Download - SBT Matematik (Final)Y5
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PENDAHULUAN
Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui
Kementerian Pelajaran Malaysia untuk merapatkan jurang pencapaian antara
murid keluarga miskin dan murid daripada keluarga yang berada. Matlamat
Skim Baucar Tuisyen adalah memberi tuisyen kepada murid miskin yang lemah
dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris, Sains dan Matematik
bagi membolehkan murid tersebut menguasai pengetahuan dan kemahiran asas
dalam mata pelajaran berkenaan.
Proses pengajaran dan pembelajaran dijalankan mengikut kawasan
kesukaran murid yang telah dikenal pasti oleh guru mata pelajaran sebelumpengajaran dimulakan. Pelbagai kaedah yang disarankan dalam modul ini dapat
membantu guru SBT menjalankan pengajaran dan pembelajaran secara lebih
berokus dan terancang.
Modul ini mengandungi elemen!elemen kurikulum yang berokuskan
kepada penambahbaikan dalam penguasaan pengetahuan dan kemahiran asas
dalam mata pelajaran tersebut. Set!set bimbingan dan panduan merangkumi
kelemahan!kelemahan murid, panduan guru, dan contoh kemahiran serta akti"iti
sesuatu topik dalam bentuk yang mudah dan sesuai untuk murid tahap
sederhana.
#leh hal yang demikian, diharapkan melalui modul ini masalah
pembelajaran mereka di peringkat awal dapat diatasi bagi kepentingan kemajuan
pelajaran mereka seterusnya. Semoga penghasilan modul ini dapat membantu
semua pihak menjayakan Skim Baucar Tuisyen untuk mengurangkan jurang
pencapaian antara murid yang berkemampuan dengan yang kurang
berkemampuan dan kadar penyertaan murid daripada keluarga miskin pada
peringkat yang lebih tinggi akan meningkat.
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Berdasarkan hasrat $%B Menteri Kewangan dalam
pembentangan bajet &''( pada &' September &''&
untuk memberi baucar kepada pelajar miskin bagi
mendapat tuisyen di luar waktu persekolahan seperti
sedutan berikut)
... Kerajaan sedang menimbang untuk memberikan
baucar kepada anak-anak keluarga miskin bagi
membolehkan mereka mendapat tuisyen daripada
guru-guru yang sanggup memberikan tuisyen khas di
luar waktu sekolah. Dengan ini, bukan sahaja mereka
akan dapat tuisyen, guru-guru yang rajin juga boleh
mendapat pendapatan tambahan.
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LATAR BELAKANG SBT
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INTERVENSI PENDIDIKAN MELALUI
SKIM BAUCAR TUISYEN (SBT)
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TUISYEN UNTUK MURIDLEMAH DAN MISKIN
IBU BAPAMemastikan anak!anak hadir
kelas tuisyen
KERAJAANMembiayai SBT
GURU
Pengiktiraan ke!a"a g#r#$g#r#%ang &enga"akan ke'a ta&a*an
e+ara #kare'a , !er+#&a
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CIRI$CIRI M3DUL SBT
! *ancangan P+P, akti"iti, contoh!contoh soalan secara umum dan yang
dirancang mengikut aras!aras pencapaian murid disediakan.
! Set soalan disediakan mengikut aras dalam uraian Sukatan Pelajaran.
! -adangan akti"iti telah disediakan, guru boleh mengubahsuai mengikut
keperluan pelajar.
! Mempunyai banyak akti"iti terancang, bergantung kepada guru sama
ada mahu menggunakan atau sebaliknya. bergantungkan masa/
! %kti"iti berbentuk permainan seperti ) silang kata sains magik, kui0, isi
tempat kosong tangga ular, eksperimen ringkas dan lain!lain.
! Soalan!soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu
dibincang bersama pelajar berpandukan teknik menjawab dengan betul.
! Penerapan nilai murni + sesi moti"asi diterangkan secara tidak langsung
dalam P+P yang dicadangkan.
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PANDUAN BERKAITAN MURID DAN KELAS SBT
1. Pemilihan murid bagi program Skim Baucar Tuisyen SBT/ adalah
berdasarkan kepada )
i. Murid warganegara Malaysia.
ii. Murid Tahun 2, Tahun 3 dan tahun 4.
iii. Pendapatan keluarga *M 3('.'' tanpa perkapita.
i". 5emah dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris,
Matematik atau Sains dengan gred - atau 367 ke bawah.
&. Seseorang murid tidak semestinya mendapat kemudahan SBT bagikeempat!empat mata pelajaran.
(. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan
pembelajaran P+P/ dan tidak boleh diadakan pada waktu ganti atau
waktu 8relie8.
2. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas
SBT Tahun 4 seelok!eloknya dapat ditamatkan sebelum peperiksaan
9PS* bermula.
3. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan
kelemahan yang dihadapi oleh murid meliputi akti"iti pemulihan,
pengukuhan, teknik belajar, menjawab soalan dan moti"asi.
4. :umlah maksimum bagi sesebuah kelas SBT adalah tidak lebih daripada
&3 orang.
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PANDUAN UNTUK GURU TUISYEN SBT
1. =uru tuisyen SBT yang dilantik dalam program ini boleh terdiri daripada
guru sekolah atau guru yang sudah berpencen.
&. =uru sekolah yang dilantik sebagai guru SBT haruslah menjalankan kelas
SBT tanpa menjejaskan tugas hakiki dan tugas!tugas rasmi yang lain.
(. Setiap guru SBT dihadkan mengajar tuisyen kepada & kelas bagi mana!
mana & mata pelajaran atau 2 kelas bagi mana!mana satu mata
pelajaran.
2. =uru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen
yang sesuai untuk memulihkan kelemahan murid dalam sesuatu mata
pelajaran.
3. 5embaran kerja, hand-outsatau otokopi bahan pengajaran boleh dibuat
bagi meningkatkan prestasi murid.
4. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan
kelemahan akademik yang dihadapi oleh murid meliputi akti"iti pemulihan,
pengukuhan, teknik belajar, teknik menjawab soalan dan moti"asi.
;. =uru SBT juga harus menyediakan jadual waktu kelas SBT, rekod
mengajar berkaitan tajuk dan akt"iti, senarai nama murid, kehadiran murid
dan pencapaian murid.
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6. =uru harus menggunakan kreati"iti dalam pengajaran dan pembelajaran
agar minat murid dapat dikekalkan dalam kelas SBT.
1'. >alam program SBT ini mungkin ada guru yang mengajar mendapat
banyak baucar dan ada pula guru yang sedikit. %pa yang penting adalah
?Konsep Membantu Pelajar >engan Ikhlas?.
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PANDUAN UNTUK PENTADBIR DAN PENGURUS SBT
1. Sekolah harus menubuhkan :awatan Kuasa SBT di peringkat sekolah
masing!masing.
&. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan
penyelenggaraan rekod harus dibuat dengan teliti oleh sekolah.
(. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT
jika murid berkenaan melanggar peraturan sekolah.
2. Pihak sekolah juga harus menubuhkan 8Pusat Tuisyen SBT8 di sekolah
masing!masing berdasarkan kepada senarai murid yang layak menerima
SBT dengan menyediakan jadual waktu dan keperluan guru tuisyen
secukupnya.
3. =uru Besar boleh menetapkan guru tuisyen SBT dan kalangan guru yang
mengajar murid itu sendiri atau guru dari sekolah lain. >engan cara ini
murid akan kekal di sekolah dan hanya sebahagian guru sahaja yang
bergerak ke sekolah lain.
4. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang
mengandungi 11 helai baucar dengan nilai *M 1'.'' setiap keping.
Keping ke sepuluh adalah untuk 8ri0ab8 manakala kepingan ke sebelas
adalah untuk rekod simpanan sekolah.
;. Peruntukan satu mata pelajaran adalah sebanyak *M 6'.''. :ika pelajar
itu mendapat peruntukan sebanyak empat mata pelajaran maka jumlah
peruntukannya adalah *M (4'.'' setahun.
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i bawah program SBT, sekolah diperuntukkan sebanyak *M&'.''
setahun bagi setiap murid. Pecahan peruntukan adalah *M13.'' untuk
lembaran kerja dan otokopi manakala *M 3.'' bahan bercetak, kertas,
kapur dan marker pen.
6. Baucar yang diterima daripada ibu bapa sebagai bayaran tuisyen SBT
boleh ditunaikan oleh guru SBT di sekolah yang menjadi pusat tuisyen
SBT melalui tuntutan bulanan.
1'. Pihak sekolah harus menggalakkan guru!guru SBT menggunakan Modul
SBT yang telah dibekalkan oleh KPM.
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MATHEMATICS M3DULE 34
TUITI3N V3UCHER SCHEME MANUAL
PRE4ACE
This module has been meticulously planned based on the latest curriculum
speciications or $ear 2 issued by the Ministry o @ducation or use in the Tuition
Aoucher Scheme SBT/.
This module contains topical eercises so as to help the pupils to
o"ercome their weaknesses. Thereore the contents are aimed to help pupils
achie"e the desired learning outcomes and basic skills. %t the same time eCuip
pupils with essential skills needed to understand the concepts o mathematics.
This module is a comprehensi"e guide and a reerence or teachers to
deepen the knowledge and understanding o the subject and thereby raising the
le"el o achie"ement o the pupils.
There are (4 lessons altogether in this module. @ach lesson is a one hour
lesson mainly consists o three dierent parts i.e)
i. Ski''D @ach lesson plan is aimed to o"ercome the weaknesses o
the pupils in acCuiring basic skills that they are not able to achie"e.
These skills are based on the 5earning #utcomes rom the
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-urriculum Speciication. >ierent techniCues and approaches are
used to eplain each skill. Some o these ha"e not been applied in
ordinary classroom teaching. Skills or concepts acCuired will ensure
a better understanding o the lesson.
ii. E5a&!'eD %ter each approach, eamples are gi"en. Teachers
are encouraged to make use o teaching aids to consolidate the
skills that are being taught.
iii. -.rk*eet 6%t the end o each lesson, pupils are reCuired to do
eercises as an enrichment acti"ity. Teachers are ad"ised to use
these eercises to strengthen the pupils8 concepts and skills in their
Tuition Aoucher Scheme lesson.
It is our hope that on completion o the module will help students to
acCuire the mathematical basic concepts and skills, to gain conidence and
impro"e their perormance.
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AIMS
This module aims to build pupils8 understanding o number concepts and
their basic skills in computation that they can apply in their daily lie.
To achie"e this, competent and knowledgeable teachers are needed to
ensure ecellence in this subject.
This module emphasi0es more on basic concepts and skills. It also co"ers
2 interrelated areas, namely numbers, measurement, shapes and space and
statistics.
3BJECTIVES
The Mathematics syllabus or primary school enables pupils to)
know and understand the concepts, deinitions, rules related to numbers
operations, space, measures and data handling.
master the 2 basic operations o
i. addition
ii. subtraction
iii. multiplication
i". di"ision
master the skills o combined operations
use the language and mathematical terms correctly
use mathematical skills and knowledge to sol"e problems in daily li"e.
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Le.n ) 2T.!i+ ) Ehole FumbersLearning area ) Fumbers to 1'' '''Learning .0e+ti7e ) Pupils will be taught to de"elop number sense
in"ol"ing numbers up to 1'' '''.Learning .#t+.&e ) Pupils will be able to round o numbers to the nearest
tens, hundreds and thousands.Pre7i.# kn.8'e"ge ) Pupils had learnt the place "alue o a gi"en number.Pr.'e& ) Pupils are not able to acCuire the skills o rounding o.V.+a#'ar% ) round o, nearest tens, nearest hundreds, nearest
thousands.
SUGGESTED ACTIVITIES
Ste! 2
>raw the UPD3-N HILLdiagramas shown)
>iagram 1
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1
&(
2 3
4
;
1+
T*.#an" H#n"re" Ten 3ne
= 1
@>
1+
9
1
2
+
( ' 3 2
2 ;
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1& ones.
1 tens & ones.
There cannot be more than 6 ones in ones column.
Mo"e ten ones o"er into the tens column, as illustrated abo"e and below.
Ste! =
Fet, add the tens column.
1 tens G 3 tens G ; tens.
1( tens.
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T*.#an" H#n"re" Ten 3ne
= 1
@>
1
+
= 9
1
2
1
ten .ne
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1 hundreds ( tens.
Mo"e ten tens o"er into the hundreds column, as illustrated abo"e and
below.
Ste! 1
Then, add the hundreds column.
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ten*#n"re"
T*.#an" H#n"re" Ten 3ne
= 1
@>
1
+
@ = 9
1 1
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1 hundreds G ' hundreds G 2 hundreds.
3 hundreds.
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*#n"re"
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Ste! @
inally, add the thousands column.
( thousands G ' thousands.
( thousands.
A""ing t*ree n#&er (8it*.#t tra"ing)
E5a&!'e; (9 @2 2 99 @2 F )
%dd the irst two numbers a/.
%dd the other number to this sum, as illustrated below b/.
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T*.#an" H#n"re" Ten 3ne
= 1
@>
1
+
= @ = 9
1 1
9 @ 2
2 9 9
?>9=
?>9=
@ 2
?>=
(a)
()
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A""ing t*ree n#&er (8it* tra"ing)
E5a&!'e; (= 9? 1 > ? F )
%dd the irst two numbers a/.
%dd the other number to this sum, as illustrated below b/.
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(a) ()
= 9 ?
1 >
@?>
@?>
?
=
11 111
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Le.n ) @
T.!i+ ; Ehole Fumbers
Learning area ; Subtraction within the range o 1'' '''.
Learning .0e+ti7e ; Pupils will be taught to subtract numbers rom a
number less than 1'' '''.
Learning .#t+.&e ; Pupils will be able to subtract one or two numbers
rom a bigger number less than 1'' '''.
Pre7i.# kn.8'e"ge ; Pupils had learnt subtraction in $ear (.
Pr.'e& ; Pupils do not understand the concept o place "alue
in subtraction.
V.+a#'ar% ; number, sentences, "ertical orm, without trading,
trading, Cuick, calculation, pairs o ten, count on,
estimates, range, dierence, take away.
SUGGESTED ACTIVITIES
S#tra+t t8. n#&er (8it*.#t tra"ing)
@ach digit o a number in our number system has a dierent place "alue
ones, tens, hundreds, thousands, etc/.
%lways subtract within the a&e !'a+e 7a'#e +.'#&n when subtracting
numbers.
Subtraction is to ind the dierence.
@ample )
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& & ( 2
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T*en, subtract the hundreds.
4ina''%, subtract the thousands.
9 =?> 6 9 9=1 F 2=
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T*.#an" H#n"re" Ten 3ne
99
=9
?=
>1
=
T*.#an" H#n"re" Ten 3ne
99
=9
?=
>1
2 =
T*.#an" H#n"re" Ten 3ne
9
9
=
9
?
=
>
1
2 =
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S#tra+t t8. n#&er (8it* tra"ing)
@ample )
Ste! 2
Erite the problem on the columns.
Ste! 9
4irt, subtract the ones.
Subtract the bottom ones place digit rom the top ones place digit ( D 6/.
Ee do not know how to do this, so we need to rearrange the number to
make the top "alue larger.
Regr.#! 2 ten int. 2 .ne/ &ake t*e = int. 2= .
1( ones D 6 ones 2 ones.
The 2 is placed below the line in the ones place column.
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T*.#an" H#n"re" Ten 3ne
1
>
9
=?
-
4 < & (
2 ; 4 6
T*.#an" H#n"re" Ten 3ne
1
>
9
=?
1
1' G1
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Ne5t, subtract the tens.
The top tens place "alue becomes 1 ater trading one tens rom it.
Regr.#! 2 *#n"re" int. 2 ten
1' tens G 1 tens 11 tens.
11 tens D 4 tens 3 tens.
T*en, subtract the hundreds.
; hundreds D ; hundreds ' hundreds.
4ina''%/ subtract the thousands.
4 thousands D 2 thousands & thousands.
9= 6 1 >? F 9 @1
43
T*.#an" H#n"re" Ten 3ne
1
>
9
=?
@ 1
3
T*.#an" H#n"re" Ten 3ne
1
>
9
=
?
9 @ 1
T*.#an" H#n"re" Ten 3ne
1
>
9
=?
@ 1
; 1' G 1
; 1
; 1
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RE4ER SEC3ND ATTEMPT
44
http://var/www/apps/conversion/tmp/scratch_6/Second%20attempt%20-%206%20823%20%E2%80%93%204%20769.ppthttp://var/www/apps/conversion/tmp/scratch_6/Second%20attempt%20-%206%20823%20%E2%80%93%204%20769.ppt -
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S#tra+t t*ree n#&er (8it*.#t tra"ing)
E5a&!'e; ( ??1 6 = 29 6 9@2 F )
Subtract the irst two numbers a/.
Subtract the other number rom this remainder, as illustrated below b/.
Subtract rom right to let.
S#tra+t t*ree n#&er (8it* tra"ing)
E5a&!'e; ( ??1 6 = 29 6 9@2 F )
Subtract the irst two numbers a/.
Subtract the other number rom this remainder, as illustrated below b/.
Subtract rom right to let.
45
> 1 9 = ?$
2?@
2?@1 2$
=1
1;( 1'21'
? ? 1
= 2 9$
9?=
9?=
9 @ 2$
2=>=
(a) ()
(a) ()
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E:ERCISE
Na&e ;
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Le.n ) T.!i+ ) Ehole numbersLearning area ) Multiplication with the highest product o 1'' '''.Learning .0e+ti7e ) Pupils will be taught to multiply any two numbers with
the highest product o 1'' '''.Learning .#t+.&e ) Pupils will be able to)
1. Multiply three!digit numbers with 1''
&. Multiply our!digit numbers with 1'
(. Multiply two!digit numbers with 1'''Pre7i.# kn.8'e"ge ) Basic multiplicationPr.'e& ) &14 1''
& 1 4
1 ' '
& ' '
) Pupils always multiply 4 ' ', 1 ' '
and & 1 &.
The same mistake goes or our!digit numbers when
multiply by 1' and two!digit numbers by 1'''.
@ample 1) & 1;& 1'
9 2 > 9
5 2
9 2 >
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@ample &) 34 1 '''
@
5 2
2
SUGGESTED ACTIVITIES
M#'ti!'% t*ree$"igit n#&er 8it* 2
@ample) (13 1''
1. Multiply (13 by 1 hundreds in the "ertical orm.
T #
( 1 3
1 hundreds
( 1 3 hundreds
@ncourage the pupils to say out orally)
3 1 hundreds 3 hundreds
1' 1 hundreds 1' hundreds
('' 1 hundreds ('' hundreds
&. %dd 3 hundreds, 1' hundreds and ('' hundreds.
3 hundreds
1 ' hundreds
( ' ' hundreds
( 1 3 hundreds product/
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(. Since it is multiply by 1'', place the two 0eros ''/ to the right ater
product.
( 1 3
1 ''/
( 1 3 '' answer/
=enerali0ing rom the pattern, ha"e pupils consider)
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A+ti7it%
Neros count
1. 9se your calculator < 1'
ow many '8s in 1'H
ow many '8s in the productH
&. 9se your calculator 4 1''
ow many '8s in 1''H
ow many '8s in the productH
(. 9se your calculator 6 1 '''
ow many '8s in 1 '''H
ow many '8s in the productH
-omplete this multiplication table. 9se your calculator to check your
answers.
1' 1'' 1 '''
;
1< 1
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Le.n ) >T.!i+ ) Ehole numbersLearning area ) Multiplication with the highest product o 1'' '''.Learning .0e+ti7e ) Pupils will be taught to multiply any two numbers with
the highest product o 1'' '''.Learning .#t+.&e ) Pupils will be able to)
1. Multiply three!digit numbers with two!digit
numbers. without trading/
&. Multiply our!digit numbers with two!digit numbers.
without trading/Pre7i.# kn.8'e"ge ) Basic multiplicationPr.'e& ) &12 1&
& 1 2
1 &
& 1 i"ision with the highest di"idend o 1'' '''
Learning .0e+ti7e ) Pupils will be taught to di"ide a number less than
1'' ''' by a two!digit numbers.
Learning .#t+.&e ) Pupils will be able to di"ide i"e!digit numbers by)
a/ one!digit number
b/ 1',1'' and 1 '''
c/ two!digit numbers
Di7i"e .#r$"igit n#&er %;
a/ one!digit number
b/ 1', 1'' and 1 '''
c/ two!digit numbers
S.'7e "i7ii.n !r.'e&
V.+a#'ar% ) di"ide, di"idend, Cuotient, di"isor, remainder, actors,
long di"ision.
Pre7i.# kn.8'e"ge ) Pupils had learn di"ision with the highest di"idend o
1 '''.
I&!.rtant n.te ) >i"ision is the re"erse o multiplication.
>i"ision can be seen as sharing things eCually.
is the symbol o di"ision
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4 & ( ( & 4
di"idend Cuotient multiplier
di"isor multiplicand product
Pr.'e& ) Pupils are not able to)
i/ recall basic acts o di"ision and multiplication
ii/ identiy place "alue as the computation begins at the let
rather than at the right as or the other operation.
SUGGESTED ACTIVITIES
1. *emainder game
&. Bingo
Be.re t*e 'e.n
Materia';
-ubes, game board, number cards, chips, worksheets
Pre!arati.n
%sk students to orm a group o our. -hoose a leader. Teacher eplains what to
do.
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T*e Le.n
THE REMAINDER GAME
Teacher distributes a set o 1' cubes to each leader.
5eader eplains how to play the game.
5eader distributes ( cubes among the three pupils. 5eader asks, ?ow many
cubes each o you getH?
Pupils answer, ?#ne.?
5eader distributes 2 cubes among the three pupils. 5eader asks,? ow many
cubes each o you getH?
Pupils answer, ?#ne but there8s another one let?
Teacher eplains that the let o"er is called remainder.
5eader keeps on increasing the number o cubes until all 1' cubes inish.
-*at t. ".
Teacher eplains that di"ision is sharing things eCually and it is also the
re"erse o multiplication.
Teacher shows eample. Teacher asks pupils to say the relationship between
the two operations.
Activity 1
>i"ide one!digit with one digit.
>i"ide two!digit with one digit.
>i"ide three!digit with one digit
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use simple di"ision and long di"ision/
Activity 2
%nswer the Cuestions.
Activity 3
Play the *@M%IF>@* =%M@JBIF=#JST*%I=T I EIF
Si&!'e n.te;
ACTIVITY 2
Simple di"ision
@ample) 6 ( H
( 6
6 ( (
L.ng "i7ii.n
@ample) without remainder
&2 i"ide the tens
< 2 &
& 2 ecimals are ractions o tenth and hundredth.
Pr.'e& ) Pupils do not know how to con"ert ractions to decimals o
tenths and hundredths.
V.+a#'ar% ) decimal point, decimal place, decimal raction.
SUGGESTED ACTIVITIES
Ste! 2
Teacher introduces the concept o decimal using >iene8s block.
Ste! 9
Teacher introduces the concept o decimals using hundred sCuares.
@ample 1
103
( parts out o 1' 1'
( '(
(; parts out o 1'' 1''
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104
Ste! =
Second attempt
http://var/www/apps/conversion/tmp/scratch_6/SECOND%20try.ppthttp://var/www/apps/conversion/tmp/scratch_6/SECOND%20try.ppt -
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6. '.&(
1'. '.
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Le.n ) 2?
T.!i+ ) >ecimal
Learning area ) %ddition, subtraction, multiplication and di"ision o
decimal numbers.
Learning .0e+ti7e ) Pupils will be taught to)
a/ add and subtract decimals up to two decimal
places.
b/ multiply and di"ide decimals up to two decimal
places with a whole number.
Learning .#t+.&e ) Pupils will be able to)
a/ %dd and subtract decimals only, whole numbers
and decimals.
b/ Multiply and di"ide any decimal o two decimals
with a oneDdigit number.
Pre7i.# kn.8'e"ge ) Pupils know the basic act o addition, subtraction,
multiplication and di"ision.
V.+a#'ar% ) "ertical, place "alue, decimal point, subtraction,
addition, multiplication, di"ision.
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SUGGESTED ACTIVITIES
Ste! 2
A A""iti.n . "e+i&a' n#&er.
1. Ehen adding two decimal numbers. The decimal numbers should be
written in "ertical orm. %lign the decimal point.
E5a&!'e; '.& G '.2
%rrange in "ertical orm. The decimal point must be in a straight line
3ne Tent*
' &
' 2
' 4
9
1
108
H.8 t. .'7e
U
U
U
Fote
U >ecimal
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Ste! 9
&. Ehen adding whole numbers and decimal numbers, change whole numbers
to decimal numbers.
@ample) 9= 1 F
%rrange the decimal numbers. The decimal point must be in a straight line.
Tens #nes Tenth
& ( '
' 2
& ( 2
9 =
1
9 = 1
Ste! 2
S#tra+t "e+i&a'
2 Ehen subtracting decimal numbers rom decimal, writethe numbers in
"ertical orm.
@ample) (4.'2 6 (.;
109
H.8 t. .'7e
H.8 t. .'7e
-hange &( to decimal number
U
U
U
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To subtract decimals. %lign the decimal point and ollow the rules or adding
or subtracting whole numbers, placing the decimal point in the same column.
Tens #nes Tenth undredth
( 4 ' 2
( ; '
( & ( 2
= 1
= >
= 9 = 1
Ste! 9
Ehen subtracting a decimal number rom a whole number. -hange the whole
number to decimal number.
@ample) 2; D &.(4
To subtract decimal numbers, align the decimal points and ollow the rules or
adding or subtracting whole numbers.
110
%rrange digit according to the place "alue.The decimal point must be in a straight line.
-hange (.; to two decimal place by adding
0ero.
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U
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1 >
69 =
1 1 1
M#'ti!'%ing "e+i&a' n#&er
Ste! 2
Multiplying decimal is just like multiplying whole numbers. The only etra step
is to decide how many digits to the right o the decimal point. To do that, add
the numbers o digits to the decimal point in both actors.
@ample) 1(.2& 2
Ee can multiply 1 (2& by 2 to get 3 (4
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Ste! 2
To di"ide a decimal by a whole number, use long di"ision, and just remember
to align the decimal point.
@ample)
1(.22 2
9se long di"ision.
(. (.( (.(
Na&e ; C'a ;
%. %dd the ollowing numbers.
1. '.2 G '.3 4. '. ;4 G 6
&. '.36 G < ;. 2 G 4.23
(. (.2 G 11
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Le.n ) 9
T.!i+ ) Money
Learning area ) Money up to *M1' '''.
Learning .0e+ti7e ) Pupils will be taught to use and apply knowledge o
money in real lie.
Learning .#t+.&e ) Pupils will be able to multiply money to the highest
product o *M1' '''.
Pre7i.# kn.8'e"ge ; Pupils had learnt and still unable to perorm
multiplication in "ertical orm.
Pr.'e& ) Pupils are not able to)!
1. multiply in unit ringgit and sen combined
&. place units according to place "alue
V.+a#'ar% ) note, coin, "alue, cost, amount, sell, buy, balance.
SUGGESTED ACTIVITIES
Ste! 2 ) Teacher poses Cuestions pertaining money.
a/ ow much money do we ha"eH Pupils are gi"en sample
money D *M1'/.
b/ Ehat can we buy with *M1'H
c/ Teacher poses Cuestion.
% ball costs *M(.''. I want to buy ( balls. ow much do I
need to payH
Solution) *M(.'' G *M(.'' G *M(.'' *M6.''
or *M(.'' ( *M6.''
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Ste! 9 ) Pupils are gi"en Cuestions)
i/ *M2.2' ii/ *M
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E:ERCISE 2
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Le.n ) 92
T.!i+ ) Money
Learning area ) Money up to *M1' '''.
Learning .0e+ti7e ) Pupils will be taught to use and apply knowledge o
money in real lie.
Learning .#t+.&e ) Pupils will be able to di"ide money with di"idend not
more than *M1' '''.
Pre7i.# kn.8'e"ge ) Pupils had learnt how to di"ide money in ringgit and
sen in long di"ision.
Pr.'e& ) Pupils are not able to di"ide money with one digit
number in "ertical long di"ision/ and hori0ontal orm.
V.+a#'ar% ) "ertical, hori0ontal, note, coin, "alue, costs, buy, sell
SUGGESTED ACTIVITIES
Ste!2. Teacher gi"es three i"e ringgit notes to a pupils and asks how much
does he ha"eH Then teacher asks him to share eCually with his two
riends.
Teacher) ow much does each pupils ha"eH
*epeat this acti"ity with other amount o money using only coins, ringgit,
ringgit and coins./
Ste! 9.
a/ Teacher shows how to di"ide coins en/.
@amples)
i/ 13& sen 2 ii/ (13 sen ; iii/ 2;; sen 6 i"/ &3& sen (
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b/ Teacher shows and eplains how to di"ide in ringgit.
@amples)
i/ *M
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Learning area ) Money up to *M1' '''.
Learning .0e+ti7e ) Pupils will be taught to use and apply knowledge o
money in real lie.
Learning .#t+.&e ) Pupils will be able to sol"e problems in"ol"ing money
o up to *M1' '''.
Pre7i.# kn.8'e"ge ) Pupils had learnt di"ision.
Pr.'e& ) Pupils are not able to)
i/ understand the Cuestions.
ii/ determine which operations to apply.
V.+a#'ar% ) "ertical, hori0ontal, buy, sell, cost, balance, amount,
"alue, note, coin, total.
SUGGESTED ACTIVITIES
Ste! 2. Teacher shows a number sentence. =uides pupils to create story
based on the number sentence gi"en.
*M&.3' 2
%nswer) #ne bottle o orange juice is *M&.3'. ow much does our
bottles costH
Teacher asks pupils to write number sentences based on the stories
gi"en.
Vuestion 1) Mother bought one kilogram o ish or *M3.;3. ow
much must mother pay or 4 kilogram o ishH
Vuestion &) ather shared eCually *M3& among his 2 children.
ow much does each child will getH
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Sol"e the Cuestions gi"en.
1. The price o a chicken is *M
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Learning .0e+ti7e ) Pupils will be taught to understand the relationship
between units o time.Learning .#t+.&e ) Pupils will be able to state relationship between units
o time.Pre7i.# kn.8'e"ge ) Pupils had learnt basic o time.Pr.'e& ) Pupils not able to state relationship between units o
time.V.+a#'ar% ) decade, con"ert, year, month, day
SUGGESTED ACTIVITIESStep 1)>iscuss and understand the usage o time ladder8
-entury 1'
1' >ecade 1'
1' $ear 1&
1&
Month 2
2 Eeek ;
; >ay &2
&2 our 4'
4' Minute 4'
4' Second
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Step &)
@planation o the relationship between the units o timea. 1 minute 4' seconds i. 9se an analog clock with all the second,
minutes and hour hands intact.
ii. Switch on the clock and ask the students to
obser"e the mo"ement o the second hand.
e.g. @ach complete rotation rom number 1&
to number 1& is one minute.
b. 1 hour 4' minutes i. Mo"e the minute hand o the clock to make a
complete rotation.
ii. #ne complete rotation o the minute hand is
eCuals to one hour.
c. 1 day &2 hours i. Mo"e the minute hand to rotate and obser"e
the mo"ement o the hour hand.ii. Start rom 1& midnight, 1 a.m., & a.m., ( a.m.,
2 a.m. and end at 1& midnight.
iii. 5et the students count the number o
rotations done by the minute hand.
i". &2 rotations means &2 hours.
d. 1 week ; days i. *ecall the days o the week
124
1 minute 4' seconds
1 hour 4' minutes
1 day &2 hours
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ii. -ount the numbers o days
e. 1 month (' days i. By using a calendar, count the days in each
month.
ii. Make a brie eplanation about the number o
days in each.
. 1 year 1& months Fame the months in a year rom a calendar.
g. 1 year (43 or (44 days i. By using a calendar, sum up the days in a
speciic year.
ii. @plain the reasons or ha"ing (44 days in a
leap year.
h. 1 decade 1' years @plain the meaning o decade by using a
chart.
Q Proceed with the rest o the con"ersions.
Le.n ) 91T.!i+ ) Time
Learning area ) *elationship between units o time.Learning .0e+ti7e ) Pupils will be taught to understand the relationship
between units o time.Learning .#t+.&e ) Pupils will be able to con"ert time rom)
i. years to days and "ice!"ersa
125
1 week ; days
1 month (' days
1 year 1& months
1 year (43 days
1 leap year (44 days
1 decade 1' years
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ii. decades to years and "ice!"ersa
iii. years to months and "ice!"ersa
iii. hours to days and "ice!"ersa
i". hours to minutes and "ice!"ersa
". hours and minutes to minutes and "ice!"ersa
"i. minutes to hours and minutes and "ice!"ersaPre7i.# kn.8'e"ge ) Pupils had learnt basic o time.Pr.'e& ) Pupils are not able to con"ert time)
i. years to days and "ice!"ersa
ii. decades to years and "ice!"ersa
iii. years to months and "ice!"ersa
iii. hours to days and "ice!"ersa
i". hours to minutes and "ice!"ersa
". hours and minutes to minutes and "ice!"ersa
"i. minutes to hours and minutes and "ice!"ersaV.+a#'ar%
) decade, con"ert, year, month, daySUGGESTED ACTIVITIES
Steps @planations
i. -on"ert years to days and "ice!
"ersa.
@ample)
a. & years OO.. days
i. *eer to thetime ladder.
ii. -on"ert years to days.
iii. I it8s going down, we multiply.
b. 1
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E:ERCISE 92
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E C.n7ert %ear t. &.nt*
( years months
6 years months
1( years months
&3 years months
3; years months
4 C.n7ert &.nt* t. %ear
&2 months years
2< months years
4' months years
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Le.n ) 9@T.!i+ ) TimeLearning area ) Basic operations in"ol"ing timeLearning .0e+ti7e ) Pupils will be taught to add, subtract, multiply and
di"ide units o time.Learning .#t+.&e ) Pupils will be able to add and subtract time in"ol"ing
con"ersion with answers in compound units)
a. hours and minutes
b. years and months
c. decade and years
Pre7i.# kn.8'e"ge ) Pupils ha"e been taught addition and subtraction
beore.Pr.'e& ) Pupils are not able to add and subtract time in"ol"ing
con"ersion with answers in compound units.V.+a#'ar% ) hour, minute, add, plus, total, sum, subtract, minus,
take away, dierent, all together.
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SUGGESTED ACTIVITIESStep 1)
Practice mental calculation
Pupils perorm basic operation in"ol"ing time using number sentences.
@ample)
a. &3 minutes G (' minutes
b. 1; hours G 1( hours
c. &' months D < months
d. &; years D 12 years
e. 14 decades G 1& decades
Step &)
Teacher shows addition and subtraction o time in"ol"ing con"ersion o units.
@ample)
a. 2' minutes G (3 minutes ;3 minutes
1 hour 13 minutes
2' minutes 1
G (3 minutes 4' ; 3 minutes
;3 minutes 4 '
1 3
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Step ()
Teacher distributes worksheets.
133
b &( hours G 1; hours 2' hours
1 day 14 hours
&( hours 1
G 1; hours &2 2 ' hours
2' hours & 2
1 4
c 2; months 6 1( months (2 months
& years 1' months
2; months &
6 1( months 1& ( 2 months
(2 months & 2
1 '
d 4' year s
6 13 years 23 years
2 decades 3 years
4' year s
2
6 13 year s
1' 2 3 years
23 year s
2 '
3
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E:ERCISE 99
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B. Sol"e the ollowing)
1. ( & 3 minutes &. & < ' minutes
G 1 1 < minutes G 3 3 minutes
minutes minutes
hours minutes hours minutes
(. 1 & < hours 2. 1 6 < months
G 4 & ; hours G ; 3 months
hours months
days hours years months
3. & 3 ; years 4. 6 6 years
G 2 ( years G 2 3 years
years years
decades years decades years
;. ( & 3 minutes
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Le.n ) 9T.!i+ ) TimeLearning area ) Basic operations in"ol"ing timeLearning .0e+ti7e ) Pupils will be taught to add, subtract, multiply and
di"ide units o time.Learning .#t+.&e ) Pupils will be able to multiply time in"ol"ing
con"ersion with answers in compound units)
a. hours and minutes
b. years and months
c. decade and yearsPre7i.# kn.8'e"ge ) Pupils ha"e been taught multiplication beore.
Pr.'e& ) Pupils are not able to multiply time in"ol"ing
con"ersion with answers in compound units.V.+a#'ar% ) hour, minute, add, plus, total, sum, subtract, minus,
take away, dierence, all together.
SUGGESTED ACTIVITIES
Step 1 1. Practice mental calculation.
&. Pupils perorm basic calculation in"ol"ing time.
@ample o multiplication
a. < minutes 2 minutes
b. 1' hours 4 hours
c. ; months < months
d. 6 years 3 years
e. 4 decades ; decades
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Step & Teacher shows the multiplication o time in"ol"ingcon"ersion o units.
@amples)
a. &' minutes 2
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Step ( >istribute worksheets.E:ERCISE 9=
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years years
Le.n ) 9>T.!i+ ) Time
Learning area ) Basic operations in"ol"ing timeLearning .0e+ti7e ) Pupils will be taught to add, subtract, multiply and
di"ide units o time.Learning .#t+.&e ) Pupils will be able to di"ide time in"ol"ing
con"ersion with answers in compound units)
a. hours and minutes
b. years and months
c. decade and yearsPre7i.# kn.8'e"ge ) Pupils ha"e been taught di"ision beore.Pr.'e& ) Pupils are not able to di"ide time in"ol"ing
con"ersion with answers in compound unitsV.+a#'ar% ) hour, minute, add, plus, total, sum, subtract, minus,
take away, dierence, all together.
SUGGESTED ACTIVITIES
Step 1 1. Practice mental calculation
&. Pupils perorm basic calculation in"ol"ing time
@amples o di"ision)
a. 2' minutes 3 minutes
b. 14 hours 2 hours
c. &< months ; months
d. (4 years 6 years
e. 34 decades < decades
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Step & Teacher shows the di"ision o time in"ol"ing con"ersion o units.
@amples)
a. &14 minutes ( ;& minutes
1 hour 1& minutes; &
( & 1 4 1
& 1 4'
; &
' 4 4 '
4 1 &
'
b. 14< months 2 2& months
( years 4 months
2 &
2 1 4 < (
1 4 1&
2 &
' < ( 4
< 4
'
c. (&' years 3 42 years
4 decades 2 years
4 2
3 ( & ' 4
( ' 1'
4 2
& ' 4 '
& ' 2
'
Step ( Teacher distributes worksheets.
E:ERCISE 91
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Le.n ; 9
T.!i+ ) 5ength
Learning area ) *elationship between units o length.
Learning .0e+ti7e ) Pupils will be taught to understand the relationship
between units o length.
Learning .#t+.&e ) Pupils will be able to)
1. State the relationship between centimetre and
millimetre.
&. -on"ert units o length rom)
a/ millimetres to centimetres
b/ centimetres to millimetres
Pre7i.# kn.8'e"ge ) Pupils know how to measure and record length o
objects using the standard unit.
Pr.'e& ) -onuse in con"ersion.
V.+a#'ar% ) width, height, compound
SUGGESTED ACTIVITIES
Ste! 2 1. Teacher asks two pupils to show their pencils.
&. %sk the pupils LEhose pencil is longerJshorter.?
(. Say and spell the words) shorter thanJlonger than
2. Teacher asks pupils to estimate the length o their pencils
in millimetre or centimetre.
3. Pupils say the length o the pencils shown.
@ample) pencil < cm or
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Ste! 9 1. Teacher states the relationship between cm and mm.
&. @pose pupils to use the con"ersion table to con"ert
millimetre to centimetre and "ice!"ersa.
@ample) 1' millimetres 1 centimetre
(. Teacher eplains the application o con"ersion by using
table.Ste! = 1. @pose pupils to "arious eercises in worksheet.
&. %llow pupils to perorm the sol"ing to the test gi"en in
worksheet.
143
T%B5@ LAKU?
metre cm mm
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E:ERCISE 9@
Na&e ; C'a ;
%. -on"ert the ollowing)
1. 3 cm mm
&. ; cm mm
(. 11 cm mm
2. &2 cm mm
3. (' cm mm
4. 34 cm mm
;. ;< cm mm
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Le.n ) 9?
T.!i+ ) 5ength
Learning area ) *elationship between units o length
Learning .0e+ti7e ) Pupils will be taught to understand the relationship
between units o length
Learning .#t+.&e ) Pupils will be able to)
1/ State the relationship between metre and
centimetre.
&/ -on"ert units o length rom)
a/ metre to centimetre
b/ centimetre to metre
Pre7i.# kn.8'e"ge ) Pupils know how to measure and record length o
objects using the standard unit.
V.+a#'ar% ) width, height, compound.
SUGGESTED ACTIVITIES
Ste! 2 1. Teacher shows two rulers with dierent length between
1 metre and 3' centimetres.
&. %sk the pupils LEhich ruler is longerJshorter.?
(. Say and spell the words ) shorter thanJlonger than2. Teacher asks pupils to estimate the length o the ruler in
metre or centimetre.
3. Pupils say the length o the objects shown.
@ample) *uler ) 3' cm or 1 metre.
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Ste! 9 1. Teacher states the relationship between centimetre and
metre
&. @pose pupils to use o con"ersion table to con"ert rom
metre to centimetre and "ice!"ersa.
@ample ) 1'' centimetres 1 metre
(. Teacher eplains the application o con"ersion by using
table.
Step ( 1. @poses pupils to "arious eercises.
&. %sks pupils to sol"e the test gi"en.
146
1m 1'' cm
T%B5@ LAKU?
metre cm mm
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E:ERCISE 9
Na&e ; C'a;
%. -on"ert the ollowing)
1. ( m cm
&. 3 m cm
(. 4.3 m cm
2. ; m cm
3.
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SUGGESTED ACTIVITIES
Step 1 >iscuss and understand the di"ision o weighing scale.
149
3
1kg
4
0
2
kg0 1
2
3
45
6
7
8
9
4 graduation
2 graduation
250750
500
50100
150
200
300
350400
700
250
650600
550
800
850
900950 0
g
500
100
200
300
400
700
600
800
9000g
1 graduation
2 graduation
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Step & @plain the marking o the scale.
a. 1 mark '.3 kg
scale di"ision by &
b. 1 mark '.&3 kg
scale di"ision by 2
i. 9se an analog weighing scale with
mark di"ision by & or 2.
ii. Put objects to measure the mass.
iii. @mphasise that measuring should
start rom the '8 mark o the weighing
scale.
c.&
1kilogram 3''
grams
i. Measuring other objects and record.
ii. @mphasise that one complete rotation
o hand is eCuals to 1 ''' grams, so
2
1kilogram 3'' grams.
d.2
(kg ;3' g
*eer to Mass -on"ersion Table and
con"ert2
(kg ;3' g.
e. 1 kg 1 ''' g @mphasise that one circle o weighing
scale g/ is 1 ''' g.
. 1 mark 3' g scale
di"ision by &
@plain the scale di"ision by & means
3' grams.
Step ( @stimate the mass o object
a. @stimate the mass o object.
b. *ead and record the mass o objects.
c. Measure the objects, record and then compare with the accurate
weight between the estimation and measurement.
Step 2 -omplete the worksheet
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E:ERCISE 9>
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B @stimate the mass o the ollowing object
Le.n ) =2T.!i+ ) MassLearning area ) *elationship between units o mass
152
300 g
1 250 g2
600 g4
120 g5 80 g
6
g g
200g
3
g
g
g
g
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Learning .0e+ti7e ) Pupils will be taught to understand the relationship
between units o mass.Learning .#t+.&e ) Pupils will be able to con"ert mass rom
i. kilograms to grams
ii. kilograms and grams to grams
iii. kilograms and grams to kilogramsPre7i.# kn.8'e"ge ) Pupils had learnt basic o mass.Pr.'e& ) Pupils are not able to con"ert mass unit
i. kilograms to grams
ii. grams to kilograms
V.+a#'ar% ) measurement, relationship, decimal point
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SUGGESTED ACTIVITIES
Step 1 @planations
1. *eading time table con"ert
decimal kilograms to grams.
@ample)
a. 1.' kg 1 ''' g
b. '.6 kg 6'' g
c. '.< kg
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1 '''/.
2. -on"ert kg and g to g
@ample)
& kg (2' g & (2' g
2 kg 32' g 2 32' g
i. *eer to the con"ersiontable.
ii. -on"ert kilograms and grams to
grams.
Step & >istribute worksheets.
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E:ERCISE 9
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C -on"ert the ollowing to gram g/
@ample ) ( kg 43' g 1''' g G 43' g
1 43' g
2 & kg
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Le.n ; =9
T.!i+ ; Aolume # 5iCuidLearning area ; *elationship between units o "olume o liCuid.
Learning .0e+ti7e ; Pupils will be taught to understand the relationship
between units o "olume o liCuid.
Learning .#t+.&e ; Pupils will be able to)
i. -on"ert units o "olume rom)
a. litres to millilitres,
b. millilitres to litres,
c. litres and millilitres to litres,
d. litres and millilitres to millilitres.Pre7i.# kn.8'e"ge ; Pupils had learnt the basic o "olume o liCuid.Pr.'e& ; Pupils cannot con"ert "olume o liCuid rom litre to
millilitre and "ice!"ersa.V.+a#'ar% ; measurement, con"ert, relationship.
SUGGESTED ACTIVITIES
Step 1 Jinnee 8it* = e%e.
1. Make sure pupils know how many millilitres in one
litre.
&. %sk pupils to write down the relationship between
litres and millilitres.
(. Shows the relationship between litres and millilitres
and epress the ormula in the picture o T*e Jinnee
8it* = e%e.
2. Shows pupils how to con"ert rom one unit to another
using Jinnee 8it* = e%e.
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Step & Ta'e Ak#;
1. Teacher shows pupils how to use Ta'e Ak#.
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&. Pupils write and read any measurement o "olume o
liCuid in Ta'e Ak#
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E:ERCISE 9?
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3.
4
= _________________
4.
2
=__________ m
Le.n ) ==
T.!i+ ) Aolume # 5iCuid
Learning area ) Basic operation in"ol"ing "olume o liCuid.
Learning .0e+ti7e ) Pupils will be taught to add and subtract units o
"olume.Learning .#t+.&e ) Pupils will be able to)
i. %dd "olume o liCuid in"ol"ing con"ersion o units
in)
a/ litre
b/ millilitre
c/ litre and millilitre
ii. Subtract "olume o liCuid in"ol"ing con"ersion o
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?
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units in)
a/ litre
b/ millilitres
c/ litre and millilitresPre7i.# kn.8'e"ge ) 9nderstand the relationship between units o "olume
o liCuid.
Pr.'e& ) Pupils cannot do basic operation in"ol"ing con"ersion
units o "olume o liCuid.
V.+a#'ar% ) con"ert, mied decimals, total, subtract, minus,
altogether, multiply, product, di"ide, di"isor, Cuotient,
di"idend and multiplicand.SUGGESTED ACTIVITIES
Step 1 ) *e"ise the relationship between units o "olume o liCuid
with)
a Jinnee 8it* = e%e
b. Ta'e Ak#
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Step & ) %dd and subtract "olume o liCuid in"ol"ing con"ersion o
units in)
a. 5itre
b. Millilitre
c. litre and millilitre
! Teacher shows pupils how to add and subtract
using Ta'e Ak#.
! Teacher guides pupils to add and subtract "olume
o liCuid using Ta'e Ak#
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Step ( ) Teacher distributes worksheets.
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E:ERCISE =
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Le.n ) =1
T.!i+ ) Aolume # 5iCuid
Learning area ) Basic operation in"ol"ing "olume o liCuid.
Learning .0e+ti7e ) Pupils will be taught to multiply and di"ide units o
"olume.Learning .#t+.&e ) Pupils will be able to)
i. Multiply "olume o liCuid in"ol"ing con"ersion o
units by)
a. % one!digit number
b. 1', 1'' and 1 '''
ii. >i"ide "olume o liCuid in"ol"ing con"ersion o
units by)
a. % one!digit number
b. 1', 1'' and 1'''Pre7i.# kn.8'e"ge ) 9nderstand the relationship between units o "olume
o liCuid.
Pr.'e& ) Pupils cannot do basic operations In"ol"ing
con"ersion units o "olume o liCuid.V.+a#'ar% ) con"ert, mied decimals, total, subtract, minus,
altogether, multiply, product, di"ide, di"isor, Cuotient,
di"idend and multiplicand.
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SUGGESTED ACTIVITIES
Step 1 ) *e"ise about the relationship between units o "olume o
liCuid with)
%/ Jinnee 8it* = e%e
B/ Ta'e Ak#
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Step & ) Multiply and subtract "olume o liCuid in"ol"ing con"ersion
o units by)
a. % one!digit number
". 1', 1'' and 1 '''
! Teacher asks pupils to complete the 'ti!'i+ati.n
ta'e
! Teacher guides pupils how to use the 'ti!'i+ati.n
ta'eto multiply and to di"ide.
! Teacher guides pupils to con"ert the answer rom
one unit to another using Ta'e Ak#8.
Step ( ) Teacher distributes worksheets.
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E:ERCISE =2
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-. Multiply the ollowing.
2 4.;
4
9 '.(;
3
= &4; m
2
1 & ;'3 m
4
@ ( 342 m & m
1 (2 m ( m
>. >i"ide the ollowing
2 & 4.10 9 2 84.24 = 4 m684 1 6 m783
@ &' ('' m 3 14 42
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Learning area ; Two >imensional Shapes
Learning .0e+ti7e ; Pupils will be taught to understand the perimeter o a
two!dimensional shape.
Learning .#t+.&e ; Pupils will be able to identiy the sides o a)
1. SCuare.
&. *ectangle
Pre7i.# Kn.8'e"ge ; Pupils had learnt)
1. ow to draw sCuare and rectangle
&. >escribe the eatures o the shapes
Pr.'e& ; Pupils are not able to calculate the perimeter o the
sCuare and rectangle.
V.+a#'ar% ; sCuare, rectangle, perimeter, area, "olume
SUGGESTED ACTIVITIES;
Steps 1
Teacher guides pupils to draw and identiy the sides o a
1. SCuare
&. *ectangle
(. Triangle
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@ample)
*ectangle 2 sides
Triangle ( sides
SCuare 2 sides
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Step &
Teacher guides pupils to ind the perimeter o a two!dimensional shapes
rectangle and sCuare/.
The!eri&etero a shape is the #& . t*e 'engt* . a'' it i"e
@ample 1)
Perimeter 4 cm G ( cm G 4 cm G ( cm
1< cm
@ample &)
Perimeter 3 cm G 3 cm G 3 cm G 3 cm
&' cm
179
3 cm
4 cm
( cm
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E:ERCISE =9
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Le.n ; =
T.!i+ ; Shape and Space
Learning area ; Two >imensional Shapes
Learning .0e+ti7e ; Pupils will be taught to understand and ind the area
o a two!dimensional shape.
Learning .#t+.&e ; Pupils will be able to)
1. Identiy the dimensions o a)
a. sCuare
b. rectangle
&. -ompare with unit sCuares.
(. -alculate the area o sCuares and rectangles
using the ormula)
Pre7i.# Kn.8'e"ge ; Pupils had learnt
1. ow to draw a sCuare and a rectangle.
&. >escribe the eatures o the shapes.
Pr.'e& ; Pupils are not able to ind the area o the sCuare and
rectangle.
V.+a#'ar% ; sCuare, rectangle, perimeter, area, "olume
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SUGGESTED ACTIVITIES;
Steps 1
Teacher introduces the lesson by using a sCuare and a rectangle. Identiy the
sides.
Pupils draw a sCuare and a rectangle and label the length and breadth on the
shapes.
Teacher guides pupils to calculate the area by using the ormulas.
@ample 1
Breadth
5ength
@ample &
a/ 5ength 1' cm
b/ Breadth 3 cm
1' cm
3 cm
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%rea length Breadth
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Step 2
ind the perimeter and area o two dimensional shapes
@ample 1
; cm
( cm
%rea 5ength Breadth ; cm ( cm &1 cm&
@ample &
( cm
4 cm
%rea 5ength Breadth ( cm 4 cm 1< cm&
E:ERCISE ==
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&.
(.
;cm
; cm
Le.n ; =>
T.!i+ ; Shape %nd Space
Learning Area ; Three >imensional Shapes
Learning 30e+ti7e ; Pupils will be taught to)
1. 9nderstand the "olume o cubes and cubiods
&. ind the "olume o cubes and cubiods
Learning 3#t+.&e ; Pupils will be able to)
a. Identiy the dimensions o cubes and cuboids.
184
4 cm
( cm
2 cm 2 cm
; cm
; cm
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b. -alculate the "olume o cube and cubiod by using
the ormula)
Pre7i.# Kn.8'e"ge ; Pupils had learnt to Identiy the dimensions o sCuare
and rectangle.
Pr.'e& ; Pupils are not able to ind the "olume o a cube or
cuboid
V.+a#'ar% ; "olume, cubic unit, ormula, height, breadth, length
185
Aolume 5ength Breadth eight
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SUGGESTED ACTIVITIES
Steps 1
Teacher guides the pupils to label the length, breadth and height o a cube or
cuboid.
Step &
@plore the dimension o cubes and cuboids by using unit cube.
Shape 5ength Breadth eight
P
V
*
S
T
9
Steps (
-alculate the "olume o the ollowing shapes
@ample 1
186
height
length
breath
( cm
3 cm & cm
3 cm
2 cm& cm
Aolume 3 cm & cm ( cm
(' cm(
Aolume 2 cm & cm 3 cm
2' cm(
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@ample &
N3TE ;
The standard unit or "olume)
1. -ubic centimeter cm(/
&. -ubic metre m(/
C.n+'#i.n ; V.'#&e . a +#e .r +#i." i t*e !r."#+t . it "i&eni.n
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Le.n ; =
T.!i+ ) >ata andling
Learning area ) Pictograph
Learning .0e+ti7e ) Pupils will be taught to recogni0e and draw
pictograph.
Learning .#t+.&e ) Pupils will be able to represent data by using a
pictograph.
Pre7i.# kn.8'e"ge ) Pupils know about data handling concept.
Pr.'e& ) Pupils are not able to represent data by a pictograph.
V.+a#'ar% ) key, Cuantity
SUGGESTED ACTIVITIES
1. Teacher eplains to the pupils, the pictograph is a way o displaying
inormation, so that it can be "isuali0e and compare.
&. Teacher shows an eample using books. I one book represents 3 boys
what does 1' books representH
(. Teacher shows & types o pictograph D a hori0ontal pictograph and a
"ertical pictograph.
>
-
B
%
% B - >
represents 1 unit represents 3 units
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2. Teacher guide the pupils to etract and interpret inormation rom each
pictograph.
3. Teacher gi"es other eample as below)
@ample)
ouse Fumber o tins o paints used ouse S
P 1' ouse *
V 3 ouse V
* 13 ouse P
S &' represents 3 tins
4. Teacher distributes the worksheets.
190
Shop Fumber o bicycle sold
A 2
B ollah 4 marbles and %min < marbles. -onstruct a
pictograph to represent the number o marbles they ha"e.
%wang
>ollah
%min
X represents & marbles
&. Based on data gi"en, construct a pictograph to represent the number o
books read by the pupils in 1 month.
a. Shima read 14 books.
b. @dith read the most number o books. She read &2 books.
c. Samuel read < books.
d. alimah read 2 books less than @dith.
Shima @dith Samuel alimah
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*epresents 2 books
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(. -onstruct a pictograph based on the data gi"en below.
Bus Bicycle -ar
Yrepresents ; pupils
(3 pupils o $ear 2 used the bus to go to school. &1 pupils cycle to
school and 12 pupils go to school by car.
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Le.n ) =?
T*e&e ) >ata andling
Learning area ) Bar graph
Learning .0e+ti7e ) Pupils will be taught to recogni0e, read and draw bar
graphs.
Learning .#t+.&e ) Pupils will be able to interpret data rom the bar
graphs.
Pre7i.# kn.8'e"ge ) Pupils had learnt topic data handling.
Pr.'e& ) Pupils are not able to interpret data rom the bar
graph.
V.+a#'ar% ) Bar graph, ais aes/, hori0ontal, "ertical.
SUGGESTED ACTIVITIES
1. Teacher eplains to the pupils, that a bar graphs is one way o displaying
inormation "ertically or hori0ontally.
&. Teacher displays & types o bar graph to the pupils.
ori0ontal bar graph and "ertical bar graph/,
(. Teacher shows a bar graph and discuss with the pupils on how to collect
and interpret data rom the bar graph.
193
Aertical Bar=raph
ori0ontal Bar=raph
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2. Teacher guides the pupils to collect and interpret data rom the bar graph.
@ample)
A'i 2 3 marks &' marks
A# ( 3 marks 13 marks
A*&a" 4 3 marks (' marks
3. Teacher distributes worksheet.
194
#
## ## # ## # ## # #
A'i A# A*&a"
#represents 3 marks
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E:ERCISE =
Na&e ; C'a ;
Based on the data rom the bar graph, answer all o the Cuestions below.
%. The bar graph abo"e shows the transports used by the pupils o Sekolah
Kebangsaan Bengkongan, Kota Marudu.
1. ow many pupils cycle to schoolH
&. Ehich transportation is commonly used by the pupilsH
(. ind the total number o pupils use the buses and cars to schoolH
2. ind the dierence o the number o pupils using cars and bicycles to
schoolH
3. ind the number o pupils that go to school by carsH
195
30
25
20
15
10
5
0 Bus -ar Bicycle
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ANS-ERS
E:ERCISE 2
1. (2 3&', (2 3'', (2 '''
&. 33 '3', 33 1'', 33 '''(. 1; 23', 1; 2'', 1; '''2. &6 ;1', &6 ;'', (' '''3. (1 63', (1 6'', (& '''4. 1; 31', 1; 3'', 1< ''';. 3' 16', 3' &'', 3' '''3. -4. B;. -6. >1'.>
E:ERCISE =
%.1. ity!eight thousand and eight&. se"enty !two thousand and
ity!eight.(. orty!i"e thousand si
hundred and twenty!two2. ninety thousand and ninety!
nine3. se"enty!se"en thousand and
se"enty!two
B.1. Se"enty thousand and i"e&. @ighty!nine thousand se"en
hundred and siteen.(. Thirty thousand and ourteen2. Thirty three thousand se"en
hundred and ninety
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E:ERCISE @
1. 3 14(&. & ;64(. 3
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B.1. &;< remainder 13&. 3&( remainder 11(. 1&42. 24& remainder .1. two o"er threeJtwo thirds&. three o"er i"eJthree iths(. our o"er se"enJour
se"enths2. se"en o"er nineJse"en
ninths3. si o"er nineJsi ninths4. two o"er se"enJtwo
se"enths;. i"e o"er siJi"e siths
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E:ERCISE 21
%
1.8
1
&.5
2
(.2
1
2.9
5
3.10
3
4.8
3
;.8
3
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E:ERCISE 2@
%.1. tenths&. ones
(. hundredths2. tenths3. tenths4. hundredths;. tenths
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-.1. .1. &.'2&. (.&1(. &.62
2. 1&.
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B.1. &&. 2(. 42. ;
3. 6
-.1. 3'&. .1. 3
&.
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B.1. 22(, ;, &(&. ((3, 3, (3(. ;33, (1, 112. &;(, &&, 6
3. ('', (', '4. 122, 12, 2;. &';, (, &;
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E:ERCISE 9
%.1. (''&. 3''
(. 43'2. ;''3.
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>.1. 1.&&. 4.&1(. 1122.