YEARLY SCHEME 0F WORK YEAR 6 (2008)

WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES Pupils will SUGGESTED TEACHING AND LEARNING
Pupils will be taught to : be able to : ACTIVITIES

1. Develop number sense up Name and write numbers up to seven  Teacher pose numbers in numerals, pupils
1.Whole 1. Number up to to seven digits. digits.
1
name the respective numbers and write the
Numbers seven digits number words.
 Teacher says the number names and pupils
(3-4 show the numbers using the calculator or the
Jan ) abacus, then, pupils write the numerals.
1) Provide suitable number line scales
and ask pupils to mark the positions that
represent a set of given numbers.
 Given a set of numbers, pupils represent each
Determine the place value of the digits number using the number base blocks or the
in any whole number of up to seven abacus. Pupils then state the place value of
digits. every digit of the given number.

2 Express whole numbers in

(7 - 11 a) decimals
Jan )
b) fractions

of a million and vice versa.

 Given a set of numerals, pupils compare and

Compare number values up to seven arrange the numbers in ascending then
digits descending order.

Round off numbers to the nearest

tens, hundreds, thousands, ten
thousands, hundred thousands and
millions.

2. Basic operations 2. Add, subtract, multiply and (i) Add any two to five numbers to  Pupils practice addition, subtraction,
3 1.Whole with numbers up to divide numbers involving 9 999 999. multiplication and division using the four-step
Numbers seven digits numbers up to seven digits. algorithm of
(14-18 1. Estimate the solution.
Jan )
 2. Arrange the numbers involved
according to place values.
3. Perform the operation.
4. Check the reasonableness of the
answer.

4 (ii) Subtract

(21-25 c) one number from a bigger

Jan ) number less than 10 000
000

d) successively from a bigger

number less than 10 000
000.

5 (iii) Multiply up to six-digit numbers

with

(28 Jan a) a one-digit number

-1 Feb )
b) a two-digit number

c) 10, 100 and 1000.

6 (iv) Divide numbers of up to seven

digits by
(4 - 6
Feb )
a) a one-digit number

b)10, 100 and 1000

c) two-digit number.

7
(11-15 (v) Solve problems
Feb)  Pose to pupils problems in numerical form,
a) addition, simple sentences, tables and pictures.
 Pupils create stories from given number
b) subtraction, sentences.

c) multiplication,  Teacher guides pupils to solve problems

following Polya’s four-step model of
 d) division 1. Understanding the problem

8 involving numbers up to seven

2. Devising a plan
digits. 3. Implementing the plan
(18-22
4. Looking back.
Feb )
3. Mixed operations 3. Perform mixed operations (i) Compute mixed operations  Explain to pupils the conceptual model of
1.Whole with numbers up to with whole numbers. problems involving addition and mixed operations then connect the concept
9 Numbers seven digits multiplication. with the procedures of performing operations
according to the order of operations.
(25-29
Feb )
(ii) Compute mixed operations  Teacher pose problems verbally, i.e., in the
problems involving subtraction numerical form or simple sentences.
and division.

Monthly
Test  Teacher guides pupils to solve problems
(iii) Compute mixed operations
following Polya’s four-step model of
problems involving brackets.
1) Understanding the problem
10 2) Devising a plan

(3-7 3) Implementing the plan

Mar ) 4) Looking back.

(iv) Solve problems involving mixed

operations on numbers of up to
seven digits.

2. Fractions 1. Addition of 1. Add three mixed numbers (i) Add three mixed numbers with  Demonstrate addition of mixed numbers
fractions with denominators of up to the same denominator of up to through
10. 10.
2) paper folding activities
3) fraction charts
11 4) diagrams
5) number lines
(17-21
Mar ) 6) multiplication tables
(ii) Add three mixed numbers with  Pupils create stories from given number
different denominators of up to sentences involving mixed numbers.
10.

(iii) Solve problems involving  Teacher guides pupils to solve problems

addition of mixed numbers. following Polya’s four-step model of
1. Understanding the problem
 2. Devising a plan
3. Implementing the plan
4. Looking back.
2. Fractions 2. Subtract of 2. Subtract mixed (i) Subtract involving three mixed  Demonstrate subtraction of mixed numbers
fractions numbers with numbers with the same through
denominators of up to denominator of up to 10.
12 10. 1.
2.
paper holding activities
fractions charts
(24-28 3. diagrams
Mar) 4. number lines
5. multiplication tables
(ii) Subtract involving three mixed  Pupils create stories from given number
numbers with different sentences involving mixed numbers
denominators of up to 10.

(iii) Solve problems involving  Pose to pupils, problems in the real context in
subtraction of mixed numbers. the form of
1. words,
2. tables,
3. pictorials.
2. Fractions 3. Multiplication of 3. Multiply any mixed numbers (i) Multiply mixed numbers with a  Use materials such as the hundred squares to
fractions with a whole numbers up to whole number. model multiplication of mixed numbers. For
1000.
example, 2 21  100  ?

13
(30
Mar-4
Apr )

 Present calculation in clear and organised

steps.
 5
2 21  100   100
2
5
  50
1
 250
2. Fractions 4. Division of 4. Divide fractions with a (i) Divide fractions with  Teacher models the division of fraction with
fractions whole number and a fraction. another fraction as sharing. The following
a) a whole number illustrations demonstrate this idea…
1
2
 1
2
1
b) a fraction.
Half a vessel of liquid poured into a half-vessel
makes one full half-vessel.

14
1
(7-11 3
Apr ) 4
1
2
1
4

(ii) Divide mixed numbers with 1

 1
2
2 4
Half a vessel of liquid poured into a quarter-
a) a whole number
vessel makes two full quarter-vessels.
b) a fraction

1
3
4
1
2
1
4

0
3. Decimals 1. Mixed operations 1. Perform mixed operations (i) Add and subtract three to four  Pupils add and/or subtract three to four
with decimals of addition and subtraction of decimal numbers of up to 3 decimal numbers in parts, i.e. by performing
decimals of up to 3 decimal decimal places, involving one operation at a time in the order of left to
15 places.
a) decimal numbers only
right. Calculation steps are expressed in the
vertical form.
( 14-18
b) whole numbers and decimal
Apr)
numbers  The abacus may be used to verify the
accuracy of the result of the calculation.
 4. Percentage 1. Relationship 1. Relate fractions and (i) Convert mixed numbers to  Use the hundred-squares to model conversion
between decimals to percentage percentage. of mixed numbers to percentage. For example,
percentage, fraction 3
and decimal convert 1 10 to percentage.

16
(21-25
Apr)

100 3 30
1 
100 10 100
100% 30%
(ii) Convert decimal numbers of
value more than 1 to percentage  The shaded parts represent 130% of the
hundred-squares.
4. Percentage 1. Relationship 1. Relate fractions and (iii) Find the value for a given  Demonstrate the concept of percentage of a
between decimals to percentage percentage of a quantity. quantity using the hundred-squares or multi-
percentage, fraction based blocks.
17 and decimal

(28
Apr-2
May)

The shaded parts of the two hundred-squares

is 128% of 100.
 Guide pupils to find the value for percentage of
a quantity through some examples, such as
45% of 10
450
 10  45
100
17 4. Percentage 1. Relationship 1. Relate fractions and (iv) Solve problems in real context  Pupils create stories from given percentage of
(28 between decimals to percentage involving relationships between a quantity.
Apr-2 percentage, fraction percentage, fractions and
and decimal decimals.  Pose to pupils, situational problems in the form
May) of words, tables and pictorials.
5. Money 1. Money up to 1. Use and apply number (i) Perform mixed operations with  Provide to pupils a situation involving money
RM10 million sense in real context money up to a value of RM10 where mixed operations need to be performed.
18 involving money. million. Then, demonstrate how the situation is
transformed to a number sentence of mixed
(5-9 operations.
May)
  Pupils solve mixed operations involving money
in the usual proper manner by writing number
sentences in the vertical form.
5. Money 1. Money up to 1. Use and apply number (ii) Solve problems in real context  Pose problems involving money in numerical
RM10 million sense in real context involving computation of money. form, simple sentences, tables or pictures.
involving money.
 Teacher guides pupils to solve problems

18 following Polya’s four-step model of

1. Understanding the problem
(5-9 2. Devising a plan
May 3. Implementing the plan
4. Looking back.
6. Time 1. Duration 1. Use and apply knowledge (i) Calculate  Pupils find the duration from the start to the
of time to find the duration. the duration of an event in end of an event from a given situation with the
between aid of the calendar, schedules and number
19 a) months
lines.

(12-16 b) years
May )
c) dates.

(ii) Compute time period from

situations expressed in fractions
of duration.

6. Time 1. Duration 1. Use and apply knowledge (iii) Solve problem in real context  Pose problems involving computation of time
of time to find the duration. involving computation of time in numerical form, simple sentences, tables or
20 duration. pictures.
 Teacher guides pupils to solve problems
(20-23 following Polya’s four-step model of
May ) 1. Understanding the problem

EXAM 2. Devising a plan

3. Implementing the plan
4. Looking back.
7. Length 1. Computation of 1. Use and apply fractional (i) Compute length from a situation  Use scaled number lines or paper strips to
length computation to problems expressed in fraction. model situations expressed in fractions.
involving length.
21 1
2
of 4 km.

(9-13
Jun )
 1
2
km

0 1 2 3 4
7. Length 1. Computation of 1. Use and apply fractional (ii) Solve problem in real context  Pose problems involving computation of length
length computation to problems involving computation of length. in numerical form, simple sentences, tables or
involving length. pictures.

21  Teacher guides pupils to solve problems

following Polya’s four-step model of
1. Understanding the problem
(9-13
Jun ) 2. Devising a plan
3. Implementing the plan
4. Looking back.
8. Mass 1. Computation of 1. Use and apply fractional (i) Compute mass from a situation  Use the spring balance, weights and an
mass computation to problems expressed in fraction. improvised fractional scale to verify
involving mass. computations of mass.

0
22 1
4

(16-20 1
Jun ) 2
50 g
3
4

1
100 g

8. Mass 1. Computation of 1. Use and apply fractional (ii) Solve problem in real context  Pose problems involving computation of mass
mass computation to problems involving computation of mass. in numerical form, simple sentences, tables or
involving mass. pictures.
22  Teacher guides pupils to solve problems
following Polya’s four-step model of
(16-20 1. Understanding the problem
Jun )
2. Devising a plan
3. Implementing the plan
4. Looking back.
9. Volume of 1. Computation of 1. Use and apply fractional (i) Compute volume of liquid from a 0
 Use the measuring cylinder and an improvised
liquid liquid computation to problems situation expressed in fraction 1
fractional scale to verify computations of
23 involving volume of liquid. volumes of liquid.
100
ml 1
4
2
3
4 25 ml
1
(23-27
Jun )

 Pose problems involving volume of liquid in

(ii) Solve problem in real context numerical form, simple sentences, tables or
involving computation of volume pictures.
of liquid.
23  Teacher guides pupils to solve problems
following Polya’s four-step model of
1. Understanding the problem
(23-27
Jun ) 2. Devising a plan
3. Implementing the plan
4. Looking back.
10. Shape 1. Two-dimensional 1. Find the perimeter and (i) Find the perimeter of a two-  Pupils construct two-dimensional composite
and space shapes area of composite two- dimensional composite shape of shapes on the geo-board or graph paper.
24 dimensional shapes. two or more quadrilaterals and
triangles.
Pupils then measure the perimeter of the
shapes.
 Teacher provides a two-dimensional composite
(30 Jun shape with given dimensions. Pupils calculate
–4 the perimeter of the shape.
July)
(ii) Find the area of a two-
 Pupils construct two-dimensional composite
dimensional composite shape of
shapes on the geo-board or graph paper.
two or more quadrilaterals and
Pupils then find the area of the shapes.
triangles.
 Teacher provides a two-dimensional composite
shape with given dimensions. Pupils calculate
the area of the shape.
10. Shape 1. Two-dimensional 1. Find the perimeter and (iii) Solve problems in real contexts  Pose problems of finding perimeters and areas
and space shapes area of composite two- involving calculation of perimeter of 2-D shapes in numerical form, simple
25 dimensional shapes. and area of two-dimensional
shapes.
sentences, tables or pictures.
 Teacher guides pupils to solve problems
(7-11 following Polya’s four-step model of
July ) 1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.
10. Shape 2. Three- 1. Find the surface area and (i) Find the surface area of a three-  Pupils draw net according to the given
and space dimensional shapes volume of composite dimensional composite shape of measurements, cut out the shape and fold to
 three-dimensional two or more cubes and cuboids. make a three-dimensional shape. Next, unfold
26 shapes the shape and use the graph paper to find the
area. Verify that the area is the surface area of
the 3-D shape.
(14-18  Teacher provides a three-dimensional
July ) composite shape with given dimensions.
Pupils calculate the surface area of the shape.
10. Shape 2. Three- 1. Find the surface area and (ii) Find volume of a three-  Pupils construct three-dimensional composite
and space dimensional shapes volume of composite dimensional composite shape of shapes using the Diene’s blocks. The volume
26 three-dimensional
shapes
two or more cubes and cuboids. in units of the block is determined by mere
counting the number of blocks.
(14-18  Teacher provides a three-dimensional
July composite shape with given dimensions.
Pupils calculate the volume of the shape.
10. Shape 2. Three- 1. Find the surface area and (iii) Solve problems in real contexts  Pose problems of finding surface area and
and space dimensional shapes volume of composite involving calculation of surface volume of 3-D shapes in numerical form,
three-dimensional area and volume of three- simple sentences, tables or pictures.
27 shapes dimensional shapes.
 Teacher guides pupils to solve problems
following Polya’s four-step model of
(21-25 1) Understanding the problem
July )
2) Devising a plan
3) Implementing the plan
4) Looking back.
11. Data 1. Average 1. Understand and compute (i) Calculate the average of up to  Arrange four stacks of coins as in the diagram
Handling average. five numbers. below. Pupils tabulate the number of coins in
each stack. Ask pupils what would be the
28 number of coins in each stack if the coins were
evenly distributed. Pupils share among the
class on how they arrive at the average
number.
(28
July-1
Ogos )

Monthly
Test  Teacher demonstrates how the average is
calculated from a given set of data.
11. Data 1. Average 1. Understand and compute (ii) Solve problems in real contexts  Pose problems involving average in numerical
Handling average. involving average. form, simple sentences, tables or pictures.

29  Teacher guides pupils to solve problems

following Polya’s four-step model of
 1) Understanding the problem
(4-8 2) Devising a plan
Ogos )
3) Implementing the plan
4) Looking back.

11. Data 2. Organising and 1. Organise and interpret  Teacher prepares some templates in the form
30 Handling interpreting data data from tables and
chrts.
(i) Construct a pie chart from a given
set of data.
of circular fraction charts and a suitable data
set. Teacher then guides pupils to select the
right template to begin constructing the pie
( 11-15 chart
Ogos )
Circular Fraction Chart
Templates

11. Data 2. Organising and 1. Organise and interpret (ii) Determine the frequency, mode,  Teacher provides a pie chart and guides pupils
Handling interpreting data data from tables and range, mean, maximum and to extract information from the chart to
31 chrts. minimum value from a pie chart. construct a data table. Remind the meaning of
frequency, mode, range, etc.
(25-29  Pupils discuss and present their findings and
Ogos ) understanding of charts and tables.
 The electronic spreadsheet may be used to aid
Pra
the understanding of charts and tables.
UPSR
REVISION ( Exercises )
32 - 36
UPSR / SECOND TERM EXAMINATION
37 - 40
MATHEMATICS ENGLISH READINES PROGRAMME
41 - 42