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WEEK

TOPIC

LEARNING AREA

LEARNING OBJECTIVES (Pupils will be taught to )

LEARNING OUTCOMES (Pupils will be able to )

SUGGESTED TEACHING & LEARNING ACTIVITIES

1

1.

WHOLE NUMBERS

1.

NUMBERS TO 100 000

1.

Develop number sense up to 100 000

i) ii) iii) iv)

Name and write numbers up to 100 000 Determine the place value of the digits any whole number up to 100 000 Compare value of numbers to 100 000 Round off numbers to the nearest ten, hundred and thousand. Add any two to four numbers to 100 000 Solve addition problems

Compare numbers and explain why a particular number has a bigger or smaller value. Use relevant techniques of estimation.

2

2.

ADDITION WITH THE HIGHEST TOTAL OF 100 000

1.

Add numbers to the total of 100 000

i) ii)

Add any two to four numbers using: horizontal form vertical form Expose pupils to strategies of quick addition.

3.

SUBTRACTION WITHIN THE RANGE OF 100 000

1.

Subtract numbers from a number less than 100 000

i) ii)

Subtract one or two numbers from a bigger number less than 100 000 Solve subtraction problems

Subtract a number or two numbers from another number (horizontal or vertical ). Create stories from given sentences.

4.

MULTIPLICATION WITH THE HIGHEST PRODUCT OF 100 000

1.

Multiply any two numbers with the highest product of 100 000

i)

ii)

iii) iv)

Multiply four-digit numbers with a) one-digit numbers b) 10 c) Two-digit numbers Multiply three-digit numbers with a) 100 b) two-digit numbers Multiply two-digit number with 1000 Solve multiplication problems

Multiply in the form of number sentences: vertical and horizontal Expose pupils to various strategies in multiplication, such as: multiplies of a number bench making commutative property associative property lattice multiplication Create stories from given number sentences.

6. strings. b) 1000 c) 10 000 Solve mixed operation problems Perform mixed operation in the form of number sentences (vertical and horizontal) Create stories from a given number sentences. . WHOLE NUMBERS 5. 100 and 1000 Create stories from a given number sentences. 4 2. EQUIVALENT FRACTIONS 1. Name and write proper fractions with denominators up to 10 i) ii) Name and write proper fractions with denominators up to 10 Compare the value of two proper fractions with: a) The same denominators b) The numerator of 1 and different denominators up to 10 Express and write equivalent fractions for proper fractions Express equivalent fractions to its simplest form Recognise fractions as equal shares of a whole set with denominator up to 10 Compare parts to the whole to introduce proper fractions: Paper(Partition paper equally by folding) Fraction chart/strips and Cuisenaire rods 2. MIXED OPERATION 1. Expose pupils to various strategies in division such as: divisibility of a number. i) ii) Perform mixed operations involving addition and subtraction with numbers less than a) 100. PROPER FRACTION 1. number lines and graphics using conventional technology or ICT. i) ii) iii) Express equivalent fractions with the aid of fraction chart/strips. 100 and 1000 c) Two-digit numbers Divide four-digit numbers by a) one-digit numbers b) 10. 100 and 1000 c) Two-digit numbers Solve division problems Model division using the number line and divide using the long division method. FRACTION 1. Divide a number less than 100 000 by a twodigit number i) ii) iii) Divide five-digit numbers by a) one-digit numbers b) 10.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 3 1. Perform mixed operation involving addition and subtraction. DIVISION WITH THE HIGHEST DIVIDEND OF 100 000 1. divide by 10. Express equivalent fractions for proper fractions.

and vice versa Introduces the concept of decimals using Dine s blocks. 6 4. Pupils create stories from given number sentences involving fractions. DECIMALS 1. SUBTRACTION OF PROPER FRACTIONS 1. Pupils create stories from given number sentences involving fractions. FRACTION 3. Understand and use the vocabulary related to decimals i) ii) iii) Name and write decimals with: a) one decimal place b) two decimal place Recognise the place value of: a) tenths b) hundredths c) tenths and hundredths Convert fraction to decimals of: a) tenths b) hundredths c) tenths and hundredths. Add two proper fractions with denominators up to 10 i) ii) iii) Add two proper fractions with the same denominator up to 10 to its simplest form: a) With 1 as the numerator for both fractions b) With different numerators Add two proper fractions with different denominators up to 10 to its simplest form: a) With 1 as the numerator for both fractions b) With different numerators Solve problems involving addition of proper fractions. Demonstrate subtraction of proper fractions through paper folding activities or use charts. diagrams and number lines. hundred squares. ADDITION OF PROPER RACTIONS 1. diagrams and number lines. place value chart and number line.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 5 2. Write types of decimals: decimal fraction mixed decimals . INTRODUCTION TO DECIMAL NUMBER 1. 7 3. Subtract proper fractions with denominators up to 10 i) ii) iii) Subtract two proper fractions with the same denominator up to 10 to its simplest form: a) With 1 as the numerator for both fractions b) With different numerators Subtract two proper fractions with different denominators up to 10 to its simplest form: a) With 1 as the numerator for both fractions b) With different numerators Solve problems involving addition of proper fractions Demonstrate subtraction of proper fractions through paper folding activities or use charts.

Perform addition of decimals through number sentences and use number lines to model addition of any two to four decimals using number lines. Add decimals up to two decimal places i) ii) iii) Add any two to four decimals of one decimal place involving: a) decimals only b) whole number and decimals c) mixed decimals Add any two to four decimals of two decimal places involving: a) decimals only b) whole number and decimals c) mixed decimals Solve problems involving addition of decimal number Compare decimals using Dine s blocks. hundred squares and number lines. 100 and 1000 Multiply any decimal of two decimal place with: a) a one-digit number b) 10. ii) iii) iv) . Divide decimals up to two decimal places by a whole number i) Pupil model division of decimals using number lines and divide decimal numbers by the long division method. Multiply decimals up to two decimal places with a whole number i) Subtract one to two decimals from a decimal of one decimal place involving: a) decimals only. Pupils create stories from given number sentences. 100 and 1000 Solve problems involving multiplication of decimals Divide decimals of one decimal place by: a) a one-digit whole number b) 10 Divide decimals of two decimal places by one-digit whole number Divide decimals by a whole number with the dividend value of up to two decimal places Solve problems involving division of decimals Pupil model subtraction of decimals using number lines and subtract decimal numbers through number sentences in the vertical form. Pupils create stories from given number sentences. 9 3. Pupils create stories from given number sentences. ii) iii) 12 5. b) mixed decimals c) whole numbers and decimals (mixed decimals) Subtract one to two decimals of one or two decimal places Solve problems involving subtraction of decimals Multiply any decimal of one decimal place with: a) a one-digit number b) 10. SUBTRACTION OF DECIMAL NUMBER 1. DECIMALS 2. Pupils create stories from given number sentences. MULTIPLICATION OF DECIMAL NUMBER 1.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 8 3. Pupil model multiplication of decimals using number lines and multiply decimal numbers using number sentences in the vertical form. ADDITION OF DECIMAL NUMBER 1. DIVISION OF DECIMAL NUMBER 1. Subtract decimals up to two decimal places i) ii) iii) 10 11 4.

TIME 1. iii) Pupils convert time: a) hours to minutes b) hours and minutes to minutes c) minutes to hours and minutes . 15 5. Understand. RELATIONSHIP BETWEEN UNITS OF TIME 1. Arrange in sequence. READING AND WRITING TIME 1. Perform mixed operations involving money by writing no. Construct a simple schedule Read a calendar i) Pupils gather information to construct a simple schedule. and vice versa b) hours and minutes to minutes. i) ii) 16 3. 2. ii) Pupils convert units of time. and vice versa Perform basic operations involving money by writing number sentences in the vertical and horizontal form.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 13 14 4. and vice versa d) Hours to days. b) 1 year= 365/366 days c) 1 decade= 10 years Convert: a) years to days. MONEY 1. Understand and use the vocabulary related to money Use and apply knowledge of money in real life i) Read and write the value of money up to RM 10 000 Show different combinations of notes and coin. 2. read and write time in hours and minutes i) ii) 2. i) ii) iii) iv) i) ii) iii) Add money up to RM 10 000 Subtract money from up to RM 10 000 Multiply money to the highest product of RM 10 000 Divide money w/ dividend not more than RM 10 000 Perform mixed operation involving addition and subtraction involving money up to RM 10 000 Round of money to the nearest ringgit Solve problems involving money of up to RM 10 000 Read time in hours and minutes according to the 12hour system Write time in hours and minutes according to the 12hour system Construct. Pupils create stories from given number sentences. the months of a year. Teacher introduces how to read and write in hours and minutes using analogue clock and digital clock. Understand the relationship between units of time i) Pupils explore the calendar to look for time relationships between years and days. TIME SCHEDULE 1. sentences in the vertical and horizontal. read and extract information from a simple schedule Extract information from a calendar Solve simple real life problems involving reading the calendar State the relationship between units of time: a) 1 day = 24 hours. and vice versa b) decade to years. and vice versa c) Years to months. and vice versa Convert time from: a) hours to minutes. MONEY TO RM 10 000 1. and vice versa c) minutes to hours and minutes.

d) years. . multiply and divide time and convert units of time. b) hours. multiply and divide units of time i) ii) iii) iv) v) Add time involving conversion of units with answers in compound units of: a) hours and minutes b) years and months c) decades and years Subtract time involving conversion of units with answers in compound units of: a) hours and minutes b) years and months c) decades and years Multiply time involving conversion of units with answers in compound units of: a) hours and minutes b) years and months c) decades and years Divide time involving conversion of units with answers in compound units of: a) hours and minutes b) years and months c) decades and years Solve problems involving basic operations of time: a) hours and minutes b) years and months c) decades and years Pupils add. c) months.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 17 18 5. TIME 4. BASIC OPERATIONS INVOLVING TIME 1. Use and apply knowledge of time to find the duration i) ii) iii) Read and state the start and the end of an event from a schedule Calculate the duration of an event from a schedule in: a) minutes b) hours c) hours and minutes within a day and two consecutive live days Calculate the start or the end of an event from a given duration of time and read the start or end of an event Pupils extract information from schedule. Pupils perform basic operations involving time using number sentences in the vertical form. Pupils create stories about time from given number sentences. Units of time involve a) minutes. subtract. subtract. TIME DURATION 1. 19 5. such as: a) class time-table b) prayer schedule c) bus schedule. Add. e) decades. etc Pupils model time on a number line to determine the duration of an event.

RELATIONSHIPS BETWEEN UNITS OF LENGTH 1. Pupils create stories of length from given number sentences. ii) 24 2. BASIC OPERATIONS INVOLVING LENGTH 1. involving conversion of units by: a) one-digit number b) 10. iii) 23 3.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 20 21 22 6. Pupils construct problems from a given number sentence involving measurement of length. Convert units of length from: a) millimetres to centimetres and vice versa b) compound units to a unit Solve problems involv g conversion of units of length Add units of length. Understand the relationship between units of length i) ii) Pupils convert units of length. LENGTH 1. MEASURING LENGTH 1. involving conversion of units in: a) millimetre b) metre and centimetre c) centimetre and millimetre Subtract units of length. read and record lengths of objects. 100 and 1000 Solve problems involving basic operation on length Pupils measure. The following tools are used to measure lengths: a) metre rule b) small ruler c) measuring tape 2. 100 and 1000 Divide units of length. Add and subtract length i) Pupils demonstrate addition and subtraction of length using number sentences in the conventional manner. involving conversion of units by: a) one-digit number b) 10. involving conversion of units in: a) millimetre b) metre and centimetre c) centimetre and millimetre Multiply units of length. Multiply and divide length i) Pupils demonstrate multiplication and division using number sentences in the conventional manner. Measure lengths using standard units i) ii) iii) iv) Read measurement of length us g units of millimetre Write measurement of length to the nearest scales of length division for: a) centimetre b) metre Measure and record lengths of object using units of: a) millimetre b) centimetre and millimetre c) metre and centimetre Estimate the lengths of objects in: a) millimetre b) metre and millimetre c) centimetre and millimetre State the relationship btw centimetre and millimetre. ii) iii) .

WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 25 7. 2. Pupils demonstrate subtraction involving mass in the conventional manner. Understand the relationship between units of mass i) Convert units of mass from: a) Kilograms to grams b) Kilograms and grams to grams c) Kilograms and grams to kilograms Pupils convert units of mass. RELATIONSHIP BETWEEN UNITS OF MASS 1. read and record masses of objects in kilograms and grams using weighing scale. 100 and 1000 Divide mass involving conversion of units: a) one-digit number b) 10. with: a) one-digit number b) 10. 27 2. BASIC OPERATIONS INVOLVING MASS 1. using the long division technique. Pupils demonstrate multiplication involving mass in the conventional manner. 100 and 1000 Solve problems involving basic operation with mass Pupils demonstrate multiplication involving mass in the conventional manner. Add and subtract involving units of mass i) ii) Add mass involving units of mass in: a) kilograms b) grams c) kilograms and grams Subtract mass involving units of mass in: a) kilograms b) grams c) kilograms and grams Pupils demonstrate addition involving mass in the conventional manner. 26 3. Multiply and divide units of mass i) ii) iii) Multiply mass involving conversion of units. MEASURING MASS 1. Pupil pose problems from a given sentences involving mass . MASS 1. Measure mass using standard units i) ii) iii) Measure of masses using in units of kilogram and gram Read measurement of masses to the nearest scales division of kilograms and grams Estimate the masses of objects using kilograms and grams Pupils measure.

measuring cylinders. 30 3. . 100 and 1000 Solve problems involving volume of liquids Pupils demonstrate multiplication involving mass in the conventional manner. 29 2. Multiply and divide involving units of volume i) ii) iii) Subtract volume of liquid involving conversion of units by: a) one-digit number b) 10. read and record volume of liquid in litres and millilitres using beakers. Understand the relationship between units of volume of liquid i) Convert unit of volume from: a) litres to millilitres b) millilitres to litres c) litres and millilitres to litres d) litres and millilitres to millilitres Add volume of liquid involving conversion of units in: a) litre b) millilitre c) litre and millilitre Subtract volume of liquid involving conversion of units in: a) litre b) millilitre c) litre and millilitre Pupils construct problems for conversion of units from a given measurement of volume.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 28 8. BASIC OPERATIONS INVOLVING VOLUME OF LIQUID 1. Pupils demonstrate division of volume of liquid in the conventional manner. MEASURING VOLUME OF LIQUID 1. 31 2. VOLUME OF LIQUID 1. Measure and compare volume of liquid using standard units i) ii) iii) iv) Read measurement of volume of liquid in litres and millilitres Write measurement of volume of liquid to the nearest scales of tenth division for: a) litre b) millilitre Measure and record the volume of liquid in litres and millilitres Estimate the volume of liquid in litres and millilitres Pupils measure. Pupils create stories about volume of liquids from given number sentences. Estimate volume of liquid by halving or doubling techniques. ii) Pupils demonstrate subtraction involving volume in the conventional manner. RELATIONSHIP BETWEEN UNITS OF VOLUME OF LIQUID 1. 100 and 1000 Divide volume of liquid involving conversion of units by: a) one-digit number b) 10. Add and subtract involving units of volume i) Pupils demonstrate addition involving volume in the conventional manner.

SHAPE AND SPACE 1. Understand the figure related to perimeter i) ii) Identify the sides of a: a) square b) rectangle c) triangle Measure and record the perimeter of a: a) square b) rectangle c) triangle Pupils measure the perimeter of the figure given by using suggested measuring tools. 33 34 2. Understand the figure related to area i) ii) Identify the dimensions of a: a) square b) rectangle Compare squares with a unit square: a) rectangle b) Square Pupils compare using a grid paper. TWO DIMENSIONAL SHAPES 1. Record and calculate the area & perimeter of 2-D shapes i) ii) iii) Measure and record the dimensions of squares and rectangles Calculate the area of squares and rectangles Solve problems involving perimeter and area of 2-D shapes Pupils calculate area using formula: Area = length x breadth 36 2. Use other measurements to draw. 35 3. Draw nets of cuboids from a given set of measurements. THREE DIMENSIONAL SHAPES 1. Understand the volume of cubes and cuboids i) ii) iii) Identify the dimensions of cubes and cuboids Measure and record the dimensions of cubes and cuboids Compare with a cube unit: a) cuboids b) cube Draw 3-D shapes from given measurements.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 32 8. 2. Find the volume for cubes and cuboids i) ii) Calculate the volume of cubes and cuboids Solve problems involving volume of cubes and cuboids Pupils calculate area using formula: Length x breadth x height .

Recognise. PICTOGRAPH 1. making comparison and finding the total quantity. Use the same picture to represent one unit or more than one unit. Use the same bar graphs to represent one unit or more than one unit. making comparison and finding the total quantity. . read and draw bar graphs i) ii) iii) iv) v) Recognise: a) horizontal bar graphs b) vertical bar graphs Express the difference between a horizontal and a vertical bar graph based on the axis Tabulate data from data sources Build: a) horizontal bar graphs b) vertical bar graphs Interpret data from the bar graphs Teacher displays horizontal and vertical bar graphs. Recognise and draw pictograph i) ii) iii) Recognise a pictograph that represents: a) one unit b) more than one unit Draw pictograph Represent data by a pictograph Uses horizontal and vertical pictograph.WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES (Pupils will be taught to ) LEARNING OUTCOMES (Pupils will be able to ) SUGGESTED TEACHING & LEARNING ACTIVITIES 37 9. Involve counting activities to show numbers or quantities. 38 2. Pupil read bar graphs. BAR GRAPHS 1. DATA HANDLING 1. Involve counting activities to show numbers or quantities.

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