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You are on page 1of 11

)

WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES

PupiIs wiII be taught to :

LEARNING OUTCOMES PupiIs wiII

be abIe to :

SUGGESTED TEACHING AND LEARNING

ACTIVITIES

1

( 3 - 4

Jan )

2

(7 - 11

Jan )

1.Whole

Numbers

1. Number up to

seven digits

1. Develop number sense up

to seven digits.

Name and write numbers up to seven

digits.

Determine the place value of the digits

in any whole number of up to seven

digits.

Express whole numbers in

a) decimals

b) fractions

of a million and vice versa.

Compare number values up to seven

digits

Round off numbers to the nearest

tens, hundreds, thousands, ten

thousands, hundred thousands and

millions.

O Teacher pose numbers in numerals, pupils

name the respective numbers and write the

number words.

O Teacher says the number names and pupils

show the numbers using the calculator or the

abacus, then, pupils write the numerals.

1) Provide suitable number line scales and ask

pupils to mark the positions that represent a

set of given numbers.

O Given a set of numbers, pupils represent each

number using the number base blocks or the

abacus. Pupils then state the place value of

every digit of the given number.

O Given a set of numerals, pupils compare and

arrange the numbers in ascending then

descending order.

3

(14-18

Jan )

1.Whole

Numbers

2. Basic operations

with numbers up to

seven digits

2. Add, subtract, multiply and

divide numbers involving

numbers up to seven digits.

(i) Add any two to five numbers to

9 999 999.

O Pupils practice addition, subtraction,

multiplication and division using the four-step

algorithm of

1. Estimate the solution.

4

(21-25

Jan )

5

(28 Jan

-1 Feb )

6

(4 - 6

Feb )

7

(11-15

Feb)

(ii) Subtract

c) one number from a bigger

number less than 10 000

000

d) successively from a bigger

number less than 10 000

000.

(iii) Multiply up to six-digit numbers

with

a) a one-digit number

b) a two-digit number

c) 10, 100 and 1000.

(iv) Divide numbers of up to seven

digits by

a) a one-digit number

b)10, 100 and 1000

c) two-digit number.

(v) Solve problems

a) addition,

b) subtraction,

c) multiplication,

2. Arrange the numbers involved according

to place values.

3. Perform the operation.

4. Check the reasonableness of the answer.

O Pose to pupils problems in numerical form,

simple sentences, tables and pictures.

O Pupils create stories from given number

sentences.

O Teacher guides pupils to solve problems

following Polya's four-step model of

8

(18-22

Feb )

d) division

involving numbers up to seven

digits.

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

9

(25-29

Feb )

Monthly

Test

10

( 3 - 7

Mar )

1.Whole

Numbers

3. Mixed operations

with numbers up to

seven digits

3. Perform mixed operations

with whole numbers.

(i) Compute mixed operations

problems involving addition and

multiplication.

(ii) Compute mixed operations

problems involving subtraction

and division.

(iii) Compute mixed operations

problems involving brackets.

(iv) Solve problems involving mixed

operations on numbers of up to

seven digits.

O Explain to pupils the conceptual model of

mixed operations then connect the concept

with the procedures of performing operations

according to the order of operations.

O Teacher pose problems verbally, i.e., in the

numerical form or simple sentences.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1) Understanding the problem

2) Devising a plan

3) Ìmplementing the plan

4) Looking back.

11

(17-21

Mar )

2. Fractions 1. Addition of

fractions

1. Add three mixed numbers

with denominators of up to

10.

(i) Add three mixed numbers with

the same denominator of up to

10.

(ii) Add three mixed numbers with

different denominators of up to

10.

(iii) Solve problems involving

addition of mixed numbers.

O Demonstrate addition of mixed numbers

through

2) paper folding activities

3) fraction charts

4) diagrams

5) number lines

6) multiplication tables

O Pupils create stories from given number

sentences involving mixed numbers.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

12

(24-28

Mar)

2. Fractions 2. Subtract of

fractions

2. Subtract mixed

numbers with

denominators of up to

10.

(i) Subtract involving three mixed

numbers with the same

denominator of up to 10.

(ii) Subtract involving three mixed

numbers with different

denominators of up to 10.

(iii) Solve problems involving

subtraction of mixed numbers.

O Demonstrate subtraction of mixed numbers

through

1. paper holding activities

2. fractions charts

3. diagrams

4. number lines

5. multiplication tables

O Pupils create stories from given number

sentences involving mixed numbers

O Pose to pupils, problems in the real context in

the form of

1. words,

2. tables,

3. pictorials.

13

(30

Mar-4

Apr )

2. Fractions 3. Multiplication of

fractions

3. Multiply any mixed numbers

with a whole numbers up to

1000.

(i) Multiply mixed numbers with a

whole number.

O Use materials such as the hundred squares to

model multiplication of mixed numbers. For

example,

? 100 2

2

1

L

O Present calculation in clear and organised

steps.

4

3

1

2

1

4

1

0

250

50

1

5

100

2

5

100 2

2

1

L

L L

14

(7-11

Apr )

2. Fractions 4. Division of

fractions

4. Divide fractions with a

whole number and a fraction.

(i) Divide fractions with

a) a whole number

b) a fraction.

(ii) Divide mixed numbers with

a) a whole number

b) a fraction

O Teacher models the division of fraction with

another fraction as sharing. The following

illustrations demonstrate this idea.

1

2

1

2

1

alf a vessel of liquid poured into a half-vessel

makes one full half-vessel.

2

4

1

2

1

alf a vessel of liquid poured into a quarter-

vessel makes two full quarter-vessels.

15

( 14-18

Apr)

3. Decimals 1. Mixed operations

with decimals

1. Perform mixed operations

of addition and subtraction of

decimals of up to 3 decimal

places.

(i) Add and subtract three to four

decimal numbers of up to 3

decimal places, involving

a) decimal numbers only

b) whole numbers and decimal

numbers

O Pupils add and/or subtract three to four

decimal numbers in parts, i.e. by performing

one operation at a time in the order of left to

right. Calculation steps are expressed in the

vertical form.

O The abacus may be used to verify the

accuracy of the result of the calculation.

4

3

1

2

1

4

1

0

16

(21-25

Apr)

4. Percentage 1. Relationship

between

percentage, fraction

and decimal

1. Relate fractions and

decimals to percentage

(i) Convert mixed numbers to

percentage.

(ii) Convert decimal numbers of

value more than 1 to percentage

O Use the hundred-squares to model conversion

of mixed numbers to percentage. For example,

convert

10

3

1 to percentage.

O The shaded parts represent 130% of the

hundred-squares.

17

(28

Apr-2

May)

4. Percentage 1. Relationship

between

percentage, fraction

and decimal

1. Relate fractions and

decimals to percentage

(iii) Find the value for a given

percentage of a quantity.

O Demonstrate the concept of percentage of a

quantity using the hundred-squares or multi-

based blocks.

The shaded parts of the two hundred-squares

is 128% of 100.

O Guide pupils to find the value for percentage of

a quantity through some examples, such as

oI 10

45 10

100

450

L

17

(28

Apr-2

May)

4. Percentage 1. Relationship

between

percentage, fraction

and decimal

1. Relate fractions and

decimals to percentage

(iv) Solve problems in real context

involving relationships between

percentage, fractions and

decimals.

O Pupils create stories from given percentage of

a quantity.

O Pose to pupils, situational problems in the form

of words, tables and pictorials.

18

(5-9

May)

5. Money 1. Money up to

RM10 million

1. Use and apply number

sense in real context

involving money.

(i) Perform mixed operations with

money up to a value of RM10

million.

O Provide to pupils a situation involving money

where mixed operations need to be performed.

Then, demonstrate how the situation is

transformed to a number sentence of mixed

operations.

O Pupils solve mixed operations involving money

100

100

1

100

30

10

3

100 30

in the usual proper manner by writing number

sentences in the vertical form.

18

(5-9

May

5. Money 1. Money up to

RM10 million

1. Use and apply number

sense in real context

involving money.

(ii) Solve problems in real context

involving computation of money.

O Pose problems involving money in numerical

form, simple sentences, tables or pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

19

(12-16

May )

6. Time 1. Duration 1. Use and apply knowledge

of time to find the duration.

(i) Calculate the duration of an

event in between

a) months

b) years

c) dates.

(ii) Compute time period from

situations expressed in fractions

of duration.

O Pupils find the duration from the start to the

end of an event from a given situation with the

aid of the calendar, schedules and number

lines.

20

(20-23

May )

EXAM

6. Time 1. Duration 1. Use and apply knowledge

of time to find the duration.

(iii) Solve problem in real context

involving computation of time

duration.

O Pose problems involving computation of time

in numerical form, simple sentences, tables or

pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

21

(9-13

Jun )

7. Length 1. Computation of

length

1. Use and apply fractional

computation to problems

involving length.

(i) Compute length from a situation

expressed in fraction.

O Use scaled number lines or paper strips to

model situations expressed in fractions.

2

1

of 4 km.

2

1

0 1 2 3

km

21

(9-13

Jun )

7. Length 1. Computation of

length

1. Use and apply fractional

computation to problems

involving length.

(ii) Solve problem in real context

involving computation of length.

O Pose problems involving computation of length

in numerical form, simple sentences, tables or

pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

22

(16-20

Jun )

8. Mass 1. Computation of

mass

1. Use and apply fractional

computation to problems

involving mass.

(i) Compute mass from a situation

expressed in fraction.

O Use the spring balance, weights and an

improvised fractional scale to verify

computations of mass.

22

(16-20

Jun )

8. Mass 1. Computation of

mass

1. Use and apply fractional

computation to problems

involving mass.

(ii) Solve problem in real context

involving computation of mass.

O Pose problems involving computation of mass

in numerical form, simple sentences, tables or

pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

23

(23-27

Jun )

9. Volume of

liquid

1. Computation of

liquid

1. Use and apply fractional

computation to problems

involving volume of liquid.

(i) Compute volume of liquid from a

situation expressed in fraction

O Use the measuring cylinder and an improvised

fractional scale to verify computations of

volumes of liquid.

4

1

2

1

4

3

0

1

2

2

0

4

1

2

1

4

3

1

23

(23-27

Jun )

(ii) Solve problem in real context

involving computation of volume

of liquid.

O Pose problems involving volume of liquid in

numerical form, simple sentences, tables or

pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

24

(30 Jun

÷ 4

July)

10. Shape

and space

1. Two-dimensional

shapes

1. Find the perimeter and

area of composite two-

dimensional shapes.

(i) Find the perimeter of a two-

dimensional composite shape of

two or more quadrilaterals and

triangles.

(ii) Find the area of a two-

dimensional composite shape of

two or more quadrilaterals and

triangles.

O Pupils construct two-dimensional composite

shapes on the geo-board or graph paper.

Pupils then measure the perimeter of the

shapes.

O Teacher provides a two-dimensional composite

shape with given dimensions. Pupils calculate

the perimeter of the shape.

O Pupils construct two-dimensional composite

shapes on the geo-board or graph paper.

Pupils then find the area of the shapes.

O Teacher provides a two-dimensional composite

shape with given dimensions. Pupils calculate

the area of the shape.

25

(7-11

July )

10. Shape

and space

1. Two-dimensional

shapes

1. Find the perimeter and

area of composite two-

dimensional shapes.

(iii) Solve problems in real contexts

involving calculation of perimeter

and area of two-dimensional

shapes.

O Pose problems of finding perimeters and areas

of 2-D shapes in numerical form, simple

sentences, tables or pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1. Understanding the problem

2. Devising a plan

3. Ìmplementing the plan

4. Looking back.

26

(14-18

July )

10. Shape

and space

2. Three-

dimensional shapes

1. Find the surface area and

volume of composite

three-dimensional

shapes

(i) Find the surface area of a three-

dimensional composite shape of

two or more cubes and cuboids.

O Pupils draw net according to the given

measurements, cut out the shape and fold to

make a three-dimensional shape. Next, unfold

the shape and use the graph paper to find the

area. Verify that the area is the surface area of

the 3-D shape.

O Teacher provides a three-dimensional

composite shape with given dimensions.

Pupils calculate the surface area of the shape.

26

(14-18

July

10. Shape

and space

2. Three-

dimensional shapes

1. Find the surface area and

volume of composite

three-dimensional

shapes

(ii) Find volume of a three-

dimensional composite shape of

two or more cubes and cuboids.

O Pupils construct three-dimensional composite

shapes using the Diene's blocks. The volume

in units of the block is determined by mere

counting the number of blocks.

O Teacher provides a three-dimensional

composite shape with given dimensions.

Pupils calculate the volume of the shape.

27

(21-25

July )

10. Shape

and space

2. Three-

dimensional shapes

1. Find the surface area and

volume of composite

three-dimensional

shapes

(iii) Solve problems in real contexts

involving calculation of surface

area and volume of three-

dimensional shapes.

O Pose problems of finding surface area and

volume of 3-D shapes in numerical form,

simple sentences, tables or pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1) Understanding the problem

2) Devising a plan

3) Ìmplementing the plan

4) Looking back.

28

(28

July-1

Ogos )

Monthly

Test

11. Data

andling

1. Average 1. Understand and compute

average.

(i) Calculate the average of up to

five numbers.

O Arrange four stacks of coins as in the diagram

below. Pupils tabulate the number of coins in

each stack. Ask pupils what would be the

number of coins in each stack if the coins were

evenly distributed. Pupils share among the

class on how they arrive at the average

number.

O Teacher demonstrates how the average is

calculated from a given set of data.

29

(4-8

Ogos )

11. Data

andling

1. Average 1. Understand and compute

average.

(ii) Solve problems in real contexts

involving average.

O Pose problems involving average in numerical

form, simple sentences, tables or pictures.

O Teacher guides pupils to solve problems

following Polya's four-step model of

1) Understanding the problem

2) Devising a plan

3) Ìmplementing the plan

4) Looking back.

30

( 11-15

Ogos )

11. Data

andling

2. Organising and

interpreting data

1. Organise and interpret

data from tables and

chrts.

(i) Construct a pie chart from a given

set of data.

O Teacher prepares some templates in the form

of circular fraction charts and a suitable data

set. Teacher then guides pupils to select the

right template to begin constructing the pie

chart

31

(25-29

Ogos )

Pra

UPSR

11. Data

andling

2. Organising and

interpreting data

1. Organise and interpret

data from tables and

chrts.

(ii) Determine the frequency, mode,

range, mean, maximum and

minimum value from a pie chart.

O Teacher provides a pie chart and guides pupils

to extract information from the chart to

construct a data table. Remind the meaning of

frequency, mode, range, etc.

O Pupils discuss and present their findings and

understanding of charts and tables.

O The electronic spreadsheet may be used to aid

the understanding of charts and tables.

32 - 36

REVÌSÌON ( Exercises )

37 - 40

UPSR / SECOND TERM EXAMÌNATÌON

41 - 42

MATEMATÌCS ENGLÌS READÌNES PROGRAMME

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