DRAF

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

MATEMATIK
TAHUN 5
(EDISI BAHASA INGGERIS)
 DOKUMEN STANDARD

KURIKULUM STANDARD SEKOLAH RENDAH

(KSSR)

MATEMATIK
(EDISI BAHASA INGGERIS)
TAHUN LIMA

BAHAGIAN PEMBANGUNAN KURIKULUM

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Cetakan Pertama 2016
© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga
bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis
daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran
Kerajaan Persekutuan, 62604 Putrajaya

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 CONTENT

CONTENT iii NUMBERS AND OPERATIONS

WHOLE NUMBERS UP TO 1 000 000 25
RUKUN NEGARA v ADDITION IN THE RANGE OF 1 000 000 26
FALSAFAH PENDIDIKAN KEBANGSAAN vi SUBTRACTION IN THE RANGE OF 1 000 000 27
MULTIPLICATION UP TO 1 000 000 28
INTRODUCTION 1 DIVISION UP TO 1 000 000 29
THE RATIONALE OF MATHEMATICS EDUCATION 1 MIXED OPERATIONS 30
FRACTIONS 31
AIMS 1 DECIMALS 32
FOCUS 2 PERCENTAGE 33
MONEY UP TO 1 000 000 34
NATIONAL CURRICULUM FRAMEWORK 2
STRUCTURE OF PRIMARY SCHOOL 3 MEASUREMENT AND GEOMETRY
MATHEMATICS EDUCATION TIME 36
LENGTH 37
OBJECTIVES 3
MASS 39
MATHEMATICS CURRICULUM FRAMEWORK 3 VOLUME OF LIQUID 40
SPACE 42
CONTENT STANDARD AND LEARNING STANDARD 10
STRATEGIES IN TEACHING AND LEARNING 10 RELATIONSHIP AND ALGEBRA
COORDINATE 43
HIGHER ORDER THINKING SKILLS (HOTS) 11
RATIO AND PROPORTION 44
21st CENTURY SKILLS 13
ELEMENTS OF ADDED VALUES 14 STATISTIC AND PROBABILITY
DATA HANDLING 45
ASSESSMENT 16
SCHOOL BASED ASSESSMENT 16
PERFORMANCE STANDARD FRAMEWORK 17
INTERPRETATION OF PERFORMANCE FOR 18
iii
MATHEMATICS
iv
 RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai 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 atas prinsip-prinsip yang berikut:

• KEPERCAYAAN KEPADA TUHAN

• KESETIAAN KEPADA RAJA DAN NEGARA
• KELUHURAN PERLEMBAGAAN
• KEDAULATAN UNDANG-UNDANG
• KESOPANAN DAN KESUSILAAN

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 RUKUNEGARA
DECLARATION

OUR NATION, MALAYSIA, being dedicated

 to achieving a greater unity of all her peoples;
 to maintaining a democratic way of life;
 to creating a just society in which the wealth of
the nation shall be equitably shared;
 to ensuring a liberal approach to her rich and
diverse cultural traditions;
 to building a progressive society which shall be
orientated to modern science and technology;

WE, her peoples, pledge our united efforts to attain

these ends guided by these principles:
 Belief in God
 Loyalty to King and Country
 Upholding the Constitution
 Rule of Law
 Good Behaviour and Morality

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 Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan bersepadu
untuk mewujudkan insan yang seimbang dan
harmonis dari segi intelek, rohani, emosi dan
jasmani berdasarkan kepercayaan dan kepatuhan
kepada Tuhan. Usaha ini adalah bagi melahirkan
rakyat Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan mencapai
kesejahteraan diri serta memberikan sumbangan
terhadap keharmonian dan kemakmuran keluarga,
masyarakat dan negara.

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viii
INTRODUCTION
“Sekolah Unggul Penjana Generasi Terbilang” (“Ideal Schools
Generating an Illustrious Generation”) is the vision of the Malaysian
Ministry of Education. The education purpose in Malaysia is to
develop individual potential through quality education by preparing
committed citizens and a generation that has the ability to think. The
Ministry of Education continuously reviews the curriculum to ensure
that the implementation of the curriculum in schools equips pupils
with knowledge, skills and values to face current and future
challenges.
Mathematics is a discipline that trains the mind to think logically and
systematically in problem solving and decision making. Inherently,
mathematical nature promotes meaningful learning and challenge the
mind. Due to this, mathematics is one of the most important
disciplines in any endeavour for human development. Based on the
National Philosophy of Education and to ensure the relevancy of the
curriculum, the Primary School Standard Curriculum for Mathematics
is adapted and restructured. This restructuring takes into account the
ongoing continuity to the next level. Measures taken are consistent
with the need to provide the knowledge and mathematical skills to
pupils from various backgrounds and abilities. With the knowledge
and skills, they are able to explore the knowledge, make adaptations,
modifications and innovations in managing changes and dealing with
future challenges.
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THE RATIONALE OF MATHEMATICS EDUCATION
Mathematics is the best platform to develop individual intellectual
proficiency in making logical reasoning, space visualization, abstract
thinking skills and analyzing. Pupils develop numeracy skills,
reasoning, thinking and problem solving ways of thinking through
learning and application of mathematics.
Mathematics provides opportunities for students to perform creative
tasks and experience the fun and excitement of learning something
new. Such experiences increase interest and are the driving forces
for students to learn mathematics outside the classroom and at the
higher level of education.
AIMS
The aim of the Primary School Standard Curriculum for Mathematics
is to develop pupils’ understanding on the concept of numbers, basic
calculation skills, understanding simple mathematical ideas and are
competent in applying mathematical knowledge and skills effectively
and responsibly in everyday life.
FOCUS .

Mathematical teaching and learning process gives priority to mastering knowledge and understanding to enable pupils to apply concepts,
principles and the mathematical processes they have learned. Emphasis on the development of mathematical thinking is built and
developed through the teaching and learning in the classroom based on the following principles, which are, problem solving,
communication, reasoning, making connections, making representations and the application of technology in mathematics. .

NATIONAL CURRICULUM
FRAMEWORK
The Standard curriculum is based on six pillars, namely
Communication; Spiritual, Attitudes and Values;
Humanity; Physical Development and Aesthetic;
Personal Experience; and Science and
Technology. The six pillars are the main domain that
supports each other and are integrated with critical
thinking, creative and innovative thinking. This
integration aims to develop balanced, knowledgeable
and competent human capital as shown in the adjacent
figure.

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STRUCTURE OF PRIMARY
. SCHOOL  Communicate using mathematical ideas clearly and use correct
MATHEMATICS EDUCATION symbols and terminologies.
 Use mathematical knowledge and skills to be applied and
Each pupil in Malaysia has the opportunity to go through at adapted to various strategies to solve problems.
least six years of basic education in schools. This  Think, reason, and explore mathematically in daily life.
includes three years of Level I studies and three years of Level II  Use various representations to deliver mathematical ideas and
studies. Subsequently, pupils can pursue education at a associations.
higher level of education.  Appreciate and internalise the beauty of mathematics.
 Use various mathematical instruments effectively including ICT to
build conceptual understanding and apply mathematical
LEVEL AIMS knowledge.

I Primary School Mathematics Curriculum Level I aims MATHEMATICS CURRICULUM FRAMEWORK

to build understanding, mathematical skills and basic
application.
The Mathematics curriculum framework shows a mathematical
II Primary Mathematics Curriculum Level II aims to build programme that could be utilized at the primary level. Mathematical
understanding, mathematical skills and more complex Learning is planned with the aim of moulding pupils’ mathematical
application skills that can be used in effectively thoughtful learning.
overcoming the challenges in the pupils’ daily life.

MATHEMATICAL THOUGHTFUL LEARNING

OBJECTIVES
The primary school mathematics curriculum will enable pupils to:
 Understand and apply the concepts and mathematical skills in
various contexts.
 Expand the use of basic operations of addition, subtraction,
multiplication and division basic skills related to Numbers and
Operations, Measurement and Geometry, Relationship and
Algebra, and Statistic and Probability.
 Identify and use the relationship in mathematical ideas, between
mathematical fields with other fields and with daily life.
The definition of “fikrah” (thoughtful learning) according to the fourth
edition of the Kamus Dewan (2005) has the same
meaning with thinking and reasoning. In the context of mathematics
education, thoughtful learning refers to the desired quality of pupils to
be delivered through the national mathematics education system.
Pupils who are mathematically inclined are those capable of
doing mathematics and understanding mathematical ideas, and
responsibly applying the mathematical knowledge and skills in their
daily lives based on attitudes and values of mathematics.

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 MATHEMATICS CURRICULUM FRAMEWORK CONTENT ORGANISATION

 Numbers and Operations
 Measurement and Geometry
 Relationship and Algebra
 Statistics and Probability
The Mathematics Curriculum encompasses four learning areas:
 Numbers and Operations
 Measurement and Geometry
 Relationship and Algebra
 Statistics and Probability

The contents of the KSSR Mathematics are as follows:

NUMBERS AND OPERATIONS MEASUREMENT AND GEOMETRY

 Communication  Whole Numbers  Time

 Perception, interest,
 Reasoning  Addition  Length
appreciation,
 Connection  Subtraction  Mass
confidently resilient
 Problem Solving and perseverance.  Multiplication  Volume of Liquid
 Represention  Personality,  Division  Space
interaction, procedure,  Mixed Operations
intrinsic.  Fractions
 Mathematical skills
 Decimals
 Analytical skills
 Percentage
 Problem solving skills
 Money
 Research skills
 Communication skills
 Information Communication Technology skills RELATIONSHIP AND ALGEBRA STATISTICS AND PROBABILITY

 Coordinates  Data Handling

 Ratio and Proportion  Likelihood

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Pupils should develop and explore mathematical ideas in depth
through various learning opportunities and experiences. Awareness
should be fostered and developed among pupils that mathematical
ideas are intertwined, and mathematics is comprehensive; not
isolated bits of knowledge. With such awareness and understanding,
comprehending of mathematical ideas becomes more meaningful,
and thus can enhance the capability of pupils to apply mathematics.
Opportunities and a variety of learning experiences provided should
actively engage the pupils in learning mathematics, help them to form
a deep understanding of mathematical concepts, and establish a
more meaningful understanding of various mathematical ideas.
Based on the understanding and comprehension developed, pupils
are able to relate and apply mathematical ideas, and subsequently,
make pupils more confident in exploring and applying mathematics.
The use of teaching aids, technological equipment and the
implementation of assignments / practical / project work should be
encompassed in the learning experiences provided for pupils.
SKILLS
Skills in mathematics that should be developed and instilled in pupils
include numeracy, measuring and constructing, data handling and
interpretation, arithmetic manipulation, algebra manipulation, using
alogarithm, and using mathematical instruments and ICT.
Mathematical Skills
Mathematical skills refer to the following abilities:
• Using correct standard mathematical language and applying
logical reasoning.
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• Stating mathematical ideas concisely.
• Creating, testing, and proving conjecture.
• Extracting meaning from a mathematical writing.
• Using mathematics to explain physical world.
Analysing Skills
Analysing skills refer to the following abilities:
• Thinking clearly.
• Giving attention and concentration to each aspect.
• Manipulating precise, concise and detail ideas.
• Understanding complex reasoning.
• Constructing and defending logical arguments.
• Debating illogical arguments.
Problem Solving Skills
Problem solving skills refer to the following abilities:
• Constructing problems precisely and identifying the main issues.
• Presenting solutions clearly and explicating assumptions.
• Solving difficult problems by analysing simple and specific
problems.
• Be open-minded and using different approaches in solving the
same problem.
• Solving problems confidently even though the solutions are not
envisioned
• Asking for assistance if required.
Research Skills PROCESS
Research skills refer to the following abilities:
• Referring to notes, textbooks and other sources. Communication
• Accessing books in the library. Communication about mathematical ideas can help pupils clarify and
• Using database. reinforce the understanding of mathematics. By sharing the
• Gaining information from various individuals. understanding of mathematics in writing and orally with classmates,
• Thinking. teachers and parents, pupils will be able to increase their confidence
and facilitate their teachers in monitoring the progress of their
Communication Skills mathematical skills.

Communication skills refer to the following abilities: Communication plays a vital role in ensuring meaningful learning of
• Listening effectively. mathematics. Through communication, mathematical ideas can be
• Writing mathematical ideas precisely and clearly. expressed and understood better. Mathematical communication,
whether oral, written, or in symbols and visual representations (using
• Writing essays and reports.
charts, graphs, diagrams etc), can help pupils to understand and
• Doing presentations. apply mathematics more effectively.

Communication among themselves or with peers, parents, adults and

Information and Communication Technology Skills
Information and communication technology skills refer to the abilities
in using and handling mathematical instruments such as abacus,
calculators, computers, educational software, websites on the internet
and educational packages for:
• Developing and understanding mathematical concepts in-depth.
• Doing, testing and proving conjecture.
• Exploring mathematical ideas.
• Solving problems.
teachers can help pupils to reflect, clarify and reinforce their ideas
and understanding on mathematics. To ensure the process of
generating, sharing and increasing understanding, pupils should be
given the opportunity to debate their mathematical ideas analytically
and systematically. Communication involves a variety of perspectives
and these points of view can help pupils to increase their
understanding of mathematics better.
An important aspect of effective communication in mathematics is the
ability to provide information effectively, understand and apply the
correct mathematical notation. Pupils need to use mathematical
language and symbols correctly to ensure that mathematical ideas
can be explained accurately. Mathematical communication also
involves the use of various media like charts, graphs manipulatives,

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calculators, computers and others. Pupils should be able to use the
different media to explain mathematical ideas and solve mathematical
problems.
Effective communication requires a sensitive environment towards
pupils’ needs to feel comfortable in a conversation, ask questions,
answer questions and explain statements to classmates and
teachers. Pupils should be given opportunity to communicate actively
in various situations, for example communicating during activities in
pairs, groups or providing explanations to the entire class.
Assessment on ability of pupils to communicate in mathematics
effectively should show evidence that they are able to generate,
explain and share their mathematical ideas through various forms of
communication in various environment. Pupils, who are always given
opportunities and encouragement to speak, read, write and listen
during the teaching and learning of mathematics will be able to
communicate to learn mathematics and learn to communicate
mathematically.
Reasoning
Reasoning is fundamental in understanding mathematics more
effectively and making the delineation of mathematics more
meaningful. The development of mathematical reasoning is closely
related to intellectual development and communication of the pupils.
Reasoning has the ability to expand not only the capacity of logical
thinking but also increase the capacity of critical thinking, which is
also the basis for a deeper and meaningful understanding of
mathematics. To achieve this objective, pupils should be trained and
guided to make a conjecture, prove the conjecture, give a logical
explanation, analyse, consider, evaluate, and justify all mathematical
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activities. In addition, teachers need to provide space and
opportunities for the discussion of mathematics which is not only
engaging but also allows each pupil to be involved well.
Reasoning can be done inductively through mathematical activities
that involve the identification of mathematical patterns and making
conclusions based on the patterns.
Reasoning element in teaching and learning prevents pupils from
assuming mathematics as only one set of procedures or algorithms
that need to be followed to obtain a solution, without actually
understand the true concepts of mathematics. Reasoning does not
only change the paradigm of pupils from just learning to think, but
also gives an intellectual empowerment when pupils are guided and
trained to make a conjecture, prove the conjecture, provide a logical
explanation, analyse, evaluate and justifiy all mathematical activities.
This training will produce pupils who are self-confident and resilient in
line with the aspiration to mould mathematics thinkers with high
capabilities.
Connection
In implementing the mathematics curriculum, the opportunities for
making connections need to be established so that pupils can link
conceptual and procedural knowledge and also able to relate topics
in mathematics particularly and mathematics with other areas in
general. This will enhance the pupils’ understanding of
mathematics and makes mathematics clearer, more meaningful and
interesting to them.
Mathematics Curriculum generally consists of several discrete areas The various uses of general strategies in problem solving including
such as calculation, geometry, algebra, measurement and problem steps in solving need to be expanded more in the use of this subject.
solving. Without relating these areas, pupils will learn and In carrying out learning activities to build problem solving skills,
remember too many concepts and skills separately. Instead, by problems based on human activities should be introduced. Through
recognizing how the concepts or skills in different fields relate to each these activities, pupils can use mathematics when facing new
other, mathematics will be seen and studied as a disciplined and situations and reinforce themselves when dealing with various daily
comprehensive knowledge and can be easily understood. situations that are more challenging. Some of the problems solving
strategies that can be considered are:
When these mathematical ideas are related with everyday experience
inside and outside the school, pupils will be more aware of the use, 1. Try an easier problem
importance, strength and beauty of mathematics. In addition, pupils 2. Try and error
have the opportunity to use mathematics contextually in 3. Draw a diagram
other fields and in their daily lives. Mathematical models are used to
4. Identify patterns
describe real life situations mathematically. Pupils will find this
method can be used to find solutions to problems or to predict the 5. Create a table/chart or a systematic list
likelihood of a situation based on the mathematical model. 6. Do simulation
7. Use analogy
8. Work backwards
Problem Solving 9. Do logical reasoning
10. Use algebra
Problem solving is the main focus in the teaching and learning of
mathematics. Thus, teaching and learning need to involve problem
solving skills comprehensively and across the whole curriculum. The
Represention
development of problem solving skills needs to be given due
emphasis so that pupils are able to solve various problems Mathematics is often used to represent the world that we live in.
effectively. These skills involve the following steps: Therefore, there must be similarities between aspects of the
 Understanding and interpreting problems; represented world and aspects that are represented by the world.
 Planning the strategy; The abstract relationship between these two worlds can be depicted
 Carrying out the strategy; and as follows:
 Checking the solutions.

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 Concrete Models Representation is necessary for pupils’ understanding in
Facilitate Represent mathematical conceptual relationship. It allows pupils to communicate
approaches, debates and to understand mathematics for themselves
and others. It also allows pupils to recognize the relationships
between related concepts and apply mathematics to
realistic problems.
Real World Mathematical World
Representation is an important component in the development of
mathematical understanding and quantitative thinking. As a whole,
without representation, mathematics is an abstract, mostly
Calculate philosophic, and unapproachable by most of the population. With
Review the representation, ideas can be formed into a mathematical model,
Forecast
important relationship can be elaborated and understanding can be
stimulated through a construction and sequencing of suitable
experiences and observations.
Representation can be regarded as a facilitator that allows the
relationship between the real world and the world of mathematics.
Formula, table, graph, equation etc. are mathematical objects used to ATTITUDES AND VALUES
represent various conglomerates and real world relationships.
The aim of the nurturing of values and attitudes in Mathematics
Representation can be defined as any configuration of letters, images curriculum is to produce competent individuals with virtuous moral
or concrete objects that can reflect or represent others. The standards. In addition, the appreciation of attitudes and values can
representation system is naturally divided into internal and shape a well mannered and noble younger generation.
external. The internal representation of the system exists in the mind Understanding and awareness of the attitudes and values in the
of individual, whereas the external representation is Malaysian society should be directly or indirectly fostered in line
easily shared and viewed by others. Internal representation consists with universal values.
of ideas that help in describing the human process of learning and
solving problems in mathematics, and external representation Attitudes and values are instilled through learning experiences
consists of items such as diagrams, the formal language, and provided by teachers. It involves an element of trust, interest,
notational symbols. Using multiple representations in order to appreciation, confidence, efficiency and endurance. Instilling of
show a concept helps to develop better understanding and also to attitudes and values also include personal aspects, interaction,
strengthen one's ability in solving problems. procedural and intrinsic.

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In mathematics, attitudes and values need to be mould through
appropriate context. Attitudes in mathematics refer to the affective
aspects of mathematical learning that covers, among others:
• Positive response towards mathematics and the usefulness
of mathematics
• Interest and joy in learning mathematics.
• Appreciation of the beauty and mathematical ability.
• Confidence in using and applying mathematics.
• Steadfast and perseverance in solving problems related to
mathematics.
Personal values refer to the values that are related with the
formation of individual traits and personality such as
honesty, systematic, perserverence, hardworking and steadfast,
creative, confidence, conscientious, good time managers,
independent, trustworthy, efficient, responsible, patient and
dedicated.
Interaction values are related with the instillation of good behavior in
the classroom context. This value refers to the emphasized values in
the interaction during mathematical activities such as appreciation for
mathematics, teamwork, discussion and sharing of ideas, tolerance,
fairness, open-minded, and respectful.
Procedural values are associated with specific activities in
mathematics such as reasoning, making representations, solving
problems, communication, making connection, and using technology.
Intrinsic values are associated with the formation of
mathematical content and its discipline such
as the epistemology, cultural and historical values.
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CONTENT STANDARD AND LEARNING STANDARD
Primary School Mathematics Standard Curriculum is formulated with
emphasis on Content Standard and Learning Standard that should be
known and can be done by pupils. This standard is presented in a
modular form divided into topics based on areas of learning.
Content Standard
General statements of the cognitive domain (knowledge) and
affective (attitudes and values) can be achieved by pupils through a
subtopic.
Learning Standard
Specific statement of what pupils should know and do in terms of
knowledge or concepts and the ability to show their proficiency in
measureable knowledge acquisition, skills and values.
Learning Standard does not show the steps of teaching and
learning. It gives teachers space and opportunity to prepare a
condusive learning environment creatively for pupils to form concepts
and develop skills, attitudes and values in mathematics.
STRATEGIES IN TEACHING AND LEARNING
Mathematical thoughtful learning is transformed into teaching and
learning practices. Teaching and learning are implemented based on
the principle of mastery learning and learning occurs in access, self-
directed and at its own pace.
Teaching and learning strategies should be pupil-centred to enable
them to interact and master the learning skills through their own
experience. Pupil-centred inquiry or discovery approach with the aid
of appropriate technology which is used comprehensively and
effectively make the experience of learning
mathematics fun, meaningful, useful and challenging.
Teaching and learning of primary school mathematics encourage the
use of diverse teaching methods. Teachers can choose appropriate
teaching and learning approaches and methods that suit pupils’
abilities. The effectiveness of teaching and learning depends on the
processing techniques and the use of teaching aids as well as
technology that can stimulate and encourage pupils to think critically
and creatively, be innovative, able to communicate, and interact.
The inculcation of attitudes and moral values should be
considered when planning the teaching and learning of a distinctive
skill. Moral values could be instilled appropriately according to the
well planned lesson.
Elements of history, patriotism, environment and science can be
applied accordingly to the appropriate topics to enable pupils to
appreciate mathematics and to stimulate their interest on a particular
topic. Elements of history can be on a specific event about a
mathematician or a brief history of a concept or symbol.
To enhance pupils’ analytical and creative thinking, problem solving is
an important aspect that must be embedded in teaching and learning
of mathematics. Solutions given for problems should be appropriate
in accordance to the pupils’ level. In addition, pupils are also
encouraged to communicate and courageously make decisions.
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HIGHER ORDER THINKING SKILLS (HOTS)
The National Curriculum aims to produce pupils who are well
balanced, resilient, curious, principled, well-informed and patriotism
with thinking skills, communication skills and able to work as a team.
21st century skills in line with the six aspirations required by each
pupil enable them to compete at global level are outlined in the
National Education Blueprint that every pupil will have leadership
skills, bilingual proficiency, ethics and spiritual, social identity,
knowledge and thinking skills.
Thinking skills were emphasized in the curriculum since 1994 to
introduce Critical and Creative Thinking Skills (CCTS). Thinking skills
are focused from lower level to higher level of thinking. Beginning
2011, the Standard Curriculum for Primary School (KSSR) has
emphasis on Higher Order Thinking Skills (HOTS).
Higher Order Thinking Skills (HOTS) is the ability to apply knowledge,
skills and values in reasoning and reflection to solve problems, make
decisions, being innovative and able to create something. HOTS
refers to skills of applying, analyzing, evaluating and creating as the
following table.
 before. Routine problem solving emphasizes the use of a set of
HOTS Description prosedures known or determined to solve the problem.

Application Using knowledge, skills and values in different
situations to complete a piece of work.
Analysis Ability to break down information into smaller
parts in order to understand and make
connections between these parts.
Evaluation Ability to consider, make decisions using
knowledge, experience, skills, and values and
justify decisions made.
Creation Produce an idea or a product using creative
and innovative methods.
The non-routine problem requires analysis and mathematical
reasoning; many non-routine problems can be solved by more than
one way and there are more than one solution.
The balance of mathematical problem solving should be implemented
for both type of questions to ensure that every pupil is able to solve
the problem well and effectively.
Routine and non-routine problems can be explained as follows:
ROUTINE QUESTION NON-ROUTINE QUESTION

Skills is written explicitly in the curriculum of each subject. • Does not require • Requires higher order thinking skills
students to use • Improves reasoning skills
HOTS can be applied in the classroom through activities in the form higher order • Responses and procedures to be used are
of reasoning, inquiry learning, problem solving and projects. Teachers not immediately obvious
thinking skills.
and pupils have to use their thinking tools such as thinking maps, • Encourages more than one solutions and
mind maps and Thingking Hats as well as high level of questioning • Operation that
strategies
should be used is
inside and outside of the classroom to encourage pupils to think. • There are more than one answer
clear
• More challenging
Higher order questions promote learning because they requires • Capable of producing pupils who are
pupils to apply, analyze, synthesize and evaluate information not creative and innovative
merely memorizing facts. • Solution requires more than just making
decisions and choosing mathematical
There are two kinds of questions in mathematics that is the routine operations
and the non-routine questions. • Need more time to resolve
• Encourage group discussion in finding
Routine questions are problems that can be solved with methods that solution
are commonly used by pupils by replicating the steps that are learned

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21st CENTURY SKILLS Values: Are the guidelines for pupils to become individuals with noble
characters and are capable of making decisions and taking actions in
A student need to be equipped with skills, knowledge and values to
carrying out responsibilities to family, society and country which
succeed in life and career in the 21st century. encompass:
The Ministry of Education Malaysia (MOE) has identified the skills  Spirituality
and values that each student needs to have to face the 21st century.  Humanity
The skills and values are divided into 3 aspects:  Patriotism
 Integrity
Thinking skills: Prepare pupils to face life that is becoming more  Responsibility
challenging as well as the current work environment. Among the skills  Oneness
are:
 Creativity STUDENT PROFILE
 Critical thinking
 Reasoning The critical factor that contributes to social, culture and economy
 Innovative growth of a country is the development of human capital that are
 Problem solving innovative and highly skilled. With that, each student that is produced
 Making decisions should be physically, emotionally, spiritually and intellectually
balanced as stated in the National Education Philosophy.
Career and Life Skills: Needs more than thinking skills and
knowledge. Pupils develop life and career skills to face life that is MOE has outlined 10 Pupil Profiles that each pupil needs to have to
complex and work environment in a world that is getting more compete globally. Pupil Profiles are characteristics that each student
challenging. Among the skills are: has:
 Communication Skills
 Information and Communication Technology Balanced: They are physically, emotionally, spiritually and
 Cooperation intellectually balanced to achieve personal well-being, as well as to
 Entrepreneurship show empathy, compassion, and respect for others. Able to
 Leadership contribute towards the harmony of family, community and country.
 Lifelong learning
 Flexibility Resistant: They are able to face and overcome difficulties, face
 Ability to Adapt challenges with wisdom, confidence, tolerance and empathy.
 Initiative and Self-directed

13
Thinker: They think critically, creatively and innovatively; able to
handle complex problems and make ethical decisions. They think
about learning and themselves as pupils. They come up with
questions and are open to perspectives, values and individual
traditions and societal traditions. They are confident and creative in
handling new learning fields.
Communicator: They can voice and express their thoughts, ideas
and information confidently and creatively through verbal, written form
or use of various media and technology.
Teamwork: They can work together effectively and harmoniously
with others. They take on responsibility together while respecting and
appreciating the contributions given by all team members. They
obtain interpersonal skills through collaborative activities, and this
makes them better leaders and team mates.
Curious: They develop natural curiosity to explore strategies and
new ideas. They learn skills that are needed to carry out inquiry and
research, as well as behave independently in learning. They enjoy
continuous lifelong learning experiences.
Principled: They are honest and have integrity, equality, fairness and
respect individual, group and community dignity. They are
responsible for their actions, consequences and decisions.
Informative: They gain knowledge and form wide and balanced
understanding across various knowledge disciplines. They explore
knowledge effectively and efficiently in the context of local and global
issues. They understand ethical issues/laws related to the information
that was gained.
14
Caring/Attentive: They show empathy, compassion and respect
towards needs and feelings of others. They are committed to the
society and ensure the sustainability of nature.
Patriotism: They portray love, support and respect towards the
country.
ELEMENTS OF ADDED VALUES
CREATIVITY AND INNOVATION
There are many definitions of creativity. According to the Kamus
Dewan, 1997 creativity means the capability or the ability to create.
Whereas according to PPK, 1999 creativity means the ability to digest
and produce new and original ideas. The ideas are developed
through inspiration or combination of existing ideas.
Creativity should be embedded effectively in teaching and learning in
which teachers need to be creative and innovative in their role as
triggers of ideas and to produce pupils who are knowledgeable, able
to master and practise the good attitudes and values as well as to
expand pupils’ creativity and innovation.
This is important as creativity and innovation need to be developed
among pupils at an early stage of schooling. This is to enable them to
know their potential and personal preferences as well as to trigger the
hidden potential in themselves.
Creative and innovative teaching and learning can be instilled through
problem solving, logical reasoning, communication, making
connections and use of technology, where pupils:
 Build a mathematical model through patterns and relationships.
 Apply mathematical skills for estimation, measurement and
visualization of data in everyday situations.
 Make interconnections between mathematical skills with other
disciplines of knowledge.
 Apply mathematical knowledge to find solutions to routine and
non-routine problems.
 Make a conjecture (extrapolation, projections, cause and effect).
The process of building creative and innovative skills can be initiated
from the preparation phase, imagination, development and action in
planning the preparation of teaching and learning in the classroom.
Through this process, pupil-centered teaching and learning is formed
to instigate the creative skills among pupils.
ENTREPRENEURSHIP IN MATHEMATICS
An effort to build the entrepreneurship characteristics and practice it
to make them as a culture among pupils. The entrepreneurship
characteristics and practices can be formed by:
 Practicing the entrepreneurs’ attitude.
 Applying the entrepreneur’s thinking.
 Applying the knowledge and skills of business management.
 Formulating either entrepreneurship concept, process or product.
 Practicing moral values and good ethics in entrepreneurship.
Therefore, this element can be applied in the appropriate learning
areas of mathematics in primary schools such as in numbers and
operations, measurement and geometry as well as statistics and
probability.
15
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Explosion of progress in various technologies now and in future make
this element important in classroom teaching and learning. Exposure
of ICT application in Mathematics teaching and learning can be
applied successfully in:
 Learning about ICT
Pupils are taught about ICT knowledge and skills in handling
hardware and software.
 Learning through ICT
Use ICT to access information and knowledge through media
such as CD-Rom, DVD-Rom, Internet and etc.
 Learning with ICT
Teachers and pupils use ICT as their teaching and learning aids
 ICT teaching and learning
This can be as an access to make learning more interesting and
fun. Pupils can be exposed to various kinds of latest
communication information and the effective use will produce a
quality teaching and learning.
ASSESSMENT
Assessment is an integral part of teaching and learning process. It
has to be well-planned and carried out continuously as part of
classroom activities. By focusing on a broad range of mathematical
activities, the strengths and weaknesses of pupils can be assessed.
Different methods of assessment can be conducted using various
assessment techniques including oral and written work as well as
demonstrations. These may be carried out in the form of interviews,
open-ended questions, observations and research. Based on the
results, teachers can rectify the pupils’ misconception and
weaknesses and at the same time improve their teaching skills. As
such, teachers can take subsequent effective measures in conducting
remedial and enrichment activities to upgrade pupils’ performance.
16
SCHOOL BASED ASSESSMENT
School Based Assessment (SBA) is a major component in teaching
and learning process (T&L) that serve to reinforce pupils’ learning,
improve teaching and give valid information about what has been
done or achieved in the process of T&L.
SBA is completely carried out by teachers and schools in the aspects
starting from planning, construction of items and assessment of
instruments,administration,inspection or scoring,documentation and
making reports.
SBA is important to determine the effectiveness of teachers and
schools in an effort to produce a harmonious and balanced human.
SBA is an ongoing activity that charge high commitment and clear
direction from teachers and schools to develop pupils’ potential to the
maximum.
SBA has the following characteristic:-
 Holistic, i.e. able to provide overall information on the achievement
of knowledge,skills and practice of moral values..
 Continuity, i.e. continuous assessment activities go hand in hand
with T&L process.
 Flexibility, i.e. assessment approaches vary according to suitability
and readiness of pupils.
 Referring to the performance standards developed by Curriculum
Standard.
SBA can be carried out through:- PERFORMANCE STANDARDS
 Formative assessment which is conducted in line with T&L
process. Performance standard is a statement about pupil’s levels of learning
 Summative assessment which is conducted at the end of learning development as measured based on standards and it indicates the
unit,semester or year. position of pupils in the development or progress of learning.
Developments in the standard is divided into two, that is, horizontal
STANDARD REFERENCE ASSESSMENT development (construct) and vertical development (performance
level). The performance of pupil is indicated by one or more qualifiers
Standard Reference Assessment was introduced, using using words or phrases that correctly describe the standards in the
Performance Standard to see the progress and growth of pupils’ form of learning outcomes.
learning and their achievement. It is a process of obtaning information
about the extent to which pupils know,understand and can do or have PERFORMANCE STANDARD FRAMEWORK
mastered what is learned based on the performance standards
established in accordance with the stages in achievement in PERFORMANCE
Standard Based Curriculum and Assessment Document. DESCRIPTOR
LEVEL
1 Know
Standard Reference Assessment does not compare the performance
2 Know and understand
of a pupil with others but report pupils’ performance,progress and
3 Know,understand and able to do.
growth in learning referring to the standard statement.
Know,understand and able to do with good
4
manner.
Pupils are assessed fairly and equitably as individuals in society Know,understand and able to do with admirable
5
based on their abilities, capabilities, talents, skills and potentials manner.
without comparison with others. Schools are able to obtain Know,understand and able to do with exemplary
6
completed response in the form of qualitative and quantitative data manner.
that covers all aspects of a pupil’s to enable those responsible to
identify, understand,appreciate, recognize and honour pupils as Performance level is a label used to indicate benchmarks which are
individuals who are useful, important and has the potential to arranged in a hierarchy for individual report purposes.
contribute to the development of country and nation according to their
respective capabilities and abilities. Standard is a statement about a domain which refers to specific
benchmarks and is generic in nature to provide a holistic picture of an
individual .

17
THE GENERAL DESCRIPTOR OF PERFORMANCE LEVEL INTERPRETATION OF PERFORMANCE FOR
MATHEMATICS

Performance There are 3 groups that need to be evaluated to determine the level
DESCRIPTOR of students as follows :-
Level
1. Knowledge
Pupils know the basics or can perform basic 2. Skills and Process
1 skills or respond to the basic subject matter. 3. Attitudes and Values in Mathematics.

Pupils demonstrate an understanding of the 1. KNOWLEDGE

2 changing forms of communication or translate
and explain what they have learned. Performance
Pupils use knowledge to perform a skill in a
3 particular situation.
Pupils carry out a skill following the procedures
4 mathematics.
with good manner or systematically.
Pupils perform a skill in a new situation
following the procedures, systematically and
5
consistently with a positive attitude.
Pupils are able to use existing knowledge and
skills in a new situation in a systematic,
6 positive,creative and innovative and exemplary
manner.
(Overall interpretation of performance level of mathematics)
Interpretation
Level
1 Know basic knowledge of mathematics.
Know and understand basic knowledge of
2
Know and understand basic mathematical
3 knowledge to perform basic mathematical
operations and conversions.
Know and understand mathematical knowledge
4 to perform steps in calculation for daily routine
problems.
Master and apply mathematical knowledge and
5 skills in solving daily routine problems using
various strategies.
Master and apply mathematical knowledge and
6 skills in solving daily non-routine problems
creatively and innovatively.

18
Note: 2. MATHEMATICAL SKILLS AND PROCESS
There are 18 titles in Year Five. Each title has its own interpretation of
performance level.The indicators below are sample guidance which a. Problem Solving
are designed for each title of group knowledge.
Performance
INDICATOR: DESCRIPTOR
Level
Learning Area Learning Year 1
Topic Performance Standard Able to state the steps of problem solving
without performing the process.

Able to solve routine problems given with

2
guidance.

Able to solve routine problems involving

3
one step of calculation without guidance.

4 Able to solve complex routine problems.

5
Able to solve complex routine problems
using various strategies.

Able to solve non routine problems

Pupil’s Performance level (1 to 6) 6
creatively and innovatively

Learning Standard

Content Standard Performance level intrepretation

19
b. Reasoning c. Relationship

Performance Performance
DESCRIPTOR DESCRIPTOR
Level Level

Able to give justification for mathematics activity Able to relate skills learnt to other topics and
1 1
logically with guidance. daily life with guidance.

Able to give justification for mathematics activity Able to relate skills learnt to other topics and
2 2
logically without guidance. daily life without guidance.

Able to show accurate justification for Able to relate concepts and procedurse to solve
3 3
mathematics activity involving one calculation. mathematical sentence.

Able to show accurate justification for Able to relate concepts and procedures to solve
4
4 mathematics activity involving more than one daily routine problems.
calculation.
Able to relate concepts and procedures to solve
5
Able to show accurate justification for daily routine problems using various strategies.
5 mathematics activity involving routine problem
solving. Able to relate concepts and procedures to solve
6 daily non-routine problems creatively and
Able to explain accurate justification for innovatively.
6 mathematics activity involving non routine
problem solving creatively and innovatively.

20
d. Representation e. Communication

Performance Performance
DESCRIPTOR DESCRIPTOR
Level Level

1 Able to use representation with guidance. Able to state mathematical idea verbally or in
1 written using mathematical symbols or visual
Able to use representation to show representations.
2
mathematical understanding without guidance.
Able to explain mathematical idea verbally or in
2 written using mathematical symbols or visual
Able to explain mathematical concepts and
3 representations.
prosedures using representation.
Able to use correct mathematical language,
3
Able to use representation to solve daily routine symbols or visual representations.
4
problems.
Able to explain mathematical idea systematically
4 using correct mathematical language, symbols or
Able to use various representations to solve
5 visual representations.
daily routine problems in various strategy.
Able to explain mathematical idea systematically
Able to use representation to solve daily non- 5 using correct mathematical language, symbols or
6
routine problems creatively and innovatively. visual representations to solve routine problems.
Able to explain mathematical idea systematically
using correct mathematical language, symbols or
6
visual representations to solve non-routine
problems creatively and innovatively.

21
f. Thinking Skills g. Soft skills

Performance Performance
DESCRIPTOR DESCRIPTOR
Level
Level
Able to state mathematical knowledge and
1 1 Show interest and want to learn
skills.

Able to explain mathematical knowledge and 2 Try to understand a problem

2
skills.
Able to use mathematical knowledge and skills
3 4
in different situations to carry out a task.
Able to break down information into small
4 portion for better understanding and relate it to
other parts.
Able to make judgements and decisions using
5 the knowledge, experience, skills and give
justification.
Able to produce creative and innovative ideas,
6
products or methods.
3 Can communicate and is interested in learning
Can work in team to solve problems.
5 Able to lead and guide the peer.
Able to become mentor and role-model to their
6
peer
Note:
Soft skills include aspects of generic skills that involve the
psychomotor and effective elements related to non-academic skills
such as positive values, leadership, teamwork, communication,
continuous learning ability to work (employability) and preparation for
the working world.

22
h. Skills in Using Technologies 3. Attitude and Values in Mathematics

Performance Performance
DESCRIPTOR DESCRIPTOR
Level Level

1 Know and can state mathematical tools.
2 Able to use and handle basic mathematical tools.
Abe to use and handle basic mathematical tools,
3 establish and understand mathematical concepts
and explore mathematical ideas.
Able to use mathematical tools to solve routine
4 Pupils are able to demonstrate attitude and values
problems.
Able to use mathematical tools to solve routine
5 5
problems using variety of strategies.
Able to use mathematical tools to solve non-
6
routine problems creatively and innovatively.
Pupils are able to state one of the items of attitude
1
and values in Mathematics with teacher’s guidance.
Pupils are able to explain one of the items of attitude
2 and values in Mathematics by giving reasonable
example.
Pupils are able to show attitude and values in
3 Mathematics for a given situation with teacher’s
guidance.
4
related to mathematics in various situation.
Pupils always practice attitude and values related to
mathematics in teaching and learning process.
Pupils always practice attitude and values related to
6 mathematics in daily life and become adviser and
example to other peers.

Every mathematic teacher should implement a T&L process with

reference to the Content Standard and Learning Standard. Teachers’
wisdom is needed to determine that T&L process is implemented
effectively and appropriately. In a similar situation, teachers should
assess pupils’ abilities to determine the performance level based om
the list of Performance Standards which have been prepared in
accordance with learning topics. Teachers should provide
opportunities for every pupil to acquire better ability by carrying out
guidance and reinforcement process.

23
24
NUMBERS AND OPERATIONS
1. WHOLE NUMBERS UP TO 1 000 000 Year 5
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
1.1 Value of (i) Read, say and write any number up to
numbers. 1 000 000 as given in words and 1 State any numbers up to 1 000 000.
numerals.
(ii) Name the place value and digit value
for any number.
(iii) Write any number in expanded
Determine the place value and digit value of any number
notation according to place value and 2
up to 1 000 000.
digit value.
(iv) Arrange the numbers up to 1 000 000
in ascending and descending order.
Estimate and round off any number up to the nearest
1.2 Estimation of (i) Estimate number of objects by stating 3
hundred thousand.
quantities. the reasonable quantity based on a
given set of references.

1.3 Numbers in (i) Classify the pattern for the sequence 4 Classify and complete number pattern.
pattern. of even numbers and odd numbers.
(ii) Complete the patterns of even
1.4 Application of numbers and odd numbers.
any numbers.
Solve daily routine problems for any number using various
(i) Round off any numbers up to the 5 strategies.
nearest hundred thousand.
(ii) Identify numbers that can represent a
number rounded off up to the nearest
hundred thousand. Solve daily non-routine problems for any number creatively and
6 innovatively.

25
NUMBERS AND OPERATIONS
2. ADDITION IN THE RANGE OF 1 000 000 Year 5
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
2.1 Addition of (i) Add any two, three, four and five
any two up to numbers up to six digits with the sum 1 Read number sentences and add any two numbers
five numbers. until 1 000 000 including making without regrouping.
estimation.
(ii) Solve number sentences involving
unknown in addition up to three 2 State the possible number of digits for the sum.
numbers.

Add any two, three, four and five numbers up to six digits
2.2 Problem (i) Solve daily problems involving 3 of the sum until 1000 000 involving unknown and justify
solving addition up to three numbers. the answer.
involving
addition.
4 Solve daily routine problems involving addition.

5 Solve daily routine problems involving addition using

various strategies.

Solve daily non-routine problems involving addition

6
creatively and innovatively.

26
NUMBERS AND OPERATIONS
3. SUBTRACTION IN THE RANGE OF 1 000 000 Year 5
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
3.1 Subtraction of (i) Subtract any two numbers up to
Read number sentences and subtract two numbers
any two 1 000 000 including making estimation. 1
without regrouping.
numbers. (ii) Identify unknown numbers of number
sentences involving subtraction of two
numbers.
2 State the possible number of digits of the difference.
3.2 Subtraction of (i) Subtract consecutively two numbers
two numbers from any number up to 1 000 000
consecutively including making estimation. Subtract up to two numbers from one number until
from any 3
1 000 000 involving unknown and justify the anwer.
numbers.
.
3.3 Problem solving (i) Solve daily problems involving
involving subtraction. 4 Solve daily routine problems involving subtraction.
subtraction.

Solve daily routine problems involving subtraction using

5
various strategies.

Solve daily non-routine problems involving subtraction

6
creatively and innovatively.

27
NUMBERS AND OPERATIONS
4. MULTIPLICATION UP TO 1 000 000
S

Year 5
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
4.1 Multiplication (i) Multiply any numbers up to two-digit, Read number sentences and multiply any number with
of two 100 and 1000 and the product until 1
one-digit number without regrouping.
numbers. 1 000 000 including making
estimations.

4.2 Problem (i) Solve daily problems involving 2 State the possible number of digits of the product.
solving multiplication of two numbers.
involving
multiplication. Multiply any number with a number up to two-digit, 100
3 and 1000 and the product until 1 000 000, involving
4.3 Usage of (i) Identify unknown numbers involving unknown and justify the answer.
unknown in multiplication of two numbers.
multiplication. (ii) Form number sentences involving Solve daily routine problems involving multiplication of
multiplication of two numbers in daily 4
two numbers.
problems.
(iii) Solve number sentences involving
unknown numbers in multiplication of Solve daily routine problems involving multiplication
5
two numbers. using various strategies.

Solve daily non-routine problems involving multiplication

6
creatively and innovatively.

28
NUMBERS AND OPERATIONS
5. DIVISION UP TO 1 000 000 Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
5.1 Division of (i) Divide any numbers up to Read number sentences and divide any number with
numbers. 1 000 000 with one-digit, two-digit, 1
one-digit number without regrouping.
100 and 1000 including making
estimations.
2 State the possible number of digits of the quotient.
5.2 Problem solving (i) Solve daily problems involving
involving division of two numbers.
division. Divide any number up to 1 000 000 with one-digit, two-
3 digits, 100 and 1000, involving unknown and justify the
answer.
5.3 Usage of (i) Identify unknown numbers
unknown in involved in division of two
division. Solve daily routine problems involving division of two
numbers. 4
numbers.
(ii) Form number sentences involving
division of two numbers in daily
problems. Solve daily routine problems involving division using
5
(iii) State unknown numbers in various strategies.
number sentences involving
division of two numbers.
Solve daily non-routine problems involving division
6
creatively and innovatively.

29
NUMBERS AND OPERATIONS
6. MIXED OPERATIONS Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
6.1 Mixed (i) Calculate mixed operations involving:
operation. (a) Addition and multiplication, 1 State the sequence of mixed operations.
(b) Subtraction and multiplication,
(c) Addition and division,
(d) Subtraction and division 2 Calculate mixed operations.
with the result within 1 000 000.

6.2 Problem (i) Solve daily problems involving mixed 3 Justify the answer of mixed operations.
solving operations and the result within
involving mixed 1 000 000.
operations. 4 Solve daily routine problems involving mixed operations.

6.3 Mixed (i) Solve number sentence of mixed Solve daily routine problems involving mixed operations
operation 5
operations including brackets and the using various strategies.
involving
bracket. result within 1 000 000.
Solve daily non-routine problems involving mixed
6 operations creatively and innovatively.

30
NUMBERS AND OPERATIONS
7. FRACTIONS Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
7.1 Addition of (i) Add up to three numbers involving
fractions. whole numbers, proper fractions and Read number sentences of fractions and state the
1
mixed numbers with denominators meaning of ‘of’ in fractions.
up to 10.

7.2 Subtraction of (i) Subtract any two numbers involving

fractions. whole numbers, proper fractions and 2 State the steps in solving the fractions.
mixed numbers with denominators
up to 10.

(ii) Subtract any two numbers from one 3 Solve number sentences involving fractions.
number involving whole numbers,
proper fractions and mixed numbers
with denominators up to 10.
Justify the answer of number sentences involving
7.3 Addition and (i) Add and subtract numbers involving 4 fractions.
subtraction of whole numbers, proper fractions and
fractions. mixed numbers with denominators
up to 10.
Solve daily routine problems involving fractions using
5 various strategies.
7.4 Concept ’of’ in (i) Determine value for proper fractions
fractions. and mixed numbers from a given
quantity.
Solve daily non-routine problems involving fractions
6
creatively and innovatively.

31
NUMBERS AND OPERATIONS
8. DECIMALS Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
8.1 Addition of (i) Add three decimal numbers up to
decimals. three decimal places. Read number sentences and solve basic operation
1
involving decimals without regrouping.
8.2 Subtraction of (i) Subtract consecutively two numbers
decimals. from any number up to three decimal
places. 2 Solve number sentences involving decimals.
8.3 Addition and (i) Add and subtract decimal numbers up
subtraction of to three decimal places.
decimals. Solve number sentences involving decimals and justify the
3
answer.
8.4 Multiplication (i) Multiply decimal numbers up to three
of decimals. decimal places by numbers up to two-
digit, 100 and 1000. Solve daily routine problems involving decimal numbers up
4
to three decimals places.
8.5 Division of (i) Divide decimal numbers by numbers
decimals. up to two-digit,100 and 1000, and the
quotient up to three decimal places. Solve daily routine problems involving decimal numbers up
5
to three decimals places using various strategies.
8.6 Problem (i) Solve daily problems involving
solving decimal numbers and the results up
involving to three decimal places. Solve daily non-routine problems involving decimal
decimals. 6 numbers up to three decimal places creatively and
innovatively.

32
NUMBERS AND OPERATIONS
9. PERCENTAGE Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
9.1 Value of (i) Convert percentage to fraction and
percentage. vice-versa. 1 Explain steps in solving problems involving percentage.
(ii) Convert mixed numbers to
percentage and vice –versa. Convert fractions and mixed numbers to percentage and
(iii) Calculate percentage of a given 2 vice versa as well as calculate percentage of a given
quantity. quantity.

9.2 Problem solving (i) Solve daily problems involving

involving percentage. 3 Justify the answer involving percentage.
percentage.

4 Solve daily routine problems involving percentage.

Solve daily routine problems involving percentage using

5
various strategies.

Solve daily non-routine problems involving percentage

6
creatively and innovatively.

33
NUMBERS AND OPERATIONS
10. MONEY UP TO RM1 000 000 Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
10.1 Addition of (i) Add money up to five values involving
money. ringgit and sen. Read number sentences involving money and explain
1 steps in solving the problems.

10.2 Subtraction of (i) Subtract money up to two values from

money. any value involving ringgit and sen.
2 Solve number sentences involving money.
10.3 Addition and (i) Add and subtract values of money
subtraction of involving ringgit and sen.
money.
Justify the answer to the solution of number sentences
3
10.4 Multiplication (i) Multiply values of money by numbers involving money.
of money. up to two-digit, 100 and 1000
involving ringgit and sen.

10.5 Division of (i) Divide values of money by numbers 4 Solve daily routine problems involving money.
money. up to two-digit, 100 and 1000
involving ringgit and sen.
Solve daily routine problems involving money using
10.6 Multiplication (i) Multiply and divide values of money 5 various strategies.
and division of involving ringgit and sen.
money.
Solve daily non-routine problems involving money
6 creatively and innovatively.

34
NUMBERS AND OPERATIONS
10. MONEY UP TO RM1 000 000 Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
10.7 Problem (i) Solve daily problems of money using
solving various instruments of payments
involving involving addition, subtraction,
money. multiplication, division, mixed
operations of addition and subtraction
and mixed operations of multiplication
and division.

10.8 Interest. (i) State the needs to understand simple

interest and compound interest of
saving.
(ii) Plan daily, weekly and monthly budget
to achieve a short term financial target.

10.9 Expenditure (i) Prepare financial record to achieve

and saving financial target.
plan.

35
MEASUREMENT AND GEOMETRY
11. TIME Year 5
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
11.1 Relationship in (i) State the relationship between years,
time. decades and centuries. 1 State the relationship between units of time.
11.2 Addition of (i) Add up to three units of time involving:
time. (a) years and decades,
(b) years and centuries.
Explain steps of solving number sentences involving
2
units of time.
11.3 Subtraction of (i) Subtract up to two units of time from
time. one unit of time involving:
(a) years and decades,
(b) years and centuries. Justify the answer to the solution of number sentences
3
involving units of time.
11.4 Multiplication (i) Multiply time involving:
of time. (a) years and decades,
(b) years and centuries,
with numbers up to two-digit.
4 Solve daily routine problems involving units of time.
11.5 Division of (i) Divide time in:
time. (a) years and decades,
(b) years and centuries,
with numbers up to two-digit. Solve daily routine problems involving units of time using
5
various strategies.
11.6 Problems (i) Solve daily problems involving
solving addition, subtraction, multiplication
involving time. and division of time. Solve daily non-routine problems involving units of time
6
creatively and innovatively.

36
MEASUREMENT AND GEOMETRY
Year 5
12. LENGTH
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
12.1 Conversion of (i) Convert units of length involving:
units of length (a) millimeters and centimeters, 1 Convert units of length in decimals and fractions.
in decimal and (b) centimeters and meters,
fraction. (c) meters and kilometers
in decimals up to three decimal
places. Explain steps in solving number sentences involving units
(ii) Convert units of length involving: 2
of length.
(a) millimeters and centimeters,
(b) centimeters and meters,
(c) meters and kilometers
in fraction. Justify the answer to the solution of number sentences
3
involving units of length.
12.2 Addition of (i) Add up to three units of length
length. involving decimals and fractions
without and with conversion of units.
4 Solve daily routine problems involving units of length.
12.3 Subtraction of (i) Subtract two units of length from one
length. unit of length involving decimals and
fractions without and with conversion
of units. Solve daily routine problems involving units of length using
5
various strategies.
12.4 Multiplication (i) Multiply units of length involving
of length. decimals and fractions with one-digit
number, two-digit number, 100 and Solve daily non-routine problems involving units of length
1000 without and with conversion of 6
creatively and innovatively.
units.

37
MEASUREMENT AND GEOMETRY
Year 5
12. LENGTH
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
12.5 Division of (i) Divide units of length involving
length. decimals and fractions with one-digit
number, two-digit number, 100 and
1000 without and with conversion of
units.

12.6 Problem (i) Solve daily problems involving

solving addition, subtraction, multiplication
involving and division of units of length in
length. decimals and fractions.

38
MEASUREMENT AND GEOMETRY
Year 5
13. MASS
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
13.1 Conversion of (i) Convert units of gram and kilogram in
mass in decimals and fractions. 1 Convert units of mass in decimals and fractions.
decimal and
fraction.

13.2 Addition of (i) Add up to three units of mass in decimals

mass. and fractions without and with conversion of Explain steps in solving numbers sentences involving
2
units. units of mass.

13.3 Subtraction of (i) Subtract up to two units of mass from one

mass. unit of mass in decimals and fractions
without and with conversion of units. Justify the answer to the solution of the number
3
sentences involving units of mass.
13.4 Multiplication (i) Multiply units of mass in decimal and
of mass. fraction with one-digit number, two-digit
numbers, 100 and 1000 without and with
conversion of units up to three decimal 4 Solve daily routine problems involving units of mass.
places.

13.5 Division of (ii) Divide units of mass in decimal and fraction

mass. with one-digit number, two-digit numbers, Solve daily routine problems involving units of mass
100 and 1000 without and with conversion 5 using various strategies.
of units.

13.6 Problem (i) Solve daily routine problems involving

solving addition, subtraction, multiplication and Solve daily non-routine problems involving units of mass
involving mass. division units of mass in decimals and 6
creatively and innovatively.
fractions.

39
MEASUREMENT AND GEOMETRY
Year 5
14. VOLUME OF LIQUID
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
14.1 Conversion of (i) Convert units of milliliters and liters in
volume of liquid decimals and fractions. 1 Convert volume of liquid in decimals and fractions.
in decimals and
fractions.

Explain steps in solving number sentences involving

14.2 Addition of (i) Add up to three units of volume of liquid in 2
volume of liquid.
volume of liquid. decimal and fractions without and with
conversion of units.

14.3 Subtraction of (i) Subtract up to two units of volume of liquid Justify the answer to the solution of number sentences
3
volume of liquid. from one unit of volume of liquid in involving volume of liquid.
decimals and fractions without and with unit
conversion.

14.4 Multiplication of (i) Multiply units of volume of liquid in decimal 4 Solve daily routine problems involving volume of liquid.
volume of liquid. and fractions with one-digit numbers, two-
digit numbers, 100 and 1000 without and
with conversion of units.
Solve daily routine problems involving volume of liquid
5
14.5 Division of (i) Divide units of volume of liquid in decimal using various strategies.
volume of liquid. and fraction with one-digit number, two-digit
numbers, 100 and 1000 without and with
conversion of unit. Solve daily non-routine problems involving volume of
6
liquid creatively and innovatively.

40
MEASUREMENT AND GEOMETRY
14. VOLUME OF LIQUID Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
14.6 Problem
solving (i) Solve daily problems involving addition,
involving subtraction, multiplication and division
volume of volume of liquid in decimals and fractions.
liquid.

41
MEASUREMENT AND GEOMETRY
15. SPACE Year 5
OF CONTENT
LIQUID LEARNING STANDARD
PERFORMANCE STANDARD
STANDARD
LEVEL DESCRIPTOR
15.1 Perimeter, (i) Determine the perimeter of composite
area and two-dimensional shapes: rectangle, 1 Recognise and use measuring instruments.
volume. square and triangle.
(ii) Determine the area of composite two-
dimensional shapes: rectangle, square (i) Explain steps to determine perimeter, área and
and triangle. 2 volume of two composite shapes.
(iii) Determine the volume of composite (ii) Measure angles in a polygon.
three-dimensional shapes:cube and
cuboid.
(i) Calculate the perimeter, area and volume.
3 (ii) Draw parallel and perpendicular lines.
15.2 Angle. (i) Measure angles in a polygon up to eight
sides.
Solve daily routine problems involving lines, perimeter,
15.3 Parallel lines (i) Draw parallel lines and perpendicular 4 area and volume.
and lines.
perpendicular
lines. Solve daily routine problems involving lines, perimeter,
5 area and volume using various strategies.

Solve daily non-routine problems involving lines,

6
perimeter, area and volume creatively and innovatively.

42
RELATIONSHIP AND ALGEBRA
16. COORDINATE Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
16.1 Coordinate in (i) Recognise x-axis, y-axis and origin (0).
1 Recognise x-axis, y-axis and origin.
the first (ii) Determine coordinate of a point in the
quadrant. first quadrant.
(iii) Mark the point in the first quadrant Explain steps in reading coordinate point and mark the
2
based on the given coordinates. point in the first quadrant.

Read coordinate point and mark the given coordinate point

3
in the first quadrant.

4 Solve daily routine problems involving coordinate.

Solve daily routine problems involving coordinate using

5
various strategies.

Solve daily non-routine problems involving coordinate

6
creatively and innovatively.

43
RELATIONSHIP AND ALGEBRA
17. RATIO AND PROPORTION Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
17.1 Ratio. (i) Determine a value based on ratio given:
1 Read ratio notation and state the meaning.
1:1 up to 1:10, 1:100 and 1:1000.

2 Explain steps to determine a value based on the given ratio.

3 Determine a value based on given ratio.

4 Solve daily routine problems involving ratio.

Solve daily routine problems involving ratio using various

5
strategies.

Solve daily non-routine problems involving ratio creatively

6
and innovatively.

44
STATISTICS AND PROBABILITY
18. DATA HANDLING Year 5
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
18.1 Mode, (i) Recognise mode, median, mean and State the meaning of mode, median, mean, range,
1
median, mean range from a given set of data. pictograph and bar chart.
and range.
(ii) Determine mode, median, mean and
range up to 10 given data. 2 Explain steps in constructing pictograph and bar chart.

Determine mode, median, mean and range from the given

18.2 Data. (i) Construct pictograph and bar chart.
3 data, justify the answer and construct pictograph and bar
chart.

4 Solve daily routine problems involving data representation.

Solve daily routine problems involving data representation

5
using various strategies.

Solve daily non-routine problems involving data

6
representation creatively and innovatively.

45
This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
Aras 4-8, Blok E9
Presint 1
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk