SBT Matematik (Final)Y5

8/13/2019 SBT Matematik (Final)Y5

1/208

PENDAHULUAN

Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui

Kementerian Pelajaran Malaysia untuk merapatkan jurang pencapaian antara

murid keluarga miskin dan murid daripada keluarga yang berada. Matlamat

Skim Baucar Tuisyen adalah memberi tuisyen kepada murid miskin yang lemah

dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Sains dan Matematik

bagi membolehkan murid tersebut menguasai pengetahuan dan kemahiran asas

dalam mata pelajaran berkenaan.

Proses pengajaran dan pembelajaran dijalankan mengikut kawasan

kesukaran murid yang telah dikenal pasti oleh guru mata pelajaran sebelumpengajaran dimulakan. Pelbagai kaedah yang disarankan dalam modul ini dapat

membantu guru SBT menjalankan pengajaran dan pembelajaran secara lebih

berokus dan terancang.

Modul ini mengandungi elemen!elemen kurikulum yang berokuskan

kepada penambahbaikan dalam penguasaan pengetahuan dan kemahiran asas

dalam mata pelajaran tersebut. Set!set bimbingan dan panduan merangkumi

kelemahan!kelemahan murid, panduan guru, dan contoh kemahiran serta akti"iti

sesuatu topik dalam bentuk yang mudah dan sesuai untuk murid tahap

sederhana.

#leh hal yang demikian, diharapkan melalui modul ini masalah

pembelajaran mereka di peringkat awal dapat diatasi bagi kepentingan kemajuan

pelajaran mereka seterusnya. Semoga penghasilan modul ini dapat membantu

semua pihak menjayakan Skim Baucar Tuisyen untuk mengurangkan jurang

pencapaian antara murid yang berkemampuan dengan yang kurang

berkemampuan dan kadar penyertaan murid daripada keluarga miskin pada

peringkat yang lebih tinggi akan meningkat.

1


2/208

Berdasarkan hasrat $%B Menteri Kewangan dalam

pembentangan bajet &''( pada &' September &''&

untuk memberi baucar kepada pelajar miskin bagi

mendapat tuisyen di luar waktu persekolahan seperti

sedutan berikut)

... Kerajaan sedang menimbang untuk memberikan

baucar kepada anak-anak keluarga miskin bagi

membolehkan mereka mendapat tuisyen daripada

guru-guru yang sanggup memberikan tuisyen khas di

luar waktu sekolah. Dengan ini, bukan sahaja mereka

akan dapat tuisyen, guru-guru yang rajin juga boleh

mendapat pendapatan tambahan.

2

LATAR BELAKANG SBT


3/208

INTERVENSI PENDIDIKAN MELALUI

SKIM BAUCAR TUISYEN (SBT)

3

TUISYEN UNTUK MURIDLEMAH DAN MISKIN

IBU BAPAMemastikan anak!anak hadir

kelas tuisyen

KERAJAANMembiayai SBT

GURU

Pengiktiraan ke!a"a g#r#$g#r#%ang &enga"akan ke'a ta&a*an

e+ara #kare'a , !er+#&a


4/208


5/208

CIRI$CIRI M3DUL SBT

! *ancangan P+P, akti"iti, contoh!contoh soalan secara umum dan yang

dirancang mengikut aras!aras pencapaian murid disediakan.

! Set soalan disediakan mengikut aras dalam uraian Sukatan Pelajaran.

! -adangan akti"iti telah disediakan, guru boleh mengubahsuai mengikut

keperluan pelajar.

! Mempunyai banyak akti"iti terancang, bergantung kepada guru sama

ada mahu menggunakan atau sebaliknya. bergantungkan masa/

! %kti"iti berbentuk permainan seperti ) silang kata sains magik, kui0, isi

tempat kosong tangga ular, eksperimen ringkas dan lain!lain.

! Soalan!soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu

dibincang bersama pelajar berpandukan teknik menjawab dengan betul.

! Penerapan nilai murni + sesi moti"asi diterangkan secara tidak langsung

dalam P+P yang dicadangkan.

5


6/208

PANDUAN BERKAITAN MURID DAN KELAS SBT

1. Pemilihan murid bagi program Skim Baucar Tuisyen SBT/ adalah

berdasarkan kepada )

i. Murid warganegara Malaysia.

ii. Murid Tahun 2, Tahun 3 dan tahun 4.

iii. Pendapatan keluarga *M 3('.'' tanpa perkapita.

i". 5emah dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris,

Matematik atau Sains dengan gred - atau 367 ke bawah.

&. Seseorang murid tidak semestinya mendapat kemudahan SBT bagikeempat!empat mata pelajaran.

(. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan

pembelajaran P+P/ dan tidak boleh diadakan pada waktu ganti atau

waktu 8relie8.

2. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas

SBT Tahun 4 seelok!eloknya dapat ditamatkan sebelum peperiksaan

9PS* bermula.

3. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan

kelemahan yang dihadapi oleh murid meliputi akti"iti pemulihan,

pengukuhan, teknik belajar, menjawab soalan dan moti"asi.

4. :umlah maksimum bagi sesebuah kelas SBT adalah tidak lebih daripada

&3 orang.

6


7/208


8/208

PANDUAN UNTUK GURU TUISYEN SBT

1. =uru tuisyen SBT yang dilantik dalam program ini boleh terdiri daripada

guru sekolah atau guru yang sudah berpencen.

&. =uru sekolah yang dilantik sebagai guru SBT haruslah menjalankan kelas

SBT tanpa menjejaskan tugas hakiki dan tugas!tugas rasmi yang lain.

(. Setiap guru SBT dihadkan mengajar tuisyen kepada & kelas bagi mana!

mana & mata pelajaran atau 2 kelas bagi mana!mana satu mata

pelajaran.

2. =uru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen

yang sesuai untuk memulihkan kelemahan murid dalam sesuatu mata

pelajaran.

3. 5embaran kerja, hand-outsatau otokopi bahan pengajaran boleh dibuat

bagi meningkatkan prestasi murid.

4. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan

kelemahan akademik yang dihadapi oleh murid meliputi akti"iti pemulihan,

pengukuhan, teknik belajar, teknik menjawab soalan dan moti"asi.

;. =uru SBT juga harus menyediakan jadual waktu kelas SBT, rekod

mengajar berkaitan tajuk dan akt"iti, senarai nama murid, kehadiran murid

dan pencapaian murid.


9/208

6. =uru harus menggunakan kreati"iti dalam pengajaran dan pembelajaran

agar minat murid dapat dikekalkan dalam kelas SBT.

1'. >alam program SBT ini mungkin ada guru yang mengajar mendapat

banyak baucar dan ada pula guru yang sedikit. %pa yang penting adalah

?Konsep Membantu Pelajar >engan Ikhlas?.

9


10/208

PANDUAN UNTUK PENTADBIR DAN PENGURUS SBT

1. Sekolah harus menubuhkan :awatan Kuasa SBT di peringkat sekolah

masing!masing.

&. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan

penyelenggaraan rekod harus dibuat dengan teliti oleh sekolah.

(. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT

jika murid berkenaan melanggar peraturan sekolah.

2. Pihak sekolah juga harus menubuhkan 8Pusat Tuisyen SBT8 di sekolah

masing!masing berdasarkan kepada senarai murid yang layak menerima

SBT dengan menyediakan jadual waktu dan keperluan guru tuisyen

secukupnya.

3. =uru Besar boleh menetapkan guru tuisyen SBT dan kalangan guru yang

mengajar murid itu sendiri atau guru dari sekolah lain. >engan cara ini

murid akan kekal di sekolah dan hanya sebahagian guru sahaja yang

bergerak ke sekolah lain.

4. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang

mengandungi 11 helai baucar dengan nilai *M 1'.'' setiap keping.

Keping ke sepuluh adalah untuk 8ri0ab8 manakala kepingan ke sebelas

adalah untuk rekod simpanan sekolah.

;. Peruntukan satu mata pelajaran adalah sebanyak *M 6'.''. :ika pelajar

itu mendapat peruntukan sebanyak empat mata pelajaran maka jumlah

peruntukannya adalah *M (4'.'' setahun.

10


11/208

i bawah program SBT, sekolah diperuntukkan sebanyak *M&'.''

setahun bagi setiap murid. Pecahan peruntukan adalah *M13.'' untuk

lembaran kerja dan otokopi manakala *M 3.'' bahan bercetak, kertas,

kapur dan marker pen.

6. Baucar yang diterima daripada ibu bapa sebagai bayaran tuisyen SBT

boleh ditunaikan oleh guru SBT di sekolah yang menjadi pusat tuisyen

SBT melalui tuntutan bulanan.

1'. Pihak sekolah harus menggalakkan guru!guru SBT menggunakan Modul

SBT yang telah dibekalkan oleh KPM.

11


12/208

MATHEMATICS M3DULE 34

TUITI3N V3UCHER SCHEME MANUAL

PRE4ACE

This module has been meticulously planned based on the latest curriculum

speciications or $ear 2 issued by the Ministry o @ducation or use in the Tuition

Aoucher Scheme SBT/.

This module contains topical eercises so as to help the pupils to

o"ercome their weaknesses. Thereore the contents are aimed to help pupils

achie"e the desired learning outcomes and basic skills. %t the same time eCuip

pupils with essential skills needed to understand the concepts o mathematics.

This module is a comprehensi"e guide and a reerence or teachers to

deepen the knowledge and understanding o the subject and thereby raising the

le"el o achie"ement o the pupils.

There are (4 lessons altogether in this module. @ach lesson is a one hour

lesson mainly consists o three dierent parts i.e)

i. Ski''D @ach lesson plan is aimed to o"ercome the weaknesses o

the pupils in acCuiring basic skills that they are not able to achie"e.

These skills are based on the 5earning #utcomes rom the

12


13/208

-urriculum Speciication. >ierent techniCues and approaches are

used to eplain each skill. Some o these ha"e not been applied in

ordinary classroom teaching. Skills or concepts acCuired will ensure

a better understanding o the lesson.

ii. E5a&!'eD %ter each approach, eamples are gi"en. Teachers

are encouraged to make use o teaching aids to consolidate the

skills that are being taught.

iii. -.rk*eet 6%t the end o each lesson, pupils are reCuired to do

eercises as an enrichment acti"ity. Teachers are ad"ised to use

these eercises to strengthen the pupils8 concepts and skills in their

Tuition Aoucher Scheme lesson.

It is our hope that on completion o the module will help students to

acCuire the mathematical basic concepts and skills, to gain conidence and

impro"e their perormance.

13


14/208

AIMS

This module aims to build pupils8 understanding o number concepts and

their basic skills in computation that they can apply in their daily lie.

To achie"e this, competent and knowledgeable teachers are needed to

ensure ecellence in this subject.

This module emphasi0es more on basic concepts and skills. It also co"ers

2 interrelated areas, namely numbers, measurement, shapes and space and

statistics.

3BJECTIVES

The Mathematics syllabus or primary school enables pupils to)

know and understand the concepts, deinitions, rules related to numbers

operations, space, measures and data handling.

master the 2 basic operations o

i. addition

ii. subtraction

iii. multiplication

i". di"ision

master the skills o combined operations

use the language and mathematical terms correctly

use mathematical skills and knowledge to sol"e problems in daily li"e.

14


15/208

Le.n ) 2T.!i+ ) Ehole FumbersLearning area ) Fumbers to 1'' '''Learning .0e+ti7e ) Pupils will be taught to de"elop number sense

in"ol"ing numbers up to 1'' '''.Learning .#t+.&e ) Pupils will be able to round o numbers to the nearest

tens, hundreds and thousands.Pre7i.# kn.8'e"ge ) Pupils had learnt the place "alue o a gi"en number.Pr.'e& ) Pupils are not able to acCuire the skills o rounding o.V.+a#'ar% ) round o, nearest tens, nearest hundreds, nearest

thousands.

SUGGESTED ACTIVITIES

Ste! 2

>raw the UPD3-N HILLdiagramas shown)

>iagram 1

15

1

&(

2 3

4

;

1+

T*.#an" H#n"re" Ten 3ne

= 1

@>

1+

9

1

2

+

( ' 3 2

2 ;


33/208

1& ones.

1 tens & ones.

There cannot be more than 6 ones in ones column.

Mo"e ten ones o"er into the tens column, as illustrated abo"e and below.

Ste! =

Fet, add the tens column.

1 tens G 3 tens G ; tens.

1( tens.

33


= 1

@>

1

+

= 9

1

2

1

ten .ne


34/208

1 hundreds ( tens.

Mo"e ten tens o"er into the hundreds column, as illustrated abo"e and

below.

Ste! 1

Then, add the hundreds column.

34

ten*#n"re"


= 1

@>

1

+

@ = 9

1 1


35/208

1 hundreds G ' hundreds G 2 hundreds.

3 hundreds.

35

*#n"re"


36/208

Ste! @

inally, add the thousands column.

( thousands G ' thousands.

( thousands.

A""ing t*ree n#&er (8it*.#t tra"ing)

E5a&!'e; (9 @2 2 99 @2 F )

%dd the irst two numbers a/.

%dd the other number to this sum, as illustrated below b/.

36


= 1

@>

1

+

= @ = 9

1 1

9 @ 2

2 9 9

?>9=

?>9=

@ 2

?>=

(a)

()


37/208

A""ing t*ree n#&er (8it* tra"ing)

E5a&!'e; (= 9? 1 > ? F )

%dd the irst two numbers a/.

%dd the other number to this sum, as illustrated below b/.

37

(a) ()

= 9 ?

1 >

@?>

@?>

?

=

11 111


38/208


39/208

Le.n ) @

T.!i+ ; Ehole Fumbers

Learning area ; Subtraction within the range o 1'' '''.

Learning .0e+ti7e ; Pupils will be taught to subtract numbers rom a

number less than 1'' '''.

Learning .#t+.&e ; Pupils will be able to subtract one or two numbers

rom a bigger number less than 1'' '''.

Pre7i.# kn.8'e"ge ; Pupils had learnt subtraction in $ear (.

Pr.'e& ; Pupils do not understand the concept o place "alue

in subtraction.

V.+a#'ar% ; number, sentences, "ertical orm, without trading,

trading, Cuick, calculation, pairs o ten, count on,

estimates, range, dierence, take away.


S#tra+t t8. n#&er (8it*.#t tra"ing)

@ach digit o a number in our number system has a dierent place "alue

ones, tens, hundreds, thousands, etc/.

%lways subtract within the a&e !'a+e 7a'#e +.'#&n when subtracting

numbers.

Subtraction is to ind the dierence.

@ample )

39

-

& ( 6 ;

& & ( 2


40/208


41/208

T*en, subtract the hundreds.

4ina''%, subtract the thousands.

9 =?> 6 9 9=1 F 2=

41


99

=9

?=

>1

=


99

=9

?=

>1

2 =


9

9

=

9

?

=

>

1

2 =


42/208

S#tra+t t8. n#&er (8it* tra"ing)

@ample )

Ste! 2

Erite the problem on the columns.

Ste! 9

4irt, subtract the ones.

Subtract the bottom ones place digit rom the top ones place digit ( D 6/.

Ee do not know how to do this, so we need to rearrange the number to

make the top "alue larger.

Regr.#! 2 ten int. 2 .ne/ &ake t*e = int. 2= .

1( ones D 6 ones 2 ones.

The 2 is placed below the line in the ones place column.

42


1

>

9

=?

-

4 < & (

2 ; 4 6


1

>

9

=?

1

1' G1


43/208

Ne5t, subtract the tens.

The top tens place "alue becomes 1 ater trading one tens rom it.

Regr.#! 2 *#n"re" int. 2 ten

1' tens G 1 tens 11 tens.

11 tens D 4 tens 3 tens.

T*en, subtract the hundreds.

; hundreds D ; hundreds ' hundreds.

4ina''%/ subtract the thousands.

4 thousands D 2 thousands & thousands.

9= 6 1 >? F 9 @1

43


1

>

9

=?

@ 1

3


1

>

9

=

?

9 @ 1


1

>

9

=?

@ 1

; 1' G 1

; 1

; 1


44/208

RE4ER SEC3ND ATTEMPT

44
http://var/www/apps/conversion/tmp/scratch_6/Second%20attempt%20-%206%20823%20%E2%80%93%204%20769.ppthttp://var/www/apps/conversion/tmp/scratch_6/Second%20attempt%20-%206%20823%20%E2%80%93%204%20769.ppt


45/208

S#tra+t t*ree n#&er (8it*.#t tra"ing)

E5a&!'e; ( ??1 6 = 29 6 9@2 F )

Subtract the irst two numbers a/.

Subtract the other number rom this remainder, as illustrated below b/.

Subtract rom right to let.

S#tra+t t*ree n#&er (8it* tra"ing)

E5a&!'e; ( ??1 6 = 29 6 9@2 F )

Subtract the irst two numbers a/.

Subtract the other number rom this remainder, as illustrated below b/.

Subtract rom right to let.

45

> 1 9 = ?$

2?@

2?@1 2$

=1

1;( 1'21'

? ? 1

= 2 9$

9?=

9?=

9 @ 2$

2=>=

(a) ()

(a) ()


46/208

E:ERCISE

Na&e ;


47/208

Le.n ) T.!i+ ) Ehole numbersLearning area ) Multiplication with the highest product o 1'' '''.Learning .0e+ti7e ) Pupils will be taught to multiply any two numbers with

the highest product o 1'' '''.Learning .#t+.&e ) Pupils will be able to)

1. Multiply three!digit numbers with 1''

&. Multiply our!digit numbers with 1'

(. Multiply two!digit numbers with 1'''Pre7i.# kn.8'e"ge ) Basic multiplicationPr.'e& ) &14 1''

& 1 4

1 ' '

& ' '

) Pupils always multiply 4 ' ', 1 ' '

and & 1 &.

The same mistake goes or our!digit numbers when

multiply by 1' and two!digit numbers by 1'''.

@ample 1) & 1;& 1'

9 2 > 9

5 2

9 2 >

47


48/208

@ample &) 34 1 '''

@

5 2

2


M#'ti!'% t*ree$"igit n#&er 8it* 2

@ample) (13 1''

1. Multiply (13 by 1 hundreds in the "ertical orm.

T #

( 1 3

1 hundreds

( 1 3 hundreds

@ncourage the pupils to say out orally)

3 1 hundreds 3 hundreds

1' 1 hundreds 1' hundreds

('' 1 hundreds ('' hundreds

&. %dd 3 hundreds, 1' hundreds and ('' hundreds.

3 hundreds

1 ' hundreds

( ' ' hundreds

( 1 3 hundreds product/

48


49/208

(. Since it is multiply by 1'', place the two 0eros ''/ to the right ater

product.

( 1 3

1 ''/

( 1 3 '' answer/

=enerali0ing rom the pattern, ha"e pupils consider)

2


50/208

A+ti7it%

Neros count

1. 9se your calculator < 1'

ow many '8s in 1'H

ow many '8s in the productH

&. 9se your calculator 4 1''

ow many '8s in 1''H


(. 9se your calculator 6 1 '''

ow many '8s in 1 '''H


-omplete this multiplication table. 9se your calculator to check your

answers.

1' 1'' 1 '''

;

1< 1


51/208

Le.n ) >T.!i+ ) Ehole numbersLearning area ) Multiplication with the highest product o 1'' '''.Learning .0e+ti7e ) Pupils will be taught to multiply any two numbers with

the highest product o 1'' '''.Learning .#t+.&e ) Pupils will be able to)

1. Multiply three!digit numbers with two!digit

numbers. without trading/

&. Multiply our!digit numbers with two!digit numbers.

without trading/Pre7i.# kn.8'e"ge ) Basic multiplicationPr.'e& ) &12 1&

& 1 2

1 &

& 1 i"ision with the highest di"idend o 1'' '''

Learning .0e+ti7e ) Pupils will be taught to di"ide a number less than

1'' ''' by a two!digit numbers.

Learning .#t+.&e ) Pupils will be able to di"ide i"e!digit numbers by)

a/ one!digit number

b/ 1',1'' and 1 '''

c/ two!digit numbers

Di7i"e .#r$"igit n#&er %;

a/ one!digit number

b/ 1', 1'' and 1 '''

c/ two!digit numbers

S.'7e "i7ii.n !r.'e&

V.+a#'ar% ) di"ide, di"idend, Cuotient, di"isor, remainder, actors,

long di"ision.

Pre7i.# kn.8'e"ge ) Pupils had learn di"ision with the highest di"idend o

1 '''.

I&!.rtant n.te ) >i"ision is the re"erse o multiplication.

>i"ision can be seen as sharing things eCually.

is the symbol o di"ision

67


68/208

4 & ( ( & 4

di"idend Cuotient multiplier

di"isor multiplicand product

Pr.'e& ) Pupils are not able to)

i/ recall basic acts o di"ision and multiplication

ii/ identiy place "alue as the computation begins at the let

rather than at the right as or the other operation.


1. *emainder game

&. Bingo

Be.re t*e 'e.n

Materia';

-ubes, game board, number cards, chips, worksheets

Pre!arati.n

%sk students to orm a group o our. -hoose a leader. Teacher eplains what to

do.

68


69/208

T*e Le.n

THE REMAINDER GAME

Teacher distributes a set o 1' cubes to each leader.

5eader eplains how to play the game.

5eader distributes ( cubes among the three pupils. 5eader asks, ?ow many

cubes each o you getH?

Pupils answer, ?#ne.?

5eader distributes 2 cubes among the three pupils. 5eader asks,? ow many

cubes each o you getH?

Pupils answer, ?#ne but there8s another one let?

Teacher eplains that the let o"er is called remainder.

5eader keeps on increasing the number o cubes until all 1' cubes inish.

-*at t. ".

Teacher eplains that di"ision is sharing things eCually and it is also the

re"erse o multiplication.

Teacher shows eample. Teacher asks pupils to say the relationship between

the two operations.

Activity 1

>i"ide one!digit with one digit.

>i"ide two!digit with one digit.

>i"ide three!digit with one digit

69


70/208

use simple di"ision and long di"ision/

Activity 2

%nswer the Cuestions.

Activity 3

Play the *@M%IF>@* =%M@JBIF=#JST*%I=T I EIF

Si&!'e n.te;

ACTIVITY 2

Simple di"ision

@ample) 6 ( H

( 6

6 ( (

L.ng "i7ii.n

@ample) without remainder

&2 i"ide the tens

< 2 &

& 2 ecimals are ractions o tenth and hundredth.

Pr.'e& ) Pupils do not know how to con"ert ractions to decimals o

tenths and hundredths.

V.+a#'ar% ) decimal point, decimal place, decimal raction.


Ste! 2

Teacher introduces the concept o decimal using >iene8s block.

Ste! 9

Teacher introduces the concept o decimals using hundred sCuares.

@ample 1

103

( parts out o 1' 1'

( '(

(; parts out o 1'' 1''

(; '(;


104/208

104

Ste! =

Second attempt
http://var/www/apps/conversion/tmp/scratch_6/SECOND%20try.ppthttp://var/www/apps/conversion/tmp/scratch_6/SECOND%20try.ppt


105/208


106/208

6. '.&(

1'. '.


107/208

Le.n ) 2?

T.!i+ ) >ecimal

Learning area ) %ddition, subtraction, multiplication and di"ision o

decimal numbers.

Learning .0e+ti7e ) Pupils will be taught to)

a/ add and subtract decimals up to two decimal

places.

b/ multiply and di"ide decimals up to two decimal

places with a whole number.

Learning .#t+.&e ) Pupils will be able to)

a/ %dd and subtract decimals only, whole numbers

and decimals.

b/ Multiply and di"ide any decimal o two decimals

with a oneDdigit number.

Pre7i.# kn.8'e"ge ) Pupils know the basic act o addition, subtraction,

multiplication and di"ision.

V.+a#'ar% ) "ertical, place "alue, decimal point, subtraction,

addition, multiplication, di"ision.

107


108/208


Ste! 2

A A""iti.n . "e+i&a' n#&er.

1. Ehen adding two decimal numbers. The decimal numbers should be

written in "ertical orm. %lign the decimal point.

E5a&!'e; '.& G '.2

%rrange in "ertical orm. The decimal point must be in a straight line

3ne Tent*

' &

' 2

' 4

9

1

108

H.8 t. .'7e

U

U

U

Fote

U >ecimal


109/208

Ste! 9

&. Ehen adding whole numbers and decimal numbers, change whole numbers

to decimal numbers.

@ample) 9= 1 F

%rrange the decimal numbers. The decimal point must be in a straight line.

Tens #nes Tenth

& ( '

' 2

& ( 2

9 =

1

9 = 1

Ste! 2

S#tra+t "e+i&a'

2 Ehen subtracting decimal numbers rom decimal, writethe numbers in

"ertical orm.

@ample) (4.'2 6 (.;

109

H.8 t. .'7e

H.8 t. .'7e

-hange &( to decimal number

U

U

U


110/208

To subtract decimals. %lign the decimal point and ollow the rules or adding

or subtracting whole numbers, placing the decimal point in the same column.

Tens #nes Tenth undredth

( 4 ' 2

( ; '

( & ( 2

= 1

= >

= 9 = 1

Ste! 9

Ehen subtracting a decimal number rom a whole number. -hange the whole

number to decimal number.

@ample) 2; D &.(4

To subtract decimal numbers, align the decimal points and ollow the rules or

adding or subtracting whole numbers.

110

%rrange digit according to the place "alue.The decimal point must be in a straight line.

-hange (.; to two decimal place by adding

0ero.

H.8 t. .'7e

U

U

U


111/208

1 >

69 =

1 1 1

M#'ti!'%ing "e+i&a' n#&er

Ste! 2

Multiplying decimal is just like multiplying whole numbers. The only etra step

is to decide how many digits to the right o the decimal point. To do that, add

the numbers o digits to the decimal point in both actors.

@ample) 1(.2& 2

Ee can multiply 1 (2& by 2 to get 3 (4


112/208

Ste! 2

To di"ide a decimal by a whole number, use long di"ision, and just remember

to align the decimal point.

@ample)

1(.22 2

9se long di"ision.

(. (.( (.(

Na&e ; C'a ;

%. %dd the ollowing numbers.

1. '.2 G '.3 4. '. ;4 G 6

&. '.36 G < ;. 2 G 4.23

(. (.2 G 11


114/208

Le.n ) 9

T.!i+ ) Money

Learning area ) Money up to *M1' '''.

Learning .0e+ti7e ) Pupils will be taught to use and apply knowledge o

money in real lie.

Learning .#t+.&e ) Pupils will be able to multiply money to the highest

product o *M1' '''.

Pre7i.# kn.8'e"ge ; Pupils had learnt and still unable to perorm

multiplication in "ertical orm.

Pr.'e& ) Pupils are not able to)!

1. multiply in unit ringgit and sen combined

&. place units according to place "alue

V.+a#'ar% ) note, coin, "alue, cost, amount, sell, buy, balance.


Ste! 2 ) Teacher poses Cuestions pertaining money.

a/ ow much money do we ha"eH Pupils are gi"en sample

money D *M1'/.

b/ Ehat can we buy with *M1'H

c/ Teacher poses Cuestion.

% ball costs *M(.''. I want to buy ( balls. ow much do I

need to payH

Solution) *M(.'' G *M(.'' G *M(.'' *M6.''

or *M(.'' ( *M6.''

114


115/208

Ste! 9 ) Pupils are gi"en Cuestions)

i/ *M2.2' ii/ *M


116/208

E:ERCISE 2

Na&e ;


117/208

Le.n ) 92

T.!i+ ) Money



money in real lie.

Learning .#t+.&e ) Pupils will be able to di"ide money with di"idend not

more than *M1' '''.

Pre7i.# kn.8'e"ge ) Pupils had learnt how to di"ide money in ringgit and

sen in long di"ision.

Pr.'e& ) Pupils are not able to di"ide money with one digit

number in "ertical long di"ision/ and hori0ontal orm.

V.+a#'ar% ) "ertical, hori0ontal, note, coin, "alue, costs, buy, sell


Ste!2. Teacher gi"es three i"e ringgit notes to a pupils and asks how much

does he ha"eH Then teacher asks him to share eCually with his two

riends.

Teacher) ow much does each pupils ha"eH

*epeat this acti"ity with other amount o money using only coins, ringgit,

ringgit and coins./

Ste! 9.

a/ Teacher shows how to di"ide coins en/.

@amples)

i/ 13& sen 2 ii/ (13 sen ; iii/ 2;; sen 6 i"/ &3& sen (

117


118/208

b/ Teacher shows and eplains how to di"ide in ringgit.

@amples)

i/ *M


119/208

Na&e ;


120/208



money in real lie.

Learning .#t+.&e ) Pupils will be able to sol"e problems in"ol"ing money

o up to *M1' '''.

Pre7i.# kn.8'e"ge ) Pupils had learnt di"ision.

Pr.'e& ) Pupils are not able to)

i/ understand the Cuestions.

ii/ determine which operations to apply.

V.+a#'ar% ) "ertical, hori0ontal, buy, sell, cost, balance, amount,

"alue, note, coin, total.


Ste! 2. Teacher shows a number sentence. =uides pupils to create story

based on the number sentence gi"en.

*M&.3' 2

%nswer) #ne bottle o orange juice is *M&.3'. ow much does our

bottles costH

Teacher asks pupils to write number sentences based on the stories

gi"en.

Vuestion 1) Mother bought one kilogram o ish or *M3.;3. ow

much must mother pay or 4 kilogram o ishH

Vuestion &) ather shared eCually *M3& among his 2 children.

ow much does each child will getH

120


121/208


122/208

Sol"e the Cuestions gi"en.

1. The price o a chicken is *M


123/208

Learning .0e+ti7e ) Pupils will be taught to understand the relationship

between units o time.Learning .#t+.&e ) Pupils will be able to state relationship between units

o time.Pre7i.# kn.8'e"ge ) Pupils had learnt basic o time.Pr.'e& ) Pupils not able to state relationship between units o

time.V.+a#'ar% ) decade, con"ert, year, month, day

SUGGESTED ACTIVITIESStep 1)>iscuss and understand the usage o time ladder8

-entury 1'

1' >ecade 1'

1' $ear 1&

1&

Month 2

2 Eeek ;

; >ay &2

&2 our 4'

4' Minute 4'

4' Second

123


124/208

Step &)

@planation o the relationship between the units o timea. 1 minute 4' seconds i. 9se an analog clock with all the second,

minutes and hour hands intact.

ii. Switch on the clock and ask the students to

obser"e the mo"ement o the second hand.

e.g. @ach complete rotation rom number 1&

to number 1& is one minute.

b. 1 hour 4' minutes i. Mo"e the minute hand o the clock to make a

complete rotation.

ii. #ne complete rotation o the minute hand is

eCuals to one hour.

c. 1 day &2 hours i. Mo"e the minute hand to rotate and obser"e

the mo"ement o the hour hand.ii. Start rom 1& midnight, 1 a.m., & a.m., ( a.m.,

2 a.m. and end at 1& midnight.

iii. 5et the students count the number o

rotations done by the minute hand.

i". &2 rotations means &2 hours.

d. 1 week ; days i. *ecall the days o the week

124

1 minute 4' seconds

1 hour 4' minutes

1 day &2 hours


125/208

ii. -ount the numbers o days

e. 1 month (' days i. By using a calendar, count the days in each

month.

ii. Make a brie eplanation about the number o

days in each.

. 1 year 1& months Fame the months in a year rom a calendar.

g. 1 year (43 or (44 days i. By using a calendar, sum up the days in a

speciic year.

ii. @plain the reasons or ha"ing (44 days in a

leap year.

h. 1 decade 1' years @plain the meaning o decade by using a

chart.

Q Proceed with the rest o the con"ersions.

Le.n ) 91T.!i+ ) Time

Learning area ) *elationship between units o time.Learning .0e+ti7e ) Pupils will be taught to understand the relationship

between units o time.Learning .#t+.&e ) Pupils will be able to con"ert time rom)

i. years to days and "ice!"ersa

125

1 week ; days

1 month (' days

1 year 1& months

1 year (43 days

1 leap year (44 days

1 decade 1' years


126/208

ii. decades to years and "ice!"ersa

iii. years to months and "ice!"ersa

iii. hours to days and "ice!"ersa

i". hours to minutes and "ice!"ersa

". hours and minutes to minutes and "ice!"ersa

"i. minutes to hours and minutes and "ice!"ersaPre7i.# kn.8'e"ge ) Pupils had learnt basic o time.Pr.'e& ) Pupils are not able to con"ert time)

i. years to days and "ice!"ersa

ii. decades to years and "ice!"ersa

iii. years to months and "ice!"ersa

iii. hours to days and "ice!"ersa

i". hours to minutes and "ice!"ersa

". hours and minutes to minutes and "ice!"ersa

"i. minutes to hours and minutes and "ice!"ersaV.+a#'ar%

) decade, con"ert, year, month, daySUGGESTED ACTIVITIES

Steps @planations

i. -on"ert years to days and "ice!

"ersa.

@ample)

a. & years OO.. days

i. *eer to thetime ladder.

ii. -on"ert years to days.

iii. I it8s going down, we multiply.

b. 1


127/208


128/208

E:ERCISE 92

Na&e ;


129/208

E C.n7ert %ear t. &.nt*

( years months

6 years months

1( years months

&3 years months

3; years months

4 C.n7ert &.nt* t. %ear

&2 months years

2< months years

4' months years


130/208


131/208

Le.n ) 9@T.!i+ ) TimeLearning area ) Basic operations in"ol"ing timeLearning .0e+ti7e ) Pupils will be taught to add, subtract, multiply and

di"ide units o time.Learning .#t+.&e ) Pupils will be able to add and subtract time in"ol"ing

con"ersion with answers in compound units)

a. hours and minutes

b. years and months

c. decade and years

Pre7i.# kn.8'e"ge ) Pupils ha"e been taught addition and subtraction

beore.Pr.'e& ) Pupils are not able to add and subtract time in"ol"ing

con"ersion with answers in compound units.V.+a#'ar% ) hour, minute, add, plus, total, sum, subtract, minus,

take away, dierent, all together.

131


132/208

SUGGESTED ACTIVITIESStep 1)

Practice mental calculation

Pupils perorm basic operation in"ol"ing time using number sentences.

@ample)

a. &3 minutes G (' minutes

b. 1; hours G 1( hours

c. &' months D < months

d. &; years D 12 years

e. 14 decades G 1& decades

Step &)

Teacher shows addition and subtraction o time in"ol"ing con"ersion o units.

@ample)

a. 2' minutes G (3 minutes ;3 minutes

1 hour 13 minutes

2' minutes 1

G (3 minutes 4' ; 3 minutes

;3 minutes 4 '

1 3

132


133/208

Step ()

Teacher distributes worksheets.

133

b &( hours G 1; hours 2' hours

1 day 14 hours

&( hours 1

G 1; hours &2 2 ' hours

2' hours & 2

1 4

c 2; months 6 1( months (2 months

& years 1' months

2; months &

6 1( months 1& ( 2 months

(2 months & 2

1 '

d 4' year s

6 13 years 23 years

2 decades 3 years

4' year s

2

6 13 year s

1' 2 3 years

23 year s

2 '

3


134/208

E:ERCISE 99

Na&e ;


135/208

B. Sol"e the ollowing)

1. ( & 3 minutes &. & < ' minutes

G 1 1 < minutes G 3 3 minutes

minutes minutes

hours minutes hours minutes

(. 1 & < hours 2. 1 6 < months

G 4 & ; hours G ; 3 months

hours months

days hours years months

3. & 3 ; years 4. 6 6 years

G 2 ( years G 2 3 years

years years

decades years decades years

;. ( & 3 minutes


136/208

Le.n ) 9T.!i+ ) TimeLearning area ) Basic operations in"ol"ing timeLearning .0e+ti7e ) Pupils will be taught to add, subtract, multiply and

di"ide units o time.Learning .#t+.&e ) Pupils will be able to multiply time in"ol"ing



b. years and months

c. decade and yearsPre7i.# kn.8'e"ge ) Pupils ha"e been taught multiplication beore.

Pr.'e& ) Pupils are not able to multiply time in"ol"ing

con"ersion with answers in compound units.V.+a#'ar% ) hour, minute, add, plus, total, sum, subtract, minus,

take away, dierence, all together.


Step 1 1. Practice mental calculation.

&. Pupils perorm basic calculation in"ol"ing time.

@ample o multiplication

a. < minutes 2 minutes

b. 1' hours 4 hours

c. ; months < months

d. 6 years 3 years

e. 4 decades ; decades

136


137/208

Step & Teacher shows the multiplication o time in"ol"ingcon"ersion o units.

@amples)

a. &' minutes 2


138/208

Step ( >istribute worksheets.E:ERCISE 9=

Na&e ;


139/208

years years

Le.n ) 9>T.!i+ ) Time

Learning area ) Basic operations in"ol"ing timeLearning .0e+ti7e ) Pupils will be taught to add, subtract, multiply and

di"ide units o time.Learning .#t+.&e ) Pupils will be able to di"ide time in"ol"ing



b. years and months

c. decade and yearsPre7i.# kn.8'e"ge ) Pupils ha"e been taught di"ision beore.Pr.'e& ) Pupils are not able to di"ide time in"ol"ing

con"ersion with answers in compound unitsV.+a#'ar% ) hour, minute, add, plus, total, sum, subtract, minus,

take away, dierence, all together.


Step 1 1. Practice mental calculation

&. Pupils perorm basic calculation in"ol"ing time

@amples o di"ision)

a. 2' minutes 3 minutes

b. 14 hours 2 hours

c. &< months ; months

d. (4 years 6 years

e. 34 decades < decades

139


140/208

Step & Teacher shows the di"ision o time in"ol"ing con"ersion o units.

@amples)

a. &14 minutes ( ;& minutes

1 hour 1& minutes; &

( & 1 4 1

& 1 4'

; &

' 4 4 '

4 1 &

'

b. 14< months 2 2& months

( years 4 months

2 &

2 1 4 < (

1 4 1&

2 &

' < ( 4

< 4

'

c. (&' years 3 42 years

4 decades 2 years

4 2

3 ( & ' 4

( ' 1'

4 2

& ' 4 '

& ' 2

'

Step ( Teacher distributes worksheets.

E:ERCISE 91

140


141/208

Na&e ;


142/208

Le.n ; 9

T.!i+ ) 5ength

Learning area ) *elationship between units o length.


between units o length.


1. State the relationship between centimetre and

millimetre.

&. -on"ert units o length rom)

a/ millimetres to centimetres

b/ centimetres to millimetres

Pre7i.# kn.8'e"ge ) Pupils know how to measure and record length o

objects using the standard unit.

Pr.'e& ) -onuse in con"ersion.

V.+a#'ar% ) width, height, compound


Ste! 2 1. Teacher asks two pupils to show their pencils.

&. %sk the pupils LEhose pencil is longerJshorter.?

(. Say and spell the words) shorter thanJlonger than

2. Teacher asks pupils to estimate the length o their pencils

in millimetre or centimetre.

3. Pupils say the length o the pencils shown.

@ample) pencil < cm or


143/208

Ste! 9 1. Teacher states the relationship between cm and mm.

&. @pose pupils to use the con"ersion table to con"ert

millimetre to centimetre and "ice!"ersa.

@ample) 1' millimetres 1 centimetre

(. Teacher eplains the application o con"ersion by using

table.Ste! = 1. @pose pupils to "arious eercises in worksheet.

&. %llow pupils to perorm the sol"ing to the test gi"en in

worksheet.

143

T%B5@ LAKU?

metre cm mm


144/208

E:ERCISE 9@

Na&e ; C'a ;

%. -on"ert the ollowing)

1. 3 cm mm

&. ; cm mm

(. 11 cm mm

2. &2 cm mm

3. (' cm mm

4. 34 cm mm

;. ;< cm mm


145/208

Le.n ) 9?

T.!i+ ) 5ength

Learning area ) *elationship between units o length


between units o length


1/ State the relationship between metre and

centimetre.

&/ -on"ert units o length rom)

a/ metre to centimetre

b/ centimetre to metre

Pre7i.# kn.8'e"ge ) Pupils know how to measure and record length o

objects using the standard unit.

V.+a#'ar% ) width, height, compound.


Ste! 2 1. Teacher shows two rulers with dierent length between

1 metre and 3' centimetres.

&. %sk the pupils LEhich ruler is longerJshorter.?

(. Say and spell the words ) shorter thanJlonger than2. Teacher asks pupils to estimate the length o the ruler in

metre or centimetre.

3. Pupils say the length o the objects shown.

@ample) *uler ) 3' cm or 1 metre.

145


146/208

Ste! 9 1. Teacher states the relationship between centimetre and

metre

&. @pose pupils to use o con"ersion table to con"ert rom

metre to centimetre and "ice!"ersa.

@ample ) 1'' centimetres 1 metre

(. Teacher eplains the application o con"ersion by using

table.

Step ( 1. @poses pupils to "arious eercises.

&. %sks pupils to sol"e the test gi"en.

146

1m 1'' cm

T%B5@ LAKU?

metre cm mm


147/208

E:ERCISE 9

Na&e ; C'a;

%. -on"ert the ollowing)

1. ( m cm

&. 3 m cm

(. 4.3 m cm

2. ; m cm

3.


148/208


149/208


Step 1 >iscuss and understand the di"ision o weighing scale.

149

3

1kg

4

0

2

kg0 1

2

3

45

6

7

8

9

4 graduation

2 graduation

250750

500

50100

150

200

300

350400

700

250

650600

550

800

850

900950 0

g

500

100

200

300

400

700

600

800

9000g

1 graduation

2 graduation


150/208

Step & @plain the marking o the scale.

a. 1 mark '.3 kg

scale di"ision by &

b. 1 mark '.&3 kg

scale di"ision by 2

i. 9se an analog weighing scale with

mark di"ision by & or 2.

ii. Put objects to measure the mass.

iii. @mphasise that measuring should

start rom the '8 mark o the weighing

scale.

c.&

1kilogram 3''

grams

i. Measuring other objects and record.

ii. @mphasise that one complete rotation

o hand is eCuals to 1 ''' grams, so

2

1kilogram 3'' grams.

d.2

(kg ;3' g

*eer to Mass -on"ersion Table and

con"ert2

(kg ;3' g.

e. 1 kg 1 ''' g @mphasise that one circle o weighing

scale g/ is 1 ''' g.

. 1 mark 3' g scale

di"ision by &

@plain the scale di"ision by & means

3' grams.

Step ( @stimate the mass o object

a. @stimate the mass o object.

b. *ead and record the mass o objects.

c. Measure the objects, record and then compare with the accurate

weight between the estimation and measurement.

Step 2 -omplete the worksheet

150


151/208

E:ERCISE 9>

Na&e ;


152/208

B @stimate the mass o the ollowing object

Le.n ) =2T.!i+ ) MassLearning area ) *elationship between units o mass

152

300 g

1 250 g2

600 g4

120 g5 80 g

6

g g

200g

3

g

g

g

g


153/208


between units o mass.Learning .#t+.&e ) Pupils will be able to con"ert mass rom

i. kilograms to grams

ii. kilograms and grams to grams

iii. kilograms and grams to kilogramsPre7i.# kn.8'e"ge ) Pupils had learnt basic o mass.Pr.'e& ) Pupils are not able to con"ert mass unit

i. kilograms to grams

ii. grams to kilograms

V.+a#'ar% ) measurement, relationship, decimal point

153


154/208


Step 1 @planations

1. *eading time table con"ert

decimal kilograms to grams.

@ample)

a. 1.' kg 1 ''' g

b. '.6 kg 6'' g

c. '.< kg


155/208

1 '''/.

2. -on"ert kg and g to g

@ample)

& kg (2' g & (2' g

2 kg 32' g 2 32' g

i. *eer to the con"ersiontable.

ii. -on"ert kilograms and grams to

grams.

Step & >istribute worksheets.

155
http://var/www/apps/conversion/tmp/scratch_6/MASS%20LADDER.dochttp://var/www/apps/conversion/tmp/scratch_6/MASS%20LADDER.doc


156/208

E:ERCISE 9

Na&e ;


157/208

C -on"ert the ollowing to gram g/

@ample ) ( kg 43' g 1''' g G 43' g

1 43' g

2 & kg


158/208

Le.n ; =9

T.!i+ ; Aolume # 5iCuidLearning area ; *elationship between units o "olume o liCuid.

Learning .0e+ti7e ; Pupils will be taught to understand the relationship

between units o "olume o liCuid.

Learning .#t+.&e ; Pupils will be able to)

i. -on"ert units o "olume rom)

a. litres to millilitres,

b. millilitres to litres,

c. litres and millilitres to litres,

d. litres and millilitres to millilitres.Pre7i.# kn.8'e"ge ; Pupils had learnt the basic o "olume o liCuid.Pr.'e& ; Pupils cannot con"ert "olume o liCuid rom litre to

millilitre and "ice!"ersa.V.+a#'ar% ; measurement, con"ert, relationship.


Step 1 Jinnee 8it* = e%e.

1. Make sure pupils know how many millilitres in one

litre.

&. %sk pupils to write down the relationship between

litres and millilitres.

(. Shows the relationship between litres and millilitres

and epress the ormula in the picture o T*e Jinnee

8it* = e%e.

2. Shows pupils how to con"ert rom one unit to another

using Jinnee 8it* = e%e.

158


159/208

Step & Ta'e Ak#;

1. Teacher shows pupils how to use Ta'e Ak#.

159
http://var/www/apps/conversion/tmp/scratch_6/Table%20Aku.ppthttp://var/www/apps/conversion/tmp/scratch_6/Table%20Aku.ppthttp://var/www/apps/conversion/tmp/scratch_6/Table%20Aku.ppthttp://var/www/apps/conversion/tmp/scratch_6/Table%20Aku.ppt


160/208

&. Pupils write and read any measurement o "olume o

liCuid in Ta'e Ak#

160


161/208


162/208

162


163/208


164/208

E:ERCISE 9?

Na&e ;


165/208

3.

4

= _________________

4.

2

=__________ m

Le.n ) ==

T.!i+ ) Aolume # 5iCuid

Learning area ) Basic operation in"ol"ing "olume o liCuid.

Learning .0e+ti7e ) Pupils will be taught to add and subtract units o

"olume.Learning .#t+.&e ) Pupils will be able to)

i. %dd "olume o liCuid in"ol"ing con"ersion o units

in)

a/ litre

b/ millilitre

c/ litre and millilitre

ii. Subtract "olume o liCuid in"ol"ing con"ersion o

165

?


166/208

units in)

a/ litre

b/ millilitres

c/ litre and millilitresPre7i.# kn.8'e"ge ) 9nderstand the relationship between units o "olume

o liCuid.

Pr.'e& ) Pupils cannot do basic operation in"ol"ing con"ersion

units o "olume o liCuid.

V.+a#'ar% ) con"ert, mied decimals, total, subtract, minus,

altogether, multiply, product, di"ide, di"isor, Cuotient,

di"idend and multiplicand.SUGGESTED ACTIVITIES

Step 1 ) *e"ise the relationship between units o "olume o liCuid

with)

a Jinnee 8it* = e%e

b. Ta'e Ak#

166


167/208

Step & ) %dd and subtract "olume o liCuid in"ol"ing con"ersion o

units in)

a. 5itre

b. Millilitre

c. litre and millilitre

! Teacher shows pupils how to add and subtract

using Ta'e Ak#.

! Teacher guides pupils to add and subtract "olume

o liCuid using Ta'e Ak#

167


168/208

Step ( ) Teacher distributes worksheets.

168


169/208

E:ERCISE =

Na&e ;


170/208

Le.n ) =1

T.!i+ ) Aolume # 5iCuid

Learning area ) Basic operation in"ol"ing "olume o liCuid.

Learning .0e+ti7e ) Pupils will be taught to multiply and di"ide units o

"olume.Learning .#t+.&e ) Pupils will be able to)

i. Multiply "olume o liCuid in"ol"ing con"ersion o

units by)

a. % one!digit number

b. 1', 1'' and 1 '''

ii. >i"ide "olume o liCuid in"ol"ing con"ersion o

units by)


b. 1', 1'' and 1'''Pre7i.# kn.8'e"ge ) 9nderstand the relationship between units o "olume

o liCuid.

Pr.'e& ) Pupils cannot do basic operations In"ol"ing

con"ersion units o "olume o liCuid.V.+a#'ar% ) con"ert, mied decimals, total, subtract, minus,

altogether, multiply, product, di"ide, di"isor, Cuotient,

di"idend and multiplicand.

170


171/208


Step 1 ) *e"ise about the relationship between units o "olume o

liCuid with)

%/ Jinnee 8it* = e%e

B/ Ta'e Ak#

171


172/208

Step & ) Multiply and subtract "olume o liCuid in"ol"ing con"ersion

o units by)


". 1', 1'' and 1 '''

! Teacher asks pupils to complete the 'ti!'i+ati.n

ta'e

! Teacher guides pupils how to use the 'ti!'i+ati.n

ta'eto multiply and to di"ide.

! Teacher guides pupils to con"ert the answer rom

one unit to another using Ta'e Ak#8.

Step ( ) Teacher distributes worksheets.

172


173/208

E:ERCISE =2

Na&e ;


174/208

174


175/208

-. Multiply the ollowing.

2 4.;

4

9 '.(;

3

= &4; m

2

1 & ;'3 m

4

@ ( 342 m & m

1 (2 m ( m

>. >i"ide the ollowing

2 & 4.10 9 2 84.24 = 4 m684 1 6 m783

@ &' ('' m 3 14 42


176/208

Learning area ; Two >imensional Shapes

Learning .0e+ti7e ; Pupils will be taught to understand the perimeter o a

two!dimensional shape.

Learning .#t+.&e ; Pupils will be able to identiy the sides o a)

1. SCuare.

&. *ectangle

Pre7i.# Kn.8'e"ge ; Pupils had learnt)

1. ow to draw sCuare and rectangle

&. >escribe the eatures o the shapes

Pr.'e& ; Pupils are not able to calculate the perimeter o the

sCuare and rectangle.

V.+a#'ar% ; sCuare, rectangle, perimeter, area, "olume

SUGGESTED ACTIVITIES;

Steps 1

Teacher guides pupils to draw and identiy the sides o a

1. SCuare

&. *ectangle

(. Triangle

176


177/208

@ample)

*ectangle 2 sides

Triangle ( sides

SCuare 2 sides

177


178/208

178


179/208

Step &

Teacher guides pupils to ind the perimeter o a two!dimensional shapes

rectangle and sCuare/.

The!eri&etero a shape is the #& . t*e 'engt* . a'' it i"e

@ample 1)

Perimeter 4 cm G ( cm G 4 cm G ( cm

1< cm

@ample &)

Perimeter 3 cm G 3 cm G 3 cm G 3 cm

&' cm

179

3 cm

4 cm

( cm


180/208

E:ERCISE =9

Na&e ;


181/208

Le.n ; =

T.!i+ ; Shape and Space

Learning area ; Two >imensional Shapes

Learning .0e+ti7e ; Pupils will be taught to understand and ind the area

o a two!dimensional shape.

Learning .#t+.&e ; Pupils will be able to)

1. Identiy the dimensions o a)

a. sCuare

b. rectangle

&. -ompare with unit sCuares.

(. -alculate the area o sCuares and rectangles

using the ormula)

Pre7i.# Kn.8'e"ge ; Pupils had learnt

1. ow to draw a sCuare and a rectangle.

&. >escribe the eatures o the shapes.

Pr.'e& ; Pupils are not able to ind the area o the sCuare and

rectangle.

V.+a#'ar% ; sCuare, rectangle, perimeter, area, "olume

181

%rea 5ength Breadth


182/208

SUGGESTED ACTIVITIES;

Steps 1

Teacher introduces the lesson by using a sCuare and a rectangle. Identiy the

sides.

Pupils draw a sCuare and a rectangle and label the length and breadth on the

shapes.

Teacher guides pupils to calculate the area by using the ormulas.

@ample 1

Breadth

5ength

@ample &

a/ 5ength 1' cm

b/ Breadth 3 cm

1' cm

3 cm

182

%rea length Breadth


183/208

Step 2

ind the perimeter and area o two dimensional shapes

@ample 1

; cm

( cm

%rea 5ength Breadth ; cm ( cm &1 cm&

@ample &

( cm

4 cm

%rea 5ength Breadth ( cm 4 cm 1< cm&

E:ERCISE ==

Na&e ;


184/208

&.

(.

;cm

; cm

Le.n ; =>

T.!i+ ; Shape %nd Space

Learning Area ; Three >imensional Shapes

Learning 30e+ti7e ; Pupils will be taught to)

1. 9nderstand the "olume o cubes and cubiods

&. ind the "olume o cubes and cubiods

Learning 3#t+.&e ; Pupils will be able to)

a. Identiy the dimensions o cubes and cuboids.

184

4 cm

( cm

2 cm 2 cm

; cm

; cm


185/208

b. -alculate the "olume o cube and cubiod by using

the ormula)

Pre7i.# Kn.8'e"ge ; Pupils had learnt to Identiy the dimensions o sCuare

and rectangle.

Pr.'e& ; Pupils are not able to ind the "olume o a cube or

cuboid

V.+a#'ar% ; "olume, cubic unit, ormula, height, breadth, length

185

Aolume 5ength Breadth eight


186/208


Steps 1

Teacher guides the pupils to label the length, breadth and height o a cube or

cuboid.

Step &

@plore the dimension o cubes and cuboids by using unit cube.

Shape 5ength Breadth eight

P

V

*

S

T

9

Steps (

-alculate the "olume o the ollowing shapes

@ample 1

186

height

length

breath

( cm

3 cm & cm

3 cm

2 cm& cm

Aolume 3 cm & cm ( cm

(' cm(

Aolume 2 cm & cm 3 cm

2' cm(


187/208

@ample &

N3TE ;

The standard unit or "olume)

1. -ubic centimeter cm(/

&. -ubic metre m(/

C.n+'#i.n ; V.'#&e . a +#e .r +#i." i t*e !r."#+t . it "i&eni.n

187


188/208


189/208

Le.n ; =

T.!i+ ) >ata andling

Learning area ) Pictograph

Learning .0e+ti7e ) Pupils will be taught to recogni0e and draw

pictograph.

Learning .#t+.&e ) Pupils will be able to represent data by using a

pictograph.

Pre7i.# kn.8'e"ge ) Pupils know about data handling concept.

Pr.'e& ) Pupils are not able to represent data by a pictograph.

V.+a#'ar% ) key, Cuantity


1. Teacher eplains to the pupils, the pictograph is a way o displaying

inormation, so that it can be "isuali0e and compare.

&. Teacher shows an eample using books. I one book represents 3 boys

what does 1' books representH

(. Teacher shows & types o pictograph D a hori0ontal pictograph and a

"ertical pictograph.

>

-

B

%

% B - >

represents 1 unit represents 3 units

189


190/208

2. Teacher guide the pupils to etract and interpret inormation rom each

pictograph.

3. Teacher gi"es other eample as below)

@ample)

ouse Fumber o tins o paints used ouse S

P 1' ouse *

V 3 ouse V

* 13 ouse P

S &' represents 3 tins

4. Teacher distributes the worksheets.

190

Shop Fumber o bicycle sold

A 2

B ollah 4 marbles and %min < marbles. -onstruct a

pictograph to represent the number o marbles they ha"e.

%wang

>ollah

%min

X represents & marbles

&. Based on data gi"en, construct a pictograph to represent the number o

books read by the pupils in 1 month.

a. Shima read 14 books.

b. @dith read the most number o books. She read &2 books.

c. Samuel read < books.

d. alimah read 2 books less than @dith.

Shima @dith Samuel alimah

191

*epresents 2 books


192/208

(. -onstruct a pictograph based on the data gi"en below.

Bus Bicycle -ar

Yrepresents ; pupils

(3 pupils o $ear 2 used the bus to go to school. &1 pupils cycle to

school and 12 pupils go to school by car.

192


193/208

Le.n ) =?

T*e&e ) >ata andling

Learning area ) Bar graph

Learning .0e+ti7e ) Pupils will be taught to recogni0e, read and draw bar

graphs.

Learning .#t+.&e ) Pupils will be able to interpret data rom the bar

graphs.

Pre7i.# kn.8'e"ge ) Pupils had learnt topic data handling.

Pr.'e& ) Pupils are not able to interpret data rom the bar

graph.

V.+a#'ar% ) Bar graph, ais aes/, hori0ontal, "ertical.


1. Teacher eplains to the pupils, that a bar graphs is one way o displaying

inormation "ertically or hori0ontally.

&. Teacher displays & types o bar graph to the pupils.

ori0ontal bar graph and "ertical bar graph/,

(. Teacher shows a bar graph and discuss with the pupils on how to collect

and interpret data rom the bar graph.

193

Aertical Bar=raph

ori0ontal Bar=raph


194/208

2. Teacher guides the pupils to collect and interpret data rom the bar graph.

@ample)

A'i 2 3 marks &' marks

A# ( 3 marks 13 marks

A*&a" 4 3 marks (' marks

3. Teacher distributes worksheet.

194

#

## ## # ## # ## # #

A'i A# A*&a"

#represents 3 marks


195/208

E:ERCISE =

Na&e ; C'a ;

Based on the data rom the bar graph, answer all o the Cuestions below.

%. The bar graph abo"e shows the transports used by the pupils o Sekolah

Kebangsaan Bengkongan, Kota Marudu.

1. ow many pupils cycle to schoolH

&. Ehich transportation is commonly used by the pupilsH

(. ind the total number o pupils use the buses and cars to schoolH

2. ind the dierence o the number o pupils using cars and bicycles to

schoolH

3. ind the number o pupils that go to school by carsH

195

30

25

20

15

10

5

0 Bus -ar Bicycle


196/208


197/208

ANS-ERS

E:ERCISE 2

1. (2 3&', (2 3'', (2 '''

&. 33 '3', 33 1'', 33 '''(. 1; 23', 1; 2'', 1; '''2. &6 ;1', &6 ;'', (' '''3. (1 63', (1 6'', (& '''4. 1; 31', 1; 3'', 1< ''';. 3' 16', 3' &'', 3' '''3. -4. B;. -6. >1'.>

E:ERCISE =

%.1. ity!eight thousand and eight&. se"enty !two thousand and

ity!eight.(. orty!i"e thousand si

hundred and twenty!two2. ninety thousand and ninety!

nine3. se"enty!se"en thousand and

se"enty!two

B.1. Se"enty thousand and i"e&. @ighty!nine thousand se"en

hundred and siteen.(. Thirty thousand and ourteen2. Thirty three thousand se"en

hundred and ninety

-.1.


198/208

E:ERCISE @

1. 3 14(&. & ;64(. 3


199/208

B.1. &;< remainder 13&. 3&( remainder 11(. 1&42. 24& remainder .1. two o"er threeJtwo thirds&. three o"er i"eJthree iths(. our o"er se"enJour

se"enths2. se"en o"er nineJse"en

ninths3. si o"er nineJsi ninths4. two o"er se"enJtwo

se"enths;. i"e o"er siJi"e siths


201/208

E:ERCISE 21

%

1.8

1

&.5

2

(.2

1

2.9

5

3.10

3

4.8

3

;.8

3


202/208

E:ERCISE 2@

%.1. tenths&. ones

(. hundredths2. tenths3. tenths4. hundredths;. tenths


203/208

-.1. .1. &.'2&. (.&1(. &.62

2. 1&.


204/208

B.1. &&. 2(. 42. ;

3. 6

-.1. 3'&. .1. 3

&.


205/208

B.1. 22(, ;, &(&. ((3, 3, (3(. ;33, (1, 112. &;(, &&, 6

3. ('', (', '4. 122, 12, 2;. &';, (, &;


206/208

E:ERCISE 9

%.1. (''&. 3''

(. 43'2. ;''3.


207/208


208/208

>.1. 1.&&. 4.&1(. 1122.

Documents

SBT Matematik (Final)Y5