RPT MT PEM

8/14/2019 RPT MT PEM

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YEARLY PLAN FOR REMEDIAL CLASS

W SKILLS ACTIVITIES RESOURCES1 1. PRE-NUMBER. 1.1 To classify concrete and semi-concrete

objects.i. colours:

a. To recognize colours.b. To name colours.c. To join colours cards.d. To sort out colours.e. To match colours with

objects.f. To colours according to

instructions.ii. Sizes:

a. To compare the size ofconcrete objects shown.

b. To recognize big/smallsizes, tall/short, long/short.

c. To name sizes.d. To sort out semi-concrete

objects according to size.e. To match the same size.f. To colour the same size.

!"#$%ST!& T'ST

(rimary colours cards,colour pencils, concreteobjects of )ariousshape, wor*sheet,computer software.

+oncrete objects of)arious sizes, cards ofdifferent sizes, wor*sheet, computersoftware.

1. PRE-NUMBERS. 1.1 To classify concrete and semi-concreteobjects.

iii. Shapes:a. To sort out objects

according to shapes.b. To name the shapes.c. To match the shaped cards

with concrete object.d. To colour same shapes.

iv. Types:a. To name objects according

to types.b. To group semi-concrete

objects according to types.c. To classify picture objects

according to types.d. To colour / draw objects

according to types.

+oncrete objects of)arious shapes, shapedcards, wor*sheet,)ideo.

arious types ofpictures:a. li)ing and non-li)ingthings.b. se .c. food.d. )ehicles.



e. animals wor*sheets.

2. NUMBERCONCEPT.

.1 To state 0uantity by comparison.i. To classify groups.

a. any or more.

b. 2ew or less.c. '0ual amount.d. $ot e0ual amount.

ii. To colour groups.a. any or more.b. 2ew or less.c. '0ual amount.d. $ot e0ual amount.

+oncrete objects,pictures,wor*sheets.

3 2. NUMBERCONCEPT.

.1 To state 0uantity by comparisoniii. To match the groups with the

same amount.i). To name the groups.a. any or more.b. 2ew or less.c. '0ual amount.d. $ot e0ual amount.

+oncrete objects,

pictures, wor*sheets.

4 3. TO RECOGNIZENUMBERS.

.1 alue of numbers 1 to 4 and 5 to 6.i. To count real objects.

a. (repared objects.b. %bjects in the classroom.

ii. To group objects according tonumbers in the instructions.iii. To determine or to name

numbers of objectsspontaneously..

i). To count objects one by oneusing fingers.

. To recognize numbers 1 to 6.i. To match numbers with the

)alue and )ice )ersa usingconcrete or semi-concrete

objects.ii. To write on the air, sand tray,etc7...

iii. To trace se0uential numbers*inaesthetically.

i). To trace numbers in order withcolour pencils using template.

). To write numbers on dotted

8eal objects, counters,pencils and erasers.

$umbers card&inaesthetic cards.Stencil numbers.



lines.)i. To form numbers on dotted

lines.)ii. To group 9sort out the same

numbers.

)iii. $umber games.a. omino.b. Sna*e ; ladder.c. 2ishing numbers.d. art.

i . To write numbers 1 to 1<.. +ounting and writing matching

numbers.i. =riting numbers in word form.

=or*sheets, picture

cards, domino cards.

5 3. TO RECOGNIZE

NUMBERS

. $umbers 1 to 6 with ascending order,

descending order and betweennumbers..i. "scending order.

a. +ounting and arrangingcounters from small to big)alue.

b. (utting the number cardsbelow the counters.

c. "rranging numbers inascending order from jumbled number cards.

ii. escending order.a. +ounting and arrangingcounters from big to small)alue.

b. (utting the number cardsbelow the counter.

c. "rranging numbers indescending order from jumbled number cards.

d. +ompleting numbers indescending orders.

iii. >etween numbers.a. (utting a number card

between number cards.b. To state the between

numbers.c. To fill the blan*s with the

correct numbers.

+ounters, numbercards, pictures, numbersteps, computersoftware.



? 4. TO RECOGNIZEZERO (0)

3.1 To recognize zero.i. To reduce concrete objects /

materials one by one in agroup to introduce zero )alue.

ii. To show zero @ <A symbol withnumbers cards.iii. To emphasize the use of zero

@<A in number 1<, <, <, 3<and 4< as one place )alue9ones .

i). "dditional in)ol)ing zero.a. !n horizontal layout within

ten.b. !n )ertical layout within

ten.

). Subtraction in)ol)ing zero.a. !n horizontal layout withinten.

b. !n )ertical layout withinten.

< cards, concreteobjects, glass ortransparent bo , double

number cards in ten,audio-)isual, computersoftware.

B 5. ADDITION WIT INTEN.

4.1 To recognize addition concept.i. To state the number of objects

in the group.ii. To state two groups of

counters and the total.

iii. To ma*e two groups ofobjects and putting numbercards to the group aftercounting the objects..

4. To write the mathematical sentence foraddition by the process of regrouping.i. To write the mathematical

sentence for the process ofregrouping.

ii. To introduce symbols @plusAand @e0ual toA in mathematical

sentence based on thepictures.iii. To write the mathematical

sentence based on thepictures.

4. To complete the mathematicalsentence for addition in)ol)ingnumbers to 1<.

Symbol cards @CA and@DA, flash cards, numbercards.



i. To complete the mathematicalsentence for the operation ofaddition.

ii. To complete the mathematicalsentence for the operation

addition in )ertical layout.4.3 To add spontaneously addition factsin)ol)ing numbers to 1<.

4.4 (roblem sol)ing.i. Sol)ing daily problems

in)ol)ing addition within 1<.

6 !. SUBTRACTIONWIT IN 10.

5.1 To recognize subtraction concept.i. To state the number of objects

in groups.ii. To separate one big group of

concrete objects into twosmall groups.iii. To separate one big group

into two small groups usingconcrete objects and numbercards.

i). To write subtractionstatements based on thepictures.

). To write the subtractionstatement by introducing

subtraction and balance.5. To write the mathematical sentencesfor subtraction by the process ofseparation.i. To write the mathematical

sentence for subtraction byintroducing symbols 9- and9D .

ii. To write the mathematicalsentence for subtractionbased on the pictures.

5. To complete mathematical sentencefor subtraction in)ol)ing numbers up to1<.i. To change the mathematical

sentence of subtraction to)ertical layout.

ii. To change the mathematicalsentence of subtraction

+ounters, concretematerials, real objects,symbol cards 9- and

9D , flash cards of basicfacts of subtraction.



horizontal layout.5.3 To subtract spontaneously the basic

facts of subtraction numbers up to 1<.5.4 (roblem sol)ing.

i. To sol)e daily problem

in)ol)ing subtraction within 1<.

1< ". RECOGNIZINGNUMBERS 11 TO 50.

?.1 To name and determine the )alue ofnumbers form 11 to <, 1 to <, 1 to3<, 31 to 4<.i. To count objects 9counters by ascending and

descending.ii. To name each group according to the number of

objects.iii. To match suitable number cards with the group of objects or )ice )ersa.

?. To write numbers from 11 to <, 1 to<, 1 to 3<, 31 to 4<.

i. To write the number mentioned.ii. To write the numbers according to the number of objects or picture.

?. To complete numbers by re-counting9counting one by one from 11 to <,1 to <, 1 to 3<, 31 to 4<.

i. Teens numbers 9 to write numbers in se0uence .

+oncrete objects, bottlecaps, seeds, beads,ice-cream stic*s, etc7,number cards 1 to 4<,picture cards, counters,abacus.

11 ". RECOGNIZINGNUMBERS 11 TO 50.

?.3 To write numbers in word form.?.4 To determine the place )alue of tens

and ones.?.5 To write numbers in horizontal layout.

+ounters with unitsones, counters in tens,abacus, strings ofbeads.

1 #. ADDITION WIT IN1#. B.1 To write the mathematical sentence forthe operation for addition by theprocess of regrouping.i. To state the number of objects in the group 9not more than 6 objects .ii. To combine two groups of objects an to state the total.

+ounters, numbercards, pictures cards,symbol cards 9C and9D , flash cards of basicfacts of addition within1B.



iii. To ma*e two groups of objects and place the number cards

after counting all the objects in the group.i). To write the mathematical

sentence for the process ofcombination using symbols.B. To complete the mathematical

sentence for addition in)ol)ingnumbers to 1B.i. To write the mathematical sentence for addition based on

pictures.ii. To complete the mathematical sentence.

B. To add spontaneously basic facts of

addition.B.3 To write the sum in )ertical layoutin)ol)ing numbers to 1B.i. To change the mathematical sentence for addition from horizontal layout to )ertical

layout.B.4 (roblem sol)ing.

i. To sol)e daily problems in)ol)ing the operation of addition within

1B.

1 $. SUBSTRACTIONWIT IN 1#.

6.1 To write the mathematical sentence.i. To state the numbers of objects in group within 1B.ii. To separate a big group of concrete objects into two small groups.iii. To separate a big group of

concrete objects into two small group using concrete objects and number cards.i). To write the mathematical statement based on pictures, using subtraction and

balance.i). To write the mathematical sentence by introducing the symbols 9- and 9D .). To write the mathematical

+ounters, numbercards, wor*sheets,number line, concreteobjects, basic factsflash cards, symbolcards 9C and 9D ,mathematical sentencecards.



sentence based on thepictures.

6. To complete the mathematicalsentence.i. To complete the mathematical

sentence for subtraction.6. To subtract spontaneously basicsubtraction facts.

6.3 To write the sum in )ertical layout.i. To write of subtraction in

)ertical layout.6.4 (roblem sol)ing.

i. Sol)ing daily problems in)ol)ing subtraction within 1B.

13 10. ADDITION

WIT IN 50%WIT OUTREGROUPING.

1<.1 To add any two numbers, one digit

and in multiples of tens and )ise)ersa with horizontal layout and)ertical layout.i. To add one number in multiples of tens with a one digit numberEa. to add one digit numbers with

zero.b. to add one digit number with one digit number.c. to add one digit number with

one number in multiples of tens

and )ice )ersa.d. to change the mathematicalsentence from horizontal layout

into )ertical layout.1<. To add any two numbers, one digit

and two digits and )ise )ersa withhorizontal layout and )ertical layout.i. To add a two digit number with a one digit number.a. to show the )alue of two numbers by using counters in tens an in ones.b. to combine two groups of

counters on the place )aluecard according to its )alue.

c. to replace counters withnumber cards.

d. to sol)e the operation ofaddition in )ertical layout.

2lash cards, wor*sheets, counters,place )alue cards oftens and ones.



1<. To add any two numbers, two digits with horizontal layout and )erticallayout.i. To add two two-digit numbers without regrouping.

a. to show the )alue of two numbers with counters in tens and one.b. to combine two groups of

counters on the place )alue card according to the place )alue.c. to replace counters with number cards.d. to change the mathematical sentence for addition in )ertical

layout.1<.3 (roblem sol)ing.i. To sol)e daily problems in)ol)ing addition within 4< without regrouping.

14 11. ADDITIONWIT IN 50 B&REGROUPING.

11.1 To add any two numbers, two andone digit and )ice )ersa withhorizontal layout and )ertical layout.i. To add any two numbers, two digits with one digit and )ice

)ersa.a. to show the )alue of two numbers with counters in tens and ones.b. to state two groups of counters on the place )alue card according to the place )alue.c. to replace counters with number cards.d. to change the addition from

horizontal to )ertical layout.

+ounters, symbol cards9C and 9D , numbercards, counter cards.

15 11. ADDITIONWIT IN 50 B&REGROUPING.

11. To add any two numbers of two digits with two digits with horizontal layoutand )ertical layout.i. To add any two numbers, two digits with two digits.a. to show the )alue of two

numbers with counters in tens

+ounters, symbol cards9C and 9D , numberscards, counter cards.



and ones.b. to combine two group of

counters on the place )alue card according to the place

)alue.

c. to replace the counters with number cards.d. to change and sol)e the

mathematical sentence foraddition from horizontal layoutto )ertical layout.

11. (roblem sol)ing. i. To sol)e daily problems

in)ol)ing addition of any two digits number with two digits within 4< by regrouping.

1? 12. SUBSTRACTIONWIT IN 50WIT OUTREGROUPING.

1 .1 To subtract any one digit number fromtwo digits number in horizontal layoutand )ertical layout.i. To subtract any two numbers, two

digits with two digits.a. To place the counters on

the place )alue cards.b. To ta*e out the number of

counters to besubtracted.

c. To repeat the process byusing number cards.d. To sol)e the subtract in

horizontal and )erticallayout.

1 . To subtract any two digit numbersfrom two digit numbers in horizontallayout an )ertical layout.i. To subtract any two numbers from two digit numbers.

1 . To subtract any number in multiplesof tens from two digit numbers inhorizontal layout and )ertical layout.i. To subtract any number in

multiples of tens from two digits numbers.

1 .3 (roblem sol)ing.i. To sol)e daily problems in)ol)ing

subtraction within 4< without

+ounters, symbol cards9- and 9D , numbercards, place )aluecards, counters cards,mathematical sentencecards.





< 13. SUBSTRACTIONWIT IN 50 B&REGROUPING

1 . To subtract any one digit number fromany number in multiples of tens inhorizontal and )ertical layout.

i. To subtract one digit number from a number in multiples of tens.a. To place the counters on

the place )alue cards.b. To untie a bundle of tens

and to place them in onesplace )alue.

c. To ta*e out the number ofcounters to besubtracted.

d. To repeat process 9a , 9b

and 9c by using numbercards.e. To sol)e the subtraction

in horizontal and )erticallayout.

1 .3 To subtract any two digit number fromnumbers in multiples of tens inhorizontal and )ertical layout.i. To subtract two digit numbers from number in multiples of tens.

a. To place the stic*s on the

place )alue cards.b. To untie a bundle of tensand to place them in onesplace )alue.

c. To ta*e out the number ofcounters to besubtracted.

1 .4 (roblem sol)ing.i. To sol)e daily problems in)ol)ing

subtraction of any two numbers two digit numbers from numbers in multiples of tens within 4< by

regrouping.

+ounters, numbercards, place )alue

cards, symbol cards 9-and 9D .

1 14. TO RECOGNIZENUMBERS 51 TO $$.

13.1 To name and determine the )aluefrom 41 to 5<, 51 to ?<, ?1 to B<, B1to 6<, 61 to 66.i. To count in tens using bundles of tens.

+ounters.>undles of tens.(icture cards.(lace )alue cards.



ii. To say number cards that areshown.

iii. To match the bundle of counters with number cards.i). (oint to the number mentioned.

13. =riting numbers from 41 to 5<, 51 to?<, ?1 to B<, B1 to 6<, 61 to 66.i. To write the number according to the number of items or pictures.

13. To complete the number byenumerating.

14. TO RECOGNIZENUMBERS 51 TO $$.

13.3 To write the number in word form.13.4 To determine the place )alue of tens

and ones.13.5 To write the mathematical sentence in

horizontal layout.

15. ADDITIONWIT IN 100%WIT OUTREGROUPING

14.1 To add any two numbers in multiplesof tens.

14. To add any two numbers, one digitand two digits or )ice )ersa.i. To add any two digits number with

one digit number without in)ol)ing zero, a )ertical layout, b

horizontal layout.14. To add any two numbers, two digit

and two digits. i. To add two digits number with two digits number in)ol)ing zero.14.3 (roblem sol)ing.

i. To sol)e daily problems in)ol)ing the addition of numbers within 1<< without regrouping.

3 1!. ADDITIONWIT IN 100% B&REGROUPING.

15.1 To add any one digit number with twodigit number or )ice )ersa inhorizontal and )ertical layout.

i. To add any two digit number with one digit number or )ice )ersa without in)ol)ing zero.

a )ertical layout, b horizontal layout.ii. To add any two digit number with one digit number in)ol)ing zero,

within 4<.a )ertical layout, b horizontal layout.



15. To add any two digit numbers inhorizontal and )ertical layout.i. To add any two digit numbers with

one two digit number by regrouping in)ol)ing zero within 1<<.

a )ertical layout, b horizontal layout.

4 1". SUBSTRACTIONWIT IN 100%WIT OUTREGROUPING.

1?.1 To subtract any one digit number fromtwo digit numbers.

1?. To subtract any two digit numbersfrom two digit numbers.

1?. To subtract any one digit number fromany number in tens or multiples oftens.

5 1". SUBSTRACTION

WIT IN 100%WIT OUTREGROUPING.

1?.3 To subtract any two digits number

from any number in tens / multiples oftens.1?.4 (roblem sol)ing.

? 1#. SUBSTRACTIONWIT IN 100% B&REGROUPING.

1B.1 To subtract any one digit number fromtwo digit numbers.i. To subtract any one digit number from two digit numbers without

regrouping.a )ertical layout, b horizontal layout.ii. To subtract any one digit number

from two digit numbers byregrouping.1B. To subtract any two digit numbers

from two digit numbers.i. To subtract any two digit numbers from two digit numbers without

regrouping.ii. To subtract any two digit numbers

from two digit numbers by regrouping.

1B. To subtract any one digit number from

any number in tens / multiples of tens.i. To subtract one digit number from any number in multiples of tens.

Subtraction of two digitfrom one digit cards.

Subtraction of multiplesof tens from tens cards.

Subtraction mode

cards.

B 1#. SUBSTRACTIONWIT IN 100% B&REGROUPING.

1B.3 To subtract any two digit numbersfrom any number in tens / multiples oftens.i. To subtract any two digit numbers



from any number in multiples oftens.

1B.4 (roblem sol)ing.i. To sol)e daily problems in)ol)ing subtraction

6 1$.MULTIPLICATION

16.1 To recognize multiplication concept.i. To group objects with the

same number in the group.ii. S*ip counting using concrete

objects.iii. +ounting in As in se0uence

9orally and in written form byfilling in the blan*s.

i). To state the number )alue ofobjects in each collection.

16. To write the mathematical sentencefor multiplication 9multiplication tableof to 4 and 5 to 6i. To complete the missing

parts in the diagram.ii. To count the total number of

objects in each collectionbased on the mathematicalsentence.

+oncrete objects,number lines,cuisenaire rods, wor*sheets,

< 1$.

MULTIPLICATION

16. To complete the mathematical

sentence for multiplication9multiplication table of to 4 and 5 to6 .i. To complete the

mathematical sentence formultiplication.

ii. To complete the basic factsof multiplication9 multiplication table to 4based on the picture.

16.3 To multiply spontaneously.

i. To read the mathematicalsentence for multiplicationfrom flash cards:a. !n the correct order of

multiplication table.b. "t random.

ii. To complete themathematical sentence for

omino multiplicationcards, wor*sheets,flash cards, basic factsof multiplication cards.



multiplication orally from theflash cards:a. !n the correct order of

multiplication table.b. "t random.

iii. To complete the basic factsof multiplication without theflash cards.

1 1$.MULTIPLICATION

16.4 (roblem sol)ing.i. To sol)e daily problems in)ol)ingmultiplication.

=or*sheets.

20. DIVISION UP TO45 DIVIDE 5.

<.1 To recognize di)ision concept by theprocess of distribution of itemsaccording to numbers determined.

i. To recognize di)ision by theprocess of distribution ofitems in twos.

ii. To recognize di)ision by theprocess of distribution of itemin threes.

iii. To recognize di)ision by theprocess of distribution of itemin fours.

i). To recognize di)ision by theprocess of distribution of item

in fi)es.<. To write the mathematical sentencefor di)ision.

+oncrete objects,number cards.

20. DIVISION <. To complete the mathematicalsentence for di)ision.i. To recognize di)ision by the process of e0ual distribution, one group of concrete objects to two groups of one, twos

and threes.

ii. To recognize di)ision byconcrete objects andsymbols.

iii. To complete themathematical sentence ofdi)ision up to 4 di)ided 4.

i). To find the product of thebasic facts of di)ision from



di)ided to 4 di)ided 4.). To complete the mathematical sentence by

writing the operation ofdi)ision for the answers

gi)en.

<.3 To recognize di)ision by the processof distribution.i. To recognize di)ision by numbers and the word

di)ide.ii. To write the mathematical

sentence of di)ision which can be di)ided by .iii. To write the mathematical

sentence of di)ision whichcan be di)ided by 3.i). To write the mathematical

sentence of di)ision which can be di)ided by 4.

3 20. DIVISION <.4 i)ision with remainders.i. To sol)e daily problems in)ol)ing di)ision.

4 21. MONE& 1.1 To recognize coins.

i. To recognize coins 1 sen, 4sen, 1< sen, < sen, 4< senand 8 1.<<

ii. To name the coins 1 sen, 4sen, 1< sen, < sen, 4< sen

and 8 1.<<iii. To trace coins and to write the )alue. 4 D 4 sen, 1< D 1< seni). To record the )alue of coins

in a group.

1< sen 1< sen D < sen1. To state the comparati)e )alue of twocoins.i. To complete the e0ual )alue of coins of different

denominations.

!mitation coins.

8eal coins.Toys for role pay.(icture cards of coins.



5 21. MONE& 1. To write the currency symbol of8inggit alaysia 98 .i. To recognize and to name notes from 8 1.<< to 8 1<.<<.

ii. To write the notes )alueusing words, numbers and8inggit alaysia.

iii. To write the )alue of notes using number and symbols form.

1.3 To state the comparati)e )alue of8 1, 8 , 8 4, and 8 1<.i. To compare e0ual )alue of

8inggit alaysia with coins. a. +oins of the same

denominations. b. +oins of differentdenominations.

ii. To change sen to 8inggit alaysia. a. +oins of the same

denominations. b. +oins of differentiii. To compare the e0ual )alue of 8 4.<< and 8 1<.<< to different denominations.

!mitation coins.8eal coins.Toys for role pay.(icture cards of coins.

8eal notes8 1 notes.8 notes.8 4 notes.8 1< notes.

Symbol cards.

!mitations notes.

? 21. MONE& 1.4 To sol)e problems related to dailye penditure.i. To sol)e daily problems related to daily e penditure

and fares transacted using sen in)ol)ing total and

balance. To calculate the sum related to: a. daily e penditure. b. purchases. c. fares.

!mitation coins.8eal coins.Toys for role pay.(icture cards of coins.8eal notes8 1 notes.8 notes.8 4 notes.8 1< notes.Symbol cards.!mitations notes

B 22. CONCEPT O'TELLING TIME.

.1 To correlate general times of the day.i. To tell the general time of day. a. To name the different time

of day ay D morning, afternoon,

(ictures showing partsof day.(ictures showingacti)ities done indifferent time of day.+loc* face 9without



e)ening. $ight D night, midnight. b. To record day and night acti)ities.

. To tell time by hours.

i. To name the parts of the cloc*. inute hand F hour hand $umbers: 1 to 1 a. To state time in hours only. b. To show time in hours only. c. To write time in hours only.

hand .+loc* face.

6 22. CONCEPT O'

TELLING TIME.

. To tell time by fractions.

i. To di)ide the cloc* face to 3 0uarters. a. To tell time in hour and fractions. 1 .14 D a 0uarter past twel)e. b. To prepare daily time

table. c. To get information from

the time table.

+loc* face 9without

hand .+loc* face.

3< U IAN IMA 2

31 22. CONCEPT O'TELLING TIME. .3 To read information from calendar:day, date, wee*, month and year.

+loc* face 9withouthand .+loc* face.

3 22. CONCEPT O'TELLING TIME.

.4 (roblem sol)ing.i. To sol)e daily problems in)ol)ing general time of day.

+loc* face 9withouthand .+loc* face.

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RPT MT PEM