Mathematics

STEM-BASED
Student Activity Book DSKP-BASED

KOR LIEW KEE

CHOONG SHIAU HUAI

QR code and quick links provided

with Teaching Tips for parents & teachers

SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)

SPARKS EDUCATION PLT in collaboration with
Mathematics
Student Activity Book 2D
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)

KOR LIEW KEE

CHOONG SHIAU HUAI

© SPARKS EDUCATION PLT

Igniting Passion for Learning
 MATHEMATICS
STUDENT ACTIVITY BOOK 2D
Science and Mathematics in English for SARAWAK

Mathematics (Student Activity Book, 2D)

Published by:

SPARKS EDUCATION PLT,

72, Lorong Arang, 13H4A,
93250 Kuching, Sarawak.
Website: https://www.sparksonline.com.my
Email: [email protected]

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of SPARKS EDUCATION PLT.

It is also acknowledged that some images used are designed by Freepik

(https://www.freepik.com/) and Pixabay (https://pixabay.com/). All YouTube videos quoted
in this book are only as links and the rights remained with their respective owners as per
URLs cited.

Published 2021.

eISBN: 978967-2746-07-2

© SPARKS EDUCATION PLT

Igniting Passion for Learning
 FOREWORD
The Mathematics Student Activity Book (SAB) is written for children to enhance their
knowledge and understanding of Primary Two Mathematics based on the National Standard-
based Primary curriculum focusing on STEM Education.
The SAB features STEM-related activities that are fun, interesting yet thought-provoking for
creative learning.
It follows closely the Learning Standards and Performance Standards of the National Primary
School Standard-based Curriculum or DSKP Matematik. It covers all Performance Levels in
the DSKP and can be useful for Primary School mathematic teachers too as an assessment
guide. In fact, teachers can use the activities as supportive activities for classroom learning to
complement their classroom teaching.
Hence, the SAB is not only for children to use at home but can also be a good handy
reference for both teachers and also parents. The section on Teaching Tips offers useful
suggestions to teachers and parents on how to guide children in the teaching and learning of
Mathematics with STEM Integration. It offers suggestions on how to encourage children to
think creatively as they practise their mathematical skills in doing the STEM-based activities
in the book.
It is hoped that this book will be useful to complement efforts in implementing STEM
Education and to instill the love of Mathematics and promote mathematical thinking among
our young children as we prepare them for the 21st century.

“SPARKS EDUCATION – Igniting passion for learning!”

Dr. Angie Anak Garet

Chief Executive Officer,
SPARKS EDUCATION PLT.

i
 TABLE OF CONTENTS
FOREWORD i
TABLE OF CONTENTS ii

TOPIC 7: SPACE 1
Activity 1: Who are we? 2
Activity 2: I can build 10
Activity 3: A surprise gift 16
Activity 4: Making a bookmark 20
Activity 5: My coin box 24

TOPIC 8: DATA MANAGEMENT 28

Activity 1: Sort them out 29
Activity 2: Stack them up 34
Activity 3: The school charity run 39

TEACHING TIPS 43

ANSWERS 52

ii
7.0 SPACE

Activity 1: Who are we?

Activity 2: I can build
Activity 3: A surprise gift
Activity 4: Making a bookmark
Activity 5: My coin box
7.0 Space

Activity 1: Who are we?

CONTENT STANDARD 7.1 Three-dimensional shapes.
LEARNING STANDARDS 7.2 Two-dimensional shapes.
7.1.1 Identify three-dimensional shapes based on descriptions.
7.1.2 Identify basic shapes of three-dimensional shapes.
7.2.1 Identify two-dimensional shapes based on descriptions.

Materials
• a pair of scissors
• a bottle of glue or glue stick

Steps

Every 3-D shapes and 2-D shapes have their

names and characteristics.

In Activity Sheet 7.1 Section A and B you will learn

to identify the names and characteristics of 3-D and
2-D shapes. You are given two sets of “List of
characteristics of 3-D shapes” and “List of
characteristics of 2-D shapes.” Pay attention to the
number of vertices, edges, straight, curved, flat,
faces, corners.

Let us discuss and complete the “List of

characteristics of 3-D shapes” and “List of
characteristics of 2-D shapes” in Section A and
Section B before you proceed to Section C and D.

In Activity Sheet 7.1 Section C, there is a group of

2D and 3D shapes that have lost their identities.
Can you help to identify them? First, at the bottom
of the Section C, name the shapes.
Next, cut out the shapes.

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: Who are we? | Page 2

7.0 Space

Steps (continued)

Then, group the shapes accordingly, either as 2-D

or 3-D shapes.
Paste the shapes under the correct columns.

Section D: Guess Who Are We - Identify the shapes

by completing the questions. Remember to give the
name of the shapes, number of the basic shapes
and name of the basic shapes.

In Activity Sheet 7.5 Section A, you are to observe

the sequence of patterns, then draw the correct
shape in the box given. Next, cut out the shapes to
make a bookmark.

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: Who are we? | Page 3

7.0 Space

Math Facts

Euclid was a great mathematician and was known as the Father of

Geometry. He is best known for his work in geometry and optics.

Word Bank

Cuboid, cube, pyramid, cylinder, cone, square, rectangle, triangle,

circle, 3-dimensional, 2-dimensional, shape, vertices, edges,
straight, curved, flat, faces, corners.

Let’s Think

Do you know what a tetrahedron shape is?

Do you know what a pentagon shape is?

Reflection

• What have you learned today?

• Which part of the activity did you find difficult? Why?

A useful
Scan the QR code or link
click here
to watch a video about
“The great
mathematician, Euclid”.

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: Who are we? | Page 4

7.0 Space

Activity Sheet 7.1: Section A

List of characteristics of 3-D shapes. Fill in the blanks.

cylinder cube pyramid

• 3-D shape

cuboid •
•
2 flat square faces
8 vertices
• 4 flat rectangular faces

• 3-D shape

cone •
•
1 flat face
1 curved face
• 1 vertex

• 3-D shape
_______ • 1 curved face
• 2 flat faces

• 3-D shape
• 6 flat square faces
_______ •
•
0 curved faces
8 vertices
• 12 straight edges

• 3-D shape
• 8 straight edges
_______ •
•
5 vertices
1 flat square face
• 4 flat triangular faces

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: Who are we? | Page 5

7.0 Space

Activity Sheet 7.1: Section B

List of characteristics of 3-D shapes. Fill in the blanks.

triangle rectangle circle

• 2-D shape
square •
•
4 straight sides with the same length
4 corners
• 0 curved sides

• 2-D shape
• 3 straight sides
________ • 3 corners
• 0 curved sides

• 2-D shape
• 4 straight sides with the opposite
_______ sides having the same length
• 4 corners
• 0 curved sides

• 2-D shape
1 curved side
_______ •
• 0 straight sides
• 0 corners

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: Who are we? | Page 6

7.0 Space

Activity Sheet 7.1: Section C

We are a group of 2-dimensional and 3-dimensional shapes. Please
identify us. First, write the names of the shapes. Then, cut out and
paste the shapes under the correct columns.

2D shapes 3D shapes

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: Who are we? | Page 7

7.0 Space

Activity Sheet 7.1: Section D – Guess who are we?

We are a group of 2-dimensional and 3-dimensional shapes. Please
identify us. Fill in the blanks by stating the name of the shapes, number
of the basic shapes and name of the basic shapes.

Example:
I have 1 flat surface, 1 curved face and 1 vertex.
I am a cone (name of basic shape).
My basic shapes are 1 circle and 1 sector (number and name of basic shape).

1. I have 2 flat square faces, 8 vertices and 4 flat rectangular faces.

I am a . .
My basic shapes are. .and. .

2. I have 1 curved face, 2 flat faces.

I am a . .
My basic shapes are. .and. .

3. I have 4 flat triangular faces, 1 flat square face, 5 vertices and 8 straight edges.
I am a . .
My basic shapes are. .and. .

4. I have 6 flat square faces, 8 vertices and 12 straight edges.

I am a . .
My basic shape is. ..

5. I have 6 flat rectangular faces, 8 vertices and 12 straight edges.

I am a . .
My basic shapes are. .and. .

Continue to the next page.

Activity 1: Who are we? | Page 8

7.0 Space

Activity Sheet 7.1: Section D – continued

We are a group of 2-dimensional and 3-dimensional shapes. Please
identify us. Fill in the blanks by stating the name of the shapes, number
of the basic shapes and name of the basic shapes.

6. I have 4 straight sides with the same length and 4 corners. I do not have any
curved sides.
I am a . .

7. I have 4 straight sides with the opposite sides having the same length. I also
have 4 corners. I do not have any curved sides.
I am a . .

8. I have 3 straight sides and 3 corners. I do not have any curved sides.
I am a . .

9. I have 1 curved side. I do not have any straight sides and corners.
I am a . .

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: Who are we? | Page 9

7.0 Space

Activity 2: I can build

CONTENT STANDARD 7.1 Three-dimensional shapes.
LEARNING STANDARDS 7.2 Two-dimensional shapes.
7.1.2 Identify basic shapes of three-dimensional shapes.
7.2.2 Draw basic shapes of two-dimensional shapes.

Materials Let’s learn to identify the

• a pair of scissors net of various 3-D shapes,
• a bottle of glue or glue stick also to identify the basic
• cellophane tape shapes of 3-D shapes.

Steps

A cube has 6 squares.

Squares are the basic shapes of a cube.

A cuboid has 4 rectangles and 2 squares.

Rectangles and squares are the basic shapes of a
cuboid.

A pyramid has 4 triangles and 1 square.

Triangles and squares are the basic shapes of a
pyramid.

A cone has 1 sector and 1 circle.

A sector and a circle are the basic shapes of a cone.

A cylinder has 1 rectangle and 2 circles.

Rectangle and circles are the basic shapes of a
cylinder.

PERFORMANCE LEVEL
PL2 Identify three-dimensional basic shapes.
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.

Activity 2: Awang loves chocolate cake! | Page 10

7.0 Space

Let’s learn to
build a die that
has a cube shape.

When you are making the die, observe the basic

shapes of the die.

In Activity Sheet 7.2 Section A, you are going to

build a die.

First, cut out the shape to make a 6-sided die.

Next, use cellophane tape to secure the die.

Then, answer the questions in Section B.

PERFORMANCE LEVEL
PL2 Identify three-dimensional basic shapes.
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.

Activity 2: Awang loves chocolate cake! | Page 11

7.0 Space

Math Facts

A cube is a square prism. A cuboid is a rectangular prism.

Word Bank

Dice, basic shape, cuboid, cube, square, rectangle, 3-D shape,

vertices, edges, straight, curved, flat, faces.

Let’s Think

What is a triangular prism?

Reflection

• What have you learnt today?

• Can you make another die with different numbers on the faces?
How?

Scan the QR code or A useful

click here link
to watch a video about
“Learn About Faces,
Edges and Vertices - 3D
Shapes”.

PERFORMANCE LEVEL
PL2 Identify three-dimensional basic shapes.
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.

Activity 2: Awang loves chocolate cake! | Page 12

7.0 Space

Activity Sheet 7.2: Section A

Cut out the shape to make a 6-sided die. Use cellophane tape to
secure the die. Then, answer the followings questions.

PERFORMANCE LEVEL
PL2 Identify three-dimensional basic shapes.
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.

Activity 2: Awang loves chocolate cake! | Page 13

7.0 Space

Activity Sheet 7.2: Section B

1. What is the 3-D shape of this die?

. .

2. How many straight edges, vertices, and flat square faces does this die have?
Complete the sentence below.
This die has . . straight edges, . . vertices and . .
flat square faces.

3. Draw its basic shape on the grid line below.

4. Complete the table below to describe the shapes of a square.

Number of Number of Number of
straight sides curved sides corners

5. On the die, the opposite face of number 1 is number 6. What is the opposite
face of number 3?
The opposite face of number 3 is number. .

Continue to the next page.

Activity 2: Awang loves chocolate cake! | Page 14

7.0 Space

Activity Sheet 7.2: Section B (continued)

6. Draw the basic shapes of the following 3-D shapes.

3-D shapes Basic shapes

PERFORMANCE LEVEL
PL2 Identify three-dimensional basic shapes.
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.

Activity 2: Awang loves chocolate cake! | Page 15

7.0 Space

Activity 3: A surprise gift

CONTENT STANDARD 7.1 Three-dimensional shapes.
LEARNING STANDARDS 7.1.3 Identify various nets of three-dimensional shapes.

Let’s learn to
Materials identify the net
• Pencils/pens of various 3-D
shapes.

Steps

You need to identify the basic shapes of a 3-D

shape in order to identify its net correctly.

The net of a cube has 6 squares.

The net of a cuboid has 4 rectangles and 2 squares.
The net of a pyramid has 4 triangles and 1 square.
The net of a cone has 1 sector and 1 circle.
The net of a cylinder has 1 rectangle and 2 circles.

This is the package of potato chips that you bought

yesterday. You wanted to present it to your
younger brother.

You want to make a personalised gift box by

yourself. You are to design the gift box. Complete
the activity.

PERFORMANCE LEVEL
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.
Justify the answers.

Activity 3: A surprise gift | Page 16

7.0 Space

Math Facts

A cuboid and a cube are polyhedron.

Word Bank

Cuboid net, 3-D shape, rectangle, square.

Let’s Think

Draw the cuboid net based on dimensions of the chips bag.

Reflection

• What have you learnt today?

• Can you identify another real objects in your house that have 3-D
shapes? What are those objects? What 3-D shapes do they have?

A useful
Scan the QR code or link
click here
to watch a video about
“3D Shape Nets.”

PERFORMANCE LEVEL
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.
Justify the answers.

Activity 3: A surprise gift | Page 17

7.0 Space

Activity Sheet 7.3

Complete the activity.
This is the package of potato chips that you bought yesterday.
You wanted to present it to your younger brother.
1. You want to make a personalised gift box by yourself.
First, what kind of gift box should you use, that will follow the
shape of the potato chips packaging? Tick one.

2. What is the shape of the gift box? Tick one.

pyramid

cuboid

cube

3. Which of the nets below represent the shape of the gift box? Tick one.

Continue to the next page.

Activity 3: A surprise gift | Page 18

7.0 Space

Activity Sheet 7.3: continued

Complete the activity.

4. Circle the correct nets.

cone

cuboid

cube

pyramid

cylinder

PERFORMANCE LEVEL
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.
Justify the answers.

Activity 3: A surprise gift | Page 19

7.0 Space

Activity 4: Making a bookmark

CONTENT STANDARD 7.2 Two-dimensional shapes.
LEARNING STANDARD 7.2.2 Draw basic shapes of two-dimensional shapes.

Materials
• a pair of scissors
• a box of colour pencils

Steps

Here is a rectangle shape. This rectangle can be

changed into other 2-D shapes by drawing a line.
First, think of all the 2-D shapes that you have
learnt (i.e. rectangle, square, triangle, circle). Then,
visualize how you can draw a line to make the
rectangle into another shape.

Method 1: The rectangle can be changed into

smaller rectangles.

Method 2: The rectangle can also be changed

into squares.

Method 3: The rectangle can be changed into

triangles too.

PERFORMANCE LEVEL
PL3 Draw two-dimensional basic shapes.

Activity 4: Making a bookmark | Page 20

7.0 Space

Steps (continued)

In all the three methods, the rectangle was changed

into other shapes by drawing a line.

In Activity Sheet 7.5 Section A, you are to draw two

lines to change the rectangle shape into other
shapes. Then name the shapes.

In Activity Sheet 7.5 Section A, you are to observe

the sequence of patterns, then draw the correct
shape in the box given. Next, cut out the shapes to
make a bookmark.

PERFORMANCE LEVEL
PL3 Draw two-dimensional basic shapes.

Activity 4: Making a bookmark | Page 21

7.0 Space

Math Facts

2-dimensional (2D) shapes have only two dimensions, length and

width.

Word Bank

Bookmark, sequence, patterns, rectangle, square, triangle, circle.

Let’s Think

What are the 2-D shapes present on the bookmark?

Reflection

• What have you learnt today?

• Can you make another bookmark with other sequence of 2-D
shapes?

A useful
Scan the QR code or link
click here
to watch a video about
2D Shapes.

PERFORMANCE LEVEL
PL3 Draw two-dimensional basic shapes.

Activity 4: Making a bookmark | Page 22

7.0 Space

Activity Sheet 7.4

Complete the activity.
Section A
Draw two lines to change the rectangle below into other shapes
and name the shapes.

Section B
Observe the sequence of patterns, then draw the correct shape in
the box given. Next, cut along the dotted lines to make a
bookmark.

PERFORMANCE LEVEL
PL3 Draw two-dimensional basic shapes.

Activity 4: Making a bookmark | Page 23

7.0 Space

Activity 5: My coin box

CONTENT STANDARD 7.3 Problem solving.
LEARNING STANDARD 7.3.1 Solve problems involving daily life situations.

Materials
• cardboard paper or • a marker pen
We are
manila card • glue going to
• stickers of shapes • cellophane tape build a coin
• a pair of scissors box!

Steps

Mahsuri has collected many coins. She wants to

make a coin box. She draws a rectangle and two
circles. What 3-D shape is her coin box?
Solve this problem on Activity Sheet 7.5
Section A.

Can you explain your answer using any other

strategies? Show it.

I can solve problems involving space using …

‘Guess and Check’

Model making by 2-D shape method by
folding the net drawing determining basic
shapes

Koko drew a shape on a piece of paper. The shape

has 4 equal length sides. What 2-D shape did he
draw?
Solve this problem on Activity Sheet 7.5 Section B.

PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.

Activity 5: My coin box | Page 24

7.0 Space

Math Facts

The cross-section of a cylinder is a circle.

Word Bank

Cylinder, coin box, circle, rectangle, flat face, curved face.

Let’s Think

Do you know the net of a pyramid shape?

Reflection

• What have you learnt today?

• Can you make another coin box that has a cube shape? How?

A useful
link
Scan the QR code or
click here
to watch a video about
‘The making of a money
box from cardboard’.

PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.

Activity 5: My coin box | Page 25

7.0 Space

Activity Sheet 7.5: Section A

Complete the activity.

1. Mahsuri’s coin box has a rectangle and two circles.

Please help Mahsuri to draw 1 rectangle and 2 circles.

2. Now, we will try to identify the 3-D shape of Mahsuri’s coin box.
Which of the following shape has 1 rectangle and 2 circles? Tick it.
cube
cuboid

cone

pyramid
cylinder

3. Draw the net of Mahsuri’s coin box.

PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.

Activity 5: My coin box | Page 26

7.0 Space

Activity Sheet 7.5: Section B

Complete the activity.

1. There are two methods to solve this problem. Firstly, let’s solve it
using ‘Guess and Check’ method. Which of the following 2-D
shape has four equal length sides?

triangle
square

rectangle

circle

2. Let’s use the second method, ‘Draw a Diagram’ to find out Koko’s
drawing. Draw the shape.

triangle square rectangle

3. Koko drew a . .2-D shape.

PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.

Activity 5: My coin box | Page 27

8.0 DATA MANAGEMENT

Activity 1: Sort them out

Activity 2: Stack them up
Activity 3: The school charity run
8.0 Data management

Activity 1: Sort them out

CONTENT STANDARD 8.1 Collect, classify and arrange data.
LEARNING STANDARDS 8.1.1 Collect data based on daily life situation.

Let’s learn how to

Materials
collect, classify • 20 building blocks of 4 different
and arrange data. colours (same shapes and sizes).
• Colour pencils.
• A ruler.
• Stickers (same design) - optional.
Steps

Read aloud the essay on “A visit to the zoo.” (Activity Sheet 8.1(a))
Refer to the essay, “How do you record the data to show the
number of each type of animals?” Discuss your answer with your
teacher/parents.

Scan the QR code in the “Useful links” to watch the video “Surveys,
Tally Charts, Picture Graphs.”
Pay attention to the special features, e.g. the title, the key and the
labelling in each graphical representation.
Refer to the essay again. Now, present data of the animals in a tally
chart and a horizontal pictograph.
Draw a picture to represent the key in the pictograph. (Activity
Sheet 8.1(a)) (Alternatively, you may use stickers)

Now, watch the video on “Making Picture Graphs” at the given

YouTube link.
Build a pictograph from the pile of stackable building blocks of
assorted colours. (Activity Sheet 8.1 (b))
Draw a vertical pictograph and compare the quantity of the blocks
according to the quantifiers such as “the most” and “the least”.

PERFORMANCE LEVEL
PL2 Collect data from daily life situation.

Activity 1: Sort them out | Page 29

8.0 Data management

Math Facts

Data is a collection of facts, such as numbers, words,

measurements, observations or just descriptions of things.

Word Bank

Data, tally chart, pictograph, bar chart, key, label, vertical,

horizontal, the most, the least.

Let’s Think

How do we report our favourite fast food, types of transportation

to school, or new Covid-19 cases?

Reflection

• What's the most important thing you have learned today?

• What do you want to learn more about, and why?
• What made you curious today?

Scan the QR code or

click here to watch a
video about “Surveys, Tally
Charts, Picture Graphs”.

Scan the QR code or

click here to watch a
video about “Making
Picture Graphs”.

PERFORMANCE LEVEL
PL2 Collect data from daily life situation.

Activity 1: Sort them out | Page 30

8.0 Data management

Activity Sheet 8.1(a)

Read aloud the essay below and answer the following questions.

A Visit to the Zoo

Some time in March 2021 before the national lockdown due to the
Covid-19 pandemic, my teacher took us to visit the zoo. It was a bright
and sunny day. After about an hour’s bus ride, we reached the zoo.

Inside the zoo, we queued before boarding a small train which took us
around the park. Looking out from the slow moving train, I saw four lions,
a white tiger, five hippopotamus, three giraffes, ten monkeys and many
other animals.

After the train ride, we walked around the zoo. Along the trail, we saw
sign boards which warned visitors not to feed the wild animals. I could
not understand the reason behind it. When I asked my teacher about it,
he explained that food fed to wild animals by humans is often Please do not
nutritionally inadequate and may bring harm to them. feed
wild animals.

After lunch, we hopped on the bus and headed home. My heart was
reluctant because I wished I could stay a little longer to take the train ride
again.

1. Present data of the animals above in the form of a tally chart and pictograph.

2. The key I choose for the pictograph is . .

3. Visitors to the zoo are not allow to feed the animals because

. .

. .

Continue to the next page.

Activity 1: Sort them out | Page 31

8.0 Data management

Activity Sheet 8.1(a) - continued

Read aloud the essay below and answer the following questions.

Tally chart
Title: . .

Names of animals Tally Number

Lion //// 4

A horizontal pictograph
Title: . .

Names of animals Quantity

Lion

Key: Each stands for 1 animal.

PERFORMANCE LEVEL
PL2 Collect data from daily life situation.

Activity 1: Sort them out | Page 32

8.0 Data management

Activity Sheet 8.1(b)

Present the data of the blocks in the form of a vertical pictograph.

Vertical pictograph

Title: . .
Key: Each stands for 1 animal.

Blocks

Colours

Fill in the blanks.

This is a . .pictograph showing . .

I can see in this chart that . .colour has the most number

of blocks. Next is . .colour. The least number is

. .colour which has the . .blocks.

PERFORMANCE LEVEL
PL2 Collect data from daily life situation.

Activity 1: Sort them out | Page 33

8.0 Data management

Activity 2: Stack them up

CONTENT STANDARD 8.2 A bar chart.
LEARNING STANDARDS 8.2.1 Read and obtain information from a bar chart.

Let’s explore
Materials
and read a • 4 blank cards.
bar chart. • Building blocks of the same shapes and sizes.
• Colour pencils.
• A ruler.

Steps

Prepare 4 cards and write on each card your own surname and
another 3 surnames of your friends. Choose surnames that have at
least 3 letters.

Count the number of vowels in each surname, and stack up the

colour blocks to represent the total count. E.g. Gerald has 2 vowels
(a, e), so stack up 2 blocks of the same colour.

Next, put the blocks of different colours upright. Look at the blocks
and colour the bars to represent the number of vowels in the bar
chart in Activity Sheet 8.2(Q1). E.g.

blocks This is a vertical bar chart

In Question 1, the given bar title is “Number of vowels in my

surname,” the vertical axis is “Number of vowels” and the
horizontal axis is “Names.”

PERFORMANCE LEVEL
PL1 Read information from the bar chart.
PL3 Determine reasonable answers for the given information from the bar chart.
PL4 Solve daily routine problems involving a bar chart.

Activity 2: Stack them up | Page 34

8.0 Data management

Steps (continued)

Next, get a new set of data by counting the number of letters in

each surname.

Count the number of letters in each surname, and stack up the

blocks to represent the total count. E.g. Gerald has 6 letters, so
stack up 6 blocks of the same colour.

Next, put the blocks of different colours horizontally. Look at the

blocks and colour the bars to represent the number of letters in
Activity Sheet 8.2(Q2). E.g.

blocks This is a horizontal bar chart

Give the bar chart a suitable title.

Label the vertical axis, “Surnames” and the horizontal axis, “Number
of letters.”
Colour each bar with a different colour.
Read and answer Question 2 (Q2).
Continue with Activity Sheet 8.2(Q3) for enrichment exercise.

PERFORMANCE LEVEL
PL1 Read information from the bar chart.
PL3 Determine reasonable answers for the given information from the bar chart.
PL4 Solve daily routine problems involving a bar chart.

Activity 2: Stack them up | Page 35

8.0 Data management

Math Facts

The differences between a bar chart and a pictograph are that you
can find pictures and a key in the pictograph.

Word Bank

Bar chart, key, label, vertical, horizontal, the most, the least, vowels,
alphabets.

Let’s Think

Besides tally charts, pictographs and bar charts, what other charts
can we use to display data?

Reflection

• How do you tell the differences between a horizontal and a

vertical bar chart?
• What are the difficulties in doing the activity?

Scan the QR code or

click here to watch a
video about “Bar Graphs &
Picture Graphs Song” 2nd
Grade - 3rd Grade.

PERFORMANCE LEVEL
PL1 Read information from the bar chart.
PL3 Determine reasonable answers for the given information from the bar chart.
PL4 Solve daily routine problems involving a bar chart.

Activity 2: Stack them up | Page 36

8.0 Data management

Activity Sheet 8.2

Complete the following exercises.

1. Build a vertical bar chart showing the number of vowels in each surname
and answer the given questions.
1. Who has the most vowels
Title: Number of vowels in my surname
in the surname?
8
. .
7
6 2. How many surnames have
Number of vowels

more than 3 vowels?

5
4 . .
.
3 3. Whose surnames have the
2 same number of vowels?
. .
1
4. The vertical axis is
Gerald
labelled as
Horizontal axis: Surnames
.
.
2. Build a horizontal bar chart showing the number of letters in each surname
and answer the given questions.
.

10
Vertical axis: .

Gerald

1 2 3 4 5 6 7 8 9 10 11 12
Horizontal axis: . .

1. My title for this horizontal bar chart is . .

2. The longest surname is . which has. .letters.

Continue to the next page.

Activity 2: Stack them up | Page 37

8.0 Data management

Activity Sheet 8.2 (continued)

Complete the following exercises.

3. Read the story of Rosemary and explore the bar chart below, and then
answer the following questions.
My Spelling Bee Practice Rosemary’s teacher gave her
40 a list of 50 words in Week 1
to practice for spelling bee
35
competition in Week 6. She
30 is to prepare a few lists with
10-15 words written in each
Correct words

25 list. She memorized the

words each week until all the
20 words were correctly spelt.
15
Rosemary practiced her
10 spelling every week and kept
a record of the number of
5 words she correctly spelt.
She spent less time in
W W W W W practice in Week 2 and
1 2 3 4 5 Week 4 due to school break
Week (W) and also term exam.

1. A bar chart uses . . to represent data.

2. The chart above is a . .bar chart.
3. Rosemary got . .words correctly spelt in Week 1.
4. . .has the least number of words correctly spelt.
5. The most number of words correctly spelt by Rosemary is . .in
. .
6. What is your advice to Rosemary to get more words correctly spelt ?
. .
. .

PERFORMANCE LEVEL
PL1 Read information from the bar chart.
PL3 Determine reasonable answers for the given information from the bar chart.
PL4 Solve daily routine problems involving a bar chart.

Activity 2: Stack them up | Page 38

8.0 Data management

Activity 3: The school charity run

CONTENT STANDARD 8.2 A bar chart.
LEARNING STANDARDS 8.2.1 Read and obtain information from a bar chart.

Let’s solve some

daily life problems Materials
using tally charts • Activity Sheet 8.3
and bar charts.

Steps

Most of us love to watch the sporting events in the Olympics.

Where was the 2021 Olympics held?
Which running event in the Olympics did you like to watch the
most? 100m, 200m, relay, or hurdles?
Have you heard before of any charity runs held by an
organization?

In Activity 8.3, you are given a report of the SK Sri Intan Charity
Run, a running event organized by Johari’s school.
The purpose of the charity run was to raise fund for an orphanage
and also to help some needy pupils.
Read the bar chart and the tally chart carefully.

Pay attention to the vertical and horizontal axes in the bar chart
and the frequency count in the tally chart.
Take note of the quantity represented in each category.
Search for the clues hidden in the data and answer the questions.

PERFORMANCE LEVEL
PL5 Solve daily routine problems involving bar chart using various strategies.
PL6 Solve daily non-routine problems involving bar chart creatively and innovatively.

Activity 3: The school charity run | Page 39

8.0 Data management

Math Facts

Solving problems in statistics challenge pupils to think logically

about a familiar situation represented by data, and to draw
reasonable conclusions.

Word Bank

Bar chart, tally chart, most, least, charity.

Let’s Think

How does our Ministry of Health report Covid-19 data daily?

Reflection

• What is the most important thing you have learned today?

• What are the difficulties in doing the activity?

Scan the QR code or

click here to watch a
video to learn more about
Bar Graphs.

PERFORMANCE LEVEL
PL5 Solve daily routine problems involving bar chart using various strategies.
PL6 Solve daily non-routine problems involving bar chart creatively and innovatively.

Activity 3: The school charity run | Page 40

8.0 Data management

Activity Sheet 8.3

Complete the following exercises.

1. Read and understand the SK Sri Intan Charity Run data below before
answering the questions on the next page.

SK SRI INTAN CHARITY RUN REGISTRATION CHART

40
35
Group Category
Number of participants

30
G1 Pupils
25
G2 Parents
20
G3 Teachers
15
G4 Admin staff
10

5 Johari’s school held a charity

run to raise funds for an
G1 G2 G3 G4 orphanage and also to help
some needy pupils.
Group
The charity run was opened
T-shirt sizes of the participants to all pupils, teachers and
parents to participate. The
Size Tally registration fee was RM10
for each pupil, and RM30
S //// //// //
each for parents, teachers
M //// //// //// //// //// and administrative staff.

L //// //// //// / Each registered participant

was given a t-shirt and free
XL //// //// //// //// //// //// /// drinking water during the
event.
XXL //// //// //// //// ////

Johari is very proud of his

school for organizing such an
event.

Continue to the next page.

Activity 3: The school charity run | Page 41

8.0 Data management

Activity Sheet 8.2 (continued)

Look closely at the SK Sri Intan Charity Run data.
Answer the following questions.

1. Look at the bar chart. Which group had the most participants? How many?

. .

2. Look at the tally chart. What information was recorded on it?

. .

3. How many participants were there altogether?

. .

4. How much registration fees were collected from all the pupils?

. .

5. Which t-shirt size was the least ordered by participants? How many?

. .

6. If all participants paid their fees, how much was collected from this charity run?

. .

7. If you were asked to draw a horizontal bar chart using the data in the tally chart,

what would you label the horizontal axis and the vertical axis?

Horizontal axis:. .

Vertical axis:. .

PERFORMANCE LEVEL
PL5 Solve daily routine problems involving bar chart using various strategies.
PL6 Solve daily non-routine problems involving bar chart creatively and innovatively.

Activity 3: The school charity run | Page 42

TEACHING TIPS

FOR PARENTS AND TEACHERS

7.0 Space TEACHING TIPS

Activity 1 Who are we?

LEARNING STANDARDS:
7.1.1 Identify three-dimensional shapes based on descriptions.
7.1.2 Identify basic shapes of three-dimensional shapes.
7.2.1 Identify two-dimensional shapes based on descriptions.

1. Provide materials needed for the child.

2. Remind the child to be careful when using scissors.
3. Encourage the child to complete the Activity Sheet by referring to the textbook.
4. Remind the child that he or she has to observe and record his or her information into the
Activity Sheet.
5. Guide the child to differentiate between flat faces vs curved faces, opposite sides with equal
length vs different length and sector vs triangle.
6. Guide the child to complete the Activity Sheet.
7. Get the child to compare the 2-D and 3-D shapes.
8. Get the child to identify the 2-D and 3-D shapes.
9. Ask the child to name and describe the 2-D and 3-D shapes using his or her own words.
e.g. A square has four straight sides with the same length and four corners. It does not have
any curved sides.

STEM INTEGRATION HOTS

Science  Compare and identify 2-D and 3-D

 Observe and record the number of edges, faces, vertices etc. shapes
 Making connection between 2-D
shapes and 3-D shapes

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: Describe two-dimensional and three dimensional shapes.
PL2: Identify two-dimensional and three-dimensional basic shapes

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 7 | Page 44

7.0 Space TEACHING TIPS

Activity 2 I can build

LEARNING STANDARDS:
7.1.2 Identify basic shapes of three-dimensional shapes.
7.2.2 Draw basic shapes of two-dimensional shapes.

1. Provide the materials needed for the child.

2. Remind the child to be careful when using scissors.
3. Parents and child can opt to make the die using a thicker piece of paper so that the die is more
sturdy.
4. Get him to count the number of faces, straight edges on the die.
5. Get him to compare and contrast between a cube and a cuboid.
6. Guide the child to observe the other opposite faces of a numbering.
e.g. Ask, “What is the opposite face of number 4?”
or “What is the opposite face of number 1?”
7. Guide the child to complete Activity Sheet 7.2.
8. Ask the child to make a die that has a cuboid shape.
9. him to roll the cube shaped die and the cuboid shaped die. Ask if there is any difference when
the die rolled?

STEM INTEGRATION HOTS

Science  Analyse the opposite faces of

 Learning to observe and record numbering on the die.

Engineering
 Making a die.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL2: Identify three-dimensional basic shapes.
PL3: Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 7 | Page 45

7.0 Space TEACHING TIPS

Activity 3 A surprise gift

LEARNING STANDARDS:
7.1.3 Identify various nets of three-dimensional shapes.

1. Guide the child to decide the correct shape of a gift box.

2. Please be reminded that the gift box must follow the shape of the potato chips packaging.
3. Guide the child to design the correct dimensions and shape of the gift box.
4. Guide the child to choose the correct nets of the 3-D shape (the gift box).
5. Scan the QR code at the ‘Useful Link’ section and let the child watch the video on ‘Cuboid
Facts’ to learn more about cuboid.
6. Get the child to walk around the house and to identify other objects that have the cuboid
shape.
7. Refer to the Question 4, ask the child to identify all the names of the 3-D shapes that
correspond to the nets.
8. Ask the child to describe the basic shapes for various 3-D nets.

STEM INTEGRATION HOTS

 Analyse the situation in daily life
Science  Conceptualising the learnt
 Learning to observe and decide. knowledge
 Applying the learnt knowledge into
Engineering daily life
 Designing the correct dimensions and shape of gift box.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL3: Determine three-dimensional shapes based on nets.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 7 | Page 46

7.0 Space TEACHING TIPS

Activity 4 Making A bookmark

LEARNING STANDARDS:
7.2.2 Draw basic shapes of two-dimensional shapes.

1. Provide the materials needed for the child.

2. Remind the child to be careful when using scissors.
3. Encourage the child to complete the activity sheet.
4. Guide the child to complete Section A. The shape given is a rectangle. After drawing the two
lines, the shape can become a square or a triangle or a rectangle.
5. Scan the QR code at the ‘Useful Link’ section and let the child watch the video on ‘2-D shapes’
to learn more about shapes.
6. Refer to the question at Section B. The pattern on the bookmarks are some 2-D shapes. These
shapes are triangles, squares and circles. Get the child to count the number of these shapes on
the bookmark.
E.g. Ask, “How many triangles are there? How many squares are there? How many circles are
there? What is the total of the 2-D shapes?”

STEM INTEGRATION HOTS

Science  Analyse the sequence of orders

 Learning to observe patterns  Produce or create bookmark
creatively
Engineering
 Making of a bookmark

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL3: Draw two-dimensional basic shapes.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 7 | Page 47

7.0 Space TEACHING TIPS

Activity 5 My coin box

LEARNING STANDARDS:
7.3.1 Solve problems involving daily life situations.

1. Provide materials needed for the child.

2. Remind the child to be careful when handling scissors, if the child is making the net.
3. Encourage the child to use recycled materials such as recycled cardboard, if the child is making
the net.
4. Guide the child to draw the right shape of circles and rectangles to make the coin box. Get him
or her some real objects to trace the shape.
5. Scan the QR code at the ‘Useful Link’ section and let the child watch the video on The making
of a money box from cardboard.
6. In Section A and B, ask the child what problem solving strategy he or she has used to find out
the shape of the coin box and the shape of the drawing. Section A uses ‘Draw a Diagram’
method with guided instruction to solve the problem. Whereas, Section B uses two methods
‘Guess and Check’ and ‘Draw a Diagram’ together with with guided instructions to solve the
problem.
7. Ask the child what problem-solving method he or she has used to find out the shape of the
coin box and the shape of the poster.

STEM INTEGRATION HOTS

Engineering  To determine and draw the net of a

 Making and designing a coin box cylinder

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL4: Solve daily routine problems involving space.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 7 | Page 48

8.0 Data management TEACHING TIPS

Activity 1 Sort them out

LEARNING STANDARDS:
8.1 Collect, classify and arrange data.
8.1.1 Collect data based on daily life situation.

1. Let the child read aloud the essay on “A visit to the zoo.” (Activity Sheet 8.1(a))
2. Ask the child “How do you record data to show the number of each type of animals?” Discuss
all possible answers.
3. Praise the child if he/she can give answers such as tally charts, pictographs and/or bar charts.
4. Let the child watch the video “Surveys, Tally Charts, Picture Graphs” at the given YouTube link.
5. Pause the video when necessary to explain to the child different ways to record data using tally
charts, pictographs and bar charts.
6. Direct the child’s attention to the special features, e.g. the title, the key and the labelling in
each graphical representation.
7. Get the child to present the data of the animals in a tally chart and a horizontal pictograph
when he/she is ready. Let the child draw a picture to present as the key in the pictograph.
(Activity Sheet 8.1(a)) (Alternatively, you may use stickers)
8. Check his/her understanding by asking the child to complete the questions.
9. Next, watch the video on “Making Picture Graphs” at the given YouTube link.
10. Give the child a pile of stackable building blocks of assorted colours to build a pictograph.
(Activity Sheet 8.1 (b))
11. Let the child draw a vertical pictograph and compare the quantity of the blocks according to
the quantifiers such as “the most” and “the least.”

STEM INTEGRATION HOTS

Science  Thinking creatively in
 Decision making and justification. collecting, arranging and
 Food fed to wild animals by humans is often nutritionally inadequate and may displaying data using various
bring harm to them. methods.

Technology
 “Making Picture Graphs” from YouTube

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL2: Collect data from daily life situations.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 8 | Page 49

8.0 Data management TEACHING TIPS

Activity 2 Stack them up

LEARNING STANDARDS:
8.2 A bar chart.
8.2.1 Read and obtain information from a bar chart.

1. Give the child 4 cards and ask him/her to write on each card his/her surname and another 3
surnames of his/her friends.
2. Next, ask the child to count the number of vowels in each surname, e.g. Gerald has 2 vowels (a,
e), so stack up 2 blocks of the same colour.
3. Do the same for all the surnames. Then guide the child to draw a vertical bar chart to represent
the number of vowels in the surnames in Activity Sheet 8.2(Q1).
4. Guide the child to fill in the title and label the vertical and horizontal axes.
5. Let the child colour each bar with one colour.
6. Get the child to draw a horizontal bar chart with the same set of data.
7. Guide the child to do the same and build a horizontal bar chart in Activity Sheet 8.2(Q2) but
this time count the number of letters in each surname (ideally the number of letters should be
12 or less).
8. Let the child watch the video “Bar Graphs & Picture Graphs Song” at the given YouTube link.
9. Sing along as you watch the video with the child. (It would be very helpful if you can watch the
video earlier to get an idea of and familiarize yourself with the lyrics of the song)
10. Pause the video when necessary to explain to the child the differences between a picture
graph/pictograph and a bar chart.
11. Continue with Activity Sheet 8.2(Q3) for enrichment exercise.

STEM INTEGRATION HOTS

Science  Thinking creatively in collecting,

 Decision making and justification. arranging and displaying data using
Technology various methods.
 Learn Bar Graphs & Picture Graphs through YouTube  Extract information and determine
answer from bar charts

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: Read information from a bar chart.
PL3: Determine reasonable answers for given information in a bar
chart.
PL4: Solve daily routine problems involving a bar chart.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 8 | Page 50

8.0 Data management TEACHING TIPS

Activity 3 The school charity run

LEARNING STANDARDS:
8.3 Problem solving.
8.3.1 Solve problems involving daily life situations.

1. Direct the child’s attention to sporting events in the Olympics by asking:

Where was the 2021 Olympics held?
Which running event in the Olympics did you like to watch the most? 100m, 200m, relay, or
hurdles?
Have you heard before of any charity run held by an organization?
2. Explain the purpose of the charity run by SK Sri Intan that is to raise funds for an orphanage
and also to help some needy pupils.
3. Guide the child to read the bar chart and the tally chart carefully.
4. Get the child to pay attention to the vertical and horizontal axes in the bar chart and the
frequency count in the tally chart.
5. Make sure the child recognizes the quantity represented in each category.
6. Challenge the child to search for hidden clues in the data and answer the questions.

STEM INTEGRATION HOTS

Science  Thinking creatively in solving problems

 Decision making and justification. involving bar chart and tally chart
creatively and innovatively.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL5: Solve daily routine problems involving bar chart using various
strategies.
PL6: Solve daily non-routine problems involving bar chart creatively
and innovatively.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Topic 8 | Page 51

ANSWERS
7.0 Space ANSWERS

Activity Sheet 7.1: Section A

List of characteristics of 3-D shapes. Fill in the blanks.

cylinder cube pyramid

• 3-D shape

cuboid •
•
2 flat square faces
8 vertices
• 4 flat rectangular faces

• 3-D shape

cone •
•
1 flat face
1 curved face
• 1 vertex

• 3-D shape
_______
cylinder • 1 curved face
• 2 flat faces

• 3-D shape
• 6 flat square faces
_______
cube •
•
0 curved faces
8 vertices
• 12 straight edges

• 3-D shape
• 8 straight edges
_______
pyramid •
•
5 vertices
1 flat square face
• 4 flat triangular faces

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: What does the clock say? | Page 53

7.0 Space ANSWERS

Activity Sheet 7.1: Section B

List of characteristics of 3-D shapes. Fill in the blanks.

triangle rectangle circle

• 2-D shape
square •
•
4 straight sides with the same length
4 corners
• 0 curved sides

• 2-D shape
• 3 straight sides
________
triangle • 3 corners
• 0 curved sides

• 2-D shape
• 4 straight sides with the opposite
_______
rectangle sides having the same length
• 4 corners
• 0 curved sides

• 2-D shape
1 curved side
_______
circle •
• 0 straight sides
• 0 corners

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: What does the clock say? | Page 54

7.0 Space ANSWERS

Activity Sheet 7.1: Section C

We are a group of 2-dimensional and 3-dimensional shapes. Please
identify us. First, write the names of the shapes. Then, cut out and
paste the shapes under the correct columns.

2D shapes 3D shapes

square circle cube cylinder rectangle

cuboid triangle cone pyramid

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: What does the clock say? | Page 55

7.0 Space ANSWERS

Activity Sheet 7.1: Section D – Guess who are we?

We are a group of 2-dimensional and 3-dimensional shapes. Please
identify us. Fill in the blanks by stating the name of the shapes, number
of the basic shapes and name of the basic shapes.
Example:
I have 1 flat surface, 1 curved face and 1 vertex.
I am a cone (name of basic shape).
My basic shapes are 1 circle and 1 sector (number and name of basic shape).

1. I have 2 flat square faces, 8 vertices and 4 flat rectangular faces.

I am a . cuboid .
My basic shapes are. 4 rectangles .and. 2 squares .

2. I have 1 curved face, 2 flat faces.

I am a . cylinder .
My basic shapes are. 2 circles .and. 1 rectangle .

3. I have 4 flat triangular faces, 1 flat square face, 5 vertices and 8 straight edges.
I am a . pyramid .
My basic shapes are. 1 square .and. 4 triangles .

4. I have 6 flat square faces, 8 vertices and 12 straight edges.

I am a . cube .
My basic shape is. 6 squares ..

5. I have 6 flat rectangular faces, 8 vertices and 12 straight edges.

I am a . cuboid .
My basic shapes are. 4 rectangles .and. 2 squares .

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: What does the clock say? | Page 56

7.0 Space ANSWERS

Activity Sheet 7.1: Section D – continued

We are a group of 2-dimensional and 3-dimensional shapes. Please
identify us. Fill in the blanks by stating the name of the shapes, number
of the basic shapes and name of the basic shapes.
6. I have 4 straight sides with the same length and 4 corners. I do not have any
curved sides.
I am a . square .

7. I have 4 straight sides with the opposite sides having the same length. I also
have 4 corners. I do not have any curved sides.
I am a . rectangle .

8. I have 3 straight sides and 3 corners. I do not have any curved sides.
I am a . triangle .

9. I have 1 curved side. I do not have any straight sides and corners.
I am a . circle .

PERFORMANCE LEVEL
PL1 Describe two-dimensional and three dimensional shapes.
PL2 Identify two-dimensional and three-dimensional basic shapes.

Activity 1: What does the clock say? | Page 57

7.0 Space ANSWERS

Activity Sheet 7.2: Section B

1. What is the 3-D shape of this die?

. A cube .

2. How many straight edges, vertices, and flat square faces does this die have?
Complete the sentence below.
This die has . 12 . straight edges, . 8 . vertices and . 6 .
flat square faces.

3. Draw its basic shape on the grid line below.

4. Complete the table below to describe the shapes of a square.

Number of Number of Number of
straight sides curved sides corners

4 0 4

5. On the die, the opposite face of number 1 is number 6. What is the opposite
face of number 3?
The opposite face of number 3 is number. 4 .

Continue to the next page.

Activity 2: Game time | Page 58

7.0 Space ANSWERS

Activity Sheet 7.2: Section B (continued)

6. Draw the basic shapes of the following 3-D shapes.

3-D shapes Basic shapes

PERFORMANCE LEVEL
PL2 Identify three-dimensional basic shapes.
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.

Activity 2: Game time | Page 59

7.0 Space ANSWERS

Activity Sheet 7.3

Complete the activity.
This is the package of potato chips that you bought yesterday.
You wanted to present it to your younger brother.
1. You want to make a personalised gift box by yourself.
First, what kind of gift box should you use, that will follow the
shape of the potato chips packaging? Tick one.

2. What is the shape of the gift box? Tick one.

pyramid

cuboid 
cube

3. Which of the nets below represent the shape of the gift box? Tick one.

Continue to the next page.

Activity 3: A surprise gift | Page 60

7.0 Space ANSWERS

Activity Sheet 7.3: continued

Complete the activity.

4. Circle the correct nets.

cone

cuboid

cube

pyramid

cylinder

PERFORMANCE LEVEL
PL3 Determine three-dimensional shapes based on nets.
Draw two-dimensional basic shapes.
Justify the answers.

Activity 3: A surprise gift | Page 61

7.0 Space ANSWERS

Activity Sheet 7.4

Complete the activity.
Section A
Draw two lines to change the rectangle below into other shapes
and name the shapes.
Accept any appropriate answer. An example is given below:

Section B
Observe the sequence of patterns, then draw the correct shape in
the box given. Next, cut along the dotted lines to make a
bookmark.

PERFORMANCE LEVEL
PL3 Draw two-dimensional basic shapes.

Activity 4: Making a bookmark | Page 62

7.0 Space ANSWERS

Activity Sheet 7.5: Section A

Complete the activity.

1. Mahsuri’s coin box has a rectangle and two circles.

Please help Mahsuri to draw 1 rectangle and 2 circles.

2. Now, we will try to identify the 3-D shape of Mahsuri’s coin box.
Which of the following shape has 1 rectangle and 2 circles? Tick it.
cube
cuboid

cone

pyramid
cylinder 

3. Draw the net of Mahsuri’s coin box.

PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.

Activity 5: My coin box | Page 63

7.0 Space ANSWERS

Activity Sheet 7.5: Section B

Complete the activity.

1. There are two methods to solve this problem. Firstly, let’s solve it
using ‘Guess and Check’ method. Which of the following 2-D
shape has four equal length sides?

triangle
square 
rectangle

circle

2. Let’s use the second method, ‘Draw a Diagram’ to find out Koko’s
drawing. Draw the shape.

triangle square rectangle

3. Koko drew a . square .2-D shape.

PERFORMANCE LEVEL
PL4 Solve daily routine problems involving space.

Activity 5: My coin box | Page 64

8.0 Data management ANSWERS

Activity Sheet 8.1(a)

Read aloud the essay below and answer the following questions.

A Visit to the Zoo

Some time in March 2021 before the national lockdown due to the
Covid-19 pandemic, my teacher took us to visit the zoo. It was a bright
and sunny day. After about an hour’s bus ride, we reached the zoo.

Inside the zoo, we queued before boarding a small train which took us
around the park. Looking out from the slow moving train, I saw four lions,
a white tiger, five hippopotamus, three giraffes, ten monkeys and many
other animals.

After the train ride, we walked around the zoo. Along the trail, we saw
sign boards which warned visitors not to feed the wild animals. I could
not understand the reason behind it. When I asked my teacher about it,
he explained that food fed to wild animals by humans is often Please do not
nutritionally inadequate and may bring harm to them. feed
wild animals.

After lunch, we hopped on the bus and headed home. My heart was
reluctant because I wished I could stay a little longer to take the train ride
again.

1. Present data of the animals above in the form of a tally chart and pictograph.

2. The key I choose for the pictograph is . (any relevant symbols) .

3. Visitors to the zoo are not allow to feed the animals because

. food fed to wild animals by humans is often nutritionally inadequate and .

. may bring harm to them. .

Continue to the next page.

Activity 1: Sort them out | Page 65

8.0 Data management ANSWERS

Activity Sheet 8.1(a) - continued

Read aloud the essay below and answer the following questions.

Tally chart
Title: . .

Names of animals Tally Number

Lion //// 4

White tiger / 1

Hippopotamus //// 5

Giraffe /// 3

Monkey //// //// 10

A horizontal pictograph
Title: . .

Names of animals Quantity

Lion

White tiger

Hippopotamus

Giraffe

Monkey

Key: Each stands for 1 animal.

PERFORMANCE LEVEL
PL2 Collect data from daily life situation.

Activity 1: Sort them out | Page 66

8.0 Data management ANSWERS

Activity Sheet 8.1(b)

Present the data of the blocks in the form of a vertical pictograph.

Vertical pictograph

Title: . .
Key: Each stands for 1 animal.

e.g. 11 red blocks e.g. 3 blue

blocks, etc.

Blocks

Colours red blue green yellow

Fill in the blanks.

This is a . vertical .pictograph showing . .

I can see in this chart that . .colour has the most number

of blocks. Next is . .colour. The least number is

. .colour which has the . .blocks.

PERFORMANCE LEVEL
PL2 Collect data from daily life situation.

Activity 1: Sort them out | Page 67

 8.0 Data management ANSWERS

Activity Sheet 8.2

Complete the following exercises.

1. Build a vertical bar chart showing the number of vowels in each surname
and answer the given questions.
Title: Number of vowels in my surname 1. Who has the most vowels
in the surname?
8
. .
7
6 2. How many surnames have
Number of vowels

more than 3 vowels? .

5 . .
4
3. Whose surnames have the
3 same number of vowels?
2 . .

1 4. The vertical axis is

labelled as
Gerald . number of vowels .
Horizontal axis: Surnames

2. Build a horizontal bar chart showing the number of letters in each surname
and answer the given questions.
.

10
Vertical axis: . surnames

Gerald

1 2 3 4 5 6 7 8 9 10 11 12
Horizontal axis: . number of letters .

1. My title for this horizontal bar chart is . Number of letters in my surname .

2. The longest surname is . which has. .letters.

Continue to the next page.

Activity 2: Stack them up | Page 68

8.0 Data management ANSWERS

Activity Sheet 8.2 (continued)

Complete the following exercises.

3. Read the story of Rosemary and explore the bar chart below, and then
answer the following questions.
My Spelling Bee Practice Rosemary’s teacher gave her
40 a list of 50 words in Week 1
to practice for spelling bee
35
competition in Week 6. She
30 is to prepare a few lists with
10-15 words written in each
Correct words

25 list. She memorized the

words each week until all the
20 words were correctly spelt.
15
Rosemary practiced her
10 spelling every week and kept
a record of the number of
5 words she correctly spelt.
She spent less time in
W W W W W practice in Week 2 and
1 2 3 4 5 Week 4 due to school break
Week (W) and also term exam.

1. A bar chart uses . bars . to represent data.

2. The chart above is a . verticle .bar chart.
3. Rosemary got . 20 .words correctly spelt in Week 1.
4. . Week 2 .has the least number of words correctly spelt.
5. The most number of words correctly spelt by Rosemary is . 40 .in
. Week 5 .
6. What is your advice to Rosemary to get more words correctly spelt ?
. Rosemary should spend more time in practice during school break or .
. term exam (or any suitable answer). .

PERFORMANCE LEVEL
PL1 Read information from the bar chart.
PL3 Determine reasonable answers for the given information from the bar chart.
PL4 Solve daily routine problems involving a bar chart.

Activity 2: Stack them up | Page 69

8.0 Data management ANSWERS

Activity Sheet 8.3

Complete the following exercises.

1. Read and understand the SK Sri Intan Charity Run data below before
answering the questions on the next page.

SK SRI INTAN CHARITY RUN REGISTRATION CHART

40
35
Group Category
Number of participants

30
G1 Pupils
25
G2 Parents
20
G3 Teachers
15
G4 Admin staff
10

5 Johari’s school held a charity

run to raise funds for an
G1 G2 G3 G4 orphanage and also to help
some needy pupils.
Group
The charity run was opened
T-shirt sizes of the participants to all pupils, teachers and
parents to participate. The
Size Tally registration fee was RM10
for each pupil, and RM30
S //// //// //
each for parents, teachers
M //// //// //// //// //// and administrative staff.

L //// //// //// / Each registered participant

was given a t-shirt and free
XL //// //// //// //// //// //// /// drinking water during the
event.
XXL //// //// //// //// ////

Johari is very proud of his

school for organizing such an
event.

Continue to the next page.

Activity 3: The school charity run | Page 70

8.0 Data management ANSWERS

Activity Sheet 8.2 (continued)

Look closely at the SK Sri Intan Charity Run data.
Answer the following questions.

1. Look at the bar chart. Which group had the most participants? How many?

. Teacher’s group; 40 participants .

2. Look at the tally chart. What information was recorded on it?

. The t-shirt size ordered for the participants .

3. How many participants were there altogether?

. 110 .

4. How much registration fees were collected from all the pupils?

. RM10 x 35 = RM350 .

5. Which t-shirt size was the least ordered by participants? How many?

. S, 12 pieces .

6. If all participants paid their fees, how much was collected from this charity run?

. (RM10 x 35) + (RM30 x 75)= RM2600 .

7. If you were asked to draw a horizontal bar chart using the data in the tally chart,

what would you label the horizontal axis and the vertical axis?

Horizontal axis:. Frequency (or number of t-shirts) .

Vertical axis:. Size .

PERFORMANCE LEVEL
PL5 Solve daily routine problems involving bar chart using various strategies.
PL6 Solve daily non-routine problems involving bar chart creatively and innovatively.

Activity 3: The school charity run | Page 71

Writing Team

Writing Team

Dr. Choong Shiau Huai is currently a senior lecturer at Tunku

Abdul Rahman University College (TAR UC). She has 15 years’
experience as a chemistry lecturer. She was also invited to be
an external examiner for selected international universities, as
well as being a panel judge for an international engineering and
science fair challenge. Other than her chemistry education and
achievements, she also specialises in quantitative research,
Confucian heritage culture and active learning research. She is
also actively involved in numerous educational-related
roadshows especially in the fields of environment and
sustainable development, and science.

Dr. Kor Liew Kee received her PhD in Mathematics education.

She contributes actively in several international publications
e.g. the Encyclopaedia of the Science of Learning, ZDM
Mathematics Education and the First Sourcebook on Asia
Research in Mathematics Education.

Writing Team | Page 72

 Editorial Team

Editorial Team
Mathematics Year Two Series (TGB and SAB)
Team Leader
FOO KIEN KHENG

UM (Mathematics Education)
University of Leeds (Mathematical Education)
USM (Bachelor of Mathematics and Biology)

Writers
TEOH SIAN HOON CHEAH UI HOCK KOR LIEW KEE

USM (IT in Education) USM (Curriculum Studies-Mathematics Education) USM (Mathematics Education)
USM (Statistics) Deakin University, Australia (Mathematics Education) USM (Psychometric and Evaluation in Education)
UTM (Bachelor of Science & Computer with Education) USM (Mathematic/ Chemistry/ Education) USM (Bachelor of Chemistry and Mathematics)

POON CHENG YONG ESTHER SAROJINI DANIEL LAI MEI LAN

UTM (Educational Psychology, Remedial Mathematics) USM (PhD - Science Education) UM (Master of Science Education with ICT)
UTM (Mathematics Education) USM (Master of Education - Science Education) UPM (Bachelor of Science (Hons) – Biochemistry)
USM (Mathematics) UM (Bachelor of Science with Education (Hons)) MPRM (Diploma Pendidikan)

CHOONG SHIAU HUAI LEE BEE BEE HONG WEI-HAN

UM (PhD in Education) UTM (Master in Mathematics Education) UM (PhD in Medical Education)

UM (MSc Analytical Chemistry & Instrumental UTM (Bachelor of Science & Computer with Education UM (Master in Science Education)
Analysis) – Mathematics) UTM (Bachelor of Science & Computer with Education
UM (BSc (Hons.) Applied Chemistry) – Chemistry)

Editors
TEONG MEE MEE GAN WE LING

USM (Ph.D in Statistics and Research Methodology) USM (Sarjana Muda Sastera - Matematik & Perdagangan)
UPM (M.Sc in Applied Statistics) UNIMAS (Human Resource Development)
UPM (BSc in Mathematics) USM (PhD in Mathematic Education)

JONG CHERNG MEEI KAO THUAN KEAT

USM (BA Ed (Hons)., Mathematics and English) University of Alberta, Edmonton, Canada
USM (M.Ed., Educational Technology) Master in Education (Instructional Technology)
USM (Ed.D., Educational Technology and Multimedia) USM (Bachelor of Science with Education)

Proof Readers
ELIZABETH VIJAYA RAGHAVAN CHAI CHIN PHENG CHRISTOPHER TAN

Selangor Industry University, Master of Education in UMS (Ph.D in Mathematics Education) University of Minnesota
Discipline Education UMS (M.Ed in Management) University Malaysia Sarawak
Edith Cowan University, Perth, Australia (Bachelor of UPM (Bachelor of Science)
Nursing)

Graphic Designers
LIM SHU YI AZLAN BIN MOHD DAHARI

University College London (BSc (Hons) Speech Sciences) UM (Master of Sustainability Science)
IPGM (PgDip Special Education) Universiti Malaysia Terengganu (Bachelor of Biological
Sciences)

Editorial Team | Page 73

Mathematics
Student Activity Book

STUDENT ACTIVITY BOOK, MATHEMATICS (Year 2) is designed to meet the

requirements of the national curriculum, Kurikulum Standard Sekolah Rendah (KSSR)
Matematik, enabling students to learn Mathematics in a way that is fun, interesting
and meaningful. It presents hands-on activities that are STEM-based, promoting
higher order thinking skills (HOTS) through investigations and problem solving.

This Student Activity Book can also be a handy reference for both parents and
teachers. The section on Teaching Tips offers useful suggestions on how to guide
children in the teaching and learning of Mathematics with STEM integration.

Special Features:
Follows closely the Content and Learning Standards of Dokumen Standard
Kurikulum dan Pentaksiran (DSKP) Matematik;
Covers all Performance Levels in the DSKP;
Offers STEM-based activities;
Offers QR codes to useful links, websites and videos;
Offers Teaching Tips for parents and teachers, and
Incorporates HOTS, i-THINK and PAK -21 (21st century learning) strategies.

Also available:

Science Student Activity Books

Sparks STEM Education

https://www.sparksonline.com.my SPARKS EDUCATION PLT
[email protected] Igniting Passion for Learning