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18 tayangan108 halamanBuku teks Mathematics Year 2 Part 2 KSSR Semakan 2017
Mathematics Year 2 Part 2 Textbook KSSR Semakan 2017
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Dec 20, 2019

© © All Rights Reserved

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Buku teks Mathematics Year 2 Part 2 KSSR Semakan 2017
Mathematics Year 2 Part 2 Textbook KSSR Semakan 2017
Buku teks digital

© All Rights Reserved

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18 tayangan108 halamanBuku teks Mathematics Year 2 Part 2 KSSR Semakan 2017
Mathematics Year 2 Part 2 Textbook KSSR Semakan 2017
Buku teks digital

© All Rights Reserved

Anda di halaman 1dari 108

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:

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)

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

Najmi bin Mat Sarit Wong Chi Ming

Aini binti Abd. Hamid

Awaludin bin Mohd Arof

Kuala Lumpur

2017

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

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.

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

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

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.

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

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

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

3

I have not painted

3 out of 10 parts.

3

. is still white.

10

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

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

WRITE FRACTIONS

1 Write the fraction of one part.

2 Tuesday 17/4/2018

I wrote

one over four.

1

4

I pasted

two over four.

two

over four

2

4

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

equal, the fraction is equal to 1.

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.

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

AB 91

6 We shaded

seven over ten.

LET’S ANSWER

1 Write the fractions of the red coloured parts.

a b c

a b c

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/

COMPARE FRACTIONS

1 These 2 parts are for Rishi.

I get

1 part.

are more.

1 2

6 6

2 1

is larger than

6 6

Rishi got more parts of the cake.

a b

4 2 3 5

5 5 6 6

2 is smaller 4 is smaller

5 than 5 than

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

4 3

3 Between and , which is more?

7 7

4

7

3

7

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

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

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

CONVERT FRACTIONS TO DECIMALS

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

Write 2 out of 10 parts in

decimal.

I wrote in

words. I wrote in

numerals.

zero

point two

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.

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

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.

Which is 0.5?

Why?

LET’S ANSWER

1 What fractions are the red coloured parts?

a b

a b

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

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.

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.

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

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

1 2 3 4 5 6 7 8 9

10 10 10 10 10 10 10 10 10

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.

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

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

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

Make a flower

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

LET’S ANSWER

Solve the problems.

a chocolate. What fraction of

the chocolate did she eat?

wheel. He coloured it with yellow

and green alternately. State the

yellow parts in decimal.

Zamri coloured 1 part less

than Santi. What fraction

of the shape did Zamri

colour?

1 1

Gary ate . Chan ate .

2 4

Was the whole mooncake eaten?

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

’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.

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

MONEY

Mother, please

keep this RM100

in the bank.

EN

C IM

SPE

SPECIMEN

SPECIMEN

SPECIMEN

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

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

IM

EC

SP

EC

SP

SP

same.

All notes

have

pictures.

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

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

EC

SP

RM20.90

EN

IM

c

H

EC

TO

SP

N

CO

H

TO

N

CO

EN

IM

H

EC

TO

RM37.50

SP

N

CO

EN

IM

EC

SP

EN

IM

EC

SP

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

5 sen is written as RM0.05.

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

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

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.

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.

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.

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.

3

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.

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

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

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

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

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

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.

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

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

The total bill

3 RM30 – RM25.70 = is RM25.70.

RM sen

2 9 10 0

M20 30 00

– 25 70

4 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

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

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

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

f RM100 – RM16.15 – RM9 =

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

AB 107-108

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.

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

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.

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

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

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

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

MONEY LITERACY

Zarif won a prize of RM300.

Congratulations!

I want to

Thank you, save RM200,

madam. father.

Good, Zarif.

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.

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

AB 111

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 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.

C H E T ES 4.7.1

EA N O

• Instil the value of increasing income through entrepreneurship and

34 saving.

T

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

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

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

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.

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

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.

the picture. He has RM100.

What is his balance?

RM87.90

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?

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

’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.

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

TIME

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

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

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

From 12 to 6 is The minute hand moves

4 a half an hour. b in one complete circle.

1 complete

00:9

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

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

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.

3 We usually say it as

half past two.

Two thirty.

4 Thursday 10/5/2018

five minutes

four forty seven fifty five

past twelve

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

5 Write in words.

Lim, that is incorrect.

the same? Discuss.

LET’S ANSWER

1 Say the time.

a b c

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

AB 117-118

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.

LET’S ANSWER 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

AB 119-120

RELATIONSHIP IN TIME

1 Hour and Minute

(1 HOUR)

hand moves the same as

from 3 to 4, 1 hour. 60 minutes

it is 1 hour. = 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.

2 Day and Hour

1 complete circle 12:00 noon

of the hour hand

is 12 hours.

12 hours 12 hours

12:00 midnight

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

AB 121

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

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

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

3 The clock shows the start of

a storytelling activity.

The activity was carried out

for an hour.

Start

The activity started at two o’clock.

Method

1 hour is 1 complete circle

of the minute hand.

R’S

H E T ES

• Guide pupils to solve problems using timelines.

C 5.3.1

EA N O

50

T

AB 122

LET’S ANSWER

Solve the problems.

1 The gotong-royong started

at 9:30 in the morning.

State the time in words.

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?

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

’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

LENGTH, MASS, AND

VOLUME OF LIQUID

Akilʼs height is

100 centimetres.

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

RECOGNISE UNITS OF CENTIMETRE

AND METRE

Each graduation is 1 centimetre.

1 centimetre

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

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

4 a This is a metre ruler. Its length

is equal to 100 centimetres.

1 centimetre

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

AB 125 tape.

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

Length 12 cm cm cm

2 a b c

measure the paper above? Discuss.

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

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

3 a

c Try to

measure

other objects.

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.

4 a I draw a 30 cm straight line.

0 and 30. with a ruler.

b Draw

We aa

draw 1m

1mstraight line.

straight line.

0 and 100. with a ruler.

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

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

measure less than 15 cm.

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

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.

the length of other 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

RECOGNISE UNITS OF GRAM AND

KILOGRAM

1 The mass

of this milk powder

is 1 kilogram.

This bread

has a mass of

400 grams.

1 kilogram is written as 1 kg.

for gram is g. kilogram is kg.

g kg

2 a b c 3 kilogra ms

120 grams

450 grams

written as 450 g. written as . written as .

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

3 a b

c d

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

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.

apples is 800 g.

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

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.

The actual mass is 120 g.

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

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.

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

RECOGNISE UNITS OF MILLILITRE

AND LITRE

1

The volume

of milk is

1 litre. The volume of

this orange juice

is 350 millilitres.

1 litre is written as 1 ℓ.

The symbol for The symbol

Write fifteen

millilitre is mℓ. for litre is ℓ.

litres.

mℓ ℓ

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

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

MEASURE VOLUME OF LIQUID

1 You need to take 10 mℓ

of vitamins daily.

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

milk is 200 mℓ.

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

at eye level.

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

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

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

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.

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

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

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

SOLVE IT

1 Sarina uses 8 cm of red thread. She also uses 10 cm of

blue thread. State which thread is longer.

Method

The blue thread is longer.

2 Take 10 millilitres

once a day.

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

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.

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

4 Nisha

Saiful Julia ? kg

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.

Choose the container she should use.

Why?

Method

8ℓ 80 mℓ

1ℓ 1ℓ 1ℓ 1ℓ 1ℓ 1ℓ 1ℓ 1ℓ

80 mℓ

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

00:9

Scan

me

LETʼS ANSWER 9:00

1 Mother measures the objects shown in

the table.

Object Wire Coloured tape Ribbon

Length 5 cm 18 cm 30 cm

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

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

’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

Method

2 Cut the triangle into 9 pieces.

3 Join the matching pieces

of each measurement.

4 The first group that

mℓ

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

SHAPES

Shapes Song

3-D shapes, 3-D shapes

Cuboid, cube, and pyramid

Cone and cylinder too

Six faces sizes all the same

We can see these in dice

A cube, we call its name

Six faces sizes not the same

Has squares and also rectangles 00:9

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

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

12 edges too. 6 faces are

rectangles. This rubber

has a cuboid shape.

Talk about the differences.

• 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

2 • 4 flat triangular faces

• 1 flat square face

• 5 vertices

• 8 straight edges

What is this shape?

Pyramid.

• 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

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

IDENTIFY BASIC SHAPES

I have 2 square

I have 6 faces and 4

square faces. rectangular faces.

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

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

AB 140

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.

This is 4 rectangles. Another

a cube net, 2 are squares.

too.

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.

3 Pyramid net

This is also

Pyramid a pyramid

net.

4 Cone net

A cone net has

1 and 1 .

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

5 Cylinder net

a b

2 circles. together.

c d

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

IDENTIFY 2-D SHAPES

1

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.

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

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

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

DRAW 2-D SHAPES

I am tracing

a circle.

I am

drawing I am drawing 2-D

6 squares. shapes on grid paper.

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

LET’S EXPLORE

Materials/Resources Participants

Microsoft Word 2 pupils per group

Method

1 Open Microsoft Word.

2 Click Insert and Shapes. 00:9

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

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.

has 5 6 flat faces

flat of the

faces. same size.

Wrong Correct

curved side. What shape has she drawn?

Method

no curved side. no curved side. curved side.

✗ ✗ ✓

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.

3 Rini unfolds a 3-D shape. She gets 2 circles and

1 rectangle. What is the 3-D shape?

2 circles and

1 rectangle are the basic

shapes of 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

’S HAVE FUN

ET

L

My Money Box

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

AB 147-148

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

COLLECT DATA

Wednesday 24/10/2018

1 Collecting Data How many

colours do the

flowers have?

Three 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

3 Method 1 Method 2

Flower Tally Number Count

colour

the

Red 12 squares.

Yellow

Blue 7 has 9.

Yellow 9

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

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

AB 149-150

RECOGNISE BAR CHARTS

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

Vertical axis

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

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

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

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

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?

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

SOLVE IT

1 The table shows

the favourite television

programmes of a

group of pupils.

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.

an pupils like to

e! Entertainment 12 watch cartoons.

Horror 3

Sports 7

The most favoured programme is cartoons.

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

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

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.

C H E T ES 8.3.1

EA N O

98

T

AB 153-154

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

b Which shoe size is worn the most?

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

C H E T ES 8.3.1

EA N O

pupils’ ability.

99

T

’S HAVE FUN

ET

L

How Do We Go to School?

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.

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