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Topic : 1.0 Whole Number Learning Area : 1.1 Numbers to 1 000 000

MingguObjektif Pembelajaran(Learning Objectives)

KodHSP

Hasil Pembelajaran(Learning Outcomes)

ArasLevel

Cadangan Aktiviti Pembelajaran(Learning Activities)

M1 1.1.1 Develop number sense up 1 000 000.

1.1.1.1 i. Name and write numbers up to 1 000

1

Teacher pose numbers in numerals, pupils name therespective numbers and write the number words.Teacher says the number names and pupils show thenumbers using the calculator or the abacus, then pupilswrite the numerals. Teacher says the number names andpupils show the numbers using the calculator or theabacus, then pupils write the numerals.

1.1.1.2 ii. Determine the place value of the digits inany whole number up to 1 000 000. 2

Given a set of numbers, pupils represent each numberusing the number base blocks or the abacus. Pupils thenstate the place value of every digit of the given number.

1.1.1.3 iii. Compare value of numbers up to 1 0002

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

1.1.1.4 iv. Round off numbers to the nearest tens,hundreds, thousands, ten thousands, andhundred thousands.

2

KEY PERFORMANCE INDICATOR (KPI)

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

PN. NOOR SHAHIDA BINTI KASIM

TAHUN 5

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Topic : 1.0 Whole Number Learning Area : 1.2 Addition with the Highest Total of 1000 000,

1.3 Subtraction within the Range of 1 000 000


KodHSP


ArasLevel


M2 1.2.1 Add numbers to thetotal of 1 000 000.

1.2.1.1 i. Add any two to four numbers up to 1 000000.

1 Pupils practice addition using the four-step algorithm of:1) Estimate the total.2) Arrange the numbers involved according to place

values.3) Perform the operation.4) Check the reasonableness of the answer.Pupils create stories from given addition numbersentences..

1.2.1.2 ii. Determine the place value of the digits in anywhole number up to 1 000 000.

3 Teacher pose problems verbally, i.e., in the numericalform or simple sentences.Teacher guides pupils to solve problems following Polyasfourstep model of:1) Understanding the problem2) Devising a plan

3) Implementing the plan4) Looking back.

1.3.1 Subtract numbersfrom a number lessthan 1 000 000.

1.3.1.1 i ii . Compare value of numbers up to 1 000 2 Pupils create stories from given subtract ion numbersentences.Pupils practice subtraction using the four-step algorithmof:1) Estimate the sum.2) Arrange the numbers involved according to place

values.3) Perform the operation.4) Check the reasonableness of the answer.

1.3.1.2 iv. Round off numbers to the nearest tens,hundreds, thousands, ten thousands, and

hundred thousands.

2 Pupils subtract successively by writing the numbersentence in the

a) horizontal formb) vertical form

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Topic : 1.0 Whole NumberLearning Area : 1.3 Subtraction within the Range of 1 000 000,

1.4 Multiplication with the Highest Product of 1 000 000,1.5 Division with the Highest Dividend of 1 000 000


KodHSP


ArasLevel


M3 1.3.1 Subtractnumbers from anumber lessthan 1 000 000.

1.3.1.3 iii. Solve subtraction problems. 3 Teacher pose problems verbally, i.e., in the numerical form or simple sentences.Teacher guides pupils to solve problems following Polyas fourstepmodel of:1) Understanding the problem2) Devising a plan3) Implementing the plan4) Looking back.

1.4.1 Multiply any twonumbers withthe highestproduct of 1 000000.

1.4.1.1 i. Multiply up to five digit numbers with Pupils create stories from given multplication number Pupils createstories from given multplication number sentences.Pupils practice multiplication using the four-step algorithm of:1)Estimate the product.2) Arrange the numbers involved according toplace values.3) Perform the operation.4) Check the reasonableness

of the answer.

(a) a one-digit number 2

(b) a two-digit number 2

(c) 10, 100 and 1000 2

1.4.1.2 ii. Solve problems involvingmultiplication.

3 Teacher pose problems verbally, i.e., in the numerical form orsimple sentences.Teacher guides pupils to solve problems following Polyas fourstepmodel of:1) Understanding the problem2) Devising a plan3) Implementing the plan4) Looking back.(Apply some of the common strategies in every problem solvingstep.)

1.5.1 Divide a numberless than 1 000

000 by a twodigit number.

1.5.1.1 i. Divide numbers up to six digits by Pupils create stories from given division number sentences.Pupils practice division using the four-step algorithm of:

1) Estimate the quotient.2) Arrange the numbers involved according to place values.3) Perform the operation.4) Check the reasonableness of the answer.

(a) one-digit number 2

(b) 10, 100, 1000 2

(c) two-digit number 2

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Topic : 1.0 Whole Number ,2.0 Fractions

Learning Area : 1.5 Division with the Highest Dividend of 1 000 000,1.6 Mixed Operation,2.1 Improper Fractions


KodHSP


ArasLevel


M4

1.5.1 Divide a numberless than 1 000000 by a twodigit number.

1.5.1.2 i i. Solve problems involving division. 3 Teacher pose problems verbally, i .e., in the numerical form orsimple sentences.Teacher guides pupils to solve problems following Polyasfourstep model of:1) Understanding the problem2) Devising a plan3) Implementing the plan4) Looking back.(Apply some of the common strategies in every problem solvingstep.)

1.6.1 Perform mixedoperations

involvingmultiplicationand division.

1.6.1.1 i. Calculate mixed operation on wholenumbers involving multiplication and

division.

2

Pupils create stories from given number sentences involvingmixed operations of division and multiplication.

Pupils practice calculation involving mixed operation using thefour-step algorithm of:1) Estimate the quotient.2) Arrange the numbers involved according to place values.3) Perform the operation.4) Check the reasonableness of the answer.

1.6.1.2ii. Solve problems involving mixed

operations of division andmultiplication..

Teacher guides pupils to solve problems following Polyasfourstep model of:1) Understanding the problem2) Devising a plan3) Implementing the plan

4) Looking back.(Apply appropriate strategies in every problem solving step.)

2.1.1 Understandimproperfractions.

2.1.1.1i. Name and write improper fractions

with denominators up to 10.1

Demonstrate improper fractions using concrete objects such aspaper cut-outs, fraction charts and number lines.

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Topic : 2.0 FractionsLearning Area : 2.1 Improper Fractions,

2.2 Mixed Numbers,2.3 Addition of Fractions


KodHSP


ArasLevel


M6

2.1.1 Understandimproperfractions.

2,1.1.2 ii. Compare the value of the two improperfraction.

2 Pupils perform activities such as paper folding or cutting,and marking value on number lines to represent improperfractions.

2.2.1 Understandmixed numbers.

2.2.1.1 i. Name and write mixed numbers withdenominators up to 10.

2 Teacher demonstrates mixed numbers by partitioning realobjects or manipulative.

2.3.1 Add two mixednumbers.

2.3.1.1 i. Add two mixed numbers with the samedenominators up to 10

2 Demonstrate addition of mixed numbers througha) paper folding activitiesb) fraction chartsc) diagramsd) number lines.

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Topic : 2.0 FractionsLearning Area : 2.3 Addition of Fractions,

2.4 Subtraction of Fraction


KodHSP


ArasLevel


M7 2.3.1 Add two mixednumbers.

2.3.1.2 ii. Add two mixed numbers with differentdenominators up to 10

2 Demonstrate addition of mixed numbers througha) paper folding activitiesb) fraction chartsc) diagramsd) number lines.

2.3.1.3 iii. Solve problems involving differentdenominators up to 10 addition of mixednumbers.

3

2.4.1 Subtract mixednumbers.

2.4.1.1 i. Subtract two mixed numbers with thesame denominators up to 10.

2 Demonstrate subtraction of mixed numbers through a)paper folding activitiesb) fraction chartsc) diagramsd) number linese) multiplication tables.Pupils create stories from given number sentencesinvolving mixed numbers.

2.4.1.2 ii. Subtract two mixed numbers with differentdenominators up to 10.

2

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Topic : 2.0 Fractions,: 3.0 Decimals

Learning Area : 2.4 Subtraction of Fraction,2.5 Multiplication of Fractions,3.1 Decimal Numbers

MingguObjektif Pembelajaran

(Learning Objectives)

Kod

HSP

Hasil Pembelajaran

(Learning Outcomes)

Aras

Level

Cadangan Aktiviti Pembelajaran

(Learning Activities)M8 2.4.1 Subtract mixed

numbers.2.4.1.3 iii. Solve problems involving subtraction of

mixed numbers.3 Pupils create stories from given number sentences

involving mixed numbers

2.5.1 Multiply anyproper fractionswith a wholenumber up to 1000

2.5.1.1 i. Multiply whole numbers with properfractions.

2 Use groups of concrete materials, pictures and numberlines to demonstrate fraction as equal share of a wholeset.Provide activities of comparing equal portions of twogroups ofobjects.

2.5.1.2 ii. Solve problems involving multiplication offractions.

3 Create stories from given number sentences.

3.1.1 Understand anduse thevocabularyrelated tovocabularyrelated tovocabularyrelated todecimals

3.1.1.1 i. Name and write decimals numbers to threedecimals places.

1 Teacher models the concept of decimal numbers usingnumber lines.

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Topic : 3.0 DecimalsLearning Area : 3.1 Decimal Numbers,

3.2 Addition of Decimal Numbers


KodHSP


ArasLevel


M9 3.1.1 Understand anduse the

vocabularyrelated tovocabularyrelated tovocabularyrelated todecimals

3.1.1.2 i i. Recognise the place value of thousandths. 1

3.1.1.3 iii. Convert fractions of thousandths to decimalnumbers and vice-versa.

2

3.1.1.4 iv. Round off decimals numbers to thenearest

Compare decimal numbers using thousand squares andnumber line.Pupils find examples that use decimals in daily situation.

(a) tenths 2

(b) hundredths 2

3.2.1 Add decimalnumbers up tothree decimalplaces.

3.2.1.1 i. Add any two to four decimal numbers up tothree decimal places involving

Pupils practice adding decimals using the four-stepalgorithm of1) Estimate the total.2) Arrange the numbers involved according to placevalues.

3) Perform the operation.4) Check the reasonableness of the answer.

(a) decimal numbers and decimalnumbers

2

(b) whole numbers and decimal numbers 2

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Topic : 3.0 DecimalsLearning Area : 3.2 Addition of Decimal Numbers,

3.3 Subtraction of Decimal Numbers


KodHSP


ArasLevel


M11 3.2.1 Add decimalnumbers up to

three decimalplaces.

3.2.1.2

ii. Solve problems involving addition of decimalnumbers.

3 Pupils create stories from given number sentences.

3.3.1 Subtract decimalnumbers up tothree decimalplaces.

3.3.1.1

i. Subtract a decimal number from anotherdecimal up to three decimal places.

2Pupils subtract decimal numbers, given the numbersentences in the horizontal and vertical form.

3.3.1.2

ii. Subtract successively any two decimalnumbers up to three decimal places.

2

Pupils practice subtracting decimals using the four-stepalgorithm of1) Estimate the total.2) Arrange the numbers involved according to placevalues.3) Perform the operation.

4) Check the reasonableness of the answer.Pupils make stories from given number sentences.

3.3.1.3

iii. Solve problems involving subtraction ofdecimal numbers.

3

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Topic : 3.0 DecimalsLearning Area : 3.4 Multiplication of Decimal Numbers,

3.5 Division of Decimal Numbers


KodHSP


ArasLevel


M12 3.4.1 Multiply decimalnumbers up to

three decimalplaces with awhole number.

3.4.1.1 i. Multiply any decimal numbers up to threedecimal places with

Multiply decimal numbers with a number using horizontaland vertical form.

Pupils practice subtracting decimals using the four-stepalgorithm1) Estimate the total.2) Arrange the numbers involved according to placevalues.3) Perform the operation.4) Check the reasonableness of the answer.Pupils create stories from given number sentences.


(b) a two-digit number 2

(c) 10, 100, and 1000 2

3.4.1.2 ii. Solve problems involving multiplication ofdecimal numbers.

3

3.5.1 Divide decimalnumbers up tothree decimalplaces by awhole number.

3.5.1.1 i. Divide a whole number by Pupils practice subtracting decimals using the four-stepalgorithm of1) Estimate the total.2) Arrange the numbers involved according to placevalues.3) Perform the operation.4) Check the reasonableness of the answer.Pupils create stories from given number sentences.

(a) 10 2

(b) 100 2

(c) 1000 2

3.5.1.2 ii. Divide a whole number by


(b) a two-digit whole number 2

Topic : 3.0 Decimals

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Learning Area : 3.5 Division of Decimal Numbers


KodHSP


ArasLevel


M13 3.5.1 Divide decimalnumbers up tothree decimalplaces by a

whole number.

3.5.1.3

iii. Divide a decimal number of three decimalplaces by

Pupils practice subtracting decimals using the four-stepalgorithm of

1) Estimate the total.2) Arrange the numbers involved according to placevalues.3) Perform the operation.4) Check the reasonableness of the answer.Pupils create stories from given number sentences.


(b) a two-digit whole number 2

(c) 10 2

(d) 100 2

3.5.1.4 iv. Solve problems involving division ofdecimal numbers.

3

4.1.1 Understand anduse percentage.

4.1.1.1 i. Name and write the symbol forpercentage.

1 Pupils represent percentage with hundred squares.

4.1.1.2 ii. State fraction of hundredths in

percentage.

1 Shade parts of the hundred squares.

Topic : 4.0 Percentage

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Learning Area : 4.1 Percentage,4.2 Convert Fractions and Decimals to Percentage


KodHSP


ArasLevel


M14 4.1.1 Understand anduse percentage. 4.1.1.3 iii. Convert fraction of hundredths to

percentage and vice-versa.2

Name and write the fraction of the shaded parts topercentage.

4.2.1 Relate fractionsand decimals topercentage.

4.2.1.1 i. Convert proper fractions of tenths topercentage.

2 Identify the proper fractions with the denominators given

4.2.1.2ii. Convert proper fractions with the

denominators of 2, 4, 5, 20, 25, and 50 topercentage.

2

4.2.1.3 iii. Convert percentage to fraction in itssimplest form.

2

Topic : 4.0 Percentage,

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5.0 MoneyLearning Area : 4.2 Convert Fractions and Decimals to Percentage,

5.1 Money to RM 100 000


KodHSP


ArasLevel


M16 4.2.1 Relate fractions

and decimals topercentage.

4.2.1.4 iv. Convert percentage to decimal numberand vice-versa.

2 Identify the proper fractions with the denominators given.

5.1.1 Understand anduse thevocabularyrelated tomoney.

5.1.1.1i. Read and write the value of money in

ringgit and cent up to RM 100 000.

1Pupils show different combinations of notes and coins torepresent a given amount of money.

5.1.2 Use and applyMathematicsconcepts whendealing withmoney up to RM100 000.

5.1.2.1 i. Add money in ringgit and cent up to RM100 000.

2Pupils perform basic and mixed operations involvingmoney by writing number sentences in the horizontal andvertical form.

5.1.2.2ii. Subtract money in ringgit and cent within

the range of RM 100 000.

2

Topic : 5.0 Money

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Learning Area : 5.1 Money to RM 100 000


KodHSP


ArasLevel


M17 5.1.2 Use and applyMathematicsconcepts whendealing with

money up to RM100 000.

5.1.2.3iii. Multiply money in ringgit and cent with a

whole number fraction or decimal withproducts within RM 100 000.

2

Pupils create stories from given number sentencesinvolving money in real context, for example,a) Profit and loss in tradeb) Banking transaction

c) Accountingd) Budgeting and finance management

5.1.2.4 iv. Divide money in ringgit and cent with thedividend up to RM 100 000.

2

5.1.2.5v. Perform mixed operation of multiplication

and division involving money in ringgitand cent up to RM 100 000.

3

5.1.2.6vi. Solve problems in real context involving

money in ringgit and cent up to RM 100000.

3

Pupils solve problems following Polyas four-stepalgorithm and using some of the common problem solvingstrategies.

Topic : 6.0 Time

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Learning Area : 6.1 Reading and Writing Time,6.2 Relationship between Units of Time


KodHSP


ArasLevel


M18

6.1.1 Understand thevocabularyrelated to time.

6.1.1.1i. Read and write time in the 24-hour system.

1Pupils tell the time from the digital clock display.

6.1.1.2 ii. Relate the time in the 24-hour system tothe 12-hour system. 2Design an analogue clock face showing time in the 24-hour system.

6.1.1.3iii. Convert time from the 24-hour system to

the 12-hour system and vice-versa. 2Pupils convert time by using the number line, the clockface

6.2.1 Understand therelationshipbetween units oftime.

6.2.1.1

i. Convert time in fractions and decimals ofa minute to seconds.

2

Pupils convert from one unit of time

Topic : 6.0 TimeLearning Area : 6.2 Relationship between Units of Time,

6.3 Basic Operations involving Time


KodHSP


ArasLevel


M19

6.2.1 Understand therelationshipbetween units oftime.

6.2.1.2ii. Convert time in fractions and decimals of

an hour to minutes and seconds.1

Pupils explore the relationship between centuries,decades and years by constructing a time conversiontable.

6.2.1.3 iii. Convert time in fractions and decimals of aday to hours, minutes and seconds.

1

6.2.1.4

iv. Convert units of time from 1

(a) century to years and vice-versa 1(b) century to decades and vice-versa 2

6.3.1 Add, subtract,multiply, anddivide units oftime.

6.3.1.1 i. Add time in hours, minutes and seconds. 2

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Topic : 6.0 TimeLearning Area : 6.3 Basic Operations involving Time,

6.4 Duration


KodHSP


ArasLevel


M21 6.3.1 Add, subtract,multiply, and

divide units oftime.

6.3.1.2ii. Subtract time in hours, minutes and

seconds.2

Pupils add, subtract, multiply and divide units of time bywriting number sentences in the horizontal and vertical

form.

6.3.1.3iii. Multiply time in hours, minutes and

seconds.2

6.3.1.4 iv. Divide t ime in hours, minutes and seconds. 2

6.4.1 Use and applyknowledge oftime to find theduration,

6.4.1.1 i. Identify the start and end times of an event. 2

Pupils read and state information from schedules such as:a) class time-table,b) fixtures in a tournamentc) public transport, etc

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Topic : 6.0 Time,7.0 Length

Learning Area : 6.4 Duration,7.1 Measuring Length


KodHSP


ArasLevel


M22 6.4.1 Use and applyknowledge oftime to find theduration,

6.4.1.2

ii. Calculate the duration of an event,involving

Pupils read and state information from schedules such as:a) class time-table,b) fixtures in a tournamentc) public transport, etcPupils find the duration the start and end time from a givensituation.

(a) hours, minutes and seconds 2

(b) days and hours 2

6.4.2.3iii. Determine the start or end time of an event

from a given duration of time.3

6.4.2.4iv. Solve problems involving time duration in

fractions and/or decimals of hours,minutes and seconds.

3

7.1.1 Measure and

comparedistances.

7.1.1.1

i. Describe by comparison the distance of

one kilometre. 2

Teacher provides experiences to introduce the idea of

akilometre.

Topic : 7.0 Length

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Learning Area : 7.1 Measuring Length,7.2 Relationship between Units of Length,7.3 Basic Operation involving Length


KodHSP


ArasLevel


M23 7.1.1 Measure andcompare

distances.

7.1.1.2ii. Measure using scales for distance between

places 2Use a simple map to measure the distances to one placeto another.

7.2.1 Understand therelationshipbetween units oflength.

7.2.1.1i. Relate metre and kilometre.

2Compare the length of a metre string and a 100-cm stick,then write the relationship between the units.

7.2.1.2ii. Convert metre to kilometre and vice-versa.

2Pupils use the conversion table for units of length toconvert length from km to m and vice versa.

7.3.1 Add, subtract,multiply, anddivide units oflength.

7.3.1.1

i. Add and subtract units of length involvingconversion of units in

Pupils demonstrate addition and subtraction involvingunits of length using number sentences in the usualconventional manner.(a) kilometres 2

(b) kilometres and metres2

Topic : 7.0 Length,8.0 Mass

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Learning Area : 7.3 Basic Operation involving Length,8.1 Comparing Mass


KodHSP


ArasLevel


M24 7.3.1 Add, subtract,multiply, and

divide units oflength.

7.3.1.2

ii. Multiply and divide units of length in

kilometres involving conversion of unitswith

Pupils multiply and divide involving units of length.


(b) 10, 100, 1000 2

7.3.1.3 iii. Identify operations in a given situation. 3

8.1.1 Compare massof objects

7.3.1.4 iv. Solve problems involving basic operationsof length.

Create stories from given number sentence.

8.1.1.1 i. Measure and record masses of objects inkilograms and grams.

2Pupils measure, read and record masses of objects inkilograms and grams using the weighing scale anddetermine how many times the mass of an object ascompared to another.8.1.1.2 ii. Compare the masses of two objects usingkilogram and gram, stating the comparison

in multiples of fractions.

2

Topic : 8.0 Mass,9.0 Volume of Liquid

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Learning Area : 8.1 Comparing Mass,9.1 Comparing Volume


KodHSP


ArasLevel


M25 8.1.1 Compare mass ofobjects

8.1.1.3iii. Estimate the masses of objects in

kilograms and grams.2

8.1.2 Understand therelationshipbetween units ofmass.

8.1.2.1i. Convert units of mass from fractions and

decimals of a kilogram to grams and vice-versa.

2

Pupils make stories for a given measurement of mass.

8.1.2.2ii. Solve problems involving conversion of

mass units in fraction and/or decimals.2

9.1.1 Measure andcomparevolumes of liquidusing standardunits.

9.1.1.1i. Measure and record the volumes of liquid

in a smaller metric unit given the measurein fractions and/or decimals of a large unit.

2

Pupils measure, read and record volume of liquid in litresand mililitres using beaker, measuring cylinder, etc.

Topic : 9.0 Volume of LiquidLearning Area : 9.1 Comparing Volume,

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9.2 Relationship between Units of Volume


KodHSP


ArasLevel


M26 9.1.1 Measure andcomparevolumes of liquidusing standard

units.

9.1.1.2 ii. Estimate the volumes of liquid involvingfractions and decimals in litres andmillilitres.

2 Pupils measure and compare volume of liquid stating thecomparison in multiples or factors.

9.1.1.3 iii. Compare the volumes of liquid involvingfractions and decimals using litres andmillilitres.

2

9.2.1 Understand therelationshipbetween units ofvolume of liquid.

9.2.1.1 i. Convert unit of volumes involving fractionsand decimals in litres and vice-versa.

2 Engage pupils in activities that will create an awareness ofrelationship

Topic : 9.0 Volume of LiquidLearning Area : 9.2 Relationship between Units of Volume,

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9.3 Operations on Volume of Liquid


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ArasLevel


M28 9.2.1 Understand therelationshipbetween units ofvolume of liquid.

9.2.1.2 ii. Solve problem involving volume of liquid. 3Pupils make stories from a given number sentenceinvolving volume of lquid.

9.3.1 Add and subtractunits of volume.

9.3.1.1

i. Add units of volume involving mixeddecimals in

Pupils carry out addition up to 3 numbers involving mixeddecimals in litres and millitres

(a) litres 2

(b) millilitres 2

(c) litres and millilitres 2

ii. Subtract units of volume involving mixeddecimals in

(a) litres 2

(b) millilitres 2

(c) litres and millilitres 2

Topic : 9.0 Volume of LiquidLearning Area : 9.3 Operations on Volume of Liquid

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KodHSP


ArasLevel


M29 9.3.2 Multiply anddivide units ofvolume. 9.3.2.1

i. Multiply units of volume involving mixednumber using

Pupils demonstrate division for units of volume in theconventional manner.Pupils construct stories about volume of liquids from givennumber sentences.(a) a one-digit number 2

(b) 10, 100, 1000 involvingconversion of units 2

9.3.2.2

ii. Divide units of volume using

(a) up to 2 digit number 2

(b) 10, 100, 1000 involving mixeddecimals.

2

9.3.2.3

iii. Divide units of volume using


(b) 10, 100, 1000 involving conversion ofunits

2

Topic : 9.0 Volume of Liquid,10.0 Shape and Space

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Learning Area : 9.3 Operations on Volume of Liquid,10.1 Composite Two-Dimensional Shapes


KodHSP


ArasLevel


M30 9.3.2 Multiply anddivide units of

volume.

9.3.2.4iv. Solve problems involving computations for

volume of liquids.3

Pupils construct stories about volume of liquids fromgiven number sentences.

10.1.1 Find theperimeter ofcomposite 2-Dshapes

10.1.1.1

i. Measure the perimeter of the followingcomposite 2-D shapes

Use measuring tapes, rulers or string to measure theperimeterof event composite shapes.

(a) square and square 2

(b) rectangle and rectangle 2

(c) triangle and triangle 2

(d) square and rectangle 2

(e) square and triangle 2

(f) rectangle and triangle 2

10.1.1.2 ii. Calculate the perimeter of the followingcomposite 2-D shapes



(c) triangle and triangle 2

(d) square and rectangle 2

(e) square and triangle 2

(f) rectangle and triangle 2

Topic : 10.0 Shape and SpaceLearning Area : 10.1 Composite Two-Dimensional Shapes

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KodHSP


ArasLevel


M31 10.1.1 Find theperimeter ofcomposite 2-Dshapes

10.1.1.3iii. Solve problems involving perimeters of

composites 2-D shapes.3

Use measuring tapes, rulers or string to measure theperimeter of event composite shapes.

10.1.2 Find the area ofcomposite 2-D

shapes.

10.1.2.1

i. Measure the area of the following composite2-D shapes

Pupils count the unit squares to find the area ofcomposite 2-D shape on the grid paper.



(c) square and rectangle 2

M32 ii. Calculate the area of the following composite2-D shapes



(c) square and rectangle 2

Topic : 10.0 Shape and SpaceLearning Area : 10.2 Composite Three-Dimensional Shapes

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KodHSP


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M33 10.1.2 Find the area ofcomposite 2-Dshapes.

10.1.2.3 iii. Solve problems involving areas of composite2-D shapes.

3Pupils count the unit squares to find the area ofcomposite 2-Dshape on the grid paper.

10.2.1 Find the volumeof composite 3-

D shapes.

10.2.1.1 i. Measure the volume of the following

composite 3-D shapes for

Use any combinations of 3-D shapes to find thesurface area and volume.

(a) a cube and another cube 2

(b) a cuboid and another cuboid 2

(c) a cube and a cuboid 2

10.2.1.2 ii. Calculate the volume of the followingcomposite 3-D shapes

(a) a cube and another cube 2

(b) a cuboid and another cuboid 2

(c) a cube and a cuboid 2

Topic : 10.0 Shape and Space,: 11.0 Data Handling

Learning Area : 10.2 Composite Three-Dimensional Shapes,

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11.1 Average


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M34 10.2.1 Find the volumeof composite 3-D shapes.

10.2.1.3 iii. Solve problems involving volume of composite3-D shapes.

3Use any combinations of 3-D shapes to find thesurface area and volume.

11.1.1 Understand anduse thevocabularyrelated toaverage.

11.1.1.1 i. Describe the meaning of average. 1 Prepare two containers of the same size with differentvolumes of liquid.Equal the volume of liquid from the two containers.

11.1.1.2 ii. State the average of two or three quantities. 2

Topic : 11.0 Data HandlingLearning Area : 11.1 Average


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M36 11.1.1 Understand anduse thevocabularyrelated toaverage.

11.1.1.3 iii. Determine the formula for average. 1Relate the examples given to determine the averageusing the formula.

11.1.2 Use and applyknowledge ofaverage.

11.1.2.1

i. Calculate the average using formula. 2Calculate the average of two numbers.Calculate the average of three numbers.

ii. Solve problem in real life situation.3

Pose problems involving real life situation.

Topic : 11.0 Data HandlingLearning Area : 11.2 Organising and Interpreting

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M37 11.2.1 Understand thevocabularyrelating to dataorganisation ingroups.

11.2.1.1

i. Recognise frequency, mode,range, maximum,and minimum value from bar graphs.

2Discuss a bar graph showing the frequency, mode,range,maximum and minimum value.

ii. Construct a bar graph from a given set of data. 3 Pupils transform data tables to bar graph

iii. Determine the frequency, mode, range,average,maximum, and minimum value from agiven graph

3

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RPT MT THN 5