Mathematics Year 5 Part 2

3 a RM43 728.50 ÷ 10 = RM4 372.
85
b RM926 010 ÷ 100 = RM9 260.10
c ÷ 1 000 = RM734.95
= RM734.950 × 1 000
= RM734 950
RM734 950 ÷ 1 000 = RM734.95
M ND L TERACY
1 Divide.
a RM360 420 ÷ 6 = b RM219 346 ÷ 8 =
c RM175 350.50 ÷ 10 = d RM941 065 ÷ 100 =
e RM552 110 ÷ 1 000 = f RM408 102.80 ÷ 23 =
g RM745 680 ÷ 39 = h RM647 700 ÷ 1 000 =
i ÷ 100 = RM7 191.45 j ÷ 54 = RM13 019
2 Calculate the price per unit of each item bought by a dealer in the
table below.
Item Quantity Price per unit Total price
Leather bag 9 RM44 999.10
Gold chain 40 RM411 552
Leather jacket 100 RM245 300
3 Given.
RM457 059 ÷ 15 = RM30 470.60
Calculate the answer for RM457 059 divided by 30.
Emphasise that the decimal point must be put in the same column during
10.5 (i) the division process.
Explain the pattern of dividing the value of money involving ringgit and sen
128 with 10, 100 and 1 000.
unit 10 money.indd 128 17/11/16 12:19 PTG

Multiplication and division of money
1 Encik Daud’s annual income is RM64 560. His income is the same for
every month. How much is his income for 4 months?
RM64 560 ÷ 12 × 4 =
RM 5 380
12 ) RM64 560
1 year = 12 months
– 60 1 3
45 RM 5 380
–36 × 4
96 RM21 520
– 96
00
– 0
0
RM64 560 ÷ 12 × 4 = RM21 520

Encik Daud’s income in 4 months is RM21 520.
Calculate Encik Daud’s income for 5 months.
2 RM100 000 ÷ 1 000 × 20 =

RM100 000 × 20 = RM2 000
1 000
RM100 000 ÷ 1 000 × 20 = RM2 000
Can we multiply 1 000 with 20 first? Explain.
Find information from the newspapers involving money and make

10.6 (i) questions involving multiplication and division operations to strengthen
the pupils’ understanding.
129

3 99 x RM1 520.85 ÷ 33 = Observe the numbers
in the question before
Step 1 Step 2 determining the
methods. Cancellation
3 1 2 1 method is easier than
99 × RM1 520.85 = RM1 520.85 the sequence
33 × 3 calculation method.
1
RM4 562.55
99 × RM1 520.85 ÷ 33 = RM4 562.55
M ND L TERACY
1 Calculate.
a 3 × RM10 428 ÷ 4 = b RM65 192 ÷ 8 × 9 =
c 18 × RM51 648 ÷ 9 = d RM930 718 ÷ 25 × 10 =
e RM704 900 ÷ 1 000 × 78 = f 51 × RM14 213.50 ÷ 17 =
2 The price of 6 similar laptops E C IAL N

SP OTIO
OM
is RM14 208.
PR
Which of the following number sentence below shows the calculation
of the price of 5 similar laptops?
6 × RM14 208 ÷ 5 = RM14 208 ÷ 6 × 5 =
3 Use the cancellation method to solve the following questions:

a 64 × RM9 657 ÷ 8 = b 48 × RM16 705.40 ÷ 12 =
Introduce various method of calculation such as lattice method, decomposition

10.6 (i) of numbers, repeated addition or subtract successively.
130

MATHS EXPED T ON
The nestling is lost. Help the nestling to find its nest through the path that
has the same answers.
RM70 190 + RM34 810 RM48 120 + RM56 880 RM8 120 + RM2 380
= = =
RM20 100 + RM85 100 RM200 000 – RM95 000

÷ 40 = RM2 625
= =
= RM2 100 RM15 000 × 7 = ÷ 100 = RM1 050

50
= RM105 RM25 000 × 6 = ÷ 10 = RM1 050

1 000
131

Solve the problems
1 The profits of Syarikat Teras in January and February each month were
RM10 000 and RM20 000. The profit in March was the same as the total
profit in January and February. The profit in April was the same as the
total profit in February and March. Calculate the profit in April.
Solution
Given January : RM10 000, February: RM20 000
March: Total profit in January and February
April: Total profit in February and March

Asked for The profit in April

Operation Addition
Solve
Draw a table and
observe the pattern.
Month Profit Value of
sequence profit
January RM10 000
February Jan + Feb RM20 000 RM20 000
March Feb + Mac RM30 000 + RM30 000
April RM50 000
Check
February: RM50 000 – RM30 000 = RM20 000
January : RM20 000 – RM10 000 = RM10 000
The profit in April is RM50 000.
What is the profit of Syarikat Teras in

July and August if the profit pattern is
the same? Discuss.
Show various questions so the pupils can reason out mentally.

10.7 (i)
132

2 Encik Farhan and Encik Navin each submitted a cheque worth RM320 456
and RM210 725 for Amanah Saham Nasional (ASN) investment. Cik Ai Wen
also invested in ASN using a bank draft worth RM95 814 less than Encik
Farhan. Calculate the total investment of Cik Ai Wen and Encik Navin.
Solution
Given Name Investment amount
Farhan RM320 456
Navin RM2 10 725
Ai Wen RM320 456 – RM95 814
Asked for
Total investment amount of Cik Ai Wen and Encik Navin.
Operation
Subtract and add
Solve
RM320 456 – RM95 814 + RM210 725 =
11 9
2 1 10 14 1
RM3 2 0 4 5 6 RM2 2 4 6 4 2
– RM 9 5 8 1 4 + RM2 1 0 7 2 5
RM2 2 4 6 4 2 RM4 3 5 3 6 7
Check
RM21 0 725 RM210 000
RM320 456 RM320 000
RM 95 814 RM100 000
RM210 000 + RM320 000 – RM100 000 = RM430 000
RM435 367 is nearer to RM430 000.
So, the answer is reasonable.
RM320 456 – RM95 814 + RM210 725 = RM435 367
The total investment amount of Cik Ai Wen and Encik Navin
was RM435 367.
Joseph also invested some money. The total amount of
investment of the four friends was one million ringgit. Show
the method to find the amount invested by Joseph.
Emphasise to the pupils to identify the keywords in the question like less
10.7 (i) or more than and so on. Discuss the different instruments of payment.
133

3 Dayang’s savings is 2 times Su Lin’s savings. Kavita’s savings is 3 times
Su Lin’s savings. Their total savings is RM438 840. How much is Dayang’s
savings?
Solution
Given
Dayang’s money: 2 times Su Lin’s money
Kavita’s money: 3 times Su Lin’s money
Their total money: RM438 840
Asked for
Dayang’s money

Operation Divide and multiply
Solve Su Lin 1 unit
Total
Draw a diagram. Dayang 1 unit 1 unit
RM438 840
Kavita 1 unit 1 unit 1 unit
6 units RM438 840

1 unit RM438 840 ÷ 6 =
2 units RM438 840 ÷ 6 × 2 =
1 4 6 2 8 0
RM4 3 8 8 4 0 × 21 = RM146 280
6
3
1
Check
1 2
73 140 RM 73 140
RM146 280 = RM73 140
× 6
2
1 RM438 840
RM438 840 ÷ 6 × 2 = RM146 280

Dayang’s savings is RM146 280.
Calculate Kavita’s savings. Discuss.
Discuss HOTS and TIMSS questions so that the pupils can solve problems
10.7 (i) by showing more systematic calculation steps.
134

4 Cikgu Intan had RM30 000. She transferred 3 of the money to her
1 5
parents using a debit card. of the remaining money was donated
4
to Badan Kebajikan Guru (BKG). State the balance that Cikgu Intan
had.

Solution Draw a diagram
Original amount of Cikgu Intan RM30 000
Parents BKG Balance

3 × RM30 000 = 1 × Left = ?
5 4
RM30 000 ÷ 5 = RM6 000
RM6 000 RM6 000 RM6 000 RM6 000 RM6 000
Parents: RM18 000 Remaining money: RM12 000
RM12 000 ÷ 4 = RM3 000 RM3 000 RM3 000 RM3 000 RM3 000
BKG Cikgu Intan’s

balance RM9 000
Check
6 000
Cikgu Intan’s parents got: 3 × RM30 000 = RM18 000
5
1
Cikgu Intan’s remaining money: RM30 000 – RM18 000 = RM12 000
3 000
Donation to BKG: 1 × RM12 000 = RM3 000
4
1
Cikgu Intan’s balance: RM12 000 – RM3 000 = RM9 000
Cikgu Intan’s balance was RM9 000.
Vary problem solving questions involving fractions to strengthen the

10.7 (i) pupils’ understanding.
135

M ND L TERACY
Solve the following problems.

a
Name Annual income The table on the left shows the total

Azura RM 79 024.20 income of two engineers. Calculate

Ai Fang Ai Fang’s income.
Total RM120 000
b The Cycling Association bought 15 bicycles for its members

as shown on the right. The association paid the bicycles
by instalments for 2 years by transferring the money
online. How much was the monthly instalment? RM12 080
c Ammar started his business with a capital of RM348 750. The money
invested by his brother for the business was 3 of the money invested
5
by Ammar. Calculate his brother’s investment.
d Encik Rhuben’s savings is RM10 400. He makes a telegraph transfer of

2
of his savings to pay his son’s fees who is studying overseas. Calculate
5
his son’s fees.
e Kitchen
Type A Type B cabinet Sofa set
RM760 338 ? RM15 999

Puan Nadia bought a Type A house, a sofa set and a kitchen cabinet.
Mrs Ong bought a Type B house. Puan Nadia paid RM147 677 more
than Mrs Ong. How much was Mrs Ong’s house?
136

Recognise interest
Simple interest
BANK SIMPANAN MEGAH
Good morning. I would like

to update my account book.
Father’s savings Date Deposit Withdrawal Balance

has increased
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBa
from BANK
RM10 000 SIMPANAN MEGAH
1 Jan 2014 ***10 000
to RM10 200. 2 Jan 2015 Interest*********200 ***10 200
How does the amount

increase, mother? ow?
Do you kn
rest is an
Simple inte
money
amount of
anyone
received by
money
who saved
ithin a
in a bank w
e.
period of tim
It’s like this, Edin. The bank gives an interest
rate of 2% annually. So, the simple interest
received by your father was RM200.
Apply moral values such as thrifty, savings and so on. Get some brochures
10.8 (i) from different banks and discuss the simple interest offered.
http://www.mybsn.com.my
137

Compound interest
Year Balance at the Interest rate Amount of Balance at the
beginning of the year interest end of the year
1 RM1 0 000 2% RM200.00 RM10 200.00
2 RM10 200 2% RM204.00 RM10 404.00
3 RM10 404.00 2%
Look. If I did not withdraw the
money on that year, I will get a
compound interest of RM204 on
the second year.
Wow! Very profitable.

Father’s money will
increase to RM10 404
if the interest rate
stays at 2%.
Compound interest of the second year.

2% × RM10 200 =
?
Do you know
2% × RM10 200 = 2 × RM10 200 Compound inte
rest is
100 c e iv e d
a n in te re s t re
gs and

=
RM20 400 from the savin
ed each
100 interest collect
year.
= RM204
2% × RM10 200 = RM204
Try calculating the balance

at the end of the third year.
Discuss the advantages of compound interest of different amount of savings and

disadvantages on loans because of the higher interest payment to the bank.
10.8 (i) Compare the simple interest and compound interest and state the differences,
especially on the original amount.
138
http://www.mathsisfun.com/money/interest.html

M ND L TERACY
The table below shows Puan Faridah’s savings in a bank.

Year Balance at the Interest rate Amount of Balance at the
beginning of the year interest end of the year
1 RM6 000 3% RM180.00 RM6 180.00
2 RM6 1 80 3% RM185.40 RM6 365.40
3 RM6 365.40 3% RM190.96 RM6 556.36
a State the simple interest amount on the first year.

b Give the compound interest on the second year and state
Puan Faridah’s savings at the end of the second year.
c Observe the value of the simple interest and compound interest.
What conclusion can you make?
PRO ECT
Pair work
Tools/Materials Manila card, bank brochure, glue, highlighter pen.
Task
1 Get some brochures involving savings interest rate from various banks
and financial institutions. You are encouraged to download some
graphic brochures from the banks’ websites.
2 Cut the brochures in attractive shapes and
paste them on the manila card. Compound Interest 2%
Savings : RM10 000 Simple Interest 5%
First year : Savings : RM8 000
RM10 000 + (0.02 × RM10 000)
3 List out the differences between the simple = RM10 200
First year :
0.05 × RM8 000 = RM4
00
Second year : End of first year :
interest and compound interest. RM10 200 + (0.02 × RM10 200)
= RM10 400
RM8 000 + RM400
= RM8 400
4 Present your work.

5 Exhibit your excellent work at the mathematics corner.
139

Budget planning and financial records
I want to buy a pair of

sports shoes using my So, you need to plan
savings.
RM70.50 RM45.70 RM75.90 yourRM80.90
budget from now.
When do you think you
can buy the shoes?
RM55.90
RM55.90 RM58.90 RM58 RM99.50
Weekly Savings Collection in April 2015

Week Savings Investment Money box
RM
First RM1 5
Second RM1 5
Third RM1 5
Fourth and fifth RM1 5
Total RM60
Source: http://www.duitsaku.com.my
My weekly estimated http://www.bankinginfo.com.my
savings is RM15.
My pair of dream shoes So, you can use your
is about RM60. savings to buy it within
four weeks.
If I want to buy a blouse at the price of RM90, based on the

estimated savings above, how many months is needed to
buy the blouse?
Explain the importance of planning a budget as steps to manage your

10.8 (ii) pocket money systematically in order to achieve your fixed financial aims.
10.9 (i) Discuss the source to get money and apply the related moral values.
140

My budget
No. Date Income Expenditure Balance
1 10/4/2015 Pocket money RM 5.00 Eat at canteen RM3.50 RM 1.50
2 12/4/2015 Wage from RM10.00 Buy reference RM4.90 RM 5.10
washing book
father’s car
3 13/4/2015 Pocket money RM 5.00 Buy stationery RM2.50 RM 2.50
4 14/4/2015 Bonus money RM 8.00 Buy food and RM3.80 RM 4.20
drinks
5 15/4/2015 Pocket money RM 3.00 Hari Pahlawan RM1 .00 RM 2.00
donation
Total RM15.30
I recorded my
income and
?
expenditure to Do you know
th e
buy my pair of B u d g e t is
me
dream shoes. estimated inco
re.
and expenditu
M ND L TERACY
State your short term goals. Prepare the daily financial record and
weekly savings collection to achieve your aim.
RM20
RM50 RM49
Encourage the pupils to be thrifty while spending and apply propensity

10.8 (ii) to save.
10.9 (i)
http://www.3r.com.my/tips-pengurusan-kewangan
141

M ND ASSESSMENT
1 Calculate.
a RM71 548 + RM260 160.50 + RM9 320.80 + RM815.60 =
b RM802 105 – RM39 964.35 – RM147 068.90 =
c 9 × RM84 537 = d RM496 300 ÷ 14 =
e 8 × RM35 104.50 ÷ 30 = f RM231 192 ÷ 36 × 11 =
g ÷ 100 = RM3 171.50 h × RM2 845.65 = RM28 456.50
i RM934 820 ÷ 100 = × 10 j × = RM400 580
2 Solve the following problems.

a Encik Ali’s savings account is RM210 543.90. He withdraws RM7 300
to buy an electronic device. Then, he deposits a check worth RM10 439
into the account. How much is his savings now?
b Super Electronic Shop bought 40 digital cameras at a total of

RM155 520. Canggih Electronic Shop bought 12 similar cameras.
How much did Canggih Electronic Shop pay?
c The incomplete table on the right shows the Name Savings

savings of three friends. Their total savings Sarah
is RM200 000. Anusha has half of Sarah’s Melvin RM113 210
amount. Calculate Anusha’s savings. Anusha
d Encik Wan has RM150 450. 1 of his money is used to buy a car and

1 of the balance is invested5 in trust units. How much money does
6
Encik Wan have left?
142

11 T ME
Years, decades and centuries

1
The Penang bridge Oh! Really. The bridge
is 3 decades old. is 30 years already.
TIPS
1 decade
is
10 years.
3 decades = years
1 decade 2 decades 3 decades
3 decades = 3 × 10 years
Year
= 30 years 0 10 20 30
3 decades = 30 years
2 26 years = decades years

TIPS
26 years = 20 years + 6 years × 10
= (20 ÷ 10) decades + 6 years decade year
= 2 decades 6 years ÷ 10
26 years = 2 decades 6 years
Malaysia has been independent for 58 years. How many

decades and years has Malaysia been independent?
Apply moral values such as love for the country through the examples of
11.1 (i) the country’s history and relate it to conversion of units.
Change the period of independence of Malaysia following the current year.
143
unit 11 time.indd 143 17/11/16 12:20 PTG

3 Sultan Abdul Samad building was built in
1894, that is about 1 century ago. State
1 century in years.
1 century = years TIPS
1 century = 1 x 100 years 1 century
is Source: http://ms.wikipedia.org/
= 100 years 100 years. wiki/Bangunan_Sultan_
1 century = 100 years Abdul_Samad
4 207 years = centuries years

207 years = (200 ÷ 100) centuries + 7 years TIPS
× 100
= 2 centuries + 7 years
century year
= 2 centuries 7 years
÷ 100
207 years = 2 centuries 7 years
M ND L TERACY
Solve these.
a 5 decades = years b 20 years = decades
c 16 years = decade years d 7 decades 2 years = years
e 4 centuries = years f 800 years = centuries
g 685 years = centuries years
h Japan surrendered to Tanah Melayu in 1945, about 70 years ago.

How many decades has the incident happened?
Vary the conversion of units activities for example using flash cards.
11.1 (i)
144

Addition of time
1 Sultan’s name Duration of reign
Sultan Alauddin Riayat Shah 1 decade 1 year
Sultan Mahmud Syah 2 decades 3 years
Source: http://id.wikipedia.org/wiki/kesultanan_melaka#Melaka#pemerintahan
Calculate the total duration of reign for both the Sultans.

1 decade 1 year + 2 decades 3 years = decades years
decades years
1 1
+ 2 3
3 4
1 decade 1 year + 2 decades 3 years = 3 decades 4 years

The total duration of reign for both the Sultans
is 3 decades 4 years.
2 1 decade 3 years + 5 decades 4 years

+ 2 decades 7 years = years
Step 1 Step 2
decades years 9 decades 4 years = (9 × 10) years + 4 years
1 3 = 90 years + 4 years
5 4 = 94 years
+ 2 7
8 14
+ 1 – 10
9 4
1 decade 3 years + 5 decades 4 years

+ 2 decades 7 years = 94 years
Use various strategies to add such as using timeline and emphasise

11.2 (i) a the process of conversion of units.
145

3 6 decades 8 years + 2 decades 9 years + 1 decade 3 years
= decades
decades years 9 decades 20 years = 9 decades + (20 ÷ 10) decades
6 8 = 9 decades + 2 decades
2 9 = 11 decades
+ 1 3
9 20
6 decades 8 years + 2 decades 9 years + 1 decade 3 years
= 11 decades
4 What is the total time of 8 centuries 75 years and 5 centuries 34 years?

8 centuries 75 years + 5 centuries 34 years = centuries years
centuries years
When the sum of years
8 75 is more than 100, convert
+ 5 34 100 years to 1 century.
13 109
+ 1 – 100
14 9
8 centuries 75 years + 5 centuries 34 years = 14 centuries 9 years
5 4 centuries 53 years + 1 century 70 years + 5 centuries 9 years

= centuries years
centuries years
1
4 53
1 70
+ 5 9
10 1 32
+ 1 – 1 00
11 32
4 centuries 53 years + 1 century 70 years + 5 centuries 9 years
= 11 centuries 32 years
Emphasise to the pupils regarding the conversion of units involving century
11.2 (i) and year. Do mental calculation activities to convert year to century and
vice versa.
146

6 4 centuries 38 years + years = 10 centuries
Step 1
10 centuries = (10 × 100) years
= 1 000 years
4 centuries 38 years = (4 × 100) years + 38 years
= 400 years + 38 years
= 438 years
Step 2
4 centuries 38 years + years = 10 centuries
9 9
years = 10 centuries – 4 centuries 38 years

0 10 10 10 = 1 000 years – 438 years
1 0 0 0 years
= 562 years
– 4 3 8 years
5 6 2 years
4 centuries 38 years + 562 years = 10 centuries
M ND L TERACY
1 Calculate.
a 5 decades 3 years + 1 decade 6 years = decades years
b 3 decades + 5 years + 9 decades 8 years = decades years
c 4 decades 7 years + 29 years + 3 decades 5 years = years
d 5 centuries 23 years + 16 centuries 49 years = centuries years
e 9 centuries 71 years + 149 years = centuries years
f 8 centuries 7 years + 17 centuries 16 years + 6 centuries 12 years = years
g 14 decades 9 years + years = 21 decades 6 years
2 Solve these.
a Find the total of 26 centuries 9 years and 148 years.
Give the answer in centuries and years.
b Puan Umi is 92 years old whereas her child is 59 years old.
Calculate the sum of their ages in decades and years.
Vary the questions involving addition of different units of time to increase
11.2 (i) b the pupils’ understanding regarding the relation of units of time.
147

Subtraction of time
1 The picture shows the life span of two types
of animals. Calculate the difference of their
life spans in decades. 140 years
American Lobster
160 years – 140 years = decades (Homarus americanus)
Step 1 Step 2
160 years 20 years = (20 ÷ 10) decades

– 140 years = 2 decades
20 years
160 years
Greek Tortoise
160 years – 140 years = 2 decades (Testudo graeca)
The difference of their life spans is 2 decades. Source: http://blogpesona
dunia.blogsport.com
/2012/10/19-haiwan-
hidup-paling-lama.
html
2 Subtract 12 decades 9 years from 48 decades 6 years.

48 decades 6 years – 12 decades 9 years =
decades years
• 9 years cannot be subtracted
7 16 from 6 years.
48 decades 6 years
• Convert 48 decades to
– 1 2 decades 9 years
47 decades 10 years.
35 decades 7 years
• Add 10 years and 6 years
to become 16 years.
48 decades 6 years – 12 decades 9 years =

35 decades 7 years
Also, state the answer
above in years.
Do subtraction activities involving decades and years such as a maths puzzle.

11.3 (i) a
148

3 14 decades 9 years − 54 years − 7 decades 8 years = years
14 decades 9 years = (14 × 10) years + 9 years
= 149 years
7 decades 8 years = (7 × 10) years + 8 years
= 78 years
14 decades 9 years – 54 years – 7 decades 8 years
= 149 years – 54 years – 78 years
= 17 years
14 decades 9 years − 54 years − 7 decades 8 years = 17 years
4 What is the difference between 23 centuries 39 years and 25 centuries

18 years?
25 centuries 18 years − 23 centuries 39 years
= century years
Convert 1 century to
centuries years 100 years and add
24 118 with 18 years.
25 18
– 23 39
1 79
= 1 century 79 years
5 74 centuries 52 years − 49 centuries 27 years

− 16 centuries 25 years = centuries
6 14 4 12 1 15
7 4 centuries 5 2 years 2 5 centuries 2 5 years
– 4 9 centuries 2 7 years – 1 6 centuries 2 5 years
2 5 centuries 2 5 years 9 centuries 0 year
− 16 centuries 25 years = 9 centuries
Carry out activities to find the difference involving centuries, decades and
11.3 years related to historical facts or local information.
149

6 decades years – 28 decades 4 years = 9 decades 8 years
9 decades 8 years
Why must we subtract
+ 28 decades 4 years 10 from the years and
37 decades 1 2 years add 1 to the decades?
+ 1 decade – 10 years Explain.
38 decades 2 years
38 decades 2 years – 28 decades 4 years = 9 decades 8 years
M ND L TERACY
1 Subtract.
a 48 decades 9 years b 85 decades 1 year
– 1 5 decades 5 years – 37 decades 6 years
c 76 centuries 37 years d 30 centuries 48 years

– 1 8 centuries 28 years – 6 centuries 71 years
2 Solve these.
a 54 decades 8 years – 159 years = years
b 9 decades 3 years – 6 decades 5 years – 1 decade 9 years = years
c 7 decades 9 years – 3 decades 4 years – 2 decades 8 years
= decades years
d 70 centuries 29 years – 283 years = years
e 81 centuries 56 years – 14 centuries 49 years – 25 centuries 7 years
= centuries years
f 9 centuries 23 years – 4 centuries 67 years – 3 centuries 56 years
= centuries years
g centuries years – 13 centuries 8 years = 6 centuries 99 years
Emphasise to the pupils, in the subtraction of units of time, they need

11.3 (i) a to subtract smaller units of time first and show the various methods to
subtract the units of time.
150

Multiplication of time
I am 11 years old. How
1 old are you, father?
My age is 4 times
your age.
How old is father in decades and years?

4 × 11 years = decades years
11 years is
1 decade Method 1 Method 2
1 year.
decades years 11 years × 4 = 44 years
1 1 = 40 years + 4 years
× 4 = (40 ÷ 10) decades + 4 years
4 4 = 4 decades 4 years
4 × 11 years = 4 decades 4 years
2 7 × 15 decades 4 years = decades years

decades years
3
15 4
× 7
1 05 28
+ 2 – 20
1 07 8
7 × 15 decades 4 years = 107 decades 8 years
Carry out multiplication activities using other methods like repeated addition.
11.4 (i) a
151

3 16 × 28 centuries 40 years = centuries years
4 2
28 centuries40 years 28 centuries 40 years
× 16 × 16 × 16
448 centuries 640 years 168 240
+ 6 centuries – 600 years + 280 + 400
454 centuries 40 years 448 centuries 640 years
16 × 28 centuries 40 years = 454 centuries 40 years
4 3× years = 6 centuries 24 years

Step 1
6 centuries 24 years = (6 × 100) years + 24 years
= 624 years 208 years
3 ) 624 years
Step 2
–6
3× years = 624 years 02
years = 624 years ÷ 3 – 0
= 208 years 24
– 24
3 × 208 years = 6 centuries 24 years 0
M ND L TERACY
Solve these.
a 7 × 14 decades 1 year = decades years
b 18 × 16 decades 5 years = decades
c 3 × 2 centuries 47 years = years
d 4 × 21 centuries 9 years = centuries years
e 10 × 51 centuries 23 years = centuries years
Show the pupils how to multiply units of time by converting the unit of time
11.4 (i) b first to the appropriate unit. Then, carry out the multiplication operation.
152

Division of time Do you kno
w?
s Cup
1 The Thomas cup is 76 years old in The Thoma
is the main
tournament
year 2015. The tournament is held l badminton
internationa
The
every two years. How many times t fo r m e n .
to u rn a m e n ry two
has the Thomas Cup tournament u rn a m e n t is he ld eve sed
to
. T h e n a m e is given ba
been held? y ea rs n World
er Badminto
on the form e n t,
(BW F ) P re s id
76 years ÷ 2 years = times F e d e ra ti o n who
G e o rg e A lan Thomas
Sir
38 cup in 1939.
donated the ia.org/wiki/
76 years = 38 times ://ms.wikiped
Source: http
2 years Pialathomas
1
76 years ÷ 2 years = 38 times

The Thomas Cup tournament
has been held 38 times.
2 Until now, SEA Games has reached

5 decades 6 years. The sport has
y o u k n o w?

D o been held 28 times. Every how many
S o uth Ea s t Asia
years
T he
EA Games
is the game held?
Games or S
countries
FEDERATION
5 t involving 11 decades 6 years ÷ 28 = years

ASIAN GAMES
SOUTHEAST
sport even
is a ia. T h e s p ort is
uth East A s
in So sia Step 1
South East A
h e aded by the n w it h
5 collaboratio decades 6 years = (5 × 10) years + 6 years
Federation in m p ic C o mmit tee
O ly
ternational
In Council of A
sia. = 50 years + 6 years
n d O ly m p ic
(IOC) a
/wik i/ = 56 years
ikipedia.org
http://ms.w
Source: jarah ggara#Se
_Ten
Sukan _Asia
Step 2
2 years
28 ) 56 years
– 56
0
5 decades 6 years ÷ 28 = 2 years
The SEA Games is held every 2 years.
Guide the pupils to divide by constructing times table.
11.5 (i) a Guide the pupils to convert units of time involving division.
153

3 18 decades 7 years ÷ 11 = years
1 decade 7 years
11 ) 18 decades 7 years
– 11 + 70
7 77
– 77
0
1 decade 7 years = (1 × 10) years + 7 years
= 17 years
18 decades 7 years ÷ 11 = 17 years
4 21 centuries 54 years ÷ 3 = centuries years

7 centuries 1 8 years
3 ) 21 centuries 54 years
– 21 –3
0 24
– 24
0
21 centuries 54 years ÷ 3 = 7 centuries 18 years
5 86 centuries ÷ 20 = centuries years

4 centuries 30 years
20 ) 86 centuries 0 years
– 80 + 600
6 600
– 60
00
– 0
0
86 centuries ÷ 20 = 4 centuries 30 years
Emphasise to the pupils to perform the required conversion of units correctly.
11.5 (i)
154

6 years ÷ 9 = 2 centuries 24 years
÷2=3
years = 2 centuries 24 years × 9 =3×2
centuries years The inverse of division

3
is multiplication.
2 24
× 9
18 216
1 8 centuries 216 years = (18 × 100) years + 216 years

= 1 800 years + 216 years
= 2 016 years
2 016 years ÷ 9 = 2 centuries 24 years
M ND L TERACY
1 Divide.
a 5 ) 40 decades 5 years b 15 ) 52 decades 5 years
decades years
c 4 ) 58 decades d 6 ) 25 centuries 8 years
centuries years
e 14 ) 32 centuries 34 years f 20 ) 82 centuries
2 Solve these.
a 25 decades 5 years ÷ 3 = decades years
b 64 decades 8 years ÷ 12 = years
c 120 centuries 60 years ÷ 5 = centuries years
d 133 centuries 12 years ÷ 4 = years
Emphasise to the pupils, when finding the unknown, perform the

11.5 (i) b inverse operation of the given operation, for example, ÷ becomes
× and vice versa.
155

MATHS EXPED T ON
Group activity
Tools/Materials Participants
2 sets of question cards (1 set – 8 questions), 3 pupils (2 players
number wheel, 4 x 4 grid card, stationeries . and 1 referee).
Number 4 x 4
wheel grid card Question cards sample
8 1 1 12 years = decade years
7 2
6 3 2 3 decades 8 years + 1 decade 7 years = years
5 4
3 8 centuries 83 years − 2 centuries 54 years = years
4 5 decades 2 years × 26 = years
5 10 centuries 35 years ÷ 9 = century years
6 134 years = century years

Rules
1 Two players determine their symbol ✓ or #, and their turns.
2 The first player spins the number wheel and takes a question card based
on the number shown by the arrow when the number wheel stops.
3 Answer the question in 3 minutes.
4 The referee checks the answer.
5 If the answer is correct, the player marks ✓ horizontally or vertically on
the 4 × 4 grid card given. If the answer is wrong, the player cannot tick
on the grid card.
6 Change turn to the next player. Repeat step 1 to step 5.
7 The player who gets the most ✓ on 4 squares continuously either
horizontally or vertically is the winner.
Teachers are encouraged to prepare various questions involving all skills

11.1-11.5 based on the pupils’ abilities and make sure all pupils participate.
156

Solve the problems
1 Jamal was born 43 years ago. Khan is 19 years younger than Jamal.
What is their total age in decades and years?
Solution

Given Jamal’s age is 43 years.
Khan is 19 years younger than Jamal.
Asked for
Total age of Jamal and Khan in decades and years.
Operation
Subtract and add
Solve
Khan’s age:
3 13
4 3 years
– 1 9 years
2 4 years
Total age of Jamal and Khan:

2 4 years
+ 4 3 years
6 7 years
67 years = 60 years + 7 years

= (60 ÷ 10) decades + 7 years
= 6 decades 7 years
Check
decades years Find their total
6 7 age after 10
– 4 3 more years.
2 4
Their total age is 6 decades 7 years.
Guide the pupils to solve daily problems by drawing diagrams, constructing

11.6 (i) a table or using other suitable strategies.
157

2 Neptune planet takes 1 century
Neptune
65 years to make 1 complete Planet
rotation around the Sun. Calculate
the time, in years for 6 complete
rotations.
Source: http://www.falaksyari.org/index.php/
rowi/11-planet-neptune
This is an image of the planet Neptune
recorded by NASA on 20 August 2010.
Solution

Given 1 complete rotation around the Sun takes
1 century 65 years.

Asked for Time in years, for 6 complete rotations

Operation Multiply
Solve Check
1 century 65 years × 6 = years 165 years

6 ) 990 years
3
1 century 65 years –6
× 6 39
– 36
6 centuries 390 years
30
−6 + 600
– 30
0 century 990 years 0
165 years = 100 years + 65 years

= (100 ÷ 100) centuries + 65 years
= 1 century 65 years
1 century 65 years × 6 = 990 years
Time for 6 complete rotations is 990 years.
Show various strategies to solve problems such as using timeline

11.6 (i) and diagrams so that the pupils can choose the simplest method.
158

3 The New Urban Development Mega Project was planned for 2 decades
4 years. The project was to be developed in 8 phases and each phase
took the same time. What was the time allocated for each phase?
Solution
2 decades 4 years
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7 Phase 8
?
2 decades 4 years ÷ 8 = years
0 decade 3 years Check
8 ) 2 decades 4 years 2 decades 4 years = (2 × 10) years + 4 years
−0 + 20 years = 20 years + 4 years
2 24 years = 24 years
− 24 years
0 3 years
8 ) 24 years
2 decades 4 years ÷ 8 – 24
= 3 years 0
The time allocated for each phase was 3 years.
M ND L TERACY

a Malaysia achieved independence on 31 August 1957, about 58 years
ago. Indonesia achieved independence on 1 September 1945, that
was 70 years ago. Calculate the difference between the period of
independence of the two countries in decades and years.
b In 1950, Brazil was chosen to host the World Cup Football Tournament.
After 64 years, Brazil was chosen again to host the tournament
in 2014. 16 editions of the tournaments took place from 1950 to 2010.
Every how many years does this tournament take place?
Increase problem solving questions on addition and multiplication using
11.6 (i) question cards involving decades and years, and centuries and years.
159

M ND ASSESSMENT
1 Convert.
a 50 years = decades b 9 decades = years
c 3 decades 4 years = years d 145 years = decades years
e 6 centuries = years f 17 centuries 28 years = years
2 Calculate.
a 4 decades 8 years + 7 decades 2 years = decades
b 15 decades 2 years + 6 years = years
c 32 decades 3 years + 12 decades = years
d 7 decades 5 years × 8 = decades
e 8 centuries 19 years × 42 = centuries years
f 22 decades 4 years ÷ 14 = decades years
g 9 centuries 20 years ÷ 23 = years
a Puan Zety gave birth to her eldest son when she was 3 decades
8 years. Now her son is 2 decades 7 years. How old is Puan Zety
now?
b Taman Parit Raja was built 1 decade 9 years ago whereas Taman
Parit Setia was built 5 times the construction period of Taman Parit
Raja. How old is Taman Parit Setia?
c The diagram shows the service period of the first until the fifth Prime
Ministers of Malaysia.
Father of Father of Father of Father of Father of
Independence Development Unity Modernisation Human Capital
Development
1957 – 1970 1970 – 1976 1976 – 1981 1981 – 2003 2003 – 2009
1 decade 3 years 6 years 5 years 2 decades 2 years 6 years
Calculate the difference between the service period of the longest

service Prime Minister and the shortest service Prime Minister.
Increase problem solving questions on division and other operations
11.1 – 11.6 involving decades and years, and centuries and years.
Build HOTS questions and carry out quiz in groups.
160

12 LEN TH
Niza, we need
Convert units of length about 3.7 cm The wire needs to be
of wire. cut into two because
1
Millimetres and centimetres its length is 7 cm.
2
1 Convert 3.7 cm and
TIPS
7 1 cm, to mm. 1 cm = 10 mm
2
× 10
a 3.7 cm = mm
cm mm
3.7 cm
÷ 10
7 1 cm = mm b
2
3.7 cm = 3 cm + 0.7 cm
7 1 cm = (15 × 10) mm
= (3 × 10) mm + (0.7 × 10) mm 2 2

= 30 mm + 7 mm = 150 mm
2
= 37 mm = 75 mm
3.7 cm = 37 mm 7 1 cm = 75 mm
2
2 59 mm = cm 3 8 cm 8 mm = cm
4
59 mm = (59 ÷ 10) cm
8 cm 8 mm = 8 cm + ( 8 ) cm
= 5.9 cm 10
5
4
59 mm = 5.9 cm = 8 cm
5
State three measurements in
8 cm 8 mm = 8 4 cm
mm, which are between 4 cm 5
5
and 1.2 cm. Discuss.
Encourage the pupils to list the estimated length, thickness of objects

12.1 (i) a and depth of water in mm and cm.
12.1 (ii) a Carry out activities on measurement of length of object and change
them to fractions and decimals.
161
http://funbrain.com/measure/index.html.
unit 12 length.indd 161 17/11/16 12:21 PTG

2m
1.9
1.8
1.7
1.6
Centimetres and metres 1.5
1.4 Alia’s height
1 State 1.25 m and 1.3 is 1.25 m.
1 m 25 cm, in cm. 1.2
My height is Oh, we are both of

TIPS 1 m 25 cm. the same height.
1 m = 100 cm
× 100
m cm
÷ 100
a 1.25 m = cm b 1 m 25 cm = cm
1.25 m = (1.25 × 100) cm 1 m 25 cm = (1 × 100) cm + 25 cm
= 125 cm = 100 cm + 25 cm
1.25 m = 125 cm = 125 cm
1 m 25 cm = 125 cm
3m=
2 cm 3 627 cm = m
4
25
3 m = ( 3 × 100) 627 cm = (627 ÷ 100) m
cm
4 4 = 6.27 m
1
= 75 627 cm = 6.27 m
3 m = 75 cm
4
4 3 m 20 cm = m
3 m 20 cm = 3 m + ( 20 ÷ 100) m
= 3 m + 0.2 m 4
Do 5 m 8 cm, 5.8 m and 5 m
= 3.2 m 5
have the same or different value?
3 m 20 cm = 3.2 m Discuss.
Use a variety of methods to express the relationship between units of

12.1 (i) b cm and m.
12.1 (ii) b
162

TIPS
Metres and kilometres 1 km = 1 000 m
× 1 000
1
The distance from km m
the Butterfly Park ÷ 1 000
to Crocodile Farm
in Melaka is just
4.2 km.
6 min (4.2 km)
Convert 4.2 km to m.
4.2 km = m
4.2 km = (4.200 × 1 000) m
= 4 200 m
4.2 km = 4 200 m
2 2 3 km = m 3 16 400 m = km
5
2 3 km = (2 3 × 1 000) m 16 400 m = 16 000 m + 400 m
5 5 2
= 16 000 km + 400 km
200
= (13 × 1 000) m 1 000 1 000
5 5
1 2
= 2 600 m = 16 km
5
2 3 km = 2 600 m 16 400 m = 16 2 km
5 5
4 8 km 7 m = km
8 km 7 m = 8 km + 7 km
1 000
= 8 km + 0.007 km Convert 19 km
6 m to km.
= 8.007 km
8 km 7 m = 8.007 km
Encourage the pupils to explore the Global Positioning Systems (GPS) to
12.1 (i) c find the distance of a place to another and do a conversion of km to m
12.1 (ii) c and vice versa.
http://www.conversion.metric.org/length/kilometer-to-meter. 163

M ND L TERACY
1 Complete these.
a 3.6 cm = mm b 48 mm = cm c 2 cm 7 mm = cm
d 5.2 m = cm e 406 cm = m f 5 m 3 cm = m
g 12.3 km = m h 950 m = km i 4 km 18 m = m
2 State your answer in fractions.
a 72 mm = cm b 9 cm 5 mm = cm c 825 cm = m
d 6 m 30 cm = m e 9 750 m = km f 7 km 400 m = km
3 Solve these.
a A book is 4.1 cm thick. What is the thickness, in mm, of the book?
b The length of a roll of cloth is 15.6 m. State the length, in cm, of the cloth.
c The distance between village R to village T is 2.08 km. State the
distance in m.
MATHS EXPED T ON
1 Pupils are required to surf the Internet and log on to the google maps
website, http://www.google.com.my/maps.
2 Click the key and choose a type of vehicle.
3 Click on the space and type your school’s name. Click on the space
and type the name of another place of your choice. Press the Enter key.
4 Look at the proposed route and click the route details. Record the distance.
5 If the unit of the Step 1 Step 2 Step 3 Step 4
distance:
a is in km, convert
it to m.
b is in m, convert
it to km.
6 Keep the work in the
mathematics folder.
Prepare more questions on conversion of length according to the
12.1 pupils’ abilities.
164

Addition of length
1 a What is the length of the red wire
shown in the diagram?
7 cm
7 cm + 16.2 cm = cm
1
7.0 cm 8.5 cm
+ 1 6.2 cm
23.2 cm 16.2 cm
7 cm + 16.2 cm = 23.2 cm
The total length of the red wire is 23.2 cm.
b Calculate the length of the red and blue wires used.
23.2 cm + 8.5 cm = cm
1
23.2 cm
+ 8.5 cm
31 .7 cm
23.2 cm + 8.5 cm = 31.7 cm

The total length of the red and blue wires used is 31.7 cm.
2Calculate the amount of Cloth Baju kurung Baju Melayu Jubah

fabric for all the clothing Fabric 41m 370 cm 4.2 m
in the table. needed 4
0.25 m
4 1 m + 370 cm + 4.2 m = m
4 4 ) 1.00 m
–0
4 1 m + 370 cm + 4.2 m = 4.25 m + (370 ÷ 100) m + 4.2 m
4 10
= 4.25 m + 3.7 m + 4.2 m – 8
= 12.15 m 20
1 – 20
4 m + 370 cm + 4.2 m = 12.15 m
4 0
The total amount of fabric needed for all the clothing is 12.15 m.
Carry out activities on addition using picture cards involving measurements
12.2 (i) in fractions and decimals.
Encourage the pupils to add in vertical form.
165

3 13 1 km + 2.21 km + 8 km 9 m = km
2
13 1 km + 2.21 km + 8 km 9 m = 13.5 km + 2.21 km + 8 km + ( 009 ÷ 1000) km
2
= 13.5 km + 2.21 km + 8 km + 0.009 km
1
km = 0.5 km
2
= 13.5 km + 2.21 km + 8.009 km
1
So, 13 km = 13.5 km
2 Align the decimal points
= 23.719 km
in the same column.
1
1 3.500
2.21 0
+ 8.009
13 1 km + 2.21 km + 8 km 9 m = 23.719 km 23.7 1 9
2
M ND L TERACY
1 Add.
a 13 mm + 27.9 mm = mm b 1.2 cm + 8.7 mm = mm
c 0.15 cm + 3 3 cm = cm d 1 m + 40 cm = cm
4 2
e 16 3 m + 184 cm + 20.1 m = m
10
f 1 4 km + 6 148 m + 9.3 km = km
5
2 Solve these.
a Add 2.4 cm and 190 mm. Give the answer in mm.
b Calculate the sum of 8.8 m, 168 cm and 20 1 m, in cm.

2
2
c Sum up 3 km 24 m, 5.7 km and 120 km, in km.
5
Drill on the conversion using flash cards.

12.2 (i)
166

Subtraction of length I used 200 cm of ribbon
to tie this gift box.
1 Calculate in cm, the remaining length of
the ribbon as shown in the picture.
500 cm – 200 cm = cm
500 cm
– 200 cm
300 cm
500 cm – 200 cm = 300 cm Original length

is 500 cm
The remaining length of the ribbon is 300 cm.
2 How much more is the distance of the Kajang-Seremban

Highway compared to the Cheras-Kajang Highway as
the information in the pictures?
44.3 km – 11.5 km = m The distance of
Kajang-Seremban
44.3 km – 11.5 km = (44.3 × 1 000) m – (11.5 × 1 000) m Highway is 44.3 km.
= 44 300 m – 11 500 m
= 32 800 m
44.3 km – 1 1.5 km = 32 800 m

The distance of
The distance of the Kajang-Seremban Highway is Cheras-Kajang
32 800 m more compared to the Cheras-Kajang Highway is 11.5 km.
Highway.
345 mm – 2 3 cm = cm mm
10
45 mm – 2 3 cm = (40 mm + 5 mm) – (2 cm + [ 3 × 10] mm)
10 10
= 4 cm 5 mm – 2 cm 3 mm
= 2 cm 2 mm
45 mm – 2 3 cm = 2 cm 2 mm
10
Drill on the subtraction of length using number cards, location maps and
12.3 (i) suitable objects in the classroom.
167

4 17.2 m – 280 cm – 4 1 m =
1 2
m 4 =4
5 10
5
= 4.2
17.2 m – 280 cm – 4 1 m = 17.2 m – (280 ÷ 100) m – 4.2 m
5
= 17.2 m – 2.8 m – 4.2 m
= 10.2 m
6 12
1 7.20 m 14.40 m
– 2.80 m – 4.20 m
14.40 m 10.20 m
17.2 m – 280 cm – 4 1 m = 10.2 m

5
M ND L TERACY
1 Calculate.
a 97.8 mm – 23.6 mm = mm b 80 mm – 1 2 cm = mm
5

c 65 cm – 12.7 cm = cm d 17.09 m – 4 3 m = cm
4
e 54 1 km – 12.95 km – 150 m = km
2
2 Solve these.
a Calculate in km, the difference in distance between 640.7 km and
548 1 km.
4
b The table beside shows the length of a blue lace. Lace Length
The length of the red lace is 96 cm less than the Red ?
length of the blue lace. Calculate in m, the length Blue 4
7 m
5
of the red lace.
c 11 km What is the distance

A 7 B C 4.082 km D from B to C as shown

2
10
km in the diagram?
Drill on the subtraction of length using flash cards.

12.3 (i)
168

Multiplication of length B
1 2
4.9 cm A 4.9 cm
What is the total length of 4 Calculate in mm, the total length of

matchsticks of equal length all the matchsticks for diagram B.
for diagram A? 12 × 4.9 cm = mm
4 × 4.9 cm = cm 1
3 4.9 cm = (4.9 × 10) mm 49 mm
4.9 cm = 49 mm × 12
× 4 1
98
1 9.6 cm + 490
4 × 4.9 cm = 19.6 cm 588 mm
The total length of the 12 × 4.9 cm = 588 mm
matchsticks for diagram The total length of all the matchsticks
A is 19.6 cm. for diagram B is 588 mm.
3 7×2m= cm 4 48 × 67 1 cm = m
5 2

20
2 m = ( 2 × 100) cm 67 1 cm = 67 cm + 1 cm
2 2
5 5 = 67 cm + 0.5 cm
1
= 40 cm = (67.5 ÷ 100) m
= 0.675 m
2 3 2
40 cm 5 6 4
0.675m
× 7
× 48
280 cm 1
5 400
+ 27 000
7 × 2 m = 280 cm 32.400m
5
48 × 67 1 cm = 32.4 m
2
Use examples of daily situations involving multiplication such as commuting
12.4 (i) to school and express bus travel itinerary.
169

5 10 × 0.372 km = m
10 × 0.372 km = 10 × 0.372 km
= 3.72 km
Can you solve it by converting
= (3.720 × 1 000) m the units of km to m first, then
multiply?
= 3 720 m
10 × 0.372 km = 3 720 m
6 100 × 3 m = cm 7 1 000 × 5 4 cm = m
4 5
Step 1 Step 1 4×2=8
5 × 2 10
5 4 cm = 5 cm + 4 cm

3 25
m = ( 3 × 100) cm
4 4 5 5
1 = 5 cm + 0.8 cm
= 75 cm = 5.8 cm
= ( 05.8 ÷ 100) m
Step 2 = 0.058 m
100 × 75 cm = 7 500 cm
Step 2
100 × 3 m = 7 500 cm 1 000 × 0.058 m = 58 m

4
1 000 × 5 4 cm = 58 m
5
M ND L TERACY
Multiply.
a 8 × 1.25 mm = mm b 10 × 0.085 cm = cm
100 × 4 m =
c cm d 45 × 10.2 cm = m
5
e 1 000 × 1 1 cm = m f 20 × 50 3 m = km
4 4
Drill on the multiplication of length using suitable objects in the classroom.
12.4 (i)
170

Division of length
1 The diagram below shows a piece of coloured paper which has been
divided into 9 strips of the same width. What is the width, in cm of a
coloured paper strip?
20.7 cm ÷ 9 = cm 20.7 cm
2.3 cm
9 ) 20.7 cm
– 18
27
–27 ? cm
0
20.7 cm ÷ 9 = 2.3 cm
The width of a coloured paper strip is 2.3 cm.
2 60.2 cm ÷ 7 = mm 3 8 1 m ÷ 50 = cm
2
Step 1 Step 1
8.6 cm 81 m=8m+ 1 m
7 ) 60.2 cm 2 2 50
– 56 = (8 × 100) cm + ( 1 × 100) cm
2
42 1
–42 = 800 cm + 50 cm
0 = 850 cm
Step 2 Step 2
8.6 cm = (8.6 × 10) mm 1 7 cm
= 86 mm 50 ) 850 cm
– 50
60.2 cm ÷ 7 = 86 mm 350
– 350
0
8 1 m ÷ 50 = 17 cm
2
Make sure the pupils give an answer in the required units.
12.5 (i)
171

4 4.075 km ÷ 100 = m
4.075 km ÷ 100 = (4.075 × 1 000) m ÷ 100
= 4 075 m ÷ 100
= 40.75 m
4.075 km ÷ 100 = 40.75 m
5 187 1 m ÷ 1 000 = cm
2
187 1 m ÷ 1 000 = (187.50 × 100) cm ÷ 1 000 1 m = 0.5 m
2 = 18 750 cm ÷ 1 000 2
= 18.75 cm So, 187 1 m = 187.5 m
2
187 1 m ÷ 1 000 = 18.75 cm
2
6 2 km 15 m ÷ 1 000 = m
Step 1
2 km 15 m = ( 2 × 1 000) m + 15 m
= 2 000 m + 15 m
= 2 015 m
Step 2
2 01 5 m ÷ 1 000 = 2.015 m Quickly solve,
4 km 9 m ÷ 1 000 = m
2 km 15 m ÷ 1 000 = 2.015 m
M ND L TERACY
1 Divide.
a 0.8 cm ÷ 5 = cm b 1 930 mm ÷ 10 = cm
c 38 2 m ÷ 16 = cm d 45.7 m ÷ 1 000 = cm
5
e 12.06 km ÷ 100 = m f 8 km 72 m ÷ 1 000 = m
2 Solve these.
a Divide 4 4 m with 8 in m.
5
b Calculate 697.5 km divided by 30. State the answer in fractions.
Drill on division of length using suitable objects.
12.5 (i)
172

Solve the problems
1 Puan Vimala used 120.3 cm white thread,
594 mm yellow thread and 130 3 cm red
4
thread for knitting. What is the total length,
in cm of the threads used?
Solution
Given
White thread 120.3 cm, yellow thread 594 mm,
red thread 130 3 cm.
4
Asked for
Total length of threads used.

Operation Addition.

Solve 120.3 cm + 594 mm + 130 3 cm = cm
4
594 mm = (594 ÷ 10) cm 1 1 1
= 59.4 cm 1 2 0 . 3 0 cm
5 9 . 4 0 cm
3 cm = 0.75 cm + 1 3 0 . 7 5 cm
4 3 1 0 . 4 5 cm
So, 130 3 cm = 130.75 cm
4
Check
10 9
2 0 10 14
3 1 0 . 4 5 cm 1 7 9 . 7 0 cm
– 1 3 0 . 7 5 cm – 5 9 . 4 0 cm
1 7 9 . 7 0 cm 1 2 0 . 3 0 cm
120.3 cm + 594 mm + 130 3 cm = 310.45 cm

4
The total length of threads used is 310.45 cm.
Use other methods such as working backwards and constructing a table
12.6 (i) to solve daily routine problems.
173

2 A group of workers had to pave
40 1 km of road. They managed to
5
pave 15.6 km of road on the first
week and 8 700 m on the second
week. What is the distance, in km
of the road that has not been paved? First week
Solution
Activities Distance
Paved on first week 15.6 km
Paved on second week 8 700 m
Not paved
1
Total distance 40 km
5
Second week
40 1 km – 15.6 km – 8 700 m = km
5
1 km = 0.2 km
5
So, 40 1 km = 40.2 km
5
8 700 m = (8 700 ÷ 1 000) km
= 8.7 km
Check
9 13
3 10 12 1 3 16 2 2
4 0 . 2 km 2 4 . 6 km 1 5 . 9 km
– 1 5 . 6 km – 8 . 7 km 8 . 7 km
2 4 . 6 km 1 5 . 9 km + 1 5 . 6 km
4 0 . 2 km
40 1 km – 15.6 km – 8 700 m = 15.9 km

5
The distance of the road that has not been paved is 15.9 km.
Use other methods such as building models to solve problems.

12.6 (i)
174

3 Puan Siti uses 485 cm of fabric to sew
curtains for one window. She needs to
sew curtains for 12 windows of the
same size. What is the length, in m of
fabric needed for the curtains?
Solution

Given 485 cm curtain fabric for
1 window.

Asked for The length of curtain fabric for 12 windows.
Operation
Multiplication

Solve 12 × 485 cm = m
Step 1 Step 2
1 1
4 8 5 cm 5 820 cm = (5 820 ÷ 100) m
× 12 = 58.2 m
1 1
970
+ 4 850
5 8 2 0 cm
Check
1 window 485 cm
Let’s use the
pattern strategy. 2 windows 970 cm
10 windows 4 850 cm
1 1
9 7 0 cm 5 820 cm = (5 820 ÷ 100) m
+ 4 8 5 0 cm = 58.2 m
5 8 2 0 cm
12 × 485 cm = 58.2 m
The length of fabric needed for the curtains is 58.2 m.
Use other methods such as working backwards and building models
12.6 (i) for solving daily routine problems.
175

4 The picture beside shows a rectangular- 0.105 km
A B
shaped field, ABCD. The length of AB is
3 times the length of AD. The field needs to
be fenced. What is the length of the fence,
in m, needed to enclose the field? D C
Solution
Given
The length of AB = 0.105 km
The length of AB = 3 × length of AD

Asked for Length of fence to enclose the field.
Operation
Division and addition
Solve Length of AB = 0.105 km
Length of AD Length of AD Length of AD
Length
0.105 km = (0.105 × 1 000) m of AD = 105 m ÷ 3
= 105 m = 35 m
105 m

A B The length of fence needed
=
35 m 35 m
105 m + 35 m + 105 m + 35 m
= 70 m + 210 m
D C = 280 m
105 m
The length of fence
Check
A B is the concept of
perimeter.
35 m 35 m
D C
Length of AB = (280 m – 35 m – 35 m) ÷ 2
= 210 m ÷ 2
= 105 m
The length of fence needed to enclose the field is 280 m.
Prepare story cards, question cards, and use information technology to

12.6 (i) resolve daily situations.
176

M ND L TERACY

a Kumar cycled a distance of 8.6 km to the public library. Then, he
cycled to Halim’s house which was 0.25 km in distance. What was the
distance, in km, travelled by Kumar?
b Kim ran a distance of 1.7 km and cycled a distance of 3 1 km for his

2
sports training. What is the difference of the distance, in m, between
his cycling training and running training?
c Zarina has 3 9 m of fabric. The fabric is used to make 12 handkerchiefs

10
of the same size. What is the length, in cm, of each handkerchief?
Supermarket
d
Akid’s
house
9.2 km
Mosque
The diagram shows the locations of Akid’s house, mosque, and supermarket.
The distance from Akid’s house to the supermarket is 9.2 km. The distance
from Akid’s house to the mosque is 1 of the distance from his house to
4
the supermarket. Calculate the distance from Akid’s house to the mosque.
e The circumference of the wheel of a bicycle is 219.94 cm. The bicycle

moves with a rotation of 100 times. What is the distance, in m, travelled
by the bicycle?
Ask the pupils to solve problems using more than one strategy and present
12.6 them to the class.
177

M ND ASSESSMENT
1 Convert the unit.
a 6.4 cm = mm b 8 mm = cm c 0.6 m = cm
d 360 cm = m e 2 1 km = m f 4 500 m = km
5
2 Calculate the answer in the required unit.
a 10.7 mm + 15 mm = mm b 4.82 m – 2 3 m = cm
4
c 6 × 0.07 km = m d 8 × 1 1 km = m
5
e 4.05 km ÷ 9 = m f 75 1 cm ÷ 25 = mm
4
Lace Length
a The table shows the length of two rolls of
White 12.4 m
lace. Calculate the total length of both rolls
Green 809 cm
of lace.
b Encik Ridhuan jogs a distance of 6 1 km daily.

5
Calculate in m, the distance he jogs in a week.
c In the Patriotic, Healthy and Active Run in conjunction to Malaysia

Day 2013, all participants were required to run a distance of 4 km. The
distance of the last participant from the starting line was 1.35 km,
whereas the distance of the first participant from the finishing line
was 1 1 km. Calculate in m, the difference of the distance between
4
the first and the last participants.
d Sukri drew a few straight lines. The second and subsequent lines
that were drawn would be added as much as 8 cm longer than the
straight line before. The length of the seventh straight line is 0.64 m.
How long, in cm was the fifth straight line?
Prepare question cards based on difficulty level and the pupils’ abilities.
12.1 – 12.6 Conduct quiz in groups.
178

13 MASS
Convert the units of gram and kilogram The mass of this

papaya is 1.8 kg.
1 Based on the picture, what is the 1.8 kg
mass, in g of the papaya?

1.8 kg = g
1 800 g
1.8 kg = 1 kg + 0.8 kg Choose for me

a papaya in the
= (1 × 1 000) g + (0.800 × 1 000) g estimation of
about 2 kg.
= 1 000 g + 800 g
= 1 800 g TIPS
1 kg = 1 000 g
1.8 kg = 1 800 g
× 1 000
The mass of the papaya is 1 800 g. kg g
÷ 1 000
2 6 3 kg = g
4
6 3 kg = 6 kg + 3 kg Try to solve it by converting 6 3 kg
4 4 4
250 to an improper fraction first. Then,
= (6 × 1 000) g + ( 3 × 1 000) g change the answer to g.
4
1
= 6 000 g + 750 g
= 6 750 g
6 3 kg = 6 750 g
4
Expose pupils to different types of weighing scales by surfing

13.1 (i) the Internet.
http://www.math-drills.com/measurement/metric-convert-
gram-kilograms-001.htm. 179
unit 13 mass.indd 179 17/11/16 12:23 PTG

3 3 kg 18 g = g 4 650 g = kg
3 kg 18 g = 3 kg + 18 g 650 g = ( 650 ÷ 1 000) kg
= (3 × 1 000) g + 18 g
= 0.65 kg
= 3 000 g + 18 g
= 3 018 g 650 g = 0.65 kg
3 kg 18 g = 3 018 g
5 2 400 g = kg 6 5 kg 7 g = kg
2 400 g = 2 000 g + 400 g 5 kg 7 g = 5 kg + 7 g
2

= ( 2 000) kg + 400 kg = 5 kg + ( 007 ÷ 1 000) kg
1 000 1 000
5 = 5 kg + 0.007 kg
2
= 2 kg + kg
5 = 5.007 kg
= 2 2 kg 5 kg 7 g = 5.007 kg
5
2 400 g = 2 2 kg
5

M ND L TERACY
1 Convert.
a 7.25 kg = g b 9 kg 40 g = g c 3 1 kg = g
10
2 State the answer in decimals.
a 200 g = kg b 1 035 g = kg c 2 kg 8 g = kg
3 State the answer in fractions.

a 600 g = kg b 1 250 g = kg c 5 kg 125 g = kg
Conduct activities on converting units involving kg and g.

13.1 (i) http://www.superteacherwoksheets.com/measure-weight-grams.html
180

Addition of mass
1
450 g 2 kg 2 kg 0.87 kg
5
a Calculate in kg, the total mass of the cucumbers and turnips.
0.87 kg + 2 kg = kg
0.87 kg
+ 2.00 kg
2.87 kg
0.87 kg + 2 kg = 2.87 kg
The total mass of the cucumbers and turnips is 2.87 kg.
b Calculate in kg, the total mass of the mangoes and pineapples.

2 kg + 450 g = kg 0.4 kg
5
2 kg + 450 g = 0.4 kg + 450 g 5 ) 2.0 kg
5 –0
= 0.4 kg + ( 450 ÷ 1 000) kg 20
–20
= 0.4 kg + 0.45 kg
0
= 0.85 kg
2 kg + 450 g = 0.85 kg
5
The total mass of the mangoes and pineapples is 0.85 kg.
Use picture cards as simulation activities for the addition of mass involving
13.2 (i) the conversion of units in fractions and decimals.
181

2 4.15 kg + 1 050 g + 8 1 kg = kg
10
4.15 kg + 1 050 g + 8 1 kg = 4.15 kg + (1 050 ÷ 1 000) kg + 8.1 kg
10
1 = 4.15 kg + 1.05 kg + 8.1 kg
kg = 0.1 kg
10
1 = 13.3 kg
So, 8 kg = 8.1 kg
10
1 1
4 . 1 5 kg 5 . 2 0 kg
+ 1 . 0 5 kg + 8 . 1 0 kg
5 . 2 0 kg 1 3 . 3 0 kg
4.15 kg + 1 050 g + 8 1 kg = 13.3 kg

10
M ND L TERACY
1 Calculate the value in the box.

a 17 kg + 6.2 kg = kg b 600 g + 1 kg = kg
4
c 860 g + 7 kg + 4 2 kg = kg d 1.92 kg + 2 7 kg + 205 g = kg
5 8
2 Solve these.
a Add 85 kg 30 g and 28 1 kg.
4
Give the answer in g.
b Calculate the mass, in kg of

the watermelon and papaya
in the picture shown.
Give plenty of practice drills on addition involving units of mass, g and kg in

13.2 (i) fractions and decimals using question cards.
182

Subtraction of mass
1 The picture shows the mass of a sack of rice. 10 kg of the rice is used
to cook ghee rice. What is the mass, in kg for the balance of the rice?
50 kg – 10 kg = kg
5 0 kg
– 1 0 kg
4 0 kg
50 kg – 10 kg = 40 kg Original mass 50 kg
The balance of the rice is 40 kg.
2 6 4 kg – 3 480 g = g 4 kg = 0.8 kg
5
5
6 4 kg – 3 480 g = (6.800 × 1 000) g – 3 480 g So, 6 4 kg = 6.8 kg
5 5
= 6 800 g – 3 480 g
= 3 320 g
6 4 kg – 3 480 g = 3 320 g
5
34 3 kg – 1 520 g – 2.43 kg = g
4
4 3 kg – 1 520 g – 2.43 kg = 4.75 kg – 1 520 g – (2.430 × 1 000) g
4
3 kg = 0.75 kg = (4.750 × 1 000) g – 1 520 g – 2 430 g
4 = 4 750 g – 1 520 g – 2 430 g
3
So, 4 kg = 4.75 kg = 800 g
4
2 12
4 750g 3 230g
– 1 520g –2 430g
3 230g 800g
4 3 kg – 1 520 g – 2.43 kg = 800 g

4
Use picture cards as simulation activities for subtraction of mass involving
13.3 (i) the conversion of units in fractions and decimals.
Encourage the pupils to subtract in standard written method.
183

M ND L TERACY
1 Calculate.
a 8 kg – 1.28 kg = kg b 6.6 kg – 2.07 kg = g
c 15 3 kg – 3 1 kg = g d 8 1 kg – 1.2 kg – 908 g = g
10 5 4
2 Solve these.
a Calculate the difference between 80.3 kg and 13 1 kg.
5
1
b How much more is 4 kg compared to 3.37 kg?
2
MATHS EXPED T ON
Pair work
Tools/Materials Dice, card P, Q and R, stationery, A4 papers.
CARD P CARD Q CARD R
1 2 3 1 2 3 1 4 2 1 3 3
0.3 kg 8.7 kg 10.8 kg 640 g 172 g 1 200 g kg 3 kg kg
5 2 8
4 5 6 4 5 6 4 3 5 3 6 3
0.65 kg 6.29 kg 0.3 kg 240 g 550 g 390 g 1 kg 6 kg 4 kg
5 4 10
Task
1 Each pair will be given a dice.
2 Each player will roll the dice 3 times. Note the numbers for all the three
rolls. The first roll refers to the numbers on Card P, the second roll refers
to the numbers on Card Q and the third roll refers to the numbers on
Card R.
3 a Add the mass from all the three cards.
b Calculate the difference between the largest mass and the smallest
mass from all the three cards.
4 Repeat steps 2 and 3 twice.
5 Roll again if you get a combination of the same numbers.
6 Check the answer with your partner.
Construct subtraction questions involving the combination units of kg and g.
13.3 (i)
184

Multiplication of mass
1 The mass of a packet of black glutinous rice is 0.6 kg. What is the
mass in kg, for 7 similar packets of the black glutinous rice?
7 × 0.6 kg = kg
4 BLACK
GLUTINOUS
0.6 kg
RICE
MASS:
× 7 0.6 kg
4.2 kg BLACK
GLUTINOUS
RICE
7 × 0.6 kg = 4.2 kg BLACK

GLUTINOUS
RICE
BLACK
GLUTINOUS
RICE
BLACK
GLUTINOUS
RICE
BLACK
GLUTINOUS
RICE
The mass of 7 similar packets of the black glutinous rice is 4.2 kg.
2 42 × 36.5 g = kg
2 2
1 1
3 6.5 g 1 533 g = (1 533 ÷ 1 000) kg
× 42 = 1.533 kg
1
730
+ 1 4600
1 5 3 3.0 g
42 × 36.5 g = 1.533 kg
3
1 kg =
8× g 4 12 × 2 3 kg = g
5 4
3
12 × 2 3 kg = (12 × 2) kg + (12 × 3 ) kg
200
8 × 1 kg = 8 × ( 1 × 1 000) g 4 4
5 5 1
1 = 24 kg + 9 kg
= 8 × 200 g = 33 kg
= 1 600 g = (33 × 1 000) g
8 × 1 kg = 1 600 g = 33 000 g
5
12 × 2 3 kg = 33 000 g
4
Use fraction cards and decimal cards which involve mass in multiplication.
13.4 (i)
185

5 100 × 0.05 kg = g
10 × 0.5 kg = P .
100 × 0.05 kg = 100 × (0.050 × 1 000) g
Calculate the value
= 100 × 50 g of P in g, using
mental arithmetic.
= 5 000 g
100 × 0.05 kg = 5 000 g
6 1 000 × 23 g = kg
1 000 × 23 g = 1 000 × ( 0023 ÷ 1 000) kg
= 1 000 × 0.023 kg Try to solve it by
multiplying first,
= 23 kg
then, change the
1 000 × 23 g = 23 kg product to kg.
WH ZZ M ND
The mass of a packet of barley is between 0.25 kg and 0.3 kg.

Estimate in kg, the total mass of 8 similar packets of barley.
M ND L TERACY
1 Multiply.
a 9 × 2.03 kg = kg b 8 × 275 g = g
c 25 × 300 g = kg d 30 × 4.7 g = kg
e
100 × 0.025 kg = g f 1 000 × 178 g = kg
g 16 × 1 kg = g
h 24 × 1 3 kg = g
5 4
2 Solve these.
a Calculate in gram, the product of 56 and 0.09 kg.
5g
b The mass of a small packet of sugar is 5 g. Calculate
in kg, the mass of 100 similar small packets of sugar.
Drill on multiplication using flash cards and encourage the pupils to check
13.4 (i) their answers using a calculator.
186

Division of mass
The mass of this cake
1 Based on the situation shown, what is the is 1.5 kg. I will cut the
mass in kg, of a piece of cake? cake into 6 portions of
equal size.
1.5 kg ÷ 6 = kg
Wow! It’s very tasty.
0.25 kg Mum, I want a piece
6 ) 1 .50 kg of this cake.
–0
15
–1 2
30
– 30
0
1.5 kg ÷ 6 = 0.25 kg
The mass of a piece of cake is 0.25 kg.
2 7.02 kg ÷ 15 = g 13 1 kg ÷ 100 =
3 g
4
7.02 kg ÷ 15 = (7.02 × 1 000) g ÷ 15
13 1 kg ÷ 100 = 13.25 kg ÷ 100
= 7 020 g ÷ 15 4
1 kg = 0.25 kg = (13.250 × 1 000) g ÷ 100

= 468 g 4

So, = 13 250 g ÷ 100
468 g 1
15 ) 7 020 g 13 kg = 13.25 kg = 132.5 g

4
–60 1 kg ÷ 100 = 132.5 g
1 02 13
4
– 90
120 1
Calculate in g, 13 kg ÷ 1 000,
– 120 4
0 using mental arithmetic.
7.02 kg ÷ 15 = 468 g
Emphasise the conversion of the units of mass to the required units
13.5 (i) before dividing.
187

M ND L TERACY
1 Calculate the quotient.

a 5.031 kg ÷ 9 = kg b 13 4 kg ÷ 15 = kg
5
c 30.04 kg ÷ 100 = g d 0.68 kg ÷ 20 = g
e 1.2 kg ÷ 1 000 = g f 2 3 kg ÷ 100 = g
4
2 Solve these.
Delicious
a What is the quotient of 3 7 kg and 5? Coffee
10
b The mass of 10 packets of soft drinks is 0.33 kg. 3 in 1
Calculate in g, the mass of one packet of soft drink? 10
packets
PRO ECT
Group activity
ASSIGNMENT CARD
Tools/Materials Packet A, Group : 1.
packet B, Members 2.
packet C, 3.
weighing scale, 4.
assignment card. 5.
Participants 5 pupils in each 1. The total mass of 3 similar

group. packets of A is .
Steps 2. The mass of packet B is divided
equally into 5 portions. The
1 Distribute all the tools and materials mass of 1 portion is .
to each group. Weigh and record
3. The total mass of 100 similar
the mass of packets A, B and C. packets of C is .
4. The mass of packet C is divided
2 The group leader will distribute
into 10 similar portions. The
the assignment card to the group mass of 1 portion is .
members.
The teacher prepares packets A, B and C which are filled with different
13.6 (i) number of bean bags.
The pupils just weigh the mass of a unit of the materials in the project to
188 do the calculation in order to complete the assignment card.

Solve the problems
1 A food producer uses 16.4 kg of soya beans to
make bean curd, 10.6 kg to make fermented
soya bean and 4 800 g to make soya bean drink.
What is the total mass in kg, of soya beans used?
Solution

Given 16.4 kg, 10.6 kg, 4 800 g of soya beans.
Asked for
Total mass of soya beans used.
Operation
Addition

Solve 16.4 kg + 10.6 kg + 4 800 g = kg

16.4 kg + 10.6 kg + 4 800 g = 16.4 kg + 10.6 kg + (4 800 ÷ 1 000) kg
= 16.4 kg + 10.6 kg + 4.8 kg 1 1

1 6.4 kg
= 31.8 kg 1 0.6 kg
+ 4.8 kg
3 1.8 kg
Check
2 11 4 14
3 1 . 8 kg 1 5 . 4 kg
– 1 6 . 4 kg – 1 0 . 6 kg
1 5 . 4 kg 4 . 8 kg
16.4 kg + 10.6 kg + 4 800 g = 31.8 kg

The total mass of soya beans used is 31.8 kg.
Use the diagram drawing method to solve problems.

13.6 (i) Guide the pupils to underline the important information or keywords
from the given problems.
189

2 A restaurant buys 21.45 kg of fish. 5 1 kg of the fish is fried and the
10
balance is steamed. Calculate in kg, the mass of the steamed fish.

Solution Construct a diagram.

21.45 kg 21.45 kg – 5 1 kg = kg
1
10
5 kg ? 1 11
10 1 kg = 0.1 kg
2 1 . 4 5 kg 10
– 5 . 1 0 kg 1
Check the answer so, 5 kg = 5.1 kg
1 6 . 3 5 kg 10
using addition.
21.45 kg – 5 1 kg = 16.35 kg
10
The mass of the steamed fish is 16.35 kg.
3 Puan Liyana used 14 bars of butter to bake cookies which were ordered
by her customers. Each bar had a mass of 250 g. Calculate in kg, the
total mass of butter used.
Solution
14 × 250 g = kg
250 g = ( 250 ÷ 1 000) kg

= 0.25 kg
1 2 Check
0 . 2 5 kg

× 14 1 bar 0.25 kg
2 bars 2 × 0.25 kg = 0.5 kg
1 00

+ 02 5 0 14 bars 4 bars 2 × 0.5 kg = 1.0 kg
8 bars 2 × 1.0 kg = 2.0 kg
3 . 5 0 kg
0.5 kg + 1.0 kg + 2.0 kg = 3.5 kg
14 × 250 g = 3.5 kg
The total mass of butter used was 3.5 kg.
Give exercises on daily problems which involve HOTS questions.
13.6 (i)
190

4 Puan Faridah used ingredients T and R Ingredients Mass
for her dish. The table shows the mass T 3 times the mass of R
of ingredient T and the total mass of both R
ingredients is 4.2 kg. What is the mass Total 4.2 kg
of ingredient R which is not shown?
Solution
4 parts 4.2 kg

1 part 3 parts
1 part 4.2 kg ÷ 4 = kg

Ingredient R Ingredient T 1.05 kg
Check the answer 4 ) 4.20 kg

The total portions of ingredients using a calculator.
–4
R and T = 4 parts 02
The total mass of ingredients – 0
T and R = 4.2 kg 20
– 20
The mass of ingredient R is 1.05 kg. 0
M ND L TERACY
Solve the problems.

a Puan Kumari went to the market to Items Mass
buy the items as shown in the table. Anchovies 2 1 kg
Calculate in g, the total mass of both 4
items. Dried prawns 0.32 kg
b A farmer harvested 64 3 kg of long beans from his farm. He sent

4
13.4 kg of long beans to shop A, 27 kg to shop B and the balance
to shop C. What was the mass of the long beans sent to
shop C?
c The picture beside shows the mass of a bunch of
rambutans. What is the mass in kg, of 15 similar
bunches of the rambutans? 2.5 kg
Guide the pupils to solve problems through simulation using real objects.
13.6 (i) Add problem solving questions which involve division.
191

M ND ASSESSMENT
1 Change the unit of mass of the following.

a 6 kg = g b 8.09 kg = g c 1 850 g = kg
d 10 000 g = kg e 7 1 kg = g f 9 700 g = kg
4
2 Solve these.
a 5 kg + 2.9 kg = kg b 10.3 kg – 690 g = kg
c 7 × 0.24 kg = kg d 3.05 kg ÷ 40 = g
e 12 × 2 kg = g f 5 9 kg ÷ 100 = g
3 10
a Rania buys a necklace with the

mass of 8.35 g, a bracelet with the
mass of 20.15 g and a ring with
the mass of 2.9 g. What is the mass
in g, of all the three jewellery? Give
the answer in fractions.
b The diagram beside shows a bottle of vitamin C

tablets. The mass of a bottle which has 50 tablets
is 0.177 kg and the mass of a tablet is 2.5 g.
Calculate in g, the mass of the bottle.
c The mass of a packet of salt is 2 times the mass of

a packet of food flavour. The total mass of both the SALT
items is 0.45 kg. Calculate in g, the mass of a packet FOO
FLA D
VOU
R
of salt.
Give a variety of exercises and carry out games like snakes and ladders
13.1-13.6 to answer questions.
192

14 VOL ME OF L Q D
Convert the units of millilitre and litre
1 2
1ℓ 1 000 mℓ 1ℓ 1 000 mℓ
4
5
ℓ 800 mℓ
3
5
ℓ 600 mℓ
0.5 ℓ 500 mℓ 2
5
ℓ 400 mℓ
1
5ℓ 200 mℓ
3ℓ=
Convert 0.7 ℓ to mℓ. mℓ
TIPS
5
200
0.7 ℓ = mℓ 3 ℓ = ( 3 × 1 000) mℓ 1 ℓ = 1 000 mℓ
5 5 × 1 000
0.7 ℓ = (0.700 × 1 000) mℓ 1
= 600 mℓ ℓ mℓ
= 700 mℓ
3 ℓ = 600 mℓ ÷ 1 000
0.7 ℓ = 700 mℓ
5
3 970 mℓ = ℓ 4 5 250 mℓ = ℓ
970 mℓ = ( 970 ÷ 1 000) ℓ 5 250 mℓ = 5 000 mℓ + 250 mℓ
1
= 0.97 ℓ
= 5 000 ℓ + 250 ℓ
970 mℓ = 0.97 ℓ 1 000 1 000
4
=5ℓ+ 1 ℓ
4
Convert 45 mℓ =51 ℓ
to ℓ. 4
5 250 mℓ = 5 1 ℓ
4
Encourage the pupils to do simulation using coloured liquid and measuring

containers.
14.1 (i) Use the fractions with denominators of 2, 4, 5, 8 and 10 to enhance the
pupil’s understanding to convert units of volume of liquid.
193
http://www.maths-worksheets.com/view/192
unit 14 volume of liquid.indd 193 17/11/16 12:23 PTG

5 18 ℓ 9 mℓ =
mℓ 6 6 ℓ 4 mℓ = ℓ
18 ℓ 9 mℓ = (18 × 1 000) mℓ + 9 mℓ
6 ℓ 4 mℓ = 6 ℓ + 4 mℓ

= 18 000 mℓ + 9 mℓ
= 6 ℓ + ( 004 ÷ 1 000) ℓ
= 18 009 mℓ
= 6 ℓ + 0.004 ℓ
18 ℓ 9 mℓ
= 18 009 mℓ = 6.004 ℓ
6 ℓ 4 mℓ = 6.004 ℓ
M ND L TERACY
1 Convert.
a 0.3 ℓ = mℓ b 2.08 ℓ = mℓ c 3 ℓ= mℓ
10
d 43ℓ= mℓ e 6 ℓ 7 mℓ = mℓ f 15 ℓ 48 mℓ = mℓ
4
2 State in fractions.
a 800 mℓ = ℓ b 2 900 mℓ = ℓ c 8 ℓ 500 mℓ = ℓ
3 State in decimals.
a 350 mℓ = ℓ b 2 730 mℓ = ℓ c 94 ℓ 12 mℓ = ℓ
4 Convert the following units of volume.

a b c
R
A
150 mℓ 500 mℓ EG 4.2 ℓ
S
Volume = ℓ Volume = ℓ Volume = ℓ mℓ
5 Choose the correct answer.

17 ℓ 9 mℓ = ℓ
9
a 17.9 b 17.09 c 17 d 17 9
1 000 100
Construct more questions involving the conversion of litre and millilitre to
14.1 (i) test pupil’s understanding.
194

Addition of volume of liquid
1 The picture beside shows the volume of two
bottles of mineral water. Calculate in ℓ, the total
volume of both mineral water bottles. MINERAL
WATER
R
MINERAL
5.5 ℓ + 1.5 ℓ = ℓ GA
WATER
R
GA1.5 ℓ
SE 5.5 ℓ SE
1
5.5 ℓ
+ 1.5 ℓ 5.5 ℓ 1.5 ℓ
7.0 ℓ
5.5 ℓ + 1.5 ℓ = 7.0 ℓ

The total volume of both mineral water bottles is 7.0 ℓ.
2 4.2 ℓ + 680 mℓ = mℓ 4 200 mℓ

4.2 ℓ + 680 mℓ = (4.200 × 1 000) mℓ + 680 mℓ + 680 mℓ
= 4 200 mℓ + 680 mℓ 4 880 mℓ
= 4 880 mℓ
4.2 ℓ + 680 mℓ = 4 880 mℓ
3 340 mℓ + 7 ℓ = mℓ
10
100
340 mℓ + 7 ℓ = 340 mℓ + ( 7 × 1 000) mℓ
1
340 mℓ
10 10
1 + 700 mℓ
= 340 mℓ + 700 mℓ 1 040 mℓ
= 1 040 mℓ
340 mℓ + 7 ℓ = 1 040 mℓ
10
Calculate in mℓ, the
sum of 0.7 ℓ and 3 ℓ.
10
Emphasise to the pupils that the addition of volume of liquid is similar to

14.2 (i) the addition of whole numbers, decimals and fractions by converting all
the units into the same unit.
195

413 9 ℓ + 18.05 ℓ + 62 ℓ 75 mℓ = ℓ
10
13 9 ℓ + 18.05 ℓ + 62 ℓ 75 mℓ = 13.9 ℓ + 18.05 ℓ + 62 ℓ + ( 75 ) ℓ
10 1 000
9
13 ℓ = 13.9 ℓ = 13.9 ℓ + 18.05 ℓ + 62 ℓ + 0.075 ℓ
10
= 13.9 ℓ + 18.05 ℓ + 62.075 ℓ
= 94.025 ℓ 11 1
13.900 ℓ
18.050 ℓ
+ 62.075 ℓ
13 9 ℓ + 18.05 ℓ + 62 ℓ 75 mℓ = 94.025 ℓ 94.025 ℓ
10
WH ZZ M ND
The sum of 9 3 ℓ, Q and 13.6 ℓ is 25 ℓ. Calculate in mℓ, the value of Q.

10
M ND L TERACY
1 Solve these.
a 6.09 ℓ + 3 ℓ = ℓ b 8.3 ℓ + 730 mℓ = ℓ
670 mℓ + 4 ℓ = 3 ℓ + 0.4 ℓ =
c mℓ d mℓ
5 4
e 2 1 ℓ + 3 ℓ 50 mℓ = 1 ℓ + 0.2 ℓ + 450 mℓ =
ℓ f mℓ
4 2
2Calculate:
a the total of 3.7 ℓ and 2 4 ℓ.
5
b the sum of 550 mℓ , 4.2 ℓ and 1 3 ℓ.
4
Use picture cards of simulation activities of addition of volume of liquid
14.2 (i) involving the conversion of units in fractions and decimals.
196

Subtraction of volume of liquid
1 2
3
2 ℓ
50 mℓ Full volume 9 ℓ 4
50
m
ℓ
10
9
8
7
6
5
4
3
2
2.5 mℓ Calculate in ℓ, the balance volume
1
of the syrup in the container as

Based on the picture above, shown in the picture.
calculate in mℓ, the volume of
the medicine left in the bottle? 9 ℓ – 23 ℓ = ℓ
4
50 mℓ – 2.5 mℓ = mℓ
9
9 ℓ – 23 ℓ = 84 ℓ – 23 ℓ
4 10 10
4 4 4
5 0 . 0 mℓ =61 ℓ
– 2 . 5 mℓ 4
4 7 . 5 mℓ 9 ℓ – 23 ℓ = 61 ℓ
4 4
50 mℓ – 2.5 mℓ = 47.5 mℓ
The balance volume of the syrup
The volume of the medicine
in the container is 6 1 ℓ.
left in the bottle is 47.5 mℓ. 4
3 7 ℓ – 4 060 mℓ – 1 3 ℓ = mℓ
4
7 ℓ – 4 060 mℓ – 1 3 ℓ = (7 × 1 000) mℓ – 4 060 mℓ – (1 3 × 1 000) mℓ
4 4
= 7 000 mℓ – 4 060 mℓ – ( 7 × 1 000) mℓ 250
4
1
= 7 000 mℓ – 4 060 mℓ – 1 750 mℓ
= 1 190 mℓ
9

6 10 10 8 14
7 0 0 0 mℓ 2 9 4 0 mℓ
– 4 0 6 0 mℓ – 1 7 5 0 mℓ
2 9 4 0 mℓ 1 1 9 0 mℓ
7 ℓ – 4 060 mℓ – 1 3 ℓ = 1 190 mℓ
4
Construct subtraction questions involving the combination units of ℓ and mℓ
14.3 (i) such as 2 ℓ 5 mℓ – 1.9 ℓ = mℓ.
197

M ND L TERACY
Calculate.
a 3.7 ℓ – 1.4 ℓ = ℓ b 14.3 ℓ – 8 ℓ = ℓ
c 53 ℓ – 2 1 ℓ = ℓ d 5 ℓ – 11 ℓ = mℓ
4 2 4
e 8 ℓ – 375 mℓ – 2 3 ℓ = ℓ f 10 ℓ – 2.4 ℓ – 6 7 ℓ = mℓ
10 8
MATHS EXPED T ON
Answer the questions below. Identify the animals in the food chain by
writing the matching letter to the questions.
1 8.05 ℓ – 1 1 ℓ – 2 060 mℓ = A ℓ 4 5 1 ℓ – 0.8 ℓ – 3 600 mℓ = D ℓ

4 2
2 2.4 ℓ + 35 mℓ + 3 1 ℓ = B ℓ 5 6.85 mℓ + 140.7 mℓ + 1.3 mℓ = E mℓ
2
3 1.08 ℓ + 190 mℓ + 5 3 ℓ = C mℓ 6 14.9 ℓ – 7 1 ℓ – 6 190 mℓ = F ℓ
4 5
4.885 ℓ 7 020 mℓ 4.74 ℓ 11ℓ 1.15 ℓ

10
5.935 ℓ 1.51 ℓ 5.395 ℓ 4.47 ℓ 148.85 mℓ
Food chain
B D E
A
Consumer
Producer
C F
Based on the above food chain:

Producer A is . Consumer F is .
Add more lower level and intermediate level questions to enhance
14.3 (i) pupils’ understanding.
Construct HOTS questions for enrichment activity.
198

Multiplication of volume of liquid
1 Based on the picture, what is the volume
in ℓ, of 8 similar bottles of rose syrup?

8 × 0.175 ℓ = ℓ
1 6 4 ROSE
SYRUP ROSE
SYRUP
ROSE
SYRUP
ROSE
SYRUP
RO
SY
ROSE OSE
SYRUP YRUP
ROSE
SYRUP
0. 1 75ℓ
0.175 ℓ
0.175 ℓ 0.175 ℓ 0.175 ℓ 0.17 0.175 ℓ .175 ℓ
× 8
1 .400
ROSE
SY RUP
8 × 0.175 = 1.4 ℓ
The volume of 8 similar bottles of rose syrup is 1.4 ℓ. 0.175 ℓ
2 30 × 0.35 ℓ = mℓ
Method 1 Method 2
1 1
0.35 ℓ 0.35 ℓ = (0.350 × 1 000) mℓ
× 30 = 350 mℓ
10.50 ℓ 1
350 mℓ
10.50 ℓ = (10.500 × 1 000) mℓ × 30
= 10 500 mℓ 10 500 mℓ
Is 300 × 0.035 ℓ equivalent
30 × 0.35 ℓ = 10 500 mℓ
to 30 × 350 mℓ? Discuss.
3 3 × 13 ℓ = mℓ
4 2 1
250
3 × 1 3 ℓ = 3 × ( 7 × 1 000) mℓ 1 750 mℓ
4 4 × 3
1
= 3 × 1 750 mℓ 5 250 mℓ
= 5 250 mℓ
3 × 1 3 ℓ = 5 250 mℓ
4
Discuss various daily situations involving multiplication of volume of liquid.
14.4 (i) Carry out multiplication activities using a few containers of volume of liquid
such as detergent, cooking oil, perfume and etc.
199

D R EYE
S
11 ℓ
OP
4 5
4 18 mℓ
18 mℓ
What is the volume in ℓ, of liquid Calculate in ℓ, the volume of 100
of 16 similar water bottles? similar bottles of eye drops.
16 × 1 1 ℓ = ℓ 100 × 18 mℓ = ℓ
4
4 100 × 18 mℓ = 1 800 mℓ
16 × 1 1 ℓ = 16 × 5 ℓ
4 4 = (1 800 ÷ 1 000) ℓ
1
= 20 ℓ = 1.8 ℓ
16 × 1 1 ℓ = 20 ℓ 100 × 18 mℓ = 1.8 ℓ
4
6 1 000 × 2 1 ℓ = ℓ 2.125 ℓ
8 8 ) 17.000 ℓ
1 000 × 2 1 ℓ = 1 000 × 17 ℓ – 16
8 8 10
= 1 000 × 2.125 ℓ – 8
= 2 125 ℓ 20
– 16
1 000 × 2 1 ℓ = 2 125 ℓ 40
8 – 40
0
WH ZZ M ND
Given P × 1 ℓ = 2 000 mℓ. Calculate the product of P and 0.09 ℓ.

5
M ND L TERACY
Solve these.
a 7 × 30 mℓ = mℓ b 8 × 2.3 ℓ = ℓ c 10 × 0.62 ℓ = mℓ
9
d 5×3 ℓ= mℓ e 2×3 ℓ= mℓ f 100 × 49 mℓ = ℓ
4 10
g 13 ℓ ×3 ℓ ×7 ℓ × 12 ℓ
5
Remind pupils about the quick method to multiply the volume of liquid
14.4 (i) with 10, 100, and 1 000.
200

Division of volume of liquid
1 Based on the picture, what is the
volume in ℓ, of the coconut water
in a glass?
3.2 ℓ ÷ 8 = ℓ
0.4 ℓ
8 ) 3.2 ℓ
–0 I poured 3.2 ℓ of coconut
water equally into
32 8 glasses.
–32
0
3.2 ℓ ÷ 8 = 0.4 ℓ
The volume of the coconut water in a glass is 0.4 ℓ.
2 8.04 ℓ ÷ 15 = mℓ 536 mℓ What is the

8.04 ℓ ÷ 15 = (8.040 × 1 000) mℓ ÷ 15 15 ) 8 040 mℓ value in mℓ, of
–75 8.04 ℓ ÷ 60 mℓ?
= 8 040 mℓ ÷ 15
54
= 536 mℓ – 45
90
– 90
0
8.04 ℓ ÷ 15 = 536 mℓ
3 Divide 0.34 ℓ by 100. Give the answer in mℓ.

0.34 ℓ ÷ 100 = mℓ
0.34 ℓ ÷ 100 = (0.340 × 1 000) mℓ ÷ 100
= 340 mℓ ÷ 100 Can you state the
answer in fractions?
= 3.4 mℓ
0.34 ℓ ÷ 100 = 3.4 mℓ
Create a puzzle game, puzzle number or domino to further enhance
14.5 (i) pupils’ knowledge to solve division of volume of liquid.
201

4 12 ℓ 70 mℓ ÷ 1 000 = mℓ
12 ℓ 70 mℓ ÷ 1 000 = ([12 × 1 000] mℓ + 70 mℓ) ÷ 1 000
= (12 000 mℓ + 70 mℓ) ÷ 1 000
= 12 070 mℓ ÷ 1 000
= 12.07 mℓ
12 ℓ 70 mℓ ÷ 1 000 = 12.07 mℓ
5 20 5 ℓ ÷ 50 = mℓ
8
0.625 ℓ 412.5 mℓ
20 5 ℓ ÷ 50 = (20 ℓ + 5 ℓ) ÷ 50 8 ) 5.000 ℓ 50 ) 20 625.0 mℓ
8 8
–0 – 20 0
= (20 ℓ + 0.625 ℓ) ÷ 50
50 62
= 20.625 ℓ ÷ 50 –48 – 50
= (20.625 × 1 000) mℓ ÷ 50 20 125
= 20 625 mℓ ÷ 50 – 16 – 100
= 412.5 mℓ 40 25 0
– 40 – 25 0
20 5 ℓ ÷ 50 = 412.5 mℓ 0 0
8
M ND L TERACY
Calculate the answers. Fill in the boxes with letters

to the corresponding answers.
ow?
Do you kn ates
Thisbird origin
64.8 1.5 200 1 9 2 050 2 000 1 9 0.32 f rom Sou
th A s ia
10 10 ion. This
tropical reg q u e
ni
I 34.2 ℓ ÷ 18 = ℓ
R 100 × 0.002 ℓ = mℓ b i r d i s u able
is
because it s id e
up-
E 6 × 0.25 ℓ = ℓ D 8×1 ℓ= mℓ to s le e p
its head
4 down with
S 64 800 mℓ ÷ 1 000 = mℓ N 38.95 ℓ ÷ 19 = mℓ down.
T 13 ℓ ÷ 5 = ℓ
5
Remind the pupils about methods of division by 10, 100 and 1 000.
14.5 (i)
202

Solve the problems
1 Kamal Water Company produces 33.75 ℓ of limau kasturi
juice within an hour. He fills the juice equally into 90 bottles.
What is the volume in mℓ, of the limau kasturi juice filled
into each bottle?
Solution
Volume
Given of limau kasturi juice filled equally
into 90 bottles is 33.75 ℓ.
Asked
for The volume of limau kasturi juice in each
bottle.
Division
Operation
33.75
Solve ℓ ÷ 90 = mℓ
33.75 ℓ ÷ 90 = (33.750 × 1 000) mℓ ÷ 90
= 33 750 mℓ ÷ 90 375 mℓ
= 375 mℓ 90 ) 33 750 mℓ
– 27 0

6 75
– 6 30
450
– 450
0
Check
64
33375 mℓ 750 mℓ = (33 750 ÷ 1 000) ℓ
×
90 = 33.75 ℓ
33 750 mℓ
33.75 ℓ ÷ 90 = 375 mℓ
The volume of limau kasturi juice in each bottle is 375 mℓ.
Prepare story cards which involve addition, subtraction and multiplication.

14.6 (i) Get pupils to solve the problems using the Polya’s method.
203

2A water supply company supplies 50 000 ℓ of water
to apartment A, apartment B and apartment C due
to water supply disruption. Apartment A and
apartment C each receives 17 550 1 ℓ and 16 900 ℓ
4
of water. The rest of the water is supplied to
apartment B. What is the volume in ℓ, of water that
is supplied to apartment B?
Gather the information
Solution in the table.
Location of Volume of
water supplied water supplied
Apartment A 17 550 1 ℓ
4
Apartment B
Apartment C 16 900 ℓ
Total 50 000 ℓ
50 000 ℓ – 17 550 1 ℓ – 16 900 ℓ = ℓ

4
50 000 ℓ – 17 550 1 ℓ – 16 900 ℓ = 50 000 ℓ – 17 550.25 ℓ – 16 900 ℓ
4
= 15 549.75 ℓ
9 9 9 9 9 11 1 ℓ = 1 × 25 ℓ
4 10 10 10 10 10 10 2 1 14 4 4 × 25
50 000.00ℓ 32 449.75ℓ
–1 7 550.25ℓ –1 6 900.00ℓ = 25 ℓ
100
32 449.75ℓ 1 5 549.75ℓ = 0.25 ℓ
Check
ℓ mℓ
2 2 1 1 1 1 How much more volume of
549 75 15 water is received by apartment A
900 00 16 compared to apartment B?
550 25 +1 7
000 00 50
50 000 ℓ – 17 550 1 ℓ – 16 900 ℓ = 15 549.75 ℓ
4
A total of 15 549.75 ℓ of water is supplied to apartment B.
Emphasise to the pupils to check the answer using various suitable methods.
14.6 (i)
204

3The volume of watermelon juice in container P is 400 mℓ. The volume
of the watermelon juice in container Q is 4 1 times the volume of the
2
watermelon juice in container P. Calculate in mℓ, the volume of the
watermelon juice in container Q.
Solution 1
times
2
I draw a diagram, ? mℓ
4 times
then, calculate.
400 mℓ
P Q
The volume of the

watermelon juice = 4 1 × 400 mℓ
Check the answer
2 using a calculator.
in container Q 2
1
= (4 × 400 mℓ) + ( × 400 mℓ)
2
1
= 1 600 mℓ + 200 mℓ
= 1 800 mℓ
The volume of the watermelon juice in container Q is 1 800 mℓ.
M ND L TERACY

a The volume of water in a kettle is 2.5 ℓ. Azim poured 1 1 ℓ more water
8
into the kettle. Calculate in ℓ, the total volume of water inside the
kettle.
b The table shows the volume of cincau in two containers.
Container Volume of cincau
M 81 ℓ
5
N 3.5 ℓ lesser than container M
Calculate in mℓ, the volume of cincau in container N.
c A large container could be filled with 19.65 ℓ of water. 5 pails of
similar size could fill the water into the large container. Calculate
in mℓ, the volume of water in a pail.
Emphasise to the pupils to solve problems using other strategies.
14.6 (i) Add more problem solving questions which involves multiplication.
205

M ND ASSESSMENT
1 Convert the volume to the units stated.
a 5.03 ℓ = mℓ b 2 090 mℓ = ℓ c 24 ℓ = mℓ
5
2 State the volume in fractions.
a 125 mℓ = ℓ b 6 500 mℓ = ℓ c 9 ℓ 250 mℓ = ℓ
3 Calculate the answers.
a 4.07 ℓ + 1 1 ℓ + 0.1 ℓ = mℓ b 3.4 ℓ – 480 mℓ – 2 1 ℓ = mℓ
5 2
c 6 × 2.3 ℓ = ℓ d 3.09 ℓ ÷ 40 = mℓ
e 15 × 3 1 ℓ = mℓ f 5.25 ℓ ÷ 100 = mℓ
5
4 Solve the following problems. Container Volume of rose water
R 0.15 ℓ
a The table beside shows the volume 1ℓ
of rose water in three containers. S
2
Calculate in ℓ, the total volume of T 120 mℓ
rose water in the three containers.
b A total of 6 4 ℓ of mango juice is divided equally into 20 glasses.
5
Calculate in mℓ, the volume of mango juice in one glass.
c The table below shows the volume of liquid that is needed by
children and adults.
Category Volume of liquid to drink in a day
Children 1.3 ℓ
Adult female 900 mℓ more than children
1 ℓ lesser than adult female
Adult male
10
Calculate in mℓ, the volume of water needed by:
i adult male in a day.
ii adult female in a week.
d The Lim Laundry uses between 250 mℓ to 350 mℓ of liquid fabric
detergent in a day. Estimate in ℓ, the total volume of liquid fabric
detergent used in 5 days.
Give more problem solving questions on volume of liquid which involves
14.1 – 14.6 daily situations.
206

15 SPACE
Perimeter
This is not a composite
shape because the two
1
shapes are not combined.
This is a composite
shape consisting TIPS
of square A and Composite shape
square B. A C is a shape formed
from a combination
B D of two or more
shapes.
We must add the length

What is the method to of all the outer sides of
find the perimeter of the composite shape.
this composite shape?
25 cm
30 cm A
TIPS
Perimeter is the
B length of the
boundary of a
closed figure.
5 cm Perimeter = (5 + 5 + 20+ 25 + 25 + 30) cm

A 5 cm = 110 cm
20 cm Perimeter of the composite
30 cm
shape A and B is 110 cm.
B 25 cm
If the length of each side of the
square is added by 3 cm, what
is the perimeter? Explain.
25 cm
Carry out activities to find perimeter for any composite shapes found
15.1 (i) in the classroom using a ruler and a measuring tape.
207
unit 15 space.indd 207 17/11/16 12:24 PTG

2 Diagram shows a composite shape of a square PQRS and a rectangle
TUVW. What is the perimeter of the composite shape?
P 6 cm Q Explain how to
determine the
6 cm 6 cm
length of TS if
T 5 cm 9 cm U the length is
S R not given.
4 cm 4 cm
W 20 cm V
Perimeter = PQ + QR + RU + UV + VW + WT + TS + SP
= ( 6 + 6 + 9 + 4 + 20 + 4 + 5 + 6 ) cm
= 60 cm
The perimeter of the composite shape is 60 cm .
3 Diagram on the right shows a composite shape A

10 cm
B
of a square ABCD and an equilateral triangle DEF.
Calculate the perimeter of the diagram.
D C E
Perimeter = AB + BC + CE + EF + FD + DA
= (10 + 10 + 10 + 20 + 20 + 10) cm 20 cm
= 80 cm
F
Perimeter of the diagram is 80 cm.
Will the perimeter of this composite
shape increase or decrease when the
position of shape changed as shown?
Explain.
WH ZZ M ND
4 cm
The diagram shows 2 pieces of cards of the same
size. Arrange both cards to form a composite shape 10 cm
with the longest and the shortest perimeter.
Carry out activities to find perimeter with various combination of two 2-D
15.1 (i) shapes and various position of the composite shapes.
208

4 Diagram shows a square RSTU inside the rectangle MNOP. The length
of MR = RS = SN. Calculate the perimeter of the shaded region.
M R S N Calculate the length of MR, RS
and SN by dividing 36 with 3.
15 cm MR = RS = SN
U T 36 cm ÷ 3 = 12 cm
P 36 cm O
Perimeter of
the shaded = MR + RU + UT + TS + SN + NO + OP + PM
region = (12 + 12 + 12 + 12 + 12 + 15 + 36 + 15) cm
= 126 cm
Perimeter of the shaded region is 126 cm.
M ND L TERACY
Calculate the perimeter of the shaded region of the following composite

shapes.
a 4 cm b 24 cm
12 cm
5 cm
18 cm
12 cm
3 cm
10 cm
3 cm
c d 2m e 13 m
7 cm
3m 4m
6 cm 5m
7 cm 13 m 2m 18 m
5m
6m
http://www.mathsisfun.com/area.html
15.1 (i)
209

Area 16 small squares
to fill square A and
1 21 small squares
How many small
squares can fill this to fill rectangle B.
composite shape?
4 units
A A 4 units
B B 3 units
7 units
Calculate the area of the composite shape above.

TIPS
Area of four-sided shape A = 4 units × 4 units
Area is the measurement
= 16 units2
of a surface. The unit for
Area of four-sided shape B = 7 units × 3 units area is squared units
Area = Length × Breadth
= 21 units2
Area of the composite shape = 16 units2 + 21 units2
= 37 units2
Area of the composite shape above is 37 units2.
2 Diagram below shows a composite shape of a rectangle and a square.

Calculate the area of the composite shape.
10 cm Area A = 8 cm × 10 cm
= 80 cm2
8 cm A 6 cm
B
Area B = 6 cm × 6 cm
= 36 cm2
Total area = 80 cm2 + 36 cm2
= 116 cm2
Area of the composite shape is 116 cm2.
Use MS Word software or geoboard for activities to find area for

15.1 (ii) combination of two shapes involving four-sided shapes and triangles.
210

3 Diagram shows a composite shape of a square RSTU and a right-angled
triangle VWT. What is the area of the composite shape?
Area of square = 18 cm × 18 cm
18
cm RSTU
R S
V
= 324 cm2
10 cm
3

V Area of triangle = 1 × 6 cm x 8 cm
VWT
8 cm 2
X 1

U T W = 24 cm2
6 cm
Area of composite = 324 cm2 + 24 cm2

shape
= 348 cm2

Area of the composite shape is 348 cm2.
4 Diagram shows the combination of two squares MNOP and QSTU of

the same size. The length of QR = RS = PV = VO = and NR = RO.
Calculate the area of the shaded region.
Area of = 12 cm × 12 cm

M
12 cm
N
MNOP
= 144 cm2
Q R S
Area of = 6 cm × 6 cm
QROV
= 36 cm2
P V O
Area of the = (Area of MNOP – Area of QROV) × 2
U T
shaded
region
= (144 cm2 – 36 cm2) × 2
= 108 cm2 × 2
= 216 cm2
Area of the shaded region is 216 cm2.
Vary the calculation strategies to find the area of composite shapes
15.1 (ii) of four-sided shapes and triangles.
211

WH ZZ M ND
Perimeter of the diagram below is 54 cm. If the diagram becomes two

squares of the same size, what is the:
a area, in cm2 of the whole diagram?

b perimeter of a square?
M ND L TERACY
1 Calculate the area of the shaded region.

a 12 m b 13 cm c 17 m d 6m
15 m 10 m
13 cm 24 m 18 m
4m
7m
29 m 5 cm 12 m
2Diagram shows a square PQRS and SRT P Q
is a straight line. The length of RT is 2

5 10 cm
of the length of SR. What is the area of
the composite shape?
S R T
3 Diagram consists of squares of the same

size. Calculate the area of the green region.
12 cm
http://www.mathsisfun.com/sphider/search.php?query=perimeter+
15.1 (ii) and+area&submit=Search&search=1
212

Volume The volume of a composite shape is the sum of the
volume of a cube and the volume of a cuboid.
1
So, we need to measure
We combine the length, width and
the cube and height of each shape to
the cuboid. find the volume.
kuboid
What is the total volume of the composite

TIPS
shape of a cube and a cuboid? Volume is the measurement
10 cm of the space occupied by a
solid, liquid or gas. The unit
15 cm for volume is cubic units.
Volume = Length × Width
10 cm × Height
24 cm
Volume of cube = 10 cm × 10 cm × 10 cm
= 1 000 cm3
Volume of cuboid = 24 cm × 10 cm × 15 cm
= 3 600 cm3
Total volume = Volume of cube + Volume of cuboid
= 1 000 cm3 + 3 600 cm3
= 4 600 cm3
The total volume of the composite shape of a cube and a cuboid
is 4 600 cm3.
Is the volume of this composite
shape the same when the
arrangement is changed?
Why?
Remind the pupils that the formula for volume of a solid was
15.1 (iii) taught in Year 4.
Carry out activities to find volume involving various arrangements
consisting of combinations of cubes and cuboids. 213

2 In the diagram, a cube with edges of 4 cm 4 cm
is cut out from a cuboid. The original volume
of the cuboid is 400 cm3. What is the volume,
in cm3, of the remaining shape?
Original volume of cuboid is 400 cm3.

Volume of cube = 4 cm × 4 cm × 4 cm
= 64 cm3
Volume of the = Original volume of the cuboid – Volume of the cube
remaining shape
= 400 cm3 – 64 cm3
= 336 cm3
Volume of the remaining shape is 336 cm3.
M ND L TERACY
1 Calculate the volume of the composite shapes.

4 cm
a b
11 cm
9 cm 2 cm
10 cm 5 cm
13 cm
5 cm 15 cm
9 cm 5 cm
c d
17 cm
10 cm 4 cm 24 cm
6 cm
5 cm
25 cm 9 cm
38 cm
2 Diagram shows a composite shape of cuboid X

and cube Y. The volume of the composite shape 5 cm
is 200 cm3. Calculate the volume of cuboid X. X Y
http://www.mathsisfun.com/geometry/index.html
15.1 (iii)
214

Angles
This tool for measuring angles
80 100 1
1 70 90 10
12 is known as a protractor.
60 100 80 7 0
13
110 0 6
50 20 0 0
01 50
13
14
40
0
0
40
14
15
30
50
0
30
60 1
160
20
20
180 170 1
170 180
10
10 0
0
Outer scale Base Centre Inner scale

line
2 How to measure angles?

a Place the protractor so that: B
i the centre of the protractor
is at vertex C.
ii the base line should
overlap on line CA. o
45
b The angle C is clockwise
from line CA to line CB.
c Choose the scale which starts
from 0 at CA (the outer scale).
d Read the scale at the line CB.
The value of angle C is 45o. A C
TIPS The size of the

angle is measured
• When measuring angles, the in degree units.
centre of the protractor must This value of this
overlap on the vertex of the angle is forty-five
angle. B degree degrees.
• Read the value of the angle symbol
from 0o at the outer scale or o
the inner scale on the line A 45 C
which overlaps with the base
line.
Carry out activities on measuring angles by tracing the face of 3-D

15.2 (i) shapes (object) which will produce polygons up to eight sides.
215

3 60
o
The reading on the outer scale

o
is 60 . The measurement of
the acute angle on the triangle
o
is 60 .
The reading on the inner scale

o
is 110 . The value of the obtuse
o
angle on this pentagon is 110 .
o
110
Projected
line
The diagram of the square is
small. So, draw a projected line
o
based on the base line. The 90
o
value of this angle is 90 . This
is a right angle.
M ND L TERACY
Draw the polygon diagrams below. Measure the angle using a protractor
and record the angles.
a b c d
Do the activity to measure acute angles, right angles and obtuse angles.
15.2 (i) Prepare regular polygons and irregular polygons, big enough for the
pupils to measure angles.
216

Draw lines
Perpendicular lines TIPS
A perpendicular lines
is a line which meets or
crosses with a straight
line at a right angle.
Draw a straight line 1

using a ruler.
Place the set square 2

against the ruler. Draw
another straight line which
is at right-angle to the
previous straight line.
Draw a right angle. 3
This tool is
known as
set square.
A perpendicular lines is produced. 4

Carry out activities to draw perpendicular lines and parallel
15.3 (i) lines using grid paper.
http://www.mathsisfun.com/perpendicular-parallel.html
217

Parallel lines
Place the ruler and set Draw the first straight Slide the set square
square as shown in line at the set square. 2 downwards. Draw
the photo. 1 the second straight
line along the
direction of the 3
first line.
Parallel lines are

4
TIPS produced.
Parallel lines are straight

lines of equal distance
between one another
and do not cross or meet.
M ND L TERACY
1 Diagram shows a polygon. Measure all the angles of the polygon

using a protractor.
f
The value of the angles:
a
a = ________ b = ________
e
c = ________ d = ________
b
c d e = ________ f = ________
2 Using a set square and a ruler, draw lines which are:

a parallel to line MN. b perpendicular to line PQ.
N P
M
Q
http://www.mathsisfun.com/definitions/parallel-lines.html
15.3 (i)
218

M ND ASSESSMENT
1 Calculate the perimeter of composite 2-D shapes.
8 cm
a b
7 cm
5 cm 5 cm 4 cm
7 cm 5 cm
2 cm 4 cm 5 cm
2 Calculate the area of shaded region.
12 cm
a b
6 cm 13 cm 16 cm
9 cm
5 cm 5 cm
22 cm
16 cm
9 cm
1 cm
c d
1 cm 2 cm
14 cm 9 cm
5 cm
14 cm
3 What is the volume of the following composite shapes?

8 cm
a b
4 cm 10 cm
3 cm
6 cm
5 cm 8 cm
15 cm 6 cm 14 cm
4 Measure the angles p for each polygon below.

a b c
p
p
15.1 Recommend a website for extra exercises or increase the various

15.2 types of exercises to strengthen the pupils’ understanding.
15.3 http://www.bgfl.org/custom/resources_ftp/ks2/maths/perimeter
_and_area/index.html 219

5 Using the geometric set, draw lines which are:
a parallel to line PQ. b perpendicular to line MN.
Q M
P N
6 1 cm Diagram consists of several squares of equal size.

What is the area in cm2, of the green coloured
region?

P Q
7 Diagram consists of a
rectangle PQST, and a 8 cm 10 cm
triangle QRS. Calculate
in cm, the perimeter of
the composite shape. T 14 cm S 6 cm R
P
8 Diagram shows a composite shape of two
cuboids. Area of the shaded region P is 8 cm2. 10 cm
Area of the shaded region Q is 2 times the area
of the shaded region P. Calculate in cm3, the Q
volume of the composite shape.
12 cm
A B
9 Diagram consists of a square ABCD and
13 cm a triangle BCE. Area of the composite
12 cm
shape is 174 cm2. Calculate in cm, the
perimeter of the composite shape.
D C E
220

16 COORD NATES
Recognise coordinates w?
Do you kno
rtes
Determine the coordinates of an object Rene Desca
(1596-16 5 0 )
n who
a th e m a ti c ia em.
1 The diagram shows Din’s path to a A Fr e n h m
c s st
sy
e coordinate
discovered th consists
certain location. ates system
The coordin at shows
y numbers th
of a pair of n and
of th e co lu m
th e posi ti o n s p a ce
b je c t in th e
6 ro w o f a n o a rtesian
wn as the C
mosque hospital which is kno
5 plane.
Vertical axis
4
Din’s
3 house
2
1
Din’s post office
TIPS
x The coordinates are stated
O
1 2 3 4 5 6 by writing the x coordinate
origin Horizontal axis first, followed by the y
coordinate, that are (x, y ).
Din is at the intersection point of x-axis
and y-axis which is named as origin.
The coordinates of the origin O, are (0, 0).
Din went to the post office If Din wants to go to the mosque,

following the horizontal he has to move 5 units upwards on
axis path, that is the x -axis. the vertical axis, that is the y-axis.
What are the coordinates of Din’s house, the post office and the mosque?
Din’s house is 2 units to the right from the origin and 3 units above.
Therefore, the coordinates of Din’s house are written as (2, 3) .
The post office is on coordinates (4, 0) . State the coordinates of the
hospital and the mosque.
Stress on the usage of coordinates in daily life. For example, in aviation
16.1 (i) system, navigation system and war strategy.
16.1 (ii) Carry out simulation to determine pupils’ coordinates in the classroom.
http://www.mathopenref.com/coordintro.html 221
Unit 16 coordinates.indd 221 17/11/16 12:25 PTG

2 The picture shows the game of throwing rubber loops.
y
6
5
4
3
2
1
O
1
2
3
4
5
6
x
What are the coordinates for the red
rubber loop and yellow rubber loop?
The red loop is 4 units above the origin.

Therefore, the coordinates for the red loop are (0, 4) .
The yellow loop is 1 unit to the right from the origin.
Therefore, the coordinates for the yellow loop are (1, 0) .
Describe the coordinates for the blue and green loops.
WH ZZ M ND
y
Hasdi parked his car at B units 6

to the right from the origin 5
and 2 times B units above in
4
the parking zone. State the
coordinates of Hasdi’s car. 3
2
1
O x
1 2 3 4 5 6
Carry out suitable activities to determine the coordinates using the

16.1 (ii) Cartesian plane. For example, the position of pupils in the classroom.
222

Mark the point of coordinates
1 Puan Haliza asks Darren to mark the coordinates G (2, 3) and Shikin to
mark the coordinates H (4, 5).
y y
H (4, 5)
5 5 •
4 4
G (2, 3)
3 • 3
2 2
HALIZA
1 1
O x x
1 2 3 4 5
DARREN
O 1 2 3 4 5
SHIKIN
Darren marks the point G (2, 3) at 2 units to

the right from the origin and 3 units above.
Shikin marks the point H at 4 units to the

right from the origin and 5 units above.
The coordinates of point H are (4, 5).
WH ZZ M ND
y
6
Plot a polygon by marking the
5
points on the Cartesian plane.
4
State the coordinates of the
points to plot the polygon. 3
2
1
O x
1 2 3 4 5 6
Prepare a Cartesian plane for the Whizz Mind activities and the pupils
16.1 (iii) mark the coordinate points said by the teacher.
223

2 A team of scouts carried out a camping activity at the foot of Gunung
Ledang. The team leader found a suitable campsite at 4 units to the
right from the origin and 7 units above. Using the Cartesian plane, mark
the location point of the campsite with the letter K. State its coordinates.
Solution
Given 4 units to the right from the origin and 7 units above

Asked for Point K and its coordinates
Solve y
Mark point K at 4 units
8 to the right from the
7 K origin and 7 units
6
5
above on the plane.
4
3 The coordinates of the
2
campsite are K (4, 7).
1
O 1 2 3 4 5 6 7 8 x
MATHS EXPED T ON
Pair work
Task
1 Launch MS Word 2007. y
2 Choose Insert Table (6 × 6 table). 6

5
3 Draw the x-axis and y -axis. Label the 4
3
axis and the origin. 2
4 Choose Insert Shapes. Click 6 symbols 1

X
O
and place the symbols on the Cartesian 1 2 3 4 5 6
Arrangement of Children's Day Celebration

plane to show the layout of the items in Symbol Item Coordinates
a Children’s Day Celebration. Beverage
Food
5 Draw a table (3 × 7 table). Type the name Radio/Laptop
Presentation space
of the items which are represented by Present
the symbols. Seat
6 Type the coordinates of each item.

7 Print and keep the work in the mathematics folder.
Vary the problem solving questions and guide the pupils to solve them
16.1 (ii) by drawing the Cartesian plane.
16.1 (iii)
224
Unit 16 coordinates.indd 224 18/11/16 8:48 PG

M ND L TERACY
1 a Label the x-axis, y-axis and origin on the given Cartesian plane.
b Complete the table and mark the points below on the Cartesian
plane.
Point Coordinate x Coordinate y Coordinates
P 5 units to the right

1 unit above
from the origin
Q Q (3, 2)
8 units to the right
R 4 units above
from the origin
S S (9, 7)
4 units to the right
T 2 units above
from the origin
2 y
M G Write the coordinates for the
5
following points:
4
3 K a G b H
H
2
c J d K
1
L J e L f M
x
O 1 2 3 4 5 6 7
3 Points P (2, 4) and Q (a, 3) are in the same column on the Cartesian
plane. What is the value of a?
4 Draw a Cartesian plane and mark the following points on the plane.
a P (5, 3) b R (2, 0) c T (0, 6) d W (8, 1)
5 Encik Daniel took part in a treasure hunt. He found the treasure at 5 units
to the right from the origin and 2 units above. Using the Cartesian plane,
mark the position of the treasure and state its coordinates.
Prepare Cartesian planes for the Mind Literacy questions 1, 4 and 5.
16.1
225

M ND ASSESSMENT
y
1 The graph shows the positions
of animals in a zoo. State the 5
coordinates for the elephant, 4
tiger, giraffe, crocodile, rhinoceros 3
and horse in the zoo. 2
1
O x
1 2 3 4 5 6 7
2 Mark the positions of the following fruit trees on the Cartesian plane
provided.
a Banana plant P (4, 1) b Papaya tree B (4, 6)
c Coconut tree K (0, 7) d Star fruit tree N (5, 0)
3 On a given Cartesian plane:

a mark the points A (2, 3), B (3, 5), C (5,5), D (6, 3), E (5, 1) and F (3, 1).
b connect the points sequentially until they merge.
c name the shape formed.
4 Encik Selvan wants to buy a watch at Chin’s Watch Store which is 8 units
to the right from the origin and 3 units above. State the coordinates of
Chin’s Watch Store.
5 y The graph beside shows a straight

line drawn on a Cartesian plane.
5
E What are the coordinates for the
4
D points A, B, C, D and E?
3
C
2
B
1
A
O x
1 2 3 4 5 6 7
Guide pupils to draw a Cartesian plane in the square lined exercise book
16.1 (ii) to do Mind Assessment activities.
16.1 (iii)
226

17 RAT O
Recognise ratio
How can we produce
1 the colour of green?
We need more
green. Mix yellow paint
with blue paint to
produce the green
paint.
They used 1 tin of blue paint and 1 tin

of yellow paint to produce green paint.
What is the ratio of the number of blue paint tins to the number of
yellow paint tins?
1 tin of blue paint to 1 tin
of yellow paint is stated as
the ratio one to one.
1 tin 1 tin
The ratio is
1:1
one to one
The ratio of the number of blue paint tins to the number of yellow
paint tins is 1 : 1.
What is the ratio of the
TIPS number of red paint
Ratio means the tins to the number of
comparison between white paint cans?
two quantities of the
same unit.
Carry out simulation activities which involve pupils’ gender, pupils’ pocket
17.1 (i) money and the objects in the classroom to explain the concept of ratio.
227
unit 17 ratio.indd 227 17/11/16 12:26 PTG

2 The table shows the number of stars awarded to neat classrooms.
Class 5 Perdana 5 Waja 5 Wira 5 Satria 5 Exora
Number
of stars
a State the ratio of the number of stars of 5 Waja to the number of

stars of 5 Perdana.
Can this ratio be

5 Waja : 5 Perdana
written as 4 : 1?
: Why?
1 : 4 5 Waja 5 Perdana
The ratio of the number of stars of 5 Waja to the number of

stars of 5 Perdana is 1 : 4 .
b What is the ratio of the stars of 5 Exora to the number of stars of 5

Satria?
5 Exora : 5 Satria
:
1 : 5 5 Exora 5 Satria
The ratio of the number of stars of 5 Exora to the number of stars

of 5 Satria is 1 : 5.
What is the ratio of the number of stars of
5 Exora to the number of stars of 5 Wira?
Emphasise that the ratio is written in the form of a : b and do not

17.1 (i) write its unit.
Use the data from the table to determine the ratio of the number
228 of stars between the other classes.

3 Juliana shares her money with her
younger brother to buy a storybook.
State the ratio of Haziq’s money to
his sister’s money.
Sister, I only have RM1.
Haziq’s money Juliana’s money

EN EN
SP
EC
IM
SP
EC
IM
It’s alright, Haziq. I have RM10.

The money we have is enough
RM1 RM10 to buy this storybook.
1 : 10
The ratio of Haziq’s money to his sister’s money is 1 : 10.
4 The diagram shows blocks A and B. State the ratio of the number of
block A to the number of block B.
Block B
Do you know?
Ratio has no unit.
Block A
1 unit 100 units
The ratio of the number of block A to the number of block B is
1 to 100
1 : 100
The ratio of the number of block A to the number of block B is 1 : 100.
WH ZZ M ND
The picture shows the time taken by Khairul and Thavamani to complete
a mathematics project.
60 3
Calculate the ratio of the time taken by
minutes i hours Khairul to the time taken by Thavamani
ul ama n
Khair Thav to complete the project.
Emphasise that the ratio 1 to 10 is not the same as the ratio 10 to 1.
17.1 (i) 1
Ratio can be written in fractions. For example 1 : 4 is .
4
Emphasise that in the writing of ratio which involves unit, the quantities
must also have the same unit.
229

library canteen
5 The diagram shows the map classroom
1 cm
of Sekolah Kebangsaan
Sri Jaya. What is the ratio of 1 cm
the distance on the map to
the actual distance from the staffroom
staffroom to the classroom?
10 cm
Scale 1 cm represents 10 m.
The distance on the map compared to the actual
distance from the staffroom to the classroom is
1 cm to 10 m TIPS
or
1 cm to 1 000 cm. 1 m = 100 cm
Therefore, the ratio is 1 to 1 000.

1 : 1 000
The ratio of the distance on the map to the actual distance

from the staffroom to the classroom is 1 : 1 000.
6 There are 24 female pupils. The ratio of

the male pupils to the female pupils is 1 : 3.
Calculate the number of male pupils in
the class.
Solution
Given 24 female pupils.
The ratio of the male pupils to the female pupils is 1 : 3.
Asked for The number of male pupils.
Operation Division
Solve
3 parts 24 pupils
1 part 24 pupils ÷ 3 = 8 pupils
Male pupils Female pupils The number of male pupils is 8.
Use the Dienes blocks to determine the ratio of 1 : 1 to 1 : 10, 1 : 100 and 1 : 1 000.
17.1 (i) Use the measuring tools to show 1 : 1 000 involving volumes of liquid.
Use simple map to show 1 : 1 000.
230

M ND L TERACY
1 The picture shows some red apples and green

apples in a basket. State the ratio of the number
of the red apples to the number of the green apples.
2 Look at the pictures.

State the ratio:
a mass of the fish to the
mass of the chicken.
b mass of the fish to the
mass of the prawns.
3 kg 1 kg 4 kg
3 Pak Mail rears 20 female goats. The ratio of the number of male goats
to the number of the female goats is 1 : 4. What is the number of the
male goats?
PRO ECT
Group activity
Tools/Materials
A4 papers, coloured pencils, RATIO
glue, scissors. The ratio of two
between two qu
quantities is the
comparison
Task Ratio 1 is to 1 ( 1
antities of the sam
:1)
e unit.
1 Pupils are required to collect pictures of

pets, fruits, objects in the house and other Number of :
green apple
Number of
red apple
suitable pictures. 1 : 1
Ratio 1 is to 4 ( 1
Number of :
rooster
Number
of hen
:4) 1 : 1
2 Paste the pictures of the objects on the A4

paper to show the ratio of 1 : 1, 1 : 4, 1 : 10,
Number : Nu
1 : 100 and 1 : 1 000. of hen
mber
of chicks
Number of :
red chair
Number of
white chairs
1 : 4
1 : 4
3 Compile the work into a scrapbook.

4 Send the scrapbook to the teacher.
http://www.bbc.co.uk/schools/gcsebitesize/maths/activities/
17.1 (i) ratio/ratios_shtml
231

M ND ASSESSMENT
1 State the ratio of the number of purple balloons to the number of red
balloons.
a b
2 The diagram beside shows 9 pieces of tiles.

State the ratio of the number of yellow tiles
to the number of red tiles.
3 The diagram shows the mass of a durian and a cempedak. State the
ratio of the mass of the durian to the mass of the cempedak.
4 There are 10 blue marbles in a box. The ratio of the number of blue
marbles to the number of green marbles is 1 : 6. Calculate the number
of green marbles in the box.
Give more problem solving questions involving the ratio of

17.1 (i) 1 : 4, 1 : 5, 1 : 7 and so on.
http://www.softschool.com/math/ratios /ratio_colouring_game
232

18 DATA HANDL N
Recognise mode, median, mean and range

1 a Frequency, minimum value, maximum value and range.
Pupils’ marks: 61, 65, 65, 65, 70, 74, 81, 85, 85.
The number of pupils represents Number The highest score is
Score
frequency. The frequency for of pupils 85 and the score is
the score 61 is 1. 61 1 the maximum value.
65 3
70 1
74 1
81 1
85 2
The lowest score is 61.

The difference between
Therefore, the score 61
the highest score and
is the minimum value.
the lowest score is the
range.
Range = Maximum value – Minimum value

= 85 − 61
= 24
TIPS
Frequency is the number of a Maximum value is the highest
particular value in a set of data. value in a set of data.
Range is the difference between the Minimum value is the lowest
maximum value and minimum value value in a set of data.
for a set of data.
Carry out activities to find the frequency, maximum value and minimum
18.1 value of other data to enhance pupils’ understanding.
http://www.mathsisfun.com/mean.html
233
unit 18 data handling.indd 233 17/11/16 12:27 PTG

b
Score Number
We can also find the of pupils
mode, median and Arrange the data in ascending
61 1
mean from this data. 65 3 order. Median is the middle score.
70 1
74 1
81 1
85 2
Mean is the average score.

The frequency for the score of 65
is 3. The highest frequency is 3.
So, 65 is the mode.
Median score
Mode for the data is 65.
61, 65, 65, 65, 70, 74, 81, 85, 85
Mean = Total value of the data Median

Total of frequencies
= 61 + 65 + 65 + 65 + 70 + 74 + 81 + 85 + 85
9
= 651
9
= 72.3
TIPS
Mode is the data that has the highest frequency.
Median is the value of the data that is in the middle of a group
of data that are arranged in ascending or descending order.
Mean is the result obtained by dividing the total of the values in the set
of data by the number of data. Mean is also known as average.
Ensure that the quantity of the data collected can be calculated to get the
18.1 mean and median.
234

Mass of 10 pupils
4
Number of pupils
2 The bar graph shows the mass of 10 pupils.
From the given graph, state the mode, 3
median, mean and range. 2
a Mode 1
The mass of 40 kg has the highest
frequency that is 4 pupils. So, the 25 30 35 40 45
mode is 40 k g. Mass (kg)
b Median 45, 45, 40, 40, 40, 40, 35, 35, 30, 25
Arrange the data from middle There are two
the given bar graph in numbers in the
descending order. Median = 40 + 40 middle. So,
2 calculate the
= 80 sum of the two
Mass
(kg) 25 30 35 40 45 2 numbers and
= 40 divide it by 2.
Number
of pupils 1 1 2 4 2 The median is 40 kg.
c Mean
Mean = (1 × 25) + (1 × 30) + (2 × 35) + (4 × 40) + (2 × 45)
(1 + 1 + 2 + 4 + 2)
= 25 + 30 + 70 + 160 + 90
10
= 375
10
= 37.5 d Range
The mean is 37.5 kg. Range = Maximum value – Minimum value
= 45 − 25
= 20
The range of the mass is 20 kg.
WH ZZ M ND
There are 3 numbers in a set of data. The mean and median for the
data is 12. The smallest number is 5. What is the third number?
Give exercises to find the mode, median, mean and range using different
18.1 (ii) sets of data. Make sure the sets of data involve only 10 data.
http://www.scottforesman.com
235

MATHS EXPED T ON
Group activity

Tools/Materials A4 papers, pencil, ruler and measuring tool
Participants 2 or 3 pupils in a group
Task The body mass of Class 5 Jaya friends
1 Each group conducts activities to gather one of the

following information from a classmate:
a shoe size b body mass c height
Body mass (kg) Number of pupils
2 The data collected should be written in the table.
3 Each group is required to find the range, mode,
median and mean for the data.
4 Ask the group leader to present their work.
M ND L TERACY
1 Calculate the mode, median, mean and range for the following data.
a 14 5 16 7 3 3 1 b 7 9 18 40 30 18 18 40
2 The table shows the data of Year 6 Melur pupils’ height.
Height (cm) 124 130 136 140
Number of pupils 1 2 3 2
Calculate:
a mode. b median. c mean. d range.
3 The bar graph shows the number of books Books Borrowed
4
Number of pupils
borrowed by 9 pupils. Calculate:

3
a mode.
2
b median.
1
c mean.
d range. 0 1 2 3 4
Number of books
http://www.mathopolis.com/questions/q.php?id=691&site=1&ref=/mean.html&
18.1 (i) qs=691_1453_1454_692_1455_1456_2179_2180_3053_3054
18.1 (ii)
236

Draw pictograph
2 Draw 2 columns and 4 rows to
1 Collect the data of games create a horizontal pictograph.
favoured by friends in the Write the names of the games
table. in the first column.
LIST OF NAMES ACCORDING TO FAVOURITE GAMES
No. Name of pupils Chess Badminton Tennis Table tennis Chess
FAVOURITE GAMES
Games Number of pupils Badminton
Chess
Badminton
Tennis
Tennis
Table tennis
Table tennis
3 Determine the number of 4 Draw the number of symbols

pupils represented by a based on the YANG
PERMAINAN DIGEMARI
calculation in 3 .
symbol. Use to represent Chess
2 pupils.
Badminton
Number of symbols
Chess : 10 ÷ 2 = 5 Tennis
Badminton : 12 ÷ 2 = 6
Tennis : 15 ÷ 2 = 7.5 Table tennis
Table tennis : 8 ÷ 2 = 4
Key: represents 2 pupils
5 Write the topic. 6 Result of pictograph.

FAVOURITE GAMES FAVOURITE GAMES
Chess Chess
Badminton Badminton
Tennis Tennis
Table tennis Table tennis
Key: represents 2 pupils Key: represents 2 pupils
Surf the Internet to get the data, such as favourite cartoon programmes,
18.2 (i) and carry out activities in groups to create pictographs.
237

FAVOURITE GAMES
Data on page 237 can also be
shown on a vertical pictograph
as the picture beside.
Chess Badminton Tennis Table tennis
Key: represents 2 pupils

WH ZZ M ND
Sekolah Kebangsaan Mawar
The table shows the number of members Club Members
in the Bahasa Melayu and Mathematics Number
clubs. The total members in the English Club of
Language and Music clubs is 210 pupils. pupils
The number of members in the Music Bahasa Melayu 90
club is 2 times the number of members English Language
in the English Language club. Draw a Mathematics 80
pictograph for the data. Music
M ND L TERACY
The table below shows the number of participants from 5 schools in

the zone level athletics competition.
School Number of participants
A 16
B 12
C 12
D 8
E 20
Draw a pictograph.
Use a suitable key to represent the number of participants.
Write the title for your pictograph.
Get data from reading materials such as newspapers and magazines to
18.2 (i) draw pictographs and make it into a scrapbook.
238

Draw bar graph
1 Mathematics Marks of 5 Perdana Class
Name of pupils Marks Grade
2
Result of 5 Perdana Mathematics Test Marks
Grade Number of pupils
Gather the ma rks of the

Draw the vertical and horizontal
Mathematics Test of your axis.
class in a table.
3 4
Number of pupils
Number of pupils
Grade
Grade
Determine the number of pupils

for eac h sca le and lab el the Draw the vertical bars for grades
vertical axis. Write the grades A, A, B, C and D based on the data.
B, C and D on the horizontal axis.
5 6 The Result of 5 Perdana

Mathematics Test
Number of pupils
Number of pupils
Grade Grade
Colour the bars. Write the title for the bar graph.
Guide the pupils to draw a vertical and horizontal bar graphs by getting
18.2 (i) data from reading materials such as newspapers or magazines.
Carry out an activity to create a 3D bar graph using erasers or other
suitable materials. 239

The Result of 5 Perdana Mathematics Test
The data on page 239 can also
be presented horizontally as
shown. This bar graph is the
horizontal bar graph.
Grade
Number of pupils
M ND L TERACY
1 The table below shows the favourite food of 36 pupils.

Food Number of pupils
Nasi lemak 12
Fried noodles 8
Soup noodles 10
Toasted bread 6
a Draw a horizontal bar graph. Use 1 square to represent one pupil.

b Use the same data to construct a vertical bar graph.
2 The table below shows the number of blood donors in a hospital

according to blood groups.
Blood group A B AB O
Number of donors 400 300 700 500
(people)
Draw a bar graph.
Use 1 square to represent 100 donors.
Guide the pupils to draw vertical and horizontal bar graphs by getting
18.2 (i) data from reading materials such as newspapers or magazines.
240

PRO ECT
2
Tools/Materials
MS Excel 2007,
a set of data.
Mathematics Quiz Score
Score Frequency
1 3
2 6
3 7
4 5
5 4
6 8
Steps 3
1 Launch MS Excel 2007.
2 Type the above frequencies in
column A.
3 Highlight the data and select the
Insert menu. Click the Column for
the vertical bar graph or click Bar
4
for the horizontal bar graph.
4 Select Chart layout and click layout 9.
5 Label the horizontal and vertical axis
based on the data.
6 Label the title of the bar graph.
7 Print and exhibit the work at the
mathematics corner.
5 6
Mathematics Quiz Score

Frequency
Frequency
Score
Score
241

M ND ASSESSMENT
1 Find the mode, median, mean and range for each of the given data.
a 2 5 5 4 5 6 8 b RM2 RM2 RM5 RM4 RM2
c 2.1 1.3 1.4 1.3 1.9 1.3 d 20 kg 20 kg 15 kg 15 kg 24 kg 20 kg
2 The table below shows the favourite jelly flavours of 35 children.
Jelly Flavours Mango Grape Orange Pineapple Strawberry

Number of
6 8 9 5 7
children
Based on the table, draw:
a a pictograph. b a bar graph.
3 The table shows the daily pocket money received by 10 pupils of

Class 5 Pesona.

Pocket money (RM) 1 2 3 4
Number of pupils 3 4 2 1
Determine the value of:

a mode. b range. c median. d mean.
4 The diagram beside shows a bar Cans collected by 40 pupils

graph for the number of cans 14
collected by a group of pupils in
Number of pupils
12
a Recycling Campaign. 10
Find: 8
a mode 6
b range 4
c mean 2
0 5 10 15 20 25
Number of cans
Encourage the pupils to get data from printed media or electronic media such
18.1 as magazines and the Internet to find the range, mode, median and mean.
18.2
242

SELF-ASSESSMENT 12. The difference between 315
years and 1 century 24 years
A. Answer the following is century years.
questions.
13. Convert:
1. RM459.60 + RM60 072.80 a. 4.2 cm to mm.
+ RM8 204.75 + RM90 =
b. 178 mm to cm.
2. RM30 068 – – RM490.05 c . 5 1 m to cm.
= RM 3 094.90 2
d. 420 cm to m.
3. RM48 240 – RM3 870.35 e. 9 km 2 m to m.
+ RM2 400.75 =
f . 7 630 m to km.
4. 73 × RM620.80 =
14. 3 3 km + 2.09 km + 750 m = m
5
5. RM361 673 ÷ 86 =
15. 9.7 km – 5.248 km – 4 1 km = m
6. RM581.30 × 84 ÷ 7 = 4
16. 44.8 km ÷ 16 =
7. a. 23 years = decades Give your answer in fractions.
years
b. 129 years = century 17. 14 × 3 1 km = km
2
years
18. State 8 125 g in fractions, in kg.
8. 4 centuries 5 years + 218 years
= centuries years 19. Calculate in kg, the total mass of
1 kg, 840 g and 1.7 kg.
9. 3 decades 2 years – 1 decades 3
5
9 years = decade years
20. 4 3 kg – 2 kg 80 g – 0.03 kg = g
8
10. 1 century 8 years × 4 = years
21. 8 × 13.07 kg = kg g
1 1. 6 decades 8 years ÷ 4
= decades years 22. 16.8 kg ÷ 16 = g
243
self assessment2.indd 243 17/11/16 12:05 PTG

23. Convert: 29. The diagram shows a
a. 4.09 ℓ to mℓ. composite shape of a
cube P and a cuboid R.
b. 670 mℓ to ℓ.
c. 12 ℓ 50 mℓ to ℓ.
3 cm P 2 cm
d. 2 3 ℓ to mℓ.
R
4
7 cm
24. 2 ℓ + 470 mℓ + 0.2 ℓ = ℓ Calculate in cm3, the volume
of the composite shape.
25. 3 1 ℓ ÷ 100 = mℓ
4 30. Measure each of the angle
in the triangle PQR using a
26. Divide 6 3 ℓ by 9. State the protractor.
10
answer in mℓ. R
27. The diagram shows a

composite shape of a
rectangle and a triangle.
7 cm
P Q
3 cm 5 cm
31. Using a set square and a ruler,
4 cm 3 cm
draw:
Calculate in cm, the perimeter a. a line perpendicular to
of the composite shape. line TU.
28. The diagram shows a

composite shape of a
square and a rectangle. T U

8 cm 6 cm b. a line parallel to line RS.

3 cm S
Calculate in cm2, the area

of the composite shape. R
244

32. The diagram shows the number 35. The diagram shows a Cartesian
of exercise books purchased by plane.
Darren and Kamala. y
Shape Coordinates
Darren’s Kamala’s 5
4
EXE EXE EXE EXE
RC RC RC
RC
BO ISE
OK
BO ISE
OK
BO ISE
OK BO ISE
OK
3
NA
ME:
FORM
........
: ....
........
........
........
NA
ME:
FORM
........
: ....
........
........
........
NA
ME:
FORM
........
: ....
........
........
........
NA
ME:
FORM
........
: ....
........
........
........

2
........ ........ ........ ........ ........ ........
........ ........ ........ . ........ . ........ ........
. .
1
........ ........ ........ ........
........ ........ ........ ........
..... ..... ..... .....
O x
State the ratio of the number of 1 2 3 4
Darren’s books to the number Write the coordinates for each
of Kamala’s books. shape.
33. The diagram shows an ice 36. The diagram shows the scores
cream. of a participant in a competition.
5 5 6 7 7 7 8 9
a. State the mode and median
for the scores.
b. Find the range for the scores.
c. Calculate the mean for the
scores.
State the ratio of the chocolate
flavour to the strawberry flavour 37. The bar graph below shows
of the ice cream. the scores of 28 pupils in a
mathematics quiz.
34. The diagram below shows two
Mathematics Quiz Scores
trays containing eggs.
Number of pupils
10
8
6
4
M N 2
0 Score
State the ratio of the number of 1 2 3 4
eggs in tray M to the number of Calculate:
eggs in tray N. a. mode. b. range. c. mean.
245

B Solve the following problems. 4. The diagram below shows the
length of three ropes, P, Q and R.
1. The table below shows
P
the investments by three 15 m 6 cm
entrepreneurs. Q
230 cm less than R
Name of Investment R
entrepreneurs value 2
13 m
Nazri RM105 098 5
Kok Keong RM89 076 Calculate in m, the difference
Derrick Vinesh RM13 450 more between the longest rope and
than Nazri the shortest rope.
Calculate the total investment 5. The diagram shows the
by the three entrepreneurs. distance from the houses
of three pupils to the school.
2. The table shows the bank savings
Banu
of three restaurant operators. Nurul
Operators Savings 3 3.02 km
8 km
10
Rahmat RM125 900 Mei Mei
School 4 km 75 m
Gunaselan RM20 650 less than
Rahmat What is the difference between
Michael RM70 320 more than the distance from Banu’s house
Rahmat to Nurul’s house through the
Calculate the difference of the school and the distance of Mei
savings between Gunaselan Mei’s house from the school?
and Michael. 6. The table shows the mass of
3. The picture shows the prices of three fruits bought by Siti.
three types of electrical goods. Fruits Mass
Rambutan 3.2 kg
Cempedak 5 3 kg more than the

4
mass of rambutan
RM590 RM5 900 RM8 070
Starfruit 1 1 kg
A vendor sold 5 radios, 10 2
televisions and 8 refrigerators. Calculate in kg, the total mass
Calculate his total sales. of the fruits.
246

7. The diagram shows the mass of 10. The diagram shows the mass
two packets of sugar, M and N. of two boxes, P and Q.
1 1 kg Q
M N 5
Sugar Sugar 2 kg 40 g P
3 kg ?
The mass of the sugar in packet
N is 500 g less than the mass of What is the mass, in g, that
the sugar in packet M. Calculate needs to be added to box Q
in kg, the total mass of 5 packets so that the weighing tool is
of sugar M and 3 packets of balanced?
sugar N.
11. The diagram shows two
8. The picture shows the volume squares, ABCD and EFGC. DCG
of milk in a glass. and BEC are straight lines.
A B
0.5 ℓ 16 cm
Haziq drinks 255 mℓ of the milk. E F

Find in mℓ, the volume of the D C G
balance milk in the glass.
Given that BE = 3 EC. Calculate
9. The diagram shows the volume in cm 2, the total area of the
of liquid in three containers. shaded part.
12. The ratio of the number of red

marbles to the blue marbles
in a box is 1:3. There are 9 red
280 mℓ 0.840 ℓ 1.35 ℓ marbles in the box. Calculate
the number of blue marbles in
Find the total volume of liquid in
the box.
the three containers.
247

13. The ratio of the number of pupils 16. The price of a pair of stockings
who failed to the number of pupils is RM6.75, whereby, the price of
who passed in a Mathematics a pair of shoes is RM108. Nawi
Test is 1:4. The number of pupils buys 5 pairs of stockings, a pair
who failed is 5. What is the of shoes and a T-shirt. The total
number of pupils who passed price of all the items is RM210.
in the test? Find the price of the T-shirt.
14. The diagram shows a 17. The tables show two incomplete
composite shape of two bills.
cuboids. Bill 1
Quantity Item Price Price
8 cm
per unit
10 cm 5 cm 5 kg Sugar RM1.40 RM7.00
2 cm 10 cans Milk RM2.50
14 cm 3 packets Tea dust
Calculate in cm3, the total volume TOTAL RM37.10

of the composite shape.
Bill 2
15. The diagram shows a Quantity Item Price Price
composite shape of two per unit
cuboids. 12 kg Flour RM28.20
6 cm 2 packets Tea dust
5 cm
TOTAL RM35.20
x 10 cm The price of a packet of tea dust

in both the bills is different.
Calculate the difference in price
13 cm
of a packet of tea dust in both
The volume of the entire diagram bills.
is 440 cm3. Find in cm, the value
of x.
248

ANSWERS
UNIT 1: NUMBERS UP TO 1 000 000 ........................................... 1
2. a) i) 11 5 kg
19
ii) 5 20 kg
9
iii) 2 20 kg
3
b) 1 8
11
c) 3 40 kg
WHIZZ MIND (PAGE 3)
920 929 : nine hundred twenty thousand nine hundred and twenty-nine. d) 16 pieces e) RM255
290 929 : two hundred ninety thousand nine hundred and twenty-nine.
WHIZZ MIND (PAGE 4) UNIT 8: DECIMALS ......................................................................
450 637, 654 307 or 357 640, and accept any other logical answers. WHIZZ MIND (PAGE 92) WHIZZ MIND (PAGE 96) 15.51 + 1.61 − 1.2 = 15.92
WHIZZ MIND (PAGE 7) 1.1 1.6 0.9 2.12 1.61 1.73 WHIZZ MIND (PAGE 98) 3.8 cm
437 650 < 439 218 < 439 245 1.0 1.2 1.4 1.43 1.82 2.21 MIND ASSESSMENT (PAGE 106)
439 218 is more than 437 650 but less than 439 245 1.5 0.8 1.3 1.91 2.03 1.52 1. a) 25.569 b) 35.273 c) 295.11 d) 4.126
MIND ASSESSMENT (PAGE 16) WHIZZ MIND (PAGE 94) e) 218.868 f ) 80 g) 40 500 h) 95.016
1. a) one hundred six thousand four hundred and fifty. d) 214 008 9 2. 60.606 3. 35.81 4. a) 15.81 b) 3 915
− 5.7
b) three hundred twenty thousand three hundred and one. e) 407 111 3.3 5. a) 0.919 b) 3.125 km
c) nine hundred thousand one hundred and seventy-six. f) 1 000 000 − 1. 103
2. 197 c) i) 6.48 m ii) 11.7 m
2. a) 5: thousands, 0: tens b) 9: hundred thousands, 1: ones
c) 8: ten thousands, 9: hundreds WHIZZ MIND (PAGE 100) 107
3. a) 3 30 000, 8 800 b) 3 300 000, 8 80 c) 3 3 000, 8 800 000
4. Ascending order: 234 196, 234 589, 237 045, 239 870 UNIT 9: PERCENTAGE ..................................................................
4 2 2
Descending order: 239 870, 237 045, 234 589, 234 196 WHIZZ MIND (PAGE 109) 2 5 = 280%, 4 5 = 440%, 5 4 = 550%
5. a) 18 000 pieces b) 7 000 mℓ or 7ℓ MIND ASSESSMENT (PAGE 114)
6. Even numbers : 7 430 7 476 7 522 7 568 10 698 10 690 10 682 10 674 1. a) 9 b) 3 c) 1 3 d) 4 1
100 4 5 2
Odd numbers : 9 617 9 631 9 645 7 659 24 053 24 047 24 041 24 035 2. a) 70% b) 92% c) 875% d) 318%
7. a) 28, 50 , 72 , 94, 116, 138 b) 2 139 , 2 121, 2 103, 2 085 , 2 067 3 a) 25% b) 75%
8. a) 650 000, 440 000, 600 000 4. a) 14 b) 3 040 m c) RM135 d) 108 hours e) 726 kg f) 7 020 m
b) Any numbers from 850 000 to 949 999. 5. a) 27 people b) 21, 22 or 23
UNIT 2: ADDITION .............................................................................................
WHIZZ MIND (PAGE 18) SELF-ASSESSMENT 1 (PAGE 115) ................................................
43 120, 42 130, 42 310, 43 210 Part A 1
1. 402 013 19. 212
WHIZZ MIND ( PAGE 21)
Second number = 15, Third number = 219 300 2. 700 000, 5 000, 80 20. 10
3. 900 000 3
accept any other logical answers 21. 2 20 kg
MIND ASSESSMENT (PAGE 24) 4. 300 000
22. 71.907
1. a) 606 556 b) 338 579 c) 607 394 5. 410 376, 407 316, 371 604, 367 410
23. 70 durians
2. a) 562 318 b) 652 225 c) 5 373 6. 104 578, 875 410 3
7. 907 006 24. 5
3. a) 637 872 b) 377 559 c) 475 000 d) 183 286, 278 810
8. 387 666 25. 5 7
UNIT 3: SUBTRACTION .............................................................. 9. 97 272
9
WHIZZ MIND (PAGE 27) 157 847 26. 910.2
10. 78 098, 78 122 27. 0.284
WHIZZ MIND (PAGE 29) 3, 5, 5
11. 591 150 28. 764 021 (accept any other logical
MIND ASSESSMENT (PAGE 34)
12. 501 693 answers)
1. a) 512 035 b) 146 697 c) 288 023 d) 883 133
13. 6 2 29. a) 14 298 + 267 154 + 44 = 281 496
2. a) 151 306 b) 17 037 c) 402 057 d) 29 695 3
14. b) 210 420 – 69 270 = 141 150
3. a) RM293 140 b) 415 760 c) between 150 g to 450 g
2 0 5 3 9 x c) 14 298 × 15 = 214 470
UNIT 4: MULTIPLICATION ......................................................... 20 539
0 0 1 0 1 2 d) 210 420 ÷ 15 = 14 028
WHIZZ MIND (PAGE 38) WHIZZ MIND (PAGE 45) 100 × 101 × 28 4 0 0 6 8 30. Any numbers from
7 3 4 MIND ASSESSMENT (PAGE 46) 16 4 3 1 2 1 0 4 2 7 8 199 950 to 200 049
1. a) 265 620 b) 481 896 c) 101 066 5 6 0 0 4 2
× 2 8 + 41 0 7 8 0 31. 189 200
5 8 7 2 d) 400 000 e) 985 f) 10 57 5 0 9 2 7 5 0 9 2 32. 27
+ 1 4 6 8 0 g) 513 536 h) 530 944 i) 21 960 15. 210 864 33. 245 m
2 0 5 5 2 2. 160 000 3. 786 × 80 or 1 500 × 48 16. 5 016 34. 304 752
4. a) 300 000 b) 117 600 17. 190 035 35. 2.783
5. a) × 30 = 120 b) 25 × = 425 18. 108 463
=4 = 17
Part B
UNIT 5: DIVISION ..................................................................... 1. 214 157 6. 7 km 10. 43 14. 120 665
10
WHIZZ MIND (PAGE 50) 2. 1 192 19 11. 2.03 m 15. 350 786
7. 3 20
103 535 ÷ 48 = 2 156 remainder 47 3. 7 890 12. 14.91 kg 16. 150 pencils
1 13. 386 000 17. 453
8. 2 12 hours
MIND ASSESSMENT (PAGE 58) 4. 45
1. a) 91 513 b) 30 081 c) 8 567 remainder 5 d) 6 463 remainder 16 3 9. 2 124
5. 2 4 m
e) 100 000 f) 640 905 g) 1 000
h) 524 × 1 000/5 240 × 100/52 400 × 10/Accept any other correct answers.
UNIT 10: MONEY .........................................................................
2. a) Remainder 14 b) 291 572
WHIZZ MIND (PAGE 124) = RM3 430 = RM9 510
3. a) 76 221 b) 7 514 c) 8
4. a) Unknown value : a number of bottles b) Unknown value : Number of teams WHIZZ MIND (PAGE 126) =5 =1 =7 =2

÷ 38 = 150 408 ÷ = 34
= 5 700 = 12 1. a) RM341 844.90 g) RM317 150
b) RM615 071.75 h) 10
UNIT 6: MIXED OPERATIONS .................................................... c) RM760 833 i) RM934.82
WHIZZ MIND (PAGE 61) 3 + 5 × 7 = 38, 3 × 5 + 7 = 22
d) RM35 450 j) RM400.58 × 1 000/RM4 005.80 × 100/accept other
Perform multiplication first followed by addition.
e) RM9 361.20 correct answers
WHIZZ MIND (PAGE 63) 97 516 WHIZZ MIND (PAGE 65) 9 372
WHIZZ MIND (PAGE 67) + and ÷ WHIZZ MIND (PAGE 73) 450 × (8 + 12)/(8 + 12) × 450 f ) RM70 642
MIND ASSESSMENT (PAGE 74) 2. a) RM213 682.90 b) RM46 656
1. a) 544 b) 7 211 c) 3 410 d) 60 721 e) 25 508 c) Sarah: RM57 860 Anusha: RM28 930 d) RM100 300
f) 14 511 g) 35 225 h) 957 540 i) 5 j) 771 188
2. a) ÷ and – b) + and ×
3. a) 34 464 b) 32 c) i) RM2 ii) RM23 iii) 2 lontong, 1 nasi lemak, 1 fried noodles UNIT 11: TIME .............................................................................
accept any other logical answers MIND ASSESSMENT (PAGE 160)
1. a) 5 centuries b) 90 years c) 34 years d) 14 decades 5 years
UNIT 7: FRACTIONS .................................................................... e) 600 years f) 1 728 years
WHIZZ MIND (PAGE 89) 2 or 1 2. a) 12 decades b) 158 years c) 443 years d) 60 decades
4 2
3 7 33 1 7 1 e) 343 centuries 98 years f ) 1 decade 6 years g) 40 years
MIND ASSESSMENT (PAGE 90) 1 . a) 7 10 b) 8 c) 11 35 d) 3 8 e) 5 18 f) 7 6
3. a) 65 years b) 9 decades 5 years c) 17 years
249
answers.indd 249 17/11/16 12:28 PTG

UNIT 12: LENGTH ........................................................................ UNIT 17: RATIO ..........................................................................
MIND ASSESSMENT (PAGE 178) WHIZZ MIND (PAGE 229) 1 : 3
1. a) 64 b) 0.8 c) 60 d) 3.6 e) 2 200 f ) 4 21 MIND ASSESSMENT (PAGE 232)
2. a) 25.7 b) 207 c) 420 d) 9 600 e) 450 f ) 30.1 1. a) 1 : 3 b) 1 : 6 2. 1 : 8 3. 1 : 1 4. 60 green marbles
3. a) 31 2 or 2 049 cm b) 43 400 c) 1 400 d) 48
5 UNIT 18: DATA HANDLING ........................................................
UNIT 13: MASS ............................................................................ WHIZZ MIND (PAGE 235) 19
WHIZZ MIND (PAGE 186) Between 2 kg to 2.4 kg WHIZZ MIND (PAGE 238)
MIND ASSESSMENT (PAGE 192) Club Members of Sekolah Kebangsaan Mawar
7
1. a) 6 000 g b) 8 090 g c) 1.85 kg d) 10 kg e) 7 250 g f) 9 10 kg Bahasa Melayu
2. a) 7.9 b) 9.61 c) 1.68 d) 76.25 e) 8 000 f) 59 English
3. a) 31 25 b) 52 g c) 300 g Mathematics
Music
UNIT 14: VOLUME OF LIQUID ...................................................
Legend: represents 10 members
WHIZZ MIND (PAGE 196) 2 100 mℓ
WHIZZ MIND ( PAGE 200) 0.9 ℓ or 900 mℓ MIND ASSESSMENT (PAGE 242)
MIND ASSESSMENT (PAGE 206) 1. a) mode = 5, median = 5, mean = 5, range = 6
1. a) 5 030 b) 2.09 c) 2 800 b) mode = RM2, median = RM2, range = RM3, mean = RM3
2. a) 81 b) 6 21 c) 9 41 c) mode = 1.3, median = 1.35, range = 0.8, mean = 1.55
d) mode = 20 kg, median = 20 kg, range = 9 kg, mean = 19 kg
3. a) 5 370 b) 420 c) 13.8 d) 77.25 e) 48 000 f) 52.5 m or 52 1 mℓ
2 2. a) b) Children’s Favourite Jelly Flavours
4. a) 0.77 b) 340 c) i) 2 100 ii) 15 400 d) between 1.25 ℓ to 1.75 ℓ Flavours
Children’s Favourite Jelly Flavours
UNIT 15: SPACE .......................................................................... Mangoes Mangoes
WHIZZ MIND (PAGE 208) WHIZZ MIND (PAGE 212) Grapes Grapes
4 cm 8 cm a) 162 cm2 b) 36 cm Oranges
Oranges
Pineapples
Strawberries Pineapples
10 cm 10 cm
4 cm Legend: Strawberries
represents one child. Number of
children
10 cm 3. a) RM2 b) RM3 c) RM2 d) RM2.10
4. a) 10 b) 20 c) 14
The longest perimeter The shortest perimeter
= 56 cm = 36 cm SELF-ASSESSMENT 2 (PAGE 243) .............................................
Q M Part A 13. a) 42 mm 20. 2 265
1. a) 23 cm b) 30 cm 5. a) b) 1. RM68 827.15 b) 17.8 cm 21. 104 kg 560 g
2. a) 114 cm2 b) 134 cm2 P 2. RM26 483.05 c) 550 cm 22. 1 050 g
2 2 N
c ) 52 cm d) 71 cm 6. 15 cm2 3. RM46 770.40 d) 4.2 m 23. a) 4 090 mℓ
3. a) 385 cm 3
b) 1 408 cm 3
7. 52 cm 4. RM45 318 .40 e) 9 002 m b) 0.67 ℓ
4. a) 90° b) 115° c) 130° 8. 272 cm3 5. RM4 205.50 f ) 7.63 km c ) 12.05 ℓ
9. 54 cm 6. RM6 975.60 14. 6 440 m d) 2 750 mℓ
7. a) 2 decades 3 years 15. 202 m 24. 2.67 ℓ
UNIT 16: COORDINATE .............................................................. b) 1 century 29 years 16. 2 45 km 25. 32.5 mℓ
WHIZZ MIND (PAGE 222) (3, 6) 8. 6 centuries 23 years 26. 700 mℓ
17. 49 km
WHIZZ MIND (PAGE 223) 9. 1 decade 3 years 27. 20 cm
y 10. 432 years 18. 8 81 kg 28. 82 cm2
11. 1 decade 7 years 19. 5.74 kg 29. 69 cm3
(1, 5) (3, 5) 12. 1 century 91 years
5
4
* * 30. R 31. a) b) S
2
*
3 (0, 3)
* (4, 3) 80°
T U
1
* *
(1, 1) (3, 1)
x P
60° 40°
Q
R
o 1 2 3 4 5
Hexagon/Accept other logical answers.
MIND ASSESSMENT (PAGE 226) 32. 1 : 3 33. 1 : 1 34. 1 : 6
1. Elephant (4, 5), Tiger (2, 1), 3. a) and b) 35. (0,3) (1, 2) (2, 0) (3, 3)
Giraffe (0, 1), Crocodile (7, 0), y (4, 5) (2, 5)
Rhinoceros (7, 3), Horse (6, 5). 36. a) mode = 7, median = 7 b) 4 c) 6.75
2. y 6 37. a) 1 b) 3 c) 2.2
5 B C
*
7 K 4
* * Part B
1. RM312 722 10. 840 g
6
5
* B 3
2
A
* *
D 2. RM90 970
3. RM126 510
11.
12.
136 cm2
27
4 F E 4. 3.96 m 13. 20
3
1
o 1 2 3 4 5 6 x
* * 5. 7.245 km
6. 13.65 kg
14.
15.
200 cm3
4 cm
2
c) Hexagon 7. 22.5 kg 16. RM68.25
1
*P 4. (8, 3) 8. 245 mℓ 17. RM1.80
o 1 2 3 4 *5N x 5. A(0, 1), B(1, 2), C(2, 3), D(3, 4), E(4, 5) 9. 2.47 ℓ
250
answers.indd 250 17/11/16 12:28 PTG

Dengan ini SAYA BERJANJI akan menjaga buku ini
dengan baik dan bertanggungjawab atas kehilangannya
serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan.
Skim Pinjaman Buku Teks
Sekolah _____________________________________________
Tahun Darjah Nama Penerima Tarikh

Terima
Nombor Perolehan: ___________________________________
Tarikh Penerimaan: ___________________________________
BUKU INI TIDAK BOLEH DIJUAL
AKAD SPBT KSSR.indd 3 18/10/16 11:20 PG

BT085001

Mathematics Year 5 Part 2

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Mathematics Year 5 Part 2

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3 a RM43 728.50 ÷ 10 = RM4 372.

b RM926 010 ÷ 100 = RM9 260.10

unit 10 money.indd 128 17/11/16 12:19 PTG

RM64 560 ÷ 12 × 4 = RM21 520

Calculate Encik Daud’s income for 5 months.

2 RM100 000 ÷ 1 000 × 20 =

RM100 000 ÷ 1 000 × 20 = RM2 000

Can we multiply 1 000 with 20 first? Explain.

Find information from the newspapers involving money and make

unit 10 money.indd 129 17/11/16 12:19 PTG

99 × RM1 520.85 ÷ 33 = RM4 562.55

2 The price of 6 similar laptops E C IAL N

6 × RM14 208 ÷ 5 = RM14 208 ÷ 6 × 5 =

3 Use the cancellation method to solve the following questions:

Introduce various method of calculation such as lattice method, decomposition

unit 10 money.indd 130 17/11/16 12:19 PTG

RM20 100 + RM85 100 RM200 000 – RM95 000

= RM2 100 RM15 000 × 7 = ÷ 100 = RM1 050

= RM105 RM25 000 × 6 = ÷ 10 = RM1 050

unit 10 money.indd 131 17/11/16 12:19 PTG

The profit in April is RM50 000.

What is the profit of Syarikat Teras in

Show various questions so the pupils can reason out mentally.

unit 10 money.indd 132 17/11/16 12:19 PTG

unit 10 money.indd 133 17/11/16 12:19 PTG

6 units RM438 840

RM438 840 ÷ 6 × 2 = RM146 280

unit 10 money.indd 134 17/11/16 12:19 PTG

Original amount of Cikgu Intan RM30 000

Parents BKG Balance

RM30 000 ÷ 5 = RM6 000

Parents: RM18 000 Remaining money: RM12 000

BKG Cikgu Intan’s

Cikgu Intan’s balance was RM9 000.

Vary problem solving questions involving fractions to strengthen the

unit 10 money.indd 135 17/11/16 12:19 PTG

Solve the following problems.

b The Cycling Association bought 15 bicycles for its members

d Encik Rhuben’s savings is RM10 400. He makes a telegraph transfer of

RM760 338 ? RM15 999

unit 10 money.indd 136 17/11/16 12:19 PTG

Good morning. I would like

Father’s savings Date Deposit Withdrawal Balance

How does the amount

unit 10 money.indd 137 17/11/16 12:19 PTG

Wow! Very profitable.

Compound interest of the second year.

Try calculating the balance

Discuss the advantages of compound interest of different amount of savings and

unit 10 money.indd 138 17/11/16 12:19 PTG

The table below shows Puan Faridah’s savings in a bank.

a State the simple interest amount on the first year.

4 Present your work.

unit 10 money.indd 139 17/11/16 12:19 PTG

I want to buy a pair of

Weekly Savings Collection in April 2015

If I want to buy a blouse at the price of RM90, based on the

Explain the importance of planning a budget as steps to manage your

unit 10 money.indd 140 17/11/16 12:19 PTG

Encourage the pupils to be thrifty while spending and apply propensity

unit 10 money.indd 141 17/11/16 12:19 PTG

2 Solve the following problems.

b Super Electronic Shop bought 40 digital cameras at a total of

c The incomplete table on the right shows the Name Savings