rancangan mengajar matematik tahun 5 2014.docx

8/10/2019 RANCANGAN MENGAJAR MATEMATIK TAHUN 5 2014.docx

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YEARLY SCHEME OF WORK YEAR 5 (2014)

WEEK TOPIC LEARNING AREA LEARNINGOBJECTIVESPupils will be taught to:

LEARNING OUTCOMESPupils will be able to:

SUGGESTED TEACHING AND LEARNINGACTIVITIES

1(23 Jan)

2(610 Jan)

1. WHOLENUMBERS.

1. NUMBER TO1 000 000.

1. Develop numbersense up to1 000 000.

(i) Name and write numbersup to1000 000.

(ii) Determine the place valueof the digits in any wholenumber up to 1000 000.

(iii) Compare value ofnumbers up to1 000 000.

(iv) Round off numbers to thenearest tens, hundreds,thousands, ten thousands

and hundred thousands.

Teacher pose number in numerals, pupilsname the respective numbers and writethe number word.

Teacher says the number names andpupils show the number using thecalculator of abacus, then pupils write thenumerals.

Provide suitable number line scales andask pupils to mark the positions thatrepresent a set of given numbers.

Given a set of numerals, pupils representeach number using the number base blockor the place value of every digit of the

given number.

Given a set of numerals, pupils compareand arrange the numbers in ascendingthen descending order.

3(13 17Jan)14 Jan-Maulud nabi17 Jan-Thaipusam

1. WHOLENUMBERS.

2. ADDITION WITHTHE HIGHESTTOTAL OF1 000 000.

2.Add numbers to thetotal of 1 000 000.

(i) Add any two to fournumbers to 1 000 000.

(ii) Add successively any twoto four numbers to 1 000000.

(iii) Solve addition problems.

Pupils practice addition using the four-stepalgorithm of:1. Estimate the Total.2. Arrange the numbers involved

according to place values.3. Perform the operation.4. Check the reasonableness of the

answer.

Pupils create stories from given additionnumber sentence.

Teacher poses problems verbally, i.e. inthe numerical form or simple sentences.

Teacher guides pupils to solve problemsfollowing Polyas four step mode of:1. Understand the problem.


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2. Devising a plan.3. Implementing the plan.4. Looking back.

4(20 24Jan)

1. WHOLENUMBERS.

3. SUBTRACTIONWITHIN THERANGE OF1 000 000.

3. Subtract numbersfrom a numbers lessthan 1 000 000.

(i) Subtract one number froma bigger number less than1 000 000.

(ii) Subtract successivelyfrom a bigger number lessthan1 000 000.

(iii) Solve subtractionproblems.

Pupils create stories from givensubtraction number sentence.

Pupils practice subtraction using the four-step algorithm of :1. Estimate the sum.

2. Arrange the numbers involvedaccording to place values.

3. Perform the operation.4. Check the reasonableness of the

answer.

Pupils Subtract successively by writing thenumber sentence in the:a) horizontal form.b) vertical form.

Teacher pose problems verbally i.e.., inthe numerical form or simple sentences.

Teacher guides pupil to solve problemsfollowing Polyas four-step model of :1. Understand the problem.2. Devising a plan.3. Implementing the plan.4. Looking back.

5(27 31Jan)31 Jan & 1Feb-CNY &Fed. Day

1. WHOLENUMBERS.

4. MULTIPLICATIONWITH THEHIGHESTPRODUCT OF 1000 000.

4. Multiply any tonumbers with thehighest product of 1 000000.

(i) Multiply up to five digitnumbers with:a) A one-digit number.b) A two- digit number.c) 10, 100 and 1000.

Pupils create stories from givenmultiplication number sentences

e.g. 40 500 x 7 = 283 500A factory produces 40 500 batteries perday. 283 500 batteries are produced in 7

days.

Pupils practice multiplication using thefour-step algorithm of:1. Estimate the product.2. Arrange the numbers involved


answer.


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(ii) Solve problems involving

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

the numerical form or simple sentence

Teacher guides pupils to solve problemsfollowing Polyas four-step model of :1. Understanding the problem2. Devising a plan3. Implementing the plan

4. Looking back(Apply some of the common strategies invery problem Solving step).

6(37 Feb)

1. WHOLENUMBERS.

5. DIVISION WITHTHE HIGHESTDIVIIDEND OF 1000 000.

5. Divide a number lessthan 1 000 000 by atwo-digit number.

(i) Divide numbers up to sixdigits by:a) A one-digit number.b) 10, 100 and 1000.c) A two-digit number.

(ii) Solve problems involvingdivision

Pupils create stories from given divisionnumber sentences.

Pupils practice division using the four-stepalgorithm of:1. Estimate the product.2. Arrange the numbers involved


answer.

Example for long division

1 3 5 6 2 r 2035 4 7 4 6 9 0

3 51 2 41 0 5

1 9 61 7 5

2 1 92 1 0

9 07 02 0

Teacher pose problems verbally, i.e., inthe numerical form or simple sentences.

Teacher guides pupils to solve problemsfollowing Polyas four-step model of:1. Understanding the problem.


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2. Devising a plan.3. Implementing the plan.4. Looking back.(Apply some of the common strategies invery problem Solving step).

7(10 14Feb)

1. WHOLENUMBERS.

6. MIXEDOPERATIONS.

6. Perform mixedoperations involvingmultiplication anddivision

(i) Calculate mixed operationon whole numbersinvolving multiplicationand division.

(ii) Solve problems involvingmixed operations ofdivision and multiplication.

Pupils create stories from given numbersentence involving mixed operations ofdivision and multiplication.

Pupils practice calculation involving mixedoperation using the four-step algorithm of :1. Estimate the quotient2. Arrange the numbers involved

according to place values.3. Perform the operation4. Check the reasonableness of the

answer.

Teacher guides pupils to solve problemsfollowing Polyas four-step model of :1. Understanding the problem2. Devising a plan

3. Implementing the plan4. Looking back

(Apply some of the common strategies invery problem Solving step).


5/26

WEEK TOPIC LEARNING AREA LEARNING OBJECTIVESPupils will be taught to:



8(17 21Feb)

2. FRACTIONS. 1. IMPROPERFRACTIONS.

1. Understand improperfractions.

(i) Name and write improperfractions withdenominators up to 10.

(ii) Compare the value of thetwo improper fractions.

Demonstrate improper fractions usingconcrete objects such as paper cut-outs,fraction charts and number lines.

Pupils perform activities such as paperfolding or cutting, and marking value onnumber lines to represent improper fractions.

9(24 28Feb)

2. FRACTIONS. 2. MIXED NUMBERS. 1. Understand mixednumbers.

(i) Name and write mixednumbers withdenominators up to 10.

(ii) Convert improperfractions to mixednumbers and vice versa.

Teacher demonstrate mixed numbers bypartitioning real objects or manipulative.

Pupils perform activities such as:a) Paper folding and shading.b) Pouring liquids into containers.c) Marking number lines.

To represent mixed numbers.

e.g.

24

3 shade parts.

32

1 beakers full.

10(3 7Mar)

2. FRACTIONS. 3. ADDITION OFFRACTIONS

1. Add two mixednumbers.

(i) Add two mixed numberswith the samedenominators up to 10.

(ii) Add two mixed numberswith differentdenominators up to 10.

Demonstrate addition of mixed numbersthrough:

a) Paper folding activities.b) Fraction charts.c) Diagrams.d) Number lines.

e.g.


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(iii) Solve problems involvingaddition of mixednumbers.

14

1 + 1

2

1= 2

4

3

Create stories from given number sentencesinvolving mixed numbers.

11(10 14

Mar)

2. FRACTIONS. 4. SUBTRACTION OFFRACTIONS.

1. Subtract mixednumbers.

(i) Subtract two mixednumbers with the same

denominator up to 10.

(ii) Subtract two mixednumbers with differentdenominators up to 10.

(iii) Solve problems involvingsubtraction of mixednumbers.

Demonstrate subtraction of mixed numbersthrough:

a) Paper folding activities.b) Fraction charts.c) Diagrams.d) Number lines.e) Multiplication table.

Pupils create stories from given numberssentences involving mixed numbers.

12(17 21Mar)

PKSR 1

(22 30Mar)

School break for semester 1.

13(31 Mar4 Apr)

2. FRACTIONS. 5. MULTI-PLICATIONOF FRACTIONS.

1. Multiply any propertractions with a wholenumber up to1 000.

(i) Multiply whole numberswith proper tractions.

Use groups of concrete materials, pictureand number lines to demonstrate fraction asequal share of a whole set.

Provide activities of comparing equalportions of two groups objects.

e.g.:


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(ii) Solve problems involvingmultiplication of fractions.

2

1of 6 = 3

2

1of 6 pencils is 3 pencil

2

1

x 6 =2

6

= 3

6 x2

1

or six halves.

6 x2

11/2 of an orange is

3

1+

3

1+

3

1+

3

1+

3

1+

3

1=3 oranges.

Create stories from given numbersentences.


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SUGGESTED TEACHING ANDLEARNING ACTIVITIES

14(7 11Apr)

3. DECIMALS. 1. DECIMAL NUMBER. 1. Understand anduse the vocabularyrelated to decimals.

(i) Name and write decimalnumbers to threedecimal places.

(ii) Recognized the placevalue of thousandths.

(iii) Convert fractions ofthousandths to decimalnumbers and viceversa.

(iv) Round off decimalnumbers to the nearest:

a) Tenths

b) Hundredths

Teacher models the concept ofdecimal number using number lines.

e.g.:

8 parts out of 1 000 equals 0.008.

23 parts out of 1 000 is equal to 0.023.

100 parts out of 1 000 is 0.100.

Compare decimal numbers usingthousand square and number line

Pupils find examples that usedecimals in daily situation

15

(14 18Apr)

3. DECIMALS. 2. ADDITION OF

DECIMAL NUMBERS.

1. Add decimal

number up to threedecimal places.

(i) Add any two to four

decimal numbers up tothree decimal placesinvolving:

a) Decimal numbersand decimal numbers.

b) Whole numbers anddecimal numbers.

(ii) Solve problemsinvolving addition ofdecimal numbers.

Pupils practice adding decimals using

the four- step algorithm of :

1. Estimate the total2. Arrange the numbers involved

according to place values3. Perform the operation4. Check the reasonableness of the

answer.5.

Pupils create stories from givennumber sentences.

15(14 18Apr)

3. DECIMALS. 3. SUBTRACTION OFDECIMAL NUMBERS.

1. SUBTRACTDECIMALNUMBERS UP TOTHREE DECIMALPLACES.

(i) Subtract a decimalnumber from anotherdecimal up to threedecimal places.

(ii) Subtract successivelyany two decimalnumbers up to threedecimal places.

Pupils subtract decimal numbers,given the number sentence in thehorizontal and vertical from.

Pupils practice subtracting decimalsusing the four-step algorithm of:

1. Estimate the total.2. Arrange the numbers involved

according to place values.


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(iii) Solve problemsinvolving subtraction ofdecimal numbers.

3. Perform the operation.4. Check the reasonableness of the

answer.

Pupils make stories from givennumber sentences.

16(21 25

Apr)

3. DECIMAL. 4. MULTIPLICATION OFDECIMAL NUMBERS.

(i) Multiply decimalnumbers up to

three decimalplaces with awhole number.

(i) Multiply any decimalnumbers up to three

decimal places with:

a) A one-digit number.

b) A two-digit number.

c) 10, 100 and 1000.

Solve problems involvingmultiplication of decimal

numbers.

Multiply decimal numbers with anumber using horizontal and vertical

from.

Pupils practice adding decimals usingthe four- step algorithm of :1. Estimate the total2. Arrange the numbers involved


answer.

Pupils create stories from givennumber sentences.

16(21 25Apr)

3. DECIMAL. 5. DIVISION OFDECIMAL NUMBERS.

1. Divide decimalnumbers up tothree decimalplaces by a wholenumber.

(i) Divide a whole numberby:

a) 10.

b) 100.

c) 1000.

(ii) Divide a whole numberby:


b) A two-digit wholenumber.

(iii) Divide a decimalnumber of three decimalplaces by:


Pupils practice adding decimals usingthe four- step algorithm of :1. Estimate the total2. Arrange the numbers involved


answer.


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b) A two-digit wholenumber.

c) 10.

d) 100.

(iv) Solve problem involving

division of decimalnumbers.

Pupils create stories from given

number sentences.


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WEEK TOPIC LEARNING AREA LEARNINGOBJECTIVEPupils will be taught to:

LEARNING OUTCOMESPupils will be able to :


17(28 April 2 May)1 May-LabourDay

4. PERCENTAGE. 1. PERCENTENGE. 1. Understand anduse percentage.

(i) Name and write thesymbol for percentage.

(ii) State fraction ofhundredths inpercentage.

(iii) Convert fraction ofhundredths topercentage and viceversa.

Pupils represent percentage withhundred squares.

Shade parts of the hundred square.

Name and write the fraction of the

shaded parts to the shaded parts topercentage.

18(59 May)

4. PERCENTAGE. 2. CONVERT FRACTIONAND DECIMALS TOPERCENTAGE.

1. Relate fraction anddecimals topercentage.

(i) Convert properfractions of tenths topercentage.

(ii) Convert proper fractionswith the denominators of2, 4, 5, 20, 25 and 50 topercentage.

(iii) Convert percentage tofraction in its simplestfrom.

(iv) Convert percentage todecimal number and viceversa.

Identity the proper fractions with thedenominators given.


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19(12 16May)

5. MONEY. 1. MONEY TORM 1 00 000.

1. Understand anduse vocabularyrelated to money.

(i) Read and write the valueof money in Ringgit andSen up to RM 100 000.

Pupils show different combination ofnotes and coins to represent a givenamount of money.

19(12 16May)

5. MONEY. 2. BASIC OPERATIONSINVOLVIING MONEY.

1. Use and applymathematicsconcepts when

dealing with moneyup to RM 100000.

(i) Add money in Ringgitand Sen up to RM100 000.

(ii) Subtract money inRinggit and Sen withinthe range of RM100 000.

(iii) Multiply money in Ringgitand Sen with a wholenumber, fraction ordecimal RM 100 000.

(iv) Divide money in Ringgitand Sen with the divisor

up to RM 100 000.

(v) Perform mixed operationof multiplication andvision involving money inRinggit and Sen up toRM 100 000.

(vi) Solve problems in realcontext involving moneyin Ringgit and Sen up toRM 100 000.

Pupils perform basic and mixedoperation involving money by writingnumbers sentences in the horizontal

and vertical form.

Pupils create stories from given numbersentences involving money in realcontext, for example:

a) Profit and loss in trade.

b) Banking transaction.

c) Accounting.

d) Budgeting and finance management.

Pupils solve problems following Polyasfour-step algorithm and using some ofthe common problem solving strategies.

20(19 23May)27-Israk &Mikraj

Mid year examination.

(28 May 15 Jun)

Half year school breaks.

7 Jun-DOB Agong


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21(16 20Jun)

6. TIME. 1. READING ANDWRITING TIME.

1. Understand thevocabulary relatedtime.

(i) Read and write time inthe 24-hour system.

(ii) Relate the time in the 24-hour system to the 12-hour system.

(iii) Convert time from the24-hour system to the12-hour system and vice-versa.

Pupils tell the time from the digital clockdisplay.

Design an analogue clock face showingtime in the 24-hour system.

Pupils convert time by using:

12 12 12

morning afternoon eveningnoon

0000 1200 0000

morning afternoon eveningnoon

The clock face

0023 1322 1421 1520 1619 1718

21(16 20Jun)

6. TIME. 2. RELATIONSHIPSBETWEEN UNITS OFTIME.

2. Understand therelationship betweenunits of time.

(i) Convert time in fractionsand decimals of a minuteto seconds.

(i) Convert time in fractions

and decimals of an hourto minutes and toseconds.

(ii) Convert time in fractionsand decimals of a day toseconds.

(iii) Convert units of timefrom:

Pupils convert from one unit of time.

Pupils explore the relationship betweencenturies, decades and years byconstructing a time conversion table.


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


16/26




24(30 Jun 4July)

7. LENGTH. 1. MEASURINGLENGTH.

1. Measure andcompare distances.

(i) Describe by comparisonthe distance of onekilometer.

(ii) Measure using scales fordistance between places.

Teacher provides experiences tointroduce the idea of a kilometer.

e.g.:

Walk a hundred-meter track and

explain to pupils that kilometer is tentimes the distance.

Use a simple a simple map to measurethe distances to one place to another.

e.g.:

a) School.

b) Village.

c) Town.

24(30 Jun 4July)

7. LENGTH. 2. RELATIONSHIPBETWEEN UNITS OFLENGTH.

2. Understand therelation between unitsof length.

(i) Relate meter andkilometer.

(ii) Convert meter tokilometer and vice versa.

Compare the length of a meter stringand a 100-cm stick, then write therelationship between the units. Pupilsthen visualize how far the length wouldbe if 1000 such sticks were to bearranged end to end.

Pupils use the conversion table for unitsof length to convert length from km to mand vice versa.

25(7 11July)

7. LENGTH. 3. BASIC OPERATIONINVOLVING UNITS OFLENGTH.

3. Add and subtractunits of length.

(i) Add and subtract units oflength involvingconversion of units in:

a) Kilometers.

b) Kilometers andmeters.

Pupils demonstrate addition andsubtraction involving units of lengthusing number sentences in the usual

conventional manner.

e.g.:

a) 2 km + 465 m = _______ m

b) 3.5 km + 615 m = ________ km

c) 12. 5 km625 m = _______ m


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26(14 18July)15 July-NuzulQuran

4. Multiply and divideunits of length.

(ii) Multiply and divide unitsof length in kilometersinvolving conversion ofunits with:


b) 10, 100, 1000.

(iii) Solve problems involvingbasic operations onlength.

Pupils multiply and divide involving unitsof length.

e.g.:

a) 7. 215 m x 1 000 = _______ km

b) 2. 24 km 3 = ________ m

Create stories from given numbersentence.


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27(21 25July)

8. MASS. 1. COMPARING MASS. 1. Compare mass ofobjects.

(i) Measure and recordmasses of objects inkilogram and grams.

(ii) Compare the masses oftwo objects using

kilogram and gram,stating the comparison inmultiples or fractions.

(iii) Estimate the masses ofobjects in kilograms andgrams.

Pupil measure, read and record massesof objects in kilograms and using theweighing scale and determine howmany times the mass of an objects ascompared to another.

27(21 25July)

8. MASS. 2. RELATIONSHIPBETWEEN UNITS OFMASS.

2. Understand therelationship betweenunits of mass.

(i) Convert units of massfrom fractions anddecimals of a kilogram tograms and vice versa.

(ii) Solve problems involving

conversion of mass unitsin fraction and / ordecimals.

Pupils make stories for a givenmeasurement of mass.

e.g.:

Aminah bought 4 kg of cabbages and

500 g celery. Altogether, she bought atotal of 4.5 kg vegetables.

28(48 Aug)

8. MASS. 3. BASIC OPERATIONSINVOLVING UNITS OFMASS.

3. Add and subtractunits of mass.

(i) Add and subtract units ofmass involvingconversion of units in:

a) Kilograms.b) Kilograms and grams.

Pupils demonstrate addition andsubtraction involving units of mass usingnumber sentences in the usualconventional manner.

e.g.:

a) 2 kg + 465 g = _______ g

b) 3.5 kg + 615 g = ________ kg

c) 12. 5 kg625 g = _______ g

2911 15Aug)

8. MASS. 3. BASIC OPERATIONSINVOLVING UNITS OFMASS.

4. Multiply and divideunits of length.

(ii) Multiply and divide unitsof mass in kilograms andgrams involvingconversion of units with:


b) 10, 100, 1000.

Pupils multiply and divide involving unitsof length.

e.g.:

a) 7. 215 g x 1 000 = _______ kg

b) 2. 24 kg 3 = ________ g


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(iii) Solve problems involving

basic operations onmass.

Create stories from given number sentence.

30(18 22Aug)

9. VOLUME OFLIQUID.

1. COMPARINGVOLUME.

1. Measure andcompare volumesof liquid usingstandard units.

(i) Measure and record thevolumes of liquid in asmaller metric infractions and / ordecimals of a larger unit.

(ii) Estimate the volumes ofliquid involving fractionsand decimals in litersand milliliters.

(iii) Compare the volumes ofliquid involving fractionsand decimals using litersand milliliters.

Pupils measure, read and recordvolume of liquid in liter and millilitersusing beaker measuring cylinder, etc.

Pupils measure and compare volume of

liquid stating the comparison in multiplesor factors.

31(25 29Aug)

31 Aug-NationalDay

9. VOLUME OFLIQUID.

2. RELATIONSHIPBETWEEN UNITS OFVOLUME.

2. Understand therelationshipbetween units of

volume of liquid.

(i) Convert units of volumesinvolving fraction anddecimals in liter and vice-

versa.

(ii) Solve problem involvingvolume of liquid.

Engage pupils in activities that willcreate an awareness of relationship.

Pupils make stories from a givennumber sentence involving volume ofliquid.

31(25 29Aug)31 Aug-NationalDay

9. VOLUME OFLIQUID.

3. BASIC OPERATIONSINVOLVING UNITS OFVOLUME OF LIQUID.

3. Add and subtractunits of volume.

(i) Add units of volumeinvolving mixed decimalsin:

a) Liters.

b) Milliliters.

c) Liters and milliliters.

(ii) Subtract units of volumeinvolving mixed decimalsin:

a) Liters.

b) Milliliters.

c) Liters and milliliters.

Pupils carry out addition up to 3numbers involving mixed decimals.


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32(15 Sept)

9. VOLUME OFLIQUID.

3. BASIC OPERATIONSINVOLVING UNITS OFVOLUME OF LIQUID.

4. Multiply and divideunits of volume.

(i) Multiply units of volumeinvolving mixed numberusing:


b) A two-digit number.

c) 10, 100 and 1000.

(ii) Divide units of volumeusing:

a) Up to 2 digit number.

b) 10, 100, 1000involving mixeddecimals.

(iii) Divide unit of volumeusing:


b) 10, 100, 1000.

Involving conversion ofunits.

(iv) Solve problems involvingcomputations forvolumes of liquids.

Pupils demonstrate division for units ofvolume in the conventional manner.

Pupils construct stories about volume ofliquids from given number sentences.

(8 12Sept)

PKSR 2

(13 21

Sept)

School break for semester 2


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33(22 26Sept)

10. SHAPE ANDSPACE.

1. COMPOSITE TWODIMENSIONALSHAPES.

1. Find the perimeterof composite 2-Dshapes.

(i) Measure the perimeter ofthe following composite2-D shapes:

a) A square and asquare.

b) A rectangle and arectangle.

c) A triangle and atriangle.

d) A square and atriangle.

e) A square and arectangle.

f) A rectangle and atriangle.

(ii) Calculate the perimeterof the followingcomposite 2-D shapes:



c) A triangle and atriangle.

d) A square and arectangle.

e) A square and atriangle.

f) A rectangle and a

Use measuring tapes, rules or string tomeasure the perimeter of eventcomposite shapes.


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triangle.

(iii) Solve problems involvingperimeters of composite2-D shapes.

34(29 Sept 3 Oct)

10. SHAPE ANDSPACE.

1. COMPOSITE TWODEMENSIONAL SHAPES.

1. Find the area ofcomposite 2-Dshapes.

(i) Measure the area of thefollowing composite 2-Dshapes:



c) A square and arectangle

(ii) Calculate the area of thefollowing composite 2-Dshapes:


b) A rectangle and arectangle

c) A square and arectangle

(iii) Solve problems involvingareas of composite 2-Dshapes.

Pupils count the unit squares to find thearea of composite 2-D shapes on thegrid paper.

35

(610 Oct)5 & 6 Oct-Hari RayaHaji

10. SHAPE AND

SPACE.

2. COMPOSITE THREE

DEMENSIONAL SHAPES

1. Find the volume of

composite 3-Dshapes.

(i) Measure the volume of

the following composite3-D shapes:

a) A cube and a cube.

b) A cuboid and acuboid.

c) A cube and a cuboid.

Use any combination of 3-D shapes to

find the surface area and volume.


23/26

(ii) Calculate the volume ofthe composite 3-Dshapes following:

a) A cube and a cube

b) A cuboid and a cuboid

c) A cube and a cuboid

(iii) Solve problems involvingvolume of composite 3-Dshapes.


24/26




36(13 17Oct)

11. DATA HANDLING. 1. AVERAGE. 1. Understand anduse the vocabularyto average.

(i) Describe the meaning ofaverage.

(ii) State the average of twoor three quantities.

(iii) Determine the formulafor average.

Prepare two containers of the same sizewith different volumes of liquid.

Equal the volume of liquid from the twocontainers.

e.g.:

Relate the examples given to determinethe average using the formula.

36(13 17Oct)

11. DATA HANDLING. 1. AVERAGE. 2. Use and applyknowledge ofaverage.

(i) Calculate the averageusing formula.

(ii) Solve problem in real lifesituation.

Calculate the average of two numbers.

Calculate the average of three numbers.

Pose problems involving real lifesituation.


25/26

37(20 24Oct)23 Oct-Deepavali

11.DATA HANDLING 2. ORGANISING ANDINTERPRETING DATA.

1. Understand thevocabulary relatingto data organizationin graphs.

(i) Recognize frequencymode, range, maximumand minimum value frombar graphs

(i) Discuss a bar graph showing thefrequency, mode, range, maximum andminimum value.

e.g.

Number of books read by five pupils inFebruary

pupils

Pupils transform data tables to bargraphs.

name Readingtestscore

MentalArithmetictest score

Adam 10 8

Davin 7 10

May 9 8

37(20 24Oct)23 Oct-Deepavali25 Oct-AwalMuharram

2. ORGANISING ANDINTERPRETING DATA.

2. Organize andinterpret data fromtables and charts.

(i) Construct a bar graphfrom a given set of data.

Determine the frequencymode, range, average,maximum and minimum valuefrom a given graph.

frequency

Adam

Shiela

Davin

Nadia

May

5

4

3

2

1


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