Rancangan Pengajaran Tahunan m3 Thn 5

7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5

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Learning Area : NUMBERS TO 1 000 000 Year5LEARNING OBJECTIVES

Pupils will be taught to

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOMES

Pupils will be able to

POINTS TO NOTE VOCABULARY

1 Develop number senseup to 1 000 000

Teacher pose numbers innumerals, pupils name therespective numbers and writethe number words.

Teacher says the numbernames and pupils show thenumbers using the calculator orthe abacus, then pupils writethe numerals.

Provide suitable numberlinescales and ask pupils to markthe positions that representt aset of given numbers.

Given a set of numbers, pupilsrepresent eachnumberusingthe number base blocks or theabacus. Pupils then state theplace value of every digit of thegiven number.

Given a set of numerals, pupilscompare and arrange thenumbers in ascending then

descending order.

(i) Name and write numbersup to 1 000 000.

Write numbers in words andnumerals.

Emphasise reading andwriting numbers in extendednotation for example :

801 249 = 800 000 + 1 000+ 200 + 40 +9or

801 249 = 8 hundredthousands + 1 thousands + 2

hundreds + 4 tens + 9 ones.

Explain to pupils thatnumbers are rounded off toget an approximate.

numbers

numeral

count

place value

value ofthedigits

partition

decompose

estimate

check

compare

count in

hundreds

tenthousands

thousands

round offtothenearest

tens

hundredsthousands

ten thousands

hundred thousands

(ii) Determine the place valueof the digits in any wholenumber up to 1 000 000.

(iii) Compare value of numbersup to 1 000 000.

(iv) Round off numbers tothenearest tens, hundreds,thousands, ten thousandsand hundred thousands.

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MINGGU 1

[2-4/01/2013]


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Learning Area : ADDITION WITH THE HIGHEST TOTAL OF 1 000 000 Year5LEARNING OBJECTIVES

Pupils will be taught toSUGGESTED TEACHING AND

LEARNING ACTIVITIESLEARNING OUTCOMES

Pupils will be able toPOINTS TO NOTE VOCABULARY

2 Add numbers tothetotal of 1 000 000

Pupils practice addition usingthe four-step algorithm of:

1) Estimate the total.

2)Arrange the numbersinvolved according to placevalues.

3) Perform the operation.

4) Check the reasonableness ofthe answer.

Pupils create stories from givenaddition number sentences.

(i) Add any two to fournumbers to 1 000 000.

Addition exercises includeaddition of two numbers tofour numbers

without trading (withoutregrouping).

with trading(withregrouping).

Provide mental additionpractice either using theabacus-based technique orusing quick addition

strategies such as estimatingtotal byrounding, simplifyingaddition by pairs oftensanddoubles, e.g.

Rounding410 218 400 000

294 093 300 000

68 261 70000

Pairs of ten4 + 6, 5 + 5, etc.

Doubles3 + 3, 30 + 30, 300 + 300,3000 + 3000, 5 + 5, etc.

number sentences

vertical form

without trading

with trading

quick calculation

pairs of ten

doubles

estimation

range

2

MINGGU 2

[7-11/01/2013]


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Learning Area : ADDITION WITH THE HIGHEST TOTAL OF 1 000 000 Year5LEARNING OBJECTIVES




Teacher pose problemsverbally, i.e., in the numericalform or simple sentences.

Teacher guides pupils to solveproblems following Polyas four-step model of:

1) Understanding the problem

2) Devising a plan

3) Implementing the plan

4) Looking back.

(ii) Solve addition problems. Before a problem solvingexercise, provide pupils withthe activity ofcreatingstoriesfrom number sentences.

A guide to solving additionproblems:

Understanding theproblemExtract information from

problems posed by drawingdiagrams, making lists ortables. Determine the type ofproblem, whether it isaddition, subtraction, etc.

Devising a plan Translatethe information into anumber sentence.Determine what strategy touse to perform theoperation.

Implementing the planPerform the operationconventionally, i.e. write thenumber sentence in thevertical form.

Looking backCheck for accuracy of thesolution. Use a differentstartegy, e.g. calculate byusing the abacus.

total

sum of

numerical

how many

numbersentences

create

poseproblem

tables

modeling

simulating

3

MINGGU 2

[7-11/01/2013]


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Learning Area : SUBTRACTION WITHIN THE RANGE OF 1 000 000 Year5LEARNING OBJECTIVES




3 Subtract numbers froma number less than1 000 000.

Pupils create stories from givensubtraction number sentences.

Pupils practicesubtraction using the four-step algorithmof:

1) Estimate the sum.




Pupils subtract successively bywriting the number sentence inthe

a) horizontalform

b) vertical form

(i) Subtract one number froma bigger number less than1 000 000.

(ii) Subtract successively froma biggernumberless than1 000 000.

Subtraction refers to

a) taking away,

b) comparing differences

c) the inverse ofaddition.

Limit subtraction problems tosubtracting from a biggernumber.

Provide mental sutractionpractice either using theabacus-based technique orusing quick subtractionstrategies.

Quick subtraction strategiesto be implemented:

a) Estimating the sum byrounding numbers.

b) counting up andcounting down(counting onandcounting back)

Subtract successively twonumbers from a biggernumber

number sentence

vertical form

without trading

with trading

quickcalculation

pairs of ten

counting up

counting down

estimation

range

modeling

successively

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MINGGU 3

[14-18/01/2013]


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Learning Area : SUBTRACTION WITHIN THE RANGE OF 1 000 000 Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES






2) Devising a plan


4) Looking back.

(iii) Solvesubtractionproblems.

Also pose problems in theform of pictorials and stories.

create

poseproblems

tables

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MINGGU 3

[14-18/01/2013]


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Learning Area : MULTIPLICATION WITH THE HIGHEST PRODUCT OF 1 000 000 Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES



4 Multiply any two

numbers with the highestproduct of1000 000.

Pupils create stories fromgiven multplication numbersentences.

e.g. 40 500 7 = 283 500

A factory produces 40 500batteries per day. 283500batteries are produced in 7days

Pupils practice multiplicationusing the four-step algorithm of:

1) Estimate the product.




(i) Multiply up to fivedigitnumbers with

a) a one-digit number,

b) a two-digit number,

c) 10, 100 and 1000.

Limit products to less than1 000 000.

Provide mental multiplicationpractice eitherusing theabacus-based technique orother multiplicationstrategies.

Multiplication strategies to beimplemented:

Factorising

16 572 36

= (16 572 30)+(16 572 6)= 497 160 + 99 432= 596 592

Completing 100

99 4982

= 4982 99

= (4982 100) (4982 1)= 498 200 4982= 493 218

Lattice multiplication

times

multiply

multiplied by

multiple of

various

estimation

lattice

multiplication

1 6 5 7 2

0 1 13 8 5

50 3 3

6 6 0

2 03

1 6

4 16

2 2

9 6 5 9 2

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MINGGU 4

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Learning Area : MULTIPLICATION WITH THE HIGHEST PRODUCT OF 1 000 000 Year5LEARNING OBJECTIVES







2) Devising a plan


4) Looking back.

(Apply some of the commonstrategies in every problemsolving step.)

(ii) Solve problems involvingmultiplication.

A guide to solving additionproblems:

Understanding theproblemExtract information fromproblems posed by drawingdiagrams, making lists ortables. Determine the type ofproblem, whether it isaddition, subtraction, etc.

Devising a plan Translatethe information into anumber sentence.Determine what strategy touse to perform theoperation.

Implementing the planPerform the operationconventionally, i.e. write thenumber sentence in thevertical form.

Looking backCheck for accuracy of the

solution. Use a differentstartegy, e.g. calculate byusing the abacus.

Times

Multiply

multiplied by

multiple of

estimation

lattice

multiplication

7

MINGGU 4

[21-25/01/2013]


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Learning Area : DIVISION WITH THE HIGHEST DIVIDEND OF 1 000 000 Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES



5 Divide a number less

than 1 000 000 bya two-digit number.

Pupils create stories from givendivision number sentences.

Pupils practice division usingthe four-step algorithm of:

1) Estimate thequotient.


3) Perform theoperation.


Example for longdivision

1 3 5 6 2 r 20

35 4 7 4 6 9 0

3 5

1 2 4

1 0 5

1 9 61 7 5

2 1 9

2 1 0

9 0

7 0

2 0

(i) Divide numbers up to sixdigits by

a) one-digit number,

b) 10, 100 and 1000,

c) two-digit number,

8

Division exercises includequptients

a) without remainder,

b) with remainder.

Note that r is used tosignify remainder.

Emphasise the long divisiontechnique.

Provide mental divisionpractice either using theabacus-based technique orother division strategies.

Exposed pupils to variousdivision strategies, such as,

a) divisibility of a number

b) divide by 10, 100 and1 000.

divide

dividend

quotient

divisor

remainder

divisibility

MINGGU 5

[21-25/01/2013]


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Learning Area : DIVISION WITH THE HIGHEST DIVIDEND OF 1 000 000 Year5LEARNING OBJECTIVES



LEARNING ACTIVITIES




2) Devising a plan

3) Implementing the plan4) Looking back.

(Apply some of the commonstrategies in every problemsolving step.)

LEARNING OUTCOMES


(ii) Solve problems involvingdivision.


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MINGGU 5

[21-25/01/2013]


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Learning Area : MIXED OPERATIONS Year5LEARNING OBJECTIVES




6 Perform mixed

operations involvingmultiplication and division.

Pupils create stories from givennumber sentences involvingmixed operations of divisionand multiplication.

Pupils practice calculationinvolving mixed operation usingthe four-step algorithm of:

1) Estimate the quotient.






2) Devising a plan


4) Looking back.

(Apply appropriate strategies inevery problem solving step.)

(i) Calculate mixed operationon whole numbersinvolving multiplication anddivision.

(ii) Solve problems involvingmixed operations ofdivision and multiplication..

For mixed operationsinvolving multiplication anddivision, calculate from left toright.

Limit the result of mixedoperation exercises to lessthan 100 000, for example

a) 24 10 5 =

b) 496 4 12 =

c) 8 005 200 50 =

Avoid problems such as

a) 3 6 x 300 =

b) 9 998 2 1000 =

c) 420 8 12 =

Pose problems in simplesentences, tables orpictorials.

Some common problem

solving strategies area) Drawing diagrams

b) Making a list or table

c) Using arithmeticformula

d) Using tools.

Mixed operations

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MINGGU 6

[4-8/2/2013]


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LEARNING OBJECTIVES




1 Understand improperfractions.

Demonstrate improper fractionsusing concrete objects such aspaper cut-outs, fraction chartsand number lines.

Pupils perform activities suchas paper folding or cutting, andmarking value on number linesto represent improper fractions.

(i) Name and write improperfractions with denominatorsup to 10.

(ii) Compare the value of thetwo improper fractions.

Revise proper fractionsbefore introducing improperfractions.

Improper fractions arefractions that are more thanone whole.

1 1

2 2

1

2

3

The numerator of animproper fraction has ahigher value than thedenominator.

1 1 1 1 1

3 3 3 3 3

The fraction reperesented bythe diagram is five thirds

and is written as 5 . It is3

commonly said as five overthree.

improper fraction

numerator

denominator

three overtwo

three halves

one whole

quarter

compare

partition

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Learning Area : IMPROPER FRACTIONS Year5

three halves2

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MINGGU 7

[11-15/02/2013]


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LEARNING OBJECTIVES




2 Understand mixednumbers.

Teacher demonstrates mixednumbers by partitioning realobjects or manipulative.

Pupils perform activities suchas

a) paper folding and shading

b) pouring liquids intocontainers

c) marking number lines

to represent mixed numbers.

e.g.

2 3 shaded parts.4

3 1 beakers full.

(i) Name and write mixednumbers with denominatorsup to 10.

(ii) Convert improper fractions

to mixed numbers and vice-versa.

A mixed number consists ofa whole number and aproper fraction.

e.g.

2 12

Say as two and a half ortwo and one over two.

To convert improper fractionsto mixed numbers, useconcrete representations toverify the equivalence,then compare withtheprocedural calculation.

e.g.

7= 2

1 2R 1

3 3 3 7

6

1

fraction

proper fraction

improper fraction

mixed numbers

Learning Area : MIXED NUMBERS Year5

2

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MINGGU 8

[18-22/2/2013]


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Learning Area : ADDITION OF FRACTIONS Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES



3 Add twomixednumbers.

Demonstrate addition of mixednumbers through

a) paper folding activities

(i) Add two mixed numberswith thesamedenominators up to 10.

Examples of mixed numbersaddition exercise:

1

mixednumbers

equivalent

b) fractioncharts

c) diagrams

d) numberlines.

(ii) Add two mixed numbers

with different denominatorsup to 10.

a) 2 + =3

b) 23

+4

=5 5

simplest form

denominators

multiples

number lines

e.g.

11

+ 11

= 23

(iii) Solve problems involvingaddition of mixed numbers. c) 1

2

7

+ 24

=

7

diagram

fraction charts

4 2 4 The following type ofproblem should also beincluded:

a) 18

+ 31

= 8 1

9 3 1 + 39 3

b) 11

+ 11

= =18

+ 313

2 2 9 3 3

Emphasise answers in=1

8+ 3

3 Create stories from given

number sentences involvingmixed numbers.

simplestform.

9 9

= 4119

= 529

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MINGGU 9

[25.2-1.3/2013]


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Learning Area : SUBTRACTION OF FRACTIONS Year5LEARNING OBJECTIVES




4 Subtractmixednumbers.

Demonstrate subtraction ofmixed numbersthrough

a) paper folding activities

b) fraction charts

c) diagrams

d) number lines

e) multiplication tables.

Pupils create stories from givennumber sentences involvingmixed numbers.

(i) Subtract two mixednumbers with the samedenominator up to 10.

Some examples ofsubtraction problems:

3a) 2 2 =

5

4 3b) 2 =

7 7

3 1c) 2 1 =

4 4

d) 3 11

=9

e) 211

3=

8 8

Emphasise answers insimplest form.

simplest form

multiply fraction

chart mixed

numbers

multiplication tables.

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MINGGU 10

[4-8/03/2013]


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Learning Area : SUBTRACTION OF FRACTIONS Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES



(ii) Subtract two mixednumbers withdifferentdenominators up to 10.

Include the following type ofproblems, e.g.

11

1

simplestform

equivalent

multiples

(iii) Solve problems involving 2 4 number sentencessubtraction ofmixed

= 11 2

1

numbers. 2 2 4

= 12

1

mixed numbers

equivalent fraction

4 4

= 1 14

Other examples

a) 17

1=

8 2

b) 34

7=

5 10

c) 21

2=

4 3

d) 51 3

3=

6 4

Emphasise answers insimplest form.

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MINGGU 10

[4-8/03/2013]


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Learning Area : MULTIPLICATION OF FRACTIONS Year5LEARNING OBJECTIVES




5 Multiply anyproper

fractions with a wholenumber up to 1 000.

Use groups of concretematerials, pictures and numberlines to demonstrate fraction asequal share of a whole set.

Provide activities of comparingequal portions of two groups ofobjects.

e.g.

1

of 6 = 32

1 of 6 pencils is 3 pencils.2

1 6 =

6= 3

2 2

(i) Multiply whole numberswith proper fractions.

Emphasise group of objectsas one whole.

Limit whole numbers up to 3digits in mulplicationexercises of whole numbersand fractions.

Some examplesmultiplication exercise forfractions with the numerator

1 and denominator up to 10.

a) 1 of82

b)1

70 =5

c)1

648 =8

Simplest form

Fractions

Denominator

Numerator

Whole number

Properfractions

Divisible

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MINGGU 11

[11-15/03/2013]


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Learning Area : MULTIPLICATION OF FRACTIONS Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES



6 12

orsixhalves.(ii) Solve problemsinvolving

multiplication of fractions.

Some multiplicationexamples for fractions withthe numerator more than 1and denominator up to 10.

e.g.

Multiply

fractions

Whole number

Divisible

6 of an orange is

1 + 1 + 1 + 1 + 1 + 1 =

oranges.

2a) of9

3

Denominator

Numerator

3 3 3 3 3 33

Create stories from givennumber sentences. b) 49

57

c)3

1368

Proper fractions

17

MINGGU 11

[11-15/03/2013]


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Learning Area : DECIMAL NUMBERS Year5LEARNING OBJECTIVES




1 Understand and use

the vocabulary related todecimals.

Teacher models the concept ofdecimal numbers using numberlines.

e.g.

8 parts out of 1 000 equals0.008

23 parts out of 1 000 is equalto0.023.

100 parts out of 1 000 is 0.100

Compare decimal numbersusing thousand squares andnumber line.

Pupils find examples that usedecimals in daily situation.

(i) Name and write decimalnumbers to three decimalplaces.

(ii) Recognise the placevalueof thousandths.

(iii) Convert fractions ofthousandths to decimalnumbers and vice versa.

(iv) Round off decimal numbersto the nearest

a) tenths,

b) hundredths.

Decimals are fractionsoftenths, hundredths andthousandths.

e.g

0.007 is read as seventhousandths orzero pointzero zero seven.

12.302 is read as twelveand three hundred and twothousandths ortwelve pointthree zero two.

Emphasise place value ofthousandths using thethousand squares.

Fractions are not required tobe expressed in its simplestform.

Use overlapping slides tocompare decimal values oftenths, hundredths and

thousandths.

The size of the fractioncharts representing onewhole should be the samefor tenths, hundredths andthousandths.

decimals

place value chart

thousandths

thousand squares

decimal point

decimal place

decimal fraction

mixed decimal

convert

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MINGGU 12

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LEARNING OBJECTIVES




2 Add decimal numbersup to three decimal places.

Pupils practice adding decimalsusing the four-step algorithm of




4) Check the reasonableness of

the answer.

Pupils create stories from givennumber sentences.

(i) Add any two to fourdecimal numbers up tothree decimal placesinvolving

a) decimal numbers anddecimal numbers,

b) whole numbers anddecimal numbers,

(ii) Solve problems involvingaddition of decimalnumbers.

Add any two to four decimalsgiven number sentences inthe horizontal and vertical

Emphasise on properpositioning of digits tothecorresponding place valuewhen writng numbersentences in the verticalform.

6.239 + 5.232 = 11.471

addend sum

addend

decimal numbers

vertical form

place value

decimal point

estimation

horizontal form

total

Learning Area : ADDITION OF DECIMAL NUMBERS Year5

form.

19

MINGGU 13

[25-29/03/2013]

CUTI PERTENGAHAN

SEMESTER PERTAMA

MINGGU 14

[25-29/03/2013]


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Learning Area : SUBTRACTION OF DECIMAL NUMBERS Year5LEARNING OBJECTIVES




3 Subtractdecimal

numbersup to threedecimal places.

Pupils subtract decimalnumbers, given the numbersentences in the horizontal andvertical form.

Pupils practice subtractingdecimals using the four-stepalgorithm of





Pupils make stories from givennumber sentences.

(i) Subtract a decimal numberfrom another decimal up tothree decimal places.

(ii) Subtract successively any

two decimal numbers up tothree decimal places.

(iii) Solve problems involvingsubtraction of decimal

numbers.

Emphasise performingsubtraction ofdecimalnumbers by writing thenumber sentence in thevertical form.

Emphasise the alignment ofplace values and decimalpoints.

Emphasise subtraction using

the four-step algorithm.The minuend should be of abigger value than thesubtrahend.

8.321 4.241 = 4.080

vertical

place value

decimal point

estimation

range

decimal numbers

minuend difference

subtrahend

20

MINGGU 15

[8-12/04/2013]


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Learning Area : MULTIPLICATION OF DECIMAL NUMBERS Year5LEARNING OBJECTIVES




4 Multiply decimal

numbers up to threedecimal places with awhole number.

Multiply decimal numbers witha number using horizontal andvertical form.

Pupils practice subtractingdecimals using the four-stepalgorithm






(i) Multiply anydecimalnumbers up to threedecimal places with


b) a two-digit number,

c) 10, 100 and 1000.

(ii) Solve problems involvingmultiplication of decimalnumbers.

Emphasise performingmultiplication of decimalnumbers by writing thenumber sentence in thevertical form.

Emphasise the alignment ofplace values and decimalpoints.

Apply knowledge of decimals

in:a) money,

b) length,

c) mass,

d) volume ofliquid.

vertical form

decimal point

estimation

range

product

horizontal form

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MINGGU 16

[15-19/04/2013]


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Learning Area : DIVISION OF DECIMAL NUMBERS Year5LEARNING OBJECTIVES




5 Divide decimal

numbers up to threedecimal places by a wholenumber.

Pupils practice subtractingdecimals using the four-stepalgorithm of






(i) Divide a whole number by

a) 10

b) 100

c) 1 000

(ii) Divide a whole number by


b) a two-digit wholenumber,

(iii) Divide a decimal number ofthree decimal placesby

a) a one-digit number

b) a two-digit wholenumber

c) 10

d) 100.

(iv) Solve problem involvingdivision of decimalnumbers.

Emphasise division using thefour-steps algorithm.

Quotients must be roundedoff to three decimal places.

Apply knowledge of decimalsin:

a) money,

b) length,

c) mass,

d) volume ofliquid.

divide

quotient

decimal places

rounded off

whole number

22

MINGGU 17

[15-19/04/2013]


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Learning Area : PERCENTAGE Year5LEARNING OBJECTIVES




1 Understand andusepercentage.

Pupils represent percentagewith hundred squares.

Shade parts of the hundredsquares.

Name and write the fraction ofthe shaded parts to percentage.

(i) Name and write the symbolfor percentage.

(ii) State fraction of hundredthsin percentage.

(iii) Convert fraction ofhundredths to percentageand vice versa.

The symbol forpercentageis% and is read as percent,e.g. 25 % is read as twenty-five percent.

The hundred squares shouldbe used extensively to easilyconvert fractionsofhundredths to percentage.

e.g.

16a) = 16%

10042

b) 42% =100

percent

percentage

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MINGGU 17

[15-19/04/2013]


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Learning Area : CONVERT FRACTIONS AND DECIMALS TO PERCENTAGE Year5LEARNING OBJECTIVES


2 Relate fractions and


LEARNING ACTIVITIES

Identify the proper fractionsLEARNING OUTCOMES


(i) Convert proper fractions of


e.g.

decimals to percentage. with the denominators given. tenths to percentage.

(ii) Convert proper fractionswith the denominators of 2,

5

510 10

7 7

1010

4

=50

100

28

50%

4, 5, 20, 25 and 50 topercentage.

25 25 4

=100

28%

(iii) Convert percentage tofraction in its simplest form.

35%35

100=

35100

5

75 20

(iv) Convert percentage todecimal number and viceversa.

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MINGGU 18

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Learning Area : MONEY TO RM100 000 Year5LEARNING OBJECTIVES





the vocabulary related tomoney.

2 Use and apply

mathematics conceptswhen dealing with moneyup to RM100 000.

Pupils show differentcombinations of notes andcoins to represent a givenamount of money.

Pupils perform basic and mixedoperations involving money bywriting number sentences inthe horizontal and verticalform.

Pupils create stories from givennumber sentences involvingmoney in real context, forexample,

a) Profit and loss in trade

b) Banking transaction

c) Accounting

d) Budgeting and financemanagement

(i) Read and write the value ofmoney in ringgit andsen upto RM100 000.

(i) Add money in ringgit andsen up to RM100 000.

(ii) Subtract money in ringgit

and sen within the range ofRM100 000.

(iii) Multiply money in ringgitand sen with a wholenumber, fraction or decimalwith products withinRM100 000.

(iv) Divide money in ringgit and

sen with the dividend up toRM100 000.

(v) Perform mixed operation ofmultiplication and divisioninvolving money in ringgitand sen up to RM100 000.

When performing mixedoperations, the order ofoperations should beobserved.

Example of mixed operationinvolving money,

RM62 000 4 3 =?

Avoid problems withremainders in division, e.g.,

RM75 000.10 4 3 = ?

RM

sen note

value

otal

amount

range

dividend

combination

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MINGGU 19

[6-10/05/2013]


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Learning Area : MONEY TO RM100 000 Year5LEARNING OBJECTIVES




Pupils solve problems followingPolyas four-step algorithm andusing some of the commonproblem solving strategies.

(vi) Solve problems in realcontext involving money inringgit and sen up toRM100 000.

Pose problem in form ofnumericals, simplesentences, graphics andstories.

Polyas four-step algorithm

1) Understanding theproblem

2) Devising a plan

3) Implementing the plan4) Checking the solution

Examples ofthecommonproblemsolving strategiesare

Drawing diagrams Making a list Using formula Using tools

26

MINGGU 19

[6-10/05/2013]


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Learning Area : READING AND WRITING TIME Year5LEARNING OBJECTIVES




1 Understand thevocabulary related to time.

Pupils tell the time from thedigital clock display.

Design an analogue clock faceshowing time in the 24-hoursystem.

(i) Read and write time in the24-hour system.

(ii) Relate the time in the 24-

hour system to the 12-hoursystem.

Some common ways to readtime in the 24-hour system.

e.g.

Say : Sixteen hundred hours

Write: 1600hrs

Say: Sixteen zero five hours

Write: 1605hrs

Say: zero hundred hours

Write: 0000hrs

ante meridiem

post meridiem

analogue clock

digital clock.

24-hour system

12-hour system

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MINGGU 19

[6-10/05/2013]


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6

Learning Area : READING AND WRITING TIME Year5LEARNING OBJECTIVES




Pupils convert time by usingthe number line

12 12 12

morning afternoon evening

noon

0000 1200 0000

the clock face

2300

13

22 14

21 15

20 16

19 18 17

(iii) Convert time from the 24-hour system to the 12-hoursystem and vice-versa.

Examples of time conversionfrom the 24-hour system tothe 12-hour system.

e.g.

a) 0400hrs4.00 a.m.

b) 1130hrs11.30a.m.

c) 1200hrs12.00 noon

d) 1905hrs7.05 p.m.

e) 0000hrs12.00 midnight

a.m.

ante meridiem refers to thetime after midnight beforenoon.

p.m.

post meridiem refers to thetime afternoonbeforemidnight.

a.m

p.m

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MINGGU 20

[13-17/5/2013]


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Learning Area : RELATIONSHIP BETWEEN UNITS OF TIME Year5LEARNING OBJECTIVES




2 Understand the

relationship between unitsof time.

Pupils convert from one unit oftime

Pupils explore the relationshipbetween centuries, decadesand years by constructing atime conversion table.

(i) Convert time in fractionsand decimals of a minute toseconds.

(ii) Convert time in fractions

and decimals of an hour tominutes and to seconds.

(iii) Convert time in fractionsand decimals of a day to

hours, minutes andseconds.

(iv) Convert units of time from

a) century to years andvice versa.

b) century to decades andvice versa.

Conversion of units of timemay involve proper fractionsand decimals.

a) 1 century = 100years

b) 1 century = 10 decade

century

decade

29

MINGGU 20

[13-17/5/2013]

MINGGU 21

[20-24/5/2013]

PKSR SEMESTER

PERTAMA


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Learning Area : BASIC OPERATIONS INVOLVING TIME Year5LEARNING OBJECTIVES




3 Add, subtract, multiplyand divide units of time.

Pupils add, subtract, multiplyand divide units of time bywriting number sentences inthe horizontal and verticalform.

e.g.

5 hr 20 min 30 s

+ 2 hr 25 min 43 s

4 hr 45 min 12 s

- 2 hr 30 min 52 s

2 hr 15 min 9 s

7

4 13 hours 13 minutes

(i) Add time in hours, minutesand seconds.

(ii) Subtract time in hours,minutes and seconds.

(iii) Multiply time inhours,minutes and seconds.

(iv) Divide time in hours,

minutes and seconds.

Practise mental calculationfor the basic operationsinvolving hours, minutes andseconds.

Limit

a) multiplier to a one-digitnumber,

b) divisor to a one-digitnumber and

c) exclude remainders indivision.

multiplier

divisor

remainders

minutes

hours

seconds

days

years

months

30

MINGGU

22 DAN 23

[27.5-7.6/13]

CUTI SEMESTERPERTAMA

MINGGU 24

[10-14/6/2013]


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Learning Area : DURATION Year5LEARNING OBJECTIVES




4 Use and apply

knowledge of time to findthe duration.

Pupils read and stateinformation from schedulessuch as:

a) class time-table,

b) fixtures in a tournament

c) public transport, etc

Pupils find the duration the startand end time from a given

situation.

(i) Identify the start and endtimes of are event.

(ii) Calculate the duration of anevent, involving

a) hours, minutes andseconds.

b) days and hours

(iii) Determine the start or endtime of an eventfrom agiven duration of time.

(iv) Solve problems involvingtime duration in fractionsand/or decimals of hours,minutes and seconds.

Expose pupils to a variety ofschedules.

Emphasise the 24-hoursystem.

The duration should not belonger than a week.

duration

schedule

event

start

end

competition

hours

minutes

24-hoursystem

period

fixtures

tournament

31

MINGGU 25

[17-21/06/2013]


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Learning Area : MEASURING LENGTH Year5LEARNING OBJECTIVES




1 Measure and comparedistances.

Teacher provides experiencesto introduce the idea of akilometre.

e.g.

Walk a hundred-metre trackand explain to pupils that akilometre is ten times thedistance.

Use a simple map to measurethe distances to one place toanother.

e.g.

a) school

b) village

c) town

(i) Describe by comparisonthe distance of onekilometre.

(ii) Measure using scalesfordistance between places.

Introduce the symbol km forkilometre.

Relate the knowledge ofdata handling (pictographs)to thescales in a simplemap.

drepresents10pupils.represents 5 km

1 cm

kilometre

distance

places

points

destinations

between

record

map

scale

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MINGGU 26

[24-28/06/2013]


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Memahami hubungan

antara unit dalam ukuran panjang.

Learning Area : RELATIONSHIP BETWEEN UNITS OF LENGTH

Year5LEARNING OBJECTIVES




2 Understand therelationship between unitsof length.

Compare the length of a metrestring and a 100-cm stick, thenwrite the relationship betweenthe units.

Pupils use the conversion tablefor units of length to convertlength from km to m and viceversa.

(i) Relate metre andkilometre.

(ii) Convert metre to kilometreand vice versa.

Emphasise relationships.

1 km = 1000 m

1 m = 100 cm

1 cm = 10 mm

Practice mental calculationgiving answers in mixeddecimals.

measurement

relationship

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MINGGU 27

[1-5/07/2013]


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Learning Area : BASIC OPERATIONS INVOLVING LENGTH Year5LEARNING OBJECTIVES




3 Add, subtract, multiplyand divide units of length.

-

Pupils demonstrate additionand subtraction involving unitsof length using numbersentences in the usualconventional manner.

e.g.

a) 2 km + 465 m = m

b) 3.5 km + 615 m = km

c) 12.5 km 625 m = m

Pupils multiply and divideinvolving units of length.

e.g.

a) 7.215 m 1 000 = _km

b) 2.24 km 3 = m

Create stories from given numbersentence.

(i) Add and subtract units oflength involving conversionof units in

a) kilometres ,

b) kilometres and metres.

(ii) Multiply and divide units oflength in kilometresinvolving conversion ofunits with


b) 10, 100,1 000.

(iii) Identify operations in a

given situation.

(iv) Solve problems involvingbasic operations on length.

Give answers in mixeddecimals to 3 decimalplaces.

Check answers byperforming mentalcalculation whereverappropriate.

add

subtract

conversion

mixed decimal

multiply

quotient

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MINGGU 28

[8-12/07/2013]


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Learning Area : COMPARING MASS Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES


1 Compare massofobjects.

Pupils measure, read andrecord masses of objects inkilograms and grams usingtheweighing scale and determinehow many timesthe mass of anobject as compared to another.

(i) Measure and recordmasses of objects inkilograms and grams.

(ii) Compare the masses oftwo objects using kilogramand gram, stating thecomparison in multiples orfractions.

(iii) Estimate the massesofobjects in kilograms andgrams.

Emphasise that measuringshould start from the 0 markof the weighing scale.

Encourage pupils to checkaccuracy of estimates.

read

weighingscale

divisions

weight

weigh

compare

record

compound

2 Understand therelationship between unitsof mass.

Pupils make stories for agiven measurement of mass.

e.g.

Aminah bought 4 kg ofcabbages and 500 g celery.Altogether, she bought a totalof 4.5 kg vegetables.

(i) Convert units of mass from

fractions and decimals of akilogram to grams and viceversa.

(ii) Solve problems involvingconversion of mass units infraction and/or decimals.


1 kg = 1000g

Emphasisementalcalculations.

Emphasise answers inmixed decimals up to 3decimal place.

e.g.

a) 3 kg 200 g = 3.2 kg

b) 1 kg 450 g = 1.45 kg

c) 2 kg 2 g = 2.002 kg

measurement

relationship

35

MINGGU 29

[15-19/07/2013]

MINGGU 30

[22-26/7/2013]


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Learning Area : COMPARING VOLUME Year5LEARNING OBJECTIVES




1 Measure and compare

volumes of liquid usingstandard units.

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

Pupils measure and comparevolume of liquid stating thecomparison in multiples orfactors.

(i) Measure and record thevolumes of liquid in asmaller metric unit giventhe measure in fractionsand/or decimals of a largeruniit.

(ii) Estimate the volumes ofliquid involving fractionsand decimals in litres and

mililitres.

(iii) Compare the volumes ofliquid involving fractionsand decimals using litresand mililitres.

Capacity is the amount acontainer can hold.

Emphasise that reading ofmeasurement of liquidshould be at the bottom ofthe meniscus. 1 = 1000 m

1 = 0.5 = 500 m

2

1 = 0.25 = 250 m4

3 = 0.75 m = 750 m

4

Encourage pupils to checkaccuracy of estimates.

read

meniscus

record

capacity

measuring

cylinder

waterlevel

beaker

measuringjug

divisions

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MINGGU 31

[29.7-208/2013]


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Learning Area : RELATIONSHIP BETWEEN UNITS OF VOLUME Year5LEARNING OBJECTIVES




2 Understand the

relationship between unitsof volume of liquid.

Engage pupils in activities thatwill create an awareness ofrelationship.

Pupils make stories from agiven number sentenceinvolving volume of lquid.

(i) Convert unit of volumesinvolving fractions anddecimals in litres and vice-versa.

(ii) Solve problem involvingvolume of liquid.


1 = 1 000 m Emphasisementalcalculations.

Emphasise answers inmixed decimals up to 3decimal places.

e.g.

a) 400 m = 0.4 b) 250 m =

1 4

c) 4750 m = 4.75 3

= 4 4

2d) 3 = 3.4

5

= 3400 m = 3 400 m

Include compoundunits.

measurement

relationship

37

MINGGU 32

[5-9/08/2013]

MINGGU 33[ 12-16/8/2013]

CUTI

PERTENGAHAN

SEMESTER

KEDUA


38/46

Learning Area : OPERATIONS ON VOLUME OF LIQUID Year5LEARNING OBJECTIVES




3 Add and subtract unitsof volume.

4 Multiply anddivideunits ofvolume.

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

Pupils demonstrate division forunits of volume in theconventional manner.

Pupils construct stories aboutvolume of liquids from givennumber sentences.

(i) Add units of volumeinvolving mixed decimals in

a) litres,

b) mililitres,

c) litres and mililitres.

(ii) Subtract units of volumeinvolving mixed decimals in

a) litres,

b) mililitres,c) litres and mililitres.

(iii) Multiply units ofvolumeinvolvingmixed numberusing:


b) 10, 100, 1000, involvingconversion of units.

(iv) Divide units of volumeusing

a) up to 2 digit number,

b) 10, 100, 1000, involvingmixed decimals.

Emphasise answersinmixed decimals up to 3decimals places.

e.g:

a) 0.607 + 4.715 =

b) 4.052 + 5 + 1.46 =

c) 642 m + 0.523 +1.2 =

Practice mental calculations.

Give answers in mixeddecimals to 3 decimals

places, e.g. 0.0008 round

off to 0.001 .

Avoid divisionwithremainders.

Make sensible estimations tocheck answers.

measurement

relationship

38

MINGGU 34

[19-23/8/2013]

MINGGU 35

[26-30/8/2013]


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Learning Area : OPERATIONS ON VOLUME OF LIQUID Year5LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES


(v) Divide unit ofvolumeusing:


a) a one-digitnumber,

b) 10, 100,1000,

involving conversion ofunits.

(vi) Solve problems involving

computations for volume ofliquids.

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MINGGU 35

[26-30/8/2013]


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LEARNING OBJECTIVES




1 Find the perimeter ofcomposite 2-D shapes.

Use measuring tapes, rulers orstring to measure the perimeterof event composite shapes.

(i) Measure the perimeter ofthe following composite 2-Dshapes.

a) square and square,

b) rectangle and rectangle,

c) triangle and triangle,

d) square and rectangle,

e) square and triangle,

f) rectangle and triangle.

(ii) Calculate the perimeter ofthe following composite 2-Dshapes. a) squareandsquare,

a) rectangle and rectangle,

b) triangle and triangle,

c) square and rectangle,

d) square and triangle,

e) rectangle and triangle.

(iii) Solve problems involvingperimeters of composite 2-D shapes.

Emphasise using units in cmand m.

e.g.

5 cm

3 cm

4 cm

Emphasise using variouscombination of 2-D shapesto find the perimeter andarea.

shape,

combination,

square

rectangle,

triangle,

area,

calculate

Learning Area : COMPOSITETWO-DIMENSIONAL SHAPES Year5

2 cm

40

MINGGU 36

[2-6/9/2013]


41/46

Learning Area : COMPOSITETWO-DIMENSIONAL SHAPES Year5LEARNING OBJECTIVES




2 Find the area ofcomposite 2-D shapes.

Pupils count the unit squares tofind the area of composite 2-Dshape on the grid paper.

(i) Measure the area of thefollowing composite2-Dshapes.

a) square and square,

b) rectangle and rectangle,

c) square and rectangle,

(ii) Calculate the area of thefollowing composite 2-Dshapes. squareandsquare,

a) rectangle and rectangle,

b) square and rectangle,

(iii) Solve problems involvingareas of composite 2-Dshapes.

The units of area should bein cm and m.

Limit shapes to acombination of two basicshapes.

combination,

square

rectangle,

triangle,

area,

calculate,

2-D shapes.

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MINGGU 37

[9-13/9/2013]


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Learning Area : COMPOSITE THREE-DIMENSIONAL SHAPES Year5LEARNING OBJECTIVES




1 Find the volumeofcomposite 3-D shapes.

Use any combinations of 3-Dshapes to find the surface areaand volume.

(i) Measure the volume of thefollowing composite 3-Dshapes

a) cube and cube, 4

b) cuboid and cuboid,

c) cube and cuboid.

(ii) Calculate the volume of thecomposite 3-D shapesfollowing

a) cube and cube,

b) cuboid and cuboid,

c) cube and cuboid.

(iii) Solve problems involvingvolume of composite 3-Dshapes.

3 cm

cm A B2 cm

6 cm 8 cm

Volume of cuboid A

= 3 cm 4 cm 6 cmVolume of cuboid B

= 2 cm 4 cm 8 cm

The combined volume ofcubiod A and B

= 72 cm3

+ 64 cm3

= 136 cm3

The units of area should bein cm and m.

shape,

cube, cuboid,

surfacearea,

volume

composite 3-Dshapes

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MINGGU 38

[16-20/9/2013]


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Learning Area : AVERAGE Year5LEARNING OBJECTIVES

Pupils will be taughtto


the vocabulary related toaverage.


LEARNING ACTIVITIES

Prepare two containers of thesame size with differentvolumes of liquid.

LEARNINGOUTCOMES


(i) Describe the meaning ofaverage.


The formula for average average

Averagecalculate

Equal the volume of liquid fromthe two containers.

(ii) State the average of two orthree quantities. =

total of quantity

number of quantity

quantities

total of

e.g. A B

1

A B2

e.g.

(iii) Determine the formula foraverage.

quantity

numberof

quantities

objects

liquids

volume

1 2

Relate the examples given todetermine the average usingthe formula.

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MINGGU 39

[23-27/09/2013]


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Learning Area : AVERAGE Year5LEARNING OBJECTIVES




2 Use and applyknowledge of average.

Calculate the average of twonumbers.

Calculate the average of threenumbers.

Pose problems involving reallife situation.

(i) Calculate theaverageusing formula.

(ii) Solve problem in real lifesituation.

Emphasise the calculation ofaverage withoutinvolvingremainders.

Emphasise the calculation ofaverage involving numbers,money, time, length, mass,volume of liquid and quantityof objects and people.

e.g.

Calculate the average 25, 86and 105.

25 + 86 + 105=

216= 72

3 3

remainders

number

money

time

length

mass

volume ofliquid

people

quantity of objects

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MINGGU 40

[1-4/10/2013


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Name Readingtest

score

MentalArithmetictest score

Adam 10 8

Davin 7 10

May 9 8

frequency

Learning Area : ORGANISING AND INTERPRETING DATA Year5LEARNING OBJECTIVES




1 Understand the

vocabulary relating to dataorganisation in graphs.

2 Organise and interpretdata from tables andcharts.

Discuss a bar graph showing thefrequency, mode, range, maximumand minimum value.

e.g.

Number of books read by fivepupils in February

5

4

3

2

1

Adam Shiela Davin Nadia May pupils

Pupils transform data tables to bargraphs.

(i) Recognisefrequency, mode,range, maximinumand minimum valuefrom bar graphs.

(ii) Construct a bargraph from a givenset of data.

(iii) Determine the

frequency, mode,

range, average,maximum andminimum valuefrom a given graph.

Initiate discussion by askingsimple questions. Using the

example in the SuggestedTeaching and LearningActivities column, askquestions that introduce theterms, e.g.

1) How many books didAdam read?(frequency)

2) What is the mostcommon numberofbooks read? (mode)

3) Who read themostbooks? (maximum)

From the data table,

What is the most commonscore? (mode)

Arrange the scores for one ofthe tests in order, thendetermine the maximum and

minimum score. The range isthe difference between thetwo scores.

frequency

moderange

maximum

minimum

data table

score

chart

graph

organise

interpret

MINGGU 41

[7-11/10/2013]

MINGGU 42

[14-18/10/2013]

MINGGU 43

[21-25/10/2013]

PKSR SEMESTER KEDUA


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Rancangan Pengajaran Tahunan m3 Thn 5

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