 Relative units to measure length, mass and volume of liquids
LEARNING STANDARDS 6.1.1 Use and vary the vocabulary in the context of length, mass and volume of liquid.
6.1.2 Measure length and mass of objects, and volume of liquid using non-standard units.
6.1.3 Compare the length, mass, and volume of liquid of two or more objects using non-
standard units.
Materials
• Beans
• 3 small leaves
• glue.
Steps
Pluck a small leaf from 3 different types of plants in

the garden.
Get ready some beans.
Label the leaves A, B and C.
A B C
Trace the 3 leaves in the sketch page. Measure their
lengths and widths using beans. Glue the beans to
show the length and width for each leaf in Activity
Sheet 6.1.
Length
Count the number of beans in all your

measurements. Record them in the measurement
chart.
Width
In Activity Sheet 6.2, glue the beans along the

dotted line according to the length of each leaf (as
recorded in Activity Sheet 6.1).
Compare and state which leaf do you think is the
longest and which one is the shortest. A B C
PERFORMANCE LEVEL
PL1 State the vocabulary in context of length.
PL2 Measure length.
PL3 Compare the length of two or more objects and justify the answer.
Activity 1: Measuring leaves | Page 22

6.0 Measurement
Math Facts
Length measures how long an object is or the distance between

two points.
Width measures how wide an object is.
Word Bank
length, width, measure units.
Let’s Think
• How do you measure the length of your body from your head to
your toe?
• How do you measure the length of a river?
Reflection
• How did you find out which leaf is the longest and which is the
shortest?
A useful
click here
to watch a video on Using
paper clips to measure.
PERFORMANCE LEVEL
PL2 Measure length.

6.0 Measurement
Activity Sheet 6.1

Trace the leaves. Glue the beans along the ---- lines to represent the
length and the width of each leaf. Record the measurement.
Draw the leaf. Glue the beans along “Length” and “Width”. Measurement
Leaf A Length
Length:
Width:
Width
Leaf B Length
Length:
Width:
.
Width
Leaf C Length
Length:
Width:
.
Width
PERFORMANCE LEVEL
PL2 Measure length.

6.0 Measurement
Activity Sheet 6.2

1. Glue the beans along the ---- lines to represent the length of each
leaf recorded in Activity Sheet 6.1.
2. Compare the lengths and find out the longest and the shortest leaf
from your graph.
Leaf A Leaf B Leaf C
Based on the graph above,
The longest leaf is .
The shortest leaf is .
I can find the above answers by comparing the .
PERFORMANCE LEVEL

6.0 Measurement
Activity 2: See-saw balance

standard units.
Materials
• a cylindrical can • plasticine
(e.g. soft drink can • shoe box lid
or canned food) • 10 sen coins
• cellophane tape • 3 small toys
Steps
Make a see-saw balance by putting a shoe box lid shoe box lid
on top of a cylindrical can.
Put plasticine (or cellophane tape) on the sides of
the cylindrical can to stop it from rolling.
Practice balancing the balance before you start step
2. cylindrical
plasticine
can
Put a toy (e.g. toy car or animal) on each end of the

lid. Draw pictures to show how these toys balance
on the see-saw balance in Activity Sheet 6.3.
How do you tell which toy is the heaviest among the 3
toys?
Ask someone to blindfold you and give you two

objects to guess which one is heavier.
Check your estimation with the see-saw balance.
PERFORMANCE LEVEL
PL1 State the vocabulary in context of mass.
PL2 Measure mass.
PL3 Compare the mass of two or more objects and justify the answer.
.
Activity 2: See-saw balance | Page 26

6.0 Measurement
Steps (continued)
Get a ball of plasticine. Balance this ball with 10 sen

coins.
How many 10 sen coins do you need?
Do not remove the coins.

Roll the plasticine ball into the longest “worm” you
can. Coil the “worm” and put it on the balance
again.
Do you need to add or remove the number of coins to
balance the see-saw?
Now reshape the "worm" into a “doughnut”.

Balance this new figure using the see-saw balance.
Do you need to add or remove the number of coins
to balance the see-saw? Why?
PERFORMANCE LEVEL
PL1 State the vocabulary in context of mass.
PL2 Measure mass.
PL3 Compare the mass of two or more objects and justify the answer.
.

6.0 Measurement
Math Facts
Mass measures of how much matter is in an object. Mass is

commonly measured by how much something weighs.
Word Bank
mass, measure units.
Let’s Think
• How do you measure how heavy you are?

• Does air have mass?
Reflection
• How did you find out which object is the heaviest and which is
the lightest?
PERFORMANCE LEVEL
PL2 Measure length.

6.0 Measurement
Activity Sheet 6.3

Draw pictures of your 3 favourite toys. Show how the 2 toys are
balancing on the see-saw.
Toy 1 Toy 2 Toy 3
Compare Label in the box 1, 2 or 3
Toy 1 & Toy 2
Toy 1 & Toy 3
Toy 2 & Toy 3
The heaviest toy is . The lightest toy is .
PERFORMANCE LEVEL

6.0 Measurement
Activity 3: Fill it up
standard units.
Materials
• a mug • rice grains
• two transparent • ice cubes
glasses of the same • 1 milk powder scoop
type (labelled as A or table spoon
and B)
Steps
Estimate how many scoops/spoons of rice grains

are needed to fill
• a bowl A
• the mug?
• glass A?
• the bowl?
Now count and record in Activity Sheet 6.4 to

check the estimates.
Which container holds the most? Which holds the
least?
Arrange the three containers from most to least
volume.
Put 2 scoops of rice grains into glass A and another

2 scoops in a bowl. A
Which container has more rice grains?
PERFORMANCE LEVEL
PL1 1 State the vocabulary in context of volume of liquid.
PL2 Measure volume of liquid.
PL3 Compare the volume of liquid of two or more objects and justify the answer.
Activity 3: Fill it up | Page 30

6.0 Measurement
Steps (continued)
Pour the rice grains from the bowl ( collected from

step 3) into glass B. B
Now compare between glass A and glass B.
Which glass has more rice grains? Why?
Math Facts A useful

link
Volume is a measurement of the amount of space an object

occupies. Mass is a measurement of the amount of matter in an
object.
Word Bank
volume, measure units
Let’s Think Scan the QR code or

click here
• Does air have volume? to view a video on
• How do you measure the volume of air? “Describing Volume”.
Reflection
Do you find the above activities help you to explain volume?
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.4

1. Record the number of scoops of rice grains to fill up each container
until full.
2. Order the containers 1, 2, and 3. (1) = holds the most rice grains; and
(3) = holds the least amount of rice grains.
3. Pour the rice grains in the bowl into glass B. Compare glass A and
glass B.
. . .
A B
Glass A has ( more / less / same amount ) of rice grains than glass B because
PERFORMANCE LEVEL

6.0 Measurement
Activity 4: Sink or swim

CONTENT STANDARD 6.2 Problem solving.
LEARNING STANDARD 6.2.1 Solve problems involving daily life situations.
Materials
• 3 transparent • Syrup
glasses of the • cooking oil
same size • 3 buttons
• a transparent jar, • three 10 sen
• Water coins
Steps
What do you think will happen when you place a

button and a 10 sen coin into water, syrup and
cooking oil?
Will they sink or float? Record what you think in
Activity Sheet 6.5.
Pour water into glass A, syrup into glass B, and

cooking oil into glass C.
Fill up the glass to more than half full.
A B C
Gently drop a button in each of the glasses. Does it

sink or float?
Remove the button in Activity Sheet 6.5.
If one of your objects floated in the syrup but sank in
the water, then water or syrup is heavier?
PERFORMANCE LEVEL
PL6 Solve daily non-routine problems involving measurement creatively and innovatively.
Activity 4: Sink or swim | Page 33

6.0 Measurement
Steps (continued)
Carefully pour the liquids from the 3 glasses one

after the other into a large jar. Let them settle.
What do you see?
Which liquid is at the bottom of the jar? Which is at
the top?
Math Facts
A useful
In mass of a liquid: link
-the heavier ( denser ) a liquid is, the easier it is for an object to float
on it.
-the liquid that is the densest sinks to the bottom of the jar and the
least dense will float at the very top.
Word Bank
mass, volume, measure units
Scan the QR code or

Let’s Think
click here
• Fresh egg sinks in fresh water and floats in salt water. to view a video on
“Denser than you
• Why?
think”.
Reflection
• Do you find the above activities help you to solve daily problems
about mass and volume?
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 6.5

Fill in (√) to indicate float and (x) to indicate sink in the space below.
Cooking
Water Syrup
oil
Button
I think
10 sen coin
Button
Experiment
shows
10 sen coin
Refer to ACTIVITY SHEET 6.5, you are to mix water, syrup and cooking oil in a jug.
Underline top, middle or bottom to indicate which layer the liquid settles in the jug.
Then arrange them in the order of 1, 2, and 3. (1) = most heavy liquid; and (3) = least
heavy liquid.
Draw and label the 3 layers of Mixing

Cooking
liquid that you see. the 3 Water Syrup
oil
liquids
Layer Top, Top, Top,
middle, middle, middle,
bottom bottom bottom
Order
Based on the table above, the heaviest liquid is

.
The lightest liquid is
.
PERFORMANCE LEVEL

6.0 Measurement
Activity 5: Eureka!
CONTENT STANDARD 6.2 Problem solving.
LEARNING STANDARD 6.2.1 Solve problems involving daily life situations.
Materials
• a transparent jug • any fruit
• a scoop • multi-colour
• an onion whiteboard
• a metal spoon marker pens.
Steps
Fill the jug with water until half full. Mark the water
level with a whiteboard marker pen. Original
water level
Gently put in an onion into the jug and mark and

New
label the new water level with a different colour water level
marker pen.
Replace the onion with:

• a metal spoon and mark the new water level.
• any fruit (grape, small apple, etc.) and mark the New
new water level. water level
Make sure that the starting water level is the same

and the water covers the entire object.
Indicate the water level in the Activity Sheet 6.6.

How do you confirm which object has the largest
volume?
PERFORMANCE LEVEL
PL4 Solve daily routine problems involving measurement.
PL5 Solve daily routine problems involving measurement using various strategies.
Activity 5: Eureka! | Page 36

6.0 Measurement
Math Facts
The displacement of water from the submerged object is the

volume of the object.
Word Bank
volume, measure units
Let’s Think
• Will adding salt make water more dense?

• Is it easier to float in the swimming pool than in the sea?
Reflection
• Why the EUREKA! experiment only works for objects that sinks in
the liquid?
A useful
click here
to view a video on
“Archimedes and the
Golden Crown”.
PERFORMANCE LEVEL
PL4 Solve daily routine problems involving measurement.

6.0 Measurement
Activity Sheet 6.6

1. Mark the starting water level and the water level of each object in
the jug below with different coloured markers.
2. Label each marked line with the name of the object, e.g. onion, toy,
etc.
Starting water level
The object with the largest volume is .
because .
PERFORMANCE LEVEL

7.0 SPACE
Activity 1: Mini 3D garden
Activity 2: Fun tracing shapes
Activity 3: Fun with pop up objects
Activity 4: Playtime with 2D shapes
Activity 5: A visit to the science lab
Activity 6: Let’s form a pattern
Activity 7: Building a rocket
Activity 8: A game of shapes construction
7.0 Space
Activity 1: Mini 3D garden

CONTENT STANDARD 7.1 Three-dimensional shapes
LEARNING STANDARD 7.1.1. Name the shape of cuboid, cube, cone, square-based pyramid, cylinder and sphere
Materials
• a box of plasticine • sticky pad
(different colours) • a box of coloured
• a shoebox pencils
• six toothpicks
Steps
Divide an empty shoebox into six sections, by

drawing lines inside the box to mark the sections.
Get six pieces of the sticky pad and write the name
of a 3D shape on each one of them.
cone
Take six toothpicks and label each one with the
pieces as shown.
Ask your parents to help you to knead the plasticine

to create six 3D shapes of any colour of your
choice, e.g. a blue sphere, a purple cylinder, a dark
blue cube, a light blue cuboid, a light green cone
and a sky-blue square-based pyramid.
Say aloud these shapes for example, ‘a sphere’, ‘a sphere

cone’, etc. while you pick the shape and put each in
separate section inside the shoebox. Label it with
the pre-prepared toothpick with sticky pad.
Repeat the activity with all the six shapes. A Mini

3D Garden is built.
PERFORMANCE LEVEL
PL1 Name three-dimensional and two-dimensional shapes.
Activity 1:Mini 3D garden | Page 40

6.0 Measurement
Math Facts
Three-dimensional shape is a solid figure or an object and has

length, width and thickness.
Word Bank
Three-dimensional objects: cube, cuboid, cone,

square- based pyramid, sphere, cylinder
Let’s Think
What is special about the three-dimensional shapes?
Reflection
• Do you like the activity?

• Which part do you like most?
• Why?
A useful
click here
to view a video on “Three
dimensional snakes”.
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 7.1

Colour the cube (red), cuboid ( blue), sphere (green), cylinder (orange),
cone (violet) and square-based pyramid (yellow) in the diagram shown
below. An example is given.
Example: A red cube
PERFORMANCE LEVEL

7.0 Space
Activity 2: Fun tracing shapes

LEARNING STANDARD 7.2.1 Name the shape of square, rectangle, triangle and circle
Materials
• a cardboard • a notebook
• a paper clip • coloured pencils
• scissors • a 50 sen coin
• a card • dice
Steps
Place a 50 sen coin on a card and use a pencil to

trace and draw the outline. Cut out the drawn circle
by following the outline and then display it on a
cardboard.
Repeat step 1 by tracing a notebook, dice and a

paper clip.
Ask your friend to choose and say aloud a shape,

for example ‘a triangle’ and you pick the shape
(triangle) and show it to your friend. Name the
different shapes formed.
Repeat the activity with the other shapes.
PERFORMANCE LEVEL
Activity 2: Fun tracing shapes | Page 43

6.0 Measurement
Math Facts
Two-dimensional shape is a flat figure and has two dimensions

(length and width) but no thickness.
Word Bank
Two-dimensional shapes: triangle, circle, square,

rectangle
Let’s Think
Are two-dimensional shapes and three-dimensional shapes the

same? Which one occupies more space?
Reflection

• Why?
A useful
click here
to view a video on “Two
dimensional snakes”.
PERFORMANCE LEVEL

6.0 Measurement
Activity Sheet 7.2

Name the place where two dimensional shapes (circle, rectangle, square
and triangle) can be found. Draw the objects in the spaces provided. An
example is given.
Example
circle traffic light and clock
1.
Square
and
2.
Triangle
and
3.
Rectangle
and
PERFORMANCE LEVEL

7.0 Space
Activity 3: Fun with pop up object

LEARNING STANDARD 7.1.2 Describe face, edge and vertex of three- dimensional shapes.
Materials
• Appendix 7.1 • glue
• scissors • a cardboard
• a thumb tack
Steps
Cut out the outline of shape Number 1 in Appendix

7.1.
Fold along the dotted lines (line in the middle of

two squares).
Make a tiny hole at every blue dot by using a thumb

tack.
Glue the square (dark blue in colour) on to the

cardboard.
Pass a string through the holes, starting from point

A to B, to C and to D, as shown in Appendix 7.1.
Pull the strings at end of the starting point and say
aloud the name of the 3D shape formed. A D
By referring to the three-dimensional shapes

formed, describe the face, the edge, the vertex in
the Activity Sheet 7.3.
PERFORMANCE LEVEL
PL2 State the characteristic of three-dimensional and two-dimensional shapes and arrange objects and shapes according
to the pattern.
Activity 3: Fun with pop up object | Page 46

7.0 Space
Steps (continued)
Repeat the steps accordingly (referring to the

Appendix 7.1 for other sets of outlines given.
Compare the different shapes formed.
Math Facts
A useful
Three-dimensional shape has face, edge and vertex. The number link
varies depending the shape.
Word Bank
face, edge, vertex
Let’s Think
• What is common between a cube and a cuboid?

Scan the QR code or
• What is common between a cylinder, a cone and a square-based
pyramid? click here
to view a video on
“Describe 3D objects”.
Reflection

• Which 3D shape you like most?
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Appendix 7.1
1. Path of string: 2. Path of string:

A→B→C→D A→B→C→D
B C A
B
A D
C
3. Path of string: 4. Path of string:

A→B→C→D→E→F A→C;A→B
A
C D
C B
B E
5. Path of string:
A F A → B → C → D→ E → F
A C
F D

7.0 Space
Activity Sheet 7.3

State the total number of faces, edges and vertices of three-dimensional
objects shown below. An example is shown.
Number of
Number of Number of
3D object vertices
faces edges
(vertex)
Cube
6 12 8
Cuboid
Square based pyramid
Cone
Cylinder
Sphere
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Activity 4: Playtime with 2D shapes

CONTENT STANDARD 7.2 Two-dimensional shapes
LEARNING STANDARD 7.2.2 Describe straight line, side, corner and curved line of two-dimensional shapes.
Materials
• a packet of straws
• plasticine
• a rubber band
Steps
Arrange three straws to form a triangle; four straws

to form a square and six straws to form a rectangle.
Join the corners with plasticine. Compare the
different shapes. Are they similar or different?
Show and count the number of straight lines, sides

and corners of a triangle, a rectangle and a square
with your parent/friend. Discuss with your parents/
friends whether these shapes can easily be found?
Where?
Now observe a rubber band. Compare the shape

with a triangle, a square and a rectangle. Is there
any straight line, side or corner? Or you can only
see a curved line?
Say aloud any two objects in your house that have a

combination of all those different shapes (triangle,
square, rectangle and circle).
PERFORMANCE LEVEL
PL 2 State the characteristic of three-dimensional and two-dimensional shapes and arrange objects and shapes according
to the pattern.
Activity 4: Playtime with 2D shapes | Page 50

7.0 Space
Math Facts
Rectangle, square and triangle have straight line, side, and corner
while circle has curved line only.
Word Bank
Straight line, edge, corner, curved line
Let’s Think
• By comparing a triangle, a square, a rectangle and a circle, which

shape is most easily found?
Reflection

• Which 2D shape do you like most?
A useful
click here
to view a video on
“Describe 2D shapes”.
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Activity Sheet 7.4

State the number of straight lines, sides and corners of each two-
dimensional shapes below. Name the object and place where it can
found. An example is shown.
Example A square 1. A triangle
( 4 ) sides ( ) sides
( 4 ) corners ( ) corners
( 4 ) straight lines ( ) straight lines
( No ) curved line ( ) curved line
Object name: A tile Object name:
Place: The floor in my house Place:
2. A circle 3. A rectangle
( ) sides ( ) sides
( ) corners ( ) corners
( ) straight lines ( ) straight lines
( ) curved line ( ) curved line
Object name: Object name:
Place: Place:
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Activity 5: A visit to the science lab

LEARNING STANDARD 7.1.3. Arrange objects according to the pattern.
Materials
• Objects in the science lab (non living
things)
Steps
Observe some three-dimensional objects in your

school Science Lab. For example: a bar magnet, a
funnel, a planet model, an ice cube, a measuring
cylinder and a caution cone.
Arrange these objects in a pattern. You can arrange

a magnet followed by a caution cone and then
model of a planet. You will form a pattern as shown
below:
Use your creativity to arrange an attractive pattern

by using the objects in your Science Lab in Activity
Sheet 7.5.
PERFORMANCE LEVEL
to the pattern.
Activity 5: A visit to the science lab | Page 53

7.0 Space
Math Facts
Pattern occurs when a group of objects are repeated over and over
again.
Word Bank
pattern
Let’s Think
• How do you form different beautiful patterns ?
Reflection

• Why?
A useful
click here
to view a video on “Pattern
for 3D objects”.
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Activity Sheet 7.5

Create a pattern by using any three dimensional objects that you can
find in the science laboratory or in your house. Draw the pattern. An
example is shown.
Example
1.
2.
3.
4.
5.
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Activity 6: Let’s form a pattern

CONTENT STANDARD 7.2 Two-dimensional shapes
LEARNING STANDARD 7.2.3 Arrange two-dimensional shapes according to the pattern.
Materials
• Objects in a computer shop
Steps
Look around a computer shop. What are some

shapes of objects that can be found in a computer
shop?
You can make a list of objects of different shape for

example, a CD – circle; a computer screen -
rectangle; PLAY and STOP button - square and a
‘forward sign’ of a video game player - triangle.
Arrange the different shapes to form any pattern

you like. For example :
Use your creativity to arrange an attractive pattern

by using the two-dimensional shapes in Activity
Sheet 7.6.
PERFORMANCE LEVEL
to the pattern.
Activity 6: Let’s form a pattern | Page 56

7.0 Space
Math Facts
Two dimensional shape pattern happen when a sequence of shapes

is repeated a few times.
Word Bank
pattern
Let’s Think
• Do you think it is easy to form a pattern?
Reflection

• Why?
A useful
click here
to view a video on “2D
pattern”.
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Activity Sheet 7.6

Arrange a pattern using any two-dimensional shapes (triangle, circle,
square and rectangle). An example is shown.
Example
1.
2.
3.
4.
5.
PERFORMANCE LEVEL
to the pattern.

7.0 Space
Activity 7: Building a rocket

LEARNING STANDARD 7.1.4 Create new models using combinations of three-dimensional shape
Materials
• multipurpose towel roll
• coloured paper (different colours)
• scissors
• glue
Steps
Prepare a cone : Draw and cut a circle out of a

piece of blue paper (with the size bigger than the O
ends of the towel roll). A
Cut a line from A to O and fold to form a cone.
Cut two triangles of the same size and fit on each

side of the rocket.
Glue the cone on top of one end of the towel roll

and the two triangles, one at each side. A rocket is
built. You can add some decorations.
Use your creativity to build any new models you

like.
PERFORMANCE LEVEL
PL3 Create new model from the combination of three-dimensional shapes and pattern based on two-dimensional shapes
and justify the answers.
Activity 7: Building a rocket | Page 59

7.0 Space
Math Facts
Any new model can be created by using three dimensional shapes.
Word Bank
new model
Let’s Think
• Do you know that many innovative models can be made from

recycled materials?
• What is DIY?
Reflection

• Why?
A useful
click here
to view a video on
“creating model”.
PERFORMANCE LEVEL

7.0 Space
Activity Sheet 7.7

Using your own creativity, build models using the three-dimensional
shapes you have collected from your house. Snap a picture of your
model and paste it here. An example is shown.
Example 1.
You can create a model of a robot
by putting together a cube, three
cuboids of different sizes, two
cylinders and two small spheres.
The model
of a robot
2. 3.
PERFORMANCE LEVEL

7.0 Space
Activity 8: A game of shape construction

LEARNING STANDARD 7.1.4 Create new models using combinations of three-dimensional shape
Materials
• Cups of cut-out shapes (circles,
triangles, squares and rectangles) of
different sizes.
Steps
Interesting and attractive patterns can be created

by just using the four pieces of two-dimensional
shapes; consisting of circles, squares, rectangles and
triangles.
Place
a) 2 tiny circles in the centre of bigger identical
circles will form a pair of eyes.
b) A triangle on top of a rectangle will form a
pencil.
c) 4 circles and 6 triangles can form a frog.
Using your creativity you can create many different

objects using a combination of one or more of the
two dimensional shapes in Activity Sheet 7.8
PERFORMANCE LEVEL
Activity 8: A game of shape construction | Page 62

7.0 Space
Math Facts
Many different attractive patterns can be formed by using the 2D

dimensional shapes.
Word Bank
pattern
Let’s Think
• How many different shapes do you think you can create by using
all the different 2D shapes?
Reflection

• Why?
A useful
click here
to view a video on “Making
city scene”.
PERFORMANCE LEVEL

7.0 Space
Activity Sheet 7.8

Example
Cut, arrange and glue 2 triangles, 5 circles and rectangle to form a
helicopter.
A helicopter
1.
2.
3.
PERFORMANCE LEVEL

7.0 Space
Activity Sheet 7.9

Let us solve some daily life problems.
1. Look at the floor of a house with tiles.

Do you notice that square or rectangle tiles are
most commonly used? Why?
Answer: .
2. The rooftop of a house usually has a square-

based pyramid shape. Why?
Answer: .
3. Compare and name the shapes you can see on

Three-pin plug point socket each set of three-pin plug point sockets.
Answer: .
4. Why is the pattern of the three-pin plug point

socket not arranged in a straight line ?
Answer: .
PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.
PL5 Solve daily routine problems involving space using various strategies.
PL6 :Solve daily non-routine problems involving space creatively and innovatively.
.

8.0 DATA MANAGEMENT
Activity 1: My hobby
Activity 2: Keep a tally of the number
Activity 3: Learn about my school
Activity 4: My favourite food
Activity 5: News around us
Activity 6: Making decisions using a
pictograph
8.0 Data Management
Activity 1: My hobby
CONTENT STANDARD 8.1 Collect, classify and arrange data
LEARNING STANDARD 8.1.1 Collect data based on real life situation
Materials
• list of hobbies
Steps
List some common hobbies in Activity Sheet 8.1.

Then, ask about ten of your friends or family
members to choose their hobbies (can choose more
than one) in the list.
gardening
building blocks
Let them choose their favourite hobbies from the

list. Put a picture, such as “a star” for each hobby
they have chosen.
Note: other than drawing a ‘star’, you can also draw
other picture.
PERFORMANCE LEVEL
PL1 Name the pictograph.
Activity 1: My hobby | Page 67

8.0 Data Management
Steps (continued)
Count the number of “stars” or pictures you have

drawn.
Math Facts
Pictures in the pictograph provide data.

A useful
The data is ‘number of items’ (examples of items are hobby, things
link
around us etc).
Word Bank
pictograph
Let’s Think
• How many stars do you need if a star is used to represent two

counts? Do you need more stars or less stars?
Scan the QR code or
Reflection click here
to view a video on
• Other than using “star”, what other pictures would you like to
“counting”.
use?
• How to make a pictograph? What are the steps?
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.1

Put “a star” or a picture for a hobby chosen. Then, state the number of
the pictures. A pictograph is presented as below.
List of hobbies Draw a picture to Counting

represent each count (number of pictures)
Swimming 1
Dancing 1
Playing badminton 2
Reading 0
You have provided data (by counting) in the above diagram. Describe the
diagram. (fill in the blanks)
1. In this activity, we use ______________________ (pictures, lines) for the counting.
2. The above diagram is called pictograph. We can use the ____________________
(pictograph, table, diagram) for the representation of data/number/ quantity

by using ______________________ (pictures, lines). Then, we make the counting.
3. Thus, _______________________ (pictograph, graph) helps us to make counting.
PERFORMANCE LEVEL

8.0 Data Management
Activity 2: Keep a tally of the number

CONTENT STANDARD 8.1 Collect, classify and arrange data
LEARNING STANDARD 8.1.1 Collect data based on real life situation
Materials
• pencil case
• Ruler
• pencil
Steps
Count number of items (pencil, pen, eraser, ruler,

sharpener etc) in your pencil case. In Activity Sheet
8.2, put a ‘/’ for one count.
For 4 counts put ‘////’

For 5 counts put ‘//// ’
Write the number of the tallies.
PERFORMANCE LEVEL
PL2 Collect data based on daily situations
Activity 2: Keep a tally of the number | Page 70

8.0 Data Management
Steps (continued)
In Activity Sheet 8.3, name and count number of

cars in your school. Use picture for the counting.
Math Facts
Data can be collected using tally for the counting.

Tally is a strategy to collect data. A useful
link
Pictograph is used to present data.
Word Bank
tally, pictograph
Let’s Think
How do you introduce tally marks and a pictograph to a friend?

Which part of a pictograph represents the data?
Scan the QR code or
Reflection click here
to view a video on
How do you find the counting by using tally? Is this strategy of
“using tally for
counting easy?
counting”.
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.2

Put a ‘ / ‘ for one count of an item (pencil or eraser or other). Then, state
the number
Items in your pencil case Counting

Tally
(draw it or list the items) (quantity /number)
Pencil //// // 7
Eraser //// 5
Sharpener /// 3
Stapler / 1
activity.
1. In this activity, the pictograph provides information on the __________________
(number, pictures) of the items in your pencil case.
2. The number of each item (the counting) is written based on the number of
______________________ (tally, counting).
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.3

Put a ‘ / ‘ or a picture for one count of an item (in the 2nd column). Then,
state the number (in the 3rd column).
Type of car that you see Use Picture for the counting Counting
in your school (can just (quantity /number)
change the name)
Proton Saga //// or 5
Toyota Vios // or 2
Honda BRV / or 1
Toyota
Honda
Nissan
Perodua
Proton
activity.
1. In this activity, the pictograph provides information on the __________________

(number, pictures) of the cars.
2. I use ______________________ (tally, picture) to provide the representation. The

number of each car (the counting) is written based on the number of
__________________ (picture, counting).
PERFORMANCE LEVEL

8.0 Data Management
Activity 3: Learn about my school

CONTENT STANDARD 8.2 Pictograph
LEARNING STANDARD 8.2.1 Read and obtain information from a pictograph
Materials
• ruler
• pencil
Steps
Count the number of classrooms in your school

from Year One to Year Six.
Put a picture for one count in Activity Sheet 8.4.
Number of classes for

Standard One is 3
Write information from the pictograph.
PERFORMANCE LEVEL
PL3 Read and attain information from pictograph.
Activity 3: Learn about my school | Page 74

8.0 Data Management
Math Facts
A pictograph gives information.
Word Bank
pictograph
Let’s Think
How can you use pictograph in your daily life? Explain it.
Reflection
• Which Year has the most number of classes?

• Which Year has the least number of classes?
A useful
click here
to view a video on “tally to
collect data”.
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.4

Draw a picture or put in a tally to represent one count of the classroom.
Picture or tally Counting (number

Year of tallies or
pictures)
One (example) //// 5
Two //// // 7
Three //// 5
Four //// /// 8
Five /// 3
One
Two
Three
Four
Five
Six
Write information from the pictograph. (fill in the blanks)
1. Year ____________ has the highest number of classes.
2. Year ____________ has the least number of classes.
PERFORMANCE LEVEL

8.0 Data Management
Activity 4: My favourite food

LEARNING STANDARD 8.3.1 Solve problems involving daily situation
Materials
• ruler
• pencil
Steps
Draw a few types of common healthy food on a

piece of paper (example as shown below) for a
survey. Design this survey in Activity Sheet 8.5.
In Activity Sheet 8.5, state the number of people

who answered the question. Construct a ‘tally’ table
to record the data.
Complete the table. Then, decide which food is the

most favourable.
PERFORMANCE LEVEL
PL4 Solve daily routine problems involving data management.
Activity 4: My favourite food | Page 77

8.0 Data Management
Math Facts
• Data can be collected using tally for the counting.

• Tally is a strategy to collect data.
• Pictograph is used to present data.
Word Bank
tally, pictograph
Let’s Think
To whom this survey benefits? Will it benefit restaurant people?

How does it benefit them?
Reflection
Do you think the result in this activity will be different if you make a
survey from a different group?
A useful
click here
to view a video on “manage
data”.
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.5

List the favourite food as listed in the survey form. State the number of
tallies. Then, decide the most popular choice of food.
Here is an example of the survey:

What is your favourite food? Please give a ✓
✓
fruit fish egg chicken
Counting
Food Tally
(number of tallies)
Fruit // 2
Fish / 1
What is the most popular choice?
PERFORMANCE LEVEL

8.0 Data Management
Activity 5: News around us

LEARNING STANDARD 8.3.1 Solve problems involving daily solutions
Materials
• news stories (newspaper or magazine)
• ruler
• pencil
Steps
Refer to a page of newspaper as given in Activity

Sheet 8.6. Observe types of news.
Observe the types of news as listed in Activity Sheet

8.6.
Put a ‘ / ‘ for one count to the list in the correct
row. See how many road accident stories, Covid-19
news, sport news, education and others you can find
and tally it.
Share your observation about:

1. The most popular news.
2. The least popular news.
PERFORMANCE LEVEL
PL5 Solve daily routine problems involving data management by using various strategies.
Activity 5: News around us | Page 80

8.0 Data Management
Math Facts
• Tally is one of the strategies to collect data.

• Data provide information.
Word Bank
tally, pictograph
Let’s Think
• There are a few ways of representing data in a pictograph. Can

you think of an easier way?
• Discuss how shopkeepers use pictograph to keep information.
Reflection
What is the strategy you used to present the item? Did you name or
draw the items? Why did you do so?
A useful
click here
to view a video on “data
handling in daily routine”.
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.6

Below are some “news stories”. See how many road accident stories,
Covid-19 news, sports news, education and others that you can find.
Tally it (in the next page).
To read the news story, click here. To read the news story, click here.
To read the news story, To read the news story, To read the news story,
click here. click here. click here.
To read the news story, To read the news story, To read the news story,
click here. click here. click here.
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.6

(continued)
To read the news story, click here.
Counting
News Tally
(number of tallies)
Road accident
Covid-19
Sports
Education
Others
Find the most popular news and the least popular news.
Most popular news:
Least popular news:
PERFORMANCE LEVEL

8.0 Data Management
Activity 6: Making decision using pictograph

LEARNING STANDARD 8.3.1 Solve problems involving daily solutions
Materials
• ruler
• pencil
Steps
Read about the mask order article in Activity Sheet

8.7. Help Siti to list the number of order.
Construct a tally table to present the quantity of

different types of masks according to colour.
Fill in the blank activity to help you make a decision.

What decision do you need to make? Do the
activity and find out!
PERFORMANCE LEVEL
PL6 Solve daily non-routine problems involving data management creatively and innovatively.
Activity 6: Making decision using pictograph | Page 84

8.0 Data Management
Math Facts
• Data can be collected using tally for the counting.

• Tally is a strategy to collect data.
Word Bank
tally, pictograph
Let’s Think
How can this data and decision making contribute to assist people
around us?
Reflection
Other than learning how to make a decision, what other decision

process can you share with your friends?
A useful
click here
to view a video on “a
survey using a
pictograph”.
PERFORMANCE LEVEL

8.0 Data Management
Activity Sheet 8.7

Put a ‘ / ‘ for one count of each mask. Then, decide the most popular
type of mask.
During the Movement Control Order (MCO) period, Siti was busy supplying
orders for face masks. She received an order for one blue, one white, one yellow
and three black masks on 18 March 2020. On the same day, her neighbour also
placed an order for two black and one grey masks. The next day, she received
more order for two yellow and five black masks. Two days later, her cousin
ordered three black, one grey and one blue masks. The following day, her next
door neighbour placed an order for one yellow, one white and one green masks.
Counting
Type of mask Tally
(number of tallies)
Blue
White
Yellow
Black
Grey
Green
Provide the following information (make a decision):
Siti has sold ____________ masks in total. The highest count of the masks sold is
____________ colour.
Next, she will go online to buy more cloth. She intends to buy more ___________
colour cloth.
PERFORMANCE LEVEL

TEACHING TIPS
FOR PARENTS AND TEACHERS

5.0 Time TEACHING TIPS
Activity 1 Good day

LEARNING STANDARDS:
5.1.1 State time in a day.
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.
1. Provide the stated materials for the child.

2. Using the sun and moon to lead the child to grasp the meaning of morning, afternoon, evening
and night.
3. Ask the child to tell some activities he/she normally does from the morning to the night before
starting Activity Sheet 5.1.
4. Get the child familiar with the days of a week and the months of a year using a calendar.
5. Introduce date and day.
6. Watch the video together with the child before starting Activity Sheet 5.2.
7. Guide and get the child to scan the QR code with your smartphone to find the answers for
Activity Sheet 5.3.
8. Lastly, have him/her conclude by stating the days of a week and the months of a year.
Challenge the child to state the birthday of his/her family members.
STEM INTEGRATION HOTS
Science • Analysing the sequence of events
• Determine the position and effect of the sun and moon on the and place the correct date for each
planet earth. event.
• Name the days of a week and the months of a year. • Making conclusion.
Technology
• Using technology to search for information.
PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State time and sequence of events in a day.
PL2: Name the days of a week and the months of a year.
COMMENTS: ASSESSED BY:

DATE:
Teaching Tips: Topic 5 | Page 88

Activity 2 Just a minute please

LEARNING STANDARDS:
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.
1. Provide the child with a kitchen timer or stopwatch app on a handphone.

2. Help child to learn how the kitchen timer or stopwatch works.
3. Play doctor with the child to get the heartbeat counts, breathing counts, pulse rate, etc. in 1
minute to answer Activity Sheet 5.4.
4. Try to use paper plate to guide the child to divide into the fractions namely, “half”, “quarter”
and “three quarters” before starting Activity Sheet 5.5.
5. Ask the child to recall two time-based activities before starting Activity Sheet 5.6.

Science • Count to estimate an action within
• Count the number of heartbeats, breathing, pulse rate per a given time span.
minute. • Creating different designs for wristwatch
Engineering for man and woman.
• Estimate the duration of 1 minute. • Associating fraction with “half”, “quarter”
• Designing a wristwatch. and “three quarters” shown on the clock
Technology face.
• Observing how a kitchen timer and the stopwatch function. • Making conclusion.

PL3: Say and write time in hours and fractions of an hour.

DATE:

Activity 3 Challenging time!

LEARNING STANDARDS:
5.3 Problem solving 5.3.1 Solve problems involving daily life situations
1. Provide the materials stated for the child.

2. Tell the child the meaning of “shortest route”.
3. Use Activity Sheet 5.8 to test the child’s understanding of time span in travelling.
4. A Hamiltonian path is a road travel by a moving object that passes through every point in the
path exactly once.
5. Use Activity Sheet 5.9 to test speed and accuracy in stating time from the clock face.

Science • Drawing of Hamiltonian path.
• Find the time span. • Comparing the different paths.
Engineering • Analysing the time span and determine
• Find the shortest route. which path is the shortest.
Technology • Making conclusion.
• The use of logic to find the shortest route.
• Introducing Hamiltonian path.

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 Measuring leaves

LEARNING STANDARDS:
6.1 Relative units to measure length, mass and volume of liquids
6.1.1 Use and vary the vocabulary in the context of length, mass and volume of liquid.
6.1.3 Compare the length, mass, and volume of liquid of two or more objects using non-standard
units

2. Explain height and width as parts of length measurement.
3. Discuss objects that can be used as non-standard measure units.
4. Determine how to measure and compare the length and width of several leaves using beans.
5. Get the child to draw the leaf in approximate size guided by length and width measured in
beans in Activity Sheet 6.1.
6. Lastly, have the child glue the beans in the pictograph in Activity Sheet 6.2 and conclude by
stating the longest and the shortest leaf and justify his/her answer.

Science • Measure objects using suitable non-
• Observe the shape and surface area of different types of leaves. standard units correctly.
Engineering • Compare the measurement of length
• Determine the number of beans needed as axle. among different objects.
• Draw the shape of the leaf to precision using the beans as guideline. • Justify answer and making conclusion.
• Drawing a simple pictograph using beans as measurement unit.

PL1: State the vocabulary in context of length.
PL2: Measure length.
PL3: Compare the length of two or more objects and justify the answer.

DATE:

Activity 2 See-saw balance

LEARNING STANDARDS:
units.
1. Provide the child with the necessary materials.

2. Help the child to build the see-saw balance.
3. Help him/her to set the fulcrum in the correct position to balance the scale.
4. Encourage the child to practice balancing the scale a few times before starting Activity Sheet
6.3.
5. Play blindfold with the child to stimulate the sense of mass of different objects.
6. Use Activity Sheet 6.3 to record the observations.
7. Introduce the concept of mass by conserving the matter and changing the shapes in Step 4.
8. Guide the child to compare and make the conclusion about the heaviest and the lightest
objects.
Science • Observing and comparing the
• Estimate the mass of an object using sense of touch and feel. positions of the toys on the balancing
• The function of fulcrum in a balancing scale. scale.
Engineering • Analysing why the position of balancing
• Building a balancing scale. scale changes.
• Making conclusion.

PL1: State the vocabulary in context of mass.
PL2: Measure mass.
PL3: Compare the mass of two or more objects and justify the answer.

DATE:

Activity 3 Fill it up!

LEARNING STANDARDS:
units.
1. Provide the materials stated for the child.

2. Ask the child to make an estimate of how many scoops of rice grains to fill each container.
3. Reward the child if the estimate is close to the actual measurement in Activity Sheet 6.4.
4. Use Activity Sheet 6.4 to record his observations.
5. Explore with the child using containers of different shapes but the same volume.
6. Guide the child to make a conclusion.
Science • Estimate the quantity to fill a
• Estimate the mass of an object using sense of touch and feel. container.
• The function of fulcrum in a balancing scale. • Following instruction to carry out
Engineering experiment.
• Different shape containing different volume. • Making conclusion.
• Different shape containing the same volume.

PL1: State the vocabulary in context of volume of liquid.
PL2: Measure volume of liquid.
PL3: Compare the volume of liquid of two or more objects and justify
the answer.

DATE:

Activity 4 Sink or swim?

LEARNING STANDARDS:
6.2 Problem solving. 6.2.1 Solve problems involving daily life situations.

2. Can substitute the jug with any transparent container.
3. The water and the syrup may be coloured by dropping food dyes so that the different levels
can be seen easily.
4. Let the child makes hypothesis whether a button or a 10 sen coin floats or sinks in different
liquids before starting the experiment.
5. Encourage the child to observe and test the hypothesis by experimenting.
6. Record the observation in Activity Sheet 6.5.
7. Let the child makes hypothesis which liquids will sink at the bottom and which one will settle
on top when mixing the 3 liquids before starting the experiment.
8. Carry out the experiment to test the hypothesis and make conclusion.
9. Record the observation in Activity Sheet 6.5.
10.Guide the child to make the conclusion which liquid is denser (heavier) than the other by
observing the layers.
• Denser liquid sinks. positions of the liquids settle at
• Making hypothesis and test it. different layer.
• Carry out simple experiment. • Making hypothesis.

PL6: Solve daily non-routine problems involving measurement
creatively and innovatively.

DATE:

Activity 5 Eureka!
LEARNING STANDARDS:
6.2 Problem solving. 6.2.1 Solve problems involving daily life situations.

2. Using the Archimedes principle to lead the child to know how to get the volume of a solid
object.
3. Make sure the water covers the entire object in doing the experiment.
4. Only objects that sink work well with this experiment.
5. Watch the video together with the child before starting Activity Sheet 6.6.
6. Guide and get the child to mark the water levels in Activity Sheet 6.6.
7. Lastly, have him/her conclude by stating which object has the largest volume.

• Introducing Archimedes principle in mathematics. positions of the liquids settle at
• Carry out simple experiment. different layer.

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

DATE:

7.0 Space TEACHING TIPS
Activity 1 Mini 3D Garden

LEARNING STANDARDS:
7.1 Three-dimensional shapes
7.1.1. Name the shape of cuboid, cube, cone, square-based pyramid, cylinder and sphere
1. Provide the child with the materials needed

2. Tell him to use a pencil to draw lines to divide the inner side of the paper box’s bottom into six
equal sections.
3. Get him to prepare six toothpicks and six sticky pads. And on each pad write a name of
4. one of the six 3D shapes
5. Show to the child how to stick a pre-prepared sticky pad on to a toothpick, then, ask him
6. to finish the remaining five by himself.
7. Ask him questions:
8. a. Why write a name of shape on each sticky pad? (To label each 3D shape clearly.)
9. b. How to put together the sticky pad with the toothpick? (Glue and wrap the sticky part of the
pad around the end /head of the toothpick, then press it.)
10.Guide the child to knead the plasticine to form cube, cuboid, square based pyramid, cone,
cylinder and sphere (as long as the shape can been seen clearly, it is acceptable)
11.Now, help the child to transfer the plasticine made six 3D-shapes to the paper box and place
each one in a separate section. While transferring the plasticine made shapes to the paper box,
ask the child to loudly say the name of the shape before it is placed to the allocated section.
Then, label each one with the pre-prepared toothpick.
12. Make sure that the child can handle the shapes carefully.
13. Finally, a mini garden is in sight.
14. Let the child shows you and names all the shapes in the mini garden.
• Introducing Archimedes principle in mathematics. positions of the liquids settle at
• Carry out simple experiment. different layer.

PL1: Name three-dimensional and two-dimensional shapes.

DATE:

Activity 2 Fun tracing shapes

LEARNING STANDARDS:
7.2 Two-dimensional shapes
7.2.1. Name the shape of square, rectangle, triangle and circle
1. Provide the child with the materials stated

2. Let the child place a 50 sent coin, a paper clip, a notebook and dice on the tracing paper.
3. Make sure the child can make full use of the tracing paper.
4. Cut carefully and nicely the outline of all the shapes.
5. Be with the child throughout the observation activity for safety measure.
6. Ask the child to say aloud all the shapes with a friend.
7. Guide the child to make the conclusion.

Engineering • Observing and naming of the
• Cutting different shapes is a part of engineering design skill. different shapes formed.

PL1: Name three-dimensional and two-dimensional shapes.

DATE:

Activity 3 Fun with pop up objects

LEARNING STANDARDS:
7.1.2 Describe face, edge and vertex of three- dimensional shapes.
1. Provide the child with Appendix 7.1.

2. Discuss with him how to cut the outline of the shape given carefully in a straight line and
follow closely the line given.
3. Make sure the child folds along the straight lines neatly.
4. While making the holes with thumb tack, make sure the child does not poke their fingers.
5. Make sure the child glues only the base of the outline (for outline 1, 2 and 3).
6. Guide him to pass the string accordingly in each outline given.
7. Let the child pull the string gently at the starting point of each outline.
8. Say out the name of each of three-dimensional shapes formed.
9. Describe one after another each shape formed: a cube, a cuboid, a sphere, a cylinder and a
square-based pyramid.
10.Lastly, fill the answer in Activity Sheet 7.3.

Engineering • Describing the face, edge and vertex
• Construction of 3D objects involve engineering design skill. of 3D shapes.
• The structure of the 3D shapes is related to engineering design.

PL 2: State the characteristics of three-dimensional and two-
dimensional shapes, and arrange objects and shapes according to the
pattern

DATE:

Activity 4 Playtime with 2D shapes

LEARNING STANDARDS:
7.2.2 Describe straight line, side, corner and curved line of two-dimensional shapes.
1. Provide the child with the stated materials.

2. Discuss with him/her how to arrange the straws to form the 2D shapes.
3. Determine how many straws are needed to form a triangle, a rectangle and a square.
4. Compare the shapes formed. Are they the same or different?
5. Let the child count the number of straight lines, sides and corners of each shape.
6. Display a round rubber band. Let the child describe the shape formed.
7. Let the child compare the shape with a square, a rectangle and a triangle.
8. Ask “is it the same as others or different?”
9. Lastly, describe the straight lines, sides, corners and curve lines of all the 2D shapes.
10.Answer the questions in Activity sheet 7.4

Engineering • Comparing 2D shapes formed.
• Shapes are used in science classes; example: in drawing human body • Describing 2D shapes.
(circle represents eye, triangle represents nose others)
Technology
• The use of recycled materials like straws.

PL 2: State the characteristic of three-dimensional and two-dimensional
shapes and arrange objects and shapes according to the pattern.

DATE:

Activity 5 A visit to science lab

LEARNING STANDARDS:
7.1.3. Arrange objects according to the pattern.
1. Let the child visit the science lab and observe the science apparatus with the teacher.
2. Let the child identify and choose the apparatus showing the shape of a cube, a cuboid, a cone,
a cylinder, a square-based pyramid and displayed on the table.
3. The teacher should be with the child throughout the activity for safety measure.
4. Arrange the 3D objects to form a pattern.
5. Ask the child to be creative in arranging any pattern freely.
6. Guide the child to make the conclusion on rule of arranging a pattern.

Science • Observing and Identifying the shapes
• Visiting the Science Lab found in Science lab.
• Observing objects and shapes of apparatus in Science lab • Arranging the shapes to forma a pattern.
Engineering • Making conclusion on rule for arranging a
• Engineering drawing involves 3D shapes. For example, in designing pattern.
model.

shapes, and arrange objects and shapes according to the pattern

DATE:

Activity 6 Let’s form a pattern

LEARNING STANDARDS:
7.2.3 Arrange two-dimensional shapes according to the pattern.
1. Accompany the child to any computer shop nearby.

2. Let the child observe the objects around the shop.
3. Ask the child to name the shapes that can be seen on the different computer items
4. Ask the child to make a list of objects showing the shapes on a notebook.
5. Next, let the child using the pattern rule to form a pattern of 2D shape
6. Explore with the creativity of the child to form any nice and interesting patterns.

Science • Observing the different shapes
• Patterns can be found in science: nature, animals & solar system. found in computer shop.
Engineering • Listing the objects showing the different
• Design software pattern involve pattern in software engineering. shapes
Technology • Instilling creativity among the children
• Pattern is applied in creative pattern technology • Arranging the shapes to form a pattern

shapes, and arrange objects and shapes according to the pattern.

DATE:

Activity 7 Building a rocket

LEARNING STANDARDS:
7.1.4 Create new models using combinations of three-dimensional shape
1. Provide the child with the stated materials.

2. Prepare a cone with the steps stated.
3. Prepare and cut the two triangles, make sure the direction of the two triangles fit the side of
the body of the rocket.
4. Glue the cone on one end of the towel roll (make sure the cone is in the centre of the towel
roll).
5. The two triangles on each side of the rocket - make sure the direction is correct so that the
rocket looks nice and is balanced on each side.
6. The child can decorate the rocket using their creativity.
7. Lastly, have the child conclude by stating any 3D objects that can be made using their
unlimited creativity.

Science • Creativity in decorating the rocket
• Rocket is a concept in Science. The shape of the rocket has and constructing any objects.
been designed to cut down air resistance. • Promoting innovative skills among the
Engineering child in building new models/projects
• Constructing the rocket involved some engineering skills like ….
Technology
• The use of recycled materials like shoe box and toothpick.
(Explain a little would be good)

PL3: Create new model from the combination of three-dimensional
shapes and pattern based on two-dimensional shapes and justify the
answers.

DATE:

Activity 8 A game of shapes construction

LEARNING STANDARDS:
7.2.4 Create pattern based on two-dimensional shapes
1. Provide the child with the materials.

2. Help the child to arrange a few pieces of shapes (can use the same shape, the same
size/different size or a combination of different shapes and sizes) to form meaningful 2D
patterns/objects.
3. For example: Arranging two circles (same size), one square and one rectangle can form a lorry
as shown in the Activity Sheet.
4. Let the child think and create some meaningful, interesting and nice patterns/objects from 2D
shapes.
5. Display them in Activity Sheet 7.8 either by drawing or pasting.
6. Let the child be aware that there are unlimited number of 2D objects/patterns that can be
created.

Engineering • Arranging different shapes to form
• Construction engineering use all those different basic shapes patterns/objects freely.
in designing projects. • Instilling creativity and critical thinking.

PL3: Create new models from the combination of three-dimensional
shapes and pattern based on two-dimensional shapes and justify the
answers.

DATE:

8.0 Data Management TEACHING TIPS
Activity 1 My hobby
LEARNING STANDARDS:
8.1 Collect, classify and arrange data
8.1.1 Collect data based on real life situation
1. Guide the child to identify common hobbies among his/her friends or family members.
2. Draw the child’s attention to list down the hobbies
3. Guide the child on how to draw a star to represent one hobby chosen in Activity Sheet 8.1.

Technology • Learn to conduct a survey about
• Putting in a meaningful picture to represent a number for a count. hobby. Then, identify common
• Constructing a table to display picture and counting. hobbies among friends and family
Science members.
• The child is encouraged to suggest hobbies around him/her,
such as planting, building blocks and cooking. These activities involve
scientific knowledge.

PL1: Name a pictograph

DATE:

Activity 2 Keep a tally of the number

LEARNING STANDARDS:
8.1 Collect, classify and arrange data.
8.1.1 Collect data based on real life situation.
1. In Activity Sheet 8.2, get the child’s attention to manage his/her pencil case by keeping a
record. This also help him/her to detect missing items.
2. In Activity Sheet 8.3, guide the child to name the cars he/she sees every day.

Science • Observing and categorizing the
• Observation is a scientific method of data collection. items in the pencil case.
• Applying one of the processes of
Technology investigation namely reporting the
• Applying strategy of ‘tally mark’ and ‘counting’ to collect data. observation.
• Identify and name the cars.
• Reporting data based on the different types of car.

PL2: Collect data based on daily situations.

DATE:

Activity 3 Learn about my school

LEARNING STANDARDS:
8.2 Pictograph
8.2.1 Read and obtain information from a pictograph.
1. Guide the child to prepare a list (refer to Activity 8.4) to collect data about number of class in
school.
2. Let the child decide how to collect data on the number of classrooms for each standard
(Standard One to Standard Six) in his/her school.
3. The child can draw a plan and label the classrooms. Then, count the number of class based on
the plan.
4. Alternatively, he/she can go to the school and make counting from one building to the other
building in the school.

Technology • Plan to collect data.
• Strategize a way of counting. • Make description from the collected
• Use picture instead of using other method (such as tally) to data.
count the number of classrooms from one building to the other. • Learn to present the data in a
pictograph.
• Make suggestion to a friend on handling
data and provide
information from a pictograph.

PL3: Read and attain information from pictograph.

DATE:

Activity 4 My favourite food

LEARNING STANDARDS:
8.3 Problem solving
8.3.1 Solve problems involving daily solutions
1. Guide the child to make a survey question about their preferred favourite food.
2. Example of the survey question:
What is your favourite food? Please give a ✓
3. Let the child shows this survey question to his /her friends.
4. To save the use of paper, the child can just ask the respondent (friend) to just tick using pencil
and then he makes a tally. He/she can just erase the tick and ask the next respondent to make
a tick.

Technology • Plan to collect data.
• Strategize a way of collecting data. • Make a survey form to collect data.
Science • Learn to transform survey data to a
• Make a survey on how people practise on eating habit. form of representation like a pictograph.
• Emphasize the importance of taking healthy food.

PL4: Solve daily routine problems involving data management.

DATE:

Activity 5 News around us

LEARNING STANDARDS:
8.3 Problem solving
1. Provide the child with the latest newspaper.

2. Let the child choose some pieces of news articles (as many as possible) and let them categorize
the news.
3. Get their attention to know different areas or layout of daily news in newspapers.

Science • Determine the different types of
• The child may provide more information from the latest news such as news around.
outbreak of disease.
Technology
• The child may include news about technology such as computer
development.

PL5: Solve daily routine problems involving data management by using
various strategies.

DATE:

Activity 6 Making decisions using a pictograph

LEARNING STANDARDS:
8.3 Problem solving
1. Guide the child to get the information about sales of masks in Activity Sheet 8.7.

Science • Applying data for making decision.
• Highlight to the child the importance of using a mask. Discuss how the • Let the child decide a way to choose a
mask helps to filter out the virus and germs. The favourite colour of better face mask. Ask the child to
mask is not the important criteria to determine a good mask. explain why.

PL6: Solve daily non-routine problems involving data management
creatively and innovatively.

DATE:

ANSWERS
5.0 Time ANSWERS
Activity Sheet 5.1

Today is the first day of the school holidays. You are asked to help Adam
and Winnie to arrange their activities given below in order to show how
they spent the first day from waking up until going to bed.

Playing with toy truck in the Playing with my pet after breakfast.
afternoon.
3 2
Taking breakfast in the morning. Playing computer game after dinner

before bed time.
1 5
Saying “Good night” to mom and dad. Watering the plants before dinner.
6 4
PERFORMANCE LEVEL
PL1 State any number up to 100.
Answers Activity 1: Good day | Page 111

5.0 Time ANSWERS

Fill in the date and day for each activity.
Lee’s activities Date Day
1. Watch a movie. 14 March 2020 Saturday
2. Play video game

16 March 2020 Monday
with dad.
3. Lee’s birthday. 10 March 2020 Tuesday
4. Call Adam. 22 March 2020 Sunday
5. Online Math tuition. 18 March 2020 Wednesday
PERFORMANCE LEVEL

5.0 Time ANSWERS
Activity Sheet 5.3

Scan with your smartphone to find out the special day in Malaysia in
2020. Name the event and write down the date and day.
Hint Scan here Name of event Date and day
1. A day off for all workers. Labour Day 1 May 2020

(Friday)
2. A day for planet earth. Earth Day 22 April 2020

(Wednesday)
3. A day for mothers. Mother’s Day 10 May 2020

(Sunday)
4. A day for Malaysia. Malaysia Day 16 September

2020
(Wednesday)
5. A day for children. Children’s Day 20 November

2020 (Friday)
PERFORMANCE LEVEL

5.0 Time ANSWERS
Activity Sheet 5.6

Colour the fraction (in clockwise direction) on each clock face. Draw the
minute hand to indicate the time.
Colour the fraction that shows.. Draw the minute hand to show..
A quarter A quarter past ten
Half Half past five
Three quarters A quarter to nine
Clockwise means moving in the direction of the hands on a clock.
Source: www.mathsisfun.com › definitions › clockwise
PERFORMANCE LEVEL
Answers Activity 2: Just a minute please | Page 114

5.0 Time ANSWERS
Activity Sheet 5.8

There are three drop-off points (A, B and H) that are connected by the bus
routes traveling from school (S).
S = your school
H = your house
Bus Routes
The bus goes from your school (S) to your house (H). How many different
routes can the bus take?
1. 3
There are ___________________ different routes from your school to your
house.
2. Name ALL possible bus routes using the alphabets starting from S. For
example, SBH
SBH, SH, SAH
____________________________________________________________________
PERFORMANCE LEVEL
PL5: Solve daily routine problems involving time using various strategies.
PL6: Solve daily non-routine problems involving time creatively and innovatively.
Answers Activity 3: Challenging time! | Page 115

5.0 Time ANSWERS

The table below shows the time taken by the bus to travel from school (S) to
drop you at your house (H) after school. Please look at the table and answer
the following question(s).
Time to A A to to B B to to
Start 2 o’clock A quarter 2 o’clock A quarter 2 o’clock

past 2 past 2
End A quarter Half past 2 A quarter A quarter to A quarter to
past 2 past 2 3 3
3. Based on your answer in (2), which is the shortest route to reach your
house from school?
SAH
_______________________________________________________________________
4. How long does it take to reach your house using the shortest route?
30 minutes
_______________________________________________________________________
PERFORMANCE LEVEL
PL5: Solve daily routine problems involving time using various strategies.
PL6: Solve daily non-routine problems involving time creatively and innovatively.
Answers Activity 3: Challenging time! | Page 116

6.0 Measurement ANSWERS
Activity Sheet 6.4

1. Record the number of scoops of rice grains to fill up each container
until full.
2. Order the containers 1, 2, and 3. (1) = holds the most rice grains; and
(3) = holds the least amount of rice grains.
3. Pour the rice grains in the bowl into glass B. Compare glass A and
glass B.
. . .
A B
Glass A has ( more / less / same amount ) of rice grains than glass B because
The number of ice cubes melted is the same.

.
PERFORMANCE LEVEL
Answers Activity 3: Fill it up | Page 117

6.0 Measurement ANSWERS
Activity Sheet 6.5

Fill in (√) to indicate float and (x) to indicate sink in the space below.
Cooking
Water Syrup
oil
Button
I think
10 sen coin
Button
Experiment
shows
10 sen coin
Refer to ACTIVITY SHEET 6.5, you are to mix water, syrup and cooking oil in a jug.
Underline top, middle or bottom to indicate which layer the liquid settles in the jug.
Then arrange them in the order of 1, 2, and 3. (1) = most heavy liquid; and (3) = least
heavy liquid.
Draw and label the 3 layers of Mixing

Cooking
liquid that you see. the 3 Water Syrup
oil
liquids
Layer Top, Top, Top,
middle, middle, middle,
bottom bottom bottom
Order
2 1 3
Based on the table above, the heaviest liquid is

.
The lightest liquid is
.
PERFORMANCE LEVEL
PL6: Solve daily non-routine problems involving measurement creatively and innovatively.
Answers Activity 4: Sink or swim | Page 118

7.0 Space ANSWERS
Activity Sheet 7.1

Colour the cube (red), cuboid ( blue), sphere (green), cylinder (orange),
cone (violet) and square-based pyramid (yellow) in the diagram shown
below. An example is given.
Example: A red cube
PERFORMANCE LEVEL
Answers Activity 1:Mini 3D garden | Page 119

7.0 Space ANSWERS
Activity Sheet 7.2

Name the place where two dimensional shapes (circle, rectangle, square
and triangle) can be found. Draw the objects in the spaces provided. An
example is given.
Example
circle traffic light and clock
1. Square
Any and
reasonable
answer is eg. square ice
eg. magic cube
acceptable cube in glass
2. Triangle
Any and
reasonable
answer is eg. pizza eg. watermelon
acceptable
3. Rectangle
Any and
reasonable
answer is
acceptable eg. a book eg. a laptop
PERFORMANCE LEVEL
Answers Activity 2: Fun tracing shapes | Page 120

7.0 Space ANSWERS
Activity Sheet 7.3

State the total number of faces, edges and vertices of three-dimensional
objects shown below. An example is shown.
Number of
Number of Number of
3D object vertices
faces edges
(vertex)
Cube
6 12 8
Cuboid
6 12 8
Square based pyramid
5 8 5
Cone
2 1 1
Cylinder
2 2 0
Sphere
1 0 0
PERFORMANCE LEVEL
PL2 State the characteristic of three-dimensional and two-dimensional shapes and arrange objects and shapes
according
to the pattern.
Answers Activity 3: Fun with pop up object | Page 121
7.0 Space ANSWERS
Activity Sheet 7.4

State the number of straight lines, sides and corners of each two-
dimensional shapes below. Name the object and place where it can
found. An example is shown.
Example A square 1. A triangle

( 4 ) sides ( 3 ) sides
( 4 ) corners ( 3 ) corners
( 4 ) straight lines ( 3 ) straight lines
( 0 ) curved line ( 0 ) curved line
Object name: A tile Object name:
Place: The floor in my house Place:
2. A circle 3. A rectangle
( 0 ) sides ( 4 ) sides
( 0 ) corners ( 4 ) corners
( 0 ) straight lines ( 4 ) straight lines
( 1 ) curved line ( 0 ) curved line
Object name: Object name:
Place: Place:
PERFORMANCE LEVEL
PL 2 State the characteristic of three-dimensional and two-dimensional shapes and arrange objects and shapes
according
to the pattern.
Answers Activity 4: Playtime with 2D shapes | Page 122
7.0 Space ANSWERS
Activity Sheet 7.5

Create a pattern by using any three dimensional objects that you can
find in the science laboratory or in your house. Draw the pattern. An
example is shown.
Example
1.
2.
3.
4.
5.
Answer for these sections are optional. Any reasonable answers are
acceptable.
PERFORMANCE LEVEL
according
to the pattern.
Answers Activity 5: A visit to the science lab | Page 123
7.0 Space ANSWERS
Activity Sheet 7.6

Arrange a pattern using any two-dimensional shapes (triangle, circle,
square and rectangle). An example is shown.
Example
1.
2.
3.
4.
5.
acceptable.
PERFORMANCE LEVEL
according
to the pattern.
Answers Activity 6: Let’s form a pattern | Page 124
7.0 Space ANSWERS
Activity Sheet 7.7

Example 1.
You can create a model of a robot
by putting together a cube, three cuboids
of different sizes, two cylinders and two
small spheres.
The model
of a robot
2. 3.
acceptable.
PERFORMANCE LEVEL
according
to the pattern.
Answers Activity 7: Building a rocket | Page 125
7.0 Space ANSWERS
Activity Sheet 7.8

Cut, arrange and glue 2 triangles, 5 circles and rectangle to

Example
form a helicopter.
A helicopter
1.
2.
3.
acceptable.
PERFORMANCE LEVEL
PL3 Create new model from the combination of three-dimensional shapes and pattern based on two-dimensional
shapes
Answers Activity 8: A game of shape construction | Page 126
7.0 Space ANSWERS
Activity Sheet 7.9

Let us solve some daily life problems.
1. Look at the floor of a house with tiles.

Do you notice that square or rectangle tiles are
most commonly used? Why?
Answer: Rectangle or squares shapes are .
usually used as it is easier to fix side by side. .
2. The rooftop of a house usually has a square-

based pyramid shape. Why?
Answer: Very stable and firm; the slanting .
edges can drain off rain easily. .
3. Compare and name the shapes you can see on

Three-pin plug point socket each set of three-pin plug point sockets.
Answer: Rectangle and square .
4. Why is the pattern of the three-pin plug point

socket not arranged in a straight line ?
Answer: To save space .
PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.
PL5 Solve daily routine problems involving space using various strategies.
PL6 :Solve daily non-routine problems involving space creatively and innovatively.
.
Answers Activity 8: A game of shape construction | Page 127

8.0 Data Management ANSWERS
Activity Sheet 8.1

Put “a star” or a picture for a hobby chosen. Then, state the number of
the pictures. A pictograph is presented as below.
List of hobbies Draw a picture to Counting

represent each count (number of pictures)
Swimming 1
Dancing 1
Playing badminton 2
Reading 0
diagram. (fill in the blanks)
pictures
1. In this activity, we use _____________ (pictures, lines) for the counting.
2. The above diagram is called pictograph. We can use thepictograph

_______________
(pictograph, table, diagram) for the representation of data/number/ quantity
pictures
by using _____________ (pictures, lines). Then, we make the counting.
pictograph
3. Thus, ______________ (pictograph, graph) helps us to make counting.
PERFORMANCE LEVEL
Answers Activity 1: My hobby | Page 128

Activity Sheet 8.2

Put a ‘ / ‘ for one count of an item (pencil or eraser or other). Then, state
the number
Items in your pencil case Counting

Tally
(draw it or list the items) (quantity /number)
Pencil //// // 7
Eraser //// 5
Sharpener /// 3
Stapler / 1
activity.
1. In this activity, the pictograph provides information on the number
__________________ (number, pictures) of the items in your pencil case.
2. The number of each item (the counting) is written based on the number of
tally
______________ (tally, counting).
PERFORMANCE LEVEL
Answers Activity 2: Keep a tally of the number | Page 129

Activity Sheet 8.3

Put a ‘ / ‘ or a picture for one count of an item (in the 2nd column). Then,
state the number (in the 3rd column).
Type of car that you see Use Picture for the counting Counting
in your school (can just (quantity /number)
change the name)
Proton Saga //// or 5
Toyota Vios // or 2
Honda BRV / or 1
Toyota
Honda
Nissan
Perodua
Proton
activity.
1. In this activity, the pictograph provides information on the number

_____________
(number, pictures) of the cars.
2. tally
I use ________________ (tally, picture) to provide the representation. The
number of each car (the counting) is written based on the counting
_________________ (picture, counting).
PERFORMANCE LEVEL
Answers Activity 2: Keep a tally of the number | Page 130

Activity Sheet 8.7

Put a ‘ / ‘ for one count of each mask. Then, decide the most popular
type of mask.
During the Movement Control Order (MCO) period, Siti was busy supplying
orders for face masks. She received an order for one blue, one white, one
yellow and three black masks on 18 March 2020. On the same day, her
neighbour also placed an order for two black and one grey masks. The next
day, she received more order for two yellow and five black masks. Two days
later, her cousin ordered three black, one grey and one blue masks. The
following day, her next door neighbour placed an order for one yellow, one
white and one green masks.
Counting
Type of mask Tally
(number of tallies)
Blue // 2
White // 2
Yellow //// 4
Black //// //// /// 13
Grey // 2
Green / 1
Provide the following information (make a decision):
24
Siti has sold ____________ masks in total. The highest count of the masks sold
isblack
____________ colour.
Next, she will go online to buy more cloth. She intends to buy moreblack
___________ colour cloth.
PERFORMANCE LEVEL
Answers Activity 6: Making decision using pictograph | Page 131

Writing Team
Writing Team
Editor
Dr. Foo Kien Kheng is currently working with two educational
services companies. Previously he was working with Universiti
Teknologi MARA and Veritas College University, Malaysia. He
taught mathematics, statistics, research methodology and
other education-related courses for over 35 years. He received
numerous awards for teaching and learning as well as
innovative educational products.
Writer
Dr. Kor Liew Kee received her PhD in Mathematics education.
She contributes actively in several international publications
e.g. the Encyclopaedia of the Science of Learning, ZDM
Mathematics Education and the First Sourcebook on Asia
Research in Mathematics Education.
Writer
Dr. Teoh Sian Hoon is currently a lecturer at Universiti
Teknologi MARA (UiTM) Puncak Alam. She has experience in
leading the Department of Science, Mathematics, Physical &
Health Education at the Faculty of Education, UiTM. She has
received several awards for teaching and learning. She has
presented papers at national and international conferences and
has written several journal articles on the teaching of
mathematics.
Writer
Dr. Wong Siew Lang received her PhD in Education
Management. She contributes to the writing in ‘Modul
Sokongan Penyelidikan Institut Pendidikan Guru’. She was
teaching Mathematics and Science for 15 years in a secondary
school after graduating from Maktab Perguruan Persekutuan
Pulau Pinang.
Writing Team | Page 132

Editorial Team
Editorial Team
Mathematics Year One 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 FOO KIEN KHENG KOR LIEW KEE
USM (IT in Education) UM (Mathematics Education) USM (Mathematics Education)

USM (Statistics) University of Leeds (Mathematical Education) USM (Psychometric and Evaluation in Education)
UTM (Bachelor of Science & Computer with Education) USM (Bachelor of Mathematics and Biology) USM (Bachelor of Chemistry and Mathematics)
WONG SIEW LANG ESTHER SAROJINI DANIEL HONG WEI-HAN
UMS (Education Management) USM (PhD - Science Education) UM (PhD in Medical Education)
UPM (Human Resource Development) USM (Master of Education - Science Education) UM (Master in Science Education)
UPM (Bachelor of Education - Guidance & Counselling) UM (Bachelor of Science with Education (Hons)) UTM (Bachelor of Science & Computer with Education
– Chemistry)
KWAN SIEW WAI LEE BEE BEE LAI MEI LAN
UM (PhD in Education) UTM (Master in Mathematics Education) UM (Master of Science Education with ICT)
UPM (Master in Education Management) UTM (Bachelor of Science & Computer with Education UPM (Bachelor of Science (Hons) – Biochemistry)
UPM (B. Sc. Biotechnology) – Mathematics) MPRM (Diploma Pendidikan)
Editors
FOO KIEN KHENG GAN WE LING
UM (Mathematics Education) USM (Sarjana Muda Sastera - Matematik & Perdagangan)

University of Leeds (Mathematical Education) UNIMAS (Human Resource Development)
USM (Bachelor of Mathematics and Biology) 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 (Teaching and Learning Technology)
USM (Ed.D., Educational Technology and Multimedia) USM (Bachelor of Science with Education)
Proof Readers
ELIZABETH VIJAYA RAGHAVAN CHAI CHIN PHENG
Selangor Industry University, Master of Education in Discipline UMS (Ph.D in Mathematics Education)
Education UMS (M.Ed in Management)
Edith Cowan University, Perth, Australia (Bachelor of Nursing) UPM (Bachelor of Science)
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 133

Mathematics
Student Activity Book
STUDENT ACTIVITY BOOK, MATHEMATICS (Year 1) 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

Mathematics: Student Activity Book

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

Mathematics: Student Activity Book

Uploaded by

Copyright:

Available Formats

Mathematics

KOR LIEW KEE

QR code and quick links provided

SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)

KOR LIEW KEE

© SPARKS EDUCATION PLT

Mathematics (Student Activity Book, 1B)

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

8.0 DATA MANAGEMENT 66

Activity 1: Good day

Adam, Lee and Winnie are very excited about the

In Activity Sheet 5.1, Adam recorded in his diary all

In Activity Sheet 5.2, Lee wants to list his holiday

In Activity Sheet 5.3, Winnie needs your help to

Activity 1: Good day | Page 2

It takes 24 hours from sunrise to sunrise in a day.

before, after, yesterday, today, tomorrow, next,

Does every month have the same number of days?

Activity 1: Good day | Page 3

Activity Sheet 5.1

Arrange the pictures in the order of 1, 2, 3, 4, 5, 6 .

Taking breakfast in the morning. Playing computer game after dinner

Activity 1: Good day | Page 4

Activity Sheet 5.1 (continued)

Arrange the pictures in the order of 1, 2, 3, 4, 5, 6 .

Activity 1: Good day | Page 5

Activity Sheet 5.2

1. Finish writing in the dates for March 2020.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Activity 1: Good day | Page 6

Activity Sheet 5.2 (continued)

Fill in the date and day for each activity.

Lee’s activities Date Day

Activity 1: Good day | Page 7

Activity Sheet 5.3

Hint Scan here Name of event Date and day

1. A day off for all workers.

2. A day for planet earth.

3. A day for mothers.

4. A day for Malaysia.

5. A day for children.

Activity 1: Good day | Page 8

Activity 2: Just a minute please

How long is 1 minute?

Let’s do the following activities:

Activity 2: Just a minute please | Page 9

In Activity Sheet 5.5, you are to design three

In Activity Sheet 5.6, colour ”half”, ”quarter” and

Activity 2: Just a minute please | Page 10

analogue clock, clock face, hour hand, minute

• Why do we have clocks at home?

• What is your favourite time of the day?

Activity 2: Just a minute please | Page 11

Activity Sheet 5.4

Activity Number of counts in 1 minute

d. count aloud from 1

Activity 2: Just a minute please | Page 12

Activity Sheet 5.5

Activity 2: Just a minute please | Page 13