3 A weighing scale is used to observe the length of

spring stretch when a weight is placed on it. The

maximum length of spring stretch for this scale is
6 cm. When a weight of 500 g is hung on the scale,
the length of spring stretches 3 cm.
a State the length of spring stretch if a weight of
750 g is hung on the scale.
b What is the maximum weight, in kg, that can be
hung on the scale?

Solution

Weight Stretch length

500 g 3 cm
750 g
maximum 6 cm
a Step 1 750 g = 500 g + 250 g
Find the length of spring
500 g 3 cm stretch for 250 g first.

÷2 ÷2
250 g 1.5 cm Step 2

1 . 5 cm 750 g 3 cm + 1.5 cm = 4.5 cm

2 3 . 0 cm
−2
1 0
−1 0
0
The length of spring stretch is 4.5 cm if a weight of 750 g is hung on the scale.

b 3 cm 500 g
2 × 500 g = 1 000 g
×2 ×2 = 1 kg
6 cm 1 000 g

The maximum weight that can be hung on the scale is 1 kg.

€€Guide pupils to compare two measurement units using proportions.

5.1.1 (i) €€Discuss ways to check the answers. 157
 LENGTH AND VOLUME OF LIQUID college
1 My brother rides his motorcycle from home 9 km
to his college every day. He uses 3 of petrol
for every 100 km. The distance from home to
college is shown in the picture. Calculate the 16 km
23 km
total volume of petrol, in m, that he uses for
a round trip. 12 km

Solution home

Given • 3 of petrol is used for every 100 km.

• Distance from home to college:
12 km + 23 km + 16 km + 9 km = km
Asked for The total volume of petrol used for a round trip.

Solve
The distance to college: 12 km + 23 km + 16 km + 9 km = 60 km
The distance of the round trip: 60 km + 60 km = 120 km

Step 1 Step 2

100 km 3 100 km + 20 km = 120 km

÷5 ÷5
20 km 0.6 3 + 0.6= 3.6
= 3.6 × 1 000 m
Check = 3 600 m

100 km 3
120 km  3 . 6
6 5 1 8 . 0
120 × 3 18 −1 5
=  3 0
100 5
5
= 3.6 −3 0
0
The total volume of petrol used for a round trip is 3 600 m.

€€Train pupils to check their answers using suitable methods.

158 5.1.1 (ii)
 2 Zarif’s mother made fresh mango juice.
She poured into glass P until it was full and
the remainder into glass Q. The level of each
volume of juice in both glasses are labelled 110 mm
as shown in the picture. The volume of juice 40 mm
in glass Q is 150 m. Find the volume of P Q
mango juice in glass P.

Solution Calculate the

volume of juice
for 10 mm. Then
Understand • The level of juice in glass P is 110 mm. use the proportion
the problem • The level of juice in glass Q is 40 mm. to figure out the
• The volume of juice in glass Q is 150 m. volume of juice for
• How much is the volume of juice in glass P? 110 mm.
Plan the strategy
Level of juice Volume of juice
40 mm 150 m
40 mm ÷ 4 = 10 mm 150 m÷ 4 = m
11 × 10 mm = 110 mm 11 × m= m

Solve
3 7.5 m
Step 1 4 1 5 0.0 m
−1 2 Check
40 mm 150 m 30 11 × 37.5 m
÷4 ÷4 −2 8 = (10 + 1) × 37.5 m
2 0 = (10 × 37.5 m) + (1 × 37.5 m)
10 mm 37.5 m −2 0
0 3 7.5 m 3 7.5 m
Step 2 × 1 0 × 1
3 7.5 m 3 7 5.0 m 3 7.5 m
10 mm 37.5 m × 1 1
1 1
1 1
× 11 × 11 37 5 3 7 5 . 0 m
+3 7 5 0 + 3 7 . 5 m
110 mm 412.5 m 4 1 2 . 5 m
4 1 2.5 m
The volume of mango juice in glass P is 412.5 m.

€€Guide pupils to solve problems step by step using tables or determining

5.1.1 (ii) patterns. 159
 MASS AND VOLUME OF LIQUID

1 My sister is preparing chocolate Chocolate Milk Recipe

(one glass)
milk by referring to the recipe
shown in the picture. What is the 120 mof fresh milk
100 g of ice cubes
mass of chocolate pieces that she 10 g of sugar
needs if 0.96 of fresh milk is 55 g of chocolate pieces
used? Whipped cream (optional)

Solution

Understand the problem Plan the strategy

• 120 mof fresh milk needs 55 g 120 m
of chocolate pieces. 55 g
• How many grams of chocolate 0.96
pieces needed if 0.96 of fresh milk
?g
is used?
Solve

Method 1 Method 2
0.96 = 0.96 × 1 000 m 960 m
= 960 m =8
120 m
120 m 55 g 960 mof fresh milk can make
8
960 × 55 g 8 glasses.
960 m = 440 g
120 1 glass 55 g of chocolate pieces
4 1
8 glasses g of chocolate
55 g
pieces
× 8
440 g 8 × 55 g of chocolate pieces
= 440 g of chocolate pieces

Check 440 g ÷ 55 g = 8 Does she use 80 g of sugar

8 × 120 m = 960 m and 800 g of ice cubes?
= (960 ÷ 1 000) Discuss.
= 0.96

440 g of chocolate pieces is needed if 0.96 of fresh milk is used.

€€Get pupils to work in groups on a different recipe which involves mass and
160 5.1.1 (iii)
volume of liquid. Give suitable questions for each group to solve.
 Natural
2 A block of 250 g butter gives you 271.74 m salt

of melted butter. My sister is melting

5 blocks of butter and adding it to 2 000 m Butter
of evaporated milk to make cream soup.
Calculate the volume of the cream soup mixture. Fresh
250 g

Solution

Given • A block of 250 g butter gives 271.74 mof melted butter.

• 5 blocks of the same butter are melted and added to 2 000 m
of evaporated milk.
Asked for Calculate the volume of the mixture of melted butter and
evaporated milk.
Solve 5 × 271.74 m+ 2 000 m=
Step 1 Step 2

1 piece 271.74 m 1 358.7 m+ 2 000 m= m

5 pieces m 1 3 5 8 . 7 m
3 3 2 + 2 0 0 0 . 0 m
2 7 1 . 7 4 m 3 3 5 8 . 7 m
× 5
1 3 5 8 . 7 0 m 1 358.7 m+ 2 000 m= 3 358.7 m

3 3 5 8 . 7 m 2 7 1 . 7 4 m
Check
− 2 0 0 0 . 0 m 5 1 3 5 8 . 7 0 m
−1 0
1 3 5 8 . 7 m 3 5
−3 5
08 Does 4 blocks of
− 5 butter give more
3 7 than 1 of melted
−3 5 butter? Prove it.
20
− 20
0
5 × 271.74 m+ 2 000 m= 3 358.7 m
The volume of the cream soup mixture is 3 358.7 m.

€€Guide pupils to construct correct number sentences to solve the problems.

5.1.1 (iii) 161
161
 3 ORGANIC FERTILISER PROJECT
Ingredients
• 1 kg of waste materials (fruit peels, vegetable waste, dried leaves, grass)
• 150 g of black soil
• 1 of water
Method
1 Combine all the waste materials, black soil, and water.
2 Mix and loosen the mixture a few times.
3 Let it decompose for three months.
Our teacher, Mr Peter Unggah asked our group to produce organic fertiliser
as shown above. What is the mass of black soil and volume of water
needed for 2.5 kg of waste materials?
Solution
• 150 g of black soil and 1 of water needed for 1 kg of waste materials.
• Find the mass of black soil, in g, and litres of water for 2.5 kg of waste materials.

1 kg of waste materials 1of water

Solve using 2.5 kg of waste materials 2.5of water
proportion.
1 kg or 1 000 g of waste materials need 150 g of black soil.
2.5 kg of waste materials = 2 500 g of waste materials

1 000 g of waste materials 150 g of black soil

2 500 g × 150 g
2 500 g of waste materials
1 000 g 2
= 25 g ×15 2 5 g
= 375 g x 1 5
125
Check Waste materials Black soil Water + 25 0
1 . 0 kg 1 1 .0 37 5 g
1 . 0 kg 1 5 0 g 1 .0
+ 0 . 5 kg 1 50 g +0.5
2 . 5 kg + 75 g 2.5
375 g
375 g of black soil and 2.5 of water are needed for 2.5 kg
of waste materials.

€€Create a project which involves mass, volume of liquid, and length. Ask each
162 group to present their project. 5.1.1 (iii)
 LET’S DO IT
Solve these problems.
a A water bottle with the measurement shown is fully filled with
20 cm
1 200 mof drinking water. After drinking, the level
of water dropped to 8 cm. How much water was drunk?
b Our family went to visit Pahang National Park.
The distance from our house to Pahang National Park is 270 km.
My father’s car consumes 9.4of petrol for every 100 km.
Calculate the volume of petrol for a round trip.
c Puan Selvi wants to make jelly. Based on the recipe, 2of water
is used to dissolve 250 g of sugar and 20 g of jelly powder.
Calculate the mass of jelly powder needed by Puan Selvi if she
uses 5of water.

LET’S PRACTISE
Solve these problems.
a 5 kg of rice is fully filled in a container. The level of rice in the container is 20 cm.
After a few days, the level of rice in the container is reduced to 4 cm.
Calculate the mass, in g, of rice left.
b The picture shows two metals, R and Q of the
Metal R same type with different length and mass.
80 cm i Find the mass of metal Q.
Metal Q 10.2 kg ii Calculate the difference in mass of
0.6 m metal R and metal Q.
p kg
c A water tank can store 1 000 of water. The level of water in the tank is 1.5 m when full.
Calculate the level of water, in cm, when the remaining volume of water is 350.
d ANCHOVIES FRITTER RECIPE i Based on the given recipe, how
much volume of water and mass of
250 g of wheat flour
anchovies are needed if 800 g
3 g of fine salt
of wheat flour is used?
180 mof water
ii Find out the mass of wheat flour and
50 g of anchovies (cleaned)
the volume of water needed for 100 g
Cooking oil for frying
of anchovies.

€€Carry out activity to solve problems such as Gallery Walk.

5.1.1 (i), (ii), (iii) €€Guide pupils to solve problems step by step using Polya method. 163
163
LET'S EXPLORE TEST AND REVIEW

Tools/Materials Wooden sticks (20 cm), rubber bands (10 rings), transparent plastics, rulers,
hooks, 3 containers filled with pebbles or sand (300 g, 500 g, and 1 000 g),
10 marbles, measuring cylinders, weighing scales, water bottles,
1of water, and tables. TABLE
OF TASK
Participants 4 pupils in a group.

Task
SCAN ME
STATION 1 MASS AND VOLUME OF LIQUID
STATION 1
1 Fill the measuring cylinder with 200 m
Marble Volume of
of water. mass water (m)
2 Weigh the mass of a marble and record it. (g)
3 Put in the marbles one at a time carefully into 0 200
the measuring cylinder.
4 Record the total mass of marbles and the
volume of water after putting each marble.
5 Make conclusion about the mass of marbles
and the volume of water.
STATION 2 VOLUME OF LIQUID AND LENGTH
1 Measure 300 m of water and fill it in a bottle. STATION 2
2 Measure the level of water in the bottle and Volume Level of
record it. of water water (cm)
3 Pour in another 100 m of water, measure (m)
the level of water and record it. 300
4 Repeat step 3 for 2 times. 400
5 Make conclusion about the volume of water 500
and the level of water. 600
STATION 3 MASS AND LENGTH
1 Tie rubber bands together in fives. STATION 3
2 Insert the rubber bands through the wooden Weight Length of
stick and hold. Measure the length of (g) stretched
rubber bands. rubber bands
3 Place a hook on the rubber bands and hang (cm)
300 g of pebbles or sand as shown in the picture. 300
4 Measure the length of stretched rubber bands. 500
5 Repeat steps 3 and 4 for the following weight 1 000
of pebbles or sand:
a 500 g b 1 000 g
6 Make a conclusion about the mass of weight
and the length of stretched rubber bands.
€€Prepare all the materials and apparatus needed for this activity in all
164 5.1.1 (i), (ii), (iii)
three stations. Scan the QR code to get the tables.
€€Guide pupils to make correct conclusion for each task.
 6 SPACE

LET’S FORM ANGLES

An angle is
Teacher, how do we formed when
form an angle? two lines meet.

Measure the value of an angle

from a straight line using a
protractor and mark the value.
Then, draw a line to form the angle.

50° ANGLE
1 Draw a straight line.
Mark two points as A and B.

2 Place the protractor’s baseline exactly on AB.

Ensure that the centre of the protractor is
exactly on point A.
Read the inner scale from 0° to 50°.
Mark and label it as C.

3 Remove the protractor.

Join points A and C.
Label the angle as 50° between
straight lines AC and AB.

€€Ask pupils to form other acute angles such as 20°, 45°, and 78°.
6.1.2
€€Select a few pupils to present their works respectively. 165
 90° ANGLE
1 Draw a straight line 2 F Place the baseline
of 6 cm long. and the centre
Mark two points. of the protractor
exactly on point
Label it as D and E.
E. Read the outer
D E scale from 0° to
D E 90°. Mark and
label it as F.

You are given a ruler and F

a pencil. Explain how you
can form a 90° angle. 3 Remove the protractor.
Draw a straight line from E
to F. Label the angle as 90° 90°
between straight lines EF
and ED. D E

108° ANGLE
1 Draw a straight line PQ.
R
P Q

2 Place the baseline and the

centre of the protractor
exactly on point Q. Read
the outer scale from 0° to
108°. Mark and label as R. P Q
R What is the type
of angle for 50°,
3 Remove the protractor. 90°, and 108°?
Draw a straight line from
Q to R. Label the angle as
108° between straight lines
108°
QR and QP.
P Q

€€Ask the pupils to do the activity in pairs to form other obtuse angles such as
166 6.1.2
100° and 165° angles and get them to check their work among themselves.
 TRY IT OUT
Tools/Materials
Alat/Bahan Geogebra software

Participants In pairs

Steps
Form angle ABC
1 Launch Geogebra software.
Click Geometry.
2 Click Point on Object.
3 Plot three points.
4 Click Segment. Click point A and join
with point B. Click point B and join
with point C.
5 Click Angle. Next, click points C, B,
and A. The value of angle ABC will
appear on the diagram.
6 Click Move. Click and hold, move point
A or B or C. See the changes in the
value of angle ABC.

FORM ANGLE
TUTORIAL

SCAN ME

LET’S DO IT
Using a ruler and a protractor, form the angles below.
a 10° b 25° c 40° d 68° e 87°
f 95° g 130° h 115° i 142° j 174°

€€Guide pupils to carry out the Try It Out activity in groups so that they can explore
6.1.2 various angle values up to 180°. 167
€€Scan the QR code to watch how to form angle ABC.
 DRAW AND MEASURE INTERIOR ANGLES
OF REGULAR POLYGONS
11 AUGU
ST 2022
This shape is drawn
on a dotted grid We measure the sides, teacher.
paper. What is the All sides must have equal length.
method to prove
that this is an We can measure the
equilateral triangle? angles too. Every angle
must be 60°.

Excellent answers!
We will learn to draw
regular polygons and
measure the interior
angles.

Think of other suitable

materials that can be used to Square grid paper
draw regular polygons and
measure each of the angles.
Dotted grid paper
Equilateral triangle grid paper

cm
inches

Protractor
Ruler

€€Discuss various materials and suitable methods to draw shapes of regular

168 polygons including the ones that have been learned such as tracing the 6.1.1
surfaces of 3D objects.
 EQUILATERAL
TRIANGLE
GRID PAPER
EQUILATERAL TRIANGLE Let’s use this equilateral
triangle grid paper to draw
an equilateral triangle.
SCAN ME

Method 1
1
C
2

s
nit
A 4 units B

4u
• Mark point A.
• Count 4 units on the triangle
A 4 units B
grid to the right and mark as
point B. • Count 4 units on the triangle
• Join points A and B. grid from point A upwards.
• Label it as 4 units. • Mark as point C. Join point A
3 C with point C.
• Label it as 4 units.
s

4u
nit

4
nit
4u

A 4 units B 60°
nits

4u
4u

• Join point B with point C.

nits

• Label it as 4 units.
60° 60°
A 4 units B
• Place the centre of the protractor on point A.
• Ensure that the baseline of the protractor
overlaps line AB.
• Read the value of the angle on line AC and
label it.
• Repeat to measure angles B and C.

€€Scan the QR code to print the materials. Ask pupils to draw equilateral triangles
6.1.1 with length of sides of 4 units, 5 units, and 7 units in their mathematics exercise 169
books and measure the angles.
€€Remind pupils to measure the angles correctly as learned in Year 5.
 Method 2

1 A
Draw a straight
I can draw an line of 4 cm long. cm
equilateral triangle Mark as point A. inches
using a blank paper
and a ruler.

2 Mark the centre of the line at 2 cm.

Draw a perpendicular line.

cm

inches
cm
inches
A

Measure 4 cm from inc B

he

cm
s

point A until it touches

the perpendicular line
and mark it as point B. A

4
B
Label C and join
points B and C.
Measure angles A, A
B, and C. C

€€Remind pupils about perpendicular lines.

170 6.1.1
 SQUARE

Let’s draw a square. It must

have four points of equal
distance.

1
D C

Mark points A, B, C,
and D at a distance of
5 units between one
another.
A B

2
D C

Join all the points.

Make sure that all sides
are of equal length.

A B

Explain other
methods to draw
3 squares as well
D C as to measure the
Measure the angles.
interior angles of
each angle. Label
90° the angles.

A B

€€Ask pupils to draw squares. Encourage pupils to draw in various ways

6.1.1 such as using a blank paper and a ruler. 171
 REGULAR PENTAGON
Let’s draw a regular pentagon. Each angle of the pentagon is 108°.

1 A 5 cm B
cm Draw a straight line of 5 cm
long. Label it as A and B at
inches
each end of the line.

2 Measure angle A, 108°.

Draw a long straight line.

inch

cm
es

A 5 cm B

A 5 cm B
3 Measure angle B, 108°.
Draw a long straight line.

es
cm
inch

A 5 cm B
A 5 cm B

4
E C
Measure 5 cm from B along the
inch

cm

5 cm straight line drawn and label it as C.

s e

Measure 5 cm from A along the

straight line drawn and label it as E.
A 5 cm B

172 6.1.1
 s
he
5 inc
cm

E C
E C
5 cm
5 cm
A 5 cm B
A 5 cm B
Measure angle C, 108°. Draw a long straight line.

6
D

E C E C
cm
s
he
inc
5 cm 5 cm

A 5 cm B A 5 cm B
Measure angle E, 108°. Draw a long straight line. Label it as D at the intersection
of line EC.
7 D
108°

E 108° 108° C

5 cm

108° 108°
A 5 cm B
Erase extended lines at points C, D, and E.
Label the angles and the length of the sides.

€€ Surf the Internet to get the shapes of regular pentagon and five-pointed star. Print
6.1.1 the shapes and give them to pupils. Ask pupils to draw regular pentagon using the 173
given shapes and measure the angles.
 T 4 units S
REGULAR HEXAGON
Method 1
Let’s draw a regular hexagon. 4 units 4 units
Remember, the six sides must be
of equal length!

U R
1 Count 4 units for the six
sides. Mark six points and
label them as P, Q, R, S, T,
and U. Join all the points.
4 units 4 units

P 4 units Q

2
T S
120°

Measure and label

U R every interior angle.

P Q

Method 2 Can a regular hexagon be

2 drawn on a square grid
Draw six equilateral paper? Discuss.
triangles that can 1 3
be joined to form a
hexagon.
6 4
5

€€Explore other methods to draw hexagon other than using the equilateral triangle
174 6.1.1
grid paper.
€€Discuss shapes of hexagon that can be found in daily life situations such as
honeycomb.
 REGULAR HEPTAGON
Method 1 1

I use a heptagon
shape from 2
MS Word software
and print it out.

Click Shapes and select

Heptagon from Basic Shapes.

Click Shift on the keyboard

3 and drag the mouse
to enlarge the size of a
regular heptagon.
Print out the shape.

Measure and label the

128.5° interior angles of the
regular heptagon.
Join the seven vertices
Method 2 of the star to draw
a regular heptagon
1 2 and measure every
interior angle.

128.5°
Get a picture of a
seven-pointed star.

€€Train pupils to draw a heptagon with suitable methods to obtain a regular

6.1.1 heptagon shape that has an angle of 128.5°. 175
 REGULAR OCTAGON

1 Draw a straight line of 4 cm long and

label it as A and B at each end of the
straight line.
Measure angle 135° at A and B.
Mark and draw a straight line
passing through the point.

2 Measure 4 cm from A and mark it as H.

Measure 4 cm from B and mark it as C.

3 Measure and mark 4 cm from C and H.

Label it as D and G.

4 Measure angle 135° at D and G.

Mark and draw a straight line passing
through the point.

€€Guide pupils to draw and measure lines correctly to form a correct

176 6.1.1
regular octagon.
 5 Measure and mark 4 cm from D and G. Label it as E and F.

6 Join E and F. Erase extended lines at points C, H, E, and F.

Label every angle of the regular octagon.

Charles and Raymond drew a regular polygon each. The

number of sides of the regular polygon drawn by Charles is
THINK 2 times the number of sides of the regular polygon drawn by
SMART Raymond. What are the shapes of regular polygon that
might be drawn by Raymond and Charles?

LET’S DO IT
Draw and measure the interior angles of the following regular polygons using
grid papers, ruler, protractor, and other suitable materials.
a Equilateral triangle b Square
c Regular hexagon d Regular pentagon
e Regular heptagon f Regular octagon

€€Ask pupils to draw regular polygons up to eight sides based on their creativity.
6.1.1 Get them to measure and label the interior angles. 177
 RECOGNISE CIRCLES
CENTRE OF A CIRCLE, DIAMETER, AND RADIUS

a Wow, these logos are beautiful,

teacher. Which logo will you Yes, Ikram. All of
choose for our robotics team? these logos were
designed from circles.

Tomorrow, you will learn all

about circles.

Teacher, what does a

b
circle have?
This red dot is the centre of the circle.
It is usually represented by the letter O.
The curved line that forms this circle is
called the circumference of a circle.

O
centre of
the circle
circumference
of the circle

€€Use various sizes of circle to stimulate pupils’ understanding about the centre
178 of circle and the circumference. 6.2.1
 c Ikram, based on the notes, which one is the
diameter? Which one is the radius?

Monday 29 August 2022

The centre of a circle is
the point located in the
middle of the circle.
The radius is a straight
line that connects the
centre of the circle with
the circumference.
The diameter is a straight line that
circumference connects two points on the circumference
of the circle and passes through the centre of the circle.
O
The circumference of a
circle is the closed curve
centre of that forms the boundary
of the circle.
the circle

The red line is the diameter.

The yellow line is the radius.

d circumference of
The length of the radius the circle
from the centre of the circle
is always equal.
centre of Can you relate radius
diam the circle with diameter? Explain.
eter
O

s
adiu
r

€€Inform pupils that the length of all radii in a circle is equal.

6.2.1 €€Guide pupils to relate radius with diameter. 179
 MODIFIED
RULER

LET’S DRAW CIRCLES Scan the QR code. Print the ruler and
Method 1 laminate it. Then, make a hole at every
1 cm and at every 0.5 cm. SCAN ME

Let’s draw a circle of

4 cm radius using the
modified ruler.

Remember! Do not
move the pencil
point at 0 cm.

1 Use two pencils. Place one

pencil point at the 0 cm hole
(centre of the circle) and
another one at the 4 cm hole
(4 cm radius). 2 Move the pencil at the 4 cm hole to
complete one round clockwise or
anticlockwise.

3 Mark the centre of the circle and

label it. Draw a radius and label it.

€€Prepare the modified ruler for each pupil.

180 6.2.2
€€Train pupils to draw circles with various radius measurements neatly.
 Method 2
There are many
surfaces of round-shaped
objects that can be traced
to draw circles.

1 Draw a circle using the

2 Cut out the circle.
circumference of a medicine cup.

3 Fold the circle into four parts 4 Unfold it. Observe the folded
of equal size. intersection in the middle.

5 Mark the centre of the circle.

Then, label the centre of diameter
the circle and the diameter.
O

€€Ask pupils to bring any round-shaped containers for the circle drawing activity.
6.2.2 €€Carry out the activity in small groups. 181
 Draw another circle with a radius of one-third
THINK 12 cm
of the radius shown in the circle on the left.
SMART Label all the characteristics of the circle.

LET’S DO IT
1 Fill in the boxes based on the labels on the circle.
T

P
O
O PQ
Q OT

2 Complete the sentences below.

a The of a circle is the point located in the of the circle.
b The circumference of a is the that forms the boundary
of a .
c The is a straight line that connects the of a circle with
the circumference.
d The diameter is a that connects on the circumference
that passes through the centre of the circle.
3 Draw the circles based on the given information.
a b c
My radius is My radius is My radius is
3 cm. 5 cm. 8 cm.
4 Draw a circle based on the information below and label it.
O is the centre of the circle.
O H is the radius of the circle. The length of O H is 3.5 cm.
PT is the diameter of the circle. The length of PT is 7 cm.

€€Guide and check pupils' work to ensure that they answer correctly.
182 6.2.1, 6.2.2
 SOLVE THE PROBLEMS
1 Father plans to build a table in the garden.
The surface of the table is a regular
hexagon and will be placed in
an area measuring 2 m long and 2 m wide.
What is the plan for a suitable size of
the table?

Solution

Understand the problem Plan the strategy

• The surface of the table is a • Draw a regular hexagon that
regular hexagon. does not exceed the length
• The area is measured as 2 m × 2 m. and width of 2 m.
• What is the plan for a suitable size • Must have space for chairs
of the table? around the table.

Solve Check
2m
Regular hexagon table surface:
• it has six sides and vertices 
chair
• all sides are of equal length 
• size does not exceed 2 m × 2 m 

table surface
• consider space for the chairs 
2m

Discuss other surface shapes

of regular polygons, which are
suitable to make a table.

€€In groups, ask pupils to draw plans for other regular polygons such as
6.3.1 pentagon, heptagon, and octagon. 183
€€Ask each group to present their work.
 2 Zahid’s sister wants to bake a cake. She needs a
sheet of paper to be used as cake mould parchment
as shown in the picture. What is the method to make 10 cm
the parchment?

Solution

Given • Circle-shaped cake mould.

• The cake mould radius is 10 cm.
Asked for The method to make a circle-shaped parchment.

Solve

Simulate forming a
circle. The radius of
the circle is 10 cm.

2
• Using a modified ruler, place a
1 Fold paper into four parts. pencil at 0 cm. Place another pencil
at 10 cm.
• Move the pencil at 10 cm to form a
curved line.

4
Open the folds
to see the
result of the
parchment.
3 Cut the paper using scissors
along the curved line.

€€Vary length of radius and ask each pupil to simulate forming a circle
184 6.3.1
like the method above.
 LET’S DO IT
1 Chee Cheong wants to make a circle from a piece of
plank measuring 25 cm long and 25 cm wide. The
radius of the circle is 8 cm. Help Chee Cheong to 25 cm
draw the circle. 25 cm
2 A group of pupils were asked to design an area for
resting. The area is of a regular octagon with the length of 5 m on each side.
Draw the plan of the area.
3 Anding wants to make a photo frame of six equal sides. The perimeter of the
photo frame is 120 cm. What is the length of each side of the photo frame?
4 Mr Awang wants to make a circle in the middle of a field. The radius of the
circle is 0.3 m. Explain how Mr Awang will draw the circle.

LET’S PRACTISE
1 Based on the information below, draw and label the interior angles for each
regular polygon.
a It has three sides of equal length. The length of each side is 5 cm.
b Each interior angle of a polygon is 135°. The length of each side is 3 cm.
c Each of the five sides measures 6.5 cm. All the interior angles are 108°.
2 Draw a regular polygon of four sides. Each side measures 5.3 cm. Label its
interior angles.
3 Using writing utensils and a protractor, draw the following angles.
a 40° b 65° c 89° d 125° e 160° f 173°
4 A circle consists of , , , and .
5 Draw circles based on the information given.
a radius of 4 cm b radius of 4.7 cm c radius of 5.2 cm

6.1.1, 6.1.2, 6.2.1,

6.2.2, 6.3.1 185
 6 Solve the following problems.
a Mr Gopal is arranging bricks at his garden as a border for his regular
pentagon-shaped mini flower garden. The length of one side of the
regular pentagon’s border is 5 m. Sketch the shape.
b Halina’s father plans to build a circle-shaped swimming pool.
The radius of the swimming pool is 3 m.
i Draw the plan of the swimming pool.
ii Give a suggestion about the measurement of the pool area.
c Mei Hwa’s mother wants to buy cake boards. She received many online orders
of cakes with the size of 25 cm × 25 cm. What is the suitable measurement of the
cake board she should buy? Why?

LET'S EXPLORE
Tools/Materials A4 papers, grid papers, coloured
papers, glue, water paint, crayons,
coloured pencils, scissors, pencils,
rulers, and protractors.
Participants 4 pupils in a group.

Task

1 Design a geometrical pattern from any regular

polygons up to eight sides and a circle.
2 Use the Cut-and-Paste technique or the
colouring technique.
3 Present the work.
4 Each group chooses and proposes three
types of geometrical patterns that are most
interesting.
5 Three selected patterns will be announced
as winners.

186 6.1.1, 6.2.2, 6.3.1

 COORDINATES, RATIO,
7 AND PROPORTION

DISTANCE BETWEEN TWO COORDINATES

1 The Cartesian plane shows the location of Farid’s home and nearby places.
N y 1 cm
The distance for
each grid on the 6 RESTORAN

1 cm
Cartesian plane is
1 cm. 1 cm scale 5 RESTORAN

represents 1 km of Fish pond

the actual scale. 4 RESTORAN

RESTORAN

Tourist spot

3 RESTORAN
RESTORAN

Restaurant
RESTORAN

Hotel
2
Fishing village

1 Scale
1 cm represents 1 km
Farid’s house Mosque
x
O 1 2 3 4 5 6
a What is the horizontal distance of the mosque from Farid’s house in km?

5 km
Mosque
Farid’s 5 cm represents 5 km
house of the actual distance.
0 1 2 3 4 5 cm

The horizontal distance of the mosque from Farid’s house is 5 km .

b The actual vertical distance of the hotel from Farid’s house is 2 km .
c The horizontal distance of the fishing village from Farid’s house, in km, €
is 5 km . Meanwhile, the vertical distance is 2 km .
d The actual distance of the tourist spot from Farid’s house is horizontally
and vertically.
State, in km, the horizontal distance and vertical distance €
of the restaurant from the fishing village.

€€Recall the horizontal distance and vertical distance of a point from the origin €
7.1.1
on the first quadrant of the Cartesian plane. 187
€€Discuss the horizontal distance and vertical distance of other locations on the
Cartesian plane based on scale given.
 2 The Cartesian plane shows the location of € 1 unit on the Cartesian plane
HOSPITAL
residential A, B, C, D, hospital, and petrol station. represents 100 000 units of the
y
HOSPITAL
N
actual distance. Thus, 1 cm on
1 cm the Cartesian plane represents
6 HOSPITAL
100 000 cm or 1 000 m or €

1 cm
Residential B
Residential D 1 km of the actual distance.
5 Residential A
HOSPITAL

4
HOSPITAL

3 4 cm 100 cm = 1 m
HOSPITAL 100 000 cm = 1 000 m
2 Petrol station = 1 km

1
Residential C 5 cm Hospital
Scale€
x 1 : 100 000
O 1 2 3 4 5 6 7
What is the actual horizontal distance and vertical distance, €
of Residential A from Residential C?
Distance from origin
Residential
Horizontal distance Vertical distance
C 100 000 cm = 1 km 100 000 cm = 1 km
A 600 000 cm = 6 km 500 000 cm = 5 km

6 km 5 km
– 1 km – 1 km
the difference of the difference of €
horizontal distance 5 km 4 km
vertical distance

The actual distance of Residential A from Residential C is 5 km horizontally €

and 4 km vertically .
Find the horizontal distance and vertical distance,
in km, of the hospital from Residential D.

By using the scale of 1 : 100 000, find the horizontal

distance of P from Q on the Cartesian plane if the
THINK actual horizontal distance of P from Q is 7 000 m.
SMART
€€ Explain that 100 000 cm is equal to 1 km.
188 7.1.1
€€ Explain that the scale on the Cartesian plane is used to represent the actual distance.
€€ Discuss the horizontal distance and vertical distance of two different locations on the
Cartesian plane.
 3 The Cartesian plane shows the location of Khairil’s house, bus station, €
taxi station, MRT station, and airport.

N y
5
Taxi station
4
Khairil’s Airport
house
3

2
Bus station

1 Scale
MRT station 0 1 2 3 4 5 km
x
O 1 2 3 4 5
Refer to the scale, €
4 units equals 4 km.
a What is the horizontal distance, in km, from Khairil’s
house to the airport?

Coordinate of Khairil’s house Coordinate of the airport

(1, 4) (5, 4)

Horizontal distance = 5 units – 1 unit

= 4 units

The horizontal distance from Khairil’s house to the airport is 4 km .

b What is the horizontal distance and vertical distance, in km, from
Khairil’s house to the bus station?
Coordinate of Khairil’s house (1, 4) Coordinate of the bus station (4, 2)

Horizontal distance Vertical distance State the horizontal distance

= 4 units – 1 unit = 4 units – 2 units and vertical distance, in km,
= 3 units = 2 units from the taxi station to the
MRT station.
The distance from Khairil’s house to the bus station €
is 3 km horizontally and 2 km vertically .

€€Carry out a suitable activity to determine the horizontal distance and vertical
7.1.1 distance according to scale given. For instance, pupils’ seating arrangement € 189
in class.
 LET’S DO IT
1 The Cartesian plane shows the location of Feng and his three friends’ houses.
N y a State, in km, the horizontal distance
1 cm
5 of Salim’s house from Feng’s house.

1 cm
Shalini’s house
b State, in km, the vertical distance of
4 Shalini’s house from Feng’s house.
c State the actual horizontal distance
3 and vertical distance of Jack’s house
Jack’s house from Feng’s house.
2
Salim’s house
1
Feng’s house Scale
x 1 cm represents 1 km
O 1 2 3 4 5

2 The Cartesian plane shows the y

N
location of four islands. 1 cm
5

1 cm
a Find the actual horizontal distance
and vertical distance of: 4
i Riang Island from Rajin Island. Seronok Island Rajin Island
ii Seronok Island from Baik Island. 3
b State the island which is located €
at a distance of 3 km horizontally 2
Riang Island
and 2 km vertically from Baik Island.
1
Scale Baik Island
1 : 100 000 x
O 1 2 3 4 5
N
y
3 5 The Cartesian plane shows the rest area T
Rest area T
4 and town H along a highway.
3 State the horizontal distance and vertical
distance of rest area T from town H in km.
2
Town H
1 Scale
0 1 2 3 4 5 km
x
O 1 2 3 4 5

€€Prepare a Cartesian plane for a student-centred activity for pupils to mark the
190 7.1.1
nearby areas to their respective houses and find the actual horizontal distance
and vertical distance based on the chosen scale.
 RATIO BETWEEN TWO QUANTITIES
1 The picture shows pupils’ activities in the science laboratory.
Rina and I will
prepare the
experiment report.

TIPS Ratio is the comparison of

size or value of an object to
Alright. We will
carry out the the size or value of another
experiment. object in the simplest form.

What is the ratio of the number of boys to the number of girls?

Step 1

boys girls

The ratio of the number of boys to the number of girls is 2 : 2.

Step 2 2 pupils represent €
1 group. There is €
boys girls 1 boys’ group and €
1 girls’ group.

1 group 1 group

2 : 2 written in the simplest form is 1 : 1.

The ratio of the number of boys to the number of
girls is 1 : 1 . State the ratio of 5 : 5 €
in the simplest form.

€€Enhance pupils’ understanding on the concept of ratio between two quantities

7.2.1 191
by forming groups to simplify the ratio between two quantities.
€€Emphasise how to say the correct ratio. For example, the ratio of €
one to one.
 2

State the ratio of the number of mangoes to the number of mangosteens.

Method 1
Step 1 Step 2 Group in twos
There are 3 groups of mangoes.
There are 2 groups of mangosteens.

The ratio of the number of The ratio of the number of

mangoes to the number of mangoes to the number of
mangosteens is 6 : 4. mangosteens is 3 : 2.

6 and 4 can be Method 2

divided by 2 without
any remainder. 6:4
÷2 ÷2
3:2
6 : 4 written in the simplest form is 3 : 2.
The ratio of the number of mangoes to the number of mangosteens is 3 : 2 .

3 THURSDAY 15 SEPTEMBER 2022

State the ratio of 3 to 9 in the simplest form.
Adam Safiya
:
3 9 Whose answer is
3:9 correct? Discuss.
1:4 1:3

The ratio The ratio

of 1 to 4. of 1 to 3.

€€Explain that simplifying ratio is the same as simplifying fraction.

192 €€Emphasise that the value of ratio does not change even though it is simplified. 7.2.1