Lesson

: 1

Topic 1

: Whole numbers

Learning area

: Numbers up to seven digits

Learning objective

: Develop number sense up to seven digits

Learning outcome

: Name and write numbers up to seven digits

Previous knowledge

: Pupils had learnt the place value of given numbers.

Problem

: Pupils are not able to say and write numbers and

words correctly.

Vocabulary

: Numbers, digits, numerals, place value, ones, tens,

hundreds,

thousands,

ten

thousands,

hundred

thousands, million

SUGGESTED ACTIVITIES
1. Mental / Oral Work
Teacher places a number card on the board.
eg.

340 123

Teacher asks pupils to say the number.

Teacher proceeds with number words card and ask pupils to write the
number words in numerals
eg.
Fifty thousand eight hundred and forty-three

Teacher asks the pupils to say the number.

Teacher asks the pupils to write the number in numerals.

2. Main Activity
i) Demonstration

Teacher introduces the MTN method.

Millions

Thousands

Normal

H = Hundred

T = Ten

O = Ones

From right to left, we divide a whole number into 3 parts - Millions,

Thousands and Normal.

Each of this part, consists of Hundreds, Tens and Ones.

Teacher places a number card consists of 7-digits numbers on the

board.
eg.

9 876 543

Teacher shows how the MTN method is used to identify the place
value for each number correctly.

0 0 9

8 7 6

5 4 3

So, 9 876 543 is read as nine million eight hundred seventy-six

thousand five hundred and forty-three.

Then, teacher shows how the MTN method is used to write number
words in numerals.
eg.

Three
million seven thousand three hundred and eleven
\

Teacher asks the pupils to underline the words million and

thousand.

Three million seven thousand three hundred and eleven

Look at the number before the place value, put the numbers
according to the MTN method.
H

O H

O H

0 0 3 0 0 7 3 1 1
M
ii)

= 3 0 0 7 311

Development and Reinforcement

Teacher prepares six flash cards with questions on it.
Teacher puts each flash card into 6 different envelopes.
Each envelope is numbered from 1 to 6.
Teacher writes number 1 to 6 in six pieces of papers and fold it.
Teacher divides pupils into 2 groups.
Each group will send one person as a representative for each
group.
The selected person will choose any one of the folded paper.
The number from the folded paper represents which envelope to
choose.
Marks will be given for the correct answer.

 Each group will send other representative until all the envelopes
are chosen.
The group with the highest total mark will be the winner.
Then pupils are given a worksheet.
Teacher guides and facilitates pupils.
3. Plenary

Teacher shows an example and the solution on how to solve problem

involving read and write numbers up to seven digits.

Teacher summarizes the whole lesson as closure.

WORKSHEET 1
Name: Class: .
A. Complete the following table.
1.

3 024 031

Three _______ twenty-four ________ and thirty-one

2.

4 321 069

_____ million three ________twenty-one _______ and

_____-nine

3.

7 981 768

4.

2 513 793

Two million ________ hundred _________ thousand

seven hundred and ______-three

5.

8 696 624

______
million
_______hundred
________-six
________six ______ and twenty-________

Seven_______ nine hundred _____-one _______ seven

hundred and sixty-________

B. Match the following.

1.

2 011 457

One million one hundred eighty-seven

thousand five hundred and twenty-one

2.

8 709 003

Nine million nine hundred ninety-nine

thousand nine hundred and ninety-nine

3.

1 187 521

Two million eleven thousand four hundred and

fifty-seven

4.

5 517 402

Five million five hundred and seventeen

thousand four hundred and two

5.

9 999 999

Eight million seven hundred nine thousand

and three

Lesson

: 2

Topic 1

: Whole number

Learning area

: Numbers up to seven digits

Learning objective

: Develop number sense up to seven digits

Learning outcome

: Pupils will be able to:

i) Determine the place value of the digits in any
whole number up to seven digits

Previous knowledge

: Pupils have learnt to write the place value or the digit

value up to 1 000 000

Problem

: Pupils are not able to differentiate between the place

value or the digit value

Vocabulary

: place value, digit value, partition, extended notation

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Pupils are given a diagram as below.

Teacher explains the diagram.

Place Value

4 825 017
Ones

Millions
Hundred Thousands

Tens

Ten Thousands

Hundreds
Thousands
Digit Value

4 825 017
4 000 000
800 000

7
10

20 000

0
5 000
6

Teacher poses some questions to guide the pupils to say the place value
and the digit value of the number.
eg.
What is the place value of 8?
What is the digit value of 8? etc.

2. Main Activity
i) Demonstration

Teacher shows a spike abacus.

Teacher guides pupils to put the beads accordingly to match the given
numbers.
Teacher asks pupils to implement MTN method.

eg.

3 528 740

Hundreds

Tens

Ones

Value

Thousands

Digits

Ten
Thousands

Value

Teacher guides pupils to fill up the table.

Hundred
Thousands

Place

Millions

3 000 000

500 000

20 000

8000

700

40

Give other examples.

Next, teacher shows how to do partition and write in extended

notation:
Example:
Partition 7 348 089 according to:
i. Place value
ii. Digit value

Teacher uses the MTN method to solve the problem.

i.

H T O H T O

3 4 8 0 8 9

Partition the number starting from the largest place value, so:
7 348 089 = 7 millions + 3 hundred thousands + 4 ten thousands + 8
thousands + 8 tens + 9 ones
ii.

T O H

T O

7 3 4 8 0 8 9
M

Partition the number starting from the largest digit value, so:
7 348 089 = 7 000 000 + 300 000 + 40 000 + 8000 + 80 + 9

ii) Development / Reinforcement

3.

Teacher distributes Worksheet 2 to the pupils.

Teacher guides and facilitates pupils.

Plenary

Teacher poses a question involving place value and digit value and ways
to solve the problem.

Teacher summarizes the lesson as a closure.

WORKSHEET 2
Name: Class: .
1. What is the place value of each of the underlined digit?
a. 1 355 628 ______________________
b. 3 105 275 ______________________
c. 5 534 833 ______________________
d. 6 312 096 ______________________
2. What is the digit value of each of the underlined digit?
a. 1 633 098 ______________________
b. 5 062 467 ______________________
c. 8 302 398 ______________________
d. 4 691 890 ______________________
3. Write the numbers.
a. 4 millions, 8 ten thousands, 3 thousands, 5 hundreds, 6 tens and 2 ones.
__________________________________________________________
b. 1 millions, 4 hundred thousands, 5 ten thousands, 8 hundreds, 9 tens and
4 ones.
__________________________________________________________
c. 2 000 000 + 600 000 + 70 000 + 300 + 5
__________________________________________________________
d. 300 000 + 40 000 + 6 000 + 40 + 8
__________________________________________________________

Lesson

: 3

Topic 1

: Whole Number

Learning area

: Numbers up to seven digits

Learning objective

: Pupils will be taught to:

1. Develop number sense up to seven digits.

Learning outcome

: Pupils will be able to:

iii. Express whole numbers in
a. decimals
b. fractions
of a million and vice versa.

Previous knowledge

: Pupils have learnt how to express whole numbers in

decimals and fractions of a hundred thousand.

Problem

: Pupils are not able to express whole numbers in

decimals and fractions of a million and vice versa.

Vocabulary

: decimals, fractions.

SUGGESTED ACTIVITIES
1. Mental / Oral Work
Teacher asks the pupils to recall about decimals.
Teacher explains on the board.

Decimals are numbers that represent fractions with the denominators 10,
100 and 1000.
Examples:

0.1 =

1
(1 d.p.)
10

0.01 =

1
(2 d.p.)
100

0.001 =

1
(3 d.p.)
1000

decimal point (d.p.)

Look at the pattern,

1
10

1 d.p ,

10

1
100

2 d.p,

1
1000

3 d.p

The decimal point separates the whole number from the fractional parts.
Examples:
0.1 = 0 +

1
10
Value of the decimal
number in fraction (tenth )

whole number

2. Main Activity
i) Demonstration

Teacher pastes a number card on the board.

Teacher demonstrates how to write whole numbers in decimals of a

million and vice versa.
Example:

100 000

Teacher uses 50 sen coin as a decimal point.

Teacher explains on how to divide a whole number by 1 000 000,

pupils shall move the decimal point 6 places to the left.
Remember:

For whole number the decimal point will always be on the left end of
the number.

3 0

0 0

. (initial decimal point) =

Move the decimal point 6

places to the left

11

0.3 million

 Teacher gives other examples:

900 000 , 400 000 etc.

To multiply a decimal by 1000 000, move the decimal point 6 places to

the right.
Example:

(initial decimal point)

5. 2

3 0

0 0

0. = 5 230 000

Move the decimal point 6

places to the right.
Fill each curve with 0.

We can also write whole numbers in fractions of a million and vise versa
Example:
2 500 000 = 2 000 000 + 500 000
= 2 million + 500 000 (move initial d.p. 6 places to right)
= 2 million + 0.5 million
= 2

1
million
2

Example:
5

1
= 0.1
10

1
1
million = 5 million +
million
10
10
= ( 5 1 000 000 ) + (0.1 1 000 000 )
= 5 000 000 +

0.1

= 5 000 000 + 100 0000

= 5 100 0000

Teacher gives other examples:

7 250 000 , 8

1
million
2

12

ii) Development / Reinforcement

3.

Teacher distributes Worksheet 3 to the pupils.

Teacher guides and facilitates pupils.

Plenary

Teacher introduces a game called Where is my Fren?

Teacher prepares 3 sets of number cards.

Set 1 partial words and numerals of decimal
Set 2 - partial words and numerals of fraction
Set 3 whole number
e.g

Set 1
0.5 million
1.25 million

3.75 million

Set 2

Set 3

1
million
2

500 000

1
million
4

1 250 000

3
million
4

3 750 000

Note : (Teacher could produce more according to the number of pupils in the
class)

Each pupil will take a card at random and find their pairs in the class.

In the end, pupils will be grouped in three with 3 different sets of answer.

Prizes will be given to the fastest group.

Teacher summarizes the lesson as a closure.

13

WORKSHEET 3
Name: .

Class:

1. Write whole numbers in decimals of a million vice versa.

a. 0.9 million ______________________
b. 1.4 million ______________________
c. 3 220 000 ______________________
d. 8 020 000 ______________________
e 4 250 000 ______________________
2. Write whole numbers in fraction of a million and vice versa.
a. 5 250 000

______________________

b. 8 100 000

______________________

c. 6

3
million ______________________
4

1
d. 7 million ______________________
2

1
e. 8 million _______________________
4

14

Lesson

: 4

Topic 1

: Whole numbers

Learning area

: Basic operations with numbers up to seven digits.

Learning objective

: Pupils will be taught to:

2.

Add numbers involving numbers up to seven

digits.

Learning outcome

: Pupils will be able to:

(i)

Add any two to five numbers to 9 999 999.

Previous knowledge

: Pupils had learnt addition up to 1 000 000.

Problems

: Pupils cannot add any two numbers with regrouping.

Vocabulary

: simpler, simulating, analogy, sequences.

SUGGESTED ACTIVITIES
1. Mental / Oral Work - Introducing the usage of NUMBER STRIP
Step 1

Teacher introduces the number strip to the pupils as shown below.

2

10

11

12

13

14

15

16

17

18

17

18

Step 2

Teacher shows pupils on how to use the number strip in their

calculations.

Example 1:

6+9=?

Circle the number 6.

Move nine steps to the right.

The answer is 15.

15

10

11

12

13

14

15

16

Example 2:

8+8=?

Circle the number 8.

Move eight steps to the right.

The answer is 16.

10

11

12

13

14

15

16

17

18

Step 3:

Pupils make their own number strips.

Paper strips are given to them.

Teacher calls the pupils at random to do the exercises on the

blackboard using the number strip.

Questions.

1. 4 + 9 = ?

2.

7+8=?

3. 9 + 8 = ?

4.

3+5+7=?

5. 6 + 6 + 6 = ?

6.

9+5+4=?

2. Main activity:
i)

Demonstration
Step 1:

Teacher shows pupils on how to add repeatedly.

Example:

22 432 + 3 012 + 524 = ?

22 432
+

3 012
25 444

25 444
+

524

22 432
OR

25 968

3 012
25 444

524
25 968

16

Step 2:

Teacher shows pupils on how to add using the method Group of Ten.
Example:
3

0
6

+ 4

5
72

91

30

3
5

83
3

In the place value Ones, 5 + 7 = 12. A slash on 7 shows one Tens and
the remainder is 2.

2 + 3 + 8 = 13. A slash on 8 shows one Tens and the remainder is 3.

3 will be the answer in the place value Ones and two slashes represent
two Tens will be regrouped in the place value Tens.

In the place value Tens, 2 + 0 + 4 + 0 + 9 = 15. A slash on nine

shows one Hundreds and the remainder is 5 tens.

5 will be the answer in the place value Tens and one slash represents
one Hundreds will be regrouped in the place value Hundreds.

This process continues.

3. Plenary

Teacher shows flash cards with addition questions.

Pupils answer the questions individually using number strip that they had
made.

Prizes will be give to the fastest pupils who answers the questions
correctly.

17

WORKSHEET 4
Name: Class: .

1. 11 382 + 3 510 =

2. 42 136 + 6 544 =

3. 65 372 + 1 034 =

4. 22 432 + 3 012 + 524 =

5. 133 294 + 62 241 + 13 210 =

6. 40 050 + 3 946 + 910 + 32 =

7. 39 041 + 17 558 + 1 204 + 206 =

8. 201 025 + 47 650 +1 528 103+17

=

9. During a fund-raising event, SMS

10. A bookshop sold 25 610

Group sold 9 015 key chains and

newspaper, 157 magazines and 4

10 500 stickers. What is the total

912 storybooks. What is the total

number of items that have been

of reading materials sold?

sold?

18

Lesson

: 5

Topic 1

: Whole numbers

Learning area

: Basic operations with numbers up to seven digits

Learning objective

: Pupils will be taught to:

2.

Substract numbers involving numbers up to

seven digits.

Learning outcome

: Pupils will be able to:

(ii). Substract number from a bigger number less than

10 000 000
Previous knowledge

: Pupils had learnt to subtract one number from

bigger number less than 1 000 000.

Problems

: Pupils cannot subtract any number from a bigger

number with regrouping.

Vocabulary

: simpler, simulating, analogy, sequences.

SUGGESTED ACTIVITIES
1. Mental / Oral Work - Introducing the usage of NUMBER STRIP
Step 1

Teacher introduces the number strip to the pupils.

1

10

11

12

13

14

15

16

17

18

Step 2
Teacher shows pupils on how to use the number strip in their

calculations.

19

Example 1:
0

15 7 = ?
4

10

11

12

13

14

15

16

17

18

10

11

12

13

14

15

16

17

18

Circle the number 15.

Move seven steps to the left.

The answer is 8.

Example 2:
0

17 9 = ?
4

Circle the number 17.

Move nine steps to the left.

The answer is 8.

Step 3

Teacher asks the pupils to make their own number strips on the paper
strips provided.

Pupils try to solve the problem on their own using the number strips that
they have made.

Questions

1. 11 4 = ?

2. 14 9 = ?

3. 18 9 = ?

4. 15 7 = ?

5. 17 8 = ?

6. 16 9 = ?

Teacher selects the pupils at random to solve the problem on the board
using the number strips provided by the teacher.

20

2.

Main activity:
i)

Demonstration
Step 1
Example: 753 487 = ?

7 5 3
4 8 7
.

In the place value Ones, to get the amount of 10, 7 had to be added
to 3, so 3 is the member of 7.
tens

7 45
4 8

Ones
+3

3
7
6

=6

+3

Instead of 13 7 to get the answer 6, we just add 3 to the member of 7

that is 1 to get the answer 4.
tens

hundreds
6

7
4
2

45 +2

8 +2
6

ones

=6

3
9
4

In the place value Tens, to get the amount of 10, 8 had to be added to
2. So 2 is the member of 8.

21

Instead of 14 8 to get the answer 6, we just add 4 to the member of

Ones

tens

hundreds

8, that is 2, to get the answer 6.

In the place value Hundreds, just subtract 4 from 6.

Step 2:

Teacher shows pupils on how to subtract repeatedly.

Example:

22 432 3 012 524 = ?

19 420

22 432

3 012

19 420

524

22 432
OR

18 896

3 012
19 420

524
18 896

3.

Development / Reinforcement

Teacher distributes Worksheet 5 to the pupils.

Pupils answer the questions within a specific time.

Teacher discusses the answer.

22

4.

Plenary

Teacher shows flash cards with subtraction questions.

Pupils answer the questions individually using number strips that they had
made.

Prizes will be give to the fastest pupils who answer the questions
correctly.

23

WORKSHEET 5
Name: Class: .

1. 28 547 32 =

2. 99 980 990 =

3. 81 266 10 099 =

4. 92 000 37 815 =

5. 443 824 20 936 =

6. 622 737 49 874 =

7. 568 212 6 740 383 =

8. Subtract 8 607 from 45 239.

9. Calculate 56 300 2 382.

10. Find the difference between

15 011 and 9 999.

24

Lesson

: 6

Topic 1

: Whole numbers

Learning area

: Basic operations with numbers up to seven digits

Learning objective

: Pupils will be taught to:

2.

Multiply numbers involving numbers up to seven

digits.

Learning outcome

: Pupils will be able to:

(iii) Multiply up to six-digit numbers with

a. a one-digit numbers
b. two-digit numbers
c. 10, 100, 1000
Previous knowledge

: Pupils had learnt to multiply up to five-digit number

with one-digit numbers, two-digit numbers, 10, 100

and 1000.
Problems

: Pupils cannot multiply numbers with regrouping.

Vocabulary

: .simpler, simulating, analogy, sequences

SUGGESTED ACTIVITIES
1.

Mental / Oral Work

Teacher introduces a multiplication table to the pupils.
Method 1:

10 12 14 16 18

12 15 18 21 24 27

12 16 20 24 28 32 36

10 15 20 25 30 35 40 45

12 18 24 30 36 42 48 54

14 21 28 35 42 49 56 63

16 24 32 40 48 56 64 72

18 27 36 45 54 63 72 81

25

Teacher shows pupils on how to complete the table.

Teacher demonstrates the usage of the multiplication table to get

answers.

Method 2:

Teacher shows how to build Time-tables 2 to 9.

Step 1

Step 2`

Step 4

+2

+6

+2

+2

+6

+6

10

12

14

4
+6

10

+2

+2

+6

6
+6

10

12

+6

14

16

+2

+2

+2

+6

+6

+6

10

12

Step 9

+6

+6

26

+2

+2

Step 6

Step 8

+6

+6

+2

+6

Step 7
+2

Step 5`

+2

Step 3

+2

+2

+6

+6

10
+6

+6

14

16

18

+6

+6

12

3
3

+3

4
+3

+9

+9

+9

+ 12

12

15

18

16
28

+9

+9

+9

21

24

27

+4

+ 12

20

+6

12

+4

12

+ 12

24

+ 15

20

18

32

36

35

40

45

+7

14

8
+7

21

+ 21

+ 21

24

30

36

28

35

42

+ 24

32

+ 18

+ 18

+ 18

+ 21

+ 21

+ 21

+ 24

42

48

54

49

56

63

56

+ 27

36

+ 27

45

27

+ 27

54

+ 27

+ 27

+ 27

63

72

81

30

+ 15

+ 21

+9

15

+ 15

+ 15

+ 18

18

25

+5

+ 15

+ 18

+9

+ 15

7
+6

10

+ 12

+ 18

+5

+ 12

6
6

27

+9

16

+ 24

40

+8

24

+ 24

48

+ 24

+ 24

64

72

2.

Main activity:
i) Demonstration
Method 1: Standard Written Method

Example: Multiply 46 by 80 283.

80 283

46
481 698

(80 283 6)

+ 3 211 320

(80 283 40)

3 693 018
46 80 283 = 3 693 018
Method 2: Lattice Multiplication (refer Mathematics Year 6 Curriculum
Specification)

2
8

8
1

1
0

4
2

3
1

0
0

Explanation:

First, multiply by 4:

3 4 = 12. Write 1 and 2 in their respective column.

8 4 = 32. Write 3 and 2 in their respective column.

2 4 = 8. Write 0 and 8 in their respective column.

0 4 = 0. Write 0 and 0 in their respective column.

8 4 = 32. Write 3 and 2 in their respective column.

28

ii)

Then, multiply by 6:

3 6 = 18. Write 1 and 8 in their respective column.

8 6 = 48. Write 4 and 8 in their respective column.

2 6 = 12. Write 1 and 2 in their respective column.

0 6 = 0. Write 0 and 0 in their respective column.

8 6 = 48. Write 4 and 8 in their respective column.

Lastly, find the sum by adding the numbers diagonally.

Development/Reinforcement

Teacher distributes Worksheet 6 to the pupils.

Pupils answer the questions within a specific time.

Teacher discusses the answers with the pupils.

3.

Plenary

Teacher shows an example and the solution on how to solve problems

involving multiplication.

Teacher concludes the lesson learnt.

29

WORKSHEET 6
Name: Class: .

1. 764 25 =

2, 1 067 24 =

3. 2 507 32 =

4. 4 022 36 =

5. 5 473 56 =

6. 1 250 60 =

7. 7 604 800 =

8. Multiply 174 with 16.

9. What is the product when 576 is 10. Aini bakes 15 cakes every day.
How many cakes does Aini bake in

multiplied by 18?

9 days?

30

Lesson

: 7

Topic 1

: Whole numbers

Learning Area

: Mixed operations with numbers up to seven digits

Learning objective

: Pupils will be taught to:

3.
Learning outcomes

Perform mixed operations with whole numbers.

: Pupil will be able to:

(iii) Compute mixed operations problems involving

brackets.
Previous knowledge

: Pupils had learnt addition, subtraction, multiplication

and division.
Problem

: Pupils are not able to use appropriate operations.

Vocabulary

: compute, mixed operations, bracket, horizontal form,

vertical form.
SUGGESTED ACTIVITIES
1. Mental/oral work
Pupils are given a set of questions based on basic operations.

2 4 = ___

4 + 8 = ___

9 4 = ___

24 3 = ___

12 8 = ___

7 + 9 = ___

7 6 = ___

28 4 = ___

6 9 = ___

Teacher asks the pupils to answer the questions using their previous
knowledge.

Pupils are given 3 minutes to complete the answers.

Teacher calls the pupils at random to write the answer on the board.

Teacher checks the answers with pupils.

2 Main Activity
i) Demonstration

Teacher divides the pupils into five groups.

Each group leader is given a task.

31

Teacher tells the leader on how to complete the task given (cards).

The leader asks the members of the group to complete the task
individually.

(24 + 8) 5 =

3 (12 7) =

28 (2 5) =

84 + (64 24) =

(400 200) 10 =

720 (4 + 5) =

(450 9) 12 =

72 (18 + 25) =

37 + (26 3) =

(180 6) + 39 =

Teacher asks a representative from each group to present the solution.

Teacher gives prizes to the best group.

ii) Development/Reinforcement

Pupils are still in their own groups.

Each group is provided with a piece of mahjong paper.

Teacher asks the pupils to complete the questions (refer to Worksheet 7)

on the mahjong paper.

Each group needs to answer only two questions from the set of questions
given.

Teacher asks each group to display their work on the board and discusses
the answers with the pupils.

3. Plenary

Teacher puts up some questions on the board and asks the pupils to
answer.

Volunteers will write the answers on the board.

Prizes will be given to pupils with the correct answers.

32

WORKSHEET 7
Name: Class: ..

1. (14 7) 28 =

2. (45 9) 29 =

3. 60 (5 3) =

4. (25 + 26) (14 + 27) =

5. (75 x 6) (45 2) =

6. (44 15) (600 300) =

7. (883 + 60) (58 + 95) =

8. 27 + (18 7) =

19. 6 (83 42) =

9. 500 (25 8) =

33

Lesson

: 8

Topic 1

: Whole Numbers

Learning Area

: Mixed operations with numbers up to seven digits

Learning objective

: Pupils will be taught to:

3. Perform mixed operations with whole numbers.

Learning outcomes

: Pupils will be able to:

(iv) Solve problems involving mixed operations on

numbers of up to seven digits.
Previous knowledge

: Pupils had learnt addition, subtraction, multiplication

and division.
Problem

: Pupils are not able to use appropriate operations.

Vocabulary

: compute, mixed operations, bracket, horizontal form,

vertical form.
SUGGESTED ACTIVITIES
1. Mental/Oral work
Pupils are given a set of questions based on basic operations involving

problems.
The price of 7 similar pens are RM21.00. What is the price of one pen?
A group of Puteri Islam needs 3 kg of flour to bake 5 cakes. How many
kg of flour is needed to bake a cake?

Zali bought 8 bars of soap at the price of RM6.40. If Nora wants to buy a
bar of similar soap, how much money does she have to pay?

A printing company spent 4 hours to print 38 000 copies of brochures.

How many copies of brochures can be printed in one hour?

Suriani pays RM75.00 for 5 clocks. What is the price of a clock?

34

Teacher asks the pupils to answer the questions using their previous
knowledge.

Pupils are given 5 minutes to solve the problems.

Teacher calls the pupils at random to write the answer on the board.

Teacher checks the answers with pupils.

2 Main Activity
i) Demonstration

Teacher divides the pupils into groups.

Teacher poses a word problem on the board.

Year 6 pupils are arranging some chairs in several classrooms. There are
6 classrooms of equal sizes that can be placed with 180 chairs each.
How many chairs can be placed in 12 classrooms?

Teacher asks the pupils to explain the problem.

Teacher discusses the answer with the pupils and guides them to use the
Polyas four-step problem solving model.
1) Understanding the problem.
2) Devising a plan.
3) Implementing the plan.
4) Looking back.

Teacher gives prizes to the best group.

ii) Development/Reinforcement

Pupils are still in their own groups.

Each group is provided with a piece of mahjong paper.

Teacher asks the pupils to solve the problems on the mahjong paper.

Each group needs to answer only two questions from the set of questions
given (Worksheet 8).

The members of the group discuss the problem to get the answers.
35

Teacher asks each group to display their work on the board and discusses
the answers with the pupils.

3 Plenary

Teacher puts up some questions on the board and asks the pupils to
answer.

Volunteers will write the answers on the board.

Prizes will be given to pupils with correct answers.

36

WORKSHEET 8
Name: Class: ..

Solve the problems.

1)

Complete the following table.

Items

Total number

Units per box

Chalk

400

100

Books

1 500

Pens

3 500

Crayons

5 400

25
70
450

Pencils
2)

Number of boxes

120

200

8 400 books will be distributed to a number of schools. There are 420 books
for each school.
Find the number of schools that will receive the books.

3)

There are 12 000 sachets of tea to be packed into boxes. Each box holds
120 sachets of tea.
How many boxes are there altogether?

4)

Norm Mineral Water Sdn Bhd. has 600 boxes of mineral water. Each box
holds 100 bottles. The company needs to repack these bottles into smaller
packs. Each pack holds 5 bottles.
How many smaller packs are there altogether?

5)

Alina bought 525 eggs for her sisters wedding. The price of 21 eggs is
RM6.00.
How much money does she have to spend?

37

6)

560 sacks of sugar are distributed to several towns by 8 lorries. 6 lorries

went to Bandar Selasih.
How many sacks of sugar are sent to Bandar Selasih?

7)

In a test, 60 minutes are given to the pupils to answer 40 questions. If Ali

takes an equal time to answer each question, how long will he take to
answer 30 questions?

8)

420 supporters of Cergas Soccer Team travelled to Makmur Stadium in 12

buses. 7 buses with the equal number of supporters arrived at the same
time.
How many supporters have not arrived yet?

9)

Encik Nordin orders 15 dictionaries at RM15 each. He sold the dictionaries

with the total price of RM270.
How much profit does he get for each dictionary?

10) 4 shirts and 3 pairs of socks cost RM95. The price of 4 shirts and 5 pairs of
socks is RM105.
What is the price of a pair of socks?

38

Lesson

: 9

Topic 2

: Fractions

Learning area

: Addition of fractions

Learning objectives

: Pupils will be taught to:

1 Add three mixed numbers with denominators of up

to 10.
Learning outcome

: Pupils will be able to:

(iii) Solve problems involving addition of mixed

numbers.
Previous knowledge

: Pupils can add three mixed numbers with different

denominators of up to 10.
Problem

: Pupils do not understand the problem solving

questions.
Vocabulary

: Mixed numbers, equivalent fractions, simplest form

and multiplication tables.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher gives two different numbers that indicate the denominators and
asks pupils to state the correct denominator.
Different denominator

Suitable denominator

3 and 9

10 and 5

10

6 and 9

18

8 and 2

3 and 7

21

8 and 4

7 and 6

42

3 and 5

15

Give another combination if necessary.

39

Example
How to find the
same denominator
3
9
6
18
9
12
15
18
* Always choose
the smaller
denominator.

2. Main Activity
i) Demonstration

To assess pupils abilities on addition of mixed numbers with the

same and different denominators.

Add three mixed numbers.

(i) With same denominator

2
3
1
+ 3 + 2
7
7
7

= 9

6
7

(ii)With different denominator

9

1
2
1
+3
+ 2 =
2
3
4

1
2
1 3
14 + 6 + 4 +
4 3
2 6 3 4

14 +

14

14 + 1 +

15

6
8
+
12
12

3
12

17
12
5
12

5
12

40

Lets find the same

denominator
2
3
4
4
6
8
6
9
12
8
12
10
12

ii) Development / Reinforcement

Teacher gives a problem to be solved by the pupils.

Pupils read after teacher.
a. Murad, Rozi and Izham went fishing last Sunday at Sentosa Lake.
1
2
Murad caught 1 kg of fish, Lokman caught 3 kg while Izham
2
8
caught 2

1
kg.
4

What is the total weight of fish that they had caught?

Teacher guides the pupils to understand the problem. Teacher uses

Polyas four steps model to solve the problems.
Given

Weight of fish that Murad caught :

1
1 kg
2

Weight of fish that Rozi caught

3
3 kg
8

Weight of fish that Izham caught :

Ask for
Operation
Solve

1
kg
4

Total weight of fish

Addition
= (1

3
3
1
+ 3 + 2 ) kg
2
8
4

= (6+
= (6 +
= 6+

14
3 1 3 2
+
) kg
+
8 1 4 2
24
4
3
6
+
+ ) kg
8
8
8
13
kg
8

= (6+1+
=

5
) kg
8

5
7 kg
8

41

Lets find the same

denominator
2
8
4
4
8
6
8

Revise the four steps in Polyas method of problem solving. Teacher

poses more questions and guides pupils to fill in the information
requested.

5
1
b. Puan Maimunah needs 1 m of material to make a dress and 2 m
6
3
to make a shirt and another 4

2
m to make a pair of trousers.
9

How much material should she buy?

Given

Material to make dress

:_____ m

Material to make shirt

:_____ m

Material to make trousers :_____ m

Ask for
Operation
Solve

Quantity ____________ should she buy?

____________
=(1
=(
=

c. Miss Juwita bought 1

5
1
2
+ 2 + 4 )m
6
3
9
+

Lets find the same

denominator
6
3
9

)m

2
kg of sugar on the first week of May at Giant
3

Hypermarket. On the second week, she bought another 3

On the third week, she bought 2

1
kg of sugar.
4

1
kg of sugar.
6

What is the total mass, in kg, does she bought?

Teacher asks pupils to fill up the solution using Polyas four step problem.
Given
Ask for
Operation
Solve

42

Teacher gives Worksheet 9 to each pupil and guides them to find out the
answers.

3. Plenary

Teacher explains the method of Polyas Model in problem solving.

Teacher summarizes the whole lesson.

43

WORKSHEET 9
Name: .
A.

1.

Class:

Solve the problem and match to the correct answers.

2
2
Asmaniza requires 2 hours, 1 hours and
5
5
4

1
hours to finish her homework, painting and
3

3
4

2
5

university project respectively. What is the total

hours required?
2.

5
1
Armani ate 2 cakes, Chong ate 2 cakes
8
4
1
and Arjun ate 3 cakes. What is the total
5
amount of cakes they ate?

3.

Puan Rokiah buys 3

4
1
kg of sugar, 2 kg of
5
2

1
flour and 2 kg of salt. How many kilograms
10

2
15

of things she buys altogether?

4.

1
2
Mrs Lily spends 1 hours on jogging, 1 hours
3
3
3
on gardening and 5 hours on shopping.
4

1
2

How long does she spend for all the activities?

5.

The masses of green, yellow and red box are

3

1
7
3
kg, 2 kg and 2 kg respectively. Find the
4
8
8

total mass of the three boxes?

44

3
40

Lesson

: 10

Topic 2

: Fractions

Learning area

: Subtraction of fractions

Learning objectives

: Pupils will be taught to:

2. Subtract mixed numbers with denominators of up

to 10.
Learning outcome

: Pupils will be able to:

(ii) Subtract involving three mixed numbers with

different denominators of up to 10.
Previous knowledge

: Pupils are able to do subtraction involving two mixed

numbers with different denominator.

Problem

: Pupils do not understand how to subtract involving

three mixed numbers with different denominator.

Vocabulary

: mixed numbers, equivalent fractions, simplest form

and multiplication tables.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher introduces the Fraction Chart to recall pupils previous

knowledge.
1

1
2

1
2

1
3

1
3

1
4

1
4

1
5
1
6

1
3
1
4

1
5
1
6

1
5
1
6

1
5
1
6

45

1
4
1
5
1
6

1
6

1
8

1
8

1
9

1
8

1
9

1
10

1
8

1
9

1
10

1
8

1
9

1
10

1
10

1
9
1
10

1
8
1
9

1
10

1
8
1
9
1
10

1
10

1
8
1
9

1
9

1
10

1
10

Fraction Chart

Revise subtraction of two mixed numbers with different denominators

using a fraction chart.
1
4

1
4

1
8

1
8

1
8

From the fraction chart,

= 1

1
1

4
8

= 1

2
1

8
8

= 1

1
4
1
8

1
8

1
4
1
8

1
8

1
8

1 2
=
4 8

1
8

Revise subtraction of mixed numbers with different denominators using

numbers line.

1
4

1
8

0
1

1
1

4
8

2
8

2
4

3
8
= 1

3
4

4
8

2
1

8
8

5
8
=

6
8
1

46

1
8

1
4

7
8

1
8

2
8

3
8

2. Main Activity
i) Demonstration

Teacher poses a question and shows the circular cut-out to teach the
concept of subtraction of fraction.
2

Question :

1
1
1

1 =
8
2
4
1
4

Step 1

Take away

1
1
1
= 2

8
4
8

Step 2

Take away

1
1 5
1 =
2 8
8

Step 3

1
1
1
5

1 =
8
2
8
4
Teacher shows pupils on how to do subtraction of mixed numbers with
So, 2

different denominators using a fraction chart.

1
3
1
6
1
9

1
3
1
6

1
9

1
6
1
9

1
3
1
6

1
9

1
9

1
6

1
6
1
9

1
9

1
9

1
9

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18
1 3
=
6 18

1 6
=
3 18

5 10
=
9 18

47

Calculate 5

5
1
1
2
1
6
9
3

=5

10
6
3
2
1
18
18
18

= 2

Lets find the same

denominator.
9
3
6
18
6
12
9
18
12
15
18

1
18

Subtract involving three mixed numbers with different denominators of

up to 10.
Example 1
Calculate

3
1
1
1 2
4
8
6

3
1
1
6 6 1 3 2 4
4 6
8 3
6 4

3
18
4
2
1
24
24
24

11
24

Lets try this.

Example 2
Find

6
1
1
3
2
7
4
2

6
1
1
= 8 4 3 7 2 14
7 4
4 7
2 14
= 3

24
7
14

28
28
28

= 3

3
24

= 3

1
8

48

Lets find the same

denominator
4
8
6
16
12
8
12
24
18
16
24
20
24

Lets find the same

denominator
7
4
2
14 8
4
21 12
6
28 16
8
20 10
24 12
28 14
16
18
20
22
24
26
28

iii) Development / Reinforcement

Pupils complete Worksheet 10.

Teacher checks their worksheet.

Pupils do corrections.

3. Plenary

Teacher summarizes the whole lesson and clarifies the misconceptions.

Teacher stresses that pupils need to find the same denominator before
they do the operations of subtraction of fractions.

49

WORKSHEET 10
Name: .
A.

Class:

Subtract the mixed numbers below and then circle the correct
answer.

1.
2.
3.
4.
5.

B.

1.

2.

3.

4.

5.

3
3
1
2
1
10
2
5

10

7
10

4
5

3
50

4
5

2
15

5
2
3
1 2
5
6
10

25
30

5
3
2
4
3
7
7
3

13
1
21

6
21

14
1
21

7
10

3
20

3
4

7
21

7
45

, 5

3
9

15

1
1
2
6
5
4
10
5

16

8
1
2
7
4
9
3
5

Subtract the mixed numbers below.

1
3
2
2
4

5
7
1
3
3
6
10
6

5
8

10

4
3
5
3
5
8
5
10

15

3
4
3
4
5

20

4
2
5
7
4
9
3
6

1
10

50

Lesson

: 11

Topic 2

: Fractions

Learning area

: Subtraction of fractions

Learning objectives

: Pupils will be taught to:

2.

Subtract mixed numbers with denominators of up

to 10.

Learning outcome

: Pupils will be able to

(iii) Solve problems involving subtraction of mixed

numbers.
Previous knowledge

: Pupils are able to do subtraction involving three mixed

numbers with different denominator.

Problem

: Pupils do not understand the problem solving

question.
Vocabulary

: mixed numbers, equivalent fractions, simplest form

and multiplication tables.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher gives two different numbers that indicate the denominators and
asks pupils to state the correct denominator.
Different denominator

Suitable denominator

Example

3 and 9

4 and 5

20

7 and 8

56

8 and 3

24

4 and 6

12

How to find the

same denominator
3
9
6
18
9
12
15
18

9 and 2

18

10 and 3

30

* Give another combination if necessary.

51

* Always choose
the smaller
denominator.

2. Main Activity
i) Demonstration

Subtract two mixed numbers.

(i) With the same denominator

5
3
1
2 1
7
7
7

= 2

1
7

(ii) With the different denominator

= 6

2
1
= 2 2 3
3 2 2 3
= (2
= 2
= 1
=

Lets find the same

denominators
3
2
6
6
4
6

2
1
5
2 2
3
2
6
5 1
6 1

4
3
5
)

6
6
6

1
5

6
6

6
1
5
+

6
6
6

2
6

1
3

iv) Development / Reinforcement

Teacher gives a problem to be solved by the pupils in class.

Teacher reads Question (a) to the class and pupils repeat after
teacher.

Teacher explains to enable pupils to understand.

Question (a)
A jar contained 4

1
1
of milk. Jamilah poured out 2 of milk from
8
4

the jar. Then her brother poured out another 1

How much milk was left?

52

1
from the jar.
2

Given

A jar contained

Jamilah poured

Her brother poured :

Ask for

Milk left.

Operation

Subtraction

Solve

= 4

1
1
1
2 1
2
8
4

1
1
1
= (4 1 2 2 1 4 )
8 1
4 2
2 4
= (1

Lets find the same

denominators
8
4
2
8
4
6
8

1
2
4

)
8
8
8

=(

8
1
2
4
+

)
8
8
8
8

Teacher forms 4 groups of pupils.

The group leader reads Question (b) for the group members.

Each group will solve the problems respectively.

Question (b)

3
Puan Ani buys 5 m of ribbon at the Plaza Shopping Complex. She
8
1
1
uses 1 m of the ribbon to tie a present. Then she uses another 2 m
2
4
to make some flowers.
How much metres of ribbon left?

Given

Buy

:_____ metres

Used to tie ribbon

:_____ metres

Used to make flowers

:_____ metres

53

Ask for
Operation
Solve

How much metres of ribbon ____________?

____________
=(5

4
1
1
1 2 )m
8
2
4

=(

)m

Teacher shows Question (c) to pupils.

Pupils read and answer the question carefully.

Lets find the

same
denominator
8
2
4

Question (c)
There were 6

1
1
cups of coffee on the table. Ismail drank 1 cups of
2
6

coffee. Razak drank 2

3
cups of the coffee.
4

How many cups of coffee left?

Teacher encourages pupils to fill up the solution using Polyas four

step problem.
Given
Ask for
Operation
Solve

Teacher distributes Worksheet 11.

Pupils read and answer the questions carefully.

Teacher facilitates and guides the pupils.

Teacher checks their answers and asks pupils to do the corrections.

54

3. Plenary

Teacher explains the method of Polyas Model in problem solving.

Teacher summarizes the whole lesson.

55

WORKSHEET 11
Name: .
A.

1.

Class:

Solve the problem and then match to the correct answer.

1
Azlan has 7 hours to paint the school wall in three
2
2
1
days. He uses 1 hours on the first day and 4 hours
5
3

5
8

on the second day. How much time is left to finish his

work on the third day?
2.

Badarudin has 8

1
boxes of marbles. He gives
2

5
1
2 boxes to Chan and another 3 boxes to Daniel.
8
4

3
8

How many boxes does he have now?

3.

Chandran has 9

4
3
of orange juice. 4 of orange
5
5

2
juice is spilt and 2 of orange juice is drank by Ali.
5

3
4

4
5

3
5

How much orange juice is left?

4.

2
A basket of durians weighs 9 kg. A watermelon
3
weighs 1

1
3
kg and another watermelon weighs 5 kg.
3
4

Find the difference of weight between the durians and

the watermelons?
5.

1
Joe had jogged a total distance of 10 km in 3 days.
4
On the first day, he had jogged 4

1
3
km and 2 km on
8
4

the second day. How far was he suppose to jog

on the third day?

56

Lesson

: 12

Topic 2

: Fractions

Learning area

: Multiplication of fractions

Learning objective

: Pupils will be taught to:

3. Multiply any mixed numbers with a whole number

up to 1 000.
Learning outcome

: Pupils will be able to:

i) Multiply mixed numbers with a whole number.

Previous knowledge

: Pupils had learnt to multiply any proper fraction with a

whole number up to 1 000.

Problem

: Pupils are unable to convert mixed numbers into

improper fractions.
Vocabulary

: mixed number, portions, simplest form

SUGGESTED ACTIVITIES
1. Mental / Oral Work

1
of 8.
2

Teacher discusses with pupils on how to find

Teacher provides each pair of pupils with 8 picture cards.

Teacher asks pupils to divide the cards equally into 2 groups.

Teacher asks them, How many picture cards do you have in each
group? (4 cards)

Teacher explains that

1
of 8 is 4.
2

57

Teacher explains the conversion of mixed numbers to improper fractions.

Whole number

+ 5 72+5
2 = 7
7

Numerator
Denominator

2. Main Activity
i) Demonstration

1
100
2

Method 1: Using diagram

Teacher displays a picture of whole numbers as grouping sets of

objects.
1
is more than 1 but
2
less than 2. So, teacher
must
shows
2
sets of 100 first.

* 1

Teacher explains 1

1
100 means We want one and a half sets of
2

100.

Teacher shaded the objects based on the portion; 1

1
groups of 100
2

objects.
A group consists of
100 objects.

1
of a group consists
2
of 50 objects.

Method 2: Using calculation method

2
400 =
5

Total objects is 100 +

50 = 150

58

a) Solution 1

2
400
5

17
400
5

17 400
5

6 800
5

1 360

b) Solution 2

Separate the whole number and fraction into two columns

respectively.

Then, multiply the whole number and the fraction with the multiplier
separately.
Whole number

Fraction

2
5

3 400

2
400
5

= 1 200

2 400
5

800
5

= 160

Total = 1 200 + 160

= 1 360

Add both products to get the answer.

59

ii) Development / Reinforcement

Teacher puts up four envelopes on the board. Each envelope contains

two questions which is labelled as A, B, C and D.
A

List of questions:
Envelope A :

1
i) 1 210 =
3

ii) 2

2
500 =
5

Envelope B :

i) 1

1
240 =
4

ii) 2

3
300 =
5

Envelope C :

i) 1

1
150 =
3

ii) 2

2
400 =
5

Envelope D :

i) 1

1
320 =
4

ii) 2

3
200 =
5

Pupils are divided into four groups.

Each group leader will come to the front and pick any envelope.

Group leaders will discuss the questions in the envelope with their
group members.

A representative from each group will present their work on the board.

The fastest group with the correct answers will be the winner.

Teacher distributes Worksheet 12.

Teacher facilitates and guides the pupils.

Teacher discusses the answers with pupils.

3. Plenary

Teacher writes a question on the board and asks pupils to solve it.

A volunteer will write the answer on the board.

60

WORKSHEET 12
Name: Class: .
A.

B.

Multiply.

1.

1
1 300 =
3

2.

1
600 =
4

3.

2
500 =
5

4.

1
240 =
8

5.

3
480 =
4

6.

12

2
210 =
7

Find the answers.

1.

1
of 800 =
4

2.

1
of 360 =
6

3.

1
of 900 =
2

4.

2
of 540 =
3

61

Lesson

: 13

Topic 2

: Fractions

Learning area

: Division of fractions

Learning objective

: Pupils will be taught to:

4. Divide fractions with a whole number and a

fraction.
Learning outcome

: Pupils will be able to:

(ii) (b) Divide fractions with a fraction.

Previous knowledge

: Pupils had learnt to convert mixed numbers to

improper fractions and multiplication of fractions.

Problem

: Pupils do not know the concept of division of

fractions.
Vocabulary

: Division, fractions, denominator, numerator, improper

fractions, mixed number, dividend, reciprocals.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher prepares a piece of paper and crayons for each pupils.

Teacher gives clear instructions.

Pupils listen carefully and perform the activity below.

PAPER-FOLDING ACTIVITY

Fold the paper into half.

Colour

1
of the paper.
2

62

Divide (cut) into quarters (

1
).
4

Teacher

: How many quarters (coloured) can you see?

Pupils response

: Two.

Teacher

: There are two

Teacher expresses the activity above using a number sentence.

1
1
in .
4
2

Dividend
Quotient

Divisor

1
2

1
4

= 2

2. Main Activity
i) Demonstration

Teacher prepares a circle-shaped card, crayons and a pair of scissors

for each pupil.

PAPER-CUTTING ACTIVITY

1
1

2
8

Teacher shows a number sentence :

Pupils interpret the number sentence above and do the paper-cutting

themselves.

Teacher gives a situation related to the number sentence above:

(i)

You made a pizza.

(ii)

You only decorated

1
of the pizza (with vegetables,
2

mushrooms and chicken).

(iii)

1
Now, you need to divide this pizza into eight ( ) equal smaller
8
pieces.

(iv)

(i)

How many smaller pieces with decorations can you get?

(ii)

(iii)

63

Pupils response

: Four.

Teacher

: There are four

Teacher shows the solutions.

Example 1:

1
1
in .
8
2

Example 2:

Solution:

Solution:
4

1
8
2
1
1
=
2
8
1
8
8
4

Multiply 8:
Refer to the
denominator
of the
dividend
(Simplified
become 1)

Change to

1
1
1
8
=
2
8
2
1
8

Change

1
8
to
8
1
(Reciprocal)

2
1
=

v) Development / Reinforcement

Teacher introduces Double-Dice Game to the pupils.

Teacher prepares 2 big-sized dice (as shown).

Teacher divides pupils into 2 groups; Group A and Group B.

Each group will be given a dice.

Group A will roll the dice first. The fraction shown will be the Divisor.
Then, Group B will roll and the fraction shown will be the Dividend.

Both groups will find the quotient.

The correct answer will be given 2 marks and the incorrect answer will
be given 0.

64

1
3

1
6

1
4
1
2

1
5

1
8
1
2

1
2

1
4

1
10

1
4

1
12

1
4

1
12

Teacher distributes Worksheet 13.

Pupils complete the worksheet individually.

Teacher discusses the answers with pupils.

Pupils do corrections.

3. Plenary

Pupils will continue to play Double-Dice Game.

Pupils will get back to their 2 groups; Group A and Group B.

Group B will roll the dice first as the Divisor. Then, Group A will roll
and the fraction shown will be the Dividend.

Both groups will find the quotient.

The correct answer will be given 2 marks and the incorrect answer will
be given 0.

The highest total of marks obtained will be the winner.

Teacher identifies and explains the pupils misconceptions.

Teacher summarizes the whole lesson.

65

WORKSHEET 13
Name: Class: .
A.

Divide the fractions.

Examples:

2
4

3
5

=
=

1.

2
5

3
4

5
6

1
1

=
2
6

6.

2
1

=
5
5

2.

1
3

1
=
9

7.

3
4

3.

1
4

1
=
8

8.

1
2

4.

1
5

1
5

1
=
16
=

1
=
4

9.

1
2

5.

1
=
8

3
=
4
=

1
=
10

10.

3
5

2
=
5
=

66

Lesson

: 14

Topic 2

: Fractions

Learning area

: Division of fractions

Learning objective

: Pupils will be taught to:

4. Divide fractions with a whole number and a

fraction.
Learning outcome

: Pupils will be able to:

(iii) (b) Divide mixed numbers with a fraction.

Previous knowledge

: Pupils had learnt to convert mixed numbers to

improper fractions and multiplication of fractions.

Problem

: Pupils do not know the concept of division of

fractions.
Vocabulary

: Division, fractions, denominator, numerator, improper

fractions, mixed number, dividend, reciprocals.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows a diagram.

Teacher poses a question and pupils listen carefully.

TRY-TO-GUESS ACTIVITY

1
vessels of orange juice.
2

i)

Mother prepares 1

ii)

Then, mother pours the orange juice into half-vessels.

iii)

How many half-vessels does mother need to fill in the orange juice?
1
2

(i)

3
4
1
2
1
4

(ii)

67

(iii)

Pupils response

: Three.

Teacher

: There are three

Teacher expresses the activity above using a number sentence.

1
1
in 1 .
2
2

Dividend

Divisor

1
2

1
2

Quotient

= 3

2. Main Activity
i) Demonstration

Teacher prepares a 1

1
metres long rope, marker pen and a pair of
2

scissors for each pupil.

ROPE-CUTTING ACTIVITY

1
1

2
4

Teacher shows a number sentence :

Pupils interpret the number sentence above and do the rope-cutting.

Teacher gives a situation related to the number sentence above:

1
metres long rope.
2

i)

You have a 1

ii)

You need to cut the rope into equal pieces of

1
metres long
4

each.
iii)

How many equal pieces of rope can you get?

1
1
1
4
4
4

1
2

68

1
2

1
2

1
4

1
4

1
4

1
2

Pupils response

: Six

Teacher

: There are six

Teacher shows the solution.

1
1
in 1 .
4
2

Example 1:
Solution:

1
2

1
4

3
2

1
4

Change
1
3
1 to
2
2
(improper fraction)
Change to

3
2

12
2

4
1

Change
1
4
to
4
1
(reciprocals)

vi) Development / Reinforcement

Teacher introduces Roll-Your-Cone Game to the pupils.

Teacher prepares 2 big-sized cone (as shown).

Teacher divides pupils into 2 groups; Group A and Group B.

Each group will be given a cone.

Group A will roll the cone first. The fraction shown will be the Divisor.
Then, Group B will roll the other cone and the fraction shown will be
the Dividend.

Both groups will find the quotient respectively.

The correct answer will be given 2 marks and the incorrect answer will
be given 0.

69

1
3

1
2

1
6

1
10

1
5

1
4

2
3

1
2

1
2

1
4

1
8

2
10

Divisor

Dividend

1
4

1
8

Teacher distributes Worksheet 14.

Pupils complete the worksheet individually.

Teacher discusses the answers with pupils.

Pupils do corrections.

70

3. Plenary

Pupils will continue to play Double-Dice Game.

Pupils will get back to their 2 groups; Group A and Group B.

Group B will roll the dice first as the Divisor. Then, Group A will roll
and the fraction shown will be the Dividend.

Both groups will find the quotient.

The correct answer will be given 2 marks and the incorrect answer will
be given 0.

The highest mark obtained will be the winner.

Teacher identifies and explains the pupils misconception.

Teacher summarizes the whole lesson.

71

WORKSHEET 14
Name: Class: .
A.

Divide the fractions.

Examples:

2
3

5
6

51

31

62
51

= 2
1.

1
2

1
6

6.

2
5

3
5

2.

1
4

1
8

7.

3
4

1
8

3.

1
4

1
8

1
5

1
5

8.

1
2

1
=
16
=

9.

1
2

3
4

5.

1
5

1
10

4.

10.

3
5

2
5

72

Lesson

: 15

Topic 3

: Decimals

Learning area

: Mixed operations with decimals

Learning objective

: Pupils will be taught to:

1. Perform

mixed

operations

of

addition

and

subtraction of decimals of up to 3 decimal places.

Learning outcome

: Pupils will be able to:

i(b) Add and subtract three to four decimal numbers

of up to 3 decimal places involving whole
numbers and decimal numbers.
Previous knowledge

: Pupils had learnt the addition and subtraction of

decimal numbers.
Problem

: Pupils always write numbers at the wrong place

value.
Vocabulary

: decimal number, decimal place, decimal point

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher uses a place-value chart to guide pupils to learn decimal place

0.3

0.03
0.003
3

30

73

thousandths

tenths

Numbers

ones

Decimal

hundredths

value up to thousandths.

tens

Pupils are required to complete the chart.

Reminder: 5 = 5.0 = 5.00 = 5.000

2. Main Activity
i) Demonstration

Teacher shows a number sentence to pupils.

3.5 + 20.74 + 12.138 + 4 =

Teacher emphasizes that mixed operation involving addition and

subtraction of decimals, calculation must be done from left to right.

hundredths

ones

tens

thousandths

Teacher guides pupils to find the answer using the place-value chart.

tenths

Pupils write those numbers according to its place value.

Pupils fill in the empty spaces with zeros.

Teacher guides pupils to regroup when necessary.

vii) Development / Reinforcement

Teacher provides each pupil with a template of place-value chart.

Show another number sentence and ask them to solve using a placevalue chart template given.

74

46.87 206 + 44.9 =

A template of placevalue chart.

Pupils place the decimal numbers given in the template before adding
and subtract them.

Teacher checks the pupils answers and proceed with Worksheet 15.

Teacher facilitates and guides the pupils.

Teacher discusses the answers with pupils.

3. Plenary

Pupils are divided into groups of four.

Teacher provides the cross number puzzle to each group.

The fastest group with the correct answers will be the winner.
1

ACROSS
2

2 40 13.7 +9.165 =
4 0.8 +20.72 11.245 =
3

5 36.2 18 + 8.924 =

DOWN
1 8 1.72 + 2.161 =
3 110 29.37 +11.185 9 =

Answer:
1.

8.441

3.

82.815

2.

35.465

4.

10.275

5.

75

27.124

WORKSHEET 15
Name: Class: .
A.

Find the answers.

1) 1.207 0.7 + 0.093 =

6) 17.42 3 + 2.403 =

2) 1.306 + 0.8 1.497 =

7) 40 + 5.07 14.538 =

3) 6.3 - 4.827 + 12

8) 160 31.7 + 12.1

4) 73.8 15.08 + 7.86

9)

+ 5.92 0.52 = 15
What is the missing number in the
box?

5) 9.25 + 35.8 10.135

10)

+ 4.82 1.215 = 20
What is the missing number in the
box?

76

77

Lesson

: 16

Topic 4

: Percentage

Learning area

: Relationship

between

percentage,

fraction

and

decimal.
Learning objective

: Pupils will be taught to:

1. Relate fractions and decimals to percentage.

Learning outcome

: Pupils will be able to:

i) Convert mixed numbers to percentage and vice

versa.
Previous knowledge

: Pupils had learnt mixed number and improper

fraction.
Problem

: Pupils were not able to compare the value of

percentage and decimals.

Vocabulary

: percent, percentage, improper fraction, multiplication

SUGGESTED ACTIVITIES
1. Mental/Oral Work

Teacher poses the hundred-square paper grid to show the conversion of

mixed numbers to percentage.

Example 1 :

a)

b)

OR

1=

100
= 100%
100

30
= 30%
100

78

OR

3
= 30%
10

c)

d)

55
= 55%
100

95
= 95%
100

2. Main Activity
i) Demonstration
Step 1

Teacher explains on how to convert mixed number to percentage

using diagrams.

Teacher asks the pupils to add these two diagrams in percentage.

A few pupils come to the front of the class to answer the question.
Example 2 :

100
= 100%
100

50
= 50%
100

100% + 50% = 150%

79

Step 2
Method 1 (Compute mixed number to whole number and fraction)

Teacher shows the solution to the pupils.

3
1
=
10

3
10

= 100% + 30%
= 130%

Teacher displays some flashcards.

Pupils give their answers spontaneously in the form of percentage.

1

4
10

40
100

140%

7
10

70
100

170%

8
10

80
100

180%

3
10

30
100

230%

Method 2 (Multiply with 100)

1
2

= 1 100% +
= 100% +

1
100%
2

100
%
2

= 100% + 50%
= 150%

80

Method 3 (Convert mixed number to improper fraction)

Solution:

1
3
3 50
150
=
=
=
= 150 %
2
2
2 50
100

Teacher explains that mixed numbers have to be converted to improper

fraction first.
100
= 1
100

E.g. :

5
100

5
100

105
100

= 105%

To get a percentage from improper fraction,

the denominator has to be 100.

81

Step 3
Convert percentage to mixed number.

Teacher explains on how to convert percentage to mixed numbers to

the pupils.

Example :

100%

170% =

10
7
=1
10
10

70%

170
70
= 1
100
100

= 1

7
10

Teacher displays some flashcards.

Pupils give their answers spontaneously in the form of mixed number.

125%

125
100

25
1
100

1
4

150%

150
100

50
1
100

1
2

175%

175
100

75
100

3
4

82

3. Development / Reinforcement

Pupils are divided into groups.

Pupils will be given Worksheet 16.

Pupils discuss in their group.

A representative from each group will present their work on the board.

Teacher guides the pupils.

Teacher discusses the answers with pupils.

4. Plenary

Teacher poses some questions on the board and selects some students
at random to show the solution.

Teacher discusses the answer with pupils.

Pupils do the corrections.

83

WORKSHEET 16
Name: Class: .
A. Express each mixed numbers as a percentage.
Mixed Numbers
1.

9
=
1
100

2.

15
=
100

3.

38
=
100

4.

45
=
1
100

5.

Percentage

68
=
100

B. Convert the following to percentages

Fraction
1.

1
=
2

2.

2
=
5

3.

4
=
10

4.

8
=
10

Percentage

84

C. Convert mixed number to a percentage.

Mix Numbers
1.

1
1 =
2

2.

2
1 =
5

3.

1
3 =
2

4.

Percentage

3
=
4

85

Lesson

: 17

Topic 4

: Percentage

Learning area

: Relationship

between

percentage,

fraction

and

decimal.
Learning objective

: Pupils will be taught to:

1. Relate fractions and decimals to percentage.

Learning outcome

: Pupils will be able to:

(ii) Convert decimal numbers of value more than 1 to

percentage and vice versa.
Previous knowledge

: Pupils had learnt decimal numbers.

Problem

: Pupils were not able to compare the value of

percentage and decimals.

Vocabulary

: percent, percentage, fraction, decimal.

SUGGESTED ACTIVITIES
Mental /Oral Work
Step 1

Teacher displays a grid paper and explains.

E.g:

0.3 =

3
30
=
10 100

3
10

86

30
100

Step 2
Main Activity

Teacher explains on how to convert decimal to percentage:

Example: Convert 1.25 to percentage.

Method 1

Teacher uses the hundreds squares paper to show the conversion.

Teacher distributes a hundred square paper to each pupils.

Ask pupils to shade 125 small squares as shown.

E.g:

25
100

100
100
1.25
1 + 0.25

1 =

100
100

0.25 =

= 100%

=
100% + 25%
= 125%

87

25
100
25%

Method 2

b) i) Multiply the decimals by 100.

( by skipping )
1.25 = 1.2 5 100 = 125%
ii) Multiply by using standard written method.

1.25
100
000
000
125
125.00

125%

Method 3
i ) Write the decimal numbers to two decimal places

Example:

1.8 = ___%
1.8 = 1.80

Change (the two decimal numbers) to fraction with the denominators

of 100.
1.80 = 1.80 =

Add a percentage symbol.

1.80 =

180
100

Therefore,

180
= 180 %
100

1.8 = 180 %

88

Step 3
Convert percentage to decimal

Example:

135% = ____

Method 1
. Convert percentage into fraction

135% =

135
100

Draw vertical line between 1 and 0.

1 25
1 00

Rewrite a
decimal form

Put a dot on the line.

1 25
1 00

1.25

Step 4
Development / Reinforcement

Pupils work in groups.

Teacher gives the instructions regarding the exercises (Worksheet 17).

Teacher guides the pupils.

Pupils present their answer on the board.

Teacher and pupils discusses the answers.

Plenary

Teacher displays some questions on the board.

Pupils are asked to come forward to write the answers.

89

WORKSHEET 17
Name: Class: .
A.

Express each decimal to a percentage

Decimals

B.

0.3

1.25

1.8

2.6

3.50

5.84

6.29

8.56

7.23

10

9.8

Percentage

Fill the box with the correct answers.

FRACTION

1.
2.
3.

DECIMAL

30
100
125
100
180
100

4.
5.

PERCENTAGE

250%
2.85

90

Lesson

: 18

Topic 4

: Percentage

Learning area

: Relationship

between

percentage,

fraction

and

decimal.
Learning objective

: Pupil will be taught to:

1.
Learning outcome

Relate fractions and decimals to percentage

: Pupils will able to:

(iii) Find the value for a given percentage of a

quantity
Previous knowledge

: Pupils can simplify fractions.

Problem

: Pupils unable to multiply whole number and fractions.

Vocabulary

: Simplest form, multiple, profit, discount, interest,

commission.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Pupils say and write simplest form for the fractions by using flash cards.
a.

20
1
=
5 100

b.

15
3
=
20
100

c.

25
1
=
4 100

Teacher shows the hundred squares card with shaded parts and ask the
pupils to read out the answers in the form of percentage.
a)

b)

20
= 20%
100

c)

10
= 10%
100

91

5
= 5%
100

2. Main Activity
i) Demonstration

Use transparence to find the value from the given percentage of a

quantity.

20% of 100 =

20
100 = 20
100

20
100

Teacher guides the pupils to find the value from a given percentage
of a quantity.

viii) Development / Reinforcement

Teacher divides pupils into groups.

Teacher prepares 2 types of dice for each group,

Percentage dice and quantity

The group leader throws up the both dice.

92

Example : Dice 1: 20%

Dice 2: 150

dice 1: percentage 10%, 20%, 30%, 40%, 50%, 60%

dice 2: 150, 350, 600, 400, 300, 500

20%

150

10%

350

Dice 1

Dice 2

Members of the group solve the problems as many they can.

Members help each other to get the correct answer.

Teacher distributes Worksheet 18 to the pupils.

Teacher facilitates and guides the pupils.

4. Plenary

Teacher puts some cards with questions in a box.

Pupils sit in a circle.

When teacher plays the music, pupils pass the box untilthe music
stops.

The pupils who holds the box has to pick a card and answer the
question on the board.

Teacher summarizes the lesson.

93

WORKSHEET 18
Name: Class: .

1. 20% of 30 sweets

6.

40% of 450 chairs

2. 30% of 500 cars

7.

45% of 600 eggs

3.

10% of 300 books

8.

80% of 330 marbles

4.

15% of 200 pencils

9.

70% of 560 durians

5.

25% of 800 tables

10. 20% of 250 shoes

94

Lesson

: 19

Topic 4

: Percentage

Learning area

: Relationship

between

percentage,

fraction

and

decimal.
Learning objective

: Pupils will be taught to:

1.
Learning outcome

Relate fractions and decimals to percentage.

: Pupils will be able to:

(iv) Solve

problems

in

real

context

involving

relationships between percentage, fractions and

decimals.
Previous knowledge

: Pupils understand the percentage of quantity.

Problem

: Pupils do not know that percentage is used for

comparison related to amount, people or things.

Vocabulary

: Simplest form, multiple, profit, discount, interest,

commission.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Pupils say and write percentage of the fractions by using flash cards.
20
= 20%
100

10
= 10%
100

5
= 5%
100

2. Main Activity
i) Demonstration

Teacher displays the following percentage problem card and guides

the pupils to read and understand the problem.
a)
A bottle contains 20 marbles. 3 of the marbles are red.
Find the percentage of the red marbles.

95

Teacher guides the pupils using Polyas four-step problem solving

model.
1. Understand the problem.

How many marbles?

How many red marbles?

What is the percentage of the red marbles?

2. Devise a plan.

3 of the 20 marbles are red.

So, the fraction of red marbles =

3
20

3. Implementing the plan.

% of the red marbles=

20

100 = 15%

35
15
=
= 15%
20 5
100

II

4. Looking back.
15% =

b)

15
3
=
20
100

The diagram shows the cost of a television. It was sold at a loss

of 20%.
RM1 550
What is the selling price?

Teacher guides the pupils using Polyas four-step problem solving

model.

96

1. Understand the problem.

Read and understand the question.

2. Devise a plan
20% of the RM1 550

3. Implementing the plan.

Loss =

20
RM1 550 = RM310
100

Selling price of the television = RM1 550 RM310

= RM1 240

4. Looking back.
RM1 240 + RM310 = RM1 550

ix) Development / Reinforcement

Teacher divides pupils into groups.

Teacher puts some problem solving cards in a box.

(Worksheet 19)

Each group leader draws a card from the box.

Pupils answer the questions in their respective group.

A representative from each group will write the answer on the

board.

Example:
Salmah had RM500. She bought a camera for RM250.
Calculate the percentage of the money she used.

5. Plenary

Teacher displays a question on the board.

Each group writes down their answer on a mahjong paper.

The group leaders present their answers.

Teacher selects the best presenter.

Teacher summarizes the lesson.

97

WORKSHEET 19
Name: Class: .
A.
1.

Solve the problems.

A total of 300 pupils sat for an examination. 30 pupils
failed the examination.
What is the percentage of the passing rate?

2. Salmah had RM500. She bought a camera for RM250.

Calculate the percentage of the money she used.

3. The diagram shows the price of a television.

RM 1 550

It was sold at a loss of 20%.

What is the selling price?

4. Mrs.Santhy bought a watch for RM80. She sold it at the

price of RM100.
What is the percentage of the profit?

5. There are 30 durians in a lorry. 6 of them were rotten.

Find the percentage of the rotten durians.

98

6. The diagram shows the price of a coat and the

discount.
RM44
25%
What is the new price of the coat?

7. A blouse costs RM60. It was sold for RM66.

Find the percentage of the profit.

8. The diagram shows a bottle of milk.

75 m of milk was poured into a jug.

What is the percentage of the milk poured?

9. Ramli bought a laptop for RM 2 500. He sold the laptop

for RM2 000.
What is the percentage of the loss?

10. Ah Chongs house is 20 km from his school. If he has

cycled 5 km, what is the percentage of his journey?

99

Lesson

: 20

Topic 5

: Money

Learning area

: Money up to RM10 million

Learning objective

: Pupils will be taught to:

1.

Use and apply number sense in real context

involving money.

Learning outcome

: Pupil will be able to:

(i)

Perform mixed operations with money up to a

value of RM10 million.

Previous knowledge

: Pupils had learnt all the operations involving money.

Problem

: Pupils cannot perform mixed operation well.

Vocabulary

: Mixed

operation,

bracket,

saving,

income,

expenditure, investments, cost price, profit, loss,

discount, computation.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows two pieces of RM5 and three pieces of RM10 to the pupils
in the class.

Teacher asks the pupils to calculate the total of the money that has been
shown to them.

Teacher asks the pupils to give their answers.

100

2. Main activity
i) Demonstration

Teacher divides the pupils into groups.

Teacher calls the group leaders to the front of the class.

Teacher ties 5 balloons on the board. Each balloon contains a piece of

paper.

The group leaders will prick the balloons with a needle and collect the
paper, then return to their respective groups.

The questions are as below:

1. RM8 000 + RM1 254 RM5 555 =
2. RM125.05 RM21 RM105.95 =
3. (RM100 + RM50) 5 =
4. (RM125 8) (RM40 8) =
5. RM1 200 (RM2 400 6) =

Pupils solve the questions in groups.

Each group will read the question and write the answer on the board.
Teacher guides the pupils.

Teacher asks pupils to solve mixed operation involving money in

vertical form.

ii) Development / Reinforcement

Teacher gives a piece of paper which includes some questions.
Teacher asks the group to solve the questions as fast as they can.
.

Number sentences
1)

RM14.50 + RM37.25 = RM 51.65

2)

RM152.15 RM 78.30 = RM230.45

3)

RM17.50 90 = RM157.50

4)

RM212.80 4 = RM53.02

5)

RM117.20 RM17.95 + RM5.50 = RM14.15

101

True

False

Number sentences
6)

RM117.20 RM79.80 + RM3.45 = RM40.85

7)

RM8 000 + RM1254 RM5 555 = RM3 699

8)

(RM100 + RM50) 5 = RM2 500

9)

(RM125 8) (RM40 8) = RM850.00

True

False

10) RM1 200 (RM2 400 6) = RM800.00

Teacher calls a representative from each group to put on their answer
on the board.
Teacher checks the answer and discuss with the pupils.
Teacher asks pupils to do corrections.
Teacher distributes Worksheet 20.

3. Plenary
Teacher introduces a game called Lucky You.
Teacher puts up 5 questions on the board. Next to each question,
teacher pastes a packet of sweets with different number of sweets.
Teacher randomly selects five pupils to answer the questions. If they
answer correctly, they are allowed to take the packet of sweets. If they
are lucky, they will get the most number of sweets, and if not, they may
get an empty packet! That is why this game is called Lucky You!

102

WORKSHEET 20
Name: Class: .
A.

Circle the correct answer.

1.

2.

3.

4.

5.

6.

RM8 574.70 + RM762 354.20 RM196 873.20 =

A RM570 455

C RM574 055.70

B RM574 045.55

D RM670 456.55

RM609 625 RM81 460.00 + RM4 044.00 =

A RM352 209

C RM532 209

B RM522 209

D RM532 229

RM49 566 22 20 =

A RM27 261.60

C RM57 261.60

B RM54 522.60

D RM72 261.60

5 (RM2 277.50 + RM930.80) =

A RM29 249.50

C RM10 249.50

B RM16 041.50

D RM9 249.50

(RM411 010 RM336 272) 6 =

A RM484 842

C RM448 428

B RM448 842

D RM448 248

(RM746 + RM2 490.80) 8 =

A RM115.60

C RM404.80

B RM404.60

D RM424.20

103

7.

8.

(RM57 680.60 RM4 840.10) 25 =

A RM2 113.62

C RM7 522.70

B RM5 522.70

D RM9 522.70

Value of
Money

RM50

RM10

RM2

50 sen

5 sen

No. of Pieces

TABLE 1
The total of money shown in Table 1 is

A RM231.15

C RM241.45

B RM241.15

D RM271.15

9.

5 pieces of RM100 + 14 pieces of RM50 + 39 pieces of 20 sen =

10.

2
from RM1 848 =
7

104

Lesson

: 21

Topic 5

: Money

Learning area

: Money up to RM10 million

Learning objective

: Pupils will be taught to:

1.

Use and apply number sense in real context

involving money.

Learning outcome

: Pupils will be able to:

(ii)

Solve

problem

in

real

context

involving

computation of money.

Previous knowledge

: Pupils had learnt all the operations involving money.

Problem

: Pupils cannot solve problem in real context well.

Vocabulary

: Mixed

operation,

bracket,

saving,

income,

expenditure, investments, cost price, profit, loss,

discount, computation

SUGGESTED ACTIVITIES
1. Mental / Oral Work
Teacher shows pictures of a bottle of mineral water and a can of
margarine.
Teacher pastes the prices to each picture and asks pupils to read aloud.
Teacher reads the question as below:
Kamal bought 3 bottles of mineral water which cost RM2.00 per bottle and
2 cans of margarine which cost RM4.50 per can.
How much did Kamal spend to buy those items?
Teacher asks volunteers to answer the question.
Teacher guides and explains on how to solve the question according to
Polyas four-step problem solving model.

1.

Understanding the problem.

2.

Devising a plan.

3.

Implementing the plan.

4.

Looking back.

105

2. Main Activity
i) Demonstration

Teacher plays a game called Poison Box. Teacher provides a box

which consists five questions. The questions involved money in
numerical form, simple sentences, tables and pictures.

Teacher asks the pupils to form a circle and gives the box to one of
them.

Teacher plays the music while the pupils pass the box around. When
teacher stops the music, the last pupil who is holding the box will draw
a question from the box.

The pupil reads and solves the question on the board.

Teacher guides the pupils.

Repeat the activity until all the questions are answered.

ii) Development / Reinforcement

Teacher distributes Worksheet 21.

They are given 10 minutes to solve the problems.

Teacher discusses the questions with the pupils. Teacher guides the
pupils using Polyas four-step problem solving model.

3. Plenary

Teacher displays a big incomplete bill (Replica) on the board.

Teacher calls a pupil at random to complete the bill.

Teacher discusses the answers with the pupils.

106

LAM KEDAI RUNCIT

Lot 347, Tanjung Mas,
Jalan Pengkalan Chepa,
15400 Kota Bharu,
Kelantan.
No. Tel: 09-7730839 / No. Fax: 09-7748250

Price
Quantity

Goods

Price Per Unit

RM

6 pieces

Soap

RM1.20

3 bottles

Shampoo

RM8.90

4 tubes

Toothpaste

RM4.50

2 bottles

Hair cream

RM3.60

Total

107

sen

WORKSHEET 21
Name: Class: .
A.

Circle the correct answer.

1.

Zairi bought 25 pairs of slippers for RM91.25. Then he sold all the slippers
for RM5 per pair. What was the total profit that Zairi get?

2.

RM25

RM45.25

RM33.75

RM125

A laptop costs RM3 245.80. The shopkeeper earns a profit of RM817.50

by selling 5 laptops. What is the selling price for each laptop?

3.

RM8 175.00

RM3 409.30

RM4 063.30

RM163.50

The price of 5 packets of instant noodles and 1 packet of flour is RM4.80.

If 5 packets of instant noodles cost RM3.25, what is the price of the flour?

4.

RM1.55

RM3.25

RM1.65

RM3.75

A house costs RM132 208. The developer sold 3 houses with the total
price of RM367 051.50. What is the average loss for each house sold?

5.

RM8 957.50

RM9 955.70

RM9 857.50

RM9 987.50

The total price of 4 kg of strawberries and 5 kg of rambutans is RM19.20.

1 kg of the strawberry is RM2.80. What is the price of 1 kg rambutans?

RM16.40

RM3.85

RM11.20

RM1.60

108

6.

Table 1 shows the price and quantity of 4 types of goods bought by

Salima.

Quantity

Goods

Price Per Unit

10

Egg

22 sen

2 packets

Sugar

RM1.35

7 kg

Rice

RM2.10

8 kg

Red Bean

RM1.60

TABLE 1
She paid RM50 for all goods. How much is the change?

7.

RM16.60

RM18.40

RM17.60

RM18.60

The price of 25 eggs is RM6.00.

What is the price of 12 eggs?
Answer: ____________________

8.

Puan Alimah bought 100 photo albums for RM545. She earned a profit of
75 sen each.
What is the selling price of each photo album?
Answer: ____________________

9.

8 people paid equally to buy 3 wardrobes. Each of them paid RM57.60.

What is the price of each wardrobe?
Answer: ____________________

10.

The price of each sport car is RM1.2 million. Syarikat Muhibbah sold
6 cars with the profit of RM45 000 each.
What is the total income that Syarikat Muhibbah gets from their selling of
all the sport cars?
Answer: ____________________

109

Lesson

: 22

Topic 6

: Time

Learning area

: Duration

Learning objective

: Pupils will be taught to:

1.

Use and apply knowledge of time to find the

duration.

Learning outcomes

: Pupils will be able to:

(i)

Calculate the duration of an event in between

a) months
b) years
c) dates

Previous knowledge

: 1.

Pupils had learnt the relationships between the

units of time.

2.

Pupils had learnt to calculate the duration of an

event involving hours, minutes and seconds.

Problem

: Pupils are not able to calculate the duration of an

event between months, years and months and years,
months and days.

Vocabulary

: days, months, years, event, duration, date, leap year,

calendar, common year

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows a calendar to begin the lesson.

Teacher asks pupils to go through the calendar thoroughly.

Teacher demonstrates two methods on how to remember the number of

days in each month.

110

October
December

August

January
March
May
July

Method 1

Valley

Left

September
November

February
April
June

Knuckle

OR
Finger
V shape

Right

Knuckle / Fingers

= January, March, May, July, August, October,

December (31 days)

Valley / V shapes =

February (28 or 29 days)

April, June, September, November (30 days)

Method 2

April, June, September, and November have 30 days;

all the rest have 31 days;
except February which has 28 days;
unless it is leap year which has 29 days

2. Main Activity
i) Demonstration

Use the number line to calculate the duration in months.

Example 1
Find the duration from February 2006 to September 2006.

111

Solution 1
1 month + 1 month + 1 month + 1 month + 1 month + 1 month + 1 month = 7 months

February March

April

May

June

July

August September

 So, the duration from February 2006 to September 2006 is 7 months.

Solution 2
 Pupils use their fingers to count on by one, start from the month of

March.
March, April, May, June, July, August, September
Say 3, 4, 5, 6, 7, 8, 9
4

56

9
7 8

fingers

Use a table to calculate the duration in years, months and days.

Example 2
Find the duration from 25 September 2005 till 11 December 2006.

Solution
25 September 2005

30 25 = 5
+ 1 6 days

30 September 2005

1 year
1 October 2005

30 September 2006
1 month

1 October 2006

31 October 2006
1 month

1 November 2006
1 December 2006

30 November 2006
11 1 = 10
+ 1 11 days

112

11 December 2006

From 25 September 2005 to 30 September 2005

From 1 October 2005 to 30 September 2006

6
1

From 1 October 2006 to 31 October 2006

From 1 November 2006 to 30 November 2006

From 1 December 2006 to 11 November 2006

Total

Days

Months

Years

Duration

11

17

 So, the duration from 25 September 2005 to 11 December 2006 is

1 year 2 months 17 days.

*Rules to remember:

Difference in duration of

Rules

Year

+ 1 year

Year and month

+ 1 month

Month

+ 1 month

Month and day

+ 1 day

Day

+ 1 day

Year, month and day

+ 1 day

ii) Development / Reinforcement

Use the strategy of cooperative learning - Show Down to find out the
duration of time.
Steps:
1.

Form groups of four.

2.

Number each of the members in the group; e.g. 1, 2, 3 and so on.

3.

Teacher gives a task.

e.g. Find the duration in month from April 2007 till November 2007.

4.

Each member answers the task given individually on a piece of paper.

5.

Flip over the paper and put the pen on it as a signal of Finish.

113

6.

Teacher appoints a Show Down Captain.

e.g. Teacher calls out the pupil number 2.

7.

The captain gets the correct answers from the teacher.

8.

The captain goes back to the group and says, Show Down.

9.

Each member flips up their paper and places the answers at the
centre of the table.

10. The captain acts as checker to discuss the answers.

12. The group celebrates and says Eureka if all the members get the
correct answer.
13. Other members may help those who are unable to get the correct
answer.
14. The group can raise their hands to get teachers help if no one gets
the correct answers.
15. Pupils take turn to be the captain for the next question.
Teacher distributes Worksheet 22 to the pupils.
Pupils answer the worksheet individually.
Teacher guides the pupils.

3. Plenary
Teacher prepares a table as below.
Teacher divides pupils into groups.
Pupils give an example of the difference in duration as below.

Difference
in duration of
Year

Year and month

+ 1 _____

Month

+ 1 _____

Month and day

+ 1 _____

Day

+ 1 _____

Year, month and day

+ 1 _____

Group

Examples

Rules

e.g. 2007 - 2005

+ 1 _____

Teacher checks pupils answers.

Teacher summarizes the whole lesson.

114

WORKSHEET 22
Name: Class: .
Example:
Find the duration from 23 April 2005 until 20 August 2006.
23 April 2005

30 April 2005

= 30 23 + 1 = 8 days

May 2005

December 2005

= 8 months

January 2006

July 2006

= 7 months

1 August 2006

20 August 2006

= 20 1 + 1 = 20 days

So, the duration from 23 April 2005 till 20 August 2006 is

1 year 3 months 28 days.

A.

B.

C.

D.

Find the duration, in months.

1.

March 2005 until November 2005.

2.

February 2007 until September 2007.

Find the duration, in years and months.

1.

March 2004 till January 2008.

2.

November 2003 till March 2006.

3.

February 2002 till October 2003.

Find the duration, in months and days.

1.

22 October 2005 till 17 December 2005.

2.

6 March 2007 till 2 July 2007.

Find the duration, in years, months and days.

1.

15 June 2004 till 9 February 2006.

2.

26 October 2005 till 13 December 2006.

3.

9 February 2006 till 7 September 2008.

115

Lesson

: 23

Topic 6

: Time

Learning area

: Duration

Learning objective

: Pupils will be taught to:

1.

Use and apply knowledge of time to find the

duration.

Learning outcome

: Pupils will be able to:

(ii)

Compute time period from situations expressed

in fractions of duration.

Previous knowledge

: 1.

Pupils had learnt the relationships between the

units of time.

2.

Pupils had learnt the multiplication and division.

3.

Pupils had learnt basic calculation of time and

multiplication of fraction from group of objects.

4.

Problem

Pupils had learnt the conversion units of time.

: Pupils are not able to compute time period situations

expressed in fractions of years, months, weeks,
hours, minutes, and seconds.

Vocabulary

: days, months, years, event, duration, date, convert,

compute.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher explains the relationship between units of time.

12
year month
12

7
week
7

24
day

hour

24

116

60

60

minute

60

second

60

Pupils complete the fraction chart below.

1
1
2

1
2

1
3

1
3

1
4

1
4

1
5

1
7

10

1
7

1
8

1
9

1
9

1
10

1
6

1
7

1
8

1
5

1
6

1
7

1
10

1
5

1
6

1
8

1
4

1
5

1
6

1
9
1

10

1
4

1
5

1
6
1
7
1
8
1
9
1

1
3

1
8
1
9

1
10

1
7
1
8

1
9

1
10

1
6
1
7
1
8

1
8
1
9

1
10

1
9

1
10

1
10

1
9
1

10

Teacher revises the skills of multiplication of proper fractions using whole

numbers.
e.g.

What is the value of

1
20? (5)
4

2. Main Activity
i) Demonstration
Question 1:
2
of 2 years = __________ months
3

Use paper strips to express the situation of time.

117

2
3

Solution
1
3

1
3

1 year

10

11

12

+ 1 year

10

11

12 + 12 months

2 years

12 months

24 months

 Guided questions:

1. How many months are there in a year?

2. By counting on the paper strips, how many months are there in
2
of a year?
3
a. By using the paper strips,

2
of a year is 8 months.
3

Thus, 8 months + 8 months = 16 months

Use numerals.

Solution
2
of 2 years = __________ months
3
of means multiply ()
2
2 years
3
=

2
(2 12 months)
3
8

2
2 24
24 months OR
months
3
31

28
48
months
months OR
1
3

12
2
24 months

24
2
48 months

16
3 48
3
18
18

= 16 months
*Point to note:

1 year = 12 months

118

The relationship of year and month:

Question 2:
1
of 3 hours = ___________ minutes
4

Use a diagram to convert fractions of an hour to minutes. Draw a circle

and divide it into 12 equal parts. Mark each part in fives (0, 5, 10, 15,
20, 25, 30,55)

Solution
 From the diagram,

60 minutes

60 minutes

15 minutes
1
4

1 hour

60 minutes = 180 minutes

15 minutes
1
4

15 minutes
1
4

1 hour

1 hour

= 3 hours

 Guided questions:

1. How many minutes are there in an hour?

2. Based on the diagram, how many minutes are there in
1
of an hour?
4
Say 5, 10, 15, so the answer is 15 minutes.
 By using the diagram,

1
of an hour is 15 minutes.
4

Thus, 15 minutes + 15 minutes + 15 minutes = 45 minutes

119

Use numerals.

Solution
1
of 3 hours = _______ minutes
4
of means multiply ()

1
3 hours
4
60
3
180 minutes

1
(3 60 minutes)
4

45
180
1
minutes
180 minutes OR
4
41

45
4 180

= 45 minutes

16
20
20

*Point to note:
The relationship of hour and minute:

1 hour = 60 minutes

ii) Development / Reinforcement

Pupils play a Maths game called Domino.

Steps:
1. Prepare a set of 10 dominoes with questions and answers.
Example:
3
of 6 days
4

= ___ hours

90
seconds
1
of 5 years
4

80
minutes
1
of 2 years
3

2
of 2 hours
3

= ___ months

= ___ minutes

14 days

= ___ months

160
seconds

108 hours

1
of 8 weeks
4

= ___ days

1
of 3 hours
2

= ___ minutes

120

2
of 4 minutes
3
= ___ seconds

8 months

21 days

= ___ hours

1
of 4 weeks
2

= ___ days

18 hours

1
of 6 days
4

1
of 9 weeks
3

= ___ days

15
months

90
minutes

2. Flip the dominoes downwards and place it at the centre.

3. Each player takes turn to pick a domino and place it upwards on the
table. If any two of the dominoes are related, match the question to the
answer. Pupils can arrange any pattern as they like.

Example:
3
of 6 days
4

= ___ hours

80
minutes

160
seconds

2
of 2 hours
3

8 months

= ___ minutes

1
of 4 weeks
2

1
of 3 hours
2

= ___ days

= ___ minutes

21 days

15 months

1
of 6 days
4

= ___ hours

1
of 5 years
4

14 days

= ___ months

4. The game is over when the players complete joining the ten dominoes.

Teacher distributes Worksheet 23.

Teacher guides the pupils.

121

3. Plenary

Teacher explains on how to convert year to months, day to hours, week to

days, hour to minutes, and minute to seconds.

For example, (

1
of 2 days = _____ hours). Convert days to hours
4

(48 hours), then multiply the fraction of duration with the conversion.

Teacher shows an example with different solutions on how to compute

time period from situations expressed in fractions of duration.

122

WORKSHEET 23
Name: Class: .
A.

Calculate.

Example:
1
of 4 years = _____ months
2
1
of 4 years
2
2
1
=
4 years
21
=

or

1 2
years
1

= 2 years
= 2 12 months
= 24 months

1
of 4 years
2
1
(4 12 months)
=
2
1 48
months
2
1 48
=
months
2
48
=
months
2
= 24 months
=

1
of 2 days = _____ hours
2

1
of 3 weeks = _____ days
3

1
of 6 years = _____ months
4

3
of 2 hours = _____ minutes
4

1
of 5 minutes = _____ seconds
4

2
of 2 days = _____ hours
3

3
of 2 hours = _____ minutes
8

2
of 9 weeks = _____ days
3

2
of 5 minutes = _____ seconds
3

10

5
of 9 years = _____ months
6

123

Lesson

: 24

Topic 6

: Time

Learning area

: Duration

Learning objective

: Pupils will be taught to:

1.

Use and apply knowledge of time to find the

duration.

Learning outcome

: Pupils will be able to:

(iii) Solve

problem

in

real

context

involving

computation of time duration.

Previous knowledge

: 1.
2.

Pupils have basic knowledge of time.

Pupils had learnt the relationships between the
units of time.

3.

Pupils had learnt the multiplication and division.

4.

Pupils had learnt basic calculation of time and

multiplication of fraction from group of objects.

5.

Problem

Pupils had learnt the conversion units of time.

: Pupils have problems to relate time with everyday

problem.

Vocabulary

: days, months, years, event, duration, date, convert,

compute, solve, computation, problem, assembly

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows a maths magic game called I Know Your Time.

Steps:
1. Teacher displays an analogue clock on the board.
2. Teacher asks the pupils to choose a number on the clock.
3. Teacher asks the pupils to count on by heart in ones until twenty
starting from the number that they choose.

124

4. Teacher starts to knock at any numbers on the clock at random until

the pupils reach the number that they count on in ones by heart.
5. Pupils say stop when they have counted till twenty.

The key to get the answer:

1. Start knocking from 1 till 7 times at random. When it reaches 8 times,
the pointer must reach number 12 and start knocking it in anti-clock
wise until the pupils say stop
Pointing to 12 after knocking 7 times

13
14
15
16
17

20
18

19

Start knocking from 11, 10, .

until the pupils say stop

Example:1. A pupil chooses number 4 without

teacher knowing the number.
2. Teacher starts knocking 7 times
at random and at the 8th times
pointing to12.
3. At the same time, pupil starts to
count on in ones by heart from 5
until 20.
4. Teacher starts knocking in anticlock wise until the pupil says
stop.

2. Main Activity
i) Demonstration
Mazlan works in a factory. He works

1
of a day.
3

How many hours does he work in a week?

Teacher guides pupils to solve problems using Polyas four-step

problem solving model.

1. Understanding the problem.

- Read and understand the question carefully.

2. Devise a plan.
- Explain the relationship between units of time.
1 day = 24 hours and 1 week = 7 days
- Use the paper strips to model situations expressed in time.

125

1
3

24 hours

1 day
Guided question:

By counting on the paper strip, state how many hours are there in
1
of a day?
3
 By using the paper strips,

1
of a day is 8 hours.
3

3. Implementing the plan.

- Write the number sentences.
- Calculate and write down the answer.
1
of a day = _____ hours
3
of means multiply ()
1
1 day
3

1
1 day
3

OR

1
24 hours
3

1 24
hours
3

1 8
hours
1

24
hours
3

8 hours

8 hours

So, 8 hours 7 days = 56 hours

4. Look back and check the answer.

- Divide 56 hours by 7 and then multiply by 3
- 56 hours 7 = 8 hours
8 hours 3 = 24 hours
24 hours = 1 day

126

8
3 24
24
0

ii) Development / Reinforcement

Use the method of learning called Maths Jigsaw to solve the

problems in real context involving computation of time duration.

Procedure:
Step 1: Teacher divides pupils in groups of four or five.

Section 1: Solving problem involving the duration of time in minutes

1
Sim Hui spent 4 of 2 hours doing his Mathematics homework.
How long did he take in minutes, to finish his homework?
Section 2: Solving problem involving the duration of time in hours
2
A group of friends spent
of 3 days to complete their Science project.
3
How many hours did they take to complete their Science project?
Section 3: Solving problem involving the duration of time in months
Pauline studied in England for 4 years. She completed her practical training
for

1
of the total period.
6

How many months did she take to complete her practical training?

Section 4: Solving problem involving the duration of time in months and

days.
The shooting of a documentary film started on the 5 May 2007 and was
completed on 28 July 2007.
How long was the duration of the documentary shooting?

Section 5: Solving problem involving the duration of time in year,

months and days.
A football team had training from 2 February 2005 to 15 October 2007.
Find the duration of the football training.

127

Step 2: Pupils work in a group of different levels of abilities and solve the
problem based on Polyas four-step problem solving model.
Pupil A1, A2, A3, A4, A5 :

Read and understand the problem.

Pupil B1, B2, B3, B4, B5 :

Devise a plan. State the operation.

Pupil C1, C2, C3, C4, C5 and

Pupil D1, D2, D3, D4, D5 :

Implementing the plan.

Calculate and write down the answer.

Pupil E1, E2, E3, E4, E5 :

Look back and check the answer.

A1
B1

A3

A2

Sec
E1
1

B2

C1 D1

Sec
E2
2
C2 D2

B3

Sec
E3
3
C3 D3

A4
B4

A5

Sec
Sec
B
E5
E
5
4
5
4
C4 D4

C5 D5

Section Group
Step 3: Each member plays their role respectively and write down their
report in the mahjong paper.
Step 4: Each section groups will display their report at 5 corners of the class.
Each member will take turn to read aloud to the class. Teacher
facilitates the pupils. Pupils will select the best Section Group among
all.

Teacher distributes Worksheet 24 to the pupils.

3. Plenary

Teacher shows an example and the solutions on how to solve problems

involving time.

Teacher concludes and summarizes the lesson.

128

WORKSHEET 24
Name: Class: .
A.

Circle the correct answer.

1.

Table 1 shows the age of two buildings, S and T.

Building

Age

15 years

T
TABLE 1
Building T was built 7 months later than building S.
Find the total age of these two buildings.

2.

14 years 5 months

29 years 5 months

15 years 7 months

30 years 7 months

Mr. Roslan arrived in Phuket Island on 19 June 2007.

He spent two

weeks on the island.

When did she leave Phuket Island?

3.

1 July 2007

3 July 2007

2 July 2007

4 July 2007

Diagram 1 shows the journey taken by Kim Hui.

6 days

2 days

DIAGRAM 1
Kim Hui drove from Town L to Town N passing through Town M on
25 October 2005.
When did he reach his destination?
A

29 October 2005

31 October 2005

30 October 2005

1 November 2005

129

4.

Ravi is 9

1
years old. Mei Ling is 7 years 5 months.
2

Kassim is 1 year 9 months younger than Mei Ling.

Calculate the total age of the three children.

5.

A 22 years 7 months

22 years 5 months

B 22 years 6 months

22 years 4 months

Diagram 2 shows Ranjits date of birth.

N B1

1991

20
August
DIAGRAM 2
Norain was born 7 months 5 days earlier than Ranjit.
When did Norain celebrate her 12th birthday?
A

15 January 1993

15 January 2003

15 March 1993

15 March 2003

B.

Solve.

1.

Ariffin worked

2
of the month of April in a supermarket.
5

How many days he did not work in the supermarket?

2.

A story-telling programme started on 17 April 2006 and ended on

10 August 2007.
Find the duration of the programme.

3.

Hassan spent

2
of 4 years to complete his studies.
3

How many months did he spend on his studies?

4.

Miss Tay attended a course from 21 October 2006 till 2 December 2006.
How many months and days did she attend the course?

5.

John took

3
of 2 days to make a kite.
4

How many hours did he take to complete the kite?

130

Lesson

: 25

Topic 7

: Length

Learning area

: Computation of length

Learning objective

: Pupils will be taught to:

1.

Use and apply fractional computation to problem

involving length.

Learning outcome

: Pupils will be able to:

(i)

Compute length from a situation expressed in

fraction.

Previous knowledge

: Pupil had learnt how to convert unit cm to m, m to km

and vice versa.
Pupil had learnt multiplication and division.

Problem

: Pupils are not able to multiply fraction by whole

number.

Vocabulary

: half, proper fraction, length, centimetre, metre,

kilometre.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows four pictures of flowers on the board.

   

Teacher discusses with pupils on how to find

1
of 4 flowers. Draw a line
2

across the 4 flowers to divide the flowers equally into 2 groups.

   

131

2. Main Activity
i) Demonstration
1
of 6 km =
2

Teacher draws a number line on the board.

km
0

Teacher divides the number line into half equally.

km
0

Teacher asks the pupils:

 How many parts are there in each half? (3 parts)
 What is the length? ( 3km )

In this context , of is a multiplication operator, so

1
6 km
6 km =
= 3 km
2
2
1
of 6 km = 3 km
2

ii) Development / Reinforcement

Teacher distributes Worksheet 25.

Teacher discusses the questions with the pupils.

132

3. Plenary

Teacher provides 2 dices (one dice with whole numbers and the other with
fractions).

1
2
1
6

3
4

12
1
4

60

24

1
3

36

2
3

48

72

Teacher asks two pupils to the front and throws the dices.

Teacher asks the others to multiply the fraction by the whole number and
find the product.

133

WORKSHEET 25
Name: .
A.

Class:

Solve.

1
of 20 cm = .. cm
4

2
of 63 km = .. km
9

3
of 35 cm = .. cm
5

3
of 32 m = .. cm
4

3
of 80 m = .. m
4

1
of 12 km = .. m
3

2
of 45 m = .. m
5

4
of 48.6 m = .. cm
9

3
of 49 km = .. km
7

10

5
of 10.71 km = .. m
7

134

Lesson

: 26

Topic 7

: Length

Learning area

: Computation of length

Learning objective

: Pupils will be taught to:

1.

Use and apply fractional computation to problem

involving length.

Learning outcome

: Pupils will be able to:

(ii)

Previous knowledge

: 1.

Solve problem in real context involving of length.

Pupils had learnt how to convert unit m to cm
and km to m and vice versa.

2.

Pupils had learnt to compute length from a

situation expressed in fraction.

Problem

: Pupils are unable to multiply whole numbers with

proper fraction.

Vocabulary

: Proper fraction, compute, length, measurement.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher asks simple questions about computation of length.



1
of 10 cm = cm
2

1
of 20 cm = cm
4

3
of 20 m = m
4

135

2. Main Activity
i) Demonstration

Teacher displays a problem solving question on length.

The diagram shows the length of a rope. AB is
20 m
A

1
of AC.
4

Calculate the length of BC.

Teacher discusses with pupils on how to get the answer.

Teacher asks pupils to read and identify important points.

Understand the problem

o Length of AC = 20 cm
o Length of AB =

1
of AC
4

o Length of BC = ?

Device a plan
o Use multiplication and subtraction

Carry out the plan

1
20 m = 5 m
4

AB

BC

= 20 m 5 m= 15 m

Check the answer

5 cm + 15 cm = 20 m

Teacher gives a few questions and discusses with the pupils using
Polyas four-step problem solving model.

a. Development / Reinforcement
Teacher distributes Worksheet 26.
Teacher discusses the questions with the pupils.

136

3. Plenary

Teacher gives another problem solving question.

Teacher reinforces pupils understanding using Polyas four-step problem

solving model by posing questions such as:

What is the question?

What information can you get?

What operation should be applied?

How do you check your answers?

137

WORKSHEET 26
Name: .
A.
1

Class:

Solve the problems.

The diagram shows three places L, M and N.
The distance from M to N is

1
of the distance
5

from L to N.
L

15 km
What is the distance from M to N?

The diagram shows the length of a string. The

length of JK is
J

1
of the length of JL.
4
L

K
5.2 m

Calculate the length of JK, in m.

The diagram shows the road connecting three

villages, P, Q and R. The distance from Q to R is
1
of the distance from P to Q.
7
133 km

Q
R

P
What is the total distance P to R, in km?

138

The diagram shows two ropes, J and K. The

length of rope K is

1
longer than the length of
3

rope J.
J

60 cm

K
Find the length of rope K, in cm.
5

1
of 17.5 m of cloth is used to make a curtain.
7
Find the length of the cloth used, in cm.

The diagram shows a straight wooden bar. The

length of XY is

1
of the length of XZ.
4

X 3.5 cm Y
What is the length of XZ, in m.

The diagram shows the length of two ribbons.

2
of their total length is used to tie a present.
3
1.7 m
2.5 m
Find the length of ribbon used to tie the present,
in cm.

139

Azmans height is 1.74 m. Roslis height is

5
of
6

Azmans height. Calculate their difference, in cm.

2
is cut from a roll of wire. The length of the
3
remaining wire is 8.5 m. What is the original
length of the wire, in m?

10 Asyraf bought 3 m of rope. Kannan bought a

rope 3

1
times as long as Asyrafs rope. What is
2

the length, in cm, of the rope bought by Kannan?

140

Lesson

: 27

Topic 8

: Mass

Learning area

: Computation of Mass

Learning objective

: Pupils will be taught to:

1.

Use

and

apply

fractional

computation

to

problems involving mass.

Learning outcome

: Pupils will be able to:

(i)

Compute mass from a situation expressed in

fraction.

Previous knowledge

: Pupils had learnt the multiplication of fractions.

Problem

: Pupils are unable to compute mass in fractions.

Vocabulary

: conversion, gram, kilogram, mass, separate.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows the table of basic knowledge of mass. Pupils try to

complete it with the teachers guidance.
1
of 1000 g
4

250 g

1
of 1000 g
2

500 g

3
of 1000 g
4

750 g

2. Main Activity
i) Demonstration

Teacher pours two packet of sugar (1 packet = 1 kg) on the scale and
asks pupils what is the mass of the sugar.

Teacher separates the sugar into two equal amount.

141

Teacher explains that dividing 2 kg of sugar into two equal amount is 1

kg.
1
of 2 kg = 1 kg.
2

Teacher explains the word of means multiply ()

Question 1:

Teacher shows pupils how to compute mass from the situation given:
1
of 2 kg
2

1
1
=
2 kg
2
1

= 1 kg
Question 2:

Teacher calls a pupil to the front and try to answer the

following question:
1

3
of 400 g
8

= ___________ g

Teacher guides the pupil to complete the task:

50
3
11
of 400 g =
400 g
8
8
1

+
3
1
8

11
8

= 11 50 g
= 550 g

a. Development / Reinforcement

Teacher distributes Worksheet 27.

Pupils complete the questions. Teacher guides the pupils to write
the answer on the board.

142

3. Plenary

Teacher divides pupils into 4 groups.

Teacher asks questions to each group.

Pupils discuss and complete the questions in groups.

The group leaders come to the front and present the answer.

Question:

1.

1
of 200 g = __________ g
4

2.

2
of 75 kg = __________ kg
5

3.

2
of 21 kg = __________ kg
3

4.

3
of 350 g = __________ g
7

Teacher summarizes the whole lesson.

143

WORKSHEET 27
Name: Class: .
A.

Compute the fraction and write the correct letters in the boxes below.

1.

3
of 90 kg =
10
E

2.

2
of 27 kg =
9
P

3.

1
of 9 kg =
3
L

4.

5
of 14 kg =
7
P
N

5.

5
of 30 kg =
6
A
V

85 kg

18 kg

10 kg

144

3 kg

27 kg

B.

Compute the fraction and write the correct letters in the boxes below.

1.

1
of 450 g =
3
U

2.

3
of 200 g =
5

3.

3
of 1 200 g =
4

4.

4
of 650 g =
5

I
I

5.

1
of 5 400 g =
6

E
O

900 g

150 g

520 g

145

120 g

6 300 g

Lesson

: 28

Topic 8

: Mass

Learning area

: Computation of mass

Learning objective

: Pupils will be taught to:

1.

Use

and

apply

fractional

computation

to

problems involving mass.

Learning outcome

: Pupils will be able to:

(ii)

Solve

problem

in

real

context

involving

computation of mass.
Previous knowledge

: Pupils had learnt to compute mass from fraction.

Problem

: Pupils are not able to understand the question.

Vocabulary

: understand, devise, implement, look back, left,

convert, facilitates, volunteer.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows a weighing-scale.

Teacher informs the pupils that the usage of the weighing-scale.

Pupils read in hundreds until 1 000 gram on the scale.

Pupils relate that 1 000 gram equals to 1 kg.

Teacher explains the conversion of gram to kg and vice versa.

kg

1000
g

1000

Mass Conversion Diagram

146

2. Main Activity
i) Demonstration

Teacher gives an example.

Mila had 5 kg of flour. She used

1
of it to bake some cakes.
2

How much flour did she use? Give your answer in g.

Teacher explains the question using diagrams.

Mila had 5 kg flour.

She used
(

Pupils know that

1
of it.
2

1
= half )
2

1
of 5 kg of flour is 2.5 kg.
2

Teacher guides pupils to solve problems using Polyas four-step

model.
Understand the problem

i.

Mila had

: 5 kg.

ii.

Mila used

iii.

Mass given

: in gram is_________?

1
of 5 kg
2

Devise a plan

iv.

The word of means multiplication.

147

Implement the plan

v.

Convert 5 kg to g = (5 1 000) g
= 5 000 g

vi.

Refer mass
conversion
diagram

2 500

1
of 5 000 g
2

=
1

1
5 000 g
2

= 2 500 g
Look back

vii.

2 500 g 2

= 5 000 g

= (5 000 1 000) kg
= 5 kg

Refer mass
conversion
diagram

ii) Development / Reinforcement

Teacher distributes Worksheet 28.

Pupils complete all the questions. Teacher guides the pupils.
Pupils write the answers on the board.
3. Plenary

Teacher shows a question.

Pupils try to complete the question individually.

Pupils volunteer to present their answers.

148

Question:

The diagram shows the mass of a watermelon.

Mak Siti gave

2
of the watermelon to her son.
5

How many grams of watermelon did her son get?

Teacher summarizes all the skill that they have learnt.

149

WORKSHEET 28
Name: Class: .
A.

Solve the problems.

1.

Mawi bought 800 g of mangoes. He gave

1
of the mangoes to his
2

brother.
What is the mass of mangoes did his brother get, in kg?

2.

The diagram shows the mass of a box of apples.

15 kg

A shopkeeper sold

3
of the apples.
5

Calculate the mass of the apples that were sold, in g.

3.

The diagram shows the mass of prawns and crabs.

600 g

The mass of prawns is

2
of the mass of crabs.
3

What is the mass of prawns, in g?

150

4.

The diagram shows the mass of a sheep.

45 kg
If a turtles mass is

5.

1
of the sheeps mass, find the turtles mass, in kg.
5

Adams mass is 55 kg. His sisters mass is

4
of Adams mass.
5

What is his sisters mass, in kg?

6.

Fatin bought 15 kg of durians. Her father bought another 2

durians.
Find the mass of durians, in kg, that her father bought.

7.

Heliza baked a 3 kg cake. Her friend ate

2
of the cake.
5

What is the mass, in g, of the cake eaten by her friend?

8.

3
of 2 kg sugar is used to bake some bread.
4
How much sugar, in g, is used?

151

1
of the
3

9.

The diagram shows the mass of a fish.

Aishah used

10.

2
of the fish to cook curry. Find the mass of the fish, in g.
5

The diagram shows the mass of a cake.

Haziq gives

4
of the cake to his neighbour. Find the mass of the cake he
5

gave to his neighbour, in kg.

152

Lesson

: 29

Topic 9

: Volume of liquid

Learning area

: Computation of volume of liquid

Learning objective

: Pupils will be taught to:

1.

Use

and

apply

fractional

computation

to

problems involving volume.

Learning outcome

: Pupils will be able to:

(i)

Compute volume from a situation expressed in

fraction.

Previous knowledge

: Pupils had learnt the computation of volume of liquid.

Problem

: Pupils are unable to compute volume from fraction.

Vocabulary

: proper fraction, volume, conversion from litre to

millilitre.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher makes sure the pupils know the conversion of (basic knowledge)
in litre.

Teacher asks pupils to write down the relationship between fraction and
volume.

e.g.
1
of 1000 = 500
2

1
of 1000 = 250
4
3
of 1000 = 750
4

153

2. Main Activity
i) Demonstration

Teacher shows the relationship in the card and asks the pupils to solve
it.

e.g.

3
of 400
8
3
1
Fraction
4
2

Litre

Value

1000

500

1000

250

1000

750

Teacher shows pupils on how to compute volume from a situation

exposed in fraction as follows:

e.g.

3
of 400
8
In this context, of means multiplication () operator, so

3
8 400 =

150
8 1200

3 400
8

1200
8

8
40
40

= 150

0
0

154

ii) Development / Reinforcement

Teacher gives instruction on how to operate a recreational game to the

pupils. (BINGO

The fastest pupil who strikes BINGO and answered the least questions
correctly will be the winner.
(Refer to Appendix 1)

3. Plenary

Pupils do the exercises individually and interactively.

155

Appendix 1

Recreational Game ( BINGO )

Answer

Instructions

1. Choose a question from 1 to 12.

100 m

27

540 m

2. Solve the question and circle the

correct answer.

200

350 m

39

3. When a pupil gets 5 straight or

diagonal lines, the game is over.
4. The pupil with the least uncircled

148 m

54

360 m

answers will be the winner.

1)

2
of 150 m = .. m
3

7)

3
of 45 = .
5

2)

3
of 720 m = .. m
4

8)

4
of 250 = ..
5

3)

5
of 420 m = .. m
6

9)

3
of 104 = ..
8

4)

2
of 370 m = .. m
5

10)

3
of 126 = ..
7

5)

4
of 630 m = .. m
7

11)

1
of 100 =
4

6)

6
of 560 m = .. m
7

12)

5
of 108 =
6

156

WORKSHEET 29
Name: .
A.

B.

Class:

Compute the following in litre.

No.

Question

1
of 800
8

3
of 320
8

6
of 480
8

7
of 560
8

5
of 640
8

Answer

Compute the following in .

No.

Fraction

Litre

1
9

180

2
9

540

4
9

450

5
9

810

7
9

270

157

Answer

Lesson

: 30

Topic 9

: Volume of liquid

Learning area

: Computation of volume of liquid

Learning objective

: Pupils will be taught to:

1.

Use and apply fractional computation to

problems involving volume.

Learning outcome

: Pupils will be able to:

(ii)

Solve problem in real context involving

computation of volume of liquid.

Previous knowledge

: Pupils had learnt computation of volume of liquid.

Problem

: Pupils are unable to solve word problems.

Vocabulary

: proper fraction, conversion from litre to millilitre.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher shows a jug containing 1 of watermelon juice.

Pupils say aloud the volume of the watermelon juice shown.

Teacher pours

Teacher asks pupils:

1
of the watermelon juice into a container.
2

What is the volume of the watermelon juice left, in m ?

1
3
4
1
2
1
4

25

158

2. Main Activity
i) Demonstration

Teacher shows a problem solving question.

3
of the oil was used.
4
What is the volume, in m , of the oil left in the beaker?
A beaker contains 1.6 of oil.

Solution:i)

ii)

Understand the problem

Oil in beaker

= 1.6

Oil used

Oil left

= ?

Devise a plan

iii)

3
1.6
4

Use multiplication ( )

Carry out the plan

Method 1
400
3
3
of 1.6 =
1 600 m
4
41
= 1 200 m

Volume of oil left = (1 600 1 200) m

= 400 m
Method 2
Oil left in the beaker = 1

3
1
=
4
4

1
1 600 = 400 m
4
The volume of oil left in the beaker is 400 m .

159

iv)

Check the answer

1
1600
1 600 m =
m
4
4
= 400 m

o Development / Reinforcement

Teacher shows another problem solving question.

Teacher divides pupils into groups.
Pupils solve the question using the 3 steps of Polyas Model in a
mahjong paper.

Teacher identifies the mistakes.

Example:
The diagram shows the volume

i) Understand the problem.

of a bottle of fresh milk.

3
ii) Devise a plan.
Milk

John drank

1
of the fresh milk.
3

iii) Carry out the plan.

What is the volume, in m , of

fresh milk left?

160

Teacher distributes Worksheet 30.

Pupils solve the problems.

Teacher discusses the answers.

3. Plenary

Teacher divides pupils into groups.

Each group will get a set of Puzzle Problem and joins them.

Pupils will see a question from the joined puzzle and solve the problem in
groups.

The fastest group with the correct answer will be the winner.
Example of Puzzle Problem:

The table shows the volume of two fruit juices.

Fruit Juice

Volume

Orange

1.3

Guava

500 m

1
of the orange juice is added to the whole volume.
3
What is the volume, in , of the mixture?

161

WORKSHEET 30
Name: .
A.

Class:

Solve the problems.

1. Sara buys 4 of orange juice. She pours

1
of the
4

orange juice into a jug.

Find the volume, in m , of the orange juice in the jug.
2.

3
of 6 bottle of oil is used to fry chicken.
4
Find the volume, in m , of the remaining oil.

3. Ranjit drank 360 m of apple juice. The volume of

apple juice that Kelly drank was

1
more than what
2

Ranjit drank.
Find the total volume, in , of the juice that both of
them drank.
4. A container has 4.5 of water.

1
of the water is split.
9

Find the volume, in m , of the water left in the

container.
5. The diagram shows the volume of water in a container.

420 m
The water fills

5
of the container.
7

How many litre of water is needed to fill the container

completely?

162

6. The diagram shows the volume of cooking oil in a

container.
3

Puan Leni used

1
of the cooking oil.
5

What is the volume, in m , of the cooking oil used?

7. A hawker prepares 100 of soya drinks. She sells

3
of
5

the drinks.
How many litre of soya drinks left?

8. The volume of a bottle of shampoo is 1 200 m . Zaki

used

1
of the shampoo.
3

What is the volume, in , of the shampoo used?

9. A bottle contained 2.5 of mineral water. Benny drank

4
of the mineral water.
5
Find the volume, in m , of the mineral water left in the
bottle.

10. A pail contains 4.2 of water. Ah Meng used

3
to
7

wash his motorcycle.

Find the volume, in m , of the water left in the pail.

163

Lesson

: 31

Topic 10

: Shape and Space

Learning area

: Find the perimeter and area of composite two-

dimensional shapes.
Learning objective

: Pupils will be taught to:

1.

Find the perimeter and area of composite twodimensional shapes.

Learning outcome

: Pupils will be able to:

(i)

Find

the

perimeter

of

two-dimensional

composite shape of two or more quadrilaterals

and triangles.
Previous knowledge

: 1.

Pupils had learnt to identify the sides of a

square, rectangle and triangle.

2.

Pupils had learnt different two-dimensional of

single shapes.

Problem

: Pupils are unable to calculate the perimeter with two

or more quadrilaterals or triangles.

Vocabulary

: perimeter, square, rectangle, triangle, quadrilateral

composite, graph paper.

SUGGESTED ACTIVITIES
1.

Mental / Oral Work

Teacher divides pupils into groups.

Teacher prepares a set of diagrams: square, rectangle, triangle and
quadrilateral and the names of the shapes.

Pupils match the diagrams with the correct names and discuss with peers
to recall their previous knowledge.

Teacher explains about the perimeter.

The perimeter of a shape is the sum of the outer lengths of its sides.

164

2. Main Activity
i) Demonstration

Teacher shows how to measure the perimeter of a shape on the graph

paper.

Teacher asks other questions on shapes.

Teacher guides the pupils.

Teacher asks pupils to measure the perimeter without graph paper.

Teacher shows the steps to answer the question.

Example:
10 cm
6 cm

4 cm
12 cm
Perimeter

= 10 cm + 4 cm + 12 cm + 6 cm
= 32 cm

Teacher gives more questions.

Example:
a)

b)

10 m

5 cm
8m

3 cm
7 cm

Teacher guides pupils to calculate the perimeter of the shapes.

Pupils present their answers.

165

ii) Development / Reinforcement

Teacher distributes Worksheet 31.

Teacher discusses the answers with the pupils and does corrections.

3. Plenary

Teacher places a big two-dimensional composite shape on the floor.

Teacher calls a pupil at random to measure the perimeter, in cm, using a

ruler or measuring tape.

Teacher asks other pupils to calculate the measurement.

Teacher summarizes the lesson and emphasizes on the concept of

perimeter.

166

WORKSHEET 31
Name: Class: .
A.

Calculate the perimeter in cm of the whole diagram.

4 cm
10 cm
A combination of a square and a rectangle.
2
7.5 cm

3.5 cm

A combination of two rectangles.

3
P
8 cm

10 cm
S

R
An isosceles triangle PRS and an equilateral
PQR.
4
8.5 cm

A combination of three equilateral triangles.

167

7 cm
2 cm

A combination of two rectangles of equal sizes.

6 cm

A combination of two squares.

7
3 cm
Q
P

R
4 cm

9 cm

A combination of a rectangle PQUV and a

square QRST.

8
2 cm

6 cm
A combination of three rectangles of equal sizes.

168

B.

Find the perimeter of the shaded region, in cm.

1
10 cm

6 cm

16 cm
A combination of two squares.
2

4 cm

6 cm

A combination of three squares and two isosceles

triangles of equal sizes.

169

Lesson

: 32

Topic 10

: Shape and Space

Learning area

: Two Dimensional Shapes

Learning objectives

: Pupils will be taught to:

1.

Find the perimeter and area of composite twodimensional shapes.

Learning outcome

: Pupils will be able to:

(ii)

Find the area of a two-dimensional composite

shape of two or more quadrilaterals and
triangles.

Previous knowledge

: Pupils had learnt to find the area of a single shape.

Problem

: Pupils are unable to understand the concept of area.

Pupils are unable to calculate the area with two or

more quadrilaterals and triangles.
Vocabulary

: area, square, rectangle, triangle, quadrilateral, length,

breadth.
SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher asks pupils to estimate the area of the classroom.

Teacher gives 4 objects of different areas (Example: the surface of the
pupils desk, ceiling, blackboard, book etc.)

Teacher tells pupils about the concept of area.

AREA = LENGTH BREADTH

Teacher asks pupils to measure and calculate the areas of the objects.

170

2. Main Activity
i) Demonstration

Teacher distributes some graph papers to the pupils.

Teacher asks pupils to draw a two-dimensional shape on the graph

paper.

Teacher asks pupils to measure the area of the shape.

Teacher provides a two-dimensional composite shape with the length

given and shows on how to answer the question.
Example 1

Teacher gives an example of a two-dimensional composite shape;

e.g. a rectangle and a triangle.
10 cm
4 cm

A
B

12 cm

Teacher guides pupils to find the area of the shape.

10 cm
4 cm

Area = Length Breadth

= 10 cm 4 cm
= 40 cm 2

10 cm
1
Base Height
2
1
= 2 cm 4 cm
2
= 4 cm 2

Area =
4 cm

A
B

2 cm
12 cm
Total area

= Area A + Area B
= 40 cm + 4 cm
= 44 cm 2

171

Example 2

Teacher gives another example with a composite three 2-D shapes;

e.g. two squares and a triangle.

4 cm

5 cm

Teacher explains on how to find the area.

4 cm

4 cm

Area A

= Length Breadth
= 4 cm 4 cm
= 16 cm 2

Area B

AA

1
Base Height
2
1
=
4 cm 4 cm
2
= 8 cm 2

4 cm

Area C

5 cm

Total area of the composite

172

= Length Breadth
= 4 cm 5 cm
= 20 cm 2

= Area A + Area B + Area C

= 16 cm + 8 cm + 20 cm
= 44 cm 2

ii) Development / Reinforcement

Teacher distributes Worksheet 32.

Pupils answer all the questions.
Teacher discusses the answers with the pupils.
3.

Plenary

Teacher displays the lyrics of a song on the board.

Teacher guides pupils to sing the song. (Tune: Are You Sleeping?)

Pupil A:
DO YOU KNOW THAT
WHAT IS AREA?
Pupil B:
L IS LENGTH
B IS BREADTH
Pupil A:
HOW TO FIND THE AREA?
HOW TO FIND THE AREA?
Pupil B:
LENGTH BREADTH
LENGTH BREADTH

173

WORKSHEET 32
Name: Class: .
A.

Calculate the area in cm2 or m2 of the whole diagram.

1
5 cm

4 cm

9 cm

Q is a rectangle and R is an equilateral

triangle.

2
P

6 cm
T

8 cm
S
14 cm

PQST is a square and TSR is a straight

line.

3
U
W

2 cm
5 cm

Z
12 cm

Diagram shows a triangle WUX

rectangle WXYZ.

174

and a

P 3m Q 4m T

9m

PQRS is a rectangle and QTUV is a

square.
5

20 m

22 m
10 m
8m
Diagram shows the combination of two
rectangles and a quadrilateral.
B.
1.

Calculate

A
6 cm
D

8 cm

3 cm
C

ABCD is a rectangle and CEFG is a square.

Calculate the area, in cm, of the shaded
region.

175

2.

16 cm

12 cm

6 cm
G

Diagram shows a rectangle ABCD and a

square CEFG. Calculate the area of the nonshaded region.
3
4 cm
8 cm
The diagram consists of a square and a
rectangle. Find the shaded area.
4

8m
10 m

Find the area of the shaded region.

5
V

12 m

Q
6m

4m U

Calculate the area of the shaded region.

176

Lesson

: 33

Topic 10

: Shapes and space

Learning area

: Three-Dimensional shapes

Learning objective

: Pupils will be taught to:

1.

Find the surface area and volume of composite

three-dimensional shapes.

Learning outcome

: Pupils will be able to:

(ii)

Find volume of three-dimensional composite

shapes of two or more cubes and cuboids.

Previous knowledge

: Pupils had learnt different shapes, perimeter and area

of composite 2D shapes.
Problem

: Pupils are weak in basic operations.

Pupils are unable to visualize the 3D shapes.

Vocabulary

: Cube, cuboid, three-dimensional, volume, length,

breadth, height.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Pupils observe a cuboid.

Teacher shows the length, breadth, and height of the cuboid to the pupils.

Pupils label the diagram.

Height

Breadth

Length

177

2. Main Activity
i) Demonstration

Teacher discusses with the pupils on how to solve the problem, using
the formula.

Volume = Length Breadth Height

Teacher gives some examples to solve the problem.

Example 1

3 cm
Height
2 cm
Breadth

5 cm
Length

Volume = Length Breadth Height

= 5 cm 2 cm 3 cm
= 30 cm 3
Example 2

Volume A = Length Breadth Height

= 5 cm 5 cm 5 cm
= 125 cm 3

8 cm
B

Volume B = Length Breadth Height

= 4 cm 3 cm 8 cm
3 cm

5 cm

4 cm

= 96 cm 3
Volume A + Volume B
= 125cm 3 + 96 cm 3
= 221 cm 3

178

Example 3

Volume P = Length Breadth Height

= 6 cm 2 cm 6 cm
Q

8 cm

Volume Q = Length Breadth Height

6 cm

= 72 cm 3

= 4 cm 2 cm 8 cm

2 cm

= 64 cm 3
10 cm

Volume P + Volume Q
= 72 cm 3 + 64 cm 3
= 136 cm 3

ii) Development / Reinforcement

Teacher distributes Worksheet 33.

Pupils solve the problems with teachers guidance.

Teacher discusses the answers with the pupils.

3. Plenary

Teacher divides pupils into 4 groups.

Teacher asks the pupils to find the volume of 3-D shapes.
Pupils present their answers on the board.
The first group with the correct answers will be the winner.
Teacher discusses the answers with the pupils.

179

Quiz Questions
1.

2.

7 cm

8 cm

3 cm

6 cm
2 cm

3 cm

3.

4 cm
5 cm
8 cm

7 cm

12 cm

2 cm

180

2 cm
4 cm

WORKSHEET 33
Name: Class: .
A.

Find the volume of the composite 3-D shapes.

1.
A

4 cm
Volume A =

Volume A + Volume B =

Volume B =

4 cm

2.

3 cm

8 cm

2 cm
10 cm
Volume P =

Volume P + Volume Q =

Volume Q =

181

3.

8 cm

7 cm
3 cm

2 cm

10 cm
Volume X =

Volume X + Volume Y =

Volume Y =

5 cm

4.

8 cm

6 cm

A
B

5 cm
12 cm
Volume A + Volume B =

182

5.

3 cm
6 cm
5 cm
P

4 cm
Q

10 cm
Volume P + Volume Q =

7 cm

6.

4 cm

8 cm

Volume A + Volume B =

183

7.

3 cm

2 cm

6 cm

B
15 cm

Volume A + Volume B =

8.

3 cm

Y
Y

12 cm

6 cm

2 cm
4 cm
3 cm
Volume X + Volume Y =

184

9.

4 cm
4Bcm

4 cm
A

3 cm

2 cm
14 cm
Volume A + Volume B +
Volume C =

5 cm

10.

3 cm

8 cm

7 cm
Q

2 cm
R

2 cm

15 cm
Volume P + Volume Q +
Volume R =

185

Lesson

: 34

Topic 10

: Shapes and Space

Learning area

: Three-Dimensional Shapes

Learning objective

: Pupils will be taught to:

1.

Find the surface area and volume of composite

three-dimensional shapes.

Learning outcome

: Pupils will be able to:

(iii) Solve

problems

in

real

context

involving

calculation of surface area and volume of threedimensional shapes.

Previous knowledge

: Pupils had learnt to find the volume of three-

dimensional composite shapes of two or more cubes

and cuboids.
Problem

: Pupils are unable to visualize the 3D shapes of a

cube and cuboid and the features.

Vocabulary

: Cube, cuboid, three-dimensional, volume, length,

breadth, height.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher puts a cube and a cuboid in a Mystery Box.

Teacher calls two pupils to the front and covers their eyes.

Each pupil picks one of the shapes and guesses the name of the object.

Pupils will talk about the differences of the two objects.

Teacher highlights the difference of the length, breadth, and height.

Rules to remember:

The length is the side which face the front.

186

Teacher asks the pupils to find out the formula of volume of 3D shapes.
e.g. What is the relation of the length, breadth and height in volume of 3D
shapes?

Volume = Length Breadth Height

Pupils response:

2. Main Activity
i) Demonstration

Teacher asks two questions.

Question 1

Diagram 1 shows two cuboids, S and T.

4m
T
S

1m

3m
DIAGRAM 1
The volume of S is two times the volume of T.
What is the total volume, in m 3 , of the two cuboids.

Teacher guides pupils to solve problems using Polyas four-step

model.
Solution 1:
1) Understanding the problem

Volume of Cuboid S = 2 Volume of Cuboid T

Total volume = ?

2) Devising a plan

Use the formula:

Volume = Length Breadth Height

187

3) Implementing the plan

Volume of Cuboid S

=4m3m1m
= 12 m 3

Volume of Cuboid T

= 2 12 m 3
= 24 m 3

Total volume

= 12 m 3 + 24 m 3
= 36 m 3

4) Check the answer / Looking back

Multiply and add again to verify the answer.

Question 2

Diagram 2 shows a cube and a cuboid, X and Y.

8 cm

12 cm
DIAGRAM 2
The volume of Cube X is

1
of the volume of Cuboid Y.
2

What is the difference in volume, in cm 3 , of the two solids?

Teacher guides pupils to solve problems using Polyas four-step

model.

188

Solution 2
1) Understanding the problem

Length of Cube X

= 12 cm 8 cm
= 4 cm

Therefore, breadth of Cuboid Y = length of Cube X = 4 cm

1
Volume of Cuboid Y
2

Volume of Cube X =

Difference in volume = ?

2) Devising a plan

Use the formulae:

Volume = Length Breadth Height

3) Implementing the plan

Volume of Cuboid Y = 8 cm 4 cm 4 cm
= 128 cm 3

Volume of Cube X

= 4 cm 4 cm 4 cm
= 64 cm 3
OR

Volume of Cube X

1
128 cm 3
2

= 64 cm 3

Difference in volume = Volume of Cuboid Y Volume of Cube X

= 128 cm 3 64 cm 3
= 64 cm 3

4) Check the answer / Looking back

Multiply and add again to verify the answer.

189

ii)

Development / Reinforcement

Pupils are divided into 4 groups.

Group 1 and 2 answer question (a) while Group 3 and 4 answer
question (b).

Pupils discuss the questions in their groups respectively.

Each group presents their work.
QUESTION (a)

Diagram 3 shows Cube A and Cuboid B.

4 cm

A
B
4 cm
12 cm
DIAGRAM 3

Volume of Cube A is

1
of volume of Cuboid B.
3

What is the total volume of Cube A and Cuboid B?

QUESTION (b)

The figure shows the composite of cuboids.

8 cm

4 cm

5 cm
6 cm

10 cm
Find the volume of the composite.

190

Representative from each group presents their work in front of the

class.

Teacher discusses the answers.

Pupils display their work on the board.

Teacher distributes Worksheet 34.

Pupils solve the problems individually with guidance.

Teacher discusses the answers with the pupils.

3. Plenary

Teacher distributes various shapes of cubes and cuboids labelled

with different length, height, and breadth to carry out Hands on, Minds on
activity.

2 cm

2 cm

4 cm
2 cm
6 cm

2 cm

2 cm

3 cm

5 cm

2 cm

7 cm
3 cm

191

 Pupils combine any two shapes of the cubes or cuboids and find the
volume of the shapes.

Pupils are encouraged to combine as many shapes as they can.

Teacher chooses pupils at random to present their work.
Teacher summarizes the whole lesson.

192

WORKSHEET 34
Name: Class: .
A.

Solve the problems.

1.

The diagram shows the water in a container.

What is the volume of the water in the container?

5 cm
8 cm
Water
2 cm
4 cm

2. The diagram shows a wooden block in cuboid shape.

wooden block has been cut.
What is the volume of the wooden block that is left?

2 cm
5 cm
8 cm

193

1
of the
5

3.

The diagram shows the composite of two cubes.

Find the volume of the cubes .

4 cm

4.

The diagram shows a cube and a cuboid which are joined together.
Calculate the volume of the whole diagram.
8 cm

12 cm
5.

The diagram consists of Cube P and Cuboid Q. The height of cuboid

Q is twice the height of Cube P.
Calculate the volume of the whole diagram.

Q
4 cm

P
9 cm

194

6.

The diagram shows a cuboid. Find the volume of the cuboid?

7 cm

5 cm
3 cm
7.

The diagram below consists of a cuboid and a cube.

What is the volume of the whole diagram?
4 cm

9 cm

9 cm
8.

The diagram shows a cuboid and a cube.

Find the difference of the volume between the two shapes below.

7 cm

3 cm
4 cm

5 cm

195

9.

The diagram below consists of small cubes of equal size.

What is the volume of the whole diagram?

3 cm

10. The diagram shows a cuboid.

How many cubes with sides of 2 cm each can fit into the cuboid?

4 cm
2 cm
8 cm

196

Lesson

: 35

Topic 11

: Data handling

Learning area

: Average

Learning objective

: Pupils will be taught to:

1.
Learning outcomes

Understand and compute average.

: Pupil will be able to:

(ii)

Solve the problems in real contexts involving

average.

Previous knowledge

: Pupils know the concept of average.

Problem

: Pupils are unable to solve the problem well.

Vocabulary

: average, decimal place, quantity.

SUGGESTED ACTIVITIES
1. Mental / Oral Work

Pupils are given the tables as below:

Types of Can Food

Mass (g)

Sardine

458

Green bean

300

Butter

502

Milk

103

Average

Pupils are given 3 minutes to solve the problem based on their previous
knowledge.

Teacher calls the pupils at random to write the answers on the board.

Teacher checks the answers with the pupils.

197

2. Main Activity
i) Demonstration

Teacher divides the pupils into groups.

Teacher calls the leader from each group to the front to pick up a card
from a box.
Example:

The table below is the time taken by four runners of a team per
kilometre.
What is the average time taken by the team to run per kilometre?
Runner

Time

2 hr 10 min

2 hr 5 min

1 hr 40 min

1 hr 50 min

(Teacher is advised to pose problems involving average in numerical

form, simple sentences, tables or pictures)

Teacher asks the pupils to solve the problem in their group.

Teacher guides the pupils during the discussion.

After 5 minutes, teacher calls volunteers from each group to write the
solutions on the board.

Teacher asks the pupils to explain the answer and guides them to use
the Polyas four-step model:

1)

Understanding the problem

2)

Devising a plan

3)

Implementing the plan

4)

Looking back

Teacher gives prizes to the groups with the correct answers and good
explanation.

198

ii) Development / Reinforcement

Each group is provided with a piece of mahjong paper.

Teacher asks the pupils to solve the problems (refer to Worksheet 35)
on the mahjong paper.

They need to answer two questions only.

They can discuss with their members in the group to solve the
problems.

Teacher asks the groups to paste the mahjong paper on the board
and discusses the answer.

3. Plenary

Teacher gives a quiz.

The first pupil with the correct answer will get a prize.

199

WORKSHEET 35
Name: Class: .
A.

Circle the correct answer.

1.

Jelita borrowed five story books from the Public Library. Each book
consists of 260 to 400 pages. Estimate the total pages of the books
borrowed by Jelita.

2.

A 1 200

C 2 000

B 1 960

D 2 150

Table 1 shows number of pupils in year four.

Class

No. Of Pupils

4 Putih

40

4 Biru

38

4 Kuning

44

4 Merah

46
TABLE 1

What is the average number of pupils in a class?

3.

A 42

C 138

B 126

D 168

Table 2 shows the number of pupils in 4 different teams.

Teams

Red

Yellow

Green

Blue

No. Of Pupils

386

360

352

TABLE 2
The average number of pupils in a team is 374.
What is the value of T?
A 374

C 392

B 386

D 398

200

4.

Hassan collected 123 durians from his orchard. He threw away 6 rotten
durians. Then he put the remaining durians into 9 baskets. What is the
average number of durians in each basket?

5.

A 11

C 15

B 13

D 17

Table 3 shows the money that has been saved by Chee Gue Lam in
3 days.

Day

Saving

Monday

RM3.20

Tuesday

RM0.60

Wednesday

RM1.30
TABLE 3

What is the average money saved in a day?

6.

A RM5.10

C RM1.70

B RM2.55

D RM0.17

The average for 6.8, 7.3, 13.4, and 20.9 is

A 11.1

C 12.4

B 12.1

D 48.4

7.

RM0.95, RM12.30, RM7.00, RM20.15

What is the average value of the money above?
A RM40.90

C RM20.10

B RM30.25

D RM10.10

201

8.

9.

What is the average for 25 m , 0.9 , 402 m , and 1.5 , in m .

A 2.827

C 706.75

B 282.7

D 760.75

The weight of 3 parcels is 9 kg, 10 kg, and 5.9 kg respectively. What is the
average of a parcel in g?

10.

A 8.03

C 830

B 8.3

D 8 300

The price of 4 heaps of ciku is RM11.20. If the number of ciku in each

heap is 8, what is the average price for each ciku?
A RM0.35

C RM2.80

B RM1.40

D RM3.50

202

Lesson

: 36

Topic 11

: Data Handling

Learning area

: Organising and interpreting data

Learning objective

: Pupils will be taught to:

Organise and interpret data from tables and charts.

Learning outcomes

: Pupil will be able to:

(ii)

Determine the frequency, mode, range, mean,

maximum and minimum value from a pie chart.

Previous knowledge

: Pupils have learnt bar graph.

Problem

: Pupils are unable to use the data given.

Vocabulary

: pie

chart,

frequency,

mode,

range,

maximum,

minimum.
SUGGESTED ACTIVITIES
1. Mental / Oral Work

Teacher displays a pie chart which is divided into 10 equal parts.

Pupils are asked to fill in a form provided.

e.g.
1) There are __________ dotted parts.
2) There is __________ lines part.
3) There are __________ bricks parts.
4) There are __________ wave parts.

203

2. Main Activity
i) Demonstration

Pupils are given a chart as below:

Club Members

Computer Club

Soccer Club
30%

40%

10%

Arts Club

10% 10%

Mathematics and Science Club

Language Club

Teacher asks the pupils to interpret data from the chart.

Teacher asks questions based on the chart.

1)

Which club has the most members?

2)

Which club has the least members?

3)

What is the percentage of the Soccer Club?

ii) Development / Reinforcement

Teacher gives other pie charts with different values (percentage,

decimals or fractions).

The value of the whole charts is either in kg, litre, or metres.

Pupils answer questions in groups.

3. Plenary

Teacher conducts a quiz (in groups).

Teacher reads the questions and pupils answer.

The first group with the correct answers will be the winner.

204

WORKSHEET 36
Name: Class: ..
A.

Solve the problems.

1)

The pie chart below shows the distance a taxi driver travels in four days.

Wednesday
200 km

Thursday
100 km

Monday
400 km

Tuesday
300 km

i)

What is the total distance the driver travels for the first three days?

ii)

Find the difference between the distance the driver travels on

Tuesday and Wednesday.

iii)

Find the average distance in one day.

iv)

State the shortest distance the driver travels.

v)

State the longest distance the driver travels.

205

2)

The pie chart below shows the volume of water in five containers. The
total volume of the water is 1 000 .

A
B
E

C
D

i)

Which containers hold the least water? State the volume, in .

ii)

Which containers hold the most water? State the volume, in .

iii)

Find the difference of volume of water in container A and D.

iv)

What is the total volume of water in containers C, D and E?

v)

What is the average volume of water in each container?

206