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KURIKULUM STANDARD SEKOLAH RENDAH(KSSR)
MATEMATIK
(CONTOH MODULPENGAJARAN DAN PEMBELAJARAN)
BAHAGIAN PEMBANGUNAN KURIKULUM
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1
Chapter 11: Fraction
Learning Outcomes
Recognizing, naming, listing and writing equivalent fractions,
Expressing a fraction in its simplest form,
Comparing fractions with respect to half,
Comparing and ordering unlike fractions.
Include addition and subtraction of two related fractions within one whole.
Notes for teachers
The term fraction is derived from a Latin word meaning “to break”. Fractions are
numbers representing objects that have been “broken” into parts.
If possible, provides opportunity to discuss with children that fractions do not have to
be congruent to be the same part of the whole (consider a set of tangram or using
area model).
Students need to understand that different fractions can represent the same amount
(e.g.2
1and
4
2 )
If possible, get the students to discuss the meaning of the word equivalent (equal
value) and also how equivalent fractions are alike and different.
Pre-Requisite Knowledge
In Primary 2, students have learnt to interpret fraction as part of a whole and able to
read and write fractions. They are also able to compare and order unit and like
fractions. This includes addition and subtraction of like fractions within one whole.
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2
4
1of a principal’s salary 2
1 of a mathematics
teacher ’s salary
Setting up the conflicts / Concrete preparation
Get the students to choice one of the two options and explain their choice. Do
encourage them to explain using model. After this activity, students should be aware
when comparing two or more fractions, they need to be of the same item.
At the same time, we introduce student the terms
Denominator: total number of the parts in a whole
Numerator: number of parts required
Social Construction
From here, we move on to judge the relative size of two or more fractions and to
arrange two or more fractions in order based on their size.
Get the students to choice one of the two options and explain their choice. Do
encourage them to explain using model.
Next, we move on to comparing 4 fractions and arrange them in order based on their
size. Get them to explain how they know about it and what did they observe. Through
Activity 11.1B, students will notice that when comparing fractions having a common
denominator, the greater fraction is the one with the greater numerator. When
comparing fraction having a common numerator, the greater fraction is the one with the
smaller denominator.
Use Fraction Worksheet 11.1 to assess whether pupils can use a short cut to compare
fractions when the numerators/dominators of two fractions are the same.
2
1 of an engineer’s
4
1 of an engineer’s
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Setting up the conflicts / Concrete preparation
Get the students to share and explain their answer. Encourage them to explain using
model. After this activity, students should understand that different fractions can
represent the same amount.
At the same time, we introduce student the term equivalent (equal value), related and
like fraction. Also, get them to discuss how equivalent fractions are both alike and
different.
When comparing fractions with no common numerator and denominator, the fractions
have to be converted to like fractions.
Bring students’ awareness why we need to multiply the same factor for both the
numerator and the denominator.
Social Construction
Use Fraction Worksheet 11.2 to assess whether pupils can find equivalent fractions
using multiplication factor technique.
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Setting up the conflicts
Teachers elicit response from the class. Get them to explain their stand.
From here, get students to notice that when adding related fractions, the related
fractions are changed to like fraction first.
Social Construction
Use Fraction worksheet 11.4 to assess whether students are able to use equivalent
fraction method and multiplying factor technique in the addition of two related fractions.
Also, students are required to carry out addition of unrelated fractions. They need to
find the lowest common multiple of the two denominators.
In Fraction worksheet 11.6, students are being assessed whether they are able to
subtract two related or unrelated fraction using the appropriate strategy learned in
Fraction Worksheet 11.4.
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ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.1A
Name: ______________________________ Date: ________________
4
1of a principal’s salary 2
1 of a mathematics
teacher’s salary
Your choice
Why?
Your choice
Why?
4
1 of an engineer’s salary
2
1 of an engineer’s salary
Which one would you choice?
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ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.1B
Name: ______________________________ Date: ________________
Order the fractions from the smallest to largest
Comparing and Ordering Fractions
1
8
1
6
1
2
1
4
3
4
3
8
3
10
3
12
3
7
4
7
2
7
6
7
5
11
7
11
2
11
9
11
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2
1 of a
chocolate bar4
2 of a
chocolate bar
ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.2A (P3)
Name: ______________________________ Date: ________________
Your answer
Why?
Your answer
Why?
3
2 of a pizza
6
5 of a pizza
Which is greater?
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ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.4A
Name: ______________________________ Date: ________________
Noah Isabella
12
4
8
5
I agree with
My explanation:
Who answered correctly?
8
3
4
1
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8
1,
6
1,
3
1,
2
1
11
1,
9
1,
7
1,
3
1
ACCELERATED THINKING IN MATHEMATICS
FRACTION WORKSHEET 11.1
Name: ______________________________ Date: ________________
Concept: Comparing and ordering unlike fractions
1) Arrange these fractions in order. Begin from the smallest to the greatest.
Example:
9
1
7
1
11
1
3
1
a)10
5
6
5
12
5
8
5
b)9
7
12
7
10
7
8
7
c)5
2
11
2
3
2
9
2
2) Arrange these fractions in order. Begin from the greatest to the smallest.
Example:
8
1
2
1
6
1
3
1
a)8
3
11
3
5
3
7
3
b) 7
4
5
4
11
4
9
4
c)9
6
11
6
7
6
8
6
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9
7,
9
5,
9
3,
9
1
101,
103,
104,
107
3) Arrange these fractions in order. Begin from the smallest to the greatest.
Example:
a)7
1
7
6
7
5
7
3
b)8
3
8
7
8
1
8
4
c) 10
9
10
5
10
7
10
3
4) Arrange these fractions in order. Begin from the greatest to the smallest.
Example:
a)12
7
12
11
12
1
12
5
b)9
2
9
4
9
1
9
7
c)11
8
11
6
11
10
11
2
9
5
9
3
9
7
9
1
10
1
10
4
10
7
10
3
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.2
Name: ______________________________ Date: ________________
Concept: Understanding Equivalent Fractions
1) Shade the part(s) and write the equivalent fractions in the boxes.
Example:
a)
b)
c)
6
3
2
1
4
3
3
1
3
2
× 3
× 3
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2) Divide the bar accordingly and shade the part(s) to show the equivalent fractions.Then, write the fraction.
Example:
a)
b)
c)
126
1
93
2
82
1
4
2
2
1
× 2
× 2
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3) Shade the pictures or figures according to the given fractions.
a)
6
5
b)
c )
d)
3
1
4) Fill in the missing numerators and denominators.
a)105
3 b)
123
2 c)
93
1
d)2
6
1 e)
6
4
3 f)
5
2
1
4
3
2
1
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5) Reduce the following fractions to the simplest form (lowest term).
a) 8
6 b)
10
2 c)
6
3
d) 12
9 e)
12
8 f)
9
6
6) Fill in the missing numerators and denominators.
a)10
6
4 b)
9
12
6 c)
1612
3
7) How many more triangles do you need to shade so that the shaded part of the figure
is4
3 ?
Answer: ____________triangles
8) Kelvin cut a piece of rope into 9 equal pieces. How many pieces should he take if he
wants 3
2
of the rope?
Answer: ____________pieces
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.3
Name: ______________________________ Date: ________________
Concept: Adding fractions with the same denominators
1) Do these sums.
Example:5
4
5
31
5
3
5
1
a) 7
4
7
2
b) 9
5
9
2
c) 11
5
11
4
2) Do these sums. Write the answers in the simplest form.
Example:2
1
36
33
6
21
6
2
6
1
a) 8
1
8
5
b) 12
5
12
7
c) 10
3
10
5
d) 9
2
9
1
e) 4
1
4
1
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.4
Name: ______________________________ Date: ________________
Concept: Adding fractions with the different denominators
1) Do these sums. Write the answers in the simplest form.
Example:
Denominators Multiples
3 3, 6, 9, 12, 15, ... …
6 6, 12, 18, 24, … …
The LCM of 3 and 6 is 6.
Therefore,6
5
6
1
6
4
6
1
23
22
6
1
3
2
a) 10
3
5
2
b) 4
3
8
1
c) 9
2
3
1
d) 61
125
e) 6
1
12
1
2
1
f) 2
1
8
1
4
1
6
1
3
2
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2) Do these sums. Write the answers in the simplest form.
Example:
Denominators Multiples
4 4, 8, 12, 16, 20, … …
6 6, 12, 18, 24, … …
The LCM of 4 and 6 is 12.
Therefore,12
5
12
2
12
3
26
21
34
31
6
1
4
1
a) 4
1
3
2
b)
5
1
2
1
c) 3
1
4
1
d) 2
1
3
1
e) 4
3
6
1
6
1
4
1
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.5
Name: ______________________________ Date: ________________
Concept: Subtracting fractions with the same denominators
Do these sums.
Example:11
5
11
27
11
2
11
7
1) 5
2
5
3
2) 9
2
9
7
3) 7
3
7
5
Example:4
3
28
26
8
17
8
1
8
7
1) 6
1
6
5
2) 10
1
10
9
3)
9
2
9
8
4) 12
7
12
11
5) 4
1
4
3
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.6
Name: ______________________________ Date: ________________
Concept: Subtracting fractions with the different denominators
1) Do these sums. Write the answers in the simplest form.
Example:
Denominators Multiples
4 4, 8, 12, ... …
8 8, 16, … …
The LCM of 4 and 8 is 8.
Therefore,
8
3
8
3
8
6
8
3
24
23
8
3
4
3
a) 3
1
12
5
b) 6
1
12
7
c) 5
2
10
7
d) 9
2
3
1
e) 4
1
2
1
8
7
f) 4
1
3
1
12
11
8
3
4
3
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2) Do these sums. Write the answers in the simplest form.
Example:
Denominators Multiples
2 2, 4, 6, 8, 10, 12, 14,
5 5, 10, 15, … …
The LCM of 2 and 5 is 10
Therefore, 10
3
10
2
10
5
25
21
52
51
5
1
2
1
a) 3
1
2
1
b) 2
1
3
2
c)
4
1
2
1
d) 6
1
4
3
e) 3
1
4
3
5
1
2
1
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.7
Name: ______________________________ Date: ________________
Do these sums.
Example:
Ken spent5
1 of his allowance on clothes and
10
7 of his allowance on meals. What
fraction of his allowance did he spend?
10
2
5
1
10
9
10
7
10
2
He spent10
9 of his allowance.
1) Sally used4
1m of string to tie parcel A and
8
5m of string to tie parcel B. How much
string did she use altogether?
clothes meals
?
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2) Judy drank12
5 of a bottle of milk on the first day. She drank
6
1 of it on the second
day. What fraction of the bottle of milk did she drink on two days?
3) Mrs Lim spent4
1 of her salary last week and12
7 of her salary this week. What
fraction of her salary had she spent altogether? (answer in simplest form)
4) Jason coloured8
1 of the paper yellow,
4
1 of the paper orange and
2
1 of the paper
green. What fraction of the paper did he colour?
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.8
Name: ______________________________ Date: ________________
Do these sums.
Example:
A fish tank containing fishes weighs12
11 kg. The fishes weigh
6
1 kg. How much does
the tank weigh? (answer in simplest form)
12
2
6
1
4
3
12
9
12
2
12
11
The tank weighs4
3 kg.
1) The total mass of 2 puppies is10
7 kg. One of them weighs
5
2 kg. How heavy is the
other puppy?
Fishes Fish tank
Fish tank with fishes
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2) A pair of shoes and a shirt cost9
7 of Larry’s allowance. The shirt cost
3
2 of Larry’s
allowance. What is the fraction of his allowance spending on a pair of shoes?
3) George spent12
11 h to complete both his English and Chinese homework. He spent
3
2 h to complete his English homework. How much time did he spend to complete
his Chinese homework? (answer in simplest form)
4) Hazel used8
7 m of ribbon to tie Karen’s, Joseph’s and David’s present. She used
4
1
m of ribbon to tie Karen’s present and 2
1
m of ribbon to tie Joseph’s present.How much ribbon did she use to tie David’s present?
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.9
Name: ______________________________ Date: ________________
Do these sums.
Example:
Mrs Tan bought12
7 kg of sugar. She used some for baking cake and left with
3
1 kg of
sugar. How much sugar Mrs Tan used for baking the cake?
12
4
3
1
4
1
12
3
12
4
12
7
Mrs Tan used
4
1 kg of sugar for baking the cake.
1) Sandra prepared10
7 kg of flour. She gave some to Karen and left with
5
2 kg. How
much flour Sandra gave Karen?
Left Bake cake
Total
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2) Doris prepared9
8 l of fruit juice. She drank some of it and left with
3
1 l . How much
fruit juice did Doris drink?
3) Clifford poured8
5 kg of sand into the container. While pouring, he split some of it
and left with8
3 kg. How much sand did Clifford spill? (answer in simplest form)
4) Mum bought12
11 m of wire. Steven used
3
1 m and Edward used some of it. How
much wire did Edward use if mum left with 4
1
m of the wire? (answer in simplestform)
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.10
Name: ______________________________ Date: ________________
Do these sums.
Example:Mum cuts the cake into 9 equal slices. She gave 4 slices to brother and 2 slices to me.a) What fraction of the original piece of cake was given to brother?b) What fraction of the original piece of cake was left?
(answer in simplest form)
a)9
4 of the original piece of cake was given to brother
b)3
1
9
3
3
1 of the original piece of cake was left
1) Mrs Chan cut a pizza into 12 equal pieces. She gave 1 piece to Doris, 2 pieces toLance and 5 pieces to Sam.a) What fraction of the original pizza was given to Lance?b) What fraction of the original pizza was left?
(answer in simplest form)
me brother left
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2) Hui Ling has $10. She gave $1 to Morris and $5 Jane.a) What fraction of her money was given to Jane?b) What fraction of her money was left?
(answer in simplest form)
3) Karen has 11 mathematics problems to be solved. She attempted 5 questions onthe first day and 4 questions on the second day.
a) What fraction of the mathematics problems was attempted on the first day?b) What fraction of the mathematics problems was left?
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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.11
Name: ______________________________ Date: ________________
Do these sums.
Example:
Tim, Michael and Peter shared a pizza. Tim ate2
1 of the pizza and Michael ate
2
1 of
what was left. Peter ate the remaining 4 slices. How many slices of pizza were there atfirst?
4
1 of the pizza 4 slices
4
4 of the pizza 16 slices
?
left
4 slices
4
2
2
1
4
1
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1) John had a box of balls.2
1 of the total number of balls was blue.
4
1 of the remaining
was red. The rest were green balls. There were 3 green balls. How many balls werethere altogether?
2) There are red, green and blue guppies in a pond. 3
2
of the total number of guppies
was red.3
1 of the remaining was green. The rest were blue guppies. How many
guppies were there altogether if there were 8 blue guppies?
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3) Clifford bought some eggs.3
1 of the eggs was small.
4
1 of the remaining was
medium. The rest were large. How many eggs did Clifford buy altogether if therewere 6 large eggs?
4) Carol bought some durian. 4
1
of them was grade A. 2
1
of the remaining was gradeB. The rest were grade C. How many durian did she Carol buy altogether if shebought 9 grade C durians?
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Time
Learning Outcomes
Understand and able to read analog clocks to the hour, half and quarter
hours, 5- and 1-minute intervals.
Able to relate the fraction of the circle traversed by the minute hand to the
fractional part of the distance between two numbers moved by the hour
hand.
Develop some concept of how long second and minute are
Able to determine the time at the end of an interval
Able to solve problems about elapsed time.
Notes for teachers
1. Many students who can read a clock at 2:00 or 5:30 have no idea what
time it is at 1:57 or 5:33. The reason is because in Primary 2, students are
taught to tell and write time from the clock face to the nearest five minutes.
Cases where the minute hand is between two consecutive numbers on a
clock face are excluded.
2. Digital clocks permit students to read time easily but do not relate time
very well. The student must have the knowledge that 1 hour consists of 60
minutes and 1 minute is not a very long time to be aware that 3:59 is
nearly 4 o’clock.
3. When we are looking at the hour hand, we focus on where it is pointing.
However, with the minute hand, we focus on the distance that it has
travelled round the clock or yet to go for the hand to get back to the top.
4. Students should realize that at certain time, the hour hand is between two
consecutive numbers on a clock face. For example 8:40, the hour hand
will be between 8 and 9. For the student at this point for time, the precise
placement is not important.
5. Students may have problem counting the intervals (a.m. & p.m.), as they
do not understand what happened on the clock at noon and midnight.
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Telling time
Setting up the conflicts
1. Using the statement below, get the students to identify both aspects of
time.
“In 2008, Michael Phelps set an Olympic record of 50.58 seconds in
Men's 100m Butterfly Final”
Get them to understand that we use time to specify when an event
occurred or will occurred and also the duration of the event.
2. Using this website, http://www.time-for-time.com/howold.htm, students are
able to find the answers to the questions below.
a) How old are you in years, months, weeks or days?b) Do you know which day are you born in?
c) When is your next birthday in days, hours, minutes and second?
Concrete preparation
1. The following activities enable students to develop some concept of how
long second and minute are:
a) Using the metronome, students listen to 3 sets of ticks at differentspeed. Decide which set of ticks is 1 seconds apart. Next, get students
to count in time with the stopwatch so that they are saying one number
per second. Finally, listen to the 3 sets of ticks again to check if they
have made the right choice.
b) Get students to carry out the following actions one at a time. Begin
when you start the stopwatch and stop when a minute has passed.
Put their heads on the desks and close their eyes
Read their books
Jump up and down
Listen to music
Which activity took the longest/shortest time?
Why the length of these activities does not seems to be the same?
http://www.time-for-time.com/interactive.htmhttp://www.time-for-time.com/interactive.htmhttp://www.time-for-time.com/interactive.htmhttp://www.time-for-time.com/interactive.htm
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2. Go to the following websitehttp://arcytech.org/java/clock/about_clocks.html
a) What is the difference between the numbers inside and outside thecircles?
b) How many minutes made an hour?c) How many hours made a day?d) In which direction are the numbers going around the clock?e) What is the meaning of o’clock? f) Can you tell the hours on each of these clocks?
g) Can you tell the minutes on each of these clocks?
http://arcytech.org/java/clock/about_clocks.htmlhttp://arcytech.org/java/clock/about_clocks.htmlhttp://arcytech.org/java/clock/about_clocks.html
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3. Go to the following website http://arcytech.org/java/clock/telling_time.html a) Clocks have both a big hand and a little hand. What is the different
between the big hand and the little hand?
b) What happens to the little hand as the big hand moves around theclock once?
c) How many minutes does it take for the big hand to travel once aroundthe clock?
d) How long does it take for the little hand to travel from 1-2?e) The symbol, colon, separates the hours from the minutes. Which side
of the colon tells you the hour?f) When the number of minutes is greater than 30, instead of saying the
number of minutes after the hour, what is the alternative way of sayingit?
g) Try using the three different ways to say the time on each of theseclocks
http://arcytech.org/java/clock/telling_time.htmlhttp://arcytech.org/java/clock/telling_time.htmlhttp://arcytech.org/java/clock/telling_time.htmlhttp://arcytech.org/java/clock/telling_time.html
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Social Construction
1. As mentioned in the learning outcome, students are able to determine the
time at the end of an interval. They will be able to solve problems about
elapsed time. In this activity, the elapsed-time problems are either digitalor analog. Two clocks are shown, one with the start time and the other to
be set.
http://nlvm.usu.edu/en/nav/frames_asid_318_g_2_t_4.html
2. After understanding and able to read an analog and digit clock, studentscan try the two activities in the following websites. They are supposed to
match either an analog to digit time or reverse. The problems are posed
randomly.
http://nlvm.usu.edu/en/nav/frames_asid_317_g_2_t_4.html
http://nlvm.usu.edu/en/nav/frames_asid_318_g_2_t_4.htmlhttp://nlvm.usu.edu/en/nav/frames_asid_317_g_2_t_4.htmlhttp://nlvm.usu.edu/en/nav/frames_asid_317_g_2_t_4.htmlhttp://nlvm.usu.edu/en/nav/frames_asid_318_g_2_t_4.html
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http://www.apples4theteacher.com/clocks.html
3. Students can have a small competition with their friend using the following
website. The winner uses the shortest time to match all digit time to analog
correctly.
http://www.teachingtime.co.uk/draggames/sthec2.html
4. Get students to try the activity in the following website
after understanding and able to read an analog clock.
They are supposed to drag the hands of the clock to
show the correct time.
http://www.apples4theteacher.com/java/telling-time/index.html
http://www.teachingtime.co.uk/draggames/sthec2.htmlhttp://www.teachingtime.co.uk/draggames/sthec2.html
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5. Through this activity, students are able to check how well they are able to
relate the fraction of the circle traversed by the minute hand to the
fractional part of the distance between two numbers moved by the hour
hand. Self-learning can be taken place as explanation is provided in each
question for students to understand where their mistake took place.
http://www.studyzone.org/testprep/math4/e/timefrac3p.cfm
6. The activities in the following websites touch on different ways of tellingtime.
http://www.fi.edu/time/Journey/JustInTime/timequiz1.html
http://www.fi.edu/time/Journey/JustInTime/telltime4.htm
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Conversion of Hours and Minutes / Addition / Subtraction
Setting up the conflicts / Social Construction
1. Get 3 pupils to role-play a short skit.
Teacher:John spent 2 h 20 min to complete his Mathematics homework.He spent 1 h 15 min to complete his Science homework. Howlong did he spend to complete both his homework?
Alex: 3 h 35 min
Teacher: What about you Charles?
Charles:I do agree with Alex. John spent 3 h 15 min to complete both hishomework.
Teacher:
Well Done. Let’s try another one. Benny spent 2 h 50 min watching cartoon and 1 h 25 min playingcomputer games. How long did he spend watching cartoon andplaying computer games?
Charles: 3 h 75 min
Alex: I hav a different answer. I think the correct answer is 4 h 15 min.
Using the table below, get the audience to indicate if they agree or disagree
with what the characters have said and explain their stand.
AGREE DISAGREEWHY?
Benny
Charles
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2. Get students to discuss the question below. What is the answer? Explain
how they derive the answer.
” Brother spent 4 h 30 min to reply his emails and complete his
assignment. If he spent 2 h 45 min replying his emails, how long did he
spend to complete his assignment?”
3. Using Time Worksheet 1 and 2 to reinforce their concept of conversion
hours and minutes, addition and subtraction.
Duration in Hours and Minutes
Setting up the conflicts / Social Construction
1. Get students to discuss the first question of Time Worksheet 3, 4 & 5.
They have to produce an explanation, why the solution given was
incorrect, and propose a solution. Following that, as a class, teacher is
able to use the clock available in the website below to check if their
proposed solution is correct. This clock is able to give students a better
understanding of duration of time in hours and minutes as it allow you to
change the time in whatever minute/hour intervals you want. Remind
students to be careful of the a.m. and p.m. as the time crosses 12.00
midnight and noon.
http://www.time-for-time.com/interactive.htm
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Metacognition
1. Given that it is 7 a.m. in Singapore, find out from the Internet, the time for
the countries stated below. You could also look at the times on the world
map located near the Staff Meeting room for guidance.The website is as follows: http://www.worldtimezone.com/index12.html
a) Tokyo b) London
c) Moscow d) New York e) Cape Town
f) Sydney g) India
http://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.html
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2. Your goal is to schedule the following cartoons in any order starting from
9:00 a.m. to noon.
You must follow these rules:
You must show at least 5 cartoons
Leave 3-5 minutes between each cartoon
The cartoons must begin on times that are multiples of 5 (like 11:50,
not 11.53).
Cartoon Title Running Time
Marvin the Moose 22 minutes
Ghouls on the Go, Part 3 32 minutes
Large Invaders From Iceland 26 minutes
Bears on Bikes 14 minutes
Space Station Rodeo 21 minutes
Underwater Rabbit Returns 38 minutes
Lost Cities on Jupiter 17 minutes
Jungle Mouse and the Big Cheese 20 minutes
Use the information given to make the schedule using a table like this.
An example is given to show you how to compete the table:
Carton Start Time End Time
Space Station Rodeo 9:00 a.m. 9:21 a.m.
Bears on Bikes 9:25 a.m.
Extension:
How you would adjust your schedule if you needed a 10-minute break
between cartoons.
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Activ ity Sheet
45
Go to the fo l lowing websi tehttp://arcytech.org/java/clock/about_clocks.html
1) What is the dif ference between the numbers inside and outside the
circ le?
2) How many minutes made an hour?
3) How many hours made a day?
4) In which direct ion are the numbers going around the clock?
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Activ ity Sheet
46
5) What is the meaning of o’clock?
6) Can you tel l the hours o n each of these clocks?
7) Can you tel l the min utes on each of these clock s?
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Act iv i ty Sheet
47
Go to the fo l lowing websi te
http://arcytech.org/java/clock/telling_time.html
1) Clock s have bo th a big hand and a lit t le hand. What is the different between
the big hand and the l i t t le hand?
2) What happens to the l i t t le hand as the big hand moves around the clock
once?
3) How many minu tes does it take for the big hand to travel once around the
c lock?
4) How lon g does it take for the l it t le hand to travel from 1-2?
5) The symbo l, colon, separates the hours from the minutes. Which side of the
colon tel ls you the hour?
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Act iv i ty Sheet
48
6) When the number of min utes is greater than 30, instead of saying the num ber
of m inutes after the hou r, what is the alternat ive way of s aying it?
7) Draw the hands on th e clocks below to ref lect the t ime stated.
a. 7 m inutes past 5. b. 6 o’clock
c. 35 m inutes to 8. d. 15 m inu tes to 11.
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Act iv i ty Sheet
49
8) Try tel l ing the t ime on these clocks u sing two d if ferent ways.
Example
a) 5:55
b) 5 minutes to 6
a)
a)
b)
b)
a)
b)
c )
a)
b)
d)
a)
b)
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Act iv i ty Sheet
50
Teacher:John spent 2 h 20 min to complete his Mathematics homework. He spent1 h 15 min to complete his Science homework. How long did he spend tocomplete both his homework?
Alex: 3 h 35 min
Teacher: What about you Charles?
Charles:I do agree with Alex. John spent 3 h 35 min to complete both hishomework.
Teacher:
Well Done. Let’s try another one. Benny spent 2 h 50 min watching cartoon and 1 h 25 min playingcomputer games. How long did he spend watching cartoon and playingcomputer games?
Charles: 3 h 75 min
Alex: I have a different answer. I think the correct answer is 4 h 15 min.
Please indicate if you agree or disagree with what they have said.
Explain your stand.
AGREE DISAGREE WHY?
Alex
Charles
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Act iv i ty Sheet
51
Given that it is 7 a.m. in Singapore, find out from the Internet, the time for the countries
stated below. You could also look at the times on the world map located near the Staff
Meeting room for guidance.
The website is as follows: http://www.worldtimezone.com/index12.html
Tokyo London
Moscow New York Cape Town
Sydney India
http://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.html
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Act iv i ty Sheet
52
Name: ________________________ Date: ______________
Your goal is to schedule the following cartoons in any
order starting from 9:00 a.m. to noon.
You must follow these rules:
You must show at least 5 cartoons
Leave 3-5 minutes between each cartoon
The cartoons must begin on times that are multiples
of 5 (like 11:50, not 11.53).
Cartoon Title Running Time
The Flintstones 22 minutes
George of the Jungle 32 minutes
Star Wars: The Clone Wars 26 minutes
Batman: The Brave & the Bold 14 minutes
The Secret Saturdays 21 minutes
Ben 10: Alien Force 38 minutes
Captain Planet 17 minutes
Transformers: Animated 20 minutes
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Act iv i ty Sheet
53
Use the information given to make the schedule
using a table like this. An example is given to
show you how to compete the table:
Cartoon Start Time End Time
The Secret Saturdays 9:00 a.m. 9:21 a.m.
Batman: The Brave & the Bold 9:25 a.m.
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ACCELERATED THINKING IN MATHEMATICSTIME WORKSHEET 1
Name: ______________________________ Date: ________________
Concept: Addition of time given in hours and minutes
1. Fill in the blanks.
Example:
a)
b)
c)
d)
4h 12 min
45min
2h 27 min
5h 27 m in
5h 38 mi n
3h 11min
6h 47mi n
3min
1h 54mi n
5h 4min
7h 48mi n
1h 5min
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9h 52min
5h 29min
4h 6min
1h 55min
6h 48min
2h 19min
e)
f)
g)
2. Fill in the blanks
Example:
a)
b)
c)
8h 24mi n
6h 35min
3h 35mi n
2h 19min
9h 41mi n
4h 3min
12h 39m in 19h 39min 19h 84min
7h 45min
20h 24min
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3h 51min
1h 39min
8h 26min
4h 37min
10hr 23m in
5h 38min
6h 39min
4h 24min
d)
e)
f)
g)
h)
i)
7h 58min
1h 15min
2h 47min
3h 18min
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ACCELERATED THINKING IN MATHEMATICSTIME WORKSHEET 2
Name: ______________________________ Date: ________________
Concept: Subtraction of time given in hours and minutes
1. Fill in the blanks.
Example:
a)
b)
c)
d)
6h 43min
27min
1h 50min 1h 55min 2h 55min
5min 1h
3h 38min
15min
4h 29min
7min 2h
7h 32min
21min 3h
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35min 6h
12h 5min
e)
f)
g)
2. Fill in the blanks
Example:
a)
b)
c)
10h 26min
9min 7h
9h 49min
33min 5h
8h 51min
44min 6h
2h 47min 2h 65min 10h 65min
18min 8h
11h 5min
5h 29min
9h 20min
58min 1h
45min 6h
10h 20min
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40min 28h
30h 18min
15min
17h
25h 2min
50min 11h
30h 20min
40min 18h
26h 21min
d)
e)
f)
g)
h)
i)
8min 16h
35h 3m in
15min 29h
35h 5min
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ACCELERATED THINKING IN MATHEMATICSTIME WORKSHEET 3
Name: ______________________________ Date: ________________
Concept: Addition of time given in hours and minutes
Xiali arrived at the restaurant at 2.30 p.m. She took 3 hours 10 minutes to finish her
lunch. What time she left the restaurant?
She left the restaurant at 2.43 p.m.
2.30 p.m. 2.33 p.m. 2.43 p.m.
3h 10min
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Solve the problems below. Show your time-line.
1. Huimin left home at 7.40 a.m. After 1 hour 5 minutes, she reached her destination.What time she reached her destination?
2. Zhiwen’s took 3 hour and 5 minutes to paint his room. He started painting at 9.40
a.m. What time will Zhiwen finish painting his room?
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3. Steven took 4 hour and 20 minutes to travel from Station A to Station B. If he set ofat 10.35 p.m. at Station A, what time will he reach Station B?
4. Simon’s piano class started at 11.30 a.m. It lasted for 2 h 15 min. What time did the
lesson end?
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ACCELERATED THINKING IN MATHEMATICSTIME WORKSHEET 4
Name: ______________________________ Date: ________________
Concept: Subtraction of time given in hours and minutes
Kelly finished her ballet lesson at 2.55 p.m. the duration of her lesson is 1 hour 5minutes. What time did the lesson start?
The lesson started at 2.49 p.m.
2.49 p.m. 2.54 p.m. 2.55 p.m.
5min 1h
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Solve the problems below. Show your time-line.
1. Jenny took 3 hours and 20 minutes to finish her work. She finished her work at 7.30p.m. What time did she start doing her work?
2. The course ended at 9.45 p.m. the duration of the course is 5 hours 30 minutes.What time did the course start?
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3. Jeremy spent 2 hour 15 minutes in the gym. He finished workout at 1.25 p.m. Atwhat time did he start his workout?
4. Rajan took 6 hours 40 minutes to travel from Point A to Point B. He reached Point Bat 5.45 p.m. What time did he start his traveling?
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ACCELERATED THINKING IN MATHEMATICSTIME WORKSHEET 5
Name: ______________________________ Date: ________________
Concept: Duration of time given in hours and minutes
Sue’s tuition class began at 3.15 p.m. She left the class at 5.00 p.m. How long was hertuition?
Duration of her tuition
5.00 – 3.15
1.85
Her tuition was 1 hour and 85 minutes long.
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Solve the problems below. Show your time-line.
1. Mr. Tan worked from 8.30 a.m. to 12.45 p.m. How long did he work?
2. Levine studied from 7.35 a.m. to 1.05 p.m. How long did he study?
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3. The dinner started at 7.30 p.m. It ended at 9.55 p.m. How long did the dinner last?
4. Mrs Lim started shopping with her friends at 2.40 p.m. They finished their shopping
at 5.10 p.m. How long did they take to shop?
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ACCELERATED THINKING IN MATHEMATICSTIME WORKSHEET 6
Name: __ ____________________________ Date: ________________
Solve these problems.
1. Mrs. Ng took 2 h and 25 min to do her laundry. She took 1 h 15 min longer toshop for groceries.a) How long did she take to shop for groceries?
b) How long did she complete both tasks altogether?
2. Ron did his homework for 1 hour 20 min. His sister, Rose took twice as longto do hers. How long did both of them take to finish their homework? Giveyour answer in hours and minutes.
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3. Danny took 3 h 28 min to make an aeroplane model. Abel took 49 min lesserto make the aeroplane model.a) How long did Abel take to complete the aeroplane model?b) How many hours and minutes did they use to make the aeroplane
models?
4. Mr. Kheng took 2 h 55 min to paint the tables. He took 1 h 35 min to paint thechairs. Then he painted his room and found that he had taken 8 h 40 min tocomplete all his painting work.a) How long did he take to paint the tables and chairs?b) How long did he take to paint his room?
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