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YEARLY SCHEME OF WORK YEAR 5 ( 2011 )

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
1. Develop number (i) Name and write  Teacher pose number in numerals,
sense up to numbers up to pupils name the respective numbers
1 000 000 1000 000 and write the number word.

(ii) Determine the place  Teacher says the number names and
value of the digits in pupils show the number using the
any whole number up calculator of abacus, then pupils write
to 1000 000 the numerals.
1. WHOLE 1. NUMBER TO
NUMBER 1 000 000 (iii) Compare value of
1–2 numbers up to  Provide suitable number line scales and
1 000 000. ask pupils to mark the positions that
represent a set of given numbers.
(iv) Round off numbers to
the nearest tens,  Given a set of numerals, pupils
hundreds, thousands, represent each number using the
ten thousands and number base block or the place value
hundred thousands of every digit of the given number.

 Given a set of numerals, pupils


compare and arrange the numbers in
ascending then descending order.

1. WHOLE 2. ADDITION 2.Add numbers to the (i) Add any two to four  Pupils practice addition using the four-
NUMBER WITH THE total of 1 000 000 numbers to 1 000 000 step algorithm of:
HIGHEST 1. Estimate the Total
TOTAL OF 2. Arrange the numbers involved
1 000 000 according to place values.
3. Perform the operation
4. Check the reasonableness of the
3-4 answer.

 Pupils create stories from given


addition number sentence.

 Teacher Pose problems verbally, i.e.


in the numerical form or simple
sentences.
 Teacher guides pupils to solve
problems following Polya’s four step
mode of:
1. Understand the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.

1. WHOLE 3. SUBTRACTIO 3.Subtract numbers (i) Subtract one number  Pupils create stories from given
NUMBER N WITHIN THE from a numbers less from a bigger number subtraction number sentence.
RANGE OF than 1000 000 less than
1 000 000 1 000 000  Pupils practice subtraction using the
four-step algorithm of :
(ii) Subtract successively 1. Estimate the sum.
from a bigger number 2. Arrange the numbers involved
less than according to place values.
1 000 000 3. Perform the operation.
(iii) Solve subtraction
4. Check the reasonableness of the
answer.
5-6 problems

 Pupils Subtract successively by writing


the number sentence in the
a) horizontal form
b) vertical form

 Teacher pose problems verbally i.e.., in


the numerical form or simple
sentences.

 Teacher guides pupil to solve problems


following Polya’s four-step model of :
1. Understand the problem
2. Devising a plan
3. Implementing the plan
4. Looking back

1. WHOLE 4. Multiplication 4.Multiply any to (i) Multiply up to five digit  Pupils create stories from given
NUMBER with the Highest numbers with the numbers with multiplication number sentences
Product of highest product of 1 a) a one-digit number
1 000 000 000 000 b) a two- digit number e.g. 40 500 x 7 = 283 500
c) 10, 100 and 1000. “A factory produces 40 500 batteries
per day. 283 500 batteries are produced
7-8 (ii) Solve problems in 7 days”
involving
multiplication.  Pupils practice multiplication using the
four-step algorithm of:
1. Estimate the product.
2. Arrange the numbers involved
according to place values.
3. Perform the operation.
4. Check the reasonableness of the
answer.
 Teacher pose problems verbally i.e., in
the numerical form or simple sentence

 Teacher guides pupils to solve


problems following Polya’s four-step
model of :
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back
( Apply some of the common strategies
in very problem Solving step )

1. WHOLE 5. DIVISION 5.Divide a number less (i) Divide numbers up to  Pupils create stories from given
NUMBERS WITH THE than 1 000 000 by a six digits by division number sentences.
HIGHEST two-digit number a) one-digit number
DIVIIDEND OF b) 10, 100 and 1000  Pupils practice division using the four-
1 000 000 c) two-digit number step algorithm of:
1. Estimate the product.
(ii) Solve problems 2. Arrange the numbers involved
involving division according to place values.
3. Perform the operation.
4. Check the reasonableness of the
answer.

Example for long division


9,10 AND
11 1 3 5 6 2 r 20
35 4 7 4 6 9 0
3 5
1 2 4
1 0 5
1 9 6
1 7 5
2 1 9
2 1 0
9 0
7 0
2 0
 Teacher pose problems verbally, i.e., in
the numerical form or simple
sentences.

 Teacher guides pupils to solve


problems following Polya’s four-step
model of :
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back
( Apply some of the common strategies
in very problem Solving step )

1. WHOLE 6. MIXED 6.Perform mixed (i) Calculate mixed  Pupils create stories from given
NUMBER OPERATIONS operations involving operation on whole number sentence involving mixed
multiplication and numbers involving operations of division and
division multiplication and multiplication.
division
 Pupils practice calculation involving
(ii) Solve problems mixed operation using the four-step
involving mixed algorithm of :
operations of division 1. Estimate the quotient
and multiplication. 2. Arrange the numbers involved
according to place values.
3. Perform the operation
12 - 13 4. Check the reasonableness of the
answer.

 Teacher guides pupils to solve


problems following Polya’s four-step
model of :
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back

( Apply some of the common strategies


in very problem Solving step )
WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
2. FRACTIONS 1. IMPROPER 1. Understand (i) Name and write  Demonstrate improper fractions using
FRACTIONS improper improper fractions with concrete objects such as paper cut-outs,
fractions denominators up to 10 fraction charts and number lines.

14 (ii) Compare the value of  Pupils perform activities such as paper


the two improper folding or cutting, and marking value
fractions. on number lines to represent improper
fractions.
2. FRACTIONS 3. MIXED 1. Understand mixed (i) Name and write mixed  Teacher demonstrate mixed numbers
NUMBERS numbers numbers with by partitioning real objects or
denominators up to 10. manipulative.

(ii) Convert improper  Pupils perform activities such as


fractions to mixed a) Paper folding and shading
numbers and vice versa b) Pouring liquids into containers.
c) marking number lines

To represent mixed numbers.

e.g.
15

3
2 4 shade parts

1
3 2 beakers full

2. FRACTIONS 3. ADDITION OF 1. Add two mixed (i) Add two mixed  Demonstrate addition of mixed
FRACTIONS numbers numbers with the same numbers through
denominators up to 10.
a) paper folding activities
(ii) Add two mixed b) fraction charts
numbers with different c) diagrams
denominators up to 10. d) number lines

(iii) Solve problems


16 - 17 involving addition of e.g.
mixed numbers.
1 1 3
1 4 +1 2 =2 4
 Create stories from given number
sentences involving mixed numbers.

2. FRACTIONS 4. SUBTRACTIO 1. Subtract mixed (i) Subtract two mixed  Demonstrate subtraction of mixed
N OF numbers numbers with the same numbers through
FRACTIONS denominator up to 10.
a) paper folding activities
(ii) Subtract two mixed b) fraction charts
numbers with different c) diagrams
18 denominators up to 10. d) number lines
e) Multiplication table.
(iii) Solve problems
involving subtraction of  Pupils create stories from given
mixed numbers. numbers sentences involving mixed
numbers.

1. Multiply any (i) Multiply whole  Use groups of concrete materials,


proper tractions numbers with proper picture and number lines to
with a whole tractions demonstrate fraction as equal share of
number up to a whole set.
2. FRACTIONS 5. MULTI- 1 000 (ii) Solve problems
PLICATION OF involving multiplication  Provide activities of comparing equal
FRACTIONS of fractions portions of two groups objects.

e.g.

1
2 of 6 = 3

1
2 of 6 pencils is 3 pencil
19-20







1 6
2 x 6 = 2 =3

1
6 x 2 or six halves.

1
6 x 2 1/2 of an orange is ……

1 1 1 1 1 1
3 + 3 + 3 + 3 + 3 + 3 = 3 oranges.

 Create stories from given number


sentences.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
3. DECIMALS 1. DECIMAL 1. Understand and (i) Name and write  Teacher models the concept of
NUMBER use the decimal numbers to decimal number using number
vocabulary three decimal places lines.
related to
decimals (ii) Recognized the place e.g.
value of thousandths
8 parts out of 1 000 equals 0.008
(iii) Convert fractions of
21-22 thousandths to 23 parts out of 1 000 is equal to 0.023
decimal numbers and
vice versa. 100 parts out of 1 000 is 0.100

(iv) Round off decimal  Compare decimal numbers using


numbers to the thousand square and number line
nearest
 Pupils find examples that use
a) tenths decimals in daily situation

b) hundredths

3.DECIMALS 2. ADDITION OF 1. Add decimal (i) Add any two to four  Pupils practice adding decimals
DECIMAL number up to decimal numbers up using the four- step algorithm of :
NUMBERS three decimal to three decimal places
places involving 1. Estimate the total
2. Arrange the numbers involved
a) decimal numbers according to place values
23 and decimal numbers 3. Perform the operation
4. Check the reasonableness of the
b) Whole numbers answer.
and decimal numbers
 Pupils create stories from given
(ii) Solve problems number sentences.
involving addition of
decimal numbers.
3. DECIMAL 4. SUBTRACTION 1. SUBTRACT (i) Subtract a decimal  Pupils subtract decimal numbers,
OF DECIMAL DECIMAL number from another given the number sentence in the
NUMBERS NUMBERS UP decimal up to three horizontal and vertical from.
TO THREE decimal places.
DECIMAL  Pupils practice subtracting decimals
PLACES using the four-step algorithm of :
(ii) Subtract successively 1. Estimate the total
any two decimal 2. Arrange the numbers involved
24 numbers up to three according to place values
decimal places 3. Perform the operation
4. Check the reasonableness of the
answer.
(iii) Solve problems
involving subtraction  Pupils make stories from given
of decimal numbers number sentences.

3. DECIMAL 4. MULTIPLICATION (i) Multiply decimal (i) Multiply any decimal  Multiply decimal numbers with a
OF DECIMAL numbers up to numbers up to three number using horizontal and vertical
NUMBERS three decimal decimal places with from.
places with a a) a one-digit number
whole number  Pupils practice adding decimals
b) a two-digit number using the four- step algorithm of :
1. Estimate the total
c) 10, 100 and 1000. 2. Arrange the numbers involved
25 according to place values
(ii) Solve problems 3. Perform the operation
involving 4. Check the reasonableness of the
multiplication of answer.
decimal numbers.
 Pupils create stories from given
number sentences.

3 .DECIMAL 5. DIVISION OF 1. Divide decimal (i) Divide a whole  Pupils practice adding decimals
DECIMAL numbers up to number by using the four- step algorithm of :
NUMBERS three decimal a) 10 1. Estimate the total
26-27 places by a whole 2. Arrange the numbers involved
number. b) 100 according to place values
3. Perform the operation
c) 1000 4. Check the reasonableness of the
(ii) Divide a whole answer.
number by
a) a one-digit number  Pupils create stories from given
number sentences.
b) a two-digit whole
number.

(iii) Divide a decimal


number of three
decimal places by
a) a one-digit number

b) a two-digit whole
number

c) 10

d) 100

(iv) Solve problem


involving division of
decimal numbers

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
4.PERCENTAGE 1. PERCENTENGE 1. Understand and (i) Name and write the  Pupils represent percentage with
use percentage symbol for percentage hundred squares.

(ii) State fraction of  Shade parts of the hundred square


hundredths in
percentage  Name and write the fraction of the
shaded parts to the shaded parts to
28 (iii) Convert fraction of percentage.
hundredths to
percentage and vice
versa.

4. PERCENTAGE 2. CONVERT 1. Relate fraction (i) Convert proper  Identity the proper fractions with the
FRACTION AND and decimals to fractions of tenths to denominators given.
DECIMALS TO percentage percentage.
PERCENTAGE
(ii) Convert proper
fractions with the
denominators of 2, 4,
5, 20, 25 and 50 to
percentage.
29
(iii) Convert percentage to
fraction in its simplest
from.

(iv) Convert percentage to


decimal number and
vice versa

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
1. Understand and (i) Read and write the  Pupils show different combination of
1. MONEY TO use vocabulary value of money in notes and coins to represent a given
30 5. MONEY RM 1 00 000 related to money ringgit and sen up to amount of money.
RM 100 000.
1. Use and apply (i) Add  Pupils perform basic and mixed
mathematics money in ringgit and operation involving money by
concepts when sen up to RM 100 writing numbers sentences in the
dealing with 000. horizontal and vertical form.
money up to
RM 100 000. (ii) Subtract  Pupils create stories from given
money in ringgit and number sentences involving money
sen within the range of in real context, for example,
RM 100 000.
31 a) Profit and loss in trade
(iii) Multiply
money in ringgit and b) Banking transaction
sen with a whole
number, fraction or c) Accounting
decimal RM 100 000.
d) Budgeting and finance
(iv) Divide management
money in ringgit and
sen with the divisor up  Pupils solve problems following
to RM 100 000. Polya’s four-step algorithm and
using some of the common problem
(v) Perform solving strategies.
mixed operation of
multiplication and
vision involving
money in ringgit and
sen up to RM 100 000.

(vi) Solve
problems in real
context involving
money in ringgit and
sen up to RM 100 000.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
6. TIME 1. READING AND 1. Understand the (i) Read and write time  Pupils tell the time from the digital
WRITING TIME vocabulary in the 24-hour system. clock display.
related time
(ii) Relate the time in the
24-hour system to the  Design an analogue clock face
12-hour system showing time in the 24-hour system

(iii) Convert time from  Pupils convert time by using


the 24-hour system to
the 12-hour system 12 12 12
and vice-versa
mornimg afternoon evening
noon
32
0000 1200 0000

mornimg afternoon evening


noon

the clock face

6. TIME 2. BASIC 2.Understand the (i) Convert time in  Pupils convert from one unit of time.
OPERATIONS relationship between fractions and decimals
33 INVOLVING TIME units of time of a minute to seconds  Pupils explore the relationship
between centuries, decades and years
(i) Convert time in by constructing a time conversion
fractions and decimals table.
of an hour to minutes
and to seconds.

(ii) Convert time in


fractions and decimals
of a day to seconds.

(iii) Convert units of time


from
a. Century to years
and vice versa.

b. Century to
decades and vice
versa.

6. TIME 3. DURATION 3.Add, subtract, (i) Add time in hours,  Pupils add, subtract, multiply and
multiply and divide minutes and seconds. divide units of time by writing
units of time. numbers sentences in the horizontal
(ii) Subtract time in and vertical from.
hours, minutes and
seconds. e.g.

(iii) Multiply time in 5 hr 20 min 30 s


hours, minutes and + 2 hr 25 min 43 s
34-35 seconds.

(iv) Divide time in hours


minutes and seconds. 4 hr 45 min 12 s
- 2 hr 30 min 52 s

2 hr 15 min 9 s
X 7

4 13 hours 13 minutes

6.TIME 4.Use and apply (i) Identify the start and  Pupils read and state information
knowledge of time to end times of are event. from schedules such as :
find the duration.
(ii) Calculate the duration a) class time-table
of an event, involving
b) fixtures in a tournament
a. Hours,
minutes and c) Public transport, etc
seconds.
 Pupils find the duration the start and
b. Days and end time from a given situation
hours

(iii) Determine the start or


end time of an event
from a given duration
of time.

(iv) Solve problems


involving time
duration in fractions
and/or decimals of
hours, minutes and
seconds.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
7. TIME 2. READING AND 4. Understand the (iv) Read and write time  Pupils tell the time from the digital
WRITING TIME vocabulary in the 24-hour system. clock display.
related time
(v) Relate the time in the  Design an analogue clock face
24-hour system to the showing time in the 24-hour system
12-hour system
 Pupils convert time by using
(vi) Convert time from
the 24-hour system to 12 12 12
the 12-hour system
and vice-versa mornimg afternoon evening
noon

32 0000 1200 0000

mornimg afternoon evening


noon

the clock face

6. TIME 5. BASIC 2.Understand the (ii) Convert time in  Pupils convert from one unit of time.
OPERATIONS relationship between fractions and decimals
33 INVOLVING TIME units of time of a minute to seconds  Pupils explore the relationship
between centuries, decades and years
(iv) Convert time in by constructing a time conversion
fractions and decimals table.
of an hour to minutes
and to seconds.

(v) Convert time in


fractions and decimals
of a day to seconds.

(vi) Convert units of time


from
c. Century to years
and vice versa.

d. Century to
decades and vice
versa.

6. TIME 6. DURATION 3.Add, subtract, (v) Add time in hours,  Pupils add, subtract, multiply and
multiply and divide minutes and seconds. divide units of time by writing
units of time. numbers sentences in the horizontal
(vi) Subtract time in and vertical from.
hours, minutes and
seconds. e.g.

(vii) Multiply time in 5 hr 20 min 30 s


hours, minutes and + 2 hr 25 min 43 s
34-35 seconds.

(viii) Divide time in hours


minutes and seconds. 4 hr 45 min 12 s
- 2 hr 30 min 52 s

2 hr 15 min 9 s
X 7

4 13 hours 13 minutes

6.TIME 4.Use and apply (v) Identify the start and  Pupils read and state information
knowledge of time to end times of are event. from schedules such as :
find the duration.
(vi) Calculate the duration a) class time-table
of an event, involving
b) fixtures in a tournament
a. Hours,
minutes and c) Public transport, etc
seconds.
 Pupils find the duration the start and
b. Days and end time from a given situation
hours

(vii) Determine the start or


end time of an event
from a given duration
of time.

(viii) Solve problems


involving time
duration in fractions
and/or decimals of
hours, minutes and
seconds.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
7.LENGTH 1. MEASURING 1. Measure and (i) Describe by  Teacher provides experiences to
LENGTH compare comparison the introduce the idea of a kilometer.
distances. distance of one
kilometer. e.g.

(ii) Measure using scales Walk a hundred-meter track and


for distance between explain to pupils that kilometer is ten
36 places. times the distance.

 Use a simple a simple map to


measure the distances to one place to
another.

e.g.

a) school

b) village

c) town

7.LENGTH 2.RELATIONSHIP 2.Understand the (i) Relate meter and  Compare the length of a meter string
BETWEEN UNITS OF relation between units kilometer and a 100-cm stick, then write the
LENGTH of length relationship between the units.
37 (ii) Convert meter to Pupils then visualize how far the
kilometer and vice length would be if 1000 such sticks
versa were to be arrange end to end.

 Pupils use the conversion table for


units of length to convert length
from km to m and vice versa.

7.LENGTH 3. BASIC 3.Add, subtract, (i) Add and subtract  Pupils demonstrate addition and
OPERATION multiply and divide units of length subtraction involving units of length
INVOLVING units of length involving conversion using number sentences in the usual
LENGTH of units in conventional manner.

a) kilometers. e.g.

b) kilometers and a) 2 km + 465 = _______ m


meters.
b) 3.5 km + 615 = ________ km
(ii) kilometer and divide
units of length in c) 12. 5 km – 625 m = _______ m
kilometers involving
conversion of units
with.  Pupils multiply and divide involving
units of length.
a) a one-digit number.
e.g.
b) 10, 100, 1000
a) 7. 215 m x 1 000 = _______ km
(iii) Solve problems
involving basic b) 2. 24 km ÷3= ________ m
operations on length.
Create stories from given number
sentence.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
8.MASS 1. COMPARING 1. Compare mass of (i) Measure and record  Pupils measure, read and record
MASS objects. masses of objects in masses of objects in kilograms and
kilogram and grams. using the weighing scale and
determine how many times the mass
(ii) Compare the masses of an objects as compared to
of two objects using another.
kilogram and gram,
38 stating the comparison
in multiples or
fractions.

(iii) Estimate the masses of


objects in kilograms
and grams.

2.Understand the (i) Convert units of mass  Pupils make stories for a given
relationship between from fractions and measurement of mass.
units of mass. decimals of a kilogram
39 to grams and vice e.g.
versa.
Aminah bought 4 kg of cabbages and
(ii) Solve problems 500 g celery. Altogether, she bought
involving conversion a total of 4.5 kg vegetables.
of mass units in
fraction and / or
decimals.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
10.SHAPE AND 1. COMPOSITE TWO 1. Find the (i) Measure the  Use measuring tapes, rules or string
SPACE DIMENSIONAL perimeter of perimeter of the to measure the perimeter of event
SHAPES composite 2-D following composite 2- composite shapes
shapes. D shapes

a) square and square

b) rectangle and
rectangle
43-44
c) triangle and
triangle

d) square and triangle

e) square and triangle

f) rectangle and
triangle

(ii) Calculate the


perimeter of the
following composite 2-
D shapes a) square
and square.

a) rectangle and
rectangle.

b) triangle and
triangle

c) square and
rectangle

d) square and triangle

e) rectangle and
triangle.

(iii) Solve problems


involving perimeters
of composite 2-D
shapes.

10.SHAPE AND 2.COMPOSITE THREE 1. Find the area of (i) Measure the area of  Pupils count the unit squares to find
SPACE DEMENSIONAL composite 2-D the following the area of composite 2-D shapes on
SHAPES shapes composite 2-D shapes the grid paper.

a) square and square

b) rectangle and
rectangle

c) square and
45 rectangle

(ii) Calculate the area of


the following
composite 2-D shapes
square and square.

a) rectangle and
rectangle

b) square and
rectangle

(iii) Solve problems


involving areas of
composite 2-D shapes.

10.SHAPE AND 1. Find the volume (i) Measure the volume of  Use any combination of 3-D shapes
SPACE of composite 3-D the following to find the surface area and volume.
shapes composite 3-D shapes

a) cube and cube

b) cuboid and cuboid

c) cube and cuboid


45
(ii) Calculate the volume
of the composite 3-D
shapes following

a) cube and cube

b) cuboid and cuboid

c) cube and cuboid

(iii) Solve problems


involving volume of
composite 3-D shapes

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND
OBJECTIVES Pupils will be able to : LEARNING ACTIVITIES
Pupils will be taught
to:
11.DATA 1. AVERAGE 1. Understand and (i) Describe the meaning  Prepare two containers of the same
HANDLING use the of average. size with different volumes of liquid.
vocabulary to
average (ii) State the average of  Equal the volume of liquid from the
two or three two containers.
quantities.

(iii) Determine the e.g.


formula for average

46
 Relate the examples given to
determine the average using the
formula

11.DATA 2.ORGANISING AND 1. Use and apply (i) Calculate the average  Calculate the average of two
HANDLING INTERPRETING DATA knowledge of using formula numbers
average
(ii) Solve problem in real  Calculate the average of three
46 life situation. numbers

 Pose problems involving real life


situation.
11.DATA 1. Understand the (i) Recognize frequency (i) Discuss a bar graph showing the
HANDLING vocabulary mode, range, frequency, mode, range, maximum
relating to data maximum and and minimum value.
organization in minimum value from
graphs. bar graphs
e.g.

Number of books read by five pupils


in February

5
47 4

frequency
3
2
1

Adam

Shiela

Davin

Nadia

May
pupils

1. Organize and (ii) Construct a bar graph  Pupils transform data tables to bar
interpret data from a given set of graphs.
from tables and data.
charts.
(iii) Determine the name Reading Mental
frequency mode, test Arithmetic
range, average, score test score
maximum and
minimum value from Adam 10 8
a given graph. Davin 7 10
May 9 8