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YEARLY SCHEME 0F WORK YEAR 6 (2008

)


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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