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RUKUN NEGARA

Bahawasanya Negara Kita Malaysia


mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya;
Memelihara satu cara hidup demokrasi;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap
tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak;
Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden.
MAKA KAMI, rakyat Malaysia,
berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN


KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)

RUKUN NEGARA.indd 1 28/09/16 7:53 PG


DUAL LANGUAGE PROGRAMME

MATHEMATICS
Year PART
2

Writers
Chan Yook Lean
Rosli bin Maun
Ganesh a/l Vellasamy
Editors
Asmahanim binti Ab Rahman
Mohd Faizal bin Rus Rzerli
Translator
Norehan binti Mohamed Shaharoun

Graphic Designers Illustrator


Najmi bin Mat Sarit Wong Chi Ming
Aini binti Abd. Hamid
Awaludin bin Mohd Arof

Dewan Bahasa dan Pustaka


Kuala Lumpur
2017

PRELIM-PART 2-ENG.indd 1 12/12/17 12:57 PM


Serial No.: 0158 ACKNOWLEDGEMENTS
KK 513-221-0102021-49-1839-20101 The Ministry of Education would like to express
ISBN 978-983-49-1839-2
its appreciation for the contributions made by
First Printing 2017 the following:
© Ministry of Education Malaysia 2017
• The Panel of Evaluators,
All Rights Reserved. No part of this publication Textbook Division,
may be reproduced or transmitted in any form or Ministry of Education Malaysia.
by any means, electronic or mechanical, including
photocopying, recording, or any information
storage and retrieval system without permission • Officers of the Textbook Division
in writing from the Director General of Education, and Curriculum Development Division,
Ministry of Education Malaysia. Negotiation is Ministry of Education Malaysia.
subject to the calculation of royalty or honorarium.
• The Panel of Evaluators,
Published for the Ministry of Education Malaysia by:
Dewan Bahasa dan Pustaka.
Dewan Bahasa dan Pustaka,
Jalan Dewan Bahasa, • Officers of the English Language Teaching
50460 Kuala Lumpur. Centre (ELTC),
Telephone: 03-21479000 (8 hunting lines) Teacher Education Division,
Facsimile: 03-21479643 Ministry of Education Malaysia.
Website: http://www.dbp.gov.my

Design and Typeset: • SK Taman Bukit Maluri, Kuala Lumpur.


Dewan Bahasa dan Pustaka
• SK Taman Tun Dr. Ismail 1, Kuala Lumpur.
Text Typeface: Azim
Text Size: 18 points • SK Seri Iskandar, Perak.
Printed by:
Percetakan Inderapura Sdn. Bhd., • All parties involved in the process of
No. 12 & 14, Jalan 12/118B, publishing this book.
Desa Tun Razak,
56000 Cheras,
Kuala Lumpur.

PRELIM-PART 2-ENG.indd 2 12/26/17 11:26 AM


CONTENTS
3 FRACTIONS AND DECIMALS 1
RECOGNISE FRACTIONS 2
WRITE FRACTIONS 4
COMPARE FRACTIONS 7
CONVERT FRACTIONS TO DECIMALS 10
COMPARE DECIMALS 13
COMPARE FRACTIONS AND DECIMALS 14
SOLVE IT 15
LET’S HAVE FUN 18
4 MONEY 19
RECOGNISE MONEY 20
VALUE OF MONEY 21
ADDITION OF MONEY 23
SUBTRACTION OF MONEY 26
MULTIPLICATION OF MONEY 29
DIVISION OF MONEY 31
MONEY LITERACY 33
LET’S EXPLORE 33
SOLVE IT 34
LET’S HAVE FUN 38
5 TIME 39
RECOGNISE MINUTES 40
SAY AND WRITE THE TIME 42
RECORD THE TIME 45
LET’S EXPLORE 46
RELATIONSHIP IN TIME 47
SOLVE IT 49
LET’S HAVE FUN 52
iii

PRELIM-PART 2-ENG.indd 3 12/12/17 12:58 PM


6 LENGTH, MASS, AND VOLUME OF LIQUID 53
RECOGNISE UNITS OF CENTIMETRE AND METRE 54
MEASURE LENGTH OF OBJECTS AND DRAW
STRAIGHT LINES 56
ESTIMATE LENGTH OF OBJECTS 59
LET’S EXPLORE 60
RECOGNISE UNITS OF GRAM AND KILOGRAM 61
WEIGH THE MASS OF OBJECTS 63
ESTIMATE THE MASS OF OBJECTS 64
LET’S EXPLORE 65
RECOGNISE UNITS OF MILLILITRE AND LITRE 66
MEASURE VOLUME OF LIQUID 68
ESTIMATE VOLUME OF LIQUID 70
LET’S EXPLORE 71
SOLVE IT 72
LET’S HAVE FUN 76

7 SHAPES 77
IDENTIFY 3-D SHAPES 78
IDENTIFY BASIC SHAPES 80
RECOGNISE NETS OF 3-D SHAPES 81
IDENTIFY 2-D SHAPES 84
DRAW 2-D SHAPES 86
LET’S EXPLORE 87
SOLVE IT 88
LET’S HAVE FUN 90
8 DATA 91
COLLECT DATA 92
RECOGNISE BAR CHARTS 94
LET’S EXPLORE 95
SOLVE IT 97
LET’S HAVE FUN 100

iv

PRELIM-PART 2-ENG.indd 4 12/12/17 12:58 PM


FRACTIONS AND
DECIMALS
I have cut this cake Wow!
into 3 equal parts. Equal size!

1 out of 3
I get parts is one
I get
1 part. over three.
1 part, too.

one over three

R’S • Carry out simulations to explain the concept of fractions using suitable
C H E T ES 3.1.1
EA N O
material such as cakes and plasticine.
• Review fractions of one over two and one over four learnt in Year 1. 1
T

• Emphasise that fractions are equal parts of a whole.

TB-UNIT 3-ENG.indd 1 12/12/17 12:59 PM


RECOGNISE FRACTIONS
1 The part
taken out is
one over six.

numerator
1
over
6
denominator
one over six

2 Monday 16/4/2018
The fraction of the
red coloured part.
One over two. One over five.

1 1
2 5

R’S • Guide pupils to recognise proper fractions using fraction kits, paper
C H E T ES 3.1.1
EA N O
folding, and others.
2 • Carry out activities to write proper fractions by naming orally and 3.1.2
T

using fraction picture cards and word cards.


• Surf www.mathsisfun.com/proper-fractions.html

TB-UNIT 3-ENG.indd 2 12/12/17 12:59 PM


3
I have not painted
3 out of 10 parts.
3
. is still white.
10

Three over ten 3


10
4 Who holds
Mei Mei Ali 5
the card?
8
Why?

LET’S ANSWER
1 Say the fraction of one part.
a b c d

2
What are the fractions of the blue coloured parts?
a b c d

R’S
• Guide pupils to identify proper fractions using diagrams of different
C H E T ES shapes and sizes. 3.1.1
EA N O • Emphasise that a fraction which has the same value for numerator 3.1.2 3
T

and denominator is not a proper fraction.


AB 89-90 • Emphasise that the value of a proper fraction is less than 1.

TB-UNIT 3-ENG.indd 3 12/26/17 9:59 AM


WRITE FRACTIONS
1 Write the fraction of one part.

one over three

2 Tuesday 17/4/2018

I wrote
one over four.

1
4

I pasted
two over four.
two
over four

2
4

If 1 more part is pasted,


what is the fraction?

R’S • Guide pupils to name proper fractions based on picture cards, paper
C H E T ES 3.1.1, 3.1.2
EA N O
foldings, and fraction kits. Relate to daily activities such as painting
4 and pasting. 3.1.3, 3.1.4
T

• Emphasise that when the value of the numerator and denominator is


equal, the fraction is equal to 1.

TB-UNIT 3-ENG.indd 4 12/12/17 12:59 PM


3 I coloured
4 parts in orange.
5 other parts are
in green.
I wrote the fraction for
4 four the orange parts.
9 over nine
Write the
fraction for the
green parts.

4 I shaded three I shaded two over


over seven. seven using another
pattern.

Wednesday 18/4/2018
5
I coloured two 2 3 I shaded three
over three.
3 5 over five.

R’S • Use various shapes of diagrams ranging from two to ten equal parts 3.1.2
C H E T ES
EA N O
for shading, colouring, and pasting activities according to the given 3.1.3
fractions.
3.1.4 5
T

• In groups, ask pupils to compile their work in a folio.


AB 91

TB-UNIT 3-ENG.indd 5 12/12/17 1:00 PM


6 We shaded
seven over ten.

LET’S ANSWER
1 Write the fractions of the red coloured parts.
a b c

2 Write the fractions of the yellow coloured parts.


a b c

3 Write the fractions in words.


1 1 6 9
a b c d
5 7 9 10
4 Write the fractions in numerals.
a one over five b one over ten
c two over eight d five over nine
R’S • Guide pupils to represent fractions on paper folds. Emphasise that 3.1.2
C H E T ES 3.1.3
EA N O
each fold must be equal in size.
6 • Surf www.mathgoodies.com/lessons/fractions 3.1.4
T

• Surf http://www.softschools.com/math/fractions/games/
AB 92 representing_fractions/

TB-UNIT 3-ENG.indd 6 12/12/17 1:00 PM


COMPARE FRACTIONS
1 These 2 parts are for Rishi.

I get
1 part.

Who got more parts of the cake? 2 parts


are more.

1 2
6 6

2 1
is larger than
6 6
Rishi got more parts of the cake.

2 Which fractions are smaller?


a b

4 2 3 5
5 5 6 6
2 is smaller 4 is smaller
5 than 5 than

R’S • Guide pupils to compare proper fractions by drawing diagrams using


C H E T ES 3.1.5
EA N O
MS Word or Paint based on the given fractions.
• Emphasise that if the denominators are the same, the fraction with the 7
T

larger numerator has a bigger value.

TB-UNIT 3-ENG.indd 7 12/26/17 9:58 AM


4 3
3 Between and , which is more?
7 7
4
7

3
7

The red parts are more


than the blue parts.

4 3
is more than
7 7

4
1 Which is less,
1 1
3 or ?
3 4

1 1 out of 4
parts is
4 smaller.

1 1
is less than
4 3

R’S • Explain that the more parts there are in an object, the smaller is the fraction
C H E T ES 3.1.5
EA N O
value for each part.
8 • Provide more activities on comparing fraction values using shapes of
T

equal sizes.
• Surf https://www.ixl.com/math/grade-4/compare-fractions

TB-UNIT 3-ENG.indd 8 12/12/17 1:00 PM


1 1
5 Compare and .
2 10
1 1 is larger 1
2 2 than 10
1 1 1
10 10 2

1 Which is
8 smaller?
1
Discuss. 1 1
9 9 8

Mei Lin and Zali coloured


2 5 the fraction diagrams.
3 6 Whose coloured parts
Mei Lin Zali is larger?

LET’S ANSWER
1 Which is larger?
a 2 3 b 1 1
or or
8 8 3 4
2 Compare.
a b

1 3 4 6
and and
6 6 5 9
R’S • Carry out activities of comparing fractions using fraction kits,
C H E T ES 3.1.5
EA N O
transparencies, and paper strips of equal sizes and shapes.
• Guide pupils to compare the values of fractions using number lines. 9
T

AB 93

TB-UNIT 3-ENG.indd 9 12/12/17 1:00 PM


CONVERT FRACTIONS TO DECIMALS

1 The fraction of the white coloured


1
part is . The fraction of tenths can
10
be converted to decimals.
I say and write it as
1 zero point one.
in decimal is
10
zero point one. 0.1
1
= 0.1
10 decimal
point

2 Monday 23/4/2018

Look at the red coloured parts.


Write 2 out of 10 parts in
decimal.

I wrote in
words. I wrote in
numerals.
zero
point two

R’S • Guide pupils to understand conversion of tenths fractions to decimals 3.2.1


C H E T ES
EA N O
by using diagrams and paper foldings. 3.2.2
10 • Emphasise naming and writing decimals correctly by positioning the 3.2.5
T

decimal point between the ones value and the tenths value.

TB-UNIT 3-ENG.indd 10 12/12/17 1:00 PM


3 Tenths fractions and decimals on number line.
1 2 3 4 5 6 7 8 9
10 10 10 10 10 10 10 10 10

0 0.1 0.2 0.3 0.5 0.6 0.7 0.8 1


Convert to decimals.
2 4 6 9
a b c d
10 10 10 10

2 0.2
a. = 6 0.6
c. =
10 10
4 0.4
b. = 9 0.9
d. =
10 10

I coloured
4 zero point four. I coloured 9
0.4 0.9 out of 10 parts.

R’S • Guide pupils to say and write zero point one until zero point nine
H E T ES
3.2.1, 3.2.2
C
EA N O
based on various diagrams, paper foldings, and number lines. 3.2.3, 3.2.4
• Emphasise that decimal values of proper fraction for tenths fractions are 11
T

3.2.5
less than 1.
AB 94-95 • Guide pupils to cut the answers on page 95 AB.

TB-UNIT 3-ENG.indd 11 12/12/17 1:00 PM


Which is 0.5?
Why?

LET’S ANSWER
1 What fractions are the red coloured parts?
a b

2 What decimals are the blue coloured parts?


a b

3 Convert fractions to decimals.


1 5 c 6 8
a b d
10 10 10 10
4 Which diagrams are correct for the decimals given?
a 0.6
i ii iii

b 0.8
i ii iii

R’S • Prepare several sets of diagrams and paper strips which have been 3.2.1, 3.2.2
C H E T ES
EA N O
divided into 10 equal parts for shading and colouring activities 3.2.3, 3.2.4
12 to represent the given decimals. 3.2.5
T

AB 96

TB-UNIT 3-ENG.indd 12 12/12/17 1:01 PM


COMPARE DECIMALS
Wednesday 25/4/2018
1
Which is smaller, 0.2 or 0.4?
0.2 Green is
0.4 less than
yellow.
So, 0.2 is smaller.

2 Which is larger, 0.5 or 0.8?


The value gets larger
0.4 0.5 0.6 0.7 0.8 0.9 1 as the decimals
0.8 is larger than 0.5. move to the right.

What decimals are larger than 0.5 but smaller


than 0.9?

LET’S ANSWER
Determine ‟smaller than” or ‟larger than”.
0.3 0.2 0.7
a b c
0.1 0.6 0.9
R’S • Guide pupils to compare decimals using diagrams, fraction boards,
C H E T ES 3.2.6
EA N O
and paper foldings.
13
T

AB 97

TB-UNIT 3-ENG.indd 13 12/12/17 1:01 PM


COMPARE FRACTIONS AND DECIMALS
1 Thursday 26/4/2018
Which is larger?
I shaded 3 I shaded more,
3 parts. 10 0.7 7 parts.

3
0.7 is more than .
10

2 Let’s compare using a number line.


1 2 3 4 5 6 7 8 9
10 10 10 10 10 10 10 10 10

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1


1 is equal is more 3
a 0.1 b 0.8
10 to than 10
5 4
c 0.2 d 0.6
10 10
LET’S ANSWER
Compare.
4
0.2
a 10 b 1
0.9 10
R’S • Use ‟larger than”, ‟smaller than”, ‟more than”, ‟less than”, and
C H E T ES ‟equal to” when comparing values. 3.3.1
EA N O
14 • Guide pupils to compare tenths fractions and decimals by converting
T

tenths fractions to decimals and vice versa. Use fraction boards and
AB 98 paper foldings too.

TB-UNIT 3-ENG.indd 14 12/12/17 1:01 PM


SOLVE IT
1 Muhi gave 3 out of 8 parts of
a cake to Mogan. What fraction
of the cake did Mogan get?
Method

3 parts 3 out of 8
parts is three
over eight.

3 the cake.
Mogan got of
8
1
2 Chong ate of a pizza.
6
1
His brother ate of the pizza.
4
Who ate a larger pizza?
Chong’s brother Chong
Method
1 1
Draw a is larger
diagram.
6 4
1
Shade 1 part. than .
6
1
4

1
Chong’s brother ate a larger pizza, .
4
R’S • Train pupils to underline important information in the problems given.
C H E T ES 3.4.1
EA N O
• Guide pupils to solve problems through simulations.
15
T

TB-UNIT 3-ENG.indd 15 12/12/17 1:01 PM


3 Alia colours yellow and
purple on a pattern
as shown in the picture.
State the purple coloured
parts in decimal.

Method
Purple parts are 7 7
= 0.7
out of 10 parts. 10

The purple part is 0.7.

4 A piece of ribbon is Use Tie Make


used as shown in the gift flower
table.
Which ribbon is longer? Length 6
10 0.4
of ribbon
Method
Tie a gift
1 2 3 4 5 6 7 8 9
10 10 10 10 10 10 10 10 10

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1


Make a flower

The ribbon to tie a gift is longer.


R’S • Guide pupils to solve problems using models, drawing diagrams,
C H E T ES 3.4.1
EA N O
and simulations.
16
T

AB 99-100

TB-UNIT 3-ENG.indd 16 12/12/17 1:01 PM


LET’S ANSWER
Solve the problems.

1 Muna ate 5 out of 8 parts of


a chocolate. What fraction of
the chocolate did she eat?

2 Kevin coloured a 10-part number


wheel. He coloured it with yellow
and green alternately. State the
yellow parts in decimal.

3 Name: Santi Class: 2 Arif Santi coloured 4 parts.


Zamri coloured 1 part less
than Santi. What fraction
of the shape did Zamri
colour?

Gary and Chan shared a mooncake.


1 1
Gary ate . Chan ate .
2 4
Was the whole mooncake eaten?

R’S • Guide pupils to solve problems by drawing, shading, using paper


C H E T ES 3.4.1
EA N O
foldings, and number lines.
• Provide more written exercises in worksheets and question cards. 17
T

TB-UNIT 3-ENG.indd 17 12/12/17 1:01 PM


’S HAVE FUN
ET
L

Lucky Cards

Materials/Resources
20 fraction and decimal cards
Front Back
1 8
0.8
5 10
Participants
3 pupils per group
Method
1 Place cards face down 2 The second player
on the table. opens one card. If any
The first player opens card matches, keep the
two cards. matching cards.

3 Take turns. Repeat 4 The player who collects


step 2. Play until all the most cards wins.
the cards are matched.
R’S • Prepare sufficient cards for the activity. 3.1.1, 3.1.2
C H E T ES
EA N O
• Instil moral values such as honesty, integrity, patience, and tolerance. 3.1.5, 3.2.1
18 3.2.6, 3.3.1
T

AB 101-102

TB-UNIT 3-ENG.indd 18 12/12/17 1:01 PM


MONEY

Mother, please
keep this RM100
in the bank.

EN
C IM
SPE
SPECIMEN

SPECIMEN

SPECIMEN

Sure. This money is


safer to be kept in a
bank account.

R’S
H E T ES
• Encourage pupils to talk about the picture. Relate money to their daily life.
C
EA N O
• Ask pupils to talk about the source of the money kept and the benefits
4.1.1
of saving money. 19
T

TB-UNIT 4-ENG.indd 19 12/12/17 1:05 PM


RECOGNISE MONEY
1 EN The RM100

EN

EN
note is purple.
IM

IM

IM
EC

EC

EC
SP

SP

SP
The size of these
EN

EN
IM

EN
IM
EC

notes is not the

IM
EC
SP

EC
SP

SP
same.

All notes
have
pictures.

2 Value of money Hibiscus


N

N
N
E

E
E
IM

IM
IM
EC

EC
EC
SP

SP
SP
N

N
E

E
IM

IM

IM
EC

EC

EC
SP

SP

SP

Turtle
Talk about other things
you see on our notes.

LET’S ANSWER
Look at RM20, RM50, and RM100 notes.
What are their similarities?

R’S • Guide pupils to state the characteristics of RM20, RM50, and RM100
C H E T ES notes. 4.1.1
EA N O • Surf http://www.bnm.gov.my/microsites/2011/banknotes/index.htm
20
T

• Surf https://www.slideshare.net/SYIZWANI/lembaran-kerja-numerasi-
AB 103 mata-wang

TB-UNIT 4-ENG.indd 20 12/12/17 1:05 PM


VALUE OF MONEY
I pay with a
1 This bag RM50 note.
costs RM50.

a Fifty ringgit
EN
MI
EC
SP

RM50
Twenty ringgit
b
EN
IM

and ninety sen


EC
SP

RM20.90
EN

Thirty seven ringgit


IM

c
H
EC

TO
SP

N
CO

and fifty sen


H
TO
N
CO
EN
IM

H
EC

TO

RM37.50
SP

N
CO

EN
IM
EC
SP

EN
IM

Say the value of this money.


EC
SP

Show it on the abacus.


EN
IM
EC
SP

R’S • Emphasise the decimal point that separates ringgit and sen.
C H E T ES 4.1.2
EA N O
• Carry out simulations on the value of money up to RM100 using play
money involving single notes or coins and combinations of notes and coins. 21
T

• Guide pupils to write the value of money correctly. Emphasise that


5 sen is written as RM0.05.

TB-UNIT 4-ENG.indd 21 12/12/17 1:05 PM


EN
IM
2

EC
SP
2 a has the same
value as SPE
C IM
EN

EN
.
IM
EC
SP

EN
IM
EC
SP
EN
M
10 also has the

I
EC
SPECIMEN

SP
SPECIMEN

EN
IM
same value as .

EC
SP
b
EN

EN Discuss other
IM

IM
EC

EC
EN
SP

SP
IM

combinations for this


EC

EN
SP

M
CI

value of money.
E
SEPHN
TMO
CI
EN
CSPO

HN
TM OE
CI
EN
CSPO

RM72.65

LET’S ANSWER
1 Say the value of money.
EN
IM
EC
EN

SP

a b
EN
IM

IM
EN

EC

EC
SP
IM

SP
H
EC

EN
TO
SP

IM
N

EC
CO

SP

2 Say the combination of money.


Number of notes/coins (pieces)
Value
of money
EN

EN

EN

EN

EHN
ITMO
IM

IM

M
I

I
EC

ECN
EC
EC

EC

SCPO
SP

SP

SP
SP

RM15.00
RM75.50
RM91.35

R’S • Carry out a simulation showing the value of goods such as groceries
C H E T ES 4.1.2
EA N O
and stationery using play money based on price tags within the
22 range of RM100.
T

• In pairs, carry out money changing activities of the same value using
AB 104 play money.

TB-UNIT 4-ENG.indd 22 12/12/17 1:05 PM


ADDITION OF MONEY
1 What is the total price of
the dictionary and the pen? RM40

RM40 + RM30 =
RM 4 0 RM30
+ RM 3 0

EN
M
EN

CI
RM 7 0

PE
I

ENS
EC
SP

IM
EN

EC
SP
IM

EN
EC

M
SP

I
EC
SP
RM40 + RM30 = RM70
The total price of the dictionary and the pen is RM70.

2 Calculate the total price of the cake and the card.


RM68.10 + 80 sen =
80 sen can
be written as RM 6 8 . 1 0
RM0.80. 80 sen
+ RM 0 . 8 0 RM68.10
RM 6 8 . 9 0 Add the value in sen
first. Then, add the
ringgit sen value in ringgit.

RM68.10 + 80 sen = RM68.90


The total price of the cake and the card is RM68.90.

R’S • Carry out buying and selling activities in the classroom. Guide pupils
C H E T ES to add the value of money in notes and coins. 4.2.1
EA N O • Train pupils to add using the ‘counting on’ method and abacus.
23
T

• Emphasise that the decimal point between the ringgit and sen must be
kept in line.

TB-UNIT 4-ENG.indd 23 12/12/17 1:05 PM


3

a What is the total price for sets B and D?


RM24.80 + RM56.70 =
RM sen
1 1 150 sen is
2 4 8 0 RM1.50.
+ 5 6 7 0
8 1 5 0
1 5 0 sen
RM24.80 + RM56.70 = RM81.50
The total price for sets B and D is RM81.50.

b Find the total price of sets A, B and C.


RM9.90 + RM24.80 + RM34.80 =
1 1 1
RM 9 . 9 0 RM 3 4 . 7 0
+ RM 2 4 . 8 0 + RM 3 4 . 8 0
RM 3 4 . 7 0 RM 6 9 . 5 0

RM9.90 + RM24.80 + RM34.80 = RM69.50


The total price for sets A, B and C is RM69.50.
R’S • Show the direct addition to add three values of money.
C H E T ES 4.2.1
EA N O
• Carry out addition activities by combining different sets of food
24 to reinforce pupils’ understanding. 4.2.2
T

TB-UNIT 4-ENG.indd 24 12/12/17 1:05 PM


4 RM30 + RM41.90 + RM18.55 =
RM30 can 1 1
be written RM 3 0 . 0 0
as RM30.00. RM 4 1 . 9 0
+ RM 1 8 . 5 5
RM 9 0 . 4 5

RM30 + RM41.90 + RM18.55 = RM90.45


LET’S ANSWER

1 Total up.
a RM20
b
RM51.30
c RM 6.10
+ RM70 + RM18.25 RM18.25
+ RM35.95

d RM47.05 + 65 sen =
e RM60.40 + RM19 + RM4.70 =
2 Look at the picture. Answer the questions below.

RM12 RM13.30
RM19.75 RM25.60

a Add the price of guavas and mangoes.


b Calculate the total price of bananas, mangoes, and
rambutans.
R’S • Show various methods such as counting on, compensation method,
C H E T ES 4.2.1
EA N O
and fast calculation to add the values of money.
4.2.2 25
T

AB 105-106

TB-UNIT 4-ENG.indd 25 12/12/17 1:05 PM


SUBTRACTION OF MONEY RM90
1 What is the difference in price
between the purse and the trolley bag?
RM90 – RM20 = RM20

RM 9 0

H
H

TO

TO
TO

N
N
– RM 2 0

CO

CO
CO

RM 7 0
The difference

H
TO
N
RM90 – RM20 = RM70

CO
The price difference is RM70.

2 Subtract RM20.50 from RM74.80.


RM74.80 – RM20.50 =
Method 1 Method 2
EN

EHN
EN

ITMO

RM 7 4 . 8 0
IM
IM

EC

ENC
EC

CSPO
SP
SP

– RM 2 0 . 5 0
EHN

EHN

EHN
ITMO

ITMO

ITMO

RM 5 4 . 3 0
ENC

ENC

ENC
CSPO

CSPO

CSPO

Method 3

RM74.80 – RM20.50 = RM54.30


R’S • Carry out a simulation to subtract money using a variety of methods.
C H E T ES 4.3.1
EA N O
• Emphasise that in subtraction, the smaller value must be subtracted
26 from the larger value.
T

TB-UNIT 4-ENG.indd 26 12/12/17 1:06 PM


The total bill
3 RM30 – RM25.70 = is RM25.70.

RM sen
2 9 10 0
M20 30 00
– 25 70
4 30

RM30 – RM25.70 = RM4.30

Siti bought
4 Siti paid RM100. What is her
these toys.
balance?

RM100 – RM19.90 – RM57.50 =

RM19.90 9 9 10 0 7 9 11 0
RM 1 0 0 . 0 0 RM 8 0 . 1 0
RM57.50 – RM 1 9 . 9 0 – RM 5 7 . 5 0
RM 8 0 . 1 0 RM 2 2 . 6 0

RM100 – RM19.90 – RM57.50 = RM22.60


Siti’s balance is RM22.60.
Let’s solve this.
RM100 – RM57.50 – RM19.90
What did you find?

R’S • Emphasise regrouping from ringgit to sen which involves RM1 equals
C H E T ES 100 sen. 4.3.1
EA N O • Use a variety of terms related to subtraction in daily life such as 4.3.2 27
T

difference, give, and balance.

TB-UNIT 4-ENG.indd 27 12/23/17 1:49 PM


5 RM90 – RM53 – RM12.55 =
9 10
8 10 6 10 0
RM 9 0 . 0 0 RM 3 7 . 0 0
– RM 5 3 . 0 0 – RM 1 2 . 5 5
RM 3 7 . 0 0 RM 2 4 . 4 5

RM90 – RM53 – RM12.55 = RM24.45

LET’S ANSWER

1 Subtract.
a RM78 b RM14.60 c RM93.00 d RM64.80
– RM27 – RM 3.10 – RM52.70 – RM 8.95

e RM49 – RM28 – RM6 =


f RM100 – RM16.15 – RM9 =

2 Look at the prices. Answer the questions.

RM30 90 sen RM87.50 RM45.90

a What is the difference in price between and ?


b Lim buys and . He pays RM100.

Calculate Lim’s balance.
R’S
H E T ES
• Carry out activities involving subtraction using sample receipts of items
C 4.3.1
EA N O
bought to strengthen pupils’ understanding.
28 • Instil moral values related to spending money such as donations, 4.3.2
T

thriftiness, savings, and avoid wasting money.


AB 107-108

TB-UNIT 4-ENG.indd 28 12/12/17 1:06 PM


MULTIPLICATION OF MONEY
1 What is the price for
3 packets of jackfruit? RM8 RM8

RM8 RM8
3 × RM8 =
RM8 RM8

Method 1
RM 8
Method 2
× 3
RM24 RM8 + RM8 + RM8 = RM24

3 × RM8 = RM24
The price for 3 packets of jackfruit is RM24.

2 Calculate the price of 4 .



4 × RM5 =

Method 1 RM5
Method 2
RM 5
EN

EN

EN

EN
IM

IM

IM

IM

× 4
EC

EC

EC

EC
SP

SP

SP

SP

RM20
RM0 RM5 RM10 RM15 RM20
4 × RM5 = RM20
The price of 4 is RM20.
R’S • Carry out multiplication of money using price tags in supermarket
C H E T ES 4.4.1
EA N O
catalogues.
• Carry out simulations using play money for repeated addition. 29
T

Relate to times tables.

TB-UNIT 4-ENG.indd 29 12/12/17 1:06 PM


3 Calculate the total price of the dragon fruits.
6 × RM10 =
RM1 0 RM10 RM10 RM10
× 6
RM60
RM10 RM10 RM10
6 × RM10 = RM60
The total price of dragon fruits is RM60.

4 10 × RM9 = Calculate 5 x RM10


and 10 x RM5.
Method 1 Method 2 Discuss.
RM 9 10 × RM9 = RM90
× 10
RM90
10 × RM9 = RM90
LET’S ANSWER
1 Multiply.
a RM
3 b c
RM 4 RM 5
× 4 × 6 × 8

2 Calculate the price.


RM8
RM7
a 4 b 2
RM9
c 10
R’S • Guide pupils to multiply money using repeated addition or times
C H E T ES 4.4.1
EA N O
tables.
30 • Provide more questions in worksheets or question cards.
T

AB 109

TB-UNIT 4-ENG.indd 30 12/12/17 1:06 PM


DIVISION OF MONEY
1 RM15 is given equally to
3 persons. How much money
does each person get?
RM15 ÷ 3 =

Method 1
Method 2
EN

EN

EN
IM

IM

IM
EC

EC

EC
SP

SP

SP
RM 5
Ali Nina Adi �
3 RM15
– 15
0
RM15 ÷ 3 = RM5
Each person gets RM5.

2 RM30 ÷ 6 = 3 RM72 ÷ 9 =
RM 5 RM 8 Remember,

6 RM30 �
9 RM72 9 × = 72.
– 30 – 72
0 0
RM30 ÷ 6 = RM5 RM72 ÷ 9 = RM8

R’S
H E T ES
• Train pupils to divide the value of money using receipts from food
C 4.5.1
EA N O
and item purchases.
• Guide pupils to divide the value of money in vertical form. Relate it 31
T

to the topic of division of numbers.

TB-UNIT 4-ENG.indd 31 12/12/17 1:06 PM


4 The price of 7 kilograms of durians is RM63.
What is the price for 1 kilogram of durians?
RM63 ÷ 7 =
RM 9

7 RM63
– 63
0
RM63 ÷ 7 = RM9
The price for 1 kilogram of durians is RM9.

5 RM60 ÷ 10 = 10 × 6 = 60
Method 1 Method 2
RM 6

10 RM60 10 × RM 6 = RM60
– 60
0
RM60 ÷ 10 = RM6

LET’S ANSWER
Divide.
a 4 RM24 � �
b 5 RM20 c 6 RM48 � d 8 RM72 �
RM45 ÷ 5 =
e RM80
f ÷ 10 =
R’S • Emphasise that the division of money is the same as the division of
C H E T ES whole numbers. 4.5.1
EA N O • Guide pupils to use number lines to divide the value of money by 10.
32
T

AB 110

TB-UNIT 4-ENG.indd 32 12/12/17 1:06 PM


MONEY LITERACY
Zarif won a prize of RM300.
Congratulations!
I want to
Thank you, save RM200,
madam. father.

Good, Zarif.

Zarif plans for the money to be kept and to be spent.

Save in
bank RM200 Buy Is Zarif smart
books in managing
EN

EN
M

M
I

I
EC

EC

his money?
SP

SP

RM50
EN
IM
EC

Why?
SP

Prize
money
RM300
Buy Donate to
toys orphans’ fund
RM40 RM10

LET’S EXPLORE
You get RM200 during Hari Raya. Record
the money to be kept and to be spent. Talk
about it with your classmates.

R’S • Emphasise the importance of planning and managing finances


C H E T ES 4.6.1
EA N O
effectively to avoid spending beyond one’s means.
• Talk about the importance of education funds, education insurance, 33
T

unit trusts, and others for their future.


AB 111

TB-UNIT 4-ENG.indd 33 12/12/17 1:06 PM


SOLVE IT
1 James records
Month June July
his savings.
What is the total? Saving RM27.50 RM51.80

RM27.50 + RM51.80 =

Method 1 1
RM 2 7 . 5 0
+ RM 5 1 . 8 0
RM 7 9 . 3 0

Method 2
EN

EN

HN

HN
IM

OE

OE
IM

ITM

ITM
EC

ECN

ECN
EC
SP

CSPO

CSPO
SP

HN
EN

OE
ITM
IM

ECN
EC

CSPO
SP

Amount of money in notes: RM78.00


Amount of money in coins: + RM 1.30
Total: RM79.30
RM27.50 + RM51.80 = RM79.30
James’ total savings is RM79.30.
In August, James saves
RM16. Find his total savings
for the 3 months.

R’S • Guide pupils to solve problems by drawing diagrams.


C H E T ES 4.7.1
EA N O
• Instil the value of increasing income through entrepreneurship and
34 saving.
T

• Encourage pupils to check their answers using simple methods.

TB-UNIT 4-ENG.indd 34 12/12/17 1:06 PM


2 Ana’s sister has RM90. She buys
a cake and a gift as shown in
the picture. Find her balance.
RM54.60 RM27
Has: RM90
Buys cake: RM54.60
Buys gift: RM27

RM90 – RM54.60 – RM27 =


Method Subtract successively to find
the balance of money.

8 9 10 0 2 15
RM 9 0 . 0 0 RM 3 5 . 4 0
– RM 5 4 . 6 0 – RM 2 7 . 0 0
RM 3 5 . 4 0 RM 8 . 4 0

RM90 – RM54.60 – RM27 = RM8.40

Her balance is RM8.40.

2 1
I check using
addition. RM 5 4 . 6 0
RM 2 7 . 0 0
+ RM 8 . 4 0
RM 9 0 . 0 0

R’S • Carry out simulation using play money to solve problems involving
C H E T ES 4.7.1
EA N O
money.
• Train pupils to underline important information and to write number 35
T

sentences for the problems given.

TB-UNIT 4-ENG.indd 35 12/12/17 1:07 PM


3 The payment for washing a car is
RM9. How much is the payment
for washing 5 cars?
Wash 1 RM9
Wash 5 5 × RM9

5 × RM9 =

Method 1 Method 2
RM 9 RM
× 5 0 9 18 27 36 45
RM45
5 × RM9 = RM45
The total payment is RM45.

4 The profit for selling drinks is RM18. Nancy and Kavita


share it equally. How much does each person get?
RM18 ÷ 2 =
Method
RM 9

2 RM18
– 18
0 RM18 ÷ 2 = RM9
Each person gets RM9.
R’S • Solve the problems given using suitable methods.
C H E T ES 4.7.1
EA N O
• Emphasise step-by-step problem solving using Polya’s Method.
36
T

AB 112

TB-UNIT 4-ENG.indd 36 12/12/17 1:07 PM


LET’S ANSWER
Solve the problems.
1 Rozana has RM35.70. Her father gives her RM45 more.
Find the total amount of money Rozana has.

2 Zain wants to buy a toy car as in


the picture. He has RM100.
What is his balance?
RM87.90

3 The picture shows the price of a pair of slippers and trousers.


a Mother buys 3 pairs of trousers. Find the
total amount she pays.
b Calculate the cost of 2 pairs of slippers. RM
2
RM8
4 RM48 is divided equally among 6 people.
How much money does each person get?
The total cost is
5 Look at the picture. What is the RM53, madam.
combination of money that Zami’s
mother may use to pay the
amount?

Falisa has 7 pieces of RM5 notes


and 6 pieces of RM10 notes. Is
her money more than RM100?
Explain.
R’S • Provide more exercises in worksheets and question cards.
C H E T ES 4.7.1
EA N O
37
T

TB-UNIT 4-ENG.indd 37 12/12/17 1:07 PM


’S HAVE FUN
ET
L

Money Smart

Materials/ Participants
Resources 4 pupils per
task cards, group
table of tasks,
scissors, glue,
goods brochure
Goods brochure
Method
1 Pick one task card and read it.
2 Complete the task in the table of task.
3 Present your group work.
Examples of task cards
Find Find 2 items The price for
2 items with with the price 1 item is RM5.
a total price difference Find the total
of less of more than price for
than RM10. RM12. 5 items.

Example of table of task


No. Task Answer Calculate
Find 2 items 1
with a total RM3.99
1 + RM5.90
price of less
than RM10. RM9.89
4.2
R’S • Prepare a task table and four task cards which involve addition,
C H E T ES 4.3
EA N O
subtraction, multiplication, and division of money for each group. 4.4
38 • Provide appropriate goods brochures for this activity. 4.5
T

AB 113-114

TB-UNIT 4-ENG.indd 38 12/23/17 1:04 PM


TIME

Father, what are the


lines between these Oh, these are minute
numbers? graduations.

R’S
H E T ES
• Ask pupils to talk about their background knowledge related to the topic
C 5.1.1
EA N O
of time learnt in Year 1.
• Discuss the characteristics of an analogue and a digital clock. 39
T

TB-UNIT 5-ENG.indd 39 12/12/17 1:09 PM


RECOGNISE MINUTES There are 5
graduations
1 1 graduation
1 minute between 12
is 1 minute.
5 minutes and 1.
That is
5 minutes.

How many
2 a b minutes is it?

10 minutes

3 This is a quarter of
an hour. How many 5, 10, 15.
5
minutes is it? 15 minutes.
10

15

quarter hour = 15 minutes


R’S • Guide pupils to count graduations for minutes using clock models
C H E T ES 5.1.1
EA N O
such as wall clocks and watches.
40 • Discuss activities that can be carried out in 1 minute, 5 minutes,
T

15 minutes, and others.

TB-UNIT 5-ENG.indd 40 12/12/17 1:09 PM


From 12 to 6 is The minute hand moves
4 a half an hour. b in one complete circle.

1 complete
00:9

Half an hour = 30 minutes = 60 minutes


circle

Scan
Is this 40 minutes? me
Discuss. 9:00

LET’S ANSWER
1 Say how many minutes.
a b c

2 Complete these.
a 40 graduations is minutes.
b When the minute hand moves from 12 to 7 it means
minutes.
c minutes is when the minute hand moves from
12 to 11.
R’S
H E T ES
• Ask pupils to count in fives and relate it to the 5 times table.
C 5.1.1
EA N O
• Surf https://www.youtube.com/watch?v=qJIgqMcrFoE
41
T

AB 115-116

TB-UNIT 5-ENG.indd 41 12/23/17 1:07 PM


SAY AND WRITE THE TIME
1 What is the time now?
A quarter past five.

Five fifteen.

2
Five minutes
past eight. Ten
o’clock.

11 12 1
10 2
9 3
8 4
7 6 5

• Carry out a simulation to say the time using a model of an analogue


R’S
and a digital clock.
C H E T ES • Emphasise the correct reading of time and the positions of the hour 5.1.2
EA N O and minute hands for the time that is shown.
42 5.1.3
T

• Explain the position of the hour, minute, and colon on digital clocks.

TB-UNIT 5-ENG.indd 42 12/12/17 1:10 PM


3 We usually say it as
half past two.
Two thirty.

4 Thursday 10/5/2018

Convert time from words to numerals.

five minutes
four forty seven fifty five
past twelve

12:05 4:40 7:55

R’S • Emphasise how to state time in multiples of five minutes.


C H E T ES 5.1.2
EA N O
• Carry out activities to convert time from words to numerals using
flash cards, analogue, and digital clock models. 5.1.3 43
T

TB-UNIT 5-ENG.indd 43 12/12/17 1:10 PM


5 Write in words.
Lim, that is incorrect.

Are these two times


the same? Discuss.

LET’S ANSWER
1 Say the time.
a b c

2 Convert the time into numerals.


a Eleven twenty b A quarter past two
3 Convert the time into words.
a b c

R’S
H E T ES
• Emphasise the correct writing of time in multiples of 5 minutes.
C 5.1.2
EA N O
• Carry out activities to convert time from numerals to words using flash
44 cards, analogue, and digital clock models. 5.1.3
T

• Inculcate the attitude of spending time with beneficial activities.


AB 117-118

TB-UNIT 5-ENG.indd 44 12/12/17 1:10 PM


RECORD THE TIME
Let’s record the time Morning
and the activities.

Exercise
Blow balloons
MY SCHOOL
TELEMATCH
Evening Afternoon

Treasure hunt
Lunch

Play congkak

Time Activity
Record the
7:45 in the morning Exercise times and
Blow balloons the activities
12:00 in the afternoon for Sunday.
3:25 in the afternoon
Treasure hunt

R’S • Ask pupils to talk about and record their daily activities in school and
C H E T ES 5.1.4
EA N O
after school.
• Discuss pupils’ sequence of events during weekends or school 45
T

holidays.

TB-UNIT 5-ENG.indd 45 12/12/17 1:10 PM


LET’S ANSWER CHILDREN’S DAY

Look at the Children’s Day


activities in the pictures.
Complete the table.
Time Activity

Example
Family Day
LET’S EXPLORE Time Activity
8:45 in the morning Exercise
1 Plan an activity. 9:00 in the morning Blow and burst
2 Record the time and balloons
activity. 9:30 in the morning Three-legged
race
3 Talk about your activity.
R’S • Prepare tables in MS Word and guide pupils to record time in the
C H E T ES 5.1.4
EA N O
table such as their class time table, Teacher’s Day celebration,
46 school sports day, television programmes, and family day.
T

• Carry out Let’s Explore activity in pairs.


AB 119-120

TB-UNIT 5-ENG.indd 46 12/12/17 1:11 PM


RELATIONSHIP IN TIME
1 Hour and Minute

EVERY SATURDAY: 3:00 - 4:00 in the afternoon


(1 HOUR)

The minute hand moves 1 complete circle of 60 minutes.

When the hour So, 60 minutes is


hand moves the same as
from 3 to 4, 1 hour. 60 minutes
it is 1 hour. = 1 hour

What time is 1 hour


after 12 o’clock?

R’S • Emphasise that when the minute hand moves, the hour hand also
C H E T ES moves. 5.2.1
EA N O • Discuss activities that can be carried out within an hour. 47
T

• Review quarter hour, half an hour, three quarters of an hour, and relate
them to 1 hour.

TB-UNIT 5-ENG.indd 47 12/12/17 1:11 PM


2 Day and Hour
1 complete circle 12:00 noon
of the hour hand
is 12 hours.

12 hours 12 hours

12:00 midnight

The hour hand moves


2 complete circles a
day. So, there are
24 hours in a day.
12 hours + 12 hours = 24 hours
24 hours = 1 day

LET’S ANSWER
Complete these.
a 1 hour = minutes b 1 day = hours
c Quarter of an hour = minutes
d hour = 30 minutes
R’S • Use a timeline to explain the 24 hours in a day.
C H E T ES • Discuss the time in a day such as dusk, daylight, and half a day as 5.2.1
EA N O well as activities associated with those times.
48
T

• Discuss the countries that experience longer daytime than night-time.


AB 121

TB-UNIT 5-ENG.indd 48 12/23/17 1:13 PM


SOLVE IT
1 When Alex arrived
at school, the
minute hand
showed 4. What
time did he arrive?
The time
he left

Method I use a
clock model.

The time
he arrived

Alex arrived at his school at 7:20 in the morning.

2 Naveena and her family arrived at a banquet hall at


8:00 in the evening. Dinner started 25 minutes later.
State the time the dinner started.
5
Method
10

Count on in
fives from 12. 15

Stop at 5.
20

25

Dinner started at 8:25 in the evening.

R’S • Guide pupils to solve problems through simulation using clock models
C H E T ES and timelines. 5.3.1
EA N O
49
T

TB-UNIT 5-ENG.indd 49 12/12/17 1:11 PM


3 The clock shows the start of
a storytelling activity.
The activity was carried out
for an hour.

Start

a State in words the time the activity started.


The activity started at two o’clock.

b At what time did the activity end?

Method
1 hour is 1 complete circle
of the minute hand.

The activity ended at 3 o’clock. End

R’S
H E T ES
• Guide pupils to solve problems using timelines.
C 5.3.1
EA N O
50
T

AB 122

TB-UNIT 5-ENG.indd 50 12/12/17 1:11 PM


LET’S ANSWER
Solve the problems.
1 The gotong-royong started
at 9:30 in the morning.
State the time in words.

2 A chess game started


at 4:00 in the afternoon.
When it ended, the minute
hand was pointing at
number 8. What is the
time?

3 Nani participated in a
colouring competition
which took 1 hour. How
many minutes is that?

4 A group of Year 2 pupils


visited Mega Aquaria. They
entered at a quarter past
three in the afternoon. Write
the time in numerals.

R’S
H E T ES
• Guide pupils to solve problems using clock models and timelines.
C 5.3.1
EA N O
51
T

TB-UNIT 5-ENG.indd 51 12/12/17 1:11 PM


’S HAVE FUN
ET
L

Wheel of Time

Materials/Resources
clock face cards, A4 paper,
coloured pencils
Participants
2 to 3 pupils per group
Method
Use the clock face cards for the Clock face card
activities as in the examples shown.
Activity 1 Activity 2
Pupil A moves the minute hand. Pupil B shows the time.
Pupil B states how many minutes. Pupil A states the time.
10 minutes. Five
minutes
past
two.

Activity 3 Activity 4
Pupil A states the time. Pupil A shows the time.
Pupil B moves the hour Pupil B writes the time in numerals.
hand. Pupil C moves the Pupil C writes the time in words.
minute hand.

R’S
H E T ES
• Prepare complete and sufficient clock face cards for each group. 5.1.1
C
EA N O
• Encourage pupils to switch roles in asking and answering the questions. 5.1.2
52 • Instil moral values of cooperation and tolerance.
T

5.1.3
AB 123-124

TB-UNIT 5-ENG.indd 52 12/12/17 1:11 PM


LENGTH, MASS, AND
VOLUME OF LIQUID
Akilʼs height is
100 centimetres.

This textbook has a


mass of 300 grams.

The volume
of water is
400 millilitres.

R’S • Discuss with pupils the use of length, mass, and volume of liquid in
C H E T ES 6.1
EA N O
daily life such as the length of cloth to make clothes, mass of body, 6.2
and volume of water consumed in a day. 6.3 53
T

TB-UNIT 6-ENG.indd 53 12/12/17 1:12 PM


RECOGNISE UNITS OF CENTIMETRE
AND METRE

1 This is a 15-centimetre ruler.


Each graduation is 1 centimetre.
1 centimetre

0 cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2 The symbol for


centimetre is cm.

0 cm 1 2
1 centimetre
is written as
1 cm. cm
The length of the
nail and the width
of the finger is
1 centimetre.

3
s
etre
entim
50 c
1
The length of the
tape is .

R’S • Ask pupils to look at the ruler graduations. Guide them to identify the
C H E T ES 6.1.1
EA N O
length as well as the use of the cm symbol in daily life.
54 • Emphasise that the cm unit is used to measure short objects accurately.
T

Introduce related terms to length such as high, short, and wide.

TB-UNIT 6-ENG.indd 54 12/12/17 1:12 PM


4 a This is a metre ruler. Its length
is equal to 100 centimetres.
1 centimetre

The symbol for


metre is m.
m
b
1 metre is
written as 1 m.
c metre
4

s•

s•
The length of the metre
4

tape is .
LETʼS ANSWER
1 State the most suitable unit of length, cm or m.
a b c

25 5
2 Write the symbol for each unit of length.
a 2 centimetres b 57 centimetres
c 3 metres d 40 metres
R’S • Discuss the use of the unit metre in daily life which involves height,
C H E T ES 6.1.1
EA N O
width, distance, and others.
• Emphasise that the unit metre is used to measure length of longer 55
T

objects. Carry out simulations to observe graduations of a measuring


AB 125 tape.

TB-UNIT 6-ENG.indd 55 12/12/17 1:13 PM


MEASURE LENGTH OF OBJECTS
AND DRAW STRAIGHT LINES

1
0 cm1 2 3 4 5 6 7 8 9

0 cm1 2 3 4 5 6 7 8 9 10 11 12 13 1
Measure
accurately.
Start
from 0.
00:9

Scan
me
0 cm1 2 3 4 5 6 7 8 9
9:00

Object Pencil Rubber Leaf


Length 12 cm cm cm

2 a b c

Which is the correct method to


measure the paper above? Discuss.

• Guide pupils to measure the length of objects around them using


R’S rulers or measuring tapes. Emphasise measuring lengths in cm or m
C H E T ES 6.1.2
EA N O
without involving decimals.
56 • Ask pupils to record the length of objects, such as the height of a plant
T

one week after germination of its seed.


• Surf http://www.mathworksheets4kids.com/length/object-ruler-cm1.pdf

TB-UNIT 6-ENG.indd 56 12/12/17 1:13 PM


3 a

The width of the classroom door is 128 cm.

The length of the mural is 2 m.

c Try to
measure
other objects.

The length of the frame is m.


R’S • Guide pupils to measure lengths and mark distances of objects
C H E T ES 6.1.2
EA N O
around the school in cm and m.
• Carry out activities in groups and ask group leaders to record their 57
T

findings.

TB-UNIT 6-ENG.indd 57 12/12/17 1:13 PM


4 a I draw a 30 cm straight line.

Mark dots at Join the two dots Write 30 cm.


0 and 30. with a ruler.

b Draw
We aa
draw 1m
1mstraight line.
straight line.

Mark dots at Join the two dots Write 1 m.


0 and 100. with a ruler.

Draw the length of a comb as a


straight line on a paper. Measure
the length of the straight line. 0
cm
1 2 3 4 5 6 7 8 9 10 11 12 13

LETʼS ANSWER
1 State the length of the pen. 2 Draw a straight line:
a 9 cm. b 2 m.

R’S • Emphasise that the position of the ruler cannot be shifted when
C H E T ES 6.1.2
EA N O
drawing the line.
58 • Guide pupils to draw straight lines of more than 1 m.
T

• Surf http://www.mathworksheets4kids.com/length/tape-cm1.pdf
AB 126-127

TB-UNIT 6-ENG.indd 58 12/12/17 1:13 PM


ESTIMATE LENGTH OF OBJECTS
1 Ainiʼs estimation is almost
This crayon is accurate. The actual length
about 10 cm of the crayon is 9 cm.
long.

The length
of this
brush is
less than
20 cm.

2 Try to show
1 cm like this.
0 cm 1 2

1 cm

Name other objects that


measure less than 15 cm.

R’S • Carry out group activities to estimate lengths of other objects.


C H E T ES 6.1.3
EA N O
• Guide pupils to estimate and measure actual lengths of objects.
Discuss the difference in measurement. 59
T

AB 128

TB-UNIT 6-ENG.indd 59 12/12/17 1:13 PM


LET’S EXPLORE
Method
1 Measure the length of 2 Use the pencil to estimate
a pencil. the length of an exercise
book.
3 Measure the actual
length of the exercise
book.

4 Use the pencil to estimate


the length of other objects.

5 Measure the objects.


Record the actual length.
6 Compare both lengths.
Estimated Actual
Object length/height length/height
Length of exercise book cm cm
Height of bottle cm cm
Length of watch cm cm
LETʼS ANSWER
3 cm
Estimate the length of each object.
a 5 cm b
cm cm
R’S • Guide pupils to carry out Let’s Explore in groups. Ask a representative
C H E T ES 6.1.2
EA N O
from each group to present their groupʼs work.
60 • Carry out activities to estimate lengths of objects in metres based on 6.1.3
T

the length of a 1-metre ruler.

TB-UNIT 6-ENG.indd 60 12/12/17 1:13 PM


RECOGNISE UNITS OF GRAM AND
KILOGRAM
1 The mass
of this milk powder
is 1 kilogram.

This bread
has a mass of
400 grams.

400 grams is written as 400 g.


1 kilogram is written as 1 kg.

The symbol The symbol for


for gram is g. kilogram is kg.
g kg
2 a b c 3 kilogra ms

120 grams

450 grams

450 grams is 120 grams is 3 kilograms is


written as 450 g. written as . written as .

R’S • Discuss units of kg and g found in pamphlets or goods brochures.


C H E T ES 6.2.1
EA N O
• Ask pupils to state examples of mass, in kg and g, in daily life.
Emphasise the symbols g and kg. 61
T

TB-UNIT 6-ENG.indd 61 12/12/17 1:13 PM


3 a b

Each graduation is 50 g. Each graduation is 100 g.

c d

Each graduation is . Each graduation is .

LETʼS ANSWER
1 State a suitable mass unit, g or kg.
a b c

2 300 60
2 Write the symbol for the mass unit below.
a 100 grams b 700 grams c 3 kilograms
R’S • Guide pupils to read values of graduations for different weighing scales.
C H E T ES 6.2.1
EA N O
• Emphasise that 1000 grams is equal to 1 kilogram.
62
T

AB 129

TB-UNIT 6-ENG.indd 62 12/12/17 1:14 PM


WEIGH THE MASS OF OBJECTS
Before an object is
weighed, make sure The mass of the
the needle points to 0. oranges is 2 kg.

The mass of the


apples is 800 g.

Which has more mass,


biscuits or cotton?

LETʼS ANSWER
Say the mass of each object.

a b c

R’S • Emphasise that the mass of an object does not depend on its size.
C H E T ES 6.2.2
EA N O
For example, when comparing the mass of a sponge and a stone.
63
T

AB 130

TB-UNIT 6-ENG.indd 63 12/12/17 1:14 PM


ESTIMATE THE MASS OF OBJECTS
1 I estimate the
mass of 2 ciku
The mass of is about 110 g.
this ciku is
60 g.

Your estimation is almost accurate.


The actual mass is 120 g.

The mass of plasticine Estimate the The mass of the


to make an elephant mass of this elephant model
model is 300 g. elephant model. is 200 g.
R’S • Divide pupils into several groups to estimate the mass of objects in
C H E T ES 6.2.3
EA N O
the classroom. Ask pupils to conclude using less or more.
64 • Surf http://www.commoncoresheets.com/Math/Weight/Metric%20
T

Estimating%20Weight/English/1.pdf
AB 131

TB-UNIT 6-ENG.indd 64 12/12/17 1:14 PM


LET’S EXPLORE
Method
1 Weigh a big 2 Estimate the mass 3 Weigh the small
marble. of a small marble. marble to find
its actual mass.

4 Use the big marbleʼs mass to estimate the mass of


other objects.
5 Weigh the objects. Record the actual mass.
6 Compare both mass.
Object Estimated mass Actual mass
Small marble g g
Aluminium can g g
Magazine g g

LETʼS ANSWER
Estimate the mass of each object.
a b

240 g g 10 kg kg
• Guide pupils to estimate and weigh mass of objects in groups.
R’S • Emphasise using suitable weighing tools in estimating mass and
C H E T ES 6.2.2
EA N O
finding actual mass in g and kg.
• Discuss with pupils the importance of estimating the mass of objects 6.2.3 65
T

in their daily lives.

TB-UNIT 6-ENG.indd 65 12/12/17 1:14 PM


RECOGNISE UNITS OF MILLILITRE
AND LITRE
1

The volume
of milk is
1 litre. The volume of
this orange juice
is 350 millilitres.

350 millilitres is written as 350 mℓ.


1 litre is written as 1 ℓ.
The symbol for The symbol
Write fifteen
millilitre is mℓ. for litre is ℓ.
litres.

mℓ ℓ

Say the volume of


liquid in mℓ or ℓ.

R’S • Discuss the volume of liquid, in millilitre and litre, found in daily life.
C H E T ES 6.3.1
EA N O
Ask pupils to look at the size of containers and their volumes.
66 • Emphasise the correct way of writing the symbols ℓ and mℓ .
T

TB-UNIT 6-ENG.indd 66 12/12/17 1:15 PM


2 a This is a 100 mℓ b This is a
beaker. Each 250 mℓ
graduation is 20 mℓ. beaker.

20 mℓ
Each graduation is
mℓ.
c This is a 100 mℓ d
measuring cylinder. Each
graduation is 10 mℓ.

This is a 1 ℓ
measuring
cylinder.
Each graduation
is mℓ.

LETʼS ANSWER
1 State a suitable volume 2 Write the symbol for
unit, mℓ or ℓ. the volume units below.
a b a 200 millilitres
b 600 millilitres
150 c 4 litres
d 9 litres
10
R’S
H E T ES
• Guide pupils to read graduations on different measuring tools
C 6.3.1
EA N O
of different sizes.
• Emphasise that 1 000 millilitres is equal to 1 litre. 67
T

• Make sure that the symbols for millilitre and litre are written correctly.
AB 132

TB-UNIT 6-ENG.indd 67 12/12/17 1:15 PM


MEASURE VOLUME OF LIQUID
1 You need to take 10 mℓ
of vitamins daily.

The volume of Look at the volume of liquid


water is 500 mℓ. at eye level. The volume of
milk is 200 mℓ.

R’S • Guide pupils to measure the volume of liquid using suitable


C H E T ES measuring tools. Instil moral values such as cautiousness in taking
EA N O
6.3.2
68 liquid medicine to avoid overdosage.
T

• Emphasise that the reading of the volume of liquid must be seen


at eye level.

TB-UNIT 6-ENG.indd 68 12/12/17 1:15 PM


3 I measure
1 ℓ of liquid.

I measure
2 ℓ of liquid.

2 litres of milk is to be
filled into 2 containers
as shown in the picture.
What is the volume of
milk in each container?
2ℓ 1ℓ

LETʼS ANSWER
What is the volume of liquid in each container?
a b c

R’S • Guide pupils to measure volume of liquid using a variety of


C H E T ES 6.3.2
EA N O
measuring tools.
• Emphasise the use of appropriate measuring tools to measure the 69
T

volume needed. For example, 100 mℓ beaker to measure the volume


AB 133 of water within the range of 20 mℓ to 100 mℓ.

TB-UNIT 6-ENG.indd 69 12/12/17 1:15 PM


ESTIMATE VOLUME OF LIQUID
1 The volume of this
water may be
500 mℓ. I estimate it is
less than 700 mℓ.
Correct, Ikram.
Our estimation is Its volume is
almost exact. 600 mℓ.

2
I estimate
The the volume
volume of of the juice
1 jug of in this water
this juice container is
is 1 ℓ. more than
1 ℓ.

• Guide pupils to estimate the volume of liquid in mℓ and ℓ in different


R’S containers.
C H E T ES 6.3.3
EA N O
• Ask pupils to make conclusions using more or less.
70
70 • Surf http://www.mathworksheets4kids.com/capacity/jug-1liter-1.pdf
T

• Surf http://www.mathworksheets4kids.com/capacity/more-less-
AB 134 metric1.pdf

TB-UNIT 6-ENG.indd 70 12/12/17 1:16 PM


LET’S EXPLORE
Method
1 Prepare the 2 Estimate the 3 Measure the
liquid as volume of the actual volume
shown in the red liquid. of the red liquid.
picture. Record it. Record it.

250 mℓ 250 mℓ

4 Repeat steps 2 and 3 for the green liquid.


5 Compare the two volumes.
Liquid Estimated volume Actual volume 250 mℓ

Red liquid mℓ mℓ
Green liquid mℓ mℓ

LETʼS ANSWER
Estimate the volume of the liquid.
a b

400 mℓ mℓ ℓ 5ℓ

R’S • In groups, guide pupils to estimate and measure the actual volume
C H E T ES 6.3.2
EA N O
of the liquid. Ask pupils to compare the estimated volume and the
actual volume. 6.3.3 71
T

TB-UNIT 6-ENG.indd 71 12/12/17 1:16 PM


SOLVE IT
1 Sarina uses 8 cm of red thread. She also uses 10 cm of
blue thread. State which thread is longer.
Method

10 cm is longer than 8 cm.


The blue thread is longer.

2 Take 10 millilitres
once a day.

All right, sir.

Mark the volume of the medicine to be taken.


State its volume.
Method mℓ 30
25 I mark the volume
20 of the medicine.
15
10
5

10 mℓ
The volume of the medicine is 10 mℓ.
R’S • Use simulation or build a model to solve the problem.
C H E T ES 6.4.1
EA N O
72
T

TB-UNIT 6-ENG.indd 72 12/12/17 1:16 PM


3 Cable Car Ticket Price
Adult RM20
Child RM15
Child
Free
(less than 90 cm tall)
Kamalʼs height is 1 m. His younger
brother does not need to pay.
Estimate his brotherʼs height.

Method

Kamalʼs brother
does not need Mark the
to pay. So, his estimated height
height must be of Kamalʼs
less than 90 cm. brother.

His brotherʼs height is about 80 cm.


R’S • Guide pupils to find information such as what is given and what is
C H E T ES 6.4.1
EA N O
asked for.
• Emphasise that 100 cm is equal to 1 m. 73
T

TB-UNIT 6-ENG.indd 73 12/23/17 2:32 PM


4 Nisha
Saiful Julia ? kg

Nishaʼs mass is more than Julia’s. Her mass is less


than Saiful’s. What could be Nishaʼs mass?
Method Julia Saiful

27 28 29 30 kg
Nishaʼs mass
Nishaʼs mass could be 28 kg or 29 kg.

5 Sue Chin wants to clean her bicycle.


Choose the container she should use.
Why?
Method
8ℓ 80 mℓ

1ℓ 1ℓ 1ℓ 1ℓ 1ℓ 1ℓ 1ℓ 1ℓ
80 mℓ

Sue Chin should use an 8 ℓ container


because it holds more water.
R’S • Provide more questions in worksheets or question cards.
C H E T ES 6.4.1
EA N O
74
T

AB 135-136

TB-UNIT 6-ENG.indd 74 12/12/17 1:16 PM


00:9

Scan
me
LETʼS ANSWER 9:00

Solve the problems.


1 Mother measures the objects shown in
the table.
Object Wire Coloured tape Ribbon
Length 5 cm 18 cm 30 cm

Draw a straight line for the length of each object.

2 The picture shows the mass of grapes bought


by Ermaʼs father. State the mass of the grapes.

3 I want to drink
350 mℓ I want to make
of apple juice. 2 ℓ of apple juice.

Nori Gobi
State which container they should use.

a b c d

4 The height of a lorry is 3 m.


Can the lorry pass through the
tunnel shown in the picture?
Give a reason.

R’S
H E T ES
• Solve the problems given using suitable methods.
C 6.4.1
EA N O
• Provide more questions in worksheets or question cards.
75
T

TB-UNIT 6-ENG.indd 75 12/26/17 10:09 AM


’S HAVE FUN
ET
Match Me
L

mℓ
m s re d

m
Materials/ glue, scissors, triangle

g ra
g ra u n d

g ra
me

kilo
kg

m
oh

t re
tw
Resources diagram, A4 paper
400 mℓ

ce
ms

0g
ntim

m
g ra

g
4c

20
cm
etr
ilo

e
2k
m

Participants 2 pupils per group


Method

1 Make copies of the triangle diagram below.


2 Cut the triangle into 9 pieces.
3 Join the matching pieces
of each measurement.
4 The first group that
mℓ

matches the pieces


correctly is the
winner.
ms red

kg m
gra
gra und

gra
me

ki lo

m
oh

tre
tw

400 mℓ
cen
s

g
ram

m
ti m

0
g
4c

20
cm
ilog

etr
e
2k

R’S • Provide sufficient materials for this group activity. 6.1.1, 6.1.2,
C H E T ES
EA N O
• Make copies of the triangle diagram. 6.2.1, 6.2.2,
76 6.3.1, 6.3.2
T

AB 137-138

TB-UNIT 6-ENG.indd 76 12/23/17 2:34 PM


SHAPES
Shapes Song

Let us learn the 3-D shapes


3-D shapes, 3-D shapes
Cuboid, cube, and pyramid
Cone and cylinder too

Twelve sides lengths are all the same


Six faces sizes all the same
We can see these in dice
A cube, we call its name

A cuboid has a different shape


Six faces sizes not the same
Has squares and also rectangles 00:9

Has twelve sides too

9:00
Scan
me

R’S • Sing the song to the tune of The Mulberry Bush. While singing, pupils
C H E T ES 7.1.1
EA N O
show 3-D shapes using real objects.
• Teacher is encouraged to add lyrics for other 3-D shapes. 77
T

TB-UNIT 7-ENG.indd 77 12/12/17 1:14 PM


IDENTIFY 3-D SHAPES
1 Has 6 flat surfaces.
All faces are the same size.
Has 8 vertices. Has 12 edges.
The dice has a cube shape.
Monday 10/9/2018

Has 8 vertices. Has


12 edges too. 6 faces are
rectangles. This rubber
has a cuboid shape.

Look at a cube and a cuboid.


Talk about the differences.

Characteristics Object Shape


• 6 flat square faces
• 8 vertices
• 12 straight edges
Cube
• 6 flat rectangular
faces
• 8 vertices
• 12 straight edges Cuboid
R’S
H E T ES
• Carry out exploration activities in the classroom to identify 3-D shapes 7.1.1
C
EA N O
by describing their characteristics.
78 • Carry out question and answer activity with pupils on other objects.
T

TB-UNIT 7-ENG.indd 78 12/12/17 1:14 PM


2 • 4 flat triangular faces
• 1 flat square face
• 5 vertices
• 8 straight edges
What is this shape?

Pyramid.

• 1 flat face Has


• 1 curved face 1 curved face.
• 1 vertex 2 flat faces.
This is a
cylinder.

LET’S ANSWER
Name the 3-D shapes as described.
a
1 vertex 1 flat face 1 curved face

b 2 flat square 4 flat rectangular


8 vertices
faces faces

R’S • Encourage pupils to build mind maps of the characteristics of 3-D shapes
C H E T ES 7.1.1
EA N O
for cubes, cuboids, cones, pyramids, and cylinders.
• Carry out simulations to explain flat faces, curved faces, vertices, and 79
T

straight edges.
AB 139

TB-UNIT 7-ENG.indd 79 12/12/17 1:14 PM


IDENTIFY BASIC SHAPES
I have 2 square
I have 6 faces and 4
square faces. rectangular faces.

3-D shape Name Basic shape Number

Cube 6

4
Cuboid
2

Pyramid 4
1
1
Cylinder
2

Cone 1
1

LET’S ANSWER
State the basic shapes for each 3-D shape.
a b c d e

R’S • Carry out simulations by asking pupils to name basic shapes


C H E T ES 7.1.2
EA N O
in 3-D shapes. State that a cone’s basic shapes are a circle and a sector.
80 • Carry out group activities to make various patterns using basic shapes
T

and ask pupils to talk about them.


AB 140

TB-UNIT 7-ENG.indd 80 12/12/17 1:14 PM


RECOGNISE NETS OF 3-D SHAPES
1 Open the box.
What did you I got I got 6
get? 6 squares. rectangles.
This is
Oh, this is a
a cube net.
cuboid net.

2 This cuboid net has


This is 4 rectangles. Another
a cube net, 2 are squares.
too.

Try to make other nets of a cube


and a cuboid. Talk about it.

R’S • Explain that net is a flat shape obtained by unfolding a 3-D shape.
C H E T ES 7.1.3
EA N O
Carry out simulations to relate it to basic shapes to enhance pupil’s
understanding. 81
T

• Prepare a variety of cube and cuboid nets. Ask pupils to talk about
the nets.

TB-UNIT 7-ENG.indd 81 12/12/17 1:15 PM


3 Pyramid net

This is also
Pyramid a pyramid
net.

A pyramid net has 4 and 1 .


4 Cone net
A cone net has
1 and 1 .

Is this a cone net? Why?

R’S
H E T ES
• Carry out activities to explore various 3-D shapes by cutting and 7.1.3
C
EA N O
joining nets to determine the shapes. Tracing activities can be done
82 for nets of 3-D shapes which have flat faces.
T

TB-UNIT 7-ENG.indd 82 12/12/17 1:15 PM


5 Cylinder net
a b

A rectangle and Join the rectangle


2 circles. together.

c d

Join the 2 circles. This is a cylinder.

LET’S ANSWER
Name the 3-D shape for each net below.
a b c

d e

R’S
H E T ES
• Ask pupils to explore various nets on the Internet. Print and collect 7.1.3
C
EA N O
nets as a group folio.
• Surf https://www.mathworksheets4kids.com/solid-shapes/net- 83
T

shape1.pdf
AB 141-142

TB-UNIT 7-ENG.indd 83 12/12/17 1:15 PM


IDENTIFY 2-D SHAPES
1

The picture frame surface has


4 corners. All the sides are of
the same length.

That is a
square.

The surface
of this book is
not a square.

R’S
H E T ES
• Ask pupils to talk about surfaces of other objects or 2-D patterns in the
C 7.2.1
EA N O
picture above based on descriptions of characteristics.
84 • Emphasise that 2-D shapes are found on the surfaces of 3-D objects
T

in daily life.

TB-UNIT 7-ENG.indd 84 12/12/17 1:15 PM


2 Characteristics
Name of
Number of Number of Number of Shape
straight sides curved sides corners shapes

4 0 4

0 4 Rectangle

3 3

0 1 Circle

Complete the
table above.

LET’S ANSWER
What is the 2-D shape for
the given characteristics?
a 3 b No
corners corners

3 No How many squares,


straight rectangles, and triangles
sides straight
sides are there in the diagram
above?
• Summarise characteristics of 2-D shapes based on the surfaces of
R’S
real-life 3-D objects.
C H E T ES • Use a variety of 2-D patterns for pupils to identify 2-D shapes. 7.2.1
EA N O For example, mural patterns, gift wrappers, and carpets. 85
T

• Emphasise to pupils that a corner is also known as vertex. Vertex can


AB 143 be used in 2-D and 3-D shapes.

TB-UNIT 7-ENG.indd 85 12/12/17 1:16 PM


DRAW 2-D SHAPES

I am tracing
a circle.

I am
drawing I am drawing 2-D
6 squares. shapes on grid paper.

What 3-D shapes can we


trace to get triangles?
Talk about it.

R’S
C H E T ES • Guide pupils to trace 3-D surfaces correctly on paper. Ask pupils to
7.2.2
EA N O state the 2-D shapes obtained.
86
T

TB-UNIT 7-ENG.indd 86 12/12/17 1:16 PM


LET’S EXPLORE

Materials/Resources Participants
Microsoft Word 2 pupils per group

Method
1 Open Microsoft Word.

2 Click Insert and Shapes. 00:9

Choose a rectangle from Basic Shapes and click.


3
Draw a rectangle.
4
Click on the rectangle. Click Format and Shape Fill. Scan
Choose colour and click. me
9:00

5
Type name of shape.
6
Repeat steps 2 to 5 for other 2-D shapes.

LET’S ANSWER
Join the dots according to the sequence of the letters.
Use a ruler. Name the shape.
a b c
B B C B C

A C A D A D

R’S
H E T ES
• Carry out activities to draw and name 2-D shapes from paper foldings
C 7.2.2
EA N O and dot paper.
• Carry out a contest to build as many 2-D shapes as possible using 87
T

geoboards.
AB 144

TB-UNIT 7-ENG.indd 87 12/12/17 1:16 PM


SOLVE IT
1 Sarjit uses recycled materials to make a money box.
He pastes coloured paper on six flat faces of the same
size. What is the shape of the money box?
Method Guess and check.

Check 1 Pyramid Check 2 Cube has


has 5 6 flat faces
flat of the
faces. same size.
Wrong Correct

The money box is a cube.

2 Liza draws a pattern. She draws a 2-D shape with one


curved side. What shape has she drawn?

Method

A triangle has A rectangle has A circle has a


no curved side. no curved side. curved side.

✗ ✗ ✓

The shape drawn is a circle.

R’S
H E T ES
• Use various strategies such as drawing a diagram and simulation 7.3.1
C
EA N O
to solve the problems given.
88 • Emphasise to pupils to read the problems carefully and to underline
T

important information.

TB-UNIT 7-ENG.indd 88 12/12/17 1:16 PM


3 Rini unfolds a 3-D shape. She gets 2 circles and
1 rectangle. What is the 3-D shape?

Method Draw a diagram.

2 circles and
1 rectangle are the basic
shapes of a cylinder.

The 3-D shape is a cylinder.

LET’S ANSWER
Solve the problem.
1 The picture shows
6 faces traced from a
3-D shape. What is the
3-D shape?


2 Mother sells jelly in a container. The container has
2 flat faces. It also has 1 curved face. Name the
3-D shape of the container.

R’S
H E T ES
• Train pupils to solve problems by drawing, making mental images, 7.3.1
C
EA N O
simulations, and using real-life objects to reinforce their understanding.
89
T

AB 145-146

TB-UNIT 7-ENG.indd 89 12/12/17 1:16 PM


’S HAVE FUN
ET
L

My Money Box

Materials/Resources net card, stickers of shapes,


scissors, glue, sticky tape
Method
1 Prepare the materials. 2 Cut the net.

3
Fold and join the net 4 Remove the stickers.
using sticky tape.

5
Paste the stickers to 6 Display it at the
decorate the money box. mathematics corner.

R’S • Prepare a cylinder net or other 3-D shapes net using hard paper such as
C H E T ES 7.1
EA N O
box paper and cardboard, sufficient pattern stickers, and other materials.
90 • Guide pupils to work in pairs and instil values such as accuracy,
T

cooperations, and tidiness.


AB 147-148

TB-UNIT 7-ENG.indd 90 12/12/17 1:17 PM


DATA
Tuesday

R
E
C
E
S
S

Who likes to
drink vanilla milk?
Raise your hand.

R’S • Carry out question and answer activity with pupils and perform
C H E T ES 8.1.1
EA N O
simulations to collect data such as month of birth and favourite colour.
91
T

TB-UNIT 8-ENG.indd 91 12/12/17 1:17 PM


COLLECT DATA
Wednesday 24/10/2018
1 Collecting Data How many
colours do the
flowers have?

Three colours.

2 Group the flowers according to their colours.

I use I draw
tally. pictures.

Which method do
you prefer? Why?

R’S
H E T ES
• Carry out simulations on how to collect and arrange data. 8.1.1
C
EA N O
• In groups, ask pupils to collect data such as favourite food and games.
92
T

TB-UNIT 8-ENG.indd 92 12/12/17 1:17 PM


3 Method 1 Method 2
Flower Tally Number Count
colour
the
Red 12 squares.
Yellow
Blue 7 has 9.

Yellow 9

This is how we collect


data on colours of flowers.
Red Blue 00:9
Yellow
Collect data on types of
2-D shapes in this pattern.

9:00 Scan
me!

LET’S ANSWER
Collect data on the sports houses of your classmates.
Complete the table.
Sports house Tally Number
Red
Blue
Green
Yellow

R’S • Compare methods of collecting data and ask pupils to determine


C H E T ES 8.1.1
EA N O
the easiest method.
• Carry out suitable data collection activities outside the classroom 93
T

such as on colours and types of cars.


AB 149-150

TB-UNIT 8-ENG.indd 93 12/12/17 1:17 PM


RECOGNISE BAR CHARTS
1 This is a bar chart on the favourite toys of a group of pupils.

Vertical axis

Favourite Toys Title


8
7
Number of pupils

This is a vertical
6 bar chart.
5
4
3
2
1
0
Robot Doll Toy car
Horizontal
Types of toys axis

a 6 pupils like robots.


b 4 pupils like dolls.
c pupils like toy cars.
d The most favoured toy is .
R’S
H E T ES
• Carry out question and answer activity on what pupils can see 8.2.1
C
EA N O
in the bar chart.
94 • Ask pupils to talk about bar charts they have seen before.
T

• Emphasise that a bar chart uses bars to represent data.

TB-UNIT 8-ENG.indd 94 12/12/17 1:17 PM


2 Bar chart of favourite juices.
Favourite Juices This is a
horizontal
Pineapple bar chart.
Types of juices

Guava

Orange

Watermelon

0 1 2 3 4 5 6 7 8 9 10 11 12
Number of pupils
a The four types of juices are pineapple juice,
guava juice, orange juice, and .
b The number of pupils who like to drink:
i. pineapple juice 5 ii. guava juice 3
iii. orange juice iv. watermelon juice 00:9

c The most favoured juice is .

Scan
me!
LET’S EXPLORE 9:00


Method
1 Launch Google Chrome.
2 Type bar chart. Press Enter.
3 Click Images. Select bar chart.
4 Write down information related to the bar chart.
R’S • Carry out question and answer activity in groups so the pupils can give
C H E T ES 8.2.1
EA N O
as much information as possible.
• Surf https://www.mathsisfun.com/data/bar-graphs.html 95
T

AB 151-152

TB-UNIT 8-ENG.indd 95 12/12/17 1:17 PM


LET’S ANSWER
Look at the bar chart. Answer the questions below.
Favourite Breakfast Meals a Write the number of
10 pupils who eat:
Number of pupils

9 i. biscuits.
8
7 ii. bread.
6
5 iii. nasi lemak.
4 iv. fried noodles.
3
2 b Name the most
1
0 favoured food.
Biscuits Bread Nasi Fried c What is the least
lemak noodles
Types of food favoured food?

Favourite Games This bar chart is


incomplete. Spinning
top is the second 00:9
Types of games

Spinning top
favoured game. How
Batu many pupils like to
seremban
play spinning top? Scan
Congkak me!
9:00

Kite

0 1 2 3 4 5 6
Number of pupils
R’S • Use a variety of bar charts to train pupils to obtain information.
C H E T ES 8.2.1
EA N O
• Use a variety of questions related to bar charts to reinforce pupils’
96 understanding.
T

• Instil the importance of a healthy and balanced meal.

TB-UNIT 8-ENG.indd 96 12/12/17 1:18 PM


SOLVE IT
1 The table shows
the favourite television
programmes of a
group of pupils.

Programme Cartoon Entertainment Horror Sports

Tally

a
How many pupils like to watch sports?
b
What is the most favoured programme?
Method
Look at the table.
a 7 pupils like to watch sports.
b
First, add up
the tally.

Cartoons 18 Most of the


an pupils like to
e! Entertainment 12 watch cartoons.
Horror 3
Sports 7
The most favoured programme is cartoons.

R’S • Guide pupils to solve problems by identifying keywords and extracting


C H E T ES 8.3.1
EA N O
important information given.
• Emphasise that problem solving involving bar chart is to obtain information 97
T

from the chart according to the requirements of the question.

TB-UNIT 8-ENG.indd 97 12/12/17 1:18 PM


2 Bar chart on books read by 5 pupils.

Books Read
Vinod
Names of pupils

Alia
Stacy
Ramesh

Zain

0 1 2 3 4 5 6 7 8 9 10 11
Number of books

a How many books did Stacy read?


b Who read the same number of books? How many?
c Who read the most books?
Method
Look at the chart.
a Stacy read 6 books.
b Ramesh and Zain read the same number of books.
5 books.
c Vinod read the most books.

R’S • Ask a variety of questions to enhance pupils’ understanding.


C H E T ES 8.3.1
EA N O
98
T

AB 153-154

TB-UNIT 8-ENG.indd 98 12/12/17 1:18 PM


LET’S ANSWER


Solve the problems.
1 Look at the table on shoe sizes of Year 2 Zuhal pupils.
Answer the questions below.
Shoe size 28 29 30 31 32 33
Tally

.a State the number of pupils for each shoe size.


b Which shoe size is worn the most?

2 Look at the bar


chart on the Ambitions
ambitions of a 11
group of pupils. 10
Solve it. 9
Number of pupils

8
a How many 7
pupils 6
want to be 5
policemen? 4

3
b Which
ambition 2
is the 1
favoured? 0
Chef Policeman Nurse Doctor
Ambitions

R’S • Provide more exercises in worksheets or question cards according to


C H E T ES 8.3.1
EA N O
pupils’ ability.
99
T

TB-UNIT 8-ENG.indd 99 12/12/17 1:18 PM


’S HAVE FUN
ET
L

How Do We Go to School?

Materials/Resources Go to School chart, name cards,


glue
Method
1 Collect data on how your classmates go to school.
2 Paste the name cards in the boxes of the
Go to School chart.
Go to School Chart

Rita
Devi Amir
Siew Radin
Zura Lim
Dayang Juli Rao

3
Collect data in a table. Ways to Number
school of pupils
School bus 5
Car 4
Bicycle 1
Walk
4
Display the chart at the mathematics corner.
• Divide pupils into groups. Guide them to make name cards.
R’S
C H E T ES • Prepare the Go to School chart. Guide pupils to paste their names. 8.1.1
EA N O • Ask pupils to carry out question and answer activity on the data above 8.3.1
100
T

such as the most and the least popular means of getting to school.
AB 155-156 • Carry out various methods of data collection.

TB-UNIT 8-ENG.indd 100 12/12/17 1:18 PM


Dengan ini, SAYA BERJANJI akan menjaga buku ini
dengan baik dan bertanggungjawab atas kehilangannya,
serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan.

Skim Pinjaman Buku Teks

Sekolah

Tarikh
Tahun Darjah Nama Penerima
Terima

Nombor Perolehan:

Tarikh Penerimaan:

BUKU INI TIDAK BOLEH DIJUAL