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)

WEEK

TOPIC

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES Pupils will

**Pupils will be taught to :
**

1.Whole Numbers 1. Number up to seven digits 1. Develop number sense up to seven digits.

be able to :

Name and write numbers up to seven digits.

SUGGESTED TEACHING AND LEARNING ACTIVITIES y Teacher pose numbers in numerals, pupils name the respective numbers and write the number words. y 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.

1

(3-4 Jan )

Determine the place value of the digits in any whole number of up to seven digits.

y 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.

2

(7 - 11 Jan )

Express whole numbers in

a) decimals b) fractions

of a million and vice versa.

Compare number values up to seven digits

y Given a set of numerals, pupils compare and arrange the numbers in ascending then descending order.

Round off numbers to the nearest tens, hundreds, thousands, ten thousands, hundred thousands and millions. 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. y Pupils practice addition, subtraction, multiplication and division using the four-step algorithm of 1. Estimate the solution.

3

(14-18 Jan )

1.Whole Numbers

5 (28 Jan -1 Feb ) (iii) Multiply up to six-digit numbers with a) a one-digit number b) a two-digit number c) 10. 100 and 1000. simple sentences. y Pupils create stories from given number sentences.6 Feb ) (iv) Divide numbers of up to seven digits by a) a one-digit number b)10. Check the reasonableness of the answer. 6 (4 . y Pose to pupils problems in numerical form. 4 (21-25 Jan ) (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. 3. 4. 7 (11-15 Feb) (v) Solve problems a) b) c) addition. 100 and 1000 c) two-digit number.2. Arrange the numbers involved according to place values. subtraction. Perform the operation. y Teacher guides pupils to solve problems following Polya¶s four-step model of . multiplication. tables and pictures.

10 (3-7 Mar ) (iv) Solve problems involving mixed operations on numbers of up to seven digits. i. 8 (18-22 Feb ) involving numbers up to seven digits. y Demonstrate addition of mixed numbers through 2) 3) 4) 5) 6) (ii) Add three mixed numbers with different denominators of up to 10.Whole Numbers 3.d) division 1. Understanding the problem Devising a plan Implementing the plan Looking back.e. Understanding the problem . Fractions 1. (iii) Solve problems involving addition of mixed numbers. Mixed operations with numbers up to seven digits 3. (i) Add three mixed numbers with the same denominator of up to 10. 3. y 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. 9 (25-29 Feb ) 1. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1. paper folding activities fraction charts diagrams number lines multiplication tables 11 (17-21 Mar ) y Pupils create stories from given number sentences involving mixed numbers. (ii) Compute mixed operations problems involving subtraction and division. 2. (i) Compute mixed operations problems involving addition and multiplication. Monthly Test (iii) Compute mixed operations problems involving brackets. Add three mixed numbers with denominators of up to 10. Addition of fractions 1.. 2. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1) 2) 3) 4) Understanding the problem Devising a plan Implementing the plan Looking back. y Teacher pose problems verbally. 4. Perform mixed operations with whole numbers. in the numerical form or simple sentences.

2. tables. Fractions 2. words. For example. Fractions 3. 2.2. 3. 4. Multiply any mixed numbers with a whole numbers up to 1000. pictorials. paper holding activities fractions charts diagrams number lines multiplication tables 12 (24-28 Mar) (ii) Subtract involving three mixed numbers with different denominators of up to 10. 4. 2. 1 2 2 v 100 ! ? 13 (30 Mar-4 Apr ) y Present calculation in clear and organised steps. (i) Subtract involving three mixed numbers with the same denominator of up to 10. 3. (i) Multiply mixed numbers with a whole number. 3. . problems in the real context in the form of 1. y Pupils create stories from given number sentences involving mixed numbers y Pose to pupils. 2. Subtract of fractions 2. Devising a plan Implementing the plan Looking back. Subtract mixed numbers with denominators of up to 10. Multiplication of fractions 3. y Use materials such as the hundred squares to model multiplication of mixed numbers. 5. y Demonstrate subtraction of mixed numbers through 1. (iii) Solve problems involving subtraction of mixed numbers.

Perform mixed operations of addition and subtraction of decimals of up to 3 decimal places. Divide fractions with a whole number and a fraction. Division of fractions 4. 14 1 (7-11 Apr ) 3 4 1 2 1 4 0 (ii) Divide mixed numbers with a) b) a whole number a fraction 1 2 z 1 4 !2 Half a vessel of liquid poured into a quartervessel makes two full quarter-vessels. The following illustrations demonstrate this idea« 1 2 z 1 2 !1 Half a vessel of liquid poured into a half-vessel makes one full half-vessel. Calculation steps are expressed in the vertical form. by performing one operation at a time in the order of left to right. (i) Divide fractions with a) a whole number b) a fraction.e. 15 ( 14-18 Apr) y The abacus may be used to verify the accuracy of the result of the calculation. Decimals 1. (i) Add and subtract three to four decimal numbers of up to 3 decimal places. involving a) b) decimal numbers only whole numbers and decimal numbers y Pupils add and/or subtract three to four decimal numbers in parts.1 2 2 v 100 ! 5 v 100 2 5 ! v 50 1 ! 250 2. . 1 3 4 1 2 1 4 0 3. Fractions 4. y Teacher models the division of fraction with another fraction as sharing. Mixed operations with decimals 1. i.

situational problems in the form of words. 3 convert 1 10 to percentage. y Use the hundred-squares to model conversion of mixed numbers to percentage. y Guide pupils to find the value for percentage of a quantity through some examples. Percentage 1. Use and apply number sense in real context involving money. 16 (21-25 Apr) 1! 100 100 3 30 ! 10 100 100% (ii) Convert decimal numbers of value more than 1 to percentage 4. demonstrate how the situation is transformed to a number sentence of mixed operations. Relate fractions and decimals to percentage (iv) Solve problems in real context involving relationships between percentage. Relationship between percentage. Percentage 1. y Provide to pupils a situation involving money where mixed operations need to be performed. Then. fractions and decimals. fraction and decimal 1. fraction and decimal 1. 17 (28 Apr-2 May) y Demonstrate the concept of percentage of a quantity using the hundred-squares or multibased blocks. For example. (i) . Money up to RM10 million 1. Relate fractions and decimals to percentage (iii) Find the value for a given percentage of a quantity. Relationship between percentage. y Pupils create stories from given percentage of a quantity. The shaded parts of the two hundred-squares is 128% of 100. Percentage 1. Relationship between percentage. Money 18 (5-9 May) 1. such as 45% of 10 450 v 10 ! 45 100 17 (28 Apr-2 May) 4. y Pose to pupils.4. Perform mixed operations with money up to a value of RM10 million. Relate fractions and decimals to percentage (i) Convert mixed numbers to percentage. y 30% The shaded parts represent 130% of the hundred-squares. tables and pictorials. y Pupils solve mixed operations involving money 5. fraction and decimal 1.

schedules and number lines. Use and apply fractional computation to problems involving length. Understanding the problem Devising a plan Implementing the plan Looking back. Time 1. simple sentences. Length 1. 1 2 21 (9-13 Jun ) of 4 km. 1 2 km 0 1 2 3 4 . y Teacher guides pupils to solve problems following Polya¶s four-step model of 1. 5. (i) Compute length from a situation expressed in fraction. 6. Understanding the problem Devising a plan Implementing the plan Looking back. 20 (20-23 May ) EXAM y Use scaled number lines or paper strips to model situations expressed in fractions. (iii) Solve problem in real context involving computation of time duration. (ii) Compute time period from situations expressed in fractions of duration. Computation of length 1. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1. 4. tables or pictures. Use and apply knowledge of time to find the duration. 6. 18 (5-9 May 19 (12-16 May ) y Pupils find the duration from the start to the end of an event from a given situation with the aid of the calendar.in the usual proper manner by writing number sentences in the vertical form. 3. Money 1. Duration 1. (ii) Solve problems in real context involving computation of money. Money up to RM10 million 1. 3. y Pose problems involving money in numerical form. Use and apply knowledge of time to find the duration. 4. 2. Time 1. Use and apply number sense in real context involving money. simple sentences. (i) Calculate the duration of an event in between a) b) c) months years dates. 2. y Pose problems involving computation of time in numerical form. 7. tables or pictures. Duration 1.

21 (9-13 Jun ) 8. Computation of liquid 1. Computation of mass 22 (16-20 Jun ) 1. 3. y Pose problems involving computation of mass in numerical form. (ii) Solve problem in real context involving computation of length. Computation of mass 1. 4. (i) Compute mass from a situation expressed in fraction. Mass 1. Use and apply fractional computation to problems involving volume of liquid. Volume of liquid 1. 2. weights and an improvised fractional scale to verify computations of mass. (i) Compute volume of liquid from a situation expressed in fraction 4. 22 (16-20 Jun ) 0 1 4 1 2 3 4 50 g 1 100 g 8. 2. y Use the spring balance. y Pose problems involving computation of length in numerical form. 3. Use and apply fractional computation to problems involving mass. Understanding the problem Devising a plan Implementing the plan Looking back. Use and apply fractional computation to problems involving length. simple sentences. Looking back. Understanding the problem Devising a plan Implementing the plan 23 (23-27 Jun ) 9. tables or pictures.7. 0 100 ml 1 4 1 2 3 4 25 ml 1 . simple sentences. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1. Use and apply fractional computation to problems involving mass. y Use the measuring cylinder and an improvised fractional scale to verify computations of volumes of liquid. (ii) Solve problem in real context involving computation of mass. Computation of length 1. Mass 1. tables or pictures. Length 1. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1.

y Teacher guides pupils to solve problems following Polya¶s four-step model of 1. simple sentences. simple sentences. Find the surface area and volume of composite three-dimensional shapes (i) Find the surface area of a threedimensional composite shape of two or more cubes and cuboids. 3. Pupils then find the area of the shapes.(ii) Solve problem in real context involving computation of volume of liquid. 23 (23-27 Jun ) 24 (30 Jun ±4 July) 10. y Pupils construct two-dimensional composite shapes on the geo-board or graph paper. tables or pictures. 2. 4. Understanding the problem Devising a plan Implementing the plan Looking back. Pupils calculate the perimeter of the shape. Pupils then measure the perimeter of the shapes. unfold the shape and use the graph paper to find the area. y Teacher provides a two-dimensional composite shape with given dimensions. Threedimensional shapes 1. y Pupils draw net according to the given measurements. 26 (14-18 July ) 10. y Pose problems involving volume of liquid in numerical form. 2. . y Teacher provides a two-dimensional composite shape with given dimensions. Verify that the area is the surface area of the 3-D shape. 25 (7-11 July ) 10. Shape and space 1. Two-dimensional shapes 1. Shape and space 1. (iii) Solve problems in real contexts involving calculation of perimeter and area of two-dimensional shapes. (ii) Find the area of a twodimensional composite shape of two or more quadrilaterals and triangles. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1. Pupils calculate the area of the shape. cut out the shape and fold to make a three-dimensional shape. y Pose problems of finding perimeters and areas of 2-D shapes in numerical form. 3. 4. y Pupils construct two-dimensional composite shapes on the geo-board or graph paper. Next. (i) Find the perimeter of a twodimensional composite shape of two or more quadrilaterals and triangles. Shape and space 2. Understanding the problem Devising a plan Implementing the plan Looking back. tables or pictures. Find the perimeter and area of composite twodimensional shapes. Find the perimeter and area of composite twodimensional shapes. y Teacher provides a three-dimensional composite shape with given dimensions. Two-dimensional shapes 1.

Pupils calculate the volume of the shape. 29 (4-8 Ogos ) . The volume in units of the block is determined by mere counting the number of blocks. y Teacher demonstrates how the average is calculated from a given set of data. y Pupils construct three-dimensional composite shapes using the Diene¶s blocks. Understand and compute average. (ii) Solve problems in real contexts involving average. (i) Calculate the average of up to five numbers. Monthly Test 11. Shape and space 2. y Pose problems involving average in numerical form. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1) 2) 3) 4) Understanding the problem Devising a plan Implementing the plan Looking back. tables or pictures. y Teacher provides a three-dimensional composite shape with given dimensions. Threedimensional shapes 27 (21-25 July ) 1. y Pose problems of finding surface area and volume of 3-D shapes in numerical form. Average 1. 11. Data Handling 1. simple sentences. 26 (14-18 July 10. 28 (28 July-1 Ogos ) y Arrange four stacks of coins as in the diagram below. Shape and space 2. 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. simple sentences. Average 1.Pupils calculate the surface area of the shape. Pupils share among the class on how they arrive at the average number. tables or pictures. y Teacher guides pupils to solve problems following Polya¶s four-step model of 1) 2) 3) 4) Understanding the problem Devising a plan Implementing the plan Looking back. 10. Data Handling 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 threedimensional shapes. Find the surface area and volume of composite three-dimensional shapes (ii) Find volume of a threedimensional composite shape of two or more cubes and cuboids. Understand and compute average. Threedimensional shapes 1.

Organising and interpreting data 1.30 ( 11-15 Ogos ) 11. y Teacher provides a pie chart and guides pupils to extract information from the chart to construct a data table. y The electronic spreadsheet may be used to aid the understanding of charts and tables.36 37 . Organising and interpreting data 1. 32 .40 41 . maximum and minimum value from a pie chart. etc. Data Handling 2. y Teacher prepares some templates in the form of circular fraction charts and a suitable data set. Organise and interpret data from tables and chrts. mode. y Pupils discuss and present their findings and understanding of charts and tables. Organise and interpret data from tables and chrts. Remind the meaning of frequency.42 REVISION ( Exercises ) UPSR / SECOND TERM EXAMINATION MATHEMATICS ENGLISH READINES PROGRAMME . (ii) Determine the frequency. mode. mean. (i) Construct a pie chart from a given set of data. range. Teacher then guides pupils to select the right template to begin constructing the pie chart Circular Fraction Chart 31 (25-29 Ogos ) Pra UPSR 11. range. Data Handling 2.

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